Abstract on the topic of the letter d. Learning to read and write. Lesson topic: Sounds. The letters "D, d" outline of the lesson on reading (Grade 1) on the topic. Health has enemies
Prepared by: teacher - speech therapist Yulia Alexandrovna Golomazdina
Bryansk. MBDOU Kindergarten No. 9 "Little Red Riding Hood"
Program tasks:
Correctional and educational:
- introduce the articulation of sounds [d], [d '];
- to improve the concepts of hardness and softness, deafness and sonority of consonant sounds;
- improve skills in determining the place of sound in a word;
- introduce the letter D.
Correction-developing:
- develop phonemic perception, speech activity, visual attention, creative imagination, memory, thinking, general, fine and articulatory motor skills;
- exercise in sound analysis and synthesis of words.
Correctional and educational:
- educate children in the habit of carefully handling handouts;
- develop a positive attitude towards others.
Equipment: monkey toy, picture of a woodpecker, subject pictures, symbols of sounds, sound chips, schemes for determining the place of sound in a word, semolina, mirrors.
1. Organizational moment
Speech therapist: A guest came to our lesson today, and you will find out who it is by guessing the riddle:
Builds faces, plays,
Climbing up trees
So that later on top
Ride on your tail.
long-armed, funny
And such a trickster!
Can't live without a banana...
Who is this? - ...monkey.
Speech therapist: That's right, monkey. See what she is? (children's answers). Her name is Dusya. What is the first sound in her name? [e]. Dusya found out that the children in kindergarten can tell everything about this sound, and it is her favorite. Shall we tell our guest? Then go ahead and sit on the chairs.
2. Main body
Speech therapist: Dusya lives in distant warm Africa, and she has never heard a woodpecker knocking on a tree. Let's show her. The mouth is open, and the tongue knocks on the “tubercles”. Take the mirrors and knock like a woodpecker d-d-d. Well done.
Speech therapist: Let's characterize the sound [e]. Can we sing this sound? Is the thread pulling? Why? So what is he? (consonant). Is the sound [d] voiced or deaf? (voiced). How can we know? Sound [d] hard or soft? (may be hard or soft). In the nickname of our guest, he is hard - Dusya [d], and in the word woodpecker - soft [d]. What colors denote hard and soft consonants? Once again, let's characterize the sound [d]: consonant, sonorous, can be hard and soft. Well done! Now Dusya knows how the woodpecker knocks and the characteristics of her favorite sound.
Speech therapist: Our guest is very playful and loves sounding objects. And she brought you these boxes. Dusya will see how you play with them. Kids, you need to find out what's in the boxes. Listen carefully and remember. In the first box there is rice, in the second - coins, in the third - semolina, in the fourth - pasta. Now let's mix the boxes and play.
Speech therapist: Dusya loves to play. And I prepared for you the game "Signals". She brought you signal cards, she wants to play with you and find out which of you is the most attentive. I will name sounds for you. If you hear the sound [d] raise a blue card, the sound [d] - green. Take signal cards.
Listen carefully: d, d, d, d, d, d, d, d, d, d, d, d.
And now it's harder: yes, dy, do, do, di, yes, de, do, do.
Even more difficult: house, business, dacha, shower, children, hollow, sofa, day, smoke.
Speech therapist: Well done boys! You were attentive. Dusya really enjoyed playing with you. And now it's time to rest. Get up and come to me. Let's have a rest together with Dusey.
Physical minute (musical accompaniment)
We are funny monkeys.
We play too loud.
We clap our hands
And we stomp our feet
We puff out cheeks
Jumping on toes
And even to each other
We'll show you the tongues.
Together we jump to the ceiling,
Let's put a finger to the temple.
Let's stick out our ears,
Tail on top.
Let's open our mouth wide
We'll make all the grimaces.
How do I say the number 3, -
All freeze with grimaces!
Speech therapist: Come in and sit down at the tables. Our guest is very inquisitive and loves looking at pictures. She brought them to you too. There are sounds [d] and [d] in the title of the pictures. But she doesn't know where they are. Dusya asks you to help determine the place of sounds in words. But be careful - the sounds [d] and [d] can only be found at the beginning or middle of a word. I show a picture, you name what is shown on it and determine the place of the sound in the word with the help of the “mouse” and chips (house, oak, 9, turkey, sofa, rainbow, nails, acorns, medal, dolphin).
Speech therapist: Good girls. Dusya found out where her favorite sounds live in words. Guys, what holiday is coming soon? (New Year). Dusya wrote a letter to Santa Claus, but she doesn't know how to sign it. Let's show our guest what letter represents the sound [d], the first sound in her name. Look, this is the letter D. What does it look like? (children's answers)
The letter D is like a house,
But only with one window.
Speech therapist: Let's show Dusya how to write the letter D. Let's draw the letter D on the semolina.
Speech therapist: Africa is the home of our monkey. Let's teach Dusya to allocate in order all the sounds in the word DOM (sound analysis). Kirill will do the task at the blackboard, and the rest of the children at the tables. And then we'll check.
How many syllables are in the word home? Why?
How many sounds are in the word house? name
Give a description of the first sound, second, third
How many vowels, consonants?
How many hard and soft consonants?
Read the word according to the diagram.
3. Summary of the lesson
Speech therapist: Dusya really enjoyed working with you. Now she knows everything about her favorite sound [d]. But it's time for her to return to Africa. What tasks did you do today? What were the difficulties? In parting, let's remember for the monkey the words with her favorite sound.
Municipal budgetary educational institution "Alkeevskaya basic comprehensive school of the Buinsky municipal district of the Republic of Tatarstan"
Summary of a literacy lesson on the topic: “Sounds [d], [d,]. The letters D, d.
Kamaretdinova Guzeliya Nigatovna,
primary school teacher of the highest qualification category.
Lesson topic:“Sounds [d], [d,]. The letters D, d.
The purpose of the lesson: introduce the sounds [d], [d,] and the letters "D, d"; to form the skill of correct, syllabic, expressive, conscious reading.
Lesson type: a lesson in mastering new knowledge, accumulating factual material, its comprehension.
Lesson form: traditional lesson using multimedia tools.
Planned learning outcome and the formation of UUD:
P cognitive UUD: to form the ability to distinguish between sounds and letters, vowels and consonants; the ability to make word schemes, divide words into syllables, highlight a stressed syllable; the ability to retell what was read; enrich students' vocabulary; develop phonemic hearing, attention, thinking, cognitive interests in children.
R egulative UUD: to form the ability to independently identify and formulate the goal of the entire lesson and a separate task; ability to compare, analyze, group, classify, generalize.
L personal UUD: to form a positive attitude to the lessons of literary reading; attentive attitude to the beauty of the surrounding world, to the moral content of actions; the formation of self-esteem based on the criteria for the success of educational activities.
To communicative UUD: to form the ability to work collectively, in pairs, groups; exercise mutual control
Basic concepts: letters "D, d", sounds [d], [d,].
Interdisciplinary connections: the world.
Elements of modern educational technologies:
health-saving (physical minutes, changing activities, attention exercises, games);
personality-oriented (individual tasks in the course of work);
information and communication technology (use of multimedia teaching aids);
problem-based learning (partially - search).
Software: a set of teaching aids UMK "Perspektiva".
- I.Organizing time.
Ding ding dong -
The bell is ringing
The lesson starts.
We sit at the desk harmoniously -
And let's be calm.
- II.Knowledge update.
- 1. Introduction to Sounds[d], [d "]
- 4. Acquaintance with the letters D, d.
- Reading words with the letter d.(slide number 6)
- 2. Reading text. Reading to yourself. Reading aloud. (p.12)
Guys, today we are going again to the country where letters and sounds live.
Let's remember how sounds and letters differ?
(We hear and pronounce sounds, and we see and write letters)
1. The game "Sound, letter"
Let's play the game "Sound, letter".
When I call a sound, you clap, a letter - stomp.
[r], ka, [n "], em, [t], [h "], ve, [k], es, [l "], en
2. Repetition of what has been learned about sounds.
The sea is noisy (sh-sh-sh)
Seagulls scream - (ah-ah-ah)
Flies are ringing - (z-z-z)
The wind is howling - (ooh)
What did you say? (sounds).
What are the sounds? (vowels and consonants).
How do vowels differ from consonants?
III. Self-determination of the topic of the lesson.
Imagine that you have a pipe in your hands. (Children raise their hands to the mouth, imitating playing the flute)
How do they blow into a pipe? (doo-doo-doo)
Only boys will play. (Doo-doo-doo)
What new sound do we hear at the beginning of each word? (Sound [d])
And now the bell has rung. How does he call? (ding-ding-ding)
Only girls will repeat. (ding-ding-ding)
What sound do we hear at the beginning of words? (Sound [d"])
Who can name the topic of the lesson? (Consonant sounds [d], [d "], letters D, d)
What should we learn in class? (Distinguish the sounds [d] and [d "], learn all about the letter D, read syllables, words and sentences with the letter D.)
IV.Learning new material.
Help me complete the sentences (slide #1)
Here is our ... (house).
Above the house ... (smoke).
At the house ... (tree).
On a tree ... (hollow).
At the hollow ... (woodpecker).
Leads to the house ... (path).
Sitting at the house ... (grandfather).
What interesting things have you noticed? (All words begin with sounds[d], [d "])
Let's do a little research and find out what these sounds are.
Let's work in pairs. Make sound patterns for the words house and tree. What sounds should we look for in these words? ([d], [d"])
(Students in pairs make diagrams) ( slide №2,3)
How many syllables are in the word house?
How many syllables are in the word tree?
Which syllable is stressed?
In which word [d], and in which [d "].
Let's tell all about the sounds [d], [d "].
([d] - consonant, hard, voiced; [d "] - consonant, soft, voiced)
2. Acquaintance with paired sound.
(We heard a new sound [t])
Indeed, you have heard a new sound.
What do you think about the sounds "de" and "te"?
Well done! Such sounds are called paired voiced and voiceless consonants.
- Name the objects in the class, in the name of which there are sounds [d], [d "]
(Door, board, clothes, window sill)
Make up your own words with the sounds [d] and [d"].
3. Game "Catch the sound".
[D] - the boys get up. [D"] - the girls get up.
Deed, domino, pipe, Dima, girlfriend, children, joy, carnation, Denis, friendship, girl, daughter, kindness.
How many of you know the correct name of the letter that denotes the sounds [d], [d "]? (letter de)
See what the letter D looks like (slide number 4)
Why are there two? ( Capital - used at the beginning of a sentence, in the names of people, names of animals, names of cities, villages, rivers, etc., lower case - in writing other words)
What does the letter D look like?
This house is the letter D.
The house has a window.
Smoke comes from the chimney
And in the window - a cat.
5. Reading syllables with sound [d], [d '].(slide number 5)
- Read in chorus from the screen.
First read the syllables with a hard consonant sound, and then with a soft consonant.
V. Fizminutka
VI. Primary consolidation with commenting in external speech.
Where were the children?
What did they see?
Where did the oak grow from?
Why did they protect the old oaks of the young oak?
What is the title for this text?
VII. Inclusion in the system of knowledge and repetition.
Card work.
1. Divide the letters into groups in different ways
D, G, B, F - capital letters
v, p, k, t - lowercase letters
D, G, B, c - voiced consonants
F, p, k, t - deaf consonants
2. The game "The Third Extra".
(a, uh, s - extra s
and, oh, u - superfluous and
t, d, k - extra k)
Game "Find the letter".
- VIII.Summary of the lesson. Reflection.
What letter did you learn in class?
Tell me all about the letter D
(The letter D is a consonant, it means two sounds: [d] - a consonant, hard voiced and [d "] - a soft voiced consonant. Forms a pair with the letter T for voice-deafness.)
So to which group should we include D?
To the group of consonants denoting voiced sounds)
Whoever thinks that he did a good job at the lesson - clap your hands.
Literacy education
Topic: “Sounds [d], [d’]. Letters D, d”
The purpose of the lesson:
Educational: introduce children to a new letter and sound; to form the skills of syllabic, correct, conscious, expressive, fluent reading.
Developing: to teach children to work with text, to consolidate knowledge of voiced and deaf paired consonants, to develop attention, thinking, phonemic hearing, speech.
Educational: to cultivate friendliness, mutual assistance, interest in school, independence in work, a sense of responsibility for the quality of their work.
Planned results
Subject skills: To form the ability to correlate the consonant sound and the letter to which it corresponds; learn how to determine the softness and hardness of a consonant sound; to form the ability to distinguish between sonority and deafness of a consonant sound, to highlight consonant sounds, to give them a description.
Universal learning activities:
Personal universal educational activities: the formation of educational and cognitive interest in new educational material, the ability to self-assess.
Regulatory universal educational actions: to transform a practical task into a cognitive one, independently adequately assess the correctness of the action.
cognitive universal educational actions: use tables, models, diagrams, build speech statements in oral form, analyze objects with the selection of essential and non-essential features, compare, classify, group, generalize according to specified criteria.
Communicative universal learning activities: formulate your own opinion, negotiate and come to a common decision in joint activities (when working in pairs, in a group)
During the classes.
I. Organizational moment
II. Updating of basic knowledge.
What 2 groups are all sounds divided into? (vowels and consonants).
What can you say about vowel sounds, what are they? (percussion and unstressed).
What can you tell about consonant sounds, what are consonant sounds? (Hard, soft and sonorous, deaf).
II. Working on new material.
1. Work with the textbook.
Make suggestions for illustrations.
Name words with the sound "d" (divers, bottom, jellyfish)
2. Fizminutka to the music.
3. Work on the development of speech
What letter is the riddle talking about?
Letter - neat house
With a high gable roof. (Letter D)
Who guessed what the topic of our lesson is? (Introduction to the letter D)
What is the purpose of our lesson? (Get acquainted with the letter D, learn to read syllables and words with the letter D)
Let's do a little research. What is this sound? (Consonant; when pronouncing this sound, the air meets an obstacle.)
Pronounce the words, emphasizing these sounds intonation. What did you notice? (Sounds are pronounced hard and soft.)
What else do we set for consonants? (Voiced or dull sound.)
Sound-letter analysis of opened pictures
(House, woodpecker, tree, pipe, crocodile, jellyfish.)
In what part of the word do you hear the sound [d], [d '].
Let's make word patterns.
What is the letter that can denote the sounds [d], [d '].
Look at the picture, find 8 words with sounds [d], [d '].
Make up a story from the pictures using words with sounds [d], [d '].
Let's see the result of our work (cartoon view)
Read the text.
Who is the text talking about?
Where does the thrush live?
Why do you think the blackbird lives with Dima?
When can Dima release the thrush?
Development of phonemic hearing
Attracting children's attention to fundamentally new information, developing the ability to recognize letters and sounds
III. Consolidation.
IV. Summary of the lesson.
Reflection of activity
So, what letter did we meet today? Listen to the riddles and guess them (riddle reading)
I realized that...
It was interesting…
It was difficult…
I managed…
