Certificate senior group lesson notes sound analysis. Summary of a literacy lesson in the senior group for children with disabilities
Teacher MBOU "Dachnovskaya Secondary School" of the urban district of Sudak Kindergarten "Kapitoshka" Sudak, Republic of Crimea
Summary of educational activities for preparing for teaching literacy in the senior group.
Target : mastering the sound analysis of words.
Tasks.
1. Consolidate knowledge about sounds and letters, the ability to distinguish between vowel sounds and vowel letters.
2. Continue to teach children the actions of sound analysis of words, to isolate vowel sounds in a word.
3. Strengthen the ability to divide a word into syllables and identify a stressed syllable.
4. Cultivate interest in beginningsdiplomas .
Materials . Pictures - schemes of words "geese », « ducks », « chickens "; four-sound word patterns for each child; chips of red, blue, green colors; Coloring pages “Domestic birds”.
Progress of the lesson
Educator. Guys, we have a lot of guests today. Let's say hello with facial expressions.(Children smile welcomingly and wave their hands, welcoming guests.)
Today in class we will talk a lot, play, and do tasks.
But first, let's remember our rule on how to behave inclass :
One two three four five
We'll be there again now
Watch, listen, think,
But don't interfere with each other.
Speak clearly, clearly,
Don't fidget, don't be naughty.
Educator. Let's spend one with you nowexperiment : try find an object in the group that has no name. (The children cannot find such an object, and the teacher takes them toconclusion : everything that surrounds us has a name.)
Everything has a name :
Both the beast and the object.
There are a lot of things around.
But there are no nameless ones.(A. Shibaev)
Everything has a name, that is, it is called a certain word. There are a lot of words in the world. Think about it, what kind of words are there?(Loud, quiet, kind, beautiful, warm, scary, etc.)
Let's remember the poem "What kinds of words are there?" I will read the poem, and you will add the necessary words.
There is a sweet word - candy.
There is a quick word - rocket,
There is a sour word - lemon,
There is a word with a window - a carriage,
There is a prickly word - hedgehog,
There is a word for wet - rain,
There is a book word - a page,
There is a forest word - tit,
There is a fluffy word - snow,
There is a cheerful word - laughter.
What words did you add?(Children name words.)
Now let's go to the tables.(Children sit at tables.)
Educator . Look at your tables there are pictures and diagrams. Look at the pictures and give them a name.(Children look at the pictures.)
Physical education minute
We use our hands - clap, clap.
We kick, stomp, stomp.
We are with our eyes - a moment, a moment.
We shoulders - chick, chick.
One - here, two - here,
Turn around yourself.
Once - they sat down, twice - they stood up,
Everyone raised their hands to the top.
Now let's sit down. Hush hush.
Let's be quiet, like in a mouse hole.
Educator . The words sound, what are they made of?(Words are made up of sounds.)
What sounds are there?(The sounds are vowels and consonants.)
Tell us about vowel sounds, what kind of sounds are they?(Vowel sounds can be drawn out, sung.)
Educator . Can you sing consonant sounds?(No.) Why?(Tongue, lips, teeth interfere.)
And the consonants.
We agree to rustle, whisper, whistle.
Even snort and squeak,
But I don’t want to sing to them.
What are the consonant sounds?(Hard and soft.)
Game "Give me back the soft sound"
Catch the ball and throw the ball,
Give me a soft sound.
After the game, the children sit down.
Educator. Guess riddle :
These birds are by the ditch
They wash their paws often,
They run away from Grandma.
Who is this, tell me?(Geese.)
The teacher displays the picture “Geese”.
How many sounds are in the word geese?(The word geese has four sounds.)
Name the first sound(second, third, fourth) .
How many vowel sounds are there in the word geese?(Two.) Name it.([U],[I])
What color do we use to indicate vowel sounds?(In red.)
Show the vowel sounds in the word diagram.
Let's divide the word geese into syllables. How many syllables are in a word?(Two.) How did you find out?(Children's answers.) Name the first syllable, the second.
Find the stressed syllable, pronounce the word with stress. (Reading a word with stress, rearranging the stress. Choosing the correct pronunciation.)
Make up a sentence with the word geese.
Educator :
They say: “They are not birds.”
But let me doubt it:
Let them not fly,
The garbage is raked up with paws.
If they want to say something,
- Ko-ko-ko-ko-ko! - they will cackle.
And they also carry testicles -
There are no more useful birds than these.
Amazing texture
They call the birds(chickens)
!
Sound analysis of the word " Chickens »
Finger gymnastics “Chicks”.
One two three four five
Connect the fingers of both hands to form a ball.
They clench and unclench their fists rhythmically.
Once - a chicken on the porch,
Bend one finger on both hands, starting with the big ones, for each count.
Two - still sitting in the egg,
Three - the chicken is the bravest,
And four is the whitest,
The fifth is a little chicken,
bending the little finger, pressing the fists to each other
Woke up to eat
tap the index finger of the right hand on the left palm
Spout with a spatula,
STATE BUDGET PROFESSIONAL EDUCATIONAL INSTITUTION OF THE ROSTOV REGION
"VOLGODONSK PEDAGOGICAL COLLEGE"
( gbPou ro "VPK")
Abstract of GCD
Teaching preschoolers literacy
Topic: “Analysis of the sound composition of a word”
senior group
Developed by (A ):
student ( ka)
Sukhorukova Nadezhda Aleksandrovna
group DO-4
specialty: 02.44.01
Preschool education
Practice base: MBDOU d/s "Firefly"
Head of practice: L.P. Kugukina
Preschool teacher: T. P. Badaeva
Signature of the practice manager
Admitted to the class “______”_________2018 (_________________)
Teacher's signature
The date of the: " 27 » September 2018
Grade for notes ________________________________________ (signature)
Assessment for the lesson ________________________________ (signature)
Volgodonsk
Program content:
Target: Teaching children the sound composition of words.
Tasks:
Educational :
1. Learn to divide two-syllable words into syllables, name words with a given number of syllables
2. Strengthen children's ability to intonationally highlight sounds in words and name words with a given sound.
Educational:
1. Develop phonemic awareness.
Educational:
1. Cultivate a caring attitude towards animals.
Integration into a holistic educational process:“Cognitive development”, “Artistic and aesthetic development”, “Speech development”.
II. Organizational and activity component
Equipment:
Demo: subject pictures or toys (fox, bear, hare, cat)
Preparation for GCD: The teacher prepares auxiliary and demonstration equipment, the children arrange chairs.
Forms of organization of NOD: frontal.
Teaching methods:verbal methods and techniques: story, explanation, conversation, questions (leading, clarifying, additional, corrective) ; gaming methods; visual methods: display, demonstration.
III. Emotional and motivational component: ways to motivate educational and cognitive activities (point of interest)
IV. Performance-evaluative component: Questions to summarize the material covered, assessing the participation and achievements of children in educational activities.
Stages of implementation of GCD content
| Structural component | Teacher's actions | Children's actions |
| I. Emotional - motivational component |
||
| I. Introductory part | (cat meows) The teacher offers to listen, and who is that growling there? Yes? Indeed, he meows, but how did you guess? By the first sound? What is the first sound in the word “meow”? And who can growl? Let's growl like a dog growls? What's the sound like? Does it sound like meowing? That's right, no, we have someone else in our group, who is it? Who can meow? That's right guys! Let's all say "Meow" together. Children, look what I brought you (the teacher shows a picture of a cat). What colour is he? He's black? Or white? Listen to the poem. Le and fuckers and y cat Otlet and tell yourself and and so. I want to eat Too lazy to toss and turn. That's and children and y cat, - Mo and Will the bowl crawl up? What a lazy cat, huh guys? Then everyone is quiet, like kittens, let’s go to our places. You know that cats have pads on their paws to move silently. | -Doesn't growl, but meows -Dog - “Rrrrr” -Kitty -"Meow" -Ginger! listening -Yes, lazy -We know |
| II. Organizational and activity component |
||
| II.Main part | 1. Game “Name the sound” Now listen to this poem again and think about what has changed. (I read the first two lines of the poem with the intonation emphasis on the sound “zh”) Who noticed how I read the poem? What was the buzzing sound? Who will try to recite an excerpt from a poem so that all children can clearly hear the sound “w” in it? (if necessary, I help them, give them a pronunciation sample) Now let’s find out what words in this poem were with the sound “w”? Pronounce them with intonation highlighting this sound. 2. Exercise “Name the sound.” Guys, name words with the sound “zh”, raise your hand. (8-10 words) 3. Exercise “name the word by its parts” I show children toy animals or pictures of a fox, bear, or hare. How to call animals in one word? what animals are these? Guys, now say the word “fox” not all at once, but in parts. If there is a difficulty, I give a sample: “Listen to how I say this word: li-sa,” I call several people to repeat this word. Children, What's the first part? Name the second part. Say the word in parts. How many words did you say? And now Masha will pronounce the word “Bear” syllable by syllable. How many parts is this word divided into? What is the first syllable? Name the second syllable. Say the word "hare" syllable by syllable How many parts is this word divided into? What is the first syllable? Name the second syllable. And this word also has two syllables. Now we all pronounce the words together in parts, clapping each syllable. 4. Game “Name the animals whose names have two syllables” Guys, remember other animals whose names also have two syllables. We pronounce words syllable by syllable. A chip is given for the correct answer. | -You were buzzing -Sound "zh" -Moroand that's it,and Iraf, eand ik, lyand And,and uk,and yeah, butand prostrate, sleepand Inca. -Name the animals -These are wild animals. -Fox -For two -"Lee" - "Sa" -"Fox" -One. -"Bear" -For two -"Honey" -"After all" -"Hare" -On two. -"Behind" - “Yats” -They pronounce the words in parts, clapping each syllable. -Squirrel, badger, hedgehog, wild boar, deer. |
| Performance-evaluative component |
||
| III.Final part | Whoever has chips, pick them up and show them. Why did you receive chips today? For naming animals, right? How many syllables were there in these words? How many sounds can there be in syllables? one or many? in the word “Bear” how many syllables did we have? That's right, two, but there are a lot of sounds, right guys? Now you know that a word has sounds and syllables. Guys, who was meowing in our group, let’s look for him. | -A lot of ANO DO "Planet of Childhood "Lada"" Methodological development of lesson notes on speech development in preschool children Topic: “SOUND ANALYSIS OF THE WORD BEET” Kletnova Olga Sergeevna Tolyatti, 2017 Purpose of the lesson: Development of phonemic hearing in children. Tasks: Educational: teach sound analysis, develop the ability to select words to a given model, master the action of changing words. Developmental: consolidate the ability to distinguish and compare hard and soft sounds, develop communication skills, develop visual and auditory attention, develop the ability to name words with a given sound, develop the ability to synthesize individual sounds into a word, develop the ability to differentiate sounds according to their qualitative characteristics. Educational: to instill in children a desire to help a friend, to cultivate a culture of communication, the ability to listen to the opinions of other children, to cultivate self-control, to cultivate interest in an activity. Type of lesson: integrated. Form of the lesson: the lesson is conducted in a playful way. Duration: 35 minutes. Participants: Teacher, children. Age of students: Preparatory group (6-7 years). Equipment and materials: board, pointer, ball, picture of beets, chips in red, blue, green, black - all vowel letters, chips - toys, blue, red or green circles with sounds, medals. Preliminary preparation: Reading the Russian folk tale “Turnip”, conversation “What is school?”, didactic game “Living Sounds”. Methods and techniques of working with children: didactic games, demonstration of material, conversation, conversation, joint actions of the teacher and the child, verbal methods (prompting, asking to speak, questions), carrying out assignments. Lesson structure: Content Time Organizing time Didactic game "Find a pair" 2 minutes Motivational-oriented, incentive stage (problem) Children's answers to the teacher's questions 2 minutes Practical stage Task No. 1: Guessing riddles. Task No. 2: Take turns identifying the sound. Task No. 3: Task No. 4: Game "Live Sounds" 3 minutes 13 minutes 3 min 9 minutes The final stage 3 minutes Progress of the lesson: Organizing time: Didactic game “Find a Pair”: Vl: Guys, stand in a semicircle, and I will throw the ball one by one and call the hard consonant, and you catch the ball and call it a pair, that is, a soft consonant and throw the ball back. The child catches the ball, naming a pair of sounds. Motivational-oriented, incentive stage (problem): V-l: Guys, listen to the proverb: “If you don’t study, you can’t weave bast shoes.” What do you think is the meaning of this proverb? Children: express their opinions (those who study know how to weave bast shoes...) Vl: Well done guys, that’s right, whoever studies knows and can do everything, and whoever doesn’t study will not be able to do anything. V-l: Guys, where do you think children are taught? Children: At school. V-l: What do you think children do at school? Children: answer the question (study, gain knowledge, play during breaks, get 5 or 2...) V-l: What do we do in kindergarten? Children: answer the question (we play, study, sleep, walk, get ready for school...) V-l: Well done, we are preparing to become first-graders. Practical stage: Children stand in a semicircle in front of the teacher. Task No. 1: Guessing riddles - Vs: Guys, please listen to the riddle Who loves borscht and vinaigrette, It's sad when she's not there. It grows in a garden bed underground - People always respect her. It has more sweetness than oranges. And how many useful vitamins it contains! All the people love her for this - Delicious burgundy root vegetable. Children: guess Vs: Well done guys, that's right, it's BEET. The teacher shows a picture of a vegetable. V-l: Today we will perform a sound analysis of this word. Take your seats Task No. 2. Vl: Guys, let's take turns identifying the sound: The name of one of the children, what is the first sound in the word “beet”? Tell me what sound is this? What chip do we use to indicate a consonant sound in the diagram? The name of one of the children, what is the second sound in the word “beet”? Tell me what sound it is. What chip do we use to indicate a soft consonant sound in the diagram? The name of one of the children, what is the next sound in the word “beet”? What is he like? What chip do we use to indicate a vowel sound in the diagram? The name of one of the children, what is the next sound in the word beet? What is he like? The name of one of the children, what is the last sound in the word “beet”? The name of one of the children, how many sounds are there in the word “beet”? Do you guys agree with him/her? The name of one of the children, how many consonants are there? How many vowel sounds? Guys, how many syllables are in the word “beets”? Children: 2 Guys, how do we know where we will put the emphasis? What sound? Children: answers (to 1 vowel O) That's right, well done. Our emphasis is on the sound [o]. And now, to find out what sound we will play with next, we need to: In the word beets: The name of one of the children, remove the stressed vowel, The name of one of the children, now remove the first consonant, Name of one of the children, remove the soft consonant, The name of one of the children, the last vowel. The name of one of the children, remove the penultimate hard consonant. Guys, what sound is left? Well done! [To]. Task No. 3. Game “Name the words with the sound “Кь” “К”” Vs: Let's go to the carpet. Please name the words with the sound Kb (for each correctly named word, a toy chip is given out). Vs: Guys, can I start: CHALKTO AND. V-l: Name words with the sound K for example: cat Children: (children's answers) V-l: Well done, that’s right... Task No. 4 Game "Live Sounds" Vl: Guys, let’s play the game “Live Sounds”, but to make it more interesting for us to play, we will complicate it. Child 1, you are turning into the first sound of the word "Airplane" Child 2, you become the first sound of the word Vedra Baby 3, you're the shock sound O Child 4, you are the second sound of the word oKno Child 5, you are the first sound of the word Bow Child 6, you are the first vowel letter with which we met this year “A” Children line up. In their hands they have circles corresponding to their sound (blue, red or green); the children-sounds name each of their sounds. The rest can guess what word it is. The final stage: V-l: Well done, guys! Guys, tell me, what word did we meet today? What did you like most about our lesson? What was the most difficult task for you? Well done! You did an excellent job with the assignments, I think at school you would have been given a grade of 5 for this assignment. Let us exchange chips - toys for “medals”. Literature. The main educational program of preschool education “From birth to school”. Edited by N.E. Verekasy, Moscow, 2016. Teaching preschoolers literacy. A manual for teachers. For classes with children 3–7 years old N. S. Varentsova. Moscow, 2002. Lesson plans for the “Development” program for the preparatory group of a kindergarten./scientific supervisors: L.A. Wenger, O.M. Dyachenko.: Training Center named after L.A. Wenger “Development”. - Moscow, 2000. Sample notes on speech development. Ushakova O.S. Samara Collection of notes on speech development. Shandrina L.G. Tolyatti, 2002. http://www.gramota.ru/slovari. Sections: Working with preschoolers , Competition "Presentation for the lesson" Keywords: literacy training Presentations for the lesson Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version. Goal: to develop in children the ability to compose a sound analysis of a word, compare words by sound composition. Tasks:
Handout and demonstration material: slides (picture of children; picture-diagram of the word “house”), cards of three-sound words, envelopes with chips; notebooks, simple pencils; paper blanks (by tearing off) geometric shapes. Types of activities: cognitive, communicative, gaming, motor. Progress of the lesson 1. Didactic game "What are their names?" A picture of children is presented in front of the children (Annex 1). The teacher invites the children to guess the names of the children depicted in the picture. Teacher: Guys, let's play the game "What are their names?" Look at the picture, who is depicted in it? Children: It depicts children. Teacher: I suggest you guess the names of the children depicted in the picture. To do this, you must carefully look at the object pictures that will appear on the board, and make up names based on the first sounds in the words ( children make up names based on object pictures). Reference pictures:
Teacher: Well done, you did a good job. 2. Teacher: In the last lesson, you learned to find sounds in the word “poppy”, you learned to pronounce the word so that every sound in it was clearly audible. Let's remember what sounds are in the word "poppy". How many sounds are in a word? Children: the word "poppy" has three sounds. Teacher: what sound is the first? Children: the first sound is "m" Teacher: what sound comes second? Children: the second sound is “a” Teacher: what is the third sound? Children: third sound "k" Teacher: Well done! Look at the board, what is shown on it? (Appendix 2) Children: “house” is shown on the board Teacher: Let's determine how many sounds are in the word "house", based on the diagram under the picture? Children: the word “house” has three sounds. Children: the first sound in the word house is “D” Teacher: what is the second sound? Children: the second sound is "O". Teacher: When pronouncing it, nothing interferes with us, neither lips, nor tongue, nor teeth, it stretches out and is sung. We say it loudly. What is the third sound? Children: the third sound in the word "house" is "M" Teacher: Guys, let's say the word "house" in accordance with the movement of the pointer. Well done! Now determine which sounds in the words “poppy” and “house” are the same? Children: the words “poppy” and “house” have the same sound “M” Teacher: Where is this sound in the word “poppy”? Children: at the beginning of the word Teacher: In the word "house"? Children: in the word "house" at the end of the word. Teacher: Find sounds in the words poppy and house, when pronouncing which nothing interferes with us, they stretch out, are sung, pronounced loudly and quietly Children: these are the sounds "A" and "O" Physical education minute. Game "Let's say hello in different ways" Teacher: Let's have a little rest and play the game "Say hello in different ways"
3. Teacher: We had a little rest. Guys, come up with a two-word sentence with the word “Mac” and write it down using graphic lines. Children: Beautiful poppy. Red poppy. Teacher: Now make up a three-word sentence with the word “house” and also write it down graphically. Children: Big, beautiful house. There is a big house. Our house is tall. Game exercise "Little Architect". Teacher: Well done! Let's play the game "Little Architect" ( laying out a house from geometric shapes prepared by tearing paper along the contour). You have paper blanks of geometric shapes on your tables. You need to build a house. ( children's work). 4. Summary of the lesson Teacher: What did we do in class today? (Children's answers) Who do you think took a more active part in the lesson today, who excelled, who worked well? (Children's answers) Now let's applaud those guys who did a good job! Electronic manual for strengthening the skill of sound analysis of words A literacy guide for children 5-6 years old. Fox's birthday Kovalskikh Tatyana Aleksandrovna, teacher-speech therapist, MADOU "Kindergarten No. 77", BereznikiDescription of work: The electronic manual was created in Microsoft PowerPoint. Can be used in frontal, subgroup and individual lessons with children of senior preschool age. Designed for children who have an understanding of the sound analysis of words and have the skills of drawing up sound patterns of simple words. In addition, this manual can be used when teaching children to read. Parents will find the manual useful as an assistant in opening up the world of sounds and letters to their children. Teaching preschoolers the skills of sound-syllable analysis and synthesis is a rather complex and lengthy process. This is an important part of literacy education. It takes up a large amount of time in the educational process. The quality of the work done will in the future have a great impact on the child’s success in the Russian language at school. The lack or absence of the necessary skills will inevitably lead to dysgraphia and other difficulties in learning due to the immaturity of the skills of phonemic analysis and word synthesis. A game "The Fox's Birthday"
will help make classes interesting, exciting and unique. It is no secret that if a child has a desire and enjoys studying, then the result will be much higher. A variety of gaming material will help maintain children's interest in class, reduce fatigue, and increase the efficiency and quality of work. There are different options for using educational material: with or without reading words. This gives the teacher the opportunity to vary tasks taking into account the level of development of children and their individual abilities. All educational material is based on a fairy tale plot. The animals celebrate their birthday. However, the child must guess whose birthday it is.
Animals appear on the slide, and the child finds the correct answer using the diagram of the word. FOX
If the answer is correct, a fox appears with a large festive bow and a beautiful box.
Further, each subsequent slide forces the child to answer the question of what the fox was given for his birthday. Of particular interest to the children is how the fox gradually accepts treats and tries on all the gifts. CAKE
A cake appears, then we check and read the word.
BEADS
The fox puts on beads, we check, we read the word. The word fits the same pattern PORRIDGE
The last scheme is the most difficult. We draw the children’s attention to the fact that two words fit this diagram at once. FLOWERS, HAT
Flowers appear, the fox puts on a hat.
We check and read the words. After the box of gifts is sorted, the fox invites guests to the festive table. - Who came to visit the fox? Using word patterns, children remember the beginning of a fairy tale story and name the animals. A lion, elephant and elk appear on the slide.
I would like to draw attention to the difficulty in the sound analysis of the last word (moose), where it is necessary to draw the attention of children and remember that the soft sign does not indicate a sound, therefore the box is not painted over. At the end I will remind parents and children Basic Rules : We hear and pronounce sounds, and we see and write letters. What color do we use to indicate sounds? red – vowel sounds; The whole game goes quickly and does not tire preschoolers. remember, that a child can spend only a few minutes in front of a computer. Take care of the health of our children! Have fun playing! Positive emotions and patience will help you cope even with a very difficult task. I wish you success! Presentation on the topic: Formation of skills in sound analysis of words in children of senior preschool age Related posts: Summary of a literacy lesson in the senior group for children with disabilities
 An open letter to Patriarch Kirill from a layman Your Holiness, all my life I have dealt with pieces of iron, I ground them together, made their proximity more tolerant, giving a new quality
 See what “Zion” is in other dictionaries An excerpt characterizing Zion
 An open letter to Patriarch Kirill - KALAKAZO — LiveJournal It turns out to be some kind of perpetual motion machine, which I so wanted to invent in my youth
 Marriage and Sexual Relationships (Jewish Tradition)
|
Back forward
Back forward
