Lesson notes: sound analysis of words in high school. Summary of a literacy lesson in the senior group (sentence, sound analysis of words): “Surprise from the Know-It-All. Teaching preschoolers literacy
Target:
Strengthen the ability to conduct sound analysis of words, qualitatively characterize sounds;
To consolidate knowledge about the meaning-distinguishing role of sound;
Learn to compare words by sound composition;
Continue learning, find words with the given sound.
Material:
1) Demo:
board
pointer
5-sound circuit
red, blue, green chips
pictures (mice, bears, foxes, onions)
train
models of words - picture names.
2) Dispenser:
5 sound patterns
Chips of red, blue, green colors
Progress of the lesson:
I. Game moment: “Train travel to the land of sounds and words”
Guys, today you will all be passengers, and we are going on this train on a journey to the “land of sounds and words.” Is everyone ready to travel? Nobody left behind the train? Train departs.
First stop “Sound”
“Children, you know that people communicate using words, and words are made up of sounds. Let's remember what sounds are there? (children's answer)
Questions:
What sounds are called vowels?
Who can name the vowel sounds? (listing)
Think of words that begin with a vowel sound. (examples of children)
What sounds are called consonants?
Name the consonant sounds.
Think of words that begin with a consonant sound.
Well done! Now, guys, guess the riddle.
I'm asking a riddle about a fox:
"Lives in the forest,
He eats game and gets into the chicken coop,
It’s called a cunning beast” (showing pictures)
-What is the first sound in this word? (children's answers)
Now listen to another riddle. I'm making a riddle about onions:
“Grandfather is sitting, dressed in a hundred fur coats,
Who undresses him?
He sheds tears"
- What is the first sound in this word? (hard consonant)
I will invite the children to first come up with words that begin with a soft consonant sound, and then with a hard consonant. (examples of children)
Well done! So you and I remembered that sounds are soft and hard consonants.
II. Well, now our journey continues.
Next stop: "Word Station"
Guys, you and I say a lot of different words all day long, and at this stop one word is hidden. Guess which one for yourself after guessing my riddle. Riddle about the mouse:
"Little ball"
He's groping under the shelf."
- Who is this riddle about? (children's answers)
That's right, about the mouse, and now let's look for the sounds that live in this word.
Sound analysis of the word: “mouse”
At the board, the word is analyzed by 5 people called in turn. The rest of the children work locally.
Questions:
How many sounds are in a word?
How many sounds are in a word?
How many consonants are there? Name them.
How many vowel sounds? Name them.
How many syllables are there in this word? Divide the word into syllables.
I will ask the children to name words that can be divided into 2 syllables. (children's examples) Playing with sounds. Next, I invite the children to compare the words “Mouse” and “bear” according to their sound composition. I propose to identify the same sounds in words and different ones.
Questions:
Name the same sounds in words.
Name the different sounds. (children's answers)
Independent analysis of the word: “bear” on the ground (In secret)
You and I have been sitting too long, it’s time to relax. And here is the next stop on our way: “Sportivnaya”. (physics lesson: the mouse gives tasks to the children)
III. Our journey continues and the next stop: “Guess”
Children, it happens in life that not all people can pronounce sounds correctly, so the words come out incorrectly (with errors). If you pronounce one sound incorrectly, you end up with a different word. I’ll now read you a poem in which “the sound got lost.” But guess what the sound is like. Poem reading:
“The snow is singing, streams are flowing,
Are doctors sitting on the branches?
Questions:
What sound is lost?
How should I say it correctly?
Correct reading of a poem by children.
Working with models and subject pictures at the board.
Guys, our journey is coming to an end and the last stop: “Let's play”
The game is played: “Shop”.
You came to the store for groceries. You can buy those of them whose names contain the sound “C”, and then “C*”. What will you buy? (children's answer) a chip is given for each correctly named word. This concludes our journey.
Sections: Working with preschoolers , Competition "Presentation for the lesson"
Keywords: literacy training
Presentations for the lesson
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Goal: to develop in children the ability to compose a sound analysis of a word, compare words by sound composition.
Tasks:
- to train children in the ability to form words, focusing on the first sounds in words;
- to consolidate in children the ability to pronounce a word in accordance with the movement of the pointer according to the diagram of the sound composition of the word;
- introduce children to a consistent sound analysis of the word “house”;
- exercise children in comparing words by sound composition, based on the diagram;
- consolidate the idea of the proposal;
- develop fine motor skills;
- to cultivate organization, discipline, the ability and desire to independently help each other, to kindly evaluate the activities of peers and the results of their activities.
Handout and demonstration material: slides (picture of children; picture-diagram of the word “house”), cards of three-sound words, envelopes with chips; notebooks, simple pencils; paper blanks (by tearing off) geometric shapes.
Types of activities: cognitive, communicative, gaming, motor.
Progress of the lesson
1. Didactic game "What are their names?" A picture of children is presented in front of the children (Annex 1). The teacher invites the children to guess the names of the children depicted in the picture.
Teacher: Guys, let's play the game "What are their names?" Look at the picture, who is depicted in it?
Children: It depicts children.
Teacher: I suggest you guess the names of the children depicted in the picture. To do this, you must carefully look at the object pictures that will appear on the board, and make up names based on the first sounds in the words ( children make up names based on object pictures).
Reference pictures:
- Ball, duck, fish, orange - Shura;
- Mouse, bus, cone, antenna - Masha;
- Hand, wasps, poppy, bus - Roma.
Teacher: Well done, you did a good job.
2. Teacher: In the last lesson, you learned to find sounds in the word “poppy”, you learned to pronounce the word so that every sound in it was clearly audible. Let's remember what sounds are in the word "poppy". How many sounds are in a word?
Children: the word "poppy" has three sounds.
Teacher: what sound is the first?
Children: the first sound is "m"
Teacher: what sound comes second?
Children: the second sound is “a”
Teacher: what is the third sound?
Children: third sound "k"
Teacher: Well done! Look at the board, what is shown on it? (Appendix 2)
Children: “house” is shown on the board
Teacher: Let's determine how many sounds are in the word "house", based on the diagram under the picture?
Children: the word “house” has three sounds.
Children: the first sound in the word house is “D”
Teacher: what is the second sound?
Children: the second sound is "O".
Teacher: When pronouncing it, nothing interferes with us, neither lips, nor tongue, nor teeth, it stretches out and is sung. We say it loudly. What is the third sound?
Children: the third sound in the word "house" is "M"
Teacher: Guys, let's say the word "house" in accordance with the movement of the pointer. Well done!
Now determine which sounds in the words “poppy” and “house” are the same?
Children: the words “poppy” and “house” have the same sound “M”
Teacher: Where is this sound in the word “poppy”?
Children: at the beginning of the word
Teacher: In the word "house"?
Children: in the word "house" at the end of the word.
Teacher: Find sounds in the words poppy and house, when pronouncing which nothing interferes with us, they stretch out, are sung, pronounced loudly and quietly
Children: these are the sounds "A" and "O"
Physical education minute. Game "Let's say hello in different ways"
Teacher: Let's have a little rest and play the game "Say hello in different ways"
Hello Friend! (shakes hands)
How are you doing? (pat each other on the shoulder)
Where have you been? (tugging each other's ears)
I missed! (fold arms over chest near heart)
You came? (spread arms to the side)
Fine! (hug)
3. Teacher: We had a little rest.
Guys, come up with a two-word sentence with the word “Mac” and write it down using graphic lines.
Children: Beautiful poppy. Red poppy.
Teacher: Now make up a three-word sentence with the word “house” and also write it down graphically.
Children: Big, beautiful house. There is a big house. Our house is tall.
Game exercise "Little Architect".
Teacher: Well done! Let's play the game "Little Architect" ( laying out a house from geometric shapes prepared by tearing paper along the contour). You have paper blanks of geometric shapes on your tables. You need to build a house. ( children's work).
4. Summary of the lesson
Teacher: What did we do in class today? (Children's answers)
Who do you think took a more active part in the lesson today, who excelled, who worked well? (Children's answers) Now let's applaud those guys who did a good job!
Tasks: teach preschoolers to determine the presence of a given sound and its place in a word; practice dividing words into syllables; continue to teach children to distinguish and correctly use the terms “sound”, “letter”, “syllable”, “word”; ; learn to read syllables; strengthen the ability to write block letters; consolidate knowledge about the word-distinguishing role of sound; develop phonemic perception, auditory control of speech; : auditory and visual perception, memory, attention; mental operations - analysis, synthesis, generalization; cultivate endurance, .
Equipment:"sound house" cards with images of sounds; cards with the image of a “fox” for sound analysis; task cards (3 types); toys and objects: ball, car, tape recorder, gnome, hedgehog, dog, hare, mouse; “portrait” of Dunno in a frame; simple pencils; individual sets with chips for sound analysis of words.
Progress of literacy classes for children with special needs
Educator (V.). Guys, today we will play with words. Let's play the game "Echo". I will pronounce the words, and you will repeat after me only the first sound: whale, cat, sled, needle, alphabet, varnish, scissors.
Well done! And now I will pronounce the words, and you repeat after me only the last sound: whale, cat, sled, needle, alphabet, varnish, scissors.
Dunno enters.
Dunno. And I want it too! Can I come with you?
IN. We, Dunno, have unusual games, but smart ones, with words. Do you know what sounds and letters are?
Dunno. I know! Sounds happen when you play the trumpet. They are so loud! And the letters are probably buns that are so big and tasty.
IN. But this is wrong. Who taught you this?
Dunno. Nobody taught me. I want to learn, so I came to you.
IN. Guys, let's tell Dunno everything we know about sounds. What are they? (Vowels and consonants.) What vowel sounds do we know? (Ah, oh, y, s, and, uh...). Why are they called that? (Show symbols for vowel sounds.) What are the different consonant sounds? (Voice and voiced.)
Why are they called that? Repeat the following sounds after me: [p, f, t, k, s, w]. What sounds are these? (Show symbols.) Repeat the following sounds after me: [b, c, d, d, h, g]. What sounds are these? (Show symbols.) What other consonant sounds are there? (Soft and hard.) Let's play the "Name the Pair" game. I will call the hard sound, and you call me the paired soft sound (the game is played with a ball).
Dunno plays this game with the children and gives incorrect answers, the children correct him.
Dunno. This is not a good game. Let's play with the pictures I brought.
IN. Please show me your pictures. A very interesting task: the names of which objects begin with the same sound. You need to connect these pictures with lines.
The children and Dunno complete the task.
IN. Guys, let's check how Dunno coped with this task (check Dunno’s work and correct errors).
IN. Well done! Now guess the riddle.
Cunning cheat
red head,
A fluffy tail is a beauty.
Who is this? (Fox.)
Right. Let's show Dunno how we can parse a word by its sounds.
(A sound analysis of the word “fox” is carried out.)
The teacher suggests pronouncing this word so that everyone can clearly hear the first sound. Then asks what sound that is (consonant, soft) and what kind of chip can be used to designate it (green). The analysis of other sounds is carried out similarly. The diagram of the word is laid out on the board and at the same time work is going on at the tables.
Dunno. Thank you, you taught me. Now I myself can divide a word into sounds. Look. Hand. Hand. Right?
Children. No, that's not right. You divided the word into syllables.
IN. Dunno, imagine that a word is a house for sounds, and syllables are rooms in this house. The most important sound in a syllable is... (children finish - “vowel”). It is he who creates the syllable. The guys and I will show you how sounds work together and how syllables are formed. Let's play with live sounds.
Distribution of roles: children become sounds - [b, a, o, y, s, i]. Child (sound b) take turns placing vowel sounds on the flower petals, pronouncing the syllables that come out (ba, boo, bo, would, bi).
Dunno. Oh, how interesting! Can I try? Can I be the sound [m]?
Dunno. I remembered! I still have pictures! But I don't know what to do with them.
IN. Show the guys, maybe we can figure it out together? Dunno takes out cards with images of a watermelon, a drum, a beetle, a bucket, a butterfly, a pear, and under them there are circles in a row. You need to complete the following task: name what is depicted and fill in as many circles as there are syllables in this word.
IN. Well done, Dunno. And now, guys, and you, Dunno, listen to the poem and be very careful, in some words the sounds are lost. Guess what sounds need to be returned to their rightful place, name the words that, in your opinion, should be in the poem.
It is unknown how it happened
Only the letter got lost:
Dropped into someone's house
And he rules it!
But I barely got there
Naughty letter
Stranger Things
Things started to happen...
They say one fisherman
I caught a shoe in the river.
But then he
The house is hooked (catfish)!
I sewed a shirt for a cone (to the bear),
I'll sew some pants for him.
IN. Okay guys, you have returned the sounds correctly to their places. Dunno. Well, I've already learned to read. I see a picture and read a word.
IN. And if there is no picture, how will you read it? Guys, tell Dunno what he needs to know in order to be able to read. (Letters.) We already know a lot of letters. So let's remember the task: you need to insert the missing letter into the diagram.
Dunno(sits saddened). I realized that I still had to go to school. I'll go study.
IN. Wait, Dunno, the children want to give you a toy as a souvenir, but now you have to guess it: there is a sound in the name of this toy [m]. (Children help choose toys whose names have a sound [m]: tape recorder, car, gnome, mouse.) The name of this toy consists of three syllables. Dunno. Car.
IN. Well done, Dunno. You guys are also great, you taught Dunno how to divide words into syllables.
Dunno. Thank you guys, now I know what a sound is and what a syllable is. I even remembered some letters. And you are all great.
Summary of a literacy lesson in the senior group for children with special needs “Sound and syllabic analysis of words”
Teach preschoolers to determine the presence of a given sound and its place in a word; practice dividing words into syllables; continue to teach children to distinguish and correctly use the terms “sound”, “letter”, “syllable”, “word”; continue to introduce children to letters; learn to read syllables; strengthen the ability to write block letters.
Objectives: to teach preschoolers to determine the presence of a given sound and its place in a word; practice dividing words into syllables; continue to teach children to distinguish and correctly use the terms “sound”, “letter”, “syllable”, “word”; continue to introduce children to letters; learn to read syllables; strengthen the ability to write block letters; consolidate knowledge about the word-distinguishing role of sound; develop phonemic perception, auditory control of speech; develop mental processes: auditory and visual perception, memory, attention; mental operations - analysis, synthesis, generalization; cultivate self-control, the ability to listen and hear each other, and not interrupt a friend.
Equipment: “sound house”; cards with images of sounds; cards with the image of a “fox” for sound analysis; task cards (3 types); toys and objects: ball, car, tape recorder, gnome, hedgehog, dog, hare, mouse; “portrait” of Dunno in a frame; simple pencils; individual sets with chips for sound analysis of words.
Progress of the lesson
Educator (V.). Guys, today we will play with words. Let's play the game "Echo". I will pronounce the words, and you will repeat after me only the first sound: whale, cat, sled, needle, alphabet, varnish, scissors.
Well done! And now I will pronounce the words, and you repeat after me only the last sound: whale, cat, sled, needle, alphabet, varnish, scissors.
Dunno enters.
Dunno. And I want it too! Can I come with you?
V. We, Dunno, have unusual games, but smart ones, with words. Do you know what sounds and letters are?
Dunno. I know! Sounds happen when you play the trumpet. They are so loud! And the letters are probably buns that are so big and tasty.
V. But that’s wrong. Who taught you this?
Dunno. Nobody taught me. I want to learn, so I came to you.
V. Guys, let's tell Dunno everything we know about sounds. What are they? (Vowels and consonants.) What vowel sounds do we know? (Ah, oh, y, s, and, uh...). Why are they called that? (Show symbols of vowel sounds.) What are the different consonant sounds? (Voice and voiced.)
Why are they called that? Repeat after me the following sounds: [p, f, t, k, s, w]. What sounds are these? (Show symbols.) Repeat after me the following sounds: [b, c, d, g, z, g]. What sounds are these? (Show symbols.) What other consonant sounds are there? (Soft and hard.) Let's play the "Name the Pair" game. I will call the hard sound, and you call me the paired soft sound (the game is played with a ball).
Dunno plays this game with the children and gives incorrect answers, the children correct him.
Dunno. This is not a good game. Let's play with the pictures I brought.
B. Please show me your pictures. A very interesting task: the names of which objects begin with the same sound. You need to connect these pictures with lines.
The children and Dunno complete the task.
Q. Guys, let's check how Dunno coped with this task (they check Dunno's work and correct mistakes).
V. Well done! Now guess the riddle.
Cunning cheat
red head,
A fluffy tail is a beauty.
Who is this? (Fox.)
Right. Let's show Dunno how we can parse a word by its sounds.
(A sound analysis of the word “fox” is carried out.)
The teacher suggests pronouncing this word so that everyone can clearly hear the first sound. Then he asks what sound it is (consonant, soft) and what chip can be used to indicate it (green). The analysis of other sounds is carried out similarly. The diagram of the word is laid out on the board and at the same time work is going on at the tables.
Dunno. Thank you for teaching me. Now I myself can divide a word into sounds. Look. Hand. Hand. Right?
Children. No, that's not right. You divided the word into syllables.
V. Dunno, imagine that a word is a house for sounds, and syllables are rooms in this house. The most important sound in a syllable is... (children finish with “vowel”). It is he who creates the syllable. The guys and I will show you how sounds work together and how syllables are formed. Let's play with live sounds.
Distribution of roles: children become sounds - [b, a, o, y, s, i]. The child (sound b) takes turns placing vowel sounds on the flower petals, pronouncing the resulting syllables (ba, bu, bo, by, bi).
Dunno. Oh, how interesting! Can I try? Can I be a sound [m]?
Dunno. I remembered! I still have pictures! But I don't know what to do with them.
Q. Show the guys, maybe we can figure it out together? Dunno takes out cards with images of a watermelon, a drum, a beetle, a bucket, a butterfly, a pear, and under them there are circles in a row. You need to complete the following task: name what is depicted and fill in as many circles as there are syllables in this word.
V. Well done, Dunno. And now, guys, and you, Dunno, listen to the poem and be very careful, in some words the sounds are lost. Guess what sounds need to be returned to their rightful place, name the words that, in your opinion, should be in the poem.
It is unknown how it happened
Only the letter got lost:
Dropped into someone's house
And he rules it!
But I barely got there
Naughty letter
Stranger Things
Things started to happen...
They say one fisherman
I caught a shoe in the river.
But then he
The house (catfish) was hooked!
I sewed a shirt for a pine cone (bear),
I'll sew some pants for him.
Q. Okay, guys, you have correctly returned the sounds to their places. Dunno. Well, I've already learned to read. I see a picture and read a word.
Q. And if there is no picture, how will you read it? Guys, tell Dunno what he needs to know in order to be able to read. (Letters.) We already know many letters. So let's remember the task: you need to insert the missing letter into the diagram.
Dunno (sits saddened). I realized that I still had to go to school. I'll go study.
V. Wait, Dunno, the children want to give you a toy as a souvenir, but you have to guess it: the name of this toy has the sound [m]. (Children help choose toys whose names contain the sound [m]: tape recorder, car, gnome, mouse.) The name of this toy consists of three syllables. Dunno. Car.
V. Well done, Dunno. You guys are also great, you taught Dunno how to divide words into syllables.
Dunno. Thank you guys, now I know what a sound is and what a syllable is. I even remembered some letters. And you are all great.
