Topic: Letter of small letter "U". (7 QUESTION)
Target: teach how to write the lowercase letter “U”
Z adachi: 1) continue working on calligraphy writing
2) continue work on speech formation
Resources: 1) copybook for the Russian alphabet No. 2.
2) methodological manual
Updating knowledge Today in the lesson we will learn about writing another letter of our alphabet. And in order to find out the letter, guess the riddle.
Motley Quack,
Catches frogs
He walks around and stumbles.
What is the first sound in a word? Duck [y]
Setting the topic and purpose of the lesson. What sound is this? What do you know? Vowel, does not meet obstacles, is sung.
Have you already guessed which letter we will write? U
Name the topic of our lesson. Letter "u"
What is the purpose of today's lesson? Learn to write the letter "u"
Learning new material (learning to write the lowercase letter “u”) Let's turn to the copybook page 11
Look at the letter.
Comparison of printed and written letters.
How many elements does a letter consist of? From 2 elements
What elements were encountered?
Display on the board. (pay attention to how to prevent common student mistakes)
We place the handle on top of the working line and draw a short straight inclined line with a curve at the bottom to the right, bringing it to the top line of the working line. Draw an extended line with a loop at the bottom.
Let's first write the individual elements of the letter in the air, and then the entire letter.
Take the copybook and circle the elements of the letter.
Work in copybook.
(writing syllables according to the model in the copybook, working with words given in the copybook) Now we will write the letter “y” with a connection. First with the uppercase connecting the letter to a capital letter "A" and then to a lowercase letter "a".
Guys, read the words in the copybook. Duck, beads.
How many letters and sounds are in the first word? 4.
In the second word? 4
How many syllables are in the first word?
How many syllables are in the second word?
Make up sentences with these words.
Topic: Letter of capital letter M.
UMK: School of Russia
Class: 1
Target: Learn to write the capital letter M.
Tasks:
1. Introduce the elements of writing the capital letter M.
2. Learn to distinguish between the writing of lowercase and capital letters M.
3. Form a connection between the elements of the letter M and the environment around us.
4. Continue working on the formation of calligraphic writing.
Introduction to the topic of the lesson Game “Say the Word”
He slept in a fur coat all winter,
I sucked a brown paw,
And when he woke up, he began to roar.
This is a forest animal... (bear) Regulatory
In the underground, in the closet
She lives in a hole
Gray baby.
Who is this?... (Mouse)
– What unites all these words?
– Say the first sound of the word “bear.” What sound does the word begin with? What is he like?
- Describe this sound. Cognitive
– Say the first sound of the word “mouse.” Communication
Describe this sound.
On my board you see pictures of a bear and a mouse and cards with sounds, match the sound with the picture.
– What letter represents these sounds?
Formation of a visual image of the capital letter M in the memory of students.
The teacher shows a table of four forms of the letter “M”: small and large printed, lowercase and uppercase (capital) written.
– How are they similar? What is the difference? Regulatory
– Tell me, what elements does the capital letter “M” consist of?
- What elements have we already encountered when writing other letters?
- Open the copybook on page 7
- We are already familiar with writing the lowercase letter m, what elements are already familiar to you?
- How do you think the lowercase letter m differs from the capital one?
- Let’s talk again about what elements the letter m consists of, only this time it’s capitalized.
- Let's now try to construct our capital letter m on the board.
Formation of a visual-motor image of a letter in the student’s memory.
Listen to the poetic lines:
White lambs are walking in the mountains,
Like foamy lambs
Along the waves.
– The picture shows what kind of waves there are: the top of them is like white foam.
- Look carefully at the image, what elements of the letter M do you think the waves resemble?
- Where else in your life have you seen the elements of the letter M?
Preparing to write:
Exercises to prepare your hands for writing:
A) A man is walking along the desk,
Moving your legs.
And if the legs look up,
Did it work out? Horns!
B) Fingers doing exercises
To be less tired.
And then they are in the notebook,
They will write letters.
B) We have a pair of scissors,
They will come in handy for us more than once.
Which one of us is so brave?
What will cut a sheet of paper?
Fit check:
- Hands? (On the spot)
- Legs? (On the spot)
- Elbows? (At the edge)
- Back? (straight)
I'll open my notebook
And I’ll put it on an angle.
I, friends, will not hide it from you -
I hold my pen like this.
I'll sit straight, I won't bend,
I'll get to work.
Look at the top of the page, we have illustrated the elements of writing the letter M, let's circle them, don't forget about the helper arrows.
TECHNIQUES FOR FORMING A GRAPHIC IMAGE OF A LETTER
IN CHILDREN WITH SPECIAL DISTRIBUTION AND INTELLECTUAL DISABILITIES
Low level of cognitive activity, immaturity of motivation for learning activities, reduced performance in receiving and processing information, limited fragmented knowledge and ideas about the world around us, insufficient formation of mental operations, lag in speech development while maintaining the analyzers necessary for the favorable development of speech in children with delays mental development and intellectual disabilities require a non-standard approach from the teacher in explaining and reinforcing educational material. Repeated repetition of information when exposed to various analyzers and channels of perception gives positive results.
1. Using a sandograph
Equipment: pescograph
a) On wet sand, the teacher draws the letter being studied with his finger. The child is asked to use a finger or a small toy to follow the path of the drawn letter. Next, the child writes the letter independently. (This exercise is especially effective for children with impaired fine motor skills, cerebral palsy with partial paralysis of the arms, cuts, uncontrolled stereotypic movements)
b) On dry sand on a backlit glass panel, the teacher writes a letter and invites the child to “walk” with his finger along the illuminated path. Next, the child copies the letter he has learned, and later writes it independently or with the help of the teacher.
2.Using LED glassgraph
ABOUT 
Equipment: LED glassgraph, fluorescent markers, substrate with a sample of the letter being studied
A sample letter is attached to the LED glassgraph. The light is selected that corresponds to the psycho-emotional and somatic state of the child. The teacher writes the letter being studied with a marker on the glass, then the child is asked to write this letter independently.
3. Using a math tablet
ABOUT 
Equipment: math tablet, rubber bands
On a math tablet, the teacher uses rubber bands to construct a letter. Next, the child follows the model, and then independently constructs the letter.
4. Using a tablet “Mobile application”
Equipment: “Mobile application” tablet, red and blue adhesive tape
On the tablet, the teacher lays out a letter from red stripes (for vowels) or from blue stripes (for consonants) and asks the child to repeat.
5. Using a lacing tablet
Equipment: personal lacing tablet (rattan covering in A-4 format), bright cords, a set of studied letters
a) The teacher “embroiders” the image of the letter with cords and asks the child to repeat.
b) The teacher asks the child to perform “embroidery” according to the instructions ( 5 steps up, 3 steps right, etc.) Next, the child compares the image obtained on the tablet with the letters he has studied and names the one he came up with.
6. Using LEGO
Equipment: LEGO constructor, set of studied letters
a) The teacher collects an image of a letter from a construction set and asks the child to repeat it.
b) The teacher asks the child to complete the construction according to the instructions ( Connect 5 large blocks with, 3 small ones with a turn to the right, etc.) Next, the child compares the image obtained during construction with the letters he studied and names the one he came up with.
7. Using a paper constructor
Equipment: paper constructor, letter to study
The child is asked to look at the letter, “take a picture” with his eyes, close his eyes, imagine the image of the letter, and look at the details of the construction set:
a) assemble the letter yourself;
b) assemble with the help of a teacher;
c) assemble by placing parts of the construction kit on the sample
8. Using plasticine
Equipment: glass “notebook” (A-4 format, glass thickness No. 3, preferably with lines), plasticine, a backing with the image of a letter, A-4 modeling board
The child is asked to roll up “threads” from plasticine and lay out a letter on the backing according to the pattern. (especially effective for forming a graphic image of a capital letter)
9. Using various objects
Equipment: glass pebbles for an aquarium, fruit models
The child is asked to lay out the letter being studied from the proposed objects.
10. Using push pins
Equipment: multi-colored push pins, smooth polystyrene foam tiles (A-4 format)
An image of a letter is applied to the tile and the child is invited to “draw” it with buttons,
11. Using thread writing
Equipment: screen made of velvet paper (A-4 format), woolen threads of different colors
The teacher shows an example of a letter “written” with thread or threads on the screen. (Children are surprised to see that an ordinary thread without glue does not fall) Next, the child is asked to “write” a letter.
12. Using letter patterns
Equipment: fabric bag, letter models
The child is offered
a) with both hands, feel for the letter in the “magic” bag and determine what kind of letter it is
b) with one hand, feel for the letter in the “magic” bag and determine what kind of letter it is.
13. Using matches or counting sticks
Equipment: matches, counting sticks
The child is asked to use a model or independently to lay out a letter using matches or counting sticks.
14. Using the body
The teacher shows how to use the body to depict a letter. Next, the child is asked to draw the letter himself.
The proposed techniques allow not only to develop graphomotor skills of children in this category, but also to correct fine motor skills of the hands, disorders of articulatory and grapho-motor coordination (impaired calligraphy), visual-spatial disorders, instability of the graphic image of numbers and letters, prevent mirroring and rearrangement of them when reading and writing, difficulties in orientation within the notebook sheet, violations of sound-letter analysis and the sound structure of words, difficulties in mastering logical and grammatical structures of the language, limited vocabulary, disturbances in visual and auditory functions, difficulties in concentration and distribution of attention.
Sections: Primary School
Class: 1
Goals:
- introduce children to the sound and object images of the letter “Z”, achieve a clear distinction between the image of the sound and the image of the letter;
- enrich the student's vocabulary;
- develop logical thinking, the ability to compare, observe, draw conclusions;
- develop memory, attention, creative activity, fine motor skills;
- practice reading whole words; develop conceptual thinking when comparing objects (phenomena) by their location relative to each other in time: month (January - in January, etc., year and season (winter - winter, etc.);
- pay attention to relaxation during the lesson (outdoor games, walks, etc.).
Equipment:“A Primer” edited by A.F. Malyshevsky, albums, paints, gouache, colored pencils, felt-tip pens, natural materials, construction sets, plasticine; a set of pictures for the game “When does this happen?”, an image of Cinderella; various objects starting with the letter “Z”; bunny, snake - soft toys; cubes with letters; individual magnetic boards; cool cut cash register of letters (on magnets).
DURING THE CLASSES
I. Class organization.
U: Guys, today we continue our journey into the world of Knowledge. We will have many difficulties along the way, so we need to be very careful. Raise your hand those who are ready to cope with all difficulties. (Everyone raises their hands.)
Well done! Then let's go!
II. Introductory point.
U. What date is today?
T: What time of year ends?
D: Autumn is ending, 2 days left.
U: What autumn months do you know?
D: September, October, November.
W: Remember what interesting things happened to you in September.
D: We went to school in September.
U: And in October?
D: It was my birthday in October...
U: In November?
D: The first snow fell in November...
T: What time of year will it be after autumn?
D: After autumn comes winter.
T: Let’s play the game “When does this happen?”
(Children go to the carpet where the pictures are laid out.)
Listen to the riddle and say when this happens:
I bring the harvest
I am sowing the fields again,
I send birds to the south,
I strip the trees
But I don’t touch the pine trees and
Christmas tree. I…
T: Choose pictures that depict what happened in the fall.
(Children find, show and tell)
D: In the fall we harvest. In autumn the leaves turn yellow and fall off.
In autumn, birds gather in flocks and fly away to warmer climes.
I have a lot to do -
I'm a white blanket
I cover the whole earth,
I remove it from the ice of the river,
White fields, houses,
My name is …
(Children also find pictures of winter and discover what happens in winter.)
D: In winter it snows, everything around is white.
In winter we go ice skating, skiing and sledding.
In winter we sculpt a snow woman...
W: How has nature changed with the approach of winter?
(We approach the window.)
D: The trees are bare. There is snow all around. It's very cold today, bitter frost. You can't hear the birds singing.
The bullfinches have arrived...
U: Guys, let's sing a song about winter. To the soundtrack, the children sing the song “Zimushka, winter. ”
III. Sound image of the letter “Z”. Speaking tongue twisters.
Frosty winter morning
At dawn the birch trees ring.
U: Let's talk together and listen to which sound is pronounced more often.
D: Sound repeats (Z)
(Speak again, emphasizing the sound (Z))
On a winter morning from frost
Birch trees ring in the dawn.
U: In what words do we hear the sound (Z).
D: Zzzimnim - at the beginning of the word,
From frost - at the end of the word,
On zzare - at the beginning of the word,
They ring - at the beginning of the words,
Birch - at the end of the word.
U: Let’s say the tongue twister quietly, loudly. (children read)
U: Say the tongue twister the way a bear, bunny, or fox would say it.
IV. Subject image of the letter “Z”.
U: What letter represents the sound (Z)?
D: The letter “Z”.
U: What does the letter “Z” look like?
D: To the number 3.
U: Look at this letter:
She's just like the number 3 three. (Children show a picture of the number 3 on the board).
D: On the snake, which lay down and depicted the letter “Z”.
(They look at the snake - a soft toy).
U: - The letter “Z” looks like a snake,
Try to take a look at her!
- “Z” is not just a curl,
“Z” spring, pretzel, shavings.
V. Artistic and visual activities.
U: Guys, sit down at your tables, open your albums and imagine what the letter “Z” looks like and prepare a story about your image.
(children draw with paints, gouache, colored pencils, felt-tip pens - optional)
After listening to the stories, children lay out the letter “Z” from natural material, construct it from a construction set, mold it from plasticine, etc.
U: Look at how different the letters you got, but they are all recognizable. Now print the letter “Z” in your notebooks.
U: Olya, how many letters did you type?
Olya: I typed 15 letters.
U: How many letters does Dima have?
Dima: I typed 12 letters.
U: Guys, how many more letters did Olya type than Dima?
D: Olya typed 3 more letters.
U: Well done.
VI. The letter “Z” as the name of an object.
U: Today we have guests. Guess the riddle and find out.
She's beautiful and sweet
And her name comes from the word “ash”.
D: This is Cinderella. (They type this word CINDERELLA in the notebook).
W: Why do you think Cinderella came to visit us?
D: Her name starts with “Z”.
U: Which Cinderella? (Look at the image of Cinderella, remember the fairy tale.)
D: She is beautiful, hardworking, kind, handy.
U: Cinderella came to us not alone, but with her friends.
The forest dweller is nimble,
I tore off a cabbage leaf.
His eyelashes are trembling:
- Is there a fox somewhere?
D: This is a bunny.
(Children print BUNNY in notebooks and on a magnetic board.)
U: What sound do we hear at the beginning of a word?
D: Sound (Z).
U: What letter represents this sound?
D: The letter “Z”.
T: Find a bunny among our toys.
What is he like?
(The children look at it.)
D: He is fluffy, long-eared, handsome, kind, cowardly, funny, oblique, soft, bright.
W: In what fairy tales did you read about the bunny?
D: In the fairy tales “Kolobok”, “Teremok”, “Zaykina’s Hut”...
U: Let’s show our guests the fairy tale “Zaikin’s Hut.” Let's remember this fairy tale. (Children tell) what animals are involved in this fairy tale?
D: Fox, hare, bear, wolf, rooster.
(The intonation with which the children will portray their hero is discussed: bear - rude voice; fox - cunning; hare - cowardly; rooster - vociferous)
The fairy tale is staged with the help of puppets - puppet theater. Children participate at will.
U: Well done, guys! Cinderella and the bunny really liked your fairy tale. Look, the bunny has some kind of note in his pocket. She's for you. It's a mystery. Let's read it. (Readed by a child who reads well)
The grain scattered by night.
We looked in the morning - there was nothing.
D: These are the stars. (Children print the word STAR in their notebook.)
U: What stars?
D: They are bright, shiny, small, distant, magical, ...
U: We also have stars in our room, we just need to look for them.
(Children search and examine after finding)
U: Let’s say the word star again and listen to the first sound.
D: Zzzzzzzzdy. At the beginning of the word there is a sound (Z) and in the middle there is a sound (Z).
T: Count the stars.
D: One, two, three.
W: How many stars did you find?
D: We found three stars.
W: Compare them. Which star is the odd one out?
D: Two stars have four - 4 rays, and the third - 5.
U: How many more rays does the third star have?
D: One more beam.
U: Something is written on one star. Let's read it.
(The riddle is read by a child who reads well)
All my life I've been wearing a vest,
But without boots and without a cap.
D: This is a zebra. (The word ZEBRA is printed in the notebook)
T: Listen, what sound do we hear at the beginning of a word?
D: Zzzebra. Sound (Z).
U: What letter represents the sound (Z).
D: The letter “Z”.
U: What kind of zebra?
D: Zebra is striped, fast, beautiful...
U: Where can you see a zebra?
D: We can see a zebra at the zoo (Print ZOO in a notebook).
T: Say the word “zoo” again. What's the first sound?
D: Zzzopark. Sound (Z), it is denoted by the letter “Z”.
U: So we are going to the zoo together with Kiryushka.
Sit down at the tables and look at the pictures, make up a story based on them so that there are words with the letter “Z”.
Work in groups.
Group I – story “Tic Tac Toe” (about a zebra).
Group II - the story “We identified ourselves” (about a walrus). See Attachment
Group III – story “The Crocodile Got Offended” (about teeth).
Group IV - the story “Sobezyanikala” (about a monkey).
Children in their groups look at the pictures, prepare a story, and one student tells the story. The rest of the children listen and name the words in which they heard the sound (Z.)
U: Well done, guys! Your stories are very interesting. There are a lot of animals in the zoo. Now we will hold a relay race of animals.
ACTIVE GAME “RELAY OF ANIMALS”
Students are divided into 4 equal teams. The players take the names of the animals: “Bear”, “Hare”, “Fox”, “Wolf”, “Squirrel”, etc.
The teacher loudly calls any animal. Players run forward to the indicated place. Whoever comes running first gets a point.
The game is summed up.
VII. Work on the “Primer” (pp. 119-120)
U: We found a lot of words starting with the letter “Z”. But there are still words in the Primer. Open your textbooks and read the riddles.
(Children open their textbooks on pp. 119-120. Reading children read riddles, the rest guess.)
U: How many riddles are there on page 119.
D: three riddles.
U: How many riddles are there on page 120?
D: Two riddles.
U: Where there are more mysteries.
D: More on page 119, left page.
U: How much more?
D: One more mystery.
T: Look at the drawn strawberries.
How many berries are there on the branch on the left?
D: There is one berry on the left.
T: How many berries are there on the right?
D: There are two berries on the right.
U: How many in total?
D: Just three berries.
W: How did you get three?
D: Two and one more, there will be three berries.
VIII. RESULT OF THE LESSON.
What letter did we meet?
What fairy tale characters have you met?
Well done boys! You worked hard and learned a lot of new things.
Illustrations
Purpose of the lesson: study the letter U, develop reading skills, develop speech skills, improve phonemic awareness, and the basics of elementary graphic skills.
- introduce the preschooler to the letter U and the correct pronunciation of the sound;
- teach how to write the printed letter U in squares;
- to generate interest in learning poems and riddles.
Name what is shown in the pictures below:
Morning Snail Duck Iron
Ask what sound the words begin with - the names of the pictures?
To pronounce [U], you need to make a tube with your lips, open your mouth slightly and “turn on” your voice. Repeat: UUU
Do your teeth, lips or tongue prevent air from coming out of your mouth freely? (No, they don’t interfere.)
Close eyes. What do you hear? (Traffic noise, music, etc.)
We hear different sounds.
Close your eyes again and listen: Aah, Uuu... These are also sounds - the sounds of human speech. Sounds make up the words we use to speak.
AAA is a sound, AIST is a word.
UUU is a sound, DUCK is a word.
Please remember: we hear sounds, we pronounce them. You can use letters to write down speech sounds and words. We see letters, we write them, we read them.
A preschooler will be able to distinguish between the concepts of sound, letter, and word gradually, as a result of constant repetition over a long time.
Find out the sound
Raise your hand if you hear the sound [u] in the words: spider, flower, puddle, sofa, table, chair, pigeons, chicken.
Who is bigger?
- Think of words with the sound [u] at the beginning (street, morning, dinner), in the middle (hands, pear, cabbage), at the end of the word (I walk, carry, below).
- Come up with words in which the [y] sound is second (puddle, bough, bedside table).
- Guess the words that have only three letters, the second and third being uk (beetle, onion, bough, beech).
Assignment: printed letter U for preschoolers
Draw the sticks carefully along the cells with a simple pencil or ballpoint pen.
In cases where the child is asked to write a whole line of a letter, syllable or word, the adult gives a writing sample at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two approximate lines, or put reference points that the child will connect with lines, or write the entire letters, and the child will simply circle them in a different color. Calligraphy should not be required at this stage of training.
Continue the sentence
I'm not bragging when I say:
I will make all my friends younger!
Despondent people come to me -
With wrinkles, with folds,
They are leaving very nice,
Fun and smooth!
So, I'm a reliable friend -
Electric... (iron).
He's floating on the sheet
Like a boat on the wave.
He is a good friend to housewives
Electric... (iron).
Autumn has come,
And the snowstorms will come.
And with a farewell cry
Birds... (fly away).
The long-awaited call was given -
It's over... (lesson).
Who walks with a bag of books
Going to school in the morning? … (Student.)
All the guys from the yard
They shout to the painters: ... (hurray)
Tale about the letter U
About a little spider
On the shore of the pond, in the dill, there lived a small, small spider, who was afraid of flies more than anything in the world.
All the beetles, snails, snakes, frogs, ducklings and even the flies themselves laughed at him, and his brothers - the big spiders - scolded him and called him a quitter.
“I need to prove to everyone that I’m not a quitter,” the little spider decided.
And one night he picked a large bouquet of red poppies and painted all the cobwebs in the garden with them.
“The brothers will be happy in the morning,” thought the satisfied spider, “it’s so beautiful - the red web!”
But alas! The next morning, the evil, despicable big spiders, swearing terribly, washed their webs.
The flies immediately noticed the red nets, and none of them were caught.
And the little spider was so scared that it ran far, far away. And now no one knows where he lives...
Riddles for children starting with the letter U
Two antennas on the top of the head,
And she sits in the hut,
She's carrying her,
It crawls very slowly.
(Snail)
Horns came out onto the path.
You won't butt?
I touched them a little
The horns hid again.
(Snail)
Along the river, along the water
A line of boats floats.
There's a ship ahead,
He leads everyone with him!
(Duck with ducklings)
What is it with Galochka?
A thread on a stick
Stick in hand
And a thread in the river.
(Fishing rod)
Amazing child!
Just got out of diapers
Can swim and dive
Like his own mother.
(Duckling)
Through the linen country,
Along the Prostynya River
The ship sails back and forth,
And behind him there is such a smooth surface -
Not a wrinkle to be seen.
(Iron)
Proverbs and sayings starting with the letter U
Learning is the path to skill.
Skillful hands do not know boredom.
A stupid person will judge, but a smart person will judge.
A smart person blames himself, a stupid person blames his friend.
There is no boredom when your hands are busy.
Pick up a book and you won't be bored.
If you know how to make mistakes, you know how to get better.
The morning is wiser than the evening.
Take it together - it won't be too heavy.
Better a scientist than a gilded one.
Friendship has no boundaries, knowledge has no bottom.
Poems about the letter U for children
The snail asks the duck:
Throw a fishing rod into the river.
The duck threw -
I took out the bleak fish.
(G. Satir)
Like a snail before bed
It's boring in your house!
Trying to invent a fairy tale
It turns out to be a sad fairy tale.
(G. Vieru)
Snail-snail,
You walk briskly:
From the gate to me
You'll crawl for four days.
(Ya. Akim)
Little duckling by the pond
The mother duck calls out in fear:
“Oh, I'm afraid!
The midge will bite
Help me escape."
(F. Bobylev)
In all honesty I will say:
I feel bad, I feel bad, AWESOME,
I look very ugly...
But I am not poisonous!
(B. Zakhoder)
Amazing people -
A bird named hoopoe.
Not cut, not combed.
A red tuft sticks out above the nose -
The whole hairstyle is on weight,
There are even feathers on the nose.
Hair salon, apparently
Doesn't work in the forest.
(A. Pudval)
The bell rang and stopped.
The lesson begins.
We sat down together at our desks
And we looked at the board,
And they opened it quickly
Twenty-nine ABC books.
We learned the letter A
We learned the letter U.
The kids scream UA.
We are screaming AU in the forest.
From the letter A - watermelon and stork
(We tried to remember).
Starting with the letter U, guys.
Ear, fishing rod, ducklings...
Here's what for the first time
I learned first grade.
(L. Demyanov)
Lion Tamer
Will surprise students:
Tames the lion and lioness,
He's terribly afraid of mice!
(V. Berestov)
The teacher is in my briefcase!
Who? It can not be! Really?
Take a look, please! He is here.
It's called a textbook.
(V. Berestov)
The student learned his lessons -
His cheeks are inky.
(S. Marshak)
At the edge
Two old ladies
We took milk mushrooms
And waves.
Owl: - Wow!
Owl: - Wow!
The old women's spirits froze.
Creepy!
(E. Blaginina)
Lesson summary:
- Pronunciation of new words increases the preschooler’s vocabulary, develops speech and memory.
- Cell exercises develop fine motor skills of the hands.
- Riddles develop children's intelligence, ability to analyze and prove. Educators use riddles when teaching children to increase interest during complex tasks.
- Poems influence not only the development of memory. It has been proven that if you learn a few lines every day, new neural connections appear in the brain and your overall learning ability increases.
Find the letter
Equipment: set of letters (printed, handwritten).
The teacher places letters in random order on the typesetting canvas (each of them can appear several times). Children are asked to count how many times one or another letter, named by the teacher, appears on the board.
The one who gives the most correct answers throughout the game wins.
Fold the letters
Equipment: Each student has an envelope with several (three to five) letter elements cut out of cardboard.
The teacher invites students to take out letter elements from the envelope. You need to add two letters from them so that there are no extra elements left. The first one to complete the task correctly wins.
Sorting letters
Equipment: Each student has three to four pairs of letters on his desk (handwritten and printed), glued or written one on a card.
The teacher asks the students to arrange all the letters into three or four columns so that one column contains the same letter in different spellings. The first one to correctly arrange all the letters wins.
Equipment: chalk.
The presenter invites the children to “step through” the alphabet, naming one letter in order for each step. At the first mistake, the player is eliminated from the game, and how far he has progressed is recorded with a chalk mark on the floor. The winner is the one who can “go through” the entire alphabet without errors.
Who is more accurate?
Equipment: set of letters.
The teacher calls one representative of the teams and offers them a random set of five letters, which they must arrange in alphabetical order as quickly and accurately as possible. Then the second pair of players is called, they are also offered sets of letters, etc. The winning team is determined by the sum of the results.
Let's help the animals
Equipment: pictures of animals with captions.
The teacher says: “Animals gathered in the forest and decided to hold a concert. Everyone wanted to be the first to speak. The animals began to argue. The monkey suggested performing in alphabetical order. And all the animals agreed. But only they did not know the alphabet. Let's help them, guys?
Children take turns going to the board and putting pictures with the name of the animal in alphabetical order on the typesetting canvas. If the student makes a mistake, he receives a penalty token, which he must return the next day by reciting the alphabet.
Sample material: elephant, lion, tiger, monkey, cheetah, wolf, giraffe, bear, squirrel, hare, wild boar, porcupine, raccoon, panther, hedgehog, rhinoceros, lynx, jackal, polecat, antelope, etc.
Who's behind whom?
Equipment: set of letters.
Each student, when saying his last name, determines which letter it begins with and takes the corresponding letter from the set. If there are two surnames with the same first letter, the teacher helps determine whose surname will be the first. When all the students take the cards, the teacher asks them to line up in alphabetical order.
Those students who incorrectly determined their place in the line pay a forfeit.
Library
Equipment: two to four stacks of books depending on the number of teams playing.
The leader gives each team the same number of books and asks them to arrange them so that the names of their authors are arranged in alphabetical order.
The completion of the task is checked collectively. The first team to complete the task without errors wins.
Pick a letter
Equipment: subject pictures, individual sets of letters.
Two teams play. Each player has a set of letters. The teacher shows the picture, the children raise the letter with which the name of the picture begins.
At the end of the game the results are summed up. The team that makes the fewest mistakes wins.
- 1- th option. The teacher shows a letter, and the children from the available individual set of subject pictures show the one whose name begins with the letter shown.
- 2- th option. The teacher shows a letter, and children whose names begin with this letter stand up.
Equipment: subject pictures (beetle, lion, catfish, cat, wasp, cancer), set of letters (f, s, e, k, k, k, r, v, o, a, t, a, a, l, y, e, m, o, O).
The game involves 2-6 children. Before the game starts, the pictures are distributed equally between the players, the letters are placed in a bag (box) and mixed. Players take turns drawing letters from the bag. If the letter taken from the bag is not in the word, it is put back into the bag, and the next participant enters the game.
The winner is the one who was the first to create names for all his pictures using letters.
Typesetters
Equipment: Each student has a set of letters.
The teacher calls the letters out of order, the children determine which word can be made from them and lay it out. For a correctly spelled word, the student receives a point (chip). The one who scores the most points at the end of the game wins.
Where have we come?
Equipment: subject pictures, schematic drawing of the zoo gates.
Object pictures are displayed on the typesetting canvas: zebra, perch, wasp, penguin, stork, lynx, crocodile. A gate is drawn on the board, the upper part of which is divided into squares (according to the number of letters in the word zoo).
Children identify the first sound in each word-name of an object picture, find the letter corresponding to it, write it in the boxes and read the resulting word.
Guess the item
Equipment: a set of object pictures, on the back of which the first letter of the word-name of this object is written. The remaining letters of the word are indicated by dots.
Before the game starts, the pictures are attached to the board so that the children see only unfinished words. From each row, students go to the board one by one and complete the words. Next, the pictures are turned over. If the word matches the name of the picture, the student takes it.
The row that manages to get the most pictures wins.
Through letter
Equipment: Each child has cards with partially written words.
The teacher invites the children to write the necessary letters on the cards so that they form words, for example:
To 0 * k k k k 0 k k k k 0 k k k k k? k k k k
The five children who are the first to complete the task correctly win the game.
Letter relay
The class is divided into several groups of four people each. For each group, the teacher names the first letter of the word. The first student in the group writes down a letter and writes another one, then passes the sheet to a friend, who writes another letter, etc. The result should be a word.
The first group to spell the word correctly wins.
Lost & Found
Equipment: subject pictures with pockets. They contain cards with the name of the object shown in the picture, but each word is missing one letter (for example, tig* instead of tiger etc.); set of letters.
The teacher shows the children pictures with captions and says that some letters in the words are lost. It is necessary to restore the correct signature. To do this, you need to go to the “lost and found” table, where all lost things go. Children take turns going to the board, name the picture, identify the missing letter in the signature, take it from the “lost and found table” and put it in its place.
The correct answer is rewarded with a chip.
What animals are hidden in suitcases?
Equipment: chalk.
On the board, the teacher makes schematic drawings of suitcases, which show the letters:
o, k, a, k, sh a, m, sh, a, k e, y, t, p, x, etc.
The one who gives the correct answer faster wins.
Fill in the blanks
Equipment: cards with words, chalk.
The teacher writes a few words on small cards in advance and places them on the table so that the children cannot read what is written. He writes the same words on the board, but misses some of the letters, for example:
r-k-t-, etc.
Children are asked to guess what words the teacher intended, restore the missing letters and compare them with those written on the cards. The one who correctly guesses the intended word(s) wins.
Let's help Dunno
Equipment: sets of letters.
The letters on the typesetting canvas are:
a, i, h, m a, m, m, a c, l, o, k, etc.
The teacher says: “Dunno was called to the board and asked to make words from these letters. Dunno thought for a long time, but never came up with anything. Let's help him, children. Who will make up the first word?..."
Living letters
Equipment: set of letters.
- 1- th option. Each row of students is given a set of letters - one letter for each child. The teacher calls the word. Children stand in a line so that a word is formed from the letters they hold in their hands.
- 2- th option. The teacher gives cards with letters to each row without naming the word. Children in each row must independently determine what the word is and line up accordingly.
Change the word
Equipment: sets of letters.
One of the children puts the word suggested by the teacher on the board, for example, cancer. After this, the children are asked to guess how, by changing only one letter, they can get a new word. Each new option found is laid out on the board, and its author is rewarded with a chip.
The winner is the one who offers the last option to change the word.
Pick a pair
Equipment: a set of cards with words written on them for each player.
The teacher invites the children to make pairs of words from the available cards so that in each pair one word differs from the other by one letter. The first five students to match the word pairs win.
Sample material: steam - park, cat - mole, rose - thunderstorm, mouth - mole, bough - knock, lump - food, helmet - paint, hall - called, bream - ticks, bor - borscht, snakes - puddles, snakes - dinner, duck - joke, faucet - screen, paw - lamp, mustache - beads, wasp - braid, forty - forty, table - trunk, so - tank, dream - elephant, litter - argument, gave - waited.
Movable letters
Equipment: cards with words and a set of letters for each student.
Each student receives a card with a word printed on it and the letters that make up that word. You must first put the letters into the word printed on the card, and then rearrange the letters to form a new word. The first five students to complete the task win.
Sample material: linden - saw, cat - current, nose - dream, paw, stick, early - hole, lighthouse - hole, carp - park, brand - frame, fist - doll, forest - sat down, cat - who.
What changed?
Equipment: set of letters.
The teacher lays out a word from the letters of the cut alphabet on a typesetting canvas. Children read it, then close their eyes, and the teacher changes the word by adding or removing letters. Opening their eyes, children read the word and determine what has changed.
The one who is the first to correctly voice the changes that have occurred wins.
Sample material: barrel - night - point; turnip - modeling - cap, hat - folder - foot; hand - pen; para - desk; bear - bowl; city - peas.
What did the artist get wrong?
Equipment: cards with words and subject pictures: for example, under the word “ bun"a squirrel is drawn, then accordingly: "cat"- whale; "slide"- mink, "mouse"- bear; "puddles"- skis; " gates" - crow.
The teacher says that the artist was given cards with words and asked to draw pictures under the words. But... the artist was a little boy - he drew very well, but had not yet learned to read correctly. The children are asked to determine what mistakes the artist made.
Children take turns naming the pictures, reading the word underneath, indicating the mistake, looking for a card with the correct word, comparing a couple of words by letter.
Option. A competition can be arranged between rows of students, in which case points are awarded for the correct answer.
- Stepanova
