Theme: Space trip
Form of carrying out: Directly educational activities.
Location: Group room.
Target: Consolidate the knowledge of children.

Tasks:
educational: to consolidate the ability of children to compose sentences, divide words into syllables, read them, compose words from syllables, perform sound-letter analysis, answer with a full answer;

developing: develop phonemic and speech hearing, visual perception, attention, memory, thinking, fantasy, imagination, develop the skill of reading syllables and words;

educational: create a good mood, educate accuracy, the ability to follow the game rules, the desire and ability to work in a team, to encourage activity and independence, the ability to listen to the teacher and comrades, to form the skills to assess the results of their own activities.

Materials and equipment:
demo: space travel map, token in the form of a rocket, cards with object pictures, "magic" bag with letters; music center and soundtrack of the launch of a space rocket, a bag of treasures;

handouts:"On-board pads", cards with words for making the sentence "Good luck", "stars" with syllables, envelopes with assignments for children, colored pencils for sound analysis of a word.

Integrated educational areas: Cognitive development, speech development, social - communicative development, physical development.
Methods:
Game: travel game, smart hands game, game exercises.
Visual: space travel map, cards - tickets, stars-syllables, cards for sound-letter analysis, envelopes with tasks.
Practical: completing tasks.
Verbal: explanation, conversation, indication, children's answers.

Preliminary work
Educational areas: Physical development Cognitive development Speech development

Joint educational activities with children
— Coming up with words with a given sound, sound analysis of words, dividing words into syllables, making sentences with a given word, graphical recording of sentences, graphic exercises in notebooks,
didactic games: "Syllabic lotto", "Skillful hands", "Let's play, read"; didactic exercise "Make a proposal".
- Learning physical education, visual gymnastics.
- Talking to children about space, guessing riddles.

Interaction with parents
— Examining illustrations, reading children's encyclopedias and books on the topic.
- Recommend that parents carry out individual work to improve the sound-letter analysis, develop the skill of reading words.

Course of the lesson:
-Guys, on New Year's holidays I was sorting things out and found an old map... I brought it to show you.
- What do you think this map is.
- Tell us what you see on the map?
- What do you think, what treasures are hidden there?
- It would be interesting to go to this distant planet and find out what treasures are hidden on it?
- How do you think it is possible to carry out such a long journey alone?
- Why?
- Then maybe we will go to this distant planet all together, as one team?
“Difficult trials await us, and only by coping with them, we will get treasures. Are you ready for the challenge?
- Then let's think about how you can get to a distant planet?
- We will build our vehicle by connecting the numbers in order.
- Come out, show who did it.

- A bird cannot reach the moon
Fly and land on the moon.
But he can do it
Make it fast ... (rocket)
- That's right, guys, we will fly on a rocket.

And in what mood do you usually go on a trip?
- Then we will take a good mood with us, gather our strength and knowledge, and go on our way. And to make the mood good and cheerful, let's stand in a circle, join hands, close our eyes and pass on to each other that spark of warmth and love that lives in our hearts. Feel how kindness passes from palm to palm on our hands ...

Open your eyes, smile at each other and go ...
Put on spacesuits, come up to me, get your boarding passes (handing out tickets, pictures)

1) House, key, umbrella, eye, chair, mushroom.
2) Window, handle, hat, skirt, lock, ring.
3) Wheel, basket, boot, rocket, dog, pencil.

Those travelers will sit in the first row, the words in the pictures of which consist of 1 syllable;
In the second row will sit those - words in the pictures of which consist of 2 syllables;
those travelers sit in the third row, the words in the pictures of which consist of 3 syllables;
Checking the correctness of the task:
several children explain why they sat in one row or another.

- Well done, everyone coped with the task, took their places, prepared for the start.
What?
Our rocket cannot take off, the password is damaged. To restore it, you need to correctly compose a proposal.

We take our on-board tablets and compose a sentence from these words.
We read the password all together:
"Good luck".
- You tried and completed the task correctly.
Space music sounds.

- We went into outer space.
Let's take a look around:
We look to the right - nothing
We look to the left - nothing.
Lower your eyes down
Well, look up.
We close our eyes
The eyes are resting.
How do we open our eyes
Let's look forward, there is a star.
What do you see?

- I see a large cluster of stars! Starfall ahead, the path is closed. Several stars flew into our rocket. These stars are not simple, each of them has a certain syllable. I realized they were telling us the next task. Having coped with it, we will be able to fly further.

- Each of you has syllables on the table in an envelope, the same as on the stars. Read the syllables, fold them so that you get words. Let's get to work. Children add words from syllables: DO-RO-GA, RA-KE-TA, ... (Children take turns reading the words, tell how many syllables are in the word.) One of the children lays out the words on the board.

- We check what you have done.
- And we have coped with this task, we have overcome the starfall, we can fly further.
“I see a comet right ahead. She's getting closer, are we going to run into her? No, the comet flew close to our rocket and brought us a scattering of letters on its tail.

Game "Smart pens"
I collected the letters in one bag. You cannot see them. You can find out which letters are hidden only by feeling them with your hands. You can get a letter only after you know it by touch and call it, and we will come up with words starting with this letter. Come out on the carpet, stand in a circle. ( Children take turns putting their hand into the bag, groping for the letter, and the rest of them come up with words.)

- We have already flown half the way, it's time to rest a little.

Physical education on the carpet:
For astronauts, here is the exercise, do it in order.
Get up quickly, smile, stretch higher, higher.
Well, straighten your shoulders, raise, lower.
Turn left, right, touch the floor with your hands.
They sat down - got up, sat down - got up. I hope you are not tired?
You need to get up more freely and breathe more calmly.

We continue our journey, the next test awaits us.
The rocket flew all over
I looked at everything in the sky.
He sees a hole in space -
This is a black ... (hole).

We can only overcome it by completing the task.
“We will need our on-board tablets, pencils and pencils. Now I will ask you riddles, and you will write down the answers to your tablet and conduct a sound analysis of the word. Before we get started, let's remember what groups the sounds are divided into?
- What groups are consonants divided into?
-What color do we designate vowels, soft consonants, hard consonants?

- Listen carefully to the riddles:
In space through the thickness of the years
Icy flying object.
His tail is a strip of light,
And the name of the object is ... (comet)
What?

Grain scattered across the sky by night,
We looked in the morning - there is nothing. (Stars)

Checking (one tells, others check).

Raise your hand for those who have done everything right. You are great, you were attentive and diligent, draw a red sun next to the work. Raise your hand for those with 1 or 2 errors. You tried, but you need to be more careful. Draw a yellow sun. Those who have 3 or more mistakes draw an orange sun, you need to be more attentive and work out even more.

Well, now we got to the treasure planet. And here is the chest. I open it and take out the treasure bag.

Our treasures, we need to get back as soon as possible, before the space pirates - treasure hunters arrive here.

Close your eyes and say the magic words:
We returned from the flight.
And they landed on Earth.

Here we are again on Earth, in our home group.

Summarizing.
You turned out to be fearless travelers! What can you praise yourself for?
- What obstacles did we have to overcome on the way to the treasure?
- Which of them seemed the most difficult to you?

Now is the time to look into the bag and examine the cosmic treasures.
(smooth transition to joint activities)


Title: Abstract on teaching literacy in the preparatory group "Space travel"
Nomination: Kindergarten, Lesson notes, GCD, speech development, Preparatory group

Position: educator
Place of work: MBDOU Syavsky kindergarten "Kolokolchik"
Location: r.p. Syava, Shakhunsky district, Nizhny Novgorod region

Abstract of an open lesson in literacy

for older preschool children

Topic: "Letter I".

Goals:

Strengthen the idea of ​​children about sound, letter, syllable, word;

Introduce the letter I;

Develop phonemic hearing;

Determine the position of the sound in the word;

Form the skill of typing the letter I;

Foster a friendly relationship between children.

Demo material: letters from the letters' cash register, pictures depicting gnomes, object pictures, cards with words, Zaitsev's cubes, a poster depicting the letter I and objects whose names begin with the letter I, pictograms.

Handout: sheets for independent work, pencils, signal cards "hardness-softness".

The course of the lesson.

I. Organizing time.

Teacher:- Hello guys! Today I found a bag in our group. Who lost it? We will find out if we read the word.

The teacher lays out the word "GNOME" with Zaitsev cubes. Children are reading. A picture with the image of gnomes is displayed on the board.

What's in this bag? The teacher shows that there are letters in the bag.

Children:- Letters.

NS.:- Maybe sounds? How are sounds and letters different?

D .: Sounds speak and hear

We see the letters and write.

II. Repetition.

Game "Houses of vowels and consonants".

The dwarfs lived together - they were

They ate soup, cooked compote.

Only suddenly in the wilderness

Found something strange.

What is it, look,

Explain to our gnomes.

There are 2 houses on the board: red and blue.

NS.:- Letters live in these houses. Which ones live in the red house?

D .:- Vowels.

NS.:- What can they do?

All the vowels sing loudly

Words are given melodiousness.

And in the blue house?(Consonants.)

NS.: And consonants can

Growl, knock,

Whistle, hiss,

But I don't want to sing to them.

Let's teach the gnomes to distinguish between vowels and consonants.

Children take turns taking a letter out of the bag, name it and put it on the board in the corresponding house.

Game "On a visit to the consonants".

NS.:- There are two rooms in the house of consonants: green and blue. Who lives in these rooms?

D .:- In the blue room there are hard consonants, and in the green one - soft.

NS.: - The consonants are very fond of receiving guests. Help guide the animals to the right room. I show a picture, and you name it and define the first sound in the word. If this is a hard consonant, then we accompany the guest to the blue room, and if it is soft, to the green one. We indicate the right path with the help of signal cards.

The teacher shows pictures: zebra, mouse, butterfly, frog, bear, elephant. Children highlight the first sound and show a blue or green card.

1. New topic.

1) The game "Decipher and read."

NS.: The gnomes came to visit us,

The gnomes brought something.

What is this?

We will know if we read the word.

The teacher calls the pictures, and the children repeat only the first syllable, then they make up the word "gift".

What is this gift?

I will get the round, ruddy one from the branch.

I'll put it on a plate, "help yourself" - I'll tell you.

D .: - Apple.

NS.: - In the word "apple" the first letter is I.

A poster with the letter Y is displayed.

2) Representation of the letter I.

I admire myself: "I am the most beautiful!"

She took her leg to the left and started dancing in words!

We pay attention to how this letter is spelled (looks to the left).

NS.:- One of our gnomes likes the letter I so much that he even invented a name for himself with this letter! Read this name.

The teacher lays out the name "Yasha" with Zaitsev's cubes. Children are reading.

But Yasha saw a lizard and decided to catch it in order to play with it. Help the gnome get to the lizard.

The gnome can only walk through the pictures, the names of which begin with the letter I.

Children draw a path with a marker, connecting pictures: box-egg-anchor-apples-lizard.

NS.:- The letter I am amazing, it means a whole word.

A letter will say to itself:

"Look, it's me."

And about myself I can say: I am Evgenia Alexandrovna. And who are you? (Children answer.)

Guys, how many gnomes have come to us? (7)

If everyone says: "This is me." What happens?

A poster is posted:

7I

Children solve the puzzle.

NS.:- What is family? What kind of family is there?

3) Reading syllables with the letter I.

NS.:- Gnomes want to play with the letter I. Let's introduce them to the game "Brothers-Sisters".

Game with Zaitsev's cubes. First, children read a large cube (for example, MA), and then a small one (MY) and build a turret of two cubes. Further, other pairs of syllables are read: la - la, na - nya.

And now we add syllables, and we get the words: la - fields, me - name, nya - bath.

Physical education.

Our gnomes are tired

We studied the letters for a long time,

And probably friends

Relax and it's time for us.

Ball game "Hard-soft". Children stand in a circle. The teacher throws the ball to the child and calls a hard consonant (for example, "n"), and the child throws the ball back, pronouncing a soft consonant ("n").

IV. Anchoring.

Game "Change the letter". On the board are cards with the words: fe n , R a d, m e h.

NS.:- We will now become wizards, we will turn one word into another.

The highlighted letter changes to the letter I:

hairdryer - fairy

glad - row

sword - ball

V. Independent work.

Guys, try to complete the task neatly, beautifully. We will donate your work to the gnomes. They will happily continue to study the letters.

Vi. Bottom line.

Guys, what a great job you are! We did a lot today:

We learned a new letter,

We played with the words

The dwarves were trained together

And received gifts,

And the letter Y helped us in everything.

On the board is an apple tree, on which a personalized apple (made of red paper) is attached for each child. Everyone finds their name and takes their apple.

Literature:

1. Biryukova I.V. Acquaintance with the letter I.

2. Kostyleva N.Yu. 200 entertaining exercises with letters and sounds for children 5-6 years old.

3. Bitno G.M. Maps of letters and syllables with pictograms.

Nazarova T.N., educator, D / S No. 53, Tambov

Theme: Generalizing lesson: “Vowel sounds [a], [o], [and], [y], [e], [s]. Letters A, O, I, U, E, Y "Educational area:" Communication "

Target:

• Generalization of the material covered by the vowel sounds [a], [o], [and], [y], [e], [s].

Tasks:

Educational:

• Strengthen children's knowledge of vowel sounds.
• Strengthen the ability of children to determine the presence of a given sound in a word.
• Introduce children to the new word "articulation".
• Continue to learn how to determine the number of syllables in a word.
• Fix the graphic images of the letters A, O, I, U, E, Y.
• To teach the sound-letter analysis of the word AU.
• Learn to write a sentence.

Developing:

• Develop speech, attention, thinking.
• Develop visual perception, phonemic hearing.

Educational:

• To cultivate friendly relations with each other, the desire to speak beautifully, correctly.
• Form cooperation skills, independence, initiative.

Methodical techniques:

• Musical accompaniment.
• Verbal (questions, explanation).
• Visual (pictures, display of articulation).
• Game (D / and "Find a pair", "Find out the sound", "Find the sound", "Wonderful bag").
• Practical (exercises).
• Observation of the work of children, advice.

Equipment:

Demonstration material: music from the m / f "Masha and the Bear": "About footprints", Three wishes ", signs-symbols of sounds (sound players), maple leaves with object pictures, letters, a basket, sealed envelopes with letters, colored pencils, a large picture with a picture of toys, a diagram with chips, pictures of Masha and the Bear, a drawn basket with mushrooms, large letters for making a sentence, emoticons with different emotional mood : joy, thoughtfulness, sadness.

Handout: Flashcards (autumn leaves) with a picture and a diagram, a box office of letters and syllables, chips for sound-letter analysis, natural and waste material for laying out letters.

Activity progress:

I... Organizing time.

Guys, we have guests today, let's say hello to the guests. (children say hello) Are you glad to see them? Show how excited you are to have guests. (smiling at guests)

Well done! It was not by chance that they were here! Guests want to see what we learned in our literacy class.

Look at me, let's repeat the speech rule with you:

Every day always, everywhere

In the classroom, in the game

That's right, we speak clearly

We're not in a hurry anywhere!

II... Motivational game.

Guys, what time of year is it? (autumn)

What are the signs of autumn? (leaves turn yellow ...)

Close your eyes and imagine that we are in the autumn forest. (background - sounds of the autumn forest)

Autumn in the forest!

We go into the autumn forest!

There are many miracles around here!

Here are golden birches making noise

There are mushrooms under the birches

They want to jump into the basket!

(at this moment the basket appears)

Open your eyes, look, someone forgot a basket in the woods!

Who do you think could have left her here? (children's answers, music from the m / f "Masha and the Bear" sounds: the song "About footprints")

Did you find out who this hero is? Well, of course, it's Masha!

Where do you think Masha was in such a hurry that she left the basket? (children's answers)

Yes, look for Mishka. And Masha was heading towards us, so she left the basket.

Let's see what Masha was bringing us. (children come up to the basket and find sounds with different articulations in it)

The sounds are sitting together in a basket, help me to recognize them. (the teacher, together with the children, examines the sound players and, by the articulation of the lips, determine which sound)

What helped us to find out the sound players?

That's right, according to the position of the lips. And in another way, guys, it's called ARTICULATION. A new word for you, we will repeat this word together.

This, guys, is the work of the organs of speech when pronouncing sounds. Let us recall which organs of speech help us to pronounce sounds?

What sounds are these? (vowels) Why? (they can be sung, stretched, and when pronouncing sounds, the air does not meet an obstacle)

What color are vowels? (in red) Therefore, the sound people are always in red shoes!

Well done! (sounds are displayed on an easel)

Guys, Masha left the Magic Envelopes in the basket. Take each envelope and feel what is in them. (if the children do not guess, they can be asked to look through the envelope at the light)

Arrange the letters to the corresponding sounds. Be careful!

Guys, what is the difference between a letter and a sound? (we hear and pronounce sounds, and we write and see letters)

III... Introduction to the topic of the lesson.

1. Game "Find a Pair"

See how many colorful leaves there are in the forest. Let's put them together in one bouquet. Take one leaf at a time.

And the leaves are unusual, with pictures on the back.

Take a close look at what is drawn in your picture and the picture of your neighbor, and think with what sound this word begins.

And now we will dance with the leaves to the music, but as soon as the music is over, you should find yourself the pair whose name of the card begins with the same sound as yours.

Hold pictures where you can see them. (children dance to music with leaves; couples: watermelon-orange, snail-iron, vegetables-cloud; turkey, popsicle))

Alina and Kirill, what sound unites your couple? Why? (The teacher marks the children who were the first and correctly completed the task)

Veronica and Nastya, why didn't you find a mate? (the names of the pictures start with different sounds)

Guys, why didn't we come across a picture whose name would begin with the sound [s]?

(sound [s] occurs only in the middle and at the end of a word)

2. Game "Find the sound"

The breeze brought us more leaves. (on tables)

And what is the name of the phenomenon of nature when the leaves fall, fly, fly and whirl?

Right! This is leaf fall.

The speakers are bored and want to play with you, come to the tables.

(children sit at tables in pairs)

The sound player [o] will play with the guys on this table, with the other - [uh], ... [and], ... [s].

Pictures and diagrams for them are shown on your sheets of paper. What are we going to do? (children's answers)

What color?

(To monitor the posture of the children. The teacher calls one child to the blackboard: in the word "toys" find the sound [and], mark the place of the sound in the word with chips on the diagram)

Let's define with you, is the word "toys" a long or a short word?

Prove it! What should be done?

Right! Divide a word into parts, or syllables. How many syllables?

(children clap the number of syllables in the word)

Guys, how else do you know how many syllables are in a word?

Let me tell you a secret: how many vowels there are in a word - so many syllables.

What sounds and how much do we hear in the word "toys"?

Well done!

3. Game for the development of fine motor skills of hands "Lay out the letter"

Guys, flip the leaves, how do they feel?

I suggest that you put any letter on velvety sheets of paper for Sounds from natural and waste material that you see on the table. (there are buttons, woolen threads, watermelon seeds, pistachio shells, acorn caps, etc. on the plate)

IV... Physical education "Rain".

Guys, we will return to the forest with you, maybe we will meet Masha and Misha. (children go out onto the carpet)

Oh look, the rain is falling.

A drop of one, a drop of two

(palms to the sides, alternately jumping from foot to foot)

Very slow at first

(same)

And then, then, then

(arms bend at the elbows)

Everything is running, running, running

(imp with acceleration in place)

We will open our umbrellas

(stop, arms in different directions)

We'll hide ourselves from the rain.

(the "umbrella" view is depicted above the head)

V... Sound-letter analysis of the word AU.

Guys, Masha has been walking in the woods for a long time, maybe she got lost.

Oh, guys, we have 2 sound players here. Which? (sounds [a] and [y])

What small word can be made from these sounds that will be useful for Masha to find her? (word AU)

Right! This is the word AU.

Let's say this word quietly ... and now loudly ...

Nobody responds.

In this case, we will lay out this word using chips and letters. (children sit at tables)

Let's designate the word with a long strip, you put it on your table, and I - on the board.

How many syllables are in the word AU? (2)

How many sounds does this word consist of?

What's the first sound?

Let's designate the sound [a] by a token. What colour? Why?

What is the second sound in the word AU?

Kirill will go to the board and place a chip.

Let's read the word. I lead with a pointer, and you draw out each sound in the word.

Now let's designate sounds with letters. (the teacher calls the child)

We open the box of letters. What letter do we designate the first sound?

Find the required letter and place it on the corresponding chip.

Let's read the word in chorus. (Pictures of Masha and Misha appear.)

So Masha and Misha responded, it turns out they were picking mushrooms, so they got a whole basket.

They are so glad to meet you and want to play with you, offer to solve the puzzle.

What is it? (pictures: doll, ball, basket with mushrooms)

Who is this? (Masha, Bear)

Now I'll add the letters, let's see what happens?

U I.

A Y .

What did we do? (Suggestions: Masha has a ball and a doll. And Misha has a basket of mushrooms.)

A sentence is a collection of words that are related in meaning. And there is always a period at the end of a sentence.

Let's try to change the words in the sentence. (children themselves change words and read sentences)

Well done boys!

VI... Lesson summary.

What sounds did we remember?

What sounds are these? Why?

What new word did you meet?

What sounds are indicated in the letter?

How are sounds different from letters?

What tasks were interesting and did you like them more?

What caused the difficulty?

Vii... Reflection.

Guys, there are emoticons in the Bear's basket, but they are different. Let's see.

What is the difference? (mood: joy, thoughtfulness, sadness)

If today it was easy for you in class, coped with all the tasks - take a joyful emoticon, if you encountered difficulties, but you tried to overcome them - a pensive emoticon, and if it is very difficult - a sad one.

Software content.

1. Continue teaching children to name words with given sounds.
2. Continue to teach how to perform sound analysis of the word.
3. Strengthen the ability to compose a sentence of two words; with the given word.
4. Learn to post a sentence.

Materials and equipment.

Demo material:

Red, blue, green chips; board; toy truck; apples.

Handout:

Red, blue, green chips; silvery rectangles; cards for laying out with an image of an apple; pictures depicting various objects.

PROCESS OF THE LESSON:

I. ARTICULATION GYMNASTICS (Articulation gymnastics- exercises for training the organs of articulation (lips, tongue, lower jaw), necessary for correct sound pronunciation)

The Tale of the Merry Tongue

Once upon a time there was a Merry Tongue. He woke up early in the morning. He opened the window (open his mouth wide to show his teeth). Looked to the left, looked to the right (turn left and right with the tip of your tongue). He looked at the sky (with the tip of his tongue, touch the upper lip). He looked at the ground (with the tip of his tongue, touch the lower lip). I saw the sun in the sky, smiled broadly (smile). He closed the window (close your lips tightly). Tongue ran to the bathroom to wash. He began to brush his teeth (exercise. We brush our teeth. Smile, open your mouth, show your teeth and use a wide tongue to hold on the outside of the upper teeth, imitating the brushing movements of a toothbrush. We also “brush the lower teeth.). And then rinse your mouth (puff out your cheeks, as if rinsing your mouth). And he ran to the kitchen for breakfast. I saw pies with jam on the table and licked my lips (lick my upper lip on the right, then on the left). He ate three pies and ran out into the street. Tongue sat on his horse and galloped up the hill (imitation of hoof clatter slowly). And then he pulled on his favorite song Aaaaaaaa, Ooooooo, Uuuuuu, Iiiiii, Eeeeeeee, Yyyyy (enumeration of vowel sounds). Tongue reached the mountain and decided to swing on a swing (exercise. Swing. Mouth wide open, lips in a smile. Rhythmically change the position of the tongue: 1) the tip of the tongue behind the upper incisors; 2) the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!). He looked at his watch (exercise. Watch. Open your mouth, stick out your tongue. Alternately move your tongue to the right corner of the mouth, then to the left.). Time to go home. He got on a horse. I rode home. And the horse runs quickly down the hill (imitation of the clatter of hooves quickly).

II. BALL PLAY

"Name the word"

- Guys, now we are going to play a fun game "Spell the word". I will tell you the topic, and you will tell me the words. At the same time, pass the ball to each other until I say STOP! (Topics: Pets, Fruits, Wild Animals, Hats, Furniture, Vegetables.).

- And now we are going to play another game. I will name you a sound, and you will give me any word that begins with this sound.

III. INTRODUCING A NEW THEME

Offer

Guys, look what I have in my hands (showing the toy truck). Now look what she does (showing that the truck is on its way).

- The truck (car) is driving. We've got an offer with you. How many words are in our sentence? What is the first word? What is the second word.

- And now I will teach you to spread the offer. Look, we have some silvery rectangles. One rectangle represents one word of the sentence. Words in a sentence should be laid out at a distance from each other. Let's try to put together our offer CAR RIDES.

- And now I suggest you work on your own. You have pictures of items. Each has its own picture. Your task is to come up with a proposal with these items.

I give the children time for independent work.

- Now let's hear who got what proposals.

I invite the children to lay out their proposal.

EXERCISE MINUTE

"Wind"

The wind breathes, breathes (Hands up - deep breath)

And the trees are still swaying (Then - to the sides, wave of the brushes)

The wind is quieter, quieter (Up again - deep breath)

And the trees are higher, higher (And down, long exhalation)

Let's sit down, quieter, quieter. (Children sit at their desks)

IV. KNOWLEDGE REPEAT

Sound analysis of a word

I put the apples on the back of the truck and ask the children what the truck is carrying. (Apples). Then I remove the apples and leave one, asking what the truck is driving now. (Apple). I invite the children to make a sound analysis of the word YABLOKO. I invite children to listen to how a word sounds, highlighting each sound intonationally. Next, I propose to independently make a sound analysis of the word and put it in chips on a card with an apple.

Next, the child at the blackboard parses the word, names the sounds and characterizes them. We recall the rule that the sound [y`] is the shortest in our speech and is always a soft consonant. Children should find mistakes (if any) in themselves and correct them.

- And who can tell me how many solid consonants are in a word? How many soft consonants? How many vowels are there?

- And how many syllables are in this word? Why did you decide so? Let's check it out. How can we do this? (put your hand to your chin). What syllable is stressed? I listen to the children's answers, while helping where help is needed.

IV. RESULTS

- Guys, let's remember what we did in class today?

- And what new have we learned?

- Who was the most active among us today?

educator, GBOU SOSH № 1995, Moscow

I present a summary of direct educational activities for the children of the preparatory group under the section of the Diploma. This synopsis will be useful for the kindergarten teachers.

Integration of educational areas:"Communication", "fiction", "cognition", "socialization", "health".

Purpose of the lesson: To consolidate knowledge, abilities and skills in the section "Teaching to read and write".

Tasks:

Educational f: To check the knowledge, skills and abilities acquired by children, formed in literacy classes;

Speech: Exercise in the differentiation of the studied sounds; exercise words in sound analysis; consolidate the ability to draw up and analyze sentence schemes; to identify the level of mastering the reading skill; consolidate generalizing concepts; enrich the vocabulary of children;

Developing: to consolidate the ability to work in a notebook and at the blackboard;

Educational: to develop the ability to listen to comrades, not to interrupt each other.

Demo material: cards with the words: ROCKET, COBRA, KOLOBOK, OPUSHKA, DINNER; card with physical education.

Handout... "Sweets" - a treat with chips (vowel, stressed, soft consonant, hard consonant, voiced consonant, voiceless consonant, syllable (stressed, unstressed), cards with pictures of catfish, pike, crucian carp, shark; colored pencils, notebooks or blank sheets of paper, envelopes with a tongue twister; cards with the game "The Lost Letter"

Q. Guys, guests have come to us, a lot of guests, look at them and say hello to them. They want to see how smart and literate you are.

B. Sit down on the carpet and all the attention is on me.

Q. I would like to suggest that you go to the land of Grammar. And to get there, you need to remember and tell everything you know about sounds, letters, syllables. Ready?

Q. Who will tell me what sounds are? What are they? Children's answers. (vowels and consonants: hard and soft, voiced and voiceless).

Q. What are letters? How are they different from sounds? Answers of children. (We hear and pronounce sounds, and write letters, see, etc.)

V. Well done.

Q. Here we are in the land of Grammar. The inhabitants of this country have prepared treats for you, but the treats are not simple, go to your tables, take a piece of candy and unfold it, you see the chips inside, take turns calling what you know about these chips. Children unfold and tell a vowel, stressed, a soft consonant, a hard consonant, a voiced consonant, a voiceless consonant, a syllable (stressed, unstressed).

V. Well done!

B. Please take a seat at the tables. We already know that words are made of sounds. Is it possible to divide the word? Such sound parts of a word are called syllables. To make the word sound right, we put ... stress. How to put stress correctly? Answers of children (the word needs to be called and the syllable that stretches and will be stressed)

Q. Here is the task that the inhabitants of this country have prepared for you - divide the words into syllables and put an emphasis. The teacher shows a sample. river (river)

(All the words on the cards are performed by children, the words are: catfish, pike, crucian carp, shark)

V. Well done, guys! And, as one word can be called those words on which you worked (fish) Who catches fish, what is the name of this person? (fisherman) Let's write this word down and do a sound analysis. Children work at tables, one at the blackboard.

V. Clever girls. Now, come out to me, let's play. Physical education on poems by I. Nikolaevich

A worm sits on the hook (children squat down)

Frightening fish, makes faces. (articulatory gymnastics "Turkey")

From that - half a day fisherman

Can't catch anything. (children are jumping)

Children sit down on the carpet.

B. Pay attention to the blackboard where the word is written, read it ROCKET. What does this word mean? Answers of children. (An aircraft that moves in space)

What animal is hidden in this word? Answers of children of CANCER

COBRA. What does this word mean? Children's Answers (the largest venomous snake in the world)

What kind of wall light does the cobra carry? BRA Children Answers

KOLOBOK. What does this word mean? Children's answers (character of a folk tale)

What part of the person's face is hidden in this word? Answers of children LOB

DOWN. What does this word mean? Children's answers (edge ​​of the forest)

What artillery piece is hidden at the edge of the forest? Answers of the PUSHKA children

DINNER. What does this word mean? Children's Answers (Evening Meal)

What non-venomous snakes have crawled for dinner? Answers of children UZHI.

V. Well done! Now go to the tables and take the envelope with some message. Children are reading.

I need a beetle for dinner.

Q. Great. Tell me, what have you read, what is it called? Children's Answers Suggestion.

Q. How many words are there in this sentence? Let's draw a diagram for this sentence (one child goes to the board, the rest write on their pieces of paper).

How do you spell the first word in a sentence? (The first word in a sentence is capitalized). What comes at the end of a sentence? Children's answers (full stop) What punctuation marks are placed at the end of a sentence? (!?)

V. Well done! Come out to me. Now let's pronounce this tongue twister together correctly (quietly, calmly, quickly, loudly, and now, as if there is a question mark at the end, joyfully). Next, the teacher asks the children separately.

V. Well done. What sound is common here? [Well] what do you: can you say about this sound. What is he? Children's answers (Agreeable, always firm, sonorous) Great!

B. Sit down at the tables. And in parting, the inhabitants of a wonderful country have prepared for you the last task "The Lost Letter"

Q. So our journey through the country of Letters has ended. Well done, guys, you coped with all the tasks, and what did we do in class today? Which task did you like the most? With what mood does our lesson end?