Educator: Guseva A.P. MDOU No. 60 "Spring"
Goal: To consolidate the knowledge, skills and abilities acquired by children, developed in literacy classes.
Tasks:
- Fix the image of the letters;
- To train children in the ability to perform sound analysis of words, divide words into syllables, highlighting the stressed syllable;
- Clarify concepts "sound" And "letter" ;
- Continue to teach children to compose sentences with a given word, analyze them, make graphic notes for them using writing rules;
- Strengthen the ability to work in a notebook and at the board;
- Develop the ability to listen to comrades and not interrupt each other.
Material for the lesson: Card “Which letter looks out of the window” ; book word diagram; puzzles; chips (red, green, blue); letters to form words; sticks; notebooks; simple pencils.
Progress of the lesson:
Q. Guys, what are your mood today?
D. Good, cheerful, joyful...
B. Let's hold hands and convey our good mood to each other.
All the children gathered in a circle,
I am your friend and you are my friend
Let's hold hands tighter
And let's smile at each other.
Give your smiles to our guests.
Q. Children, today our group received an interesting letter from one wonderful, magical country - Grammar. Sounds, letters, words live there. Residents of this country wrote that they want to find friends. Would you like to meet them?
Q. In this country you will find interesting tasks that you must complete. If you complete all the tasks, a reward awaits you.
Well, are you guys ready to go to the land of Grammar?
Q. I have a magic pencil that will help us find ourselves in the land of Grammar. Let's close our eyes. “One, two, three, lead us to the land of Grammar!”
V. Here we are in the country of Grammar, take a seat at the tables.
1. So, the first task.
“Guess which letter is looking out of the window” .
Name the sounds they represent. Well done!
2. From the mixed up letters you need to put together a word and do a sound-letter analysis.
K I A G N
1 3 5 4 2
Children arrange the letters by numbers and get the word book. Then they make a diagram of the word and conduct a sound-letter analysis. Children work at tables, one at the blackboard.
R. The word book has two syllables, the stressed syllable is the first. This word has five sounds.
1st sound – k – cong., gl., tv., indicated by a blue square;
2nd sound – n - harmon, sound, soft, indicated by a green square;
3rd sound - i - vl., ud., indicated by a red square;
4th sound – g - acc., sound, tv., indicated by a blue square;
The 5th sound – a - vul., unsound, is indicated by a red square.
3. Physical education lesson: Playing with a ball "Say it the other way around" .
4. Q. Guys, what time of year is it now?
B. Come up with sentences with the word spring and write them down graphically on a piece of paper.
Q. Children, what rules should we follow?
D. We write the first word in a sentence with capital letters, at the end of the sentence we put a period, exclamation or question mark.
(The teacher asks the children what is the first, second, third word in the sentence; how many words do you have in the sentence?)
5. Game "The word has crumbled" .
The word has crumbled
Like seeds in a garden bed.
Make up words
Help guys.
Children work in pairs to make words and the sound pattern of the word from letters.
6. Gymnastics for the eyes.
7. Exercise in a notebook "Literacy Lessons" . (Enter letters).
8. Q. I will now name the words, and you use chopsticks to lay out only the first letters of each word: Rooster, apricot, dill, rabbit. Read what word came out (SPIDER).
9. Puzzles.
V. Well done guys! You did an excellent job with all the tasks and for this the inhabitants of the magical land of Grammar give you these wonderful letters.
Well, our exciting journey has ended, it’s time to return to our group.
Close your eyes. “One, two, three, lead us to our group!”
I present a summary of direct educational activities for children of the preparatory group in the Literacy section. This summary will be useful for teachers of the preparatory group.
Integration of educational areas:“communication”, “fiction”, “cognition”, “socialization”, “health”.
Purpose of the lesson: Consolidate knowledge, skills and abilities in the section “Teaching literacy”.
Tasks:
Educational e: Check the knowledge, skills and abilities acquired by children, developed in literacy classes;
Speech: Practice differentiating the studied sounds; practice sound analysis of words; consolidate the ability to compose and analyze sentence diagrams; identify the level of mastery of reading skills; consolidate generalizing concepts; enrich children's vocabulary;
Educational: consolidate the ability to work in a notebook and at the board;
Educational: cultivate the ability to listen to comrades, not interrupt each other.
Demo material: cards with the words: ROCKET, COBRA, KOLOBOK, EDGE, DINNER; physical education card.
Handouts. “Candy” - a treat with chips (vowel sound, stressed, soft consonant sound, hard consonant sound, voiced consonant sound, unvoiced consonant sound, syllable (stressed, unstressed), cards with pictures of catfish, pike, crucian carp, shark; colored pencils, notebooks or blank pieces of paper, envelopes with a tongue twister; cards with the game “Lost Letter”
Q. Guys, guests have come to us, many guests, look at them and say hello to them. They want to see you, what smart and literate children you are.
B. Sit down on the carpet and all your attention is on me.
Q. I want to invite you to go to the land of Grammar. And to get there, you need to remember and tell everything you know about sounds, letters, syllables. Are you ready?
Q. Who will tell me what sounds are? What are they? Children's answers. (vowels and consonants: hard and soft, voiced and voiceless).
Q. What are letters? How are they different from sounds? Children's answers (we hear and pronounce sounds, and we write letters, see them, etc.)
V. Well done.
V. Here we are in the land of Grammar. The inhabitants of this country have prepared treats for you, but the treats are not simple, go to your tables, take a piece of candy and unwrap it, you see chips inside, take turns saying what you know about these chips. Children unfold and tell a vowel sound, a stressed sound, a soft consonant sound, a hard consonant sound, a voiced consonant sound, a voiceless consonant sound, a syllable (stressed, unstressed).
V. Well done!
B. Please take a seat at the tables. You and I already know that words are made up of sounds. Is it possible to divide the word? Such sound parts of a word are called syllables. To make the word sound correctly, we put...emphasis. How to put the emphasis correctly? Children's answers (the word needs to be called and the syllable that lasts and will be stressed)
Q. Here is a task that the inhabitants of this country have prepared for you - divide the words into syllables and put emphasis. The teacher shows a sample. river (river)
(Children do all the words on the cards, the words are: catfish, pike, crucian carp, shark)
V. Well done, guys! And, how can you call in one word the words you worked on (fish) Who catches the fish, what is the name of this person? (fisherman) Let's write down this word and do a sound analysis. Children work at tables, one at the blackboard.
V. Smart girls. Now, come to me, let's play. Physical education lesson based on the poems of I. Nikolaevich
There is a worm sitting on the hook (children squat)
Scaring the fish, he makes faces. (articulation gymnastics “Turkey”)
From that - half a day fisherman
Can't catch anything. (children jumping)
The children sit down on the carpet.
B. Pay attention to the board where the word is written, read it ROCKET. What does this word mean? Children's answers. (an aircraft that moves in space)
What animal is hidden in this word? Answers from CANCER children
COBRA. What does this word mean? Children's answers (the largest poisonous snake in the world)
What kind of wall lamp does the cobra carry? Children's answers BRA
KOLOBOK. What does this word mean? Children's answers (folk tale character)
What part of the person’s face is hidden in this word? Children's answers
EDGE. What does this word mean? Children's answers (edge of the forest)
What artillery piece is hidden at the edge of the forest? Children's answers CANNON
DINNER. What does this word mean? Children's answers (Evening food)
What non-venomous snakes crawled in for dinner? Children's answers UZHI.
V. Well done! Now go to the tables and take the envelope containing some kind of message. Children are reading.
The hedgehog needs a beetle for dinner.
V. Great. Tell me, what did you read, what is it called? Children's answers Suggestion.
Q. How many words are there in this sentence? Let's draw a diagram for this sentence (one child goes to the board, the rest write on their pieces of paper).
How do you spell the first word in a sentence? (The first word in a sentence is written with a capital letter). What comes at the end of a sentence? Children's answers (period) What punctuation marks are added at the end of the sentence? (! ?)
V. Well done! Come out to me. Now let's together pronounce this tongue twister correctly (quietly, calmly, quickly, loudly, and now as if there was a question mark at the end, joyfully). Next, the teacher asks the children individually.
V. Well done. What sound is common here? [F] what can you say about this sound. What is he like? Children's answers (Agreed, always firm, loud) Wonderful!
B. Take a seat at the tables. And as a farewell, the residents of this wonderful country have prepared for you the last task “The Lost Letter”
V. So our journey through the country of Letters has ended. Well done guys, you completed all the tasks, what did we do in class today? Which task did you like the most? How do we end our lesson?
Summary of NNOD on teaching literacy in the senior group, topic “Tricks of the Bookmaker”
Tasks:
To consolidate children's knowledge of the vowel sounds A, O, U, Y, E and the letters denoting these sounds.
Practice selecting words with vowel sounds in different positions.
Continue to teach children to identify the first and last sound in a word.
Reinforce the concepts of “sound” and “letter”.
Practice determining the number of syllables in a word.
To improve children’s ability to answer questions accurately in meaning and to construct sentences correctly.
Practice developing a smooth air stream.
Develop logical thinking, memory and fine motor skills children.
Foster an interest in learning to read and write.
Material:
Vowel letter silhouettes; magnetic board; manual "House"; subject pictures, the name of which has 1,2,3 syllables; cards for the development of air flow; toys; handouts: colored pebbles, buttons, sticks.
GCD move:
Children enter the hall where pictures of letters are hung.
Speech therapist:
Look how many letters there are and they are all made by your own hands. And I know riddles about these letters and I suggest you guess them, find the right letter and hang it on a magnetic board.
Riddles about letters
Hoop, ball and wheel
You will be reminded of the letter...
(ABOUT)
There is a hollow in the old tree
Well, just like a letter...
(ABOUT)
If I make sponges
A very thin tube
I'll make a sound later
Then you will hear the sound...
(U)
Edik gave it to Ellochka
Popsicle in a plate
And Elina and Allochka
Popsicle on sticks.
This is a popsicle for you
The letter personally gives...
(E)
I don't know what the secret is
There is no word for this letter.
Only the letters are important
We will remember the letter...
(s)
Here are two columns diagonally,
And between them there is a belt.
Do you know this letter? A?
In front of you is a letter...
(A)
Speech therapist:
You have guessed all the riddles and chosen the letters correctly. Tell me what sounds these letters (vowels) represent. Why are these sounds called vowels? (Pronounced without obstacle, drawn out, sung). Let's sing the vowels:
Boys are loud
Girls - quiet;
Drawing - abruptly;
From quiet to loud and vice versa.
Game "Silent Sounds"
The adult (or child) shows the articulation of the vowel sound, and the children pronounce this sound loudly.
The Bookmaker appears and removes all the letters from the magnetic board.
Speech therapist:
Well done! What sounds are we making? (pronounce and hear). What do we see and write? (Letters). Let's look at the letters again. Where did all the letters go? A! I think I guessed it. These are the pranks of Bukvoezhka, who hid behind the easel.
Letter:
What, can't find the letters? And it’s me, Bookvoezhka ate them. But the letters may appear again if you can complete all my tasks.
Speech therapist:
Well, guys, let's try to complete the tasks of the Letter Book and return the letters? Well, then let's get to work!
Task 1: selecting words with sound A
Letter:
Guess the riddle:
Once upon a time there was an animal in the forest,
He was afraid of the wolf and the fox.
The skin was gray.
And in the name there is the sound A.
What kind of animal is this? (Hare). Children pronounce the word, emphasizing the sound A - za-a-ayats.
The hare has a garden.
What is he growing?
You name vegetables
Don’t forget about the sound A!
Children select words whose names contain the sound A.
Speech therapist:
Guests came to the hare
And they gave me toys.
And in the names there was a rumor,
The toys had the sound A.
Let's give the Bunny toys with the sound A in the name.
Boys will give toys that boys play with, and girls will give toys that girls like to play with. Children pick up and give toys to the bunny.
Speech therapist:
Toys, what sound did we select? (Children's answers) Can we see the sound A? (no), what can we see? (letter A) We completed the first task. Bukvoezhka, return the letter A to us.
Task 2: changing nouns by case
Letter:
Do you know how to play the game “One-many”? (Yes).
Speech therapist:
Our children love to play this game, and we invite you to play with us. Playing with a ball: the speech therapist throws the ball to the child and pronounces the word in the singular, the child returns the ball to the speech therapist and pronounces the same word in the plural.
Ball - balls
Table – tables, etc.
Letter:
Tell me, guys, what sound was at the end of your answers (sound Y). Can you see this sound? (no), And what can you see (letter). Well done, you coped with this task too. Get your letter Y back.
Task 3: breathing exercises
Bookmaker: I have prepared the next test for you, “Enchanted Pictures.” If you manage to disenchant them, I will return another letter to you.
Children sit in a circle, in front of each is a picture covered with colored paper cut into strips.
Speech therapist:
Guys, I know how to disenchant the pictures. Bring the picture to your lips. Place your tongue on your lower lip and blow on it without puffing out your cheeks, so that the picture opens.
Playing with colored stones. After completing the breathing exercise, one child names his picture, then passes the stone to another with the question: “I have a duck, what about you?” Do this until everyone names their picture.
Letter:
What sound is heard at the beginning of each of these words? (Sound U). Can we see the sound U? (no), what can we see? (Letter U). You have completed the third task. I return the letter U to you.
Task 4: dynamic pause “Show - take your time, and make sure you don’t make a mistake”
Letter:
Name the parts of the face whose name contains the sound O. (Nose, mouth, forehead). Now I’ll see how attentive you are. I suggest you play the game “Show me - take your time, and make sure you don’t make a mistake.”
An adult offers children with his index finger right hand show – mouth, nose, forehead. Then he changes the order of the words several times, complicating the game by showing them incorrectly.
Speech therapist:
What vowel sound is hidden in the middle of words: mouth, forehead, nose? (sound O). Can we see the sound O? (no), what can we see? (letter O). We completed the fourth task. Come on, Bukvoezhka, give us back the letter.
Task 5: determining the number of syllables in words
Letter:
On the way to you, I ran past a construction site. The builders built a house, it has many floors, how can you call it what kind of house it is (multi-story). But there are no residents in this house yet, it stands empty, and when I shouted loudly, I heard in response... (echo).
Speech therapist:
Let's, guys, populate this house so that it won't be empty and sad. We will place residents with 1 syllable in their names on the first floor, residents with 2 syllables in their names on the second floor, residents with 3 syllables in their names on the third floor, and 4 syllables on the fourth floor.
Children select pictures and place them in the windows at home.
Letter:
Here you go. The whole house was occupied. Now you can scream or don’t scream, but you won’t hear the echo.
Speech therapist:
Don't be upset, Bookvoezhka. The echo can be heard in the mountains.
Letter:
What is the first sound in the word ECHO? (E). Will you see this sound in the mountains? (No).
Speech therapist:
We won't be able to see the sound, but what will we see, guys? (letter). You, Bukvoezhka, don’t be cunning, but rather give us back the letter E.
The letterbook returns the last letter.
Speech therapist:
Guys, look carefully at the letters. Don’t you think that Bukvoezhka’s letters are somehow different, sick? Let's show Bukvoezhka what the letters should be and lay them out from sticks, pebbles and cereals. And you, Bukvoezhka, look who is more agile among us: girls or boys.
Children are divided into two teams: boys and girls, and lay out letters from the proposed material.
Letter:
What great fellows, both girls and boys, with deft fingers they laid out all the letters correctly. And what sounds are indicated by these letters (vowels). You did an excellent job with my tasks, and I want to give you a gift so that you can continue to train your memory and fingers and write beautifully all the letters that you have already become acquainted with and which you have yet to become acquainted with.
SOFTWARE CONTENT:
REPRESENTATION OF THE MATERIAL PASSED:
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 in 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 turn the small word “onion” into a long one?
— 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”.
Game.
IN.: Raise a blue card if the first sound is hard, green if the first sound is soft. 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.
Lyudmila Dzyuba
Open lesson on teaching literacy in the preparatory group “Let’s help with sounds” Video
Dear colleagues!
Thanks to everyone who read my previous publication (“Open lesson “Teaching literacy.” Preparatory group. Part 1”). Thanks for your support and advice. And, as you understand, my work in “Part 1” touched upon, let’s say, the “technical” side of supporting the educational process. That's why the video was so short - just to show the work and ask for advice (now it has been deleted for one purpose - not to take up your time). In this publication (Part 2) the video is 20 minutes. I also promised that if someone expresses a desire, I will add a text file for the lesson. Which I do with pleasure.
So, video lesson:
Literacy lesson in the preparatory group
teacher Dzyuba L.Yu. (for collective viewing).
Topic: “Let’s help the sounds”
Program content:
1 . Learn to name words with a given sound, divide words into syllables, find a stressed syllable.
2 . Make a proposal based on the diagrams.
3 . Learn to distinguish between vowels and consonants.
4 . To consolidate knowledge about the word-distinctive role of sound.
Demo material: envelope from the “Queen of Sounds”, envelopes with parts of the key, sentence diagrams, “Chamomile” with sounds.
Handouts: sentence diagrams, words with missing letters.
Progress of the lesson:
There is a knock on the door and an envelope with a letter is brought in.
Educator: We have received a letter, let's read it.
The teacher reads:
Hello guys! The Sound Fairy is writing to you. You all know what sounds are. The country they live in is in the book. This book is called "A Primer". Every child could take it - leaf through it, read it, and complete tasks together with the teacher. And now this book, along with Malvina, was stolen by Karabas-Barabas. He put them in the closet and locked the door with a key, but broke the key.
Guys, please help me collect all the parts of the key and then you will free Malvina and return the Primer to the guys. And for this you need to complete all the tasks that Karabas - Barabas has prepared for you.
Assignments from Karabas-Barabas (found in an envelope and read out by the teacher during the lesson): I have prepared 6 envelopes with assignments for you. Each envelope contains part of the key. If you complete all the tasks correctly, you will collect the key and free your friends from captivity.
The first task from Karabas-Barabas:
– What sounds are called vowels? What sounds are called consonants?
Children: Vowel sounds are pronounced with the voice.
Educator: That's right, the windows in the sound houses where vowel sounds live are indicated in red.
A (red B (blue)
U column) C column)
Educator: Guys, we have the first part of the key, it remains to collect 5 more parts and, therefore, complete 5 tasks.
Second task from Karabas-Barabas: and this task is more difficult. This task is for the attentive:
Listen and determine which sound is often found in the poem?
The drum butted the ram
Bang! And the drum burst.
Children: sound [B]
A woodpecker is hammering a tree,
Day by day the bark is crushed
A woodpecker treats an ancient oak tree,
Dear woodpecker, love the tree.
Children: [D]
Educator: That's right, the sound [B] and [D]. When pronouncing a sound, the lips close and open, the air stream meets an obstacle, the vocal cords (neck) tremble.
Characteristics: The sounds [B] and [D] are consonants.
Following (3rd) task from Karabas- very complex, let's read it. (Reading syllables).
Educator: Well done guys, we have the next part of the key, there are 3 more parts left to collect and, therefore, complete 3 tasks. Let's try to complete the tasks correctly and save our friends.
The fourth task from Karabas-Barabas: Divide words into syllables.
Pictures on the screen: plane, clock, house, squirrel, drum.
Educator: How many syllables are there in this word? Children show diagrams of these words. (etc.)
Educator: Well done! I see you are tired. Get out on the carpet!
Physical education minute “Pinocchio”:
Pinocchio stretched,
Once - bent over,
Two - bent over,
Three - bent over.
He spread his arms to the sides,
Apparently I didn't find the key.
To get us the key,
You need to stand on your toes.
(All words are accompanied by movements)
Educator: Guys, we have the fourth part of the key, we only need to collect 2 more parts and, therefore, complete two more tasks.
Fifth task from Karabas-Barabas: Make a sentence diagram based on the picture. (see video).
Educator: Guys, Karabas-Barabas didn’t expect that little ones could be so smart, and that we would have to let our friends go. We have a fifth of the key, the last task remains to be completed!
Karabas's last task: Playful gum ran and erased fragments of letters: Words - machine_, mi_ka, _eti, li_on, b_lka, m_lina, _latok, _isa, _ko_, _it. (see video).
Educator: Now we have all 6 parts. Let's collect a key from them.
(Children make a key from parts).
Educator: Guys, close your eyes. (The firecracker flashes - replacing the key with a whole one). Oh guys, magic happened. The key is now intact!
Children approach a house on which hangs a canvas with a painted hearth. They raise the canvas - under it is an image of a castle. The children open it. Malvina comes out of the house with the alphabet and a treat.
Malvina: Hello guys! Thank you for completing all the tasks and freeing me and Primer. For this I give you a treat (hands out cookies in the shape of letters).
Educator(summarizing): What interesting, new things did you learn? (children's answers).
Dear colleagues. I look forward to your comments. Thank you for visiting this page and dedicating your time to my work. Yours sincerely - teacher of MADOU d/s No. 49 in Kaliningrad Dzyuba Lyudmila Yuryevna.
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