Kondratova Zulfiya Zinatullovna
Educational institution: The Republic of Kazakhstan. city ​​of Petropavlovsk. Preschool mini-center at KSU at high school № 32
Brief job description:
Publication date: 2019-12-09 Notes on teaching literacy in the preparatory school group “Visiting the Wise Dwarf” Kondratova Zulfiya Zinatullovna The Republic of Kazakhstan. city ​​of Petropavlovsk. Preschool mini-center at KSU at secondary school No. 32 Learn to solve puzzles. Strengthen the ability to compose sentences from a certain number of words; identify vowels and consonants and how they differ; find the location of a sound in a word, determine the softness and hardness of a consonant sound; determine how many syllables are in a word; form words from syllables and insert missing letters into words.

Notes on teaching literacy in the preparatory school group “Visiting the Wise Dwarf”

Tasks:

*Learn to solve puzzles.

* Strengthen the ability to compose sentences from a certain number of words; identify vowels and consonants and how they differ; find the location of a sound in a word, determine the softness and hardness of a consonant sound; determine how many syllables are in a word; form words from syllables and insert missing letters into words.

Equipment: Toy (picture) gnome, photo of a gnome, diagrams of words and chips, cards with numbers, pictures with drawings, puzzles, diagrams of sentences, images of balls and flags, leaves and pencils.

Progress:

The children stand in a semicircle.

Educator reads a poem:

Invented by someone simply and wisely
When meeting, greet: “Good morning!”
Good morning to the sun and birds,
Good morning to trusting people.
And everyone becomes kind and trusting
Good morning lasts until evening.

Educator(to children): Smile at each other, give the guests your smile and greet the guests.

The children go to their places and sit down.

The teacher asks a riddle.

He wears it instead of a hat
Fun cap.
And he's only tall
With a child's shoe.
With a flashlight and a song
Walking in the forest at night...
You can't go wrong if
You'll say:
-this is (gnome!)

The teacher brings a toy (picture) of a gnome into the group.

- Guys, the Wise Dwarf came to visit us. Why do you think he is called “wise”? (Children's answers). The wise gnome has prepared many interesting tasks for you. He decided to see how you deal with them.

1 task Question-answer game

– What does our speech consist of? (from suggestions)

– What do sentences consist of? (from words)

– What are words made of when we pronounce them? (from sounds)

– When do we write or read? (from letters)

– What sounds are there? (vowels consonants)

– What do we know about vowel sounds? (they are sung, and when we pronounce them, nothing in our mouth bothers us)

– What color do we mark them with? (red)

– About consonants? (they are not sung, and when we pronounce them, our teeth, lips or tongue get in the way)

Game “Say the Word.” Cards on the board.

– Name the letters written on the flower

R L UM N P V K D Z S

– Find the extra letter? (letter U)

- Why?

Because these are consonant letters.

– What color do we use to indicate soft consonants? (green), hard? (blue)

Task 2 " Working with diagrams»

– What is the first sound in the word gnome?

– What kind of vowel or consonant is it? Does it sound hard or soft? (consonant, sounds firm)

– What color will we designate it with? Show me the chip of the required color. (of blue color)

- Let's come up with a few words with the sound G. (Children come up with words with the given sound).

There are diagrams of words on the tables. I name words with the sound g-g, and you find its location and place a chip. (beginning, middle, end of word)

Nut, carriage, cottage cheese, thunder, syllable, jackdaw, hippopotamus.

Task 3 Game “How many syllables in a word”

– The gnome wants to know if you can determine how many syllables are in a word?

I show pictures, and you, in turn, show a card with a number, how many syllables are in the word and put emphasis:

Pigeons, goose, pear, caterpillar, iron, rhinoceroses, rook.

Remember the rule: How to determine how many syllables are in a word? (As many vowels as there are in a word, there are as many syllables)

Task 4 “Solving puzzles.”

- The gnome brought puzzles. He can't solve them, can we help?

5 Physical exercise(at the teacher's choice)

Task 6 “Working with sentence diagrams”(orally)

Guys, we need to find out how many words are in a sentence. I will tell you sentences, and you will lay out its diagram. (to each child)

1. Spring has come.

2. Sasha draws a beautiful flower.

3. Grandfather planted a turnip.

Now you come up with a proposal according to this scheme. How many words are there in this sentence? (Three, two).

Task 7 Game " Make words from syllables."

– The gnome brought us balloons with syllables and two flags with syllables. You need to make words out of them. (orally)

“la, ox, pi, lu, ra, ig, weight, shko, pe, shi, na”

9 Game “Insert the missing letter.”

– There are words printed on the pieces of paper and there are not enough letters in them, you need to think and insert the missing letters with a pencil.

Gross, points, pi. a, n. s, co. a. (for each child)

The gnome really liked how you studied, you completed all the tasks well. What did you like and remember most? The gnome gives you all his photographs as a souvenir. (The teacher hands out a photo of the gnome to the children.) The teacher invites the children to say goodbye to the gnome and tells him to come visit them and bring interesting tasks for the children. The teacher invites the children to say goodbye to the guests (Children say goodbye to the guests).

View certificate of publication

, . .

Summary of NNOD on teaching literacy in the senior group, topic “Tricks of the Bookmaker”

Tasks:

To consolidate children's knowledge of the vowel sounds A, O, U, Y, E and the letters denoting these sounds.
Practice selecting words with vowel sounds in different positions.
Continue to teach children to identify the first and last sound in a word.
Reinforce the concepts of “sound” and “letter”.
Practice determining the number of syllables in a word.
To improve children’s ability to answer questions accurately in meaning and to construct sentences correctly.
Practice developing a smooth air stream.
Develop logical thinking, memory and fine motor skills of children.
Foster an interest in learning to read and write.

Material:

Vowel letter silhouettes; magnetic board; manual "House"; subject pictures, the name of which has 1,2,3 syllables; cards for the development of air flow; toys; handouts: colored pebbles, buttons, sticks.

GCD move:

Children enter the hall where pictures of letters are hung.

Speech therapist:

Look how many letters there are and they are all made by your own hands. And I know riddles about these letters and I suggest you guess them, find them the desired letter and post it on a magnetic board.

Riddles about letters

Hoop, ball and wheel
You will be reminded of the letter...
(ABOUT)

There is a hollow in the old tree
Well, just like a letter...
(ABOUT)

If I make sponges
A very thin tube
I'll make a sound later
Then you will hear the sound...
(U)

Edik gave it to Ellochka
Popsicle in a plate
And Elina and Allochka
Popsicle on sticks.
This is a popsicle for you
The letter personally gives...
(E)

I don't know what the secret is
There is no word for this letter.
Only the letters are important
We will remember the letter...
(s)

Here are two columns diagonally,
And between them there is a belt.
Do you know this letter? A?
In front of you is a letter...
(A)

Speech therapist:

You have solved all the riddles and chosen the letters correctly. Tell me what sounds these letters (vowels) represent. Why are these sounds called vowels? (Pronounced without obstacle, drawn out, sung). Let's sing the vowels:

Boys are loud
Girls - quiet;
Drawing - abruptly;
From quiet to loud and vice versa.

Game "Silent Sounds"

The adult (or child) shows the articulation of the vowel sound, and the children pronounce this sound loudly.

The Bookmaker appears and removes all the letters from the magnetic board.

Speech therapist:

Well done! What sounds are we making? (pronounce and hear). What do we see and write? (Letters). Let's look at the letters again. Where did all the letters go? A! I think I guessed it. These are the pranks of Bukvoezhka, who hid behind the easel.

Letter:

What, can't find the letters? And it’s me, Bookvoezhka ate them. But the letters may appear again if you can complete all my tasks.

Speech therapist:

Well, guys, let's try to complete the tasks of the Letter Book and return the letters? Well, then let's get to work!

Task 1: selecting words with sound A

Letter:

Guess the riddle:

Once upon a time there was an animal in the forest,
He was afraid of the wolf and the fox.
The skin was gray.
And in the name there is the sound A.

What kind of animal is this? (Hare). Children pronounce the word, emphasizing the sound A - za-a-ayats.

The hare has a garden.
What is he growing?
You name vegetables
Don’t forget about the sound A!

Children select words whose names contain the sound A.

Speech therapist:

Guests came to the hare
And they gave me toys.
And in the names there was a rumor,
The toys had the sound A.

Let's give the Bunny toys with the sound A in the name.

Boys will give toys that boys play with, and girls will give toys that girls like to play with. Children pick up and give toys to the bunny.

Speech therapist:

Toys, what sound did we select? (Children's answers) Can we see the sound A? (no), what can we see? (letter A) We completed the first task. Bukvoezhka, return the letter A to us.

Task 2: changing nouns by case

Letter:

Do you know how to play the game “One-many”? (Yes).

Speech therapist:

Our children love to play this game, and we invite you to play with us. Playing with a ball: the speech therapist throws the ball to the child and says the word in singular, the child returns the ball to the speech therapist and pronounces the same word in the plural.

Ball - balls
Table – tables, etc.

Letter:

Tell me, guys, what sound was at the end of your answers (sound Y). Can you see this sound? (no), And what can you see (letter). Well done, you coped with this task too. Get your letter Y back.

Task 3: breathing exercises

Bookmaker: I have prepared the next test for you, “Enchanted Pictures.” If you manage to disenchant them, I will return another letter to you.

Children sit in a circle, in front of each is a picture covered with colored paper cut into strips.

Speech therapist:

Guys, I know how to disenchant the pictures. Bring the picture to your lips. Place your tongue on your lower lip and blow on it without puffing out your cheeks, so that the picture opens.

Playing with colored stones. After completing the breathing exercise, one child names his picture, then passes the stone to another with the question: “I have a duck, what about you?” Do this until everyone names their picture.

Letter:

What sound is heard at the beginning of each of these words? (Sound U). Can we see the sound U? (no), what can we see? (Letter U). You have completed the third task. I return the letter U to you.

Task 4: dynamic pause “Show - take your time, and make sure you don’t make a mistake”

Letter:

Name the parts of the face whose name contains the sound O. (Nose, mouth, forehead). Now I’ll see how attentive you are. I suggest you play the game “Show me - take your time, and make sure you don’t make a mistake.”

The adult invites the children to show their mouth, nose, forehead with the index finger of their right hand. Then he changes the order of the words several times, complicating the game by showing them incorrectly.

Speech therapist:

What vowel sound is hidden in the middle of words: mouth, forehead, nose? (sound O). Can we see the sound O? (no), what can we see? (letter O). We completed the fourth task. Come on, Bukvoezhka, give us back the letter.

Task 5: determining the number of syllables in words

Letter:

On the way to you, I ran past a construction site. The builders built a house, it has many floors, how can you call it what kind of house it is (multi-story). But there are no residents in this house yet, it stands empty, and when I shouted loudly, I heard in response... (echo).

Speech therapist:

Let's, guys, populate this house so that it won't be empty and sad. We will place residents with 1 syllable in their names on the first floor, residents with 2 syllables in their names on the second floor, residents with 3 syllables in their names on the third, and 4 syllables on the fourth.

Children select pictures and place them in the windows at home.

Letter:

Here you go. The whole house was occupied. Now you can scream or don’t scream, but you won’t hear the echo anymore.

Speech therapist:

Don't be upset, Bookvoezhka. The echo can be heard in the mountains.

Letter:

What is the first sound in the word ECHO? (E). Will you see this sound in the mountains? (No).

Speech therapist:

We won't be able to see the sound, but what will we see, guys? (letter). You, Bukvoezhka, don’t be cunning, but rather give us back the letter E.

The letterbook returns the last letter.

Speech therapist:

Guys, look carefully at the letters. Don’t you think that Bukvoezhka’s letters are somehow different, sick? Let's show Bukvoezhka what the letters should be and lay them out from sticks, pebbles and cereals. And you, Bukvoezhka, look who is more agile among us: girls or boys.

Children are divided into two teams: boys and girls, and lay out letters from the proposed material.

Letter:

What great fellows, both girls and boys, with deft fingers they laid out all the letters correctly. And what sounds are indicated by these letters (vowels). You did an excellent job with my tasks, and I want to give you a gift so that you can continue to train your memory and fingers and write beautifully all the letters that you have already become acquainted with and which you have yet to become acquainted with.

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, phonemic awareness.

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, capital letters to write 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. Development game fine motor skills hands “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.

Summary of an open literacy lesson

for older children preschool age

Topic: “Letter I.”

Goals:

Strengthen children’s understanding of sounds, letters, syllables, words;

Introduce the letter I;

Develop phonemic awareness;

Determine the position of a sound in a word;

To develop the skill of typing the letter Z;

Cultivate friendly relationships between children.

Demo material: letters from the letter box, pictures of gnomes, object pictures, cards with words, Zaitsev's cubes, a poster with the image of the letter I and objects whose names begin with the letter I, pictograms.

Handout: sheets for independent work, pencils, “hardness-softness” signal cards.

Progress of the lesson.

I. Organizing time.

Teacher:- Hello guys! Today I found a bag in our group. Who lost it? We'll find out if we read the word.

The teacher lays out the word “GNOMES” with Zaitsev’s cubes. Children are reading. A picture of gnomes is put on the board.

What's in this bag? The teacher shows that there are letters in the bag.

Children:- Letters.

P.:- Or maybe sounds? How are sounds and letters different?

D.: We speak and hear sounds,

We see and write letters.

II. Repetition.

Game "Houses of vowels and consonants."

The gnomes lived together - they were

We ate soup and cooked compote.

Only suddenly in the wilderness

We found something strange.

What is this, look

Explain to our gnomes.

There are 2 houses on the board: red and blue.

P.:- Letters live in these houses. Which ones live in the red house?

D.:- Vowels.

P.:- What can they do?

All the vowels sing loudly,

They give melodiousness to words.

And in the blue house?(Consonants.)

P.: And consonants can

Growl, knock,

Whistle, hiss,

But I don’t want to sing to them.

Let's teach the gnomes to distinguish between vowels and consonants.

Children take turns taking a letter from the bag, calling it and placing it on the board in the corresponding house.

Game "Visiting the Consonants".

P.:- There are two rooms in the house of consonants: green and blue. Who lives in these rooms?

D.:- The blue room has hard consonants, and the green room has soft consonants.

P.: - Consonants love to receive guests. Help guide the animals correctly to the right room. I show a picture, and you name it and determine the first sound in the word. If it is a hard consonant, then we escort the guest to the blue room, and if it is a soft consonant, to the green room. We indicate the right path with the help of signal cards.

The teacher shows pictures: zebra, mouse, butterfly, frog, bear, elephant. Children highlight the first sound and show a blue or green card.

1. New topic.

1) Game “Decipher and Read”.

P.: The gnomes came to visit us,

The gnomes brought something.

What is this?

We will know if we read the word.

The teacher names the pictures, and the children repeat only the first syllable, then form the word “gift”.

What kind of gift is this?

I’ll get the round, ruddy one from the branch.

I’ll put it on a plate, “help yourself” - I’ll say.

D.: - Apple.

P.: - The first letter in the word “apple” is Y.

A poster with the letter Y is displayed.

2) Representation of the letter Y.

I admire myself: “I am the most beautiful!”

She moved her leg to the left and began to dance in words!

Pay attention to how this letter is written (looking to the left).

P.:- One of our gnomes likes the letter I so much that he even came up with a name for himself for this letter! Read this name.

The teacher lays out the name “Yasha” with Zaitsev’s cubes. Children are reading.

But Yasha saw a lizard and decided to catch it to play with it. Help the gnome get to the lizard.

The gnome can only follow pictures whose names begin with the letter Y.

Children draw a path with a marker, connecting the pictures: box-egg-anchor-apples-lizard.

P.:- The letter I is amazing, it means a whole word.

The letter will say to itself:

"Look, it's me."

And I can say to myself: I am Evgenia Alexandrovna. And who are you? (Children answer.)

Guys, how many gnomes came to us? (7)

If everyone says, “It’s me.” What will happen?

Poster hanging:

7I

Children solve the puzzle.

P.:- What is family? What kind of family is there?

3) Reading syllables with the letter Y.

P.:- The gnomes want to play with the letter Y. Let's introduce them to the game "Brothers and Sisters."

Game with Zaitsev's cubes. First, children read a large cube (for example, MA), and then a small one (MYA) and build a tower from two cubes. Next, other pairs of syllables are read: la - la, na - nya.

Now let’s add syllables, and we get the words: la - fields, mya - name, nya - bathhouse.

Physical education minute.

Our gnomes are tired,

For a long time letters studied,

And, probably, friends,

It's time for us to rest.

Game with the ball "Hard-soft". Children stand in a circle. The teacher throws the ball to the child and calls out a hard consonant sound (for example, “n”), and the child throws the ball back, pronouncing a soft consonant (“n”).

IV. Consolidation.

Game "Replace the letter". Cards with the words: fe are placed on the board n , R A d, m e h.

P.:- Now you and I will become wizards, we will turn one word into another.

The highlighted letter changes to the letter I:

hairdryer - fairy

glad - row

sword - ball

V. Independent work.

Guys, try to complete the task carefully and beautifully. We will give your works to the gnomes. They will be happy to continue learning letters.

VI. Bottom line.

Guys, you are so great! We accomplished a lot today:

We learned a new letter,

Played with words

The dwarves were trained together,

And they received gifts,

And the letter Y helped us in everything.

There is an apple tree on the board, on which a personalized apple (made of red paper) is attached for each child. Everyone finds their name and takes their apple.

Literature:

1. Biryukova I.V. Introducing the letter Y.

2. Kostyleva N.Yu. 200 entertaining exercises with letters and sounds for children 5-6 years old.

3. Bitno G.M. Cards of letters and syllables with pictograms.

Sections: Working with preschoolers

Purpose of the lesson: help the preschooler master the program material, make the pedagogical process more emotional, and achieve greater child activity in the classroom.

Tasks:

• To consolidate children's ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound.
• Strengthening the skills of isolating the desired sound in a word.
• Develop the ability to divide words into syllables.
• Strengthen the ability to highlight the first letter in a word and name words of a certain sound structure.
• Improve children's ability to compose a chain of sentences using diagrams.
• Form a grammatical structure of speech, expand your vocabulary.
• Improve children's reading skills.

Materials: envelope with letter; Pictures; diagram of a five-sound word, chips: red, blue, green, black; cards-schemes for identifying syllables in a word; cards with a set of letters; pointer.

PROGRESS OF THE CLASS

The teacher tells the children that she found a letter from Dunno. Reads it to children.

Educator: Dunno writes that he has found himself in the country of “Smart Men and Women” where Queen Gramota reigns. The Queen of Letters invited Dunno to play speech games, but Dunno refused to play with the Queen, because he does not know what “speech” and “speech games” are. At which the queen was very angry and ordered Dunno to be imprisoned in a high tower, but promised to release him if you and I help him. We must complete the tasks that Queen Gramota has prepared for us. Well, do you agree to help our friend Dunno? (Children's answers).
– Before we start completing the tasks, let’s remember what “speech” is? What does it consist of? (Speech is words, sentences. Speech consists of sentences. Sentences consist of words. Words consist of syllables and letters. Syllables consist of letters and sounds).
– In order for us to complete all the tasks correctly, let’s do gymnastics for the tongue. Curious tongue looks up, down, left and right (children perform tongue movements 3-4 times). Now let’s say the tongue twister: “Like a hill on a hill, lived thirty-three Yegorkas.” (children pronounce the tongue twister quietly, loudly, quickly and slowly).

1 task: Sound analysis of a word

Educator: Look at the picture and name words starting with the hard sound -m- and the soft sound -m’- (Children's answers).

- Now let’s carry out sound analysis words, for example the word bear. Do you remember what sounds there are? (Vowels and consonants, hard and soft, voiced and voiceless, as well as stress).

M'– consonant, soft, sonorous sound, marked with a green chip.
AND
Sh
TO– consonant, hard, dull sound, marked with a blue chip.
A– vowel sound, marked with a red chip.
What sound is stressed in this word? Sound -i-, place a black chip next to it.

Task 2: Which letter is “lost”? (Correct mistake)

Task 3: How many syllables are in a word?

Educator: You need to paint over as many “bricks” as there are syllables in this word.

Physical education minute

Task 4: Unscramble the word

Educator: You need to guess which word is encrypted. The pictures will tell you which letters need to be written in the squares.

Task 5: Make a proposal

Educator: By adding one word at a time, create a chain of sentences according to the diagram.

Task 6: Read the word

Educator: And finally, the last task. Each of you has a chain of letters; you need to circle the letter that is written correctly, and cross out the one that is written incorrectly. Read the received word.

Educator: Well done!

The phone rings, the teacher talks, then tells the children that Dunno is free and invites the children to invite him to kindergarten to teach him everything we have learned ourselves.