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Letters denoting vowel sounds of row 1. Isolating first row vowels from words

Speech therapy session
with 2nd grade students who have writing and reading impairments due to lack of development of analysis and synthesis skills
Subject:
Vowel letters of the 1st and 2nd rows.
Target:
clarify the similarities and differences between the vowels of rows I and II.
Tasks:
1) introduce the sound composition of vowel letters of the 2nd row; 2) develop phonemic awareness; 3) develop skills in language analysis and synthesis; 4) learn to draw conclusions, listen and understand others; 5) develop memory, attention and thinking.
Progress of the lesson.
1. Organizational moment. -Today we are going to the Land of Sounds. What can you go on a trip with? (example children's answers: by car, bus, plane, etc.) And we will travel in a hot air balloon. In order for the ball to rise into the air, we must perform exercises (performing brain gymnastics): - “Lazy figure eight” (draw a lying figure eight in the air with your left hand, then with your right, then with both). - “Cross movements” (touching the opposite knee or foot with the hand or elbow) - “Ring” (with the fingers of the right hand, then with the left hand, together). 2. Repetition. - So, we flew to the land of sounds. To land, we need to answer the questions: - What two groups are all sounds in the Russian language divided into? (vowels and consonants) - What sounds are pronounced without an obstacle? (denoted in red). - Which ones have an obstacle? (denoted by blue or green). - How does a sound differ from a letter? We pronounce the sounds clearly, we listen carefully, we read the letters correctly, we write them carefully. 3. Explanation of a new topic. The speech therapist tells a fairy tale. At the same time, records are kept in notebooks and used). - So, a ball has been announced in the Land of Sounds. Sounds gathered in different halls. In one, consonants are fun, and in the other, vowels are fun. Remember what vowel sounds there are. We write vowel sounds in a column on the left
[a], [o], [y] [e] [s].
Only
[And]
decided to stand aside (in the right column at the level
[s]
).
The vowel sounds were a bit boring because there weren't many of them. It was noticed by the sound
[th]
and decided to cheer them up (characterize the sound
[th]
– consonant, voiced, soft).
[Y]
invited the sound to dance
[A]
(record
[ya]

YAYYYY
. The result is a letter
I
(entry in the right column
[ya]= I).

[Y]
invited the sound to dance
[O]
(record
[yo]
). They began to spin faster and faster, and all the guests heard
Yoyoyoyo
. The result is a letter
Yo
(entry in the right column
[yo]= ё).

[Y]
invited the sound to dance
[y]
(record
[yy]
). They began to spin faster and faster, and all the guests heard
JYYYYY
. The result is a letter
YU
(entry in the right column
[yu]= yu).

[Y]
invited the sound to dance
[e]
(record
[yeah]
). They began to spin faster and faster, and all the guests heard
EEEEE
. The result is a letter
E
(entry in the right column
[ye]= e).

Here's a dance with sound
[And]
it didn't work out and he was left alone (
[and] = and).
Sounds
[ya]
denoted by a letter
I
. When we read a letter
I,
we hear two sounds. Sounds
[yo]
denoted by a letter
Yo
. When we read a letter
Yo,
we hear two sounds. Sounds
[yy]
denoted by a letter
YU
. When we read a letter
YU,
we hear two sounds. The letters Ya, Yo, Yu, E, I are vowels in 2 rows. Sounds
[a], [o], [y] [e] [s]
are also indicated by letters (record
[a]= a, [o]= o, [y]= y,

[e]= e,

[s]= s).
The letters A, O, U. E, Y are vowels of the 1st row. 4. Physical education minute. We stomp-stomp with our feet, (stomp) We clap-clap with our hands, (clap) We blink-blink with our eyes, (blink) We chick-chick with our shoulders! (shrug our shoulders) Once we sat down, twice we stood up, (corresponding movements) We all raised our hands up,
They pressed their hands all the way to the body, and began to do jumps. One-two, one-two It’s time for us to get busy. 5. Development of phonemic awareness. The vowels have prepared tasks for us.
1 task
. Write down the first letter of the words. What sound does the vowel make?
Stork, cucumber, dill, spinning top, turkey, anchor, hedgehog, excavator, blackberry.
Entry in notebooks: [a] [o] [y] [yu] [i] ya] [yo] [e] [ye] A O U Y I I Y E E E
2 task
. Game "Say the opposite". The speech therapist throws the ball and pronounces the syllable MA. The child must answer ME and return the ball. - Write the syllables in pairs with vowels of the 1st and 2nd rows (MA-MYA). - Read the syllables of the first column. What does a consonant sound like? (firmly). Vowels of the first row give the command to agree to be
solid.
Underline the consonants with a specific color (blue). - Read the syllables of the second column. What does the consonant sound like? (soft). Vowels of the second row give the command to agree to be
soft.
Underline the consonants with a specific color (green). 6. Warm up for the eyes. - Close your eyes tightly for 3-5 seconds (repeat 5 times); - Blink quickly; - Follow the index finger moving towards the nose, then move the finger away. 7. Development of sound-letter analysis and synthesis. The vowels want to play with us.
The first game "Settle into the house."
Each item must live in its own house. For example: words where the letter is written
A
, move into a hut with a letter
A
etc.
Entry in notebooks: A - bow, ball. U - goose, beetle. O - wolf, elephant. Y – cheese, mouse.
Second

a game

"Drive

gates".
Place these vowels between the letters M and L. - What words did you get? (small, crumpled, chalk, chalk, mule). Read the poem, filling in the missing words. Compare words by meaning and pronunciation. Write down the sound analysis of words (small - [m,al]). - Come up with sentences with these words. Write down one of them (My brother is too small.) 8. Summary of the lesson. - Name the vowels of the 1st row and the vowels of the 2nd row. - How many vowel sounds are there in the Russian language? How many letters? - Help me complete the sentences: If the consonant sounds hard, then we write...
If the consonant sounds soft, then we write... Well done! Now vowel letters will always be friends with us. And this is where our journey comes to an end. We return to class. 9. Relaxation. - If you liked the lesson and everything was clear, draw an emoticon with a smile. - If something remains unclear, then we draw a serious emoticon, and if we didn’t like it and didn’t understand much, then we draw a sad emoticon.

1. Raise the red circle if you hear a vowel in a series of sounds.

a - m - y - t - o; t-s - s - a - R; e -a - m - y - t; o - p- y - a - s - s - w; k - e - o - u - p - y- n

2. Select vowels from a series of letters and name them.

r, y, s, o, s, a, w, k, e, p, l, n

Raise the blue circle if you hear a consonant sound in a series of sounds. Determine the location of the obstacle.

m, o, p, y, s, k, r, s, t, f

4. Select consonants from a series of letters and name them. (The speech therapist monitors the brief pronunciation of consonant sounds.)

a, p, c, o, s, f, k, w, s, r, l, e, f, x

5. Name the letters written on your cards. Place blue circles under consonants and red circles under vowels. (The work is completed by students independently.)

Sample card:

r a t k u

6. Place the letter under the corresponding circle.

(Students receive four letters, two of them are vowels and two consonants. There are red and blue circles on the board. Students name the sound, determine whether it is a vowel or a consonant, and put the letter under the corresponding circle.)

7. Write the letters on two lines.

(The speech therapist names vowels and consonants mixed in. On the top line, students write vowels, on the bottom - consonants. When checking, the speech therapist asks students to read only vowels or only consonants. Errors are corrected as they work.)

First row vowels

Lesson notes

Subject. Vowel sounds.

Target. Teach children to hear and identify first row vowels.

Equipment. Subject pictures, table with vowels of the first row, red circles.

Progress of the lesson.

I. Organizational moment.

The student who names the vowel sound will sit. II. Reinforcement of the material from the previous lesson. Students name vowels based on the silent articulation of the speech therapist. The speech therapist pronounces silent vowels in the following order: a, o, u, e, s, At the same time, he draws the children’s attention to the position of the lips when pronouncing these sounds: A- mouth wide open; O- lips are rounded and slightly pulled forward; at- lips are rounded and more extended forward; uh, s- lips stretch slightly into a smile. (This sequence will help students remember the vowels of the first row.) For clarity, you can use a table. Students learn these vowels in the order given.

III. Isolating vowels of the first row from a number of other sounds. The speech therapist pronounces vowels and consonants mixed together. Students for a vowel sound: a) show a red circle, b) the corresponding letter, c) write down the vowel letter in a notebook, a, m, p, y, s, t, s, r, l, e, o, k, t, y, a, l, e, p, o

IV. Isolation of vowels of the first row from syllables. s The speech therapist names the syllable, emphasizing the vowel sound with his voice, the students: k) name the vowel, b) show the corresponding letter,

a) am, mind, ym, us, op, yr, al, ys, ak, from

b) ma, mu, we, su, po, ry, la, sy, ka, then

V. Summary of the lesson.

Speech therapist. Today we learned to hear and identify vowel sounds.

Isolating first row vowels from words

Select the initial vowel from the words and write down the corresponding letter. Anya, Olya, duck, Elya, wasps, Asya

Select the vowel from the middle of the words and write it down.

varnish, smoke, soup, mouth, juice, steam, ray, bull, itself, poppy

3.Name the pictures. Identify the vowel sound from the names of these pictures. Write the corresponding vowel letter.

An approximate list of pictures selected by a speech therapist: beetle, moss, tooth, bough, cheese, cancer.

4. Select a vowel from these words and write it down.

mole, bush, table, closet, floated, rumor, hail, bent, throw, who

5. Name the pictures. Select the vowel sound from their names. Write down the corresponding letter.

An approximate list of pictures selected by a speech therapist: crane, chair, wolf, goose, tail, fang, elephant, bridge, eye, eyebrow.

Lesson notes

Subject. Vowel sounds.

Target. Introduce students to the formation of second row vowels.

Equipment. Letters and, th, table with vowels of the second row.

Classes

I. Organizational moment.

The speech therapist asks students to name the vowels of the first row.

II.Introduction to letters i, y.

Formation of second row vowels.

Speech therapist tells a tale about letters i, y.

Once upon a time there were two sister letters. They were very similar. They were written almost identically. Only the letter Y had a beret on top, but the I did not. They sounded almost the same. Only I is drawn out, and Y is short, abrupt. They were often confused, and the letter Y was very unpleasant.

One day the letter Y came to visit the vowels of the first

row and suggested we sing together. Y started, A picked up. Their sounds merged and a new letter Y was formed. Then the other letters O, U, E also began to sing along with Y. And new letters E, Yu, E began to be formed.

New letters took their place in the second row. The letter I was added to them. This is how the vowels of the second row turned out.

The speech therapist posts a table with vowels of the second row and invites students to memorize these vowels.

Then the speech therapist asks the children what sounds the letters are made from I, yo, yu, e.

III. Lesson summary.

Speech therapist. What interesting things did you learn in class today?

Second row vowels

a) pit, Yasha, anchor, clear, hawk

b) hedgehog, Christmas tree, ruff, Christmas tree, cowering

c) Yura, Julia, south, nimble, southern, yurt

d) spruce, eat, ate, go, go

e) Ira, name, Inna, games, caviar, sparks

e) anchor, hedgehog, yurt, spruce, needles

a) mine, yours, Zoya, Raya

b) sing, mine, dig, mine, yours

c) mine, yours, yours, linen, old stuff

d) me, you, myself, everywhere

d) sing, my, sleep, yours, underwear

(The speech therapist shows the picture without naming it; the students name it, highlight the vowels and write them down in their notebooks.)

An approximate list of pictures: hedgehog, apple, Christmas tree, yurt, sparks.

Syllabic composition of the word

Class notes

Lesson 1

Subject. The syllabic composition of the word.

Target. Teach children to divide two-syllable words into syllables.
Equipment. Notebooks, pens. ^

Progress of the lesson.

I. Organizational moment.

II. Repetition of what has been covered.
Students remember and name the vowels of the first and second rows.

III. Introducing the syllable. The speech therapist pronounces a syllable ra and asks if it is clear what he wanted to say. The students answer that it is not clear. Similarly, a speech therapist works with the syllable ma. Then pronounces the word syllable by syllable frame.

Speech therapist. At first, parts of the word were spoken, so it was not clear/When the parts were combined, a word was formed. Part of a word is called a syllable.

In a similar way, a speech therapist works with words flour, paw and so on.

IV. Dividing words into syllables.
Students are asked to clap the number of syllables in the words,

pronounce these words syllable by syllable and name the first and second syllables, fly, vase, rose, sleigh, cotton wool, puddle, fish

V. Graphic representation of syllables.
Speech therapist. Put a question to the word fish. What does it mean

(this word? " (Fish- who is this? The word "fish" denotes an object.)* Pupils depict the word on the board and in their notebooks fish graphically (one line). Then the speech therapist, together with the students, established... pours out what's in the word fish two parts, i.e. two syllables. Graphic

the image is divided into two parts by a vertical line. V Similarly, words consisting of two are depicted graphically ." open syllables: juices, linden, leg, moon, hand, Valya, Misha, Lida. I VI. Summary of the lesson.

Speech therapist. What did you learn in class?

Lesson 2

Subject. Is the same.

Target. Teach children to divide three-syllable words into syllables

Equipment. Word schemes.

Progress of the lesson.

I. Organizational moment.

* Semaphore"

1) The child pronounces vowels with hand movements:

"a" - hands up

"o" - hands forward

“u” - arms to the sides

“e” - arms along the body

“s” - fold your hands behind your back

“and” - put your hands in a lock on your head

2) The child must guess the vowels by hand movements and write down
them in red in the table:

a. arms up, arms along the body

b. hands forward, hands locked on head

c. fold your hands behind your back, arms to your sides

d. arms forward, arms along the body, hands folded behind your back
Noah

e. arms to the sides, hands clasped on the head, hands in front
edit

f. arms along the body, arms up, hands in a lock on the head

1) The child independently fills in the missing tables
vowels in red. Circle (O) before vowels
The first row (a o u e s) should be painted blue, they are written
after hard consonants; circle (O) before second row vowels
(I yo yu e i) must be painted green, they are written after the soft ones
consonants (soften consonants). The task can be performed with support
on the diagram and from memory.

ABOUT	A		at	uh	s
ABOUT

Words with second row vowels: i ё yu e and

3) In the words presented above, the child paints over the vowels
letters in red; consonant letter before vowels a
o u e y, - in blue (indicates a hard consonant sound); with
the vowel letter standing before the vowels i ё yu e and is green
tom (denotes a soft consonant sound).

428 Part III. Didactic materials

Lesson 3. Vowels A-Z

1) An adult pronounces a word (the list of words is given below) and
throws the ball to the child. The child names the vowel sounds from this word and
throws the ball back. For example, Asya - a-z.

2) The child writes the vowels “a-z” in red
words.

Lesson 4. Vowels O-Yo "Ball Game"

	A	O	at	uh	s
	I	e	Yu	e	And

1) See lesson 3, task 1.

2) See lesson 3, task 2.

The reminders I created for elementary school students attending a speech center will facilitate understanding of the material on such topics as: Analysis of the sound composition of a word. Sounds and letters. Word. Offer. Graphic proposal diagram. Checking words with unstressed vowels at the root. The sound-syllable pattern of a word and other important topics in which students make many specific errors in writing and speaking.

Download:

Preview:

Memo for students.

Analysis of the sound composition of a word. Conventional graphic symbols.

Sounds and letters.

Conventional graphic designations of sounds:

- (red circle) – vowel sound;

- (blue circle) – hard consonant sound;

- (green circle) – soft consonant sound.

Know:

a) How does a sound differ from a letter? –

sound we hear and pronounce it, it does not always coincide with the spelling of the letter in the word;

letter we write and see (read with our eyes), we can touch it, trace it, draw it.

b) In Russian 10 vowels (vowels of the first row - A, O, U, E, Y

Vowels of the second row - Ya, Yo, Yu, E, I),

The letters A-Z, O-Y, U-Y, E-E, Y-I are paired.

21 consonants(B, V, G, D, Z, ZH, J, K, L, M, N, P, R, S, T, F, X, C, Ch, Sh, Shch) and two more special letters are b and b.

All sounds of the Russian language are divided into two groups:

VOWELS

(there are six of them: a o e y y and)

pronounced freely, without any obstruction in the mouth, you can sing or draw.

Vowels form syllables.

The vowels Ya, E, Yo, Yu can mean

one sound: (i - [a], e - [e],

ё - [o], yu – [y])

After soft consonants (squirrel - [b elka])

And two sounds: (I – [ya],

e - [ye], yo – [yo], yu - [yu]) at the beginning of the word (tree - [yolka]),

after a vowel (bayan - [bayan]),

and also after b and b (bindweed - [in yunok], ate -).

CONSONANTS

(there are a lot of them) -

pronounced with a barrier in the mouth (in the form of lips, teeth, tongue)

Can be hard or soft:

hard - in front first row vowels

(A, O, U, E, Y), and also remember -

W, F, C – always solid. (For example: l uk - sound l sounds firm because he is standing in front U – vowel of the first row, tire - sound sh always sounds firm)

soft - in front second row vowels

(I, E, Yu, E, I and B), and also remember -

J, Ch, Sh - always soft. (For example: l yuk – sound l sounds soft because it's in front of YU – vowel of the second row; h a sh a - sounds h and sh will always sound soft).

All other consonants, except Sh, Zh, Ts, Y, Ch, Shch, can be either hard or soft.

Consonants can be voiced or unvoiced (they differ in the work of the vocal cords - when pronouncing a voiced consonant, the vocal cords work (vibrate), and when pronouncing a voiceless consonant, the vocal cords are closed and do not vibrate. Voicedness or deafness is a constant (unchangeable) sign, i.e. the same sound does not can be both deaf and voiced

Six pairs of sounds differ in sonority - deafness and are calledpaired consonants - B - P, V - F, G - K, D - T, Z - S, Zh - Sh.(barrel - kidney, in he - background, guest - bone, house - volume, tooth - soup, heat - ball)

Word. Offer.

Graphic proposal diagram.

Know:

1) Graphic symbols: ______________________ . - sentence (long strip)

Words (short strips)

Syllables (short stripes)

Sounds.

Words are divided into parts (syllables);
Syllables are divided into sounds. The syllable must have vowel and one or more consonants. There are syllables made of one vowel sound;
a word differs from a syllable or sound in that it has a meaning;
be able to identify, name: word (papa), syllable (pa), sounds (p, a);
we speak in sentences. Sentences are made up of words;
be able to count the number and order of words in a sentence (including prepositions and conjunctions). For example: Tanya bought an apple. 1st word – Tanya, 2nd – bought, 3rd – apple. The hare ran through the forest. 1st word - Hare, 2nd - ran, 3rd - along, 4th - forest.
There are short words (prepositions) that need to be written separately from other words -

On, - under, - to, - from, - over, - because of, - from under (some consist of two parts), etc. Prepositions connect words in a sentence and talk about the location of objects in space.

9) When analyzing a sentence, we count both long and short words (prepositions, conjunctions)

Kolya drinks juice. (3) Kolya drinks juice from a glass. (5).

10) The sentence is written with a capital letter, with a period at the end (or other punctuation marks, depending on the purpose of the statement). A sentence, unlike a word or phrase, carries a complete thought.

Program for writing off a ready-made proposal.

We read the sentence in order to remember how it is written. Goal: write it down without errors.
We read words as they are written (orthoepic reading), reading a whole sentence, identifying its graphic design in the form of a capital letter, a sign at the end, the presence of punctuation marks: commas, dashes, colons, etc.
We divide the sentences into parts for copying (into words or combinations “preposition + word associated with it”). For example:“There was/ a hat lying on the floor.”

Or we divide it into phrases of two words:“Mom poured / into the pan / hot water.”When we have mastered the method of dividing into words or phrases of two words, we learn to divide sentences into phrases of three words (or four - with a preposition) -“In a forest clearing / stood four wolf cubs.”

Divide the sentences into parts that are convenient for you (depending on how many words you can remember, so as not to make mistakes in them).
We read syllable by syllable the part that we will copy, looking through each letter and orthographically pronouncing (as the word is written according to the rules) each sound.
We repeat the read part “for ourselves”, concentrating on clear pronunciation.
We write down part of the sentence with spelling pronunciation, without looking at the sample (you can cover it with a piece of paper), and use only your memory.
We check the written sentence in parts, accompanying the spelling reading of each part in the sample and in our note. If necessary, we additionally check punctuation marks.

MEMO FOR STUDENTS OF 3 – 4 GRADES

1. Looking for random errors

"Check your work"

(First check)

Did you miss a letter?
Did you add an extra letter?
Did you write another letter instead of one?
Did you draw each letter correctly?

Looking for spelling errors

"Check your work"

(Second check)

Check each word separately, starting with the last one:

Isn't this a dictionary word?
Are there any spellings in the word? Which?
Mark dangerous places.
Where possible, choose test words.

If there are no more such mistakes in your work, you are great!

Checking offers

"Check your work"

(Third check)

Check each word separately, starting from the first:

Did you miss a word?
Did you write an extra word?
How are prepositions and conjunctions written?
Are the words related to each other correctly? (check endings)
Is there a period at the end and a capital letter at the beginning of the sentence?
Are there required commas and other characters?

If there are no more such mistakes in your work, you are great!

IT IS VERY IMPORTANT THAT YOU TRY TO FIND ALL THE ERRORS YOURSELF!

REMEMBER, LEARN:

Before A O U E Y - all consonants are HARD,