Introducing the letter I. Lesson summary on Teaching literacy. Primary school XXI century.
Topic: Introducing the letter “I, I.”
Purpose of the lesson: To introduce students to the vowel letter “I, I” and its “work” - to indicate the sound [a] and indicate the softness of the consonant in front. To practice the ability to conduct sound analysis of a word with determining the quality of sounds in a word (vowels, hard and soft consonants). Develop phonemic awareness and speech of students. Fostering children's interest in cognitive activity and learning.
Equipment: cartoon “Letter I”; interactive whiteboard, flipchart with squares for sound analysis.
During the classes
Organizing time.
Repetition. Exercise in hearing sound [a]. - If the word has the sound [a] - clap your hands. Tulip, cornflower, ficus, rose, poppy, phlox, lily of the valley.
III. Updating knowledge. - Let's remember what letters there are. (Vowels, consonants are hard, consonants are soft.) - How we designate them. (Vowels are in red, hard consonants are in blue, soft consonants are in green.)
IV. Lesson topic message. “I have two words in mind, but I must first create their sound patterns. These words are poppy and ball. Schemes are drawn up on the board and in notebooks. — In the word poppy, the sound [m] is hard, but in the word ball it is soft. Why did this happen to us? This happened because the letter “I” has magical properties; it makes the consonant sound in front of it soft. The sound [ch'] is always soft and this soft consonant sound does not have a hard pair. - What is the topic of our lesson? (Introduction to the letter “I, I.”) Watching the cartoon “Letter I.”
V. Learning new material. Work according to the textbook. Primer (p. 32-33). (Work on the interactive whiteboard). — Let’s remember the rule for writing the letter “I”: We hear the sound [a], but after soft consonants we write the letter “I”. Sound analysis of the words “five”, “melon”, independently designate the sound [a] after soft consonants with the letter “ya”.
— The letter “i” is similar to the letter “a”, but how is it different? (It denotes the same vowel sound [a], but the letter “a” indicates the hardness of the consonant, and the letter “i” indicates softness.)
VI. Physical education minute. Along the path, along the path: We gallop on our right leg. And along the same path, we gallop on our left leg. Let's run along the path and reach the lawn. On the lawn, on the lawn We'll jump like bunnies Stop! Let's rest a little and go home on foot.
VII. Work according to the textbook. - We took a little break, let's try to compose a story from the pictures. - Look at the pictures on p. 33; we will mark each spoken sentence with a stripe. - Now let’s “read” these sentences.
VIII. Consolidation of new material. — Our next task is solving a crossword puzzle.
VIII. Fixing the material. Work in a printed notebook. Work in the notebook “I am learning to write and read” p. 23. Task 1: color the picture.
Task 2: working with models of the words “ball”, “kittens”.
IX. Lesson summary. - What letter did we talk about in class today? - What sounds represent this letter? We need the letter a and the letter i for the sound [a].
X. Reflection. — What did you especially like and remember? — In what mood do you leave the lesson?
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Attached files
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Summary of a literacy lesson, introduction to the letter Yaya Program School of the 21st century
The summary was compiled by the primary school teacher of the Municipal Budgetary Educational Institution "Karagalinskaya Secondary School" Mukhamedova Gulchira Absattarovna Academic subject: Teaching literacy Class 1 "Primary School XXI" The topic of the lesson is "Acquaintance with the letter I I" (first lesson) The purpose of the lesson: to introduce the letter I, I and its work, to designate sound and indicate the softness of the consonant in front.
To practice the ability to conduct a sound analysis of a word with determining the quality of sounds in a word (vowel, hard and soft consonant). Develop phonemic awareness and speech of students. To foster in children an interest in cognitive activity and learning. Equipment: presentation, pictures, chips, letters for everyone. Lesson progress Organic moment. Now let's start the lesson with a sound warm-up. Say each word, if there is a sound [a], then clap your hands. (slides (1-4) 3. Actualization of knowledge - Let's remember what sounds there are? (vowels and consonants) - What consonant sounds are there? (hard and soft) ) -What chip do we denote a soft consonant sound? -What chip do we denote a hard consonant sound? -What chip do we denote vowel sounds? -And now Vdovin Vova will read to us an excerpt from Victor Lunin’s poem “I once saw it myself.” I once saw it myself Yak flew in heaven, I'm not lying, believe me, I saw it in a dream. (5 slide) Vocabulary work: - Guys, are you familiar with the word Yak Yak is an animal with a long body and short legs. The yak is from the family of real bulls. Look, what does this animal look like. (show a photograph, picture, drawing at the discretion of the teacher) - Vika, please tell me what letter does each line in the poem passage begin with? (me) 4. Who guessed what letter we will meet today? - Correct , today we will get acquainted with the letter I. -Look what it looks like. (6th slide) -What elements does the letter I consist of? (straight, semi-oval, oblique) -Which direction does the letter I face? -Let's show the letter I together. They sat down quietly _ And now they opened the primer on page 32 (three, two) - Guys, what can’t you play football without? -And now we will perform a sound analysis of the word ball together. -Put the chips in front of you. The diagram of the word ball consists of how many windows? (three) - So how many sounds are there in the word ball? (3) — Let’s pronounce the word ball so that we can clearly hear the first sound. -What is the first sound in a word? (Consonant) -How do we pronounce it? (softly) -What kind of chip do we designate? (green) -Now let’s pronounce the word so that we can clearly hear the second sound? -What is the second sound? (a) -Is it a vowel or a consonant? (vowel) -Why? (the air comes out freely without obstacles) _What kind of chip do we denote? (red) -Remember the rule of the Russian language. The sound [a] after a soft consonant is never denoted by the letter a; after a soft consonant it is denoted by the letter i. _ You each have the letter I on your table, put it under the red chip. -pronounce the word so that the third sound is clearly heard -What is the third sound? (h) -How do we pronounce it? (with an obstacle) -What sound is that? (consonant) -Now determine hard or soft? (soft) -what kind of chip do we denote? (green) The sound [h] does not have a hard pair, it is always soft - Now let’s warm up with the funny little people? Everyone stand up. I will ask riddles, and you will show the answer with the movement of a cheerful little man (according to the Bazarny program there are cheerful little men, I hang them on the wall under the answers) 1. White House With a yellow tenant. The house is cracking, the tenant is squeaking. What kind of house is this? We show. (egg) 2. I won’t tear off the rosy nesting doll for anything, I’ll wait until the nesting doll falls into the grass on its own. (apple) Always in the mouth, not swallowed. (language) - guys, what unites all three words? (they start with b weburok.com
Lesson summary “Teaching literacy. Introducing the letter "s". 1st grade. UKM "School of the 21st century".
Literacy lesson 1st grade. UKM "School of the 21st century"
Topic: introduction to the letter “Y”.
Purpose: to introduce the letter Y, the sound y
Objectives: *educational: introduce the sound s and a graphic example of the letter, develop sound analysis skills; * developing: develop speech breathing and voice strength, phonemic hearing, spatial perception, develop smooth reading skills, expand students' vocabulary, develop concentration and voluntary switching; *educational: to cultivate respect for the opinions of comrades, respect for each other, the ability to listen and hear another person.
During the classes.
1.Organizational moment.
2. Updating knowledge. — Guys, listen to the poem and try to determine the topic of today’s lesson.
Our story without the letter Y is like a lawn without grass. Or, say, a treat without quince and without halva. But great minds, including, of course, us, have never heard of a word starting with the letter Y.
They, and we, and you, remembered unsuccessfully And wept inconsolably s-s-s-s-s! - Guys, who guessed what the topic of today's lesson is? (introduction to the letter “Y”) Slide 1. - Well done! Let's formulate the goals of the lesson. (Learn to hear Y in words, learn to make a sound diagram of words, learn to pronounce the sound Y correctly.)
- You will find out who came to our lesson and brought the duty letter on his tail by guessing the riddle. She lives in water. There is no beak, but she pecks. (fish)—picture. 3.Work to consolidate what has been learned. — To create a sound pattern for the word “fish,” let’s remember the algorithm for working on the sound pattern. ALGORITHM 1. I pronounce the word. 2.I determine the number of sounds. 3.I analyze the sounds in order. 4.I determine the location of the new sound. 5. I designate a new sound.
4.Independent work. Working on a diagram of the word “fish” according to an algorithm - they work independently in the field, one student works at the board. We check the board. - Now let’s determine the position of the letter Y on the “ribbon of letters.”
5.Formation of new knowledge.
Slide 2. - Look at the screen and answer, what does the letter Y look like? (guys answers)
Slide 3. Reading a poem in chorus, the student at the screen follows with a pointer. Here's an axe. The log is nearby. It turned out exactly what we needed. The result is the letter s - We all should know it.
- So what does the letter Y look like? — What else is the letter Y compared to? We’ll find out from the poem on the board. ON THE DESK. They read in chorus, the student at the blackboard follows with a pointer.
S...What a fatty you are! Your tummy is like a pillow. To make it easier for her to walk, she had to get a stick. (Children answer the question)
- Now let's play. Game ". Hear the sound." If a word has a new sound, the guys clap their hands. If there is no sound, they are silent. Fish, jump rope, cube, letters, desk, roof, dad, postcard, birds. ON THE DESK. Read a poem in chorus. -What other words could be added to our game, we learn from the poem?
This bkuva happens at the end and in the middle. At the end there is cabbage, rutabaga, and in the middle there is melon. The guys answer the question posed before reading. —And now we will hold a competition in groups “Who can come up with the most words with “Y”. - What part of the word cannot contain the letter Y, do you think? (guys' assumptions) - Now we will find out which of the guys is right. Let's read the poem.
ON THE DESK. They read a poem in chorus, the student at the blackboard follows with a pointer.
We asked the painters: - Tell me, painters, Where can I find a dozen words that contain the sound “y”? The painters answered us: “There is no such case that the sound “y” would ever appear at the beginning of a word!”
(The guys answer the question posed before reading.)
6.Independent work. Work in pairs. Work according to the textbook on p. 55. "Solve the crossword." The teacher keeps in touch with the children using the form of an open palm “It’s clear - it’s not clear.” Summing up the results of the work. SELF-ASSESSMENT - Raise your hand, those guys who guessed all the words. Well done! Etc. - Name all the words that you came up with. (Cheese, goats, pumpkin, beads.)
7. Reflection. ON THE DESK. They read in chorus. In the Russian language, alas, there are no words starting with “y”. - So, what conclusion can be drawn from these lines? Does the Russian language have a capital letter “y”? - Why?
8. Summing up the lesson.
- Let’s summarize the lesson using the words: I understood... I learned...
I learned... I remembered...
9.Self-assessment for the lesson.
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