PREPARATORY GROUP
September
1 - 2 weeks: monitoring
2nd word
O. o .: work:
1. "Name the words"
"House opens"
(see Attachment)
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
O. O.: physical culture:
.
O. o .: socialization:
"House opens"
O.o.: socialization:
A.g. "Curious Tongue"
"Frog",
"Bunny"
O. O.: Physical Culture:
1. "Fix the mistake"
O.o.: safety:
2. "The letter is lost"
3. "Finish the sentence"
5. prepare the organs of articulation for correct pronunciation phonemes
O.o.: socialization:
O. o .: work:
1. "Who is attentive"
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
"Circle"
1. to form the ability to conduct sound - letter analysis words and determine the stressed vowel sound;
2. "Transformation of words"
Hedgehog yellow russula
Glad like a squirrel to nuts
5. develop the diction apparatus
O. o .: socialization:
O. O.: physical culture: to form the correct posture
1 "Recognize the sound."
2. "Name the words"
3. "Where is the sound?"
4. "The fifth extra"
6. "On the contrary"
Glad like a squirrel to nuts
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
5. develop the diction apparatus
1. "Who is attentive"
3. "Name the words with the sound Yu"
Fishing with a fishing rod
Clever our Yurochka
(patter + metable - see appendix)
O.o.: socialization:
Clever our Yurochka.
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;
O. O.: physical culture: to form the correct posture
The wasp does not have antennae, but antennae
(patter + metable - see appendix)
O. O.: communication:
5. develop the diction apparatus
O. O.: physical culture: to form the correct posture
1. "Who is attentive"
3. exercise in the ability to carry out inflection;
O.o.: socialization:
O. O.: physical culture: to form the correct posture
2. Game "Complete the offer"
see abstract No. 14
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
O. o. safety:
O. O.: physical culture: to form the correct posture
1. The game "Who is attentive"
4. Game "Complete the offer"
O.o.: safety:
O. o: labor:
1. "Who is attentive"
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O.o.: safety:
2. "Chain of words"
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
2. "Name the words according to the model"
3. "The transformation of words"
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O.o.: socialization:
2. "Pick a couple"
3. "The sound got lost"
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name a couple"
O. O.: physical culture: to form the correct posture
2. "Who is attentive"
3. "Add sound"
4. "Hard - soft"
6. form the correct posture
O. o: labor:
2. "Name the words according to the given model"
3. "Where is the sound?"
4. "Say a word"
5. "Hard - soft"
5. to develop the diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
2. "Name the words according to the given model"
3. "Who is attentive"
4. "Tell me a word"
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ri-ri-ri - bullfinches on the branches;
ir-ir-ir - my dad is a commander;
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
O. o: labor:
1. "The same sound in words"
2. "Say a word"
3. "Name the words according to the model"
O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Say a word"
3. "The sound got lost"
O.o.: reading fiction:
O. O.: physical culture:
6. form the correct posture
2. "Who is attentive"
"Hamster",
"Circle"
(see Attachment)
O. o .: socialization:
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words according to the model"
3. "The letter is lost"
O.o.: safety:
O. O.: physical culture:
O.o.: reading fiction:
4. continue to improve children's reading;
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
2. "Name the words according to the given model"
3. "Who is attentive"
4. "The sound got lost"
5. "One - many."
One umbrella - many umbrellas.
One bunny - many bunnies.
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
Pure tongues:
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix)
№32
O. O.: communication:
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix
O. O.: communication:
3. improve children's reading skills;
Dima gives Dina melons,
Dima gives melons to Dina
(patter + metable)
3. improve reading skills;
Dima gives Dina melons,
Dima gives melons to Dina
(fix)
1. introduce the letter b;
3. improve reading skills;
3. improve reading skills;
2. Riddle game
3. improve children's reading skills;
No. 47 "Snake"
№39
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
2. "Name the words"
No. 47 "Snake", No. 15 "Circle"
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
This dog will not touch you.
2. Don't get to Venus
On a plywood rocket.
3. New candy wrapper
Put the letter in an envelope.
2. Playing with sounds.
There are very few words on "Y":
Yogurt, iodine, and the word yoga.
"Y" at the end we usually write:
I brush my teeth with this brush
I clean my shoes with this one,
I clean my trousers with this
All these brushes are needed
2. Improve reading skills.
Silent solid sign
Not pronounced at all!
But many words need it,
You will have to teach him.
Do you want - do not want
It's in the alphabet!
2. improve reading skills;
2. improve reading skills;
2. Playing with the word "kitten"
3. The game is a child's riddle
2. to consolidate the ability to lay out a proposal using the rules passed;
2. to consolidate the ability to lay out a proposal using the rules passed;
2. The game is a child's riddle
2. improve reading skills;
1. The game is the riddle of the educator
2. improve reading skills;
2. The game is the riddle of the educator
LONG-TERM PLANNING FOR LITERATURE
PREPARATORY GROUP
Topic Educational area Educational areas Didactic game Tongue twisters, tongue twisters, articulatory gymnastics
September
1 - 2 weeks: monitoring
No. 1 “Sound analysis of the word book. Drawing up a proposal "O. o.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of stress in words;
3. develop the ability to make a sentence of two words, name 1 - e and
2nd word
4. prepare the organs of articulation for the correct pronunciation of phonemes O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O. o .: work:
6. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean your workplace.
1. "Name the words"
Articulation gymnastics "Smile", "Proboscis",
"House opens"
(see Attachment)
No. 2 “Sound analysis of the word newspaper. Work with the proposal "O. O.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of the percussive sound in the word;
3. Exercise in the ability to make a sentence of two words, call the words in order;
4. Exercise to name words with given sounds.
O. o .: socialization:
7. continue to teach to listen to the interlocutor.
1. "Name a couple" (in a circle with a ball)
2. "Name the words for a given sound" Articulatory gymnastics, alternating "Proboscis" - "Smile",
"House opens"
No. 3 “Letters a, A. sound analysis of the word crane, Alena” O. o .: communication:
1. to form the ability to conduct a sound analysis of the word;
2. introduce the vowels a, A;
3. exercise in making a sentence about the actions of a toy from two words;
4. exercise in naming words of a certain sound structure
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the stressed vowel sound” (in a circle with the ball)
"Frog",
"Bunny"
No. 4 "Letters I, I. Sound analysis of the word ball" O. o.: communication:
1. to form the ability to conduct a sound analysis of words, to determine the stressed vowel sound;
2. introduce the vowels i, i and the rules for writing i after soft consonants;
3. exercise in drawing up a sentence about the actions of the toy (their two words);
4. continue to teach children to name words with given sounds
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: knowledge:
6. consolidate knowledge about wild animals;
O. O.: physical culture:
7. form the correct posture
1. "Fix the mistake"
2. "Name the words for a given sound" A. g. "Okoshko",
"The tongue greets the chin"
"The tongue greets the upper lip"
No. 5 "The letter I - can designate two sounds" YA ". Sound analysis of the words frog, Yasha "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. introduce you to the fact that the letter i can mean two sounds - “ya”;
3. exercise in compiling a sentence of two words about the actions of children, name the 1st, 2nd word;
4. develop logical thinking, memory;
5. prepare the organs of articulation for the correct pronunciation of O. o phonemes: socialization:
6. cultivate the ability to listen to the answers of a friend
O.o.: safety:
7. to consolidate the ability to comply with the rules of staying in kindergarten 1. "Name the words"
2. "The letter is lost"
3. "Finish the sentence"
4. "The letter is lost" Articulation gymnastics "Monkey" and "Bulldog"
No. 6 "Letters o, O. Sound analysis of the words rose, meat, Olya" O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the vowels o, o;
3. exercise in drawing up a proposal for actions, name 1 - e, 2 - e word;
4. develop logical thinking, memory, attention;
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
6. develop ingenuity, the ability to independently solve the problem
O. o .: work:
7. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean up your workplace.
1. "Who is attentive"
2. "Name the words according to a given model" Articulatory gymnastics "Hide and Seek" (alternating monkey - bulldog)
#7 “The letter ё can mean the sound “o”. Sound analysis of the words regiment, beet "O. o .: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. to acquaint you with the fact that the letter ё can mean the sound "o" and is written after soft consonants;
3. exercise in the ability to make sentences from two words with a given word;
4. develop thought processes;
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive"
2. "Name the words" Articulation gymnastics "Hamster",
"Circle"
No. 8 “The letter ё - means two sounds“ YO. Sound analysis of the words fir-tree and grater "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. To acquaint with the fact that ё can mean two sounds "YO"
3. To form the ability to make sentences from two words with a given word
4. Develop attention, memory, logical thinking when guessing riddles, understand the poetic comparison underlying the riddle;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom.
O. O.: physical culture: to form the correct posture.
O.o.: reading fiction:
Replenish literary baggage with fairy tales (the fairy tale “Why is Yo always shock”) 1. “Name the words for the given sound”
2. "Transformation of words"
Hedgehog yellow russula
No. 9 "Introduction to the letters y, U. Sound analysis of the words pear and bag" O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letters y, y;
3. to form the ability to make a sentence of three words with a connecting union and;
4. develop attention, memory, thinking
5. develop the diction apparatus
O. o .: socialization:
to improve the artistic skills of children in terms of the embodiment of the image with the help of facial expressions and gestures;
O. O.: physical culture: to form the correct posture
1 "Recognize the sound."
2. "Name the words"
3. "Where is the sound?"
4. "The fifth extra"
5. "Name the words with the given sound Y"
6. "On the contrary"
7. Exercise "Stretch the thread" Hedgehog yellow russula
Glad like a squirrel to nuts
No. 10 “Introduction to the letter Yu. Sound analysis of the words bow, hatch, iron"
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letter u and the rules for writing it after soft consonants;
3. exercise in making a sentence of three words with a connecting union and;
4. develop speech apparatus with the help of tongue twisters;
5. develop the diction apparatus
О.о.: physical culture: to develop the ability to perform movements according to the text of the physical culture minute;
O. O.: safety: fix the rules of conduct with electrical appliances.
1. "Who is attentive"
2. “Name the words with the shock sound “A”.
3. "Name the words with the sound Yu"
Fishing with a fishing rod
Clever our Yurochka
(patter + metable - see appendix)
№11 “The letter u can mean two sounds“ YU. Sound analysis of the words yula, Yura, beak "O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. to acquaint with the fact that the letter u can mean two sounds - “yo” (at the beginning of the word);
3. develop the ability to make a sentence of three words with a union and sketch it;
4. develop logical thinking when naming words according to a given model;
5. to develop the diction apparatus O.o.: physical culture:
develop the ability to maintain correct posture in various types activities.
O.o.: socialization:
to develop ingenuity, the ability to independently solve the problem. 1. "Name the words according to the given scheme"
2. “The first sound was lost” (... la, ... bka, ... mouth, ... nysha, ..mor)
2. "Name the words with the shock sound Y"
3. “Find a word within a word. YOUTH "(nose, sleep, tone) Fishing with a fishing rod
Clever our Yurochka.
No. 12 "Letter Y. Sound analysis of words: fish, ball, mouse "OO: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;
3. consolidate the ability to make a sentence of three words with the union And;
4. practice diction in the pronunciation of words with a given sound;
5. to develop the diction apparatus of O. about: labor: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture: to form the correct posture
1. "Name the words with a shock sound a, s"
2. Phonemic exercise "Word the sound in the word"
3. "Name the words with the sound in, w"
The wasp does not have antennae, but antennae
(patter + metable - see appendix)
No. 13 "Bykvy and, I. Inflection. Sound analysis of words: bear, toy
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letters and, and the rules for writing after soft consonants;
3. exercise in the ability to carry out inflection;
4. develop the components of oral speech;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom
O. O.: physical culture: to form the correct posture
1. "Who is attentive"
2. "Name the words according to a given pattern" The wasp does not have antennae, but antennae
No. 14 “Letters e, E. Sound analysis of words: echo, chandelier. Inflection » O. o .: communication:
1. continue to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, e;
3. exercise in the ability to carry out inflection;
4. to form the ability to name words according to a given model;
5. develop the organs of the articulatory apparatus with the help of tongue twisters. O. O.: physical culture: to form the correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive" (spelling of vowels after consonants)
2. “Name the words according to the given model.
3. “Who is attentive” (find the same sound in words) - Ta-ta-ta - our house is clean.
- You-you-you - the cats ate all the sour cream.
- So-and-so - we sat down to play loto.
- Ti-ti-ti - they ate almost all the porridge.
- Cho-cho-cho - we put aside sewing.
- At-at-at - we go for a walk.
No. 15 “Letters e, E. Sound analysis of words: forest, squirrel. Inflection” O. O.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E and the rules for writing e after soft consonants;
3. exercise in inflection;
4. exercise in the ability to name words with a given stressed vowel sound.
O. O.: physical culture: to form the correct posture
О.о: work: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. The game "Name the words with the sound" th "
2. Game "Complete the offer"
see abstract No. 14
No. 16 The letter E can mean two sounds "YE".
Sound analysis of the word Emelya O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. explain that the letter e can mean two sounds - “YE”;
3. develop the ability to name words with a given sound;
4. develop the organs of the articulatory apparatus with the help of tongue twisters
O. o. safety:
fix the rules of behavior in the forest;
O. O.: physical culture: to form the correct posture
1. The game "Who is attentive"
3. The game "Name the words with the sound" th "
4. Game "Complete the offer"
- Se-se-se - many tales about the fox.
- Ze - ze - ze - give water to the goat.
- Ets - ets - ets - that's what a fine fellow you are.
- Tse - tse - tse - many grains in a cucumber.
No. 17 “Word change. Sound analysis of the word river” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce children to inflection;
3. continue to learn how to make a sentence of three words;
4. learn to name words according to a certain sound structure.
O.o.: safety:
5. fix the rules of safe behavior on rivers and reservoirs;
O. o: labor:
6. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Name the words according to the model" See abstract No. 16
No. 18 “Word change. Sound analysis of the word nut» O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. mastering the action of changing words;
3. continue to consolidate the ability to make a sentence of three words;
4. continue to exercise in naming words of a certain sound structure.
O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O.o.: safety:
6. fix the rules of conduct with electrical appliances. 1. "Name the words according to the model"
2. "Chain of words"
3. "Name a couple" Independent inventing of tongue twisters by children
No. 19 “Word change. Sound analysis of the word ball” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. familiarity with dividing a sentence into words, the ability to name words in order;
4. develop phonemic hearing. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Who is attentive"
2. "Name the words according to the model"
3. "The transformation of words"
4. "The letter was lost" Independent inventing of tongue twisters by children
No. 20 “Word change. Sound analysis of the words winter, sea, geese, bullet” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. exercise in the ability to divide sentences into words by ear, call them in order;
4. to consolidate the ability to name words with given sounds; O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Name the words with the sound" b "
2. "Pick a couple"
3. "The sound got lost"
4. "Name the words according to the given model" Independent inventing of tongue twisters by children
No. 21 “Word change. Sound analysis of the words tape, bear, fasting, gun "O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. exercise in changing words;
3. to consolidate the ability to divide sentences into words by ear, to name words in order. O. o .: socialization:
4. cultivate a culture of behavior in the classroom
O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name a couple"
2. "Name the words with the sound "p" Independent inventing of tongue twisters by children
No. 22 “The letter m and its two sounds “m” and “m” O. o.: communication:
1. introduce children to the letter m and the fact that it means the sounds "m" and "m";
2. to consolidate the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
3. mastering the method of syllabic reading with the letter m;
4. develop the diction apparatus; O. o .: socialization:
5. consolidate knowledge of the names and patronymics of parents;
O. O.: physical culture: to form the correct posture
1. "Name the words with the sound m"
2. "Who is attentive"
3. "Add sound"
4. "Hard - soft"
5. “Words on the contrary” Milu mom soap soap (patter + mnemonic table)
No. 23 “The letter n and its two sounds “n” and “n” O. o.: communication:
1. exercise in compiling a sentence with a given word, determine the number of words in a sentence and call them in order;
2. introduce children to the letter n and the fact that it can stand for the sounds “n” and “n”;
3. improve the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
4. mastering the method of syllabic reading with the letters m and n;
5. to develop the diction apparatus of O. O.: physical culture:
6. form the correct posture
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words with the sound" n "
2. "Name the words according to the given model"
3. "Where is the sound?"
4. "Say a word"
5. "Hard - soft"
Milu mom soap soap (patter + mnemonic table)
No. 24 “The letter r and its two sounds “r” and “r” O. o .: communication:
1. introduce children to the letter p and the fact that it stands for the sounds "r" and "r";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to select words for a given model;
5. to develop the diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the words with the sound“ p ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "Tell me a word"
5. "The letter was lost"
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ru-ru-ru - we continue the game;
re-re-re - there is a house on the mountain;
ri-ri-ri - bullfinches on the branches;
or-or-or - a red tomato has ripened;
ir-ir-ir - my dad is a commander;
ar-ar-ar - a lantern hangs on the wall.
No. 25 “The letter l and its two sounds “l” and “l” O. o.: communication:
1. introduce children to the letter l and the fact that it stands for the sounds "l" and "l";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to divide a sentence into words, call them in order;
5. replenish literary baggage with stories;
6. develop the ability to select words for a given model;
7. develop memory, creative thinking. O.o.: safety:
7. fix the rules of safe behavior on the streets of the village and city;
O. o: labor:
8. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "The same sound in words"
2. "Say a word"
3. "Name the words according to the model"
4. "Finish the phrase" Patter:
A cap on a cap and under a cap a cap.
No. 26 “The letter G and g and its two sounds “g” and “g” O. o.: communication:
1. introduce the letters G and g and the fact that they stand for the sounds "g" and "g";
2. introduce the method and rules for laying out a sentence from the letters of the split alphabet;
3. develop the ability to select words for a given model;
4. practice diction, intonation; O. o .: socialization:
5. educate the desire to study at school;
O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Say a word"
3. "The sound got lost"
4. "Learn a fairy tale" Patter:
Cap on cap and cap under cap
No. 27 “The letter k and K and its two sounds “k” and “k” O. o.: communication:
1. introduce the letters k and K. tell that the letter k stands for the sounds “k” and “ky”;
2. to consolidate the ability to lay out proposals in accordance with the rules;
3. repeat that the letter i can denote two sounds ("y" and "a" at the beginning of a word and after a vowel);
4. to consolidate the ability of children to name words of a certain sound structure.
O.o.: reading fiction:
5. introduce the story from the collection of Kirill Kukushkin (one letter);
O. O.: physical culture:
6. form the correct posture
1. “Name the words that begin with the sound “y”
2. "Who is attentive"
3. "Transformation of words - a magic chain" Articulation gymnastics:
"Hamster",
"Circle"
(see Attachment)
No. 28 Repetition O. O.: Communication:
1. consolidate the reading of syllables, words and sentences with passed letters;
2. develop dialogical speech;
3. exercise in laying out sentences using known grammatical and syntactic rules;
4. reinforce the knowledge that the letter u can denote two sounds (“y”, “y” at the beginning of a word or after a vowel sound);
5. to consolidate the ability of children to name words of a certain sound structure and with a given stress;
O. o .: socialization:
6. cultivate a culture of behavior in the classroom
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words according to the model"
2. Irga with tasks (sounds in a certain sequence)
3. "The letter is lost"
4. "Puzzle" Articulation gymnastics:
alternation "Fatty - thin",
"Balloons" (alternately puffing out the cheeks)
No. 29 “The letters s and s and with the sounds s and s. Repetition» O. O.: communication:
1. introduce the letters c and C. tell that the letter k stands for the sounds “s” and “s”;
2. to consolidate the ability to lay out a sentence using the passed grammar rules;
3. consolidate the knowledge that the letter e can stand for two sounds (“th” and “o” at the beginning of a word and after a vowel);
4. continue to improve children's reading;
5. develop memory, attention, speech;
6. to consolidate the ability to name words with a certain stressed vowel sound;
O.o.: safety:
7. fix the safe rules of behavior on the hill;
O. O.: physical culture:
8. form the correct posture
O.o.: reading fiction:
9. introduce L. Kaminsky’s fairy tale “Seven sons of the old Sinitsyns” 1. “A game with a task”
2. "Name words with a stressed vowel" o "
3. "Hard - soft" Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
No. 30 “The letters z and z and with the sounds “z” and “z. Repetition» O. O.: communication:
1. introduce the letters z and z, tell that the letter k stands for the sounds “z” and “z”;
2. to consolidate the ability to lay out a sentence using the passed grammatical and syntactic rules;
3. to fix that the letter e can denote two sounds (“y” and “e” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop the ability to answer questions on the text read;
6. to consolidate the ability of children to name words according to the model. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. “Name the words with the sound“ z ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "The sound got lost"
5. "One - many."
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant - many...? Plants.
One mosaic - many - ...? Mosaic ... Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
Pure tongues:
Zy-zy-zy, there hasn't been a thunderstorm for a long time. For-for-for, a storm is coming. Zy-zy-zy, we are not afraid of thunderstorms. Zu-zu-zu, a stream flows below. Zy-zy-zy, washed the basins. For-for-for, Nina has brown eyes. Zu-zu-zu, I'm taking cubes. Zi-zi-zi, give me a lift to the house. Ze-ze-ze, give water to the goat.
No. 31 "Letter w. Retelling the story "O. o.: communication:
1. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
2. introduce the letter sh, with the rule for writing the combination shi;
3. improve children's reading skills;
4. exercise in retelling the read story;
5. improve the ability to name words according to a certain sound structure. 1. "Name the words with the sound "sh" at the beginning of the word"
2. "Name the words for this model"
3. Exercise "Count to five": One reed, two reeds, .. five reeds. One hut, two huts, five huts. One fur coat, two fur coats, .. five fur coats. One school, two schools, five schools. One awl, two awls, five awls.
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix)
№32
"Letter J, J. The rule for writing a combination of zhi "
O. O.: communication:
1. improve the ability of children to lay out sentences using all the grammatical and syntactic rules passed, determining the stressed vowel;
2. introduce the letter Zh, Zh and the rules for writing the combination of zhi;
3. improve reading skills;
4. develop attention, memory, speech;
5. improve the ability to name words of a certain sound structure. 1 "Who is attentive"
2. “Name the words with the sound “g”
3. "Name the words according to the given model"
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix
No. 33 "Letters D, e. Title and retelling of the story"
O. O.: communication:
1. introduce the letters d and d and the fact that they stand for the sounds "d" and "d";
2. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
3. improve children's reading skills;
4. to form the ability of children to title and retell the story;
5. improve the ability to name words of a certain sound structure.
1. Game with a task in the word were friends
2. "Name the words with the sound" d "
3. "Name the words according to the given model" Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(patter + metable)
No. 34 "Letter t and T" O. o.: communication:
1. introduce the letters t and T and the fact that they stand for the sounds "t" and "t";
2. to form the ability to put stress in printed words and read words with stress;
3. improve reading skills;
4. improve phonemic hearing.
1. "Name the words" with a ball in a circle Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(fix)
No. 35 "Letter b" O. o.: communication:
1. introduce the letter b;
2. to form the ability to put stress in printed words and read them in accordance with the stress;
3. improve reading skills;
4. introduce the method of guessing the word represented by the model (by questions)
1. Riddle game Inventing tongue twisters by children with the ending "at"
No. 36 "Repetition" O. O.: communication:
1. to consolidate children's knowledge about b;
2. develop in the ability to put stress in words and read them using stress;
3. improve reading skills;
4. improve the ability to make sentences with a given word;
5. exercise in the ability to guess the word represented by the model (on questions)
1. Game with the task of the word coal
2. Riddle game
Inventing tongue twisters by children with the ending "at"
No. 37 "Letters p and p. Title and retelling of the story" O. o.: communication:
1. introduce the letters P, p and the fact that they stand for the sounds "p" and "p";
2. continue to master the stress in words and read them using stress;
3. to consolidate the ability to lay out proposals using the passed rules;
4. to form the ability to title and retell the story read;
5. improve reading skills;
6. improve the ability to name words according to a certain sound structure. 1. "Name the words"
2. "Name the words according to the model" Patter:
From the clatter of hooves, dust flies across the field
No. 38 "Letters b and B. Retelling the story" O. o.: communication:
1. introduce the letters B, b and the fact that they stand for the sounds "b" and "b";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. improve the ability to guess the word represented by the model (on questions) 1. "Name the words with the sound" b "
2. The game is a riddle Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake"
№39
"Letters V and V" O. O.: communication:
1. introduce the letters B, c and the fact that they stand for the sounds “v” and v”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. develop thought processes. 1. "Name a couple"
2. "Name the words"
Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake", No. 15 "Circle"
No. 40 “Letters F and f. Retelling the story "» O. o.: communication:
1. introduce the letters F, f and the fact that they stand for the sounds "f" and "f";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. develop thought processes. 1. “Name the words with the sound “f”, with the sound “f”
2. The game is a riddle of a child
1. If you don’t say to the dog: “Fas!”,
This dog will not touch you.
2. Don't get to Venus
On a plywood rocket.
3. New candy wrapper
Put the letter in an envelope.
№41 "Word formation" 1. improve the reading skills of children;
2. exercise in the ability to form words;
3. improve the ability to guess the word represented by the model (on questions);
4. develop thought processes. 1. “Name the words with the stressed vowel “y”
2. Playing with sounds.
3. The game is a riddle. Repeat tongue twisters that are difficult to pronounce.
№42 "Letter "y" 1. Improve the reading skills of children;
2. introduce the letter "Y", repeat the rules that the sound "Y" is the most short sound in our speech and always a soft consonant;
3. exercise children in word formation;
4. improve the ability to guess the word represented by the model. 1. The game is a riddle Introduce and memorize a poem:
There are very few words on "Y":
Yogurt, iodine, and the word yoga.
"Y" at the end we usually write:
Tea, random, secret, extra.
No. 43 "Letter h, h" 1. Improve the reading skills of children;
2. introduce the letter h, h and remind that "h" is always a soft consonant;
3. to form the ability to make a chain of words, making only one replacement in a given word to get a new word. 1. “Name the words with the sound“ h ”
2. "Chain of words" Clean tongues with the sound "h":
- cho-cho-cho, my shoulder hurts;
- choo-choo-choo, if it hurts - go to the doctor;
- cha-cha-cha, I will cry at the doctor;
- chi-chi-chi, doctors help us;
- Choo-choo-choo, well, then I'll go to the doctor.
No. 44 “Letter u, u” 1. Introduce the letter u, u explain that the sound “u” is always a soft consonant, and the spelling combination u, u.
2. Improve reading skills.
3. exercise in retelling the read story.
4. train in reading tongue twisters. 1. The game is a mystery
2. "Chain of words" Patter:
I brush my teeth with this brush
I clean my shoes with this one,
I clean my trousers with this
All these brushes are needed
(drawing up a table for me by children)
No. 45 "Creative retelling" 1. exercise the ability to lay out a sentence using the rules passed;
2. improve reading skills;
3. train in reading tongue twisters;
4. to form the ability to creatively retell the read story;
5. improve the ability to name words of a certain sound structure. 1. "Name the words according to the given model"
2. Game - the riddle of the child, see No. 44
No. 46 “Letter c, c” 1. Introduce the letter C, c and the rule that the sound “c” is always a hard consonant.
2. improve the ability to lay out a proposal using the rules passed.
3. Improve reading skills.
4. exercise in guessing the word, lined with chips. 1. "Name a couple"
2. “Name the words with the sound“ c ”
3. The game is a riddle Patter:
Four black, grimy, imp
Drawing in black ink
Extremely clean (children make a spreadsheet for me)
No. 47 "Letter x, X" 1. Improve the ability to lay out a sentence using the rules passed;
2. Introduce the letters X, x and the fact that they stand for the sounds "x", "x";
3. Improve children's reading skills.
4. Exercise in compiling a chain of words, making one replacement in a given word to get a new word. 1. "Chain of words"
2. The game - the riddle of the educator See No. 46
No. 48 "Dividing function of the letter b" 1. improve the reading skills of children;
2. introduce the separating function of the letter b;
3. exercise in compiling a chain of words, making only one replacement to get a new word. 1. "Chain of words" see No. 46
No. 49 "Letter b" 1. Introduce the letter b.
2. Improve reading skills.
3. Exercise in the ability to name a word of a certain sound structure.
4. To form the ability to guess the word laid out with chips 1. The game is a riddle Introduce the poem:
Silent solid sign
Not pronounced at all!
But many words need it,
You will have to teach him.
Do you want - do not want
It's in the alphabet!
No. 50 "Working with a sentence" 1. Improve the ability to compose a sentence with a given word;
2. improve reading skills;
3. consolidate knowledge about the ъ sign;
4. exercise in compiling a chain of words, making only one replacement in a given word to obtain a new word. 1. "Chain of words"
No. 51 " creative story» 1. consolidate the ability to lay out a proposal using the rules passed;
2. improve reading skills;
3. exercise in the ability to retell the story; exercise in the ability to compose a creative story;
4. to consolidate the ability to make a chain of words, in this case, making only one replacement to get a new word. 1. "Chain of words"
2. Playing with the word "kitten"
№52 "Reading Skill" 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. to consolidate the ability to guess the words lined with chips. 1. Game with the word "play"
2. Game - the riddle of the educator (school)
3. The game is a child's riddle
#53 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. improve the ability to guess the word lined with chips;
4. exercise in the ability to make a chain of words from a given word by one replacement to get a new word 1. Game - riddle (primer)
#54 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. develop the ability to answer questions on the read text;
4. develop thinking. 1. The game is the riddle of the educator
2. The game is a child's riddle
№55 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to answer questions on the read text;
4. exercise in the ability to guess the words lined with chips.
1. The game is the riddle of the educator
2. Game - a riddle of a child Preparation for the competition
№56 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to retell the read story;
4. improve the ability to make a chain of words, making only one replacement to get a new word. 1. "Chain of words"
2. The game is the riddle of the educator
3. Game - a riddle of a child Competition for the best reader of tongue twisters
LONG-TERM PLANNING FOR LITERATURE
PREPARATORY GROUP
Topic Educational area Educational areas Didactic game Patter, tongue twisters, articulatory gymnastics
September
1 - 2 weeks: monitoring
No. 1 “Sound analysis of the word book. Drawing up a proposal "O. o.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of stress in words;
3. develop the ability to make a sentence of two words, name 1 - e and
2nd word
4. prepare the organs of articulation for the correct pronunciation of phonemes O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O. o .: work:
6. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean your workplace.
1. "Name the words"
Articulation gymnastics "Smile", "Proboscis",
"House opens"
(see Attachment)
No. 2 “Sound analysis of the word newspaper. Work with the proposal "O. O.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of the percussive sound in the word;
3. Exercise in the ability to make a sentence of two words, call the words in order;
4. Exercise to name words with given sounds.
5. Prepare the organs of articulation for the correct pronunciation of phonemes O. O.: physical culture:
6. form the correct posture.
O. o .: socialization:
7. continue to teach to listen to the interlocutor.
1. "Name a couple" (in a circle with a ball)
2. "Name the words for a given sound" Articulatory gymnastics, alternating "Proboscis" - "Smile",
"House opens"
No. 3 “Letters a, A. sound analysis of the word crane, Alena” O. o .: communication:
1. to form the ability to conduct a sound analysis of the word;
2. introduce the vowels a, A;
3. exercise in making a sentence about the actions of a toy from two words;
4. exercise in naming words of a certain sound structure
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the stressed vowel sound” (in a circle with the ball)
2. "Name the words according to the given model" A.g. "Curious Tongue"
"Frog",
"Bunny"
No. 4 "Letters I, I. Sound analysis of the word ball" O. o.: communication:
1. to form the ability to conduct a sound analysis of words, to determine the stressed vowel sound;
2. introduce the vowels i, i and the rules for writing i after soft consonants;
3. exercise in drawing up a sentence about the actions of the toy (their two words);
4. continue to teach children to name words with given sounds
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: knowledge:
6. consolidate knowledge about wild animals;
O. O.: physical culture:
7. form the correct posture
1. "Fix the mistake"
2. "Name the words for a given sound" A. g. "Okoshko",
"The tongue greets the chin"
"The tongue greets the upper lip"
No. 5 "The letter I - can designate two sounds" YA ". Sound analysis of the words frog, Yasha "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. introduce you to the fact that the letter i can mean two sounds - “ya”;
3. exercise in compiling a sentence of two words about the actions of children, name the 1st, 2nd word;
4. develop logical thinking, memory;
5. prepare the organs of articulation for the correct pronunciation of O. o phonemes: socialization:
6. cultivate the ability to listen to the answers of a friend
O.o.: safety:
7. consolidate the ability to follow the rules of being in kindergarten 1. "Name the words"
2. "The letter is lost"
3. "Finish the sentence"
4. "The letter is lost" Articulation gymnastics "Monkey" and "Bulldog"
No. 6 "Letters o, O. Sound analysis of the words rose, meat, Olya" O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the vowels o, o;
3. exercise in drawing up a proposal for actions, name 1 - e, 2 - e word;
4. develop logical thinking, memory, attention;
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
6. develop ingenuity, the ability to independently solve the problem
O. o .: work:
7. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean up your workplace.
1. "Who is attentive"
2. "Name the words according to a given model" Articulatory gymnastics "Hide and Seek" (alternating monkey - bulldog)
#7 “The letter ё can mean the sound “o”. Sound analysis of the words regiment, beet "O. o .: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. to acquaint you with the fact that the letter ё can mean the sound "o" and is written after soft consonants;
3. exercise in the ability to make sentences from two words with a given word;
4. develop thought processes;
5. to prepare the organs of articulation for the correct pronunciation of phonemes O. O.: physical culture: to form the correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive"
2. "Name the words" Articulation gymnastics "Hamster",
"Circle"
No. 8 “The letter ё - means two sounds“ YO. Sound analysis of the words fir-tree and grater "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. To acquaint with the fact that ё can mean two sounds "YO"
3. To form the ability to make sentences from two words with a given word
4. Develop attention, memory, logical thinking when guessing riddles, understand the poetic comparison underlying the riddle;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom.
O. O.: physical culture: to form the correct posture.
O.o.: reading fiction:
Replenish literary baggage with fairy tales (the fairy tale “Why is Yo always shock”) 1. “Name the words for the given sound”
2. "Transformation of words"
Hedgehog yellow russula
Glad like a squirrel to nuts (patter + me table - see appendix)
No. 9 "Introduction to the letters y, U. Sound analysis of the words pear and bag" O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letters y, y;
3. to form the ability to make a sentence of three words with a connecting union and;
4. develop attention, memory, thinking
5. develop the diction apparatus
O. o .: socialization:
to improve the artistic skills of children in terms of the embodiment of the image with the help of facial expressions and gestures;
O. O.: physical culture: to form the correct posture
1 "Recognize the sound."
2. "Name the words"
3. "Where is the sound?"
4. "The fifth extra"
5. "Name the words with the given sound Y"
6. "On the contrary"
7. Exercise "Stretch the thread" Hedgehog yellow russula
Glad like a squirrel to nuts
No. 10 “Introduction to the letter Yu. Sound analysis of the words bow, hatch, iron"
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letter u and the rules for writing it after soft consonants;
3. exercise in making a sentence of three words with a connecting union and;
4. develop the speech apparatus with the help of tongue twisters;
5. develop the diction apparatus
О.о.: physical culture: to develop the ability to perform movements according to the text of the physical culture minute;
O. O.: safety: fix the rules of conduct with electrical appliances.
1. "Who is attentive"
2. “Name the words with the shock sound “A”.
3. "Name the words with the sound Yu"
Fishing with a fishing rod
Clever our Yurochka
(patter + metable - see appendix)
№11 “The letter u can mean two sounds“ YU. Sound analysis of the words yula, Yura, beak "O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. to acquaint with the fact that the letter u can mean two sounds - “yo” (at the beginning of the word);
3. develop the ability to make a sentence of three words with a union and sketch it;
4. develop logical thinking when naming words according to a given model;
5. to develop the diction apparatus O.o.: physical culture:
to form the ability to maintain the correct posture in various activities.
O.o.: socialization:
to develop ingenuity, the ability to independently solve the problem. 1. "Name the words according to the given scheme"
2. “The first sound was lost” (... la, ... bka, ... mouth, ... nysha, ..mor)
2. "Name the words with the shock sound Y"
3. “Find a word within a word. YOUTH "(nose, sleep, tone) Fishing with a fishing rod
Clever our Yurochka.
No. 12 "Letter Y. Sound analysis of words: fish, ball, mouse "OO: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;
3. consolidate the ability to make a sentence of three words with the union And;
4. practice diction in the pronunciation of words with a given sound;
5. to develop the diction apparatus of O. about: labor: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture: to form the correct posture
1. "Name the words with a shock sound a, s"
2. Phonemic exercise "Word the sound in the word"
3. "Name the words with the sound in, w"
The wasp does not have antennae, but antennae
(patter + metable - see appendix)
No. 13 "Bykvy and, I. Inflection. Sound analysis of words: bear, toy
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letters and, and the rules for writing after soft consonants;
3. exercise in the ability to carry out inflection;
4. develop the components of oral speech;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom
O. O.: physical culture: to form the correct posture
1. "Who is attentive"
2. "Name the words according to a given pattern" The wasp does not have antennae, but antennae
No. 14 “Letters e, E. Sound analysis of words: echo, chandelier. Inflection » O. o .: communication:
1. continue to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, e;
3. exercise in the ability to carry out inflection;
4. to form the ability to name words according to a given model;
5. develop the organs of the articulatory apparatus with the help of tongue twisters. O. O.: physical culture: to form the correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive" (spelling of vowels after consonants)
2. “Name the words according to the given model.
3. “Who is attentive” (find the same sound in words) - Ta-ta-ta - our house is clean.
- You-you-you - the cats ate all the sour cream.
- So-and-so - we sat down to play loto.
- Ti-ti-ti - they ate almost all the porridge.
- Cho-cho-cho - we put aside sewing.
- At-at-at - we go for a walk.
No. 15 “Letters e, E. Sound analysis of words: forest, squirrel. Inflection” O. O.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E and the rules for writing e after soft consonants;
3. exercise in inflection;
4. exercise in the ability to name words with a given stressed vowel sound.
O. O.: physical culture: to form the correct posture
О.о: work: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. The game "Name the words with the sound" th "
2. Game "Complete the offer"
see abstract No. 14
No. 16 The letter E can mean two sounds "YE".
Sound analysis of the word Emelya O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. explain that the letter e can mean two sounds - “YE”;
3. develop the ability to name words with a given sound;
4. develop the organs of the articulatory apparatus with the help of tongue twisters
O. o. safety:
fix the rules of behavior in the forest;
O. O.: physical culture: to form the correct posture
1. The game "Who is attentive"
3. The game "Name the words with the sound" th "
4. Game "Complete the offer"
- Se-se-se - many tales about the fox.
- Ze - ze - ze - give water to the goat.
- Ets - ets - ets - that's what a fine fellow you are.
- Tse - tse - tse - many grains in a cucumber.
No. 17 “Word change. Sound analysis of the word river” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce children to inflection;
3. continue to learn how to make a sentence of three words;
4. learn to name words according to a certain sound structure.
O.o.: safety:
5. fix the rules of safe behavior on rivers and reservoirs;
O. o: labor:
6. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Name the words according to the model" See abstract No. 16
No. 18 “Word change. Sound analysis of the word nut» O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. mastering the action of changing words;
3. continue to consolidate the ability to make a sentence of three words;
4. continue to exercise in naming words of a certain sound structure.
O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O.o.: safety:
6. fix the rules of conduct with electrical appliances. 1. "Name the words according to the model"
2. "Chain of words"
3. "Name a couple" Independent inventing of tongue twisters by children
No. 19 “Word change. Sound analysis of the word ball” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. familiarity with dividing a sentence into words, the ability to name words in order;
4. develop phonemic hearing. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Who is attentive"
2. "Name the words according to the model"
3. "The transformation of words"
4. "The letter was lost" Independent inventing of tongue twisters by children
No. 20 “Word change. Sound analysis of the words winter, sea, geese, bullet” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. exercise in the ability to divide sentences into words by ear, call them in order;
4. to consolidate the ability to name words with given sounds; O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Name the words with the sound" b "
2. "Pick a couple"
3. "The sound got lost"
4. "Name the words according to the given model" Independent inventing of tongue twisters by children
No. 21 “Word change. Sound analysis of the words tape, bear, fasting, gun "O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. exercise in changing words;
3. to consolidate the ability to divide sentences into words by ear, to name words in order. O. o .: socialization:
4. cultivate a culture of behavior in the classroom
O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name a couple"
2. "Name the words with the sound "p" Independent inventing of tongue twisters by children
No. 22 “The letter m and its two sounds “m” and “m” O. o.: communication:
1. introduce children to the letter m and the fact that it means the sounds "m" and "m";
2. to consolidate the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
3. mastering the method of syllabic reading with the letter m;
4. develop the diction apparatus; O. o .: socialization:
5. consolidate knowledge of the names and patronymics of parents;
O. O.: physical culture: to form the correct posture
1. "Name the words with the sound m"
2. "Who is attentive"
3. "Add sound"
4. "Hard - soft"
5. “Words on the contrary” Milu mom soap soap (patter + mnemonic table)
No. 23 “The letter n and its two sounds “n” and “n” O. o.: communication:
1. exercise in compiling a sentence with a given word, determine the number of words in a sentence and call them in order;
2. introduce children to the letter n and the fact that it can stand for the sounds “n” and “n”;
3. improve the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
4. mastering the method of syllabic reading with the letters m and n;
5. to develop the diction apparatus of O. O.: physical culture:
6. form the correct posture
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words with the sound" n "
2. "Name the words according to the given model"
3. "Where is the sound?"
4. "Say a word"
5. "Hard - soft"
Milu mom soap soap (patter + mnemonic table)
No. 24 “The letter r and its two sounds “r” and “r” O. o .: communication:
1. introduce children to the letter p and the fact that it stands for the sounds "r" and "r";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to select words for a given model;
5. to develop the diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the words with the sound“ p ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "Tell me a word"
5. "The letter was lost"
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ru-ru-ru - we continue the game;
re-re-re - there is a house on the mountain;
ri-ri-ri - bullfinches on the branches;
or-or-or - a red tomato has ripened;
ir-ir-ir - my dad is a commander;
ar-ar-ar - a lantern hangs on the wall.
No. 25 “The letter l and its two sounds “l” and “l” O. o.: communication:
1. introduce children to the letter l and the fact that it stands for the sounds "l" and "l";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to divide a sentence into words, call them in order;
5. replenish literary baggage with stories;
6. develop the ability to select words for a given model;
7. develop memory, imaginative thinking. O.o.: safety:
7. fix the rules of safe behavior on the streets of the village and city;
O. o: labor:
8. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "The same sound in words"
2. "Say a word"
3. "Name the words according to the model"
4. "Finish the phrase" Patter:
A cap on a cap and under a cap a cap.
No. 26 “The letter G and g and its two sounds “g” and “g” O. o.: communication:
1. introduce the letters G and g and the fact that they stand for the sounds "g" and "g";
2. introduce the method and rules for laying out a sentence from the letters of the split alphabet;
3. develop the ability to select words for a given model;
4. practice diction, intonation; O. o .: socialization:
5. educate the desire to study at school;
O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Say a word"
3. "The sound got lost"
4. "Learn a fairy tale" Patter:
Cap on cap and cap under cap
No. 27 “The letter k and K and its two sounds “k” and “k” O. o.: communication:
1. introduce the letters k and K. tell that the letter k stands for the sounds “k” and “ky”;
2. to consolidate the ability to lay out proposals in accordance with the rules;
3. repeat that the letter i can denote two sounds ("y" and "a" at the beginning of a word and after a vowel);
4. to consolidate the ability of children to name words of a certain sound structure.
O.o.: reading fiction:
5. introduce the story from the collection of Kirill Kukushkin (one letter);
O. O.: physical culture:
6. form the correct posture
1. “Name the words that begin with the sound “y”
2. "Who is attentive"
3. "Transformation of words - a magic chain" Articulation gymnastics:
"Hamster",
"Circle"
(see Attachment)
No. 28 Repetition O. O.: Communication:
1. consolidate the reading of syllables, words and sentences with passed letters;
2. develop dialogical speech;
3. exercise in laying out sentences using known grammatical and syntactic rules;
4. reinforce the knowledge that the letter u can denote two sounds (“y”, “y” at the beginning of a word or after a vowel sound);
5. to consolidate the ability of children to name words of a certain sound structure and with a given stress;
O. o .: socialization:
6. cultivate a culture of behavior in the classroom
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words according to the model"
2. Irga with tasks (sounds in a certain sequence)
3. "The letter is lost"
4. "Puzzle" Articulation gymnastics:
alternation "Fatty - thin",
"Balloons" (alternately puffing out the cheeks)
No. 29 “The letters s and s and with the sounds s and s. Repetition» O. O.: communication:
1. introduce the letters c and C. tell that the letter k stands for the sounds “s” and “s”;
2. to consolidate the ability to lay out a sentence using the passed grammar rules;
3. consolidate the knowledge that the letter e can stand for two sounds (“th” and “o” at the beginning of a word and after a vowel);
4. continue to improve children's reading;
5. develop memory, attention, speech;
6. to consolidate the ability to name words with a certain stressed vowel sound;
O.o.: safety:
7. fix the safe rules of behavior on the hill;
O. O.: physical culture:
8. form the correct posture
O.o.: reading fiction:
9. introduce L. Kaminsky’s fairy tale “Seven sons of the old Sinitsyns” 1. “A game with a task”
2. "Name words with a stressed vowel" o "
3. "Hard - soft" Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
No. 30 “The letters z and z and with the sounds “z” and “z. Repetition» O. O.: communication:
1. introduce the letters z and z, tell that the letter k stands for the sounds “z” and “z”;
2. to consolidate the ability to lay out a sentence using the passed grammatical and syntactic rules;
3. to fix that the letter e can denote two sounds (“y” and “e” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop the ability to answer questions on the text read;
6. to consolidate the ability of children to name words according to the model. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. “Name the words with the sound“ z ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "The sound got lost"
5. "One - many."
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant - many...? Plants.
One mosaic - many - ...? Mosaic ... Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
Pure tongues:
Zy-zy-zy, there hasn't been a thunderstorm for a long time. For-for-for, a storm is coming. Zy-zy-zy, we are not afraid of thunderstorms. Zu-zu-zu, a stream flows below. Zy-zy-zy, washed the basins. For-for-for, Nina has brown eyes. Zu-zu-zu, I'm taking cubes. Zi-zi-zi, give me a lift to the house. Ze-ze-ze, give water to the goat.
No. 31 "Letter w. Retelling the story "O. o.: communication:
1. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
2. introduce the letter sh, with the rule for writing the combination shi;
3. improve children's reading skills;
4. exercise in retelling the read story;
5. improve the ability to name words according to a certain sound structure. 1. "Name the words with the sound "sh" at the beginning of the word"
2. "Name the words for this model"
3. Exercise "Count to five": One reed, two reeds, .. five reeds. One hut, two huts, five huts. One fur coat, two fur coats, .. five fur coats. One school, two schools, five schools. One awl, two awls, five awls.
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix)
№32
"Letter J, J. The rule for writing a combination of zhi "
O. O.: communication:
1. improve the ability of children to lay out sentences using all the grammatical and syntactic rules passed, determining the stressed vowel;
2. introduce the letter Zh, Zh and the rules for writing the combination of zhi;
3. improve reading skills;
4. develop attention, memory, speech;
5. improve the ability to name words of a certain sound structure. 1 "Who is attentive"
2. “Name the words with the sound “g”
3. "Name the words according to the given model"
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix
No. 33 "Letters D, e. Title and retelling of the story"
O. O.: communication:
1. introduce the letters d and d and the fact that they stand for the sounds "d" and "d";
2. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
3. improve children's reading skills;
4. to form the ability of children to title and retell the story;
5. improve the ability to name words of a certain sound structure.
1. Game with a task in the word were friends
2. "Name the words with the sound" d "
3. "Name the words according to the given model" Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(patter + metable)
No. 34 "Letter t and T" O. o.: communication:
1. introduce the letters t and T and the fact that they stand for the sounds "t" and "t";
2. to form the ability to put stress in printed words and read words with stress;
3. improve reading skills;
4. improve phonemic hearing.
1. "Name the words" with a ball in a circle Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(fix)
No. 35 "Letter b" O. o.: communication:
1. introduce the letter b;
2. to form the ability to put stress in printed words and read them in accordance with the stress;
3. improve reading skills;
4. introduce the method of guessing the word represented by the model (by questions)
1. Riddle game Inventing tongue twisters by children with the ending "at"
No. 36 "Repetition" O. O.: communication:
1. to consolidate children's knowledge about b;
2. develop in the ability to put stress in words and read them using stress;
3. improve reading skills;
4. improve the ability to make sentences with a given word;
5. exercise in the ability to guess the word represented by the model (on questions)
1. Game with the task of the word coal
2. Riddle game
Inventing tongue twisters by children with the ending "at"
No. 37 "Letters p and p. Title and retelling of the story" O. o.: communication:
1. introduce the letters P, p and the fact that they stand for the sounds "p" and "p";
2. continue to master the stress in words and read them using stress;
3. to consolidate the ability to lay out proposals using the passed rules;
4. to form the ability to title and retell the story read;
5. improve reading skills;
6. improve the ability to name words according to a certain sound structure. 1. "Name the words"
2. "Name the words according to the model" Patter:
From the clatter of hooves, dust flies across the field
No. 38 "Letters b and B. Retelling the story" O. o.: communication:
1. introduce the letters B, b and the fact that they stand for the sounds "b" and "b";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. improve the ability to guess the word represented by the model (on questions) 1. "Name the words with the sound" b "
2. The game is a riddle Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake"
№39
"Letters V and V" O. O.: communication:
1. introduce the letters B, c and the fact that they stand for the sounds “v” and v”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. develop thought processes. 1. "Name a couple"
2. "Name the words"
Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake", No. 15 "Circle"
No. 40 “Letters F and f. Retelling the story "» O. o.: communication:
1. introduce the letters F, f and the fact that they stand for the sounds "f" and "f";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. develop thought processes. 1. “Name the words with the sound “f”, with the sound “f”
2. The game is a riddle of a child
1. If you don’t say to the dog: “Fas!”,
This dog will not touch you.
2. Don't get to Venus
On a plywood rocket.
3. New candy wrapper
Put the letter in an envelope.
№41 "Word formation" 1. improve the reading skills of children;
2. exercise in the ability to form words;
3. improve the ability to guess the word represented by the model (on questions);
4. develop thought processes. 1. “Name the words with the stressed vowel “y”
2. Playing with sounds.
3. The game is a riddle. Repeat tongue twisters that are difficult to pronounce.
№42 "Letter "y" 1. Improve the reading skills of children;
2. introduce the letter "Y", repeat the rules that the sound "Y" is the shortest sound in our speech and always a soft consonant;
3. exercise children in word formation;
4. improve the ability to guess the word represented by the model. 1. The game is a riddle Introduce and memorize a poem:
There are very few words on "Y":
Yogurt, iodine, and the word yoga.
"Y" at the end we usually write:
Tea, random, secret, extra.
No. 43 "Letter h, h" 1. Improve the reading skills of children;
2. introduce the letter h, h and remind that "h" is always a soft consonant;
3. to form the ability to make a chain of words, making only one replacement in a given word to get a new word. 1. “Name the words with the sound“ h ”
2. "Chain of words" Clean tongues with the sound "h":
- cho-cho-cho, my shoulder hurts;
- choo-choo-choo, if it hurts - go to the doctor;
- cha-cha-cha, I will cry at the doctor;
- chi-chi-chi, doctors help us;
- Choo-choo-choo, well, then I'll go to the doctor.
No. 44 “Letter u, u” 1. Introduce the letter u, u explain that the sound “u” is always a soft consonant, and the spelling combination u, u.
2. Improve reading skills.
3. exercise in retelling the read story.
4. train in reading tongue twisters. 1. The game is a mystery
2. "Chain of words" Patter:
I brush my teeth with this brush
I clean my shoes with this one,
I clean my trousers with this
All these brushes are needed
(drawing up a table for me by children)
No. 45 "Creative retelling" 1. exercise the ability to lay out a sentence using the rules passed;
2. improve reading skills;
3. train in reading tongue twisters;
4. to form the ability to creatively retell the read story;
5. improve the ability to name words of a certain sound structure. 1. "Name the words according to the given model"
2. Game - the riddle of the child, see No. 44
No. 46 “Letter c, c” 1. Introduce the letter C, c and the rule that the sound “c” is always a hard consonant.
2. improve the ability to lay out a proposal using the rules passed.
3. Improve reading skills.
4. exercise in guessing the word, lined with chips. 1. "Name a couple"
2. “Name the words with the sound“ c ”
3. The game is a riddle Patter:
Four black, grimy, imp
Drawing in black ink
Extremely clean (children make a spreadsheet for me)
No. 47 "Letter x, X" 1. Improve the ability to lay out a sentence using the rules passed;
2. Introduce the letters X, x and the fact that they stand for the sounds "x", "x";
3. Improve children's reading skills.
4. Exercise in compiling a chain of words, making one replacement in a given word to get a new word. 1. "Chain of words"
2. The game - the riddle of the educator See No. 46
No. 48 "Dividing function of the letter b" 1. improve the reading skills of children;
2. introduce the separating function of the letter b;
3. exercise in compiling a chain of words, making only one replacement to get a new word. 1. "Chain of words" see No. 46
No. 49 "Letter b" 1. Introduce the letter b.
2. Improve reading skills.
3. Exercise in the ability to name a word of a certain sound structure.
4. To form the ability to guess the word laid out with chips 1. The game is a riddle Introduce the poem:
Silent solid sign
Not pronounced at all!
But many words need it,
You will have to teach him.
Do you want - do not want
It's in the alphabet!
No. 50 "Working with a sentence" 1. Improve the ability to compose a sentence with a given word;
2. improve reading skills;
3. consolidate knowledge about the ъ sign;
4. exercise in compiling a chain of words, making only one replacement in a given word to obtain a new word. 1. "Chain of words"
No. 51 "Creative story" 1. consolidate the ability to lay out a proposal using the rules passed;
2. improve reading skills;
3. exercise in the ability to retell the story; exercise in the ability to compose a creative story;
4. to consolidate the ability to make a chain of words, in this case, making only one replacement to get a new word. 1. "Chain of words"
2. Playing with the word "kitten"
№52 "Reading Skill" 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. to consolidate the ability to guess the words lined with chips. 1. Game with the word "play"
2. Game - the riddle of the educator (school)
3. The game is a child's riddle
#53 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. improve the ability to guess the word lined with chips;
4. exercise in the ability to make a chain of words from a given word by one replacement to get a new word 1. Game - riddle (primer)
#54 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. develop the ability to answer questions on the read text;
4. develop thinking. 1. The game is the riddle of the educator
2. The game is a child's riddle
№55 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to answer questions on the read text;
4. exercise in the ability to guess the words lined with chips.
1. The game is the riddle of the educator
2. Game - a riddle of a child Preparation for the competition
№56 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to retell the read story;
4. improve the ability to make a chain of words, making only one replacement to get a new word. 1. "Chain of words"
2. The game is the riddle of the educator
3. Game - a riddle of a child Competition for the best reader of tongue twisters
LONG-TERM PLANNING FOR LITERATURE
PREPARATORY GROUP
Topic Educational area Educational areas Didactic game Patter, tongue twisters, articulatory gymnastics
September
1 - 2 weeks: monitoring
No. 1 “Sound analysis of the word book. Drawing up a proposal "O. o.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of stress in words;
3. develop the ability to make a sentence of two words, name 1 - e and
2nd word
4. prepare the organs of articulation for the correct pronunciation of phonemes O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O. o .: work:
6. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean your workplace.
1. "Name the words"
Articulation gymnastics "Smile", "Proboscis",
"House opens"
(see Attachment)
No. 2 “Sound analysis of the word newspaper. Work with the proposal "O. O.: communication:
1. to form the ability to conduct a sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules for writing letters;
2. To consolidate the ability to determine the place of the percussive sound in the word;
3. Exercise in the ability to make a sentence of two words, call the words in order;
4. Exercise to name words with given sounds.
5. Prepare the organs of articulation for the correct pronunciation of phonemes O. O.: physical culture:
6. form the correct posture.
O. o .: socialization:
7. continue to teach to listen to the interlocutor.
1. "Name a couple" (in a circle with a ball)
2. "Name the words for a given sound" Articulatory gymnastics, alternating "Proboscis" - "Smile",
"House opens"
No. 3 “Letters a, A. sound analysis of the word crane, Alena” O. o .: communication:
1. to form the ability to conduct a sound analysis of the word;
2. introduce the vowels a, A;
3. exercise in making a sentence about the actions of a toy from two words;
4. exercise in naming words of a certain sound structure
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the stressed vowel sound” (in a circle with the ball)
2. "Name the words according to the given model" A.g. "Curious Tongue"
"Frog",
"Bunny"
No. 4 "Letters I, I. Sound analysis of the word ball" O. o.: communication:
1. to form the ability to conduct a sound analysis of words, to determine the stressed vowel sound;
2. introduce the vowels i, i and the rules for writing i after soft consonants;
3. exercise in drawing up a sentence about the actions of the toy (their two words);
4. continue to teach children to name words with given sounds
5. prepare the organs of articulation for the correct pronunciation of phonemes О.о.: knowledge:
6. consolidate knowledge about wild animals;
O. O.: physical culture:
7. form the correct posture
1. "Fix the mistake"
2. "Name the words for a given sound" A. g. "Okoshko",
"The tongue greets the chin"
"The tongue greets the upper lip"
No. 5 "The letter I - can designate two sounds" YA ". Sound analysis of the words frog, Yasha "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. introduce you to the fact that the letter i can mean two sounds - “ya”;
3. exercise in compiling a sentence of two words about the actions of children, name the 1st, 2nd word;
4. develop logical thinking, memory;
5. prepare the organs of articulation for the correct pronunciation of O. o phonemes: socialization:
6. cultivate the ability to listen to the answers of a friend
O.o.: safety:
7. consolidate the ability to follow the rules of being in kindergarten 1. "Name the words"
2. "The letter is lost"
3. "Finish the sentence"
4. "The letter is lost" Articulation gymnastics "Monkey" and "Bulldog"
No. 6 "Letters o, O. Sound analysis of the words rose, meat, Olya" O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the vowels o, o;
3. exercise in drawing up a proposal for actions, name 1 - e, 2 - e word;
4. develop logical thinking, memory, attention;
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
6. develop ingenuity, the ability to independently solve the problem
O. o .: work:
7. to consolidate the ability to timely prepare materials and manuals for the lesson, without a reminder to clean up your workplace.
1. "Who is attentive"
2. "Name the words according to a given model" Articulatory gymnastics "Hide and Seek" (alternating monkey - bulldog)
#7 “The letter ё can mean the sound “o”. Sound analysis of the words regiment, beet "O. o .: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. to acquaint you with the fact that the letter ё can mean the sound "o" and is written after soft consonants;
3. exercise in the ability to make sentences from two words with a given word;
4. develop thought processes;
5. to prepare the organs of articulation for the correct pronunciation of phonemes O. O.: physical culture: to form the correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive"
2. "Name the words" Articulation gymnastics "Hamster",
"Circle"
No. 8 “The letter ё - means two sounds“ YO. Sound analysis of the words fir-tree and grater "O. o.: communication:
1. to form the ability to conduct a sound-literal analysis of words and determine the stressed vowel sound;
2. To acquaint with the fact that ё can mean two sounds "YO"
3. To form the ability to make sentences from two words with a given word
4. Develop attention, memory, logical thinking when guessing riddles, understand the poetic comparison underlying the riddle;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom.
O. O.: physical culture: to form the correct posture.
O.o.: reading fiction:
Replenish literary baggage with fairy tales (the fairy tale “Why is Yo always shock”) 1. “Name the words for the given sound”
2. "Transformation of words"
Hedgehog yellow russula
Glad like a squirrel to nuts (patter + me table - see appendix)
No. 9 "Introduction to the letters y, U. Sound analysis of the words pear and bag" O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letters y, y;
3. to form the ability to make a sentence of three words with a connecting union and;
4. develop attention, memory, thinking
5. develop the diction apparatus
O. o .: socialization:
to improve the artistic skills of children in terms of the embodiment of the image with the help of facial expressions and gestures;
O. O.: physical culture: to form the correct posture
1 "Recognize the sound."
2. "Name the words"
3. "Where is the sound?"
4. "The fifth extra"
5. "Name the words with the given sound Y"
6. "On the contrary"
7. Exercise "Stretch the thread" Hedgehog yellow russula
Glad like a squirrel to nuts
No. 10 “Introduction to the letter Yu. Sound analysis of the words bow, hatch, iron"
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the letter u and the rules for writing it after soft consonants;
3. exercise in making a sentence of three words with a connecting union and;
4. develop the speech apparatus with the help of tongue twisters;
5. develop the diction apparatus
О.о.: physical culture: to develop the ability to perform movements according to the text of the physical culture minute;
O. O.: safety: fix the rules of conduct with electrical appliances.
1. "Who is attentive"
2. “Name the words with the shock sound “A”.
3. "Name the words with the sound Yu"
Fishing with a fishing rod
Clever our Yurochka
(patter + metable - see appendix)
№11 “The letter u can mean two sounds“ YU. Sound analysis of the words yula, Yura, beak "O. o.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. to acquaint with the fact that the letter u can mean two sounds - “yo” (at the beginning of the word);
3. develop the ability to make a sentence of three words with a union and sketch it;
4. develop logical thinking when naming words according to a given model;
5. to develop the diction apparatus O.o.: physical culture:
to form the ability to maintain the correct posture in various activities.
O.o.: socialization:
to develop ingenuity, the ability to independently solve the problem. 1. "Name the words according to the given scheme"
2. “The first sound was lost” (... la, ... bka, ... mouth, ... nysha, ..mor)
2. "Name the words with the shock sound Y"
3. “Find a word within a word. YOUTH "(nose, sleep, tone) Fishing with a fishing rod
Clever our Yurochka.
No. 12 "Letter Y. Sound analysis of words: fish, ball, mouse "OO: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;
3. consolidate the ability to make a sentence of three words with the union And;
4. practice diction in the pronunciation of words with a given sound;
5. to develop the diction apparatus of O. about: labor: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture: to form the correct posture
1. "Name the words with a shock sound a, s"
2. Phonemic exercise "Word the sound in the word"
3. "Name the words with the sound in, w"
The wasp does not have antennae, but antennae
(patter + metable - see appendix)
No. 13 "Bykvy and, I. Inflection. Sound analysis of words: bear, toy
O. O.: communication:
1. to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels;
2. introduce the letters and, and the rules for writing after soft consonants;
3. exercise in the ability to carry out inflection;
4. develop the components of oral speech;
5. develop the diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom
O. O.: physical culture: to form the correct posture
1. "Who is attentive"
2. "Name the words according to a given pattern" The wasp does not have antennae, but antennae
No. 14 “Letters e, E. Sound analysis of words: echo, chandelier. Inflection » O. o .: communication:
1. continue to form the ability to conduct a sound-letter analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, e;
3. exercise in the ability to carry out inflection;
4. to form the ability to name words according to a given model;
5. develop the organs of the articulatory apparatus with the help of tongue twisters. O. O.: physical culture: to form the correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve the problem 1. "Who is attentive" (spelling of vowels after consonants)
2. “Name the words according to the given model.
3. “Who is attentive” (find the same sound in words) - Ta-ta-ta - our house is clean.
- You-you-you - the cats ate all the sour cream.
- So-and-so - we sat down to play loto.
- Ti-ti-ti - they ate almost all the porridge.
- Cho-cho-cho - we put aside sewing.
- At-at-at - we go for a walk.
No. 15 “Letters e, E. Sound analysis of words: forest, squirrel. Inflection” O. O.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E and the rules for writing e after soft consonants;
3. exercise in inflection;
4. exercise in the ability to name words with a given stressed vowel sound.
O. O.: physical culture: to form the correct posture
О.о: work: to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. The game "Name the words with the sound" th "
2. Game "Complete the offer"
see abstract No. 14
No. 16 The letter E can mean two sounds "YE".
Sound analysis of the word Emelya O. o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. explain that the letter e can mean two sounds - “YE”;
3. develop the ability to name words with a given sound;
4. develop the organs of the articulatory apparatus with the help of tongue twisters
O. o. safety:
fix the rules of behavior in the forest;
O. O.: physical culture: to form the correct posture
1. The game "Who is attentive"
3. The game "Name the words with the sound" th "
4. Game "Complete the offer"
- Se-se-se - many tales about the fox.
- Ze - ze - ze - give water to the goat.
- Ets - ets - ets - that's what a fine fellow you are.
- Tse - tse - tse - many grains in a cucumber.
No. 17 “Word change. Sound analysis of the word river” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce children to inflection;
3. continue to learn how to make a sentence of three words;
4. learn to name words according to a certain sound structure.
O.o.: safety:
5. fix the rules of safe behavior on rivers and reservoirs;
O. o: labor:
6. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Name the words according to the model" See abstract No. 16
No. 18 “Word change. Sound analysis of the word nut» O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. mastering the action of changing words;
3. continue to consolidate the ability to make a sentence of three words;
4. continue to exercise in naming words of a certain sound structure.
O. o .: socialization:
5. to cultivate a culture of behavior in the classroom.
O.o.: safety:
6. fix the rules of conduct with electrical appliances. 1. "Name the words according to the model"
2. "Chain of words"
3. "Name a couple" Independent inventing of tongue twisters by children
No. 19 “Word change. Sound analysis of the word ball” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. familiarity with dividing a sentence into words, the ability to name words in order;
4. develop phonemic hearing. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Who is attentive"
2. "Name the words according to the model"
3. "The transformation of words"
4. "The letter was lost" Independent inventing of tongue twisters by children
No. 20 “Word change. Sound analysis of the words winter, sea, geese, bullet” O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. exercise in the ability to divide sentences into words by ear, call them in order;
4. to consolidate the ability to name words with given sounds; O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. "Name the words with the sound" b "
2. "Pick a couple"
3. "The sound got lost"
4. "Name the words according to the given model" Independent inventing of tongue twisters by children
No. 21 “Word change. Sound analysis of the words tape, bear, fasting, gun "O.o.: communication:
1. to form the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. exercise in changing words;
3. to consolidate the ability to divide sentences into words by ear, to name words in order. O. o .: socialization:
4. cultivate a culture of behavior in the classroom
O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name a couple"
2. "Name the words with the sound "p" Independent inventing of tongue twisters by children
No. 22 “The letter m and its two sounds “m” and “m” O. o.: communication:
1. introduce children to the letter m and the fact that it means the sounds "m" and "m";
2. to consolidate the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
3. mastering the method of syllabic reading with the letter m;
4. develop the diction apparatus; O. o .: socialization:
5. consolidate knowledge of the names and patronymics of parents;
O. O.: physical culture: to form the correct posture
1. "Name the words with the sound m"
2. "Who is attentive"
3. "Add sound"
4. "Hard - soft"
5. “Words on the contrary” Milu mom soap soap (patter + mnemonic table)
No. 23 “The letter n and its two sounds “n” and “n” O. o.: communication:
1. exercise in compiling a sentence with a given word, determine the number of words in a sentence and call them in order;
2. introduce children to the letter n and the fact that it can stand for the sounds “n” and “n”;
3. improve the ability to conduct a sound analysis of words using the rules for writing vowels and determining the stressed sound;
4. mastering the method of syllabic reading with the letters m and n;
5. to develop the diction apparatus of O. O.: physical culture:
6. form the correct posture
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words with the sound" n "
2. "Name the words according to the given model"
3. "Where is the sound?"
4. "Say a word"
5. "Hard - soft"
Milu mom soap soap (patter + mnemonic table)
No. 24 “The letter r and its two sounds “r” and “r” O. o .: communication:
1. introduce children to the letter p and the fact that it stands for the sounds "r" and "r";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to select words for a given model;
5. to develop the diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem 1. “Name the words with the sound“ p ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "Tell me a word"
5. "The letter was lost"
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ru-ru-ru - we continue the game;
re-re-re - there is a house on the mountain;
ri-ri-ri - bullfinches on the branches;
or-or-or - a red tomato has ripened;
ir-ir-ir - my dad is a commander;
ar-ar-ar - a lantern hangs on the wall.
No. 25 “The letter l and its two sounds “l” and “l” O. o.: communication:
1. introduce children to the letter l and the fact that it stands for the sounds "l" and "l";
2. continue to master the ability to read syllables and words with passed letters and the letter p;
3. to consolidate the ability of children to conduct a sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
4. develop the ability to divide a sentence into words, call them in order;
5. replenish literary baggage with stories;
6. develop the ability to select words for a given model;
7. develop memory, imaginative thinking. O.o.: safety:
7. fix the rules of safe behavior on the streets of the village and city;
O. o: labor:
8. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "The same sound in words"
2. "Say a word"
3. "Name the words according to the model"
4. "Finish the phrase" Patter:
A cap on a cap and under a cap a cap.
No. 26 “The letter G and g and its two sounds “g” and “g” O. o.: communication:
1. introduce the letters G and g and the fact that they stand for the sounds "g" and "g";
2. introduce the method and rules for laying out a sentence from the letters of the split alphabet;
3. develop the ability to select words for a given model;
4. practice diction, intonation; O. o .: socialization:
5. educate the desire to study at school;
O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical culture minute;
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Who is attentive"
2. "Say a word"
3. "The sound got lost"
4. "Learn a fairy tale" Patter:
Cap on cap and cap under cap
No. 27 “The letter k and K and its two sounds “k” and “k” O. o.: communication:
1. introduce the letters k and K. tell that the letter k stands for the sounds “k” and “ky”;
2. to consolidate the ability to lay out proposals in accordance with the rules;
3. repeat that the letter i can denote two sounds ("y" and "a" at the beginning of a word and after a vowel);
4. to consolidate the ability of children to name words of a certain sound structure.
O.o.: reading fiction:
5. introduce the story from the collection of Kirill Kukushkin (one letter);
O. O.: physical culture:
6. form the correct posture
1. “Name the words that begin with the sound “y”
2. "Who is attentive"
3. "Transformation of words - a magic chain" Articulation gymnastics:
"Hamster",
"Circle"
(see Attachment)
No. 28 Repetition O. O.: Communication:
1. consolidate the reading of syllables, words and sentences with passed letters;
2. develop dialogical speech;
3. exercise in laying out sentences using known grammatical and syntactic rules;
4. reinforce the knowledge that the letter u can denote two sounds (“y”, “y” at the beginning of a word or after a vowel sound);
5. to consolidate the ability of children to name words of a certain sound structure and with a given stress;
O. o .: socialization:
6. cultivate a culture of behavior in the classroom
O. o: labor:
7. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
1. "Name the words according to the model"
2. Irga with tasks (sounds in a certain sequence)
3. "The letter is lost"
4. "Puzzle" Articulation gymnastics:
alternation "Fatty - thin",
"Balloons" (alternately puffing out the cheeks)
No. 29 “The letters s and s and with the sounds s and s. Repetition» O. O.: communication:
1. introduce the letters c and C. tell that the letter k stands for the sounds “s” and “s”;
2. to consolidate the ability to lay out a sentence using the passed grammar rules;
3. consolidate the knowledge that the letter e can stand for two sounds (“th” and “o” at the beginning of a word and after a vowel);
4. continue to improve children's reading;
5. develop memory, attention, speech;
6. to consolidate the ability to name words with a certain stressed vowel sound;
O.o.: safety:
7. fix the safe rules of behavior on the hill;
O. O.: physical culture:
8. form the correct posture
O.o.: reading fiction:
9. introduce L. Kaminsky’s fairy tale “Seven sons of the old Sinitsyns” 1. “A game with a task”
2. "Name words with a stressed vowel" o "
3. "Hard - soft" Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
No. 30 “The letters z and z and with the sounds “z” and “z. Repetition» O. O.: communication:
1. introduce the letters z and z, tell that the letter k stands for the sounds “z” and “z”;
2. to consolidate the ability to lay out a sentence using the passed grammatical and syntactic rules;
3. to fix that the letter e can denote two sounds (“y” and “e” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop the ability to answer questions on the text read;
6. to consolidate the ability of children to name words according to the model. O. o: labor:
5. to consolidate the ability to independently and timely prepare materials and manuals for the lesson.
O. O.: physical culture:
6. form the correct posture
O.o.: socialization:
7. develop ingenuity, the ability to independently solve the problem. 1. “Name the words with the sound“ z ”
2. "Name the words according to the given model"
3. "Who is attentive"
4. "The sound got lost"
5. "One - many."
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant - many...? Plants.
One mosaic - many - ...? Mosaic ... Patter:
Little Sanya's sleigh drives by itself. The sleigh rides by itself at the little Sleigh.
Pure tongues:
Zy-zy-zy, there hasn't been a thunderstorm for a long time. For-for-for, a storm is coming. Zy-zy-zy, we are not afraid of thunderstorms. Zu-zu-zu, a stream flows below. Zy-zy-zy, washed the basins. For-for-for, Nina has brown eyes. Zu-zu-zu, I'm taking cubes. Zi-zi-zi, give me a lift to the house. Ze-ze-ze, give water to the goat.
No. 31 "Letter w. Retelling the story "O. o.: communication:
1. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
2. introduce the letter sh, with the rule for writing the combination shi;
3. improve children's reading skills;
4. exercise in retelling the read story;
5. improve the ability to name words according to a certain sound structure. 1. "Name the words with the sound "sh" at the beginning of the word"
2. "Name the words for this model"
3. Exercise "Count to five": One reed, two reeds, .. five reeds. One hut, two huts, five huts. One fur coat, two fur coats, .. five fur coats. One school, two schools, five schools. One awl, two awls, five awls.
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix)
№32
"Letter J, J. The rule for writing a combination of zhi "
O. O.: communication:
1. improve the ability of children to lay out sentences using all the grammatical and syntactic rules passed, determining the stressed vowel;
2. introduce the letter Zh, Zh and the rules for writing the combination of zhi;
3. improve reading skills;
4. develop attention, memory, speech;
5. improve the ability to name words of a certain sound structure. 1 "Who is attentive"
2. “Name the words with the sound “g”
3. "Name the words according to the given model"
Articulation gymnastics
No. 51 "Pancake",
No. 52 "Soap bubbles"
(See in the appendix
No. 33 "Letters D, e. Title and retelling of the story"
O. O.: communication:
1. introduce the letters d and d and the fact that they stand for the sounds "d" and "d";
2. improve the ability to lay out sentences using all the grammatical and syntactic rules passed;
3. improve children's reading skills;
4. to form the ability of children to title and retell the story;
5. improve the ability to name words of a certain sound structure.
1. Game with a task in the word were friends
2. "Name the words with the sound" d "
3. "Name the words according to the given model" Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(patter + metable)
No. 34 "Letter t and T" O. o.: communication:
1. introduce the letters t and T and the fact that they stand for the sounds "t" and "t";
2. to form the ability to put stress in printed words and read words with stress;
3. improve reading skills;
4. improve phonemic hearing.
1. "Name the words" with a ball in a circle Patter:
Dima gives Dina melons,
Dima gives melons to Dina
(fix)
No. 35 "Letter b" O. o.: communication:
1. introduce the letter b;
2. to form the ability to put stress in printed words and read them in accordance with the stress;
3. improve reading skills;
4. introduce the method of guessing the word represented by the model (by questions)
1. Riddle game Inventing tongue twisters by children with the ending "at"
No. 36 "Repetition" O. O.: communication:
1. to consolidate children's knowledge about b;
2. develop in the ability to put stress in words and read them using stress;
3. improve reading skills;
4. improve the ability to make sentences with a given word;
5. exercise in the ability to guess the word represented by the model (on questions)
1. Game with the task of the word coal
2. Riddle game
Inventing tongue twisters by children with the ending "at"
No. 37 "Letters p and p. Title and retelling of the story" O. o.: communication:
1. introduce the letters P, p and the fact that they stand for the sounds "p" and "p";
2. continue to master the stress in words and read them using stress;
3. to consolidate the ability to lay out proposals using the passed rules;
4. to form the ability to title and retell the story read;
5. improve reading skills;
6. improve the ability to name words according to a certain sound structure. 1. "Name the words"
2. "Name the words according to the model" Patter:
From the clatter of hooves, dust flies across the field
No. 38 "Letters b and B. Retelling the story" O. o.: communication:
1. introduce the letters B, b and the fact that they stand for the sounds "b" and "b";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. improve the ability to guess the word represented by the model (on questions) 1. "Name the words with the sound" b "
2. The game is a riddle Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake"
№39
"Letters V and V" O. O.: communication:
1. introduce the letters B, c and the fact that they stand for the sounds “v” and v”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. develop thought processes. 1. "Name a couple"
2. "Name the words"
Articulation gymnastics No. 10 "The tongue greets the upper lip",
No. 47 "Snake", No. 15 "Circle"
No. 40 “Letters F and f. Retelling the story "» O. o.: communication:
1. introduce the letters F, f and the fact that they stand for the sounds "f" and "f";
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. to consolidate the ability to lay out a proposal using the rules passed;
5. exercise in the ability to retell the read story;
6. develop thought processes. 1. “Name the words with the sound “f”, with the sound “f”
2. The game is a riddle of a child
1. If you don’t say to the dog: “Fas!”,
This dog will not touch you.
2. Don't get to Venus
On a plywood rocket.
3. New candy wrapper
Put the letter in an envelope.
№41 "Word formation" 1. improve the reading skills of children;
2. exercise in the ability to form words;
3. improve the ability to guess the word represented by the model (on questions);
4. develop thought processes. 1. “Name the words with the stressed vowel “y”
2. Playing with sounds.
3. The game is a riddle. Repeat tongue twisters that are difficult to pronounce.
№42 "Letter "y" 1. Improve the reading skills of children;
2. introduce the letter "Y", repeat the rules that the sound "Y" is the shortest sound in our speech and always a soft consonant;
3. exercise children in word formation;
4. improve the ability to guess the word represented by the model. 1. The game is a riddle Introduce and memorize a poem:
There are very few words on "Y":
Yogurt, iodine, and the word yoga.
"Y" at the end we usually write:
Tea, random, secret, extra.
No. 43 "Letter h, h" 1. Improve the reading skills of children;
2. introduce the letter h, h and remind that "h" is always a soft consonant;
3. to form the ability to make a chain of words, making only one replacement in a given word to get a new word. 1. “Name the words with the sound“ h ”
2. "Chain of words" Clean tongues with the sound "h":
- cho-cho-cho, my shoulder hurts;
- choo-choo-choo, if it hurts - go to the doctor;
- cha-cha-cha, I will cry at the doctor;
- chi-chi-chi, doctors help us;
- Choo-choo-choo, well, then I'll go to the doctor.
No. 44 “Letter u, u” 1. Introduce the letter u, u explain that the sound “u” is always a soft consonant, and the spelling combination u, u.
2. Improve reading skills.
3. exercise in retelling the read story.
4. train in reading tongue twisters. 1. The game is a mystery
2. "Chain of words" Patter:
I brush my teeth with this brush
I clean my shoes with this one,
I clean my trousers with this
All these brushes are needed
(drawing up a table for me by children)
No. 45 "Creative retelling" 1. exercise the ability to lay out a sentence using the rules passed;
2. improve reading skills;
3. train in reading tongue twisters;
4. to form the ability to creatively retell the read story;
5. improve the ability to name words of a certain sound structure. 1. "Name the words according to the given model"
2. Game - the riddle of the child, see No. 44
No. 46 “Letter c, c” 1. Introduce the letter C, c and the rule that the sound “c” is always a hard consonant.
2. improve the ability to lay out a proposal using the rules passed.
3. Improve reading skills.
4. exercise in guessing the word, lined with chips. 1. "Name a couple"
2. “Name the words with the sound“ c ”
3. The game is a riddle Patter:
Four black, grimy, imp
Drawing in black ink
Extremely clean (children make a spreadsheet for me)
No. 47 "Letter x, X" 1. Improve the ability to lay out a sentence using the rules passed;
2. Introduce the letters X, x and the fact that they stand for the sounds "x", "x";
3. Improve children's reading skills.
4. Exercise in compiling a chain of words, making one replacement in a given word to get a new word. 1. "Chain of words"
2. The game - the riddle of the educator See No. 46
No. 48 "Dividing function of the letter b" 1. improve the reading skills of children;
2. introduce the separating function of the letter b;
3. exercise in compiling a chain of words, making only one replacement to get a new word. 1. "Chain of words" see No. 46
No. 49 "Letter b" 1. Introduce the letter b.
2. Improve reading skills.
3. Exercise in the ability to name a word of a certain sound structure.
4. To form the ability to guess the word laid out with chips 1. The game is a riddle Introduce the poem:
Silent solid sign
Not pronounced at all!
But many words need it,
You will have to teach him.
Do you want - do not want
It's in the alphabet!
No. 50 "Working with a sentence" 1. Improve the ability to compose a sentence with a given word;
2. improve reading skills;
3. consolidate knowledge about the ъ sign;
4. exercise in compiling a chain of words, making only one replacement in a given word to obtain a new word. 1. "Chain of words"
No. 51 "Creative story" 1. consolidate the ability to lay out a proposal using the rules passed;
2. improve reading skills;
3. exercise in the ability to retell the story; exercise in the ability to compose a creative story;
4. to consolidate the ability to make a chain of words, in this case, making only one replacement to get a new word. 1. "Chain of words"
2. Playing with the word "kitten"
№52 "Reading Skill" 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. to consolidate the ability to guess the words lined with chips. 1. Game with the word "play"
2. Game - the riddle of the educator (school)
3. The game is a child's riddle
#53 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. improve the ability to guess the word lined with chips;
4. exercise in the ability to make a chain of words from a given word by one replacement to get a new word 1. Game - riddle (primer)
#54 Review 1. Improve reading skills;
2. to consolidate the ability to lay out a proposal using the rules passed;
3. develop the ability to answer questions on the read text;
4. develop thinking. 1. The game is the riddle of the educator
2. The game is a child's riddle
№55 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to answer questions on the read text;
4. exercise in the ability to guess the words lined with chips.
1. The game is the riddle of the educator
2. Game - a riddle of a child Preparation for the competition
№56 Repetition 1. To consolidate the ability to lay out a proposal using the passed rules;
2. improve reading skills;
3. develop the ability to retell the read story;
4. improve the ability to make a chain of words, making only one replacement to get a new word. 1. "Chain of words"
2. The game is the riddle of the educator
3. Game - a riddle of a child Competition for the best reader of tongue twisters
September
Subject
Goals
Materials and equipment
"Sounds and Letters" (reinforcement)
To fix the semantic function of sound, letters. Learn to distinguish between vowels and consonants. To promote the development of phonemic hearing, perception of attention.
Magnetic marker board, carpet, d / i, “letters crumbled”, “letters changed places”, “recognize the sound”, “symbols of sounds”.
"Sounds and Letters" (reinforcement)
To fix the ratio of sound and letter, to promote the development of phonemic hearing, perception, development of attention, memory
Carpet. Subject cards, d / and "Object, word, scheme"
"Words and Syllables"
Continue to acquaint with the variety of words, learn to divide words into syllables, learn to combine syllables to make words, make words from two, three, four syllables, develop attention, memory
Carpet, syllabic cards, subject pictures, d / and "Collect the word", "how many syllables in the word"
"Suggestion, graphic skills" (consolidation)
Reveal the term “sentence” to the children, teach them to schematically depict the sentence, learn to name the first, second, third word. Compose a sentence, from two or three words, based on the scheme, consolidate skills, draw simple objects, patterns in a notebook in a cage, develop hand motor skills.
Magnetic marker board, table with sentences, plot pictures, notebooks, pencils, d / and "word or sentence"
October
Subject
Goals
Materials and equipment
"In the World of the Book". Fixing the sound [A], letters A
Learn to distinguish soundsa] from speech, to form the ability to correlate the change of a word with the name of the depicted object, to promote the development of sound-letter analysis, phonemic hearing, memory, attention to graphic skills
Syllabic ruler, chips, task cards (hatching, counting sticks, doll, butterfly, letter A
"Journey through fairy tales"
Fixing the sound [O] , letter. ABOUT
To consolidate children's knowledge of rns. Continue to acquaint with the vowel sound [O] and the letter O To promote the development of sound-letter analysis, phonemic hearing, memory, attention, to form the ability to correlate the word scheme with the name of the depicted object
Dolls grandfather and grandmother, pictures house, cat. Sheep, cows, perch. Som. Tomatoes, hatched sheet, sound houses, syllabary. Trays with beans. Chips for each child.
“My mom’s profession” Fixing the sound [U] of the letter U
To expand knowledge and understanding of professions, to introduce the vowel sound [U] and the letter U, to promote the development of sound-letter analysis, phonemic sound, memory, to form the ability to correlate the word scheme with the name of the depicted object
Pictures depicting a rooster, a duck, a goose, a marker board, syllabic cards, sound houses, counting sticks, simple pencils, notebooks.
"Vegetables"
Fixing the sound [S] of the letter Y
To expand and consolidate children's knowledge of vegetables, to introduce the vowel sound [S] to the letter Y and symbol(red square). To form the ability to correlate the word scheme with the name of the depicted object, to promote the development of sound-letter analysis, phonemic hearing, memory, attention, graphic skills, fine motor skills.
Sound line, cards for sound analysis, simple pencils, notebooks, plates with beans, images of the gnome Pykha.
November
Subject
Goals
Materials and equipment
“Favorite games and toys of my family” Fixing the sound [E] of the letter E.
Expand and consolidate ideas about toys, continue acquaintance with the vowel sound [E], the letter E. To form the ability to correlate the word scheme with the image of the object. To promote the development of sound-letter analysis, phonemic hearing, graphic skills, the development of the ability to work with a sentence.
Carpet, marker board, sound analysis cards. Beans, notebooks, pencils, d / and “What first. What then? "
"Transport" fixing the sound [L '] and the letter L
Expand children's ideas about various modes of transport, continue to introduce the consonant sound [L] - [L '] and their letter L, improve the skill of sound-letter analysis, phonemic hearing, continue to work on improving the concepts of a word, a syllable. Offer. Develop attention.
Carpet, magnetic whiteboard, sound houses, sound analysis schemes, syllable tables, image of the letter L
“Everything for Mom” fixing the sound [M] - [M ’], letter M
Continue to acquaint children with the consonant sound [M] - [M '] and its letter designation. To form the ability to correlate the word scheme with the name of the depicted object, develop sound-letter analysis, phonemic hearing, memory, graphic skills, and contribute to the development of the ability to work with a sentence.
Sound ruler, sound analysis card, chips, simple pencils, counting sticks, sentence schemes, subject pictures.
Consolidation. Final lesson for three months.
Name words with given sounds [A; O; U; S; E; L; M], determine the place of sounds in a word, practice compiling exercises and selecting a scheme for them, read syllables with learned letters, dividing sentences into words, and words into syllables.
Carpet, sound cards, sentence schemes, syllabic cards, chips, d / and "Words and sounds"
December
Subject
Goals
Materials and equipment
Winter "fixing the sound [R -R '] letter p
Continue to acquaint with the vowel sound Р-Р and the letter Р, the ability to correlate the scheme with the name of the depicted object, contribute to the development of sound-letter analysis, phonemic hearing, and memory. Graphic skills, exercise in the differentiation of sounds R-L.
Carpet, marker board, image of the letter R, for "Fishermen and fish". Sound ruler, cards for sound analysis, picture of a girl and a boy, ball
"Natural phenomena" fixing the sound [N-N '] and the letter N
Expand children's understanding of natural phenomena in winter. Continue acquaintance with the sound H-N and the letter H, improve the skill of sound-letter analysis, phonemic hearing. attention. Contribute to the development of the ability to work with the offer.
Sound ruler, cards for sound analysis. Sentence schemes, marker board, Letter image, subject pictures.
“Wintering Birds” fixing the sound [ya] and the letter Ya.
To consolidate the knowledge of children about wintering birds. continue acquaintance with the iotized vowel sound [I]. show that at the beginning of the word and after the vowels it denotes two sounds [YA], and after the consonants the sound [A] and denotes the softness of the consonant sound. Develop phonemic awareness. attention. Improve sound analysis skills.
Marker board, cards for sound analysis, notebooks, pencils, d / and “make a word”, subject pictures.
« New Year" fixing the sound [ye] [yo] and vowels E-Yo.
Continue to acquaint children with consonants iotated E-Yo. develop phonemic hearing, the ability to make sentences from key words, work on drawing up sentence schemes.
Carpet, sound houses, plot pictures, cards for sound analysis, notebooks. pencils, d / and “who is attentive?”, “Recognize the sound”.
January
Subject
Goals
Materials and equipment
"Toy store" fix the vowel sound [yu] and the letter Yu
To expand children's knowledge of toys, to fix the vowel Yu, to show that at the beginning of a word it means two sounds [YU] and denotes the softness of a consonant sound, to consolidate the sound analysis of words.Cleave suggestions for key words. typing in a notebook.
Carpet. cards for sound analysis, image of a letter, sound houses, sentence schemes, d / and "Catch the sound", notebooks, pencils.
“My Motherland” to fix the sounds [B-in '] - [F-F '] and the letters V-F.
To expand children's knowledge about the Motherland, the place where you were born and live. To teach children to differentiate sounds [V-V '] [Ф-Ф '] in words, to exercise in making sentences from given words, to divide the word into syllables. Develop phonemic awareness, sound-letter analysis. memory
Carpet. Sound analysis cards. Subject pictures, image of letters. Sentence schemes, notebooks, pencils, d / and "guess the word"
"Wild animals" fix the sound [I] letter I
Expand children's knowledge about wild animals. Continue acquaintance with the vowel sound [I] and its designation with the letter I. To form the ability to correlate the word scheme with the name of the depicted object. Development of sound-letter analysis. phonemic hearing. Graphic skills, ability to work with a sentence scheme.
Carpet, marker board, letter image, sound ruler. Cards for sound analysis, the image of a boy. Ball. d / and “Where is the sound hiding?”
February
Subject
Goals
Materials and equipment
"The Magical World of the Theater" to fix the sound [G-G '] and the letter G
Expand children's knowledge of the world around them. Continue to get acquainted with the consonant sound [Г-Г '] and its letter Г. Contribute to the development of sound-letter analysis. phonemic hearing. Graphic skills, correlate the scheme of the word with the name of the depicted object.
Carpet, marker board. Image of a letter. Sound line. Cards for sound analysis, the image of the Gnome and Raisins, for and "Musical Instruments" schemes of sentences. Notebooks. Pencils.
"Carlson beloved fairy tale hero our dads" to fix the sound K-K and the letter K.
Continue acquaintance with the consonant sound K-K and its designation with the letter K, improve the development of sound-letter analysis, phonemic hearing, graphic skills, the ability to correlate the word scheme with the name of the depicted object.
Carpet, cards for sound analysis, image of a letter, image of Carloson, subject pictures, notebooks, pencils, d / and "City Streets".
"Forest" - fix consonant paired sounds [D-D '], [T-T '] and letters D-T
Expand children's knowledge about the world around them, continue to acquaint them with paired consonant sounds [D-D '], [T-T '] and their letters, to form the ability to correlate the word scheme with the name of the depicted object, to promote the development of sound-letter analysis, phonemic sound, to develop the ability to work with a sentence.
Carpet, subject pictures, marker board, cards for sound analysis, notebooks, pencils, d / and "Related words"
"Spring" - fix the consonant sound [C- C'] letter C
Continue work on improving sound-letter analysis, familiarity with the sounds [C- C'] and a letter C, continue to work on the assimilation of the concepts of a syllable, a word, a sentence. Develop phonemic awareness, memory.
Carpet, cards for sound analysis, notebooks, pencils, sentence schemes, d / and "Hard-Soft"
March
Subject
Goals
Materials and equipment
To consolidate the knowledge of children with a consonant sound [З-З ’] and the letter З, to form a correlation between the scheme of the word and the image of the object, to promote the development of sound-letter analysis, phonemic hearing, memory, graphic skills, the development of the ability to work with a sentence.
Carpet, marker board, subject pictures, image of the letter B, sentence schemes, notebooks, pencils, d / and “Where does sound live?”
“Flowers” - fixing the sounds [T-‘T] and the letter T
To introduce children to the sounds [T-‘T] and the letter T. To promote the development of sound-letter analysis, phonemic hearing, memory, graphic skills, and the development of the ability to work with a sentence.
Carpet, marker board, subject pictures, image of the letter T, sentence schemes, notebooks, pencils, d / and “Who is attentive?”
"Magic words" - fixing the sounds [B-B '] and the letter B
To consolidate children's knowledge of polite words, to consolidate knowledge children B-B and letters B, to learn to highlight the desired sound in words, to promote the development of sound-letter analysis, to develop phonemic sound, attention, the ability to compose a sentence, to exercise in determining the number of syllables in words.
Sound houses, carpet, whiteboard, subject pictures, sentence charts
, the image of the letter B, notebooks and pencils, for and "Hard-Soft"
"Birds" - fix the sound [P-P '] and the letter P
To consolidate children's knowledge of birds, introduce them to the sounds [P-P '] and the letter P. Improve the skill of sound-letter analysis of the word, improve the skills of reading syllables and words with learned letters. Strengthen the ability to work with sentences, develop phonemic sound and attention.
Carpet, marker board, cards for sound analysis, image of the letter P, pencils and notebooks, sentence diagrams, d / and “Who is attentive?”
April
Subject
Goals
Materials and equipment
"Planets" - fix consonant sounds [Ж-Ш], letters Zh and W, and combinations Zhi-Shi.
To consolidate the knowledge of children with paired consonant sounds [Ж-Ш] and their letter designations. To improve the skill of sound-letter analysis of a word, to improve the skills of reading syllables and words with learned letters. Strengthen the ability to work with sentences, develop phonemic sound and attention.
Carpet, subject pictures, marker board, sound analysis cards, notebooks, pencils, sound analysis schemes, images letters Zh-Sh, d / and “Which letter is hidden?”
"Our favorite fairy tales" - fix [Ch-Sch], letters CH-SH and combinations of cha-scha, chu-schu.
Continue to acquaint with paired consonant sounds [Ч-Ш] and their letter designations, form the ability to correlate the word scheme with the name of the depicted object, contribute to the development of sound-letter analysis, phonemic sound, develop the ability to work with a sentence.
Carpet, marker board, subject pictures, the image of the letter Ch-Sch, sentence schemes, notebooks, pencils, sound analysis schemes, for and “Guess the word by the first letter”
"Books are best friends" - to consolidate children's knowledge about the letter b-b sign.
Reinforce that after consonants, b denotes the softness of the consonant sound, and b denotes hardness. . Contribute to the development of sound-letter analysis. phonemic hearing. Graphic skills, correlate the scheme of the word with the name of the depicted object.
Carpet, marker board, subject pictures, image letters b-b, sentence schemes, notebooks, pencils, sound analysis schemes, d / and “Say a word”.
"Pets" - continue to acquaint children with the solid consonant sound [C], the letter C.
Acquaintance of children with the letter C and the sound [C.] To form the ability to correlate the word scheme with the name of the depicted object, to promote the development of sound-letter analysis, phonemic sound, to develop the ability to work with a sentence.
Carpet, marker board, subject pictures, the image of the letter C, sentence schemes, notebooks, pencils, sound analysis schemes, for and "The Third Extra"
May
Subject
Goals
Materials and equipment
"Insects" - to consolidate the knowledge of the children of the sound [Y ‘] and the letter Y.
Encourage to designate the sound [Y ‘] with symbols. To form the ability to correlate the word scheme with the name of the depicted object, to promote the development of sound-letter analysis, phonemic sound, to develop the ability to work with a sentence. Bring up cognitive interest to objects, neatness.
Carpet, magnetic marker board, subject pictures, image of the letter Y, sound ruler, chip, sentence schemes, cards for sound analysis, pencils, notebooks.
"Summer" - solving crossword puzzles, rebuses.
Learn to solve crossword puzzles, puzzles. To promote the development of sound-letter analysis, to consolidate the ability to write in block letters, the ability to carry out phonemic analysis of these words, to form an initiative in solving cognitive problems
Perspective - thematic plan
in Literacy
Group:older
Teacher:Boyko L.A.
Number of hours:
Total17 hour ; in Week0.5 hour
Diagnostics, monitoring
Planning based on
"Programs of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, 2010
______________________________________
additional literature
Teaching preschoolers to read and write (senior group),
N.S. Varentsova, Mosaic-Sintez, Moscow, 2012
_____________________________________________
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Topic: Lesson No. 1 Development of ideas about the variety of words. Acquaintance with the term "word" |
September |
Doll, bear, chicken. Crocodile, elephant, hare, ball, car, etc; prize chips |
N.S. Varentsova str.53 |
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Topic: Lesson No. 2 Development of ideas about the word. Development of the ability to compare words by sound (words sound differently and similar) measure their length (long and short). |
September |
Manual "Sound Clock", ball, chips - prizes. |
N.S. Varentsova str., 53 |
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Topic: Lesson No. 3 Acquaintance with the term "syllable" "sound" Development of the ability to determine the number of syllables in words; intonation to distinguish sounds in a word. |
Demo; flannelograph, subject pictures depicting a ball of a cat, fish, sleigh, geese, cars. Handout; chips - prizes |
N.S. Varentsova p. 54 |
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Topic: Lesson #4 Development of the ability to determine the number of syllables in syllables; intonation to highlight a given sound in a word. Improving the ability to select words with a given sound. |
Demonstration: flannelograph, subject pictures depicting a cat, a fox, a bear, a hare. Handout: prize chips |
N.S. Varenkova |
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Topic: Lesson #5 Mastering the sound analysis of words; drawing up a scheme of the sound composition of a word; determination of the number of syllables in the schemes. Acquaintance with the graphic notation of the word. |
Demo: Board, chalk, picture-scheme of the word poppy, neutral gray chips, pointer. Handout: picture-diagrams of the word poppy, gray chips, pointers, sheets of paper, pencils, prize chips. |
N.S. Varenkova |
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Topic: Lesson #6 Mastering the sound analysis of words. Comparison of words by sound composition. Acquaintance with the semantic-distinctive function of sound. Improving the ability to select words with a given sound. |
Demonstration: a board, a pointer, pictures-schemes of the words house and smoke, gray chips. Handout: picture-diagrams of the words house and smoke, pointers, gray chips, prize chips |
N.S. Varenkova |
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Lesson No. 7 Mastering the sound analysis of words. Acquaintance with the semantic-expressive function of sound. |
Demonstration: board, pointer. picture-scheme of the word forest. gray chips, ball. Handout: pictures-schemes of the word forest, gray chips, prize chips. |
N.S. Varentsova str-58 |
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Topic: Mastering the sound analysis of words; determine the length of words and make their graphic record. Improving the ability to select words with a given sound. |
Demonstration; picture - a diagram of the word whale, gray chips, chalk, Handout; pictures - diagrams of the word whale, sheets of paper, pencils, chips - prizes. |
N, S. Varentsova p.58 |
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Topic: Lesson No. 9 Acquaintance with vowel sounds, Improving the ability to select words with a given sound. |
Pictures - schemes of words poppy house smoke, bow. forest, whale, red chips, gray chips. |
N.S. Varencoava st.,58 |
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Topic: Lesson No. 10 Mastering the sound analysis of words. Development of ideas about vowel sounds. Acquaintance with the word-forming function of a vowel sound. Develop the ability to distinguish vowel sounds from consonants. |
Picture - scheme of the word rose. gray and red chips |
N.S. Varentsova str.59 |
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Topic: Lesson No. 11 Mastering the sound analysis of words. Development of ideas about vowel sounds. Acquaintance with the differentiation of consonant sounds into hard and soft. |
Picture - schemes of the words moon, fox. chips of red and green and blue colors, ball. |
N.S. Varentsova p.60 |
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Topic: Lesson 6 No. 12 Mastering the sound analysis of words. The difference between vowels and consonants (hard and soft). Acquaintance with the meaningful function of hard and soft consonants. Improving the ability to select words with a given sound |
Picture - scheme of the word duck, red, blue, and green chips |
N.S. Varentsova p.61 |
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Topic: Lesson No. 13 Mastering the analysis of words. Distinguishing between vowels and consonants (hard and soft) The development of representatives about the semantic function of sound. |
Demo: Board, pointer, picture-diagram, words elephant, red, blue and green chips |
N.S.Varentsova str-63 |
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Topic: The basis of the sound analysis of words. Distinguishing sounds according to their qualitative characteristics. Development of ideas about the semantic role of sounds |
Demo: Four-sound word scheme. Red, blue, green chips. |
N.S.Varentsova str 65 |
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Topic: Lesson No. 15 Mastering the sound analysis of words. Distinguishing sounds according to their qualitative characteristics. Developing the ability to distinguish stressed sound in a word. Consolidating ideas about the length of words |
Picture - the scheme of the word geese, chips of red, blue, green and black colors |
N.S. Varentsova p.66 |
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Topic: Lesson No. 16. Development of the ability to conduct a sound analysis of a word and qualitatively characterize sounds. Mastering the ability to distinguish a stressed sound in a word. Development of the ability to correlate words consisting of three, four. , .five. sounds, with preset patterns |
Three-four-five-sound word schemes, chips of red, blue, green and black colors, subject pictures; forest.shower, soap, goat.bear.doll |
N.S. Varentsova str.71 |
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Topic: Lesson No. 17 Development of the ability to conduct a sound analysis of a word and qualitatively characterize sounds. Mastering the ability to distinguish a stressed sound in a word. Development of the ability to correlate words consisting of three, four, five sounds |
Five-sound word scheme, chips in red, blue, green and black colors, pictures depicting a train with three wagons |
N.S. Varentsov astr.72 |
