Summary of a general lesson in the preparatory group “Vowels are beautiful. Summary of a literacy lesson “Vowels and consonants” (preparatory group) Summary of vowels and consonant sounds preparatory group
Open literacy lesson in the preparatory group
Target: introduce the image of the letter Vv.Tasks: clarify the pronunciation of sounds (в) (вь); introduce the position of sound in a word; teach to hear and distinguish sounds by softness and hardness; improve children’s ability to reason, clearly expressing their thoughts; strengthen the ability to divide words into syllables; make sentences and “write” it graphically; conduct sound analysis; develop phonemic hearing, attention, memory, fine motor skills; cultivate initiative, independence, and activity.
Materials and equipment: blue, green, red flags; blue, green, red squares; learned letters; blue, green, red lids; syllable table; individual cards with pictures (lion, owl, wolf), a card with the image of the letter “Вв”, simple and colored pencils; notebooks; letters and numbers.
Progress of the lesson:
Organizing time.Educator: Guys, look how many guests came to our lesson today. Let's welcome them.
I love my kindergarten
It's full - full of guys.
Maybe there are a hundred of them, maybe two hundred.
It's good when we are together!
Repetition of covered material.
Educator: Guys, what is a letter? What is sound? What sounds are there? How are vowels different from consonants? What types of vowels are there? What types of consonants are there?
What color do vowels and consonants represent? (frontal survey).
Educator: Guys, the wind scattered all the letters. We need to arrange the letters by sounds. A table with a red flag collects letters representing vowels. The green flag table collects letters representing always soft consonants and always hard consonants. The blue flag table collects letters representing hard and soft consonants. (children work at the blackboard).
Educator: Everyone completed the task. Well done!
Didactic game “Catch the sound”
Words: wind, bicycle, vase, pitchfork, wolf, wave, lion, sparrow, broom, spring, fork, oars, volcano, hair, crow, jam. (children lay out the sound ladder in pairs).
New material.
Educator: What do all the words have in common? Let's say them. How do we pronounce these sounds? When we pronounce it, what do our lips and teeth do? tongue, air stream? The lower lip approaches the upper teeth, between them there is a small hole through which an air stream comes out, the upper lip is raised. If a stream of air encounters an obstacle, what does that sound mean? (this is a consonant sound)
Does our voice sing when we pronounce this sound? What consonant sound is this? (this is a consonant voiced sound)
Does this sound have a “soft brother”? (there is a soft sound [v"])
Characteristics of sounds. The sounds [v-v"] are consonants, there are hard and soft, voiced.
(children bend their fingers). Who has the sounds [v-v"] in their last names?
Introducing the letter Vv. What elements does a letter consist of? What does the letter look like? What do we write with a capital letter?
Prescription in the air. Writing on the palm.
What is the topic of the lesson? What are we going to learn?
Reading according to the syllabic table.
Finger gymnastics
I'll go to school soon.
I'll find friends there.
I will learn to read, write, and quickly count correctly.
This is the kind of scientist I will be,
But I won’t forget my kindergarten.
Work in a notebook.
Educator: Write the capital and small letter B. Emphasize those letters that you wrote beautifully.
Work on individual cards (number of syllables, position of sound in a word, sound analysis)
Who is cold in autumn
Walking around gloomy and hungry? (wolf)
Flies all night -
catches mice.
And it will become light
flies into the hollow to sleep. (owl)
Strong, menacing and beautiful,
He shakes his mighty mane.
And how he growls! No, not in vain
He is the king of the animals! (a lion)
Physical exercise.
We are funny cuties (hands on the belt, swaying)
Miracle dolls, tumblers (continue to swing)
We dance and sing (squat)
We have a lot of fun jumping and clapping)
Making sentences from the given words. Sketching a proposal diagram.
There are strips on the table. Each strip has a word written on it. Children work in groups. Children put words in the correct sequence to make a sentence.
Offers:
1. Spring has come.
2. Children are playing on the street.
3. Sasha and Egor are watering the trees.
4. Clouds are floating across the sky.
5. The sun is shining brightly.
6.Natasha and Sveta are collecting leaves.
Educator: Well done, guys, now draw a diagram of your proposal.
(children draw diagrams on the board).
Game "Decipherer".
Educator: The wind mixed up all the letters, if we collect them correctly, we will get a word.
(children work in pairs).
Summary of the lesson.
Educator: Did you like the lesson? What new and interesting things did you learn? What task caused difficulty? We have an encrypted word left on the board. Let's read it. Well done!
Learn to differentiate vowels and consonants and distinguish these sounds by ear. Practice dividing words into syllables. Learn on your own, formulate words schematically.
Be able to listen carefully to the answers of your comrades, help them in case of difficulties, notice speech and logical errors and kindly and constructively correct them.
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Preview:
Program contents:
Learn to differentiate vowels and consonants and distinguish these sounds by ear. Practice dividing words into syllables. Learn on your own, formulate words schematically.
Be able to listen carefully to the answers of your comrades, help them in case of difficulties, notice speech and logical errors and kindly and constructively correct them.
Vocabulary work: vowels, consonants, syllable.
Material: chips for each child, a diagram of words for each child, pictures (mouse, house, poppies, mice, car, red and blue house).
Individual work:Vova, Galya, Dima - clearly pronounce every sound in the word.
Progress of the lesson:
Children stand in a circle on the carpet.
I have a ball in my hands and I invite you to play the “chain of words” game.
The one who receives the ball says the word to the last sound.
You just named words based on the sound that was the last in the word, but then it turned out to be the first.
Who knew what those sounds were?
(vowels and consonants).
It's good how attentive you are to me.
Kids lived in a cheerful fairy-tale city, among them was the smartest kid named Znayka.
(The teacher puts 2 houses and Znayka on the easel).
Come and stand so that everyone can see our hero.
Znayka decided to go on a trip and take his friends with him.
Who are friends?
Do you need to know a lot to travel?
Znayka prepared questions for us. If you answer, he will take you with him.
We communicate with you, we talk. What does our speech consist of? (from proposals).
What do the proposals consist of? (sentences consist of words).
What are words made of? (words are made up of sounds)
What sounds are there? (vowels and consonants)
What vowel sounds do you know? (a, o, y, e, i, e, e)
Guess which castle they live in? (in red)
What color are they indicated by? (they are indicated in red)
Why are they called vowel sounds? (because they stretch, sing)
Yes, these are melodious and sonorous sounds. Let's remember the words about vowel sounds:
Vowels stretch
With a ringing song:
And - and - and - and,
They might cry
And moan:
Oh – oh – oh - ooh- ooh- ooh
Can download in
Cradles of Alyonku
A-a-a-a
Can be like an echo in
The forest shouts:
Aw! -ay! -ay!
Can fly
High into the blue:
U - a - and - y.
Children imitate words with facial expressions, gestures, and intonation.
All of Znayka’s questions were answered, and he takes you with him.
Do you know where?
We met Znayka and became his friends. But Znayka’s neighbors who live in the red house have no friends and Znayka decided to help them, find comrades. Shall we help him?
Stand one after another, don’t lag behind, let’s hit the road:
The path is not close
Long journey.
But you can't turn away from the path,
There is a river on the left (look)
On the right is a boron (look)
Be careful along the path
We are going.
(Children follow the teacher in a chain through the group)
Look left, right, and what you see ahead. Let's come closer (Children approach the easel on which a picture of a blue castle hangs, line up in a semicircle)
What do you see? (lock)
How else can you say it? (palace, house, cottage)
Let’s slowly take a look at who lives there? (The teacher puts pictures on the easel: a house, a car, a hammer)
Say the words. What do they have in common? (sound "m")
- “M” what sound is this? (consonant, hard, voiced)
The sound “M” came out of the gate (a blue chip is displayed) and began to meet our friends.
First he greeted with the sound “A” and the syllable “MA” turned out
Then with the sound “O” we got the syllable “MO”
Then I became acquainted with the vowel sound “I” and the syllable turned out... “MI”
Spoke with the sound “U” and the syllable turned out to be “MU”
The last sound to come was “E” and the syllable “ME” turned out (All this time, red chips are being substituted for the blue chip)
Our new acquaintance really liked our friends, and he invited us to visit him. (The picture changes on the easel and a “window” appears)
Look what beautiful flowers grow on the window. (Part of the picture “Poppies” is displayed)
What is this? The sound "M" says that it is "MA".
Did he name the flowers correctly? (The second half of the picture is exhibited)
Tell me the second part of the word "KI"
Say the word in parts (“MA-KI”)
Who else lives in the house? (Pictures are displayed: mouse, bear, car)
How to find out how many words are in each of these words?
How many vowel sounds are there in the word mouse?
How many syllables? Name it.
How many vowel sounds are in the word bear?
How many syllables? What is the first syllable? What is the second syllable?
How many vowel sounds are in the word car?
What about syllables?
Name 1 syllable, 2 syllable, 3 syllable.
Is there a connection between vowel sounds and syllables?
Which? (The number of vowel sounds in a word equals the number of syllables)
What helps determine the number of syllables in a word? (Consonants)
Remember the rule:
There are as many syllables as there are vowel sounds in a word.
How else can you determine the number of syllables in a word?
Place the back of your hand on your chin and say the word “home.” Have you felt your chin drop when you pronounce the “O” sound?
Let's play:
Let's quickly split into two teams. One will stand on my right side, the other on my left.
I name words, if the word has one syllable, the first team claps, if there are two syllables, the second team stomps. For the correct answer, the team is given a chip.
How clever and attentive you are today.
I played with you, and now you play “sound riddles” with each other
Find yourself a pair and go to the tables, sit opposite each other and on the diagram with chips, lay out the word you have in mind. Your friend must guess this word.
Ruslan, what word did Timur make up?
Timur, did he find the word correctly?
How many syllables are in a word?
Did you Timur guess what word Ruslan encrypted?
Karina, how many syllables are in your word?
Albina, prove that Karina correctly determined the number of syllables in a word?
Come to me.
We started playing in the blue castle.
Let's make sure that we helped the vowels find friends?
What friends have our vowel sounds made?
What happened as a result of their friendship? (syllables).
Vowels can form syllables, but can you form words?
Let's play:
I will name the first syllable, and you continue to form a word, from two syllables, and then from three syllables.
What do you remember about our trip?
How did you feel at the end of the trip?
Municipal educational preschool institution
Kindergarten "Ryabinushka"
Open lesson summary
In preparation for literacy training
Literacy lesson notes
(for children of senior preschool age 6-7 years)
Subject: The sounds are vowels and consonants.
Target: Introduce children to concepts
vowels - consonants and their graphic representation.
Tasks:
Educational:
Learn to distinguish vowel sounds by ear -
consonants,
Introduce preschoolers with a schematic representation of sounds in writing, with a new rule for determining the number of sounds in words: as many vowels in a word, as many syllables;
Learn to work with word models, determine the beginning, middle and end of a word, and isolate sounds from words.
Educational: develop attention, memory, phonemic hearing, speech, logical thinking.
Educational: cultivate a stable cognitive interest in the subject.
Type of lesson: Learning new material.
Lesson form: activity - game.
Equipment: diagrams of models of sounds, words; a poster with illustrations for the game “The Fourth Wheel”, a poster with letters, cards for individual work; for children: colored pencils.
Lesson plan:
I . Org. moment.
II . Updating knowledge
IV . Explanation of new material.
V . Consolidation.
VI . Summarizing.
Progress of the lesson.
I . Org. moment. ( Greeting, checking the attendance of students, creating a psychological mood for educational activities and activating attention).
Today in class, guys, you will find many interesting tasks, new discoveries, and your helpers will be: attention, resourcefulness, and ingenuity.
II . Updating knowledge.
Children do you like to travel? (answers) Where would you like to travel?
Today we will go to the planet of sounds and letters.
Who do you think lives on this planet? (letters and sounds)
But not only sounds and letters live there, words live there, games you like to play, fairy tales.
But before we hit the road, let's check what knowledge we have prepared for the journey.
Quiz game.
The children are asked a question, and for the correct answer the children receive a chip. This means they are ready to travel.
How many letters are there in the Russian alphabet? (33 letters)
How do sounds differ from letters? (sounds are pronounced and heard, and letters are seen and written)
How to find out how many syllables there are in a word? (the number of times you open your mouth, the number of syllables; the number of times you clap, the number of syllables).
During our lesson-journey we will get acquainted with what sounds there are, how they differ from each other, and how they can be designated.
III . Learning new material.
You and I know that words, when spoken, consist of sounds. Do you think you have already learned to isolate individual sounds from words? Want to test yourself?
– Fine. But first, find the word yourself in which we will listen to the sounds. This word is the name of the bird that is described in the sentences. While listening to them, determine how many sentences I will say.
Sometimes you can see a stork on the roof of a house. The bird has a nest there .
– In chorus, name the first sound in this word. And now - the last one. Do you think we pronounce these sounds the same or differently? Let's watch. Say the first sound again, but very quietly... Now louder..., even louder... What's happening to your mouth? (Opens.) Try to close your mouth tightly and pronounce this sound...
Happened?! Why didn't it work out? Do you want me to explain?
Air helps us pronounce sounds. When we say the sound [a], air passes freely without encountering obstacles. Check... But they closed their mouth, formed a barrier - and the sound did not come out. Sounds during the pronunciation of which air passes freely, without encountering obstacles, as if through an empty tube, scientists called vowels
m i. (The term is pronounced in unison.)Vowels they were named because they always speak with a voice; from the wordvoice ( voice ) and the name of the sounds came about -vowels .
Scientists came up with their own designation for vowel sounds: inside the sound icon they agreed to place an image of an empty tube, showing that air passes freely without overcoming any obstacles.
– Now let's listen to the last sound in the word stork: stork-t-t-t. Say it again and try to notice: does the air also pass freely or does it meet an obstacle? Where is this barrier, what created it - watch yourselves, you can look at each other... Let's check. Try to pronounce the sound without your tongue touching anything... Happened?
Sounds in which the air encounters an obstacle are called consonants. (The term is repeated in unison.) Such sounds alone cannot form a word, since it will be very difficult to pronounce. Try to say with me, for example:
[krtshk]... And now: potatoes.
Consonant sounds in Russian speech always go next to vowels - that’s why they are consonants. We will denote them as follows:
What are the other two sounds of the word? (After observing whether an obstacle appears or not,conclusion).
Guys, pay attention. That this word has two vowels and two syllables. Vowel sounds form a syllable. There are as many syllables in a word as there are vowels.
Physical exercise.
Once upon a time there lived a little gnome.
With a big cap.
He was a traveler - a dwarf.
He rode on a frog.
Jumping gallop. Kwa-kwa.
And he flew on a dragonfly -
Wow, high.
Floated down the river in a tea cup.
Glug-glug, Glug-glug.
He rode on a turtle.
Top-top, top-top.
And having trodden all the paths,
The gnome was swinging in a web.
Kach-kach, kach-kach.
The morning will come - the gnome will go on a hike again.
IV . Consolidation.
So, guys, let's repeat what is the difference between vowel sounds and consonants?
Look at the word model.
What can you say about this word? (it has one syllable, because there is one vowel, two consonants).
Come up with words that fit this diagram, who is bigger? (cat, house, cancer, sleep...).
Let me remind you that we are on the planet of sounds and letters, and in addition to sounds and letters, various games live here. We will play them now.
1. Exercise to recognize the sounds of vowels - consonants.
Game "Who is more attentive."
I name the word - you determine the first sound: vowel or consonant. Find the appropriate diagram and show it. The one who doesn't make a mistake wins.
Words:watermelon, snail, plane, fence, echo, chair, car, beetle, glasses, spinning top, house.
2. An exercise to develop attention, phonemic hearing, and memory.
And now the letters invite us to play a new game. I will show you a poster with letters, and you try to remember everything you see on it. As soon as I remove it, you tell me which letters you remember. The one who names the most letters wins.
(see Appendix No. 2)
Which letter is missing? Why? (letter Ш, since it is a consonant, and the rest are vowels)
Absolutely right. So we'll play with it.
Game "Light the lights."
On the diagram of the word model, we determine the place of the sound in the word: at the beginning, in the middle, at the end of the word; Depending on the location of the sound in the word, we light a light in the corresponding window.
Words:fur coat, cat, shower, hut, hat, monkey, porridge, Shura, scarf.3. Task for the development of auditory memory, sound analysis.
The inhabitants of the planet of sounds and letters asked us the following problem: guess which picture is the odd one out in each row.Remember: you need to pay attention to the first sound of each word in the named series. Explain your answer. (see Appendix No. 1)
4. Riddle-surprise.
Solve what is drawn in the picture: you need to paint over all the shapes with vowel letters. If you do everything correctly, you will get a picture. (see Appendix No. 3)
What did you get? (telephone).
V . Summarizing.
Our journey has now ended. What new have you learned? What did you especially like?
Appendix No. 1.
Appendix No.
Appendix No. 3.
Marine Babajanyan
Lesson summary for the preparatory group “Vowel Sounds”
Plan- lesson notes« Vowel sounds» V
preparatory group on speech formation
(Development sound culture of speech)
Tasks: Clarify and consolidate articulation vowel sounds; teach to highlight vowel sound at the beginning, middle, end of a word; consolidate the concept of syllabic role vowels; show a meaningful role vowels; develop phonemic perception, attention, memory; cultivate observation of linguistic phenomena.
Target:
1. Teach children to conduct sound- letter analysis of words, write in block letters, come up with words for a given sound. Exercise children in reading, laying out words from letters. Learn to listen carefully to the teacher and correctly follow his instructions.
2. Consolidate children’s knowledge about vowels.
3. Develop imagination, attention, memory, and the ability to think logically. Develop hand motor skills and phonemic hearing.
4. Enrich and activate children's vocabulary.
5. Cultivate an interest in the basics of Russian literacy and a desire to study at school.
Preliminary work:
1. Getting to know vowels;
2. Memorizing a poem by V. Berestov "About vowels» ;
3. Joint reading of the ABCs with children;
4. Games with letters.
Progress of the lesson
Educator: Hello guys! I ask those children whose names begin with vowel sounds, and then those children whose names begin with consonants.
Children say their names and take turns sitting at their desks.
Conversation on the material covered.
Educator: Let's remember!
– What can be made from sounds?
Children: From sounds You can form syllables and words.
Educator: What can be made from syllables?
Children: You can form words from syllables.
Educator: What can be made from words?
Children: Words can be used to make sentences.
Educator: And from the proposals?
Children: You can make a text from sentences.
Educator: There are different sounds - vowels and consonants.
This the sound is always sung,
This sound flows like a song.
Sound, fly freely,
So guys, today we will be working with vowel sounds.
Educator: Which sounds Can you sing with your voice so that the air comes out freely, without obstruction?
Children: O, U, Y, A, I. This is vowel sounds!
Definition of start and end vowel sound.
Educator: Name vowel:
a) with which the word begins
stork (A, ear (U, donkey (O, aster (A, frost) (And, echo (E).
b) with which the word ends...
needle (A, balls (Y, owl (A, cinema (Oh, lights) (AND).
Selection vowel sound from the middle of a word.
Educator: Call vowel which is in the middle words:
Son (Y, poppy (A, com (Oh, oak (U, mayor) (E).
Educator: Now pick up cards with letters that match those named sounds.
Educator: What did you call?
Children:Called sounds.
Educator: What was shown?
Children: Showed letters.
Educator: Before you are the words from which you ran away vowels. Help me put her back in her place. Which letter ran away?
– What words did you get?
– What do they mean?
B...K (Ah, tank) B...K (Oh, side)
B...K (Y, bull) B...K (U, beech)
– What happens if you change one letter in a word?
Children: The meaning of the word will change.
Dividing words into syllables
Educator: Guys, with help vowels, we can determine how many syllables there are in a word. (Reinforce the concept of the syllabic role vowels) .
Educator: I will name the words that need to be divided into syllables. Cubes (3, paw (2, perfume (2) , leg(2, car (3) , street (3, melon (2) , milk (3) , boots (3) , road (3) .
Children divide the proposed words into syllables.
Educator: How many vowel sounds in these words?
Children name the quantity vowels in a word.
Children:
Each of the students knows this -
How much in a word vowels, so many syllables.
Educator: So, you and I learned that words are divided into parts - syllables. There are as many syllables in a word as there are in it vowel sounds.
Important in the word vowel -
Everyone around knows this.
He is with plays with consonants,
They are united into syllables.
We divide words into syllables
Let's walk along the paths together!
Work on individual sheets.
Educator: Guys in front of you are the words in which you need to find vowels.
Exercise "Where is the right one? sound?"
"A" - Bus, ruka
"O" - bridge, window
"I" - Ira, Iris (bird diagram is used)
"E" - Echo, poet
"U" - Duck, hand
"Y" - SOAP. tables
Educator:The next task is for the “attentive eyes”. Cross it out on cards vowel sounds, A vowels underline with a red pencil.
Work at the board. (Attention task)
Educator: Guys, you need to find a pair for each letter and connect them with a line.
Educator: Let's do it again! Which sounds are called vowels?
Children:vowels are sung, there is no obstacle to their pronunciation.
Educator: What happens if you change one letter in a word?
Children: If you change a letter in a word, the meaning of the word changes.
Educator: How to use vowels Can you determine the number of syllables in a word?
Children: How many in a word vowels, so many syllables.
Publications on the topic:
Summary of a literacy lesson in the preparatory group “Sounds [z, z’]. Letters z, z'" Didactic goal: to develop children's knowledge about the sounds [z], [z"] and the letters Z z Type of lesson: acquaintance with new sounds and the main letter.
Summary of a literacy lesson in a preparatory school group “Consonant sounds [m], [m’], letter M” Topic: Consonant sounds [m], [m,], letter EM Objectives: 1. Educational: Teach children to identify the first consonant sound in a word; introduce.
Objectives of the lesson.
Materials and equipment:
The children and the teacher enter the hall.
Educator:
Guys, today we will go to the fabulous land of sounds. What sounds are there?
Children: Vowels and consonants.
Educator: In this country, sounds live in two castles.
The teacher leads the children to the board with locks
Educator: Guys, what sounds live in this castle?
Points to the red castle
Children: Vowel sounds.
Educator:
Children: Because we denote them with a red square.
Educator: Why is the door in this castle open?
Children: Because vowel sounds can be sung and drawn out and the air comes out without obstruction.
Educator: Guys, what sounds live in this castle?
Points to the blue-green castle
Children: Consonants
Educator: Why do they live in this castle?
Children: Because we denote them with blue and green squares.
Educator: Why is the door to this castle closed?
Children: Because consonant sounds cannot be sung or drawn out, and the air comes out obstructed.
Educator: What obstacles does a consonant sound encounter when leaving the castle?
Children: Lips (P), tongue (N), teeth (S).
Educator: Guys, what consonants do we indicate with a blue square?
Children: Hard consonants.
Educator: Which consonants do we denote with a green square?
Children: Soft consonants.
Educator: What vowel sound softens consonant sounds?
Children: The vowel sound "I".
Educator: Guys, now we are going to play the game “Colorful Trucks”. Those passengers whose names begin with hard consonants will “go” in the blue truck, and those passengers whose names begin with soft consonants will “go” in the green truck.
Children seat passengers.
Educator: And in this fairy-tale country there lives a kind sorceress.
The sorceress enters to the music (with a folder in her hand), walks around the entire hall and stands in the center of the hall.
Educator: Hello, kind sorceress.
Enchantress: Hello children, hello guests.
Children: Hello.
Enchantress: Welcome to the fabulous land of sounds.
I have a game for you:
I'll start the game now.
I'll start, and you finish,
Answer in unison!
Game “Say the Word”
He heals sick animals,
And one day a hippopotamus
He pulled him out of the swamp.
He's famous, famous
This is the doctor... (Aibolit).
Like a boat on the wave.
He is a good friend to housewives,
Electric...(Iron).
In a week he turned gray.
And in two days
My head is bald.
I'll put it in my pocket
Former...(Dandelion).
Like our uncle Evdokim:
Making chairs and tables
Paint doors and floors.
In the meantime, sister Tanyushka
I’ll make it myself... (Toys).
In a chocolate shirt
It just asks to be picked up.
What is this? ... (Eskimo).
The forest telegraph operator knocks:
“Great, buddy blackbird!”
and signs:...(Woodpecker).
Evil green ship!
Whoever swims towards me,
He will swallow everyone... (Crocodile).
Legs seem like pillars
He is huge like a mountain,
Did you find out who it is? ... (Elephant).
Enchantress: Oh, guys, how great you are. How well did you do. Guys, I really love playing with sounds, so I brought you my game - here it is.
Shows a folder with the words “Multi-colored baskets” written on it.
Educator: Good sorceress, you probably want us to play your game too. Guys, are you wondering what kind of game this is?
Children: Yes.
Educator: Let's play. And you sorceress, sit down, sit and look at us.
Game "Colorful Baskets".
Educator: Guys, you need to put pictures in the red basket in the names of which the sound “K” is at the beginning of the word, in the yellow basket – those pictures in the names of which the sound “K” is in the middle of the word. And in green - those pictures in the names of which the sound “K” is at the end of the word.
Educator: Well done boys. Sounds form syllables, and syllables form words. Words denote objects (table, chair), signs (yellow, big), actions (jump, run). How are words different from syllables?
Children: Words are large and understandable, but syllables are small and incomprehensible.
Educator: Guys, words, like you and me, love to travel. And they travel around their country on a magic train.
The teacher takes the children to the wall with the train.
Educator: Look at the train cars, what do you see on them?
Children: Numbers, numbers.
Educator: These numbers indicate that passengers whose names have 1 syllable will travel in the first carriage. Passengers whose names have 2 syllables will travel in the second carriage; The third carriage will contain passengers whose names have 3 syllables.
Children place animals in carriages.
Educator: Our carriages are all occupied. Everyone went on a trip. Why are we standing? Take your seats in the carriages, we will go traveling.
The children are seated.
Educator: Close your eyes and imagine that you are riding a train.
Includes audio recording.
Outside the window, forests, fields, cities flash by... But the train stopped by the river. We all get off the train. Oh, what a bright sun! So hard to watch. (Closes eyes). Let's try blinking.
Children blink first one eye and then the other.
Educator: Guys, how can we cross our river?
Children: We need to swim across it.
Physical education minute.
We quickly went down to the river,
They bent down and washed themselves.
One two three four -
What a wonderful refreshment!
And now we swam together,
You need to do this manually:
Together - once, this is breaststroke,
One, the other is a rabbit.
We all swam alone.
We are like a dolphin.
Children perform appropriate movements.
Educator: Well, so we crossed our river. Look, there is a tree, and little animals are sitting around it and don’t know what to do. Let's help them.
Children: Let's.
The teacher calls five children and hands out pictures with animals.
Educator: Place a bird whose name begins with the sound “C” on a tree. Place a bird whose name begins with the sound “D” on a tree trunk. Place a bird whose name begins with the sound “U” under the tree on the right. Place an animal whose name begins with the sound “K” under the tree on the left. Attach an insect whose name begins with the sound “O” above the tree.
Children complete the task.
Educator: Well done boys.
A child runs in wearing a sorceress’s dress and cries.
Educator: Oh, guys, look at another sorceress, but only a small one.
Little sorceress: I'm not a sorceress, I'm just learning.
Educator: What happened to you?
Little sorceress: The evil gnome turned sounds into letters, and took away one or more elements from each of them.
Educator: Guys, let's help the letters find the missing elements. But first, tell me how letters differ from sounds?
Children: We hear and pronounce sounds, we read and write letters.
Children restore letters.
Little sorceress: Thank you. I don't know what I would do without you. And for the fact that you helped me, I give you this game.
Gives it to the teacher and leaves.
Educator: Guys, let's play the game “Which one?” Which? Which?". Posts a demonstration table on the board.
Educator: I will name the objects drawn in the picture, and you tell me what this object might be. For example, what kind of cheese? What is your answer?
Children: The cheese is yellow, salty, tasty...
Educator: Well done, right.
Game continues.
Educator: Our journey is coming to an end. Let's say goodbye to the fairyland of sounds and the good sorceress. And we will read the poems that we have prepared for her.
1st child:
The vowels are drawn to the ringing song.
They may cry and scream.
In the dark forest calling and calling,
But they don’t want to whistle and grumble.
2nd child:
And the consonants agree to rustle, whisper, whistle,
Even snort and squeak,
But I don’t want to sing to them.
3rd child:
Letters-icons, like soldiers on parade,
Lined up in a strict order.
Everyone stands in a conventional place,
And everything is called Alphabet.
4th child:
Great-great-grandfather's times, the letters fell into a clear order
Build like a structure, but it’s not a simple one, it’s called the ABC.
There is no need to pester your mother,
No need to shake grandma:
“Read, please read!”
No need to beg your sister:
“Well, read another page!”
No need to call, no need to wait,
Enchantress: You guys made me happy. And I want to give you gifts.
He takes out large colored letters on a ribbon and puts them around each child’s neck. And he leaves.
Educator: So the journey to the fabulous land of sounds has ended. As a keepsake, you will have colored letters donated by the good sorceress. You can “revive” them by turning them into funny people, animals, and plants. Do you know how?
Children: No.
Educator: We need to finish drawing the eyes, braids, ponytails... I laid out markers and pencils on the tables in the group.
Grishkina Vera Alexandrovna
Summary of a literacy lesson “Vowels and consonants” (preparatory group) Summary of vowels and consonant sounds preparatory group
Program to overcome optical dysgraphia The nightingale has fallen silent in the forest
Irkutsk State Transport University (Irkutsk)