Synopsis of an open lesson on teaching literacy in a speech therapy group preparatory to school “Sounds and the letter D. Summary of a lesson on teaching literacy Reading lesson plan with the letter d
Sounds [d, d,]. Letters Dd.
Thing: literacy lesson.
Class: 1.
Subject:“Sounds [d, d,]. Letters Dd.
Lesson type: rock acquaintance with new sounds and the letter of the main stage of learning to read and write.
Equipment: Computer, projector, screen, Microsoft Office PowerPoint presentation.
Lesson Objectives
To acquaint children with voiced consonant sounds, consonant sounds [d, d,], letters Dd.
Continue to introduce children to the morphemes of the word.
To develop the speech of students based on their experience and knowledge; phonemic hearing, attention, memory, verbal-logical thinking, visual-figurative thinking, develop the ability to draw conclusions based on observations, formulate rules.
To cultivate interest in reading, respect for the opinions of others, 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 set the guys up for joint activities.
– Prepare your ears and eyes so that in the lesson they can hear, see and remember everything.
II. Updating of basic knowledge.
Target. To ensure a high level of student involvement in learning activities at the very beginning of the lesson. The development of logical operations (tasks are selected so that children can repeat the previously studied material). Lead students to formulate the topic of the lesson.
– The screen shows 2 groups of objects.
Slide 2 is shown.
In the first group:
– Name the objects depicted in group 1. (Cat, whale, woodpecker.)
In the second group:
Slide #2
– Name the objects depicted in group 2. (House, car, raspberries.)
– What did you use to name the objects in the picture? (With the help of a word.)
– How is an object different from a word? (The object can be touched and seen, and the word can be heard and pronounced.)
– Exclude one word from the first group on the basis of your own choice. (Woodpecker, since it has 2 syllables, and the rest have 1 syllable each. Woodpecker, since it has 5 sounds, and the words whale and cat have 3 sounds each.)
– What word can be excluded from the second group? (The 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. Independent formulation by students of the topic and objectives of the lesson (implementation of the idea of pedagogical cooperation).
On the basis of active speech-thinking activity, students participate in goal-setting. This approach creates a self-setting for students to achieve the goal of the lesson, 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 house - from the sound[e]. So, the topic of today's lesson is “Sounds[d, d, ] and the letter that stands for them.")
Slide 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[d, d, ] , letters dd.
Introduction to new sounds
Target. Articulation of new sounds. During analytical work, through the articulation of new sounds, observation, to realize the most important principle of the native language - attention to the matter of the language.
– Where does the woodpecker live? (On the tree.)
Demonstration of slide number 4, which depicts a tree.
– What is the woodpecker building? (Hollow.)
Slide show #5: Hollow.
Slide #4
Slide #5
Show slide #6.
Slide #6
– Items are displayed 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 about them? (Children's answers.)
Group work
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.
Implementation of the subject - subject relations.
Introduction to important life skills (effective communication, listening skills, the ability to take the point of view of another, the ability to resolve conflicts, the ability to work together to achieve a common goal).
The work takes place in groups of permanent composition. 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, activates 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 do further work, you must follow the rules that exist at the institute. Let's get to know them.
Children in chorus read the rules for working in a group: slide number 7.
Respect your friend.
Be sure to listen to everyone.
Disagree - suggest!
Slide number 7
Show slide number 8.
woodpecker
house
wood
hollow
Slide #8
– Words appeared on the screen: woodpecker, house, tree, hollow. Each research group needs to analyze these four words and draw a conclusion by answering the question posed.
Task 1st research group
Make a conclusion: is the sound [d] a vowel or a consonant?
Task 2nd research group
Analyze the words: woodpecker, house, tree, hollow.
Make a conclusion: is the sound [d] voiced or deaf?
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?
Attached to the board with magnets is the following illustration. b:
– So, we found out that the sound [d] is a consonant, voiced, 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 the name or surname. (Students with a new sound in their first or last name stand up.)
– Determine where it is: in the middle of a word, at the beginning or end of a word? (After answering the question, students sit down.)
Physical education minute
Target. To create elementary ideas about the basic concepts of a healthy lifestyle. Connection of 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 mode of the day. I will call its points, and you, if the sounds [d, d,] are found in their name, depict its content with the corresponding movements.
Children are already familiar with this form of physical education, so the teacher does not explain the methodology for conducting it.
1) Rise - 7 h 30 min. (They get up from the desk.)
2) Water procedures - 7 h 40 min. (Imitate washing.)
3) Breakfast - 8 o'clock [d, d, ] .)
4) Classes at school - up to 12 h 10 min. (Depict classes at school.)
5) Lunch - 13 o'clock (Movements are not performed, since there are no sounds in this word[d, d, ] .)
6) Walk - an hour and a half. (Movements are not performed, since there are no sounds in this word[d, d, ] .)
7) Dinner - at 19 o'clock (They show with movements that they are having dinner.)
8) Getting ready for bed - 21 o'clock (Movements show that they are going to sleep.)
Introduction to a new letter
Target. To acquaint students with a graphic representation of the studied sounds.
– We've been working on new sounds. Tell me, what are we going to get acquainted with now? (With a new letter that stands for sounds[d, d, ] .)
– I will show different letters, if you see a new letter, then clap your hands, if not, then shake your head.
– Does anyone know what the new letter is called? (Children's answers.)
– Why do you think two letters are needed: uppercase and lowercase? (Student answers.)
– Let's place this letter on the ribbon of letters.
Slide 9 is shown.
Slide #9
Game "My Imagination"
Target. Development of creative thinking.
– Let's fantasize, what does the letter d look like? (On the roof of the house, on the bell, on the chimney, ....)
Slide 10 is shown.
Slide 10
Here it is, 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 confluences, words, coherent text, the differentiation of training according to the level of preparation for reading is organized.
Goals.
The formation of reading skills in children who did not read before school, the improvement of this skill in reading children, the development of interest in reading and the desire to read.
Formation of the skill of syllabic reading with the transition to reading a whole word. (The second group (average reading students) reads the words on their own.) In the course of individual and collective testing, a number of tasks are performed with the same words, which help to avoid mechanical repetition and ensure reading consciousness. Such a combination of reading with the development of intellectual operations contributes to the formation of verbal and logical thinking, makes the reading process more exciting and interesting.
Work on the textbook "My favorite primer", p.
There are three groups of exercises. 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 a text (for good readers).
Task 3rd group (bad reading children)
– Read the syllables.
Assignment to the 2nd group (for 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 the 1st and 3rd groups join us.
1 column
lady
thought
soul
breathes
– Read the words where all the sounds are voiced. (Lady, thought - voiced.)
– Read the words where there is a dangerous place. Why? (Breathes. Zhi- and shi- is written with the letter and.)
2 column
house
house
dol
valley
- Read the word with a small number of letters, which denotes a large subject.(House.)
– Read the word in which there are more letters, and the object is small. (House.)
– What part of the word makes the object small, highlight it. (Suffix -ik-.)
3 column
smoke
smoke
hole
hole
– Read the words with roots - hole-; - smoke-. (Hole, hole; smoke, smoke.)
– Highlight the root.
– What are these words called? (Single root.)
4 column
gift
gives
will give
present
– Read the words with joy, with delight.
– What did you notice? (All the words in this column have the same root.)
– Underline the root of these words. (Root - gift -.)
5 column
palms
palms
patties
pancakes
– Read the words with warmth in your heart, remembering your mother.
Gymnastics for the eyes
Target. Prevention of myopia.
Blink quickly, close your eyes. Sit quietly, slowly counting to five. Repeat 5 times.
– Let's continue with the ABC. The 1st group reads the sentences aloud, and the 2nd and 3rd groups 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, united by a common theme.)
– Why is there a question mark before the text? (No name.)
– Let's name it. ("Our house".)
– Read the highlighted words. (Over, u, na, u, k, u.)
– What are the underlined words called? (Prepositions.)
– Watch for suggestions. What did you notice interesting? (Prepositions with words are written separately.)
– Underline the space between the preposition and the word.
Reading the text of V. Khmelnitsky "Smoke"
Textbook "My favorite ABC", p.95.
Slide 11 is shown.
– On the screen are keywords and a picture. Read the words and look at the picture.
smoke
pipe
to see everything
melted
Slide #11
Task 1st group (well-reading children)
Read the text "Smoke" to yourself.
Tasks for the 3rd and 2nd groups (poor and average reading children)
Find in the text "Smoke" words with new sounds. Highlight them. Determine whether the new sound in the underlined words is hard or soft?
Checking the performance of tasks: the 1st group reads aloud, and the 2nd and 3rd groups listen. The text is read by sentences with comments (all groups comment). Keywords appear in the text as they are encountered on slide 12.
1st offer. White smoke appeared above the chimney.
– Can you imagine the smoke? (The author writes: white. Smoke means small, perhaps just born. White, small, cute ...)
2nd offer. Looking around, he quickly rushed up.
– Have you noticed that the author revived the haze? Support this with words from the text. (Looking around, he rushed off.)
3rd offer. “Wait, don’t hurry,” the trumpet began to teach.
– What question can you ask after reading this sentence? (Why did the trumpet begin to teach him?)
– Why did the trumpet begin to teach him? (Wise, has long lived on the roof of the house.)
4th proposal. “I don’t have time,” puffed the smoke. - I want to see everything!
– What was the smoke like? (Inquisitive.)
– And how do we find out about it in the text? (Once, I want to see everything.)
5th offer. The world is great, the trumpet objected. - You probably won't be able to. 7th offer. And ... before the chimney 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 he mean? (Pause while reading.)
– Read this proposal, respecting this requirement.
– What happened with smoke? Why?(He melted. The trumpet did not have time to warn.)
– Meditate , what could the trumpet say or think when it saw that Smokey had melted?
– What about it said in the text?(Children read the 8th sentence.)
8th offer. “It’s too hot for me,” the pipe sighed sadly and looked up: there, in the blue sky, someone’s obedient children were swimming.
– What do you think Where do obedient children go? Could our Smoke be with them?
– For what important thoughts can text say "thank you"?(Opinion exchange.)
VI. Summary of the lesson.
The results of the lesson are summed up, an oral assessment is given about the work of students in the lesson, reflection is carried out.
– Children, what new did you learn at the lesson?
VII. Creative homework.
We do not know what kind of travels and adventures awaited Smoky? Dream up. Draw.
Tell me what do you dream about when you look at the clouds?
Lesson topic: Sounds [d] - [d,]. The letters "D"
LESSON OBJECTIVES:
Educational (Educational):
− introduce children to consonant sounds [d], [d "], letter d;
− develop comprehension reading skills;
Developing:
contribute to the enrichment of students' vocabulary with new words;
develop voluntary attention;
Educational:
− contribute to the education of kindness, the ability to rejoice in the success of friends.
During the classes
1. Organizational moment.
"Psychological attitude to work"
Let's smile at each other, kids. Everyone, good morning everyone! Get out of the way, our laziness! Don't stop working, don't stop learning!
Now we have a lesson in literacy.!
Today we will get acquainted with new sounds and a letter, learn how to read it, but not only it, but also words, sentences where this letter will occur.
2. Actualization of knowledge.
Reading from the board:
Ba bab
Bo bob
Boo bub
Be bebe
would be
3. Acquaintance with new sounds and letters.
1.) - He came to visit us at the lesson
Now listen to an excerpt from the fairy tale
Guess who came to us? (" Dr. Aibolit"
The teacher shows the portrait and tells what other works he wrote.
Dr. Aibolit invites us today to get acquainted with new sounds and letters.
But with what new sounds and letter we have to get acquainted, you determine for yourself. Help me complete the sentence.
Here is our ... (house).
Above the house ... (smoke).
At the house ... (tree).
It's called (oak)
Sitting on an oak tree (woodpecker)
Leads to the house ... (path).
Sitting at the house ... (grandfather).
From the clouds went ... (rain).
Name only those words that you added.
What were the first sounds you heard in these words?
What can you say about them? (Consonants can be hard and soft).
Sounds [d] - [d, ] are denoted by the letter D
This is what the D looks like.
Listen to poems about letters.
D - with a high roof house.
We live in this house.
What does the printed letter D look like? (stove, house, etc.)
Help collect the letter.
You have strips on your desk, use them to make the letter D.
2. Reading syllables with the letter D.
Open textbook p.109.
Let's read the syllables with the new letter.
Da Dee
Dy Doo
Do De
3. Phys. minute.
4. Reading words, sentences.
Close your eyes and listen to the sound of the sea
We found ourselves on the sea.
After all, sea air gives us health, and not only, open your eyes
Open your textbook and look at the illustration.
Who do you see? (Divers, treasures).
So, we can have treasures at the bottom of the sea.
See what strange people are underwater?
Who knows who it is?
People who swim underwater are called divers, they are looking for treasures and not only, they study the seabed.
2. Reading the words on page 109.
Read the words in a column.
Let's read the text
Open the cash register of letters and type the word.
Dom, Dima
4. Riddles. Dividing clues into syllables.
It will go back and forth two hundred times,
Although the whole day stands still.
(Door)
Name it guys
A month in this mystery
His days of all days are shorter,
All nights are longer than nights
To fields and meadows
Until spring, snow fell.
Only our month will pass,
We are celebrating the New Year.
(December)
Its spring and summer
We saw dressed
And in the fall from the poor thing
They ripped off all the shirts.
(Wood)
He makes noise in the field and in the garden,
But it won't get into the house
And I'm not going anywhere
Until he leaves.
(Rain)
Not alive, but walking
Motionless - but leads.
(Road)
I got out of the crumb-barrel,
Roots started up and grew,
I became tall and powerful
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels
Nothing that the fruit of my chalk.
(Oak)
The rain is warm and thick
This rain is not easy
He is without clouds, without clouds,
Ready to go all day long.
(Shower)
A white pillar stands on the roof
And it grows higher and higher
He has grown to the skies
And disappeared.
(Smoke)
On claws on a pine trunk
The red-headed fitter climbed in,
He worked on weight
But there was no light in the forest.
(Woodpecker)
Summary of the lesson.
- Dr. Aibolit gives us advice on how to properly monitor our health.
Listen to him.
Strengthen your body
All my family knows
There must be a routine for the day.
You guys should know
Everyone needs more sleep.
Well, don't be lazy in the morning
Is it getting charged?
brush your teeth, wash your face,
Hardened, and then
You are not afraid of blues.
Health has enemies
Remove friendship do not drive!
Among them is quiet laziness,
Fight it every day.
So that not a single microbe
Didn't accidentally get into the mouth
Wash hands before eating
You need soap and water.
Eat vegetables and fruits
Fish, dairy products
Here is healthy food
Full of vitamins!
Go out for a walk
Breathe fresh air.
Just remember when leaving:
Dress for the weather!
Well, what if it happened:
Got sick,
Know. It's time for you to see a doctor.
Did you like Dr. Aibolit's advice.
- What did you learn, what did you learn?
Self-assessment of one's own activity in the classroom.
- How did you work today?
- What do you think, who worked very well in our lesson today?
- What was interesting about the lesson?
The summary of the speech therapy lesson is 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.
Correction-developing:
Exercise in “typing”, “drawing” in the air, feeling for a new letter. - to improve in children the skill of "typing" syllables, words with mastered letters;
- "finish" unfinished letters;
- to consolidate and expand children's knowledge about food.
Correctional and educational:
Raise interest in literacy and desire to study at school.
Equipment: stickers for activating children; pictures for the game "The Fourth Extra": 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; blue and green circles with checkmarks; the 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, cereals; a finger pool with peas, with letters from the mobile alphabet hidden in it; tray for found letters; D, A, S, B, U, C; at workplaces for children: pencil cases; leaflets for each child with a House, to determine the place of the sound [D] in the word of the child; letters “D” underprinted in the cells; in underprinted words: GARDENS, OAKS; syllabary table.
Lesson progress:
Organizational moment: “The one who calls the word with the sound [D] will be the first to take his place.” (Dinosaur, sofa, money, tree, porcupine, dowel, Thumbelina).
I. Today we will remember what sounds we played with in the last lesson, get acquainted with a new letter denoting these sounds, learn how to correctly “print” a new letter and read words with it.
II. “But first, let’s stretch our fingers.
Give milk, Burenushka, (“We milk a cow”)
At least a little - on the bottom.
Kittens are waiting for me, (we make “kittens” with our hands)
Little guys.
Give a spoonful of cream, (bend fingers one at a time on both hands, starting with the little fingers)
A little creativity
Oils, yogurt,
Milk for porridge.
Gives health to everyone (“We milk a cow”)
Cow's milk."
III. “Let's remember what we are talking about this week?” (This week we are talking about food).
“Look carefully at the pictures: kefir, melon, sour cream, butter and call it “extra”. (“Extra” melon, because it is 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, say 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, voiced). And the sound [D]? (Consonant, soft, voiced).
I take the pictures selected by the children with a “fan”, ask me to come to me, Dasha, take any picture and count how many parts - syllables are in this word. (In the word dy-nya - 2 parts) ...
V. Children have one picture each. I ask you to say your words-pictures. “If the sound [D] is heard in your word, place the picture on the left side of the board, and if the sound [D] is heard, on the right.” (The sound [D] is heard in the word Melon. The sound [D] is heard in the word currant).
What were we doing now?
I collect pictures from the board, asking what was missing.
Come to me, Dima, take any picture from me and say in the word (melon) is there a sound [U]?
VI. Look at your leaves. There is a HOUSE. How do we play with it? (We 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 did we do now?
VII. “Now let’s get acquainted with the new letter, but first say:
In what color dress can the letter "D" be "dressed"? (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 denotes voiced sounds).
Let's check if you are right or not?
1,2,3,
Well, look!
VIII. “Look at how to “print” the letter “D” correctly.
I show the "printing" of the letter and accompany it with a rhyme:
I won't add the letter A
I'll put it on a stand.
I provoke children to correct my mistakes.
IX. "Let's draw the letter "D" in the air with the little finger, now on the left palm with the index finger of the right hand, now with the eyes."
X. In front of the children, finger pools with semolina and cereals. “Kostya, you can print the letter “D”! Anya, you can do it! Ramil wants too! Olya, there is a 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 looks beautiful now -
This is the letter "D".
What were we doing now?
XII. “Look where the letter lives? What does it look like?"
XIII. “Do you remember how to “type” the letter “D”? Can you add the missing elements in your leaflets to get a whole line of regular, even letters “D”? But first, let's get the pen right."
For Olya (left-handed):
We take the right hand.
Put on the middle finger
Now let's press it with a big one,
And we lead with the index,
To get letters.
I will take the pen correctly:
I'll put it on the middle nail,
Now I'll press it with a big one,
And I keep the index.
From the 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 the deformed letters with the missing elements.
XIV. “And now we read the syllables according to the syllable table with the letter “D”.
XY. “Find the letters in the finger pool with peas and show them with your hands.”
Hands folded into a hut
Between them is a pencil.
We've barely finished
Got the letter "A".
Straightened palm
Tilt a little now.
Then take a pencil
Squeeze between your fingers.
It becomes clear to yourself
It turned out 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? Here are those times -
This is the letter "B" with us!
Take a stronger pencil
He was clenched into a fist.
The right palm should
Press on the right side
So the letter "Y" came out.
We will bend the palm
(Only the left one, though)
What is our letter here?
Well, of course, the letter "C".
What were we doing now?
XYI. “Now, take a close look at this line. Near the number 1 - the word GARDENS should appear. Add 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. Add the letters of this word. Which 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.
For a healthy finger
Let's give him a massage.
Let's grind harder
And let's move on to another. (And start playing again).
XIII. “And with the next task, I’m sure that you can handle it! Read the words and match the words and pictures with each other. The first word is GU-BY. What it is? (Lips are part of the face.) Find a picture for this word and connect. Further we read: DU-BY. What are oak trees? (Oaks are trees.) See the picture for this word? Connect them. And the last word is DOO-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 to “print” the letter “D” correctly and color the drawing with the letter in your leaves after the lesson. And also remember that you are Kind, Sincere, Benevolent, Thinking, Marvelous, Precious, the most Dear Children. Really, guests?
Lyubov Abramova
Summary of the lesson “Sound [D] and letter D”
Lesson summary.
Subject: sound and letter"D"
GOAL: Formation of phonemic perception, reading and writing skills.
Tasks:
1. To form the ability to select related words.
2. Fix the image letters"D".
3. Build reading and writing skills.
4. Consolidate knowledge of spelling rules. (rule for writing a sentence, syllable "shi", proper names)
5. Develop skills sound-syllabic analysis.
6. Develop phonemic perception, visual perception, auditory memory.
7. Cultivate a sense of mutual assistance.
Equipment: Magnetic, marker board, type-setting; 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-syllabic analysis to them; grandfather Bookvoed and his assistants; markers; symbols of related words; images of fairies Phonetics and Graphics.
I. Organizational moment.
Name any solid consonant sound.
II. Main part.
1) Introduction to the topic
Today we will go to the country of the phonetics fairy.
Who lives in this country? (vowels consonants sounds)
We will visit sound"D". But where is his home?
Look at the map.
What kind sounds live in this house? How did you guess? etc.
Really lives in this house sound"D", because it is consonant, solid, sonorous.
2) Work on related words.
"Find the relatives of the word "house".
We 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-domino-home-house-house-housewife (clarify the meaning of the words)
How are all these words similar?
Children repeat the words all together.
3) Work on phonemic perception.
"What's extra?".
In home sound"D" many different items. Listen and say what is superfluous 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.
"Choose a diagram".
Fairy Phonetics asks you to guess her riddles.
Look what is it? (4 schemes are exhibited sound-syllabic analysis)
The pictures are then displayed on the board. The speech therapist calls them: "These are smoke, oaks, hollows, pandas, rainbows, showers, plants, arcs."
Find which words fit which pattern?
Children must choose a scheme for each word and explain their choice.
III. Fizkulminutka.
Speech therapist pronounces sound, syllable, word. Children raise their hands in a circle sound, for a syllable - hold 1 hand in front of the chest, for a word - hands 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!»
See what's in the bag bukvoeda? (in a noisy bag large and small letter"D") Children go to the board and circle letter pointer. (on the board are displayed letters)
Let's bring back big and small letter"D" fairy. Write big and small letter on card.
2) Work on the word, reading words.
"Return letter for word» .
-letter"D" we found here it is, big and small.
Let's put it back into words. (1 child goes to the board, writes letter and read the word, then read all together)
“sa ... s, ... yn, ... asha, ... anila, by ... ear, sol ... at, by ... arches, lan. osh" (gardens, melons, Dasha, Danila, pillow, soldier, gift, lily of the valley)
3) Work on fixing the spelling rules.
"Fixing Mistakes".
Grandfather There are helpers. Here they are! These are Oshibkin, Pomarkin and Klyaksich.
Look what they did with the offer. Fairy Graphics asks you to correct the 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 at the house.
The fairy thanks the children for their help.
V. Summary lessons.
Who did we visit today?
Which one sound? What related words did we find?
What kind of help did you give to the Graphite fairy? What spelling rules do you remember?
Related publications:
Synopsis of the GCD “Sound [Sh] and the letter Shsh. Berries" Municipal budgetary preschool educational institution "Kindergarten" Sun "of the Pavlograd municipal district of the Omsk region.
Abstract of the lesson on teaching literacy “Sound [g]. Letter J. Capital letter in geographical names " The objectives of the classes: to introduce children to the letter F, to teach them to recognize the letter visually, to read syllables and words with it; give an idea of the rule.
Given the introduction of the Federal State Educational Standard, the trend of modernizing preschool education, activation is a priority in the activities of preschool educational institutions.
GCD on teaching literacy “Sound [and], letter “I” Goals. Consolidation of knowledge about the mechanisms of organization of sound (s). Development of kinesthetic sensations for the articulation pattern of sound (s). Coordination.
Municipal budgetary educational institution
Primary school in the village of Durgen, Tandinsky kozhuun, Republic of Tyva
Lesson summary literary reading
(literacy education)
1 class
Subject: « Consonants [ d ] , [ d' ] , letters D, d »
Teacher: Khuvaa Chechek Sanyshirovna
Literary reading grade 1
Subject:" Consonants [ d ] , [ d' ] , letters D, d »
Lesson type: discovery of new knowledge
Target: introduce students to the new letter D, d, denoting consonant sounds [d], [d "],highlight consonants in speech [d], [d ']
Tasks:
Educational: mastering the ability to characterize sounds, the formation of the skill of reading words, sentences with learned letters.
Developing: develop coherent oral speech, memory, fluent syllabic reading skills with a transition to reading whole words. Enrich students' vocabulary.
Educational: to bring up a positive motive for learning, perseverance, a sense of responsibility, diligence, respectful attitude towards working people; increase interest in reading.
Universal learning activities:
Regulatory: emotionally positive attitude to the lesson,formulate and maintain a learning task,extract the necessary information from the text and illustrations.
Cognitive: to search for the necessary information to complete educational tasks, using the reference materials of the textbook; model different language units (word, sentence), definesequence of actions, control and evaluate the process and the result of the activity.
Communicative: ask questions, negotiate, come to a common decision,to formulate one's own opinion and position, the ability to listen and understand others;
Subject: differentiatesounds by hardness and softness [d], [d ']based on work on sound-letter schemes, reading syllables, words and texts.
Personal : awareness of the role of speech in human communication; understanding the richness and diversity of language means for expressing thoughts and feelings;
Health-saving technologies: physical education for the eyes, change of activities in the lesson, work in groups, pairs.
Forms of work: group, individual, frontal.
Resources:
Main
ABC textbook, projector, presentation
Additional
Handout (cards, word schemes), cards with words for pair work; letters on magnets, sound research algorithm, lesson work algorithm, reflection sheets, illustrated sheets with block letter D.
During the classes
№ p/p
Lesson stages
Content
Formation of UUD
1
Organizing time
We came to school to learn
don't be lazy, just work hard.
We listen carefully
we work diligently.
Personal UUD:
self-assessment of readiness for the lesson,
educational and cognitive interest in the subject, motivation
2
3
4
Knowledge update
A game
Characteristics of sounds
Speech warm-up
preparatory work;
Discovery of new knowledge
formulation of the topic and purpose of the lesson
creating a problem situation
Introduction to new sounds
[d], [d/]
Guys, pay attention to the board, what do you see?(leaves).
And these are not just leaves, but they are with a secret.
Let's see what's the secret?(leaves turn over and letters appear on them)
I have two baskets, help me arrange the leaflets with letters in them.
Why do you think we will arrange these leaves in two baskets?
(Because one will have vowels, and the other will have consonants)
When laying out the letters, you must name the sound that it stands for.
(Children show the letter and name the sound)
Tell me, the leaves from which tree we laid out in baskets? (from oak ) In the course of the lesson, we will definitely return to such a mighty tree.
And now, let's remember what is the difference between sounds and letters.
Student.
We can't see the sound
And we can't take it.
We can only hear the sound
And also to say it.
What two groups are all sounds divided into?
(Gflat and consonant ).
Vowels
stretch in a ringing song.
They may cry and scream.
Calling and haunting in the dark forest,
But they do not want to whistle and grumble.
BUT
consonants
agree:
Whisper, whisper, creak,
Even snort and hiss,
But they don't want to sing.
What can you say about vowel sounds, what are they?
( percussion and unstressed ).
What can you tell about consonant sounds, what are consonant sounds? (Hard, soft, voiced, deaf )
Give examples with a consonant sound at the beginning of a word and say how hard or soft it is.
Reflection sheet. (Whoever was not mistaken and answered correctly, color the leaf on the oak green, and who did not succeed - yellow)
And now we will conduct a speech warm-up with you.(slide)
We listen carefully as I clearly pronounce the words, and you repeat after me.
DOO-DO-YES - THE WIRES HUMM.
THE WOODWORKER HOLCHED THE OAK, YES DID NOT DOLBIL.
Guys, who was attentive and can say what sound we often met in our speech warm-up? (new sound [e] )
Who guessed what the topic of our lesson will be?
( Acquaintance with new sounds and letter D)
Sounds [d], [d/] and the letter D d. (slide)
Today at the lesson wewe will get acquainted with new sounds, we will explore these sounds, characterize them.
Say aWhy do we need this knowledge and where can it be useful? (we will learn to read words with a new sound, find out what letter these sounds are). And in the writing lesson we will learn how to write this letter.
Work algorithm (on the board)
Introduction to new sounds
Is familiar withyours with a new letter
Reading syllables and words
Work on the offerm
reading text
- Help me complete the sentences.An image appears on the slide.
Here is our ... (house).
From the pipe comes ... (smoke).
Near the house grows ... (tree).
On a tree ... (hollow).
Sitting at the hollow ... (woodpecker).
Leads to the house ... (path).
At the house is ... (grandfather).
( Pronouncing each word, children characterize the sound [d], [d /], using blue-green cards)
(Algorithm for determining the softness of a consonant sound on the board)
Checking how we completed the task(slide)
Reflection sheet . Rate yourself.
Regulatory UUD:
accept and save a learning task
cognitive UUD: carry out the analysis of objects with the allocation of essential and non-essential features
Communicative UUD:
Personal UUD:
the ability to see, formulate the goal, problem, topic of the lesson
Regulatory UUD: goal-setting, the ability to plan their actions in accordance with the task
5
work in pairs
with diagrams, study of sounds
Physical education minute
introduction to a new letter
Guess the riddles(slide)
1. Strong, slender and strong,
After all, he is the lord of the forest.
From it a solid log house.Guessed? This is( oak)
oak and show it.
(
Let's do the researchnew sound.
What do we need for this? (sound learning algorithm - on the board)
2. Long wood hollowed
Killed all insects
He didn't waste any time
Long-billed motley…( woodpecker)
Choose the scheme that matches the wordwoodpecker and show it.
( the diagram is attached to the board)
Let's do the researchnew sound.
(When pronouncing the sound [d], the air passes through the neck, meeting an obstacle. So itconsonant . When it is pronounced, a voice and noise are heard. So hevoiced . The sound [d] can behard or soft .)
Reflection sheet . Rate yourself.
We follow only with our eyes.
An eye exercise is performed.
What does the letter look likeD ? (slide)
( card on the board )
D - this is a neat house
With a high gable roof
Here it is worth blowing smoke,
Letter D stove pipe
(Indicate the work plan: getting to know the new letter)
Sounds[d], [d'] marked with the letter D.
What letters are next to the letterD in the alphabet?
Communicative UUD: listen and understand the speech of others
Cognitive UUD:
the ability to present information in the form of a diagram, to use sign-symbolic means;
the ability to draw conclusions based on the analysis of objects;
the ability to generalize and classify according to features.
Subject UUD: familiarity with the algorithmresearchsounds.
Personal UUD: value for a healthy lifestyle
cognitive UUD : search and selection of necessary information, selection of essential features,
attracting children's attention to fundamentally new information.
6
Pattern Stroke
independent work
Circle the letterD printed
Sample on the board (letter scheme)
First, look at how to properly complete the task.
(Teacher shows on the blackboard)
P drawdown rules when writing (remind)
circle through the air
Circle your finger
Circle the template in the direction of the arrows.
Compare which of the letters is written correctly according to the sample?
Reflection sheet . Rate yourself.
Regulatory UUD:
ability to plan their actions in accordance with the task,
analyze your work, find errors
7
Primary fastening
Working with the textbook
ABC
viewing illustration
storytelling
vocabulary work
(keywords on the board)
reading, text analysis
heading
Work in pairs
(reading one at a time, in unison)p.105
Examination of the illustration “The treasure is found” p.104
Who wants to tell by illustration? (several options are heard)
Reading the words written on the board. Word analysis (divers, underwater, treasure, marine, inhabitants)
By illustration and keywords, let's try to determine
What will the text be about? (answer options are listened - assumptions)
Let's check the hypothesis by reading the textp.105
Whose assumptions were confirmed?
Re-reading the text with analysis.
Where do divers work?
What are the jobs of Nadia and Dima's dads?
What were they doing at the bottom of the river?
Reflection sheet . Rate yourself.
And now we will do one more little research and find out
- What determines the softness and hardness of sounds [d], [ d' ]
Let's continue working in pairs.
Rules for working in pairs (name).
Listen carefully to the task, discuss and agree on how you will work. Be sure to listen to each other.
Exercise : - Count how many words are written on the card, read the words on the cards that you have on your desks.
Analyze the words carefully, indicate in which words the soundD - hard, in which - soft
(children, Dima, case, cactus, house, smoke)
- Think about what determines the softness and hardness of consonants [d], [ d' ] ?
(On which vowel comes after them. Scheme.)
Words in which sound d - solid, circle in blue, and the words in which the sound d' - soft, green
Examination . Word reading(slide)
Who guessed which word is superfluous, why?
- Raise your hand in the same way as on the slide. Well done! You did the right thing.
Who made mistakes?
Reflection sheet . Rate yourself.
So, after doing your research, what conclusion did you come to?
Softness and hardness of consonants [d], [d'] depends on which vowel comes after them.
Personal UUD:
moral and ethical assessment (assessment of digestible content, based on social and personal values, providing personal moral choice)
cognitive UUD :
aboutto navigate in their system of knowledge: to distinguish the new from the already known with the help of a teacher.
Communicative UUD: to formulate your thoughts in oral and speech (at the level of one sentence)
Metasubject UUD: to study together with the teacher and other students to give an emotional assessment of the activities of the class in the lesson.
Cognitive UUD:
search and selection of information, analysis to highlight features, selection of grounds and criteria for comparison, establishment of cause-and-effect relationships, independent creation of ways to solve problems of a creative and exploratory nature.
Communicative UUD:
determination of methods of interaction, assessment of the partner’s actions, the ability to express one’s thoughts with sufficient completeness and accuracy
Regulatory UUD:
planning, control, evaluation, volitional self-regulation;
make the necessary adjustments toaction after completionthe basis of assessing and taking into account the nature of the mistakes made,
analyze your work
8
Itogurok
Our lesson is coming to an end..
What was the topic of the lesson?
What goals were set? What have you learned?
Who achieved the goals?
Look at your sheet.
What kind of leaves do you have?
Well done!(slide)
Regulatory UUD: keep the goal of the activity until its result is obtained
Cognitive UUD: orientin your knowledge system