Koshkarova Lyubov Antonovna A manual for developing education (for reading by adults to children) "What do the letters of the alphabet look like?". That's the letter C! Draw a picture of what the letter c looks like

Ludmila Vasilchenko
Synopsis of GCD on teaching literacy “We’re going to the circus with mom. Acquaintance with the letter "C" for children of the preparatory group

Integration of educational regions: "Cognitive Development", "Speech development", "Social and communicative development", "Artistic and aesthetic development", "Physical development"

Target: Develop auditory attention and phonemic perception.

Tasks:

Learn to hear the sound [ts], designate it letter C; to form reading skills, develop phonemic hearing; learn to divide words into syllables.

Improve your paper folding technique "origami".

Cultivate a caring attitude towards mother, the desire to make a gift.

Exercise in maintaining balance while walking on an elevated support; repeat the task in jumping, relay race with the ball

Equipment: notebooks, letters on apples, picture cards circus artists; gymnastic bench, balls, colored paper, cardboard, glue, scissors, napkins, pencils and colored pencils.

caregiver: We learned a lot of letters,

Got to letters C.

There are words where C is at the beginning,

There are words where C is at the end ...

The heron walks through the swamp

Her chicks are waiting in the nest;

The circus will open on Saturday,

The fighters have arrived.

In the shop came to work

Young blacksmiths -

In every line letter C,

Like a stone in a ring.

- Say: Ts-Ts-Ts.

When we pronounce the sound [ts], the tip of the tongue is behind the lower teeth, the back of the tongue is pressed against "tubercles". Both the tongue and the teeth prevent air from escaping freely from the mouth.

Vowel or consonant sound [ts]? (consonant)

Is this sound voiced or dull? Why? (Deaf, "neck" does not tremble)

Work in notebooks.

What does it look like letter C?

Here's what letter C:

With claws at the end

Claw-claw

Like a cat paw.

Let's guys see what vowels are friendly with letter C.

(Apples with vowels are attached to the magnetic board letters)

I will put vowels letters after a consonant and you will read in unison.

Because letter Ts denotes a deaf and always solid sound, then the syllables TSY and QI are read the same way.

Now imagine that you take your mother by the hand and go to circus.

Sounds like circus music and the teacher opens the pictures.

We are with you at the show. Performing gymnasts.

Walking in a column one at a time on a gymnastic bench with the ball passing in front of you and behind your back.

Stand on your knees, sitting on your heels. Passing the ball with straight arms to the next player, in one direction and the other (2 times each side).

Guys, I will point to the picture, and you have to read the sentence that fits this picture.

The clown spins the stick. And on a stick is a plate.

Tigers jump through the ring.

Bears ride motorcycles.

The dogs dance to the music.

Guys, who do you like the most in circus?

Tell me what you saw in circus?

That's how good your mothers are. Let's make gifts for them.

What do your moms love the most? (flowers)

I suggest that mothers give a bouquet of flowers, do you agree?

Practical work

1. For one flower, cut out four circles from colored paper (two identical and two - with a difference in diameter of 1 cm).

2. From each circle we add skirts (for mom, for daughter, for Barbie).

3. Round the bottom right corner.

4. Glue the stems.

5. Glue the flowers (first the two largest blanks, spreading only the middle, then the middle one, and finally the smallest one)

6. Cut out the stamens from velvet paper.

The result You have beautiful flowers, you are all great fellows.

Related publications:

Synopsis of the GCD on teaching literacy for children of the preparatory school group "In the realm of letters" Summary of GCD on teaching literacy for children of the preparatory group for school: "In the realm of letters." Program content: improve.

Synopsis of GCD on teaching literacy and FEMP for children of the preparatory group for school Purpose: to consolidate with children knowledge about the structure of a sentence, about geometric shapes. Continue to practice sound analysis of words.

Summary of GCD on teaching literacy in the preparatory group "Introduction to the sound [U] and the letter U" Abstract of an open lesson on learning.

Synopsis of GCD on teaching literacy in the preparatory school group "Introduction to the letter and sound [C]" Program content Tasks: Educational: familiarization with the letter Ts and sound [ts]. Formation of the skill of reading syllables and words with a new one.

Summary of the lesson on teaching children to read and write "The circus lights the fires" in the preparatory group Purpose: To expand children's knowledge about the circus and circus artists. Introduce a new sound and designate it with a letter, learn to characterize sounds.

Abstract of a literacy lesson in the senior group "Introduction to the sound [A] and the letter A" Forest and garden berries Material: demonstration material, Presentation “Sound and letter Aa”, workbooks 1 part, colored pencils,.

• introduce students to the consonant letter "C",
• continue acquaintance with consonant sounds and their designation with letters;
• to form the skill of reading words with the letter “C”;
• develop phonemic awareness;
• to teach to highlight a given sound in the right position in a word, to give it a characteristic, to learn to compare it with other sounds;
• to form the ability to form words from given letters,
• develop students' speech.

Equipment and materials: tables with letters for a crossword puzzle, pictures with the letter “C” and with objects what it looks like, a lock with a chain, picture tasks, leaflets for compiling phrases, magnetic letters, cards with syllables for each student.

During the classes

1. Organizational moment

3. Acquaintance with the sound and the letter “C, c”

– To go on a journey around the map, we must open this lock. And for this, listen to 1 task: I will read the words, and you need to listen carefully to them and name the same sound in all these words.

Towel, hare, chicken, price, sheep, goal.

Children. This is the sound [C].

Teacher: Right, now let's open the first ring of the chain.

- Say the sound [C] all together. What is this sound? What can you say about him? Let's watch him. (It is pronounced with noise, the air meets obstacles, it does not stretch and is not sung.)

So what is this sound? (Consonant.)

- Right. We will open the next circuit. What else can you say about this sound? (He is deaf, does not sound and does not ring.)

- Right, let's open the third chain. What else can you say about him if you hear the words: heron, goal? (It is solid, regardless of the letter that follows it.)

Does he have a soft pair? (No.)

So what do we say about him? (He is always firm.)

- Right. Let's open the last chain.

- So, to summarize: [C] is a consonant, always a hard, deaf sound.

- What letter denotes the sound [C]? (Letter "Tse".)

What does the letter [C] look like? Now the guys will read about this to us in a poem.

4. Sound warm-up

1. Repeat sounds. But we didn't open the whole lock. We need to carry out sound charging. How do you call the chickens? Chick, chick, chick, chick. – How does a horse knock with its hoof? Click, click, click, click. – How do they speak with a gesture and sound so that a person does not speak loudly? Chick, chick, chick. – How do shoes and boots knock with heels? Click, click, click, click. – So we opened 1 part of the lock.
2. Reading tongue twisters. - And now we will practice reading and pronouncing words with the sound [C]. - Open “Learning to read” on page 59. Let's read the tongue phrase line by line. Now let's read it line by line. Then 2 students read expressively. - Well, we opened the lock. We can travel. (The teacher opens the blackboard.)
5. Ladder. Lexical meaning of words - Our path passes through the city called "Letter C". We learned a lot of letters We got to the letter [C]. There are words where C is at the beginning, Where is in the middle Where is at the end.

6. Working with a riddle

Now let's go along the path to the next station. And for this we must solve the riddle.

In the garden is long and green,
And in the tub it's yellow and salty. What is this? (Cucumber.)

- What is a tub, a tub? ( Barrel.)
- Let's turn the track and check. That's right, it's a cucumber.

7. The game "Live words"

There is an end to the line
And at the beginning - dots.

My words were broken into syllables. They need to be collected. To do this, connect your beginning of the word and the end so that we can read the words. The end of the words will be those children who have cards with syllables: CA, CO, TSY. So, split into groups.

SKVOR KOH KUZNE OGUR YOUNG YARD DECK SHEAR PTEN SHIP TAN

TSY TSY TSY TSY TSY TSY TSY TSY TSY TSY TSY

OV CORI ONE SINY LUKOVI CATS BITTER LISI

CA CA CA CA CA CA CA CA

KOL WING YAY LI

CO CO CO CO

“And you have completed this task.

8. Physical education

- The “endings” of words will show movements, and you will repeat everything after them.

10. Working with the fairy tale “Chicken Chick”

- Our next task will be to read a fairy tale just about this chicken. Open the textbook "Learning to read" on page 58. (Children read the text aloud in turn.)
- Who is the main character of the story?
Prove that this is a fairy tale.
- Whom did the chicken meet and with whom did he talk? (With a chicken, with a flower, with a caterpillar, with a heron.)
- Underline the words with the letter [C]. Let's check what you highlighted.

11. Professions and their devices and tools. Making proposals

– To go down the path, we must make the right choice. Before you pictures, which depict people of different professions. Name them. I'll take the item out of the box and show you. In response, you must say what profession people need this item. And come up with an offer.

The doctor - a syringe, the tailor - scissors, the cook - an egg, the seller - a check, the teacher - a compass.

The item that remains in the box will be our path.

12. Composing a pair of words (phrases), taking into account the characteristics of the characters

- Remember the heroes of today's fairy tale about the chicken. Now on the pieces of paper you need to make the correct pairs of words that told us about the heroes of the fairy tale.

A silent flower, a stupid chicken, a green frog, a curious caterpillar, a smart heron.

13. Scattered word

- And in order to find out the last track, we must remember the folk saying ...
Everything has a beginning and... end.
– And now let's collect the scattered word and find out what the letter “C” thinks about us.

YOUTH!

14. Summary of the lesson

- What did you learn at the lesson today?
– What have we learned?
- What did we do in class?
- What did you especially like?

In grade 1, after learning all the letters of the alphabet, children are invited to complete the project "What does a letter look like." In the poems of Soviet writers, letters begin to come to life before the eyes of astonished first-graders. The letter A turns into a rocket, the letter Zh - into a beetle, the letter M - a swing, etc.

While working on a project, first-graders draw a letter, bringing it to life. Then they learn a poem about their letter. The verse can be written under the picture. Each child brings their own project to the class and it turns out a fun ABC.

ABC
Let it start with a stork
He,
Like the alphabet
Starts with A

Letter A, letter A
Alphabet head
Vova Knows, Light Knows,
And it looks like a rocket.

Letter B with big belly
In a cap with a long visor

The letter B will wake up early.
The letter B is a barrel with a tap.
Wash your face! Be healthy,
Bogatyr Boris Bobrov!

Wand,
Near two arches
Here we are ready
frog glasses

Before us is the letter G
Stands like a poker

Here it is, blowing smoke,
Letter D stove pipe

E came in handy in the garden
Instead of a rake bothered

This letter is wide
And looks like a beetle
And at the same time, it’s definitely a beetle
Makes a buzzing sound
W-w-w-w-w-w

This is J
And this is K
whole beetle
And half a beetle

across the white field
In fog and snow
They wander slowly
Ram horns (Letter Z)

Look at the gate:
Why is it not the letter I?
Between two straight boards
One lay down

Signalman holding two flags
With flags, he's like the letter K

The alphabet will continue our
Letter L - forest hut

Here is the swing
Letter M!
Here to swing
Can everyone

On the letter N
I'm on a ladder
I sit and sing
Songs

There I will find the letter H,
Where the hammock hangs in the garden.

look at the wheel
And you will see the letter O

Hockey, football
Letter P - gate in the field

The letter P is a sail on the mast,
Floats into the distance, touching the sky

Crescent in the dark sky
The letter C hung over the house

The hammer knocks: "Knock knock!
Letter T I'm an old friend"

U - bitch. In any forest
You will see the letter U

Fedya walks hands to hips
So I've learned my lessons

We are not horny
Not evil
We are goats
Not goats

Letter C -
Bottom hook
Accurately with a faucet tank

Yes, you made the right decision:
H we write as four.
Only with numbers, friends,
We must not confuse letters

Shura ted the hay
I forgot the pitchfork in the hay

On a comb
u is similar
Three prongs in total
Well then!

And the poor thing is the letter Y
Wandering with a wand, alas

Letter R upside down
Turned into a soft sign

Over the meadows in the blue
The letter E flies

So that O does not roll away,
I'll nail it firmly to the post.
Oh look,
What's happened:
It turned out ... the letter Yu

Look, friends
I made a birdhouse.
And flew into the birdhouse
Instead of a bird - the letter I

That's the letter C!

To introduce children to the sound [ts], use the idea of ​​Olga MENDEL, a primary school teacher at school No. 23, st. Khan's city of Maykop: make a model of a seven-flower flower and place all the tasks for the lesson on its petals.

Subject."The consonant sound [ts] and the letter C, c ".

Goals. Introduce the new consonant sound [ts] and the letter C, c ; to learn to hear new sounds in speech, to highlight them in words; develop phonemic hearing, memory, thinking, speech, imagination.

Equipment. Textbook "Primer" (author N.M. Betenkova, V.G. Goretsky. St. Petersburg: Special Literature, 1998. 208 p.; ill.); portrait of P.I. Tchaikovsky; tape recorder and recordings: "Waltz of the Flowers" from the ballet "The Nutcracker" by P.I. Tchaikovsky; the fairy tale "Chicken Chick" (recorded by the role-playing teacher); the book "Flower-Semitsvetik" by V. Kataev; drawing of a heron sorceress; flower-seven-flower with tasks; word table, alphabet poster, letter cards c .

DURING THE CLASSES

I. Organizational moment

The children enter the classroom. Tchaikovsky's Waltz of the Flowers. At this time, one of the students, at the choice of the teacher, makes a sound analysis of the word "flower" behind the curtain.

Teacher. You have now listened to "Waltz of the Flowers" by P.I. Tchaikovsky.

A portrait of P.I. opens on the board. Tchaikovsky.

II. Lesson topic message

U. Consider the sound analysis of the word "flower". Do you agree with him?

On the desk:

In this lesson, we will get acquainted with the new sound [ts] and the letters denoting it.

A card appears on the board:

A trained student reads poems by E. Tarlapak and A. Shibaev.

Letter C -
hook below,
Exactly with a faucet tank.
What is the letter C -
With claws at the end.
Claw-scratch -
Like a cat paw.

U. Look at the alphabet. Between what letters is c ?

D. between letters X And h .

U. Read the syllables with the letter c recorded in the table.

First, one student reads, and then all the children in chorus.

Finish the speech.

On the desk:

Compare the sound [c] in the last two words. What did you notice?

D. In a word scissors after c there is a letter s , in a word numbers after c - letter And , but the sound [ts] sounds hard.

U. The sound [ts] is always solid. Read the writing on the board.

On the desk:

Vetik-seven... Vetik

What letter is missing?

D. Letter c .

U. What happens, read.

D. Semi-flower.

The book was read to students at extracurricular reading; she appears on the board.

D. Valentin Kataev.

U. What is instructive in this tale?

Children's responses are heard.

Look who came to us from this fairy tale?

On the desk-sorceress drawing:

D. Enchantress.

U. What did the sorceress bring with her?

D. Semi-flower.

U. Tasks are written on the petals of our semi-flower. If we fulfill them all, then we will be in for a surprise. Can we manage?

D. Let's handle it!

U. But first, let's get some rest.

IV. Physical education minute

The teacher reads the poem "Flower".

Delicate little bud
It is rolled up tightly.
(Children squat and "close".)
The sun will give him a ray
And the bud will become a carnation.
(They stand on their toes and stretch their arms up.)

V. Reading words with a new letter

The teacher plucks the petals and reads the assignment.

U. The first task of the sorceress: make a word using the first letters of the words: chicken, stork, sail, swallow, yacht.

A drawing of a heron appears on the board:

The teacher explains the lexical meaning of words chintz, dressmaker.

Third task. Read the words. Highlight the common part. What is it called? What are these words?

On the desk:

color flowers flower flower flower flower garden flowering florist flower girl

The children are doing the task.

Who is a florist?

Children's responses are heard. In case of difficulty, the teacher helps.

Florist - a specialist in floriculture, a person who grows flowers. Florist is a profession. It can be obtained at the Agricultural Institute at a special faculty.

Task 4: Solve the riddle.

people call me
queen of flowers
For color and smell
my petals.

D. This is a rose.

U. What flowers do you still know?

Children's responses are heard.

VI. Physical education for the eyes

VII. Reading sentences with a new letter

Fast-reading students are given questions on the text.

Children read aloud in semantic parts.

queen of flowers

Both by beauty and smell, the rose is called the queen of flowers. It grows on bushes. The roots of the rose bush are long, straight. The brown trunk and green young shoots are covered with thorns.
Rose flowers are white, crimson, pink, yellow, but always the same color.

(K.Ushinsky)

What is the name of the story? Why is the rose called the queen of flowers?

Children's answers.

The sixth task - "Tell me a word."

All my girlfriends -
Frogs in the reeds.
And be a frog
I don't want a drop
Because it's better to live
In the swamp...

D. Heron.

U. On the seventh petal - a surprise: the fairy tale "Chicken Chick". Listen to the story and memorize the words with the sound [c].

The teacher turns on the tape.

Chicken Chick

Chicken Chicken was the first to hatch from the egg, and now he sat on the porch and waited for the rest of the chickens to hatch at last.
- Mom, you're sitting wrong! You see - no one hatches anymore!
The chicken was so surprised that it only closed its eyes.
- Well, you sit down, - says Chick, - and I'll go for a walk.
Chick went out into the field, went up to the flower and said:
- Wrong you bloom! It is necessary to bloom downward with a flower, then all sorts of butterflies and beetles will not sit on you.
He said and moved on. Looks - the caterpillar crawls.
- Hey, caterpillar, you crawl wrong.
- How is it necessary? - the caterpillar was surprised.
- It is necessary to curl up and roll, so it will be faster.
He said and moved on. Looks - the heron catches frogs.
- Hey, heron, you're fishing wrong. See it right! And how to jump into the swamp.
Then Chick would have come to an end, well - the heron pulled him out.
“To teach,” says the heron, “you need to know something yourself. Got it, chick?

(G.Yudin)

VIII. Lesson summary

U. What words with sound [ts] do you remember?

Children list the words with the sound [c] that they remember.

What letter did you meet today? What did you find out about her? What did you like the most about the lesson?

Children's responses are heard.

Literacy lesson. 1st grade, educational system "Primary school of the XXI century". Topic: "Sound [ts], designating them with the letter C"

Lesson type: the lesson is the discovery of new knowledge.

Didactic goal: create conditions for understanding and comprehending new material in accordance with the individual characteristics of students by means of level differentiation technology.Content Goals: introduce the letter C; learn to perform sound-letter analysis of words;smoothly read syllable by syllable with the transition to reading whole words; develop visual-figurative thinking through the use of models (sound, syllable, word); optimize the learning process by actively including students in the learning process; contribute to the development of UUD (analysis and synthesis, modeling, construction of speech statements, search for ways of action, self-control).Educational: to cultivate interest in the native language, instilling cultural communication skills.

Teaching methods: verbal, visual, problematic, partially exploratory.Forms of organization of cognitive activity: front work; steam room; individual.Means of education:

the teacher has a computer, a projector, an interactive whiteboard, a presentation;

students have a textbook “Primer”, a workbook “I am learning to write and read”, diagrams, colored pencils.

* Lesson objectives :

Subject:

To form the ability to highlight the studied sounds,characterize them, compare, designate them with a letter, read syllables and words with studied letters; read text; match all learned letters with sounds.

Metasubject:

Regulatory

Understand the learning objective of the lesson; carry out the solution of the educational problem under the guidance of the teacher;

Determine the purpose of the training task, control their actions in the process of its implementation, detect and correct errors;

Answer the final questions of the lesson and evaluate your achievements;

Act according to the pattern and the given rule.

cognitive : development of sign-symbolic actions: modeling and transformation of the model

Reflection of methods and conditions of action

Monitoring and evaluation of the process and results of activities

Communicative: be able to carry out cooperative and competitive communication with peers.

Listen to the interlocutor, anticipate different possible opinions of other people.

Justify and prove your own opinion.

Personal : show interest and willingness to cooperate

Lesson stages

Teacher activity

Student activities

UUD

I . Organizational

Self-determination to activity

Target.

Inclusion of children in activities at a personally significant level.

Readiness check. The bell rang and fell silent, He gathered us all to the lesson. Everyone at the desk stood up straight, Smiled, trimmed, Quietly sat down at their table, We start a conversation.

Self-control of readiness.

Reaction to the teacher, attention.

Personal UUD:

1)

II . Knowledge update and fixing difficulties in activities.

Target. Repetition of the studied material necessary for the "discovery of new knowledge"

organization of repetition. Tell game.

Characteristics of sounds at the choice of the student.

For example: n - unpaired, sonorous, soft, n - unpaired, sonorous, hard, etc.). Cards with colored letters.

Cognitive UUD:

1) we form the ability to extract information from diagrams, illustrations, texts;

III. Statement of the educational task.

Target.

Formulation of the topic of the lesson.

IV . "Discovery" of new knowledge by students

Target.

introducewith the letter C, c.

V . Primary fastening

Target.

Consolidate knowledge in the definition of sounds[ts] [ts , ]

V I . Construction of the project of an exit from difficulty.

1. Watching a video about the Letter C (Appendix 1) Who can name the topic of our lesson? What should we learn in class?

- What does the letter C look like??

Look at each other, make a sound, follow how the speech apparatus works. Describe the sound.

What is the letter C
With a claw at the end
Claw - scratch,
Like a cat paw.

2. Organizes work on the syllabic table.

3. Guess the riddle:
It stands on one leg.
Staring into the water
Pokes beak at random.
Looking for frogs in the river.(heron).

Yellow belly Sparrow girlfriend(tit)

3. Make up a word plan.

4. Clean tongues. Say a word.

Tsa-tsa-tsa, tsa-tsa-tsa - the chick crawled out of the egg.

Ets-ets-ets - there is a palace.

Tso-tso-tso - wash your face.

Tsu-tsu-tsu - give the diary to your father.

Tsy-tsy-tsy, tsy-tsy-tsy - cucumbers grow.

Etz-etz-etz - the end of the fairy tale.

5. Work on the textbook. Reading words from 138 in columns.

6. Page "Visiting the Word"

CANDIED - boiled in sugar syrup and dried fruit or part of it (usually citrus or its peel).

CITRUS - a fruit tree or shrub with large juicy fruits covered with a thick peel; the fruit of such a shrub tree (orange, grapefruit, lemon, tangerine)

7. Working with text. Textbook work.

I group. Texts-simulators. Blacksmith Frog.

Reading check.

II group. Independent reading. "Chicken Chick". G. Yudin.

What is the name of the story? Consider pictures. How do you figure out what the story is about?

8. Reading by roles.

I group Pairs with. 140 textbook

Name the topic of the lesson. Set lesson goals.

Children find the letter C,c at the checkout. They make assumptions.

Give a description of the sound c.

Children read the syllables and complete them to form words.

Trainers guess a riddle (a riddle in the table).

make up the scheme of the word heron, titmouse

Vowel or consonant.
(give a description)

The students make up their own phrases

Ithe group reads, conducts self-assessment, according to the table.

Groups work in pairs.

Igroup. Read, task - answers to questions.

Group II - they read, make a schematic plan of what they read.

Mutual evaluation.

Communicative UUD:

1) develop the ability to listen and understand others;

2) we form the ability to build a speech statement in accordance with the tasks;

3) we form the ability to formulate our thoughts orally;

4) develop the ability to work in pairs.

Regulatory UUD:

1) we form the ability to express our assumption on the basis of work with the material of the textbook;

2) we form the ability to evaluate learning activities in accordance with the task;

3 ) we form the ability to predict the upcoming work (make a plan);

4) we form the ability to carry out cognitive and personal reflection

VI .Independent work with self-test according to the standard

Target.

Test your skills in composing word schemes.

9. Working with information. 10. Complementing syllables to whole words.

Tsar

egg

Candied fruit

Number

CUCUMBERS

Price

CONCLUSION: The letter C denotes the sound is always solid deaf. The sound [ts] does not have a soft and voiced pair; it is an unpaired sound.

Appeal to the explanatory dictionary.

Personal UUD:

1) we form the ability to show our attitude to the characters, to express our emotions;

2) we form motivation for learning and purposeful cognitive activity;

3) we form the ability to evaluate actions in accordance with a certain situation.

VII. Reflection of activity (the result of the lesson)

Target.

Students' awareness of their educational activities, self-assessment of the results of their own and the whole class.

Let's remember what goals we set at the beginning of the lesson.

What new did you learn?

What have you learned?

Summing up the results of the lesson, answering questions,conclude that they have achieved their goal.