Importance of alphabet knowledge
The Alphabetic Principle | Reading Rockets
Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters.
Children whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.
Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children learn letter names by singing songs such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books.
Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter.
What is the "alphabetic principle"?
Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.
The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. The alphabetic principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.
Two issues of importance in instruction in the alphabetic principle are the plan of instruction and the rate of instruction.
The alphabetic principle plan of instruction
- Teach letter-sound relationships explicitly and in isolation.
- Provide opportunities for children to practice letter-sound relationships in daily lessons.
- Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
- Give children opportunities early and often to apply their expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar in meaning.
Rate and sequence of instruction
No set rule governs how fast or how slow to introduce letter-sound relationships. One obvious and important factor to consider in determining the rate of introduction is the performance of the group of students with whom the instruction is to be used.
Furthermore, there is no agreed upon order in which to introduce the letter-sound relationships. It is generally agreed, however, that the earliest relationships introduced should be those that enable children to begin reading words as soon as possible. That is, the relationships chosen should have high utility. For example, the spellings m, a, t, s, p, and h are high utility, but the spellings x as in box, gh, as in through, ey as in they, and a as in want are of lower utility.
It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in isolation with the least distortion. Stop sounds at the beginning or middle of words are harder for children to blend than are continuous sounds.
Instruction should also separate the introduction of sounds for letters that are auditorily confusing, such as /b/ and /v/ or /i/ and /e/, or visually confusing, such as b and d or p and g.
Instruction might start by introducing two or more single consonants and one or two short vowel sounds. It can then add more single consonants and more short vowel sounds, with perhaps one long vowel sound. It might next add consonant blends, followed by digraphs (for example, th, sh, ch), which permits children to read common words such as this, she, and chair. Introducing single consonants and consonant blends or clusters should be introduced in separate lessons to avoid confusion.
The point is that the order of introduction should be logical and consistent with the rate at which children can learn. Furthermore, the sound-letter relationships chosen for early introduction should permit children to work with words as soon as possible.
Many teachers use a combination of instructional methods rather than just one. Research suggests that explicit, teacher-directed instruction is more effective in teaching the alphabetic principle than is less-explicit and less-direct instruction.
Guidelines for rate and sequence of instruction
- Recognize that children learn sound-letter relationships at different rates.
- Introduce sound-letter relationships at a reasonable pace, in a range from two to four letter-sound relationships a week.
- Teach high-utility letter-sound relationships early.
- Introduce consonants and vowels in a sequence that permits the children to read words quickly.
- Avoid the simultaneous introduction of auditorily or visually similar sounds and letters.
- Introduce single consonant sounds and consonant blends/clusters in separate lessons.
- Provide blending instruction with words that contain the letter-sound relationships that children have learned.
Why is Learning the Alphabet Important for Early Literacy Development?
Who doesn't love to hear their little one sing the alphabet with "elemenop" or LMNOP? They love the song, the way it easily rolls of their tongue and they feel so very proud of this accomplishment.
They are reciting the alphabet in song because they love the sound of it. How about A says /a/, A says /a/. Ever letter has a sound and A says /a/. This, my friends, is the beginning of Phonics, simply put is words are made of of letters and letters and combination of letters represent sounds.
I remember years ago when I first started teaching, ”Whole Language” was all the rage. Whole language is a method of teaching and writing which focuses on whole word phrases through repetitive reading of passages learning words solely in context instead of phonics exercises, worksheets and the like.
Although I believe it is important to have all ideas in your reading toolbox, over my 34 years of teaching, I recognize and feel that phonics and all of its components should be the focal point of learning to read.
However, sight words do have their place in learning to read as well and should be taught because not all words can be deciphered through phonics alone Some children or maybe many children need a combination of foundational skills to read.
That being said let's take a look at learning the letters of the alphabet and a bit more
Why learn the alphabet?
🍎The alphabet is the foundation or building block to reading, writing and spelling. It is important for each child to recognize and name all the letters and combination of letters in and out of order and also the sounds associated with them in order to be successful with literacy.
🍎Learning the alphabet is the basis of spoken language, which gives early learners the benefit
of understanding how letters, combinations and patterns of letters and words are pronounced.
🍎It allows us to think in our language and spell words (without a spellcheck).
🍎 It is also important for early learners to know the symbols or ways we write the letters. or combinations of letters or graphemes that represent sounds. A combination of 1,2,3,or 4 graphemes can represent a phoneme or sound. For example: 1 letter p, 2 letters ch, 3 letters tch, 4 letters ough.
So in the word; m-a-t-c-h, there are 5 letters and 3 graphemes; m-a-tch.
Why is it important to know the letters and sounds of the alphabet?
🍎When children begin to recognize the letters and understand their given sounds, they receive the foundation or emergent skills to read.
🍎Recognizing letters, sounds and combinations of letters and sounds, is a skill that is needed to read unfamiliar words independently.
🍎Having letter-sound knowledge will allow children to make the link between the unfamiliar printed words to their spoken language knowledge.
Why is letter-sound knowledge important?
🍎Letter-sound knowledge (also called 'graphemic knowledge as mentioned above) helps students to apply their understanding of written language and learn new words independently as well as help them decode unfamiliar words.
If you are thinking...what? YES! it can be very confusing, but it is SO important to understand these basics if you are teaching early learners to read.
These worksheets allow young learners to hear that the letter Aa can say /a/ as you hear in apple OR /a/ as in apron. The second worksheet shows there is more than one way to write an a. This is important because many books and worksheets may use different fonts to represent the letter Aa.
With these types of phonics activities, early learners are listening for the sound of the letter Aa and finding pictures that begin with that sound. They are learning that these pictures begin with different sounds and they need to decide which pictures start with the /a/ sound. Their little brains are starting to connect sounds to letters and learn graphemes that represent the sounds they hear.
Why Phonics?
🍎Phonics instruction teaches children how to decode or apply their understanding of letter-sound relationships, which includes knowledge of letter patterns, to correctly pronounce written words.
🍎If a child understands the relationships between print and the sounds the print or letters produce, children will gain the ability to recognize familiar words quickly and to figure out words they haven't seen before.
🍎Children need to learn the alphabet and the corresponding sounds to learn how to read and decode words, spell and understand spoken and written language.
🍎Learning the letters of the alphabet helps to form the foundation of language and communication throughout our life.
If you need a comprehensive resource to support your early learners with letter recognition, letter sequencing and learning the individual sounds each letter produces, this alphabet resource will be your go to and keep your students learning until they feel proud. The sheets can be differentiated in that you can assign different pages to different learners depending on their levels.
See what is included in this 400+ page resource for early learners!
An original poem for each letter, which reinforces letter recognition and the sound the letter makes. This poem can be used to introduce the letter for the week.
Here is how I would use it:
On Day One: Introduce the letter by writing it on the board or demonstrating with a large letter flashcard.
Read the poem through once with students following along (you can put it up on the whiteboard/smartboard, share through zoom on your board or have students follow along with the poem/chant in hand.
When you get to the formation of the letter , "Sky Write" the letter so they can see you form it.
Read the chant a second time and after you read each phrase, have your students echo read...you say...they say it. When you ge to the letter formation have your students "Sky Write" the letter. I have the kiddos pretend red ink is flowing out. As you say how to form the letter have the students do it with you.
Read the chant a third time chorally with the students (everyone reading it together)!
Then have your students say the names of the pictures emphasizing the beginning sound. bbbb at for bat. Remember it is not "bu"; it is /b/
On Day Two: You can chose to reread the chant or have small groups or even individuals read the chant with your support.
At this time you can use the letter recognition pages in any order that works for your students depending on their level or individual levels. For those who are a bit stronger, you can assign the Mystery Picture, while others can sort lowercase and uppercase letters. I would simply assign one or two pages for independent work, centers or stations for the day. If you would rather put all the pages in a book and assign it page by page, that works as well.
Day Three and Four: Simply repeat day two using the same sequence as above. By now you may begin to see those students who may be ready for more difficult activities and you can differentiate as needed by assigning different pages to different students as needed.
On Day Five: Read chorally and have students make the headbands to wear home. I might also have the students go on a classroom hunt to find the letter Aa around the room and spot objects in the room that begin with the sound.
This would be a fun way to end the week with each letter you learn! There is also a crown for learning all of the letters!
A train puzzle to reinforce letter sequencing and worksheets for sequencing letters and sounds of letters are also included at the end of the resource to add as needed for students.
Stay tuned for more ideas to support learners with using phonics to spell, read, write and other fun ideas to get students motivated to learn coming soon!
WHY LEARN LETTERS AND ALPHABET?
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Soloviev E.A. 1
1
Minnulina I.V. 1
1MBOU secondary school 7, Tuymazy RB
The author of the work was awarded a diploma of the winner of the II degree
Diploma of a student Certificate of the head
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The full version of the work is available in the "Files of the work" tab in PDF format
"ABC is a step to wisdom". Russian proverb
The alphabet is one of the greatest creations of mankind. Without it, the development of science, technology and culture would be impossible. Ancient people spent a lot of time creating the alphabet. Merchants had to keep records of goods, poets had to write poetry, scientists had to write down their inventions. But with the help of images and even hieroglyphs, this is quite difficult and tedious to do. Now the alphabet seems simple and understandable only because it is familiar to us.
English is spoken by over 200 million people worldwide. It is the language of international communication. You can go to any country in the world and meet someone who speaks English. And English, like any other language, begins with a word, a word with a letter, and a letter is a small particle of the alphabet with which the language begins.
Unfortunately, I noticed that some of my classmates confuse letters when reading. Why is this happening? Why do we need to learn letters and the alphabet? I will try to answer these questions in my work.
Hypothesis: knowing the names of the letters of the alphabet will help to read and write correctly in English.
Purpose of work: to find out if knowledge of the English alphabet is necessary in order to correctly write English words and read without errors.
Tasks:
Define the term alphabet.
Find out how the English alphabet appeared.
Answer the question: "Why do we need to learn letters and the alphabet?".
Make a book and presentation "English alphabet" to help classmates.
Methods used in the project:
The practical result of this work is the expansion of their knowledge, helping classmates in memorizing English letters and the alphabet in general.
Introduction to the definition of "alphabet"
ABCDEFG
HIJKLMNOP
QRSTUVW
XYZ
This is called the alphabet
Which we never must forget [2]
To solve this problem, I used information found on the Internet, turned to electronic dictionaries and dictionaries in the school library.
The word "alphabet" comes from the names of the first two letters of the Greek alphabet - alpha and beta.
It was the Greeks who contributed to the spread of alphabetic writing in most countries of the world. The Russian word alphabet is arranged in a similar way - according to the name of the first two letters, the Church Slavonic alphabet.
Meaning of the word Alphabet according to Efremova's dictionary: Alphabet - 1. The established order of letters used in the writing system characteristic of a particular language. [ 3 ]
The meaning of the word Alphabet according to the dictionary of synonyms: Alphabet - alphabet. [ 3 ]
The meaning of the word Alphabet according to Ozhegov's dictionary: Alphabet - The order of letters adopted in the alphabet. [ 1 ]
What is the name of the English alphabet? On the Internet, I found the word Abecedary .
On Wikipedia, the translation and meaning of this word is an inscription consisting of letters of the alphabet, almost always listed in order (translation on the site page). [ 4 ]
Abecedary - a book arranged in alphabetical order; elementary textbook. – Dictionary of difficult words. [5]
Аbecedary —primer, alphabet table, abecedarium an ABC book … —
Etymology dictionary. [5]
So I found out:
the words "Alphabet" and "Azbuka" mean the same thing: the alphabet is a Slavic name; alphabet - Greek;
the alphabet is the letters arranged in a certain order corresponding to a given language;
English alphabet - abecedary - named after the first four letters of the alphabet - A, B, C, D;
in the alphabet, individual characters - letters - correspond to certain sounds.
2. History of the English alphabet
I started studying the history of the English alphabet by reading fairy tales
R. Kipling "How the first letter was written" and "How the alphabet was invented." They talk about writing the first letter and creating the first alphabet. Exactly in that order. A little girl went fishing with her dad. There, in nature, she began to invent letters in the form of picture letters in order to ask her mother, who had stayed at home, for a new hook instead of a broken one. To do this, Taffy took a large piece of birch bark and scratched pictures on the birch bark that conveyed her request. She arranged them in the order in which she composed the story to herself. But the mother saw in her daughter's letter a story about the villains who killed her husband and scared her daughter so that her hair stood on end. [11]
It turns out that it is not enough to write the text, it is necessary to write it in such a way that the readers understand it correctly.
Therefore, in the next fairy tale, Taffy began to invent signs that convey sounds and words. [12]
The transmission of information through images is a very ancient and very inconvenient way, especially in our time, when more and more new words appear. Of course, you can come up with a huge number of pictures that convey their meanings, but the pictures must be remembered. Therefore, people have come up with different ways of transmitting information.
In Egypt and Mesopotamia, few people knew how to write and read. After all, both hieroglyphic writing and cuneiform contain more than 600 characters, each of which had to be known by heart.
The Phoenicians, who kept constant trade records, needed a different letter - simple and convenient. They came up with an alphabet in which each sign - a letter - denoted only one specific sound of speech.
Starting from the IX century.
BC e. The Phoenician alphabet began to spread rapidly in many countries. The Greek historian Herodotus wrote that the ancient Greeks learned writing from the Phoenicians. Indeed, even the names of the Greek letters themselves are Phoenician words. For example, the name of the letter "alpha" (A) comes from the Phoenician word "alef" - a bull. The name of the Greek letter "beta" comes from the Phoenician word "bet" - house. The word "alphabet" itself is essentially a combination of the Phoenician words "aleph" and "bet".
The letters in the Phoenician alphabet were arranged in a certain order. The Phoenician alphabet consists of 22 simple letters. They are all consonants - and this is very inconvenient. This order was adopted by the Greeks. But in Greek, unlike Phoenician, vowels play an important role.
The Phoenician alphabet was incomparably simpler and more convenient than cuneiform or hieroglyphs. But the Greek alphabet is even more perfect: it consists of 24 letters, denoting both vowels and consonants.
The Greek alphabet formed the basis of the Latin alphabet, which in turn served as the basis of the English. [6]
Rice. 1 [7]
The history of the creation of any alphabet is connected with the history of the country. The English alphabet is no exception. The history of its development is divided into three periods: Old English, Middle English and New English. Before the appearance of the modern look, the English alphabet changed many times. In the beginning, special Anglo-Saxon runes were used for writing, which were not easy to write - this was in the 5th century AD.
.
Fig. 2 [8]
And only in the 7th century, with the spread of Christianity, the runes were replaced by Latin letters. The English alphabet was finally formed in the 17th century. The latest letter, the letter “J”, was included in its composition.
[9]
There are only 26 letters in the modern English alphabet. Of these, 20 consonants: B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Z and 6 vowels: A, E, I, O, U, Y. Some features of the English alphabet :
The letter Y can represent both a consonant and a vowel.
The letters W and R stand for consonants on their own. But very often they are paired with a vowel and denote vowel sounds.
Each consonant corresponds to one sound. The exception is the letter X, it corresponds to two sounds at once - KS.
The most frequently used letters are E and T, while the rarest letters are Z and Q. However, most often English words begin with the letter S. [9]
The invention of the Phoenicians is a great step in the development of human society, which made writing available to everyone.
Causes of difficulties in memorizing the English alphabet and in reading.
Once upon a time alphabet english
Got very angry.
The letters argued, cursed,
Little by little they even fought.
Muttered so angrily
About the head of their alphabet!
And which of them in the world
Children will quickly remember everyone. [2]
Knowledge of a language is impossible without knowledge of its alphabet. There is an English saying: “It’s as easy as ABC”. But not everything is so simple. Starting from the first lessons of learning English, some children have difficulty remembering letters and then reading.
I believe this is due to the fact that some letters of the English alphabet are similar to Russian in spelling, but are read differently.
If you compare these two alphabets, you can see the following:
all letters of the English alphabet can be divided into 2 parts: 14 letters similar to Russian - A, B, C, E, H, K, M, O, P, T, X + L, N, R) and 12 letters that are not similar by spelling - D, F, G, I, J, Q, S, U, V, W, Y, Z.
Moreover, the letters L, N, R are a mirror image of the Russian letters G I Ya : L / G, N / I, R / I [10]
Knowing these features can help you remember the English alphabet. The main thing is not to forget about it.
In English, there are many letter combinations that make it difficult to read. In the alphabet we read one thing, in words the same letters are pronounced differently. The British even had a saying: "Liverpool is written, and Manchester is read."
For example:
Daughter - [dɔ: tə]; yacht - [jɔt].
Knowing the alphabet when reading such words will not help us. Here we are helped by transcription icons that convey sounds. There are 44 of them. Knowing these signs, you can read any unfamiliar word. And knowing the alphabet will help you spell that word. In English, there is even a special verb spell, which means: to spell. Due to the complexity of spelling, the English have a lot of practice and an excellent skill to quickly spell any word.
Questionnaire for students in grades 2-4
So why do we need to learn the English alphabet? With this question, I decided to turn to students in grades 2, 3 and 4. Elmira Maratovna and I prepared questionnaires and tests. In the questionnaires, in addition to the main one, there were the following questions: How many letters are in the English alphabet? How many vowels and how many consonants? Application No. 1
The survey involved 25 students in grades 2-4.
I present the results:
How many letters are in the English alphabet? - Correct answers - 16.
How many vowels and how many consonants? - Correct answers - 14.
Why study the English alphabet?
Fig.3
Then I took a test among these students to find out how well the guys know the alphabet. Application number 2.
After analyzing the answers, I concluded that not all children know the English alphabet well, but they consider it very important to study it, because without a good knowledge of letters it is impossible to write and read English words correctly.
I also suggested that the guys continue the sentence: "To learn the alphabet faster, you need to ...". I received the following advice:
Learn / memorize letters;
write letters;
Sing a song about the alphabet.
We did just that. In the next English lessons, we learned the alphabet, wrote letter dictations, checked ourselves, corrected mistakes and sang a song about the alphabet. And then they did the test again. The results were much better.
Conclusion
For me, this study was very difficult. But I did not give up and worked.
As a result, I made the following conclusions:
The words "Alphabet" and "Azbuka" mean the same thing: the alphabet is a Slavic name; alphabet - Greek;
The alphabet is the letters arranged in a certain order corresponding to a given language.
The English alphabet - abecedary - is named after the first four letters of the alphabet - A, B, C, D.
In the alphabet, individual characters - letters - correspond to certain sounds.
The history of the English alphabet is very long and complicated. The order of the letters of the Phoenician alphabet would be taken as the basis of the Greek alphabet. The Greek alphabet formed the basis of the Latin alphabet, which in turn served as the basis of the English.
Knowing the features of the English alphabet, regular practice and repetition can help in memorizing it. We need knowledge of the alphabet in order to write English words without errors. And this knowledge will also help you quickly find words in dictionaries, books in the library and catalogs. But in order to read without errors, you need to know the transcriptions of English sounds, because. Many words in English have complex spelling. If you memorize each new word with transcription, then very soon you will begin to feel how most English words are read.
As a result of working on the project, I:
studied the topic "English alphabet";
helped some children overcome difficulties in remembering the letters of the alphabet;
learned:
more confident in searching for information on the Internet;
use electronic dictionaries;
formulate tasks and plan their work;
make a survey and analyze its results;
developed skills:
use a text editor and create a slide presentation;
public speaking.
Literature:
Ozhegov S.I. Explanatory dictionary of the Russian language. – M.: Oniks, 1964. – 736 p.
Internet sources:
http://www.fun4child.ru/100-anglijjskijj-jazyk-dlja-detejj.-stihi.html
http://tolkslovar.ru/a3156.html
https://en.wikipedia.org/wiki/Abecedarium
http://etymology.enacademic.com/3956/abecedary
http://de-ussr.ru/history/drevn/pervyj-alfavit.html
http://ppt4web.ru/images/1402/39822/640/img4.jpg Phoenician alphabet
http://www.booksite.ru/fulltext/1/001/007/088/88956.htm Anglo-Saxon runes
http://abcdenglish.ru/news/16/21/istoriya-anglijskogo-alfavita
http://pandia.ru/text/78/526/17989.php comparison of letters rya and aya
http://vseskazki.
su/avtorskie-skazki/kipling/kak-bylo-napisano-pervoe-pismo.html
http://vseskazki.su/avtorskie-skazki/kipling/kak-byla-vydumana-azbuka.html
Application No. 1
How many letters are in the English alphabet?
How many consonants are there in the English alphabet?
How many vowels are there in the English alphabet?
Why is it necessary to study the English alphabet?
Complete the sentence: "To learn the alphabet faster, you need to ..."
Application No. 2
1) Write these letters in alphabetical order:
K, A, C, B, G, T, L, O, R, S, N, Z, P, E.
_____________________________________________
2) write these words in alphabetical order
gold, run, ghost, act, queen, autumn, glass, picnic, ant, jam
________________________________________________________________________________________________________________________________
3) Write the given words in capital letters.
For example: lamp - LAMP
1) ant - ……………… 4) gim – ………………….
2) bed - ……………... 5) queen - ……………….
3) horse - …………….. 6) enjoy -…………………
4) Write the given words in lower case letters.
For example: LAMP - lamp
1) MOUSE - ………………. 4) GLASS-……………….
2) ORANGE - ……………… 5) FLAG - …………………
3) PIN - ……………………..
Application No. 3
READ AND LEARN!
Some letters in English rhyme with the word “me”:
| C | D | E | G | T | V | ||
| bee | see | dee | ee | jee | pee | tee | vee |
Some letters start with the sound “e”, as in “ten”:
| F | L | M | X | ||
| eff | ell | emm | enn | ess | eckx |
Some letters have the sound “ay” – [ei], as in “May”:
| A | H | J | K |
| ay | aytch | Jay | kay |
Some letters have the sound "you":
| Q | U | W |
| queue | you | double-you |
The letters I and Y rhyme:
| I | Y |
| eye | why |
That leaves three letters:
| O | R | Z |
| Oh | are | zed |
Work views: 1582
Alphabet.
The role of the alphabet | Russian language and literature Author: Nesterova Ekaterina Viktorovna
Organization: IPC
Settlement: Ivanovo region, Ivanovo
Grade: 2
The purpose of the lesson: Create the conditions for the formation of the alphabet knowledge for its use in human everyday life
Lesson tasks:
9046 9046 to improve the knowledge of the Alpha use the alphabet, replenish the vocabulary of students.
Developing: develop students' speech, enrich vocabulary, develop self-control, memory, thinking.
Educational: to educate the spiritual and moral qualities of a person, the culture of conducting in group and individual work, to teach to negotiate, to control the emotional state, to teach how to use the rules of work in a group.
Planned results:
Subject: generalization of knowledge about the alphabet, repetition of the alphabetical order, formation of an idea of the significance of the alphabet, the ability to apply the knowledge learned in practice
Meta-subject (P-cognitive, R-regulatory, K-communicative): P - to form the ability to realize the importance of the Russian language for further learning, to understand the goal; R - to form the ability to organize their learning activities in accordance with the learning task, to control the process and results of classmates and their activities, the ability to organize their cognitive activities in a group, individually; K - to form the ability to realize the importance of the Russian language for further learning, to understand the goal.
Personal: navigate the content of the course, draw conclusions independently, form a positive attitude towards learning.
Equipment: Russian language textbook. Grade 2, part 1. Klimanova L.F., Babushkina T.V. presentation, task cards, cards in red, yellow and green.
CHARACTERISTICS OF THE LESSON STAGES
| Stage lessons | Activity teachers | Activity students | Form org. studies active (F- frontal, I-individual, P-pair, G-group) | Didactic funds, interactive equipment | Forms of control, mutual control and self-control |
| 1.
| - Hello guys. My name is Ekaterina Viktorovna. Today we continue to work at the Russian language lesson. But first, let's greet each other. Our rest ends, - Guys, today I suggest you start our work with a motto. (slide 1) The root of teaching is bitter, but the fruit is sweet. - Tell me, what do you think, what is the meaning of this expression?
- Guys, why do you think these words will accompany us in the lesson? - That's right guys. Learning can sometimes be very difficult and bitter. We often experience failure. However, if we make efforts and do not give up, then our teaching will give the sweetest and most useful fruits. |
- Learning can be very difficult, but the result can be very good and useful. - These words will remind us not to give up.
| F | ID | Self-monitoring |
| 2. Updating knowledge
| - In the last lessons, we got acquainted with the concept of "syllable", "stress", "sounds and letters". Let's check how well you remember the material we studied. - Which letters do not represent sound? - Which consonants are always soft? - What vowels represent two sounds? - Stress the word "hut" and divide it into syllables. - How many syllables are in the word cat? Why? - Well done guys. You remember the topic well from the last lesson. |
- Hard sign, soft sign. - H, W - I, E, Yu, E
- Izb y box
- One syllable, because this word has one vowel. | F |
| Self-monitoring |
| 3. Targeting
| - Today we are going on an interesting journey. What will we take with us on the road? - Guys, you listed everything correctly, however, you completely forgot to take our motto, which will be our main assistant! - To find out where we will go, let's guess a riddle. On the pages of the primer Thirty-three heroes. Wise warriors Every literate person knows. - Who are these thirty-three heroes who live on the pages in our textbooks? - That's right guys. Today we will continue the study of letters. And we will go to the amazing city of Bukvograd. This city is ruled by the Alphabet, who is the most important inhabitant of this city. - What is the topic of our lesson today? - Guys, maybe someone guessed what goal we will set in today's lesson? Why do we need to visit Bukvograd? (slide 3)
| - Pens, notebooks, textbooks, toys, paints, plasticine, ruler.
- Letters
- Alphabet - We will repeat the letters in the alphabet, find out why you need to know the alphabet. | F | ID | Self-monitoring, checking responses to ID |
| 4. Discovery of new knowledge
| - Guys, open page 36 of our textbook. What streets do the letters live on: 1. A, O, U, S, I, E, E, Yo, Yu, Z?
2. B, C, D, D, F, Z, Y, K, L, M, N, P, R, S, T, F, X, C, W, W, W?
- Tell me, guys, what letters did we not name? Why did we miss them? - Guys, what do you know about letters?
- Look at exercise 39. Sounds we hear and pronounce. We write and read letters. - Guys, remember these sentences. After all, they remind us of the role of letters and sounds. Write these sentences in your notebooks. - Let's read on page 38 what they tell us about the alphabet. Who can read? - Guys, what is the alphabet?
- What is special about each alphabet?
- Guys, do you know how the word "Alphabet" appeared? Let's read. - What letters of the Greek and Russian alphabet does the word "Alphabet" consist of? - Guys, why do we need to know the alphabet? Where can we use it in real life? - Tell me, can we use the alphabet in mathematics? In the outside world? How do we use it?
- Guys, you are absolutely right. The alphabet is a very important part of any language. Without the alphabet, we would not be able to write and read, we would not be able to go to school, get a job. - Tell me, can someone tell me the alphabet correctly? - To remember the letters of the alphabet well, let's turn to Shibaev's poem, on page 39. We read in a chain. - Well done guys. - Tell me guys, can the alphabet help in finding the right surname? How does this happen?
- And how to arrange the names of objects in alphabetical order? - Let's read a rule in the textbook that will help us remember how to properly arrange words in alphabetical order. - Let's check how well you understood this rule. Get out of the envelopes that are on your desk, cards with words. You need to arrange the words in alphabetical order. Apricot, apple, plum, pineapple, grape, peach. - Let's check what you got. Apricot, pineapple, grape, peach, plum, apple. - Guys, raise your hand, those who completed the task incorrectly. - What can we advise to avoid making more mistakes? - Well done guys, now let's rest:
Physical education: We've worked hard - let's have a rest. Let's get up and take a deep breath. Hands to the sides, forward, Left, right turn. Three tilts, stand up straight, Hands up and down. Hands gently lowered, Everyone was given smiles. |
- These letters live in the vowel area
- B-P, G-K, V-F, Zh-Sh, D-T, Z-S - steam room prospectus; L, M, N, Y, R - street of unpaired voiced consonants; X, Ch, Sh, Shch - street of unpaired deaf consonants - b, b. Does not represent sound.
- Letters make up the alphabet. We write letters.
- Alphabet - a set of letters to represent a word.
- Each letter in the alphabet has its place.
- Alpha - az, vita - beeches.
- You need to know the alphabet in order to speak, to read and write. - We use the alphabet in mathematics when we write the conditions of the problem, we write explanations. In the world around you, you can sign the names of plants using letters.
Retelling of the alphabet, perhaps with hesitation.
- You can find the last name in the list if you know what letter the last name begins with. - We must look at the first letter of the word.
Pineapple, apricot, grape, peach, plum, apple.
- Read the rule again, train
| F | ID, textbook, task cards | Self-monitoring, checking responses to ID |
| 5. Consolidation of the material covered (independent work) | - Guys, you did a great job. Now I invite you to consolidate the material that we have studied today. Let's open page 38 in our textbook and look at number 41. - Read the task we need to complete. - Guys. Look carefully at the alphabet offered to you. As you can see, some letters are missing here. - I will ask you to come out ... to work at the blackboard. - Guys, let's check what we got. Swap notebooks with your desk mate. If you find an error, circle it carefully with a pencil. A, B, C, D , D, F, Y, F, Z, I , T, U, F , X, C, H, Sh, Sh, b, s, b, E, S, Z.
- Guys, how many letters are there in the Russian alphabet? - How many letters did you have to complete? - Guys, swap notebooks. Raise your hand those who did not make mistakes? Who made one or more mistakes? - What do we advise the guys who made mistakes? - Guys, what can we advise our comrades who have made mistakes? - You did a great job. Now I suggest you work through exercise 47 on page 41. - Read what we have to do. - Guys, you must write down the names of the guys in alphabetical order. If suddenly you forgot the sequence of letters, refer to the alphabet that we wrote down above. You will do this work in pairs. - Let's see what you got. Alexander, Alla, Anna, Boris, Vasily, Victor, Gennady, Grigory, Dmitry, Evgeny, Egor, Elena, Zinaida, Lyudmila, Margarita, Oleg, Olga, Sergey, Tatyana. (slide 7) - Let's check what you got. - Raise your hand those who did not make mistakes? Who made one or more mistakes? - Guys, what can we advise our comrades who have made mistakes? |
- 33 letters - 6 letters
- Repeat theme
Alexander, Anna, Alla, Boris, Vasily, Victor, Gennady, Grigory, Dmitry, Evgeny, Egor, Elena, Zinaida, Ludmila, Margarita, Olga, Oleg, Sergey, Tatyana
- Repeat theme | and | ID, textbook | Self-control, mutual control |
| 6.
| - Guys, tell me, what topic did we study today in the lesson? - What was our goal?
- Guys, have we achieved this goal? Why? - Guys, today we took the motto as an assistant. Who can remember what it sounded like? - Did this motto help you during today's lesson? How? | - Alphabet
- Find out what the alphabet is for, repeat the alphabet
- Achieved, since everything was done
- The root of teaching is bitter, but the fruit is sweet. - Helped. We used it because it motivated us to strive. | F | ID | Self-monitoring |
| 7. Reflection | - Guys, let's remember what topic we discussed today in the lesson? - What was our goal? Have we achieved this goal?
- What new did you learn at the lesson today? 
|
Class organization 
Let's complete the sentences we are given here. 
It would be hard for us even to communicate with each other! Therefore, knowing the alphabet is very necessary. 
(slide5) 
Surnames are written in alphabetical order. 
Your task is to write down the alphabet by inserting the missing letters. You must do this using your memory. Work hard and be careful. 
Summing up 
