Lyubov Abramova
Lesson summary “Sound [D] and letter D”
Lesson notes.
Subject: Sound and letter"D"
TARGET: Formation of phonemic awareness, reading and writing skills.
Tasks:
1. Develop the ability to select related words.
2. Secure the image letters"D".
3. Develop reading and writing skills.
4. Consolidate knowledge of spelling rules. (rule for writing a sentence, syllable "shi", proper names)
5. Develop skills sound-syllable analysis.
6. Develop phonemic perception, visual perception, auditory memory.
7. Foster a sense of mutual assistance.
Equipment: Magnetic, marker board, typesetting cloth; pictures of 5 houses (red, blue with a bell, blue without a bell, green with a bell, green without a bell); notebooks, handout cards for writing, pens, large and small letter"D"; Pictures: smoke, shower, oaks, arc, hollow, panda, rainbow, factories, schemes sound-syllable analysis for them; grandfather Bookworm and his assistants; markers; symbols of related words; images of fairies Phonetics and Graphics.
I. Organizational moment.
Name any hard consonant sound.
II. Main part.
1) Introduction to the topic
Today we will go to the land of the fairy Phonetics.
Who lives in this country? (vowels consonants sounds)
We will go to visit sound"D". But where is his home?
Look at the map.
Which sounds live in this house? How did you guess? etc.
Really lives in this house sound"D", because it is consonant, hard, sonorous.
2) Work on related words.
"Find relatives of the word "house".
We have found a home with you sound"D" To enter it you need to come up with related words. (symbols of related words and a picture of a house are displayed)
House-house-house-house-house-domino-house-house-housewife-homebody-housewife (clarify the meaning of words)
How are all these words similar?
Children repeat the words all together.
3) Work on phonemic awareness.
“What’s extra?”.
In the house sound"D" many different items. Listen and tell me what is unnecessary in the house sound"D"?
a) shower, shelf, domino, pipe Why?
b) slippers, pillow, gift, water Why?
4) Work on sound-syllabic analysis of words.
“Match the diagram to the word”.
Fairy Phonetics asks you to guess her riddles.
Look, what is this? (4 schemes are displayed sound-syllable analysis)
Then the pictures are displayed on the board. The speech therapist calls their: “This is smoke, oaks, a hollow, a panda, a rainbow, a shower, factories, an arc.”
Find which words fit which pattern?
Children must choose a diagram for each word and explain their choice.
III. Physical education.
The speech therapist pronounces sound, syllable, word. Children raise their hands up in the form of a circle on sound, for a syllable - hold 1 hand in front of the chest, for a word - arms to the sides.
IV. Letter"D"
1) Work on visual perception.
"Find letter» .
Fairy Graphics sent an urgent telegram.
"I need your help. Grandfather The letter eater stole the letter... Help!»
Look what's in the bag Letter eater? (large and small in a noisy bag letter"D") Children go to the board and circle letter with a pointer. (they are displayed on the board letters)
Let's bring back the big and the small letter"D" fairy Write big and small letter on a card.
2) Work on the word, reading words.
"Bring back letter to word» .
-Letter"D" we found it here, big and small.
Let's put it back into words. (1 child goes to the board, writes down letter and reads the word, then read it all together)
“sa...s,...yns,...asha,...anila, po...ushka, sol...at, po...arok, lan. ysh" (gardens, melons, Dasha, Danila, pillow, soldier, gift, lily of the valley)
3) Work on consolidating spelling rules.
"We correct mistakes".
At my grandfather's Letter eater has helpers. Here they are! These are Oshibkin, Pomarkin and Klyaksich.
Look what they did with the proposal. Fairy Graphics asks you to correct mistakes and explain the rules of writing.
“Dasha has melons. Danila is at home"
4) Work in notebooks.
The fairy invites the children to write down correctly written sentences in a notebook.
“Dasha has melons. Danila is standing near the house.”
The fairy thanks the children for their help.
V. Summary classes.
Who were we visiting today?
Which one sound? What related words did we find?
What help did you provide to the fairy Graphics? What spelling rules do you remember?
Publications on the topic:
Abstract of the GCD “Sound [Ш] and letter Shsh. Berries" Municipal budget preschool educational institution « Kindergarten"Sun" Pavlogradsky municipal district of the Omsk region.
Summary of a literacy lesson “Sound [zh]. Letter Z. Capital letter in geographical names" Goals of the lessons: to introduce children to the letter Z, to teach them to recognize the letter visually, to read syllables and words with it; give an idea of the rule.
Taking into account the introduction of the Federal State Educational Standard and the trend of modernization of preschool education, the priority direction in the activities of preschool educational institutions is activation.
GCD for teaching literacy “Sound [i], letter “I” Goals. Consolidation of knowledge about the mechanisms of sound organization (and). Development of kinesthetic sensations on the articulatory structure of sound (and). Coordination.
Abstract speech therapy session compiled according to the working canons inherent in literacy classes.
Lesson objectives:
Correctional and educational:
Introduce children to the new letter “D”;
- read syllables and words with a new letter.
Correctional and developmental:
Practice “typing”, “drawing” in the air, feeling a new letter. — improve children’s skill of “typing” syllables and words with mastered letters;
- “finish printing” unfinished letters;
- consolidate and expand children's knowledge about food.
Correctional and educational:
Foster an interest in learning to read and write and a desire to study at school.
Equipment: stickers to activate children; pictures for the game “The Fourth Wheel”: milk, melon, sour cream, butter; sausages, banana, plum, apple; bagel, bun, tangerine, loaf; sausages, sausage, meat, tomato; currants, carrots, cabbage, potatoes; strawberries, radishes, blackberries, gooseberries; magnetic board, markers; circles of blue and Green colour with checkmarks; letter "D"; manual “ABC for Beginners” (page with the letter “D”); manual “What I look like” (page with the letter “D”); finger pools with semolina and cereals; a finger pool with peas, with letters from the movable alphabet hidden in it; tray for found letters; D, A, S, B, U, S; at children's workplaces: pencil cases; sheets for each child with a House, to determine the place of the sound [D] in the child’s word; half-printed letters “D” in the boxes; in unprinted words: GARDENS, OAKS; syllabic table.
Progress of the lesson:
Organizational moment: “The first to sit in his place is the one who names the word with the sound [Дь].” (Dinosaur, sofa, money, tree, porcupine, dowel, Thumbelina).
I. Today we will remember what sounds we played with in the last lesson, get acquainted with the new letter that represents these sounds, learn how to correctly “print” the new letter and read words with it.
II. “But first, let’s stretch our fingers.
Give me some milk, Burenushka, (“Let’s milk” the cow)
At least a drop - on the bottom.
Kittens are waiting for me (we make “kittens” with our hands)
Little guys.
Give me a spoonful of cream (we bend the fingers one at a time on both hands, starting with the little fingers)
A little cottage cheese
Oils, curdled milk,
Milk for porridge.
Gives health to everyone (“Milk” the cow)
Cow's milk."
III. “Let's remember what we're talking about this week?” (This week we're talking about food.)
“Look carefully at the pictures: kefir, melon, sour cream, butter and name the “extra one.” (“Extra” melon, because it’s a vegetable, and the rest is dairy products)…
Sausages, banana, plum, apple;
- bagel, bun, tangerine, loaf;
- sausages, sausage, meat, tomato;
- currants, carrots, cabbage, potatoes;
- strawberries, radishes, blackberries, gooseberries.
IV. “Guys, talk through the pictures left on the board and tell me what they have in common? (Sounds [D] and [D]).
So, let's remember: what is the sound [D]? (Consonant, hard, sonorous). What about the sound [D]? (Consonant, soft, voiced).
I take the pictures that the children have highlighted in a fan pattern, ask Dasha to come to me, take any picture and count how many parts – syllables – there are in this word. (The word di-nya has 2 parts)…
V. Children have one picture each. Please say your words and pictures. “If you hear the sound [D] in your word, place the picture on the left side of the board, and if you hear the sound [D] - on the right.” (In the word Melon the sound [D] is heard. In the word currant the sound [D] is heard).
What were we doing now?
I collect pictures from the board, asking what is missing.
Come to me, Dima, take any picture from me and tell me in the word (melon) there is a sound [U]?
VI. Look at your leaves. There is a HOUSE drawn there. How do we play with it? (Draw crosses). Take whatever pencil you want, say your picture words and, if in your word the sound [D] or [D] is at the beginning of the word, then mark it (“light”) the first window of the “House”, and if in the middle, then in average." (In the word tomato, the sound [D] is in the middle of the word.) What were we doing now?
VII. “Now let’s get acquainted with the new letter, but first say:
What color dress can the letter “D” wear? (Blue, green).
Why? (Because this letter stands for hard and soft sounds).
Can a letter have a bell or not? (Yes).
Why? (Because this letter stands for voiced sounds).
Let's check if you are right or wrong?
1,2,3,
Come on, look!
VIII. “Look how to “print” the letter “D” correctly.
I show the “printing” of a letter and accompany it with a rhyme:
I won’t complete the letter A,
I'll put it on the stand.
I provoke children to correct my mistakes.
IX. “Let’s draw the letter “D” in the air with our little finger, now on our left palm with the index finger of our right hand, now with our eyes.”
X. In front of the children there are finger pools with semolina and cereals. “Kostya, you can print the letter “D”! Anya, you can do it! Ramil wants it too! Olya, I’m in the mood!
XI. “Now listen to the rhyme and see how to show the letter “D” with your hands.”
They brought a huge stone
And they laid the foundation.
The house is now beautiful to look at -
This is the letter "D".
What were we doing now?
XII. “Look where the letter “lives”? What does it look like?
XIII. “Did you remember how to “print” the letter “D”? Can you fill in the missing elements on your pieces of paper so that you get a whole line of regular, even letters “D”? But first, let's take the right pen":
For Olya (left-handed):
We take the pen correctly.
Place it on your middle finger
Now let’s press it with a big one,
And with the index finger we lead,
So that the letters come out.
I will take the pen correctly:
I'll put it on the middle nail,
Now I’ll press her big
And I hold it with my index finger.
From dot to the right I write
I draw letters by cells.
(I'm looking at the letter on the right).
What have you done now?
We restore deformed letters using missing elements.
XIII. “Now we read the syllables according to the syllable table with the letter “D.”
XY. “Find the letters in the pea finger pool and show them with your hands.”
Hands folded in a hut
Between them is a pencil.
We barely finished
The result is the letter "A".
Straightened palm
Now tilt it a little.
Then take a pencil
Press it between your fingers.
It will become clear to yourself
The result is the letter "U".
They brought a huge stone
And they laid the foundation.
The house is now beautiful -
This is the letter "D".
We built a cornice
Now let's look down.
What's happened? These are the times -
This is the letter “B” for us!
Take the pencil tighter
They squeezed him into a fist.
The right palm should
Press on the right side
So the letter “Y” came out.
We will bend our palm
(Only the left one, though)
What kind of letter do we have here?
Well, of course, the letter “C”.
What were we doing now?
XYI. “Now, look carefully at this line. The word GARDENS should appear near the number 1. Complete the letters in this word. Olya, what is the first letter in this word? Kostya, what is the second letter? Third? Fourth? And near the number 2, the word OAKS should appear. Complete the letters of this word. Which one is the first?..."
What were we doing now?
XYII. “Let's give the fingers that held the pen a massage so that they are healthy.
So that your finger is healthy,
Let's give him a massage:
Let's rub it harder
And let's move on to the next one. (And let's start playing again).
XYIII. “And I’m sure you can handle the next task! Read the words, and connect the words and pictures with each other. The first word is GU-BY. What it is? (Lips are part of the face). Find the picture for this word and connect it. Then we read: DU-BY. What are oaks? (Oaks are trees). See the picture for this word? Connect them. And the last word is DU-HI. What it is? (Perfume is fragrant water). Match this word with its picture.”
What were we doing now?
XIX. “So what letter did we meet today? Please teach your parents how to “print” the letter “D” correctly and color the picture with the letter on your paper after the lesson. And also remember that you are Kind, Soulful, Benevolent, Thinking, Marvelous, Precious, the most dear Children. Isn’t it true, guests?”
Literacy training
Topic: “Sounds [d], [d’].Letters D,d”
The purpose of the lesson:
Educational: introduce children to a new letter and sound; to develop syllabic, correct, conscious, expressive, and fluent reading skills.
Developmental: teach children to work with text, consolidate knowledge about voiced and voiceless paired consonants, develop attention, thinking, phonemic hearing, and speech.
Educational: to cultivate friendliness, mutual assistance, interest in school, independence in work, and a sense of responsibility for the quality of one’s work.
Planned results
Subject skills: Develop the ability to correlate a consonant sound and the letter to which it corresponds; master ways of determining the softness and hardness of a consonant sound; to develop the ability to distinguish between sonority and dullness of a consonant sound, to identify consonant sounds, and to characterize them.
Universal learning activities:
Personal universal educational activities: the formation of educational and cognitive interest in new educational material, the ability to self-assessment.
Regulatory universal educational actions: transform a practical task into a cognitive one, independently adequately assess the correctness of the action.
Cognitive universal educational activities: use tables, models, diagrams, construct speech statements orally, analyze objects highlighting essential and non-essential features, compare, classify, group, generalize according to given criteria.
Communication universal educational activities: formulate your own opinion, negotiate and come to a common decision in joint activities (when working in pairs, in a group)
During the classes.
I. Organizational moment
II. Updating basic knowledge.
What 2 groups are all sounds divided into? (Vowels and consonants).
What can you say about vowel sounds, what are they? (Stressed and unstressed).
What can you tell us about consonant sounds, what consonant sounds are there? (Hard, soft and voiced, deaf).
II. Working on new material.
1. Working with the textbook.
Make suggestions for illustrations.
Name words with the sound “d” (divers, bottom, jellyfish)
2. Physical exercise to music.
3. Work on speech development
What letter are we talking about in the riddle?
Letter - neat house
With a high gable roof. (Letter D)
Who guessed what the topic of our lesson is? (Introduction to the letter D)
What goal will we set for ourselves during the lesson? (Get acquainted with the letter D, learn to read syllables and words with the letter D)
Let's do a little research work. What kind of sound is this? (Consonant; when pronouncing this sound, the air encounters an obstacle.)
Pronounce the words, emphasizing these sounds with intonation. What did you notice? (Sounds are pronounced firmly and softly.)
What else do we establish for consonant sounds? (Voiced or dull sound.)
Sound-letter analysis of opened pictures
(House, woodpecker, tree, pipe, crocodile, jellyfish.)
In what part of the word do you hear the sound [d], [d’].
Let's make diagrams of words.
Name the letter that can represent the sounds [d], [d’].
Look at the picture, find 8 words with the sounds [d], [d’].
Make up a story based on the pictures, using words with the sounds [d], [d’].
Let's see the result of our work (watch the cartoon)
Read the text.
Who is the text talking about?
Where does the blackbird live?
Why do you think the blackbird lives with Dima?
When can Dima release the blackbird?
Development of phonemic hearing
Attracting children's attention to fundamentally new information, developing the ability to recognize letters and sounds
III. Consolidation.
IV. Lesson summary.
Reflection of activity
So, what letter did we get acquainted with today? Listen to the riddles and guess them (reading riddles)
I realized that...
It was interesting…
It was difficult…
I managed…
Sounds [d, d,]. Letters Dd.
Item: literacy lesson.
Class: 1.
Subject:“Sounds [d, d,]. Letters Dd."
Lesson type: u rock acquaintance with new sounds and letters of the main stage of learning to read and write.
Equipment: Computer, projector, screen, Microsoft Office PowerPoint presentation.
Lesson Objectives
Introduce children to voiced consonant sounds, consonant sounds [d, d, ], letters Dd.
Continue familiarizing children with word morphemes.
Develop students’ speech based on their existing experience and knowledge; phonemic hearing, attention, memory, verbal-logical thinking, visual-figurative thinking, develop the ability to draw conclusions based on observations, formulate rules.
Cultivate an interest in reading, respect for the opinions of others, and the ability to listen to each other.
Perform a system of exercises aimed at relaxation.
Forms of work: Frontal, collective, individual, group, multi-level.
Methods: Visual, conversation, dialogue, practical, exercise, independent work.
During the classes.
I. Organizational moment.
Target. Prepare students for work: provide an external favorable environment for work, psychologically prepare students for joint activities.
– Prepare your ears and eyes so that during the lesson they can hear, see and remember everything.
II. Updating basic knowledge.
Target. Ensure a high level of student involvement in learning activities at the very beginning of the lesson. Development of logical operations (tasks are selected so that children can repeat previously studied material). Lead students to formulate the topic of the lesson.
– There are 2 groups of objects shown on the screen.
Slide No. 2 is shown.
In the first group:
– Name the objects depicted in group 1. (Cat, whale, woodpecker.)
In the second group:
Slide No. 2
– Name the objects depicted in group 2. (House, car, raspberries.)
– What did you use to name the objects depicted? (Using words.)
– How is an object different from a word? (An object can be touched and seen, and a word can be heard and spoken.)
– Eliminate one word from the first group based on a self-selected criterion. (Woodpecker, because it has 2 syllables, and the rest have 1 syllable each. Woodpecker, because it has 5 sounds, and the words whale and cat have 3 sounds each.)
– Which word can be excluded from the second group? (House, since it has 1 syllable, 3 sounds, ends in a consonant, and in other words, 3 syllables, 6 sounds each, end in a vowel).
III. Formulation by students of the topic and objectives of the lesson.
Target. Students’ independent formulation of the topic and objectives of the lesson (implementation of the idea of pedagogical cooperation).
Based on active verbal and mental activity, students participate in goal setting. This approach creates a self-disposition in students to achieve the goal of the lesson and stimulates fruitful learning activities.
– Say the first sounds of the excluded words and formulate the topic of today's lesson. (The word woodpecker begins with the sound[d, ], and the word home comes from sound[d]. So, the topic of today's lesson is “Sounds”[d, d, ] and the letter that represents them.")
Slide number 3 is shown.
– Based on the topic, formulate the purpose of our lesson. (Students formulate the purpose of the lesson.)
IV. Assimilation of new knowledge.
Target. Introduce children to voiced consonant sounds and consonant sounds.[d, d, ] , letters Dd.
Introducing new sounds
Target. Articulation of new sounds. During analytical work, through the articulation of new sounds, observation, implement the most important principle native language– attention to the matter of language.
– Where does the woodpecker live? (On the tree.)
Demonstration of slide number 4, which depicts a tree.
– What is a woodpecker building? (Hollow.)
Slide demonstration No. 5: hollow.
Slide No. 4
Slide No. 5
Slide number 6 is shown.
Slide No. 6
– Objects are shown on the screen. Name them. (Woodpecker, house, tree, hollow.)
– What do these words have in common? (Words begin with sounds[d, d, ] .)
– Explore these sounds, what can you tell us about them? (Children's answer options.)
Work in groups
Goals.
Implementation of the principle of activity.
Formation of motivation for teaching and learning.
Universal, all-encompassing control of knowledge.
Psychological comfort in the educational team.
Unity of education and training.
Realization of subject-subject relations.
Introducing important life skills (effective communication, listening, taking another's point of view, conflict resolution, working together to achieve a common goal).
The work takes place in groups of permanent members. This form contributes to the formation of positive motivation for learning cognitive activity, fosters a sense of responsibility not only for oneself, but also for one’s friend, intensifies learning activities, creates comfortable conditions for the development of communication skills, and increases the effectiveness of the lesson.
– And now our class will turn into a research institute. To do this, let's divide into 3 research groups.
Students sit in groups (1st row - 1st group, 2nd row - 2nd group, 3rd row - 3rd group).
– To carry out further work, you must follow the rules existing in the institute. Let's get to know them.
Children read the rules of working in a group in chorus: slide No. 7.
Respect your comrade.
Know how to listen to everyone.
If you don’t agree, suggest it!
Slide No. 7
Slide number 8 is shown.
woodpecker
house
tree
hollow
Slide No. 8
– The words appeared on the screen: woodpecker, house, tree, hollow. Each research group needs to analyze these four words and draw a conclusion to answer the question.
Assignment to the 1st research group
Make a conclusion: is the sound [d] a vowel or a consonant?
Assignment to the 2nd research group
Analyze the words: woodpecker, house, tree, hollow.
Draw a conclusion: is the sound [d] voiced or unvoiced?
Assignment to the 3rd research group
Analyze the words: woodpecker, house, tree, hollow.
Make a conclusion: is the sound [d] in words hard or soft?
The following display is attached to the board using magnets: b:
– So, we found out that the sound [d] is a consonant, voiced, and in words it can be hard and soft. Now say your first and last name to yourself.
– Stand up, those children, there is a new sound in your first or last name. (Students whose first or last name has a new sound stand up.)
– Determine where it is: in the middle of the word, at the beginning or end of the word? (After answering the question, students sit down.)
Physical education minute
Target. Create basic understanding of basic concepts healthy image life. Connecting the structural parts of the lesson. (Physical education is carried out with a didactic task on the topic of the lesson with a small mental load, therefore it does not break, but connects the structural parts of the lesson.)
– Let's remember the correct daily routine. I will name its points, and you, if their names contain sounds [d, d, ], depict its content with appropriate movements.
Children are already familiar with this form of physical education, so the teacher does not explain the methodology for conducting it.
1) Lifting – 7 hours 30 minutes (They get up from their desks.)
2) Water procedures – 7 hours 40 minutes (Imitate washing.)
3) Breakfast – 8 hours [d, d, ] .)
4) School activities – up to 12 hours 10 minutes (Depict classes at school.)
5) Lunch – 13 o'clock (The movements are not performed, since there are no sounds in this word[d, d, ] .)
6) Walk – an hour and a half. (The movements are not performed, since there are no sounds in this word[d, d, ] .)
7) Dinner – at 19 o'clock (Movements show that they are having dinner.)
8) Getting ready for bed – 21 o'clock (Movements show that they are going to sleep.)
Introducing a new letter
Target. Introduce students to a graphic representation of the sounds they have learned.
– We worked with new sounds. Tell me, what are we going to get acquainted with now? (With a new letter that represents the sounds[d, d, ] .)
– I will show different letters, if you see a new letter, then clap your hands, if not, then shake your head.
– Who knows what the new letter is called correctly? (Children's answer options.)
– What do you think are the purpose of two letters: uppercase and lowercase? (Student answer options.)
– Let's place this letter on the letter ribbon.
Slide number 9 is shown.
Slide No. 9
Game "My Imagination"
Target. Development of creative thinking.
– Let's imagine what the letter d looks like? (On the roof of the house, on the bell, on the chimney,....)
Slide No. 10 is shown.
Slide 10
There he stands, blowing smoke,
The letter “D” is a stove pipe.
V. Consolidation of new knowledge.
Reading syllables, words, text with a new letter
At the stage of reading mergers, words, connected text, differentiation of training is organized according to the level of preparation for reading.
Goals.
Formation of reading skills in children who did not read before school, improvement of this skill in children who read, development of interest in reading and desire to read.
Formation of syllabic reading skills with the transition to whole word reading. (The second group (average reading students) reads the words independently.) During individual and collective testing, a number of tasks are performed with the same words that help avoid mechanical repetition and ensure reading consciousness. This combination of reading with the development of intellectual operations contributes to the formation of verbal and logical thinking and makes the reading process more exciting and interesting.
Work from the textbook “My Favorite Primer”, p.
Three groups of exercises are given. The first group of exercises is syllables (for poor reading children), the second group is columns of words (for average reading children) and the third group is text (for good readers).
Assignment for group 3 (children with poor reading skills)
– Read the syllables.
Assignment for group 2 (average reading children)
– Read the words in the columns.
– Read the sentences and think about why there is a question mark at the beginning of these sentences? Can these sentences be called text?
– Let's check how the 2nd group coped with the task, and join us for the 1st and 3rd groups.
1 column
lady
thought
soul
breathes
– Read words where all sounds are voiced. (Lady, thought - sonorous.)
– Read the words where there is a dangerous place. Why? (Breathes. Zhi- and shi- is written with the letter i.)
2 column
house
house
dol
valley
– Read the word with a small number of letters that represent a large object.(House.)
– Read a word that has more letters and a small object. (House.)
– Which part of the word makes the object small, highlight it. (Suffix – ik-.)
3 column
smoke
smoke
hole
hole
– Read words with roots - hole-; - smoke-. (Hole, hole; smoke, smoke.)
– Select the root.
– What are these words called? (Same root.)
4 column
gift
gives
will give
present
– Read the words with joy, with delight.
– What did you notice? (In this column all words have the same root.)
– Highlight the root in these words. (Root -dar-.)
5 column
palms
palms
okay
pancakes
– Read the words with warmth in your heart, remembering your mother.
Gymnastics for the eyes
Target. Prevention of myopia.
Blink quickly and close your eyes. Sit quietly, slowly counting to five. Repeat 5 times.
– Let's continue to work according to the ABC. Group 1 reads the sentences aloud, and groups 2 and 3 listen carefully as questions will be asked to all groups.
– Is it text or individual sentences? (This is a text, since the sentences are related in meaning and are united by a common theme.)
– Why is there a question mark before the text? (No name.)
– Let's give it a title. ("Our house".)
– Read the highlighted words. (Over, at, on, at, to, at.)
– What are the highlighted words called? (Prepositions.)
– Watch the prepositions. What interesting things did you notice? (Prepositions with words are written separately.)
– Underline the space between the preposition and the word.
Reading the text by V. Khmelnitsky “Smoke”
Textbook “My Favorite ABC”, p.95.
Slide No. 11 is shown.
– On the screen are keywords and a picture. Read the words and look at the picture.
smoke
pipe
see everything
melted
Slide No. 11
Assignment for group 1 (children who read well)
Read the text “Smoke” to yourself.
Tasks for groups 3 and 2 (poor and average reading children)
Find words with new sounds in the text “Smoke”. Emphasize them. Determine what the new sound is in the underlined words: hard or soft?
Checking the completion of tasks: Group 1 reads aloud, and Groups 2 and 3 listen. The text is read sentence by sentence with comments (all groups comment). Keywords appear in the text as you encounter them on slide number 12.
1st sentence. White smoke appeared above the chimney.
– Can you imagine what the smoke was like? (The author writes: white. Smoke means small, perhaps just born. White, small, cute...)
2nd sentence. Having looked around, he quickly rushed up.
– Did you notice that the author brought the haze to life?? Support this with words from the text. (After looking around, he rushed off.)
3rd proposal. “Wait, don’t rush,” the trumpet began to teach.
– What question can you ask after reading this sentence? (Why did the trumpet begin to teach him?)
– Why did he start teaching him the trumpet? (Wise, has been living on the roof of the house for a long time.)
4th proposal. “I have no time,” the smoke puffed. – I want to see everything!
– What was the smoke like? (For the curious.)
– How do we find out about this in the text? (No time, I want to see everything.)
5th sentence. The world is great,” the trumpet objected. – It’s unlikely that you will succeed. 7th offer. And... before the trumpet had time to warn him, the smoke melted away.
– What is the name of the sign that comes after the word and?(Ellipsis.)
– What does it mean? (You need to pause for a moment while reading.)
– Read this is a suggestion, complying with this requirement.
– What happened with Dymko? Why?(It melted. The trumpet did not have time to warn.)
– Ponder What could the pipe say or think when it saw that Smokey had melted?
– What about this does it say in the text?(Children read sentence 8.)
8th offer. “He’s too hot for me,” the trumpet sighed sadly and looked up: there, in the blue sky, someone’s obedient children were floating.
– How do you think , where do obedient children go? Could our Smokey be with them?
– For what important Thoughts can I say “thank you” to the text?(Opinion exchange.)
VI. Lesson summary.
The lesson is summed up, an oral assessment of the students’ work in the lesson is given, and reflection is carried out.
– Children, what new did you learn in class?
VII. Creative homework.
We don’t know what kind of travels and adventures awaited Dymka? Let your imagination run wild. Draw.
Tell us what you dream about when you look at the clouds?
Introduce children to new letters denoting consonant sounds [d], [d`], teach them to characterize sounds, promote the development of logical thinking, phonemic hearing, attention, memory, broaden their horizons, cultivate curiosity, and form correct, expressive, conscious reading.
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EMA: "Sounds [d], [d"], letter D,d"
Tasks:
Introduce children to new letters denoting consonant sounds [d], [d`], teach children to characterize sounds; promote the development of phonemic hearing, speech, logical thinking, attention, memory, expand horizons, cultivate curiosity; form smooth, expressive, conscious reading.
Planned results:
Subject:
- know letters D, d and the sounds they represent
- characterize these sounds using an algorithm
Metasubject:
- understand and accept the assigned educational task, independently draw up a work plan for the lesson, evaluate your work in the lesson
- draw up a work algorithm
- find the necessary information (including in additional literature)
Personal:
- understand the meaning of the proverbPatience and a little effort.
During the classes:
- Motivation for cognitive activity
The lesson begins
It will be useful for the guys.
Try to understand everything -
You will write correctly.
Now check it out, my friend,
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?
Phonetic exercise
How do they blow a trumpet? (doo-doo-doo)
What sound is heard when the bell rings? (ding-ding-ding)
What sounds do we hear at the beginning of these words?
Can you describe these sounds now? (We don't know them yet)
What did you need to do? (characterize the sounds [d, d, ])
So, what goal will we set for ourselves in today's lesson?
Formulate the topic of our lesson.
Make a plan for your work.
- Updating knowledge
What do you see in the picture?
Isolation of sounds and sound analysis of the words TREE and HOUSE
Let's do a little research and find out what these sounds are. (we give a description, draw up diagrams, put emphasis)
Compare these two sounds. What letter will we use to denote the sounds [d], [d"]?
− Show the letter D. Name its place in the alphabet.
-What does the letter D look like?
D-this is a neat house,
With a high gable roof.
There he stands, blowing smoke,
Letter D – stove pipe.
Physical exercise.
We will all stand together now,
We'll rest at the rest stop...
Turn right, turn left
Bend over and bow!
Paws up and paws sideways
And jump and jump on the spot!
Now let's skip and run
Well done, my bunnies!
Children have green and blue cards.
Listen to the poem. When you hear the sound [d], pick up the blue card; when you hear the sound [d"], pick up the green card:
The woodpecker lived in an empty hollow,
The oak was chiseling like a chisel.
I hammered for a day, hammered for two -
He punched a hole in the oak tree.
Organization of cognitive activity
Letter elements of lowercase letter d.
− What is the difference between a written letter and a printed letter?
− What elements does a letter consist of? (Oval and line with a loop at the bottom).
− In what letters were these elements found? ( a, o, y).
− Where should we start writing? (Just above the bottom line of the working line)
Finger exercise.(Preparing your hand for writing)
Small letter d letter on blackboard with teacher explanation.
"The Tale of the Letter D"
The letter "D" looked like a house. And everyone around tried to settle in this house. One day the letter “D” fell asleep in the forest among the grass, in the sun, and when she woke up, a bird was already sitting inside it, like in a house, making a nest for itself. The letter “D” had to take out the nest and move it to the tree along with the bird.
One day a little puppy crawled into the letter “D” and fell asleep while she was sitting and resting. And when the letter “D” started walking, and I must say that she ran very quickly everywhere on her little legs, waddling from side to side, the puppy got scared and squealed in fear. And the letter “D” was also frightened and also screamed in fear. And then, when she realized that a puppy had gotten in on her while she was resting, she and everyone around her laughed a lot and had fun!
These are the funny stories that happened with the letter “D”.
One day the letter “D” was thinking about how she could make a word. And she went to the letter “A”, because the letter “A” knew everything and had to help her. And then the letter “D” came to the letter “A” and said:
- The letter a"! Help me! I want to make a word, but I don’t know which letter I should pair with to make a word. Tell me!
- How? - the letter “A” was surprised, “don’t you know the simplest and most necessary word that begins with you?” I'll teach you, don't be upset. You need to be friends with me.
The letters joined hands and the boy (...) began to read: YES! YES! YES!
- What is this word? – the letter “D” was surprised. - Oh yes! Yes, that’s the word “YES”! It means agreement! YES! When you are asked about something, if you agree, then answer “YES”; if you disagree, then answer “No”!
- Well, now do you understand? – asked the letter “A”.
- Yes! – answered the letter “D”.
-Are you going for a walk now?
- YES! – the letter “D” answered again.
- And then you will come home and sleep and relax?
- YES! - the letter “D” answered again, she liked this word so much that she walked around all evening and answered only “YES” to everyone.
And then, pleased that such an important word began with her, she came home and went to bed.
And she dreamed of a big house, next to an oak tree, a woodpecker was sitting on the oak tree, knocking on the tree with its beak and saying: YES-YES-YES! YES YES YES! YES YES YES!
