Consultation for parents “How to teach children the sound analysis of words. Sound analysis of a word: what it is and how to do it correctly Sound patterns of words perspective

However, many children find it difficult to separate form from content; they get confused with symbols and forget the definitions of concepts. The fact is that in order to draw up diagrams, a student must be able to think abstractly and master analysis techniques. If these skills are not developed, the help of teachers and parents is required.

Is it a word or a sentence?

The diagram is a graphic model that, using symbols, displays the components of the whole and their interrelationships. From the first days of school, children learn that sentences are made up of words, and words are made up of sounds. Diagrams of words and sentences help to see this clearly.

However, these concepts are often mixed up in a child’s head. First-graders get confused in the symbols, drawing lines instead of colored squares. Explain to the child that a word is the name of a separate object, action, or characteristic. A sentence consists of several words connected to each other and conveys a complete thought.

Let the first grader determine whether he hears individual words or a sentence. So, the phrase “The crow is sitting on the fence” would be a sentence. Draw a diagram for it. If you say “crow, sit, fence”, then we have just a set of words unrelated to each other. There is no need to draw a proposal diagram.

Syllable and stress

Having figured out the difference between a word and a sentence, you can move on to drawing up syllable patterns. Please note that there are different conventions in textbooks. Most often, a word is represented by a line or a rectangle, which is divided by vertical lines into the required number of syllables. The accent is indicated by a short oblique stick on top. In 1st grade, work on the sound composition begins with similar word schemes.

Students of philological universities are not always able to explain the division of words into syllables in the Russian language. The easiest way is to imagine that you are communicating with a person on the other side of the river. Shout the word loudly and drawn out. Sounds pronounced in one exhalation make up a syllable. The emphasis can be determined by placing your fists one on top of the other and placing your chin on top, but not tightly. When pronouncing a stressed syllable, the pressure of the jaw on the hands will be the strongest.

Children have the most problems at this stage. Meanwhile, it is the sound patterns of words that help children realize that spelling and pronunciation often do not coincide with each other. It is better to start training with simple words, gradually complicating the task. The first action is dividing the word into syllables.

The second stage is determining the quantity and quality of sounds. At first, use the hint sign. On it, as in the diagram, vowels are marked in red. Sounds from the top row are placed after hard consonants, from the bottom - after soft ones. Letters i, e, yu, e denote two sounds (y+a, y+o, y+y, y+e) if they are at the very beginning of words, after another vowel, and also after the “silent” letters ъ, ь.

Consonants can be hard (marked in blue on the diagram) or soft (colored in green pencil). When drawing a diagram, we analyze each syllable in turn. We represent a single sound as a square of the corresponding color. The fusion of a consonant with a vowel is a rectangle divided in half by a diagonal line. The lower part denotes a consonant, the upper part a vowel. After drawing the diagram, put stress and separate the syllables

Composition of the word

Morphemic analysis of words is usually studied in 2nd grade, although some programs introduce it to first graders. The ability to find a root, prefix and other significant parts is very important for developing competent writing skills. Children draw new word patterns and remember generally accepted symbols.

This is not easy for all students. Learn a simple algorithm with your child:

1. Write the word.
2. Decline it according to cases or conjugate it according to persons and numbers. The ending letters changing at the same time will be the ending. The rest of the word is the stem. Sometimes there is a null ending.
3. Choose as many related words as possible. Their common part is called the root.
4. The letters in front of it are a prefix.
5. There can be a suffix between the root and the ending. Or several suffixes, as in the word "teacher".
6. Graphically highlight all the parts in the word, redraw their symbols below or next to them. The result is a diagram.

Learning to think

Most often, schoolchildren's mistakes are associated with a formal approach. The lexical meaning of the word is not taken into account. Children try to find already familiar suffixes in the word (-chik- in the lexemes “ball”, “ray”), prefixes (-u- in the adjectives “morning”, “narrow”). To avoid this, children are taught to select words to match the indicated patterns. You can create such tasks yourself.

Draw a diagram of the word: root + suffix + ending. Which of the lexemes listed above are suitable for it: racer, raincoat, storekeeper, cartiler? Which words have a zero ending, a prefix and a root: raid, tune, burbot?

Drawing up a word diagram is a rather difficult task for a primary school student. In order not to discourage your interest in studying with boring workouts, turn them into a game. Conduct lessons for dolls, organize competitions with prizes, and for correct answers, give a part of the picture that will need to be assembled in the end. Put in a little effort and it will definitely be rewarded.

Sound analysis of a word. Excursion for parents.
Basic rules for composing the sound diagram of a word:

Vowels are indicated by circles (large dots),
Hard consonants - one stripe (dash),
Soft consonants - two stripes (two dashes).
A consonant becomes soft if after the consonant letter there is a softening vowel - I, I, Yu, E, E or a soft sign b.

For example, MOUSE - . - - . BEAR = . – - .

There are also exceptions to the rules. So the consonants Y, Shch, Ch are always soft, and Zh, Sh, Ts are always hard.
Some letters make two sounds after a vowel, soft or hard sign, and are also indicated at the beginning of a word:

I - consists of sounds (Y A), schematically it looks like this = .

Yu – (Y U), schematically = . E – (J E), schematically = . E – (Y O), schematically = .

For example, APPLE = . – - . – . YULA = . – . HEDGEHOG = . – . -

Stage 1. When you begin to teach letters and sounds with your child, you gradually need to introduce the baby to the concept of vowels and consonants. Most often in kindergarten they say that vowels can be sung, but consonants cannot. Although my daughter long and persistently proved to me that consonant sounds can be sung. Without even noticing that at the end of each consonant she added a vowel and thus extended the sound. Therefore, we had to learn the most common vowel sounds. Over time, she caught the difference and now understands what it means to sing sounds.

When a child can easily distinguish consonant sounds from vowels, feel free to introduce him to the concept of soft and hard consonant.

Stage 2. Word mapping is believed to help develop reading skills. I can say from myself that the better a child reads, the easier and more accurately he puts together word patterns. The poem cannot say with certainty which contributes more to what.

The most difficult thing for a child, both when reading and when drawing up diagrams, is when two consonants appear next to each other in a word. Therefore, first, make diagrams of simple words consisting of a minimum of letters - HOUSE, CAT, GARDEN. Then – COW, DOG, MAN. And only then TABLE, SPOON, PROTEIN.

We play with children and make a sound analysis of the word.

To practice with your child, you need to make cards (see picture above). On a sheet of cardboard we draw symbols of sounds, 10 of each type is enough. The size of the cards doesn't matter.

Game 1. Mix the cards and turn them over. Take turns taking a card. Name the word that begins with the sound corresponding to the picture. For example, you came across a card with a circle, say the word PINEAPPLE, with one stripe - CHAIR, with two stripes - BALL. If the child names the word correctly, he takes the card for himself; if not, he puts it in a common pile. Whoever has the most cards at the end of the game wins.

Game 2. For this game you will need small toys (can be from a Kinder Surprise). We place a toy on both sides of the table. Between the toys, lay out a word from the cards. Discuss this word with your child. Ask your child what the first letter in the word is, what the last one is, how one or the other is indicated. Where is the vowel in the word, how is it indicated. Once you are sure that the child understands the diagram, you disassemble the bridge and invite the child to repair it.

A story for a child: The toys are great friends, but they live on different banks of the river. The banks of the river are connected by a magical bridge made of cards. An evil wizard arrived and broke the bridge (or a strong wind blew). Help your friends build a bridge. To do this, you need to put together a magic word from cards that will help connect the two banks of the river.

When your baby learns to put together word patterns on his own, immediately invite your child to make a bridge.

Game 3. At least two players participate (mother and child). Mom says a word, and the baby puts together a diagram of this word. Then mother and child change roles. If the diagram is put together correctly, then the player who compiled the diagram earns a point. No - the player who guesses the word earns a point, but only if he finds an error in the scheme. Whoever has more points wins. Dear parents, don’t forget to make mistakes and give your child a chance to feel like THE smartest.
Sound scheme of a word in examples:

Forest = . – Mac – . – Hedgehog = . – . –

Autumn. = . = Iodine – . – Apple = . - – . – .

Yula = . – . Oak – . - Cat - . –

Door - = . = Lizards = . = . = . – . Screen. – - . –

Raccoon = . – . – Bumblebee = = . = Print = . = . =

Hedgehog = . - Pen - . = – . Hare - . = . –

Bone – . - – . = – . Eternal = . = – . =

Teaching children to read and write in kindergarten is carried out using the analytical-synthetic method. This means that children are introduced to the sounds of their native language first and then to the letters.

When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent sounds, establishing their quantity and sequence.

A violation of sound analysis is expressed in the fact that the child perceives a word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of its constituent sounds. For example, an adult asks a child to name the sounds in the word JUICE, and the child answers: “orange, apple...”

Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.

Teaching the sound analysis of a word is the main task of the preparation stage for learning to read and write and involves: determining the number of sounds in a word, the phonetic characteristics of sounds (the ability to differentiate vowels and consonants, voiced and voiceless, hard and soft), determining the place of a sound in a word.

Dear parents, remember:

1. Sound - we hear and pronounce.

2. We write and read letters.

3. Sounds are vowels and consonants.

There are six vowel sounds: A U O I E Y

There are ten vowel letters: A U O I E Y - correspond to the sounds and four are iotized, which indicate two sounds: Ya-ya, Yu-yu, E-ye, Yo-yo.

Vowel sounds are indicated in red on the diagram.

Consonant sounds are voiced and unvoiced. A dull sound is formed without the participation of the vocal folds; we explain to children that when we pronounce

Voiced sounds: B, V, G, D, Zh, Z, J, L, M, N, R.

Voiceless sounds: K, P, S, T, F, X, Ts, Ch, Sh, Shch,

Consonant sounds are soft and hard.

Always hard consonants: Zh, Sh, Ts.

Always soft consonants: Y, Ch, Shch.

Hard sounds are indicated in the diagrams in blue, soft sounds in green.

Sample game tasks.

Game “Catch the sound” (from a series of sounds, from a series of syllables, from a series of words).

Objective: to develop auditory attention, phonemic hearing.

The adult names the sound, and the child picks up a blue or green square. Then the word. If you hear a hard sound at the beginning of a word, you need to raise the blue square, if it’s soft, you need to raise the green one (Snow, winter, skiing, etc.).

Game “How many sounds are hidden in the word?”

Post a diagram of the word CAT.

How many sounds are in the word CAT? (The word CAT has three sounds)

What is the first sound in the word CAT? (first sound [K])

What is the sound [K]? (the sound [K] is consonant, deaf, hard).

Which square on the diagram represents the sound [K]? (Blue square).

What is the second sound in the word CAT? (Second sound [O])

What sound is [O]? (Sound [O] vowel).

Which square on the diagram represents the sound [O]? (Red square).

What is the third sound in the word CAT? (Third sound [T]).

What is the sound [T]? (Sound [T] – consonant, hard, deaf).

Which square on the diagram will indicate the sound [T]? (Blue square).

The sounds became friends. What happened? (CAT).

What letter denotes the sound [K]? (Letter K).

What letter denotes the sound [O]? (Letter O).

What letter denotes the sound [T]? (Letter T).

The letters became friends. What happened? (CAT).

It is important that the child learns what the sound of speech is, can differentiate sounds, and divide words into sounds and syllables. Only then will he be able to easily master the skill of reading.

Letters are a graphic symbol of sounds. We often come across the fact that children are taught to read letter by letter, i.e. children, seeing a letter, pronounce its name, and not the sound: pe, re... The result is “keote”, instead of “cat”. Children have difficulty understanding the rules of voicing letters and letter combinations. This creates additional difficulties in teaching children to read.

The method of teaching reading in kindergarten involves naming letters by their sound designations: p, b, k.... This makes it much easier for children to master reading skills. In order for the child to better understand the graphic appearance of letters and to prevent dysgraphia at school (dysgraphia is a written language disorder), the following tasks are recommended:

- “What does the letter look like?”

In a series of letters, circle the given letter.

Laying out letters from counting sticks, from string on velvet paper, sculpted from plasticine, etc.

Trace the letter by dots, shade the letter, complete the letter.

Dear parents, follow the teachers’ instructions very carefully when completing tasks in the notebook, do not complicate the tasks at your own discretion. Remember that the requirements of the kindergarten and the family must be the same!

Bibliography.

1. Alexandrova, T.V. Living sounds, or Phonetics for preschoolers: Educational and methodological manual for speech therapists and educators. St. Petersburg: Detstvo-press, 2005.
2. Tkachenko, T.A. Formation of sound analysis and synthesis skills. M.: Gnom i D, 2005.

Drawing up sound patterns for words.

We can also call this type of work sound-letter word analysis or phonetic analysis .

Remember: sounds can be heard or spoken. A letter is a sign to indicate a sound. The letter can be written, read, seen.

Phonetics is a branch of the science of language in which the sounds of a language, stress, and syllables are studied.

We call the sounds that a person makes speech sounds. Speech sounds are formed in the speech apparatus when air is exhaled.

The speech apparatus is the larynx with vocal cords, oral and nasal cavities, tongue, lips, teeth, palate. When drawing up sound patterns for words, you must be able to divide sounds into vowels and consonants.

Vowel sounds consist only of the voice, exhaled air passes through the mouth freely, without encountering an obstacle. Vowel sounds can be drawn out for a long time and sung.Vowel sounds we will denote in red -

In russian language vowel sounds six: [a], [o], [y], [e], [s], [i]. Vowel sounds can be stressed or unstressed.

When we say consonants , the air meets an obstacle (lips, teeth, tongue). Some consonants consist only of noise - these are voiceless consonants. Others are made from voice and noise. These are voiced consonants.

Consonants are also divided into hard and soft.

Hard consonants indicated in blue -

soft- green-

Where to start?

Start working with simple words - one or two syllables.Think about how to interest your child.

Maybe you can teach your doll Masha or your favorite bunny to form words?Or will you solve riddles and make a diagram of the answer word?

Or maybe a word (card or picture) is hidden and you play the game “hot and cold”?

It’s very good if you come up with something interesting and have an incentive to work.

Algorithm of work when compiling the sound diagram of a word

1.I pronounce the word.

2. I count the number of sounds and mark the sound windows.

3. I listen to the sound, analyze it: vowel or consonant; if the consonant is hard or soft.

4.I choose the desired color.

5. I count: how many sounds are there in a word, how many vowels, how many consonants - how many of them are hard consonants, how many are soft.

Fragment of the lesson.

Guess a riddle.

The grandfather is sitting dressed in a hundred fur coats.

Who undresses him?

He sheds tears.

Let's make a diagram of the word onion.

1. Divide the word into syllables.

We say bow with clap of our hands. This word has 1 syllable.

2. What sounds does a syllable consist of?

We pronounce it drawn out l-u-k.

The first sound is [l]. This is a hard consonant sound. Select the desired hard consonant card (blue color). The second sound is [y]. This is a vowel sound. Select the desired vowel sound card (red).The third sound [k] is a hard consonant. Select a card for a hard consonant (blue color).

3. Let's denote the sounds with letters. The sound [l] is denoted by the letter “el”. The sound [y] is the letter “u”. The sound [k] is the letter “ka”.

We do not place stress on monosyllable words.

TAPE OF LETTERS

To compile sound patterns of words, the following blanks are needed:

Even in early childhood, when a child is just learning to read, he is faced with the problem when words are pronounced differently from how they are written. For this reason, it is necessary to conduct a sound analysis with it. Why it is studied throughout the school curriculum will be discussed in our article.

Phonetics

Our speech is divided into two large types: oral and written. The first, naturally, appeared long before the second. After all, initially people learned to exchange information using gestures and simple sounds. Then this gradually grew into words that formed one language or another. But soon there was a need to record everything that was said. This is how it arose

In this article we will talk about the features of oral communication. This part of the language is studied by a complex science - phonetics. It deals with the sounds that make up our speech. Each of them has its own characteristics and individual characteristics. Their study is included in sound analysis.

Vowels

One of the most important parts of our spoken language is the presence of vowels. They are so named based on their main function - to transmit long-lasting sound with their voice. There are six of them in Russian: A, O, U, Y, I, E.

It must be remembered that the number of letters does not always coincide with the number of sounds. For example, the word “south” has 2 letters, but at the same time 3 sounds: “yuk”. A letter-sound analysis of a word should show what is different from the way we write.

Vowels make up syllables in words. It is by their number that they determine how many parts the word is divided into:

• stick- there are 2 syllables because it has two vowels;
• som - 1 syllable, since there is one vowel.

In addition, you need to know the features of letters such as e, ё, yu, ya. They, unlike all the others, can form two sounds - a vowel in combination with Y:

• Yo (y+o);
• E (y+e);
• Yu (y+y);
• I (y+a).

This phenomenon is observed in cases where the listed sounds are used:

• after soft or hard signs ( pours, zealous);
• after a vowel ( big, belt);
• at the beginning of a word ( Yula, El).

Very often, when performing sound analysis (given below), children make mistakes precisely in parsing these vowels.

All the other characteristics that vowels have are quite simple. Especially those that are studied in the school curriculum. Only two signs are considered: stress or unstress.

Consonants

Before performing a sound analysis, you need to know the features and consonants. There are many more of them than vowels. The Russian language has thirty-seven of them.

Consonants have different characteristics:

• Softness or hardness. Some sounds can be pronounced without softening: sea (m- solid). Others are the opposite: measure (m- soft).
• Voicedness or deafness. When a sound is pronounced with vibration and voice, it is called voiced. You can put your palm on your larynx and feel it. If vibration is not felt, then it is deaf.
• Pairing. Some consonants have their opposite. Usually in terms of sonority and deafness. For example: V(sound) - f(deaf) h(sound) - With(deaf).
• Some consonants are pronounced as if “in the nose”. They received the corresponding characteristic - nasal.

How to perform

Now you can create an algorithm that performs sound analysis of a word. The scheme is simple:

1. First, we divide the word into syllables.
2. Next, we write the letters that make it up in a column.
3. Now for each we select the appropriate sound.
4. We characterize each of them according to the characteristics described above.
5. We count the number of sounds and letters.
6. If their numbers do not match, we explain why this phenomenon occurred.

Let's give an example. Let's take the word "ceiling":

1. This word has three syllables: ceiling(3 vowels, therefore the corresponding number of syllables).
2. The letter P has a sound<П>. It is consonant, pronounced without vibration at the larynx, and therefore dull. It is also hard and has a couple<Б>.
3. The letter O has a sound<А>. It is vowel and has no accent.
4. The letter T has a sound<Т>. It is a consonant and is pronounced unvoiced. It is not softened and therefore hard. In addition, it has a pair of sonorities<Д>.
5. The letter O has a sound<А>. It is vowel and unstressed.
6. The letter L stands for sound<Л>. It is consonant, has no softening - hard. Pronounced with vibration at the larynx - sonorous. This sound has no pair.
7. The letter O has a sound<О>. It is a vowel and, in this case, stressed.
8. The letter K stands for sound<К>. Consonant, pronounced like a voiceless consonant, has a voicing pair<Г>, solid.
9. To summarize: this word has 7 letters and 7 sounds. The number is the same, no linguistic phenomena are observed.

Sound word analysis for preschoolers is much simplified.

Children need to learn that the pronunciation of a word and its spelling are very often different. When learning reading and writing skills, children gain their first understanding of the difference between spoken and written language. Thus, it is enough for the teacher to explain that some letters, like soft and hard signs, have no sounds at all. But there are no words starting with the letter Y in the Russian language.

Letter-sound analysis of the word “blizzard”

We already know how diverse the Russian language is. The sound analysis in the previous example is quite simple. You just need to correctly characterize each sound. But there are those in which a problematic situation arises. For example, the word “blizzard”. Let's execute it:

1. Snowstorm- two vowels, which means 2 syllables ( snowstorm).
2. The letter B has a sound<В’>. It is consonant, softened by “b”, paired - unvoiced<Ф’>, sonorous.
3. The letter b has no sound. Its purpose is to demonstrate the softness of the previous sound.
4. The letter Yu has two sounds<Й>And<У>, since it comes after b. Both need to be described. So,<Й>- this is a consonant that is always soft and voiced; it has no pair.<У>- vowel, has an accent.
5. The letter G is a consonant and denotes a hard sound. Has a deaf pair<К>and is voiced.
6. Letter<А>has the same sound<А>. It is vowel and unstressed.
7. Let's summarize the analysis: 5 letters and 5 sounds. We observe a phenomenon called “iotated vowel”. In this case, the letter Yu, under the influence of b, split into two sounds.

Conclusion

Sound analysis is not difficult to perform if you know all the characteristics. You need to say the word out loud. This will help you record all sounds correctly. Afterwards, characterize them and summarize the phonetic analysis. And then success in this matter is guaranteed to you!