Assignments for preschoolers letters w and z. Abstract on teaching literacy in the preparatory group on the topic “sound and letter w”. Correlating the image of a letter with familiar objects
Irina Marikuts
Summary of a literacy lesson in the preparatory group “Sound and letter Sh”
Plan - abstract
literacy classes.
Preparatory group.
Subject:
“ Sound and letter “SH”.
Target: Reinforcing correct pronunciation sound “sh” in syllables, words, phrases, coherent speech.
Program content:
Formation of phonemic perception.
Consolidation of skills sound analysis of words, selecting words for diagrams, determining location sound in a word.
Reinforcing concepts: sound, letter, word, sentence.
Consolidation of a skill sound-letter analysis of words.
Improving the skills of reading words and sentences.
Development of visual and auditory perception, attention, memory.
Cultivating interest in the native language, in the norms of literary pronunciation, nurturing a sense of language.
Equipment:
scheme, letters, typesetting canvas, table, pencils, pictures, blank sheet.
Progress of the lesson:
1. Children stand in a circle. Begins game activity"Chain of Words".Children select words for the last sound of a given word.
2. We sat down at the tables.
"Which extra letter»
Take pieces of paper and write in a row letters with which these words begin (Images:key, carrot, needle, lock, shower, fish)
Name letters that you wrote.
Which one do you think there is an extra letter and why.
How are vowels different from consonants?
3. Getting to know sound"sh"
Close your eyes and listen shhhh
What do you hear?
Which sound heard in the rustling of leaves?
What else can you compare it to? sound"sh"
4. Articulation sound.
They said the sound is quiet, louder, quiet again.
How do you think, sound"sh" vowel or consonant and why?
What types of consonants are there? sounds? (hard, soft)
-Sound"sh" There is always only a hard one. Which one else do you know? sound, which is only hard?
Define sound"sh" voiceless or voiced?
Conclusion: Sound"sh"- consonant, hard, deaf, hissing.
Let's play with our tongue. Sha-sha-sha-ay, yes, the porridge is good.
I already wear a shu-shu-shu-fur coat.
Consolidation.
Find a picture that has sound"sh" and tell everything about him.
5. Getting to know letter.
What is the difference letter sound? Sound"sh" denoted by letter"sha". Compare big and small. What does it look like? Think of words that start with sound"sh".
Fizminutka "Grasshoppers".
6. Sound analysis of a word"a cap".
One child does it at the board, the rest in notebooks.
How many sounds?
How many consonants?
How many vowels? How many syllables? Why do you think so? Say the word so that the percussion is heard sound.
7. « The letters got lost»
What can be made from letters? (word)
Let's take these letters to make a word. A R SH F.
8. Making proposals.
What can you make up from words?
Let's make a sentence according to the diagram, but so that this sentence contains the word "scarf".
Now write down the diagram for my proposal. “The girl Sasha loves porridge”.
One child works at the board, everyone checks.
9. Introduction to the rule. Sound"sh" always remains solid. We see when reading and writing letter"And", and we pronounce sound"s". Let's try to read words with this combination.
What other phrase is written with "And"? (zhi)
Reading words.
Insert instead of dots letter"sha" and read the words.
10. Game "What's extra"?
(Branch, fox, rose, watering can). (Lace, curtain, sleigh, storm).
11. Game "Find the second half of the word"
Find the second half of the word and connect them with lines.
12. Reading the text.
One or two children read, the rest retell.
Bottom line classes.
From what let's get acquainted? What did you learn about sound"sh"? What rule do you remember?
Topic: Letter Sh,sh, sound [sh].
Target: in a playful, accessible form, introduce children to a new letter and sound, teach them to read syllables, words, sentences with this letter, develop the skill of smooth syllabic conscious reading, expand their understanding of other sounds and letters, work on clarity of pronunciation, development of speech, education children have moral qualities, politeness, instill a love for their home school, for learning.
Equipment:“ribbon” of letters, textbooks, image of letters for the game “Roll Call of Letters”, plate “Syllabic Lotto” (with the merging of cha and chu), “Entertaining models” (words with ь), “Finish the word”, “Find the word”, plate “Collect a proverb”, a plate “What they teach at school”, a letter with school advice, words written on the board for phonetic exercises.
Download:
Preview:
Public lesson literacy training
“The letter Sh,sh, sound [sh].”
Teacher Zhuravleva O.L.
Topic: Letter Sh,sh, sound [sh].
Target: in a playful, accessible form, introduce children to a new letter and sound, teach them to read syllables, words, sentences with this letter, develop the skill of smooth syllabic conscious reading, expand their understanding of other sounds and letters, work on clarity of pronunciation, development of speech, education children have moral qualities, politeness, instill a love for their home school, for learning.
Equipment: “ribbon” of letters, textbooks, image of letters for the game “Roll Call of Letters”, plate “Syllabic Lotto” (with the merging of cha and chu), “Entertaining models” (words with ь), “Finish the word”, “Find the word”, plate “Collect a proverb”, a plate “What they teach at school”, a letter with school advice, words written on the board for phonetic exercises.
Poems about the letter Sh,sh
Look at the letter Sh-
The letter is very good
Because from her
You can do e and e.
During the classes.
1.Organizing students’ attention.
II .Phonetic exercise
1)cha-cha-cha - a candle is burning in the room
Chu-chu-chu - I knock with a hammer
Ooh, ooh, ooh, night has come.
2) pronouncing a tongue twister:
The student was studying his lessons, his cheeks were stained with ink.
III.Repetition
1. Game “Roll Call of Letters”
(children have cards on their desks with the names of all the letters they have studied)
Exit vowels
Vowels softening consonants in fusion.
Vowels that merge with consonants are always hard.
Vowels that can represent 2 sounds.
Voiced consonants
Voiceless consonants
Paired consonants, find each other.
Always soft consonant
A letter that does not represent a sound.
What is it for?
We will always be where necessary, inserting a sign into words.
2.Game “Entertaining Models”
b (horse, elk, zero, salt, moth, goose, lynx, stranded, dust, pain, tulle)
b (coat, letter, skates, money, carving, fate, bathhouse, walking,
dawn)
3. Finish the word with ь.
Beech (var), tet (radi), slo (var), honey (after all), yang (var), feb (ral).
4. Game “Syllable Lotto”
Repetition of cha-chu combinations.
semi ka pla lok
answer nick le gun
turn off whisper
Tea chu
IV .Work on new material.
1. Familiarization with the consonant sound [w].
What repeating sound do you hear in fishing? (previously unexplored)
Whisking, rustling, rustling.
This is the sound [w].
2.Introduction to the letter sh, sh.
Look at the letter Sh-
The letter is very good
Because from her
You can do e and e.
3.Reading syllables written on the board.
Sha-sha-sha - the baby’s mother teaches.
Shu-shu-shu - I'm writing a letter
Ash-ash-ash- Vova has a pencil
4. Game “Find the word”
Naughty, pencil, mistake, ruler, and album
How many words?
Find the sixth one.
What word is this?
(school)
5. Game (optional) for attention.
First of September Sa sh a went to sh cola The sun shines sh co.Sa sh and as an adult, you w Aged with dad w Iroka street. It started school life.
6. Children singing the song “What They Teach at School.”
7.Performance of ditties.
(task: remember all the words with[w])
Soon the first year will pass,
We are overjoyed
And now we will sing to us
School ditties.
The new uniform is put on,
White shirt.
Admire me
What a first-grader I am.
Letters in Machine's notebook
They don't stand like they're on parade.
The letters jump and dance
They wag their tails.
We made a little noise
The glass in the windows rattled
We said: “Silence!”
The wall at the school was cracked.
I let you cheat on a test
2 tasks for Sonechka
And now in our notebooks
Both have D's
Taras shook and shook his briefcase
To find notebooks
But notebooks every time
They played hide and seek with him
We sang ditties for you
Is it good or bad?
And now we ask you
So that you clap for us
8.Game “Collect a proverb”
If you hurry, you will make people laugh
How do you understand the meaning of the proverb?
9.Work according to the “ABC” p.114-115
1) reading words in columns with additional marks
2) reading the text p. 115
How can you title the text?
10.Reading a letter Write reading to children(read by 4 well-read children)
Tips Pishichitaya.
If you want to build a bridge,
Watch the movement of the stars
Drive a car in the field
Or drive the car up-
Do a good job at school
Study conscientiously!
You thought school was not a train station,
It's okay to be late.
But those who were late for school
She won't wait.
Even though the classroom is built without wheels,
He'll go far in an hour.
A desk is not a bed
And you can't lie on it.
You sit at your desk slimly
And act calm
Don't talk in class
Like an overseas parrot.
Get up together every time
When the teacher enters the classroom.
The teacher will ask - you need to stand up
When he allows you to sit down, sit down.
Answer if you want, don't make noise,
Just raise your hand.
V. Lesson summary.
Daria Asigritova
Target:
acquaintance with the letter Sh.
Tasks:
1. Introduce children to the letter Ш.
2. To develop the ability to pronounce words with a given sound,
the ability to isolate the desired sound in words.
3. To develop the ability to establish classification
relationships between concepts.
4. Develop the ability to answer questions based on content
story.
5. Strengthen the ability to conduct sound analysis of a word.
6. Check the children’s ability to divide words into syllables and put
emphasis.
7. Develop speech, phonemic hearing, logical thinking,
memory, attention, perception, fine motor skills, skill
solve riddles.
8. Expand and activate children's vocabulary.
9. Cultivate accuracy and a culture of communication.
Material
Demo:
board, chalk, sound chips, illustration “What does the letter Sh look like”, a picture with the image of cones and the letter Sh, the story “Cat and Mouse”.
Dispensing:
pictures with images of clothes, two hoops (blue, green), notebooks with a pasted illustration of a hat and the letter Ш for coloring and with a sample of the letter Ш for writing, colored pencils.
Progress of the lesson
1. Organizational moment.
2. Subject message
(Children are sitting on the carpet)
Guess the riddle:
On tall slender trees
They hide together in the needles.
They love the squirrel and the crossbill
Enjoy them.
My simple question for you, kids:
What do they all eat?
Guys, what are cones?
(The fruit of conifers and some other plants is round or oval in shape, covered with scales)
3. Main part of the lesson
a) Sound analysis of the word “cones”
(The children sat down at the tables)
Guys, how many sounds are in the word “cones”?
(The word “cones” has 5 sounds)
Let's look at the word "bumps"
How many syllables are in the word "bumps"?
(The word “cones” has 2 syllables)
How did you determine?
(As many vowels as there are in a word, there are as many syllables. This word has 2 vowel sounds, which means 2 syllables)
Divide the word "bumps" into syllables.
Name the 1st syllable.
How many sounds does the first syllable consist of?
(1st syllable consists of 3 sounds)
Name the 2nd syllable.
How many sounds does the 2nd syllable consist of?
(2nd syllable consists of 2 sounds)
Identify the stressed and unstressed sounds in the word “bumps”.
(In the word “cones” the 1st vowel sound [i] is stressed, and the 2nd vowel sound [i] is unstressed)
How did you determine?
(In order to determine the stressed sound in a word, you need to call out the given word)
Place emphasis.
Name the hard consonant sounds in the word “bumps”.
b) Phonemic exercises.
(The children sat on the carpet)
How does a snake hiss?
How does a goose hiss?
c) What does the letter Sh look like?
Look at the illustration and listen to the rhyme:
What does the letter Sh look like?
On the teeth of this bucket.
Repeat, which letter represents the sound [w]?
(Letter Ш)
d) Introducing the letter Sh.
(The children sat down at the tables)
Guys, look at the illustration and tell me what letter Sh is?
How many elements does this letter consist of?
What is shown in the illustration?
Why do you think?
(Because they start with the letter Ш [ш])
Look at the illustration again and tell me what kind of cones are shown on it?
d) Game “Who is attentive?”
(Children are sitting on the carpet)
Look at the pictures.
List what is shown in each of the proposed pictures?
(Pants, shirt, fur coat, shorts, cap, hat)
Find and name the same sound in words.
f) Ball game “Name the words with the sound [w]”
(Children stood in a circle on the carpet)
Guys, I will throw a ball to each of you, your task is to return the ball back to me and at the same time pronounce any word that begins with the sound [w].
Who was the most attentive and paid attention to how the sound [w] is pronounced in all words?
What conclusion can we draw with you, what sound is this?
(always hard)
Right. Remember, guys, the sound [sh] is always hard.
g) Preparing your hand for writing.
(Children are sitting at the table)
Finger gymnastics.
h) Work in notebooks.
Coloring the letter Sh
Open your notebooks and look at the illustration.
What does it show?
(Letter Ш and hat)
Think about why the picture shows a hat?
(Because it starts with the letter Ш [ш])
What is a hat?
(Headdress)
Absolutely right. Guys, what color do we use to highlight hard consonant sounds?
Your task is to color the letter Ш in the foreground and the hat in the background.
What color do you color the letter Ш?
And the hat?
Let's remember the rules of coloring.
(Do not put pressure on the pencil, do not go beyond the boundaries of the drawing, color without spaces)
Sit comfortably, straighten your backs. Get to work.
i) Exercise “Classification of objects”
(Children are sitting on the carpet)
So, look at the pictures again and divide them into two groups.
In the blue hoop, place pictures that you would classify in the first group, and in the green hoop, place pictures that you would classify in the second group and explain your choice.
Explain on what basis did you divide the pictures into two groups?
(Warm clothes were taken to the blue hoop, light clothes were taken to the green hoop)
Is it possible to combine them into one group, i.e. call them in one word?
(You can. These are clothes)
j) Prescribing the letter Ш
(Children are sitting at the table)
Open your notebooks. Look at the example and notice how the letter Ш is written correctly.
Why is it written in blue?
(Because the sound [ш] is always a hard consonant, and hard consonants need to be highlighted in blue)
Right. Complete the missing element for the letter Ш shown in the notebook and write it to the end of the line across the cell.
k) Reading the story “Cat and Mouse”
(Children are sitting on the carpet)
Listen carefully to the story:
“Everyone left the house. There is only one cat left. The cat sat on the window. A mouse came out of its hole. The cat doesn't see the mouse. The mouse doesn't see the cat. The mouse went to the kitchen. I found crumpet crumbs. The mouse ate the crumbs. Then the mouse saw the mug. The mug is covered with a lid. The mouse pushed the lid. The lid fell off. The cat smelled the mouse and jumped from the window. The mouse ran. The cat followed her, but didn’t catch up.”.
Who is the story talking about?
(About a cat and a mouse)
Where did the cat go?
(On the window)
Where did the mouse come from?
(From mink)
Where did the mouse go?
(To the kitchen)
What did the mouse find?
(Crumpet crumbs)
At what moment did the cat smell the mouse?
(When the mouse pushed the lid that covered the mug)
What happened to the mouse?
(The mouse ran away from the cat)
Guys, name the words with the sound [sh] that
met you in the story.
(Cat, mouse, window, crumbs, donut, lid, etc.)
4. Summary of the lesson.
Which letter did you meet?
(With the letter Ш)
What have we learned about the sound [w]?
(That the sound [w] is always hard)
This summary of a lesson in preparation for learning to read and write is one of the notes of the work program “From Sound to Letter”, compiled by me, speech therapist teacher N. K. Sazhaeva. The work program for preparing for learning to read and write includes 72 lessons and is designed for senior preschool age . The “Speech Therapy Primer” by N. S. Zhukova was taken as the methodological basis. I have been working with children for more than five years using this teaching aid.
Tasks:
1. Continue learning to navigate in the space-time categories “week”, “season”;
2. Continue to develop the ability to name an object according to its genus and species (“clothing”);
3. Continue to teach inflection techniques, namely: singular and plural nouns, including practicing the plural genitive case of nouns; diminutive suffixes;
4. Continue to introduce children to the concepts of “sound”, “vowel sound”, “consonant sound”, learn to name the characteristic features of vowels and consonants, learn to distinguish them from each other;
5. Continue to develop the ability to name a generalizing concept;
6. Give an idea of the concept of “letter”, continue to teach to distinguish between the concepts of “sound” and “letter”;
7. Give a graphic representation of the letter Ш, Ш;
8. Continue to develop the ability to correlate the letter being studied with familiar objects;
9. Continue to develop the ability to identify a given sound by ear in various positions: beginning, middle, end of a word;
10. Continue to develop the ability to come up with words for a given sound and determine the location of the sound in a word;
11. Continue to develop the ability to work with letters and syllables;
12. Continue to develop fine motor skills of the fingers with the help of finger exercises;
13. Continue to develop gross motor skills through physical warm-ups.
Equipment: subject pictures HAT, SCARF, BALL, MOUSE; “Magic bag”, a cash register of letters, cards for indicating sounds, cards for laying out the syllabic structure of a word, a magnetic board.
Progress of the lesson:
1. Organizational moment.
Greetings. Specifying the day of the week. Saying all the days of the week in forward and reverse order. Story “Days of the Week” (choral recitation).
“I know the seven days of the week: these are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. Monday, Tuesday, Wednesday, Thursday, Friday are working days, and Saturday and Sunday are days off.”
Name the current season and list the autumn months.
2. Checking homework
- “Name the vowel sounds from those passed” (“A, U, O”). “Why are they vowels?” (“When they are pronounced, air passes freely in the oral cavity. They consist of a voice. They form a syllable”).
- “Name the consonant sounds from those passed” (“M, S, X, R”). “Why are they consonant?” (“When they are pronounced, the air in the oral cavity encounters a barrier. They consist of voice and noise.”)
- Reading the page of the ABC book “R” (this is the previous topic of the lesson).
3. Announcing the topic of the lesson.
Pictures from the “Magic Bag”: HAT, SCARF, BALL, MOUSE.
(Words are spoken and pictures are hung on a magnetic board).
“Name the word that means headdress” (“This is a hat”).
“Name a word that refers to a piece of clothing worn around the neck to retain heat” (“It’s a scarf”).
“Name a word that denotes a round object filled with air” (“It’s a ball”).
“Name a word that means a small rodent” (“It’s a mouse”).
- Game "Classification"
“Which pictures can be put together and why?” (“You can put a scarf and a hat together, because they are clothes.”)
- Game “One-many” (“Hat - hats”...).
- Game “Name it affectionately” (“Hat - cap”...).
- Game “Name the huge one” (“Hat – hat”...).
- Game “Who/what is missing”: children close their eyes, and the speech therapist hides the picture (“The hat is missing”...).
Sound stands out from spoken speech. “What sound is heard in all these words?” (“Sound [SH]”). “Today in class we will get acquainted with the sound [Ш].”
4. Analysis of classification characteristics.
Is the sound [Ш] a vowel or a consonant and why?” (“The sound [Ш] is consonant because the air meets an obstacle in the oral cavity”).
“Is the sound [Ш] voiced or unvoiced and why?” (“The sound [Ш] is dull because the throat does not sing - the vocal cords do not work.” Check with tactile-vibration control).
“Is the sound [SH] hard or soft and why?” (“The sound [SH[ is hard because the tongue is straight”).
“The sound [SH] is a hard, voiceless consonant, we denote it with a blue square” (The speech therapist presents a blue square).
5. Development of phonemic hearing and perception.
“Raise your hand if you hear the sound [Ш]:
in the audio line: a, w, r, g, o, m, w, l, s, w, r, w...;
from the syllabic series: sha, ash, sa, zha, shu, sha, ach, shi, sho, sy, then, so, ku, shu...;
from the words: juice, ball, crust, fur coat, samovar, hat, bug, mouse, acorn …».
“Determine the place of the sound in the word” (beginning, middle, end of the word): HAT, SCARF, MOUSE, BALL.
“Come up with your own words with the sound you are studying and determine the place of the sound in the word” (beginning, middle, end of the word).
6. Correlating sounds with letters.
A card with a printed letter (large and small) is presented. “The sound [Ш] is denoted in Russian by the letter “Ш” (sha).”
We hear and speak sounds, we see and write letters.
7. Analysis of the letter image.
“The capital and small letter “Ш” are written the same way.” “What elements does our letter consist of?” “We draw three straight lines from top to bottom at the same distance from each other. Below we will draw one line, only from left to right, it connects all three lines together. The result is the letter “SH” (the speech therapist accompanies writing the letter by showing it on the board).
Fizminutka
Ball
— We quickly inflate the balloon,
(Fingers are gathered into a pinch near the mouth and gradually “expand”)
- He's getting big.
(Hands over the top to the side, describe a circle)
- The ball burst
— The air is out,
(Tilt down, sit down)
- He became thin and thin.
(Stand up with your hands close to your body)
Mouse
- This is mommy mouse.
(Stroke your head)
- She is beautiful like all mice.
(Stroke your face)
- She has big ears
(Stroke the ears)
- She has big eyes
(Stroke the area around the eyes)
- She has soft cheeks
(Stroke cheeks)
- She has a sharp nose
(Stroke your nose)
— She has a toothy mouth.
(stroke lips)
8. Correlating the image of a letter with familiar objects.
— Shura was stirring up the hay,
I forgot my pitchfork in the hay. (G. Vieru)
-What does Sh look like?
On the teeth of this bucket. (V. Stepanov)
- Oh, the stool is good!
Turn it over - and the letter Sh!
“What objects does the letter “SH” look like (children’s answers).
“What letters of the Russian language is the letter “Ш” similar to (children’s answers).
“What numbers does the letter “Ш” look like (children’s answers).
9. Working with the ABC book.
(Pages 29-30). Reading of speech material first by a speech therapist, then by children.
Finger gymnastics
Winter clothes
- Mom will tie it for her daughter
(“Knitting on knitting needles”)
— Scarf
(Run your palm over your neck and move your hand behind your shoulder - “throws a scarf”)
- And socks,
(Point to feet)
- A hat and mittens,
(Point to head and hands)
- So as not to freeze Varyushka.
(Threaten - shake your index finger left and right).
(O. Krupenchuk)
10. Working with a bank of letters and syllables.
Place the letters and syllables in the box:
- capital/capital “Ш”;
- small/lowercase “sh”;
- ASH - SHA - BALL - BALLS
- sha - Masha
- USH - SHU - NOISE - NOISE
- Shu - Shura
- OSH - SHO
There are as many syllables as there are vowels.
“How many syllables are in the words: ball, balls, Masha, noise, noises, Shura?” Accompany the laid out words with cards to indicate sounds.
11. Summing up.
“What sound did you teach?” (collective response of children).
“What letter did they use?”
12. Homework.
Reading the ABC book page (pp. 29-30). Capitalize and lowercase letters Sh, sh. Make up words using the sounds you are learning. Come up with names for boys and girls that contain the sound being studied. Think about what the letter looks like Sh
Here is the game “Sound and letter Sh”, aimed at preschoolers aged 5-7 years. The game can be used both with a group of children and individually in preschool institutions, as well as at home. The game is convenient in that the teacher can choose any task or game from those proposed in the content, and also easily return to the content. To maintain the interest of preschoolers, the game is equipped with visual and sound effects (by clicking on the pictures with the left mouse button). Each slide contains instructions for completing tasks (“How does a snake hiss?”, “Characteristics of sound” - the slides were voiced by a speech therapist). D/i “We play snowballs and read syllables” – in order for snowballs with syllables to appear, you need to click the left mouse button. To go to the next slide, click on the arrow in the lower right corner - . The game can be completed by clicking on the house in the upper right corner - . You may need to help your child complete assignments by asking guiding questions. Don't forget to praise him for his efforts.
