Subject: Space trip
Form: Direct educational activities.
Location: Group room.
Target: Strengthen children's knowledge.
Tasks:
educational: strengthen children’s ability to compose sentences, divide words into syllables, read them, form words from syllables, perform sound-letter analysis, answer with a complete answer;
developing: develop phonemic and speech hearing, visual perception, attention, memory, thinking, fantasy, imagination, develop the skill of reading syllables and words;
educational: create a good mood, cultivate neatness, the ability to follow game rules, the desire and ability to work in a team, encourage activity and independence, the ability to listen to the teacher and comrades, develop skills in assessing the results of one’s own activities.
Materials and equipment:
demo: a map of space travel, a chip in the form of a rocket, cards with subject pictures, a “magic” bag with letters; music center and phonogram of a space rocket launch, a bag of treasures;
dispensers:“on-board tablets”, cards with words for composing the sentence “Bon voyage”, “stars” with syllables, envelopes with tasks for children, colored pencils for sound analysis of a word.
Integrated educational areas: Cognitive development, speech development, social and communicative development, physical development.
Methods:
Game: travel game, Smart Hands game, game exercises.
Visual: map of space travel, cards - tickets, star-syllables, cards for sound-letter analysis, envelopes with tasks.
Practical: completing tasks.
Verbal: explanation, conversation, instructions, children's answers.
Preliminary work
Educational areas: Physical development Cognitive development Speech development
Joint educational activities with children
—
Coming up with words with a given sound, sound analysis of words, dividing words into syllables, composing sentences with a given word, graphically recording sentences, graphical exercises in notebooks,
didactic games: “Syllable Lotto”, “Skillful Hands”, “Let’s Play, Read”; didactic exercise “Make a sentence.”
— Learning physical education and visual gymnastics.
— Talking with children about space, solving riddles.
Interaction with parents
—
Looking at illustrations, reading children's encyclopedias and books on the topic.
— Recommend parents to carry out individual work to improve sound-letter analysis and develop the skill of reading words.
Progress of the lesson:
-Guys, during the New Year holidays I was sorting through things and I found an old map. I brought it to show you.
- What kind of card do you think this is?
— Tell me what you see on the map?
- What treasures do you think are hidden there?
— Would it be interesting to go to this distant planet and find out what kind of treasures are hidden on it?
— Do you think it’s possible to make such a long journey alone?
- Why?
“Then maybe we can go to this distant planet all together, as one team?”
“Difficult trials await us, and only by overcoming them will we obtain treasures.” Are you ready for the challenge?
“Then let’s think about how you can get to a distant planet?”
— We will build our vehicle by connecting the numbers in order.
- Come out, show who did what.
- A bird cannot reach the moon
Fly and land on the moon.
But he can do it
Do it fast...(rocket)
- That's right, guys, we'll fly on a rocket.
In what mood do you usually go on a trip?
“Then let’s take a good mood with us, gather our strength and knowledge, and hit the road.” And so that the mood is good and cheerful, let's stand in a circle, hold hands, close our eyes and pass on to each other that spark of warmth and love that lives in our hearts. Feel how kindness passes through our hands from palm to palm...
Open your eyes, smile at each other and go...
We put on our spacesuits, come to me, get your boarding passes, (I'm handing out picture tickets)
1) House, key, umbrella, eye, chair, mushroom.
2) Window, pen, hat, skirt, lock, ring.
3) Wheel, basket, shoe, rocket, dog, pencil.
Those travelers whose words in the pictures consist of 1 syllable will sit in the first row;
Those in the second row will sit - the words in the pictures of which consist of 2 syllables;
in the third row sit those travelers whose words in the pictures consist of 3 syllables;
Checking the correctness of the task:
several children explain why they sat in one row or another.
- Well done, everyone completed the task, took their places, and prepared for the start.
What's happened?
Our rocket can't take off, the password is damaged. To restore it, you need to write the sentence correctly.
We take our on-board tablets and make a sentence from these words.
We read the password together:
"Good luck".
- You tried your best and completed the task correctly.
Cosmic music sounds.
— We went into outer space.
Let's take a look around:
We look to the right - nothing,
We look to the left - nothing.
Keep your eyes down
Well, look up.
We close our eyes,
The eyes are resting.
How can we open our eyes,
Let's see, there's a star there.
What do you see?
— I see a large cluster of stars! There is a starburst ahead, the path is closed. Several stars flew into our rocket. These are not simple stars; each of them has a syllable. I understand that they are telling us the next task. Having dealt with it, we will be able to fly further.
- Each of you has syllables in an envelope on the table, the same as on the stars. Read the syllables and put them together to form words. Let's get to work. Children put words together from syllables: DO-RO-GA, RA-KE-TA, ... (Children take turns reading the words, telling how many syllables are in the word.) One of the children lays out words on the board.
- Let's check what you did.
“And we completed this task, we overcame the starfall, we can fly further.”
“I see a comet right ahead.” It's coming, are we really going to collide with it? No, the comet flew next to our rocket and brought us a scattering of letters on its tail.
Game "Smart pens"
I collected the letters in one bag. You can't see them. You can find out which letters are hidden only by feeling them with your hands. You can get a letter only after you recognize it by touch and name it, and we come up with words starting with this letter. Go out onto the carpet, stand in a circle.( Children take turns putting their hand into the bag, identifying the letter by touch, and the rest coming up with words.)
“We’ve already flown half the way, it’s time to rest a little.”
Physical education on the carpet:
For astronauts, here are the exercises, do them in order.
Get up quickly, smile, stretch higher, higher.
Well, straighten your shoulders, raise them, lower them.
Turn left, right, touch the floor with your hands.
They sat down and stood up, sat down and stood up. I hope you're not tired?
You need to stand up more freely and breathe more calmly.
We continue our journey, the next test awaits us.
The rocket flew around,
I looked at everything in the sky.
He sees a hole in space -
This is a black... (hole).
We can overcome it only by completing the task.
— We will need our on-board tablets, simple pencils and colored pencils. Now I will tell you riddles, and you will write down the answers on your tablet and conduct a sound analysis of the word. Before we get started, let's remember what groups sounds are divided into?
— What groups are consonant sounds divided into?
-What color do we use to indicate vowels, soft consonants, and hard consonants?
- Listen carefully to the riddles:
In space through the thickness of years
An icy flying object.
His tail is a strip of light,
And the name of the object is... (comet)
What's happened?
Grain scattered across the sky at night,
We looked in the morning - there was nothing. (Stars)
Check (one tells, others check).
Those who have done everything correctly, raise your hand. Well done, you were attentive and diligent, draw a red sun next to your work. Raise your hand if you have 1 or 2 mistakes. You tried, but you need to be more careful. Draw a yellow sun. Those who have 3 or more mistakes, draw an orange sun, you need to be more careful and practice more.
Well, here we are at Treasure Planet. And here is the chest. I open it and take out a bag of treasures.
The treasures are ours, we need to quickly go back before space pirates - treasure hunters - arrive here.
Close your eyes and say the magic words:
We returned from the flight.
And they landed on Earth.
Here we are again on Earth, in our native group.
Summarizing.
You turned out to be intrepid travelers! What could you praise yourself for?
– What obstacles did we have to overcome on the way to the treasure?
– Which of them did you find most difficult?
And now it’s time to look into the bag and examine the cosmic treasures.
(smooth transition to joint activities)
Title: Notes on teaching literacy in the preparatory group “Space Travel”
Nomination: Kindergarten, Lesson notes, GCD, speech development, Preparatory group
Position: teacher
Place of work: MBDOU Syavsky kindergarten "Bell"
Location: r.p. Syava, Shakhunsky district, Nizhny Novgorod region
Program content.
- Continue teaching children to name words with given sounds.
- Continue learning to conduct sound analysis of words.
- Strengthen the ability to compose a sentence of two words; with the given word.
- Learn to post a proposal.
Materials and equipment.
Demo material:
Red, blue, green chips; board; toy truck; apples.
Handout:
Red, blue, green chips; silver rectangles; cards for laying out with the image of an apple; pictures depicting various objects.
PROGRESS OF THE CLASS:
I. ARTICULATIVE GYMNASTICS (Articulation gymnastics- exercises for training the organs of articulation (lips, tongue, lower jaw), necessary for correct sound pronunciation)
The Tale of the Merry Tongue
Once upon a time there lived a Merry Tongue. He woke up early in the morning. Opened the window (open your mouth wide so that your teeth are visible). Looked left, looked right (turn the tip of your tongue left and right). Looked at the sky (touch your upper lip with the tip of your tongue). He looked at the ground (touch his lower lip with the tip of his tongue). I saw the sun in the sky and smiled broadly (smile). He closed the window (close his lips tightly). Tongue ran to the bathroom to wash. He began to brush his teeth (ex. Brush your teeth. Smile, open your mouth slightly, show your teeth and run your wide tongue over the outside of the upper teeth, imitating the cleaning movements of a toothbrush. We also “brush the lower teeth.”). And then rinse your mouth (puff out your cheeks, as if you were rinsing your mouth). And he ran to the kitchen for breakfast. I saw pies with jam on the table and licked my lips (lick my upper lip on the right, then on the left). I ate three pies and ran outside. Tongue sat down on a horse and galloped up the hill (imitating the clatter of hooves slowly). And then he started singing his favorite song Aaaaaaaa, Oooooooo, Uuuuuu, Iiiiiii, Eeeeeee, Yyyyy (listing of vowel sounds). Tongue got to the mountain and decided to swing on a swing (exercise: Swing. Mouth wide open, lips in a smile. Rhythmically change the position of the tongue: 1) the tip of the tongue behind the upper incisors; 2) the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!). I looked at my watch (exercise: Watch. Open your mouth, stick out your tongue. Alternately move your tongue to the right corner of your mouth, then to the left.). Time to go home. I got on the horse. I galloped home. And the horse runs quickly down the hill (imitation of the clatter of hooves quickly).
II. GAME WITH BALL
"Say the word"
- Guys, now we’re going to play a fun game called “Say the Word.” I will tell you the topic, and you will tell me the words. At the same time, you pass the ball to each other until I say STOP! (Topics: Pets, Fruits, Wild animals, Hats, Furniture, Vegetables.).
- And now you and I will play another game. I will tell you a sound, and you will tell me any word that begins with this sound.
III. INTRODUCING A NEW TOPIC
Offer
Guys, look what I have in my hands (showing a toy truck). Now look what she does (I show that the truck is moving).
— The truck (car) is moving. You and I have come up with a proposal. How many words are in our sentence? Say the first word. Say the second word.
- And now I will teach you how to lay out a proposal. Look, we have silver rectangles. One rectangle represents one word of the sentence. Words in a sentence must be placed at a distance from each other. Let's try to put out our proposal together: THE CAR IS DRIVING.
“And now I suggest you work on your own.” You have pictures of objects. Everyone has their own picture. Your task is to come up with a sentence with these items.
I give the children time to work independently.
- Now let's hear who has what proposals.
I invite the children to post their proposal.
PHYSICAL MINUTE
"Wind"
The wind is breathing, breathing (Hands up - deep breath)
And the trees keep swaying (Then - to the sides, waving your hands)
The wind is quieter, quieter, (Up again - deep breath)
And the trees are higher, higher (And down, long exhale)
Let's sit down, be quiet. (Children sit at their desks)
IV. REPEATING THE MATERIAL COVERED
Sound analysis of a word
I put the apples in the back of the truck and ask the children what the truck is carrying. (Apples). Then I remove the apples and leave one, asking what the truck is carrying now. (Apple). I suggest the children do a sound analysis of the word APPLE. I invite the children to listen to how the word sounds, highlighting each sound intonationally. Next, I suggest doing a sound analysis of the word yourself and laying it out with chips on a card with a picture of an apple.
Next, the child parses the word at the board, names the sounds and characterizes them. Let us remember the rule that the sound [th`] is the shortest in our speech and is always a soft consonant. Children must find mistakes (if any) in themselves and correct them.
- Who can tell me how many hard consonants are in a word? How many soft consonants? How many vowel sounds?
- How many syllables are in this word? Why did you decide that? Let's check it out. How can we do this? (put your hand to your chin). Which syllable is stressed? I listen to the children’s answers and help where help is needed.
IV. RESULTS
- Guys, let's remember what we did in class today?
- What new have we learned?
- Who was the most active today?
teacher, GBOU secondary school No. 1995, Moscow
I present a summary of direct educational activities for children of the preparatory group in the Literacy section. This summary will be useful for teachers of the preparatory group.
Integration of educational areas:“communication”, “fiction”, “cognition”, “socialization”, “health”.
Purpose of the lesson: Consolidate knowledge, skills and abilities in the section “Teaching literacy”.
Tasks:
Educational e: Check the knowledge, skills and abilities acquired by children, developed in literacy classes;
Speech: Practice differentiating the studied sounds; practice sound analysis of words; consolidate the ability to compose and analyze sentence diagrams; identify the level of mastery of reading skills; consolidate generalizing concepts; enrich children's vocabulary;
Educational: consolidate the ability to work in a notebook and at the board;
Educational: cultivate the ability to listen to comrades, not interrupt each other.
Demo material: cards with the words: ROCKET, COBRA, KOLOBOK, EDGE, DINNER; physical education card.
Handout. “Candy” - a treat with chips (vowel sound, stressed, soft consonant sound, hard consonant sound, voiced consonant sound, unvoiced consonant sound, syllable (stressed, unstressed), cards with pictures of catfish, pike, crucian carp, shark; colored pencils, notebooks or blank pieces of paper, envelopes with tongue twisters; cards with the game “Lost Letter”
Q. Guys, guests have come to us, many guests, look at them and say hello to them. They want to see you, what smart and literate children you are.
B. Sit down on the carpet and all your attention is on me.
Q. I want to invite you to go to the land of Grammar. And to get there, you need to remember and tell everything you know about sounds, letters, syllables. Ready?
Q. Who will tell me what sounds are? What are they? Children's answers. (vowels and consonants: hard and soft, voiced and voiceless).
Q. What are letters? How are they different from sounds? Children's answers (we hear and pronounce sounds, and we write letters, see them, etc.)
V. Well done.
V. Here we are in the land of Grammar. The inhabitants of this country have prepared treats for you, but the treats are not simple, go to your tables, take a piece of candy and unwrap it, you see chips inside, take turns saying what you know about these chips. Children unfold and tell a vowel sound, a stressed sound, a soft consonant sound, a hard consonant sound, a voiced consonant sound, a voiceless consonant sound, a syllable (stressed, unstressed).
V. Well done!
B. Please take a seat at the tables. You and I already know that words are made up of sounds. Is it possible to divide the word? Such sound parts of a word are called syllables. To make the word sound correctly, we put…emphasis. How to put the emphasis correctly? Children's answers (the word needs to be called and the syllable that lasts and will be stressed)
Q. Here is a task that the inhabitants of this country have prepared for you - divide the words into syllables and put emphasis. The teacher shows a sample. river (river)
(Children do all the words on the cards, the words are: catfish, pike, crucian carp, shark)
V. Well done, guys! And, how can you call in one word the words you worked on (fish) Who catches the fish, what is the name of this person? (fisherman) Let's write down this word and do a sound analysis. Children work at tables, one at the blackboard.
V. Smart girls. Now, come to me, let's play. Physical education lesson based on the poems of I. Nikolaevich
There is a worm sitting on the hook (children squat)
Scaring the fish, he makes faces. (articulation gymnastics “Turkey”)
From that - half a day fisherman
Can't catch anything. (children jumping)
The children sit down on the carpet.
B. Pay attention to the board where the word is written, read it ROCKET. What does this word mean? Children's answers. (an aircraft that moves in space)
What animal is hidden in this word? Answers from CANCER children
COBRA. What does this word mean? Children's answers (the largest poisonous snake in the world)
What kind of wall lamp does the cobra carry? Children's answers BRA
KOLOBOK. What does this word mean? Children's answers (folk tale character)
What part of the person’s face is hidden in this word? Children's answers
EDGE. What does this word mean? Children's answers (edge of the forest)
What artillery piece is hidden at the edge of the forest? Children's answers CANNON
DINNER. What does this word mean? Children's answers (Evening food)
What non-venomous snakes crawled in for dinner? Children's answers UZHI.
V. Well done! Now go to the tables and take the envelope containing some kind of message. Children are reading.
The hedgehog needs a beetle for dinner.
V. Great. Tell me, what did you read, what is it called? Children's answers Suggestion.
Q. How many words are there in this sentence? Let's draw a diagram for this sentence (one child goes to the board, the rest write on their pieces of paper).
How do you spell the first word in a sentence? (The first word in a sentence is written with a capital letter). What comes at the end of a sentence? Children's answers (period) What punctuation marks are added at the end of the sentence? (! ?)
V. Well done! Come out to me. Now let's together pronounce this tongue twister correctly (quietly, calmly, quickly, loudly, and now as if there was a question mark at the end, joyfully). Next, the teacher asks the children individually.
V. Well done. What sound is common here? [F] what can you say about this sound. What is he like? Children's answers (Agreed, always firm, loud) Wonderful!
B. Take a seat at the tables. And as a farewell, the residents of this wonderful country have prepared for you the last task “The Lost Letter”
V. So our journey through the country of Letters has ended. Well done guys, you completed all the tasks, what did we do in class today? Which task did you like the most? How do we end our lesson?
Nazarova T.N., teacher of kindergarten No. 53, Tambov
Subject: General lesson: “Vowel sounds [a], [o], [i], [u], [e], [s]. Letters A, O, I, U, E, Y" Educational area: "Communication"
Target:
- Generalization of the material covered by the vowel sounds [a], [o], [i], [u], [e], [s].
Tasks:
Educational:
- Strengthen children's knowledge of vowel sounds.
- Strengthen children's ability to determine the presence of a given sound in a word.
- Introduce children to the new word “articulation”.
- Continue learning to determine the number of syllables in a word.
- Attach graphic images of the letters A, O, I, U, E, Y.
- Teach sound-letter analysis of the word AU.
- Learn to write a proposal.
Educational:
- Develop speech, attention, thinking.
- Develop visual perception and phonemic hearing.
Educational:
- Cultivate friendly relations towards each other, the desire to speak beautifully and correctly.
- Develop cooperation skills, independence, initiative.
Methodical techniques:
- Musical accompaniment.
- Verbal (questions, explanation).
- Visual (pictures, showing articulation).
- Game (D/i “Find a pair”, “Find out the sound”, “Find the sound”, “Wonderful bag”).
- Practical (exercises).
- Observation of children's work, advice.
Equipment:
Demonstration material: music from the film “Masha and the Bear”: “About Traces”, Three Wishes”, signs-symbols of sounds (sounds), maple leaves with subject pictures, letters, a basket, sealed envelopes with letters, colored pencils, a large picture of toys, a diagram with chips, pictures of Masha and the Bear, a drawn basket with mushrooms, large letters for making a sentence, emoticons with different emotional moods : joy, thoughtfulness, sadness.
Handout: cards (autumn leaves) with a picture and diagram, a box of letters and syllables, chips for sound-letter analysis, natural and waste material for laying out letters.
Progress of activities:
I. Organizing time.
Guys, we have guests today, let's say hello to the guests. (children say hello) Are you happy to see them? Show how happy you are to have guests. (smile at guests)
Well done! It was no accident that they ended up here! Guests want to see what we learned in literacy classes.
Look at me, let’s repeat the rule of speech with you:
Every day, always, everywhere
In class, in play
That's right, we speak clearly
We're not in a hurry!
II. Motivational game.
Guys, what time of year is it now? (autumn)
What are the signs of autumn? (the leaves turn yellow...)
Close your eyes and imagine that you and I are in an autumn forest. (background - sounds of autumn forest)
Autumn in the forest!
Let's go into the autumn forest!
There are many miracles around here!
Here are the golden birches making noise
There are mushrooms under the birch trees
They want to jump into the basket!
(at this moment a basket appears)
Open your eyes, look, someone forgot a basket in the forest!
Who do you think could have left it here? (children’s answers, music from the film “Masha and the Bear” sounds: the song “About Traces”)
Did you find out who this hero is? Well, of course, this is Masha!
Where do you think Masha was in such a hurry that she left her basket? (children's answers)
Yes, look for Mishka. And Masha was heading towards us, so she left her basket.
Let's see what Masha brought us. (children approach the basket and find sound players with different articulations in it)
The sound guys sit so nicely in the basket, help me recognize them. (the teacher and the children examine the sounds and determine by the articulation of their lips which sound)
What helped us recognize the sound guys?
That's right, by the position of the lips. And in another way, guys, it’s called ARTICULATION. A new word for you, let’s repeat this word together.
This, guys, is the work of the speech organs when pronouncing sounds. Let's remember what organs of speech help us pronounce sounds?
What sounds are these? (vowels) Why? (they can be sung, stretched out, and when pronouncing sounds the air does not meet any obstacles)
What color are the vowels? (red) That's why the sound guys always wear red shoes!
Well done! (sounds are placed on an easel)
Guys, Masha left “Magic Envelopes” in the basket. Take each envelope and determine by touch what is in them. (if the children do not guess, they can be asked to look through the envelope at the light)
Place the letters to the corresponding sounds. Be careful!
Guys, what is the difference between a letter and a sound? (we hear and pronounce sounds, and we write and see letters)
III. Introduction to the topic of the lesson.
1. Game “Find a Pair”
Look how many colorful leaves there are in the forest. Let's collect them in one bouquet. Take one leaf at a time.
And the leaves are unusual, with pictures on the back.
Look carefully at what is drawn in your picture and your neighbor’s picture, and think about what sound this word begins with.
And now we will dance with the leaves to the music, but as soon as the music ends, you must find yourself a couple whose card name begins with the same sound as yours.
Keep the pictures where they can be seen. (children dance with leaves to music; pairs: watermelon-orange, snail-iron, vegetables-cloud; turkey, popsicle))
Alina and Kirill, what sound unites your couple? Why? (The teacher marks the children who completed the task first and correctly)
Veronica and Nastya, why haven’t you found a partner? (the names of the pictures begin with different sounds)
Guys, why haven’t we come across a picture whose name begins with the sound [s]?
(the sound [ы] occurs only in the middle and at the end of a word)
2. Game “Find the sound”
The breeze brought us more leaves. (on tables)
What is the name of the natural phenomenon when leaves fall, fly, fly and spin?
Right! This is leaf fall.
The sound players are bored and want to play with you, go to the tables.
(children sit at tables in pairs)
A sound player [o] will play with the guys from this table, [o], with the other one - [e], ... [i], ... [s].
Your pieces of paper contain pictures and diagrams for them. What are we going to do? (children's answers)
What color?
(Monitor the children’s posture. The teacher calls one child to the board: find the sound [and] in the word “toys”, indicate with chips on the diagram the place of the sound in the word)
Let us determine with you whether the word “toys” is a long word or a short word?
Prove it! What should be done?
Right! Divide a word into parts, or syllables. How many syllables?
(children clap to determine the number of syllables in a word)
Guys, how else can you find out how many syllables are in a word?
I’ll tell you a secret: the number of vowels in a word equals the number of syllables.
What sounds and how many do we hear in the word “toys”?
Well done!
3. Game for developing fine motor skills “Lay out the letter”
Guys, turn over the leaves, what do they feel like?
I suggest you lay out any letter on velvety pieces of paper for Sound Children made from natural and waste material that you see on the table. (on the plate there are buttons, woolen threads, watermelon seeds, pistachio shells, acorn caps, etc.)
IV. Physical education lesson “Rain”.
Guys, let's go back to the forest, maybe we'll meet Masha and Misha. (children go out onto the carpet)
Oh, look, it's raining.
Drop one, drop two
(palms to the sides, alternately jumping from foot to foot)
Very slow at first
(the same)
And then, then, then
(arms bend at the elbows)
Everybody run, run, run
(imp with acceleration in place)
We will open our umbrellas
(stop, arms in different directions)
Let's protect ourselves from the rain.
(a view of an “umbrella” is depicted above the head)
V. Sound-letter analysis of the word AU.
Guys, Masha has been walking in the forest for a long time, perhaps she got lost.
Oh, guys, we have 2 sad sounds here. Which? (sounds [a] and [u])
What little word can be made from these sounds that will be useful for Masha to be found? (word AU)
Right! This is an AU word.
Let's say this word quietly... and now loudly...
Nobody responds.
In this case, we will lay out this word using chips and letters. (children sit at tables)
We’ll denote the word with a long strip, you put it on your table, and I put it on the board.
How many syllables are in the word AU? (2)
How many sounds does this word have?
What's the first sound?
Let's denote the sound [a] with a chip. What colour? Why?
What is the second sound in the word AU?
Kirill will go to the board and place a chip.
Let's read the word. I lead with a pointer, and you sing slowly every sound in the word.
Now let’s designate the sounds with letters. (the teacher calls the child)
We open the cash register of letters. What letter denotes the first sound?
We find the required letter and place it on the corresponding chip.
Let's read the word in chorus. (Pictures of Masha and Misha appear.)
So Masha and Misha responded, it turns out they were picking mushrooms, so they picked up a whole basket.
They are so happy to meet you and want to play with you, offering to solve the puzzle.
What is this? (pictures: doll, ball, basket with mushrooms)
Who is this? (Masha, Bear)
Now I’ll add letters, let’s see what happens?
U I.
A U 
.
What did we get? (Sentences: Masha has a ball and a doll. And Misha has a basket of mushrooms.)
A sentence is a collection of words that are interconnected in meaning. And at the end of a sentence there is always a period.
Let's try changing the words in the sentence. (children change words themselves and read sentences)
Well done boys!
VI. Summary of the lesson.
What sounds did we remember?
What sounds are these? Why?
What new word did you meet?
How are sounds indicated in writing?
How do sounds differ from letters?
Which tasks were interesting and did you like the most?
What caused the difficulties?
VII. Reflection.
Guys, there are emoticons in Bear’s basket, but they are different. Let's see.
What is the difference? (mood: joy, thoughtfulness, sadness)
If it was easy for you in class today and you completed all the tasks, take a happy emoticon; if you encountered difficulties, but you tried to overcome them, take a thoughtful emoticon, and if it’s really difficult, take a sad one.
Lesson summary Literacy training in the preparatory group
Topic: Reinforcing the material covered
Goals:
educational :
- consolidate sound-syllabic skills word analysis;
- fix the graphic image of the letters;
- consolidate the skill of reading syllables and words;
- consolidate the ability to compose sentences using reference words;
developing:
- develop phonemic awareness;
- develop memory and attention;
- develop verbal and logical thinking in children, reason, draw conclusions;
educational:
- cultivate a sense of goodwill, responsibility, cooperation;
- develop teamwork skills.
Progress of educational activities.
I. Introductory part.
All the children gathered in a circle together:
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other.
II. Main part.
Children receive a video letter. (A video letter with the beauties and wildlife of Brazil is broadcast on the screen).
We received a video letter.
“Hello, my good friends! I am now in a distant country. It is very hot here and it rains often.. Beautiful waterfalls. Palm trees and coconuts grow. The forests are very dense - they are called jungles. It is home to parrots, hummingbirds, crocodiles, sloths, boa constrictors and jaguars and many monkeys. You guessed it, I live in Brazil, next to the Amazon River. Look how beautiful it is. It’s very cold and snowy here now, so I can’t come to you, but I want to offer you interesting tasks, because you already know how to read and write. And to find out the name of the forest in which I live, you must answer correctly and complete the tasks. If you do everything right, you will receive a gift from me. With big greetings from Brazil, monkey Lara.”
Educator: Well, guys, let's try to complete the tasks that Lara offers us?
Children: -Yes.
Educator: Look, she sent a parcel along with the letter. After each correctly completed task, we receive one letter from the name of the forest where Lara lives. At the end of the lesson we will learn this name.
We all take it out together and read it in a circle on the carpet.
Here's the first task
1. Guessing riddles.
One is soft and whistles, Black birds
The other is hard and hissing, on a white page
The third one will sing at all - They are silent, waiting,
At least someone will pronounce it... (sound). Who will read them... (letter).
Game "Who is more". Need to select words with a given sound. Progress of the game: children are divided into several groups. The teacher asks each group to choose one vowel or consonant sound. When a sound is selected, children remember the names of objects that begin with a given sound (or that a given sound is in a certain place: at the beginning, middle or end of a word, depending on the stage of work).
Educator: We warmed up well. We get the first letter of the forest name.-This is the letter A. We put it on the board.
2. Now let’s work at the tables.
At first I couldn't
Read with two letters
Your first... (syllable).
Place the syllables into houses.
Pictures are given. You need to select the appropriate picture for the house according to the number of syllables. The windows in the house mean the number of syllables. Children are asked to name their word and how many syllables it contains.
After a correctly completed task, children receive a syllableMA (put it on the board)
3. . Cards with pictures are given. You need to lay out the sound composition of the word shown in the picture. And name it. How many sounds and what kind? (handout)
. We get the syllable ZO
Fizminutka video (Funny monkeys)
4. Educator:I'll match the sound to the sound
And I will say it
If I put the letters in a row
Then I’ll read it later... (word).
Offers children a game"Finish the sentence"
Target: Teach children to selectantonym words .
Short move: The teacher begins the sentence, and the children finish it.
The elephant is big and the mosquito(small).
The stone is heavy, but the fluff(easy).
Sugar is sweet and mustard(bitter).
The lion is brave, and the bunny(cowardly).
They scream loudly, but they whisper(quiet).
The seller sells and the buyer(buys).
5. Code lock
Each digit of the lock contains a syllable. What words will you get if you choose different codes?
We get AND
6. I will choose a lot of words
I'll make them friends with each other
The presentation will be clear
I'll get an offer.
Game "Finish the sentence" (in a circle with a ball).
You need to complete the sentences using the conjunction “to”:
The children boarded the boat to...
Mom put on an elegant dress to...
Petya covered his face with his hands to...
Vova took the dog on a leash so that...
Workers brought bricks to...
Dad bought flowers to...
The girl opened the window to...
The driver opened the trunk of the car to...
Grandfather put a scarecrow in the garden so that...
7.
There is a strong wind here
And he scattered all the words.
You bring them together
And read the proposal.
Game "Come up with a proposal."Let's give a definition. Work of 2 teams. 2 offers
The teacher offers words from which you can make a sentence. Play with exclamation or interrogative intonation.
We get I (put it on the board)
8. Lesson summary .
Educator: We connect all the letters received and read the name of the forest. It turned out AMAZONIA.So, Lara the monkey lives in the Amazon Forest. What animals still live in this forest? How should we treat animals?
What tasks helped us find out the names of the forest?
Let's wish our friend monkey all the best.
And now for tasks well completed we receive gifts from Brazil.
Surprise moment. We take out monkey toys and bananas to pleasant music..
