Funny letter e

VI. Physical education for relaxation

VII. Letter of words

The words are written on the board:

Yerevan, Eva, Elena.

Teacher. Read the words written on the board. (Students read aloud.)

Teacher. What are the common features of these words. (Children's answers are heard.)

Teacher. Name at least three distinguishing features. (It is desirable that all signs be named by one student.)

Teacher. Write down these words in decreasing order of the number of sounds in them. (Students take turns calling the words, justify their choice, write down with commentary.)

VIII. Proposal letter

On the blackboard :

Teacher. Review the entry. Formulate a task.

Apprentice. It is necessary to make a sentence by choosing the appropriate word from the brackets for each scheme. (The task is carried out in a collective form with justification for the choice of each word. The sentence is written down with comments: Elena drew a willow by the river.)

IX. Lesson summary

Teacher. What would you tell your parents about this lesson?

Used literature:
G.A. Bakulina – Writing lessons in the 1st grade for interest and effectiveness – 2007

Capital letter Y – School ABV

Primary school teacher: Logunova Elena Aleksandrovna.

Type of lesson: lesson of learning new material.

Technology: based on play.

Education system: "School - 2100".

Lesson Objectives:

1. Learning Objective:

- to learn how to write the capital letter Yo, how to combine it with other letters;

- to continue work on the formation of the ability to copy from printed text.

2. Developmental goal:

- develop children's speech, phonemic hearing, arm muscles.

3. Educational purpose:

- cultivate a positive attitude towards writing lessons;

- to teach children to cooperate with classmates.

Formation of competencies:

– informational;

- communicative;

- readiness for social interaction.

Equipment:

- a sample of writing the letter Y;

- illustrations of the Gnome, snowmobiles;

- cards with words:

- split syllables;

- phonogram of the song “A Christmas tree was born in the forest ...

Lesson progress

1. Organization of children for the lesson. mobilization phase.

Teacher : Stand straight and beautiful. Smile at each other.

The bell has already rung.

Sit quietly and inaudibly,

And let's start the lesson as soon as possible.

We will write, work,

After all, tasks are not easy.

We, friends, should not be lazy,

Because we are students.

- Guys, what letters do you already know how to write?

Do you like to dream or imagine? The ability to imagine today will come in handy in the lesson. Imagine that the New Year is coming. What can't this holiday be without? (Without Santa Claus, Snow Maiden and Christmas tree).

2. Updating knowledge.

Teacher : What new letter did you learn in the literacy lesson?

(letter Y).

- Which of the above words, without which the New Year holiday cannot pass, will you start writing with the letter Y? ( Yolka).

A). Read the words:

ruff - brush, ruff;

hedgehog - hedgehog, huddle;

Christmas tree - Christmas tree, spruce.

– How do you understand the meaning of the words "ruff" and "shrink"?

"A hedgehog was picking mushrooms in a clearing." "Ruff splashed in the water." "The Christmas tree turned green at the edge."

– What do these proposals have in common? (The first word of each sentence starts with a capital Y).

- Can you and I write a capital letter Y?

Teacher:

- Today at the lesson we will learn to write a new letter. Let's write today so that in each notebook I can write the words: "Well done!", "Good girl!". Each letter must be written neatly and beautifully. Each word is an "unusual lace" of letters.

– Remind me what new letter we learned in literacy class? ( Letter Yo).

– Which of her secrets did you learn about? (Denotes two sounds at the beginning of a word and after a vowel).

- Name these sounds.

Physical education minute. ( Finger exercise).

There are five fingers on my hand,

Five grippers,

Five holders.

To plan and to saw,

To take and to give,

To count them:

1, 2, 3, 4, 5.

B). Hatching.

Teacher: Gnome came to our lesson today. One day something like this happened to him. On New Year's Eve, the Gnome gathered to his friends, the Dwarves, who lived beyond the distant forest. The road was difficult, difficult, snowy, long. Let's draw a Dwarf such a type of transport that will help to easily move along such a road. These will be aerosleighs - mechanical sleds with a propeller.

B). Relaxation. Drawing a pattern "Forest".

Teacher: Snowmobiles run fast. Spruces and pines flicker past. The trees are high and low. The road rises, then falls, then runs around the clearing. Let's draw a forest that can be seen along the way. (Independent drawing of the forest).

D). Repetition of letters e, e.

On the way the Dwarf met a snowdrift, and the letters hid in it. Some letters are red and others are blue.

– Can you guess what these letters are? (The vowels are red and the others are blue, these are the letters that represent consonants.)

- Name the vowels. (e, e).

– How to distinguish the letter e from the letter e?

- Write half of the line letters e , and on the second half the letter e.

3. Preparing students for active and conscious assimilation of new material.

Working on the shape of the capital letter Y.

Teacher:

– Another letter was hidden in a snowdrift.

- "What's your name?" asked the Gnome. (Letter Yo).

Tell me, letter Yo,

How is your life.

The letter E gives the answer:

"Nothing life flows."

- Tell, children, all about the letter Yo . (The letter Yo is tricky, as it denotes two sounds Y, O at the beginning of a word and after a vowel, it denotes the softness of a consonant sound in a merging syllable.

- Why do we need a capital letter Yo ? (Student responses).

Dwarf : What a difficult letter. I don't understand how it is written.

4. Assimilation of new knowledge.

Teacher : Guys, look carefully at the letter Yo and tell us what elements it consists of.

- How many are there? (The letter YO has two semi-ovals and two dots on top. )

Teacher : The dwarf wanted to go around the letter Yo , but she did not let him go. Planted on the very top and holds. Then the Dwarf decided to go down the letter and go further to his friends.

- The dwarf was at the very top. Let's put a finger on the model - the letters in the place where the Dwarf sits. Then we descend along the semi-oval head of the letter, then along the rounded back. (Teacher display).

– What is it? The letter of the Gnome does not let go. Why? (He forgot to put two dots above the letter).

- But the letter still won't let him go. She says: “I will let you go if the guys learn how to write me beautifully and correctly.”

- Guys, help the Dwarf! Then look at how this letter is written.

(Showing and explaining the writing of the capital letter E by the teacher on the blackboard; imitation of writing a letter in the air; writing a letter according to samples; independent writing; correcting errors).

Teacher : Snow White really wants to see how you did.

– And from what fairy tale did our guests Snow White and the Dwarf come to us today?

– Why did Snow White end up in the forest?

– How did the forest appear before her?

– How did the gnomes act towards her?

– What can you say about Snow White's stepmother?

– Well done guys! Released the letter Yo Gnome. He got on the snowmobile and drove on. And we'll get some rest.

Fizminutka.

And now, guys, get up,

Raise your hands slowly,

Squeeze your fingers, then unclench them.

Hands down and stand like that.

Lean right, left.

And get back to work.

5. Consolidation of new knowledge.

Teacher : There are more and more trees in the forest. You will find out what kind of trees these are if you guess the riddle:

What kind of girl is this -

Not a seamstress, not a craftswoman,

Doesn't sew anything herself,

Are you wearing pins and needles all year round? (Spruce).

(On the board of the letters of the split alphabet of the word: (spruce - tree - herringbone ).

A). Let's play the game "What has changed?"

(Children close their eyes, the words gradually change).

- Explain the meaning of these words.

– Which word best fits the illustration? ( Yolka).

– Prove why? (Syllabic-sound analysis of the word tree ).

- Match the word and the scheme of the word tree .

- How many syllables?

- Name the stressed syllable.

- Name the first syllable and describe the sounds of this syllable.

- Name the second syllable and tell about the sounds of this syllable.

– How many sounds are there in this word?

- How many letters are there in the word tree ?

– Why are there more sounds than letters?

- Write down these words with comments. (Word writing.)

B). Copying from printed text.

Teacher: Gnome in the forest. In addition to firs, I also met other trees.

Collect the names of trees from syllables.

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