“Summary of a lesson on teaching literacy “About the same thing in different ways” (Grade 1). Summary of a lesson on teaching literacy on the topic "Introduction of the concept of" syllable "(Grade 1) Summary of a lesson on teaching
Reading lesson grade 1
Lesson topic: Russian alphabet.
The purpose of the lesson:
educational: to master (repeat) the principle of constructing the Russian alphabet, to put into practice this principle of constructing the alphabet; learn the history of the creation of the Russian alphabet;
developing: mastering the basic concept - what is the alphabet - development of memory (repetition of the order of letters in the alphabet), thinking (highlight the main thing when performing tasks), prove one's point of view, develop speech;
nurturing: mastering the skills of joint activities: coordinating and coordinating activities with its other participants in the performance of group work, developing the ability to assess behavior, assess their capabilities as a result of reflection.
Lesson type : application of previously studied knowledge, generalization.
Equipment :
general class: a computer; multimedia projector; an electronic application for the lesson, developed in the PowerPoint editor;
individual : ABC textbook, task cards, counting sticks, colored pencils.
During the classes
1. Organizational moment.
The bell rang loudly
The lesson starts.
We listen, we remember
We don't waste a minute.
2. Buzzing reading(allows you to practice and improve reading skills, promotes the development of memory, since when reading children remember all the letters) (5 min)
3. Speech warm-up (contributes to the development of the speech apparatus, for further work in the lesson) (Slide 2.3-work on setting intonation)
4. Actualization of students' knowledge.
(Consolidating knowledge of the forms of printed letters and their names.)
black, crooked,
Silent from birth
Line up -
They will speak right away. (Letters)
Letter Design Game. (Slide 4)
(O - P - N - E - L - B)
Take six counting sticks and make the letter O out of them.
Move 1 stick to make an H.
Move 2 sticks to make an E.
Move 1 wand to get the letter b.
Place 1 more stick to make a B.
3. Goal setting; formulation of the topic of the lesson.
Making a word from these letters.(Slide 5)
Guys, look at the slide:
Let's make these letters speak: make a word out of them and find out the topic of the lesson. (Alphabet)
Tell me, are we going to study any letter today? Is there a problem in class today? So, today we will repeat and generalize the knowledge gained earlier. Then set a goal for the lesson.
In class, I used this word many times, but did not give it a clear definition. Who can say what the alphabet is, what it consists of?
Conclusion 1: the alphabet is letters.
Game "Magic Transformations".(Slide 6)( contributes to the development of thinking, children remember which letters can be depicted using ovals)
You have studied the "ABC" and now you know all the letters of the Russian alphabet. Therefore, the next task should not be difficult for you.
Remember the letters that include ovals and add the missing elements on the task card so that the ovals turn into letters. (a B C R F b y b y z)
4. Group work
Can these letters be called the alphabet? Why not?
How many letters are in the Russian alphabet?
Conclusion 2: the alphabet is all letters. (Slide 7)
Consolidation of knowledge of the sequence of letters of the Russian alphabet. (Slide 6)
All 33 letters of the Russian language “live” in a big house called alphabet . They live together, because each letter occupies its own separate “apartment” in it, its permanent place, that is, the letters in the alphabet are arranged in order. And this order is already familiar to you.
5. The order of the letters in the alphabet
What letters hid behind the curtains in their apartments? (slide 8)
6. Physical exercise for the eyes
Conclusion 3 : the alphabet is all the letters arranged in order. (Slide 13)
7. Discovery of new knowledge. (expanding the horizons of students)
Acquaintance with the history of the Russian alphabet, alphabets of other languages.(Slides 9, 10,11,12)
I want to tell you a little about the history of the Russian alphabet, because. the alphabet we use today was not always like this.
Our ancestors, who lived at the beginning of the last century, used a different alphabet before: there were more letters, they were ornate and difficult to write. Yes, they had different names.
Over time, it was decided to simplify the writing of letters, as well as get rid of duplicate letters.
And for almost 100 years we have been using the alphabet we are used to.
You probably noticed that I often repeated “our alphabet”, “Russian alphabet”. And this is no accident. Why do you think?
Yes, indeed, more than 120 nationalities live in our country alone. And most of the peoples of our planet have their own language and their own script; and, consequently, its own alphabet. In them, the letters have a peculiar shape, the name, order and their number can be different.
Let's now remember, analyze all of the above and formulate a conclusion about what the alphabet is.
Conclusion 4 : the alphabet is all the letters of the language, arranged in order. (Slide 14)
8. Secondary fastening.(Slide 13)
Compilation of a word by the first letters of the names of objects depicted in the pictures.
Look at the pictures on the slide.
Highlight the first sound in each word, give it a description, designate it with the corresponding letter. Read the received word. (Winter)
Open your eyes.
9. Listening, analysis, expressive reading poems by V. Berestov “Reader”.(Slide 14) A pre-prepared student reads.
How good it is to be able to read!
You don't have to go to your mom.
No need to shake grandma:
“Read, please! Read!”
You don't have to beg your sister.
“Well, read another page!”
No need to call, no need to wait
And you can take and read!
10. Work on the textbook
Open p.82, let's read the Poem on this page in a chain.
11. The result of the lesson.
12. Reflection.
Guys, what goals did we set at the beginning of the lesson? What goal have we achieved with success? How would you rate yourself today? And why.
Hello! Today I will teach you a lesson in literacy. See if everything is ready for the lesson: ABC, tape of letters, illustrations. Check your fit. Both feet should be on the floor, the back should touch the back of the chair, a fist should be placed between the stomach and the desk, both hands should be on the desk.
Already whole month like you schoolchildren. What letters have you already learned to read? A, U, E, S, L, M. Well done! You have already learned a little. Know how to use educational supplies, learned to greet each other, greet elders. How do you greet (greet) the teacher? How should a person behave when he greets another. Each nation has developed its own traditions of greeting for centuries. For example: when two Muslims meet, they should greet each other, regardless of whether their relationship was friendly or hostile. Every greeting had to be answered without fail. At the same time, the following was important: persons standing higher on the social ladder were to be the first to greet those standing lower (and not vice versa!), riding a horse - walking, the younger - the elders, the gentlemen - their servants. It was strictly forbidden to greet cruel, ill-mannered, dishonest people. If these people themselves were the first to greet "normal" people, then their greetings should in no case be answered. This is how they greet each other different countries mira: Russians say "Hello!". “Salam alaikum” is said by Azerbaijanis when they meet and they hear in response “Alaikum assalam”. In Germany they say "Gutn Tag", in France - "Bon Jour", in England "Halow". Now open your ABC to page 26. Consider the illustration. Where do you think the action takes place? That's right, in the theater, on stage. And how did you guess? There is a curtain, masks. And who is depicted on it? Consider how the person on the left is dressed, how he greets the guest, how does his greeting differ from the greeting from the person on the right? Now listen to the poem. How should you greet your neighbor? Friend? Grandma? (children's answers) When you greet someone, you have to stop, not greet on the run. Boys are required to take off their hats indoors. There are certain rules for the behavior of people in in public places, for example in a store. Look at the illustration. Where did mother and daughter go? Choose the name of the store: universal, haberdashery, perfumery, clothing, household. Prove your choice. What stores do you know? What conclusion can be drawn from this dialogue? You need to be polite. A person must be cultured in communicating with other people. Match the pictures and words. Where can you buy these items? Rolls - in a bakery, tablets - in a pharmacy, a sofa - in a furniture store. Physical pause. Well done! You remember the letters you studied and their place in the word. Look at the pictures on the left side of the page. Mermaid. What are the vowels in this word? U, A. What consonant letter do we put? "El". What sound does it represent? [l]. Fly agaric. How many letters are in a word? 7. Name the vowels. U, O. What consonants shall we insert? "M". What sound do [m] mean? A spinning wheel. How many of you know what a spinning wheel is? How many letters? Five. What consonant letter do we put? "El". What sound does it represent? [l]. Find a soft consonant in this word. Which vowel indicates the softness of this consonant. "AND". Physical pause. Proposal work. How many words are in the first sentence? (4) Second? (4) Third? (4) Fourth? (4) Fifth? (2) Sixth? (2). Write a short story about these sentences. Why are there question marks at the end of the last sentence? Title the story. How would you resolve this dispute? What new did you learn in the lesson? What letters did you repeat. ("em" "el") What sounds do they represent mmll.Summary of a lesson on teaching literacy
UMC: Primary School 21st century
Class: 1 "G"
Topic: Introduction to the concept of "syllable"
Lesson type: discovery of new knowledge
Goals : the activities of the teacher: to teach to divide words into syllables, to introduce the syllable-forming role of vowels; promote the development of phonemic hearing, fine motor skills, create conditions for the education of love and careful attitude to the surrounding world.
Planned results:
subject: know the concepts of stress, syllable, as the minimum pronunciation unit; syllable-forming role of vowels;
know how to distinguish between a word and a syllable; perform the division of words into syllables (without confluence of vowels) and syllabic analysis of words, that is, the establishment of the number of syllables in a word;
will have the opportunity to learn how to divide words into syllables.
Metasubject :
cognitive:
general educational - division of words into syllables; clarification of the syllable-forming function of vowels; determining the place of stress in a word;
logical - implementation of syllabic analysis of words; compiling a classification of words according to the number of syllables and the place of stress.
regulatory: are able to keep the goal of the activity until its result is obtained; analyze your own work; make changes to the process of actions, taking into account the difficulties encountered; assess the level of proficiency in a particular educational activity.
communicative: are able to participate in the educational dialogue; take into account different opinions and strive to coordinate positions in business cooperation; think over answers before speaking them out loud; observe grammar and spelling rules oral speech. Personal: Express a positive attitude towards learning process; show attention and interest in mastering new knowledge and skills; control their own actions.
Equipment: textbook by M.M. Bezrukikh, abstract, pictures
Stages
Teacher activity
Student activities
UUD
1. Organizational moment
Hello guys!
Sit down.
My name is Ilnura Eduardovna and I will conduct today's literacy lesson with you.
Now I will check if everything is ready for the lesson.
Let's smile at each other. May the lesson bring us all the joy of communication.
-Today at the lesson, guys, you will find many interesting tasks, new discoveries, and your assistants will be: attention, resourcefulness, ingenuity.
Welcome teachers.
Check readiness for the lesson.
Personal (readiness and ability of students for self-development, motivation for learning activities)
Communicative
2. 2. Actualization of students' knowledge. Repetition of what has been learned about vowels and consonants according to the “Speech Sounds” scheme
Listen to the riddle.
He is quiet and loud.
And also - deaf and sonorous.
Who guessed what it is?
What do you know about sounds?
What 2 groups are divided into all the sounds of our speech?
How do they differ? Name the signs of a consonant sound.
What color do we designate soft consonants on the diagram? And hard ones?
What are the characteristics of a vowel sound?
What color do we represent vowels in the diagram?
Listen to teachers
Sound
Sounds we hear and pronounce
Vowels and consonants.
When pronouncing a consonant sound, the air encounters an obstacle, so these sounds consist of noise and voice. Soft and hard.
Green. blue
The vowel sound during pronunciation does not encounter obstacles, it consists of a voice. They denote softness and hardness.
Red.
Regulatory
(the ability to choose an action with a task, to perform a learning action)
cognitive
(compare, classify the studied facts of the language on given grounds)
2.Introduction of the concept of a syllable.
Announcement of the topic and goal setting.
Guys, look carefully at the board, at the first row. What are these letters?
What do these letters have in common?
Now make a word from these letters?
- Let's look at the next group of letters. Name these letters.
- What two groups can they be divided into?
Try to make words from these letters.
And why didn’t it work out to make words from the first group of letters: R, L, M, N?
- What conclusion can be drawn?
Let's all say the word moon together?
What happens to this word?
How many parts is the word divided into?
These parts, guys, are called syllables. And today in the lesson we will learn to divide words into syllables.
What is your goal?
Er, Al, Em, En. (R,L,M,N)
Consonants, voiced.
Does not work.
U, L, N, A.
Vowels and consonants.
Moon
There were no vowels
Without vowels, it is impossible to form a word.
Pronounce.
She falls apart.
Two.
Listen to teachers
Learn to divide words into syllables
Regulatory
cognitive
(analysis of objects in order to identify essential features;sign-symbolic modeling)
Physical education minute
Pinocchio stretched,
(raise your hands through the sides up, stretch, rising on your toes)
Once - bent over
Two - bent over
(body tilt forward)
Raised hands to the side,
(hands apart)
Apparently the key has not been found.
(turns right and left)
To get us the key
You need to get on your toes.
(hands on the belt, rise on toes)
Listen and repeat after the teacher.
3. work with schemes.
Guys, guess the riddle.
It feeds on fish from rivers, lakes,Swinging on the waves of the seaScreams of cutting! Answer me -What is the name of the bird? ...(Gull ).
Well done guys. (showing the picture)
How many sounds are there in a word? Which ones?
Draw a diagram for this word. (one student comes out to the board and draws up a diagram, and the rest are on their desks)
Compare everyone like that? Who doesn't, raise your hands!
Guys look at the board, you are given two drawings and two diagrams, match the diagram to the drawing. (dog, goose)
Well done boys.
Guys, let's now compare the word seagull and goose?
How are these words similar?
And how do they differ?
How many vowels are in each word?
- Let's try to rhythmically clap these words, what do you notice?
How many claps fit in the word seagull (2), goose (1), why?
How many parts does the word seagull fall into? And the word goose?
What are these parts called?
So how many syllables are there in a word
Seagull? goose?
What determines the number of syllables?
And how many syllables are in the word dog? Qty
syllables.
Open your textbook, page 74.
Look at the second picture.
Who is shown in this picture? Who is it?
Guys, this bird is called the TIT.
Let's say this word together.
And how did you guess?
How to determine the number of syllables?
Let's check the diagram.
Mark each syllable with a pencil.
Listen to me carefully and continue when I stop: The cat has a kitten, the cow has a calf, the goat has a goat, and the horse has .... (foal)
Correctly.
Let's break this word into syllables.
How will we do it?
Let's check the diagram. Mark with a pencil.
How many syllables do we have?
Guys, we have one more drawing left, look who is depicted on it?
Below is a diagram of this word. Determine how many syllables are in this word according to the diagram? How did you guess?
Guys, look at the next page. There are pictures.
Can you tell me who is in the first picture?
Let's break it down into syllables.
How many syllables are in this word? (I ask the student) How did you know that there is one syllable?
And how many vowels? What is the number? Take a chip and attach it to the diagram.
Well done. And who is shown in the second picture? How many syllables are in this word? And how many vowels? What is the number? Attach a chip?
The third picture shows an iron. How many vowels are in this word? What are the numbers? Insert chips.
Let's break it down into syllables. How many syllables are there in this word? Why? Share with a pencil.
Guys, look carefully at look carefully how many sounds does the first syllable consist of? And the second?
So what can be the conclusion?
Who is in the next picture?
Let's break it down into syllables. How many vowels are in this word? What are the counts? Insert chips. How many syllables are there in this word? Why? Share with a pencil.
Well done.
Who is in the last picture?
How many syllables are in this word?
Listen to teachers.
Gull.
5 stars
Make up a diagram.
Compare your diagram with the diagram on the board. Those who did not succeed, find out why!
The student comes to the board, puts the diagram under the corresponding picture.
Birds
Number of sounds
Seagull-2
Gus-1
What's in the word - two claps
In the word goose - one cotton.
Because a seagull is 2 main stars.
Gus-1 main sound
Two parts,
It doesn't fall apart
syllables
two syllables, one syllable.
From the number of vowels.
One syllable because one vowel.
Bird
Three.
three claps
Foal
Let's count with cotton.
4 syllables
Frog
three syllables
Three vowels
Tiger
One
One cotton
One vowel
second
Wolf
One syllable, one clap
Two syllables, two claps
Two
1,3
Two, two vowels.
one
three
that a syllable can consist of one or more sounds
Fox
2,4,6
Wasp
Two syllables. two vowel sounds.
cognitive
(to analyze, compareobjects in order to identify significant features)
Regulatory
(saving the learning task of the lesson at each stage)
Communicative (ability to communicate, listen to the interlocutor)
4. Work with a column of words.
On the same page in the lower right corner there are columns with words. (Students read)
The first word is len
genus of annual and perennial herbaceous plants and shrubs of the flax family
Let's divide it into syllables with the help of claps. How many syllables did it turn out.
My-let's divide. how many syllables.
May-
sea-
Mila-divide into syllables with the help of claps. How many syllables? And why is the word Mila capitalized?
Soap-
Novel-
soaped-
lemon-
Why do you think words are divided into syllables?
They do the job.
one
one
Two
Girl's name
Cognitive:
5. Work with the offer
Below are suggestions.
(student reads)
Who knows who the painters are?
Guys, painter - worker, professional painting of buildings, structures, equipment, tools and other interior items.
What letter does the sentence begin with?
What is at the end of a sentence?
Why is the third word in the first sentence capitalized?
Let's read the second sentence.
What does this sentence say about painters?
Look at the second sentence, there are short words smart and sweet, in the past lessons, when you studied the letter H, you talked about such words, scroll back through the textbook.
See what else we can say.
If they know they answer
capitalized
Dot.
'Cause that's the name of the person
Smart, cute
Regulatory (evaluate the level and quality of assimilation educational material; saving the learning task of the lesson at each stage)
6.Working with text
Guys, I will now read the text to you, and you listen to me carefully, then I will ask you questions.
Who did the chicken draw?
Why did the kitten turn out funny? Look at the picture
How did he explain it?
Listen to teachers
kitten
he was colorful
children answer
Cognitive:
work with the textbook, navigate it with the help of icons;
7. Generalization and result
what did you learn in class today?
How to determine how many syllables are in a word?
Did you achieve the goal you set at the beginning of the lesson?
Guys, if you liked the lesson, show a cheerful emoticon, if not, a sad one. If there are any difficulties in the lesson, raise your hand.
Answer questions
Regulatory (implementation of step-by-step control in the analysis of speech sounds;Evaluate the actions of other students
Municipal educational institution
Medium comprehensive school № 2
with in-depth study of individual subjects
Ivanteevka, Moscow region
Summary of a lesson on teaching literacy
1 - D class
Compiled by:Salikova Kristina Sergeevna
teacher primary school second category
year 2014
The purpose of the lesson: acquaintance of students with the sound [and], the letter I and.
Basic concepts: Lowercase letter, capital letter, vowel sound, letter.
FormedUUD :
cognitive: understanding the correspondence of the sound to the letter.
Regulatory:create activity algorithms for solving problems of a different nature.
Communicative: the ability to explain one's actions, to learn to be tolerant of other people's opinions.
Equipment: textbook "ABC" edited by G. Goretsky, illustrations: stork, alphabet, cat, mother, house, wolf, sounds [a], [o], donkey, route sheet with tasks, self-assessment cards sun and cloud.
During the classes
| Teacher activity | Student activities |
| Motivation for activity |
|
| Check it out buddy | Check readiness for the lesson |
| Knowledge update |
|
| What vowel sounds did we get acquainted with in the previous lessons? Game "Relate the picture and sound" Look carefully at the pictures on the board. Which words have sounds [a], [o]. (pictures hang on the board: stork, alphabet, cat, mother, house, wolf, sounds [a], [o]). Match the picture and the sound. Guys, tell me, what is the sound [a], [o]? How can you tell if a sound is a vowel? | Sounds [a], [o] The task is performed by 2 students at the blackboard, mutual verification is carried out. Vowel sounds, since they can be sung, when pronouncing the mouth is wide open, there are no barriers. |
| Speech warm-up |
|
| Today in the lesson you will be helped to gain new knowledge not only by the textbook, but also by the route sheet with tasks, everyone has it on their desks. (Show sheet) Look carefully at the task under the number one. Let's sing the vowels that are written there. Put your finger where these words are written (show). Well done! | Students review the route sheet, get acquainted with the first task. vowels sing AO, OA, AOA, OAO, OO, AA. |
| Setting the goal and objectives of the lesson |
|
| Guys listen carefully riddle . They say he's stubborn And not very smart But don't believe those words. This is a very nice animal. He just loves peace. He is so thoughtful. What is the first sound you hear in the word donkey? Is it a vowel or a consonant? Striking or unstressed? How does a donkey scream? What new sound do you hear? Think sound [and] vowel or consonant? Let's pronounce it. What do you think the topic of our lesson is? What are we going to learn in literacy today? | Sound [o], vowel, unstressed. [And] [and] [and] Let's get acquainted with the sound [and] and the letter I and. |
| Work on the topic of the lesson |
|
| Introduction to the letter I Each sound in the letter is indicated by a letter, and our sound [and] in the letter is indicated by the letter I. Let's find out what the letter I looks like, open page 29 of the ABC textbook and look in the upper right corner. What is in the red box. What letter is this? Vowel or consonant? What does the letter I look like? Mystery: A thin thread is threaded into the narrow eye And swam after the ship quickly. Sews, sews and pricks sharply, They call it a ship... How many syllables are in the word I-GOL-KA What is the first syllable? What is the sound in the first syllable -i? Is it consonant or vowel? Striking or unstressed? Conversation: A person can sew, chop, saw, cut. Tools help him in his work. The needle is a tool for work, it must be handled with care. A needle prick is very painful. What plants have prickly needles? What animal has quills? What tree has needles? Well done! | Students open the textbook and look at what it looks like block letter Both uppercase and lowercase. Printed capital and small letter Yi Vowel Student responses Three syllables. A vowel sound that is unstressed because it is not stressed. Cactus, rose, wild rose, raspberry. Fur tree, pine tree. |
| Physical education minute |
|
| Now guys stand up Raised hands quickly Sideways, forward, backward Turned right, left Quietly sat down again. | Students perform appropriate actions |
| Consolidation of the studied material |
|
| Work on the itinerary Guys, now look again at your route sheets, helpers. Find the task under the number 2. Place your finger to know where to start working. Read the poem by Valentin Berestov Iva. Now take a simple pencil in your hands and underline all the letters I that you find in the poem. How many letters did you find? In what words? Read. Well done! The game "Guess the sound [and]" And now let's play a game. I will give you words and if you hear the sound [and], then clap, and if there is no sound [and], then stomp. Linden, willow, stork, rook, iris, summer, plum. Well done! You have completed the task. Reading the letter i. I got the hammer He knocked down a letter from the planks. How many boards are there? And what letter? AND! (E. Tarlapan) Look again at your itineraries. Find the task under the number 3. Put your finger. Let's all read the letters I together with different intonation. | Students put their finger where task number 2 is. The student who reads reads, the rest listens. Students look for letters and underline them. Only 6 letters i. They read words with the letter I: willows (2 times), beautiful, whispered, standing, beautiful. Students perform actions according to the task. |
| Reflection |
|
| This is where our lesson comes to an end. Guys, what new sound did we meet today? And with what letter? Letter I, vowel or consonant? Now I invite you to evaluate your work. There are a sun and a cloud on your table, if you liked the lesson and it was easy for you to work, then take the sun in your right hand, and if you were not interested in the lesson and it was difficult to work, then take the cloud in your right hand. And I thank you all for the work in the lesson, you are great! | Vowel sound [and]. Vowel I. Students review their own work in class. |
Route sheet of the student (tsy) __________________________________________
1. Speech warm-up. Sing the vowels.
JSC OA AOA JSC OO AA
2. Underline in V. Berestov's poem letters I and.
Why are you so beautiful?
Because, - the willows whispered,
that we stand above the river,
Over such a beautiful one. (V.Berestov)
3. Read the letters And, and with different intonation.
Visual material for the lesson
For self-assessment
Depending on the composition of the class, as well as at the discretion of the teacher, the material can be studied in one lesson or divided into two lessons.
Topic: Writing a lowercase and uppercase letter L.
Type of lesson: learning new material.
Educational:
Introduce students to writing and capital letter L;
To form the graphic skill of writing the letter L.
Correction-developing:
Correct and develop spatial orientation;
Develop fine motor skills Hands.
Educational:
Cultivate positive motivation for the learning process.
Equipment: copybooks, velvet paper, templates for writing elements of a letter and a whole letter, cards for shading, cash registers for letters for individual and frontal work.
During the classes
1. Organization of the beginning of the lesson
Set students to work, check their readiness for the lesson. So, friends, attention,
After all, the bell rang
Sit comfortably
Let's start the lesson soon.
2. Learning new material
Actualization of students' knowledge
What letter did we study in the reading lesson?
Find this letter in the box office of letters and show it (the work takes place in the field and at the blackboard).
Open the bookmark. What letter does Vova offer us to learn how to write?
Showing and learning the written letter L
The teacher's writing on the board of the elements of the lowercase letter l with an explanation. Trace the lowercase letter l with your finger on velvet paper, lay out the lowercase letter l on a desk of elements.
Children writing elements of a lowercase letter l in the air (the teacher, standing with his back to the children, shows how to write, the children repeat).
Work with prescriptions
And now we will write the elements of the letter in copybook.
Checking posture, the position of the pen in the hand, the position of the notebook. Rule repetition:
I will open my notebook and lay it down.
I, friends, will not hide from you, I hold the pen like this.
I'll sit up straight, I won't bend, I'll get to work.
Outlining the elements of the lowercase letter l in dots. First, the elements are outlined by points, then they are written independently. Students can be called one by one to the board. The number of outlined elements and independent writing of elements is regulated by the teacher depending on individual features students.
Guys, by combining these two elements, what letter will we get?
Demonstration of the spelling of the lowercase l by the teacher on the board with an explanation. Writing by children of a lowercase letter l in writing by dots and independently. Some students may be called to the board to write a letter.
Finger gymnastics
"Running man" - the index and middle fingers "run" on the table. First, the exercise is done right hand, then left. Hands alternate 2-3 times, then the hands are shaken.
What letter does "running man" look like?
For the letter L.
Show it again with your right hand, left, both at the same time.
3. Fixing the material
Showing and writing syllables with a lowercase l
First practice writing closed syllables: al, ol, st; then - open: la, lo, lu, ly. Students write syllables from split alphabet, write them down in copybooks, as well as on the board. Emphasis is placed on the connection of letters in a syllable.
FizminutkaLetter L put your feet
(students repeat words)
As if in a dance, arms to the sides
(actions for the teacher).
Leaning left, right
(perform actions in accordance with the text).
It turns out correctly.
Left, right, left, right.
Fulfillment of the curb
4. Summing up the lesson
What letter did we learn to write in today's lesson?
During the classes
1. Learning new material
Showing, examining and writing the elements of a large (capital) letter L and the letter itself
We have learned to write a small letter l. What letter l do we still need to learn how to write? (Big, capital L.)
When do we start capitalizing words?
Work on the study and writing of the capital letter L is similar to the study and writing of the lowercase l: showing the spelling of the elements of the letter with an explanation, writing the letter by the teacher on the board, examining in copybooks, writing in the air, tracing on velvet paper, laying out the letter from template elements, writing at the blackboard, a letter in copybook.
2. Fixing the material
Recording syllables with the studied letter. Work with the cash register of letters and copybooks
Writing syllables with a capital letter - La, Lo, Lu, Ly. Students lay out a given syllable from the cash register of letters, then write it down in copybooks, based on the explanations and the teacher's display on the board, as well as the sample given in the copybooks. Emphasis is placed on the connection of letters in a syllable. Work is carried out in copybooks and at the blackboard.
Eye charger
First graders are looking for the letter L on the magnetic board. The letters are at different heights. Children turn their heads, raise their eyes up, lower them down.
Recording in workbook words, few words, simple sentence(depending on the level of preparedness of the class and the individual abilities of students)
God, soap. Alla has soap.
Before writing, the word is clearly and lingeringly pronounced, laid out from the split alphabet, pronounced by syllables, the number of letters, vowels and consonants is determined, with which letter you need to start writing and why. The spelling of the word in words is analyzed, the word is circled by dots, then the children write it down on their own. When writing, the word is not divided into syllables.
When writing a sentence, first-graders count the number of words in it, repeat with which letter you need to start writing a sentence, what is put at the end of the sentence, and work with its scheme.
Fizminutka
Performing the exercise "Swans", given in the recipe (at the discretion of the teacher)
3. Summing up the lesson
What letter did you learn to write in class?
When do we start capitalizing a word?
Similar information.
