Sound analysis of a word: what it is and how to do it correctly

Nadezhda Privalova

Didactic games for teaching sound analysis of words

Stage 1.

"How many sounds are there in a word "

Goal: development of phonemic hearing, creation of conditions for the formation in children of the skill of complete sound analysis of a word , relying on auxiliary means in the form of word .

Sound analysis of a word: what is it

First of all, it is worth giving a definition. So, sound analysis of a word is the determination of the order in which sounds are placed in a particular word and the characterization of their features.

Why do children need to learn to perform sound analysis of a word? To develop phonemic awareness, that is, the ability to clearly distinguish between sounds and not confuse words, for example: Tim - Dima. After all, if a child is not taught to clearly distinguish words by ear, he will not be able to write them down correctly. And this skill can be useful not only when studying the grammar of your native language, but also when studying the languages ​​of other countries.

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 written language 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.

The order of parsing words by sounds

When performing a sound analysis of any word, you must first place the stress and then divide it into syllables. Then find out how many letters are in the word and how many sounds. The next step is to analyze each sound step by step. After this, it is calculated how many vowels and how many consonants are in the analyzed word. At first, it is better for children to be given simple one-syllable or two-syllable words for analysis, for example their names: Vanya, Katya, Anya and others.

When the child has gradually figured out how to correctly carry out analysis using simple examples, it is worth complicating the analyzed word examples.

Progress of the game.

For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow, red and blue squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then it is proposed to replace the yellow squares with red ones, where the vowel sound is , and with blue ones, where the consonant sound is .

Stage 4.

"Make a soundtrack "

Goal: development of phonemic hearing, teach children to conduct a sound analysis of a word , distinguish between vowels and consonants in a word , hard and soft sounds .

Sound analysis of a word: diagram

When working with very young children, special colored cards are used to better assimilate information.

With their help, children learn to create a sound analysis scheme.

The scarlet card is used to represent vowel sounds. Blue - hard consonants, green - soft. To indicate syllables, two-color cards in the same color scheme are used. With their help, you can teach your child to characterize sounds and whole syllables. You also need a card to indicate stress and a card to show the division of the word into syllables. All these designations, which help teach a child to make a sound analysis of a word (the diagram plays an important role in this), are approved by the official school curriculum in Russia.

Progress of the game.

For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow squares. Children are asked to say the word (picture on card)

and determine the number
of sounds in a word . When pronouncing the word , each sound is covered with a yellow square.

Stage 2.

"Find the vowel sound "

Goal: development of phonemic hearing, teach children to conduct sound analysis of a word , find vowel sounds in a word .

Vowel sounds and their brief characteristics. Diphthongs

Before you start analyzing a word, it is important to know what features all phonetic sounds (vowels/consonants) have. When teaching children in the early stages, it is necessary to provide information only about the simplest properties; the child will learn everything else in high school.

Vowel sounds (there are six of them: [o], [a], [e], [s], [u], [i]) can be stressed/unstressed. Also in Russian there are letters that in a certain position can produce a pair of sounds - ё [yo], yu [yu], ya [ya], e [ye].

If they follow consonants, they sound like one sound and add softness to the preceding sound. In other positions (the beginning of a word, after vowels and “ъ” and “ь”) they sound like 2 sounds.

Progress of the game.

For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow and red squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then it is proposed to say the word again and find sounds , the pronunciation of which there is no obstacle, these are vowel sounds .

Next, it is proposed to replace the yellow squares in the required cells with red ones.

Stage 3.

“What sounds are in a word ”

Goal: development of phonemic hearing, teach children to conduct sound analysis of a word , distinguish between vowels and consonants in a word .

Brief characteristics of consonants

There are thirty-six consonant sounds in our language, but they are represented graphically by only twenty-one characters. Consonants are hard and soft, as well as voiced and voiceless. They also may/may not form pairs.

The table below lists voiced and unvoiced sounds that can form pairs, and those that do not have this ability.

It is worth remembering: the consonant sounds [th`], [ch`], [sh`] are soft in any position, and the consonants [zh], [ts], [sh] are always hard. The sounds [ts], [x], [ch`], [sch`] are absolutely always unvoiced, [m], [n], [l], [р], [й`] are (sonorous) or voiced .

Soft and hard signs do not produce sounds. The soft sign makes the previous consonant soft, and the hard sign plays the role of a sound separator (for example, in Ukrainian the apostrophe plays a similar role).

Progress of the game.

For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow, red, green and blue squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then replace the yellow squares with red ones, where the vowel sound is . Next, children identify hard and soft consonants and replace them with blue and green squares.

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 - hard). Others, on the contrary: 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), z (sound) – s (deaf).
• Some consonants are pronounced as if “in the nose”. They received the corresponding characteristic - nasal.

MAGAZINE Preschooler.RF

Educator: Diana Vitalievna Ilyinskaya MADOU “DS No. 48” SEVERSK TOMSK REGION

Goals and objectives: development of sound-letter analysis and synthesis of words; learn to correlate sounds with letters and symbols.

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. A modern school, according to the Federal State Educational Standard, requires from children entering the first grade not so much any amount of knowledge and skills, but the ability to act in the mental plane, which is formed in the process of mastering a system of knowledge in a particular area of ​​reality.

Therefore, already at preschool age, it is necessary to help children master a certain system of knowledge, which will become the basis for future study of the subject. Sound analysis is the determination, firstly, of the order of sounds in a word, secondly, the selection of individual sounds, and thirdly, the distinction of sounds according to their qualitative characteristics. The Russian language is characterized by the opposition of vowels and consonants, hard and soft consonants.

The ability to hear and isolate all sounds in order prevents skipping letters in the future when writing.

After classes in the middle group, five-year-old children are prepared to master sound analysis: they can identify sounds intonationally and determine the first sound in words.

But in order for a child to analyze a word, its sound composition must be materialized. The spoken word escapes, and it is very difficult for a child to identify certain parts or elements in it. It needs to be shown to preschoolers in terms of subject matter, presenting the sound structure in the form of a model.

For this purpose, a picture-scheme of the sound composition of words is used. It depicts an object, the name of which the child parses and places a row of chips under the picture according to the number of sounds in the word.

The drawing helps to always see the object whose name is being analyzed. The diagram makes it possible to determine the number of sounds in a word and check the correctness of its filling with chips.

The main type of exercise that develops students' phonetic abilities is phonetic analysis.

Familiarization with the curriculum shows that phonetic analysis means sound-letter analysis. However, the methodology distinguishes between actual phonetic (or sound, and phonetic-graphic (or sound-letter)) analysis. The purpose of the first is to characterize the sound structure of a word without resorting to letters, the second includes actual phonetic analysis only as its initial stage, since its main task is to clarify the relationship between the sound structure of a word and its letter designation.

Children actually perform sound analysis during the preparatory period of learning to read and write. With the transition to the study of letters, sound analysis is unfairly almost completely eliminated from use.

However, noting the importance of phonetic analysis itself, one cannot help but admit that it is natural that the main type of exercise from the moment children become familiar with letters is sound-letter analysis in its two varieties.

If we want to ensure that the child actually operates with sounds, that is, so that his phonetic hearing develops, it is advisable to conduct sound analysis in this sequence.

1. Say and listen to the word
2. Find the stressed syllable
3. Say the word syllable by syllable
4. Draw out (highlight with your voice) the first sound in a complete word, name it and describe it
5. Indicate the selected sound with a symbol
6. Do this until the end of the word
7. Say all the named sounds in a row. Listen to whether the word came out.

Let's comment on each point of this plan.

1. Say and listen to the word. This stage in working on a word is extremely important for the development of phonemic hearing of the child who is presented with the object of the upcoming analysis. The sounding word exists for an instant. Then he disappears. It is invisible, intangible. At the same time, it is necessary to ensure that students pronounce words in accordance with the norms of Russian literary pronunciation. Thus, the first stage of working with a word during sound analysis also becomes a means of developing a culture of oral speech in students.
2. Find the stressed syllable. Before isolating individual sounds in a word, it is necessary to find a stressed syllable, since the lexical meaning of the word sometimes depends on this. For example: [zamo'k], [zamo'k]. At the same time, children should know that a stressed syllable is only in a complete word.
3. Say the word syllable by syllable. The student must say the word twice. The first time he pronounces it entirely with a questioning or vocative intonation, which helps to easily find the stressed syllable. The second time the word is pronounced syllable by syllable.
4. Draw out (highlight with your voice) the first sound in a complete word, name it and describe it. This is actually the beginning of the sound analysis of the word. Children need to be taught to stretch out the sound, artificially lengthen it, or designate it in some other way. For example, if the sound is plosive ([k], [d]…), it can be repeated [kkot] or pronounced with effort while exhaling. This will help you hear the sound better. By isolating a sound in a complete word, the child controls whether the word is distorted, since there is an inextricable connection between the lexical meaning and the sound of the word. Distortion of one of the elements of this integral connection destroys it.
5. Indicate the selected sound with a symbol. At the stage of sound analysis of a word, its recording with conventional symbols of each sound should not be associated with letter symbols. Over time, children, led by the teacher, will correlate these conventional icons with transcription icons and write the word like this: [p'is'mo]. At first, words that do not have spellings are used for sound analysis.

Sound-letter analysis is one of the most important types of work, which contributes to the further formation of spelling vigilance and the development of phonemic hearing; developing the ability to isolate sounds in a word, correctly name and characterize them; the ability to correlate a word with its sound pattern and much more.

I carry out the work of sound-letter analysis of a word as follows:

I. I distribute cards:

II. I find out:

1. What is shown in the picture?
2. We divide the word into syllables (draw a line with a colored pencil), put an emphasis (with a colored pencil).
3. Count the cells with letters?
4. Count the empty cells?
5. Which cells are there more (or less)?
6. Let's find out why there are more empty cells (less, the same)? The letter Yu gives two sounds [th] and [y], and in the word trees - ь - does not indicate the sound [], but the letter i - gives two sounds [th] and [a] rush - does not make a sound).
7. We pronounce the word, listen to ourselves: we find out that the letter Y makes two sounds.
8. We print sounds into empty cells.
9. We find out whether all sounds are pronounced in the same way as they are written (printed), that is, we check the spelling of the word with the sound scheme. (For example, in the word lion, the letter v will give the sound [f]; in the word trees - b - does not indicate the sound [], but the letter i - will give two sounds [th] and [a], fruit - the letter d - will give the sound [ T]).
10. We characterize the sounds (vowel - stressed, unstressed, consonant - hard, soft, voiced, voiceless) by coloring the squares with colored pencils (green, blue, red), or laying out colored squares (green, red, blue) in accordance with the characteristics of the sound.

In their work they relied on the research of: A. M. Borodich, G. S. Shvaiko, A. I. Maksakova, A. N. Gvozdeva, E. V. Kolesnikova, G. G. Golubeva, G. A. Tumakova, V. V. Gerbova, T. A. Tkachenko, A. K. Bondarenko, E. A Strebeleva, T. B. Filicheva, N. V. Novotortseva, etc., using the tables:

List of used literature.

1. Aleksandrova T.V. “Living sounds or phonetics for preschoolers” // “Child in kindergarten” . -2005. — No. 5, 6, 7, 8.
2. Vasilyeva V.V. “Program for the education and training of children in kindergarten . - M.: “Enlightenment” , 2008.
3. Gerbova V.V. “Development of speech of older preschoolers in kindergarten” - M.: “Prosvesh 2008.”
4. Ilkonin D. B. “How to teach children to read” - M.: 1976
5. Kolesnikova E. V. Program for preparing preschool children for literacy training “From Sound to Word” (author’s program) ed. 2 – e. M.: Publishing house. "Juventa" , 2001 - With. 18 6.

Kolesnikova E. V. “Development of sound-letter analysis in children 5-6 years old . M.: ed. "Juventa" , 2003

7. Kolesnikova E. V. “Development of phonemic hearing in preschool children . M.: ed. "Juventa" 2005

8. Kulikovskaya T. A. “The best speech therapy games and exercises for speech development” LLC publishing house ASTREL M.: 2009.

9. Maksakova A. I. “Is your child speaking correctly” - M.: Mosaika - Synthesis, 2005

10. Maksakova A.I. “Development of correct speech of a child in the family” - M.: Mosaic - Synthesis, 2005.