Reading for preschoolers is always a new, interesting process. And this is not surprising, because they discover a whole world, previously unknown, unfamiliar.
First, children get acquainted with letters and sounds, then they learn to put them into words. And then the moment comes when the child tries to read on his own. It is impossible to immediately give the baby complex texts for this purpose, and even not divided into syllables. Difficulties encountered in reading can completely discourage the desire to study further. So we will learn to read, taking as a basis stories and fairy tales specially adapted for preschoolers.
Stories for children
If you don’t know which texts to start with, you can buy or download and print collections of texts on our website under the general title “Reading by syllables”. Such literature is specially adapted for children. This does not mean that the stories of famous writers are somehow changed in it: the selection of texts in such books is aimed at children. preschool age, and the words in the texts are divided into syllables for reading, which greatly facilitates the learning process for the child.
On our site there are also separate texts with a special division into syllables. They can also be printed out and offered to children for reading.
What stories are best for children?
Of course, these are the works of those writers who specialized in children's topics: M. Prishvin, K. Paustovsky, A. Barto, N. Nosov, Lev Kassil, S. Marshak, etc. It is not necessary to read the stories in full: for young children it will be enough choose one small passage, divide it into syllables and present it for reading.
How to instill a love of reading? How to deal with parents with children on such texts?
Do not leave the child alone with the story if he still does not read well. This can discourage any interest in subsequent learning if the baby has difficulties and he cannot cope with them. Sit next to your child and start reading together. It is very important for children that adults show interest in their affairs. Along the way, ask the baby to help you and read this or that word. When you have read to the end, discuss the passage: have the child retell what he understood from the text. Do not leave what you read unattended: the baby must realize that he is reading not for dad or mom, but for himself, for his own understanding.
You can download a set of cards with words.
Learning to read individual words syllable by syllable. 
Read the names of the children.
Puzzle pictures with syllables. Fairy tales
However, the best tool for teaching children to read is fairy tales. Everyone loves them, not just kids. First, take the fairy tale that the child knows well: this will make it easier for him to read, being familiar with the plot.
The most famous writers who devoted themselves to fairy-tale creativity are G.Kh. Andersen, A.S. Pushkin, C. Perro, the Grimm brothers. Surely, when your child could not read yet, he listened to the tales of these writers performed by you. And today he will read these fairy tales in syllables.
A 3-year-old girl reads by syllables:
Fairy tales for children by modern writers, for example, L. Uspensky, are also perfect for reading. They are sometimes more in tune with the needs of the time: the creatures that inhabit our technological world act in them, the devices around us come to life. And yet, do not deprive your child of the opportunity to get acquainted with the good old fairy tales, because entire generations have grown up on them.
Reading fairy tales, poems by syllables, you not only teach children, but also introduce them to the huge cultural heritage of previous eras. Reading develops curiosity in the baby, respect for the work of other people, the desire to learn new things. All this is sure to come in handy for children in adulthood. But most importantly, you will be sure that you will bring up goodness and humanity in them.
You can download for free a selection of more than 35 books (fairy tales, stories, poems, simple texts and coloring books) by SYLLAMS or choose individual ready-made texts for yourself below.
little story about the squirrel 
An excerpt from a book about Winnie the Pooh and Piglet. 
REP-KA
Po-sa-dil grandfather rep-ku and go-vo-rit:
Ras-ti, ras-ti, rap, sweet! Ras-ti, ras-ti, rep-ka strong-ka!
You-grew-la rep-ka is sweet, strong, big-shay - pre-big-shay.
Grandfather went to tear a turnip: ta-no - po-ta-no you-ta-nut can’t. Grandfather called ba-bku.
Grandma for grandfather
Grandfather for rap -
Pull-pull - pull, you-pull can’t.
Poz-va-la grandmother granddaughter.
Granddaughter for grandmother
Grandma for grandfather
Grandfather for rap -
Pull-nut - pull, you-pu-nut can’t. Poz-va-la granddaughter Zhuch-ku.
Beetle for the granddaughter,
Granddaughter for grandmother
Grandma for grandfather
Grandfather for rap-ku-
cha-nut - po-cha-nut, you-cha-nut can’t. Poz-va-la Beetle cat-ku.
Cat for Beetle,
Beetle for the granddaughter,
Granddaughter for grandmother
Grandma for grandfather
Grandfather for rap -
cha-nut - po-cha-nut, you-cha-nut can’t. Poz-va-la cat-ka mouse-ku.
Mouse for a cat
Cat for Beetle,
Beetle for the granddaughter,
Granddaughter for grandmother
Grandma for grandfather
Grandfather for rap-ku-
cha-nut - po-cha-nut - and you-cha-well-whether rep-ku !!!
Hedgehog in the fog.
Zh-whether in le-su Yo-zhik with honey-ve-jon-com. Live o-no ho-ro-sho, friendly, but from time to time-no pro-is-ho-di-whether with them not-o-bull-but-vein-nye adventures…
Thirty ko-ma-ri-kov you-be-zh-whether on-la-well and for-ig-ra-whether on your squeak-la-vy violins. Because of the clouds, the moon came out and, o-ly-ba-s, floated on the sky.
"Mmm-u! .." - sigh-well-la ko-ro-va behind the river.For-you-la-so-ba-ka and so-rock moon-hares-be-y-whether on the road.
Tu-man rose above the river, and sadness-on-I was-la-I lo-sha-d-so-well-la in it chest-deep, and now ka-for-moose - pain-sha-ya be-la-ya duck floats in tu-ma-not and from-snort-ki-va-yas, o-pus-ka-et in no-tho-lo-woo .
Yo-zhik sat on a hill under a pine tree and looked at the os-ve-puppy-well-th moon-light to-li-well, for-top-len-well-that -ma-nom.
It was so beautiful that from time to time he shuddered from time to time: isn’t he dreaming of everything?
And ko-ma-ri-ki don’t get tired of playing on your fiddles, moon hares dance-sa-li, but so-ba-ka you-la.
“I’ll tell you - they won’t believe it!” - in a thought-small Hedgehog and began to look at the do-li-well and pay attention-ma-tel-no-e, so that you could remember the thread until the next tra-vin-ki the whole country -so-tu.
“Here is the star-yes-y-pa-la,” he remarked, “and the grass on-clo-ni-left-to-the-left, and from the fir-ki was one-to-ver -shin-ka, and now, o-on, it floats next to the lo-sha-dyu ... "
“And in-te-res-but,” thought Yo-jik, “if the horse lies down to sleep, oh-for-bread-no-sya in that-ma-not?”
And he began to slowly descend from the mountain, so that he could fall into the fog and see how it was inside.
Here, - said Yo-zhik. - I can not see anything. And yes, the paws are not visible. Horse! he called.
But the horse didn't say anything.
"Where is the horse?" - in a way-small Yo-zhik. And crawled straight. In the circle it was deaf-ho, dark-but and wet-ro, only you-so-co-up top sum-rak weakly shone.
He crawled for a long, long time, and suddenly it felt like the earth was under him and he was flying somewhere.
“Let-kay re-ka sa-ma don’t-set me!” he decided. As best he could, he took a deep breath, and it carried him down the river.
Re-ka shur-sha-la ka-we-sha-mi, bur-li-la on re-re-ka-tah, and Yo-jik feeling-in-the-shaft, which is really pro-mok and speed- ro y-no.
Suddenly, someone to-tro-nul-sya to the e-th back-paw.
Fox and crane.
Li-sa was friends with zhu-rav-lem.
So it’s inflated-ma-la once-a-day-y-sa u-go-tit zhu-rav-la, go-la to call him to your place in the state:
- Come-ho-dee, ku-ma-nek, come-ho-dee, do-ro-goy! Oh, how I ho-ho-schu!
And the zhu-ravel is given to the big feast, and li-sa on-va-ri-la man-noy ka-shi and raz-ma-za-la it on ta-rel-ke. Po-da-la and sweat-choo-et:
— Che-shay, my go-lub-chik ku-ma-nek! Sa-ma stre-pa-la.
Zhu-ravl clap-clap-no-catfish, knocked-chal-knocked-chal, nothing is pa-da-et. And if it’s si-tsa at this time, is it se-be and is it ka-shu - so all sa-ma and bore-sha-la. Ka-sha eat-de-na; li-si-tsa and go-vo-rit:
- Do not judge, any godfather! More sweat-che-wat nothing!
- Spa-si-bo, ku-ma, and on the e-tom! Come to visit me.
On another day, a li-sa comes, and a zhu-ravl brought something about a crumb, put it in a jug-tire with a narrow mountain-lysh-com, put on the table and go-vo-rit:
- Ku-shay, ku-mush-ka! Don't be ashamed, ho-lu-bush.
Li-si-tsa na-cha-la turn around the jug-shi-na, and so it will come in and e-so, and liz-no e-go and nu-ha-et; tol-ku everything is not there! Do not le-zet go-lo-va in a jug-tire. Meanwhile, the zhu-ravl, meanwhile, is pecking, se-be-yes, pecking, while he ate everything.
- Well, don't judge, ku-ma! There is nothing more than.
I took-la-su to-sa-da: du-ma-la, that I-eat-sya for a whole not-de-lu, but to-my went-la, like not-so-lo-but bread-ba-la. Since then, the friendship between the li-sy and the zhu-rav-lem has been apart.
Learning to read in syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply do not know how to teach a child to pronounce two letters together and get stuck on it for a long time. Tired of the endless repetition of "ME and A will be MA", the child quickly loses interest, and learning to read turns into torment for the whole family. As a result, children who already know letters from the age of two or three cannot even read simple words by the age of five, not to mention reading sentences and books.
What to do next when the child has memorized the letters? Let's make a reservation right away that teaching a preschooler to read syllables can be started even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be studied). But those letters that we will combine into syllables, the child must name without hesitation.
In order to start learning to read by syllables, it is enough for a child to know 3-4 vowels and a few consonants. First of all, take those consonants that can be pulled (S, Z, L, M, N, V, F), this will help teach the child the continuous pronunciation of the syllable. And this is a fundamentally important point.
So, let's consider a few, in our opinion, the most effective methods that modern teachers offer for teaching a child to fold letters into syllables.
1. We play "Engines"
(a game from the manual by E. Baranova, O. Razumovskaya "How to teach your child to read").
Instead of boring cramming, invite your child to "ride the train." All consonants are written on the rails along which our trailers will go, and vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and we name which station we got (for example, BA). Next, we move the trailer down the rails - to the next consonant and read the syllable that appears.
There is a similar guide in cards "Game" Steam locomotive. We read syllables. from E. Sataeva
This game is good because the child does not need to be specially explained how to add syllables. It is enough to say: “Now we will ride the letter A, she will be our passenger, name all the stations at which we will make a stop.” To begin with, “ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, YES, ZHA, ZA, etc. Then invite your child to take turns doing this with you. During the game, listening to you, children easily grasp how to pronounce two sounds together. For the third time, the child will “ride” himself without much difficulty.
If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next, we change the wagon. Now we roll the letters O, U, S. If the child can easily cope with the task, we complicate the task. For example, we ride at speed - timing which of the wagons will reach the end of the path first. Or another option: stopping at the station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golfs, guests; DO - rain, daughter, boards, etc.).
Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).
To do this, we take trailers where the vowels are written in front of the window, and act in the same way. Now we have a letter on the trailer not a passenger, but a driver, she is the main one, she is in front. First read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZH, AZ, etc., then offer the child a “ride”.
Remember that in this and other exercises, we first practice adding syllables with first-row vowels (A, O, E, Y, Y), and then we introduce second-row vowels (I, E, E, Yu, I) - the so-called "iotized" vowels, which make the sound that precedes them soft.
When the child is good at reading individual tracks with syllables, alternate trailers with passengers and drivers, without prompting which trailer we will ride. This will help the child learn to clearly see exactly where the vowel is in the syllable (the syllable begins with it or ends with it). At first, learning to read by syllables in a child may have difficulties with this.
2. "Run" from one letter to another
(from "ABC for kids" by O. Zhukova)This is a visual exercise that will help the child learn to pronounce two letters together.
Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger that we are leading along the path reaches the second letter. The main thing we are working on in this exercise is that there is no pause between the first and second sound. In order to make it more interesting to study, replace your finger with a figure of any animal / little man - let him run along the path and connect two letters.
("ABC book for kids" by E. Bakhtina, "Russian alphabet" by O. Zhukova and others).
Many authors of primers and alphabets use animated images of letters that need to be folded into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two girlfriend letters stay together.
To use this technique, you do not even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the figures of boys, and vowels on the figures of girls. Make friends with the kids. Check with your child that boys and girls or two girls can be friends, but it is not possible to make two boys friends (pronounce two consonants together). Change pairs, put girls first in them, and then boys.
Read the syllables first in one order, then in reverse.
These few tricks are quite enough to teach a child to put two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.
4. Games to consolidate the skill of adding letters
- Syllabic Lotto
It is very easy to make them yourself, for this you need to pick up a few pictures - 6 for each card and print the corresponding syllables.
- Help will help you “Syllables. Choose a picture according to the first syllable BA-, VA-, MA-, SA-, TA-. Educational lotto games. GEF DO "E. V. Vasilyeva- there are a few more tutorials in this series “Letters, syllables and words. Lotto with verification” by A. Anikushena
- Similar exercises are in the book. "Syllabic tables. GEF "N. Neshchaeva
- Shop game
Lay out toy goods or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YAB-loki, MYA-so). Prepare "money" - pieces of paper with the name of the first syllables of these words. A child can buy goods only for those “bills” on which the correct syllable is written.
Make an album with your child’s own hands, in which a syllable will be written on one page of the spread, and objects whose name begins with this syllable will be written on the other. Periodically review and supplement these albums. For more effective learning to read, close one or the other half of the spread (so that the child does not have extra clues when naming a syllable or choosing words for a particular syllable).
This will help you "Cards for sound and syllabic analysis of words."
- Game in the airfield (garages)
We write syllables large on sheets of paper, lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands - on which airfield (in which garage) you need to land the plane (park the car).
For this exercise, Zaitsev cubes or any cards with syllables are suitable (you can make them in the form of traces). We build a long path from them - from one end of the room to the other. Choose two figurines / toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as fell on the dice. Stepping on each card, name the syllable written on it.
For this game, you can also use various "walkers" by writing syllables in circles on the playing field.
5. Reading simple words by syllables
Simultaneously with the development of syllables, we begin to read simple words(of three or four letters). For clarity, so that the child understands what parts the word consists of, which letters need to be read together, and which separately, we recommend that the first words be composed of cards with syllables / individual letters or graphically divide the word into parts.
Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read the words written on them than just columns of words), plus it is clearly visible into which parts a word can be broken down when reading it syllable by syllable.
Increase the difficulty gradually: start with words consisting of one syllable (UM, OH, EM, UZH, Hedgehog) or two identical syllables: MOM, UNCLE, DAD, NANNYA. Then proceed to reading the words of three letters (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.
You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not proceed to reading longer words and especially sentences.
Be prepared for the fact that the child will freely begin to read words only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to working out syllables.
And, most importantly, remember that any learning should be a joy - for both parents and children!
Philologist, teacher of Russian language and literature, teacher of preschool education
Svetlana Zyryanova
A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve his reading skill through systematic training. But reading is a rather laborious and monotonous activity, and many children lose interest in it. Therefore we offer small texts words are divided into syllables.
At first read the story to your child, and if it is long, you can read its beginning. This will interest the child. Then invite him to read the text. After each work, questions are given that help the child to understand what they have read and comprehend the basic information that they have learned from the text. After discussing the text, suggest reading it again.
Smart Bo-beak
So-nya and co-ba-ka Bo-beak gu-la-li.
So-nya played-ra-la with a doll.
Therefore, So-nya be-be-zha-la to-my, and the doll for-would-la.
Bo-bik found a doll-lu and brought it to So-ne.
B. Korsunskaya
Answer the questions.
1. Who did Sonya walk with?
2. Where did Sonya leave her doll?
3. Who brought the doll home?
The bird made a nest on a bush. De-ti our nest-up and took off on the ground.
- Look, Vasya, three birds!
In the morning, de-ti came, and the nest-before it was empty. It would be a pity.
L. Tolstoy
Answer the questions.
1. What did the children do with the nest?
2. Why was the nest empty the next morning?
3. Did the children do well? How would you do?
4. Do you think this work is a fairy tale, a story or a poem?
Pet-ti and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other apart.
- Give me - my horse.
- No, you give me - the horse is not yours, but mine.
Mother came, took a horse, and nobody's horse became.
L. Tolstoy
Answer the questions.
1. Why did Petya and Misha quarrel?
2. What did mom do?
3. Did the children play horse well? Why are you so
think?
It is advisable to use the example of these works to show children the genre features of poems, stories and fairy tales.
Genre oral fiction, which contains events unusual in the everyday sense (fantastic, wonderful or worldly) and is distinguished by a special compositional and stylistic construction. Fairy tales contain fairy tale characters talking animals, unprecedented miracles happen.
Poem- a small piece of poetry in verse. The verses are read smoothly and musically, they have rhythm, meter and rhyme.
Story- small literary form; a narrative work of small volume with a small number of characters and the short duration of the events depicted. The story describes a case from life, some bright event that really happened or could happen.
In order not to discourage reading, do not force him to read texts that are uninteresting and inaccessible to his understanding. It happens that a child takes a book he knows and reads it “by heart”. Necessarily read to your child every day poems, fairy tales, stories.
Daily reading enhances emotionality, develops culture, horizons and intellect, helps to understand human experience.
Literature:
Koldina D.N. I read on my own. - M.: TC Sphere, 2011. - 32 p. (Candy).
FRIENDS
Ni-ki-ta and Le-sha are friends. Together they go to kindergarten. Lesha has a sa-mo-kat. And Ni-ki-you has a ru-zhe. Not really standing, but playing. These boys are good fellows. Oh-no always de-la-tsya games-rush-ka-mi. And they never quarrel. Together we play and laugh. Ho-ro-sho friend!
ZO-LO-TOE EGG-KO
Live se-be grandfather and ba-ba and they would have ku-roch-ka rya-ba. He took down a ku-roch-ka egg-ko: the egg is not simple - it's golden.
Grandfather beat - beat - not beaten.
Ba-ba bi-la, bi-la - more than once-bi-la.
The mouse be-zha-la, the tail-tee-com mah-nu-la, the egg fell-lo and broke-elk.
Grandfather and ba-ba cry, ku-roch-ka ku-dah-chet:
“Don't cry, grandfather, don't cry, ba-ba!
I'll take you an egg to another,
Not golden - simple!
MU-RA-WEI AND GO-LUB-KA
Mu-ra-vei went down to the stream: for-ho-tel for a drink. Wave-on for-whip-well-la e-th and almost in a pi-la. Go-lub-ka carried a vet-ku; o-na u-vi-de-la - mu-ra-vei then-no, and bro-si-la e-mu vet-ku in the ru-chey. Mu-ra-wei sat on a branch and escaped.
That's why o-hot-nick spread the network on go-lub-ku and wanted to clap. Mu-ra-vei crawled to o-hot-no-ku and u-ku-strength of e-go by the leg; oh-hot-nick oh-zero and u-ro-nil network. Go-lub-ka fluttered-well-la and u-le-te-la.
Pet-ti and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other's cats.
Give it to me, this is my horse.
No, you give me, the horse is not yours, but mine.
Mother came, took a horse, and nobody's horse became.
L. Tolstoy
Three Bears.
One day, Ma-sha went into the forest and got lost. Began to search to-ro-gu to my yes came to the forest from the bush. In the house of e-thom lived seven-I honey-ve-dey: the father was called Mi-hi-lo Po-ta-pych, the mother - Nas-tas-ya Pet-rov-na , and their little laziness-ko-sy-nish-ku - honey-ve-jo-nok Mi-joking-ka. The house was empty - honey-ve-di ush-whether walking through the forest.
Ma-sha entered the house and w-wee-de-la had three bowls of porridge. Pain-sha-I would-la Mi-hi-lo Po-ta-py-cha, middle-ny-ya Na-tas-and Pet-rov-ny, and sa-ma-I laziness-ka-ya - M-jokes. In-pro-bo-va-la Ma-sha ka-shu from a large bowl, then from a middle one, and from a small one, Mi-joking-ki-noy, the whole shu ate.
For-ho-te-la Ma-sha pri-net and sees three chairs at the hundred-la. Climbed o-na onto a big chair and u-pa-la; sat on the middle chair - it was not-at-ad-but; sat down on a small stool and laughed. Became-la Ma-sha ka-chat-sya on the Mi-joking-ki-ne chair-chi-ke, ka-cha-las - ka-cha-las, why didn’t he slo-ma-la!
Send la Ma-sha to another mountain-ni-tsu. There are a hundred-I-whether three kro-va-ti. Lay down o-na in pain-shu-yu - it would be too spacious; lay down in the middle-nu-th - it would be too you-so-ko; and laziness-ka-I came to her just right. Lay down Ma-sha and sleep-la.
Come back to my honey-ve-di from the forest, se-o-be-give. Mi-hi-lo Po-ta-pych looked into his bowl and growled: “Who ate from my bowl?” Us-tas-ya Pet-rov-na looked-re-la at the table and for-re-ve-la: “Who ate from my bowl?” And Mi-jokingly squeaked: “Who ate my porridge and broke my chair?”
Send honey-ve-di to another-gu-yu mountain-no-tsu. “Who lo-lived on my bed?” - roared Mi-hi-lo Po-ta-pych. “Who lay down on my bed and crushed it?” - for-re-ve-la Nas-tas-ya Pet-rov-on. And Mi-joke-ka u-vi-del in his cro-wat-ke de-voch-ku and squeaked: “Here oh! Hold her!
U-vi-dev honey-ve-day, Ma-sha o-chen is-pu-ga-las. O-on you-jump-well-la in the open-then-e-ok-but and be-m-la-to-my. And honey-ve-di didn’t dog-on-whether.
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