Why are the vowels arranged in two rows. Differentiation of vowels of the first and second row. Mila and soap

SPEECH THERAPY CLASS
with students of the 2nd grade who have writing and reading disorders due to the lack of formation of the skill of analysis and synthesis
Subject:
Vowels I and II series.
Target:
clarify the similarities and differences between vowels of the I and II series.
Tasks:
1) introduce the sound composition of vowels of the II series; 2) develop phonemic perception; 3) develop the skills of language analysis and synthesis; 4) teach to draw conclusions, listen and understand others; 5) develop memory, attention and thinking.
Course progress.
1. Organizational moment. -Today we are going to the Land of Sounds. What can you travel on? (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 the exercises (performing brain gymnastics): - “Lazy eight” (draw a recumbent eight in the air with the left hand, then with the right, then with both). - “Cross movements” (touching the opposite knee or foot with a brush or elbow) - “Ring” (fingers of the right hand, then the left, together). 2. Repetition. - So, we flew to the land of sounds. To land, we need to answer the following questions: - What two groups are divided into all sounds in Russian? (vowels and consonants) - What sounds are pronounced without barriers? (marked in red). - What with a barrier? (marked in blue or green). What is the difference between a sound and a letter? We pronounce the sounds clearly, We listen carefully, we read the letters correctly, We write them diligently. 3. Explanation new topic. The speech therapist tells a story. In parallel, records are kept in notebooks and used). - So, a ball is announced in the Land of Sounds. Sounds gathered in different halls. In one, consonants are having fun, and in the other, vowels. Remember what vowel sounds are. On the left in a column we write vowel sounds
[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 noticed the sound
[th]
and decided to cheer them up (to characterize the sound
[th]
- consonant, sonorous, soft).
[Y]
invited the sound to dance
[A]
(record
[ya]

YYYYYYY
. It turned out 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
YOYOYOYOYO
. It turned out a letter
Yo
(entry in the right column
[yo]=yo).

[Y]
invited the sound to dance
[y]
(record
[yu]
). They began to spin faster and faster, and all the guests heard
YYYYYYYY
. It turned out a letter
YU
(entry in the right column
[yu] = yu).

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

Here comes the dance with the sound
[And]
failed and he was left alone
[and] = and).
Sounds
[ya]
denoted by the letter
I
. When we read a letter
I,
we hear two sounds. Sounds
[yo]
denoted by the letter
Yo
. When we read a letter
Yo
we hear two sounds. Sounds
[yu]
denoted by the letter
YU
. When we read a letter
YU,
we hear two sounds. The letters I, Yo, Yu, E, I are vowels of the 2nd row. Sounds
[a], [o], [y] [e] [s]
also denoted 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. We kick-top, (stomp) We clap-clap with our hands, (clap) We blink with our eyes, (blink) We chik-chik with our shoulders! (shrug) Once sat down, two - got up, (corresponding movements) Hands all raised up,
They pressed their hands to the body, And they began to do jumps. One-two, one-two It's time for us to get busy. 5. Development of phonemic perception. Vowels have prepared tasks for us.
1 task
. Write down the first letter of the words. What sound does the vowel represent?
Stork, cucumber, dill, spinning top, turkey, anchor, hedgehog, excavator, blackberry.
Entry in notebooks: [a] [o] [y] [yu] [and] ya] [yo] [e] [ye] A O U Yu I I YO E E
2 task
. Game Say the opposite. The speech therapist throws the ball and pronounces the syllable MA. The child must answer MY and return the ball. - Write down the syllables in pairs with vowels of the I and II series (MA-ME). - Read the syllables of the first column. What does a consonant sound like? (firmly). Vowels of the I series give the command to be consonant
hard.
Underline the consonants with a specific color (blue). - Read the syllables of the second column. How does the consonant sound? (soft). Vowels of the II series give the command to be consonant
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 take the finger away. 7. Development of sound-letter analysis and synthesis. The vowels want to play with us.
The first game "Sit in the house."
Each item must settle in its own house. For example: words where a letter is written
A
, move into a hut with a letter
A
etc.
Entry in notebooks: A - bow, ball. U - goose, beetle. Oh - wolf, elephant. Y - cheese, mouse.
Second

a game

"Drive

gates".
Put these vowels between the letter 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, by pronunciation. write down sound analysis words (small - [m, al]). - Make up sentences with these words. Write down one of them (My brother is too small.) 8. Summary of the lesson. - Name the vowels of the I series, the vowels of the II series. - How many vowel sounds are there in Russian? How many letters? - Help complete the sentences: If the consonant sounds hard, then write ...
If the consonant sounds soft, then we write ... Well done! Now vowels 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 a smiley face with a smile. - If something remains incomprehensible, then we draw a serious emoticon, and if we didn’t like much, we didn’t understand, then a sad emoticon.

Sections: Primary School

Activating the attention of children, preparing for the upcoming lesson, focusing on the topic of the lesson and updating the relevant vocabulary.
Exercise in the designation of the softness of consonants when writing through the vowels of the second row.
Correction of processes of memory, attention.
Education of communication skills, answering a question, controlling one's own behavior.

Equipment: Table with vowels of the first and second row; syllable table; cards for independent work; colour pencils; ball; boards with adhesive tape (30/30) for the development of fine motor skills of hands, boxes with beans.

Lesson progress

Organizing time.

Checking readiness for the lesson.

The development of fine motor skills of the hands.

The guys in front of you are a board with sticky tape and a box of beans. I suggest you put a Christmas tree, a sun, a house on the board. Well done guys, you did a great job.

Repetition of previously covered material.

Let's remember and pronounce the vowels of the first and second row with you. (We draw the children's attention to the vowel table).Tell me, please, how are the vowels of the second row formed? (iotated consonant + vowel).

Now compare pairs of vowels: A-Z; O–E; U-Yu; Uh; Y-I. (We reveal the similarity of these pairs in articulation and the difference in spelling). Guys, these vowels are called paired vowels and in order not to confuse them in writing, we will learn to distinguish between them.

Posting new material.

In our lesson, we will learn to distinguish between paired vowels, and we will learn with you that the vowels of the second row are magical, they make the consonant soft. Before you is a table with direct syllables. Let's read the direct syllables in chorus, combining M, (H, C, etc.), in pairs with the vowels of the first, then the second row.

M	A O E U S	H	A O E U S
	I E E Yu I		I E E Yu I

(When re-reading, we pay attention to the change in the sound of the consonant from the neighborhood of the vowels of the second row).

Guys, what happens to consonants when it is followed by a second row vowel? (The consonant becomes soft).

I suggest you play a little.

Magic ball game.

(An exercise in auditory differentiation of hard and soft and soft consonants).

Guys, I will call you a hard option and at the same time I throw the ball, and you call the soft option and throw the ball back to me. (We throw the ball in turn).

isolated.

B-B"; V-V"; G-G"; T-T"; D-D", etc..

And now back, you call the soft option, and I'm hard.

B-B"; V-V"; G-G"; T-T"; D-D"; etc.
in syllables (tossing the ball).

YES-YES

DO-DE

DU-DU

DY-DI

Work in a notebook

Dictation of syllables.

I will pronounce the syllables, and you write down the syllables containing the soft consonant in one column, and the hard one in the other.

SA, SE, LE, RE, MU, MI, GYA, FA, DO, RE, KI, BO, GE, YOU, TE, LA. (Check out loud).

Look at the blackboard, you have a pair of words written in front of you. Let's read them aloud.

SMALL-MYAL; BOW-LUK; SOAP-MIL; NOS-NES; VOL-VEL.

Look, read again and say, are they the same in spelling, in pronunciation, and in meaning? Pay attention to the first consonants in these words. What are they, where are hard, and where are soft. Write these words in a notebook and use colored pencils to mark a soft and hard consonant. (Blue - hard, red - soft).

SMALL-MYAL; BOW - HATCH; SOAP- MIL; NOS - NES; VOL- VEL.

Well done, now let's get some rest.

Fizminutka.

We got up, left the desks, raising our hands, take a deep breath up with our nose, lowering our hands down, exhale air through our mouth. Hands are not tense (4-5 times). Fine. And now let's dance a little to the moving music.

Right hand in front
And then her back
And again in front of her
And shake it up a little.
We dance boogie woogie
We turn the circles and clap our hands like this. (Same thing with the left hand).

Here we have not rested much, and now we will continue to work.

Card work.

The guys in front of you are cards with sentences where vowels are missing in the words. Insert them and circle the hard and soft consonants with colored pencils (soft - green, hard - blue and red vowel of the second row).

Flowers at V...whether the plant...whether. L...sya l...bit l...k. Yur... was r...d that got into the first r...d. At P ... t ... ut ... t ... , and at V ... t ... cat ... t .... It is necessary to water the cherries ....

We check the work.

(Valya's flowers withered. Lucy loves onions. Yura was glad that he was in the first row. Petya has ducklings, and Vitya has kittens. We need to water the cherry).

Independent work.

(This work is given if the children were actively working in class, and there is time left, if not, then the task is given at home).

Think of three words starting with a soft consonant. Write them down in a notebook. Underline the soft consonant with a colored pencil. (Consonants are written on the board with which words begin).

M- (example: ball, Misha, bear).
L- (example: lion, laziness, people).
D- (day, business, woodpecker).
T- (shadow, body, Timothy).

Make one sentence with any of the words. (Example: Misha played ball).

Summary of the lesson.

Let's remember our first and second row vowels and pronounce them again. If the vowel of the second row is after the consonant, then what will the consonant be like.?

What we have learned and what we have learned in our lesson.

Guys, today at our lesson you did a great job, you were attentive, active, you made me very happy. Thank you very much! The lesson is over. Goodbye.

Isolation of first row vowels from words

L.V. Shapovalova

Topic: Isolation of first row vowels from words.

Target : to form the ability to distinguish vowels of the 1st row from monosyllabic words.

Tasks: to teach to analyze and differentiate the acquired knowledge by highlighting the necessary information and systematizing it; improve grammatical structure speech and connected speech;

correct auditory perception based on exercises in isolating vowel sounds from monosyllabic words; develop long-term memory, specifically - effective thinking, communicative competence;

develop motivation for learning.

Equipment : subject pictures, colored and pencils, mirrors, notebooks, alphabet books, sand, blue and red chips, colored stripes, flower - seven-color, speech therapy mirrors, didactic material.

Plan and course of the lesson.

I. Preparatory stage.

1. Organizational moment.

What's happened? What's happened?

Why is the bell ringing?

We are ready. The table is fine.

Lesson begins...

We will respond actively

To behave,

So that dear guests

Would like to come back!

2. Psychological attitude.

First, let's see how you came to class. And multi-colored petals will help you with this. Choose a petal color that suits your mood. By composing a flower, we can understand our mood.

Color language:

Yellow, orange - cheerful, playful, joyful;

Red - good, cheerful mood;

Green - laziness and indifference;

Blue - calmness;

Purple - sadness, anxiety;

Black is sadness.

Kids, everyone is different.

II. Main stage.

Articulation gymnastics.

2. Guess riddles

On the face of a mountain

It has two windows.

(n O With)

shoemaker, no shoemaker

Tailor, not a tailor

Scissors in hand

And in the mouth - a bristle

(R A To)

I am very tasty and useful,

Can I lie on the table

I can run into my mouth

(With s R)

I don't buzz when I lie down

I don't buzz when I walk.

If I spin in the air

Here I'll get bored

(and at To)

What kind of teaser is this?
I call: "Natasha!"
And he shouts: "Ashka!"
I call "Seryozha"!
And he shouts: "Hedgehog!"
I'm screaming "Aw!"
And he growls: "Whoo!"

( uh ho)

Look at your reflection in the water.

Hanging branches from a cliff

Tender, sad.... (willow)

(On the board are subject pictures - guesses).

For the correct answer, the child receives a picture - a guess.

Name your picture, emphasizing the vowel with your voice. (F - uuuuu - k,

n - oooooh - s, r - aaaaa - k, s - yyyyy - r)

3. Communication of the topic and purpose of the lesson.

Questions for each child:

What needs to be done to pronounce the sound [U]?

What needs to be done to pronounce the sound [O]?

What needs to be done to pronounce the sound [A]?

What needs to be done to pronounce the sound [ы]?

Show the articulation of each sound without a voice.

Prove that A, O, Y, Y are vowels.

When pronouncing the air stream does not meet obstacles.

These are the sounds of the first row. How do they sound?

What letter is missing here? Why?

Say the vowel sounds briefly, abruptly: A. O. U. S. E.

And now drawlingly: A ___ O ___ U ___ E ___ S ___

4. Comparison of sounds with their graphic representation - work with the alphabet:

Children, I will read you poems about vowels of the 1st row, and you show these letters in the alphabet.

letter in the air

On the palm

On the neighbor's back.

A - the beginning of the alphabet, so she is famous.

And it’s easy to recognize her, she puts her legs wide.

LetterABOUT always stood round, normal,

She lay down to sleep, rumpled her sides. And now oval!

At - the snail on the path boldly released its horns,

Get out of the way, don't let the house go.

And the poor letterS ,

Wandering with a wand, alas!

This -E with open mouth

And with a big tongue.

5. Game for attention.

What sounds did not have tongue twisters?

A - A - A Mom sang.

A - A - A sang the baby.

A - A - A - sing for the doll.

A - A - A And the doll is sleeping.

Y - Y - Y - pumpkin, beads and mustache.

E - E - E

Emma and Edik went to the cinema and bought popsicles.

6. Letter of vowels of the 1st row.

Write the letter corresponding to the vowel sound in the words: MAC, CATFISH, CAT, BULL, BOW - individual work.

(Children write letters with their fingers: A, O, S, U on a saucer with sand)

7. The game "Clap top"

O - clap your hands, U - stomp your foot, A - clap and stomp at the same time.

Pictures: wood, closet, wolf, bow, elephant, crab table.

8. Work with picture material.

(on the table there are pictures with one, two vowels: house, poppy, cat, bow, book, clock, geese, etc.)

Choose pictures whose names contain one vowel sound.

Say the word, highlighting the vowel (stretching) and name it and write it down in your notebook.

9. Game exercise "Fun Gymnastics" - attention.

You listen carefully to my instructions and follow them exactly:

Raise your hands up;

Lower your right hand down;

left hand put on a belt;

Lower your hands down;

Turn right;

Look left.

10. Expansion and refinement of the dictionary.

On the table you have subject pictures, first select the pictures that start with the sound A, (O, U) we work in pairs.

Note that there is a stone on the table. Who knows what it is?

What sound is this word?

What is "coal", as you understand?

Where is coal mined?

We live in the DPR and coal is the main wealth of our republic. And our flag has a black color, which symbolizes the fertile land and coal of Donbass.

What other colors are on the DPR flag?

Donbass is our motherland and we love it. What can we wish the people of Donbass.

The people of Donbass have a sky without clouds,

A ray of sunshine for the people of Donbass.

To the people of Donbass peace, kindness,

Let this war stop!

Name the vowels in the word "Donbass". What do they stand for?

11. Exercises in color refinement.

Take blue and red pencils.

What do we represent in blue? Red?

12. Reading a combination of vowels of the 1st row.

ueoya woway aoye oaw ia woah

You noticed that there are real words here, name them.

13. Work with the word scheme [D], [O], [M].

How many sounds are there?

How many letters are in a word?

How many vowels?

Where is the vowel located?

14. Physical Minute. "HOUSE"

HOUSE - children stand straight, hands in the castle behind their backs;

HOUSE - children squat, hands clasp their knees, tilt their heads;

HOUSE - they jump up, pull their hands high up.

The lexical meanings of the words are specified: HOUSE, HOUSE, HOUSE.

15. Working with alphabets.

c) from the alphabet to make the word HOUSE

Replace [O] with [S]. Read.

Explanation lexical meaning the words SMOKE.

Replace [Y] with [A]. Read

Write down in a notebook. Mark the vowel with a red pencil.

16. Gymnastics for hands.

Cam - rib - palm.

17. Exercise in making proposals.

Guys, the words we utter by themselves do not say anything, do not tell. For example, the word "house". We can say it many times, but we will never know what kind of house it is (high or low, new or old), where it stands (in a city or village), who lives in it. In order for the owl to begin to talk, they must make friends with each other. For example, "The workers built a new house." From friendly words, an offer was made.

Tell me what you learned about the house?

Who built the house?

What is this house?

Make sentences with the word "house".

(The house is big and beautiful. The house stands on the banks of the river. A friendly family lives in the house.)

Offers can also be friends. That's how the story turns out.

Retell the story about the house.

Tell me, would we have words without vowels? Offers? Story?

ІІІ. The final stage.

Outcome.

Did you enjoy the activity?

What do you remember about it?

Now let's see what mood are you in?

2. Evaluation of the activities of each student.

Dokuchaevskaya secondary school No. 27 of the Ministry of Education and Science of the DPR

Emphasis of the vowels of the first

row of words.

open speech therapy lesson

Grade 2

Prepared by: teacher - defectologist

L.V. Shapovalova

2017 – 2018 academic year year.

Goals:

Correctional and educational

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

Learn to determine the place of the second row vowels in a word and designate it on the diagram.

Exercise in the selection of vowels of the second row in pronunciation and writing.

To improve the skill of reading words with vowels of the second row.

Develop skills of self-control and mutual control.

Correctional and developmental goals:

To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and synthesis of words, intonational expressiveness.

Develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, gross and fine motor skills.

Correctional and educational goals:

To cultivate attention to sounds, maintain interest in the material being studied with the help of games and game techniques.

Cultivate curiosity.

Cultivate a positive attitude towards learning.

Equipment.

Letters "I", "Y", table of vowels, drawing "Chorus of vowels", split alphabet, circles for designating sounds (red, blue, green), schemes for indicating the appearance of two sounds in vowels of the second row, pictures containing vowels of the second row, rebuses, family pictures: mothers, fathers, sons and daughters, proverbs, pictures with a symbolic image of the words: “quiet”, “loud”, “slow”, “fast”, “sad”, “fun”, apple stencils, colored pencils , cards with the image of correctly and incorrectly written vowels of the second row, typesetting canvas, ball, Hedgehog with task apples, the Confusion game, sentences with various intonation schemes, a tape recorder and a recording of a musical composition, a basket with apples according to the number of students.

Lesson plan.

1. Org. moment.

5 Exercises in isolating vowels of the second row

6. Phys. minute.

7. Isolation of second row vowels from sentences.

9. Summary of the lesson

1. Org. moment.

- Hello guys! Open your notebooks and write down today's date. Guess the riddle and you will find out who will come to visit us for class.

Fur coat - needles, You can't take it with your hand.

It shines - it is sharp. Who is this? (Hedgehog)

- Right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Each apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.

2. Acquaintance with the formation of second row vowels

I take the first apple. Here is a question from a hedgehog: “Is there a letter“ Yo ”in

table of first row vowels? (No). Name the vowels of the first row.

About which row this vowel is in, and how the vowels of the second row were formed, you will learn from the fairy tale about the letters "I" and "Y".

“They lived - there were two letters - sisters. They were very similar. They wrote almost the same. Only the letter "Y" had a beret on top, while "I" did not have it. They sounded almost the same. Only “I” is lingering, and “Y” is short, jerky. They were often confused and the letter "Y" was very unpleasant.

Once the letter "Y" came to visit the vowels of the first row and offered to sing together (the picture "Chorus of vowels" is hung out). "Y" began - "A" picked up. Their sounds merged, and it turned out so beautifully that the sounds “O”, “U”, “E” also wanted to sing along with “Y”.

“A”, “O”, “U”, “E” became close friends with a new girlfriend, and they decided never to leave. They went to the Queen of Grammar, began to ask her to allow them to always live together. The Wise Queen of Grammar told them: “I cannot allow you to live always together, because the words will be offended by me if you leave them. I’d better think up new letters for you in which you will meet. And the Queen of Grammar came up with new letters "I", "Yo", "Yu", "E", which consist of two sounds: "YA", "YO", "YU", "YE".

Delighted, the sounds "Y", "A", "O", "U", "E" went home. Since then, they have been found in the vowels “I”, “Yo”, “Yu”, “E”, and in order for the vowel sounds to go close to the sound “Y”, the Queen Grammar made the new letters vowels and settled them side by side, in the second row .

It so happened that the vowels "A", "O", "U", "E" turned out to be senior and began to be called the vowels of the first row, and the vowels "I", "Yo", "Yu", "E" turned out to be junior and became called vowels of the second row.

The vowel “Y” joined the vowels of the first row, the vowel “I” joined the vowels of the second row (a table of vowels of the second row is posted).

- Remember these vowels. Let's repeat them in chorus (children call vowels).

- From what sounds did the vowels come out: "I"? (YA), "Yo"? (YO), "Yu"? (YU), "E"? (YE).

Guys, there is a trick here. These vowels do not always represent two

sound: only when they stand at the beginning of a word or after vowels and letters: “b”, “b” (corresponding schemes are hung out). In other cases, these vowels have a different function, which we will see later.

3. Exercise in sound - letter and syllabic analysis of the word

- Let's see how you learned this topic (the picture "berry" is displayed. Children are invited to count the number of letters in this word, mark the sounds with the corresponding circles and write a graphic syllabic scheme: I Y O D A - 5 b.

— 6 stars

_I _ _O _ _A _ - 3 w.

We have completed this task. I put the apple in the basket.

4. Development of fine motor skills, visual-spatial perception

1) The development of fine motor skills.

- Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with inclined parallel lines (children perform the task in notebooks to a musical composition).

2) Development of visual-spatial perception.

- Cross out the “wrong” letter (on the cards, students cross out the incorrectly written letter) I Yo Yu Ye I. Check.

5. Exercises in the selection of vowels of the second row

- And in this apple - exercises for you.

1) Exercises in isolating second-row vowels from syllables.

- Show the letter that you would write at the beginning of a syllable: yam, yom, from, es, yur (children show the corresponding letters: I, Yo, I, E, Yu).

2) Exercises in isolating second-row vowels from words.

A) - Select a letter from the beginning of the word: pit, ruff, Yura, they are going, Inna, pit, huddled, young, spruce, games, hawk, southern, sparks, ate (children show letters)

B) - Write down that vowel of the second row, which is at the end of the word: Zoya, Paradise, sing, mine, mine, underwear, me, everywhere, yours, mine, sleep, yours, mine, yourself.

- Let's check the written letters: i, i, u, u, e, e, e, e, u, i, i, e, i, e. We put this apple in the basket.

C) -In the next apple, the Hedgehog prepared tasks with pictures for us (pictures are displayed): an apple, a skirt, a needle, a spinning top

Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, and, yo, yu.

- Let's play the game "What has changed?" (I swap the pictures, and the children say that I swapped them).

- Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: tree, skirt, top, apple, needle). Well done! We take another apple - a task.

D) Solve riddles. Words - riddles must necessarily begin with a vowel of the second row. We write the answers in the form of a syllabic scheme, inscribing the vowels of the second row (children go to the board along the chain) ..

*May break. * Spinning on one leg * If it weren't for him

It might boil. Carefree, cheerful I wouldn't say anything.

If you want, in a bird In a colorful skirt, a dancer (tongue) _ya_ ___

Can turn. Musical…

(egg) _ya_ ___ (yula) _yu_ ___

* A thin thread is threaded into a narrow eye * Runs among the stones

And swam after the ship quickly. Don't run after her.

She sews, embroiders and pricks sharply. Grabbed by the tail, but Ah!

And they call the boat ... She ran away, and the tail is in her hands.

(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __

* Over the river grew * Round, ruddy, * I am in June and July

They brought them to the party. I grow on a branch. No matter what happens

Needles on branches. Adults love me all of a sudden.

What is this? And little kids. I'm leaving with my mother

(Christmas trees) _e_ _i_ (apple) _ya_ ___ ___ Where to? To ... (south) _s_

D) - In this task, the Hedgehog prepared games for us:

“The fourth is superfluous” - name the “extra” word, justify your choice: Yeltsin, Efimov, Yegor, Elagin (children call “Egor”, because this is the name, and the rest are the names of people).

"Rebuses" - Guess the names of mother (Ira), father (Igor), son (Egor) and daughter (Julia) from the pictures, name them in one word (family). Write down the names, underlining the vowels of the second row with a red pencil. What is the rule to remember? (Names are written with capital letter). Examination.

6. Phys. minute.

Game “Call it affectionately” (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., tree - ..., ruff - ..., skirt - ..., box - ..., pit - ..., apple - ...

We have completed this task, we will do the next one.

7. Isolation of second row vowels from sentences

1) Repeat in chorus of tongue twisters:

I-I-I - I can do everything! Yo-yo-yo - ironing clothes with my grandmother.

E-e-e - I help everyone in the family! Yu-yu-yu - I sing songs with dad.

Yu-yu-yu- together with my mother I sew dolls. I-I-I am walking with the baby!

2) The game "Confusion" - here we need to work hard and make a sentence out of the confused words (the words are displayed on the typesetting canvas: Emelya, lunch, egg, on, eats) - Emelya eats an egg for lunch. (Children write the sentence in a notebook. Then check what is written).

3) The game "Tell the proverb" - the Hedgehog offers us the beginning of proverbs. We must remember or choose the appropriate end of the proverbs.

T are you going - ... ... the mother of learning

Repetition - ... ... hurry up

How do you understand the meaning of these proverbs? (There is no need to rush to avoid trouble. If you repeat a lot, you will learn better. Do first, then speak.)

- Write down the proverb you like, underline the vowels of the second row with a red pencil. Checking what has been recorded.

4) Exercise in expressive reading.

- Well done! We also coped with this task, we take another apple.

8. Isolation of vowels of the second row from the text.

- In this task, the Hedgehog invites us to write a story about him according to the plan:

1. The name of the animal. (It's a hedgehog)

2. Where does he live. (He lives in the forest.)

3. What does it eat. (The hedgehog eats mice, bugs, frogs.)

4. How it hibernates. (The hedgehog sleeps all winter in a mink.)

A) In a chain by several students in one sentence.

b) Entirely one student.

C) Write the story in a notebook, highlighting the vowels of the second row with a red pencil.

D) Checking the recorded story.

9. Summary of the lesson

There is one last apple left. In this apple, he says goodbye to us and in parting wants to know what vowels we met? (Vowels of the second row: I, Yo, Yu, E, I).

Think of words that begin with the letters I, YO, YU, E, I.

Well done! Today we did a good job and the Hedgehog gives you gifts - ripe apples.

Goals:

Correctional - educational

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

Learn to determine the place of the second row vowels in a word and designate it on the diagram.

Exercise in the selection of vowels of the second row in pronunciation and writing.

To improve the skill of reading words with vowels of the second row.

Develop skills of self-control and mutual control.

Correctional and developmental goals:

To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and synthesis of words, intonational expressiveness.

Develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, general and fine motor skills.

Correctional and educational goals:

To cultivate attention to sounds, maintain interest in the material being studied with the help of games and game techniques.

Cultivate curiosity.

Cultivate a positive attitude towards learning.

Equipment.

Lesson plan.

1. Org. moment.

5 Exercises in isolating vowels of the second row

6. Phys. minute.

7. Isolation of second row vowels from sentences.

9. Summary of the lesson

1. Org. moment.

Hello guys! Open your notebooks and write down today's date. Guess the riddle and you will find out who will come to visit us for class.

Fur coat - needles, You can't take it with your hand.

It shines - it is sharp. Who is this? (Hedgehog)

Right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Each apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.

2. Acquaintance with the formation of second row vowels

I take the first apple. Here is a question from a hedgehog: “Is there a letter“ Yo ”in

table of first row vowels? (No). Name the vowels of the first row.

About which row this vowel is in, and how the vowels of the second row were formed, you will learn from the fairy tale about the letters "I" and "Y".

The vowel “Y” joined the vowels of the first row, the vowel “I” joined the vowels of the second row (a table of vowels of the second row is posted).

Remember these vowels. Let's repeat them in chorus (children call vowels).

From what sounds did the vowels come out: "I"? (YA), "Yo"? (YO), "Yu"? (YU), "E"? (YE).

Guys, there is one trick here. These vowels do not always represent two

3. Exercise in sound - letter and syllabic analysis of the word

Let's see how you learned this topic (the picture “berry” is displayed. Children are invited to count the number of letters in this word, mark the sounds with the corresponding circles and write a graphic syllabic scheme: I Y O D A - 5 b.

6 stars

_I _ _O _ _A _ - 3 w.

We have completed this task. I put the apple in the basket.

4. Development of fine motor skills, visual-spatial perception

1) The development of fine motor skills.

Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with inclined parallel lines (children complete the task in notebooks to a musical composition).

2) Development of visual-spatial perception.

Cross out the “incorrect” letter (on the cards, students cross out the incorrectly written letter) I Yo Yu Ye I. Check.

5. Exercises in the selection of vowels of the second row

And in this bullseye - exercises for you.

1) Exercises in isolating second-row vowels from syllables.

Show the letter that you would write at the beginning of a syllable: yam, em, from, es, yur (children show the corresponding letters: I, Yo, I, E, Yu).

2) Exercises in isolating second-row vowels from words.

A) - Select a letter from the beginning of the word: pit, ruff, Yura, they are going, Inna, pit, huddled, young, spruce, games, hawk, southern, sparks, ate (children show letters)

B) - Write down that vowel of the second row, which is at the end of the word: Zoya, Paradise, sing, mine, mine, underwear, me, everywhere, yours, mine, sleep, yours, mine, yourself.

Let's check the written letters: i, i, u, u, e, e, e, e, u, i, i, e, i, e. Put this apple in the basket.

C) -In the next apple, the Hedgehog prepared tasks with pictures for us (pictures are displayed): an apple, a skirt, a needle, a spinning top

Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, and, yo, yu.

Let's play the game "What has changed?" (I swap the pictures, and the children say that I swapped them).

Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: tree, skirt, top, apple, needle). Well done! We take another apple - a task.

*May break. * Spinning on one leg * If it weren't for him

It might boil. Carefree, cheerful I wouldn't say anything.

If you want, in a bird In a colorful skirt, a dancer (tongue) _ya_ ___

Can turn. Musical…

(egg) _ya_ ___ (yula) _yu_ ___

* A thin thread is threaded into a narrow eye * Runs among the stones

And swam after the ship quickly. Don't run after her.

She sews, embroiders and pricks sharply. Grabbed by the tail, but Ah!

And they call the boat ... She ran away, and the tail is in her hands.

(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __

* Over the river grew * Round, ruddy, * I am in June and July

They brought them to the party. I grow on a branch. No matter what happens

Needles on branches. Adults love me all of a sudden.

What is this? And little kids. I'm leaving with my mother

(Christmas trees) _e_ _i_ (apple) _ya_ ___ ___ Where to? To ... (south) _s_

D) - In this task, the Hedgehog prepared games for us:

6. Phys. minute.

Game “Call it affectionately” (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., tree - ..., ruff - ..., skirt - ..., box - ..., pit - ..., apple - ...

We've done this task, let's do the next one.

7. Isolation of second row vowels from sentences

1) Repeat in chorus of tongue twisters:

I-I-I - I can do everything! Yo-yo-yo - ironing clothes with my grandmother.

E-e-e - I help everyone in the family! Yu-yu-yu - I sing songs with dad.

Yu-yu-yu- together with my mother I sew dolls. I-I-I am walking with the baby!

3) The game "Tell the proverb" - the Hedgehog offers us the beginning of proverbs. We must remember or choose the appropriate end of the proverbs.

T are you going - ... ... the mother of learning

Repetition - ... ... hurry up

How do you understand the meaning of these proverbs? (There is no need to rush to avoid trouble. If you repeat a lot, you will learn better. Do first, then speak.)

Write down the proverb you like, underline the vowels of the second row with a red pencil. Checking what has been recorded.

4) Exercise in expressive reading.

Well done! We also coped with this task, we take another apple.

8. Isolation of vowels of the second row from the text.

In this task, the Hedgehog invites us to write a story about him according to the plan:

1. The name of the animal. (It's a hedgehog)

2. Where does he live. (He lives in the forest.)

3. What does it eat. (The hedgehog eats mice, bugs, frogs.)

4. How it hibernates. (The hedgehog sleeps all winter in a mink.)

A) In a chain by several students in one sentence.

b) Entirely one student.

C) Write the story in a notebook, highlighting the vowels of the second row with a red pencil.

D) Checking the recorded story.

9. Summary of the lesson

There is one last apple left. In this apple, he says goodbye to us and in parting wants to know what vowels we met? (Vowels of the second row: I, Yo, Yu, E, I).

Think of words that begin with the letters I, YO, YU, E, I.

Well done! Today we did a good job and the Hedgehog gives you gifts - ripe apples.