Abstract of a lesson on teaching literacy in the preparatory group. Abstract of an open lesson on teaching literacy in the preparatory group

Theme of the lesson: "Saving Tom and Tim." Preparing for literacy. Preparatory group.

Tasks.

1. To consolidate the ability of children to select words for 3-5 sound models, to conduct a sound analysis of words.
2. Improve the ability to divide a sentence into words and compose it from a set of words, including prepositions, conjunctions.
3. Learn the rules for writing a sentence (graphically).
4. Improve the ability of children to read in syllables, develop speech skills, memory, logical thinking, solving puzzles.
5. To cultivate the desire to build friendly relationships with peers.

Material and equipment.

Children's chairs with sound models of children's names, a plan from kindergarten to a castle, a game, Funny puzzles, a plane model of a castle, separately cut out the missing details of the castle (door, castle, windows, chimney, flag, etc. by the number of children ), sound models of the details of the castle, a rebus card for guessing the name of the river.

5 Christmas trees drawn on whatman paper, on which words are written in disorder for making sentences; an image of raindrops with parts of words (syllables) inside, a table with syllables for reading, a silhouette of a drawn magpie, paper, pencils.

Preliminary work:

1. D / games “Chain of words”, “Sound got lost”, “Gifts for Tom and Tim”, “Flower shop” (for the number of syllables) “Syllabic loto”, “Letter lost”, lexical exercise “Funny rhyme”,
2. Games of Grandfather Bookvoed: “Pletenka”, “Anagrams”, “Entertaining models”, “Charades”, reading from a table with syllables, reading rebuses, riddles by the first sounds of drawn objects, solving shifters, crossword puzzles with words.
3. Learning children's folklore, tongue twisters, physical minutes, finger gymnastics complexes. Compilation of the proposal and its graphic recording.

Course progress. Methodical methods.

Ethical charging

Game "Smile to each other."

The teacher asks the children: “What do words consist of?” (guys answer). Each child is invited to pronounce his name so that everyone can clearly hear how many syllables are in it.

Surprise Moment "Mobile Call"

From the "telephone" conversation, it turns out that the mice friends Tom and Tim urgently need help. They were imprisoned by an evil sorcerer in his castle, which is far from the kindergarten.

The children decide to find their friends, to set them free. Since the road ahead is unknown, the teacher offers a plan from the kindergarten to the castle with possible obstacles in order to better navigate the road, not to go astray.

The teacher asks the children what mode of transport can be used? A choice is offered: tram, bus, train, trolley bus (children answer, explaining the choice). During the conversation, it turns out that it is most convenient to go by bus. The teacher clarifies that the bus is unusual, magical.

On the back of each chair you can see multi-colored squares. The names of the children are encrypted in them. Each child will be able to take only the seat on the bus that matches the sound model of his name.

Children find their seats, sit down. An inspector is appointed to check the correct landing in place.

The teacher says that they always take everything they need on the road and invites the children to read from the table (find words from syllables), which is taken on a long journey.

lo	e
ket	since
then	pa
that	Yes

The guys read the words on the table (package, food, ax, shovel, loto).

The game is a journey.

First stop- a river. The teacher offers the children picture puzzles, solving which the children read and name everything that they can meet on the way to the river: a fisherman, a bell, grass, a rainbow, a school. The teacher turns to the plan, where it is clear that the children are near the river.

Rebus "Bell"

Rebus "Fisherman"

Rebus "Grass"

Rebus "Rainbow"

Rebus "School"

Breathing exercises "Let's breathe in the fresh air of the river" (3-4 times)

The name of the river is encrypted. The teacher shows a picture and, by the first sounds of the objects drawn there, offers to find out what the river is called.

Children find out that the river has an amazing name "Kroshka". The teacher offers to cross this small river along a thin log, holding hands.

Second stop- Forest. There are 5 Christmas trees on the paper. On each, the words are visible in disorder: Tom, waiting, and, Tim, you). Children are invited to make sentences from these words. The guys talk about their options.

It turns out that someone specifically for us left this message. To cheer up the mice, the teacher invites the children to write letters to friends and send them with a magpie.

Children sit at tables to write letters. The teacher reminds about the rules for writing a sentence (they discuss it with the children). Children offer versions of letters (5-6). One child writes on the blackboard. The rest check, correct, supplement.

Finger gymnastics "House"

Letters written by children are sealed in an envelope and given to the magpie. While the children were writing letters, it suddenly began to rain.

Visual gymnastics "Drop".

The teacher invites the children to read and find out how many droplets of words fell out of the cloud? In each drop, a piece of a word is a syllable. Reading drop-syllables from top to bottom (Ku-ra-ki-no-sy-ro-). In the magical forest, the magical rain has passed. We were able to read many words.

Again the teacher turns to the plan. Children see that they found themselves at the very castle. They come closer and make sure that there really is a castle in front of them.

The situation is provocative.

There are no windows or doors on the drawn castle. The teacher is interested in whether the mice will be able to see the one who came to save them? Is it possible to enter this castle? Why?

1. The children are invited to choose any specially prepared enchanted scheme (sound models) of the details of the castle that are missing: a door, windows, a flag, a pipe, a lock, a key, etc. (according to the number of children).
2. Then, with your sound scheme, find pictures with the missing details of the castle on another table, correlate them with your sound scheme, and only then attach your picture-detail to the image of the castle. So the castle gradually appears windows, doors, everything else. The key imitates the opening of the lock.

Surprise moment.

Tom and Tim appear. Thank the children for the release.

The children return to kindergarten by plane.

Dynamic pause "Airplane".

Reflection

The teacher draws all the children to him.

1. Hugging, gives a positive assessment to each child, wonders what was remembered in the lesson?
2. Where have you been?
3. What challenges did you have to overcome?
4. Where was the most difficult?
5. Why cope with all the difficulties?

The teacher tells the children that it was easy to cope with all the obstacles on the road, because all the children acted together, together. That is why we managed to save the mice.

Software content.

1. Continue to teach children to name words with given sounds.
2. Continue to learn to conduct sound analysis of the word.
3. Strengthen the ability to make a sentence of two words; with the given word.
4. Learn to make an offer.

Materials and equipment.

Demo material:

Red, blue, green chips; board; toy truck; apples.

Handout:

Red, blue, green chips; silver rectangles; cards for laying out with the image of an apple; pictures of various objects.

STUDY PROCEDURE:

I. ARTICULATION GYMNASTICS (Articulation gymnastics- exercises for training the organs of articulation (lips, tongue, lower jaw), necessary for the correct sound pronunciation)

Tale of the Merry Tongue

There lived a Merry Tongue. He woke up early in the morning. He opened the window (open his mouth wide so that his teeth can be seen). Looked to the left, looked to the right (with the tip of the tongue turn left and right). Looked at the sky (touch the tip of the tongue to the upper lip). He looked at the ground (touch the bottom lip with the tip of the tongue). I saw the sun in the sky, smiled broadly (smile). He closed the window (close lips tightly). Tongue ran to the bathroom to wash. He began to brush his teeth (ex. We brush our teeth. Smile, open your mouth, show your teeth and draw a wide tongue from the outside of the upper teeth, imitating the cleaning movements of a toothbrush. Also “we clean the lower teeth.). And then rinse your mouth (puff out your cheeks, as if rinsing your mouth). And ran to the kitchen for breakfast. I saw pies with jam on the table and licked my lips (lick the upper lip on the right, then on the left). I ate three pies and ran outside. Tongue sat on a horse and galloped uphill (imitation of the clatter of hooves slowly). And then he sang his favorite song Aaaaaaaa, Ooooooo, Uuuuuu, Iiiiiii, Eeeeeee, Yyyyy (listing of vowel sounds). The tongue reached the mountain and decided to swing on a swing (ex. Swing. Mouth wide open, lips in a smile. Rhythmically change the position of the tongue: 1) the tip of the tongue behind the upper incisors; 2) the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!). He looked at the clock (ex. Watch. Open your mouth, stick out your tongue. Alternately move your tongue to the right corner of your mouth, then to the left.). Time to go home. Sat on a horse. Jumped home. And the horse runs fast from the hill (imitation of the clatter of hooves quickly).

II. BALL GAME

"Name the Word"

- Guys, and now we will play a fun game "Name the word." I will tell you the topic, and you will name the words for me. At the same time, pass the ball to each other until I say STOP! (Themes: Pets, Fruits, Wild animals, Hats, Furniture items, Vegetables.).

“Now we are going to play another game. I will call you a sound, and you will give me any word that begins with this sound.

III. INTRODUCING A NEW TOPIC

Sentence

Guys, look what I have in my hands (showing a toy truck). And now look what she is doing (showing that the truck is moving).

- The truck (car) is moving. We've got an offer for you. How many words are in our sentence? Say the first word. Name the second word.

"Now I'm going to teach you how to make a proposal." Look, we have silver rectangles. One rectangle represents one word of the sentence. Words in a sentence should be laid out at a distance from each other. Let's try together to lay out our proposal THE CAR RIDES.

Now I suggest you work on your own. Do you have pictures of items. Each has its own picture. Your task is to come up with a sentence with these items.

I give children time to work independently.

Now let's hear who has what proposals.

I invite the children to post their proposal.

PHYSICAL MINUTE

"Wind"

The wind breathes, breathes (Hands up - deep breath)

And the trees are all swaying (Then - to the sides, a wave of brushes)

Quieter wind, quieter, (Up again - deep breath)

And the trees are higher, higher (And down, long exhalation)

Let's sit quietly, quietly. (Children sit at their desks)

IV. REPETITION OF LEARNED MATERIAL

Sound analysis of the word

I put the apples on the back of the truck and ask the children what the truck is carrying. (Apples). Then I remove the apples and leave one, asking what the truck is carrying now. (An Apple). I suggest that the children make a sound analysis of the word APPLE. I invite the children to listen to how the word sounds, highlighting each sound intonation. Next, I propose to independently make a sound analysis of the word and lay it out with chips on a card with the image of an apple.

Next, the child at the blackboard parses the word, names the sounds and characterizes them. We recall the rule that the sound [й`] is the shortest in our speech and always a soft consonant. Children must find mistakes (if any) in themselves and correct them.

- And who will tell me how many solid consonants are in a word? How many soft consonants? How many vowel sounds?

How many syllables are in this word? And why did you decide so? And let's check. How can we do this? (put hand to chin). What syllable is stressed on? I listen to the answers of the children, while helping where help is needed.

IV. RESULTS

- Guys, let's remember what we did today in class?

— And what have we learned?

- And who was the most active today?

educator, GBOU secondary school No. 1995, Moscow

Abstract of a lesson on teaching literacy in the preparatory group.

TOPIC: "Flower-Semitsvetik"

Age: school preparatory group.

Integration of educational regions: social - communicative, cognitive development, speech development, physical development.

Tasks:

Educational:

1. Teach children to conduct a sound analysis of words, differentiating sounds (consonants and vowels)

2. Improve phonemic hearing: learn to highlight a sound in a word, determine its place in a word.

3. Exercise in the preparation of proposals and the ability to draw up a proposal scheme.

4. To form the ability to divide words into syllables.

educators:

1. Cultivate the ability to listen carefully and follow the instructions of the teacher.

2. Continue to form the ability to defend your point of view.

3. Build a sense of camaraderie.

Demo material: a flower with seven petals, an envelope with a letter.

picture cards.

Handout: colored circles (red, blue); cards with numbers 1,2,3,4; strips-schemes for drawing up a proposal.

Organization of children: in a circle, at tables;

preliminary work: a game for the development of auditory attention "Remember, repeat"; making sentences from given words; drawing up schemes of composed sentences, sound analysis of words.

Structure:

1. Organizational moment -1 task "Guess the riddle and describe"

2. Work on the topic classes: - 2 task

3 task

4 PHYSMINUTE - 5 task "Find the Sound"

6 task "Sonic Houses Game".

7 task

3. Bottom line classes. move:

Educator. Guys, come to me. Tell me how are you feeling today?

Children. Good, joyful, fun.

Educator. Amazing! Let's join hands and give each other our good mood. (Children stand in a circle).

All the children gathered in a circle.

I am your friend and you are my friend

Let's hold hands tight

And we smile at each other.

Educator. Guys this morning group I discovered such a wonderful flower, a seven-flower. And a letter was pinned to it. I didn't read without you. I propose to open the envelope and read the letter, and suddenly it is for us. Do you agree?

(Educator opens the envelope, takes out a letter, is reading: “Dear guys, you are going to school soon, so you should know and be able to do a lot. I am sending you my magic flower with tasks - riddles. If you complete all my tasks, it means you are ready for school. Then I congratulate you in advance. And if some tasks seem very difficult to you, and you find it difficult to complete them, then it doesn’t matter either. You still have time before the start of school and you will have time to work out. I wish you good luck! Good time! Wise Owl.) Educator. Well, let's try to complete these tasks? (Yes). And at the same time we will show our guests what we have learned, and we will also find out what else is worth learning before starting school, so that both teachers and parents can be proud of us.

So which petal open first, Name of the child?

Children's answers.

1 Quest "Guess the riddle and describe"

I open my kidneys

into green leaves.

I dress the trees

I water the crops

Full of movement

my name is ... Educator: Well done! Guys, tell me what it is, spring?

Children: warm, sunny, cold, early, long-awaited, rainy, noisy, green, windy, task 2 "Make a proposal for a picture"

caregiver: Guys, look at the blackboard. (On the board is a picture "Spring"). Children make sentences about spring and determine the number of words in a sentence.

There are chart strips on your tables. Of these, you must lay out a diagram proposals:

1. The long-awaited spring has come.

2. The children went for a walk in the park.

(Children lay out sentence schemes. After that, we check at the blackboard)

caregiver: Well done, and you coped with this task. caregiver: You correctly described spring and completed the second task of the Wise Owl.

caregiver: what petal with the task will be open?

3 task "Guess the riddle and make a sound analysis for the word - riddles" Streams run faster, The sun shines warmer, Sparrow is happy with the weather - He looked at us for a month .... (MARCH)

caregiver: Well done, guessed the riddle. And now let's do a sound analysis of the word "MARCH". To do this, you have circles of blue and red on your table.

What sounds are in blue?

What sounds are in red?

How many sounds in a word "MARCH"?

What color is the first circle? So, let's start the sound analysis of the word "MARCH".

Children perform similar actions with other sounds and lay out in front of them an audio track for the word March. One child works at the blackboard.

caregiver: How many sounds are in this word? How many vowels? Consonants?

Whoever has the circles in the same order that the children named, raise your hands. Well done! You also coped with this task, but now let's do a physical education minute

4. Physical education:

We tear off the next petal, and there is this the task:

5 task "Sonic Houses Game". caregiver: Guys, and now we will play Sound houses. You have houses with windows on your tables. How many windows in the house, so many sounds in the word. You need to choose from two pictures the one that suits your house. (each house and two cards). Well done, you have done well with this task.

Educator. We tear off the next petal. Listen to the task. 6 task "Divide the words into syllables and determine their number".

Educator. You have plates with numbers 1,2,3,4 on your tables. Now I will show pictures. Your task is to name the word and determine how many syllables are in this word. If there is 1 syllable, you raise a plate with the number 1, if 2 syllables - a plate with the number 2, and if 3 syllables - with the number 3, 4 syllables - with the number 4. Is the assignment clear? We started.

The teacher shows pictures (rainbow, rose, poppy, icicles, dandelion, willow, rook) and the children determine the number of syllables and raise the cards.

Educator. Well done. All right.

7 Quest "Where is the sound hiding?"

Guess it guys

My difficult riddles.

And then define

Where does sound live?

Educator. You and I must solve the riddles of the Wise Owl and determine where he lives in these riddles sound: at the beginning, in the middle or at the end of a word. Ready? Let's get started.

The teacher reads riddles. Children solve riddles.

First to get out of the ground

On the thaw.

He is not afraid of frost

Even though it's small.

(Snowdrop) Educator. Where does the sound [n] live in this word?

Children. In the middle of a word.

In a blue shirt

Runs along the bottom of the ravine.

(Brook) Educator. Where does the sound [r] live in this word?

Children. At the beginning of a word.

Housewarming at the starling

He rejoices without end.

So that we have a mockingbird,

We made it.

(birdhouse)

Educator. Where does the [s] sound live in this word?

Children. At the beginning of a word.

Here on a branch someone's house

No doors in it, no windows,

But the chicks live warmly there.

This is the name of the house.

(Nest) Educator. Where does the sound [o] live in this word?

Children. At the end of a word.

Educator. Well done, and you all did a great job with this task.

Educator. Well done, guys, you coped with all the tasks, and we can safely write about our achievements in a letter to the Wise Owl.

Tell me if you like our occupation? What task was the easiest in your opinion? And which one is the most difficult?

Lesson summary Teaching literacy in the preparatory group

Topic Consolidation of the material covered

Goals:

educational :

- to consolidate the skill of sound-syllabic word analysis;

- fix the graphic image of the letters;

- to consolidate the skill of reading syllables and words;

- to consolidate the ability to make sentences on key words;

developing:

- develop phonemic perception;

- develop memory and attention;

- develop verbal and logical thinking in children, reason, draw conclusions;

educational:

- foster a sense of goodwill, responsibility, cooperation;

- Develop the ability to work together.

The course of educational activities.

I. Introductory part.

All the children gathered in a circle together:
I am your friend and you are my friend
Let's hold hands tightly
And we smile at each other.

II. Main part.

Children receive a video letter. (A video letter with the beauties and wildlife of Brazil is broadcast on the screen).

We have received a video message.

“Hello my good friends! I am now in a distant country. It is very hot here and it often rains. Beautiful waterfalls. Palm trees and coconuts grow. The forests are very dense - they are called the jungle. Parrots, hummingbirds, crocodiles, sloths, boas and jaguars and many monkeys live here. You guessed it, I live in Brazil, next to the Amazon River. Look how beautiful. It is very cold and snowy here now, so I cannot come to you, but I want to offer you interesting tasks, because you already know how to read and write. And in order to find out the name of the forest in which I live, you must correctly answer and complete tasks. If you do everything right, you will receive a gift from me. With big regards from Brazil, monkey Lara.

Educator: Well guys, let's try to complete the tasks that Lara offers us?

Children: Yes.

Educator: Look, she sent a package along with the letter. After each correctly completed task, we get one letter from the name of the forest where Lara lives. At the end of the lesson, we will learn this name.

We take it all together and read it in a circle on the carpet.

Here is the first task

1. Guessing riddles.

One soft and whistles, black birds
Another hard and hissing, On a white page
The third one will sing at all - They are silent, they are waiting,
At least someone will pronounce it ... (sound). Who will read them ... (letter).

The game "Who is more." Necessary choose words with a given sound. Game progress: children are divided into several groups. The teacher asks each group to choose one vowel or consonant sound. When a sound is selected, children remember the names of objects that begin with this sound (or that the given sound is in a certain place: at the beginning, middle or end of the word, depending on the stage of work).

Educator: Warmed up well. We get the first letter of the name of the forest.-This is the letter A. We put it on the board.

2. And now let's work at the tables.

At first I couldn't
Read with two letters
Your first ... (syllable).
Scatter the syllables into houses.

Given pictures. You need to choose the appropriate picture for the house by the number of syllables. The windows in the house mean the number of syllables. Children are invited to name their word and how many syllables are in it.

After a correctly completed task, children receive a syllableMA (put on the board)

3. . Given cards with pictures. You need to lay out the sound composition of the word shown in the picture. And name it. How many sounds and what. (handout)

. We get the syllable ZO

Fizminutka video (Funny monkeys)

4. Educator:I will match the sound to the sound

And I will pronounce it
If I put the letters in a row

Then I’ll read it later ... (word).

Offers children a game"Finish the sentence"

Target: Teaching children to pick upantonyms .

short stroke: The teacher starts the sentence, and the children finish it.

The elephant is big, but the mosquito(little).

The stone is heavy, and the fluff(light).

Sugar is sweet and mustard(bitter).

The lion is brave, and the bunny(cowardly).

Shouting loudly but whispering(quiet).

The seller sells and the buyer(buys).

5. Combination lock

A syllable is encoded in each digit of the lock. What words will you get if you choose different codes?

We get AND

6. I will pick up a lot of words

I will make friends with each other

The presentation will be clear

I'll get an offer.

Game "Finish the sentence" (in a circle with a ball).

You need to complete the sentences using the union "to":

The children boarded the boat to…

Mom put on a smart dress to ...

Petya covered his face with his hands to...

Vova took the dog on a leash to…

Workers brought bricks to…

Dad bought flowers to...

The girl opened the window to...

The driver opened the trunk of the car to…

Grandfather put a scarecrow in the garden to ...

7. Here the wind is strong
And scattered the words.
You bring them together

And read the offer.

Game "Come up with a proposal."We give a definition. Team 2 work. 2 offers

The teacher offers words from which you can make a sentence. Beat with intonation exclamatory, interrogative.

We get I (attach to the board)

8. Summary of the lesson .

Educator: We connect all the received letters and read the name of the forest. It turned out AMAZONIA.So, the monkey Lara lives in the Amazon Forest.. What animals still live in this forest? How should animals be treated?

What tasks helped us learn the names of the forest?

We wish our familiar monkey all the best.

And now for well-executed tasks we receive gifts from Brazil.

Surprise moment. We get monkeys - toys and bananas to pleasant music ..

Lesson on teaching literacy in a group preparatory to school.

Educational goals:

continue to teach children to conduct a sound analysis of the words "Rose" and "Meat" using the rules for writing vowels and determining the stressed vowel sound.

Learn to name words according to a given model.

Development goals:

develop coherent speech (monologic and dialogical forms);

to consolidate the ability to answer questions with a common sentence;

develop the ability to independently draw conclusions;

develop the grammatical structure of speech (fix the skill of matching adjectives with nouns in gender, number, case);

development of phonemic hearing, perception, attention, memory, verbal-logical thinking;

develop the ability to name words for a given sound.

Educational goals:

education of the skill of independent activity;

to educate children's skills: to work in a team, patiently listen to questions from teachers, answers from comrades and respect their opinion;

foster a sense of mutual assistance and assistance;

to cultivate interest in the occupation and love for the native language.

Demo material: red, blue, green, black chips; cash desk with passed vowels "a", "i"; the letter "o"; pointer.

Handout material: red, blue, green, black chips; cash desk with passed vowels "a", "i"; the letter "o"; card with a diagram (houses for sounds).

Lesson progress

I. Organizational stage.

II. Setting a learning task through game motivation.

III. Main stage.

The game "Who is more?";

Game exercise "Finish the word";

The game "Kids-shorty";

Game exercise "Transformation of words - a magic chain";

Word game "Tell me right";

Game "Name your brother";

Game "Recognize the sound";

Word game "Lost sound";

The game "Who is attentive?";

Conducting a sound analysis of the words "Rose" and "Meat" using the rules for writing vowels;

Game "Fix the mistake";

The game "Name the words."

IV. The final stage.

Lesson progress

(Children enter the group, greet the guests)

Educator: - Guys, tell me, please, which group do you go to? (preparatory group)

"So you'll be schoolboys soon." Imagine that today you are not in a group, but at school, in a classroom. Teachers came to us to see how you are ready for school. Shall we show our guests what we know and can do?

(The bell rings, the children stand in a circle)

Educator:

- Guys, you know what we say in words. And now we will show how many words we know. Let's play the game "Who is more?". (The teacher with the ball becomes in a circle, throwing the ball to the child calls any sound, the child returns the ball and calls the word that begins with this sound).

- Well done, you have named a lot of words. And now the game "Finish the word." (The teacher with the ball becomes in a circle, throwing the ball to the child calls the first part of the word, the child returning the ball calls the second part or the whole word: firewood, co-wa, heron-la, etc.)

- Great, and now the game "Baby Shorties":

We are short babies.

We will be glad if you

Think and find

Both beginnings and ends.

(Boris, rhinoceros, pie, skid, Aquarius, zoo, password, fence)

- Well, now the game “Transformation of words - a magic chain” (The teacher with the ball becomes in a circle, throwing the ball to the child calls the word, he changes one sound and calls a new word: house - tom - com - scrap - catfish, chalk - sat down - sang, beetle - bough - bow)

- Well done, and so the game "Tell me right" (adjective agreement with a noun in gender, number and case).

“Guys, so far we have been talking about words. Can you tell me what words are made of? (From sounds)

- What are the sounds? (vowels and consonants)

What about the consonant sounds we know? (hard and soft consonants)

- Okay, let's play the game "Name the brother" (The teacher with the ball becomes in a circle, throwing the ball to the child, calls a hard or soft consonant sound, the child, returning the ball, calls the opposite one).

Well done, you've already said a lot. Now show how you recognize the sound, the game "Recognize the sound" (The teacher calls the words, the children clap their hands if they hear the sound p, s).

- Did you know that sounds can get lost, the game "Lost Sound":

The hunter shouted: “Oh!

Doors (animals) are chasing me!”

Sits firmly on the bed

Orange cap (turnip).

Lying lazy on a cot,

Gnawing, crunching, guns (drying).

The poet finished the line

At the end I put a barrel (dot).

“Great, you did a great job. And now, quietly go to the desks. (Children go to tables)

- Lay out in front of you the red, blue, green chips from your caskets. The game "Who is attentive?" (The teacher calls one sound at a time, the children raise the chip with which it is designated. During the game, the teacher asks the children separately: “Why did you raise this particular chip?”, The child explains).

- Well done, remove the chips. Move the diagram towards you, we conduct a sound analysis of the word “Rose”, and Kirill parses the word at the blackboard. (Children parse the word on their own, and Kirill - from the back of the board. When he has finished and more children, the board unfolds, and Kirill explains why he made this particular model of the word).

- The first sound in the word "Rose" is the sound "r", a solid consonant sound and is indicated by a blue chip. The second sound in the word "Rose" is the sound "o", a vowel sound and is indicated by a red chip. The third sound in the word "Rose" is the sound "z", a solid consonant sound and is indicated by a blue chip. The fourth sound in the word "Rose" is the sound "a", a vowel sound and is indicated by a red chip.

- And you guys check, you got such a model, check your neighbor too.

“Smart, you did everything right.

- How many sounds are in the word "Rose"? (4). How many consonants are in the word "Rose"? (2). Name the 1st consonant, 2nd consonant ("p", "h"). What is the stressed vowel in the word "Rose"? (about). What chip denotes a stressed vowel sound? (Black).

(the teacher invites the children to put the word “Meat” under the word “Rose”. The children parse the word in place, and the child is already parsing it at the blackboard in front of them, explaining each of his actions)

- What are the same vowel sounds in the words "Rose" and "Meat"? (ABOUT). Which consonant sounds are followed by "o" sounds? (after hard consonants).

(The teacher shows the children the letter "o" and they replace the red chips with the letters "o").

- Well done, now put all the chips in the box. The game “Correct the mistake” (The teacher puts a blue chip on the board and behind it the letters “a”, “o”, puts a green chip and the letter “i” under them. Repeats with the children the rules for writing the passed vowels. Then he offers to close his eyes, rearranges in some places, first letters, then chips.Children find and correct the mistake.).

— Clever, corrected all errors. Now look at what model I put on the board: blue, red, blue chips. The game "Name the words." Name the words that can be read on this model. For example: cat, bow, ... .. (volume, house, lump, mouth, nose, catfish, smoke, poppy, current).

Well done!!!

Summary: What did we do in class today? (children's answers)

- And what do you think, who took part in the lesson more actively today, who excelled, who worked well? (Children's answers) And now let's applaud those guys who did well!

(Bell rings, class is over)