Summary of the lesson
Theme "Sounds r, r""
1. TRIP TO PROSTOKVASHINO
Material. Images of the heroes of the fairy tale by E. Uspensky "Uncle Fedor, the Cat and the Dog"; subject pictures (pot, frying pan, mug, bucket, pail, colander); clothing (jacket, shorts, scarf, shirt), rubber boots; toy furniture (armchair, bed); a set of flour products (vermicelli, pasta, shells, horns); buckwheat; toy rake, pen, pencil, photo gun.
Lesson progress
1. Organizing moment|
Psycho-gymnastics
Children, portray the good-natured cat Matroskin, the frightened Sharik. Show how Sharik catches fish. Express surprise, then joy from the caught fish. Depict the grouchy Matroskin.
Introduction to the topic of the lesson
Talking on the phone with the cat Matroskin. The speech therapist speaks on behalf of Matroskin.
Hello, is this kindergarten "Kolokolchik"? The cat Mat-roskin from Prostokvashino is talking to you. What sounds are you learning now? (Sounds r, r.) I really like these sounds. The names of my friends have the same sounds. Come visit us. We will be very happy. I ask you to bring ... The connection was interrupted.
Lesson topic message
Today we will go to Prostokvashino and repeat the sounds r, r".
4. Development of phonemic representations. Prono
making sounds r, r" in words
Who is waiting for us in Prostokvashino? (Uncle Fyodor, cow Murka, Sharik, Matroskin, calf Gavryusha.) We need to buy them all presents. Let's go to the hardware store first. Purchase names must contain sounds r, r". What will we buy? (Pot, samovar, frying pan, mug, bucket, bucket.) What season is it now? (Spring.) So Uncle Fyodor needs ... (jacket, trousers) and on your feet... (rubber boots). And by the summer he will need ... (shirt, shorts). What can we buy at a furniture store? (Bed, armchair, folding bed.) How are we going to carry it all? (On a truck, on a truck.) What food products will we deliver to Prostokvashino? Their names should contain sounds p, p". (Vermicelli, pasta, shells, bagels, cakes, marshmallows, cake.) Let's buy a bag... (groats). We'll give you cookies... (pens and pencils) Shariku - ... (camera gun), uncle Fedor - ... (rake, mini-tractor).
5. Sounds r, r" in offers. case management
A painting depicting a village and characters from a fairy tale is exhibited.
And here is Prostokvashino! Who do we greet? (With Uncle Fyodor, Sharik, Matroskin, Murka, Gavryusha, Pechkin.) Children greet.
To whom and what did we bring as a gift? (I will give Uncle Fyodor a tractor. I will give Sharik a photo gun.) Etc.
Fizminutka
Let's help Uncle Fyodor dig up the garden.
We took the blades, Seeds in rows
The beds were dug up. Together we planted
They took the rake in their hands, And then with water
The beds were leveled. Watered warm.
Children imitate the listed actions in accordance with the text of the quatrains.
Uncle Fyodor invites us to the table, where a treat awaits us. What dairy products were we treated to? (Cheese, cottage cheese, curdled milk, kefir.)
7. Verbal proposal analysis
Guess who is doing what. (Matroskin milks a cow. Sharik catches fish).
One or two sentences are indicated by stripes, the number and sequence of words is determined.
8. Sound-syllabic analysis and synthesis of words
Uncle Fedor invites us to play the game "Come up with a word by the first syllable."
The speech therapist speaks on behalf of Uncle Fyodor.
Ra-ra-ra, the game begins. I ask with a syllable ra I now say the words. (Rocket, wound, chamomile, crayfish, rainbow.) We continue the game - where are the words from the syllable RU? (Hand, mittens, stream, shirt.) Now make words from the "scattered" syllables: ra, but... (early, hole), so, ro ... (dew), ro, do, ha ... (road), re, ka ... (river), ki, ra ... (crayfish).
Now let's play the word chain game. In this game, each subsequent word begins with the last sound of the previous word. I say the first word, and you continue: cancer (cat- tank- porridge- watermelon...).
9. Creative children's assignments
What word did Vitya come up with if it has the first sound R, the last one, huh? (Rainbow.)
Children come up with similar tasks and think to each other.
And now, children, guess the rebus - the picture shows a fish and a letter to. (Fisherman.)
10. Reading a poem
Listen to what a joke poem Sharik composed while fishing.
In a quiet river at the pier - I was fishing.
The fish met the fish: I bit the fisherman
Hello! Uncle Fedya is an eccentric.
Hello! - Where is your fisherman? Gotcha?
How are you? - No, gone, sly! Broke!
E. Chepovetsky
11. Reading words
Let's lay out a "porch" of words. On the top step are three-letter words. Who lives in the river? (Cancer.) Below it is a word from
four letters. Look at the window, guess what it is? (Frame.) Below is a five letter word. What does a student not go to school without? (Without handle.)
Spread out the word pen.
What takes spaceships into space? This word has six letters. (Rocket.)
Words are composed one under the other and read.
It's time to return home and all the other inhabitants of the house in Prostokvashino.
Summary of the lesson
Theme "Sounds r, r""
Material. Pictures depicting birds (sparrow, magpie, crow, waxwing, black grouse, partridge, hazel grouse, crane, rook, loon, swift, bullfinch, starling); winter and spring landscapes; feeder; color symbols of sounds; Dunno.
Lesson progress
Orgmoment
Psycho-gymnastics
Depict chilled, hungry birds. Show how happy they were when we gave them crumbs. Depict a sparrow, frightened of a cat. Show how we experience and sympathize with a sparrow that has been in the paws of a cat. Show how he struggled, how his wing hurt.
Goals:
- Development of skills of sound, syllabic analysis and synthesis of words.
- Assimilation of program topics: “Letter, sound”, “Syllables”, “Vowels, consonants”, “Stress”.
- Implementation of all types of speech activity:
- listening, speaking, writing and reading.
- Consolidation of the lexical theme “Transport”.
- The development of fine motor skills of the hand.
Material: big envelope with prizes, ball, picture wagons, sticks, picture cards, sample stick boat.
Lesson progress
1. Organizing moment.
The bell rang loudly
The lesson starts.
We listen carefully
Look wide
We remember everything
And we don't waste time.
2. “Guys, we received a letter from the land of knowledge. This letter has a surprise for you, but to open it you need to peel off the stamps. Each brand is a task for you. We completed the task - they peeled off the stamp and so on until there is not one left. And at the end, a long-awaited surprise awaits you.”
3. Mark "Ball".
What are words made of?
What is sound?
What is a letter?
What are the letters?
How to determine the number of syllables in a word?
What are monosyllabic words? two-syllable words? three-syllable words? Give examples. Ball game.
4. Mark "Notebook".
Work in notebooks.
Children determine the syllable corresponding to the number in the name of the picture, and make up a new word from the syllables, which they write down in a notebook.
Card number 1.
- jump rope - 3 syllable, thermos - 2 syllable - boat.
Card number 2.
- frame - 1 syllable, packages - 2 syllables, carriage - 3 syllables - rocket.
Card number 3.
- raspberries - 1 syllable, ears - 2 syllables, ballerina - 4 syllables - the car.
Card number 4.
- fox - 2 syllable, sea - 1 syllable, pilot - 1 syllable - airplane.
Gymnastics for the eyes.
Children follow the movement of the machine model with their eyes.
Proposal work. Write speaking. Graphic scheme of the proposal.
The car has four wheels.
A minute to rest.
What types of transport do you know? Now we will play with you. If I name ground transport - hands forward, if air - hands up, underground - you need to sit down, water - we imitate the movement of the wave with our hand.
5. Brand "Ear".
We listen to two words. What sounds are different in each pair of words? After the children have named the sound, show them a tablet with a couple of words. Students must read and see with their eyes the different letters in the words.
6. Mark “Numbers”.
Working with digital. How many sounds are in a word? What is the first, last, vowel sounds? How many syllables are there in a word? Why?
Words: bush, knock, saw, chamomile.
A minute to rest.
Clap your hands if you hear the name of the transport in the story.
In the summer, Lisa and Valera went to rest at the seaside with their grandfather. They got into a taxi and went to the station. All the way the children looked out the window with interest. A truck passed by them. A bus overtook them at the bus stop. In the children's park, the boys rode scooters, and the girls jumped rope. It was very noisy at the station. People rushed to the train. We quickly found our car. The train started moving, and the guys clapped their hands happily. Three days later, their beloved grandfather met them on the platform in a car.
Remember what transport I called.
7. Brand “Vagonchik”.
You need to decompose the pictures into three wagons. Each car has a number that indicates how many syllables should be in the name of the picture.
8. Mark "Azbuka".
Reading columns of words on cards. Each student has their own card. Reading collectively, individually, in a chain, on the instructions of a speech therapist.
Draw the children's attention to how the syllabic composition of words has changed.
9. Brand “Sticks”.
Fold the boat from the sticks according to the model.
What type of transport is it?
A ship is sailing on the river
He swims from afar.
The wind blows the sail
Do not overtake our ship!
10. Summary of the lesson. Evaluation of children's activities. Children receive long-awaited prizes. As prizes, you can offer prefabricated toys from a package with seeds for the development of fine motor skills of the hand.
Issue 46
The lesson began with repetition. In the last lesson, we started learning syllables. But Koksik was not there. Therefore, Vasilisa invited the students to repeat everything they know about syllables.
Syllables are a small part of a word. Letters make up syllables, and syllables make up whole words. Syllables can be made up of vowels and consonants. And as an example, let's fill in an amazing flower: its core is one syllable "LA". And the petals around need to be filled with other words so that you get a word with the syllable “LA” at the end. Here are the words that the students of Shishkin's school came up with:
PI-LA, ZO-LA, SCHO-LA. YU-LA, SKA-LA, SI-LA.
But then Shunya hesitated:
- It seems that there is a mistake in the word YU-LA. Can a syllable be one letter?
“Syllables can consist of one letter if they are vowels,” Vasilisa assured. Let's come up with some examples together:
U-HA, O-SA, U-TYUG.
- But then it's a shame for those who agree. They cannot form syllables alone without vowels, Koksik was alarmed.
- Do not worry, Koksik, even if syllables cannot consist of consonants alone, they can turn syllables into words. Let's play! Complete the syllables with one consonant:
DO(M), LE(S), KO(T), LO(B), DU(B), ZU(K), DO(M), SY(P).
Friends even made up a story with these words:
A cat is walking through the forest. Suddenly a beetle flies towards. And hit the cat right in the forehead. The cat ran after the beetle and got lost. Suddenly, he sees - there is a house. The cat entered the house. And there is cheese on the table.
And notice, this story has developed from words that consist of one syllable. But words can consist of two syllables. Vasilisa brought a basket with her. Taking out objects from there, she asked to name the syllables that make up the words denoting objects:
VA-ZA It turns out that in these such different words
RO-ZA the last syllable "ZA" is the same, and the first
KO-ZA syllables change.
And now let's come up with such words so that the first syllable does not change, and the second ones differ:
KO-ZA, KO-SA, KO-ZHA, KO-NI, KO-NETS
This is how the students liked to compose words from different syllables. Especially now that they know that syllables can be all vowels. And consonants complete syllables to form a whole word. And the lesson came to an end.
This is not easy -
Collect letters into syllables.
Build syllables in order
Read according to the syllables of the word.
But we study hard
And we will succeed.
Summary of the lesson
Theme "Sounds r, r""
1. TRIP TO PROSTOKVASHINO
Material. Images of the heroes of the fairy tale by E. Uspensky "Uncle Fedor, the Cat and the Dog"; subject pictures (pot, frying pan, mug, bucket, pail, colander); clothing (jacket, shorts, scarf, shirt), rubber boots; toy furniture (armchair, bed); a set of flour products (vermicelli, pasta, shells, horns); buckwheat; toy rake, pen, pencil, photo gun.
Lesson progress
1. Organizing moment|
Psycho-gymnastics
Children, portray the good-natured cat Matroskin, the frightened Sharik. Show how Sharik catches fish. Express surprise, then joy from the caught fish. Depict the grouchy Matroskin.
Introduction to the topic of the lesson
Talking on the phone with the cat Matroskin. The speech therapist speaks on behalf of Matroskin.
Hello, is this kindergarten "Kolokolchik"? The cat Mat-roskin from Prostokvashino is talking to you. What sounds are you learning now? (Sounds r, r.) I really like these sounds. The names of my friends have the same sounds. Come visit us. We will be very happy. I ask you to bring ... The connection was interrupted.
Lesson topic message
Today we will go to Prostokvashino and repeat the sounds r, r".
4. Development of phonemic representations. Prono
making sounds r, r" in words
Who is waiting for us in Prostokvashino? (Uncle Fyodor, cow Murka, Sharik, Matroskin, calf Gavryusha.) We need to buy them all presents. Let's go to the hardware store first. Purchase names must contain sounds r, r". What will we buy? (Pot, samovar, frying pan, mug, bucket, bucket.) What season is it now? (Spring.) So Uncle Fyodor needs ... (jacket, trousers) and on your feet... (rubber boots). And by the summer he will need ... (shirt, shorts). What can we buy at a furniture store? (Bed, armchair, folding bed.) How are we going to carry it all? (On a truck, on a truck.) What food products will we deliver to Prostokvashino? Their names should contain sounds p, p". (Vermicelli, pasta, shells, bagels, cakes, marshmallows, cake.) Let's buy a bag... (groats). We'll give you cookies... (pens and pencils) Shariku - ... (camera gun), uncle Fedor - ... (rake, mini-tractor).
5. Sounds r, r" in offers. case management
A painting depicting a village and characters from a fairy tale is exhibited.
And here is Prostokvashino! Who do we greet? (With Uncle Fyodor, Sharik, Matroskin, Murka, Gavryusha, Pechkin.) Children greet.
To whom and what did we bring as a gift? (I will give Uncle Fyodor a tractor. I will give Sharik a photo gun.) Etc.
Fizminutka
Let's help Uncle Fyodor dig up the garden.
We took the blades, Seeds in rows
The beds were dug up. Together we planted
They took the rake in their hands, And then with water
The beds were leveled. Watered warm.
Children imitate the listed actions in accordance with the text of the quatrains.
Uncle Fyodor invites us to the table, where a treat awaits us. What dairy products were we treated to? (Cheese, cottage cheese, curdled milk, kefir.)
7. Verbal proposal analysis
Guess who is doing what. (Matroskin milks a cow. Sharik catches fish).
One or two sentences are indicated by stripes, the number and sequence of words is determined.
8. Sound-syllabic analysis and synthesis of words
Uncle Fedor invites us to play the game "Come up with a word by the first syllable."
The speech therapist speaks on behalf of Uncle Fyodor.
Ra-ra-ra, the game begins. I ask with a syllable ra I now say the words. (Rocket, wound, chamomile, crayfish, rainbow.) We continue the game - where are the words from the syllable RU? (Hand, mittens, stream, shirt.) Now make words from the "scattered" syllables: ra, but... (early, hole), so, ro ... (dew), ro, do, ha ... (road), re, ka ... (river), ki, ra ... (crayfish).
Now let's play the word chain game. In this game, each subsequent word begins with the last sound of the previous word. I say the first word, and you continue: cancer (cat- tank- porridge- watermelon...).
9. Creative children's assignments
What word did Vitya come up with if it has the first sound R, the last one, huh? (Rainbow.)
Children come up with similar tasks and think to each other.
And now, children, guess the rebus - the picture shows a fish and a letter to. (Fisherman.)
10. Reading a poem
Listen to what a joke poem Sharik composed while fishing.
In a quiet river at the pier - I was fishing.
The fish met the fish: I bit the fisherman
Hello! Uncle Fedya is an eccentric.
Hello! - Where is your fisherman? Gotcha?
How are you? - No, gone, sly! Broke!
E. Chepovetsky
11. Reading words
Let's lay out a "porch" of words. On the top step are three-letter words. Who lives in the river? (Cancer.) Below it is a word from
four letters. Look at the window, guess what it is? (Frame.) Below is a five letter word. What does a student not go to school without? (Without handle.)
Spread out the word pen.
What takes spaceships into space? This word has six letters. (Rocket.)
Words are composed one under the other and read.
It's time to return home and all the other inhabitants of the house in Prostokvashino.
Summary of the lesson
Theme "Sounds r, r""
Material. Pictures depicting birds (sparrow, magpie, crow, waxwing, black grouse, partridge, hazel grouse, crane, rook, loon, swift, bullfinch, starling); winter and spring landscapes; feeder; color symbols of sounds; Dunno.
Lesson progress
Orgmoment
Psycho-gymnastics
Depict chilled, hungry birds. Show how happy they were when we gave them crumbs. Depict a sparrow, frightened of a cat. Show how we experience and sympathize with a sparrow that has been in the paws of a cat. Show how he struggled, how his wing hurt.
Level 1 and 2
● On the first one there is a sentry, the second one turns green in the forest.
And in general - as soon as it gets dark, you lie down, and your working day is over.
● Dance step - the first syllable. All physical education is the second syllable. And in a charade, I encrypted the main document in one moment.
Level 3 and 4
● My first three letters are pronounced when the enemy mice are beckoned to themselves. The second three letters are brought into the house at Christmas, when they especially want to please children. And the whole is eaten.
● The first - hums, the second - buzzes. The whole rests quietly on the head. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 5 and 6
● The first syllable is fabric for curtains. The second syllable is the master in it.
In these two syllables, my friend, I encoded a flower.
● First, an iron rod, pointed, then a poet singing his poems to the guitar.
And now - an institution in the end, giving everyone money on bail. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 7 and 8
● At first, the citrus fruit is more sour than sour. And so I wrote down the whole hell for that fruit later.
And it turned out the famous - fizzy sweet drink.
● It helps inside the body, but if we add a vowel to it at the end, it will immediately become a confectionery product, which we offer guests for tea. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 9 and 10
● The first syllable is a school mark, a low voice will echo behind it, at the end - a union, by no means rare.
And together, as a meat product, there is.
● When we add the belonging of all cats to precipitation, we get units for measuring angles. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 11 and 12
● If you take a pronoun and add an ear tip, it will become a depression on my sister's cheek.
● If we put an evil grandmother to a small place on a large deep river, we immediately imagine a beggar. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 13 and 14
● Which close relative immediately appears when you do a dance move twice in a row?
● What will grow on the face if performers of their own songs are floundering near the floating water mark? 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 15 and 16
● Our first syllable - no more dangerous, it can explode inadvertently.
The second is a graceful pirouette, and together - a lot of people.
● The first syllable to measure the circle is needed. The two second together mean a century.
In general - a firearm, it would be better if a person did not own it. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 17 and 18
● The car fit here in two syllables. The title of nobility fit into a syllable. And together - the signature.
● First a cross, and after a ford, and a flower turned out - a fruit. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 19 and 20
● At the beginning of a word - a cliff, a ravine. Then - on the envelope a postal sign.
In general, this is the place where merchants brought their goods in Russia.
● Which city's name is made up of a bird and an animal? 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 21 and 22
● What does a red-haired cunning animal turn into if electric charges begin to move along it?
● You will add an excuse to the structure, but in general you will melt the ore. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 23 and 24
● The first syllable in the word is poison. The second is a herd of bees without a letter on the right.
Whole of the cannons were fired in the old days, and now - for sports equipment!
● First - deuce, then - a man, he has a high title and rank.
And the whole word is a designation that divides education into doses.
Tasks for children that help in learning the letter "Yo, yo".
A preschooler has very little time left before the first bell and the first lesson within the walls of the school, which is why the problem of reading becomes extremely relevant. The primary task of parents is to arrange the educational process so that the child does not lose the desire to learn and explore the world for its own benefit. Classes that are held with preschoolers should have as their goal motivation, and most importantly, the desire and interests of the child himself.
If you want to teach your child to read books, then, first of all, you should start by memorizing and using letters. They need to be taught not in alphabetical order, but not in chaotic order either.
Today we will dwell in more detail on the study of the letter "Yo, e". The tasks are quite simple to perform and are also designed for classes with a group of children.
Cards with pictures for the letter "Yo".
Tasks for children "Letter Yo"
The letter "E, e" is a very good friend of the letter E, but it is terribly prickly. You will ask why? And all because, with the letter Yo, such words begin: Yolka, Ruff, Hedgehog. The spelling of the capital and small letters ё is significantly different, which is why some tasks will be designed to memorize exactly the spelling of this letter, and some to memorize its sound part.
Task "Circles"
Purpose: to consolidate in the minds of children the knowledge of the letter ё; development of creative thinking.
Materials: photo with various objects, red pencils.
Assignment: it is necessary to give the child pictures and identify with him all those objects that begin with the letter "Yo, e". Ask them to circle objects that begin with that letter. After that, ask the child to color the large and small letters "Yo, yo" in the name of these items.
Task "Insert a letter"
Purpose: development of the artistic abilities of the child; making decisions in an unusual situation; deepening the child's ideas about the letter "Yo, e".
Materials: pencils, the image of a Christmas tree and a hedgehog.
Task: you need to give the child pictures and ask them to determine who is depicted there? After that, it is necessary to color them together with the child and insert the first letter (_lochka, _zhik).
Stories for fixing the letter "Yo" with pictures instead of words.
Assignment learning to write "Yo"
Purpose: better memorization of the letter "Yo".
Materials: a picture with the image of 5 letters Yo, 5 pencils of different colors.
Task: ask the child to decorate 5 letters “Yo” with pencils of different colors.
Task "Find the letter"
Purpose: development of mindfulness in a child; fixing the image of the letter "Yo" in the mind of the child.
Materials: 5 cards with different letters of the alphabet (A, B, D.Yo, E).
Task: Lay out the cards in front of the child and give him a minute to look at the letters. After that, mix them up and ask them to find a card from them that shows the letter "Yo".
Task "Soft letter"
Purpose: studying the letter "Yo" from different angles; revealing its features.
Materials: cards on which syllables are written, which include the letter Ё (the first three cards: MO, SO, LO; the second three: MYO, SE, LE).
Task: help the child read the syllables in turn, first the first three, and then the second. Pay attention to the fact that the syllables that include the letter Y sound much softer than the first three syllables.
Summary of the lesson
Theme "Sounds r, r""
1. TRIP TO PROSTOKVASHINO
Material. Images of the heroes of the fairy tale by E. Uspensky "Uncle Fedor, the Cat and the Dog"; subject pictures (pot, frying pan, mug, bucket, pail, colander); clothing (jacket, shorts, scarf, shirt), rubber boots; toy furniture (armchair, bed); a set of flour products (vermicelli, pasta, shells, horns); buckwheat; toy rake, pen, pencil, photo gun.
Lesson progress
1. Organizing moment|
Psycho-gymnastics
Children, portray the good-natured cat Matroskin, the frightened Sharik. Show how Sharik catches fish. Express surprise, then joy from the caught fish. Depict the grouchy Matroskin.
Introduction to the topic of the lesson
Talking on the phone with the cat Matroskin. The speech therapist speaks on behalf of Matroskin.
Hello, is this kindergarten "Kolokolchik"? The cat Mat-roskin from Prostokvashino is talking to you. What sounds are you learning now? (Sounds r, r.) I really like these sounds. The names of my friends have the same sounds. Come visit us. We will be very happy. I ask you to bring ... The connection was interrupted.
Lesson topic message
Today we will go to Prostokvashino and repeat the sounds r, r".
4. Development of phonemic representations. Prono
making sounds r, r" in words
Who is waiting for us in Prostokvashino? (Uncle Fyodor, cow Murka, Sharik, Matroskin, calf Gavryusha.) We need to buy them all presents. Let's go to the hardware store first. Purchase names must contain sounds r, r". What will we buy? (Pot, samovar, frying pan, mug, bucket, bucket.) What season is it now? (Spring.) So Uncle Fyodor needs ... (jacket, trousers) and on your feet... (rubber boots). And by the summer he will need ... (shirt, shorts). What can we buy at a furniture store? (Bed, armchair, folding bed.) How are we going to carry it all? (On a truck, on a truck.) What food products will we deliver to Prostokvashino? Their names should contain sounds p, p". (Vermicelli, pasta, shells, bagels, cakes, marshmallows, cake.) Let's buy a bag... (groats). We'll give you cookies... (pens and pencils) Shariku - ... (camera gun), uncle Fedor - ... (rake, mini-tractor).
5. Sounds r, r" in offers. case management
A painting depicting a village and characters from a fairy tale is exhibited.
And here is Prostokvashino! Who do we greet? (With Uncle Fyodor, Sharik, Matroskin, Murka, Gavryusha, Pechkin.) Children greet.
To whom and what did we bring as a gift? (I will give Uncle Fyodor a tractor. I will give Sharik a photo gun.) Etc.
Fizminutka
Let's help Uncle Fyodor dig up the garden.
We took the blades, Seeds in rows
The beds were dug up. Together we planted
They took the rake in their hands, And then with water
The beds were leveled. Watered warm.
Children imitate the listed actions in accordance with the text of the quatrains.
Uncle Fyodor invites us to the table, where a treat awaits us. What dairy products were we treated to? (Cheese, cottage cheese, curdled milk, kefir.)
7. Verbal proposal analysis
Guess who is doing what. (Matroskin milks a cow. Sharik catches fish).
One or two sentences are indicated by stripes, the number and sequence of words is determined.
8. Sound-syllabic analysis and synthesis of words
Uncle Fedor invites us to play the game "Come up with a word by the first syllable."
The speech therapist speaks on behalf of Uncle Fyodor.
Ra-ra-ra, the game begins. I ask with a syllable ra I now say the words. (Rocket, wound, chamomile, crayfish, rainbow.) We continue the game - where are the words from the syllable RU? (Hand, mittens, stream, shirt.) Now make words from the "scattered" syllables: ra, but... (early, hole), so, ro ... (dew), ro, do, ha ... (road), re, ka ... (river), ki, ra ... (crayfish).
Now let's play the word chain game. In this game, each subsequent word begins with the last sound of the previous word. I say the first word, and you continue: cancer (cat- tank- porridge- watermelon...).
9. Creative children's assignments
What word did Vitya come up with if it has the first sound R, the last one, huh? (Rainbow.)
Children come up with similar tasks and think to each other.
And now, children, guess the rebus - the picture shows a fish and a letter to. (Fisherman.)
10. Reading a poem
Listen to what a joke poem Sharik composed while fishing.
In a quiet river at the pier - I was fishing.
The fish met the fish: I bit the fisherman
Hello! Uncle Fedya is an eccentric.
Hello! - Where is your fisherman? Gotcha?
How are you? - No, gone, sly! Broke!
E. Chepovetsky
11. Reading words
Let's lay out a "porch" of words. On the top step are three-letter words. Who lives in the river? (Cancer.) Below it is a word from
four letters. Look at the window, guess what it is? (Frame.) Below is a five letter word. What does a student not go to school without? (Without handle.)
Spread out the word pen.
What takes spaceships into space? This word has six letters. (Rocket.)
Words are composed one under the other and read.
It's time to return home and all the other inhabitants of the house in Prostokvashino.
Summary of the lesson
Theme "Sounds r, r""
Material. Pictures depicting birds (sparrow, magpie, crow, waxwing, black grouse, partridge, hazel grouse, crane, rook, loon, swift, bullfinch, starling); winter and spring landscapes; feeder; color symbols of sounds; Dunno.
Lesson progress
Orgmoment
Psycho-gymnastics
Depict chilled, hungry birds. Show how happy they were when we gave them crumbs. Depict a sparrow, frightened of a cat. Show how we experience and sympathize with a sparrow that has been in the paws of a cat. Show how he struggled, how his wing hurt.
Goals:
- Development of skills of sound, syllabic analysis and synthesis of words.
- Assimilation of program topics: “Letter, sound”, “Syllables”, “Vowels, consonants”, “Stress”.
- Implementation of all types of speech activity:
- listening, speaking, writing and reading.
- Consolidation of the lexical theme “Transport”.
- The development of fine motor skills of the hand.
Material: big envelope with prizes, ball, picture wagons, sticks, picture cards, sample stick boat.
Lesson progress
1. Organizing moment.
The bell rang loudly
The lesson starts.
We listen carefully
Look wide
We remember everything
And we don't waste time.
2. “Guys, we received a letter from the land of knowledge. This letter has a surprise for you, but to open it you need to peel off the stamps. Each brand is a task for you. We completed the task - they peeled off the stamp and so on until there is not one left. And at the end, a long-awaited surprise awaits you.”
3. Mark "Ball".
What are words made of?
What is sound?
What is a letter?
What are the letters?
How to determine the number of syllables in a word?
What are monosyllabic words? two-syllable words? three-syllable words? Give examples. Ball game.
4. Mark "Notebook".
Work in notebooks.
Children determine the syllable corresponding to the number in the name of the picture, and make up a new word from the syllables, which they write down in a notebook.
Card number 1.
- jump rope - 3 syllable, thermos - 2 syllable - boat.
Card number 2.
- frame - 1 syllable, packages - 2 syllables, carriage - 3 syllables - rocket.
Card number 3.
- raspberries - 1 syllable, ears - 2 syllables, ballerina - 4 syllables - the car.
Card number 4.
- fox - 2 syllable, sea - 1 syllable, pilot - 1 syllable - airplane.
Gymnastics for the eyes.
Children follow the movement of the machine model with their eyes.
Proposal work. Write speaking. Graphic scheme of the proposal.
The car has four wheels.
A minute to rest.
What types of transport do you know? Now we will play with you. If I name ground transport - hands forward, if air - hands up, underground - you need to sit down, water - we imitate the movement of the wave with our hand.
5. Brand "Ear".
We listen to two words. What sounds are different in each pair of words? After the children have named the sound, show them a tablet with a couple of words. Students must read and see with their eyes the different letters in the words.
6. Mark “Numbers”.
Working with digital. How many sounds are in a word? What is the first, last, vowel sounds? How many syllables are there in a word? Why?
Words: bush, knock, saw, chamomile.
A minute to rest.
Clap your hands if you hear the name of the transport in the story.
In the summer, Lisa and Valera went to rest at the seaside with their grandfather. They got into a taxi and went to the station. All the way the children looked out the window with interest. A truck passed by them. A bus overtook them at the bus stop. In the children's park, the boys rode scooters, and the girls jumped rope. It was very noisy at the station. People rushed to the train. We quickly found our car. The train started moving, and the guys clapped their hands happily. Three days later, their beloved grandfather met them on the platform in a car.
Remember what transport I called.
7. Brand “Vagonchik”.
You need to decompose the pictures into three wagons. Each car has a number that indicates how many syllables should be in the name of the picture.
8. Mark "Azbuka".
Reading columns of words on cards. Each student has their own card. Reading collectively, individually, in a chain, on the instructions of a speech therapist.
Draw the children's attention to how the syllabic composition of words has changed.
9. Brand “Sticks”.
Fold the boat from the sticks according to the model.
What type of transport is it?
A ship is sailing on the river
He swims from afar.
The wind blows the sail
Do not overtake our ship!
10. Summary of the lesson. Evaluation of children's activities. Children receive long-awaited prizes. As prizes, you can offer prefabricated toys from a package with seeds for the development of fine motor skills of the hand.
Tasks for children that help in learning the letter "Yo, yo".
A preschooler has very little time left before the first bell and the first lesson within the walls of the school, which is why the problem of reading becomes extremely relevant. The primary task of parents is to arrange the educational process so that the child does not lose the desire to learn and explore the world for its own benefit. Classes that are held with preschoolers should have as their goal motivation, and most importantly, the desire and interests of the child himself.
If you want to teach your child to read books, then, first of all, you should start by memorizing and using letters. They need to be taught not in alphabetical order, but not in chaotic order either.
Today we will dwell in more detail on the study of the letter "Yo, e". The tasks are quite simple to perform and are also designed for classes with a group of children.
Cards with pictures for the letter "Yo".
Tasks for children "Letter Yo"
The letter "E, e" is a very good friend of the letter E, but it is terribly prickly. You will ask why? And all because, with the letter Yo, such words begin: Yolka, Ruff, Hedgehog. The spelling of the capital and small letters ё is significantly different, which is why some tasks will be designed to memorize exactly the spelling of this letter, and some to memorize its sound part.
Task "Circles"
Purpose: to consolidate in the minds of children the knowledge of the letter ё; development of creative thinking.
Materials: photo with various objects, red pencils.
Assignment: it is necessary to give the child pictures and identify with him all those objects that begin with the letter "Yo, e". Ask them to circle objects that begin with that letter. After that, ask the child to color the large and small letters "Yo, yo" in the name of these items.
Task "Insert a letter"
Purpose: development of the artistic abilities of the child; making decisions in an unusual situation; deepening the child's ideas about the letter "Yo, e".
Materials: pencils, the image of a Christmas tree and a hedgehog.
Task: you need to give the child pictures and ask them to determine who is depicted there? After that, it is necessary to color them together with the child and insert the first letter (_lochka, _zhik).
Stories for fixing the letter "Yo" with pictures instead of words.
Assignment learning to write "Yo"
Purpose: better memorization of the letter "Yo".
Materials: a picture with the image of 5 letters Yo, 5 pencils of different colors.
Task: ask the child to decorate 5 letters “Yo” with pencils of different colors.
Task "Find the letter"
Purpose: development of mindfulness in a child; fixing the image of the letter "Yo" in the mind of the child.
Materials: 5 cards with different letters of the alphabet (A, B, D.Yo, E).
Task: Lay out the cards in front of the child and give him a minute to look at the letters. After that, mix them up and ask them to find a card from them that shows the letter "Yo".
Task "Soft letter"
Purpose: studying the letter "Yo" from different angles; revealing its features.
Materials: cards on which syllables are written, which include the letter Ё (the first three cards: MO, SO, LO; the second three: MYO, SE, LE).
Task: help the child read the syllables in turn, first the first three, and then the second. Pay attention to the fact that the syllables that include the letter Y sound much softer than the first three syllables.
Dear Diploma!
Thanks for the quick reply, but... it PUZZLED me a bit.
1. The correct design you provided does not fit well into the post title:
a. due to the bulkiness (length) of such a design;
b. due to the small width of the post itself.
Here is an example of how such headers would look like:
1 post: 1st answer out of 3. A WOMAN IS BEST FRIEND…
2nd post: 2nd answer out of 3. A WOMAN IS BEST FRIEND…
3rd post: 3rd answer out of 3. WOMAN IS BEST FRIEND…
Now on my vlog it looks like this:
1 post: 1of3 WOMAN IS BEST FRIEND…
2 post: 2 of 3 WOMAN IS BEST FRIEND…
3 post: 3 of 3 WOMAN IS BEST FRIEND…
2. While reading the answers on your site, I recently began to think that writing “1st answer” is incorrect, but “1 answer” is correct. What I misunderstood - please explain?
QUESTION: Is this design acceptable: 1 out of 3. A WOMAN IS BEST FRIEND... (I had difficulty putting both quotation marks and a question mark). The use of "caps" (writing in capital letters), as far as I know, is NOT regulated in the Russian language, which means ... DOES NOT contradict it. Maybe the same situation with the construction of "1 out of 3.". If I'm wrong, correct me.
To further clarify my NEED to use related post titles, just google “bodybuilding” and my blog will be on the top line (same nickname; you can do the same in YouTube search).
I will be grateful for your answer.
Of course, a more concise way of design is also possible. For example, you can use a slash: 1/3, 2/3.
| Question #270443 | ||
Hello!
Is it necessary to separate the commas in this sentence: "Flowers with a thin blue stripe with a purple tint emphasized the rocks"?
This sentence does not require commas.
| Question #270436 | ||
Hello! I asked my question and already got an answer from you. But I realized that my question was wrong. My colleague argues that the word "lesson" can and should be transferred like this: ur-ok. In the same way, he suggests transferring the words hedgehog (hedgehog-ik) and box (box-ik). Is this true?
Thanks in advance for the clarifications.
ProKiBo
The answer of the reference service of the Russian language
This transfer fails. The hyphen allows you to save space on the line, but here the savings are not obvious: in the case of the word lesson, 3 characters remain on the line (together with the hyphen) instead of four, but the readability of the text drops significantly (due to the fact that the hyphen does not coincide with the syllable section ).
| Question #270433 | ||
Is the Russian abbreviation "Inc." word, or is it a graphic abbreviation that cannot be called an independent word?
The answer of the reference service of the Russian language
We don't have a clear answer. Graphic abbreviations are usually pronounced as full words. Usually we don't say this: 25 kage (instead of 25 kilograms). But in some cases, a graphic abbreviation can become an independent word.
| Question #270430 | ||
Can you please tell me which is correct: "In the alleys branching off from the streets / rue Saint-Denis and Saint-Martin ..."?
The answer of the reference service of the Russian language
These are two different streets, so it is true: In the lanes branching off from the Rue Saint-Denis and Saint-Martin.
| Question #270428 | ||
Hello. Please answer, which one would be correct: "go off the rails" or "go off the rails"? As far as I remember, we were taught - "... off the rails."
The answer of the reference service of the Russian language
Both options are correct, with preference given to the option rails.
| Question #270427 | ||
Hello, can you please tell me if a dash is needed after the word “this” in the sentence “Even though I don’t give a damn about gays, this smacks of the Middle Ages”?
The answer of the reference service of the Russian language
As a general rule, dashes are not needed. Only the setting of the author's, intonational dash is possible.
| Question #270420 | ||
Good afternoon!
Please explain in your proposal:
On empowering the head of department Yu.Panferov (female) with the right .....
The surname will be used in the genitive or accusative case and why?
I. Panferova
V. Panferov
R. Panferova
The answer of the reference service of the Russian language
Word vesting requires the genitive form. You can check this by replacing the surname with any noun, for example: On endowing a woman(not about endowing a woman). thus is correct: On empowering Yu. Panferova with the powers of the head of the department.
| Question #270418 | ||
how to write in the text "not available", or "not available"?:"Mobile phone and mail will not be available"
The answer of the reference service of the Russian language
In this case unavailable better to write fluently.
| Question #270416 | ||
Is the abbreviation Inc. word?
The answer of the reference service of the Russian language
In English, this is an abbreviated word. For example, in the company name - abbreviated Incorporated.
| Question #270409 | ||
Hello, what is the correct punctuation mark in this quatrain?My soul plays with the muse
Duet of vocal and violinist.
And the violin breathes in their union,
Like a person, laughing and crying.And what would be correct in a sentence
Play violinist to planets, stars.
Play who? or for whom?
The answer of the reference service of the Russian language
The punctuation in the quatrain is correct. Unsolicited control is possible, as well as prepositional. If a violinist- an appeal, it must be separated by commas.
| Question No. 270405 | ||
Honor, tell me! Is it possible to write the word "Kremlin" with a capital letter in the meaning of the seat of government, if you mean the Nizhny Novgorod Kremlin and the Nizhny Novgorod government? In Nizhny Novgorod, as in Moscow, the government sits in the Kremlin.
The answer of the reference service of the Russian language
You can, but you don't have to.
| Question No. 270404 | ||
Kindly enlighten me please. How to say (write) correctly: in the Himalayas or in the Himalayas. Thank you.
The answer of the reference service of the Russian language
Correctly: in the Himalayas(It is not necessary to specify that these are mountains).
| Question #270397 | ||
Hello! One of my colleagues - a professor, a teacher of the Russian language in one of the capital's universities - claims that the word "lesson" can and should be transferred like this: rock. It seems to me that this is incorrect. At least, in textbooks for elementary school, among the examples of the transfer of this type of words (hedgehog, box) is not. Which one of us is right? Thanks in advance for the clarifications.
The answer of the reference service of the Russian language
You can’t transfer a word like that, but you can divide it into syllables like that.
| Question #270385 | ||
Hello!
I don’t even know in which section of which directory to look for the answer to my question ...
The question is: are the punctuation marks in this sentence correct?According to Brønsted's theory, substances that can donate a proton are acids, and those that are able to accept a proton are bases.
Here "capable of receiving" is the subject ??? And you don't need a comma after it?
In general, sentences of this type (with missing words) are quite common, especially in oral speech. Is there a guide for them somewhere? And that can be very difficult...
Here is another example: "A group of students who have passed the competition will go to the camp, and those who have not passed will stay at home." (We will omit the idea that the sentence is illiterate in general;)) Let the "not past" here be the subject. Then why is it written separately? (And I'm sure that it is written separately: there is a dependent word "to the camp".)
The answer of the reference service of the Russian language
Your variant of punctuation in a sentence with a missing defined word is correct.
Separate writing of the particle NOT - because the dependent word is implied (omitted).
Sound [s]. Letter Y s
Lesson 1
Expansion and consolidation of ideas about transport. Refinement, expansion and activation of the dictionary on the topic "Transport" (transport, car, truck, bus, trolleybus, tram, train, metro, dump truck, van, ship, body, steering wheel, cab, passenger, stop, driver, driver; go, swim, fly, carry, transport, drive, brake , stop; cargo, passenger).Improving the skill of reading words with passed letters. Improving the skill of syllabic analysis of words.
. Development of visual attention and perception, speech hearing and phonemic perception, articulatory, fine and general motor skills, coordination of speech with movement.
. Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.
Equipment. Type-setting canvas, magnetic board, parts of a truck, Find a place game (playing field and planar images of transport), planar images of two garages and Dunno, notebook No. 1 by the number of children, a container with pencils, magnetic pictures containing sound in their names [ f]; a container with cotton swabs, a container for used tools, cards with words and signs for making sentences.
preliminary work. Excursion to the street near the kindergarten, looking at the transport that moves along it, talking about transport. Learning the exercise "Machines". Reading the fairy tale by K. Chukovsky "Cockroach".
Lesson progress
1. Organizational moment. [Clarification of the dictionary on the topic "Transport". Development of visual gnosis and constructive praxis.]
The speech therapist meets the children with a container in their hands, organizes a greeting, offers to take parts of a toy truck from the container.
Speech therapist. Go to the magnetic gloss and assemble the truck from the parts you took.
1 Gavrisheva L. V., Nishcheva N. A. Speech therapy chants - St. Petersburg, CHILDHOOD-PRESS, 2005
Children collect the car and comment on their actions.
1st child. I have a red body.
2nd child. And I have a yellow cab.
3rd child. I have black wheels.
4th child. I have a blue wheel.
Speech therapist. Well done. Not only did you assemble the car, but you also correctly named its parts. Go to the table, sit down. Today we will start a conversation about transport, about what it is for.
The speech therapist covers the magnetic board with a cloth.
2. The game "Find a place." [Expansion and consolidation of ideas about transport. Refinement and activation of the dictionary on the topic "Transport". Development of visual attention, perception, thinking.] 1
The speech therapist places a playing field on the typesetting canvas, on which images of transport will be attached with the help of Velcro. The playing field depicts the sky, the sea, the railway and the highway running along the sea. On the table, the speech therapist lays out planar images of transport, equipped with Velcro
Speech therapist. Choose one picture each, find a place for it on the playing field and make a sentence about where your transport goes.
1st child. The plane flies high in the sky.
2nd child. The ship is sailing in the sea.
3rd child. The train rushes along the rails.
4th child. The car is driving along the highway.
Speech therapist. Good. You placed the pictures correctly and made beautiful sentences. And now I'll add some more pictures. What is it?
The speech therapist attaches pictures to the playing field, the children call them
Children. Truck, subway train, dump truck, van, trolley bus, fixed-route taxi, bus.
Speech therapist. That's how much traffic there is in our picture. Pay attention to how different this transport is. Some of these vehicles transport people. This is a passenger vehicle. Other vehicles carry goods. This is a cargo vehicle. Look carefully at the picture and list the passenger transport.
Children. Plane, ship, train, bus, trolleybus, fixed-route taxi, passenger car.
Speech therapist. Now list the freight transport.
Children. Truck, dump truck, van.
Speech therapist. Correctly. In addition, a train, an airplane, and a ship can be cargo.
3. The game "Put in the garage." [Improving the skill of syllabic analysis of words.]
The speech therapist places planar images of two garages on the typesetting canvas under the playing field, removes the plane, ship, train from the playing field.
Speech therapist. And now let's arrange the transport in the garages. In the yellow garage you will put cars with two syllables in the names, and in the blue edition - cars with three syllables in the names. Attach the car and pronounce its name in syllables.
Children complete the task, attach with the help of Velcro to the first garage a taxi and a van, and to the second - a truck, dump truck, trolleybus, bus, car, clearly pronouncing their names in syllables.
1 Nishcheva N.V. Types of transport. subject pictures. Games. Abstracts of classes. - SPb., CHILDHOOD-PRESS, 2007.
4. Work in notebook No. 1.[Development of fine motor skills. Development of visual attention and perception. Prevention of violations of written speech.)
The speech therapist distributes notebooks to children, puts a container with pencils on steel.
Speech therapist. Open notebooks. Look at the right page. What do you see?
Children. This is a locomotive and a passenger car.
Speech therapist. Listen to my riddle.
Behind the smoke
Behind the whistle
The brothers run and run.
Children. This is a train. He has a whistle, the cars run one after another, and smoke comes out of the chimney near the locomotive.
Speech therapist. Right. Take a simple pencil and circle the image of a steam locomotive along the contour, and then color it.
The children are doing the task. The speech therapist evaluates their work.
[Coordination of speech with movement. Development of creative imagination.]
On our street
Car, cars.
little car,
The cars are big.
Trucks are rushing
Cars snort.
Hurry, rush
As if alive.
Hey cars, full speed ahead
I am an exemplary pedestrian:
I don't like to rush.
I'll make way for us.
I. Thais
6. Game "Help Dunno"[Automation of the correct pronunciation of the sound [g] in words with a confluence of consonants and sentences with them.]
The speech therapist invites the children to sit on the carpet, lays out magnetic subject pictures on the carpet, opens the image of the truck that the children collected at the beginning of the lesson, puts the image of Dunno next to the truck.
Speech therapist. Dunno is going to the country. Help him collect and load into the truck those things that have the sound [g] in their names.
Attach a picture and start your answer with words I'll put it in the car...
1st child. I'll load the scissors into the car.
2nd child. I will dive in car clothes.
3rd child. I'll put my wallet in the car.
4th child. I'll load the ski suit into the car.
Speech therapist. Well done. The stranger thanks you for your help.
7. Exercise "Motor".[Development of articulatory motor skills, preparation of the articulatory apparatus for the formation of the correct articulation of sound [p].]
The speech therapist invites the children to the mirror, invites them to wipe their hands with wet wipes, and then do the “Motor” exercise with cotton swabs. The exercise is performed 3-4 times. Then the children pronounce the syllables dra, dra, dra, dro, dra and words with them, slightly helping themselves with cotton swabs (“Let's speak correctly”, p-83).
8. Exercise "The bears were driving ..."[Development of speech hearing, phonemic perception,]
The speech therapist invites the children to go back to the carpet and sit down in Turkish .
Speech therapist. Listen to an excerpt from the familiar fairy tale by K. I. Chukotsky “Cockroach” and try to remember all the names of the transport that will sound in this passage.
The bears rode
By bike.
And behind them a cat
Backwards.
And behind him mosquitoes
On a balloon
And behind them crayfish
On a lame dog.
Wolves on a mare.
Lions in the car.
Bunnies on the tram.
Toad on a broom.
Children. Bicycle, car, tram.
Speech therapist. Right. Which of these words begins with the sound [t]?
Children. Tram.
Speech therapist. What words have the [m] sound?
Children. Car, tram.
Speech therapist. Fine. Clap yourself.
9. Exercise "Make a proposal."[Improving the skill of writing and reading sentences.]
The speech therapist lays out cards with words and punctuation marks on the carpet.
Speech therapist. Let's read the words on the cards.
Children. Vova, at home, here, Dima, here, cotton wool, moss, wet.
Speech therapist. Make up sentences with these words and read them. Please note: not only names begin with a capital letter, but also those words that will be the first in your sentences. Don't forget to put a period at the end of the sentence.
Children take turns going to the typesetting canvas, compose and read sentences.
1st child. Dima is at home.
2nd child. Moss is wet.
3rd child. Here is Vova.
4th child. Here is cotton.
Speech therapist. Well done.
10. End of class.[Evaluation of children's work.]
The speech therapist removes the cardboard with words and invites the children to tell what they talked about in class, what games they played. He positively evaluates the activities of children.
Lesson 2
Activation of the dictionary on the topic "Transport". Improving the skills of sound and syllabic analysis and synthesis. Improvement of the grammatical structure of speech (formation of nouns in the plural, agreement of numerals two and five with nouns). Improving the skill of reading syllables, words, sentences. Improving typing skills.
Development of phonemic perception, articulatory, fine and general motor skills, coordination of movements, creative imagination.
Formation of mutual understanding, goodwill, independence, initiative, responsibility
Equipment. Magnetic board, sticks and half circles for writing letters on a magnetic board, notebook No. 2, “My primer” and red flags for the number of children, a container with colored pencils, chips, a container with cotton swabs, a container for used tools, wet sanitary napkins, subject pictures with images of transport, medium-sized rubber ball.
Preliminary work. Performing the exercise "Two and Five" in individual sessions with a speech therapist.
Lesson progress
1. Organizational moment.[Announcement of the topic of the lesson. Improving the skill of syllabic analysis of words]
The speech therapist meets the children in the office, organizes a greeting, offers to take places near the chairs around the table.
Speech therapist. The one who remembers the name of the transport with a given number of syllables will sit down. I will slam the words, and you will remember the names of the transport,
The speech therapist slams the syllabic structure of words, and the children select words with a given number of syllables.
2. The game "Raise the flag."[Development of phonemic awareness.]
The speech therapist takes out a container with red flags.
Speech therapist. Listen to the poem and determine what sound is heard at the end of some words.
The speech therapist reads the poem, pronouncing the sound [s] with acceptance.
In front of the children
Balls fly up.
Children. This is the sound [s].
Speech therapist. Let's make this sound all together.
Children, together with a speech therapist, pronounce the sound [s].
Speech therapist. Please note that when we pronounce this sound, there is no air barrier in our mouth. Do you think the sound [s] is a vowel or a consonant?
Children. Vowel.
Speech therapist. Right. It can be sung. What circle will we designate this sound?
Children. Red.
Speech therapist. Correctly. So pick up the red flag. You will pick it up as soon as you hear the sound [s].
S, and, a, s, y, s, o, uh, s, and.
We, ba, yn, im, you, pi, ym, an.
Mouse, lips, plug, redhead, dig, sit, thick, blue, market,
Children listen and raise flags when they hear the sound [s].
Speech therapist. Well done! You were very attentive and did not make mistakes.
3. Exercise "Who is sooner?"[Developing sound analysis and synthesis skills.]
The speech therapist removes the flags.
Speech therapist. And now - the already familiar game “Who is sooner?” I will list the sounds, and you will think what happens if you pronounce them together. Whoever thinks it out sooner will get a chip. The winner must have the most chips. You. What happened?
1st child. You.
Speech therapist. Right. Get a token. We. What happened?
2nd child. We.
Speech therapist. Correctly. Eight chip.
Similarly, work on the synthesis of syllables and words is given: you, dy, smoke, bull,
The speech therapist together with the children determines the winner and rewards him with stickers on the notebook
4. Work then the book "My primer".[Introduction to the letter Y. Improving reading skills. Development of phonemic perception.]
The speech therapist gives the children primers open to page 49.
Speech therapist. Look at the picture at the top of the page. I will read the poem to you again.
In front of the children
Balls fly up.
Which words in this poem have sounds? [s]
Children. Kids, balls, up.
Speech therapist. Correctly. Now look at the letter to the left of the picture, this is the letter Y. Below it you see a red circle. What does it mean?
Children. This means that the letter Ы stands for the vowel sound [ы].
Speech therapist. That's right, Let's find in the picture at the bottom of the page the items that have this sound in their names.
Children find and name the drawn objects.
Speech therapist. Well done! You quickly completed this task. Now go to the magnetic board and make each one letter Y.
Children go to the board and make up one letter Y.
Speech therapist. What details did you need for this?
Children. We took two sticks and a semicircle.
Speech therapist. Where are these elements located?
Children. First we put the wand, to the right below it - a semicircle, then another daddy.
The speech therapist removes the letters from the board.
Speech therapist. Now come back to the table, sit down, turn the page. Let's read what is written next to the green circles.
1st child. You.
2nd child. Py.
3rd child. Us.
4th child. We.
1st child. Dy.
2nd child. Would.
3rd child. You.
4th child. Smoke.
1st child. Bull.
2nd child. Cats.
3rd child. Oak trees.
4th child. Loaves.
1st child. Cans.
2nd child. Wagons.
Speech therapist. Very well. Look at the pictures. Let's read what is written under them.
3rd child. Cans.
4th child. Here is the hut. At the hut tyn. You have oak trees.
1st child. Nikita has notes. Na, Nina, sheet music.
2nd child. Tyn.
Speech therapist. Notice the words Nikita and Nina written with a capital letter. Why?
Children. People's names are always capitalized.
Speech therapist. Let's all read the sentences together.
Children. Here is the hut. At the hut tyn. You have oak trees. Nikita has notes. Na, Nina, sheet music.
Speech therapist. Well done! Now close the primers.
The children close the primers. The therapist removes them.
5. Physical culture pause "Machines".[Coordination of speech with movement. Development of creative imagination. (Repetition. See: Lesson 1. Theme "Transport")]
The speech therapist removes notebooks, a container of pencils and invites the children to go to the mat. Children stand in a circle and do the exercise.
6. The game "One and many."[Improvement of the grammatical structure of speech (formation of the plural form of nouns). Development of dexterity.]
Speech therapist picks up the ball
Speech therapist. And now - the game "One and many." I toss the ball to one of you and call the car. You catch the ball, name many of the same cars, and return the ball to me. Bus.
1st child. Buses.
Speech therapist. Tram.
2nd child. Trams.
Speech therapist. Dump truck.
3rd child. Dump trucks.
Speech therapist. Ship.
4th child. Ships.
Speech therapist. Which of the words you introduced end with the sound [s]?
Children. Buses, dump trucks.
The speech therapist removes the ball.
7. Work in notebook No. 2. [Development of fine motor skills.]
The speech therapist invites the children to the table, distributes notebooks to them, puts a container with pencils on the table.
Speech therapist. Look at the right page. What do you see at the top?
Children. The letter Y.
Speech therapist. Right. But there are no pictures next to it, because in Russian there is not a single word that would begin with this letter. Therefore, the letter is also one. There is no capital letter Y. Color the letter. What kind of pencil do you need for this?
Children. Red because the letter Y is a vowel.
Children color the letter.
Speech therapist. Now put the colored pencils and take the simple ones. Let's write Y. See how I do it on the board. First, I write a stick from top to bottom, then a semicircle to the right of it and another stick at a short distance from it. Write four letters in dots. We will write words and sentences in individual lessons. Close your notebooks.
8. Exercise "Motor". [Development of articulatory motor skills, preparation of the articulatory apparatus for the formation of the correct articulation of sound [p].]
The speech therapist invites the children to the mirror, offers to wipe their hands with wet wipes, and then do the “Motor” exercise using cotton swabs. The exercise is performed 3-4 times. Then the children pronounce the words, slightly helping themselves with cotton buds (“Let's Speak Correctly,” p. 83).
9. Exercise "Two and five."[Improving the grammatical structure of speech (coordination of numerals two and five with nouns).]
The speech therapist invites the children to go out on the carpet and lays out pictures with images of transport.
Speech therapist. Take one card each, which shows two cars, and say what you have drawn.
1st child. Two planes.
2nd child. Two buses.
3rd child. Two dump trucks.
4th child. Two trams.
Speech therapist. Right. Now take the cards that show the same transport, count it and say how many cars you have in total.
1st child. Five planes.
2nd child. Five buses.
3rd child. Pia dump trucks.
4th child. Five trams.
Children. Good. Well done!
10. End of class.[Evaluation of children's work.]
The speech therapist invites the children to talk about what they shared today, what games and exercises they like, who did the best, and who needs to be more active and attentive.
Lesson 3
Correctional and educational goals. Activation and updating of the dictionary on the topic "Transport". Improving the grammatical structure of speech (the use of verbs with various prefixes, simple prepositions). Improving the skills of sound and syllabic analysis. Improving the skill of reading words.
Correctional and developmental goals. The development of holy speech, speech hearing, visual attention and perception, breathing, thinking, general motor skills and coordination of speech with movement.
Correctional and educational goals. Education of independence, initiative, goodwill, skills of cooperation.
Equipment. Type-setting sheet, magnetic board, tape recorder, cassette with musical accompaniment, module with toys for breathing, container with cotton buds, container for used tools, wet sanitary napkins, planar images of a train and trailers, cards with letters, blue and red magnetic mugs for sound analysis, yellow magnetic square, Funny Racing game (playing field and models of cars), pictures for the game Find a Pair.
Preliminary work. Learning the song "Truck" with the music director. Making paper origami airplanes with a teacher. Performing the exercise "Start the engine" in individual classes, with a speech therapist.
Lesson progress
1. Organizational moment. Singing the song "Truck". [Improving the ability to emotionally convey the nature of the song, to purely intotone the melody, to articulate correctly, to pronounce the words clearly, to sing in an ensemble. Announcement of the topic of the lesson.]
The speech therapist invites the children to the office, organizes a greeting, invites the children to stand in a circle on the carpet, turns on the tape recorder and sings a song with them.
Speech therapist and children.
Truck carrying sand
People are surprised:
"That's so miracle-miracles -
It has sand under the sky.
2. Exercise "Airplanes".[Development of breathing, formation of a directed air jet.]
The speech therapist hands out paper airplanes to the children.
Speech therapist. And now we will send the airplanes that you made together with Lyubov Ivanovna into flight. Put the planes in your palm. Take a deep breath through your nose without raising your shoulders. Blow strongly and smoothly on the airplane, stretching your lips with a tube, without puffing out your cheeks.
The exercise is carried out 4-5 times. The speech therapist makes sure that the children do it correctly.
3. The game "Help Petya."[Development of visual attention and perception. Prevention of writing disorders.]
The speech therapist invites the children to take their places at the table and places a picture on the typesetting canvas in front of them (Fig. 34)
Speech therapist. Look at the picture, tell and show our friend Petya what kind of transport is depicted on it.
Children in turn go to the typesetting canvas, show and name the transport shown in the picture. The speech therapist evaluates their work.
4. Exercise "What is superfluous?"[Development of speech hearing, thinking.]
The speech therapist removes the picture from the typesetting canvas.
Speech therapist. Now I want to test how attentively you can listen. I will pronounce the names of the transport, and you will determine which one is superfluous. Plane, helicopter, train, spaceship. What is superfluous? Explain stand the answer.
Children. Extra train. He rides on rails, and the plane, helicopter and spaceship fly.
Speech therapist. Bus, boat, boat, ship. What is superfluous? Explain your answer.
Children. Extra bus. He rides on the road, and the boat, boat and motor ship float on the river or on the sea.
Speech therapist. Trolleybus, dump truck, taxi, bus. What is superfluous?
Children. Extra dump truck. This is a freight transport, and a trolleybus, a taxi and a bus are passenger,
Speech therapist. Well done. You have given very good explanations. Clap yourself.
5. Exercise "Start the engine"[Automation of the isolated pronunciation of the sound [p].]
The speech therapist invites children to the mirror, invites them to wipe their hands with wet sanitary napkins, distributes cotton buds. Children try to cause the tip of the tongue to vibrate with one touch of the wand.
6. The game "Merry Train".[Improving the skill of reading words with the letter Y, the skill of sound analysis of a word from a track of sounds.]
The speech therapist places planar images of a train and three wagons on a magnetic board
Speech therapist. Today a cheerful train came to us. Letters are fixed on its trailers. Read the word that the train brought.
Children. Smoke.
Speech therapist. How many letters are in this word?
Children. Three letters.
Speech therapist. How many sounds?
Children. Three sounds.
Speech therapist. List them in order.
Children. [Smoke]
Speech therapist. Let's lay out the scheme of this word.
The speech therapist puts a container with mugs on the table.
Speech therapist. Which circle will you designate the first sound and why?
Children. We will denote the sound [d] with a blue circle, because it is a consonant.
One of the children comes to the magnetic board and places a blue circle under the first trailer.
Children. We will denote the sound [s] with a red circle, because it is a vowel.
One of the children comes up to the magnetic board and places a red circle under the second trailer.
Children. We will denote the sound [m] with a blue circle, because it is a consonant.
One of the children comes up to the magnetic board and places a blue circle under the third trailer.
Speech therapist. How many consonants are in an elephant smoke?
Children. This word has two consonants
Speech therapist. How many vowels are in a word smoke?
Children. One vowel.
Speech therapist. How many syllables in a word smoke?
Children. This word has one syllable.
The speech therapist places one yellow square under the word scheme.
Speech therapist. Remember: how many vowels in a word, so many syllables.
7. Exercise "Motor ship".[Coordination of speech with movement.]
The speech therapist invites the children to go out on the carpet, invites them to form a circle and do the exercise.
From the green dock Step forward, hands down.
The ship pushed off.
One, two, two steps back.
He stepped back first.
And then he stepped forward. Two steps forward.
One, two -
And swam, swam down the river. Arms extended forward and closed,
Gaining full speed. moving around in small steps
V. Volina
8. The game "Funny racing"(Improving the grammatical structure of speech (the use of verbs with various prefixes, simple prepositions).]
The speech therapist invites the children to sit on the carpet and puts a playing field in front of them - a large circle on which the track is depicted, distributes to the children one model of cars of different colors.
Speech therapist. And now you will move your cars around the playing field and tell what they are doing. Try not to repeat yourself. Let your machines perform a variety of actions.
Children perform actions and comment on them.
1st child. My red car left the garage and drove down the street.
2nd child. My blue car drove down the street and pulled up to the store.
3rd child. My green car drove up to the bridge, entered the bridge, drove over the bridge, drove off the bridge.
4th child. My yellow car drove around the house, crossed the street and pulled into the garage.
Speech therapist. What similar words sounded in your answers?
Children. Moved out, moved in, moved in, moved out, drove around, drove in, moved in.
Speech therapist. Correctly. And all these words are formed from the word drive,
9. The game "Find a couple."[Development of visual attention, perception, thinking.]
The speech therapist invites the children to go to the table and puts eight pictures on the magnetic board: a car, a wheel, a locomotive, a pipe, an airplane, a wing, a helicopter, a propeller.
Speech therapist. And the last task for ingenuity. Arrange the pictures in pairs and tell why you did it. Make sentences with the words because.
1st child. I took the car and the wheel because the car has four wheels.
2nd child. I took a steam locomotive and a pipe, because a steam locomotive has a pipe,
3rd child. I took the plane and the wing because the plane has wings
4th child. And I have a helicopter and a propeller, because a helicopter has a propeller.
Speech therapist. You did a great job!
10. End of class [Assessment of children's work]
The speech therapist removes the pictures, invites the children to list the games they like and evaluates the work of the children.
Lesson 4
Correctional and educational goals. Clarification, activation and updating of the dictionary on the topic "Transport". Improving the skill of compiling a descriptive story according to a pre-planned plan. Automation of the correct pronunciation of hissing sounds. Improving phonemic perception, sound and syllabic analysis skills.
Correctional and developmental goals. Development of coherent speech, visual attention and perception, fine and articulatory motor skills, coordination of speech with movement.
Correctional and educational goals. Education skills of cooperation in the game and in the classroom, independence, initiative, responsibility.
Equipment. Type-setting canvas, magnetic board, puzzles "Transport" (8 parts), subject pictures with images of transport, the game "What did the artist mix up?" (playing field and object pictures), “Working Together” exercise book (part 1) by number of children, chip container, cotton swab container, used tool container, wet wipes, truck planes, object pictures with sounds [sh] , [g] in the names, small models of cars.
Preliminary work. Drawing up a plan for a story about transport.
Lesson progress
1. Organizational moment. [Sound Analysis Skill Development]
The speech therapist meets the children, invites them to go to the table, on which there are subject pictures with images of transport (bus, trolleybus, taxi, truck), organizes a greeting.
Speech therapist. Look at the pictures. First, the one whose car name begins with the sound [a] will sit down. Then those whose car names begin with the sound [t] will sit down. What sound does the name of your car begin with, Vanyusha?
Child. Word truck starts with sound [g]
Speech therapist. Right. Sit down.
2. Puzzles "Transport".[Development of visual gnosis, constructive praxis, fine motor skills.]
The speech therapist distributes containers with puzzles to the children and invites them to assemble the same pictures from the parts as the ones they already have. The children are doing the task. The speech therapist evaluates their work.
Speech therapist. Now you have two identical pictures. Name what they show.
1st child. Two buses.
2nd child. Two trolleybuses.
3rd child. Two taxis.
4th child. Two dump trucks.
Speech therapist. Notice the word dachshunds hasn't changed. Dump truck two dump trucks. Trolleybus - two trolleybuses. Taxi - two taxis. Word Taxi never changes. We say: “Go by taxi. Get out of the taxi. Get to the taxi."
3. Conversation on the picture "Freight transport". [Development of dialogical speech. Improving the skill of syllabic analysis of words.]
The speech therapist invites children to pour puzzles into containers, removes subject pictures and puzzles, and distributes notebooks “We study together” to children.
Speech therapist. Look at the pictures of trucks. Let's name the pictures. What do you see?
Children. Dump truck, cistern, truck, van, refrigerated truck, platform.
If the children do not know some names, the speech therapist first pronounces them himself, then invites the children to repeat them in chorus. Then the speech therapist puts a container with chips on the table..
Speech therapist. Separate the names of cars and syllables. Place as many tokens on each car as there are syllables in the word.
The children are doing the task. The speech therapist checks their work. If the children made mistakes, the speech therapist invites them to think and redo the task. The word "refrigerator" is too complicated for syllabic analysis, so the speech therapist warns children that this word should not be divided into syllables.
4. The game "What did the artist mix up?"[Development of coherent speech, visual attention, perception, thinking.]
The speech therapist places a playing field on the typesetting canvas, on which cars are depicted.
Speech therapist. Look at the picture. Tell me, what did the artist mix up?
1st child. The tanker cannot be ridden by passengers.
2nd child. Taxis don't carry bread.
3rd child. The van does not carry sand.
4th child. The dump truck does not carry the code.
Speech therapist. You've found all the artist's mistakes, now fix them. Take pictures in pairs.
The speech therapist lays out subject pictures with images of cars and planar images of cargo and passengers on the table.
1st child. Water is carried in a tank. I applied jets of water to the taps of the cistern.
2nd child. Passengers ride in taxis. I put the passengers in a taxi.
3rd child. Sand is hauled in a dump truck. I loaded the sand into a dump truck.
4th child. The van carries bread. I loaded the bread into the van.
5. Exercise "Start the engine."(Automation of the isolated pronunciation of the sound [r].]
The speech therapist invites the children to the mirror. Children wipe their hands with wet sanitary napkins. The speech therapist invites children to "turn into cars" and "start engines." Children try to cause the tip of the tongue to vibrate with one touch of a cotton swab.
6. Exercise "Motor ship".[Coordination of speech with movement. (Revision. See: Session 3. Topic "Transport".]
The speech therapist invites the children to leave the carpet, invites them to form a circle and do the exercise.
7. The game "Colorful cars".[Development of phonemic perception (differentiation of sounds [w] - [w] in words).]
The speech therapist invites the children to sit on the carpet in Turkish style, puts plane images of trucks in front of them, scatters pictures (bag, jug, pot, hat, lampshade, flag, scissors, magazine).
Speech therapist. And now I suggest you become loaders. Look at the pictures. In the yellow truck you need to load all the items with the sound [g] in the names, and in the red one - with the sound [w]. I hope you will pronounce these sounds correctly in words.
Children complete the task, lay out the pictures, pronouncing their names.
8. Compilation of stories about transport according to a pre-planned plan . The development of connected speech.
The speech therapist removes flat images of trucks and pictures, places object pictures with images of transport on a magnetic board.
Speech therapist. Now let's compose stories about cars according to the plan that you made yesterday with Nina Nikolaevna. First, name the transport, then say whether it is cargo or passenger, what it is for. Describe its appearance, tell what it is.
1st child. This is a dump truck. Dump truck - freight transport. It transports sand, earth, gravel. The dump truck has a large orange body, a red cab, wide black wheels. His body is automatic, he dumps the load. The truck has a spacious cab. The cab has a steering wheel, control panel, seat for driver and passenger.
All children make up stories in the same way. The speech therapist invites them to evaluate each other's work and choose the best storyteller. The winner gets a sticker.
9. Work in notebook No. 2.[Improving sound analysis skill.]
The speech therapist distributes notebooks to the children, puts a container with pencils on the table and offers to color the scheme of the word “smoke” (the method of work is described in the summary of the previous jam). Then the children color the chimney and smoke. The speech therapist evaluates their work, puts away notebooks and pencils.
Issue 46
The lesson began with repetition. In the last lesson, we started learning syllables. But Koksik was not there. Therefore, Vasilisa invited the students to repeat everything they know about syllables.
Syllables are a small part of a word. Letters make up syllables, and syllables make up whole words. Syllables can be made up of vowels and consonants. And as an example, let's fill in an amazing flower: its core is one syllable "LA". And the petals around need to be filled with other words so that you get a word with the syllable “LA” at the end. Here are the words that the students of Shishkin's school came up with:
PI-LA, ZO-LA, SCHO-LA. YU-LA, SKA-LA, SI-LA.
But then Shunya hesitated:
- It seems that there is a mistake in the word YU-LA. Can a syllable be one letter?
“Syllables can consist of one letter if they are vowels,” Vasilisa assured. Let's come up with some examples together:
U-HA, O-SA, U-TYUG.
- But then it's a shame for those who agree. They cannot form syllables alone without vowels, Koksik was alarmed.
- Do not worry, Koksik, even if syllables cannot consist of consonants alone, they can turn syllables into words. Let's play! Complete the syllables with one consonant:
DO(M), LE(S), KO(T), LO(B), DU(B), ZU(K), DO(M), SY(P).
Friends even made up a story with these words:
A cat is walking through the forest. Suddenly a beetle flies towards. And hit the cat right in the forehead. The cat ran after the beetle and got lost. Suddenly, he sees - there is a house. The cat entered the house. And there is cheese on the table.
And notice, this story has developed from words that consist of one syllable. But words can consist of two syllables. Vasilisa brought a basket with her. Taking out objects from there, she asked to name the syllables that make up the words denoting objects:
VA-ZA It turns out that in these such different words
RO-ZA the last syllable "ZA" is the same, and the first
KO-ZA syllables change.
And now let's come up with such words so that the first syllable does not change, and the second ones differ:
KO-ZA, KO-SA, KO-ZHA, KO-NI, KO-NETS
This is how the students liked to compose words from different syllables. Especially now that they know that syllables can be all vowels. And consonants complete syllables to form a whole word. And the lesson came to an end.
This is not easy -
Collect letters into syllables.
Build syllables in order
Read according to the syllables of the word.
But we study hard
And we will succeed.
Summary of the lesson
Theme "Sounds r, r""
1. TRIP TO PROSTOKVASHINO
Material. Images of the heroes of the fairy tale by E. Uspensky "Uncle Fedor, the Cat and the Dog"; subject pictures (pot, frying pan, mug, bucket, pail, colander); clothing (jacket, shorts, scarf, shirt), rubber boots; toy furniture (armchair, bed); a set of flour products (vermicelli, pasta, shells, horns); buckwheat; toy rake, pen, pencil, photo gun.
Lesson progress
1. Organizing moment|
Psycho-gymnastics
Children, portray the good-natured cat Matroskin, the frightened Sharik. Show how Sharik catches fish. Express surprise, then joy from the caught fish. Depict the grouchy Matroskin.
Introduction to the topic of the lesson
Talking on the phone with the cat Matroskin. The speech therapist speaks on behalf of Matroskin.
Hello, is this kindergarten "Kolokolchik"? The cat Mat-roskin from Prostokvashino is talking to you. What sounds are you learning now? (Sounds r, r.) I really like these sounds. The names of my friends have the same sounds. Come visit us. We will be very happy. I ask you to bring ... The connection was interrupted.
Lesson topic message
Today we will go to Prostokvashino and repeat the sounds r, r".
4. Development of phonemic representations. Prono
making sounds r, r" in words
Who is waiting for us in Prostokvashino? (Uncle Fyodor, cow Murka, Sharik, Matroskin, calf Gavryusha.) We need to buy them all presents. Let's go to the hardware store first. Purchase names must contain sounds r, r". What will we buy? (Pot, samovar, frying pan, mug, bucket, bucket.) What season is it now? (Spring.) So Uncle Fyodor needs ... (jacket, trousers) and on your feet... (rubber boots). And by the summer he will need ... (shirt, shorts). What can we buy at a furniture store? (Bed, armchair, folding bed.) How are we going to carry it all? (On a truck, on a truck.) What food products will we deliver to Prostokvashino? Their names should contain sounds p, p". (Vermicelli, pasta, shells, bagels, cakes, marshmallows, cake.) Let's buy a bag... (groats). We'll give you cookies... (pens and pencils) Shariku - ... (camera gun), uncle Fedor - ... (rake, mini-tractor).
5. Sounds r, r" in offers. case management
A painting depicting a village and characters from a fairy tale is exhibited.
And here is Prostokvashino! Who do we greet? (With Uncle Fyodor, Sharik, Matroskin, Murka, Gavryusha, Pechkin.) Children greet.
To whom and what did we bring as a gift? (I will give Uncle Fyodor a tractor. I will give Sharik a photo gun.) Etc.
Fizminutka
Let's help Uncle Fyodor dig up the garden.
We took the blades, Seeds in rows
The beds were dug up. Together we planted
They took the rake in their hands, And then with water
The beds were leveled. Watered warm.
Children imitate the listed actions in accordance with the text of the quatrains.
Uncle Fyodor invites us to the table, where a treat awaits us. What dairy products were we treated to? (Cheese, cottage cheese, curdled milk, kefir.)
7. Verbal proposal analysis
Guess who is doing what. (Matroskin milks a cow. Sharik catches fish).
One or two sentences are indicated by stripes, the number and sequence of words is determined.
8. Sound-syllabic analysis and synthesis of words
Uncle Fedor invites us to play the game "Come up with a word by the first syllable."
The speech therapist speaks on behalf of Uncle Fyodor.
Ra-ra-ra, the game begins. I ask with a syllable ra I now say the words. (Rocket, wound, chamomile, crayfish, rainbow.) We continue the game - where are the words from the syllable RU? (Hand, mittens, stream, shirt.) Now make words from the "scattered" syllables: ra, but... (early, hole), so, ro ... (dew), ro, do, ha ... (road), re, ka ... (river), ki, ra ... (crayfish).
Now let's play the word chain game. In this game, each subsequent word begins with the last sound of the previous word. I say the first word, and you continue: cancer (cat- tank- porridge- watermelon...).
9. Creative children's assignments
What word did Vitya come up with if it has the first sound R, the last one, huh? (Rainbow.)
Children come up with similar tasks and think to each other.
And now, children, guess the rebus - the picture shows a fish and a letter to. (Fisherman.)
10. Reading a poem
Listen to what a joke poem Sharik composed while fishing.
In a quiet river at the pier - I was fishing.
The fish met the fish: I bit the fisherman
Hello! Uncle Fedya is an eccentric.
Hello! - Where is your fisherman? Gotcha?
How are you? - No, gone, sly! Broke!
E. Chepovetsky
11. Reading words
Let's lay out a "porch" of words. On the top step are three-letter words. Who lives in the river? (Cancer.) Below it is a word from
four letters. Look at the window, guess what it is? (Frame.) Below is a five letter word. What does a student not go to school without? (Without handle.)
Spread out the word pen.
What takes spaceships into space? This word has six letters. (Rocket.)
Words are composed one under the other and read.
It's time to return home and all the other inhabitants of the house in Prostokvashino.
Summary of the lesson
Theme "Sounds r, r""
Material. Pictures depicting birds (sparrow, magpie, crow, waxwing, black grouse, partridge, hazel grouse, crane, rook, loon, swift, bullfinch, starling); winter and spring landscapes; feeder; color symbols of sounds; Dunno.
Lesson progress
Orgmoment
Psycho-gymnastics
Depict chilled, hungry birds. Show how happy they were when we gave them crumbs. Depict a sparrow, frightened of a cat. Show how we experience and sympathize with a sparrow that has been in the paws of a cat. Show how he struggled, how his wing hurt.
Level 1 and 2
● On the first one there is a sentry, the second one turns green in the forest.
And in general - as soon as it gets dark, you lie down, and your working day is over.
● Dance step - the first syllable. All physical education is the second syllable. And in a charade, I encrypted the main document in one moment.
Level 3 and 4
● My first three letters are pronounced when the enemy mice are beckoned to themselves. The second three letters are brought into the house at Christmas, when they especially want to please children. And the whole is eaten.
● The first - hums, the second - buzzes. The whole rests quietly on the head. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 5 and 6
● The first syllable is fabric for curtains. The second syllable is the master in it.
In these two syllables, my friend, I encoded a flower.
● First, an iron rod, pointed, then a poet singing his poems to the guitar.
And now - an institution in the end, giving everyone money on bail. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 7 and 8
● At first, the citrus fruit is more sour than sour. And so I wrote down the whole hell for that fruit later.
And it turned out the famous - fizzy sweet drink.
● It helps inside the body, but if we add a vowel to it at the end, it will immediately become a confectionery product, which we offer guests for tea. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 9 and 10
● The first syllable is a school mark, a low voice will echo behind it, at the end - a union, by no means rare.
And together, as a meat product, there is.
● When we add the belonging of all cats to precipitation, we get units for measuring angles. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 11 and 12
● If you take a pronoun and add an ear tip, it will become a depression on my sister's cheek.
● If we put an evil grandmother to a small place on a large deep river, we immediately imagine a beggar. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 13 and 14
● Which close relative immediately appears when you do a dance move twice in a row?
● What will grow on the face if performers of their own songs are floundering near the floating water mark? 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 15 and 16
● Our first syllable - no more dangerous, it can explode inadvertently.
The second is a graceful pirouette, and together - a lot of people.
● The first syllable to measure the circle is needed. The two second together mean a century.
In general - a firearm, it would be better if a person did not own it. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 17 and 18
● The car fit here in two syllables. The title of nobility fit into a syllable. And together - the signature.
● First a cross, and after a ford, and a flower turned out - a fruit. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 19 and 20
● At the beginning of a word - a cliff, a ravine. Then - on the envelope a postal sign.
In general, this is the place where merchants brought their goods in Russia.
● Which city's name is made up of a bird and an animal? 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 21 and 22
● What does a red-haired cunning animal turn into if electric charges begin to move along it?
● You will add an excuse to the structure, but in general you will melt the ore. 
The game "Riddles Rebus Charades": the answer to the section "CHARADES" Level 23 and 24
● The first syllable in the word is poison. The second is a herd of bees without a letter on the right.
Whole of the cannons were fired in the old days, and now - for sports equipment!
● First - deuce, then - a man, he has a high title and rank.
And the whole word is a designation that divides education into doses.
EXERCISE
(Russian language)
Grade 2
Dividing a word into syllables
Word hyphenation rules
SYLLABLE DEFINITION:
Syllables are the parts of a word into which it is divided during pronunciation.
For example:
Ok-but, ah-ku-la, ve-re-te-but, five-ti-e-tazh-ny
How many letters can be in a syllable?
A syllable can consist of one letter, but always a vowel, but never a consonant. A syllable can consist of two, three or several letters, but the vowel must be one and is in each syllable.
A vowel makes a syllable.
How to determine the number of syllables in a word?
How many vowels in a word, so many syllables.
For example:
L ist, to about-R a, d e-R e
-in oh l and st-in e n-n and-ts a
, etc i-cl Yu-h e-n and-e
What are words with one syllable, two syllables, three syllables called?
Words with only one syllable are called monosyllabic.
Words with two syllables are disyllabic
Words with three syllables are trisyllabic.
How are words divided for hyphenation?
For translation, words are divided into two parts.
You can divide words for transfer only by syllables, but at the same time one letter cannot be left on a line or transferred to another line.
What words cannot be transferred?
Words consisting of one syllable and a syllable consisting of one letter cannot be transferred.
For example: class, wasps, spinning top.
How can you transfer words with the letters Y, b, b?
The letter Y during transfer is not separated from the vowel.
For example: May - ka, hare - ka.
The letters b and b during transfer are not separated from the consonant.
For example: pain - shoy, drive - drive.
How can you translate words with double consonants?
When transferring a word with double consonants, one letter remains on the line, and the other is transferred.
For example: cas - sa, ras - tale.
REMEMBER!
1. The syllable cannot be broken.
Words from one syllable are not transferred.
One letter cannot be transferred and left on the line.
CARD #1
Write the syllable to make a word.
| re… | lu… | boch… |
| but… | mountains… | koch… |
| bake… | but… | tea… |
| sha… | to… | me… |
| lu… | re… | to… |
CARD #2
Make words from the last syllables of the words. Write down the received words.
Clouds, bark, shallows - ...
Salo, stupa, cotton wool - ...
Buy, feather, snowball - ...
Palm tree, eagles, ruffs - ...
A lot, scarecrow, sock - ...
Muse, trains, luck - ...
CARD #3
From each word, choose a certain syllable and make a new word with it.
Example: ka sha, re ka, that rail - carriage.
Ear, company, vase - _____________________
Milk, seine, cockroach - _____________________
Spit, lotto, boxer - __________________________
Ram, wound, bank - ____________________
CARD #4
Divide the words, where possible, into syllables.
morning cake trumpet mole work jumpers tie sport exhibition hurricane pine fox leaf wolf oak trunk lingonberry trails boron fogs
CARD #5
Write sentences with punctuation marks. Divide the children's names into syllables.
good, yard, slide, ours, in
The guys made it
Natasha, drove, Yakov, snow, and
Rolled up, and, Zoya, snow, Julia, clods, in
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________
CARD #6
Name the items shown. Write the words by dividing them into syllables.
____________________________________________________________________________________________________________________________________
CARD #7
Underline the words that cannot be transferred:
Extreme, snake, hedgehogs, wasp, deer,
Fairy tale, hedgehog, Igor, sadness, spinning top.
CARD #8
Point out the words incorrectly separated by a dash for hyphenation:
Le - yka, May - ka, axis - on, gu - lyat, gu - lyat,
Uro - zhay, e - tazh, corner - bki, Il-ya, Zha-nna.
CARD #9
Write down the words - the names of objects with division for transfer.
______________________________________________________________________________________________________
CARD #10
Read the text. Separate words for transfer.
Today is cold weather. Lacy snowflakes burn brightly in the sun. A flock of sparrows sits on the branches of a tree. They chirp loudly.
CARD #11
Write the text with punctuation marks. Underline the words that cannot be divided for transfer.
Fruits and vegetables can grow in a greenhouse all year round pebbles and nutrient mixture replace the earth instead of the sun bright lamps light up that's what a man came up with
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CARD #12
Change the word so that it can be split for hyphenation.
Come up with two examples of your own.
House - __________, ____________ - ______________ ,
Maple - __________, ____________ - ______________.
CARD #13
Write down the words that contain the letter c. Separate these words for transfer.
I am an eraser, I am an elastic band
Dirty back.
But my conscience is clear
I erased the blot from the sheet.
_________________________________________________________________________________________________________________________________________________________
CARD #14
The day has come.
And suddenly it got dark.
The light is on, we look out the window.
Snow falls white - white ...
Why is it so dark?
CARD #15
Read the poem. Underline the words that cannot be transferred.
The summer evening is quiet and clear;
See how the willows doze;
The west of the sky is pale red,
And the rivers shine meanders.
CARD #16
Separate words for transfer. Underline the words that cannot be transferred.
Album, family, drink, ring, spear, coat, pour,
Embers, dress, bitter, sews, bathhouse, stump.
CARD #17
Read the proverbs. Break the words with the letters Y, L for transfer.
Perhaps the sun will rise to our yard.
You can't catch a hare without a dog.
Without a master, there is a yard, and without a hostess, the hut cries.
Carefree is the mouse that knows only one loophole.
Beans are not mushrooms, if you don't sow, they won't sprout.
Not knowing the ford, do not poke your head into the water.
CARD #18
Read the proverbs. Underline the words that are not hyphenated.
Whom to live, to serve.
Know how to joke, know how to laugh it off.
Every day is news.
Seven cases in one hand do not take.
Good and good in a dream.
Lunch is bad if there is no bread.
CARD #19
By definition, guess words with double consonants. Write them down. Separate for transfer.
Salt water for pickling vegetables - ________________.
The room in the school where the lesson takes place is _______________.
The sixth day of the week is ____________________.
Teaching animals obedience - ________________.
Playing a ball that is thrown to each other over the net with a racket - __________________________________.
Asphalt road - ______________________ .
Playing with a ball or puck on ice - ________________.
CARD #20
Read folk tales. Separate words for transfer.In March, sparrows nest.
Soars - before the rain.
The sunshine will pass quickly.
Snow sticks to trees - to heat.
Long icicles - for a long spring.
Big dew in May - for the harvest of cucumbers.
Words are divided into syllables. Syllable- this is one sound or several sounds uttered by one expiratory push of air.
Wed: wow, wow.
1. In Russian, there are sounds that are different in audibility: vowels are more sonorous compared to consonants.
Exactly vowel sounds form syllables, are syllable-forming.
Consonants are non-syllable. When pronouncing a word, consonants "stretch" to vowels, forming a syllable together with vowels.
2. A syllable can consist of one sound (and then it is necessarily a vowel!) or several sounds (in this case, in addition to the vowel, the syllable has a consonant or a group of consonants).
Rim - o-bo-dock; country - country; night light - night light; miniature - mi-ni-a-tu-ra.
3. Syllables are open and closed.
open syllable ends in a vowel sound.
Yes, country.
Closed syllable ends in a consonant.
Sleep, liner.
There are more open syllables in Russian. Closed syllables are usually seen at the end of a word.
Wed: night-timer(the first syllable is open, the second is closed), oh-bo-doc(the first two syllables are open, the third is closed).
In the middle of a word, a syllable usually ends in a vowel, and a consonant or group of consonants after a vowel usually goes to the next syllable!
Night-timer, tell me, announcer.
Note!
Sometimes two consonants can be written in a word, and one sound, for example: get rid of[izh: yt ']. Therefore, in this case, two syllables are distinguished: and-live.
Division into parts out-live complies with the rules of word hyphenation, not division into syllables!
The same can be seen in the example of the verb leave, in which the combination of consonants zzh sounds like one sound [zh:]; so the division into syllables will be - leave, and division into parts for transfer - leave.
Especially often errors are observed when highlighting syllables in forms of verbs ending in -tsya, -tsya.
- Division twist-sya, presses-sya is a division into parts for transfer, and not a division into syllables, since in such forms the combination of letters ts, ts sounds like one sound [ts].
- When dividing into syllables, the combinations of the letters ts, ts go entirely to the next syllable: see, wait.
In the middle of a word, closed syllables can form only unpaired voiced consonants: [j], [p], [p '], [l], [l '], [m], [m '], [n], [n ' ].
May-ka, Sonya-ka, co-scrap-ka.
Note!
When combining several consonants in the middle of a word:
1) Two identical consonants necessarily go to the next syllable.
Oh-tt go, yes-nn.
2) Two or more consonants usually go to the next syllable.
Sha-pk a, ra-vn th.
Exception make up combinations of consonants in which the first is an unpaired voiced (letters p, p, l, l, m, m, n, n, d).
Mar-ka, dawn-ka, bul-ka, stel-ka, lady-ka, ban-ka, ban-ka, lay-ka.
4. The division into syllables often does not coincide with the division into parts of the word (prefix, root, suffix, ending) and with the division of the word into parts during transfer.
For example, the word calculated is divided into morphemes calculated (races- prefix, counts- root; a, n- suffixes; th- the ending).
The same word, when transferred, is divided as follows: calculated.
The word is divided into syllables as follows: calculated.
| Word hyphenation rules | Examples |
|---|---|
| 1. As a rule, words are carried by syllables. The letters ъ, ь, й are not separated from the previous letters. | Razj-ride, blue-ka, my-ka. |
| 2. You can not transfer or leave one letter on a line, even if it denotes a syllable. | Oh bo-doc; the words autumn, name cannot be split for transfer. |
| 3. When transferring, you cannot tear off the final consonant from the prefix. | From - flow, once - pour. |
| 4. When transferring, you cannot tear off the first consonant from the root. | Po-to rip, pri-to rip. |
| 5. When hyphenating words with double consonants, one letter remains on the line, while the other is hyphenated. | Ran-n-y, ter-r-or, van-n-a. |
| 6. The letter s after the prefix must not be torn off from the root, but the part of the word that begins with the letter s should not be transferred. | Times - say. |
