The manual outlines the basics of preparing for literacy in kindergarten, describes the demonstration material. Particular attention is paid to playing techniques and didactic games, which are the specifics of teaching preschool children and meet modern standards in preschool education. Abstracts of classes in the group of senior preschool age and the group of kindergarten preparatory to school are given.
In modern society, the issue of preparing preschool children for school has become acute. Teachers working in preschool institutions, and especially parents, often tend to solve this issue by “training” children of 6 years old according to the 1st grade program. Unfortunately, it quickly becomes clear that this way of preparing a child for school is not effective: as soon as the stock of "school" knowledge ends, he begins to lag behind his classmates. This is due to the fact that the modern primary school curriculum requires special attention to the formation of learning skills in children.
Is it possible to limit preparation for school to the last year of preschool childhood? Of course not! If the system of educating and educating preschoolers in kindergarten should be subordinated to the ultimate goal - preparing for schooling, then it is also necessary to talk about the specifics of teaching not only in preparatory school, but also in the senior group of kindergarten, i.e. about the specifics mental education of children in the second half of preschool childhood.
This manual is devoted to one of the issues of mental education of preschoolers - teaching literacy on the basis of theoretical provisions developed by P. Ya. Galperin, A. V. Zaporozhets, D. B. Elkonin. The proposed literacy course takes into account the age capabilities of older preschoolers and is based on introducing children to the sound reality of the language.
The development in children of the appropriate means and skills for isolating, comparing units of linguistic reality is an indispensable condition for literacy.
The authors of the manual believe that it is advisable to start preparing children for school not in the preparatory school, but in the older group of the kindergarten. At the same time, they rely on the data of Soviet psychologists, which testify to the special "sense" of a child of 4-5 years of age for the language. At an older age, this linguistic instinct weakens somewhat, the child, as D.N. Bogoyavlensky says, seems to lose his “linguistic abilities”. The introduction of the child into linguistic reality at the moment of the most acute "language sense" is the most effective means for mastering this reality.
This program is based on the method of teaching elementary reading developed by D. B. Elkonin, supplemented by a large number of different word games that make up the main part of the classes and necessarily contain a learning task.
SPECIAL COURSE
"Teaching preschoolers to read and write"
preschool group
ACTIVITY 1
Program content: To teach children to conduct a sound analysis of words: to differentiate vowels, hard and soft consonants, to apply the rules for writing vowels.
1. The teacher tells the children that in the older group they learned that words are made up of sounds. There are sounds that are easy to pronounce, they can be pulled and sung for a long time and they do not meet obstacles in the mouth. They ask how such sounds are called /vowels/, what vowels they know /a, o, u, s, and, e/, what chips are indicated by /red/.
The teacher suggests remembering the names of the sounds that meet obstacles in the mouth / consonants /, say what consonants are / hard and soft /, what chips are indicated / hard consonants - blue, soft consonants - green chips / and name several consonants sounds. If the child calls a hard consonant, the teacher offers him to name his soft pair / for example, "p" - "p", "l - "l" /. If the child calls a soft consonant sound, the teacher offers to name his hard pair / for example, k- to, s-s/.
2. Sound analysis of the word "Book".
The word at the blackboard is parsed by one child. At the same time, all the children lay it out at the tables.
The child at the blackboard sequentially highlights the sounds of words intonation, calls them in isolation /k, n, i, g, a /, characterizes them / vowel, hard or soft consonant / and denotes the corresponding chip. Then he pronounces the word with an accent / book / and indicates the stressed vowel with a black chip, which he puts behind the red chip. In child's work it looks like this:
Book - 1st sound "k" solid consonant / puts a blue chip in the first cell of the scheme /.
book - 2nd sound "n", soft consonant / puts a green chip in the second cell of the scheme /.
book - 3rd sound "and", vowel / puts a red chip /.
book - the 4th sound "g", a solid consonant / puts a blue chip /.
bookA - 5th sound "a", vowel / puts a red chip /.
knIIIga - stressed vowel sound "and" / puts a black chip /.
When conducting a sound analysis of a word, it is necessary to ensure that each sound is highlighted intonationally in a voice while simultaneously leading the pointer according to the scheme, and then, accordingly, is indicated by a chip.
Questions and tasks for children:
What are the vowels in the word "book"? /i, a/.
What is the stressed vowel sound? /and/.
Pronounce the word with an accent / kniiiga /.
Rearrange the accent / black chip / to the sound “a”, how will the word sound now? /book/. Put the accent right again.
What is the soft consonant sound in the word? /n/
What is the 2-o1 hard consonant? /G/
What is a hard consonant sound? /to/
Mission game:
1. Call 4 children, invite them to take chips denoting sounds from the board in the following sequence: n, g, a, i, k and build the word “book”.
2. Call /aside/: 1st vowel, 2nd vowel, soft consonant, 2nd hard consonant, 1st hard consonant and build the word "book".
3. The task of the sounds is given by the children.
Here are some sample tasks: name a word with your own sound / the sound can be at the beginning, middle or end of the word /, name a pair of your sound, find a toy whose name contains a given sound, name a word in which your sound is percussion.
4. Work with the proposal.
The teacher shows the doll to the children, says that her name is Nina. The children look at the doll and say how beautiful it is / big, smart, beloved, good, etc. / The teacher calls two children to him and says that one will be the word “Nina” / gives him a doll /, the other word is “smart ". He invites them to stand next to him, turns to the children in turn and asks what words they mean / "Nina", "smart" /. The children of the group are invited to say what happens if you pronounce these words one after another / "Nina is elegant" /. The teacher explains that the sentence "Nina Smart" has turned out. Children-words change places, a new sentence is obtained “Nadnaya Nina”, they call the 1st, 2nd word. A child is called, which means the word "sweetheart", and the word "smart" sits in place and 2-3 children say what sentence they got / Dear Nina / and call the 1st, 2nd word.
Task for children-words: the word “Nina” will come out, the word “sweetheart” will fit the word “Nina” to make the sentence “Nina dear”. The word "Nina" will clap her hands. The word "sweetheart" will call the 1-sound of this word /m/.
ACTIVITY 2
Program content: Continue to teach children to conduct sound analysis of words: differentiate vowels, hard and soft consonants. It will consolidate the ability to determine the place of the stressed vowel sound in the word. Learn to make a sentence of two words, call the words in order. Continue to learn to name words with given sounds.
Demonstration material: six-sound word scheme, red, blue, green, black chips, pointer, bear, ball, chips or small toys.
Handout material: scheme of a six-sound word, red, blue, green, black chips on a tray, a pointer.
STUDY PROCEDURE.
1. Sound analysis of the word "newspaper". The teacher warns the children that at the blackboard this word will be laid out by the one who first sorts it out at the table. The called child selects intonation, names, characterizes sounds and marks them with chips, reads the word with stress
Mission game:
1) A child is called to the game, who will guess the “riddle” of the teacher. What is the 2nd hard consonant? /t/. What is the 1st hard consonant? /G/. What is a soft consonant? /sz/. What is the 3rd vowel? /a/. What is the 1st vowel? /a/. What is the second vowel? /e/. Children line up the word "newspaper".
2) Name: 3rd sound of the word, 6th sound, 4th sound, 2nd sound, 5th sound.
3) Children give tasks to sounds.
2. The game "Name a couple." The teacher calls a solid consonant / for example, "r" /. The child to whom the ball is thrown should name a soft consonant - a pair of the hidden sound /р/ and throw the ball to the teacher. After half of the children take part in the game, the teacher changes the task: he calls soft consonant sounds and the children call their hard pairs.
All children must take part in the game. The game is played at a fast pace. During the game, children are at the tables.
3. Work on the proposal. The teacher shows the children a bear, offers to examine it and say what it is. Children select various definitions / for example, good, plush, small, beloved, clumsy, etc. / Two children come to the board. One means the word "bear" / the teacher gives him a bear /, the other - the word "fluffy". The teacher offers to build a sentence “Fluffy Bear” / children check the assignment /.
Name the 1st, 2nd word, then the children-words change places and 2-3 children say what sentence they got / "Fluffy Bear" /. A child is called, which means the word "clubfoot", and the word "fluffy" sits in place. 2-3 children pronounce a sentence that turned out after replacing the words / “Clumsy bear” /., then the 1st, 2nd word is called.
4. The game "Name the words." The teacher offers to name words with the sound “n” / for example, socks, sleds, pencil, sleep /, then words with the sound “n” / for example, sky, skates, horse /. For each word, the child receives a chip or a small toy. At the end of the game, the winner is determined, i.e. the child who named the most words.
ACTIVITY 3.
Program content: Continue to teach children to conduct sound analysis of words. Introduces the vowels "a", "A". Learn to make sentences about the actions of a toy from 2 words. Continue to teach children to name words of a certain sound structure.
Demonstration material: red, green, blue chips, pointer, letter “a” /3 pcs./, letter “A” /2 pcs./, toy chips, ball, bunny.
Handout material: red, green, blue chips, pointer, letter “a” /3 pcs./, letter “A” /2 pcs./.
Course progress.
1. Playing in a circle with a ball: "Name the stressed vowel." The teacher pronounces the word with an accent and throws the ball to the child. He, having caught the ball, calls the stressed vowel sound and throws the ball to the teacher. All children must take part in the game.
2. Sound analysis of the word “faucet” / at the blackboard, 4 children parse the word in turn and lay out the chips on the board without a diagram, at the tables the children parse the words without diagrams /.
Questions to children after analyzing the word:
What are the consonant sounds in the word "faucet"? /k, r, n/. What is the vowel sound in the word? /a/.
The teacher draws the attention of the children that the sound “a” is after the solid consonant sound “r” and explains that the sound “a” is denoted by the letter “a”. Children examine it and replace the red chip with a letter. Then the teacher reminds that if there is one vowel in a word, then it is stressed.
3. Sound analysis of the word "Alena". At the blackboard, 5 children disassemble the word and designate all sounds with chips.
Questions for children after analyzing the word: What are the vowel sounds in the word "Alena"? /a, o, a/. What does this word mean? /girl's name/. The teacher explains that names are capitalized and introduces the children to the letter "A", after which the first red chip is replaced by the letter "A". The teacher invites the children to say after which consonant sound the third vowel sound is heard / after the tv. consonant sound “n” / and replace the red chip with the sound “a”. After replacing the chips with letters, the children read the word, determine the stressed vowel sound.
4. Work on the proposal: The teacher takes the hare, performs different movements with it / the hare dances, jumps, gnaws, washes, sleeps /, and the children name what the hare does / dances, jumps, gnaws, washes, sleeps /. Then two children come to the board. One means the word "hare", the other - the word "dancing", and all the children name the 1st, 2nd word. The players change places and 2-3 children say what proposal they got. /"A hare is dancing"/. Then another child is called, which indicates another action, and the children determine which sentence came out.
5. Game "Name the words." The teacher puts green, red, blue chips on the board and invites the children to name the words according to this model / fox, saw, river, meat, etc. / If the child named the word incorrectly, the teacher reads his word according to the model and points out to him the error. At the end of the game, the winner is determined.
ACTIVITY 4.
Program content: Continue to teach children to conduct a sound analysis of words, to determine the stressed vowel sound. To introduce the vowels "I", "I" and the rules for writing "I" after soft consonants. Learn to make sentences about the actions of a toy from 2 words. Continue to teach children to name words with given sounds.
Demonstration material: red, green, blue, black chips, cash register with vowels A, a, Z, I, pointer, toy chips, fox.
Handout material: red, green, blue, black chips, cash desk with vowels A, a, Z, I, pointer.
Course progress.
1. Work on the proposal.
The teacher takes a toy fox and performs various exercises with it. Children make sentences of 2 words about the actions of the fox / the fox runs, the fox dances, etc. / Then two children are called to the board. One means the word "fox", the other - the word "runs". They are invited to build a sentence "The fox is running", and the children of the group name the 1st and 2nd words. The players change places and 1-2 children say what proposal they got / "The fox runs" /. Sentences are made about 3-4 actions of the fox.
2. Sound analysis of words.
Each child, depending on the degree of his preparedness, is given an individual task to lay out the word at the table. Suggested words: poppy, ball, moon, fish, hat, sled, linden, bank, hut, book, work, car. The sound “a” is denoted by the children with the letter “a”, and all the rest with the corresponding chips. After the teacher checks the correctness of the assignment, the children do not remove the words.
Anastasia Verkhaturtseva
Summary of teaching literacy in the senior group according to the Zhurova system
Synopsis of GCD on teaching literacy in the senior group
Performed: Verkhaturtseva A. O.
Topic: repetition and consolidation of what has been learned.
Target: repeat and consolidate the material covered.
Tasks:
1. continue to learn to determine the presence of a given sound in a word;
2. consolidate the skills of sound analysis;
3. improve the skills of automating sound [s] in a sentence;
4. continue to develop attention, thinking;
5. continue to work on the formation of training skills activities: perseverance, the ability to perform tasks given by the educator.
Demo Material: picture - scheme of the word owl; red, blue and green chips; pointer; owl chips - for the correct answer, "gift from an owl"- coloring pages and medals, medals - "sounds", the game "What the plane is carrying".
Handout: cards for sound analysis of words; red, blue and green chips; subject pictures.
Lesson progress
1. Children become in a circle. The teacher offers to greet each other and guests with a smile.
caregiver: Today we have a motto -
“I don’t just listen, I hear
I don't just look, I see
I think and answer
I notice everything around me."
caregiver: And for starters, let's sit down at the tables at the first sound of our name: "BUT", "FROM" etc.
2. Educator: We have another guest. You will know it when you solve the riddle.
Here is a strange bird -
Judge, really wonderful:
Sleep peacefully during the day
At night, she stays awake.
Afraid of the bright sun.
At night, this bird is a predator.
Dexterously the mouse will find in the grass.
We are talking about…
Children: Owl.
caregiver: And what did the owl fly to us on? Do you want to know? To do this, we have to complete several tasks. For each correct answer you will receive a chip from an owl. When we complete all the tasks, I will show you what she arrived on. And we will also find out who was the most attentive and diligent. Who is ready, sit straight, hands on the table. Well done!
3. Educator: Who guessed what word we will play today?
Children: Owl.
caregiver: How many sounds are in this word?
Children: In the word "owl" four sounds.
caregiver: How did you know?
Children: There are four cells under the picture.
caregiver: I will now read our word, and you listen carefully (the teacher reads, synchronously pointing under the cells).
caregiver: Yesenia, come out, read it to us again.
caregiver: We will analyze the word by sounds and put them in our houses. What are the sounds?
Children: Vowels and consonants.
caregiver Q: What are the consonant sounds?
Children: Hard consonants and soft consonants.
(Sound analysis is carried out at the blackboard in turn by four children).
Children:
1. Ssava - the first sound [s] - consonant, hard
2. Saava - second sound [a] - vowel
3. Savva - the third sound [in] - consonant, hard
4. Savaa - fourth sound [a] - vowel
caregiver Q: How many sounds are in a word?
Children: In the word "owl" four sounds.
caregiver: How many vowels?
Children: Two.
caregiver: How many syllables?
Children: Two.
caregiver: What is the first vowel sound.
Children: [a].
caregiver: Name the first syllable.
Children: [sa].
caregiver: Name the second vowel.
Children: [a].
caregiver: Name the second syllable.
Children: [wa].
caregiver Q: How many consonants are in a word?
Children: Two.
caregiver: What is the first consonant sound.
Children: [With].
caregiver: What is the second consonant sound.
Children: [in].
4. Physical Minute.
It is dark in the forest, everyone is sleeping for a long time.
(Children pretend to be sleeping.)
All birds are sleeping.
One owl does not sleep, it flies.
(Children wave their hands.)
Owl - an owl, a big head.
(Make a big circle with your hands.)
He sits on a bitch, turns his head.
(Sit down, turn your head to the right, to the left.)
Looks in all directions, but suddenly how to fly.
(Stand up, wave your arms, run in place.)
5. Educator: Now let's play a game "Live Sounds", and they will be assistants (4 children are called, medals are put on - "sounds").
caregiver: Listen carefully to the commands, and the rest will make sure that you follow them correctly.
summon "sounds": 1st vowel, 2nd vowel, 1st consonant, 2nd consonant.
call: [s], 1st vowel sound, [c], 4th sound
Tasks from children sitting in their places.
Ask to deliver chips: [s], [c]. What are these sounds? What sounds are left?
Ask to deliver chips: 4th sound, 2nd sound.
caregiver: I will call the sound, and you will remove the chip from the diagrams (four children take turns calling the sound and removing the desired chip on the board): the first vowel sound, the second vowel sound, sound [s], sound [c].
6. Educator: You did an excellent job with all the tasks. (Show picture - airplane). On what did the owl fly to us?
Children: By plane.
caregiver: Let's play a game "What the plane is carrying". I will give you cards, you need to put a picture next to the plane and say who or what the plane is carrying, everyone calls their picture. For example: The plane is carrying sugar.
caregiver: Well done!
7. Educator: Who liked to play today, clap your hands! Who didn't like to play stomp their feet today?
caregiver: And now let's count the chips and find out who was the most attentive and diligent.
Chip counting. All children receive coloring pages. The winner - a coloring page and a medal.
caregiver: This concludes our game for today. Say goodbye to our guests!
Children: Goodbye!
Related publications:
Summary of GCD on teaching literacy in the senior group "Duck Story" Educational area: "Communication". Integration with educational areas: "Socialization". "Knowledge". "Health". Software.
Synopsis of GCD on preparation for teaching literacy in the senior group (final) Target. Consolidation of the material covered. Tasks. 1. To consolidate the concept of the word in children; exercise in independent naming of words and clear.
Topic: “Sounds P, Pb. Letter P ”Tasks: To consolidate the skills of distinguishing and clearly pronouncing the sounds P, Pb; Develop phonemic awareness;
Synopsis on teaching literacy in the senior group "Sound s and s '" Topic: Sound C, C
Abstract of a lesson on teaching literacy in the senior group Purpose: To introduce children to the concepts: vowel and consonant sound. Sound analysis poppy and ball. Develop the ability to isolate individual sounds in.
Svetlana Agafonova
Summary of a lesson on teaching literacy in the preparatory group
Literacy in the preparatory group
Program content:
Teach children to conduct sound analysis of words; differentiate vowels, hard and soft, voiced and deaf consonants; to consolidate the ability to determine the place of stress in words; make sentences of two words, name the first and second word.
Organizing time
repeat the tongue-twister
Ka-ka-ka, ka-ka-ka, the Oka River flows,
Co-co-co, co-co-co there is a fisherman nearby.
Ke-ke-ke, ke-ke-ke is fishing on the Oka.
Ku-ku-ku, Ku-ku-ku no luck to the fisherman.
Guess the word that ends with the sound [k]:
uro., other., stu., sapo., then., kri., suro.,
veni., cord., poro., kato., zamo.,
brelo., zna., clo., tres. .
The game "Choose a rhyme"
The word is hidden somewhere
The word is hidden and waiting.
"Let the guys find me,
Come on, who will find me?
Tell me, hunter, plainly;
How did you deal with the wolf?
I caught him.
He ran into that ravine
Where dope grass grows
Skok - and right into my .... (trap)
On the way, our Mashenka is walking,
She leads a goat by a rope.
And passers-by look in all eyes
The girl is very long... (scythe)
AT:-Trap, braid, cat, rabbit, cabbage, what is it?
D:- These are words.
AT: Yes, those are words. I want to remind you that words are made up of sounds; there are sounds that are pronounced easily, they can be pulled for a long time, sung and they do not meet obstacles in the mouth.
What are these sounds called?
D:-vowels.
AT Q: What vowel sounds do you know?
D:-[a],[o],[y],[s],[i],[e].
AT:-What chips are these sounds indicated by?
D:-Red.
AT:-What are the sounds that meet barriers in the mouth called?
D:-Consonants.
AT: What are the consonants?
D:-Soft and soft, sonorous and deaf.
AT:-What chips denote solid consonants?
D:-Blue
AT:-What chips denote soft consonants?
D:-Green.
AT: - What are the consonant sounds you know?
AT:-Name his soft couple
D:-Pi
(if a child calls a soft consonant sound, please name its hard pair) [l], [l], [k], [k], etc.
AT:-Guys, who remembers what a sound analysis of a word is?
D:- This is the alternate selection of sounds in a word.
Guess the riddle
Not a bush but with leaves,
Not a shirt, but sewn
Not a person, but tells.
AT:-What is it?
D:-Book
AT:-Let's highlight the first sound in the word book.
So, what is the first sound in the word kkniga?
D:- [TO]
AT:-What is the sound, hard or soft?
D:-hard consonant
AT:-What chip denotes a solid consonant sound?
D:-blue chip
AT:-What is the second sound in the word book?
D:-[n]
AT:-What is the sound, hard or soft?
D:-soft
AT:-What chip will we designate?
D:-Green
AT:-What is the third sound in the word kniiga?
D:-[and]
AT: What is that sound?
D:-Vowel.
AT:-What chip denote vowel sounds?
D:-Red chip.
AT:-What is the fourth sound in the word bookgga?
D:-[G]
AT: What is that sound?
D:-Solid
AT:-What chip will we designate?
D:-Blue.
AT:-What is the fifth sound in the word book?
D:-[a]
AT: What is that sound?
D:-vowel
AT:-What chip do we designate?
D:-Red.
AT:- What are the vowel sounds in the word book?
D:-[and],[a].
AT:-Now let's try to find the stressed vowel sound in this word.
Let's put the emphasis on [a] and pronounce this word book.
AT: Have you heard this word from anyone?
D:-Not.
AT:-Let's try to put an emphasis on [and] and pronounce the word book.
AT: Is that what they say?
D: Yes, they say.
AT:-What is the soft consonant sound in the word?
D:-[n]
AT:- What other consonants are in this word?
D:-[k] and [g].
Fizminutka
The bush bends in the wind
And he drops the leaves.
The wind shakes him
Bends branches to the ground.
Only the wind stops
The bush will wave its branches.
The game "Living model of the word"
(4 children are called to the board)
Take from the board chips denoting sounds in the following sequence [n], [g], [a], [i], [k].
We need to line up so that the word book is obtained.
Working with offers
(doll appears)
AT:- Today Nina doll came to visit us.
What is she?
D:- Beautiful, good, elegant, sweet.
(2 children are called to the board)
AT:- One child will be a Nina doll, the other will be elegant in a word.
What words mean players?
D:- They denote the words Nina and elegant.
AT: What did we get?
D:-Sentence.
AT:- And now the words will change places.
What is the offer now?
D:- Smart Nina.
AT:-And now we will change the word smart to the word sweet.
AT:- What is the first and what is the second word?
What is the first sound in the word honey?
D:-[m]
Consolidation exercise (individually)
Sound analysis of the word (ribbon, branch, bear, cup)
Summarizing lessons
List of used literature:
1. Teaching preschoolers to read and write according to methods D. B. Elkonina,L. E Zhurova, N. AT. Durova:Program. Guidelines. Games- lessons. Umk. « Literacy education for preschoolers» _M.: School Press, 2011.-192s.
2. Entertaining ABCs:materials for classes with children of preschool and primary school age. / ed. comp. G. P. Popova, V. I. Usacheva. - Volgograd: Teacher, 2007.-252p.
3.http://www.moi-detki.ru/detyam/skorogovorki/chistogovorki/1046-chistogovorki_dlya_detey_5_7_let.html
Related publications:
Abstract of the final lesson on teaching literacy in the preparatory group "Literacy" OBJECTIVES: to consolidate and systematize knowledge about sounds; to consolidate the ability to determine the location of the sound in the word, the number of syllables in the word.
Synopsis of a quiz lesson on teaching literacy in the preparatory group "Bukvotsirk" SUMMARY of a quiz lesson in a preparatory group for teaching literacy (complex). theme: "BOOK CIRCUS". GOAL. - continue to introduce children.
Summary of a lesson on teaching literacy in the preparatory group MADOU "TsRR - D / garden No. 21" Abstract of a lesson on teaching literacy in the preparatory group Compiled by: teacher of the preparatory group Starikova.
Abstract of a lesson on teaching literacy in the preparatory group "Sound [C] and the letter C, c" MBDOU TsRR kindergarten No. 60 "Berry" Kuleshovka village, Azov district of the Rostov region Abstract of a lesson on teaching literacy in the preparatory.
Abstract of a lesson on teaching literacy in the preparatory group "Dunno" Purpose: To consolidate children's ideas about the word, denoting the subject of the action. To consolidate knowledge about the proposal and the composition of 3 or more.
Sections: Working with preschoolers
Purpose of the lesson: to help the preschooler to master the program material, to make the pedagogical process more emotional, to achieve greater activity of children in the classroom.
Tasks:
- To consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound.
- Strengthening the skills of highlighting the desired sound in a word.
- Develop the ability to divide words into syllables.
- To consolidate the ability to highlight the first letter in a word and name words of a certain sound structure.
- To improve the ability of children to make a chain of sentences according to schemes.
- Form the grammatical structure of speech, expand vocabulary.
- Improve children's reading skills.
Materials: an envelope with a letter; Pictures; scheme of a five-sound word, chips: red, blue, green, black; chart cards for determining syllables in a word; cards with a set of letters; pointer.
STUDY PROCESS
The teacher informs the children that she has found a letter from Dunno. Reads to his children.
Educator: Dunno writes that he ended up in the country of “Clever and clever women” where Queen Literacy reigns. The queen of letters invited Dunno to play speech games, but Dunno refused to play with the queen, because he does not know what “speech” and “speech games” are. To which the queen was very angry and ordered Dunno to be imprisoned in a high tower, but promised to let him out if you and I help him. It is necessary to complete the tasks that Queen Gramota has prepared for us. Well, do you agree to help our friend Dunno? (Answers of children).
– Before we begin to complete the tasks, let's remember what a “speech” is? What does it consist of? (Speech is words, sentences. Speech is made up of sentences. Sentences are made up of words. Words are made up of syllables and letters. Syllables are made up of letters and sounds.)
- In order for us to correctly complete all the tasks, let's do gymnastics for the tongue. Curious tongue looks up, down, left and right (children perform tongue movements 3-4 times). And now let's say the tongue twister "Like a hill on a hillock, lived thirty-three Yegorki" (children pronounce the tongue twister quietly, loudly, quickly and slowly).
1 task: Sound analysis of the word
Educator: Look at the picture and name the words that begin with a hard sound -m- and a soft sound -m'- (Answers of children).
- And now we will conduct a sound analysis of the word, for example, the word bear. Do you remember what sounds are? (Vowels and consonants, hard and soft, voiced and deaf, as well as percussion).
M'- consonant, soft, sonorous sound, mark with a green chip.
And
W
To- consonant, solid, deaf sound, mark with a blue chip.
BUT- a vowel sound, mark with a red chip.
What is the accented sound in this word? Sound -i-, put a black chip next to it.
2 task: Which letter is "lost"? (Correct mistake)
Task 3: How many syllables are there in a word?
Educator: You need to paint over as many "bricks" as there are syllables in this word.
Physical education minute
4 task: Unscramble the word
Educator: You need to guess which word is encrypted. The pictures will tell you which letters to enter in the squares.
5 task: Make an offer
Educator: Adding one word at a time, make a chain of sentences according to the scheme.
6 task: Read the word
Educator: And finally, the last task. Each of you has a chain of letters, you need to circle the letter that is written correctly, and cross out the one that is not correct. Read the received word.
Educator: Well done!
The phone rings, the teacher talks, then informs the children that Dunno is free and invites the children to invite him to kindergarten to teach him everything they have learned themselves.
