Summary of the lesson “Sound and letter D. Learning to read and write. Lesson topic: Sounds. The letters "D, d" outline of the lesson on reading (Grade 1) on the topic Reading lesson plan with the letter d

Sections: elementary School

Class: 1

Goals:

• To form the skill of correct, smooth, conscious, expressive reading of words with learned letters. To acquaint with the new rule “Big letter in the names of rivers”.
• Develop coherent oral speech, memory, analytical and logical thinking, imagination, voluntary attention, phonemic hearing; enrich vocabulary; broaden the horizons of students.
• To educate a positive motive for learning, perseverance, a sense of responsibility, diligence, respectful attitude towards working people; increase interest in reading.

During the classes

I. Org. moment.

The bell rang and the lesson began.

II. Knowledge update.

1. Work with a tape of letters.

• What groups are all sounds divided into?
• What do the top vowels show? Lower?
• What consonants are on the top row? On the bottom row?

2. The game "Collect the word."

(letters on the board: s, d, m ... .e, t, i, d ... .o, m, i, d, k)

What do these words have in common? (begins with letter D)

III. Message about the topic and purpose of the lesson.

Today in the lesson we will repeat what we know about the letter D, we will read words with this letter.

IV. Repetition of what has been learned.

1. - What sounds does the letter D mean?

What do we know about the sound [d]? [d"]?

2. Articulation gymnastics.

DOO-DO-YES - THE WIRES HUMM.

THE WOODWORKER HOLCHED THE OAK, YES DID NOT DOLBIL.

(students clearly repeat after the teacher, clapping on each syllable)

3. Working with pairs of words.

On the desk:

• works -
• rafts -

Read the first word. How many items does it represent?

Change the word to mean 1 item.

What letter is missing?

What sound do we hear at the end of a word?

What letter should be written?

Why do we hear the sound [d], but write the letter D?

This is a dangerous place in the word that requires attention and verification.

Why is the sound pronounced clearly in the first word?

Read the next word. (work with a couple of words: rafts - raft)

What are rafts? (logs fastened together to move through the water)

Previously, people often used rafts to transport any goods and passengers.

4. Work on the textbook (p. 112)

Consider the illustration, what modern means of transportation on water did the artist depict?

Rafts could carry goods over short distances, while motor ships and ships could travel long distances along rivers.

There are a lot of rivers on the planet. There are many of them in our country too. We will now read about some of them.

Work on the text.

A) Reading text to strong learners.

B) Reading comprehension questions.

What river names do you remember?

What is above the rivers?

Why do people build bridges?

What kind of traffic moves on bridges?

B) Reading along the chain.

D) Independent reading of the text. (Individual assistance)

What words with the letter D have you met?

D) Selective reading.

Find a sentence that says what is above the rivers.

• What moves across bridges?
• What moves along the rivers?
• What rivers are mentioned in the text?
• Which words in this sentence are capitalized? Why?

We learned the names of a small number of rivers that exist in our country, there are many more of them, for example, the great Siberian river Yenisei flows 100 km from Norilsk. (On the board: Yenisei) People affectionately call him the Yenisei Father, because he is like a father - the breadwinner, gives us fish, large ships go along the Yenisei, which bring various goods to our north: food, clothes, textbooks, furniture.

Fizminutka + warm-up for the eyes.

5. Conversation about professions.

To transport passengers, cargo, the ship is controlled by a man-captain of the ship. This is his profession.

Consider pictures. What occupations are shown here? (drawings on the board)

Pay attention to this drawing, on it the artist depicted a man of a courageous profession, a miner. We have a lot of people in the city who do this hard work. And now Uzdin Artyom will tell a poem that he and his parents themselves composed and dedicated to his grandfather not just as a relative, but as a hard worker.

6. Work on the textbook (p. 113)

Text prediction.

Let's read the words that will tell us what will be discussed in the text that we will read.

Key words reading (on the board)

Tim	work	works
Dima	Job	master

Why are Tim and Dima capitalized?

Who is a master?

(reading in chorus, columns of words in rows in chorus, reading by students by weak students)

Look at the drawings the artist made on p.113

Who do you see?

Read the title of the text on p.113

What do you think this text will be about?

Work on the text.

A) Primary reading of the text (by the teacher)

What occupations are discussed in the text?

The students who have cards on the table are preparing for expressive reading on them, the rest of the guys read with me.

B) Loud reading with the teacher.

B) Selective reading.

What is the job of Dima's mother?

What is the job of Nastya's brother?

Name the profession that met in the text and begins with the letter D.

Now, the guys who worked on the cards will read a poem by Sergei Mikhalkov

“Important things”, listen carefully to what important things will be discussed and what is most important.

Card Reading

Things to do.

I don't sit without work
I myself hold the iron in my hands. (1 student)
- I'm at home too, than I can,
I will help my mother in the kitchen. (2 students)
Grandma is sick today
I have to give her medicine. (3 students)
We are planting a garden
We have a lot of trouble with him. (4 students)
- Our chickens want to eat,
We must feed the chickens. (5 student)
- I collect seeds,
The basket appears to be full. (6 student)
- In the forest we wander all day,
And we are not too lazy to bend down. (7 student)
A lot of things for kids:
In a dense forest, in a wide field,
On the farm, in the house, in the yard,
And most importantly - at the desk at school! (8 student)

What is the most important thing you have students?

7. Work on the proverb. (On the desk)

What works, such and fruits.

a) Read the proverb.

How do you understand this proverb?

Listen to the poem in which there is an appeal to you, it is called “First Graders”

First graders.
Machinists and weavers
Tractor drivers and doctors
Lumberjacks and miners
Combiners and actors,
Cooks and blacksmiths
Divers and singers -
Everything once for the first time
Came to first class.
And your director, guys,
I used to walk with a primer,
And your teacher
Started exactly the same...
Everyone went to first grade, -
Your turn now.
Year after year passes by
And from the school threshold
The road to life will open!

To become smart and literate people, you need to study well at school,
in order to choose a profession to your liking in the future.

V. Summary of the lesson.

Our lesson ends, let's remember what sounds the letter D stands for.

• What do you know about these sounds?
• What new rule did you learn in class?

Synopsis of a subgroup speech therapy lesson in the 1st grade on overcoming speech disorders with students with a speech therapy conclusion "FFN in children with a dysarthric component"

Topic: “Sounds [Д] and [Д`]. Letter D.

Target:

Correction: improve articulatory motor skills, sound pronunciation, fix acoustic-articulatory images of sounds [D] and [D`], develop and consolidate the differentiation of soft and hard sounds, the connection of sounds [D] and [D`] with the letter D, improve sound analysis skills and synthesis, letter and syllabic synthesis of words, reading comprehension, improve visual attention, spatial orientation;

Educational: clarify and consolidate ideas about sounds and letters, vowels and consonants, hard and soft consonants.

Educational: to cultivate mutual respect, mutual assistance, stimulate cognitive interest.

Equipment: computer, presentation for the lesson, colored chips for self-assessment.

Lesson progress:

Organizing time:

Preparation of training supplies and workplace for the lesson, proper fit.

Work on the topic of the lesson.

1. "Be careful!"

Slide 2.

Look carefully at the images on the slide.
- Count the number of soldiers on the right, on the left - the number of tomatoes.
- Count how many houses have smoke from the chimney.

Determine the common sound in the words: soldier at, tomato or, Dom.

2. Actualization of knowledge.

What is the difference between sounds and letters?
- What are the sounds? Name the vowel sounds, consonants.
What are consonant sounds? Name the soft / hard consonant sound, voiced / deaf.

Sound characteristic [D], articulatory structure.

Slide 3.

Describe the sound [D].
How is this sound pronounced?
- Does the sound [D] have a pair on the basis of softness - hardness?
- Describe the sound [Д`].
How is this sound pronounced?

3. Articulation gymnastics.

Slides 4-7.

Performed with individual mirrors:

• "sail";
• "woodpecker";
• "delicious jam";
• "swing".

4. Determine which of the sounds [Д] or [Д`] in the name of the picture.

slide 8.

The child names the picture, determines the sound in the word.

5. Perform a sound analysis of words.

slide 9.

Children sequentially analyze all the sounds in a word, establish their sequence and number, determine the number of vowels, stress and the number of syllables.

6. Form a word according to the first sounds of the names of the pictures.

slide 10.

Children select the first sound from the names of the pictures, connect these sounds in sequence, form a new word. They determine the presence of the sound [D] or [D`] in the word, give it a characteristic.

7. Letter D.

Slide 11.

The slide demonstrates the printed letter D. The connection of sounds with the letter is updated. Children analyze it into its constituent elements.
Compare it with similar items.

D - this is a neat house
With a high gable roof.

slide 12.

Written letters are shown: uppercase and lowercase. Children analyze letters into constituent elements.

8. Finger gymnastics.

slide 13.

Letter letter D printed and written in the air with a finger. The letter is written with the index finger in the palm of the opposite hand.

9. Find and count the number of letters D.

slide 14.

Among letters similar in spelling, find and count the number of letters D.

10. Dynamic pause.

slide 15.

When demonstrating the image “tree” - the children raise their hands up and wave them, “road” - they walk in place, raising their knees high, “woodpecker” - swing their arms bent at the elbows. The images change randomly. Children perform the movement in accordance with the picture.
Determine in which of the words - the names of the pictures the sound is [D], and in which [D`].

11. Reading syllables and words with the letter D.

slide 16.

12. Make a word from letters.

Slides 17 - 18.

From the letters given in a chaotic order, make words. Explain the meaning of the words.
L I D A ⇒ LIDA
BOAT ⇒ BOAT

13. Make a word from syllables.

Slides 19 - 21.

Compose words from syllables by setting their sequence.

14. The words "glued together."

15. Find a mate.

slide 25.

After reading the words, the children must choose the picture that matches the meaning.
Kind ⇒ doctor,
dear ⇒ gift,
wild ⇒ dragon.

Summary of the lesson.

1. Generalization of knowledge.

Children name the sounds with which they worked in the lesson, give them a description.
Associate sounds with letters.

2. Evaluate their work in class: choose for themselves a circle of green (I understood everything, remembered, it was easy and interesting to study, I helped others), yellow (it was difficult, I remembered everything, but I needed help), red (it was difficult, boring, I didn’t remember anything).

Reading lesson

Subject. Sounds [d], [d , ] letters D, d.

Target : familiarization with the letters D, d, denoting consonant sounds, with their alphabetical name.

Tasks:

to form the skill of correctly reading syllables of mergers, syllables of different structures, words with the letters D, d;

develop students' speech;

promote kindness

During the classes

1. "Psychological attitude to work"

Let's smile to each other and wish you success in your work.

We are smart, we are friendly,

We are attentive, we are diligent,

We are in first grade

We can do everything!

2. Speech warm-up.

1) Breathing exercises: smelling flowers; blowing on a snowflake.

2) Sound warm-up.

3. Working on new material

Guys, today we will get acquainted with new sounds and letters. What are these sounds and letter, you will learn a little later.

a) Extraction of sounds from the words road, tree.

Riddle 1: Not alive, but walking

Motionless - leads. (Road)

Drawing up a scheme of a word, highlighting a sound, a characteristic of a sound.

Guys, we are going on this road today. What else will we meet on our way?

Riddle 2: Many arms, but one leg. (Wood)

Drawing up a word scheme, sound extraction, sound characteristics.

What sounds are we talking about?

b) Exercise in hearing sounds. If the sounds met, clap your hands.

We listen: WELL, WATER, FOX, JUDGE, HARE, SOFA, TOMATO, WOODPECKER.

in) The difference between hard and soft sounds in words. We are working on the picture. One student calls the word, the rest with the help of chips (green, blue determine the sound).

4. Physical education (to the music of the song "Good Road")

On the road we go.

The way is far, our home is far.

It's a hot day, let's sit in the shade.

We'll sit under the oak

We will stand under the oak.

Let's sit down and rest

G)Introduction to the letter D.

Children, you have learned to pronounce sounds, have learned to hear them. Let's get acquainted with the letter that denotes these sounds. Letter D.

What does this letter remind you of?

This house is the letter D.

The house has a window.

From the pipe comes a house,

And in the window - a cat.

A strange creature lives in this house, which tries to be invisible. He is very kind and does good deeds. Who do you think it is? . . . Brownie. Look.

d) Reading confluence syllables

Brownie wants to hear how you and I learned to read. Let's read the syllables of confluence.

We read according to the table all the syllables from top to bottom, from bottom to top collectively, individually. We read hard syllables of radiance, soft syllables of fusion.

(Individual task for well-read children)

5. Fixing.

Brownie says that these are syllables, but can you read words?

1) Reading columns of words from the board . Individually, in chorus. Pay attention to the words home - home. Make suggestions with them.

Selective reading . Read monosyllabic words, the word with the most syllables, the names of boys, the names of girls, words denoting many objects.

What name shall we give the brownie? He would really like to have a name that he encrypted in the scheme (Dima)

6. Gymnastics for the eyes.

2) Work in pairs.

Brownie wrote a wish for you. Move closer to each other and read. First on their own, then to each other in turn. Find the letter of the birthday girl and circle it.

HEALTH, JOY, GOOD WISH YOU, CHILDREN! DO ONLY GOOD DEED IN LIFE!

What did brownie Dima wish us? What does the brownie ask you for? What signs are at the end of sentences? How many times did the letter D repeat?

Who has difficulty reading? Who had a hard time finding the letter D?

3) Do you know how to do good deeds? What good deeds can you tell about? Children's stories.

Guys who liked our hero, you can read about his adventures in the books of G. Alexandrova.

4 ). Alphabet work.

Reading the text "Train".

Work on the text .

Reading on your own. Reading the text aloud in sentences. Answers on questions.

Who has sleds? Who is the locomotive?

Selective reading.

Read the interrogative sentence. Who says these words? Read the exclamatory sentence. How many? Who says these words? Denis. How do we read these sentences? Reading by roles (author, Denis, children).

Which child does a good deed? What do you say about him?

And I hope, guys, that you will do good deeds not only in words, but also in deeds.

7. Summary of the lesson

What new did you learn in the lesson?

What sounds does the letter D stand for?

What did you like the most about the lesson?

What do you think, did the brownie Dima like it at our lesson?

What do you think, which of our classmates will we thank for the good work in the lesson?

Appendix

Woodpecker

Woodpecker

The woodpecker is a tree bird. He hollows diseased trees and takes out beetles with a long tongue - pests and their larvae. If there are many woodpeckers in the forest, then the trees will be strong and healthy.

Sometimes under a tree there is a whole heap of higher-hulled pine cones. Nearby is a blacksmith woodpecker. The woodpecker will put the cone into the race - sche - captive bough, peck out all the seeds, drop the empty cone down and fly after another.

Literacy education

Topic: “Sounds [d], [d’]. Letters D, d”

The purpose of the lesson:

Educational: introduce children to a new letter and sound; to form the skills of syllabic, correct, conscious, expressive, fluent reading.

Developing: to teach children to work with text, to consolidate knowledge of voiced and deaf paired consonants, to develop attention, thinking, phonemic hearing, speech.

Educational: to cultivate friendliness, mutual assistance, interest in school, independence in work, a sense of responsibility for the quality of their work.

Planned results

Subject skills: To form the ability to correlate the consonant sound and the letter to which it corresponds; learn how to determine the softness and hardness of a consonant sound; to form the ability to distinguish between sonority and deafness of a consonant sound, to highlight consonant sounds, to give them a description.

Universal learning activities:

Personal universal educational activities: the formation of educational and cognitive interest in new educational material, the ability to self-assess.

Regulatory universal educational actions: to transform a practical task into a cognitive one, independently adequately assess the correctness of the action.

cognitive universal educational actions: use tables, models, diagrams, build speech statements in oral form, analyze objects with the selection of essential and non-essential features, compare, classify, group, generalize according to specified criteria.

Communicative universal learning 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 of basic knowledge.

What 2 groups are all sounds divided into? (vowels and consonants).

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 and sonorous, deaf).

II. Working on new material.

1. Work with the textbook.

Make suggestions for illustrations.

Name words with the sound "d" (divers, bottom, jellyfish)

2. Fizminutka to the music.

3. Work on the development of speech

What letter is the riddle talking about?

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 is the purpose of our lesson? (Get acquainted with the letter D, learn to read syllables and words with the letter D)

Let's do a little research. What is this sound? (Consonant; when pronouncing this sound, the air meets an obstacle.)

Pronounce the words, emphasizing these sounds intonation. What did you notice? (Sounds are pronounced hard and soft.)

What else do we set for consonants? (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 word patterns.

What is the letter that can denote the sounds [d], [d '].

Look at the picture, find 8 words with sounds [d], [d '].

Make up a story from the pictures using words with sounds [d], [d '].

Let's see the result of our work (cartoon view)

Read the text.

Who is the text talking about?

Where does the thrush live?

Why do you think the blackbird lives with Dima?

When can Dima release the thrush?

Development of phonemic hearing

Attracting children's attention to fundamentally new information, developing the ability to recognize letters and sounds

III. Consolidation.

IV. Summary of the lesson.

Reflection of activity

So, what letter did we meet today? Listen to the riddles and guess them (riddle reading)

I realized that...

It was interesting…

It was difficult…

I managed…