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Literacy lesson plan. Literacy lesson notes

Hello! Today I will teach you a literacy lesson. See if you have everything ready for the lesson: ABC, letter tape, illustrations. Check your fit. Both feet should be on the floor, your back should touch the back of the chair, a fist should be placed between your stomach and the desk, and both hands should be on the desk.

It's been a whole month since you've been in school. What letters have you already learned to read? A, U, E, Y, L, M. Well done! You've already learned a little. You know how to use school supplies, learned to greet each other, and say hello to elders. How do you greet (hello) a teacher? How a person should behave when he greets another. Each nation has developed its own greeting traditions over the centuries. For example: when two Muslims meet, they must greet each other regardless of whether the relationship between them was friendly or hostile. Every greeting had to be answered without fail. At the same time, the following was important: persons standing higher on the social ladder had to be the first to greet those standing below (and not vice versa!), those riding on a horse - those walking, the younger ones - the elders, the gentlemen - their servants. It was strictly forbidden to welcome cruel, ill-mannered, dishonest people. If these people themselves were the first to greet “normal” people, then their greetings should under no circumstances be answered. And this is how they greet each other in different countries of the world: Russians say “Hello!” “Salaam alaikum” is what Azerbaijanis say when they meet and they hear in response “Aleikum assalam”. In Germany they say “Gutn tag”, in France - “Bon Jour”, in England “Halou”. Now open your alphabet on page 26. Let's look at the illustration. Where do you think the action takes place? That's right, in the theater, on stage. How did you guess? There is a curtain and masks. And who is depicted on it? Consider how the person on the left is dressed, how he greets the guest, how does his greeting differ from the greeting from the person on the right? Now listen to the poem. How should you greet your neighbor? Friend? Grandma? (children's answers) When you greet someone, you should stop, not greet while running. Boys must remove their hats indoors. There are certain rules for the behavior of people in public places, for example in a store. Look at the illustration. Where did mother and daughter go? Select the name of the store: general store, haberdashery, perfumery, clothing, hardware. Prove your choice. What other stores do you know? What conclusion can be drawn from this dialogue? You need to behave politely. A person must be cultured in communicating with other people. Match the pictures and words. In which store can you buy these products? Rolls - in the bakery, pills - in the pharmacy, sofa - in the furniture store. Physical pause. Well done! You remember the letters you studied and their place in the word. Look at the pictures on the left of the page. Mermaid. What vowels are in this word? U, A. What consonant letter do we put? "El." What sound does it represent? [l].Fly agaric. How many letters are in a word? 7. Name the vowels. "U", "O". What consonants should we insert? "M". What sound is indicated by [m]? Spinning wheel. How many of you know what a spinning wheel is? How many letters? Five. What consonant letter do we put? "El." What sound does it represent? [l]. Find the soft consonant sound in this word. Which vowel letter indicates the softness of this consonant. "AND". Physical pause. Work according to proposal. How many words are in the first sentence? (4) Second? (4) Third? (4) Fourth? (4) Fifth? (2) Sixth? (2).Make a short story based on these sentences. Why are there question marks at the end of the last sentence? Title the story. How would you resolve this quarrel? What new did you learn in class? Which letters did you repeat? (“um” “el”) What sounds do they represent mmll.

Reading lesson 1st grade

Lesson topic: Russian alphabet.

The purpose of the lesson:

educational: master (repeat) the principle of constructing the Russian alphabet, apply in practice this principle of constructing the alphabet; learn the history of the creation of the Russian alphabet;

developing: mastering the basic concept - what the alphabet is - memory development (repetition of the order of letters in the alphabet), thinking (highlighting the main thing when completing tasks), proving your point of view, developing speech;

educating: mastering the skills of joint activities: coordination and coordination of activities with other participants when performing group work, developing the ability to evaluate behavior, assessing one’s capabilities as a result of reflection.

Lesson type : application of previously learned knowledge, generalization.

Equipment :

general class: computer; multimedia projector; an electronic application for the lesson, developed in the PowerPoint editor;

individual: textbook “ABC”, cards with tasks, counting sticks, colored pencils.

During the classes

1. Organizational moment.

The bell rang loudly
The lesson begins.
We listen, we remember,
We don't waste a minute.

2.Buzz reading(allows you to practice and improve reading skills, promotes memory development, since children remember all the letters when reading) (5 min)

3.Speech warm-up(promotes the development of the speech apparatus, for further work in the lesson (Slide 2.3 - work on setting intonation)

4. Updating students' knowledge.

(Consolidate knowledge of the forms of printed alphabetic characters and their names.)

Black, crooked,
Dumb from birth
They will stand in a row -
They'll start talking right away. (Letters)

Game “Designing letters”. (Slide 4)

(O - P - N - E - L – B)

Take six counting sticks and form the letter O with them.

Move 1 stick to form the letter H.

Move 2 sticks to form the letter E.

Move 1 stick to make the letter b.

Place 1 more stick to make the letter B.

3. Setting goals; formulating the topic of the lesson.

Forming a word from these letters.(Slide 5)

Guys, look at the slide:

Let's make these letters speak: make a word out of them and find out the topic of the lesson. (Alphabet)

Tell me, will we study any letter today? Is there a problem in class today? This means that today we will repeat and generalize the knowledge acquired earlier. Then set a goal for the lesson.

I used this word several times in class, but did not give it a clear definition. Who can say what the alphabet is and what it consists of?

Conclusion 1: the alphabet is letters.

Game “Magic Transformations”.(Slide 6)( promotes the development of thinking, children remember which letters can be represented using ovals)

You have studied the “ABC” and now know all the letters of the Russian alphabet. Therefore, the next task should not be too difficult for you.

Remember the letters that contain ovals and add the missing elements on the task card so that the ovals turn into letters. (a B V R F Ъ Y Y Y YA)

4. Work in groups

Can these letters be called the alphabet? Why not?

How many letters are in the Russian alphabet?

Conclusion 2: the alphabet is all letters. (Slide 7)

Consolidating knowledge of the sequence of letters of the Russian alphabet. (Slide 6)

All 33 letters of the Russian language “live” in a big house called alphabet . They live together, because... Each letter occupies its own separate “apartment” in it, its own permanent place, that is, the letters in the alphabet are arranged in order. And this order is already familiar to you.

5. Order of letters in the alphabet

What letters are hidden behind the curtains in their apartments? (slide 8)

6. Exercise for the eyes

Conclusion 3 : The alphabet is all the letters arranged in order. (Slide 13)

7. Discovery of new knowledge (expanding the horizons of students)

Acquaintance with the history of the Russian alphabet and the alphabets of other languages.(Slides 9, 10,11,12)

I want to tell you a little about the history of the Russian alphabet, because... The alphabet we use today was not always like this.

Our ancestors, who lived at the beginning of the last century, used a different alphabet before: there were more letters, they were ornate and difficult to write. And they had different names.

Over time, it was decided to simplify the writing of letters, as well as get rid of letters that duplicate each other.

And for almost 100 years now we have been using the alphabet that is familiar to us.

You probably noticed that I often repeated “our alphabet”, “Russian alphabet”. And this is not without reason. Why do you think?

Yes, indeed, more than 120 nationalities live in our country alone. And most of the peoples of our planet have their own language and their own writing; and, consequently, its own alphabet. The letters in them have a unique shape, name, order, and their number may vary.

Let us now remember, analyze everything said above and formulate a conclusion about what the alphabet is.

Conclusion 4 : The alphabet is all the letters of a language, arranged in order. (Slide 14)

8. Secondary consolidation.(Slide 13)

Compose a word using the first letters of the names of objects shown in the pictures.

Look at the pictures on the slide.

Highlight the first sound in each word, characterize it, and label it with the corresponding letter. Read the received word. (Winter)

Open your eyes.

9. Listening, analysis, expressive reading of V. Berestov’s poem “Reader”.(Slide 14) Read by a previously prepared student.

How good it is to be able to read!
There is no need to pester your mother.
No need to shake grandma:
“Please read it! Read it!”
No need to beg your sister:
“Well, read another page!”
No need to call, no need to wait,
Or you can pick it up and read it!

10. Work according to the textbook

Open p.82 let's read the Poem on this page in a chain.

11. Lesson summary.

12. Reflection.

Guys, what goals did we set at the beginning of the lesson? What goal have we successfully achieved? How would you rate yourself today? And why.

Literacy Lesson Summary

Topic: Letter I, I. Consolidation.

educational: continue familiarization with the letter Yaya at the beginning and in the middle of a word;

developing: develop the ability to identify sounds and letters in the flow of speech; develop and enrich children's vocabulary; improve reading and writing skills;

educational: to cultivate collectivism, a culture of academic work, and hard work.

Equipment: colored pencils, a card with the image of the letter Yaya from the demonstration set, pictures, a fairy tale about the letter “Ya”.

During the classes.

Organizing students' attention.

The call gave us a signal:

The time has come to work.

So let's not waste time

And we begin to work.

Updating previously studied material.

What sounds are there? Name the vowels? How are they different from consonants? - What letter did you learn about in the last lesson?

What sounds does it represent?

Games "Let's play letters."

Choose vowels to form a word.

D...m (u, o, s, e), p...l (u, a, i, e, o), m...l (e, s, a, i), s...n (o, a, s , y, and).

Add a consonant to form a word.

Sy..., ko..., ma..., lu..., le..., ra... . ...believe, ...raski, ...liva, ...lava.

Add syllables to form words - children's names.

Ri, Wo, Ti, Zee

Reading words and sentences. Preparing to read the text

Guys, now let's open the primer on pages 94-95.

How are these syllables different? (vowel sounds)

How are syllables with the letter a read? (firmly)

How are syllables with the letter i read? (soft)

Look carefully at the words written below. Let's read them.

Look at what letter they are written with? Why? (children's names)

Make sentences from words, choose and write down words that contain the letters I and I.

in, Yasha, garden, was

holes, and, I, my, mom, dug

apple trees, planted, we

IV.Reading and detailed analysis of the primer.

Look at the picture. What do you see on it?

Let's read the text "Hands". I'm reading, but watch carefully.

Reading text by children in a chain.

What are the children doing?

How do they do it?

With what? (hands).

Let's read the title of the text “Hands” together.

What do you think the text will be about?

Listen to the text. (Teacher reads the text).

Were our assumptions correct?

Let's read the text "chain by chain"

What are Varya and Borya doing? (find the answer in the text)

Who wipes the board? (find the answer in the text)

Who changes the water for the fish (answer found in the text)

Find and read why Lyalya yawns out of boredom?

V. Speech development.

Let's learn a tongue twister.

Listen (teacher reads):

Yaroslav and Yaroslavna

We settled in Yaroslavl.

In Yaroslavl they live as if

Yaroslav and Yaroslavna.

Let's repeat it together.

Let's do it again, only faster. Even faster.

Who can tell a tongue twister themselves?

Can anyone do it even faster?

VI. Physical education minute

That's an apple!

It's full of sweet juice.

Stretch out your hand

Pick an apple.

The wind began to shake the twig,

And it's hard to get an apple.

I'll jump up and extend my hand

And I’ll quickly pick an apple!

That's an apple!

It's full of sweet juice.

VII. Games and entertaining material for practicing reading skills.

Working with proverbs:

He who loves to work cannot sit idle.

Labor feeds, but laziness spoils.

You can’t even catch a fish from a pond without difficulty.

How do you understand the meaning of these proverbs?

Which proverb is appropriate for our lesson?

Guys, pay attention!

Name the words that begin with the letter I, I. (Children are divided into 3 groups, in rows. The row that names the most words wins. The words are named in turn)

IX. Physical education minute.

I'm going and you're going, one, two, three,

I sing and you sing - one, two, three.

We walk and we sing - one, two, three.

We live very friendly - one, two, three.

XI. Lesson summary. Reflection.

What letter did we work with?

Which of the students in our class has a letter in their last and first names? I?

Reflection.

What did you like most about the lesson?

How did you feel when you finished the lesson? Why?

Pictures are hung on the board (cloud, sun), and magnets are given to children.

And now guys, you will come up to the board and those who are in a good mood, who understood everything, who everything worked out and were clear, will attach a magnet to the picture with the sun, and those who did not understand well, something was not clear, and those who don’t I liked the idea of attaching a magnet to a cloud. Please children of the 1st row come to the board.

Municipal educational institution

Secondary school No. 2

with in-depth study of individual subjects

Ivanteevka, Moscow region

Literacy Lesson Summary

1 - D class

Compiled by:Salikova Kristina Sergeevna

primary school teacher of the second category

year 2014

The purpose of the lesson: introducing students to the sound [i], the letter I and.

Basic concepts: Lowercase letter, capital letter, vowel sound, letter.

MoldedUUD :

Cognitive: understanding the correspondence of sound to letter.

Regulatory:create activity algorithms for solving problems of various types.

Communication: the ability to explain one’s actions, learn to be tolerant of other people’s opinions.

Equipment: textbook “ABC” edited by G. Goretsky, illustrations: stork, alphabet, cat, mother, house, wolf, sounds [a], [o], donkey, route sheet with tasks, cards for self-esteem, sun and cloud.

During the classes

Teacher activities	Student activities
Motivation for activity
Check it out, buddy. Are you ready to start the lesson? Is everything alright A book, pen and notebook? Have you checked? Sit down! Work hard!	Checking readiness for the lesson
Updating knowledge
What vowel sounds did we learn about in previous lessons? Game “Match the picture and sound” Look carefully at the pictures on the board. Which words contain the sounds [a], [o]. (there are pictures on the board: stork, alphabet, cat, mother, house, wolf, sounds [a], [o]). Match the picture and the sound. Guys, tell me, what is the sound [a], [o]? How can you tell if a sound is a vowel?	Sounds [a], [o] The task is completed by 2 students at the board, mutual checking is carried out. The sounds are vowels, since they can be sung; when pronouncing, the mouth is wide open, there are no barriers.
Speech warm-up
Today in class you will be helped to gain new knowledge not only by a textbook, but also by a route sheet with assignments, which is on everyone’s desk. (Show sheet) Look carefully at the task number one. Let's sing the vowels that are written there. Place your finger where these words are written (show). Well done!	Students look at the route sheet and get acquainted with the first task. Vowels sing AO, OA, AOA, OAO, OO, AA.
Setting the goal and objectives of the lesson
Guys, listen carefully riddle . They say he's stubborn And not very smart But don’t believe such words - This is a very nice beast. He just loves peace. He's so thoughtful. What sound do you hear first in the word “donkey”? Is it a vowel or a consonant? Shocked or unstressed? How does a donkey scream? What new sound are you hearing? Think sound [and] vowel or consonant? Let's say it. What do you think is the topic of our lesson? What will we learn in literacy lesson today?	Sound [o], vowel, unstressed. [And] [and] [and] Let's get acquainted with the sound [and] and the letter I and.
Work on the topic of the lesson
Introducing the letter I Each sound in a letter is denoted by a letter, and our sound [and] in a letter is denoted by the letter I. Let's find out what the letter I looks like, open page 29 of the ABC textbook and look in the upper right corner. What is shown in the red square. What letter is this? Vowel or consonant? What does the letter I look like? Mystery: A thin thread is threaded into the narrow eyelet And she quickly swam after the boat. Sews, sews up and injects sharply, And they call it a boat... How many syllables are in the word I-GOL-KA What's the first syllable? What sound is in the first syllable -i? Is it consonant or vowel? Shocked or unstressed? Conversation: A person can sew, chop, saw, cut. Tools help him in his work. A needle is a tool for work; it must be handled carefully. A needle prick is very painful. What plants have spiny needles? What animal has spines? Which tree has needles? Well done!	Students open the textbook and look at what a printed letter looks like, both uppercase and lowercase. Printable uppercase and lowercase letter Ii Vowel Student answers Three syllables. A vowel sound that is unstressed because it is not stressed. Cactus, rose, rose hip, raspberry. Fur tree, pine tree.
Physical education minute
And now, guys, stand up They quickly raised their hands up, To the sides, forward, backward Turned right, left, Quietly we sat down to work again.	Students perform appropriate actions
Reinforcing the material learned
Work according to the route sheet Guys, now look again at your route sheets - helpers. Find the task under number 2. Put your finger on it so you know where to start working. Read the poem by Valentin Berestov Iva. Now take a simple pencil in your hands and underline all the letters I that you find in the poem. How many letters And did you find? In what words? Read it. Well done! Game "Guess the sound [and]" Now let's play a game. I will tell you the words and if you hear the sound [and], then clap, and if there is no sound [and], then stomp. Linden, willow, stork, rook, iris, summer, plum. Well done! You completed the task. Reading the letter I. I got a hammer I knocked down a letter from the boards. How many planks are there? What letter? AND! (E. Tarlapan) Look again at your route sheets. Find the task under number 3. Put your finger on it. Let's all read the letters I together with different intonations.	Students place their finger on task number 2. The reading student reads, the rest listen. Students look for letters and underline them. Only 6 letters and. They read words with the letter I: willows (2 times), beautiful, whispered, standing, beautiful. Students perform actions in accordance with the task.
Reflection
This brings us to the end of our lesson. Guys, what new sound did we meet today? And with what letter? Is the letter I a vowel or a consonant? Now I invite you to evaluate your work. There is a sun and a cloud on your table, if you liked the lesson and it was easy for you to work, then take the sun in your right hand, and if you were uninterested in the lesson and it was difficult to work, then take the cloud in your right hand. And I thank you all for your work in class, you did great!	Vowel sound[s]. The vowel letter I. Students independently analyze their work in class.

Student route sheet(s)________________________________________________

1. Speech warm-up. Sing the vowels.

JSC OA AOA JSC OO AA

2. Underline the letters I, i in V. Berestov’s poem.

Why are you so beautiful?

Because,” the willows whispered,

Why are we standing above the river?

Over such a beautiful one. (V. Berestov)

3. Read the letters I, and with different intonations.

Visual material for the lesson

For self-esteem

Literacy Lesson Summary

UMK: Primary school of the 21st century

Class: 1 "G"

Topic: Introduction of the concept of “syllable”

Lesson type: discovery of new knowledge

Goals : teacher activities: teach how to divide words into syllables, introduce them to the syllable-forming role of vowel sounds; promote the development of phonemic hearing, fine motor skills, create conditions for nurturing love and respect for the environment.

Planned results:

subject: know the concepts of stress, syllable, as a minimal pronunciation unit; syllable-forming role of vowels;

know how to differentiate between a word and a syllable; perform division of words into syllables (without a combination of vowels) and syllabic analysis of words, that is, establishing the number of syllables in a word;

will have the opportunity to learn how to divide words into syllables.

Metasubject :

educational:

general education - dividing words into syllables; understanding the syllabic function of vowel sounds; determining the place of stress in a word;

logical - implementation of syllabic analysis of words; compiling a classification of words according to the number of syllables and place of stress.

regulatory: are able to maintain the goal of an activity until its result is obtained; analyze your own work; make changes to the action process taking into account the difficulties encountered; assess the level of proficiency in a particular educational activity.

communicative: know how to participate in educational dialogue; take into account different opinions and strive to coordinate positions in business cooperation; think through answers before speaking them out loud; observe grammatical and spelling norms of oral speech. Personal: express a positive attitude towards the educational process; show attention and interest in mastering new knowledge and skills; control their own actions.

Equipment: textbook by M.M. Bezrukikh, notes, pictures

Stages

Teacher activities

Student activities

UUD

1.Organizational moment

Hello guys!

Sit down.

My name is Ilnura Eduardovna and today’s literacy lesson will be taught by me.

Now I will check if everything is ready for the lesson.

Let's smile at each other. May the lesson bring us all the joy of communication.
-Today in class, guys, you will find many interesting tasks, new discoveries, and your helpers will be: attention, resourcefulness, and ingenuity.

Greetings from the teachers.

Check readiness for the lesson.

Personal (readiness and ability of students for self-development, motivation for learning activities)

Communication

2. 2.Updating students' knowledge. Repetition of what has been learned about vowels and consonants using the “Speech Sounds” scheme

Listen to the riddle.

It can be quiet or loud.

And also deaf and voiced.

Who guessed what it was?

What do you know about sounds?

What 2 groups are all the sounds of our speech divided into?

How are they different? Name the signs of a consonant sound.

What color do we use to indicate soft consonants in the diagram? And hard ones?

What signs of a vowel sound do you know?

What color do we use to indicate vowels in the diagram?

Teachers listen

Sound

The sounds we hear and pronounce

Vowels and consonants.

When pronouncing a consonant sound, the air encounters an obstacle, so these sounds consist of noise and voice. Soft and hard.

Green. blue

When pronounced, the vowel sound does not encounter any obstacles; it consists of the voice. They denote softness and hardness.

Red.

Regulatory

(ability to choose an action with a given task, perform a training action)

Cognitive

(compare, classify the studied facts of language on given grounds)

2.Introduction of the concept of syllable.

Announcing the topic and setting the goal.

Guys, look carefully at the board, at the first row. What are these letters?

Think about what these letters have in common?

Now make a word from these letters?

- Let's look at the next group of letters. Name these letters.

- What two groups can they be divided into?

Try to make words from these letters.

Why couldn’t you make words from the first group of letters: R, L, M, N?

- What conclusion can be drawn?

Let's all say the word moon together?

What's going on with this word?

How many parts does the word break into?

These parts, guys, are called SYLLABLES. And today in the lesson we will learn to divide words into syllables.

What goal will you set for yourself?

Er, El, Em, En. (R,L,M,N)

Consonants, voiced.

Does not work.

U, L, N, A.

Vowels and consonants.

Moon

There were no vowels

Without vowels it is impossible to form a word.

They pronounce it.

She falls apart.

Two.

Teachers listen

Learn to divide words into syllables

Regulatory

Cognitive

(analysis of objects in order to identify significant features;sign-symbolic modeling)

Physical education minute

Pinocchio stretched,

(raise your arms up to your sides, stretch, rising on your tiptoes)

Once - bent over,

Two - bent over,

(body bends forward)

He spread his arms to the side,

(arms spread to the sides)

Apparently I couldn't find the key.

(turns right and left)

To get us the key,

You need to stand on your toes.

(hands on waist, rise on toes)

Listen and repeat after the teacher.

3.work with diagrams.

Guys, guess the riddle.

Eats fish from rivers and lakes,Sways on the sea waves,Shouts of cutting! Answer -What is the name of the bird? ...(Gull ).

Well done, guys. (showing a picture)

How many sounds are there in a word? which ones?

Make a diagram for this word. (one student goes to the board and draws up a diagram, and the rest are at their desks)

Compare everyone like this? Raise your hands if you don’t like this!

Guys, look at the board, you are given two drawings and two diagrams, match the diagram to the drawing. (dog, goose)

Well done boys.

Guys, let's now compare the words seagull and goose?

How are these words similar?

How are they different?

How many vowel sounds are in each word?

- Let's try to clap these words rhythmically, what did you notice?

How many claps fit in the word seagull (2), goose (1), why?

How many parts does the word seagull break into? And the word goose?

What are these parts called?

So how many syllables are there in a word?

Seagull?goose?

What determines the number of syllables??

How many syllables are in the word dog? Def. Qty

Syllables.

Open your textbook, page 74.

Look at the second picture.

Who is in this picture?Who is it?

Guys, this bird is called TIT.

Let's say this word together.

How did you guess?

How to determine the number of syllables?

Let's check the diagram.

Mark each syllable with a pencil.

Listen to me carefully and continue when I stop: The cat has a kitten, the cow has a calf, the goat has a kid, and the horse has ... (foal)

Right.

Let's divide this word into syllables.

How do we do this?

Let's check the diagram. Mark with a pencil.

How many syllables did we have?

Guys, we have one more drawing left, Look who is depicted in it?

Below is a diagram of this word. Using the diagram, determine how many syllables are in this word? How did you guess?

Guys, look at the next page. There are pictures there.

Tell me who is shown in the first picture?

Let's divide it into syllables.

How many syllables are in this word? (I ask the student) How did you know that there is one syllable?

How many vowels? What is the count? Take a chip and attach it to the diagram.

Well done. And who is shown in the second picture? How many syllables are in this word? And how many vowels? What is the count? Attach a chip?

The third picture shows an iron. How many vowel sounds are in this word? Which ones are there? Insert the chips.

Let's divide it into syllables. How many syllables are in this word? Why? Divide with a pencil.

Guys, look carefully, look carefully, how many sounds does the first syllable consist of? And the second?

So what can be concluded?

Who is shown in the next picture?

Let's divide it into syllables. How many vowel sounds are there in this word? What are the number? Insert the chips. How many syllables are in this word? Why? Divide with a pencil.

Well done.

Who is in the last picture?

How many syllables are in this word?

The teachers are listening.

Gull.

5 stars

Make a diagram.

Compare your diagram with the diagram on the board. For those who didn't succeed, let's find out why!

The student comes to the board and puts the diagram under the corresponding picture.

Birds

Number of sounds

Chaika-2

Gus-1

What's in a word - two claps

The word goose is one clap.

Because the seagull is 2 main stars.

Goose-1 main sound

Two parts,

It doesn't fall apart

syllables

two syllables, one syllable.

On the number of vowel sounds.

One syllable because one vowel.

Bird

Three.

three claps

Foal

Let's count with cotton.

4 syllables

Frog

Three syllables

Three vowel sounds

Tiger

One

One clap

One vowel sound

second

Wolf

One syllable. one clap

Two syllables. two claps

Two

1,3

Two, two vowel sounds.

one

three

that a syllable can consist of one or several sounds

fox

2,4,6

Wasp

Two syllables. two vowel sounds.

Cognitive

(analyze, compareobjects in order to identify significant features)

Regulatory

(saving the learning task of the lesson at each stage)

Communication (ability to conduct a dialogue, listen to the interlocutor)

4.Working with a column of words.

On the same page in the lower right corner there are columns with words. (Students read)

The first word is flax

genus of annual and perennial herbaceous plants and shrubs of the flax family

Let's use clapping to divide it into syllables. How many syllables are there?

My-let's divide.how many syllables.

May-

sea-

Mila - we divide it into syllables using claps. How many syllables? Why is the word Mila written with a capital letter?

Soap-

Novel-

lathered-

lemon-

Why do you think words are divided into syllables?

They do the work.

one

Two

Girl's name

Cognitive:

5.Working with a proposal

Below are suggestions.

(read by student)

Who knows who the painters are?

Guys, painter - worker, specialist, engaged painting of buildings, structures, equipment, tools and other interior items.

What letter does the sentence begin with?

What comes at the end of a sentence?

Why is the third word in the first sentence capitalized?

Let's read the second sentence.

What does this sentence say about painters?

Look at the second sentence, there are short words there: smart and cute, in previous lessons, when you studied the letter N, you talked about such words, scroll back through the textbook.

See what else we can say.

If they know they answer

Capitalized

Dot.

Because that's the person's name

Smart, cute

Regulatory (evaluate the level and quality of learning material; maintaining the learning objectives of the lesson at each stage)

6.Working with text

Guys, I will now read the text to you, and you listen to me carefully, then I will ask you questions.

Who did the chicken draw?

Why did the kitten turn out funny? Look at the picture

How did he explain this?