"Don't study, but play!" This is how Nikolai Aleksandrovich Zaitsev's method of teaching reading to be briefly characterized. Perhaps this is the most popular technique today. With its help, advocates of early development teach their babies to read, write, count and even master foreign languages. And children are not against such training. After all, all that is required of them is to play with bright cubes and sing songs.

How Zaitsev's cubes appeared

Nikolai Zaitsev was born and raised in a family of rural teachers and had no doubts about his choice of specialty: after school he entered the Faculty of Philology of the Pedagogical University. Herzen. In the fifth year he was sent as a translator to Indonesia. There, Nikolai Alexandrovich began to teach Russian as a foreign language. This event became the starting point in the creation of his unique system of teaching reading and writing. One of the most difficult languages ​​in the world - Russian - had to be taught in the shortest possible time. The students were adults, already unaccustomed to learning people - officers. Such a task seemed overwhelming, but Zaitsev coped brilliantly. He invented new methods on the go, came up with original tables, tried to penetrate into the essence of the language, so that - in the words of Zaitsev himself - "learn to pass it on to others."

The success inspired the young teacher to develop his own teaching system. The system, which takes into account the psychological characteristics of the perception of the Russian language, is free from unnecessary conventions and cumbersome rules, is clear. Zaitsev began testing his method of teaching the Russian language in the middle classes of schools. The result of the test was depressing: Nikolai Alexandrovich was faced with the fact that the students did not understand their native language at all, they preferred to memorize the rules, rather than delve into them. The children, of course, were not to blame. After all, they are used to learning.

Then Zaitsev turned to preschoolers, including the smallest - children from one and a half years old. The methods were adapted for kids - training was reduced to games. And here the teacher expected success. His invention - cubes - was called the "ringing miracle." Children with difficulty learning to read and write began to read in just a few lessons. The methodology proved itself so well that a number of schools decided to completely switch to training according to Zaitsev.

We don't need an alphabet

After observing the children, how they comprehend the letter, Nikolai Zaitsev came to the following conclusions.

1. To learn to read, it is not necessary to know the names of the letters.
   A common phenomenon: mother bought the alphabet, the child learned the letters, but cannot read. His words don't stick.
   “The alphabet is harmful,” says Nikolai Alexandrovich. In the alphabet, a picture is given for each letter: A - stork, B - hippopotamus, etc. The kid will remember both the letter and the picture, but how then to explain to him that the zebra - stork - lizard - heron, flashing in his mind, should form the word "hare". And even if the child did not learn letters from the alphabet, which makes it difficult to remember the names of the letters, it is still difficult for him to immediately realize that B and A turn into the syllable BA. That is why teachers are forced to go to different tricks to show how two letters merge into a syllable.
2. The syllables are hard to read.
   In Russian, a syllable can contain from 1 to 10 letters. You will meet in the text such a surname as Pfeldrt or Mkrtchyan - you will not read it right away, but there is only one syllable. Of course, the baby does not need to read such complex words, but even a simple one-syllable word “splash” will cause certain difficulties for a child reading in syllables.
3. A person first learns to write, and then to read.
   It is easier for a child to go to reading through writing. Just like an adult when learning a new language. Provided, of course, that by writing we mean not “scratching with a pen in a notebook”, but the transformation of sounds into signs, and by reading, respectively, the transformation of signs into sounds. Therefore, if you have ever tried to teach a child to recognize the most native words and wrote “mom”, “dad”, “grandmother”, “grandfather”, “Sasha” on asphalt or paper, and then asked: “Where is dad? Where is grandma? And where is your name? ”, then the child did not read, but wrote. He turned your sounds into signs written by you.

An alternative to syllables - warehouses

The basic unit of language for Zaitsev is not a sound, letter or syllable, but a warehouse.

A warehouse is a pair of a consonant and a vowel, or a consonant and a hard or soft sign, or even one letter. For example, SO-BA-KA, PA-RO-VO-3, A-I-S-T, etc. The storage principle of reading is the basis of the Zaitsev method of teaching children to read.

Why warehouse?

“Everything we pronounce is combinations of a vowel-consonant pair,” Nikolai Alexandrovich explains. A consonant must be followed by a vowel. It may not be indicated on the letter, but it is there. Our ancestors felt this and put “yat” at the end of nouns ending in a consonant. Say, for example, the word: “o-a-zis”, holding your hand on your throat, and you will feel the force of the ligaments before “o” and before “a”, or, according to Zaitsev’s terminology, “the muscular effort of the speech apparatus”. This very effort is the warehouse.

Warehouses on cubes

The baby sees warehouses not in a book, not on cards, but on cubes. This is the fundamental point of the Zaitsev system.

Why cubes?

Reading requires the work of analytical thinking (letters are abstract icons; the brain converts them into sounds, from which it synthesizes words), which begins to form only by school. That is why we and our parents at this age began to learn to read.

The lack of analytical thinking is compensated in the child by a heightened perception of the signals that the sense organs supply to him. Therefore, Nikolai Alexandrovich Zaitsev relied on vision, hearing and tactile sensations. He wrote warehouses on the faces of the cubes. He made the cubes different in color, size and sound that they make, so each time they are accessed, different channels of perception are turned on. This helps children to feel, rather than understand, the difference between vowels and consonants, voiced and soft.

Using these cubes, the child makes up words and begins to read them. Zaitsev's idea is simple: what is good to show, you don't need to talk about it for a long time (it's better to see it once). Children must first be interested in showing the subject of study, let it play, and then sum up the definition. This is how the holy law of learning is observed: from the concrete-figurative through the visual-effective to the verbal-logical.

Zaitsev Cubes. What are the cubes

There are 52 cubes in the Zaitsev Cubes set (seven of them are repeated to build the words PA-PA, MA-MA, DYA-DYA and the like, which are closest to the child, especially at first. The cubes are divided into large and small, single and double, golden, iron-gold, wooden-gold.There is one white die with punctuation marks.Also the dice are different in color.

Large ones are cubes with solid warehouses. Small - cubes with soft warehouses. However, Nikolai Alexandrovich strongly disagrees with the definition of “soft-hard”: what is hard and soft here? But there is a big one and a small one! Compare how your mouth opens when you say BA or BYA.

Large and small cubes come in different colors and with different fillings.

Double - these are cubes glued together, with consonants that are combined - "friendly" - not with all vowels. For example, F (F) - ZHA-ZHO (SAME) - ZHU-ZHI-ZHE. Options such as “zhy”, “shy”, “chya”, “schya” are simply excluded.

Iron - cubes with sonorous warehouses. Wooden cubes - with muted warehouses. Gold - cubes with vowels. Iron-wood - used for warehouses with solid signs. Wood-gold - for warehouses with soft signs. The white die is used to indicate punctuation marks.

The letters on the cubes are written in different colors: vowels - in blue; consonants - blue; hard and soft sign - green.

Many teachers and parents are embarrassed by this coloring, because the school adopted a completely different one: consonants are blue or green, vowels are red. So, the baby will have to be retrained. However, the author of the method claims that the avoidance of red-blue-green combinations allows avoiding the color “tornness” of words, and therefore children immediately begin to read fluently, without hesitation.

Getting ready for classes step by step. We glue the cubes

There are three types of Zaitsev cubes: standard unassembled, assembled and plastic. The cubes from the standard (unassembled) set include blank cubes that you need to glue yourself. You can do this fascinating business in the dead of night, while your beloved child is sleeping. But imagine what the first action will be performed by a small child who receives a cube with some kind of rattles or noisemakers inside? Right! He will tear it apart. And if you glue the cubes together, such a temptation will not arise, because it is already clear what is inside.

Think about strengthening the cubes in advance. To do this, you can insert another one, almost the same in size, cut out of thick cardboard inside the cube.

You can glue the cubes with Moment glue. If not, then you can use PVA glue. In the process of drying the glue, pull the cube with bank rubber bands so that it does not part.

Be sure to protect the cubes - glue them on all sides with tape. Before starting gluing, you can laminate the scan or wrap it with thermal film, and after assembly, also glue the corners of the edges with tape.

After pasting with adhesive tape or thermal film, the cubes can glare in bright light, then it is necessary to make sure that the child is clearly visible every time, looking at the cube from his point of view - literally sitting in his place.

We hang tables

It is advisable to first cut the tables included in the set of Zaitsev cubes along the line shown along the edges. Then, aligning the edges of the parts of the table, glue them with glue or tape. If you hang parts of the table without gluing, then in the process of training, they may begin to “disperse”.

It is also desirable to wrap the tables with thermal film. Thanks to this, they will not tear or get dirty during use.

In Zaitsev's book and in the manual attached to the set of cubes, it is written that it is desirable to hang the tables high, the lower edge at the level of an adult's head or higher. However, these recommendations are based on the fact that Zaitsev's cubes are mainly used in a group (the author of the technique himself worked only with groups of children). If you hang the tables low, the children will block each other's writing. But if you study at home, then you have one listener - your child. In addition, classes begin in groups at 3-4 years old, and at home, a mother can study with a two-year-old or even a one-year-old baby. Such a baby simply will not be able to see anything on a highly hung table. Therefore, at home, hang the tables so that the baby can reach the top edge of the table with the handle raised up. When he grows up, lift the table - the child should reach for it, and not bend over.

And one more important note. For a very small child, the table is too large. To see several warehouses drawn at different ends of the table, he needs to either move far away (then he will not be able to show them), or run back and forth along the table. Best of all, if you have such an opportunity, hang the table in the corner of the room, bending it in half. Then the baby will be able, standing in one place, to easily reach any edge of the table with his hand.

It is desirable to place tables in the place where the baby happens most often, that is, in his room. But if there is no space at all, then you can place them in another room, in the hallway or even in the kitchen.

Wall charts are just as important as cubes, don't neglect them. The author of the technique himself, Nikolai Zaitsev, is very proud that when working with tables, his vision does not deteriorate, but sometimes it even improves, because the eyeball is constantly in motion, looking for warehouses.

Learning to sing

It is necessary to learn them, because together with your child you will not pronounce the warehouses drawn on the cubes, but sing them. According to Nikolai Alexandrovich, learning to read with singing is much more effective, interesting and more fun than without it. And some children at a tender age cannot be taught to read otherwise.

Bringing Cubes to Life

We play cubes

Now the child comes into play. All cubes with warehouses are available to the child immediately and forever. Do not be afraid that the baby will get confused. Accurate systematization allows you to quickly catch the patterns of the language, without littering the child's head with any kind of "scientific". To begin with, let him choose the cube that he liked more than the others. Take it and, turning to the child with the side that you call, sing all the warehouses. Now let the baby choose a large wooden cube. Then small. Gold. Iron. When all types of sizes and sounds are mastered, you can sing a column of warehouses according to the table to the baby and offer to find a cube with the same singing. So at the same time he will master both warehouses and their classification.

You stand at the table, take a pointer in your hands and begin to sing. Please note that you need to articulate warehouses well, show the child that the sounds are different: big and small, sonorous and rustling.

For clarity, you can move: stand on tiptoe or squat, spread your arms, etc.

It is very important to breathe life into the cubes. Come up with names for the cubes: here is the big daddy cube B-BA-BO-BU-BE-BE, and here is the small baby cube B-BY-BE-BY-BE-BE. Double dice are grandparents.

Let's start writing

Do not be afraid if the child is not yet able to hold a pen in his hands. Do not write with pen on paper. The kid will lead a pointer or finger along the table, singing: “Ba-bo-bu-by-be, Ma-sha, mo-lo-ko.” After all, he needs to understand how words are composed, take them apart and reassemble them. And, of course, you need to write with the help of cubes, making words out of them.

Start writing with what is dearest to the child - with the name. By the way, you can write KO-LA, but better - NI-KO-LA-Y A-LE-K-SE-E-VI-CH (the child will be glad to feel big). Then make up the names of toys, the names of loved ones. Having collected the word MAMA at one end of the room, GRANDMA LISA on the table, and UNCLE PETYA by the window, start an outdoor game of words: “Hurry, run to GRANDMA! Look who came to us - UNCLE PETIA! Meet him! And now MOM is calling you with her! In this way, it is possible to teach reading in motion without sacrificing vision and posture for literacy. Please note that we do not teach a child to read or write with the help of cubes, we just play.

Not enough cube! What to do?

Indeed, for writing certain words, there are not enough cubes that are in the set. For example, you want to write the word BANANA, and we only have one cube with warehouses HA and H (the NU-NO-NA-NE-NS-N cube) and it is impossible to rotate it with two faces at the same time. Often there are not enough cubes with warehouses in S, M, P, cubes with vowels. What to do? If you bought cubes, do not rush to glue them right away. First, photocopy on a color photocopier the scans of the most used cubes. Cut out the base for them from cardboard. If you don’t want to make anything additional, then write those words that you cannot write in cubes on a sheet of paper with felt-tip pens, highlighting warehouses in different colors, or write according to the table with a pointer.

Elena Neretina
Project "Teaching children to read using N. A. Zaitsev's cubes"

« Teaching children to read with cubes. A. Zaitsev»

Relevance and usefulness of innovation.

In connection with the recent changes in the field of preschool education, literacy education for children alternative methods have become irrelevant.

GEF pursues the goal of creating equality of opportunity for everyone

child in obtaining a quality preschool education. The specificity of preschool age is such that achievements children preschool age is determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including those that ensure the child's psychological readiness for school. The standards say that it is necessary to abandon the educational model in kindergarten, that is, from classes.

The standard requires the appeal of educators and teachers to new forms of work with children that would allow teachers, figuratively speaking, teach

preschoolers without even knowing it. The difference between preschool education and general education lies in the fact that in kindergarten there is no rigid objectivity, the basis of development is the game.

Desire of specialists (teachers - speech therapists) to use new technologies in the work is caused primarily by the specifics children with severe speech impairment. Using the phonemic method learning, educators often felt powerless in the face of the persistent failure of some children. These children hardly mastered the skills of sound-letter analysis and synthesis. For them sometimes it turns out inaccessible: such abstract-symbolic concepts as "vowel", hard and soft consonants, "letter", "syllable", "dot", "emphasis", "scheme of a word, sentence" etc. A particular difficulty for children represents the assimilation of iotized vowels, soft consonants. And although most of the graduates of speech therapy groups go to school, having mastered the mechanism reading, among them, by the end of the first grade, a huge percentage of dysgraphics and dyslexics is revealed. Thus, the traditional approach to learning literacy in kindergarten does not always meet the modern requirements of the school, since it does not solve the problem of preventing writing disorders well enough.

N.A. system Zaitsev refers to non-traditional systems learning. It was originally developed for teaching children to read without deviations in development, starting from 2 years of age and ending at 7-8 years of age. But the most important thing is not even the age range, but the pace and quality children's education.

An ordinary child of 6-7 years old learns to read according to this system in 2-3 months, a child with speech pathology - in 4-5 months. To be sure, here are some numbers. Out of 10 children with OHP, three read phrases after 2 months, the rest only read words. After another 3 months seven children mastered the syllable by reading, and three fugitives. So the whole period training took 5 months, but among these children five had a secondary diagnosis of “ZPR”, two had stuttering. These data in the course of my work and allowed me to conclude that the proposed Zaitsev system, about its need for defectologists.

Distinctive features of the program

According to the methodology Zaitseva all learning to read is built on cubes and wall charts. « Learning to read with Zaitsev's cubes» - games-activities based on the warehouse principle learning H. A. Zaitsev(memorizing warehouses, singing them).

Used large and small cubes, there are single and double, gold, iron, wooden. Available white cube with punctuation marks. Letters on cubes written in different colors. They differ in weight, in the sound and vibration of the filler, etc. Each feature has its own purpose in order to solve certain problems in learning to read. At the same time with cubes in training special warehouse tables are used.

The fundamental difference between the methodology learning to read. A. Zaitsev from traditional methods in that the child learns to read without composing words from individual letters, and not by syllables, but by warehouses. It is important that the child sees all the warehouses at once, and not one at a time. From these warehouses, like from bricks, the baby builds a word, gradually moving from letter to reading. Exit to reading through singing - this is an integral principle in the methodology of N.A. Zaitsev. Therefore, warehouses are sung, and not spoken out. The alphabet is also sung, with which the children get acquainted a little later.

The game is built into a complex process of mastering many educational skills. It involves the interpenetration of different types activities: observation, examination, conversation, table reading, reading and"letter" cubes, reading works of Russian folk art (lullabies, counting rhymes, tongue twisters, teasers, fables, etc.).

Thus, playing cubes, the child increases the number of channels of perception through which information enters, resulting in increased efficiency learning. At learning to read according to Zaitsev the child begins to read after a few lessons.

Target project:

Children's education preschool age conscious, correct reading by warehouses with the transition to whole word reading, further develop skills reading sentences. Preparation children to school.

Tasks project:

introduce children with cubes and tables to learn to distinguish cubes by color, sound, size, classify them;

Work on the phonetic and phonemic side of speech, singing warehouse chants;

Confidently name warehouses on cubes and table, make words;

Easy and fun to introduce the child to learning to read;

Develop oral speech by singing warehouses according to the table, cubes;

Contribute to the enrichment of the vocabulary and development of the child's speech;

Develop at children attention, memory, imagination, logical thinking, fine motor skills of hands, hearing;

Cultivate love for your native language.

Motivational stage

Tasks:

Develop speech and cognitive activity;

To instill interest in the book, a taste for independent reading;

Develop dialogic speech children.

Age children

The project for children aged 4 to 6 years. The age of the child affects teaching reading according to the method N. A. Zaitsev. Productive learning to read directly related to the development of cognitive abilities children. At 4-5 years old, children can already analyze the properties of the objects around them. It is at this age that children there is an interest in letters, so you can start preparing for learning to read. Preparing for teaching children to read preschool age, should include games that contribute to the development of skills reading. They are aimed at developing memory, attention, thinking and fine motor skills.

By reading, the child develops his speech, because reading is one of the varieties of speech (written);

Reading and memorizing new words, the child develops thinking, increases vocabulary;

- reading helps the child to remember the standards for constructing sentences, and he himself begins to build his speech correctly;

For a child reading- this is a new type of obtaining information, now he can independently find out the information of interest to him.

Expected results programs:

By the end of the first year learning children should:

Know, speak and show correctly "golden", "iron", "wooden" warehouses (table and cubes) ;

classify cubes;

Take over warehouse reading words.

By the end of the second year learning children should:

Be able to allocate a shock warehouse;

master reading alphabet songs;

Implementation timeline project(time, stages of work)

Implementation time project

Duration training - 2 years(1st year education - for children 4-5 years old;

2nd year education for children 5-6 years old).

Number of classes in week:

First year training - 2 times.

Second year training - 2 times.

The duration of one classes:

1st year learning- 2 times a week for 20 minutes

2nd year learning- 2 times a week for 25 min.

System work Zaitseva starts with children who do not know how to read and write, who do not know letters, who do not know sound-letter analysis, or who do not know enough.

Stages of work

Stage 1 preparatory

Goals: draw attention to cubes and tables develop the ability to manipulate cubes learn to follow the actions of the teacher and follow his instructions.

This stage is quite simple and very short 5-6 lessons. However, in each lesson, it is necessary to include 1-2 more difficult tasks necessary to ensure the “zone of proximal development”. At this stage, children learn to twist correctly cubes in hand looking at each side depicting warehouses. A special and important technique at this stage is the singing of warehouses in the process of manipulating cube. The teacher first turns himself cube in hand, singing like a scale, and not reading, each warehouse, and the pronounced side cube facing the child. The meaning of this regularly used exercise is in the development of the rhythmic-intonation side of speech, concentration of attention and memorization of warehouses. In other words, the child develops a coordinated work of the system of analyzers, develops a sense of the sound side of speech. This is especially clearly seen when singing warehouses according to the tables.

In the first lessons, such types of work are used as the selection of all cubes having this letter

"Game" Locomotive "

Goals:

learn to work with cubes, choosing the side with a given vowel on them;

Promote memory and reading warehouses with the same

Learn how to find what you need cube;

Bring attention to work cubes;

A game "classification"

Goals:

Attract attention children to cubes;

Show me how to spin cube in your hand and sing his song;

Learn to remember the name of various groups cubes;

Learn while handling cubes sort the cubes according to features: deaf - voiced, hard - soft.

“Look and repeat”, where the teacher first composes a short word in front of the child, then mixes and turns these cubes and invites the child to reproduce the word again. You can also use a lot of other games described by N.A. Zaitsev in his book “Letter, reading, account”, invent your own and modify existing ones. At this stage, the work differs from the idea Zaitsev speed of "singing" cubes, which should be low enough, and frequent repetitions of the same games. Also, such techniques are used in the work as showing, changing intonation to attract attention, associated actions with the child. (twist together cube) and increased physical activity (all the time on the move). Thus, this stage can be considered simplified, which is caused by psycho-somatic features children of this category.

The same simplification can be seen in working with tables that are included in learning from the first lesson. As mentioned above, singing songs is also provided for working with tables. The teacher, leading a long pointer along the rows of squares with warehouses, does not read, but sings these rows to any motive - from “A Christmas tree was born in the forest” to “Moscow evenings”, and the children follow the tip of the pointer and try to repeat after the teacher. If children the sound pronunciation is grossly violated, then at this stage it is possible to sing only easily pronounceable sounds: k, t, c, g, m, n,. But in the future (starting from 3-4 lessons) you need to enter all the other letters, and it was noticed that thanks to the constant, voluntary singing of songs (which, by the way, children really like, they automated the sounds worked out in individual lessons much better. That is why you can introduce work on tables and cubes for a speech pathologist to correct sound pronunciation.

At the same, short, stage, such a form of work as the teacher's compilation of words from words is introduced and remains for a long time. cubes, and it can be absolutely any words, from “soup”, “cupboard”, to “Batman”, “transformer”, depending on the requests children. This game looks like this. The speech therapist invites children to “go to the toy store” and “buy” whatever they want. Children name their favorite toys, the speech therapist lays out words from cubes on the shelf hanging on the wall, making sure that all the children looked at his manipulations with cubes. After the word is on the shelf, the speech therapist runs his finger over the word, reading it slowly, intonation reflecting parts of the word, that is, warehouses (ma-shi-n-ka, that is, 4 cube) . Then the word is read a second time, but together with the children. So it is necessary to work with every word, since imitation occupies a large place in learning.

Main stage.

« Reading one word»

Goals: learn children put words out of cubes and read them, feel the length of the word, put everything cubes nearby, avoiding gaps between warehouses, operate with concepts "emphasis" And "capital letter", work according to warehouse pictures.

Children begin to navigate quite easily in a heap cubes lying on the table and find the right cube the pattern quickly enough. Table work remains throughout this period, and games with cubes become significantly more difficult. Now children can independently read most of the warehouses on cubes, that is, there is a mastery reading open syllables. Thanks to the constant singing of songs cubes and tables in children the ability was formed not only to read the desired warehouse, but also to visually correlate the planar warehouse of the table with the warehouse on cube, search for the desired warehouse by twisting cube in hand. Here we can talk about the intensive development of orientation in space. The ability to trace the columns and rows of warehouses on the table is also actively formed, which is of great importance when writing and reading. Of course, not all children have reached the optimal level. reading warehouses at this moment, since cognitive activity and the level of development of thinking in all children different. Someone from children already ready to make up words from cubes, someone is at the level of singing and, therefore, only memorizes warehouses. Still, you shouldn't keep these kids on their low, it is better to offer more complex types of work. So, at this second stage learning, the teacher not only composes words from cubes and reads them to children, requiring repetition, but also actively attracts children to self-composing words from cubes. The more words in the class, the better. You can use games like

“Magic Words”, where children from any cubes, chosen at random, make up a word, and then with the help of a speech therapist they try to read it, and then decide who got it funnier: shapuli, koshavu, etc. The game is also often used

“Guess”, where the teacher puts 4 to 10 toys in front of the children and lays them out cubes the name of only one. Children try to guess, using the elimination method, which word is laid out, focusing on toys. In the same period, the most active are games where children themselves try to write any words. (with the help of a teacher, if required): their names, the names of their parents and favorite animals, the names of toys, cartoons, sweets, etc. In case of difficulty, you need to show the necessary warehouses on the table, the children first look for the right one cube, then the desired warehouse on it and lay out the word they want to write.

Thus, at this stage, the following tasks: teach put children out of cubes words yourself, read short words, correctly search for the right cube, relying on the table, feel the length of the word (that is, its finiteness, put everything cubes nearby, avoiding gaps between warehouses, determine the stressed syllable and correctly put on words cube with accent.

Warehouse pictures game looks something like So: a speech therapist shows children pictures of a lion, a ram, a cat, etc. (up to 10 pictures). After mixing and a new demonstration, for example, the word “LEO” without a hint picture, a frenzied work of thought begins. The children are screaming out following: "frog!" (according to the first syllable they could read, “cat!” (according to the length of the word, “bow!” (according to the first letter, “rhinoceros!” (just shout something, and finally someone- That: "a lion!". The child is given a picture, the game continues in the same spirit. The one with the most pictures wins. This process cannot yet be called by reading, everything here is based on a guess, but it is these exercises that accelerate the pace of mastering by reading, enrich vocabulary, activate inactive children and give some discharge to the disinhibited. A similar approach for teaching children to read used earlier by M. Montessori and called it “intuitive reading". I would especially like to emphasize the great importance of warehouse pictures in the work of a teacher in a special school. This is a real find for children with learning difficulties, since it allows you to activate the dictionary as much as possible at all, develops logical thinking, attention, memory.

In time, this stage lasts 12-15 lessons (about a month, after which most children already able to lay out simple words like “poppy”, “shovel”, “fish”, “ball”, “shelf”, “thunder”, read them, lay out their names and surnames, it is better to read stock pictures. However, if we take into account the age of first-graders, then many children by the end of this stage, the ability to read not only individual words, but also phrases can be formed. Difficulties can be caused by words with consonant clusters and soft consonants. That is why at this stage, the hallmark is the work on phonemic perception, without which children would not be able to write words with consonants for a long time. This work is carried out by a speech therapist or teacher in accordance with the program, but in a much smaller volume. It is only necessary to develop the ability children hear a given sound in a word and determine the place of the sound in the word. Work on sound-letter analysis is not carried out at all, because, firstly, it is not necessary, and secondly, it would only slow down children's education, since the storage principle implies immediately starting to read from open syllables. That is why, in particular, this principle is best suited for children with deviations - children, as a rule, find it difficult to master sound-letter analysis, and they bypass this stage altogether, immediately operating with the syllable.

Final stage.

Goals: teach everyone put children out of cubes short unprepositional phrases, read them, give an idea of ​​​​a capital letter at the beginning of a sentence and the distance between words, a period at the end of a sentence, a comma, and also teach how to draw letters with a pencil and felt-tip pen on paper and chalk on a board.

Clearly defined children who have mastered the mechanism reading and for whom it is difficult. Oddly enough, but the most powerful and capable of reading sometimes there are children with the greatest speech and intellectual problems, while the lighter ones have difficulty absorbing the material. Capable children by this time are already laying out and reading short phrases, and some have difficulty reading short words. This stage took us about 2 months, but it is necessary to devote all the time until the end of the school year, that is, 5-6 months, to consolidate the acquired skills. At this stage, still used cubes for short sentences. Children lay out sentences both under dictation and according to the model from the book. The ability to lay out words according to a model is consolidated (according to a warehouse picture, tables are not left without attention, work on which did not stop all time: children independently and together with the teacher lead a pointer on the table, composing words, phrases. By the end of the school year, the children have well mastered the concepts of “dull sound”, “voiced sound”, “soft sound”, “hard sound”, “consonant”, “vowel”.

To implement tasks project games are used with a subgroup children, combining in yourself:

Explanation;

Didactic games;

Solving riddles;

1. Verbal methods learning:

a) an explanation

b) singing (sounds and warehouses).

2. Visual methods learning:

a) show cubes, tables;

b) the use of additional aids (pictures - associations, illustrations, cards, board - printed games);

c) show how to act.

3. Practical methods learning:

a) joint activity of an adult and children;

b) independent children's activities.

Implementation conditions project:

Room.

Group classes are held in a special room - an office. The placement and area of ​​​​the office correspond to the instructions on designing preschool institutions (according to the Regulations on the DOW)

Staffing.

Training conducts, teacher - speech therapist I KK having certificate confirming the right to teaching children to read according to the method N. A. Zaitsev Neretina Elena Pavlovna

Logistics.

The office is adequately lit; there is a wardrobe for storing didactic material; a board on which you can place pictures, write letters, give a schematic representation of an object; shelves to work with cubes; audio recorder,

Information Support.

Didactic material: 4 sheets of OT tables (360x520mm);

52 cardboard cube(50x50mm and 60x60mm); educational audio cassette with tunes of all warehouses;

240 thematic pictures,

associative pictures by N. Pyatibratova.

Selection of riddles, proverbs, sayings, nursery rhymes, verses, fables, crossword puzzles. Tutorial "A textbook for parents, educators, teachers" ON Zaitsev, fourth edition, St. Petersburg, 2005 ,

allowance "I study and memorize letters" N. Pyatibratova.

Final event:

Open classes at the end of each year.

Conclusion:

Many researchers of school maladaptation singled out interhemispheric asymmetry as one of its causes. That is, such children the formation of the dominant hemisphere (sensory channel of perception - visual, auditory, kinesthetic) is delayed. A peculiar structure of mental development is formed and speech becomes the most vulnerable, there are violations of the emotional-volitional sphere, voluntary activity and motivation. At learning literacy according to the N.A. system Zaitsev children with an unformed dominant hemisphere are fully involved in the work, since the system involves relying on all the main channels of perception. The system implements a compensatory approach to learning, which is a prerequisite for the work of a speech therapist and defectologist.

The study of the neuropsychological aspects of this technique allows us to conclude that learning to read according to the H system. A. Zaitsev- this is one of the stages of speech therapy work, which is qualitatively different from traditional work on learning literacy in kindergarten, because it is outside the scope of the program.

The training system of the St. Petersburg teacher Nikolai Aleksandrovich Zaitsev gained great popularity. Zaitsev's teaching methodology is based on the idea that the warehouse is an elementary particle of speech.

A warehouse is a pair of a consonant with a vowel or a consonant with a hard or soft sign, or one letter. Zaitsev wrote these warehouses on the faces of his famous cubes.

When the child begins to speak, he does not pronounce the letters separately, he says "ma", "pa", "ba". This method is used on cubes. Learning on Zaitsev's cubes takes place in the game, children sing syllables, clap them, jump and run. In the same way, effortlessly, kids get acquainted with mathematics. Zaitsev developed special tables according to which children perform arithmetic operations.

Learning according to the Zaitsev method is not only tables of syllables and arithmetic operations, but also toys that make different sounds, musical instruments, cubes with split pictures, puzzles, building kits, etc. In addition, the learning environment created in kindergarten or at school should be maintained at home. Tables should be hung around the apartment, any household activity should be accompanied by certain methodological instructions, and much depends on the spirit that reigns in the family.

Zaitsev's cubes differ in 46 features. Big and small, "iron", "wooden" and "gold". Cubes weigh and sound differently.

"Golden" cubes - ring, "iron" - rattle, "wooden" muffled tapping.
Sounds help children to feel the difference between vowels and consonants, voiced and soft.

Learning is helped by singing blocks and chains of warehouses to several melodies. The size of the letters and signs in Zaitsev's tables and on Zaitsev's cubes is sufficient to be perceived by a child without any tension from a distance of several meters.

The counting technique, based on Zaitsev's tables, is offered to children from the age of three. A four-color ribbon with numbers from 0 to 99 in numbers and in the form of grouped objects - circles and squares. Even three-year-old children after a very short time are able to find any ordered number on the tape. Even and odd differ in color, and the composition of the number is clear to each: the number of tens, units.
Split cards represent a number in relation to a hundred (for example, 54 filled squares in a matrix of 10 * 10 cells and 46 unfilled ones).

Children 4-5 years old easily move on to addition and subtraction within a hundred, first-graders do this after a few lessons, avoiding many months of familiarity with numbers and sitting in the top ten for a hundred hours.

The transition from a numerical tape to table 1 helps to speed up addition and subtraction operations within a hundred, bring them to automatism and move on to mental calculations earlier than the deadlines provided for by traditional programs.

Six cubes and table 2 will help children learn to write and read three-digit numbers, create figurative ideas about their composition - the number of hundreds, tens, units.

Table 3 will introduce students to the notation and name of multi-digit numbers.
Zaitsev's benefits will be interesting and useful to all children. Classes with "Zaitsev's Cubes" are based on the game and children learn while enjoying the lessons.

"Skladushki" Voskobovich.

The game-allowance "Skladushki" is intended for teaching children early (from 3-4 years old) reading in the warehouse system. The warehouse system of teaching children early reading is now widespread. In addition to the fact that warehouses in this system, children initially learn to pronounce the way they sound in words, the warehouses themselves are located in a strictly defined way. This game is a popular system of teaching reading to young children, reworked by V. Voskobovich, by the famous St. Petersburg teacher N. Zaitsev.

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Zaitsev's tables

transcript

1 Municipal budgetary preschool educational institution kindergarten 39 "Snow White" Card file of games and exercises on the methodology of teaching reading N. A. Zaitseva Prepared and conducted by: M. V. Ryabova, teacher of additional education, Surgut

2 Work at the level of the warehouse The game "Steam Train" to learn to work with cubes, choosing a side with a given letter on them, to help memorize and read warehouses with the same letter, to learn to meaningfully find the right cube, to draw attention to working with cubes. Option 1 The teacher invites the children to build a locomotive. To do this, a locomotive (a toy steam locomotive) and a large golden cube with the letter A are placed on the shelf (for the first lesson). The teacher speaks. That all the cars in the train will be with the letter A and shows on the first cube (on any large one) how to find the side with the letter A. then the teacher puts the cube next to the locomotive. The children put the rest of the cubes themselves, the teacher intervenes only when the child does not understand how to look for cubes with the letter A. The teacher necessarily explains that the letter A only happens on large cubes. Thus, children work only with large cubes, gradually highlighting them visually. When the steam locomotive is built, it must send it on its way. But for this, all trailers must be read: PA-TA-NA-SA-FA-SHA-CHA, etc. The teacher asks the children to follow his movements. With the index finger of his right hand, he shows the first large golden cube and voices the warehouse, and the children repeat it in unison. Similar work is carried out with other trailers, and first the teacher's finger moves to the next cube, and then the warehouse is sounded. You can use the cube with an accent by moving it along the cubes wagons. In the following lessons, other vowels on the large and small gold cubes are taken as a sample. In the future, the children themselves decide which vowel will “ride the train”. Option 2 Team game. On the first table, the children lay out trailers with the letter O, and on the second table, E. The teams should get this: O-TO-KO-RO-VO-MO-GO and E-TE-NE-PE-RE-SE-FE Wins the team that gets the job done the fastest. Exercise "Find a song" to consolidate in children the skill of finding the desired column of the table by ear, to consolidate the ability to navigate the table. Description. The teacher invites the child to find a song in the table that he will sing. For example, M-MA-MO-MU-WE-ME. The child points to the corresponding column of the table with a pointer. This exercise is a test and helps to understand how well the child is oriented in the table. If the child copes well with this task, he is asked to show the given warehouse in the table.

3 Singing warehouses of a vertical plane in a table to teach children to follow the smaller lines of the table with their eyes and not stray, memorize warehouses based on knowledge of consonants, work out reading warehouses with soft mergers. Description. 1. The teacher shows that all large warehouses are located on the left, and all small ones are on the right. Warehouses of the main golden cubes are written on top. That is, if warehouses in a column of the table are located under the letter A, then all warehouses in this column will be with the letter A. 2. The teacher with his index finger leads down the selected column with warehouses, singing them to the motive of any children's song. 3. After the collective singing of the warehouses of the first column, the teacher tests the children: he shows any warehouse from so many sung songs and asks the children to read. 4. The same is repeated with other columns, but they are chosen by the children themselves. Consolidation of reading warehouses with a soft sign to consolidate in children the skill of reading warehouses with a soft sign and differentiate warehouses with b from warehouses with iotized letters. Description. First, all syllables with a soft sign are read from the table, then the “locomotive” game is played (cubes with a b sign). After the chain is ready and read, the teacher turns the first small golden cube up to the letter U, and the children must also turn the rest of the cubes (pu-lu-zu). After that, the entire chain is read again. In other classes, the b sign is differentiated from the letters I E Y. Practicing reading and writing problematic warehouses according to table 2 to consolidate the children's reading and writing skills of warehouses with soft mergers or other problematic warehouses. Description. After the children sing songs and conduct a test for reading warehouses, each child in turn chooses any warehouse and as many as a sung column, reads it and writes on any surface of the letter. Practicing reading and writing problem warehouses using tables

4 to teach children to correlate warehouses on both tables and cubes, to consolidate the skill of reading warehouses that cause difficulty, to automate sounds delivered in individual lessons. Description. The child reads the warehouse on table 2, finds the same one on table 1 and on the cube. The selected cubes are brought to the teacher from these cubes the word is compiled and read. The game "Funny Words" to teach children to feel that the word does not have an infinite length, to learn to manipulate the cubes, to put them on the shelf correctly (from left to right, next to each other, etc.), to learn to independently compose words from warehouses on cubes to form motivation for independent work. Description. The teacher invites the children to play a new game. Each child is invited to write a funny word from the cubes, for which you just need to pick up any number of cubes and put them one after the other. In the process of work, the teacher unobtrusively reminds the children how to put the cubes: from left to right, side by side, “on head." The teacher explains to the children that the shorter the word, the funnier it is. Particular attention is paid to children who want to write a word of 7-9 or more cubes. If the child does not agree to take fewer cubes. The word stays so long. Then the teacher reads each written word. Children are very amused by the resulting nonsense words. After that, the children try to choose the funniest word. Long words do not look funny, so the teacher reminds once again that the shorter the word, the funnier it is. Usually children cannot choose the funniest word, because each child thinks his word is the best. The teacher praises the children, especially highlighting those who tried to write a word, and did not automatically arrange the cubes. This game is a transitional, preparatory stage for independent and conscious writing of words from cubes. Funny words are a model that will later be used in writing words with meaning. Exercise "Read the neighbor's cube" Option 1 to teach children to work in pairs, make independent choices, consolidate the skill of reading warehouses.

5 Description. Children of the subgroup choose one cube for themselves. Then one of the children, at the direction of the teacher, shows his cube to any child. The one who was shown the cube must sing or read all the warehouses on it. Option 2 teach children to work in pairs, help each other. Description. One of the children, at the direction of the teacher, chooses any cube and warehouse on it and shows it to any other child. That, in turn, finds the corresponding warehouse on the table. Warehouse on the cube and the table is read. Exercise "What song should you sing?" to draw children's attention to cubes and tables, to help children focus on the organs of articulation and warehouses sung on the cube at the same time, to develop visual-motor coordination, to form speech exhalation, to clarify the pronunciation of various sounds in combination with vowels, to develop the rhythmic-intonational side of speech, to learn to memorize the algorithm chanting warehouses. Description. This is one of the main exercises in the initial stages of training. The teacher tells the children that the cubes are not simple, everyone has their own song. Warehouses are sung on several cubes. Then the child is invited to choose from the total mass of the cube that he would like to listen to. In the future, such a free choice is necessary. Since the child gets the opportunity to work according to his own program, intuitively clarifying the knowledge that he needs. This exercise indirectly helps the production of sounds, since the repeated singing of warehouses prepares the child's articulatory apparatus for further work. For many children, sponges automatically begin to move; children repeat the warehouse after the teacher. Therefore, the child's gaze should be directed only at the teacher. Then the child tries to sing the warehouse facing him. The teacher helps him read any warehouse he likes on the cube. Exercise "Singing Towers", "Talking Towers" to attract the attention of children to cubes and tables, to help children focus simultaneously on the organs of articulation and warehouses sung on the cube, to develop visual-motor coordination, to form speech exhalation, to clarify the pronunciation of various sounds in combination with vowels, to develop rhythmic-intonation side of speech,

6 to learn to memorize the algorithm for singing warehouses. Note. In this game, the desire of the child to build various buildings from cubes is used. This is typical of both children with design abilities and children with low motivation for learning, young children, children with mental retardation. Description. The teacher either waits for the child to make a building out of blocks on his own, or invites the child to build a tower according to the model. At the end of the construction, the teacher informs the child that he got a tower not simple, but magical. Cubes can sing. Each cube has its own song. The tower turned out to be singing. The child chooses any cube from the tower, the teacher sings all the warehouses in the same way as in the game “which cube should you sing?”. It must be remembered that during any work with the blocks, the child's gaze is fixed on that warehouse. Which is voiced by the teacher, otherwise the whole work loses its meaning. In this game, the turrets also speak, that is, the teacher voices the warehouse on the cube that the child has chosen. The teacher does not forget to characterize each sung cube read: “Oh, it’s your big iron cube that sings: BU-BO-BA-BE-BE-B.” it is necessary to sing very slowly, so that the child has time to hear and compare the voiced warehouse and its graphic image on the cube. The game "Wonderful bag" (with cubes) to draw the child's attention to the cubes and storage tables, consolidate the skill of singing songs on the cubes, learn to correlate the cubes with the planar image of the corresponding warehouses on the table and navigate in the table, develop the skill of tracing the columns on the tables through the eyes. Description. The teacher shows the children a beautiful bag, inside of which there are 4-5 cubes, the easiest to sing (with the most frequent letters): U-O-E-S, MU-MO-MA-ME-WE-M, KU-KO-KA -KE-KY-K, etc. the child takes out a cube from the bag, tries to sing it on his own. Locates and points to the corresponding column in the table with the pointer. It is better if the children themselves find the desired column in the table. This is usually not a problem after working with the table multiple times. In subsequent lessons, the teacher adds to the bag those cubes that, in addition to consolidating the reading skill, will help: automate some sounds in children, work out deaf or soft mergers, etc. Such work allows the teacher to carry out an individual approach to each child and makes the process of teaching reading more effective. The game "Classification" to draw the child's attention to the cubes, show how to twist the cube in your hand and sing his song,

7 teaches to memorize the names of different groups of cubes, to learn in the process of manipulating the cubes to sort the cubes according to their characteristics: deaf-voiced, hard-soft. Option 1 Description. The game is played like a competition. The teacher divides the children into 2 teams and invites them to lay out all the cubes on 2 tables: the first team puts only large cubes on their table, the second only small ones. As a rule, both teams finish work at the same time. The teacher checks the work of the children, and then sings warehouses on cubes, which the children of each team serve at will. The teacher shows how to manipulate the cubes, how to hold them, twist them. Therefore, the visual control of children over the actions of the teacher is very important. In the process of learning, children by ear begin to catch the difference in the pronunciation of hard and soft fusions, they try to repeat the chanted warehouses after the teacher. Option 2 The cubes are again laid out on a common table, the children need to arrange the cubes on 2 tables according to the sign: wooden and iron. At the end of this game, gold and dice with punctuation marks should remain on the common table. The teacher again sings warehouses on all the cubes chosen by the children. Exercise "Singing according to the table" to help children remember the algorithm for singing warehouses according to the table, develop hand-eye coordination, form auditory, visual and motor connections, introduce children to the search system for the desired warehouse, develop speech breathing rhythmic intonation side of speech. Description. Children stand facing the table and the teacher. Teacher: “Look, this is a table. There are also songs on it, the same as on the cubes. I will show you warehouses and sing songs, listen and sing along to me. The teacher sings to the motive of the scale from the top note to the bottom, the pointer does not move down very quickly. It is better to hum the table in its entirety at each lesson, but in case of fatigue of children, it is better to split the table in parts. Exercise "Writing words on the table" to develop hand-eye coordination in children, to form the skill of warehouse synthesis, to learn to remember the location of warehouses and read them. Description. A child with a pointer in his hand stands in front of the table. The teacher is behind the child and wraps his hand around his hand with a pointer. Together they decide what word they will write. It is better to start with the name of the child, then move on to

8 surnames, names of loved ones, names of favorite toys, cartoons, etc. After the first spelling of the word, it must be written a second time. At a faster pace. It is desirable that the child's hand is not weak-willed, but also directed with a pointer. In subsequent lessons, the child writes himself. Exercise "Riddles" to show children how to manipulate cubes when laying out words, draw attention to working with cubes, develop thinking, memory. Description. The teacher makes riddles for the children, the children guess. The teacher writes the answer with cubes, placing them sequentially on the shelf, pronouncing his actions aloud, that is, accompanying them with speech. For example, "Mushroom. We say: “Flu”, but we write “Mushroom”, because “Mushrooms”. I need the first cube G-GA-GO-GU-GE-GE, where is it? (slowly turning over the cubes, showing how they need to be taken and twisted). We need a big iron. Here he is". He puts the cube on the shelf. The search continues. Children can also take part in writing the word, but first the teacher shows the spelling of the word from beginning to end. The game "Brothers" to teach children to differentiate soft and hard sounds, to classify cubes in more detail on the basis of "big-small", to remember the location of warehouses Description. The teacher says: “The cubes have brothers: the big ones are small, younger, and the small ones are big, older. You see, they are all mixed up with us. Let's find older and younger brothers and put them side by side." For example, (СЯ-СА). The game "Look and repeat" to consolidate the skill of working with cubes in children, develop visual memory in the process of manipulating the cubes, consolidate the skill of writing first their first and last name, then other words, consolidate the skill of writing words on their own. Description. The teacher offers to write the name of one of the children. The word is written in cubes, and then the owner of the name is invited to turn away. At this time, the teacher rearranges and twists the word in the cube so that it becomes unrecognizable. The child is offered to restore the word from memory. The main rule for the teacher at the beginning of training is not to confuse the cubes too much.

9 The game "Conceived word" to teach children to independently lay out words in cubes, find a cube from the total mass, based on the table and by ear. Option 1 The teacher announces to the children that he has come up with an interesting word, and which he will not say. Children must guess it themselves, laying out the cubes corresponding to the warehouses called by the teacher. For example, the teacher conceived the word "table". He says that the first block in this word reads C. Children, already familiar with the search for blocks from the general mass, try to find the block, relying only on their memory. If the cube is not found in any way, the teacher calls its full description “This is a big wooden SA-CO-SU-SY-SE” and shows the corresponding column on the table. The cube finds, once again they specify which side to put, then they also look for warehouses TO and L. When all the cubes are exposed, the children are invited to read and guess the word that the teacher conceived. If the children have not yet guessed, the teacher, together with the children, begins to read it, pausing, giving the opportunity to guess for themselves: “FROM TO L”. This game involves a high level of individualization, since the choice of the complexity of the words to be guessed is determined depending on the level of preparation of children (from the words "poppy", "cabinet", "porridge", to "dump truck", "key", "transformer", " snowflake"). Option 2 The teacher lays out his intended word immediately in front of the children, steps aside, the children try to guess it. This option is needed to practice reading the whole word and serves as a complication to the main game. A child can also think of his own word by whispering it in the ear of the teacher. The teacher can write this word together with the child, and the rest of the children read. The game "Guess" to prepare children to work with stock pictures, stimulate them to read words on their own using the elimination method, and expand their vocabulary. Description. Children are sitting near the table with cubes opposite the teacher. There is another table next to the teacher, on which there are 4-5 different objects or toys. Children name objects, while the teacher agrees with them in advance on the name of each word: not a ball, but a ball, not a book, but a book. The teacher offers to guess which of these words he will write. The word is laid out in cubes in front of the children, and often one of the guys guesses it already from the first cube. In this case, the teacher writes this word to the end, the guesser reads it again. Then the word is read in chorus, after which the one who reads first takes

10 the appropriate object and puts it near his chair. At the end of the game, it is calculated who has the most items won. Exercise "Find a given cube" to consolidate in children the ability to navigate in the total mass of cubes, to find a given cube, teaching to use the table as a hint. Description. In the center of the office is a table with cubes. The teacher sings a "song" of any cube, and the children must find this cube on the table. Whoever finds it first shows it to all the other children and puts it in their prearranged place. This die is won. If the children cannot find the cube by ear, the teacher briefly shows the corresponding column on the table. Exercise "Where is such a warehouse?" Option 1 to consolidate in children the ability to navigate the table, find and show the named warehouse in it. Description. The teacher invites the child to find one warehouse on the table, which he will call: “where is MI?”, The child shows the desired warehouse. Option 2 to teach children to navigate in the table using the cubes, to learn to correlate the same warehouses on the cubes and in the table. Description. The child is invited to find the named warehouse in the table, based on the same warehouse on the cube. The teacher finds a cube with the named warehouse and gives it to the child. The task of the child is to find the named warehouse on the cube, and then in the table. Work at the word level to teach children to manipulate the cubes: to twist them correctly in their hands, if possible, speaking and looking at what they are reading, not randomly grab the cubes from the total mass, but choose them based on the type of cube (for example, a large double wooden one), put the cubes side by side from left to right, avoiding gaps between warehouses, but leaving gaps between words; teach how to use the basic principle of finding the right storage cube for writing words; develop visual-motor and general coordination; expand vocabulary, consolidate some grammatical categories, work out words of a complex syllabic structure, use the concepts of “capital letter” and “stress”.

11 Lunch Game Description. The teacher invites the children to “cook” lunch, that is, write words from the cubes for various dishes. Children offer any names and, together with the teacher, put the cubes on the shelf (not forgetting the accented cube). Then the lunch is "eaten", that is, each word is read in chorus and individually. The same words can be written with a pointer on the table with the child who wants “additives”. Games "Zoo", "Farm" Description. Children, together with the teacher, "go" to the zoo (to the farm). Children name those animals that they remember, these words are written in cubes on the shelf, each one is given a cube with an accent. In case of difficulties and in order to expand the vocabulary, the teacher puts the figurines of animals on the shelf. Wishing children write the same words with a pointer on the table. Words of a complex syllabic structure are spoken together, then reflected by each child. The game can be played under the theme "domestic and wild animals". Exercise "What we do in kindergarten" Description. The teacher invites the children to remember what actions they perform in the garden every day. The question sounds like this: "Let's write what you do in kindergarten every day." The teacher guides the children, gives a sample of the first word in case of difficulty. The main task, in addition to writing words, is the use of the verb dictionary in active speech, as well as the use of verbs in the 2nd person plural: we walk, eat, play, study, etc. these words can also be written in cubes and on a table. In some cases, you can enter a comma here, which depends on the level of preparedness of the children. Game "Toy Store" Description. The teacher calls the children to the toy store and offers to “buy” something they like. When the chosen words-toys are written in cubes and cubes with accents are affixed, everyone “buys”, his own, that is, he tries to read. Who read, he "bought" a toy. As a secondary task, the task of using words with diminutive suffixes (doll, ball) in active speech is being solved, as well as comparing words like “machine”: what has changed in the word, how do these toys differ, these toys (one is big, the other is small ). The game is also aimed at establishing contact between children and the teacher, the formation of motivation for classes. Game "Favorite toy" Description. Children, together with the teacher, write the name of their favorite toy (one or more). When. If the toy has a name or nickname (the doll's name is Katya, and the puppy is Bobik), the teacher introduces or reinforces what the children already know

12 the concept of "capital letter" and puts the ST cube on the first warehouse of the word. Particular attention should be paid to the fact that the name of each child’s toy is written by the entire subgroup, that is, during the game, children take turns showing their favorite toy to the other children and naming it. Game "Confectionery" Description. The teacher invites the children to go to the confectionery department of the store and choose the sweets they want. The game is held within the framework of the theme "Products" and serves to replenish the active vocabulary of children on the topic. At the end of writing each word, the product is “eaten”, that is, read. For each written word, a cube with an accent must be placed, the meaning of this sign and the way how to determine its place are explained once again. Game "Let's cook soup, compote" Description. The principle is the same as in the Lunch game, only now the names of the ingredients of the prepared dish are written: potatoes, peas, carrots, onions, apples, sugar, water, etc. words, as before, are called or chosen by the children themselves. This game helps to expand knowledge about the environment, replenish the active vocabulary of children on the topic "Vegetables". Be sure to put a cube with an accent. Game "Birthday Gift" Description. The teacher invites children to fantasize about a birthday present. Words-names of gifts are written by the whole subgroup, read. Game "Wonderful bag" (with toys) Description. Each child takes out a toy prepared by the teacher in advance from the bag and makes up its name from the cubes. For children with low motivation to study and a deficit of attention, toys from kinder surprises are used, followed by a reward for the child who wrote his word (the toy is given to the child for the correct answer). The game allows you to maximize the individualization of learning to read in a subgroup, as the teacher selects for writing those words that would be worked out with children (of a certain syllable composition, with or without soft mergers, ioted letters, problematic sounds, etc.) The game "Trip" Description. The teacher invites the child to travel by train. Where the children can think of to go. Further, on the shelf, the names of children or the names of mothers and fathers, grandparents, whom to take on a trip are laid out in cubes, children decide, name names, actively participate in writing words. Then, when the names are written and read, the teacher says: “Here we have arrived in another city, let's take a walk.” The children disperse, and in the meantime the words are rearranged, swapped. “Guess which car Katya is riding in? Olya? Misha? Children

13 show their "trailers". The teacher also asks: “Who is riding in this car? And in this? Children try to find out the written name, and the teacher encourages them to read the words, voicing the warehouses on the cubes. Option 1 You can recognize any word: “Who knows where the fox is?” (in the Zoo game) "Who knows what it is?" (soup in the Lunch game). Option 2 The game "Plates". Description: Children are asked to write the name of what they would like to eat. Words are placed side by side, read. The teacher says that the food is laid out on plates. And offers to play. Children turn away, words change places. When the children turn around, the teacher asks: “Who knows which plate the salad is on? What's on that plate?" The change of words is repeated 2-3 times. Read the word in the picture to teach children to intuitively read different words, expand vocabulary, practice various grammatical categories, consolidate word formation skills. Description. The teacher presents one picture with the front side to the children and offers to read what is written on them (attention is drawn to the shock warehouse). 5-7 pictures are also read, then the teacher shuffles the pictures and turns them face down. The pictures are swapped. Children are trying to read the words without relying on the picture. Whoever reads gets the picture. The word is read as it is written, but not as it is heard: an eagle, not an areol, because an eagle). With the help of warehouse pictures, various grammatical constructions are worked out and introduced into active speech: diminutive pet suffixes of nouns (bird - bird), the plural form of nouns (elephant - elephants), word formation skills are practiced (cat-cat-kitten). Make up the same word from the cubes as in the picture; teach children to correlate the printed word with warehouses on the cubes; allocate a warehouse in a written word (analysis) and compose the same word from cubes (synthesis), prepare for future work on rewriting texts (work with a book), teach children to work in a team. Option 1

14 Description. If the teacher plans individual work, then the warehouse picture is given to one child. The child writes the word from the stock picture with cubes. Option 2 Description. The task is similar to the previous one, but each team puts out its word. The game "Your word" to consolidate the skill of group writing and individual reading of words. Description. One child must leave the classroom, and the rest of the children, together with the teacher, come up with and compose a word. The teacher can offer a word that is adequate in complexity to the level of mastering the reading of the child. The discussion of the word takes place in a low voice so that the driver does not hear. After that, the word is written collectively, the teacher helps the children in case of difficulties. Then the driver is invited, who must read the word. It is necessary to make sure that the child completes this task, when the child reads the word, everyone clap and rejoice. A new driver is selected. The game is repeated. Game "Instructions" Option 1 (with dice) to consolidate the skill of reading the whole word and understanding the meaning of what is read in children. Description. The teacher invites any child to play, completing tasks that he writes from the cubes: run, sing, sit, go, jump, give (a car), etc. Option 2 (according to the table) to consolidate the skill of reading words by syllables in children, form warehouse synthesis skill. Description: The teacher writes instructions, showing warehouses with a pointer on the table. The child voices each warehouse, performs the corresponding task. The exercise "The cubes ran away" to consolidate the recognition and reading of warehouses on the cube in children, to consolidate the skill of reading their first and last names.

15 Description. The cubes are in random order. Near each cube is a sign with the name of the child. Children must find and read the tablets with their names and take their cube in their hands. Then the teacher asks each child to sing warehouses on his cubes. In the future, next to the cubes, there may be signs with the names and surnames of the children. From the collected cubes, children can make a word. This exercise will help the teacher to more thoroughly work out the reading skills of a particular group of warehouses in children. The game "Living Word" to form the skill of warehouse synthesis in children, to consolidate the skill of finding and reading the desired warehouse without relying on a table. Description. From the cubes you need to make a specific word that the teacher conceived. Each child takes one cube, and the teacher says that now the guys will make up a living word. Then he asks the child who has a cube with the first warehouse of the intended word to come up, for example, KO for the word (candy), KO come here. After all the warehouses from the word are named, the children together try to read the resulting words. Team game to teach children to work in a team, to teach children to put together a word from the given ones (2-3 cubes). Description. The teacher divides the children into 2 teams. Each team is given a certain number of cubes and is invited to compose and write their own word (porridge, soup). The one who writes the word the fastest wins. Strengthening the skills of inflection and word formation to clearly show children in practice how words change with the help of prefixes and suffixes, endings. Description. 1. The use of diminutive suffixes of nouns: the teacher invites the children to listen and see how the words change, try to change the words themselves (ball - ball, house - house). 2. The use of prefixed verbs (pour, pour, pour, pour, pour). You can get funny words, encourage children to word creation. 3. Coordination of nouns and adjectives in gender (beautiful ball. beautiful doll). You can play the game fix the mistake (beautiful doll). 4. Selection of single-root words (forest, forester, forester, copse, forest).

16 Work at the sentence level Exercise "Find a toy" to teach children to read phrases made up of blocks by an adult, navigate in space, consolidate the use of simple prepositions on, under, near, behind, and adverbs on the left, right, above, below. Description. The children close their eyes, and the teacher, meanwhile, hides any toy in the office and offers a hint written from the cubes: "on the closet." After the toy is found, the children repeat where it was, making complete sentences: "The bear was lying on the closet behind the vase." Make up a proposal to teach children to lay out unpredictable short sentences from the beginning, then common sentences and read them, learn to use punctuation marks, the ZB sign, leave a distance between words, spread the sentence by selecting and writing homogeneous definitions in cubes, expand the dictionary, clarify the grammatical categories of words. Option 1 Description. First, the teacher recalls with the children the materials from the topics covered in the frontal lessons about the proposal (for example, it is clarified how to find out what the proposal is in front of us; what it consists of). Children give different examples. Then the teacher suggests laying out a sentence like: “Winter has come” from the cubes. Together with the children, it is discussed how many words are in this sentence, which word is the first, which is the second. The teacher introduces the children to the rules for making a sentence, with ZB cubes, a dot, the distance between glories. Next, the children themselves write the sentence on the shelf. Option 2 Description. Children come up with a sentence on a given topic, for example, "Spring". Each child makes up one word from this sentence. Then the sentence is read by all together and each separately. Find the mistakes in the sentence to consolidate the children's knowledge of the capital letter and the dot, the distance between the glories.

17 Description. A sentence is written on the shelf, for example, "They dropped the bear on the floor." But the proposal was not formalized, i.e. there is no ZB cube, a cube with a dot, some words are connected together. You can turn some more cubes or take them out of the word. The task of children is to read the sentence, find errors and make it “beautiful”. It is necessary to remind children that prepositions with other words are written separately. Spread the offer to teach children to spread a simple sentence. Description. The teacher, together with the children, writes a sentence, for example, "It snowed." Then, looking out the window, the children decide, what kind of snow is it now on the street? The selected definitions are immediately written in cubes separated by a comma before the word "snow" (white, wet, fluffy, cold). Write a sentence on the Description table. Children come up with simple sentences and write them with a pointer on the table, setting ZB, period, comma. In the future, you can enter question and exclamation marks. Writing cubes of sentences with different prepositions to consolidate in children the ability to use simple and complex prepositions in active speech, knowledge about the spelling of prepositions in sentences. Description. Children make up a sentence with a given preposition based on a picture or a representation. They analyze it (draw a diagram that shows the number of words, a dot, a capital letter, and the preposition is highlighted in some color). After that, the children lay out the sentences in cubes on the shelf. If the preposition is complex, the concept of “hyphen” is introduced (because of, from under). Draw the children's attention to the stunning voiced consonants at the end of the small words "from", "to".

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Zaitsev's methodology is designed to teach children to read, mathematics, and a foreign language. The materials that are used for classes are cubes of various types. They are large hard, small soft, double, with different fillers. Iron - with voiced warehouses, wooden - with muffled warehouses, gold - with vowels. White cube for punctuation marks. The letters on the cubes are written in different colors: vowels are blue, consonants are blue, hard and soft are green. This helps kids understand the difference between vowels and consonants, voiced and soft sounds.

The basic unit of language for Zaitsev, when teaching reading, is a warehouse, not a syllable. Warehouse - this pair of a consonant and a vowel or a consonant and a hard and soft sign, or this one letter. For example, BA-BU-SH-KA, and not ba-bush-ka, as is customary in traditional teaching to read. Using these warehouses, the child begins to form words.

All material is presented only in a playful way, so that the child does not even notice that he is learning. Zaitsev's technique is intended both for individual development and for group development.

In addition to cubes, tables are also included in the classes using this technique. It is assumed that the bottom edge of the table should be located at a height of 165-170 cm from the floor. In this case, the child will look at her, raising her head, which has a positive effect on posture. But in this case, it's hard enough to imagine a 2-year-old child following a pointer in this position. Therefore, more often the child plays only with cubes.

Teaching mathematics is also based on a system of tables. This technique is already intended for children of 3-4 years of age. Tables clearly show the child what number consists of what, what properties it has, what actions can be done with them.

Advantages of the Zaitsev technique:

• The kid quickly masters reading, memorizing warehouses. He immediately pronounces, for example, BA, and does not think about how to read individual letters.
• On the cubes there are only those combinations of letters that are possible in Russian. For example, incorrect combinations of ZhY, SHY, CHA, SCHYA are generally excluded.
• Zaitsev's technique is designed for a large age range. With a child, you can start practicing at 1 year old, or you can start at 5 years old.
• Training according to this technique develops the senses, ear for music, sense of rhythm, memory.
• Cubes, consisting of materials of different texture and weight, affect fine motor skills, which already affects the development of intelligence.

Cons of the technique:

• Speech therapists, defectologists, elementary school teachers often do not welcome this technique very much, because. the child is accustomed to seeing only warehouses, which then causes difficulties in parsing the word by composition. The child cannot distinguish the root, prefix, suffix and ending. When phonetic analysis and writing transcription, problems also arise, and the child has to be retrained again.
• These benefits are quite expensive. In addition, they take a lot of time at the beginning, because they need to be glued together, and then restored if the child damages them.

This technique is best used as an additional educational game, because. work with cubes will expand the baby's vocabulary, improve search activity and visual perception.