A selection of tasks for learning and consolidating the letter and sound A. By completing tasks, children will not only get to know, learn and reinforce the letter A, but also enrich their general stock of ideas, vocabulary. Develop fine motor skills and graphomotor functions - many tasks for shading, coloring, dotting, writing with the letter A. Develop mental functions- thinking, attention, imagination, memory, as well as gnosis. Will work on sound-letter analysis(determining the location of the sound A in a word).
To whom: the manuals will be useful to kindergarten teachers, primary school teachers, speech therapists (speech pathologists) and caring parents.
Age: for children from 4 to 8 years old. Depends on the individual characteristics of the child. These are mainly preschoolers in the senior group of kindergarten and 1st grade students.
Letter A, sound A part 2
Assignment with the letter A for children 4, 5, 6 years old
Letter A, exercises for children 5 - 6 years old
Letter A, senior group, 1st grade
Letter A, senior group, 1st grade, part 2
Color all the A's
Learning the letter A, for a speech therapist
Target: form the correct pronunciation of the sounds [х], [х′] in syllables, words, phrases, distinguish them by ear and in pronunciation from other sounds.
Tasks:
Develop phonemic awareness; teach children to correctly pronounce the sounds [х], [х′] in speech, distinguishing them from other sounds of the Russian language.
Identify the sounds [х], [х′] at the beginning, in the middle and at the end of the word.
Introduce the letterX , form words from letters.
Develop attention, memory, thinking, motor skills.
Organizing time
Psycho-gymnastics
- Picture how an old grandmother climbs the stairs, it’s hard for her, she moans: “Oh, oh, oh!” You helped her and told your mom about it. Mom was delighted: “Ah, ah, ah!” At the holiday you danced: “Eh, eh, eh!” And completely tired: “Wow, wow, wow!”
Report the topic of the lesson.
The toy Piggy, the braggart, is on display.
- Today our guest is Khryusha. This Piggy is such a braggart! He claims to know everything about everyone.
– Piggy, do you know what sound your name begins with? (from the sound [k]). Do you agree with him?
- What was the first sound you heard in the words “Piggy, braggart”? (Sound [x]).
Today we will listen and pronounce the sound [x] and [x′]. The sound [x′] is the brother of the sound [x]. They are very similar and at the same time different. Today we will learn to distinguish them.
Characteristics of sound.
Characteristics: [x] - consonant (the tongue creates a barrier to air), voiceless, can be hard or soft and is indicated in blue and green (the letter “X” and its sound designations are placed on the board).
Development of phonemic awareness.
- Let's teach Piggy to distinguish the sound [x] from other sounds, let's play the game “Catch the Sound”.
X, P, M, X, K, R, T, X, L, T, K, X
Ha, ho, pu, ky, hy, ta, pa, ha, ah, om, oh, ap, et, eh
Bread, milk, loaf, moss, ear, duck, fish, tails, clouds, dishes, trunk.
Game “Add a sound” that was lost from the words.
Petu..., pasta..., lopu..., goro..., rest..., zap..., shoro..., mo..., sme..., str....
Game “Replace the first sound” in a word with the sound [x].
Salad is a robe, hunger is cold, litter is chorus, year is progress, dump is praise, buzz is to lose weight, Gleb is bread.
Saying "X" in words.
- Piggy wants to tell you riddles. He says that the answers contain the sound "X". Shall we check?
Soft, fragrant, tasty fresh, with a crispy crust (BREAD).
- Where in the word is the sound [x] heard?
With a red crest, it pecks at grain and sings loudly. (ROOSTER).
A mottled quack catches frogs, waddles, and stumbles. (DUCK)
Small, black, flying around the room, buzzing loudly. (FLY).
- Which picture is missing here? (duck)
- Let's name these pictures, which one is the odd one out? Why?
Sunflower, tassel, robe, fly agaric.
Artist, crackers, plate, refrigerator.
- And now we will correct the words that Piggy did not learn to pronounce correctly.
Muta sits on the glass. (No, fly). The picture is drawn by a painter. (Artist). Here's the saffar. (sugar). The elephant has a phobot. (trunk).
- Our Piggy has a friend, the hamster Khomka. Let's do some exercises with him.
Physical exercise.
Khomka - hamster, hamster, striped flank.
The hamster gets up early, washes his cheeks, rubs his neck.
Khomka sweeps the hut and goes out to exercise.
One two three four five!
Khomka wants to become strong.
Introducing the letter "X".
- What does the letter "X" look like?
The letter "X" from fingers: cross the index fingers of the left and right hands.
Typing it with chopsticks on the table, on the neighbor’s back.
Game in the subgroup “The Word Has Scattered.”
Let's make words from letters.
(Sound accompaniment - howling wind). - The words fell apart. Let's make words from letters. Look, there is an icon on the back of the letter. Gather into subgroups based on the icons and make up your own words.
1 subgroup: fluff. 2 subgroups: moss. Subgroup 3: ear. 4th subgroup: Khoma.
Game "Live Letters" (magnetic letters on the board)
Let's make up the word: ear, hut, echo, grip, flies.
Exercise “Gifts for Piggy.”
(Based on pictures).
- Guys, let's give Piggy gifts with his favorite sound in the names. For example: - I will give Piggy a refrigerator so that he can store food in it. (Children make sentences)
Summary of the lesson.
Piggy sat on the rooster,
We laughed: "Ha ha ha!"
He began to write poetry,
We laughed: "Hee-hee-hee!"
Let's single out the first sound from the syllable HA and HI - that's right, X!
0a) Try to make the letter X using pencils!
0b) Can you show the letter X using your arms and legs?
0c) Make a mold from plasticine!
1a) Find words starting with the letter X
1b) The letter X plays hide and seek. Where is the X sound hidden: in the middle, at the beginning or at the end? (from here)
The sound X can be different:
1) hard (blue): HA, XO, XY (“a” indicates the hardness of the consonant and there is no smile)
2) soft (green): HI, HE ("and" indicates the softness of the consonant, there is a smile)
2) I will name the words and if the sound X is hard hidden in the word, you will squat, and if it is soft, stand on your toes (I spied)
= cold, bread, cunning, halva, trunk, chemistry, artist, choir, want, frail, good, hut
= sugar, fly, flies, laughter
3a) Composing and reading syllables
= X- a, o, y, s, e
= HYA, HYO, HYU, HY, HE
4) Hopscotch with X (look for)
5) Didactic game. Clap your hands if the word has an X sound.
= fluff, fly, fur, fly agaric, apple, cold, whale, chemistry
7) The letter is lost
= ..alva, ..leb, ..itrets, ..alat, ..obot
8a) Lesson about the letter X (“Games for speech development”)
8b) "We learn letters by playing"
8c) Capital letter X (original)
8d) Worksheet (taken)
9) Find the hidden letters X (taken)
10) Trace and color only those balls on which the letter X is written. Connect them with strings to the hamster. (taken)
11) Add the missing element.
12) Color in the parts of the mosaic with the letter X. What happened? ()
13) I’ll read you a riddle poem, and you guess the missing word.
"The ferret said to the hamster:
_______ yours is narrow, mine is wide."
| FERRET |
| HAMSTER |
Game "Tails"
a) Cards “Halves of animals - tails”: you need to correctly assemble the animal and determine the first letter, or select a pre-written inscription for this animal
b) Cards with tails drawn on them and cards with animal names written on them. The child’s task is to correctly connect the tail and the animal to which it belongs.
Fizminutka
“Khomka”
Hamster, hamster, hamster.
Striped barrel.
Khomka gets up early,
He washes his neck and rubs his cheeks.
The hamster sweeps the hut and goes out to exercise.
1, 2, 3, 4, 5 - the hamster wants to become strong!
14a) Game “The fourth one is extra!” (taken about the difference between the sounds [X] and [K])
= boots, slippers, robe, shoes -- robe (starts with X - unvoiced consonant)
= orange, apple, banana, cabbage -- cabbage (starts with K - voiced consonant)
14b) Game “Catch the Sound”: when you hear the sound K, pick up the card with the letter K, if X, then with X.
= in the sound series: p, t, k, x, g, t, p, x, g, k
= in syllables: ok, op, oh, at, ak, ah, gu, ku, du, hu, it, ip, ik, ig, their
= in words: picture, compote, jellied meat, floor, horse, moss, bread, poppy
14c) Game "Sound Lost"
= lu...(k), air...(x), nose...(k), veni...(k), lopu... (x), ma...(k), me... (x), petu...(x), pu...(x), then... (k), plateau...(k), sti... (x).
14d) What will we give to Khoma, and what to Kuza? Why?
= bread, horse, poppy, rooster, apple, shoe, spider, fly, halva, milk
15) Assemble the e-puzzle - the letter X (watch)
16 Find and color the letter X
17) X - hockey (taken)
18) Help the hungry hamsters get to the bread and eat it. You can only follow the letters X. (took)
19) From all the letters, select the letters “X” and “x” and circle them (taken)
20) Color only those parts of the drawing in which you see the letters “X” and “x” (
Didactic goal: perception and initial awareness of new material
Tasks:
1. Educational:
1.1. Familiarizing students with the sounds [x], [x’] and the letter X, x through sound-letter analysis of words
1.2.Formation in children the ability to hear and distinguish the sounds [x], [x’] and the letter X (ha) from other sounds and letters, read syllables and words with the letter X, x
2. Developmental:
2.1.Development of oral speech, thinking, attention, memory of children through the use of special search tasks, expanding the general horizons of first-graders
2.2.Creating interest in the learning process
3. Educational:
3.1.Cultivating the need for healthy eating
3.2. Instilling in students a respectful attitude towards bread, towards grain growers, towards working people and the products of their activities
Lesson type: lesson of studying and primary consolidation of new knowledge
Lesson format: traditional
Training facilities and equipment:
During the classes
1. Organizational moment. Motivation for learning.
Hands? On the spot.
Legs? On the spot.
Elbows? At the edge.
Back? Straight.
On the board, guys, are letters already familiar to you.
Look at these letters, tell me what words are “hidden” in these letters, and how you found them
o g b r u a c h m e o n t i e e
(literacy training)
Do we really need this lesson?
But we already know many letters, and some already know how to read and write words
Perhaps you have already become literate? (no, we didn’t study all the letters)
Okay, let's continue learning new sounds and letters to become literate. You will find out which ones by completing the following task.
2. Mobilizing stage. Students formulate the topic and purpose of the lesson.
On the board there are pictures with images of food products.
Name the objects shown in the pictures and try to remember them.
Close your eyes (the teacher rearranges two objects)
Open your eyes and tell me how the pictures with the objects were located at first? What order are they in now? Which pictures have changed their places?
(at first the objects depicted in the pictures were arranged like this: bread, apple, milk, sausage, cabbage. Now they are in the following order: bread, apple, milk, sausage, cabbage. The pictures with images of sausage and apple have swapped places.)
What one word can be used to describe all these objects?
(products)
Why do people need food?
(...for food)
For a person to be healthy, he needs different foods: vegetables, fruits, dairy, meat, bread. Divide the products into these groups.
What did we use to name the images in the pictures?
(using words)
Now name the extra word based on the feature you found yourself
(the word “bread”, because it has one vowel, means one syllable, and the rest of the words have three vowel sounds, which means three syllables)
I will say one more word - the name of the fish, also necessary for human nutrition - “hake”. Say these two words and say which consonant sounds are not yet familiar to us. Try to formulate the topic and purpose of the lesson based on supporting words
(in the words “bread” and “hake” we are not familiar with the consonant sounds [x] and [x'], which means the topic of the lesson is “Sounds [x] and [x'] and the letter that denotes them. The purpose of the lesson: to get acquainted with the sounds [x] and [x'] and the letter that represents them; learn to read with a new letter;
3. Introducing new sounds and a new letter
3.1. Sound-letter analysis of words
Say the word “bread”, highlighting the first sound in it. Name it and describe it.
(the work is done in notebooks and students use colored chalk on the board.
The first sound in this word is [x], when I pronounce it, the air meets a barrier, which means it is a consonant, I pronounce it firmly, and mark it in blue.)
The rest of the sounds are your own.
(check from the board - who is correct, raise your hand, pat yourself on the head)
Say the word “hek”, highlighting the first sound in it. Name it and describe it.
(similar)
Let's make sounds by placing our hand on the neck, what do you say?
(sounds [x] and [x’] are deaf, because the neck does not tremble)
The consonant sounds [x] and [x’] are denoted by the letter X (ha)
What does she look like?
X is a funny toy.
Wooden pinwheel.
Wooden pinwheel-
Friend to the free wind.
3.2. Exercise for the eyes: (follow the pointer with your eyes - the letter X (ha). Writing with your nose (relieves tension in the eye area). Close your eyes, using your nose as a long pen, write the letter x
Type this letter.
Find it in the reference book, what sounds does this letter represent?
Who will tell about her?
And who will show its sounds?
4. Physical education minute
Imagine how bread grows
We are grains. (sit down)
We are spikelets. (rose up, arms up, stretched)
We mowed the ears of corn (palms folded, we mow the wheat)
They threshed the grains (the grains fell down and they tapped the table with their fingers)
Grind the grains into flour (rubbed palms)
Kneaded the dough. (clench and unclench your fists)
We put the dough in the oven (sit down, slowly rise, increase, arms to the sides)
This is how the bread turned out!
5. Reading words and sentences with a new letter. ABC work.
5.1. Reading words. Enrichment and activation of children's vocabulary.
It turns out that the word “bread” has several meanings:
BREAD – plant (sheaf of wheat)
BREAD or BREAD PRODUCTS – loaves, rolls, pies (show pictures)
BREAD – any human food, food
Plants whose grains are suitable for food are called the word BREAD
Our main breadwinners - wheat, rye and barley - have a special name ZHITO
People derived the word ZHITO from the word LIVE
“It will be LIVE and you can live”
Look at the records. Formulate the task.
(you need to make up words - relatives from the word “bread”)
Let's affectionately call... (bread)
Small bread... (bread)
An object where bread is stored... (breadbox)
Device for cutting bread... (bread slicer)
Bread manufacturing enterprise... (bread factory)
Products related to bread products... (bread products)
A peasant growing bread... (grain grower)
(students read the words on the board with marks)
5.2. Reading text in alphabet.
At what time of year do grain growers harvest grain?
Let's read the text. When you hear the sound x or x in a word, raise your fist up.
(teacher reads the text)
How many words with the sounds [x] or [x’] did you hear?
Read the text with headphones. Mark the sentence that matches this diagram:
(check in pairs - read the sentence)
5.3.Expanding the horizons of first-graders.
It's not easy to grow bread. Look at the illustration on page 163 above. Do you think the illustration depicts the past or the present? Why did they decide this?
Physical education session with a change of position.
(On a portable board there is a drawing of a grain field and pictures of a tractor, sickle, combine, cultivator, harrow, tractor plow, stone hoe. The words “past”, “present” are written)
Guys, we'll go for a walk to the field.
Along the path, along the path, we jump on our right leg.
And along the same path
We jump on our left leg.
Let's run along the path,
And we'll run to the field.
Name the tool in the pictures. What should be done?
(children distribute pictures with tools of grain growers of the past and present under these words)
5.4. Reading the poem p. 166 (prepared in advance)
Glory to peace on Earth!
Glory to the bread on the table!
Glory to those who raised bread,
He spared no effort and effort!
5.5. Working on proverbs.
Kolosok has prepared a task for you.
Look at this entry. Tell me what is written here?
(proverbs with missing words are written here)
Formulate the task.
(you need to insert words that suit their meaning and read the proverbs)
What general meaning do these proverbs have?
(bread is an important, the most important product for human nutrition)
How should you treat bread?
6. Lesson summary
Let's summarize the lesson. Compare the lesson objectives with our work.
Have we met new sounds and letters? (let's clap for ourselves)
Who will tell about her?
Have we read words and sentences with a new letter? (let's clap for ourselves)
7. Reflection
You have pictures of spikelets on your tables. If the tasks were interesting and useful for you, color the spikelet yellow; If you don’t like the tasks, color them in with a red pencil; If the tasks were difficult for you, color them with a green pencil.
Corrective and developmental tasks.
Teach the child to differentiate the correct and incorrect pronunciation of a familiar word (based on visualization).
Introduce the preposition under, teach to distinguish prepositions under, over by value.
Teach how to correctly pronounce the sounds [X] - [X! ], differentiate them by ear and pronunciation.
Strengthen the skill of syllabic analysis and synthesis of words, learn to select words with a certain number of syllables.
Continue to learn how to independently perform a complete sound-syllable analysis of short words and transform words.
Continue learning to write visual dictations.
Exercise 1. The adult presents the child with a picture and asks to listen to the name of the drawn object. If the child hears the correct name, then he should clap his hands, but if it is distorted, then not:
baman - panam - banana - banam;
vavan - davan - divan - vanan;
album - albon - almon - anbom - ablem - alpom;
vitavin - mitanit - fitamin - mitavim - vitamin - vitalim.
Task 2. Introduction to preposition under.
The adult asks the child to follow the following commands: put the ball under the chair, raise the ball above the chair; put a book under the table, lift a book above the table. Then he asks: “Where did you put the ball?” or “What did you do with it?” The child answers. The adult then raises the ball over the table and asks, “Where is the ball (in relation to the table)?” The adult recalls with the child the meaning of the preposition above, explains the meaning of the preposition under, introduces its graphic representation. Then the adult offers to complete the following tasks:
- negotiate proposals:
The lamp hangs above... The handle fell under...
- choose the desired preposition:
The boy picked up the ball... with his head. The girl put down a book... a pillow;
- Correct mistake:
The lamp hangs under the table. A hare sleeps in the forest above a Christmas tree;
- make sentences from given words:
Airplane, fly, forest, above; mushroom, grow, tree, under;
- make up your own sentences with prepositions above And under.
Task 3. Introducing the sound [X].
The adult asks the child to choose a word with the opposite meaning. How many syllables are in this word?
light - dark, hot - ... (cold).
bread, cold, hockey, stilts.
An adult shows in front of a mirror and explains to the child the articulation of the sound [X]:
lips and teeth are free;
the tip of the tongue is lowered down, and the back of the tongue is moved towards the hard palate, forming a gap for warm air;
the neck is “silent”.
Sound symbol: grandfather snores: XXX... .
Characteristic sound: consonant sound (the tongue creates a barrier to the air), hard, dull. Designation: blue circle.
Task 4. Phonetic exercise.
The girl warms her frozen hands: XXXXX... (on a smooth, long exhale).
Task 5. Didactic exercise “Clap your hands when you hear the sound [X]”:
x, p, m, x...; ha, ho, poo...; ah, oh, uh...; bread, milk, loaf, moss, ear...
Task 6. Repeat after the adult a series of syllables:
ah-oh-uh-uh; ha-ho-hu-he...
Task 7. Finish the last sound in the word. The adult names the beginning of the word, and the child only names the last sound in the word.
petu..., pasta..., rest..., zap..., lopu..., goro..., rustle..., str...
Task 8. Didactic exercise “Make a word”:
ho-lo-dil-ni-ki; ho-my-ki; mu-ho-mor; cotton-push-ki; pa-ro-hod; hri-zan-te-we, uh-ha.
Task 9. Guess riddles, divide the guessing words into syllables (which word is the longest?), come up with a sentence with each word, using familiar prepositions. Name the first sound in words:
It's not tasty without salt
It's not satisfying without... (of bread)
Light, not fluff,
Soft, not fur,
White, not snow,
But he will dress everyone. (Cotton)
Name the last sound in the word:
Soft, not fluffy
Green, not grass. (Moss)
With a red comb
Planted a seed
The sun has grown. (Sunflower)
Task 10. From a number of drawn objects, first select those whose names have the sound [X] at the beginning, then in the middle, and then at the end of the word. Divide all the words into syllables, find the longest word and the shortest.
Task 11. Independently choose words with the sound [X], consisting of one, two, three, four syllables.
Task 12. Paste into your notebook pictures with images of objects whose names contain the sound [X].
Task 13. Learn pure sayings:
Ha-ha-ha - they scared the rooster.
Hoo-hoo-hoo - we ate fish soup.
Them-them-them - the breeze died down.
Ooh-oh-oh - green moss.
Task 14. Introducing Sound.
Sound symbol: children are having fun, they are laughing: hhhh...
Characteristic sound: consonant sound, soft, dull. Designation: green circle.
Task 15. Didactic exercise “Clap your hands if you hear a sound”:
x, m, p, x...; heh, heh, me, pi...; ahh, ahh...; cunning, milk, chemistry, machine, surgeon.
Task 16. Repeat after the adult a series of syllables (emphasizing any syllable with your voice).
hya-he-hyu-hi; oh-oh-oh-oh-oh...
Task 17. Repeat a number of words after the adult. Explain to the child the meaning of each word. Divide these words into syllables. Name the longest and shortest word:
hut, cunning, surgeon, predator, hake.
Task 18. Learn a simple saying:
Hee hee hee - the roosters were crowing in the field.
Task 19. Differentiation of sounds [X] - . Didactic exercise “Say the opposite”:
ha-ha, ho-...; hee-hoo, hee-...
Name the extra word in the series (based on the presence of sounds [X] and ). Explain to your child the meaning of unfamiliar words:
fly, rooster, flies, tail; rooster, hake, yacht, trunk; predatory, chemistry, fir, hut.
Didactic exercise “Choose the word by its beginning.” Name the first sound in words:
cunning... (-ry, -rost, -retz), good-... (-bot, -ma, -lod), brave-... (-rost, -retz, -ry).
Choose from a number of words those that rhyme with the word brave man(The adult names a couple of words, and the child says, this word matches the word brave man or not.)
Well done, merry fellow, tomboy, crybaby, cunning, quitter.
Find words with the sounds [X] and . Learn a tongue twister:
The crested little girls laughed with laughter: Hee-hee-hee, ha-ha-ha, ho-ho-ho, he-he-he.
Task 20. Introducing the letter X.
It's good to praise, giggle,
It's bad to brag and whine.
O. Hoffman
What does the letter X look like?
Letter X made of fingers: cross the index fingers of the right and left hands.
Letter games.
Task 21. Independent sound-syllable analysis of words.
Laying out diagrams from circles. Laying out words from the letters of the split alphabet, reading, copying, writing dictation in block letters:
ukha, moss, fly, flies, hut, Khoma.
Converting words using split alphabet letters:
fly - flies; hut - hut - huts.
Reading and writing a sentence from memory after visual presentation:
Khoma has a hut.
