How phonetic analysis of a word is done: an example of sound analysis. Sound-syllable patterns, letter patterns, sound patterns

Methodology for creating a word diagram. The article may be useful to parents and novice speech therapists.

After the child has learned to hear a vowel against the background of monosyllabic words, we practice drawing up a diagram of the word.

I use Grebenkina’s technique, replacing the color of the symbols.

The syllable structure and sound patterns of words are very important for a complete analysis.

We begin our work by analyzing words like “poppy”, “house”, “fox”.

Using the word “FOX” as an example:

Say the word slowly, in parts (warehouses) LI S.

How many parts does the word “break up” into?

How many sounds are there in the first part? In the second?

- “Write”, draw in the air.

Merger is an arc. The sound outside the merge is full stop.

Draw in your notebook (in the front lesson - on the board).

Mark the points inside the arc (2 sounds - 2 points).

Can we already say how many sounds there are in a word? (3 dots - 3 sounds).

Listen and tell me what vowel sound “lives” in the word “I”? In what place? (On the second) Color his “house” red (red circle).

Listen and tell me if there are soft consonant sounds in the word “FOX”? (-L). Tell us about it. (consonant, soft, voiced). Explain why we call it sonorous? (there is a voice). Check: close your palm on the neck or ears.

Note: To select a vowel letter, the designation of voiced-voicelessness in the diagram is not necessary, since children focus only on the softness-hardness of the consonant (green and blue colors in the diagram). But for teaching complete phonemic analysis, this is mandatory.

IN speech group We make a word chart first of all to teach how to speak well:

Find and label the “house” of the sound “L” - a green, unfilled circle.

(Voiced sounds are unfilled circles and rings)

What hard consonant sound “lives” in a word? (-C) Tell me about him: consonant, hard, deaf. Explain why you think he agrees? (There is an air barrier in the mouth). Explain why you think he is loud? (Vocal cords are working, there is a voice)

Name all the sounds in the word “FOX” in order. (-L -I -S) Sign the letters.

Using the word “BUGS” as an example.

Say the word slowly, in parts: ZHU KI.

- “Write” in the air. (Two arcs)

Write in your notebook.

Mark the points inside the arc. Can you already tell how many sounds there are in a word? (four)

Listen and say what vowel sounds “live” in this word. (-U, -I). Find them on the diagram and color their “houses” in red.

- “Call” the beetles (word) from afar: beetles. Which vowel sound was emphasized more strongly by your voice? What sound was “Struck” by the voice? (-I) Place emphasis on the diagram.

Divide the word into syllables: speak and clap the vowel sound. How many syllables did you get? Which one is the first? What's the second one? Separate the first syllable from the second with a vertical line in the diagram.

Does the word have soft consonants? (-Kb). Tell me about that sound. Find and label its “house” (green filled circle).

What hard consonant “lives” in the word “BUGS”? Tell us about it, find its “house” and color it (blue open circle)

Name the sounds in order. (-F -U -KY -I). Sign the letters.

Note: When dividing into syllables, you must remember that a syllable is a push of air and only a spoken word can be divided into syllables.

In Russian, all syllables tend to be open. Syllables: MAR-KA, MAY-KA, BEL-KA (sonorant is added to the first syllable), but children usually clap VE-TKA, MA-SKA correctly.

Sometimes children are taught to make a diagram of a word, as if “stringing” sounds one after another: they name the sound and designate it with a symbol sequentially. Experience shows that children then write by dictating letter by letter, and this leads to writing problems. Before writing, the child must “cover”, analyze the entire word and dictate in parts:

CONSTRUCTION

When dictating by syllable, verbal children often “lose” letters when combining consonants; the omission of vowels, which is common for all children at the beginning of learning, is also delayed.

Soboleva Natalya Vladimirovna,
teacher-speech therapist of the highest qualification categories
GBDOU No. 73, Kirov district,
St. Petersburg

As soon as parents begin to think about how to teach their child reading skills, in addition to letters and syllables, the concept of “sound analysis of a word” appears. However, not everyone understands why it is necessary to teach a child who cannot read how to do it, because this can only cause confusion. But, as it turns out, the ability to write correctly in the future depends on the ability to correctly understand words into sounds.

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 definition of the order in which sounds are placed in specific word and characteristics 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.

The order of parsing words by sounds

When performing a sound analysis of any word, you must first place the stress, 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 analyze simple examples, it is worth complicating the analyzed word examples.

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, use two-color cards in the same color scheme. 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 help teach a child to do sound analysis of a word (the diagram does not play a role in this last role), approved by the official school curriculum Russia.

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 at an early stage, it is necessary to provide information only about the most simple properties, the child will study 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.

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 solid sign and don't make any sounds. 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).

Examples of sound analysis of words: “language” and “group”

Having understood the theory, it is worth trying to practice.

For example, you can conduct a sound analysis of the word “language”. This word Quite simple, and even a beginner can take it apart.

1) B in this example two syllables "ya-zyk". 2nd syllable is stressed
2) The first syllable is formed using the diphthong “ya”, which is at the beginning of the word, and therefore consists of 2 sounds [y`a]. The sound [th`] is a consonant (accord.), soft (soft.) (green card), the second sound [a] is a vowel, unstressed (scarlet card). To indicate this syllable in the diagram, you can also take a two-color green-red card.

4) Syllable 2 “tongue”. It consists of three sounds [z], [s], [k]. Consonant [z] - hard, voiced (card blue). Sound [s] - vowel, shock (red card). Sound [k] - agree, hard, deaf. (blue card).
5) The emphasis is placed and checked by changing the word being analyzed.
6) So in the word “language” there are two syllables, four letters and five sounds.

One point is worth considering: in this example, the word “language” was understood as if it were for first-grade students who do not yet know that some vowels in an unstressed position can produce other sounds. In high school, when students deepen their knowledge of phonetics, they will learn that in the word “language” the unstressed [a] is pronounced like [i] - [yizyk].

Sound analysis of the word "group".

1) In the analyzed example there are 2 syllables: “group”. 1st syllable is stressed.
2) The syllable “gru” is made up of three sounds [gru]. The first [g] - agree, firm, ringing. (blue card). Sound [r] - agree, hard, ringing. (blue card). Sound [y] - vowel, shock. (scarlet card).
3) A card is placed in the diagram indicating the division of syllables.
4) The second syllable “ppa” has three letters, but they produce only 2 sounds [p:a]. Sound [p:] - agree, hard, deaf. (blue card). It is also paired and pronounced long (blue card). The sound [a] is vowel, unstressed (scarlet card).
5) Emphasis is placed in the scheme.
6) So, the word “group” consists of 2 syllables, six letters and five sounds.

The ability to do the simplest sound analysis of a word is not something difficult, in fact it is a fairly simple process, but a lot depends on it, especially if the child has problems with diction. If you figure out how to do it correctly, it will help you pronounce words in your native language without errors and will contribute to the development of the ability to write them correctly.

Olga Gordeeva

WHAT THIS IS SOUND ANALYSIS OF A WORD?

Sound analysis of a word is the determination of sounds in a word in order and their characteristics (vowel - consonant, voiced - deaf, soft hard)

Sound pattern of a word- this is a sequence of squares - symbols laid out in the same order as sounds in a word.

HOW TO DO WITH A CHILD SOUND WORD ANALYSIS?

Sound analysis performed by sequentially highlighting by voice sounds in a word and their characteristics.

Let's do it sound analysis of the word HOME:

ddd-ohm - first sound D - it is consonant, sonorous, hard - let's denote it with a blue square with a bell.

d – ooo – m - second sound O - he

vowel - let's denote it with a red square.

to – mmm - third the sound M is a consonant, sonorous, hard - let's denote it with a blue square with a bell.

IN the word HOUSE has 3 sounds, 2 consonants and 1 vowel.

Consonants sounds D and M.

Vowel O sound.

Let's call sounds in order: HOUSE.

Let's write word in letters:HOUSE

SOUND ANALYSIS OF THE WORD WHALE

kkyk - it - first sound Кь – consonant, deaf, soft, denoted by a green square.

IN the word whale has 3 sounds: 2 consonants and 1 vowel. Consonants Кь and Т. Vowel I. Let's call sounds in order K, I, T.

HINT FOR PARENTS.

Letters denoting voiced sounds:

M, B, G, D, N, V, F, L, R, Z, J.

Letters representing deaf people sounds:

P, K, X, T, F, Sh, S, Ch, Shch, C.

Voiced or voiceless sound children determine by placing their hand on their throat. If during utterance sound"throat is ringing" - ringing sound. If "doesn't ring"- deaf

Letters denoting always solid sounds: Sh, F, C.

Letters denoting always soft sounds: Shch, Ch, J.

The remaining letters can represent two sound hard and soft: T and T, P and P, K and K, D and D, etc.

Softness and hardness sounds children

determine by ear:

MEL – Is the sound soft?.

CHALK - sound l hard.

CAT - sound K hard.

KIT – soft sound.

Parents can check the following way:

If in a letter A, O, U, Y, E are written after a consonant, then it means a hard sound.

If the letters E, E, Yu, I are written after a consonant letter in a letter, then it means soft sound.

Sounds E,Yo,YU,YA – there is no such thing, these are vowels that indicate the softness of a consonant in writing.

Voiced consonants sounds at the end of words in speech they are deafened and replaced by paired deaf: D – T, G – K, B – P, F – W, V – F, G – S.

We write ICE - we say [FLIGHT]

We write KNIFE - we say [NOSH]

We write SNOW - we say [SNACK]

The letters E, E, Yu, I, standing in word after a consonant they denote accordingly E sounds, O, U, A.

All this must be taken into account when performing sound analysis of words.

From 30.03.15 "Syllable Train" To strengthen the ability to divide words into syllables, I suggest playing with children the game “Who will travel in which carriage?” This funny syllabic train has several carriages with 1, 2, 3, 4 windows.

Necessary divide words into syllables (based on pictures).

- Tell who will travel in which carriage according to the principle: “There should be as many parts in a word as there are windows in the carriage”

For example: “The word “beetle” has one syllable, which means the beetle will ride in the first carriage.”

Who will travel in which carriage?

From 23.03.15 Choose a word with a syllable... . We consolidate the ability to hear a certain syllable as part of a word. For this I proposegame exercise “Choose a word with a syllable...”. The sequence of performing mental actions:

Name all the pictures.
Divide words into parts.
Name words ending in “LA”, “LY”, “LO”.

LA LO LU

Paddle, knots, doll, shark, broom, saw, hollow, dolls

From 03/16/15 Draw a syllabic and sound scheme words. Offer your child:

Divide the word into syllables (parts). Draw a syllabic diagram. Name the first syllable. second syllable, etc.

Explain why there are so many syllables in the word. For example: “The word “fox” has two syllables, because there are 2 vowel sounds - “I”, “A”

Name the sounds in this word in order. Draw a sound diagram. Tell how many sounds there are in a word and what each sound is (vowel - consonant, hard - soft).

From 9.03.15 Match the diagram to the word. We strengthen the skill of dividing words into syllables (parts). They will help with this syllabic patterns. Print out the syllable diagrams and pictures. Glue the pictures into your notebook. Offer your child:

Divide each word into syllables according to the algorithm specified in the recommendations dated February 24.
Pick up appropriate syllable pattern for the word and connect her pencil with the desired picture.
Explain why a particular syllable pattern fits a particular picture.

Name the syllable patterns

Match the syllable pattern to the word

From 2.03.15 Compiling a story from pictures. Let the child look at the pictures and make up a story based on them so that for each picture they get at least three sentences. The longer the story, the better. Begin you need a sentence that tells where or when this story happened. A at the end there might be a sentence that explains why the boy never teased the dogs again. It’s good if the children come up with a name for the boy and a nickname for the dog.

Make up a story "You can't tease dogs"

From 02/24/15 Dividing words into parts. Children learn to divide words into syllables. Syllable - This Part words. IN kindergarten Children often confuse the concept of “syllable” and “word,” so it is better to use the concept of “part” (of a word). The main thing is that children understand well how to divide a word into parts. First, remember and name the vowel sounds with your child, because the children have learned the rule " There are as many parts as there are vowel sounds in a word.” Letters will help you remember vowel sounds:

A, O, U, I, E, S

Now you need to perform the following mental actions in sequence:

1. Pronounce the word slowly, drawing out the vowel sounds: buuuu syyy.

2. Name the vowel sounds: " U", "A".

4. Conclude: “In the word “beads” 2 vowel sounds means 2 parts."

5. Say the word in parts: "bu - sy".

6. Name the parts in order: "The first part is "BU", the second part is "SY"

Divide the words into parts

(beads, Marina, teeth, sleeves, bananas, pear, flags, work)

From 16.02.15 Vowel sounds in a word. We strengthen children's ability to name vowel sounds in a word. This is very useful when dividing words into parts (syllables) according to the basic principle “The number of vowel sounds in a word, the number of parts.” To do this, I propose a game exercise “name the vowel sounds in the word.” Take your time! Do not ask your child to name vowel sounds right away, otherwise unnecessary problems may arise. Perform the exercise with your child in stages.

1. Name the vowel sounds: "A, O, U, I. E, Y."

2. Say the word (from the pictures) slowly, as if singing each sound, emphasizing the vowel sounds with your voice - " ffaaaa rrttuuuu kk.”

3. Name the vowel sounds: "A", "U"

4. Count and answer: “How many vowel sounds are in the word “apron”?” "The word "apron" has 2 vowel sounds"

Name the vowel sounds in the word

(banana, bull, apron, cabbage, headlights, table, pear, soup, geese. drum)

Full description

The article and tables present material that can be used:

1) for teaching reading;

2) to identify gaps in knowledge and skills;

3) to correct erroneous skills;

4) to develop the skill of determining the softness and hardness of consonants and the correct selection of vowels;

5) to master some rules of the Russian language (ZHI-SHI, CHA-SCHA, CHU-SCHU, etc.)

The article summarizes the practical experience of teaching reading and sound-letter analysis to preschoolers by teacher-psychologist N.F. Vorobyeva.

Comments on using tables:

1. Before using the tables, the adult must help the child learn all the vowels, structured as follows (read by column):

Possible options:

option 1: B, C, F

option 2: D, D, W

option 3: Z, K, C

option 4: L, M, F

option 5: N, P, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: Shch, J, C

3. It is desirable that recognition and reading of fusion syllables be brought to the point of automaticity.

4. Rarely occurring merger syllables are highlighted in small font.

5. To fill gaps in reading learning or correct inadequate skills, it may be enough to read only a few tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. This means that in this case it is enough for the child to read the tables for the letters Zh, Sh, Ts.

6. The habit of reading hard and soft consonants in pairs (for example, TA-TYA, TO-TO, TU-TU, etc.) can help the child in the future to do correct selection letters and easily distinguish between soft and hard consonants when moving from sound to letter.

Table 1 (B).