MAGAZINE Preschooler.RF
Summary of an open literacy lesson “Proposal”Educational institution: MBOU DOD "CDT "YUZHNY" .
Teacher: Prudnikova Ekaterina Valerievna.
Type of lesson: consolidation of the material covered, learning new material.
Progress of the training session:
Greetings.
/The teacher enters the office dressed as Vasilisa the Wise to the music/
Teacher: Hello, guys! It's me again -
Wise girl
A jack of all trades.
I can do everything here and there
The name is Vasilisa! Today we will continue to travel through a magical land called..?
Teacher: Correct.
Far, far away, beyond the mountains, beyond the seas, beyond dense forests, beyond distant lands, in the Thirtieth Kingdom, in the Far Far Away State, there is a huge country,
It's called “Grammar” .
Teacher: But to get there we will need transport, but not simple, but what kind..?
Teacher: Of course, these are magic horses.
/The teacher asks the children to get up from the tables, hands out toy horses/
Organizes repetition of covered material
— orally:
Evaluates the work of a group of students (verbally)
Determines the activity of children, draws conclusions about their preparation.
Teacher: But these horses won’t just gallop. In order for them to take you and me to a magical land, we need to complete a task. You are ready?
Joke game
Where do you find errors?
/For mushrooms/
We played a little under the spreading oak tree and with a basket of mushrooms we went on foot to the forest.
The forest was dozing. Only the woodpeckers sang and the rooks whistled. A motorcyclist was riding a bicycle past us.
He says: -Where are you going? “For mushrooms,” he answers. -You probably won’t find:
They are not in the forest yet. And we went into the thicket of the forest - There are mushrooms. Such - wow! Unfortunately, at that time we
We didn't find any. Still, we managed to fill our small body. We sat near the spruce tree
And we went home.
Teacher: You completed the task, well done! We give me the magic horses and sit down in our seats.
So we found ourselves in the kingdom-state “Grammar” , where neither people nor animals live, but sounds, words, sentences, text.
As you already know, our speech consists of sentences. The beginning of a sentence is always capitalized. Words in a sentence are written separately. At the end of the sentence there is a period. Or you can put...
Teacher: Okay. If the sentence ends with “.” , then what is it?
If «?»
If «!»
Teacher: What does a sentence consist of?
What needs to be done to get an offer?
That's right, you need the words to become friends.
Performing an oral exercise.
There are pictures on the board. Make up any sentences with these words (doll, ball, tree).
After completing the task, the teacher changes the pictures. Now they hang on the board (chair, window, vase, rooster),
Work at the board. There are pictures on the board: butterfly, fish, candy, soap, ship. And 5 sentences are written. You need to complete the sentence by attaching the desired picture.
- I have a sweet tooth and really love_____.
- I swim like______.
- To wash my face cleaner, I take ______.
- ________ is resting on a flower.
- ________ floats on the sea.
Physical education minute:
We gather the kids to play a game. Show me, guys, how animals live in the forest. How the little fox wakes up
Like a baby squirrel washes itself, Like a little hare gallops, Like a wolf cub runs.
Teacher: We did forest exercises, well done. Now it's time to learn something new. Is everyone ready to listen carefully?
Teacher: Okay!
Teacher: Do you guys know that you can “Draw” ?
Teacher: Very simple. We will denote all the words in a sentence with dashes /draws on the board/, like this ________.
As many words as there are in a sentence, we will draw as many lines. We will mark capital letters with a stick /draws on the board/, like this I. Well, at the end of the sentence we will definitely put what?
Work at the board.
Teacher: Now look carefully at the board and answer me how many words are in the sentence.
I____ _____ ______.
I______ ______?
I______!
Teacher: Well done. Now you need to come up with a proposal using reference pictures and draw a diagram of the proposal:
Conversation, generalization and systematization of knowledge acquired on the topic “Proposal” .
Teacher: Well done. Today we learned that you can also draw a sentence, that is, draw up a diagram of the sentence. We'll talk more about the proposal scheme another time, but now it's time to go back.
And the magic horses will help us with this again.
/The teacher asks the children to get up from the tables, hands out toy horses/
Teacher: So we came back. And it’s time for me to return to the fairy tale, see you again!
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Lesson in a pre-school literacy group: “Sentence”
Literacy training
Topic: Proposal.
Purpose: - to introduce children to the concept of “sentence”;
- learn to isolate sentences from the flow of speech, divide a sentence into
words;
— introduce the rules for highlighting the boundaries of a sentence through symbols;
- learn to compose sentences from words given in a different sequence;
- develop attention, thinking, fine motor skills of the hands.
Progress of the lesson.
1. Org. Moment.
2. Statement of the topic and goals of the lesson.
3. Work on a new topic Conversation.
How do people communicate with each other? (children may give different answers). Is one word enough to express your THOUGHTS? People convey messages to each other using speech. In order for Our speech to be understandable, the words must be connected with each other. Listen to what I said: “Mama cook a delicious dinner.” Do you understand what THOUGHT I wanted to express with these words, i.e., what I wanted to say?
I said separate words, unrelated to each other. Let's try
tell them: “Mom is cooking a delicious dinner.” What did you learn from my message?
Such elephants, connected in meaning and expressing a complete THOUGHT, are called “Sentence”.
4. Work in notebooks using subject pictures. Making sentences from two words: A diagram is drawn.
The girl is swinging. — The boy is running.
The girl is jumping.
The boy draws.
Conversation based on pictures.
Tell me, what is the girl doing? (The girl sways).
You said two words: the first is “girl”, the second is “swings”. You've got a sentence that says what the girl is doing. This sentence can be “written” using conventions: the first word in a sentence is always indicated by a rectangle with a dash on the left (this means that the first word in a sentence is always written with a capital letter). We will also denote the second word in the sentence with a rectangle, but without a line, and place it at a distance from the first (the words in the sentence are pronounced separately). At the end of the sentence we put a period (the teacher lays out or sketches a diagram on the board). We have a sentence diagram consisting of two words. The same scheme is in your notebooks. Many sentences can be made using this scheme. Come up with sentences about the other children (analysis of each, highlighting the first and second words).
5. Physical exercise.
6. Working with a notebook.
Come up with as many sentences as possible based on this picture (the children come up with them, the teacher, following the analysis, sketches their diagrams on the board).
-You came up with a lot of proposals. Each sentence expressed your thoughts, i.e. what you came up with while looking at the picture.
Teacher (in a whisper): “I’ll tell you a little secret that not all children know: your thoughts are invisible, and the words that you and I pronounce are like clothing for our thoughts. “Having dressed” in an elephant, they become VISIBLE (understandable) to everyone.”
7. Compiling a sentence from words given in a different form and sequence: birds sing loudly; fluffy snow falling; laugh boy having fun.
8. Completing a graphic task in a notebook.
VII. Summarizing.
-People communicate using speech. Speech consists of sentences. A sentence is words connected to each other that express a complete thought. The first word in a sentence is indicated by a rectangle with a dash, the word from the word is written at a distance, and a period is placed at the end of the sentence.
Topic: Word. (How do the words sound)
Target:
•exercise children in naming words independently;
• learn to listen closely to words, find similar and different sounding words;
• show that words sound because they consist of sounds and that the sounds in a word are different;
• learn to complete missing words and sounds;
• develop phonemic hearing, attention, memory.
Material: Parsley, object pictures, sound ruler, alphabet notebook.
1. Each child calls the first sound of his name in a chain, pass and sit down.
II, Our guest is Parsley. He brought poems, but they lack words. Let's help Petrushka find the words.
Lazy red cat
I was lying down... (stomach)
Gray wolf in a dense forest
Met a redhead... (fox)
Parsley brought us pictures. You need to name the objects that are not drawn on them and name the groups of objects in one word. (Apple, pear, orange fruit. Table, chair, cabinet-furniture. Cucumber, tomato, onion-vegetable).
III. Game "The word can be walked."
You listened and named different words. Words can represent objects
(With......chair, window), actions (runs, plays, jumps), signs {red, pain-
…..Y, delicious). How do you understand the expression “words sound”? they consist
From sounds. A word may have many sounds, or it may have few, i.e. words can be long or short.
Who is shown in the pictures? Name and draw word patterns.
IV. Physical exercise.
I [the sun is shining brightly above us, the wind is blowing in our faces,
I1 alone is tossing at us. The leaves rustle. The tree swayed.
] [we throw our hands together We lower our hands The wind is quieter, quieter, quieter. I'm in the team - once! On command - two trees, higher and higher.
V. Sound line.
We named long and short words. Is it possible to count sounds in a word? Of course you can. The sound line will help us. Children pronounce Christmas tree and open one circle for each sound, counting the sounds in the words.
Now let’s play the game “Say the Sound.” The teacher pronounces the WORDS and reveals the sounds on the sound loop. The last window opens after the children say the last sound. (cat., elo., hundred, etc.).
VI. Completing a graphic task in an alphabet notebook.
VII. Summary of the lesson.
Conclusion: sounds in words cannot be skipped and replaced, otherwise I will
preparing the meanings of words.
III. Game exercise “Sounds got lost.”
1. Children find words in the text of A. Shibaev’s poem where the sounds get lost:
Misha didn't cut the wood. We collected cornflowers.
He lit the stove with caps. We have puppies on our heads,
(slivers) (wreaths)
- Can this poem be called cheerful and funny? Why? Is it possible to rearrange sounds in a word in ordinary communication? (This is not possible, since people will no longer understand each other; every sound must be in its place.)
2. - Guys, listen, I call the birds: ais_thief..., ...faces.
.., kushka. (The teacher does not finish the sounds at the end and at the beginning of words). Do you know such birds? Why didn't you recognize them? (Sounds in words are missing.) What sounds and where should we put them in order to get the correct names of birds? (Children conclude that the word has
. beginning and the end.)
3. - A word can be short or long. Listen to sleep, night, whale - short words, they have few sounds; electricity, anthill - long words, they have a lot of sounds.
3 a r p e n i n g. Didactic exercise “Long - short”.
Goal: to exercise the ability to identify long and short words by ear (in comparison with each other).
Children, using individual strips of paper (one long, the other short), show which word the teacher pronounces - short or long (stork - sparrow: whale - smelt; cat - crocodile; lion - mouse, etc.)
Children should distract themselves from the objective meaning of words and compare words only by their sound.
4. Sound houses. Getting to know and working with the scheme.
a) The teacher gives out magic sound houses that will help children learn to hear every sound in an elephant. Everyone gets three sound patterns for words with three, four and five sounds.
b) Choral intonation pronunciation of words and correlating them with diagrams (cat, nose, house river, linden, fish, chickens, cat, spout, turnip).
General conclusion: a word consists of different sounds, has a beginning and an end, the sounds in a word are arranged in a certain order (follow one after the other), they cannot be skipped or replaced with other sounds.
Lesson 3. Sound culture of speech. Working on a proposal
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Target. Improve phonetic perception, the ability to determine the number and sequence of words in a sentence. Continue working on the semantic side of the word.
Progress of the lesson
“How many of you have seen crystal things that sparkle in the light of lamps? - the teacher begins the conversation. – These could be... glasses, shot glasses, salad bowls, candy bowls, sconces, chandeliers. Or maybe an autumn day can be crystal clear?
In the original autumn there is a short but wonderful time - The whole day is as if crystal, And the evenings are radiant.
These lines were written by the wonderful Russian poet Fyodor Tyutchev. What amazingly precise and beautiful words are found in this quatrain. Did you hear? Initial autumn – what kind of autumn is this? What word can replace the word marvelous?
?»
The teacher explains what radiant evenings are. Then asks the children to count the number of words with the sound r
in the first two lines of the poem (repeats them) and name these words.
“Can you name the first two sounds in the word marvelous
.
Di
is part of the word.
There are other words starting with di-
.
Which? (Dima, Dina, Dinara, director, sofa...)
Let's look in the dictionary and find words starting with
di-.
So:
diet, diadem, savage, curiosity, porcupine, dynamo, disc, conductor
.
Are all the words familiar to you? And the tiara, the porcupine, the conductor
?
Determine in which part of the word the sound r
in the word
conductor
?
Next, the teacher invites the children to play the game “I am for you, you are for me” and reminds of its rules: “First I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence and I will count the number of words. So, how many words are in the sentence “The lingonberries are ripening, the days have become colder?”
Children count the words (4–5 answers), and then name the words in the order they appear in the sentence.
“Now let’s play differently,” says the teacher. - Dima, you keep up with
, Sasha has the word
lingonberry
, Ira
has steel,
Masha has
days
, Katya has
colder
. Come to my table and decide who will stand with whom, and then say the proposal.”
If confusion occurs, the game is repeated with other participants. (The reception was offered by G. Belyakova.)
Next, one of the children pronounces a sentence and asks the teacher to count and name the words in it. The teacher is given the task by 1-2 more children.
At the end of the lesson, the teacher reads to the children F. Tyutchev’s poem “There is in the original autumn...” or K. Balmont’s “Autumn.”
* * *
In the original autumn there is a short but wonderful time - The whole day is as if crystal, And the evenings are radiant...
Where the cheerful sickle walked and the ear fell, Now everything is empty - space is everywhere, - Only a thin hair of cobwebs Glistens on the idle furrow.
The air is empty, the birds are no longer heard, But the first winter storms are still far away - And clear and warm azure is pouring onto the resting field... F. Tyutchev
Autumn The lingonberries are ripening, the days have become colder, and the cry of birds makes my heart sadder.
Flocks of birds fly away, beyond the blue sea. All the trees shine in a multi-colored dress.
The sun laughs less often, There is no incense in the flowers. Soon autumn will wake up and cry awake. K. Balmont
Lesson 4. Retelling the story by V. Sukhomlinsky “The Apple and the Dawn”
Target. Improve the ability to retell and draw up a retelling plan.
Progress of the lesson
“Today I will read you a story written by the teacher, school director Vasily Sukhomlinsky,” the teacher begins the lesson. “The story is called “The Apple and the Dawn.”
…
Little Misha often came to his grandfather Korney’s garden. The grandfather treated his grandson to delicious apples, pears, and honey.
And Misha could not take his eyes off the huge, white, tender apple that glowed at the very top of one apple tree.
- Grandfather, dear, let me climb in and pick that apple over there.
“No,” answered the grandfather, “the apple will go to the one who comes to the garden at dawn and works for an hour: pours water for the bees, cuts dry twigs.”
How many times did Misha intend to come to the garden at dawn, but he could not overcome laziness.
Finally, I gathered my strength, opened my eyes while it was still dark, threw away the pillow and ran to my grandfather in the garden. He poured water for the bees and cut off dry twigs.
The morning star has risen. Misha approached the apple tree with the treasured apple, and it took his breath away. The huge apple at the very top was no longer white, but pink, like the sky at dawn.
- Well, now the apple is yours. “Climb and tear it off,” said the grandfather.
- No, grandfather... Better tomorrow.
- Why?
“I want to see the sunrise again.”
“If we can draw up a plan for the story, then we will be able to retell it without significant omissions and unnecessary repetitions,” the teacher continues the conversation. – Do you remember how the story begins? How can you briefly call this part of the story?
The teacher listens to the children’s answers and says that everything they talked about happened in Grandfather Korney’s garden: “I think that the first point of the plan should be called: “In Grandfather Korney’s garden.” And then the action of the story took place not in the garden, but where? And how did the action develop? Can this part of the story be called...? “Misha stopped being lazy”, “Misha conquered laziness”...
Did the boy get the treasured apple? How did Vasily Sukhomlinsky describe this apple? When did this apple become pink instead of white? (When the morning star rose.)
We have a plan. Now I will read the story again so that you remember it better.”
Then the teacher calls the child, and they retell the story together. The teacher ends his part with the words: “Grandfather, dear, let me climb up and pick that big apple.” The child retells the story further.
The teacher calls another child to retell the story, and he invites a peer.
“The apple in the story was... (huge, white, tender)
. What kind of apples have you come across? – the teacher asks, finishing the lesson.
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