The visual and didactic manual "Sound House" is intended for frontal, subgroup and individual work with children 5-7 years old; is aimed at the development of phonetic and phonemic ideas in preschoolers.
The use of visualization in the formation and correction of phonemic analysis contributes to a stronger assimilation of the material. Based on sound symbols, children learn to recognize sound as a unit of speech on a visual-effective basis. The Sound Characteristic Chart helps children learn the term "sound". Children develop the ability to hear themselves and feel the movements of the organs of articulation. Thus, stable associative links are formed between the acoustic image of the sound, its articulation pattern and the term.
* You can see illustrations for the manual in the photo album "Didactic game "Sound House""
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"SOUND HOUSE"
A VISUAL AND DIDACTIC AID TO ASSIST TEACHERS-SPEECH THERAPISTS, PRIMARY SCHOOL TEACHERS, KINDERGARTEN TEACHERS, PARENTS
PURPOSE OF THE BENEFITS:
- development of sound and intonation culture of speech, phonemic hearing;
- formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.
MAIN PURPOSE OF THE BENEFITS:
- Provide children with a system of exciting games and exercises with sounds, their graphic symbols, symbols for vowels and consonants.
- To form “prerequisites for learning activities” (FSES DO) among preschoolers, contributing to:
- mastery of mental operations: analysis and synthesis, comparison, generalization, classification;
- the formation of concepts about the mechanism of sound formation and its acoustic features based on visual, auditory, tactile analyzers, the ability to distinguish sound in a word;
- mastering and using oral speech to express one's thoughts, feelings and desires, building a speech statement in a communication situation;
- development of the ability to manifest strong-willed efforts to fulfill the tasks;
- development of fine motor skills and hand-eye coordination.
- To provide practical assistance to teachers, parents in mastering the phonetic-phonemic side of speech by children.
DESCRIPTION OF EQUIPMENT AND MATERIAL:
- The sound house is made of plywood sheet, painted with glossy acrylic art paints. Metal washers are glued onto the house for magnetic fastening of object pictures with a graphic representation of speech sounds (letters).
- The color scheme of the roofs of sound housesis colored in accordance with the generally accepted conventions for vowels and consonants (vowels are denoted in red, consonants are hard-
In blue, soft consonants in green).
According to this:
Red roof with a treble clef - a house for vowel sounds;
- blue-green roof with a bell - a house for voiced consonants
Hard and soft sounds;
- blue-green roof with headphones - a house for deaf consonants
Hard and soft sounds.
- A set of subject pictures with letters (on magnets) - (2 sets)
- A set of subject pictures for the development of auditory-pronunciation differentiation of sounds according to voicing-deafness: [Z] - [S], [D] - [T], [B] - [P], [V] - [F], [G] -[K], [W]-[W]
- A set of subject pictures with a graphic representation of vowels, consonants of hard and soft sounds (Z.E. Agranovich's manual for desktop work).
- "Sound cube" with symbols for vowels and consonants:
Red circle (vowel sounds);
- a blue circle with a bell (sonorous consonant solid sounds);
- a blue circle without a bell (consonant deaf solid sounds);
- a green circle with a bell (consonant voiced soft sounds);
- a green circle without a bell (consonant deaf soft sounds).
- magnetic alphabet;
- chips of red, blue, green color (with a magnet).
Vowel sounds sing and shout,
They howl and whine, but they are not silent.
Consonants also do not want to be silent:
They snort, whisper and rustle.
But consonants always overcome obstacles:
That tongue, then lips, then teeth -
Not free any sounds!
They make noise, but sing only with vowels,
That is why they are called - consonants!
GAMES
WITH "SOUND HOUSE", "SOUND CUBE", SUBJECT PICTURES, GRAPHIC DESCRIPTION OF SPEECH SOUNDS (LETTERS).
Didactic game "Catch the sound."
Target: formation of the concept of the mechanism of sound formation [U], its acoustic features based on visual, auditory, tactile analyzers; ability to distinguish sound in a word. Formation of the skill of soft voice leading.
Lips stretched out
The tongue lies quietly at the bottom of the mouth - "house",
Teeth close together but not closed
The air stream is warm and calmly leaves the mouth without encountering any obstacles.
The sound [U] is a vowel (it can be sung),
sound designation - circle (chip)
of red color.
The teacher exposes a picture of a train with a graphic image of the letter U on the “Sound House”, reads a couplet:
The letter U shouts: "Hurrah!".
She raises her hands.
Children visually look for a connection between the sound and the letter (the letter Y looks like the ears of a hare, snail horns, a tree branch, etc.). The teacher introduces the letterThen the children perform phonetic exercises (on a smooth long exhalation) “The wolf howls”, “The train is approaching and moving away”. In conclusion, the teacher invites the children to independently characterize the sound [U].
By analogy, acquaintance with other vowel sounds of the Russian language is carried out.
Didactic game "Flies and rings."
Target: development of phonemic hearing, phonemic perception;formation of the concept of the mechanism of sound formation [З], its acoustic features based on visual, auditory, tactile analyzers, the ability to distinguish sound in a word.
Lips in a smile;
Sound [З] - consonant, solid, denoted by a blue chip (circle), sonorous.
The teacher attaches a picture of a mosquito with a graphic image of the letter Z to the "Sound House" and offers to "draw" the letter with your fingers in the air and on the table. The teacher introduces the letterwithout a memory setting.Then he invites the children to independently characterize the sound [З].
By analogy, acquaintance with other consonant voiced sounds of the Russian language is carried out.
Didactic game "Who is whistling?".
Target: development of phonemic hearing, phonemic perception;formation of the concept of the mechanism of sound formation [C], its acoustic features based on visual, auditory, tactile analyzers, the ability to distinguish sound in a word.
Lips stretched into a smile;
The teeth are close together and create a barrier to the air stream;
The tip of the tongue rests on the lower teeth;
In the middle of the tongue there is a strong, cold, smooth air stream;
The sound [C] is a consonant, solid, denoted by a blue chip (circle), deaf. The teacher invites the children to remember what makes a whistle (air coming out of the pump; water pouring from the tap; blizzard; wind, ground squirrels, jerboas, etc.).
The teacher attaches a picture with a graphic image of the letter C to the “Sound House”:
A horse was walking, ringing with horseshoes,
Like the letter C footprints of a horse. ( E. Tarlapan)
The teacher introduces the letterwithout a memory setting.Then he invites the children to independently characterize the sound [C].
By analogy, acquaintance with other consonant deaf sounds of the Russian language is carried out.
The game "Listen, do not yawn, repeat the sounds (syllables)!"
Target: Development of phonemic hearing, skillsdistinguish paired voiced - deaf consonants by ear and in pronunciation.
Option 1. Say it with your hand on your throat
Isolated sounds [B] - [P], [V] - [F], [G] - [K], [D] - [T], [F] - [W], [Z] - [S];
Find the place of sound in the "Sound House", based on the conventions of voiced and deaf consonants;
Say the syllables: ba-ba-ba - pa-pa-pa; boo-boo-boo - poo-poo-poo;
Bo-bo-bo - po-po-po; would-be-be - py-py-py.
(The same with other pairs of voiced-voiced consonants [V] - [F], [G] - [K], [D] - [T], [F] - [W], [Z] - [S]) .
Say the words:
creepy - joke share - Tolya saika - bunny
Option 2. Reproduce the syllable sequences from memory (reflected for an adult):
a) ha-go-goo-gee ka-ko-ku-ky go-goo-gee-ha ko-ku-ky-ka
Go-gee-ga-go ku-ky-ka-ko ge-ga-go-go ky-ka-ko-ku
The same with five pairs of x-voiced consonants.
b) woo-woo-fu woo-fu-fu woo-fu-woo woo-fu-fu-woo
Fu-woo-woo fu-fu-woo fu-woo-fu fu-woo-fu-fu
The same with the vowels [a], [o], [y], [s] and with each pair of voiced - deaf consonants.
Game "Pick up pictures"
Target: The development of phonemic perception, the ability to give an acoustic-articulatory characteristic of sounds [T] - [D],distinguish voiced - deaf consonants at the beginning of a word before vowels.
Option 1.
Game content:An adult lays out colored subject pictures on the table (with magnets on the back) on paired voiced - deaf consonants [D] - [T]. The child takes a picture, names the object depicted on it, highlights the first consonant sound, clearly pronounces it again with a hand on the throat, determines whether it is voiced or deaf. Then he places the picture in the Sound House. If the consonant sound is voiced - [D], then the picture is located in the house withblue-green roofwith a bell;if the consonant sound is deaf - [T], then the picture is attached to a house with a blue-green roof with headphones.
At the end of the game, the children once again name all the pictures: first, into voiced consonants that “live” in a house with a bell, then into deaf consonants that “live” in a house with headphones.
Similarly, the game is played
Option 2.
Game content:The facilitator distributes one picture to the children, offers to highlight the first sound in its name and independently “settle the sound” in the “Sound House”.If the consonant is voiced, then the picture is located in the house withblue-green roofwith a bell;if the consonant sound is deaf, then the picture is attached to a house with a blue-green roof with headphones.
The second version of the game is held in the middle or end of the year with the children of the preparatory group for school.
Games with "Sound Cube".
Target:
- Formation of the ability to characterize the sounds of speech using the appropriate symbols; match sounds to symbols.
- The development of phonemic hearing, the ability to distinguish a sound against the background of a word, determine the position of a sound in a word, invent words for a given sound.
Task options:
Exercise 1.
Name the sound in accordance with the characteristic by convention:- vowel sound - denoted by a red circle;
-
consonant voiced solid sound - denoted by a blue circle with a bell;
-
consonant deaf solid sound - designatea blue circle without a bell;
Consonant voiced soft sounds - denotegreen circle with a bell;
Consonant deaf soft sound - denoted by a green circle without a bell.
Task 2.
Name the word for a given sound in accordance with its characteristics according to the conventions.
Task 3.
Come up with a word with a given sound in accordance with its symbol, determine the position of the sound in the word.
Task 4.
Find objects in a speech therapy room (group room, choose pictures in a lotto, etc.) in which the initial sound corresponds to the characteristics of the symbols.
Task 5.
Show the face with a symbol that corresponds to the sound named by the teacher.
The game "If the neck" trembles ",
So, the ringing sound is running!”
Target: auditory development,the ability to give a detailed description of the sound [Ж], to develop the child's sound-syllabic representations.
Game content:An adult puts a subject picture with a sound symbol [Ж] on the table (Z.E. Agranovich's manual) and reports that he is visitinga cheerful beetle flies and sings a song: “F-f-f”. The speech therapist offers to repeat the sound [F-f-f-f ..]
The teacher draws the attention of children to articulation, with the connection of oral, acoustic and tactile-vibration control (in the mirror):
The lips are extended like a donut, a mouthpiece;
The tip of the tongue is raised behind the upper teeth;
The lateral edges of the tongue are pressed against the upper
molars,
In the middle of the tongue there is a strong smooth
air jet,
-
the neck "trembles", vibrates:
If the throat trembles
So, the ringing sound runs.
- The sound [Ж] is a consonant, always solid, sonorous. We will denote the sound [Ж] with a blue chip with a bell.
An adult offers children:
- repeat the characteristics of the sound;
- find the face of the cube with the desired symbol and show it;
- select a picture for a given sound and place it in the “Sound House”;
Thus, it is possible to characterize any consonant voiced sound as it is studied.
The game "Sounds or is silent?"
Target: Formation of the ability to give a detailed description of the sounds of speech, differentiate sounds, depending on their characteristics, improve the skills of analytical and synthetic activity, develop the sound and syllabic representations of the child.
Game content:An adult lays out on the table pictures with symbols of speech sounds (Z. E. Agranovich), oppositional in deafness - sonority (for example, [Ж] - [Ш]) and invites the child to pick up a cube-symbol of sound.
The child gives a detailed description of the sounds, relying on the acoustic-articulatory image of the sound and selects the desired picture. Example: sound [Ж] - consonant, always solid, sonorous; marked with blue with a bell. Sound [W] - consonant, always hard, deaf; marked with bluewithout bell. The teacher invites the child to “settle” the sounds [Ш], [Ж] in the “Sound House”.
Similarly, the game is playedwith other paired voiced - deaf consonants [B] - [F], [D] - [K], [B] - [P], [F] - [W], [Z] - [S].
Game "Find a Pair"
Target: The development of phonemic representation, the ability to differentiate the sounds [П] - [Пь] by ear and in pronunciation.
Game content:An adult lays out on the table pictures with symbols of speech sounds that are opposite in softness - hardness (for example: [P] - [Ph]), and invites the child to pick upcube symbol of sound.
The child gives a detailed description of the sounds, based on the acoustic-articulatory image of the sound:
In the beginning, the lips are closed, then they open with an instantaneous release of air;
The neck is "silent". Sound [P] - consonant, solid, deaf. This is how water boils in a samovar: pppppp ...
The child takes a picture depicting a samovar and places it in the "Sound House".
The next child shows in front of the mirror and explains the articulation of the sound [Пь], based on its acoustic-articulatory image:
At the beginning, the lips are closed, then a strong air stream opens them;
The neck is "silent";
The sound [Пь] is a consonant, soft, deaf. So water boils in a small teapot: pippp ...
The child takes a picture of a teapot and places it in the Sound House.
The game is played in the same way with others oppositional in softness - hardnessconsonants: [V] - [Vy], [G] - [Gy], [B] - [B], [K] - [K], [Z] - [Z],
[F] - [F], [X] - [Xh], [C] - [S], [D] - [D], [T] - [T], [P] - [Pb], [L ]-[L], etc.
The game "Recognize the sounds"
Target: Development of auditory-pronunciation differentiation of sounds: [G] - [K], [G] - [K] (according to sonority-deafness, hardness-softness),
Game content:An adult lays out subject pictures with oppositional ones on the table (by deafness - sonority, softness - hardness)
consonants, invites the child to choose pictures and characterize sounds based on auditory, visual, tactile analyzers. Then
Similarly, the game is played with others consonant sounds: [B] - [F], [Vb] - [Fh], [D] - [T], [D] - [T], [Z] - [S], [Z] - [S] , [B] - [P], [B] - [Pb].
Game "Does it sound like that?"
Target: Development of auditory-pronunciation differentiation of sounds: [B] - [P], [B] - [P] (according to sonority-deafness, hardness-softness),mental operations: analysis and synthesis, comparison, generalization, classification.
Game content:An adult lays out subject pictures on the table, invites the child to take one picture, highlight the first sound in its name and select an opposition sound to the sound (according to sonority-deafness, hardness-softness). Then it is necessary to characterize each of the sounds (based onoral, acoustic and tactile-vibration control),show "Sound Cube" with corresponding symbols (for each sound).
Similarly, the game is played with others oppositional in sonority - deafness, softness - hardnessconsonant sounds: [B] - [F], [Vb] - [Fh], [D] - [T], [D] - [T], [Z] - [S], [Z] - [S] , [G]-[K], [Kb]-[Gb].
Game "Guest"
Target: mental operations: analysis and synthesis, comparison, generalization, classification.
Game content:An adult lays out pictures on the table
fairy-tale heroes, suggests naming it, highlighting the first (last) sound in a word, giving a detailed description of the sound (based on oral, acoustic, tactile-vibrational control), “settle” the guest (depicted in the picture) in the “Sound House”.
Game "Journey to a fairy tale"
Target: The development of auditory-pronunciation differentiation of sounds (voicing-deafness, hardness-softness),mental operations: analysis and synthesis, comparison, generalization, classification.
Option 1.
Game content:An adult lays out plot pictures (fragments from fairy tales) on the table, offers to list the heroes of the fairy tale, then choose the hero he especially likes and name the first (last) sound in the word. Give a detailed description of the sound (based on the acoustic-articulatory image of the sound), find the letter corresponding to the sound and place it in the “Sound House”.
Option 2.
The teacher invites children to pick up gifts for the heroes of a fairy tale, for example: a bear - a bowl, raspberries; a hare - an umbrella, an asterisk; crow - mittens, bicycle; hedgehog - blackberry, spruce. An adult draws the attention of children to the fact that a gift to a hero should correspond to the task:
The first (last) sound in the name of the gift must be solid;
The first (last) sound in the name of the gift should be soft;
The first (last) sound in the name of the gift may beginto both soft and hard consonants.
Giving a description of the sound, the child finds the corresponding letter and places it in the Sound House.
LITERATURE:
- Agronovich Z.E. To help speech therapists and parents. Compilation of homemade
Tasks to overcome the underdevelopment of phonemesatic side of speech
Senior preschoolers. St. Petersburg: CHILDHOOD-PRESS, 2014.
- Gomzyak O.S. We speak correctly at 5-6 years old. Summaries of frontal classes 1,2,3 periods of study in the senior logogroup. M.: GNOM Publishing House, 2013.- (Educational and methodological kit "An integrated approach to overcoming OHP among preschoolers").
- Kolesnikova V.E. The development of sound-letter analysis in children 5-6 years old. Moscow: Yuventa Publishing House, 2012.
- Nishcheva N.V. Variable exemplary adapted basic educational program for children with severe speech disorders (general underdevelopment of speech) from 3 to 7 years old, revised and supplemented in accordance with the Federal State Educational Standard.
- GEF DO. Approved by the order of the Ministry of Education and Science of the Russian Federation of 10/17/2013. No. 1155.
Didactic manual "Sound House"
Benefit"Sound House" is designed to consolidate the material covered on the differentiation of paired voiced and voiceless consonants in syllables, sound combinations, words, followed by self-examination. The didactic set includes the following equipment: a) a magnetic cardboard base in the form of a colored three-story house with 12 windows - “apartments”; b) a set of cards with a color image of the sound symbols of voiced and deaf consonants (bell and hat) on magnets; c) handout laminated cards with similar houses in black and white for individual work.
The "Sound House" manual is used when carrying out various game tasks:
task - the game "Settled the house" : a speech therapist teacher pronounces syllables, sound combinations, words with differentiable sounds, students “populate” sound symbols in a house in a certain sequence;
task - the game "Russell house": students in hats (bell, hat) come up with and name syllables, words with sounds corresponding to the sound symbols on the cards.
At the next stage, students “populate” the letters in the house, which they write with a blue or green marker (pen), depending on how paired voiced and deaf consonants sound. You can "settle the house" orally and in writing. When working with letters, an additional task is offered to name words in which “duty” letters are written at the beginning, middle, end of a word (by floor), thereby also working out cases of discrepancy between pronunciation and spelling when consonants are stunned at the end of a word and before deaf consonants in the middle the words.
In the process of using the didactic aid "Sound House", self-examination is carried out on the basis of the children's self-correlation of the completed task with the option that the student completed at the blackboard (students do not see the process of completing the task at the blackboard, they are shown only the final product).
Game for preschool children. Performing tasks, kids will master the sound-letter analysis of the word, repeat the main colors, and also develop visual perception, voluntary attention and logical thinking.
Before starting the game, cut the cards along the dotted lines, you will have 64 multi-colored cards.
Give the children cards with pictures, offer to name them and say what letter the words begin with. Then you need to select a square for each picture, the color name of which begins with the same letter as the name of the picture. If all the colored squares are laid out correctly, you will get a pattern.
Development game. Designed for children 3-6 years old. Completeness: 20 cards, consisting of 2 elements. On some halves various animals are depicted, on the other - their habitats. The game will help children learn the features of the life of some animals, teach them to distinguish between their images, strengthen visual memory and attention. Game options: "Third (fourth) extra", "Common place", "We play ourselves", which are described in the instructions for the game.
Game rules: see continuation...
These cards will help your child learn letters while playing. Look at the pictures below.
Before starting the game, they need to be printed on thick paper. Cut off the upper part with letters and cut the letters themselves into strips. You will get a large set of letters from which you will need to make words and another set with pictures.
First, give your child one large card. For example, with the letters A and B. Show the letter A. The child colors this letter in a large square. Then he enters it in small squares near the pictures. At the same time, speak words with him, highlighting the letter A with your voice: "AAAA-ist."
Collect this word from cards with letters. It should look like this: The first card with the letter A and 3 more cards turned blank side up.
Explain to the child that the word AIST consists of 4 sounds, and the first sound A is denoted by the letter A.
After learning the letter A, move on to the next one.
To teach a child to read, you do not need serious studies. Play more games with letters with him. Children have excellent visual memory. If the baby is shown how his name or the words "mom" and "dad" are spelled, then, even without knowing the letters, he will find these words among many others.
Lotto "Words of 3 letters" just teaches you to read, without forcing you to learn letters.
There is a picture, it is cut into three parts. The child collects the whole picture from the parts and sees something familiar. For example, it is a CAT, or an OAK, or a BOW. But in addition to the picture on the card, there is also a word that the child remembers automatically.
Try it and you will see for yourself that learning to read is easy.
There are 15 pictures in the archive.
What letter does the word start with? What letter does the word end with? What is the second letter? These are all variants of the letter lotto game.
Do you remember what loto is? A bag with barrels on which numbers and cards for all players are written. The host pulls a barrel out of the bag and calls the number. Everyone is looking for a cell on their cards that has such a number. The barrel is placed on top. Whoever completes all the cards first is the winner.
Pictures for children play an important role in the development of the child, this is the easiest and one of the very first ways to introduce the child to the letters and objects depicted on them. We offer several categories of pictures, such as:
Animals - 36 cards;
Vegetables and products - 22 cards;
Nuts and bread - 12 cards;
Fruits and berries - 20 cards.
These are colorful educational cards for your beloved baby. It all starts with the fact that you show the cards to your baby and he concentrates his attention on them and remembers. He remembers bright letters and pictures depicted on them. The pictures also show syllables and words, with the syllables highlighted. Children of even a very young age pay attention to these pictures and look at them for a long time. When such things come to children, they look at them for a long time, turn them around and make different sounds of joy in the form of buzzing and singing.
Look at the windows with the baby, note that there are large windows, there are small ones, that someone is watching from each window.
Before each new task, ask the baby to lay out the windows in front of him.
Read the task and invite the baby to lay out the windows on the house. Do not forget - at the end of the task, the kid must name the tenants of the house.
The file contains 5 sheets of A4 with various houses without windows
and 16 windows: - 8 large and 8 small.
Instructions for playing the game in the file.
by limush
Tatyana Gennadievna Seregina
The work of a speech therapist is a creative search that facilitates and guides the process of the formation of a child's speech. To increase the effectiveness of classes, speed up the process of setting sounds, and most importantly, to make learning conscious, non-standard approaches and innovative technologies are needed.
Plasticine therapy promotes the development of motor skills, coordination of movements, accuracy of performing actions. In educational activities, ordinary plasticine is used as an element of preparatory work for setting sounds.
In the first two lessons of each new corrected sound, the speech therapist, together with the children, sculpts (models) a plasticine tongue. By performing the tongue model, children stimulate the receptor zones of both hands, which has a positive effect on the development of speech.
Let's make a "house for sounds" from plywood, you can from a candy box, but this is not reliable.
This is how we got help.
There are 4 windows in our house:
1) voluminous lips
2) voluminous tongue
3) correctable sound, you can also put a strip of a pink or blue napkin in the window, depending on the air stream of the sound
4) toy - a symbol of sound
"House for sounds" - for a group of whistling sounds:
When pronouncing the sound C, the first articulatory sign is lips stretched into a smile; distance between teeth 1 mm. The second articulatory sign is the tongue - a slide.
"House for sounds" for a group of hissing sounds:
When pronouncing the sounds Ш and Ж, the first articulatory sign is distinguished by lips stretched forward with a "donut", the distance between the teeth is 4-5 mm. The second articulatory feature is the tongue - "calyx".
"House for sounds" for the sound "L":
A distinctive feature of this model is the lips in an open smile, that is, the distance between them is 1.5 - 2 cm. The tongue is in the form of a spoon.
"House for sounds" for the sound "R":
In the ways of setting this sound, it is noted that if the child correctly pronounces the upper "Sh" and "F". getting a fricative P is not difficult. Given these similarities, the windows of the "House for Sounds" are filled in as follows:
1) model voluminous lips - as for the sound Sh
2) volumetric tongue model - as for the sound Ш
The use of materials from the workshop "House for Sounds" will make it interesting to conduct a lesson. In the process of modeling, children not only have fun, but also improve fine motor skills.
On a plasticine tongue, you can easily convey the shape and position of the tongue, its dynamics.
1. Tongue shape:
"slide" or "cup"
narrow tongue - "needle" or wide tongue - "blade"
2. Tongue position:
up down
3. Language dynamics:
how are the lateral edges of the tongue formed
how the tongue rests. repelled
This homemade manual causes a lot of positive emotions, classes are highly motivated.
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Tasks:
1. To teach the differentiation of vowels and consonants according to all signs;
2. Develop phonemic hearing, attention, orientation in space;
3. Cultivate independence, diligence.
Equipment:
tape recorder, cassette, collection "Merry Planet" - The arrival of spring, subject pictures (giraffe, duck, cat), "Sound houses" - 3 pcs., ball, red and blue circles, playing field "Little bug", pencils, envelopes with geometric shapes - 3 pcs., a magic chest, rugs, cards with sounds [F], [U], [K], cards with numbers.
Conduct form:
plot-role-playing game.
Lesson progress
1. Organizational moment
(Children stand around the teacher)
Educator:
Guys, terrible news has come from the Sound Forest. A villain appeared there - the Sound Eater - and hid the Zvukovichkov. They are asking for help. What to do?
I remember that in fairy tales, the one who is strong and dexterous helps. Let's check ourselves?
Phonetic charging "Don't miss the sound"
(Phonetic charging is accompanied by music)
The teacher throws the ball, calling the word. The child catches the ball thrown by the teacher, calls the vowel sound in the word and throws the ball back to the teacher:
Cat - oh, whale - and, bow - y, fur - e, ice - yo, sleep - oh, poppy - ah, house - oh, elephant - oh, hedgehog - yo, soup - y, beetle - y, garden - a, horse - oh, night - oh, cancer - a, cake - oh, leaf - and.
2. Main body
I. Sound forest
(Children, together with the teacher, go to the “forest”, move one after another along the paths, rugs, “bumps”. Musical accompaniment).
Educator:
Here we are in the forest. What is it here? (the teacher takes the pictures). It's clear. We have to decipher the word that names the insect, only after that we will release it.
The first sound in the encrypted word is the first sound of the word "giraffe". The second sound is the first sound of the word duck. The third sound is the first sound of the word "cat".
(Demonstrations of subject pictures are accompanied by a display)
From the first sounds of the three clue words, add the encrypted word.
(The teacher pronounces all the words again, highlighting the first sounds with his voice. The encrypted word is a beetle, the teacher demonstrates a subject picture)
II. Choice of sound house. Sound analysis of the word.
(Children sit at tables)
Teacher: We released the beetle. And here are the houses. In one of the houses we will place the word "beetle".
(The teacher, together with the children, pronounces the word BEETLE, then the teacher suggests choosing the right house. The children explain their choice).
Educator: Say the word "bug" clearly. What sound do we hear first? Pronounce it clearly. This is the sound [Ж]. Is it a consonant or a vowel? Hard or soft? How do we label it? What is the second sound we hear? Pronounce it clearly. This is the sound [U]. Is it a consonant or a vowel? How do we label it? What is the third sound we hear in the word "beetle"? Pronounce it clearly. This is the sound [K]. Is it a consonant or a vowel?
(Children indicate the vowel and consonant sound - circles of red and blue)
Fizkultminutka "Are you tired?"
Are you tired?
Well, then everyone stood up together.
We stamped our feet
We clapped our hands.
Twisted, turned.
And everyone sat down at the desks.
We close our eyes tightly
We count to five together.
We open, we blink
And we continue to work.
(Performing movements after the teacher)
Educator: Guys, our rescued "bug" wants us to play a math game called "Little Beetle".
III. Math game "Little bug"
Educator:
Do you know that beetles love to crawl?
Children:
Yes.
Educator:
Let's see how they do it.
(The teacher introduces the children to the rules of the Little Beetle mathematical game)
— The playing field consists of nine cells. The beetle can crawl in four directions: up, down, right, left.
(Children follow the crawling of the beetle with their finger, and then mark the directions with geometric shapes. The teacher dictates the direction)
- Down, left, up, up - put a square. From the square, the beetle crawls to the right, down, left, down - put a circle. From the circle, the beetle crawls to the right, up, down to the right - put a rectangle. From the rectangle, the beetle crawls to the left, up, right, up - put a triangle.
(Children leave the tables and stand in a circle on the carpet)
Educator:
Guys, look at the magic chest, it says "Fidget". Let's open it up and see what's inside.
- Look, there are 3 envelopes in the chest, I wonder what is in them (they depict a beetle made of geometric shapes).
(Children answer that these are geometric shapes)
How are we going to share them? There are 18 of us and only three of them.
(Children offer their own solutions. After they have been listened to, they are divided into the first, second, third, thus forming three groups, then the guys complete the task)
IV. Collect the beetle
(Children collect the beetle, on the tables. The teacher checks the correctness of the assignment)
Educator:
Guys, what geometric shapes does a beetle consist of? (oval, circle, rectangle)
Let's count how many paws a beetle has? (6). How many rectangles did it take to build the beetle's legs? (12) How many ovals does a beetle consist of? How many antennae does a beetle have? (2)
3. Final part
(Children sit freely on the carpet)
Educator: Guys, it's time for us to return to the group, but I completely forgot: the message said that we can escape from this forest only with unusual transport. What do you think: on what?
(children's answers)
Educator:
We can take off if we correctly compose a sentence and complete the task: 1. Compose a sentence from the words: carpet, fly, plane, we, on (children make a sentence) 2. Count the words in a sentence (count words in a sentence).
- Happened! Ready to fly! Let's fly! (Children close their eyes). Ready to land! Score from 10 to 0. Landed. (Children open their eyes, they "arrived in a group").
Literature:
1. Babaeva N.A., Kalmykova N.V., Solodova T.L. Pre-school literacy education in the preschool educational institution. - 2nd ed., - M .: ARKTI, 2008, p. 27-28.
2. Zarin A., Kudrina S., From letter to word: Methodological guide. - St. Petersburg: KARO, 2004, p.88.
3. Pugina A.V. Complex lesson in the preparatory group. Maths. Speech development. Literacy education. The world. - Volgograd: Teacher, 2008, p.117.
