The goal of the game is to find a rhyme. Verbal and logic game “Rhymes”

Today I want to tell you about very simple and fun, but at the same time useful games that we love to play with our son. These are rhyming games. Like many speech games, they can be incorporated into everyday communication, so they're perfect for busy moms.
Playing rhymes is good for development creative imagination, and not only the child, but also the mother. In addition, children 3-5 years old love to write poetry; this is their natural need.

Teach children to find words that rhyme with each other. Try to write 2-3 rhymed lines together about objects in the surrounding world, drawn in a picture or described in a book.
IN Everyday life, as if by accident, use rhyming speech, you can even rhyme an ordinary word with an invented one. Children love ridiculous and funny words. For example, a palm is a trimmump, a dryer is a boom :) My son, around 2.5, began to actively come up with funny rhymes for words, I think this is the first step towards creating real rhymed texts.
Be sure to read poetry of different styles and authors. When a poem is familiar to your child, try pausing before the last word in a rhyming phrase, most likely the child will quickly begin to finish the phrase.
Here is a short overview of poets that mothers of children over one year old should pay attention to:
Samuel Marshak
Korney Chukovsky
Agniya Barto
Sergey Mikhalkov
Mikhail Yasnov
Emma Moshkovskaya
Daniil Kharms
Boris Zakhoder
Irina Tokmakova
Valentin Berestov
Andrey Usachev
Yunna Moritz
Irina Pivovarova
Vadim Levin
Victor Lunin

You will find even more techniques and games to develop your imagination in the book. .

Try playing rhymes with your baby and tell us in the comments what you did.

Have you tried writing poetry? Some people succeed, and quite well. This kind creativity not that rare among people. True, it’s not easy to write real, good poetry, but it’s even harder to teach it to children. We won't teach, we will play. Maybe some of them will actually learn to compose, while for others the game will bring them pleasure and teach them to think.

For children, the process of writing poetry begins with the ability to select rhymes. Although games with rhymes are used by teachers when working with children, they are rare. This can be partly explained by the small number of options for game exercises. This is mainly a selection of consonant words and the often encountered game “Say the Word.” IN methodological literature they are presented by A.K. Bondarenko, G.A. Tumakova and others. The limited number of goals and objectives implemented in these games also explains the little interest in them on the part of teachers. But not children!

What does rhyme mean to children? According to K. Chukovsky, a child has a great desire to rhyme words: “Every rhyme gives a child special joy. And for groups of children, rhyme is even sweeter than for one or another child individually.” On the impact of rhyme on the child’s psyche L.M. Malysheva says this: “Children feel the charm of consonant words and lines very early; they often begin to rhyme themselves in infancy. It is very important to maintain this interest, because the sense of rhyme, like the sense of rhythm, is one of the steps towards understanding poetry, its conventions, its special language.”

The pedagogical appropriateness of games with rhymes can be explained by the value contained in them. Rhyme is a pair category. In it, one word necessarily implies another. J. Rodari, reflecting on the nature of creativity, notes that cognitive function rhyme explains why rhyme gives children more pleasure than simple consonance. He writes: “Phonetic similarity forces the poet to look for semantic connections between words - thus, phonetics gives birth to thought.”

By playing the “Select a Rhyme” series of games with children, we essentially introduce children to the mechanism of selecting rhymes when composing poems, riddles, etc. It is very important that these game exercises They form a system of classes for teaching children the technique of versification. You can start playing with simple variations with children as young as 5 years old and continue throughout school year with children of the pre-school group, and then after, with schoolchildren. Schoolchildren can be asked not only to choose rhymes, but also to compose similar exercises themselves.

It is best to introduce preschoolers to the concept of “rhyme” using the chapter “How Dunno composed poetry” from the book by N. Nosov. I can't think of a more ingenious explanation! And it turns out that rhymes can be selected in different ways :

1. Select consonant words orally or from pictures:

Bunny - polar cod; globe - bus.

2. You need to find a rhyme “hidden” in the subject itself:

Goby - barrel; goat - eyes.

3 .The name of the item in one picture must rhyme with the name of the part of the item shown in the second picture:

Mouse - pan - lid; ear - onion - husk.

4. In order to rhyme the name of the first picture with the name of the second, you need to name the object depicted in the second picture differently:

A) Name the subject with a general word:

Pillow - doll - toy; door - bear - beast.

b) Find a synonym for the name of the item:

Cat - basket - basket; shelf - basket - wallet.

V) Give the item an apt description:

Leika - Baba Yaga - villain; carrot - fox - cheat.

G) Choose a metaphor:

Bank - steering wheel - steering wheel; leaves - broom - Anisya.

d) Rhyme can reflect relationships and connections between objects:

Bones - children - guests; pen - girl - granddaughter.

5. To find a rhyme for the name of the first item, you need to think and guess:

A) Who or what the object shown in the second picture can become:

Drum - lamb - ram; rhinoceros - milk - cottage cheese.

b) Who or what was the object depicted in the second picture:

Lollipop - crow - chick; foam - Pinocchio - log.

6. The name of the first picture rhymes with the name of the item in the second picture in a diminutive form:

Cat - fish - little fish; ring - coat - coat.

7 .To get a rhyme, you need to change both words (picture names):

A) Educate plural nouns:

Axe, ball. Axes are balls.

Bank, tank. Banks are tanks.

b) Form new words using suffixes:

Flag, iron. Flag - iron.

Boy, hat. The little boy is a little hat.

8 .The name of the item shown in the picture must rhyme with the adjective.

Peas - disheveled; shovels - shaggy.

9. The name of the object shown in the picture must rhyme with the verb:

Shark - dived; tit - dreaming.

10. The name of the item shown in the picture must rhyme with the adverb:

Chocolate - sweet; elephant - quiet.

The selection of rhymes in such creative games stimulates children's mental activity. To arouse in the child the desire to think, to revolve in the cycle of thoughts, logical problems, to revive his ideas - this is the implementation of the “principle of the optimal relationship between the processes of development and self-development” (N. Podyakov). In such games there is a formation personal qualities child. He asserts himself in them, feels confident and resourceful. For all children, rhyming games are exciting, surprising, interesting and exciting, allowing the teacher to solve educational and educational tasks, building relationships with children on the basis of equal partnership.

Target. Teach children to correctly characterize spatial relationships and select rhyming words.

Progress of the lesson

The teacher draws the children’s attention to sheets of paper and “washers” (chips) lying in front of each of them.

“Have you forgotten the game of hockey? - the teacher is interested. And he clarifies: “The impact and where might the puck end up?”

Listens to the children’s answers, suggests the direction of the puck’s flight, for example: “The puck is flying above the goal, to the left of it.”

The teacher calls a child who wants to report from the hockey field (the child answers from his seat). Then another child comments on the hockey players' training. The exercise is repeated 3-4 times.

The teacher, standing behind the children, observes who moves the puck on a sheet of paper in order to later work with some of the children individually.

“Today I will not treat you to coffee, as we will play the game “Say a word” (“Choose a rhyme”),” the teacher says. – A very famous poetess Elena Blaginina composed cunning poems. Listen to them carefully."

The teacher reads E. Blaginina’s poem “There is still a game...”:

It's snowing outside,
Holiday coming soon...
- New Year.

The needles glow softly,
The pine spirit comes from...
- Christmas trees!

The branches rustle faintly,
The beads are bright...
- They shine.

(“Or maybe they spark? They hiss?”)

And the toys swing -
Flags, stars...
- Firecrackers!

(“Not cuckoos? Not frogs? And, of course, not ears?”)

Threads of colorful tinsel,
Bells...
- Balls!

(“Balls or Gifts?”)

Fragile fish figures,
Birds, skiers...
- Snow Maidens!

Whitebeard and Rednose,
Under the branches of Grandfather...
- Freezing!

January

Lesson 1. Conversation on the topic: “I dreamed...” Didactic game “Choose a rhyme”

Target. Teach children to participate in a collective conversation, helping them construct meaningful statements.

Progress of the lesson

“Today we will again learn to speak correctly,” the teacher begins the lesson. - Let's talk to you about the New Year holiday. All people, adults and children, were waiting for the New Year: gifts, guests, travel, beautiful Christmas trees. Tell us what you dreamed about before the New Year and how you spent the New Year holidays.”

The teacher listens to the child’s story, makes the necessary corrections, and asks clarifying questions. Then evaluates the answer, noting its logic and expressiveness ( unusual comparisons, emotionality).

Calls 2-3 more guys.

He tries to listen to the stories of those children who spent the New Year holidays in different ways.

It is also advisable to listen to a child experiencing various kinds of difficulties in mastering native language. But this child must be prepared in advance and rejoice at his successes together with the children.

In order to add variety to the conversation and please the children, you can conduct didactic game“Pick a rhyme” using the following works:

The puppy looked through the window:
- What does... (the cat) enjoy?

- There are all sorts of people walking around here, look!
- Looks evil at the cat... (mouse).

- Maybe it’s enough, mouse, to be angry?
- Chirped... (tit).

Didn't say anything
Sleeping under the bed... (dog).

E. Lavrentyeva “Choose a rhyme”

* * *
My dear children!
I am writing you a letter:
I ask you to wash more often
Your hands and... (face).

My dear children!
I really, really ask you:
Wash cleaner, wash more often -
I'm dirty... (I can't stand it).

Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkov

On the merry ones,
On the greens
Horizon Islands,
According to scientists,
Everyone walks... (on their heads).
Through the mountains
On a scooter
They go there
Bulls... (in tomatoes)!
And one scientist cat
He even drives... (helicopter).

Ya. Bezheva. “On the Horizon Islands”, trans. from Polish B. Zakhoder

Lesson 2. Reading the story by S. Georgiev “I saved Santa Claus”

Target. Introduce children to new things a work of art, help to understand why this is a story and not a fairy tale.

Preliminary work. Having replenished the corner of the book with new collections of works, the teacher invites the children to find fairy tales, stories, and poems. You can divide the children into three groups. The first group will select fairy tales, the second - short stories, the third - poems. Groups of children will work in turns, and each subsequent group can look at the books of the previous group(s) to determine if they have the works they want to select.

Progress of the lesson

The teacher evaluates the children's work (their diligence and conscientiousness). Then he looks through the first stack of books. It makes more sense to start with collections of poetry. Children often classify fairy tales by A. Pushkin and K. Chukovsky as poetry. The teacher finds out whether this is legal and to which group of works this or that book belongs.

“This is a fairy tale in verse,” explains the teacher.

The next group of children proves that the books they have chosen are fairy tales (stories).

Having assessed the children’s knowledge and intelligence, the teacher reads to them S. Georgiev’s story “I Saved Santa Claus” (see Appendix). Then he asks whether they liked the new work and whether it is a fairy tale or a story.

Svetlana Golubeva

The manual will assist in the formation syllable structure, in improvement grammatical structure speech and reading skills, expanding vocabulary, development phonemic perception.

1. D/game "Pick a Rhyme".

Target: learn to select pairs of rhyming words; develop phonemic awareness.

Game option:

One of the players spins his disk, the other player selects a picture whose name rhymes. For example: cone-bear, etc.

2. D/game "Make a proposal".

Target: teach children to make sentences various types using given words; develop verbal creativity, fantasy.

Game option:

Each player promotes his disk, then the players take turns coming up with sentences with the words that matched on disks.

For example:

The girl stroked the little kitten.

The kitten was sitting on the girl’s lap.

You can discuss in advance what proposals should be (with prepositions, how many words, etc.)

For a correctly composed sentence, the player receives a chip.

3. D/game "Pick a letter".

Target: exercise children in identifying the first sound in a word. To consolidate children's knowledge of the sounds and letters they have learned.

For each picture we select the letter with which the word begins. Having previously determined what the first sound is heard in the title of the picture.

4. D/game "Make a Word".

Target: reading and composing two-syllable words.

Game options:

One child can form two-syllable words.

A teacher and a child or two children can play. One sets a syllable, the other selects a second syllable to make a word.

Target:form an idea of ​​rhyme

Tasks:

Clarify the concept of tongue twister.

Develop diction in children.

Introduce the concept of “rhyme”.

Learn to come up with simple rhymes for words.

Learn to work together, together, amicably.

Materials and equipment: ball, cards from the book “Toy Library of Speech Games. Issue 11. Playing rhymes. Games for the development of phonemic awareness"

1. Speech warm-up

Diction exercise: pronounce intonationally, highlighting the highlighted word one by one:

We play with words- we compose together,

We play with words - we compose together,

Our meetings are good, we have fun from the heart!

We play with words - we compose together,

Our meetings are good, have fun from the heart!

Children and teachers remember what a tongue twister is and why it is needed. Then they, if desired, pronounce any tongue twisters.

And learn new ones:

Buying a parrot

Buy without intimidation:

Parrots with fright

They'll wake up the whole neighborhood. (Heinrich Wardenga)

There was drama at the ball:

Noble Cavalier

From under the nose of a noble lady

He stole one eclair.

And one more eclair,

And one more eclair,

And one more eclair -

Here's your gentleman. (Peter Sinyavsky)

2. Speech situation

Conversation

Educator: Have you ever tried to become an echo? How does the echo answer questions? I'll ask, "What time is it now?" What about it for me?

Children: It's an hour! Hour!

Educator: That's right, “It’s an hour!” That’s how you are: if you have become an echo, then answer the questions like it is. And to make it more fun, clap your hands when answering. The answer is two claps at the same time.

Teacher (children)

Get ready, kids! (ra-ra)

The game begins! (ra-ra)

Don't spare your hands (lei-lei)

Clap your hands more cheerfully (ley-lay)

What time is it now (hour-hour)

What time will it be in an hour (hour-hour)

And it’s not true, there will be two (two-two)

Think, think, head (wa-wa)

How the rooster crows in the village (uh-uh)

Yes, not an owl, but a rooster (uh-uh)

Are you sure it is so (so-so)

But in reality, how? (how how)

What is two and two? (two-two)

My head is spinning! (wa-wa)

Is it an ear or a nose? (nose-nose)

(the presenter holds his ear)

Or maybe a load of hay? (cart-cart)

Is it an elbow or an eye? (eye-eye)

(the presenter points to his elbow)

But what do we have here? (us-us)

(the presenter points to his nose)

You are always good (yes, yes)

Or only sometimes (yes, yes)

Don’t get tired of answering (chat-chat) if you answer “no” there’s a fine

I ask you to be silent (-)

Game over. And those who made a mistake and gave their forfeit to the presenter are waiting for a fun task to be completed.

Educator: Since ancient times, people, writing proverbs, riddles, and tongue twisters, have tried to decorate these works of oral folk art by rhyming the ends of the lines.

Thanks to rhyme, poems turn out well. Rhyme - when words end the same way. For example, cat-spoon, cone-mouse, spruce-shoal, rose-mimosa, buffet-stool, owl-head, river-stove, etc. These words have similar sounding final syllables. Such endings of words are called rhymes.

Rhyme is the consonance of the ends of poetic lines.

After this, the children find a rhyme in the poems "Eli" And "Vanechka the Shepherd"

Ate

Ate at the edge of the forest -

To the top of the sky -

I listen, they are silent,

They look at their grandchildren.

And the grandchildren are Christmas trees,

Thin needles -

At the forest gate

They lead a round dance. (Irina Tokmakova)

Vanechka - shepherd

Sheep are standing in the meadow

The wool is twisted into rings,

And plays for the sheep

There is a man on the pipe.

This is Vanechka, the shepherd!

He has good hearing.

He hates the wolf too

And he won’t hurt the lamb,

Doesn't hurt at all.

To be Vanyusha a violinist! (Junna Moritz)

Game "Come up with a rhyme"

Educator: Guys, I have a rhyming ball in my hands. Let's play rhyming words.

I ask the word, throw the ball, and whoever catches it chooses the rhyme.

Friend (bow), crow (crown), business (bravely), barn (loaf), house (gnome), sleep (ringing), pillow (frog, bun, cheesecake, toy, girlfriend), path (basket, potato, cover , okroshka), pencil (jumble, hut, gouache, mirage, crew)…

Game "Find a Pair"

Educator: Now look carefully at the pictures in front of you and find words that rhyme with each other.

Educator: There is another game for you.

I'll start the poem now

I'll start, and you finish,

Answer in unison.

Gray wolf in a dense forest

I met a red... (fox).

Where did the sparrow have lunch?

At the zoo with... (animals).

And a rooster with a prickly hedgehog

They cut the lard with a sharp... (knife).

Not prickly, light blue,

Hanging in the bushes... (frost).

In winter, there are apples on the branches!

Collect it quickly!

And suddenly the apples flew up.

After all, this is... (bullfinches).

Game "Prompt the Word" based on the poem by John Ciardi.

About amazing birds

On the street

Passerby

I saw it yesterday.

He was carrying a box

On the box

It says: “Game.”

I'm two blocks away

I followed him

(Believe me, I'm not lying).

And finally

Asked him:

How to play

In Game?

He smiled

Politely,

Then he answered me:

Sure,

What are games

You haven't met yet.

Two birds

Amazing

It's in my drawer.

And if you want,

That's with you

The two of us will play.

And so that we

We could start

You must remember

What do dissimilar people have?

These birds

SIMILAR TAILS.

Catch

Such funny birds -

Very hard work.

No wonder people

Smart

THEM RHYMS

Name:

Indeed,

Birds are nimble

From a big box

Suddenly they started

Pull out

Top

Behind the word is the word.

One got it

The word NAIL,

Another one right away -

GUEST and CANE.

One got it

The word SADNESS

Another phrase:

WELL, LET!

One got it

The word ELEPHANT,