Summary of classes on teaching literacy letter c. Synopsis of an open lesson on teaching literacy in the preparatory group “Sound and letter Z. Equipment and materials
Abstract of the lesson for the GCD Area "Cognition" (preparation for literacy)
Topic: “Sound [c]. Letter C"
Material: a bag, toys, objects for the sound [ts], a ball, word schemes, subject pictures with the sound [ts], an image of the letter C, beans, notebooks, pencils, a table with syllables, cash registers of letters, an image of icicles with letters.
Parts of the lesson
Teacher activity
Children activities
The teacher invites the children to get an object out of the bag, name it and say with what sound its name begins.
Children take out objects from the bag (chain, flower, numbers, chicken, compasses), name them, determine the first sound in words.
What sound do all the items you got start with?
Is this sound a vowel or a consonant? Why?
Is he voiced or deaf? Why?
The sound [ts] is always solid. How are we going to label it?
To the sound [c]
Consonant, since when pronouncing the air meets an obstacle (tongue, teeth).
Deaf, as the neck does not tremble when pronouncing.
Blue square.
Perform an action when you hear the [q] sound.
Children perform an action.
Word schemes on the board (sound at the beginning, end, middle). Children take turns going to the blackboard, take a subject picture, name the word, and put it under the appropriate diagram.
Words: Chicken, chain, flowers, heron, ring, egg, chicken, sheep, Indian, finger, cucumber, etc.
Children determine the place of sound in a word, hang it under the appropriate scheme.
The teacher invites the children to name the objects affectionately so that the sound [c] appears in them:
Children answer:
The sound [C] is indicated by the letter C. (show on the board)
What does she look like?
The letter C stands sideways
And hooks everyone.
Lay out the letter C from the beans.
Circle it with your finger.
On the wall with a hook.
Children lay out a letter from beans.
Children circle.
In front of the children on the leaves of the letter, the children must find and circle only the letter C.
Children find and circle the letter C.
five chicks,
five lumps
In the yard they stand by the barrel
They wanted to drink
Water flows from cracks
Here chickens drink from a puddle
And everyone's paws are frozen
Here are the claws
We ran to warm ourselves to the kvochka.
The thumb and forefinger are the beak, the rest are pressed to the palm.
All fingers clench into a fist
Draw a barrel with your fingers
Open fingers-beaks
Fingering, lowering hands from top to bottom
Show how chickens drink
Fingers are trembling
Press crooked fingers to the palm
Run your fingers across the table
Write the letter C
Children do work in a notebook.
Children read syllables.
Letters are written on icicles. The teacher offers to first put together a word from letters written on a long and then on a short icicle (words: sheep, face) and make their sound analysis.
Children make up words from the letters of the split alphabet, perform their sound analysis.
What did we do today? What new letter did you meet?
Children's answers
Asharina Marina Pavlovna
Svetlana Odintsova
Abstract of the lesson in preparatory group"Introduction to the sound and the letter C"
Summary of GCD in the preparatory group on the topic:
« Acquaintance with the letter and sound C.»
Target: Consolidation of the material covered
Tasks: 1. Re-acquaint with the letter and sound C.
2. Learn to correlate a letter with a c sound.
3. Exercise in the ability to characterize sound, describe it accordingly. (deaf, hard, consonant) .
4. Strengthen in the ability to find and designate a place sound in a word(beginning, middle, end) a certain symbol; divide words into syllables.
Equipment: letter C, simple pencils, colored pencils (blue, red, green);cards with tasks, plasticine.
1. Organizational moment.
caregiver: -Guys, today we will remember what are sounds and play games with them let's get acquainted with the letter again, which we have already studied, and which one, you will learn a little later.
What are sounds?
Children:-vowels and consonants, hard and soft, voiced and deaf.
caregiver:-Right. Now listen puzzles:
On the sixth palace
Singer in the palace (starling)
Who is afraid of everything, escapes under the bush
The evil wolf gets caught in the teeth (hare)
No windows, no doors
Full of people (cucumber)
Children:(guess)
caregiver:- Tell me which one is the last sound did you hear the clues?
Children:-Sound C.
caregiver: (suggests to repeat all the guessing words again, but so that you can clearly hear sound C) .
2. Feature sound.
caregiver:-How do you think, sound C vowel or consonant?
Children:(answer) .
caregiver: - Bring your palm to your mouth and say sound C. How air comes out of the mouth (not free, pushing).What is an obstacle to the air (tongue, teeth) .
Now put your hand on the neck, say it again sound C. Does the throat tremble?
Children:-No.
3. Getting to know the letter C.
caregiver:(puts on the board letter C)
Do you know what is in the letter? the sound C is denoted by the letter C. What does she look like?
Children:(suggest your options)
caregiver:-A about letter C is small poem:
C-chain, decoration
All people to look at.
Let's repeat together (repeat 2 times) .
Reading words with new letter
caregiver: make a word using the first letters of words: chicken, stork, sail, swallow, yacht.
What word is hidden here?
Children: It turned out the word heron.
4. Sculpting plasticine letters.
caregiver:-Look what elements it consists of letter C? .
Children:-From sticks.
caregiver:-How many elements-sticks are in it?
Children:-Four.
caregiver:-Take a piece of plasticine and fashion the letter C on your own.
Children:(perform task)
5. Physical education minute "Heron".
caregiver:-Now you will not be guys, but turn into a heron that is waiting for a frog in the swamp. (performing a movement in accordance with the text)
It's very hard to stand
Don't put your foot on the floor
And don't fall, don't swing
Don't hold on to your neighbor.
6. Work with handouts.
caregiver:-Guys sit down at the tables, take the cards with tasks, examine them and answer what do you lead on them?
Children:(answer)
caregiver:-The first task on the first line: designate a place sound C in a circle(at the beginning, middle, end of a word) to each drawing, with a simple pencil.
Children: (perform task)
caregiver: Second exercise: on the second line, divide the words into syllables that I will pronounce (wrestler, singer, seller) .
In which group you can combine these words (professions)
-Third task: on the third line write letter C. And say what sound can the letter C stand for?
Children:-Solid.
caregiver:-What kind of square do you draw under letter C?
Children:-Blue.
7. Word-game exercises.
Game "Prove the word".
caregiver:-drives a chicken (chickens)
On mom's finger (ring)
Growing green in the garden (cucumber)
They are placed in a vase (flowers)
caregiver: - You finished the words, and now come up with a sentence with these words.
Children: (make up a sentence with these words)
8. The game "Slap the word by syllables" (fixing material)
caregiver:- I will call you the words, and you will have to clap them on syllables: dancer, blacksmith, seller, wrestler, singer, cucumber, heron, queen, circus.
9. Bottom line:
What words from sound [c] you remember? (Children list words from sound [c] who remember.)
- From what letter and sound you met today? What did you find out about him? What did you like the most about lesson?
Children's responses are heard.
TASK № 1.
TASK #2
B O R E C P E V I C A S R O D A V E C
Tasks:
Target: Introduce the new letter and the sound "Ts,ts".
Program content:
NGO "Cognitive and speech development"
1. Develop curiosity and cognitive motivation.
2. Improve the skills of sound-syllabic analysis of the word.
3. Learn to highlight words with a given sound from the text, exercise in word formation.
4. Consolidate the ability to analyze a sentence and make it from letters.
5. Continue working on diction: improve the distinct pronunciation of words and phrases;
6. Develop memory, thinking, steady attention.
7. To form the ability to analyze the correctness of the fulfillment of one's tasks and the tasks of comrades when checking.
NGO "Social and communicative development"
1. Cultivate perseverance, the ability to achieve the complete completion of the task, the ability to listen to your comrades without interrupting.
3. To educate to respond adequately to the comments and corrections of comrades, the ability to benevolently evaluate the answers of friends, to form a true self-esteem.
NGO "Artistic and aesthetic development"
1. Contribute to the formation of a sustainable interest in native speech.
2. Stimulate children to empathize with the characters of works of art (Carlson) in the process of perceiving fiction.
Use of modern educational technologies: "Basket of ideas"
Equipment: interactive board, multimedia projector, laptop.
Demo material:
1. "Basket of ideas" panel;
2. Computer presentation of the physical minute "Carlson, funny little man."
3. Envelope with tasks:
offer schemes
a) "__ __ |__ __",
b) "__ __ __ __",
V) "__ __ __".
5. Cards with the letters "C", "c".
6. Cash desk of letters with learned letters.
7. "Basket of ideas" for writing sentences in letters.
8. Screen for introspection.
9. Cards with the names of children for introspection.
10. Toy or picture with the image of Carlson.
Handout:
1. Cash desks of letters with learned letters and the letter "Ts,ts".
2. Chips for designating sounds: a blue square is a hard consonant, a green square is a soft consonant, a red square is a vowel.
3. Sheets for reading with the letter "C - c".
Children become a semicircle at the board on which Carlson is attached
with an envelope in hand.
Educator: “Guys, Carlson flew to us. Let's see what's in the envelope."
The teacher takes the envelope and takes out the worksheets from it.
Educator: “Guys, here are some tasks. Apparently, Carlson asks us for help. Well, let's help Carlson? Let's read the tasks in order.
I task.
Teacher: Divide into two groups. Task for the first team: Which scheme is suitable for the sentence "The heron has chicks"?
Task for the second team: Which scheme is suitable for the sentence "Flowers bloom in the garden"?
Draw your circuit ideas on paper, drop your ideas into our "idea basket" for discussion.
Educator: “Do you think the sentence schemes are drawn up correctly?”
Children: "No, that's not right."
Teacher: Why do you think?
Children: "There are mistakes in the diagrams."
There is no capital letter at the beginning of the sentence.
Do not put a punctuation mark (period) at the end of a sentence.
A small word (preposition) is not indicated in the sentence.
Children discuss the solution together, correcting the mistake along the way.
Educator: “Now can you tell which of these schemes represents our proposal?”
Children offer a corrected scheme: "|__ __ __".
Educator: "Read the sentence according to the diagram to check."
Children correctly read the sentence according to the corrected scheme.
The teacher suggests continuing to complete tasks from the envelope.
II task.
Part 1 - The game "Name the word" on the sound with which the word "heron" begins.
Educator: “In this task, you need to come up with words for the sound with which the word “heron” begins.
Children come up with the words: chicken, tsyts, chick-chick, chickens, cistern, scratch, gypsy, gypsy, gypsy, gypsy, gypsies, circus, circus performers, circus, church, church, king, queen, princess, prince.
Part 2 - Acquaintance with the letter "Ts,ts".
Educator: "What letter can denote the sound" c "?"
Characteristics of sound: the sound is consonant, always solid, deaf.
Children: "The letter" tse ".
Educator: “What is this letter and why?”
Children: “The sound“ c ”is a consonant, which means the letter is a consonant.”
The teacher shows a card with the image of the capital letter "C".
Teacher: What letter is this?
Children: “This is a capital or large letter “CE”.
The teacher shows a card with the image of a small letter "c".
Educator: "What letter is this?"
Children: "This is a small letter" tse ".
Educator: "What can you say about these letters?"
Children: "They are similar in elements, but differ in size."
III task.
Drawing up a proposal on the "basket of ideas" "The heron has chicks" in letters.
The teacher for individual work invites one child to the board, and the rest of the children sitting at the tables write this sentence on their own.
Educator: "Let's check if you completed the task correctly."
The child reads the sentence aloud. The rest check the notes of proposals on their own and on the "basket of ideas"
Child: "U" is a small word, it is written separately. Still it is
the first word in a sentence, and I capitalized it. I wrote the word "Herons" with a small letter, since it is not the beginning of a sentence, not the name of a person, not the name of an animal, and not a geographical name. After “c” I wrote the letter “a”, because after a solid consonant, the sound “a” is heard and the letter “a” is written. After “l” he wrote the letter “l”, since after a soft consonant, the sound “l” is heard and the letter “l” is written. “Chicks” I wrote with a small letter, since this is not the name of a person, not the name of an animal, not a geographical name. After the “t”, I wrote the letter “e”, because after the soft consonant, the sound “e” is heard, but the letter “e” is written. After the "ts" I wrote the letter "s", because after a solid consonant, the sound "s" is heard and the letter "s" is written. I put a period at the end of the sentence.
The teacher turns to the children for help if necessary.
Educator: “Now, guys, you did a great job. Carlson and I invite you to take some rest. We invite you to join us. Repeat fun movements for Carlson.
PHYSMINUTKA"Carlson, funny little man"
See application presentation.
A fun physical minute helps children relax, get positive emotions, a fun song will cheer you up and help the teacher set the children in a working mood.
Educator: "Let's continue to do exciting tasks!"
IV task.
Reading sheets No. 30, 31 with assignments.
The teacher distributes 1 sheet to everyone.
a) Reading by each child columns of words one column at a time;
b) Reading columns with tasks:
Educator: Find:
In row 1 of columns:
In the first column, the first word;
The third word in the first column
In the second column, the first word;
In the second column, the second word;
In the 2nd row of columns:
c) Work on the text "Year".
Reading one sentence at a time.
Individual work with fast reading children:
d) Reading and guessing riddles.
Educator: Carlson brought riddles to riddles (shows scissors and a carrot).
phonetic exercise. Let's play with sounds.
"Mother sleeps. The girl asks the children not to make noise: “Tssssss! Quiet! Do not make noise!". The sound is pronounced abruptly.
"Grasshopper chirps": CCCCCCCC……
Educator: “And in order to pronounce the sound Ts beautifully and correctly, we will do speech gymnastics.”
Speech gymnastics:
"The circus performer knows how to prance, train animals and birds"
didactic exercise."One is many." The teacher asks to change the last syllable in words (Work on word formation).
Chicken - chickens, mill - mills, hospital - ... ., mitten -, button - ... ., onion -, border - ... .
Summarizing:
Carlson: “Well done, guys, they coped with all the tasks. For this, I give you the game “According to the sound track of words” for the group.
Vakhreneva Nadezhda Mikhailovna
Job title: educator
Educational institution: MADOU "Sineglazka"
Locality: Yamalo - Nenets Autonomous Okrug
Material name: Methodical development
Subject: Abstract of a lesson on teaching literacy in the preparatory group "Sound C and letter C"
Publication date: 19.11.2017
Chapter: preschool education
Municipal Autonomous Preschool educational institution kindergarten
"Sineglazka" of the city of Noyabrsk, Yamalo-Nenets Autonomous Okrug
Educator: Vakhreneva N.M.
Abstract of a lesson on teaching literacy in the preparatory group "Sound and letter C"
Topic: “Sound and letter “C”, C
Purpose: Fixing correct pronunciation sound "c" in syllables, words, phrases,
connected speech.
Program content:
Formation of phonemic perception.
Consolidation of the skills of sound analysis of the word, determining the place of sound in the word.
Consolidation of concepts: sound, letter, syllable, word.
Consolidation of sound skill - letter analysis words.
Improving the skills of reading syllables.
Development of visual and auditory perception, attention, memory.
Upbringing
interest
literary
pronunciation,
development of linguistic flair.
Equipment:
schemes, letters, typesetting, table, pencils, pictures,
Lesson progress:
Introductory part. Children stand in a circle, depict the sun.
Educator:
Let's smile at each other
Wonderful discoveries
We wish all of us.
Guys, today we will again learn to read and write, we will talk about sounds and letters.
Exercise "Rays of the Sun"
We make small discoveries every day. Every discovery for us is like
Sun beam! Look at the picture, what do you see?
Children: Sun.
Educator: There are tasks for you on the rays.
Children: These are letters.
Educator: Why are the letters in circles of different colors?
Children: Vowels and consonants.
Articulation of sounds.
Educator: What are the vowels and consonants?
Children: Pronounce vowels and consonants.
Educator: What sounds live in green circles?
Children: Soft sounds.
Educator: What, the bell is shouting to us?
What is the phone whispering to us?
Children: Voiced and deaf sounds.
Main part. Exercise "Read, syllable"
KA, GO, BU, PY, VO, VA, FI, FU, ASH, AP ..., (cards)
Educator: Well done!
Educator: - Guys, look at the ray, what do you see?
Children: Egg.
Educator: Every ray of the sun is the discovery of a new one. Today I want to tell you
fairy tale But first, solve the riddle.
Was White House, wonderful house,
And something thumped in him.
And he crashed, and from there
A living miracle ran out.
Came in a yellow coat
Farewell, two shells.
Children: Chicken.
Educator: A chicken lived in one shell, it became cramped in it, bored and he
wanted to be born. Let's picture a chicken sitting in an egg and show
how it appears from the shell: first the head, then the right wing, then
Left. And now he is free. And quietly, ... (children finish sentences)
Chick - chick - chick. "Which beautiful world!" - said the chicken.
Guys, let's invite the chicken to the land of sounds. The country where the sounds live
3. Acquaintance with the new sound "C"
Educator: Do you like riddles?
Educator: Answer, it will tell you what sound, we will get to know each other.
Standing on one leg
Staring into the water
Pokes beak at random -
Looking for frogs in the river (Heron)
Living in a difficult book
Cunning brothers.
Ten of them, but these brothers
Count everything in the world. (Numbers)
Educator: You guessed what sound we will get acquainted with. What sound is heard in
the beginning of the riddle words?
Children: The sound "c"
4. Learning to pronounce the sound "c"
What are lips doing? (smile)
We pronounce the sound "c" (teeth are visible)
What does the tip of the tongue do (rests on the upper teeth)
They uttered the sound softly, louder, softly again.
Do you think the sound "ts" is a vowel or consonant and why?
What are consonant sounds? (hard, soft)
The sound "c" is always only hard. What other sound do you know that happens
just hard?
Determine the sound "ts" deaf or voiced?
Conclusion: The sound "c" is a consonant, hard, deaf, hissing.
Fizminutka "Grasshoppers".
5. Sound analysis of the word "chick". (Handout - diagrams)
One child performs at the blackboard, the rest in the sheet.
How many sounds?
How many consonants?
How many vowels? How many syllables? Why do you think so?
The game "Attentive ears"
Clap once if you hear the "ts" sound
M K C R C A C
Clap twice if you hear the sound "c" in syllables
AC AC US SU STA CLA AST OCT CTA
That's right, repeat after me:
CA CA CA - heron, chicken, pollen
TSE TSE TSE - swimmer, sage, well done
Determine the place of the sound in the word: Flowers, cucumber, ring
Finish the word with the sound "c": Yard - c, seller - c, plov - c
Finish with the syllable CA: drive - ca, chicken, street
The game "Big - small" (word formation)
Tree - tree, dish - saucer, mirror - mirror, soap - soap
6. Acquaintance with the letter:
What is the letter C -
With a claw at the end.
Claw - scratch,
Like a cat paw.
How is a sound different from a letter? The sound "c" is denoted by the letter "tse". Compare big
and small. What does it look like? Think of words that begin with the sound "c".
Writing the letter c in the air, on a sheet.
Lost letters game
What can be made up of letters? (word)
Let's make a word out of these letters. U, A, R, C, K, I
7. Reading syllables:
8. Summary of the lesson.
What letter are you familiar with? What did you learn about the sound "ts"?
Reflection:
Educator: You all did your best today, well done guys! you were attentive and
active. It was my pleasure to work with you.
Appendix 1-2.
Synopsis of a subgroup speech therapy lesson
Theme "Sound [ts], letters Ts"
Time spending - 40 minutes.
Tasks :
educational :
Formation of ideas about sound [c];
Distinguishing sound [ts] by ear and in pronunciation in syllables, words;
Consolidation of the skills of a clear pronunciation of the sound [ts] in syllables, words;
Formation of the visual image of the letter C;
Strengthening the skills of writing the letter C in words and phrases.
correctional and developmental :
Development of phonemic hearing;
Development of sound analysis skills;
Development of thinking;
The development of attention.
educational :
Raising in children an attentive attitude to the tasks given by the speech therapist;
Raising respect for each other in children;
Education of correct, clear diction;
To develop the ability to understand the learning problem and solve it independently.
Tools : subject pictures (compass, chicken, towel, soap dish, heron), table with letters, table with syllables, individual task cards, workbooks.
Lesson structureLesson progress
Organizing time
Main part
Physical education minute
Final part
Speech therapist : Hello guys! We're getting ready for the job. Sit down please. Check if you are sitting correctly at your desk.
Desk is not a bed
And you can't lie on it.
You sit at your desk harmoniously
And behave with dignity.
Well done! I see that you are ready to work.
Please look at the table. Let's read in chorus the letters that I will show (Table 1 ) (children read in chorus ).
And now we read the syllables according to the table (table 2 ) (children read in chorus ).
Today we will get acquainted with another inhabitant of the country of sounds and letters, and which one - you yourself tell me now. To do this, solve 2 riddles:
Standing on one leg
He gazes into the water.
Pokes beak at random
- Looking for frogs in the river.
(Heron )
Living in a difficult book
Cunning brothers.
Ten of them, but these brothers
They count everything in the world.
(Numbers )
What sound do the words HERON and NUMBERS begin with? (from the sound [c] ).
Vowel or consonant sound? (consonant, because it cannot be sung ).
Voiced or dull sound? (deaf ).
Is the sound hard or soft? (solid ).
What color do we represent it? (blue ).
And now for the full answer...sound [ts] consonant, deaf, solid, denoted in blue ).
Now I will call the syllables, and you will have to clap your hands if you hear a syllable with the sound [c]: CA, RA, PU, NI, CO, RU, LY, SHO, TSY, VA, RI, NU, PA, CA .
I will show you pictures, and you will have to name what is shown on them and the place of the sound [ts] in the word (compasses, chicken, towel, soap box, heron ).
And now repeat after me:
Tso-tso-tso, tso-tso-tso
The hen laid an egg
Tsu-tsu-tsu, tsu-tsu-tsu
The pussy reaches for the egg
Tsa-tsa-tsa, tsa-tsa-tsa
Get off the egg, kitten!
Tsu-tsu-tsu, tsu-tsu-tsu
Don't let him near the egg!
Tso-tso-tso, tso-tso-tso
We'll eat the egg ourselves
tsy-tsy-tsy, tsy-tsy-tsy
Driven away? Well done!
Tse-tse-tse, tse-tse-tse
Here is the story of the egg.
(children repeat after the teacher ).
The sound [c] is indicated by a letter. Here she is (teacher writes on the blackboard capital letter C (capital and small )). Write in your notebooks one line of the letter C.
Look at the card that everyone has on their desk. We read the poem, inserting the missing letter, 1 line in a chain (card 1 ).
Look at the second card, there are three columns of words written there, you need to choose an extra word from each and explain why (card 2 ) (the teacher asks someone of choice ).
Look at the third card, carefully read the riddle, guess it and insert the missing letters, then write the answer below in brackets (card 3). So what is it? ( it's a carrot ). What letter did you enter? (letter C ).
Now let's take a break:
Get up on your toes
Sit down and straighten up.
Handles to the sides and sideways.
Legs together, legs apart.
I will dictate words to you, and you write them in a notebook (heron, cucumber, chicken, ring, porch ).
Look at card number 4 and add the right word, write it (card 4). Dancing ... ( dancer), forges…( blacksmith) and sings ... ( singer ) (children answer in chorus ).
Now look at card number 5 (card 5 ). Let's read proverbs and sayings with the letter C (teacher asks someone selectively ). Underline the letter C wherever you find it.
Look carefully at card number 6. Let's play the game "Who is more?": we compose words according to the table. Whoever comes up with it raises his handcard 6 ).
Pay attention to the board, now I will write the word CIRCUS, and you pick up related words to it (circus performer, circus ) (the teacher writes down the words that the children have named on the blackboard ). And now I will ask you to highlight the common part in these words (teacher calls someone to the blackboard ).
Look at card number 7. We read the poem 1 line at a time in a chain (card 7 ).
Guys, what sound did we meet today?
What words do you know with the letter C?
Come up with and write in a notebook 5 words with the letter C;
Compose and record 2 short sentences, where at least one word contains the letter C.
