Goal: To develop preschoolers’ interest in learning to read and write.
1. Strengthen skills:
searching for anonymous people;
knowledge of vowels and consonants;
composing words from syllables;
2. Expand vocabulary (pathfinders, talisman);
3. Develop intelligence, ingenuity, resourcefulness;
4. Develop the ability to work in small groups and negotiate with each other.
Equipment and materials: a letter from the rangers, coins with letters according to the number of children, 2 buckets with magnets attached to the bottom - fishing rods, 2 hoops - wells, 2 barrels with words, letters - droplets s and and with magnets attached to them, wonderful wheel, ball, warm-up cards “Merry Men”, stones with syllables, map, heart-shaped talismans with a rebus for solving, cards for a chain of words, pencils for the number of children, 2 tables, 2 sheets of paper, arrows, cards with numbers from 1 to 6, musical accompaniment.
Progress of literacy lessons in preparatory group"Initiation as a Pathfinder"
Educator: Guys, come to us today kindergarten a letter arrived from trackers from the Magic Land of Words. Here it is (reads out the letter)
"Dear friends! We are pathfinders from the fabulous Magic Land of Words.
Pathfinders are those people who are the first to set foot on new lands and solve mysteries. We want you to become Pathfinders too. To do this, we send you a map, according to which you need to go on a journey, where you will perform various tasks. To go faster, you need to split into two teams using coins. At the end of the journey, if you cope with all the tests, a surprise awaits you. Good luck!"
Educator: Guys, do you accept the invitation of the rangers from the Magic Land of Words? (Yes!) Then let's split into two teams. (Children take coins from a plate on which letters are written, indicating vowels and consonants, and use them to independently divide into two teams). Children explain on what basis they united into teams and check whether everyone has found their team correctly.
Educator: Guys, let's take a close look at the map now. Where do you think our journey will begin?
Children: From number 1.
Educator: That's right, starting with number 1, and here it is.
Match the number 1
Before us is a wonderful wheel that consists of letters. Look at the wheel, mentally turn it from left to right, and vice versa, and find words on it. Write down the words you find on these sheets of paper that lie on the tables.
Children find words on a wonderful wheel, write them down, and then teams take turns reading aloud the words a (wheel, stake, garden, forest, eye, donkey, village, juice).
Educator: Well done guys, you found all the words, you can continue the path and go to number 2.
Children follow the arrows and find the number 2
Educator: In front of you are two barrels in which words live, but the letters Y and I from these words love to misbehave and constantly run away from their words into these wells.
Guys, you need to catch each person in turn from the well with the help of these buckets one letter at a time and return the fugitives to their places in the words, writing them in the empty cells. (Children catch letters with buckets, find their place in words. Words written on barrels: sh_na, sh_lo, sh_py, l_zha, s_r, m_r, sh_t, m_t, zh_r, p_r)
Educator: Now let’s move on along the arrows, ahead of us is the number 3. Guys, on the path “Creeping Mirror”, only those who can cope with the spell of the crooked mirror can go further. Now the mirror will tell you words, and you must respond by calling the word that is reflected in the distorting mirror. If they tell you - far away, and you answer - close, they will tell Masha -
high, and Masha will answer low. (A game of opposites is played with children: heavy - light, old - young, sweet - sour, wide - narrow, smooth - rough, cold - hot, day - night, start - finish, beginning - end)
Physical exercise “Jolly Men”.
Children dance to the music; as soon as the music stops, the children stand in the figure that the teacher shows on the card.
Educator: Guys, to get to the number 5 you need to dismantle the blockage of stones on which the syllables are written. But we will be able to make out the blockage only when we form words from the syllables. Brown stones for one team, black stones for the other team. (Children make words from syllables, then the teams change places and check each other)
Educator: Well done, we completed this task, now we are at number 5. Here we need to reconstruct the chain of words using these cards. (Children are given cards that depict objects that make up a chain of words: Car - orange - knife - beetle - cat - tiger - steering wheel - forest - catfish. Drum - thread - needle - pineapple - chair - bow - key - clock)
Children go to the number 6 and find the letter.
The teacher reads the letter:
"Dear Guys! So you have completed all the tasks. We send you talismans as a gift, i.e. items that bring happiness and good luck. But only those who solve the rebus that is drawn on the talisman can receive the talisman. Guys, don’t forget, only the one who completes the task will bear the honorary title of Pathfinder!”
Children receive heart-shaped talismans with a rebus written on them.
Having solved the puzzle, the children approach the teacher, who checks that the task is completed correctly and puts the talisman on the child. Children who were the first to complete the task correctly can help the teacher check the solved puzzles.
Educator: Guys, I congratulate you, you have all completed the tasks and now you can proudly bear the honorary title of Pathfinder.
SOFTWARE CONTENT:
CONSOLIDATING THE MATERIAL:
1. Strengthen children’s understanding of a word and a sentence.
2. To consolidate children’s understanding of a syllable as part of a word, to practice distinguishing the number of syllables in a word by the number of vowels.
3. Develop the ability to recognize sounds and letters.
4. Clarify ideas about the essential features of vowels and consonants.
5. Summarize children’s knowledge about the hardness and softness of consonant sounds.
6. Repeat the rules for writing cha - sha, chu - schu, zhi - shi.
7. Continue to teach children to invent and add words based on a separate part of the word; train children in reading words and text.
8. Build skills educational activities, develop cognitive interests.
9. Cultivate sustained attention, observation and desire to learn at school.
EQUIPMENT:
- table of syllables;
— table “sound clock”;
- cards with words;
— pictures: cat, bus, tiger, apple, goose, boat;
— cards: blue and green;
- cards: wardrobe, sofa, window, chair, lamp.
Progress of the lesson:
Educator: Children, yesterday I received a huge letter, guess who sent it?
D.: Dunno!
IN.: Yes, this is Dunno. He sent an unusual letter, but a letter with tasks and questions that he himself could not answer. And asks you for help. I hope we will not refuse and will try to complete all the tasks that Dunno sent us (on the board there is a portrait of Dunno and an envelope with tasks).
Task No. 1. “Find the word”
IN.: The hut where the watchman lives?
D.: Gatehouse!
IN.: Decoration in the ears?
D.: Sergius!
IN.: Solid belt clasp?
D.: Buckle!
IN.: Part of a table or chair?
D.: Leg!
IN.: Children, what did we call you?
D.: Words.
IN.: Children, let's read what is written on the board (read). What have we read again?
D.: Words.
IN.: Fine. Now let's see what is written on the board: “Early spring has come.” What have we read?
D.: This is a proposal.
IN.: What does our offer consist of?
D.: A sentence consists of words.
IN.: How many words are there in a sentence?
D.: Three words.
IN.: Name the first (second, third) word (children name). What to put at the end of a sentence.
D.: At the end of the sentence there is a period.
IN.: What letter will we write the beginning of the sentence with?
D.: The beginning of a sentence is written with a capital letter.
IN.: Now let’s draw up a diagram of our proposal.
IN.: You and I repeated: a word only names some objects, but a sentence reports something, expresses thoughts.
Task No. 2. “Working with syllables.”
1. Dividing words into syllables.
— IN.: What are words divided into?
—D.: On syllables.
— IN.: What is a syllable?
— D.: Part of a word that is pronounced with one puff of air.
— IN.: How many syllables are in a word:
“spring” - two syllables;
“machine” - three syllables;
“sparrow” - three syllables;
"beetle" - one syllable. (Well done!)
2. Reading syllables according to the table.
— IN.: Children, make up as many words as possible with the syllables: ma, fa, ra (children make up words with the above syllables).
3. Game according to the table “Who lives in which house?”
— IN.: Children who live in the first, second, third house (children answer according to the picture).
4. Game "Sound Clock".
— IN.: Children, name the longest, shortest word (children name). Children divide these words into syllables (children divide). Children how to remake small word“bow”, long?
— D.: Bulb!
— IN.: Now children, be careful. It is necessary to create new words by adding a new syllable.
The guys drank sweet juice. Let’s add the syllable ne, it became sand But but it came, it’s already a sock And if ku, read the piece With the syllable le, - we’ll read it - woods We went there for an hour.
Physical education minute.
And now everything is in order
Let's get together to exercise.
Arms to the sides - bent,
They raised it up and waved.
They hid them behind their backs and looked back
Over the right shoulder, over the left again.
They sat down together and touched their heels.
We stood up on our toes,
Hands dropped down.
Task No. 3. “Working with sounds.”
1. Playing with the word “woods”.
— IN.: How many syllables are there in the word “little forest”.
— D.: Two syllables.
— IN.: What sounds does the first syllable consist of?
— D.: Sounds "L", "E".
— IN.: What sounds does the second syllable consist of?
— D.: Sounds “S”, “O”, “K”.
2. Game “Make the same sound in words.”
— IN.: Bun, branch, cage, squirrel, cat. What is the same sound in words?
— D.: Sound "K".
— IN.: Using the “Sound Clock” table, find a word with the sound “C” (children call it). Children, make up a word in which the first sound is “A”.
— D.: Watermelon, Bus, Stork, etc.
— IN.: Children, what is sound?
—D.: We pronounce and hear sound.
— IN.: What is the name of the icon that we use to indicate sound in writing?
—D.: Letter.
— IN.: What is a letter?
— D.: The letter we write and hear is an icon of sound.
3. Game “Who is more attentive.”
— IN.: Children guess the girl's name by the first sounds of the names of objects:
Cat Goose
Bus Bus
Tiger Boat
Apple Apple
Katya Galya
— IN.: Children, what sounds are there?
— D.: Vowels and consonants.
— IN.: Who will tell you about vowel sounds?
— D-:
Air flows freely through the mouth
There are no different obstacles
The voice is involved, the voice is covenant
The sound is vowel.
The vowels stretch out in a ringing song
They may cry and scream
They can cradle a child in a crib,
But they don’t want to whistle and grumble.
IN.: Who will tell you about consonant sounds?
d.:
And the consonants... agree
Rustle, whisper, creak,
Even snort and hiss,
But I don’t want to sing to them.
Ss - a snake whistle is heard,
Shh - a fallen leaf rustles,
LJ - bumblebees are buzzing in the garden,
RR - the engines are rattling.
IN.: Children, what are the consonant sounds?
D.: Hard and soft.
IN.: What vowel sounds indicate the hardness of a consonant?
D.:“a”, “o”, “u”, “s”, “e”.
IN.: What vowel sounds indicate the softness of a consonant?
D.:“I”, “e”, “yu”, “i”, “e”.
A game.
IN.: Raise a blue card if the first sound is hard, green if the first sound is soft. Let's get ready. Garden, Senya, Crucian carp, Rice, Beads, Blue, Sit down, Soup.
Task No. 4. “Shrink all objects.”
IN.: Children, imagine that we are in the country of gnomes and we need to reduce all these objects:
wardrobe - locker;
sofa - sofa;
window - window;
chair - stool;
lamp - light bulb.
IN.: Today in class everyone worked actively, completed the assignments, and answered all of Dunno’s questions.
The lesson is over.
Nazarova T.N., teacher of kindergarten No. 53, Tambov
Subject: General lesson: “Vowel sounds [a], [o], [i], [u], [e], [s]. Letters A, O, I, U, E, Y" Educational area: "Communication"
Target:
- Generalization of the material covered by the vowel sounds [a], [o], [i], [u], [e], [s].
Tasks:
Educational:
- Strengthen children's knowledge of vowel sounds.
- Strengthen children's ability to determine the presence of a given sound in a word.
- Introduce children to the new word “articulation”.
- Continue learning to determine the number of syllables in a word.
- Attach graphic images of the letters A, O, I, U, E, Y.
- Teach sound-letter analysis of the word AU.
- Learn to write a proposal.
Educational:
- Develop speech, attention, thinking.
- Develop visual perception, phonemic hearing.
Educational:
- Cultivate friendly relations towards each other, the desire to speak beautifully and correctly.
- Develop cooperation skills, independence, initiative.
Methodical techniques:
- Musical accompaniment.
- Verbal (questions, explanation).
- Visual (pictures, showing articulation).
- Game (D/i “Find a pair”, “Find out the sound”, “Find the sound”, “Wonderful bag”).
- Practical (exercises).
- Observation of children's work, advice.
Equipment:
Demonstration material: music from the film “Masha and the Bear”: “About Traces”, Three Wishes”, signs-symbols of sounds (sounds), maple leaves with subject pictures, letters, a basket, sealed envelopes with letters, colored pencils, a large picture of toys, a diagram with chips, pictures of Masha and the Bear, a drawn basket with mushrooms, capital letters to write a sentence, emoticons with different emotional moods: joy, thoughtfulness, sadness.
Handout: cards (autumn leaves) with a picture and diagram, a box of letters and syllables, chips for sound-letter analysis, natural and waste material for laying out letters.
Progress of activities:
I. Organizing time.
Guys, we have guests today, let's say hello to the guests. (children say hello) Are you happy to see them? Show how happy you are to have guests. (smile at guests)
Well done! It was no accident that they ended up here! Guests want to see what we learned in literacy classes.
Look at me, let’s repeat the rule of speech with you:
Every day, always, everywhere
In class, in play
That's right, we speak clearly
We're not in a hurry!
II. Motivational game.
Guys, what time of year is it now? (autumn)
What are the signs of autumn? (the leaves turn yellow...)
Close your eyes and imagine that you and I are in an autumn forest. (background - sounds of autumn forest)
Autumn in the forest!
Let's go into the autumn forest!
There are many miracles around here!
Here are the golden birches making noise
There are mushrooms under the birch trees
They want to jump into the basket!
(at this moment a basket appears)
Open your eyes, look, someone forgot a basket in the forest!
Who do you think could have left it here? (children’s answers, music from the film “Masha and the Bear” sounds: the song “About Traces”)
Did you find out who this hero is? Well, of course, this is Masha!
Where do you think Masha was in such a hurry that she left her basket? (children's answers)
Yes, look for Mishka. And Masha was heading towards us, so she left her basket.
Let's see what Masha brought us. (children approach the basket and find sound players with different articulations in it)
The sound guys sit so nicely in the basket, help me recognize them. (the teacher and the children examine the sounds and determine by the articulation of their lips which sound)
What helped us recognize the sound guys?
That's right, by the position of the lips. And in another way, guys, it’s called ARTICULATION. A new word for you, let’s repeat this word together.
This, guys, is the work of the speech organs when pronouncing sounds. Let's remember what organs of speech help us pronounce sounds?
What sounds are these? (vowels) Why? (they can be sung, stretched out, and when pronouncing sounds the air does not meet any obstacles)
What color are the vowels? (red) That's why the sound guys always wear red shoes!
Well done! (sounds are placed on an easel)
Guys, Masha left “Magic Envelopes” in the basket. Take each envelope and determine by touch what is in them. (if the children do not guess, they can be asked to look through the envelope at the light)
Place the letters to the corresponding sounds. Be careful!
Guys, what is the difference between a letter and a sound? (we hear and pronounce sounds, and we write and see letters)
III. Introduction to the topic of the lesson.
1. Game “Find a Pair”
Look how many colorful leaves there are in the forest. Let's collect them in one bouquet. Take one leaf at a time.
And the leaves are unusual, with pictures on the back.
Look carefully at what is drawn in your picture and your neighbor’s picture, and think about what sound this word begins with.
And now we will dance with the leaves to the music, but as soon as the music ends, you must find yourself a couple whose card name begins with the same sound as yours.
Keep the pictures where they can be seen. (children dance with leaves to music; pairs: watermelon-orange, snail-iron, vegetables-cloud; turkey, popsicle))
Alina and Kirill, what sound unites your couple? Why? (The teacher marks the children who completed the task first and correctly)
Veronica and Nastya, why haven’t you found a partner? (the names of the pictures begin with different sounds)
Guys, why haven’t we come across a picture whose name begins with the sound [s]?
(the sound [ы] occurs only in the middle and at the end of a word)
2. Game “Find the sound”
The breeze brought us more leaves. (on tables)
What is the name of the natural phenomenon when leaves fall, fly, fly and spin?
Right! This is leaf fall.
The sound players are bored and want to play with you, go to the tables.
(children sit at tables in pairs)
A sound player [o] will play with the guys from this table, [o], with the other one - [e], ... [i], ... [s].
Your pieces of paper contain pictures and diagrams for them. What are we going to do? (children's answers)
What color?
(Monitor the children’s posture. The teacher calls one child to the board: find the sound [and] in the word “toys”, indicate with chips on the diagram the place of the sound in the word)
Let us determine with you whether the word “toys” is a long word or a short word?
Prove it! What should be done?
Right! Divide a word into parts, or syllables. How many syllables?
(children clap to determine the number of syllables in a word)
Guys, how else can you find out how many syllables are in a word?
I’ll tell you a secret: the number of vowels in a word equals the number of syllables.
What sounds and how many do we hear in the word “toys”?
Well done!
3. Development game fine motor skills hands “Lay out the letter”
Guys, turn over the leaves, what do they feel like?
I suggest you lay out any letter on velvety pieces of paper for Sound Children made from natural and waste material that you see on the table. (on the plate there are buttons, woolen threads, watermelon seeds, pistachio shells, acorn caps, etc.)
IV. Physical education lesson “Rain”.
Guys, let's go back to the forest, maybe we'll meet Masha and Misha. (children go out onto the carpet)
Oh, look, it's raining.
Drop one, drop two
(palms to the sides, alternately jumping from foot to foot)
Very slow at first
(the same)
And then, then, then
(arms bend at the elbows)
Everybody run, run, run
(imp with acceleration in place)
We will open our umbrellas
(stop, arms in different directions)
Let's protect ourselves from the rain.
(a view of an “umbrella” is depicted above the head)
V. Sound-letter analysis of the word AU.
Guys, Masha has been walking in the forest for a long time, perhaps she got lost.
Oh, guys, we have 2 sad sounds here. Which? (sounds [a] and [u])
What little word can be made from these sounds that will be useful for Masha to be found? (word AU)
Right! This is an AU word.
Let's say this word quietly... and now loudly...
Nobody responds.
In this case, we will lay out this word using chips and letters. (children sit at tables)
We’ll denote the word with a long strip, you put it on your table, and I put it on the board.
How many syllables are in the word AU? (2)
How many sounds does this word have?
What's the first sound?
Let's denote the sound [a] with a chip. What colour? Why?
What is the second sound in the word AU?
Kirill will go to the board and place a chip.
Let's read the word. I lead with a pointer, and you sing slowly every sound in the word.
Now let’s designate the sounds with letters. (the teacher calls the child)
We open the cash register of letters. What letter denotes the first sound?
We find the required letter and place it on the corresponding chip.
Let's read the word in chorus. (Pictures of Masha and Misha appear.)
So Masha and Misha responded, it turns out they were picking mushrooms, so they picked up a whole basket.
They are so happy to meet you and want to play with you, offering to solve the puzzle.
What is this? (pictures: doll, ball, basket with mushrooms)
Who is this? (Masha, Bear)
Now I’ll add letters, let’s see what happens?
U I.
A U 
.
What did we get? (Sentences: Masha has a ball and a doll. And Misha has a basket of mushrooms.)
A sentence is a collection of words that are interconnected in meaning. And at the end of a sentence there is always a period.
Let's try changing the words in the sentence. (children change words themselves and read sentences)
Well done boys!
VI. Summary of the lesson.
What sounds did we remember?
What sounds are these? Why?
What new word did you meet?
How are sounds indicated in writing?
How do sounds differ from letters?
Which tasks were interesting and did you like the most?
What caused the difficulties?
VII. Reflection.
Guys, there are emoticons in Bear’s basket, but they are different. Let's see.
What is the difference? (mood: joy, thoughtfulness, sadness)
If it was easy for you in class today and you completed all the tasks, take a happy emoticon; if you encountered difficulties, but you tried to overcome them, take a thoughtful emoticon, and if it’s really difficult, take a sad one.
Summary of a literacy lesson for children in a pre-school group
Tasks:- Improve phonemic perception, the ability to determine the number and sequence of words in a sentence.
- To promote the assimilation of the concept of a word as part of a sentence.
- Develop the ability to draw up sentence diagrams and write them down.
- Improve dialogic speech.
- Develop imagination and Creative skills children, activate speech.
- Create a favorable emotional background.
- Learn independently, complete the teacher’s assignments.
- Develop the skill of self-control and self-assessment of work performed.
Progress of the lesson
Teacher: Good morning! A new day has come. I will smile at you, and you will smile at each other. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief. Children, guests came to our classes today. Let's say hello to them and sit quietly on the chairs.
Children: greet the guests and take their seats at their desks.
Teacher: Today in class another guest came to us, and you will find out who he is by guessing the riddle:
Angry touchy one,
Lives in the wilderness of the forest,
There are a lot of needles
And not a single thread.
Children: Hedgehog.
Teacher: That's right guys. Tell me, why is the hedgehog so touchable?
Children: It has sharp needles and cannot be petted.
Teacher: Now look what the hedgehog saw? (seek a complete answer).
Children: The hedgehog saw a mushroom.
Teacher: How many words do you hear in this sentence?
Children: There are 3 words in this sentence.
Teacher: What's the first word? Second? Third.
Children: The first word is hedgehog, the second is saw, the third is mushroom.
Teacher: Let's slap every word. Who guessed what the proposal consisted of?
Children: A sentence consists of words.
Teacher: You can write it down as a diagram. Using the diagram you can find out how many words are in a sentence. Each individual word is represented by a rectangle. One rectangle represents one word. How many words are there in our sentence: “The hedgehog saw a mushroom.”
Children: Three words in a sentence.
Teacher: How many rectangles will there be in our diagram?
Children: Three rectangles.
Teacher: Look at our diagram below, how is it different from the first diagram?
Children: The second scheme has a dash above the first word and a dot at the end.
Teacher: A rectangle with a dash means the beginning of a sentence, and a dot means the end of a sentence. Now let's rest a little.
Physical education lesson “Hedgehog”
The hedgehog stomped along the path
And he carried a mushroom on his back.
(Walking in a circle one after another.)
The hedgehog stomped slowly,
Quiet leaves rustling.
(Walk in place.)
And a bunny gallops towards me,
Long-eared jumper.
In someone's garden cleverly
I got hold of a slanted carrot.
(Jumping in place.)
Teacher: Now let's play, the one I name sits down at the table. The first to sit are those children whose names begin with the sound “A”, etc. What is shown in this picture? (The hedgehog carries an apple). How many words are there in this sentence?
Children: The hedgehog carries an apple. Three words.
Teacher: Guys, each of you has a card with a task on your table. Find the correct pattern for the sentence: “The hedgehog carries an apple.” Place a check mark next to this sentence. Now let's see how you completed the task. Did everyone complete the task correctly? Why do you think the first scheme does not suit us?
Children's answers.
Teacher: Did everyone complete the task? Draw a smiley face on your cards. Let's play the game some more "Do the math, don't be mistaken". I will name a sentence, and you clap it, and then name the number of words.
Late autumn has arrived.
The swallows have disappeared.
The first snow fell.
New Year is coming soon.
Children count the words by clapping their hands and name them in the order of the sentences.
Teacher: What a great job you guys are! Let's remember what we talked about today? What was it called? So what does the proposal consist of? How do we mark the beginning of a sentence? What do we put at the end of a sentence?
Children: From words. A rectangle with a line. Full stop.
Teacher: Guys, it's time for the hedgehog to return home - to the forest. He is tired and wants to rest. You did a good job too. Who is happy with their job? Well done.
Continue to introduce children to the word, practice their ability to isolate the word as an independent semantic unit from a stream of words.
Introduce the component structure of a word, teach the ability to divide words into syllables, and work with compound word patterns.
Develop skills in conducting sound analysis words, using the corresponding cards - chips.
Develop the ability to navigate the component structure of words. Practice the ability to select words with a given composition.
Teach preschoolers to isolate sentences from the stream of speech, determine the number of words in a sentence, their place (first, second, third).
Continue to learn how to make sentences based on plot drawings and graphic diagrams (of two or three words). Activate the ability to construct sentences of different types (narrative, exclamatory, interrogative)
To form an idea of what sounds we hear and pronounce, letters we see, read, and write. Learn to distinguish sounds by ear, isolate them, determine where the corresponding sound is in a word.
Strengthen children's ability to identify the initial sound in a word. Distinguish vowels and consonants, correctly show a schematic image of a sound, identify hard and soft consonant sounds in a word.
Improve the articulation of sounds and the differentiation of sounds that are similar in sound.
Visual memory, reasoning, attention, thinking, imagination, interest in learning to read and write.
Contribute to the development of a culture of communication: the ability to listen to other children, answer, calmly supplement answers.
Develop a caring attitude towards the eyes as an organ of vision.
Develop the ability to respond emotionally to a situation
To foster an active life position in children.
Material: computer, projector, cartoon "Baba Yaga and the Lost Letters", computer, projector, didactic games: “Make a sentence”, “Who lives in the house”, “Who is attentive”, “What word is hidden?”, “Don’t be mistaken”; set of numbers, red and green chips, basket.
Progress of classes in the senior group of kindergarten
Educator:
Winter has come again
It's getting cold.
Snowflakes are falling from the sky
And there are ice floes on the river again.
Glad, glad it's winter
She came to visit us again.
Exercise "Microphone"
Do you like winter? What do you like? (If not, what don’t you like?)
Educator. We need to tell us about winter.
We will draw up a proposal with you.
Tell me, what is a proposal? (These are 2, 3, 4 or more words that are friends with each other) Yes, children, these are several words that are friends with each other. Tell me what each stripe on the diagram means? How do we write the first word in a sentence? What do we put at the end of the sentence? Look at the sentence diagram, how many words are there?
Didactic exercise “Make a sentence”
Educator. Come up with suggestions based on this scheme. And since it’s winter outside now, let it be themed about winter. And our tips will help with this.
______ ______ ______.
______ ______ ______ ______.
And if I put a question mark at the end of a sentence, what will the sentence become? (Interrogative).
Pronounce the sentence so that they become interrogative? (3-4 answer options).
And if I put an exclamation point at the end of a sentence, what will the sentence become? (Sign)
Let's see what our old friend has prepared for us
Watching a cartoon (from minute to minute)
Visual gymnastics for the eyes
There is a reason for us to rest -
We give our eyes a rest!
We closed our eyes tightly -
it's one, two, three, four.
We open our eyes wider,
Looking at something in the distance
Again we closed our eyes -
it's one, two, three, four.
Then we open it wider,
Looking at something in the distance
Looked at in the distance
Are your eyes rested? No.
We looked to the right, to the left,
To give your eyes better rest.
Then we roll our eyes
We don't shake our heads
Left one, two, three, four.
To the right the same amount was repeated.
Look at the tip of your nose
Then look into the distance
Look sideways at your neighbor.
Right left! Come on! Well!
You'll rub your fingers
And apply them to your eyes.
And swipe lightly
And start classes again!
Watching a cartoon (from minute to minute)
Educator. I think the hedgehog won’t cope with the task without us, let’s help the hedgehog.
Didactic exercise “Enchanted words”
(Based on the first letters of the pictures, children form a word)
Watching a cartoon (from minute to minute)
Educator. It’s a pity for the letters, what could have happened to them (children’s guess)
What we can do.
Didactic game “Save the letter”
Educator. In words live (letters, and in letters (sounds) But before we start saving a letter, let's remember how a letter differs from a sound?
(We see, write, read the letter, and we hear and speak the sound)
What sounds are there? (Vowels, consonants, and vowel sounds, hard and soft)
Why are the sounds called vowels? (We sing vowel sounds, the air passes freely without encountering obstacles.)
Why are the sounds called consonants? (Consonant sounds cannot be sung, teeth, lips and tongue interfere. And there are still consonant sounds - hard and soft, voiced and unvoiced) I will name the words, and you will use cards to determine what sound they begin with.
Didactic game “Make no mistake”
The teacher names the words, the children highlight the initial sound and show the corresponding card.
Educator. Maple, willow, antenna, milk, wasp, potato, beetle, watermelon, pointer, needle, tail, tea, dinner, excavator.
Didactic game “Who is the most attentive”
Educator. I will name the sound, and you show a schematic image. If I say a vowel sound, which card will you show? What if I say a consonant sound?
Watching a cartoon (from minute to minute)
Sound analysis of words
Educator. Quickly take the chips and tell me the answer.
Has a mustache, a bushy tail and a strange habit:
First he will eat well, then he will wash his face.
Children make up sound model words-Cat.
She can be a cloud, she can be a fluff
It can be like glass, fragile and hard -
The usual say…. Water
Ripe cherries in the garden and berries in the forest,
Warm days, colorful flowers,
Gave generously... Summer
Children create a sound model of a word.
Watching a cartoon (from minute to minute)
Educator. What do little mice need to do to grow up and become strong?
Let us show them what exercises to do.
Physical education lesson “Letters”
There is a hollow in the old tree.
This is the house of the letter o.
(Children make circular movements with their hands.)
Next to her on the bitch
The letter U has perched.
(Squat down.)
Visit them from afar
The letter A came running.
(They run in place.)
The letter I has arrived
On the back of a sparrow.
(They wave their arms like wings.)
The letters began to have fun:
And laugh and spin.
Then they jump a little,
Then they clap their hands,
Then they will sit down to rest,
(Children accompany the text of the poem with appropriate movements.)
Watching a cartoon (from minute to minute)
Educator. To find the letters, we need to complete the task
Exercise “Match the word to the diagram”
Educator. How can the mouse cope without us, it’s very small.
Didactic exercise “Which word is hidden?”
Ma - raspberry, mother, car, Masha, tangerine, etc.
Educator. And here is grandma's house
Watching a cartoon (from minute to minute)
Didactic exercise “Silence”
Educator.
Let's play the silent game,
Take cards with numbers,
Divide words into syllables.
The teacher names the word, and the children show a card with a number corresponding to the number of syllables in the word.
Watching a cartoon (from minute to minute)
Didactic game “Who lives in the house”
Children put the pictures into houses with numbers depending on the number of syllables in the word.
Watching a cartoon (from minute to minute)
Educator. We are good at this - we can help.
Didactic exercise “Finish the word”
But-but-but - the sun is shining in... the window
Sa-sa-sa-sa - look at the wasp flying...
Ma-ma-ma - it’s cold... winter.
Lo-lo-lo - the ground is covered in snow...
La-la-la the earth became white.
As-as-as - winter has come to... us,
Sa-sa-sa which is all around... beauty!
As-as-as - a snowball is falling on... us,
Si-si-si- froze... noses.
Fizminutka
Winter has already come to us, (clap)
Cool winds blow (“blow” with their hands on themselves)
Snow is blowing, sweeping, sweeping, (wave your arms)
Everything around is covered in snow, (circle around yourself)
There is a lot of snow in the yard, (raise your hands up)
Let's start a fun game. (Imitate sculpting snowballs)
Watching a cartoon from minute to minute
Bottom line. Reflection
Educator. Children, did you like our adventure? If you liked it, take a green chip, if something was wrong, take a red one and put it in the basket (children say what they liked or didn’t like about the activity, which task was easy and which difficult in their opinion. )