Tatiana Garnysheva

Educational:

Improve the skills of sound analysis of words: identify vowels, consonants (soft, hard, voiceless, voiced); the place of sound in a word; divide words into syllables, determining the number of syllables;

Improve the technique of deliberate reading of words and sentences; enrich the vocabulary of children.

Developing:

Develop phonemic hearing, visual perception, thinking, attention, memory;

Develop the ability to answer a teacher's question with a complete answer, exercise in coming up with sentences with a given word;

Educational:

Create a good mood;

To foster a sense of camaraderie, the ability to listen to the teacher and comrades, the desire and ability to work in a team;

Encourage activity and independence.

Vocabulary work:

sound, syllable, word, sentence, stress, letter.

Organization of the lesson:

1st part, standing on the rug, then at the tables, physical minutes - on the rug.

Material:

Dispensing: letters for coloring, colored pencils (blue, red, a table for determining the place of sound in a word, chips, object pictures for determining the number of syllables, the word "", words divided into 2 parts, puzzles and cards for composing a word.

Demo: numbers 1, 2, 3 to determine the number of syllables in a word, a syllable table for reading, pictures for composing a word by the first letters, a split sentence "I WILL GO TO SCHOOL."

Course of the lesson:

“Invented by someone simply and wisely

When meeting, greet:

Good morning!

Good morning! the sun and the birds.

Good morning! smiling faces.

And everyone becomes kind, trusting.

Good morning lasts until evening. "

Guys, let's look at each other and smile. Let your smiles be with us throughout the lesson, we are in a good mood, we are ready to start the lesson.

You learned a lot in kindergarten, you will soon go to school, and now we will test your knowledge and skills.

What do you need for this? (listen carefully to the teacher, answer the questions correctly). The lesson will be interesting and difficult, so you will need attention, resourcefulness and your knowledge, we do not quarrel and help each other.

Remind us what we learn in our literacy class? (we study sounds and letters).

What is the difference between sounds and letters? (we pronounce and hear sounds, and we see and write letters).

What sounds are there? (sounds are vowels and consonants).

You have letters on the table, shall we name them?

(A Y O M S X W L Y N R K P T I Z V F B ​​D E Y b)

Take a colored pencil and paint over the letter with the appropriate color.

What two groups did we get? (vowels and consonants).

How are vowel sounds pronounced? (sung, do not encounter obstacles in pronunciation, form a syllable).

How are consonants pronounced? (they are not sung, they meet an obstacle in pronunciation, they do not form a syllable).

“The vowels stretch in a ringing song,

They can cry and scream

They can lull a child in the crib,

But they don't want to whistle and grumble. "

“And the consonants agree

Whisper, whisper, hiss,

But I don’t want to sing to them ”.

Now I have the next assignment for you, listen carefully. I read the tongue twister: "Margarita collected daisies on the grass, Margarita lost daisies in the yard."

What is the most common sound in this tongue twister? (sound "R").

Now I will pronounce the words, and you must determine the place of the sound "P" in the word: at the beginning, middle or end of the word, and mark with a chip that square on the card where this sound is located.

(river, drum, mosquito, rainbow, size, cheese, watermelon, horizon)

I have prepared unusual balls for you, what do you see on them? (letters). It is necessary to make up as many words as possible from the available letters.

S, O, L, N - DREAM, ELEPHANT, HE, BUT, NOSE.

“A lot of trouble with letters

Oh, they are such a people,

But when wisely

Arrange them in a clear row,

Letters turn into words

And they will talk to you. "

DREAM, ELEPHANT, NOSE. What can you say about these words, what are they? (short).

What are some more short words (cat, house, cheese).

What other words are there? (long). Name the longest words (bicycle, steam locomotive, excavator).

And now I suggest you play the game "Find your house". Each house has its own number: №1, №2, №3, №4. Take object pictures, name your word, divide it into syllables and find your house, how many syllables there will be in such a word the number of your house.

Help me find my house.

Well done, take your seats at the tables.

“The name is given to everything -

Both the beast and the object.

There are a lot of things around

And there are no nameless!

And all that only the eye sees -

Above us and below us

And all that we have in our memory

It is expressed in words. "

What time of year is shown in my picture? (winter).

- "WINTER" - let's analyze this word.

How many letters are in the word "WINTER"? (4 letters)

And how many sounds are in the word "WINTER"? (also 4)

How many consonants are there in the word "WINTER"? (2 consonants). Name them (sounds Z and M).

Where in this word is the sound Z, and the sound M? (the Z sound is at the beginning of the word, and the M sound is in the middle).

The sound Z is a consonant, voiced, soft.

The sound M is a consonant, voiced, solid.

How many vowels are there in the word "WINTER"? (2 vowels)

What sounds are these? (u, a).

What vowel is in the middle of a word? (AND)

Where is the sound "a"? (at the end of a word)

Divide this word into syllables. How many syllables are in the word "WINTER" (two).

Why are there two syllables in this word? (because there are two vowel sounds).

Let's remember the rule - "How many vowels are in a word, there are so many in a word and syllables."

Read the first syllable (ZI, second syllable (MA).

What syllable is stressed? (MA).

What is the unstressed syllable? (ZI)

Well done, guys, did the job.

Next task: reading from the syllabic table and writing words.

(magpie, Vova, crow, owl, braids, cow, hair).

You have cards laid out on your tables with words, when I was preparing for the lesson, I mixed them up. You need to compose a word, arranging the syllables in the right order, read it and make a sentence with this word. You will work in pairs.

GRU. SHA MA. LYSH

HONEY. EVERY KUKUSH. A

Well done, guys, did a good job.

Before you pictures, you need to guess the word by the first letters. (SCHOOL).

Tell me, please, what is made up of letters? (the words).

What comes out of words that come together? (suggestions).

Our speech consists of sentences. In order to speak correctly and beautifully, we match words in meaning to each other, and we get sentences.

Now make up the sentence you see here: SCHOOL. V. IMU. I (I GO TO SCHOOL).

What is the sign at the end of the sentence? (point).

And what other signs are put at the end of a sentence ?!)

Pronounce the sentence so that you can put signs (.,) At the end of the sentence

Rebus solution:

K L O V O L K V A S O S O V A

4 3 2 1 1 2 3 4 3 4 1 2 1 2 3 4

Flashcards: you need to compose a word that lacks syllables, insert a suitable syllable and read this word.

CO. KA MA. ON

DE DO KI BA RE KO RE KU BA SHI

Guys, I'm happy for you, you have completed all the tasks that I have prepared for you.

Which task did you like the most?

What did you find difficult to do?

You showed your skills, knowledge, showed ingenuity. Well done!

“How good it is to be literate in the world,

After all, a letter is a step to the light,

That shouldn't be missed. "

Thank you for your work!

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

They 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.:- The house of consonants has two rooms: 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 cubes Zaitsev. 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 sound (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,

Played with 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.

Development content

TOLESSON INSPECTIONS

PREPARATORY GROUP

KINDERGARTEN

"LEARNING LITERATURE"

Lesson 1.

THEME: "WORDS AND THINGS".

Program tasks: To teach children the ability to distinguish between words and things, highlighting the nominal function of a word (the main purpose is to name the objects around us).

Course of the lesson:

1. Invite the children to tell and show what can be done with the thing (ball). Then I hide the thing and call the word BALL. Can a word ball be thrown or rolled on the floor? What can you do with a word? (similarly: thing-book and word-book, bicycle).

So the children make a joint conclusion: Words and objects (things) are not the same thing. Words can be spoken, written, listened to, but things can be hidden, given, played.

Game: "Putting words in a box" - give the task to name all the surrounding things in words (everyone puts word chips in my box).

2. Now let's play. Show things - objects, pencil case, notebook, needle and thread, scissors. I put my things in a box. I call the child and ask him to get the conceived object (without naming it). The child will be confused. Then I clarify: for example, with my hand I reproduce the movement of the sewing person. And let the child guess the next item by looking at what I am drawing on the board. It turns out that an object can be shown with gestures, or you can draw. But it is not always possible to show an object with gestures, and also with a drawing.

How can you communicate an item if you cannot use gestures or a drawing? (Name the subject).

What helped you learn the subject? (Name).

What did you have to use to name the item? (by word)

What are words for? (to call) (to show a thing, children call it a word).

I show a ballpoint pen.

What is the word for the subject? (in a word, a pen).

I show the doorknob.

What is the word for the subject? (also the word pen). It turns out that it happens that different objects are called the same word.

Thermometer

Thermometer

How many rectangles have you drawn in your notebook? Writing down the word pen (under their drawings), and how many rectangles under the thermometer's drawing can objects be named the same, and that one object can have different names.

Charade:

Verbal riddle: I am a collection of maps;

My two meanings depend on stress:

If you want, I will turn into a name

Shiny, silky fabric I (a "tlas - atla" c).

Key:

There are many different keys:

The key is a spring among the stones.

Clef - treble clef, curled

And the usual door key.

Say the opposite: winter - summer,

bitter - sweet,

long - short,

light - darkness,

lower - lift up,

night - day,

big - small.

I name words, and you portray:

tearing flowers

"With a word you can kill, with a word you can save, with a word you can lead the troops." How do you understand?

Sound analysis of the word "WORDS".

How many sounds? Vowels? Consonants? Which 1, 2.3, 4.5.

Rebus:

koro slo draw

cow word firewood

Lesson number 2.

TOPIC: "WORD".

Program tasks: Reinforce in children the concept of words denoting objects. Develop visual and auditory concentration, attention. Learn to graphically depict words for objects.

Course of the lesson:

I point to objects and ask the question: What is this? (children answer)

Who asked? (You)

Who answered? (We)

How did I ask? (What is it?)

What is this - the question. What question did I ask? (What is it?)

The question is what is it? we put to the words that denote objects.

I put on the board in the 1st row pictures depicting inanimate objects;

in the 2nd row - pictures depicting living objects. I ask a question:

What is it? (children answer)

Then who is this? (goat, dog, cat ...)

What question did I ask first? (What is it?)

What question did I ask next? (Who is this?)

Why did I put the question what to some subjects? And who to others? (because some objects are inanimate, while others are alive).

The question was raised to how subjects: What? (lifeless). To what subjects was the question raised: Who? (alive).

(Children have pictures with living and inanimate objects on their tables)

Raise a picture depicting living objects and raise a question.

Then the lifeless.

Then invite the child to collect pictures:

A) living objects

B) inanimate objects (2 children)

Exercise:

A) Listen to the words, name those that mean inanimate objects

bear, frog , sofa, singer , violin, branch

B) From the same series of words, name only those that designate living things.

So, what objects do the words represent? (alive, non-living)

What questions have you learned to put to words - objects? ( Who what?)

What words-objects do we pose the question to? Who?

Which ones - What?

A graphic representation of words representing objects.

Words-objects are indicated by one straight line (dash) _________.

After each word, you must put a comma.

Then I name the words-objects:

fish, boot, chair, pencil, pen, bird, shore, river.

____, _____, ____, ________, _____, _____, _____, ____.

Children in notebooks make a graphic image of these words, after which the number of words (dashes) is counted - 8.

How did you depict words that represent objects?

What do the words that you depicted in one straight line mean?

Home assignment: Draw 3 objects and mark them graphically.

KNOWLEDGE OF THE LETTERS OF THE ALPHABET:

Riddles:

It is easy to go on a hike with me, it is fun with me on the way.

Me and a screamer. I am a brawler, I am sonorous, round ……. (drum)

There is a small bird on a branch,

The fur is warm, like a heating pad, who is it ... (squirrel)

She meets spring

Puts on earrings.

Thrown over the back

Green kerchief.

And the dress is striped.

You'll find out … (birch tree)

Little Katyushka

Sat on top of my head

Not a moth, not a bird -

Holds two pigtails (BOW)

Working animals

They are building a house in the middle of the river.

If someone comes to visit,

Know that the entrance from the river (BEAVERS)

Question for riddles: Who guessed what letter these words begin with? (B)

Proverb:

If only, if only,

Beans would grow in your mouth

There would be no mouth then

And a whole vegetable garden.

Winged words:

Beat the thumbs- to sit back, idly spend time, do a very simple thing.

Lesson number 3.

TOPIC: "WORD".

Program tasks: Learn to distinguish between words denoting the actions of an object. Develop auditory attention and memory.

Materials for the lesson: pictures for each, pencil cases, notebooks, pencils.

Course of the lesson:

The teacher begins the phrase, the children finish: “In the lesson, our eyes look attentively and everything ... (see), our ears listen attentively and everything ... (hear), the head is good ... (thinks).

Exercise: Come up with 2 words for living and inanimate objects, depict them graphically and put a question for each word. I post pictures of objects in action on the board.

What is he doing?

Words answering the questionwhat is he doing? denote actions.

What do the words that answer the question what does it mean?

What question are we going to ask about the words denoting actions?

What actions does a bee, cow, dog do?

What do these words mean?

What question do they answer?

Come up with your words, denoting the actions of the subject and ask them questions.

Show a graphical representation of words indicating the actions of an item.

Words denoting the actions of an object are depicted by two straight lines - ______________.

I propose to portray ourselves: flies, buzzes, growls, walks.

How did you depict action words? (what words will we represent with 2 dashes?).

On the tables there are pictures: words-objects, words-actions.

The teacher alternately names words-objects, words-actions and offers to raise the corresponding card.

Clap your hands: 2 times - action words; 1 time - words-objects:

Dancing, bush, glass, bridge, is growing,washes,erases, sister.

What do the words with 2 claps mean?

What question do they answer?

Games:

1. Name the object by its action, say which question they answer:

hums grunts meows barks laughs clucks

chirp chirp

2. How does someone move?

cow squirrel hare snake frog man

What question do the named words answer? ( Who?)

Add letters.

Rebus and sound analysis of words.

Lesson number 4.

Program tasks: Teach children to distinguish between words denoting the actions of an object and denoting an object. Develop auditory attention and memory.

Course of the lesson:

The exercise:

Of a number of words, name only those that denote objects:

whistles, nightingale, twists, goes, a pen, a bag, carries, a boat

From the same row, name only those words that denote actions:

whistles, nightingale, twists, goes, pen, bag, carries, a boat

(Each child has cards with images of words-objects and words-actions).

A) Pick up the appropriate card.

B) Say what actions can be performed:

dressmaker(sew, throw, hem);

Cook(boil, salt, stir, fry);

carpenter(plan, nail, hammer, hammer);

cleaning woman(sweep, wipe, wash, clean, wipe).

C) Write words graphically in 2 columns:

words - objects

words - actions

ZINTRODUCTION WITH THE LETTERG

Before us is the letter G, it stands like a poker.

And like a poker, the letter G.

Name the words the other way around: quietly - loudly, cheerful - sad, well-fed - hungry, shallow - deep, rare - frequent, thick, clean - dirty, rough - smooth.

The letter is lost: (G) o r a, kn and a.

Blind the letter from plasticine G and come up with a word for this letter.

Guess the rebus by the first letters.

Parse this word, make a sound analysis of the word.

Lesson number 5.

THEME: "WORDS INDICATING ACTIONS."

Program tasks: To consolidate the concept of words. denoting objects and actions. Teach children to highlight words from a simple, uncommon sentence. Develop auditory attention and memory.

Course of the lesson:

1. Offer to name 2 words, of which the first denotes an object, the second - the action of the object, and ask a question for each, after which the children take their places.

2. Give an assignment: raise the appropriate card (words are given that denote the object and the action of the object mixed, children raise the card with their graphic images [_______ - object, ________- action]):

rain goes awaythunders water approachingwashes himself

H. Write words graphically in 2 columns:

in the 1st - words-objects: window, cat, notebook, pen.

in the second - words-actions: laughs, thinks, goes, cleans.

4. Isolation of words from a sentence.

The fish swims. The sun is shining. The wind whistles.

5.Acquaintance with the letterD.

Here it is, blowing smoke

Letter D- stove pipe.

6.The sound got lost:

... Mom with b glasses ( d glasses) go

On the road along the village ...

... In the meadow in spring

Ros s kill ( d ub) young.

... We sat down in lo f ku (lo d ku) and - let's go! -

Up and down the river.

7. Guess the crossword puzzle:

D
Sound analysis of the word:

ax chopping boy standing cat purrs

Lesson number 6.

Program tasks: To acquaint with words denoting a sign of an object. Learn to correctly change the words denoting signs by gender. Develop auditory attention and memory.

Course of the lesson:

1. I propose to name words-objects, then words-actions. Ask them a question.

2.Riddles. Ask a question for answers and words in riddles:

flies, buzzes, hums, chews, jumps, neighs, lapping, meows, guards,

barks, swims, is silent, bleats, chews, grunts, chomps

3. Examination of the figures: cucumber, turnip, apple.

What is the shape, color, taste? (Oval, green, delicious - cucumber). (Round, yellow, tasty - turnip). (Round, red, tasty - apple).

You have named many words and they all denote a sign of a subject. Repeat these words are signs. What question did I put to words round, yellow, oval, green.

1. Put a question to the words:

green(which?)fresh(which?)yellow(which?)

crispy(which?)fragrant(which?)

2. Think up and name a word that denotes a feature of an object.

3. What do the words that answer the question mean:

which? which? which?

4. Remember how you depicted words-objects, words-actions. Feature words are indicated by a single wavy line

5. From the range heard, select the words-signs:

brave,grass , kind,Rainbow , beautiful,pencil ,

embroider , helps , obedient, junior

HOUSE IS HIGH WORTH

Lesson number 7.

THEME: "WORDS DESIGNATING THE SIGN OF THE SUBJECT."

Program tasks: To consolidate the concept of words denoting a sign of objects, an object, the action of an object.

Course of the lesson:

1. Come up with and name one word each, denoting a feature of an object.

2. Think up and name a word that denotes a feature of an object and answered the question: a) which? b) which? v) which?

H. To words-objects lily of the valley, birch, mood- pick up words-prizes-naki.

4. Consider the subject, give a description according to the plan:

a) the form, b) Colour, v) to taste, G) to the touch

Words to describe: tomato, apple, pear.

Sample: a tomato - round, red, sweet, soft.

5. From these words-signs, name the words denoting:

a) shape, b) Colour, v) to the touch, G) tastes like

e) material the item is made of

bitter, round, triangular, hard, orange, slippery, leather,

lace, cold, iron, oval, sour, nylon, lilac,

fresh, lead, square, copper, silk

6. Match the words-objects on 2 words-signs, one of which denotes color, the other - the material from which the object is made.

Sample: The dress- blue, chintz.

hat shoes Cup saucepan cloth.

7. Poem by V. Berestov. Name the words-signs that speak about the character of a person. Say positive or negative traits of the character.

... It's bad to live without jokes,

If you are touchy

Irascible, forgetful

Gloomy quarrelsome,

Watch out for the catch.

Explain the expression: watch out for the catch.

Crosswords.

Sound analysis of the word: SAW.

Lesson number 8.

THEME: "WORDS DESIGNATING THE SIGN OF THE SUBJECT."

Program tasks: To consolidate knowledge about the words denoting the sign of the subject.

Course of the lesson:

1. Suggest to name the words denoting an object, action, attribute of an object and to pose a question to each of them.

2. Find words that are close in meaning to the data:

careful(clean, tidy),

timid(cowardly, fearful, fearful),

sad(sad, boring, sad),

fragrant(fragrant odorous),

cruel(ruthless, heartless, ferocious, wicked, angry),

interesting(entertaining, exciting),

beautiful(lovely, charming, adorable),

Red(ruddy scarlet),

brave(brave, courageous, fearless).

3. For feature words, select feature words that are opposite in meaning:

Sample: kind- evil......

smart, brave, lazy, small, dirty, deceitful,

cold, narrow, close, high, large

4.Guess the riddles ... Find the word signs in the riddles, ask them a question.

a / Playful, naughty, chatty, talkative,

In a blue shirt, runs along the bottom of the ravine. (CREEK)

b / I - long and green,

Delicious and salty

Delicious and raw

Who am I? (CUCUMBER)

c / Cheeks red, nose white,

I sit in the dark all day

And the shirt is green

She's all in the sun (REDISKA)

r / Round, not the moon,

Yellow, not the sun (REPA)

5. Listen to a poem.

Answer the question what clouds?

CLOUDS

Clouds, clouds -

Curly sides.

Curly clouds

Whole, full of holes,

Light, airy,

Obedient to the breeze.

/ S. Mikhalkov /.

Repetition of letters of the alphabet.

Crosswords:

SLEEP RA LA

Lesson number 9.

THEME: "WORDS - OBJECTS, ACTIONS, SIGNS."

Program tasks: To consolidate the concept of words denoting an object, the action of an object, a sign of an object.

Course of the lesson:

The lesson is held in the form of a game "Field of Miracles"

Roll the dice: drops exercise 1:

Name: words-objects, words-actions, words-signs.

(children - winners are awarded with prizes - chips)

Task 2: Name the actions that objects can produce (show: airplane, bird, sun). For example: The plane flies, hums ...

Assignment 3: Name the profession of people by their actions.

Planes, saws (carpenter).

Cooks, fries, kneads, bakes (Cook).

Teaches, educates (educator, teacher).

Cuts, sews (dressmaker).

Assignment 4: Who will choose more words-objects for words-actions.

Flies (arrow, plane, parachute, fluff, beetle, dragonfly, butterfly)

Floats (steamer, boat, fish, swimmer, log, sliver, duck)

Sings (nightingale, singer, violin, choir, lark)

Beeps (mouse, puppy, toy, mosquito)

Squeaks (door, snow, cart, tree)

Crunches (snow, carrots, sugar, rusk, cucumber, cabbage)

Assignment 5: Guess riddles. What questions do answer words answer?

He does not bark, does not bite, but does not let him into the house.(LOCK)

It knocks, thunders the whole century, not a man.(THUNDER)

Assignment 6: Name the subject according to the characteristics:

Jumping, fluffy, redhead (squirrel).

Small round, prickly (hedgehog)

Large, old, spreading (oak).

Red, five-pointed (star).

Slender, green, prickly (Christmas tree).

Clean, fresh, frosty (air).

Warm, fine, drizzling (rain).

Conversely: Wind

What mood?

Behavior

Assignment 7: The game "Be attentive."

Identify words by ear and pick up the appropriate card:

words-objects - _______________

action words - _______________

words-signs -

Sound analysis of the word: BALL.

Lesson number 10.

TOPIC: "OFFER".

Program tasks: Repetition of previous material. Learn to distinguish between the concepts of "word" and "sentence". Correctly agree in the number of verbs with a noun. Acquaintance with the letter J. Sound analysis of a word

Course of the lesson:

1. Come up with and name two words: 1st - object, 2nd - action. Make a sentence from these words.

2. Differentiation of the concepts "word" - "sentence".

I call the words: bee, buzz. What have I named?

Then I call offer: The bee is buzzing. What have I named? How did you guess? I show the diagram:

Scheme of words.

| _________ __________ explain the proposal outline.

| __________ explain.

3. Listen to words and sentences, when you hear a sentence, clap your hands.

Chickens, peck, the milk is boiling, birds fly away the sun is shining, horse gallops, turn yellow, leaves, dust has risen.

What letter of the alphabet, if divided, forms 2 letters K. ( letter Ж)

This is F, and this is K, a whole beetle, and a half of a beetle.

Lay out the letter Z from the sticks.

Find the letter Z among the letters of the alphabet.

Say a word :

A lazy red cat, lying down for himself ... (stomach).

Mom knits a long scarf because her son ... (giraffe).

Make the rain more fun, we are friends with you.

It's fun for us to run barefoot ... (through puddles).

Come up with words with the sound F:

At the beginning of a word: beetle, crane, fats, iron.

In the middle of a word: puddles, knives, skis, siskins.

Tell by phone:

Good pyro f ok, inside - cottage cheese f OK.

Zar f abel f iron lock.

Proverbs:

A ruminant with a very long neck and long legs? (giraffe)

What is the most precious thing in a person? (life)

What animals carry food on their backs? (hedgehogs)

A winter sport and a favorite pastime for children? (skis)

Guess the name of the animals which are shown in the figures. Write their name in the boxes.

Come up with proverb in two words: LIFE, BUSINESS

Life given for good Affairs.

Sound analysis of the word: FOX.(Show the fox picture)

Lesson number 11.

TOPIC: "OFFER".

Program tasks: continuation of the previous lesson.

Course of the lesson:

1. Listen to words and sentences, as you hear an offer to clap your hands.

Chickens, peck, the milk is boiling, birds fly away, train, approach, clouds, approach, the sun is shining, horse gallops, turn yellow, leaves, dust has risen.

How did you know? / words are friendly /

2. Find out the proposal for the scheme:

2 schemes: word scheme - _________, ____________. ...

proposal scheme - | __________ _____________.

H. According to these schemes, come up with a proposal:

- |__________ _____________ .

- | ______________ .

4. Lay out the scheme of my proposal: Sunshines.

5.Acquaintance with the letter Z.

What letter is similar to the number Z?

Z is not just a curl,

З - spring, pretzel, shavings.

6. Say a word:

... A roof in a fur hat, white smoke overhead,

The yard is covered with snow. White at home. She came to us at night ... (winter).

... In the corridor, the stamping of feet, then calls everyone to the class ... (call).

7. Come up with words with a syllable PER.

8. The word crumbled A B Z A R T (TOMORROW)

9. Game "Phone"

Znayka understands everything from a half-word,

And the dunno on everything just opens his mouth.

REBUS:

_PER_ _ ZI_ _ Z__

WEIGHT ID

apron, scarf, girl, boy, bag, table, vase, castle. knife, box, pitchfork, onion, ax, watering can, ball, kettle, cherry, beet, hammer, samovar, cabbage, scissors, drum, shovel.

eats, reads, writes, dances, gets sick, digs, sews, rides, collects, waters, plays, walks, dresses, carries, lies, rolls

Physical education:

Come on, do with me

The exercise is:

Up, down, stretch yourself.

Throw off the laziness of the night -

The working day is ahead.

We must be in time by the evening -

See everything in the world.

Play, learn, be able to.

Sit on a swing

We need to be in time for dinner.

Lesson number 12.

TOPIC: "OFFER".

Program tasks: continuation.

Course of the lesson:

1. Make up suggestions for pictures. (I give pictures).

Write down the sentences graphically.

2. Make sentences from the given words:

wind blow grass turn yellow rain go sun shine

3. Learn the sound: clap your hands if you hear th:

fox la th ka player face nightingale th troll th beads machine snake th name cha th

4. Come up with words with sound th:

At the beginning of a word ( iodine)

In the middle of a word ( undershirt)

At the end of a word ( May)

5. The answer word must contain th:

(tea)

(gull)

(washer)

th:

builder - stro th ka

winter - winter th

pour - le th ka

reader - chita th those

Rebus:

100 " nd STAY

Mystery:

Tell me who is so afraid of things

Like sticks - a dog

Like a stone - a bird. (RIBBON Th)

Lesson number 13.

TOPIC: "OFFER".

Program tasks: To consolidate in children the concept of intonational completeness of the sentence, the skill of drawing up a sentence diagram, based on auditory perception.

Course of the lesson:

On the proposal outline board:

|__________ _____________ .

| ______________ .

1. Children make up sentences of 2 words according to the schemes.

How did you know the offer ended?

What do you put at the end of the sentence?

What should you watch out for? / for intonational completeness /

What does the dot at the end of a sentence mean?

2. Listen to the sentences. Make a diagram of it.

Clouds have come.

The sun disappeared.

Wind started to blow.

Lightning flashed.

Thunder rumbled.

Rain started.

Let's try to write it down in a notebook. How many offers? What helped determine the number of offers?

3. Graphic dictation.

The grass turns yellow. Leaves are falling. The wind's blowing. It's raining.

The letter Y is called "And short"

And as in your notebook,

So that Y is not to be confused with Y,

Write a stick on top.

4. Learn the letter Th(clap your hands):

fox la th ka player face nightingale th troll th beads machine snake th name cha th

5. Come up with words with sound Th:

At the beginning of a word ( iodine, yogurt)

In the middle of a word ( T-shirt, seagull, husky, bunny, washer)

At the end of a word ( may, tea, barking)

In the word-answer of children there should be J.

a) What healthy drink do you know? (tea)

b) What is the name of a beautiful waterfowl? (gull)

c) Required accessories for playing hockey? (washer)

6. Change the word so that it contains th:

builder - stro th ka

winter - winter th

pour - le th ka

reader - chita th those

Rebus:

100 " nd STAY

The letter is lost:

sha__ba hero__ tram__ study__te

Mystery:

Tell me who is so afraid of things

Like sticks - a dog

Like a stone - a bird. (RIBBON Th)

Distribute flashcards and sound analysis of words: (column 18)

Words are cut out: sheet z, k, s, s (4)

boat s, k, s, s, k (5)

Lesson number 14.

TOPIC: "OFFER".

Program tasks: To consolidate in children the concept of the intonational completeness of the sentence; the skill of drawing up a sentence diagram based on auditory perception.

Course of the lesson:

1. There are two schemes on the board: word scheme, sentence scheme.

A. find the proposal outline;

B. find the outline of the words;

B. come up with a proposal for the scheme:

|__________ _____________ .

| ______________ .

2. Graphic dictation:

The grass turns yellow.

Leaves are falling.

The wind's blowing.

It's raining.

What time of year are they talking about. How did you know?

How many offers? What did you do? (STORY)

How did you know?

3. Acquaintance with the letterTO.

The signalman holds two flags.

With flags he is like a letter TO.

a. Make a letter TO from 2 matches and come up with your own word.

b. Find the letter in the address on the parcel TO.

IR city TO TCB TO

Street TO irova

Ani To other TO and those.

v. The parcel contains characters from fairy tales, whose names begin with a sound TO, letters TO... (Little Red Riding Hood, Puss in Boots, Gingerbread Man, Carlson)

The game of Grandfather-Bukvoed:

Sealed with glue firmly

And they sent to me urgently.

I will not regret him

If I get it, I'll put it up in a moment.(ENVELOPE)

 about m p about t a rtan and t to and p about o d and l

e. The word crumbled:

N K I A G - K N I G A In what proverb does this word occur?

"From time immemorial a book has raised a person."

e. Rebus:

CA __ CA__COM

VA REIKA TA

MYSTERY

With K I'm on the wall at school -

Mountains, rivers are on me.(MAP)

C P -I will not hide from you –

I also stand at school(DESK)

Stubborn words on TO:

COFFEE COCOA CINO

"Crocodile tears" - what does it mean? (PHOTOLE TEARS)

Sound analysis of the word: CINEMA.

Lesson number 15.

TOPIC: "OFFER".

Program tasks: Teach children to make three-word sentences.

Course of the lesson:

1. Come up with a two-word sentence: a) subject, b) action.

2. Graphic dictation: The sun disappeared.

Clouds have come.

Wind started to blow.

Thunder rumbled.

3. We worked with two-word sentences. Today we will learn how to make sentences of three words.

I put a picture on the board:

I propose to make a sentence of three words.

Who? What is he doing? What carries, takes, etc.?

The girl is carrying a flower.

What word is added to the sentence? (flower)

The more words in a sentence, the more we learn (similar to the other picture).

4. Give an assignment: there are two object pictures on the board.

For example: The girl caught a dragonfly.

The girl drew ____________.

I saw ______________.

(For children, each has plot pictures and the children independently come up with sentences of three words).

5.The alphabet will continue with our letterL- forest hut.

a) name a toy that has the sound L.

b) Words fell apart: M A A L P (L A M P A)

c) Say a word: Well done this Lina,

Sculpts everything from ... .. (plasticine).

In his garden Andreyka

He watered flowers from ... .. (watering can).

d) Grandfather ate the letter: (L)

k y k but with t about oh with and to

SHARADS:

WITH L I make tears

WITH F I fly through the air. ( BOW - BEETLE)

With letter H I am at night

I walk in the sky.

With letter NS often you

I help to see ( MOON - LOOP)

RIDDLES:

Gold coins fall from the branch

(LEAVES)

Over the houses by the path

Hanging a piece of cake

(MOON)

The swan breaks into the clouds

Cancer moves backwards

And the Pike pulls into the water. Confusion, lack of consistency.

Some in the forest, some for firewood.

PATTER:

A) We found a burbot on the rocks.

B) Lena was looking for a pin,

And the pin fell under the bench.

It was too lazy to get under the bench -

I've been looking for a pin all day.

Sound analysis of the word: _____________________

Lesson number 16.

TOPIC: "OFFER".

Program tasks: Strengthen in children the ability to work with a sentence consisting of three words.

Course of the lesson:

1. Come up with a three-word sentence.

Come up with a proposal according to the scheme: __________ ____________

2. Make a three-word sentence based on pictures and a question:

What do pets give to a person?

(Cow, goat ……) The cow gives milk.

3. Insert the missing word in the sentence:

- a... ………. build nests.

Birds .... ... nests.

The birds are winding ……….

- b... Fishermen ……… fish.

……… fish.

Fishermen catch …… ..

- v. Rabbit ……… carrots.

……… .. gnaws a carrot.

The rabbit is gnawing ………… ..

- G. Caterpillars eat ... ... ... ..

Caterpillars ………… cabbage.

………… .. eat cabbage.

4. Raise the point if the sentence is complete.

They brought a brick. The workers unloaded the vehicles. A solution was prepared.

Bricklayers are laying bricks. Workers bring the solution.

Construction began.

What helped you determine the end of a sentence?

Where is such work done? (AT A CONSTRUCTION SITE)

How can a story be titled?

5.Acquaintance with the letter M .

It is well known to everyone

Where is the metro, there is a letter ... ... (M)

Who is bigger?

A) Remember which berry starts with a sound M and ends with A (raspberries).

B) What are the flowers that have a sound in their names? M:

M ak, ro m Ashka, m alva, m daisy, chrysanthus m a.

Hard - soft:

Raise the blue chip if you hear a firm agree in the words of the poem M; green chip if you hear a soft sound M.

Scratching on the floor m bush,

Sleeps in a den brown m donkey.

This m Ishka is very m silt,

Only paws he does not m was.

She ran away to the burrow m bush,

To sleep in a den m donkey.

M alchik m al but very m silt,

He has some water in his hand m was.

Vice versa:

war ………… .. peace.

argue ……. put up

fast slow

solid ………. soft

stupid ……… .. wise

big small

B. Enter in the cells the names of the objects that make up the snowman.

Q. What word is hidden? (PEACE)

D. The word crumbled:

M A K + SH A R = famous children's writer (MARSHAK)

Lesson number 17.

TOPIC: "OFFER".

Program tasks: Get to know the main members of the proposal. Train auditory attention and memory.

Course of the lesson:

1. Come up with a three-word sentence.

2. Make a sentence using a picture of two words.

For example: The artist paints.

A. What did you compose?

Who did you find out about?

What have you learned about the artist?

What does the artist draw? (picture)

How many words are there in the sentence? (three) The artist paints a picture.

Speak the entire sentence.

3. Imagine that the sentence dropped one word .

What happened? …………… paints a picture.

What have we learned, not learned? (Didn't know who was drawing.)

Draws a picture.- Is this a proposal? (No)

That's right, the offer didn't work out.

And now it falls out second word.

What happened? Artist …………… painting.

What have we learned, not learned? (Didn't know what the artist was doing.)

Artist painting.- Is this a proposal? (No)

That's right, the offer didn't work either.

And now it falls out third word.

What happened? The artist draws …………….

What have we learned, not learned? (We found out what the artist was doing.)

The artist paints.- Is this a proposal? (Yes)

These words are the main ones in the sentence. Without them, the proposal will not work.

4.Exercise: Listen to sentences, determine the number of words in a sentence and find the main words.

Mom carries a bag. Grandma bakes pies.

The painter is painting the roof. Grandpa is reading the newspaper.

A viewer is watching a movie. The train leaves in the morning.

The sun rises early.

Clothes are sewn by a dressmaker. The streets are swept by a janitor.

The bricklayer is laying the bricks; the fishermen are pulling the nets.

Leaves rustled softly, thunder rumbled like a rolling thunder.

Music played incessantly, and a bus appeared in the distance.

Snowflakes whirled smoothly.

5. Consider the pictures and come up with your own three-word sentence, find the main words.

6.Acquaintance with the letter H .

On the letter H I, if not a ladder,

I sit and sing songs.

Hard - soft:

Raise Chips: Blue Chip - Solid H, green chip - soft H .

With n whether n b, sos n a, c n eh, stand n b, le n b, H atasha, H and n a.

Vice versa:

Name words that are opposite in meaning (antonyms):

left right

high ……………. low

upper …………… lower

dry …………. wet

under ……………… ... over

The letter is lost: ( H)

 and a (Nina) I  a (Inna) o s and a (aspen) o and (they)

The word crumbled = a famous Russian poet, describing the hard lot of the peasants.

N E K R O V S A (N E K R A S O V)

Rebus:

SHAE + WAITCA__

TA D STROKE

(NATASHA) (HOPE) (FIND)

Charade:

From the letterH, my friends,

I mean nothing

HonWITHchange -

Feel free to put me in the soup.

Do not take from the letterM –

I have a coat in your doorway. (ZERO - SALT - MOL)

Street of magic sounds:

Reader-grabber:

One is a hoof

Two is a hoof

Three are the hooves of a horse?

And the fourth hoof

Has jumped away from me.

Winged words:

Hang up your nose.

Turn up one's nose.

Lead by the nose.

Under the nose (to speak).

The nose is not mature enough).

Riddles:

1. On a finger, one bucket is upside down. (Thimble).

2. Between the two, there is one in the middle. (Nose).

3. They have been racing all their lives, but they cannot overtake each other. (Legs).

Lesson number 18.

TOPIC: "OFFER".

Program tasks: Continue to get acquainted with the main members of the proposal. Train auditory attention and memory.

Course of the lesson:

1. Make sentences of two words according to the schemes:

|__________ _____________ .

| ______________ .

2. To the words-objects, select words denoting actions. Pronounce the resulting sentences.

Buds ……………… (blossomed).

The grass …………… .. (turns green).

A brook …………… .. (babbling).

It is snowing).

Snowdrop ……… (blooms).

Match words-objects to words-actions. Pronounce the resulting sentences.

It is raining slightly).

Dries up ……………… (grass).

Turn yellow …………… (leaves).

It pierces ... ... ... (wind).

3. Complete the sentences, changing the meaning of the word (given in brackets).

The cat (cat, kittens) was asleep.

Onions (wood, vegetables) grew.

The hare (squirrel, mouse) was running.

The stream (river, sea, leaves) was noisy.

Gooseberries (raspberries, apples) are ripe.

4. Insert the missing word:

Yesterday ……………. Sun. (light)

Whole week …………. rain. (walked)

At night in the sky …………. moon. (luminaries)

Rita ………. along the path. (walked)

There was no rain for a long time.

Grass ………. (withered). The tree ……… .. (wilted). Leaves ……………. (turned yellow).

The last swallow …………… (flew away). The cranes …………… .. (flew away).

5.Acquaintance with the letter NS . (fold out of paper)

Suitable gate - come in, who wants to.

A. come up with word with sound NS.

B. Say a word:

And from the wind and from the heat, from the rain it will cover you,

And how sweet it is to sleep in it. What is it? ………… .. ( TENT)

He is always at the station,

Trains are approaching him.

Double P contains it

And it is called ………… ( PLATFORM)

Waddled across the ice

K on the matinee ………… .. ( PENGUIN)

V. Guess the word:

The person who cooks food? ( ON VAR)

Daily meal? (O TROUBLE)

= (VICTORY)

A synonym for unhappiness? (Trouble)

Eating? (FOOD)

The word crumbled: B P I O U A M L

(magnifier, puma, floor, little, saw, linden, opal)

G. Read the word:

Read the letters on large books, then on small ones.

D. Guess the puzzles:

PE _ A _ _ Y_

L ROCK SHKA

(PENAL) (GIFT) (PILLOW)

E. How do you understand?

Doesn't it hurt your eyes?

J. Sound analysis of a word PIE.

Z. Mystery: They put him in the oven first.

And how will he get out of there,

Then they put it on a dish.

Well, now call the guys!

Everyone will eat a piece. ( PIE)

Lesson number 19.

THEME: "LETTERS AND SOUNDS".

Program tasks: Teach children to hear and highlight first row vowels

(A, O, U, E, S)

Course of the lesson:

1. Children are standing. The child who calls the vowel will sit down.

There are two rows of vowel sounds. I hang out the vowels of the first row on the board and get acquainted with them: A O U E S

2. Distinguishing the vowels of the first row from a number of other sounds. I pronounce vowels and consonants interspersed with the vowel sound of the first row. Children raise the red circle (letter).

A M P Have C T NS R L NS O K T U A L NS NS O

3. Isolation of vowels of the first row from syllables:

A. name the vowels of the first row.

B. show the letter denoting the sound of the first row.

V. am, um, ym, mustache, op, yr, al, ys;

ma, mu, we, su, po, ry, la, sy.

4. Select the initial vowel from the words, write down the corresponding letter.

A nya, O la, NS la, at cloth, A Xia, O sa.

5. Select the vowel from the middle of the words and write it down:

l a k, d NS m, s at n, s O k, m a To.

6. Name the pictures, highlight the vowel in the name of these pictures, name it.

Physical education.

Complete the sentence:

The postman brings (what?) ………………. letter

Hairdresser cuts (what?) ……………… hair

The driver is driving (what?) ……………………. train

The artist draws (what?) ………………….… A picture

The watchmaker repairs (what?) ……………………. watch

Weaver weaves (what?) …………………………… .. fabric

The doctor treats (whom?) …………………………. sick

The veterinarian treats (whom?) ………………… .. animals

The poultry woman feeds (who?) ………………… .. ducks, chickens, geese

Milkmaid milks (who?) ………………………… cows

The groom feeds (who?) ……………………… horses

The seller serves (whom?) ……………. buyers

Artists greet (who?) …………… .. viewers

Listen to the story, find mistakes, fix them .

Hedgehog.

Timosha and Grisha were in the forest. Timosha was catching beetles(beetles) Grisha found Hedgehog(hedgehog). Grisha brought Hedgehog(hedgehog) home. There were mice in the house. Grisha let Hedgehog(hedgehog) into the house. Hedgehog was catching mice(mice).

Make sentences:

children find a little hare (Children found a little hare.)

Vova collect ripe raspberries (Vova collected ripe raspberries.)

mom cook milk soup (Mom cooks milk soup.)

fishermen catch a huge catfish (Fishermen have caught a huge catfish.)

7.Acquaintance with the letter R .

Which letter is the second half of the letter F? (R)

A. Who is bigger? Game "NEW APARTMENT".

We go to the store for things that have a sound in the name R, for a new apartment.

TO R ovat, to R eslo, behold R vant, koveo R, zhu R cash table,

ka R tina, tv R, INTO R ah, play R.

B. Say a word:

There is a big fight in the river: Where did the sparrow eat?

Two quarreled ... ... ( cancer) .In the zoo near ……… ( beasts).

Guess the proverb according to: century, man.

The word scattered: P R U T = T R U D

Rebus: a. R ebus

b. fish a To

v. ra d huh

r and with

d. r O T ( RADIO)

Sound analysis of a word R A D I O(answer to the riddle-rebus).

Mystery: On a wave, on a wave,

Music floats to me. ( RADIO)

Idioms:

A. Control yourself.(Restrain the impulses of your feelings, submit to your will, maintain composure).

B. Skillful fingers.(A master of his craft, very skillful).

V. To give up.(Losing the ability or desire to act or do something).

Lesson number 20.

THEME: "LETTERS AND SOUNDS".

Program tasks: fix the vowels of the first row ( uh, uh, uh, uh), introduce the second row vowels ( i, e, u, e, and).

Course of the lesson:

1. Ask the children to name the first row vowels. (In case of difficulty, I post the table).

2.A tale-tale about letters Y, Y... (On the formation of second row vowels).

Once upon a time there were two sisters. They were very similar. They wrote almost the same. Only at the letter Th there was a beret on top, and AND did not have. They sounded almost the same. Only AND- lingering, and Th- short, abrupt. They were often confused. Letter Th it was very unpleasant. Once upon a letter Th came to visit the vowels of the first row and offered to sing together. Th start, A- picked up. Their sounds merged and got a new letter I AM... Then the rest of the Letters O,Have,NS also began to sing along with the letter Th... New sounds began to be produced Y - O = Y, Y - Y = Y, Y - E = E... New letters took their place in the second row, and the letter joined them AND... And so the vowels of the second row turned out:

I Ye Yoo Ye Yi

3. Listen to the words, find the initial vowel of the second row, show the letter:

I am mae hdaNS fierceI am strebe ehand glae YesI AM shaNS la

4. Listen to the words, find the second row vowel at the end of the word, write down the corresponding letter: ZoI am roNS sebe cnand olde

5. I show pictures in silence, you silently find a second row vowel, and write it down in a notebook : I am blocke fand Toe lkaNS laand head

6. Name the action words:

For each action word, come up with word-objects that answer word-questions whom? what?

I'm waiting for ……………… .. (friend) reading ………… .. (book)

I meet ……… ... (train) I draw ………… .. (picture)

catching up with …………. (bus) I cook …………… (compote)

I ask ……… (time) I water ………. (flower bed)

7. Complete the sentences, answering the question, what do people of these professions do.

Sample:Excavator digs the ground.

Doctor …………………………… .. (The doctor treats people).

The teacher ………………………… (The teacher teaches the children).

Steel maker ……………………… (Steel maker makes steel).

Florist ……………………… (Florist grows flowers).

Beekeeper ……………………… (Beekeeper breeds bees).

Forester …………………………. (Forester guards the forest).

Writer ……………………… (The writer writes books).

Glazier …………………… (Glazier inserts glasses).

Bricklayer ……………………… (Bricklayer builds houses).

Roofer …………………… (Roofer covers the roof).

8. Complete the sentence by changing the last word correctly:

Mom bought a saucepan. (pan)

Kolya saw a toad. (toad)

The toad was catching a mosquito. (mosquito)

Swallows eat midges. (midges)

The carpenter made a stool. (stool)

Tanya knitted a jacket. (jacket)

Vitalik made a boat. (boat)

The hawk carried the chicken away. (chicken)

Sasha dropped the rod. (fishing rod)

The lacemaker weaves lace.

9. Make a sentence from the given words.

train waiting passengers(Passengers were waiting for the train).

grass dew cover(Dew covered the grass.)

rain wet the earth(The rain moistened the ground.)

carp catch pike(The pike caught the crucian carp).

10.Acquaintance with the letter NS.

X is a fun toy

Wooden spinner.

Wooden spinner -

Free wind girlfriend.

A. Come up with a word with a letter NS.

B. Say a word:

Clap - and the candy shoots.

Like a cannon!

It is clear to everyone - this is ... (SLAPPER)

V. The letter is lost : (NS)

 a l in a(halva)  l e b(bread)  o l o d(cold )

G. The word crumbled:

B E L X =BREAD

D. Necessary find in a word X O R O V O D

1. A group of singing people. (CHORUS)

2. Insect. (GADFLY)

E. Charade:

From the letter NS they wear me on them,

From the letter WITH in the dining room they ask.

(robe - salad).

Riddles:

Lightweight, not fluff,

Soft, not fur

White, not snow

But he will dress everyone. ( COTTON)

Sound analysis of the word: COTTON.

Patter: A bitter fly sat in the ear.

Proverbs: Guess by two words: (good, grief), (head, bad).

Winged words:

Chrysanthemums are flowers similar to asters, companions of autumn. They are not afraid of frost. According to legend, the “golden flower” originated from the sun. The image of the golden chrysanthemum was the coat of arms of the country of Japan.

Lesson number 21.

THEME: "LETTERS AND SOUNDS".

Program tasks: fix the vowels of the first and second rows.

Course of the lesson:

Recall and name the vowels of the first and second row.

How vowels of the 2nd row are formed. I hang out a table with vowels of the 2nd and 1st rows:

I suggest comparing pairs of vowels:

A - Z O - YO U - YU E - E S - I

Similarity - in articulation, differ in spelling.

These vowels are called paired.

In order not to be confused when writing, we will learn to distinguish them ..

Listen to the poem:

What are you looking at, cow,

Strictly and severely?

Quacking bear, through "a"

Wrote to a ditch.

Teach Mishka a lesson -

Turn into a mouse.

Cat grab mouse

Will a bummer know.

Write you Mishka with “s”.

Compare “ bear”, “mouse”.

What letters do these words differ in? ( s-i)

a) Listen to the syllables. What vowel do you hear? (Children show letters)

PY, YOU, SY, RY, WE, DY, BY, KY

PI, TI, SI, RI, MI, CI, BI, CI

NS?

How to pronounce consonants when showing a letter and?

What sound affects the softening of consonants? ( and)

b) Write down the syllables in 2 lines: c NS - first; with and- in the second.

WE, SI, CHE, MI, РЫ, RI, TI, YOU, PI, PY.

c) Insert the missing letter NS or AND. Read it. Pick up the card, who has 1 row, 2 rows.

Raise a stubborn word.

Acquaintance with the letter WITH .

Crescent moon in the dark sky

The letter C hung over the house.

1. Clap your hands if you hear a sound in the words ( s, sm).

WITH little calf, Zoya, with anki, matro with, gold, with iniy.

2. Name the days of the week, months, seasons in which there are sounds ( s, sm).

(with reda, with Saturday, during with cre with enier, augu with T, with September, ve with on, oh with yen)

H. Name words that are opposite in meaning (antonyms) that begin with a sound WITH.

Peace - argument

cowardly - brave

cloudy - solar

frivolous - serious

pickle - fresh

tight shoes - free

sour apple - sweet

4. Guess the proverb by 2 words: light, darkness... (Learning is light and ignorance is darkness).

5. Remake the letter WITH to another letter: O, I, X, K, F, L, R, E, B

6. Find a word in a word SAVVY(rock, rolling pin, weasel, varnish, llama, chalk)

7.Jokes:

a) How to write dry grass - 4 letters. ( Hay).

b) What can you see with your eyes closed? ( Dream).

c / What note is put in the soup? ( Salt)

8.Rebus: 7th ( a family), 100-lb ( Pillar).

9.Read the puzzle. Guess it.

Everyone loves him, the way they look at him, everyone frowns. ( The sun)

3sound word analysis: __________________

Lesson number 22.

TOPIC: "OFFER".

Program tasks: Teach children to hear, feel and understand the intonational completeness of the sentence.

Course of the lesson:

1. Suggest to name 2 words denoting the object and the action of the object. Make a sentence out of these words.

Autumn has come rains are blowing winds grass turns yellow flowers wither leaves fall.

Did you like the story? (Not clear) Why?

Autumn is coming. the rains are blowing. Winds the grass turns yellow. Flowers. Wither, leaves fall.

Why is it incomprehensible? (the meaning of the story is broken)

c) The text is read correctly:

Autumn has come. It is raining. The winds are blowing. The grass turns yellow. Flowers wither. Leaves are falling.

Is the story clear? (YES)

Therefore, it is important to pronounce sentences correctly, make a stop at the end of a sentence, raise and lower intonation (voice).

What is put at the end of a sentence? Show. (show)

2. - Write down the story using sentence diagrams in a notebook.

How many with words-objects?

How many with words-actions? START

Acquaintance with the letter AND :

I got hold of a hammer, knocked down a letter from the boards.

How many plaques are there? (Three) What's the letter? ( AND)

(draw)

Clap your hands if you hear a sound AND in words:

spruce, red, hello, and ndyuk, iodine, and you and n and th, apple, AND lyusha, sl and you.

The word crumbled: G AND L A (AND G L A)

The letter is lost: (AND)

__gra

__skra

__head

__ toy

RIDDLES:

Curls lowered into the river

And I was sad about something,

And what is she sad about

Doesn't tell anyone. ( WILLOW)

Sheathes everyone in the world

He does not wear what he sews. ( NEEDLE)

And not snow, and not ice,

And he will remove the trees with silver. ( FROST)

PROVERB:

From time immemorial, the book raises a person.

Explain:

On pins and needles... Be in a state of extreme excitement, excitement, anxiety.

Zest. Something that makes a person, a dish, a story special, something wonderful.

Carving SHEET. Sound analysis of this word.

Topic of the lesson: “Saving Tom and Tim”. Preparation for literacy training. Preparatory group.

Tasks.

1. Strengthen the ability of pupils to select words for 3-5 sound models, conduct sound analysis of words.
2. Improve the ability to divide a sentence into words and compose it from a set of words, including prepositions, conjunctions.
3. Learn the rules for writing a sentence (graphically).
4. Improve the ability of pupils to read syllables, develop speech skills, memory, logical thinking, solving puzzles.
5. Foster the desire to build friendly relationships with peers.

Material and equipment.

Children's chairs with sound models of children's names, a plan-diagram from kindergarten to a castle, a game, Funny puzzles ”, a plane model of a castle, separately cut out missing parts of the castle (door, lock, windows, chimney, flag, etc. according to the number of pupils ), sound models of castle parts, a rebus card for guessing the name of the river.

5 Christmas trees drawn on a Whatman paper, on which words for making sentences are written in disorder; the image of raindrops with parts of words (syllables) inside, a table with syllables for reading, a silhouette of a drawn magpie, paper, pencils.

Preliminary work:

1. Didactic games "Word chain", "The sound got lost", "Gifts for Tom and Tim", "Flower shop" (for the number of syllables) "Syllabic lotto", "The letter is lost", lexical exercise "Cheerful rhyme",
2. Games of Grandfather Bukvoed: "Braid", "Anagrams", "Entertaining models", "Charades", reading from a table with syllables, reading puzzles, riddles by the first sounds of drawn objects, solving shape-shifters, crosswords with words.
3. Learning children's folklore, tongue twisters, physical minutes, finger gymnastics complexes. Drawing up a proposal and its graphic recording.

The course of the lesson. Methodical techniques.

Ethical charge

Game "Smile at each other".

The teacher asks: "What are words made of?" (The guys answer). Everyone is invited to pronounce their name so that everyone clearly hears how many syllables there are.

Surprise moment "Mobile call"

From the "telephone" conversation it turns out that friends - mice Tom and Tim urgently need help. They were imprisoned by an evil sorcerer in his castle, which is far from the kindergarten.

Children decide to find friends, free them. Since the road ahead is unknown, the teacher offers a plan-scheme from kindergarten to the castle with supposed obstacles in order to better navigate on the road, not to go astray.

The teacher is figuring out what kind of transport you can use? A choice is offered: tram, bus, train, trolleybus (pupils answer, explaining the choice). In the course of the conversation, it turns out that the most convenient way to go is by bus. The teacher clarifies that the bus is extraordinary, magical.

On the back of each chair, you can see colored squares. Names are encrypted in them. Each child can only take the seat on the bus that matches the sound model of his name.

Children find their places, sit down. A controller is appointed to check the correct fit in place.

The teacher says that they always take everything they need on the road and offers to read from the table (find words from syllables) what is taken on a long journey.

lo	e
chum	since
then	na
that	Yes

The guys read the words on the table (package, food, ax, shovel, loto).

The game is a journey.

First stop- the river. The teacher offers pupils puzzle-pictures, solving which they read and name everything that they can meet on the way to the river: fisherman, bell, grass, rainbow, school. The teacher turns to the plan, where it can be seen that the children are by the river.

"Bell"

Respiratory gymnastics "Let's breathe in the fresh air of the river" (3-4 times)

The name of the river is encrypted. The teacher shows a picture and, by the first sounds of objects drawn there, offers to find out what the river is called.

As a result of reading it turns out that the river has an amazing name "Kroshka". The teacher offers to cross this small river along a thin log, holding hands.

Second stop- Forest. There are 5 Christmas trees on the Whatman paper. On each one can see the words in disarray: Tom, they are waiting, and, Tim, you). It is proposed to compose a sentence from these words. The guys talk over their options.

It turns out that someone left this message especially for us. To cheer up the mice, the teacher offers to write letters to friends and send them with the magpie.

Everyone sits down at their desks to write letters. The teacher reminds of the rules for writing a sentence (discussed with the children). Children offer versions of letters (5-6). One child writes on the board. The rest are checked, corrected, supplemented.

Finger gymnastics "House"

The written letters are sealed in an envelope and handed over to the magpie. While they were writing the letters, it suddenly started to rain.

Visual gymnastics "Drop".

The teacher invites the children to read and find out how many droplets-words fell out of the cloud? In every drop there is a piece of a word - a syllable. Reading drop by syllable from top to bottom (Ku-ra-ki-no-sy-ro-). In the magic forest, the magic rain has passed. We were able to read a lot of words.

Again the teacher turns to the plan. The children see that they are at the very castle. They come closer and make sure that they really are in front of them.

The situation is a provocation.

There are no windows or doors on the drawn castle. The teacher is interested in whether the mice will be able to see the one who came to save them. Can I enter this building? Why?

1. Pupils are invited to choose any specially prepared enchanted scheme (sound models) of the parts of the castle that are missing: door, windows, flag, pipe, lock, key, etc. (according to the number of children).
2. Then, with your own sound scheme, find on another table the pictures with the missing details of the building, correlate them with your sound scheme, and only then attach your picture-detail to the image of the castle. This is how windows, doors, everything else gradually appear. The key simulates opening a lock.

Surprising moment.

Tom and Tim appear. Thanks for the release.

Pupils return to kindergarten by plane.

Dynamic pause "Airplane".

Reflection

The teacher attracts all children to him.

1. Embracing, gives a positive assessment to everyone, is interested in what you remember in the lesson?
2. Where have you been?
3. What trials did you have to overcome?
4. Where was it most difficult?
5. Why did you cope with all the difficulties?

The teacher says that it was easy to cope with all the obstacles on the road, because all the children acted together, together. That is why we managed to save the little mice.

Primary school teacher MBOU "Shakhovskaya secondary school" Shakhi village, Pavlovsky district, Altai Territory

This material is a summary of a literacy lesson for children of the preparatory group (6-7 years old). Topic of the lesson: Sound [h ’], letter Ch.

Summary of a literacy lesson in a preparatory group

Subject: Sound [h ’], letter Ch.

Goals:

Create conditions for acquaintance with the sound [h ’] and the letter H, which it denotes in the letter;

Highlight the characteristic features of the sound [h '], clarify its articulation;

Exercise children in the ability to highlight the sound [h ’] against the background of a whole word, to determine its place in a word, to come up with words with a given sound;

To develop children's phonemic hearing, fine motor skills;

To cultivate the ability to listen to the speech of an adult and each other, to work throughout the entire lesson.

Equipment: presentation, computer, projector, signal cards, emoticon cards, elements of the letter H for each child (made of velvet paper).

Course of the lesson

1. Welcome. Checking the readiness for the lesson.

Hello guys! Check if you have everything you need for the lesson on your desks: notebooks, colored pencils and a pencil.

2. Psychological attitude, motivation for the upcoming activity.

Today we will have a lot of interesting work, we will learn new things, rejoice at success, and cope with failures together.

Each of you has emoticons on your desks, please show your mood with the help of them. (the teacher also shows a smiley). I think that during the lesson you will not be bored, and by the end of our work your mood will only improve.

So guys, get to work!

3. Updating knowledge.

In the last lesson, we learned a tongue twister. Let's remember her. (photo 1) (one child reminds others)

Let's say it together slowly.

Now let's say it quickly.

What is the most common sound?

Let's remember what it is: a consonant or a vowel? Hard or soft? What else do we know about this sound?

What color is a solid consonant in the diagram? (photo 2)

Well done!

What letter represents this sound? (photo3). Let's call it all together.

4. Work on the topic of the lesson.

Today you and I should get to know the new sound, learn a lot of interesting things about it, and also get acquainted with the letter that it is indicated by in the letter.

In order to find out what kind of sound it is, guess the riddle: (photo4)

He is green, bouncy,

Completely thornless

It chirps in the meadow all day

He wants to surprise us with a song. (Grasshopper)

Who is this? Have you seen real grasshoppers? Have you heard the grasshopper chirping?

I suggest that you now listen to the chirping of a grasshopper, but in order to hear it, you and I need to freeze for a minute and listen carefully. (photo 5)

Heard the grasshopper chirping? Let us now try to turn into little grasshoppers and rattle: h-h-h-h-h-h.

What sound did you and I make now?

Do you think the sound [h '] is a consonant or a vowel?

To find out whether it is hard or soft, let's listen to the sounds in words (we work in a notebook and according to a presentation). Prepared pencils. What is shown in the first picture? Let's listen to the sounds in the word clock. (we sequentially select each sound in the word, give it a characteristic, paint the circles in the desired color: vowel sound - red, hard consonant - blue, soft consonant - green) What is shown in the second picture? We listen to the sounds in the word cup. (the work is carried out in the same way) (photo 6)

So, you have mastered the schemes, well done! What can we say about the sound [h '] now? Also guys, the sound [h ’] is called hissing just like the sound [w]. (photo 7)

5. Physical exercise on rugs.

We're standing on the rug

We look in all directions,

Right, left, up and down

Look and smile. (Turns the head to the right, left, up, down)

Raise your hands higher

Swing right, left.

Like this, one more time,

It works with us! (Depicted as the breeze shakes the trees)

Turn right, left,

And smile at your neighbor.

Like this, one more time,

Look everyone at us! (Turns the body to the right, left)

Lean to the right, to the left,

Lean over, don't be lazy

Like this, one more time,

Look everyone at us! (Tilts to the right, left)

Now let's go squatting down

We are funny guys

Like this, one more time,

It works with us! (Do half squats)

And now we'll all ride

Like a cheerful, ringing ball.

Like this, one more time,

Look everyone at us! (Jumping)

Raise your hands higher

Just breathe with your nose.

Like this, one more time,

And we will finish now. (Breathing exercises)

6) Continuation of work on the topic of the lesson.

Guys, the sound [h ’] in the letter is denoted by the letter H h. (Photo 8). Let's call it correctly all together: che.

Look closely at the letter h: what does it look like? In your notebooks, circle the object that the letter Ch looks like.

Guys, look, each of you has elements of the letter H on your desks, we will need to assemble a letter from them. (children add the letter H)

Well done, everyone coped with this task quickly and correctly. Now slide your finger over the letter H to remember it better. (children run their fingers over the letter, the elements of which are cut out of velvet paper)

Did you manage to remember the letter H better?

Now let's take a close look at the blackboard, our guest is a very smart pen that can write all-all letters. Today she will show us how to spell the letter C. (photo 9)

Let's now try to repeat the movements of a smart pen: we take simple pencils into the pens, and in the air we will try to write the letter C.

Well, now, I think, you are ready to work in notebooks and write the letter Ch yourself.

7) Musical exercise.

8) Consolidation of the acquired knowledge.

Today you are really great, you work so great that I think it's time to play. On the board there are pictures depicting objects, you need to find among them those whose names contain the sound [ч '].

Well done. Now let's practice finding the letter H in words: the words are written on the board, you will need to find the letter H and circle it. (photo10)

Great, you did it! I suggest you listen to the tongue twister and think about which sound is more common than others.

Let's practice: we repeat the tongue twister all together slowly, now quickly.

9) The result of the lesson. Reflection.

What sound have we met today? What did you find out about him: what is he like?

What letter is indicated?

What did you find most interesting in the lesson? What task was difficult for you to complete?

Please show your emoticons: what is your mood now?

I am glad that your mood and mine have also improved!

The lesson is over. You did a very good job today! Well done!