Learn to write the letter a

An Introduction to Letter Writing

By: My Child magazine


Letter writing is an essential skill. Despite the prevalence of emails and text messages, everyone has to write letters at some point. Letters of complaint, job applications, thank you letters, letters requesting changes or making suggestions — the list goes on and on. Encouraging children to write letters from an early age will improve their communication, social and handwriting skills, and teach them what they need to know about writing and structuring letters.

In this article:

What's so special about receiving a handwritten letter?

Quite apart from curriculum requirements, being asked to write letters is a task that will appeal to children. The sheer fun of sending and receiving letters appeals to every child. There is something special about putting letters into the post box and then having letters delivered by the postman… the brightly colored stamps, seeing your name on the envelope and knowing that inside is a long awaited letter from a friend or member of the family. It shows someone cares and has taken the time to sit down and think about you.

Handwritten letters have a charm of their own. You can take time to think about what you want to say. You can keep letters to read again and again. You can admire the handwriting; share dreams and thoughts. Responding by letter is very different to the immediacy of a text message or an email.

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Activity 1: Warming up to letter writting

Use the above themes to encourage the children to discuss letter-writing. Ask the children to put their hands up if they have ever received a personal letter. Ask for one or more volunteers to talk about how they felt to receive the letter. Here are some initial questions that may help:

  • What was in your mind as you read the letter?
  • Did you keep the letter to read again?
  • Did you share your letter with anyone?
  • Did you write back?

And some questions for whole class or group discussions:

  • Can the class describe any differences between the handwritten letter and an email?
  • Do the children think there is ever a time when only a handwritten letter will do?

Ask the class to interview each other to find out each individual's experiences of writing and sending letters. This can be recorded in a chart.

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Activity 2: Introducing letter writing

Collect a supply of different types of letters — both formal and informal. Ask the children to sort them out into two groups. Which were written to friends? Which are formal letters from businesses? Which features or characteristics distinguish formal from informal?

Having done that ask the children to look for differences between the two groups. This allows a discussion to take place about the different types of letter. Draw up a chart for each group covering:

  • Address — business or private?
  • Greeting — formal or informal?
  • Style of letter — friendly or business?
  • What is the message?
  • How does the letter end?

This will allow the children to find out for themselves the differences between formal and informal letters.

This could be followed by a discussion of the type of letters the children or their families write. How many occasions can they think of which would deserve a letter to be written? For example:

  • Letters of congratulation
  • Exchanging news
  • Writing to friends
  • Letters saying sorry for doing something wrong
  • Making appointments
  • Asking for information
  • Dealing with banks or stores
  • Letters to family members who live some way away
  • Letters to Santa Claus
  • Thank you letters
  • Letters showing how much you appreciate someone
  • Letters responding to someone who has had bad news — showing how much you care by trying to share their sadness
  • Letters of complaint
  • Letters to newspapers and magazines

In each case the children should decide what type of letter would be most appropriate in each case — formal or informal? Draw up a chart for each group.

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Activity 3: Formal letters

These are sometimes known as business letters. They are written in a strictly formal style. Such letters are always written on an A4 (8" x 11") sheet of paper. They can be folded three times so that the address to which the letter is being sent can appear in the window of a business envelope. The layout is always the same.


  • The senders address is put at the top right hand side
  • Include telephone number and email if available
  • The address of the person receiving the letter goes on the left hand side below the sender's address
  • The date
  • Greeting — Dear Sir or Madam. You can use the titles Miss, Mrs. or Mr. if you know the name of the person to whom you are writing
  • The message
  • Complimentary close — Yours faithfully or Yours sincerely
  • Signature
  • Write name in block letters (this is to ensure that the person receiving the letter knows exactly who has sent it. Signatures may not be very clear)

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Activity 4: Informal letters

These are letters to friends and relations, or people you know well. Structure:

  • The sender's address should always appear on the top right hand corner of the page.
  • Include telephone number and email if available
  • Greeting — There are several variations that can be used depending on how well you know the person: Dear Mary, Hi Mary, Greetings
  • Complimentary close — short comment, for example Love, Lots of love, With thanks, See you soon

Tips for writing good letters

  • Make sure that they are well written. It can be very annoying for someone to have to struggle to read handwriting. Always use your best and clearest handwriting.
  • Make sure all your contact details are clearly written down at the top of the letter. If they are not, then you might not get a reply. The correct address is essential.
  • Think about what you want to say. If necessary make some notes on a separate sheet of paper first. This will ensure that you do not forget anything.
  • Think about to whom you are writing the letter. Use the right style of writing and language — formal or informal, business like or friendly.
  • Lay out your letter using paragraphs. This makes it easier for the reader.

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Activity 5: Letter of inquiry and letters providing information

Suitable for school, children ages 7-9

These are formal letters and messages need to be precise and detailed, covering all the required information. Two types of letters can be undertaken — a letter requesting information; and a reply providing it.

Out in the Milky Way, there is an alien curious about Earth. He writes a letter asking for information about liquids and gases. These do not exist on his planet and he finds it hard to understand what they are.

Write a letter explaining what liquids and gases are. How do they work? What examples could be included? What would be confusing about them? This could link to your science curriculum and could act as a revision exercise giving an opportunity for a discussion about gases and liquids.

The following day, give the children a thank you letter from the alien!

You could link up with another class in the school. One class could write letters of inquiry. These would be delivered to the second class for answering.

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Activity 6: Thank you letters

Suitable for school, children ages 5-7 and 7-9

Thank you letters are very important and can be used in lots of ways: thanking organisations for helping, thanking people for helping you, thanking someone for a lovely time. They make a good follow up exercise after receiving presents or going on a visit.

Your class has just been out on a school visit to a farm. Write a thank you letter to the farmer. You will need to say thank you and how much you enjoyed the visit. Give some examples of what you enjoyed best about the day? Was it feeding the lambs? Pond dipping? Seeing the young animals?

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Activity 7: Letters of invitation

Suitable for school, children ages 5-7 and 7-9

Everyone likes receiving invitations. Receiving a hand written letter asking you to a party or a special event makes you feel very special.

Discuss what type of event might create a need to write letters of invitation. There are plenty of examples — birthday parties, Christmas parties, a visit to a beach with friends; going out to a farm or to the cinema, a wedding or when a new baby is christened; or simply inviting a friend to stay overnight at your house.

Choose a special event and write a letter inviting a friend. What do you need to include in the letter so that they have all the necessary information? You need to be clear on the date and the time, as well as the location. Your friend would be very upset if he or she went to the wrong place. Does he or she need to bring anything with them? Does he or she need to be collected at a set time? Will outdoor clothing be needed if the weather is bad? How will your friend reach the location of the event? Should a parent bring them or will you provide transport?

Remember to ask them to reply saying yes or no. Give a date by which you must have their reply. This is important if food and drink are being provided, or if you need to know exactly how many people are coming.

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Activity 8: Letters of complaint

Suitable for school or home, children ages 5-7 and 7-9

When might a letter of complaint be sent? It might be when someone has done something wrong. Sometimes people write letters to organisations or the newspapers to complain about litter or poor service.

Just imagine what Mr. Bear must have been thinking at the end of the story of Goldilocks and the Three Bears. A naughty girl had broken into his home, eaten his porridge; broken a chair and then gone to sleep on his child's bed. Then she had run away without even saying sorry when the bears came back.

Write a letter of complaint from Mr. Bear to the parents of Goldilocks. What would he say? He would need to get his complaint across very strongly. There would be a list of Goldilocks' misdeeds. He would ask for an apology. Would he ask for payment for the broken chair? Would he ask for action to be taken against Goldilocks? Discuss the various possibilities with the children. What might he ask? Would it be a formal or informal letter?

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Activity 9: Letters to Santa

Suitable for school, children ages 5-7 and 7-9

Every year children write letters to Santa Claus, asking for special toys at Christmas time. But how many children think about Santa Claus himself? What is his life like? What are the problems of living amid all that snow and ice?

This is an exercise that could involve two classes within a school. Both classes should prepare for the task by listening to some unusual letters. J R Tolkein wrote a lovely book entitled Letters from Father Christmas. Every December a letter would appear telling wonderful tales of life at the North Pole — how the reindeer got loose and scattered presents all over the place; how the accident-prone Polar Bear climbed the North Pole and fell through the roof of Santa Claus's house.

Children in the younger class should write letters to Santa. They should ask about life at the North Pole. What do they think it is like? What sort of characters live there? How does Santa Claus occupy his time for the rest of the year? Consider how they would feel living in a land of snow and ice all year round? Would they want a holiday somewhere warmer?

Once the letters are written, gather them up and take them to an older group of children. Give each child a letter and ask them to write a reply. This would give them the opportunity to use their imagination and create imaginative responses, possibly little stories about life at the North Pole. They could also add in their own ideas. But care should be taken to make sure that all the questions in the original letters are answered.

Finally, take the answers back to the original class for reading and discussing.

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Activity 10: Letters to newspapers and magazines

Suitable for school, children ages 7-9

These are letters that aim to pass on an opinion or a message. Examples can be easily obtained from local newspapers or from children's magazines such as DK Find Out or Aquila. They are written slightly differently to normal letters and are always addressed Dear Sir, or Dear — (name of magazine).

These are letters that are directed at a wide audience — anyone who happens to read it. The sender never gets a direct letter back through the post. Sometimes people are so interested in a letter, which has appeared in a magazine that they want to express their opinions. So they then write a letter to the magazine giving their comments.

So what might go into a letter to a newspaper or magazine? It might be a request — could you provide more stories about skate boarding, or nature? It might be a way of thanking people for providing help. Sometimes letters to local newspapers are used to thank people who helped find a lost dog or help after an accident; but who did not leave their names. By writing to the paper, the sender hopes that the message will reach the people concerned. Sometimes such letters are used to express opinions such as on climate change, treatment of animals, poor services, not enough buses, and human rights.

Letters of this kind need to be very precise. Arguments should be clearly made. Requests for action should be clearly indicated. From reading the letter, everyone should know exactly what the sender is asking.

A major issue is recycling and energy conservation. Everyone is trying to reduce the amount of energy we use. Look at all the reasons why energy conservation is so important. Then, write a letter to a paper or magazine saying why you believe we should avoid wasting energy. Give examples of how energy can be saved? What measures should we take in our homes or schools? Could anything more be done?

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A Great Guide for students and teachers

Structure & Features

Formal Letters

Informal Letters

Teaching Resources


In this age of digital communication, writing letters is becoming something of a lost art. Emails and text messages can be sent instantly and for a fraction of the cost good old-fashioned snail mail can offer.

So, why bother teaching letter-writing at all? Well, though electronic ‘letters’ are often freer in terms of formatting and language than physical letters, we can also apply the rules of letter-writing to electronic media too. However, physical letters do offer some distinct benefits of their own too.


Whilst we pride ourselves here on how to write a great essay, information report or another text type that is primarily used in an educational setting, the ability to craft a powerful letter or email has literally changed people’s lives, altered the course of history and been the difference between life and death in some cases.

It can be the one opportunity we have to remove all the noise and confusion on any subject area and honestly tell someone how you feel straight from the heart.  Pen to paper.   

For whatever reason, a thousand emails, tweets, and likes will never have the same impact as a well-crafted handwritten letter.  Its very creation and existence show your reader how passionate and genuine about what it contains.

Letters fall under the category of transactional writing, and if you want to know more about transactional texts, be sure to check out our in-depth guide here.


Over 100 PAGES of engaging RESOURCES, various letter SAMPLES, LESSON PLANS and INTERACTIVE DIGITAL RESOURCES to teach your students how to write amazing LETTERS and EMAILS.

Teach this life skill with confidence through this excellent ALL-IN-ONE RESOURCE. No preparation is required.




Those of us who grew up in an age before the internet really got going will well remember the excitement of waiting for and receiving a letter. Many of us will have had childhood pen pals we never met or received love letters from our teenage sweethearts. Maybe some of those treasured letters are still securely stored in a bedside drawer.

There is something extremely personal and intimate about the letter that email is incapable of capturing. Letters are a physical thing, and their increasing rarity makes them seem even more intimate today.

2. Impact

Receiving a personally written letter in this day and age is something a unicorn in communication terms. Students who know how to produce a well-crafted letter can use it to their advantage. For example, any business hiring manager will undoubtedly be numbed by the constant torrent of emails flooding their inbox.

That mailed resume accompanied by a handwritten letter that waits for them on their desk in the morning is sure to stand out and secure an attentive read. The letter, in its various forms, is guaranteed to stand out and make an impact in an age where the vast majority of communication is digital.

3. Handwriting

Just as letter writing has declined in popularity, so too has the emphasis on well-developed handwriting skills. You can, if you wish, take the opportunity here to have the students work on their handwriting skills.

While students may protest that they can accomplish the task much quicker by word-processing, another benefit of handwriting a letter is that the speed becomes almost meditative. This allows students to focus carefully on their grammar and punctuation without always resorting to the crutch of spell-checkers and grammar correction software.


The table below outlines whether your letter should be written formally or informally, with some suggested prompts.   Whilst there are many similarities, a formal letter should always be considered as a document with a real purpose and ramifications.



INVITATION Make someone feel special about an upcoming event.

APPLICATION Write a professional letter of application for a job or group you wish to join.

REFEREE / REFERENCE Vouch for another’s skills, personality or credibility.

ACCEPTANCE & REJECTION Approve or deny an applicant in a professional manner.

MAKE AN OFFER Make a formal and binding offer in writing.

EXIT / RESIGNATION Formally leave or step down in a professional and dignified manner.



THANK YOU Let someone know you appreciate their efforts.

CONGRATULATIONS Acknowledge someone’s achievements in life.

GRIEVANCE / LOSS Acknowledge someones personal loss or suffering and let them know you care.

FRIENDSHIP & LOVE Tell someone how special they are to you and why?

LETTER TO THE EDITOR / MAYOR ETC. Let someone know how their actions and adversely affect you and others.

LETTER TO SELF Give your older or younger self some words of advice and wisdom.

INFORMATIONAL UPDATE Write a letter back home telling them what you have been up to.



As with all genres of writing, the process of formal letter writing should start with planning. This should involve sketching a brief outline from which to work rather than a comprehensive detailing of minutiae. The plan should include:

  • Note addresses, names etc. – who are you writing to?
  • Record the purpose of the letter – what do you want to say?
  • List points to be made (each will form a paragraph) – how will you say it?
  • State action point – what do you want the reader to do?

Formal letters can be written for a wide range of purposes and may come in various shapes, including a letter of complaint, a cover letter accompanying a job application, a letter of invitation, a reference letter, or a proposal letter – to name a few. Though each will adhere to its own rules of formatting and tone when writing formal letters, students should avoid using slang or contractions.

Language should be straightforward and polite. Encourage students to avoid bursts of purple prose in favor of direct, functional language. Usually, a formal letter will be written to achieve a particular end and should be written with that end foremost in mind. Students should avoid meanderings and stay firmly focused on the task at hand.


  • The writer’s address should be in the top right-hand corner.
  • The date should be written below the writer’s address
  • The recipient’s name and address are below that on the left-hand side
  • Use the correct opening (Dear Sir / Madam, Dear Mrs Ferguson, etc.)
  • Use Standard English
  • The opening sentence should explain the purpose of the letter
  • Each paragraph should make a single specific point
  • Use an appropriate formal tone and register in the wording of the letter
  • Avoid contractions, slang, and abbreviations
  • The concluding ‘action point’ paragraph states what you want the recipient to do
  • The formal ending, such as Yours Sincerely or Yours Faithfully
A Note on Salutations

If the student knows the intended recipient’s name, start with Dear Mr. / Mrs Surname and end with Yours Sincerely. If they don’t know the recipient’s name, start with Dear Sir / Madam and end with Yours Faithfully.

Use of Rhetorical Devices

As mentioned, formal letter writing focuses on attempting to convince someone to take some course of action or other. To do this, it is helpful to employ some rhetorical devices to make the writing more persuasive. Some useful techniques to encourage your students to employ include:

Direct Address: Using the pronoun ‘you’ in a formal letter makes the reader feel that you are speaking directly to them. This helps to engage the reader and encourage them to continue reading the letter.

Emotive Language: Where students are trying to convince the reader to take a course of action, the use of emotive language can often be a powerful tool. Students can use either positive or negative colored words to create the desired response in the reader.

Facts and Figures: Another way to persuade and convince is to employ facts and figures to support the points made in the letter.


  • Year 3
  • Year 4
  • Year 6
  • Year 6
  • Year 8

How to write an informal letter

There are far fewer rules to follow when writing an informal letter, but there are still some practical guidelines to follow that will prove helpful for students engaged in writing informally.

As with any piece of writing, it is important to consider who the audience is and the reason for writing in the first place. In particular, this will help decide the tone and the language register. The more intimate the relationship, the more informal the language can be.

Though the letter will be informal, it will still have a purpose. Information should still be organized into paragraphs, as would be done with a formal, more ‘official’ letter. Students sometimes struggle with this aspect, as they often conflate ‘informal’ with ‘disorganized. ’ Making them plan their informal letter before writing can help ensure it is sufficiently organized.

Informal letters will start with a greeting appropriate to how close the relationship is. For acquaintances, this may be ‘Dear Tom,’ (using the first name instead of the surname) to a very informal ‘Hi Jane,’. Don’t forget the comma after the name!

After the greeting, a general opening sentence should follow. Usually, this will be something like a ‘How are you?’ or a ‘How have you been?’. If the recipient is married or has kids, you may wish to ask how their spouse or children are.

Next, students should state the reason for writing. The language should be open and friendly in tone and, in contrast to the formal letter, colloquial language, idiomatic expressions, and contractions are perfectly okay and even desirable.

Just as the opening salutation to an informal letter is much more relaxed, so too will the closing salutation. There are many possibilities for the students to choose here, and their decision will depend on who they are writing to and their personal preferences. Some examples of possible closings include ‘Love’, ‘Best regards’, ‘All the best’, and ‘Thanks’.


  • YEAR 4
  • YEAR 4
  • YEAR 5
  • YEAR 8

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.


The most effective way for students to internalize all the features of letter writing, formal or informal, is to gain experience by writing various letters for differing purposes. The following activities offer some suggestions for students to get practising today:


Have students write as if they were a character from a piece of fiction you have been reading in class. Choosing a dramatic point in the plot, ask students to imagine they are one of the characters writing a letter to another character in the story. This writer may be either formal or informal, depending on the scenario presented. This will give students realistic letter-writing practice while also getting them to engage closely with the text and respond imaginatively to its themes.


Either offer a range of possible life predicaments or cut out the questions from the ‘agony aunt’ page of a local newspaper. Students must write back offering advice in response to the predicaments expressed in the question or predicament. The response should be written in full letter format. This activity also lends itself to several variations. The response may be written to a close friend, for example, or written from the perspective of a professional agony aunt employing a more formal tone and presentation.


Have students think of their favorite candy bar or clothing item. Encourage them to imagine they have bought this product lately and found it to be substandard. Students must write a formal letter of complaint to the manufacturer outlining their complaint and recommending a course of action to satisfactorily resolve that complaint. They must use all the features of a formal letter as outlined above.



  • Write in pencil or a calligraphy pen,
  • screw them up tightly and carefully unfold and flatten.
  • Lightly dab coffee stains over the paper to make it look aged.
  • Carefully singe or burn the edges of your paper.
  • Add some sepia-filtered photos for effect.

As students become more confident in their understanding of letter-writing formats, encourage them to exchange letters with each other for peer assessment. You may wish to provide them with a checklist of features to look for while reading over their partner’s work.

Letter-writing can also be a great way to partner up with schools overseas; often, children studying English as a second language will be delighted to receive letters from (and write to) students in English-speaking countries. And though email increasingly encroaches on the traditional territory of the letter, many of the skills garnered in the practice of letter writing are transferable to the modern manifestation. There is ample opportunity here to link letter-writing learning with approaches to writing emails too.

Letter-writing can provide a focus for a wide range of learning objectives while also teaching students valuable practical skills that will serve them well beyond their school years, both in their personal and work lives. And who knows, perhaps in years to come, one of the letters your student writes in your class may become a treasured keepsake in someone’s bedside drawer.


Over 100 PAGES of engaging RESOURCES, various letter SAMPLES, LESSON PLANS and INTERACTIVE DIGITAL RESOURCES to teach your students how to write amazing LETTERS and EMAILS.

Teach this life skill with confidence through this excellent ALL-IN-ONE RESOURCE. No preparation is required.








Content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and university English lecturer with 15 years of teaching and administration experience.  Editing and support content has been provided by the literacyideas team.

Learning to write block letters of the Russian alphabet. Trainer

Electronic library

Raising children, today's parents educate the future history of our country, and hence the history of the world.

- A.S. Makarenko

Learning to write block letters of the Russian alphabet. Trainer

  • A
  • B
  • B
  • G
  • D
  • E
  • Yo
  • F ​​
  • W
  • and
  • Y
  • K
  • L
  • M
  • H
  • O
  • P
  • R
  • C
  • T
  • W
  • F ​​
  • X
  • C
  • H
  • W
  • W
  • b
  • S
  • b
  • E
  • Yu
  • I
  • Tasks

This section contains a simulator that teaches preschoolers 5-6 years old how to write the correct block letters of the Russian alphabet. The simulator consists of a collection of developing children's recipes, arranged in alphabetical order on colored tabs.

Red tabs contain copybooks for studying vowels, blue tabs for studying consonants, gray tabs for studying separating marks. The green tab contains developmental tasks and exercises for consolidating and practical application of writing skills in block letters.

Printing is part of learning to read and write early. This lesson develops attention, fine motor skills, graphic skills, promotes better memorization of the alphabet and improves literacy.

By completing developmental tasks and exercises, the child will get acquainted with block letters, learn how to write them, and also learn the Russian alphabet.

You can print as many copybooks as you need to repeatedly practice writing letters, reinforce your skills, and get a successful learning outcome.

Here various methods of teaching writing in block letters are proposed, which allows you to individually select the most suitable option for your child or put into practice all the proposed methods, making the learning process more interesting and varied for a preschooler.

Tips for working with spelling:

  • Let's learn the vowels first. They are simpler and easier to pronounce and remember, at this stage of learning there are no problems even for children with speech disorders. Letters denoting the same vowel sound are recommended to be studied in pairs A - I, O - E, U - Yu, E - E, Y - I.
  • After vowels, we study consonants. The sequence of study does not matter. As a rule, the letter P and other letters, the pronunciation of which is still difficult for the baby, are studied at the end. It is not recommended to study paired consonants in a row (B - P, G - K, D - T, Z - C, V - F, F - W) - it is difficult for a child at this age not to confuse them by ear.
  • There are different approaches to the order in which letters are learned, so you can use another, in your opinion, variant of the sequence of letters that is most acceptable.
  • Practice with your child for no more than 15 to 20 minutes.
  • When completing tasks, the preschooler should hold the pen or pencil correctly, without straining the fingers too much.
  • It is very important to properly organize the child's workplace: be sure to pay attention to whether it is comfortable for the child to sit at the table, and also where the light source is located. For right-handers, the lamp should be on the left side, and for left-handers, on the right.
  • Don't forget to praise your child, even if he doesn't do well on tasks. From classes, a preschooler should receive only positive emotions. This is a prerequisite for further successful learning.
  • Remember that learning should be in the form of an exciting game. In no case should a child be forced to fill out prescriptions - this can consolidate an aversion to learning to read and write for many years.

* 9 methods were used to create the simulator0119 VG Dmitrieva , O.S. Zhukova , M.O. Georgieva , M.P. Tumanovskaya .

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Children speak

"Dad, when you were little, were you a boy or a girl?"

- Anya, 5 years old


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Prescriptions for children

Preparing for school
Hand development
Teaching writing
Interesting tasks
Modern techniques

Privacy policy


Pedagogical goal

letters A , a , sound [a], printed and written letters, syllable-sound analysis of words, capital letter in proper names

of the lesson

Teacher activities


To create conditions for the formation of the ability to write capital and lower case letters А , а; use a capital letter in writing; promote the development of motor skills, phonemic hearing; contribute to the education of accuracy

Type of lesson

Solution of the educational problem


Compare lowercase and uppercase, printed and written letters; perform syllable-sound analysis of words with sound [a]; use a capital letter in proper names

Personal results

Accept and master the social role of the student; understand the motives of learning activities and the personal meaning of learning

learning activities

Cognitive: general educational - use sign-symbolic means to solve a learning problem; logical - compare letters according to specified criteria, syllable-sound analysis of words.

Communicative: show a willingness to listen to the interlocutor and conduct a dialogue, recognize the possibility of various points of view and the right of everyone to have their own

The main content of the topic, concepts
and terms


1. Car (toy).

2. Presentation by letter [Electronic resource]. – Access mode: http://mentemirova.my1.ru/news/1-0-1

methods, teaching methods

Teacher activities

Type and shape

Greetings. Checking readiness for the lesson
(presence of the copybook 2, pens on the table)

Greeting teachers, each other, checking readiness for the lesson, emotionally tune in to the lesson

Listen carefully, give an internal setting for the lesson

Individual. Checking readiness for the lesson

II. Statement of learning problem

Frontal Verbal. Introductory speech of the teacher

- Today we will go on a journey through the country of writing, where you will learn how to write letters beautifully and correctly.

The guys are announced,

That the train is leaving,

Immediately leaves

From Moscow station

To the first letter - A .

S. Marshak

– What do you think, what first letter will we learn to write?

Listen carefully

answer the question:

- letter A

Training task

22 III. Updating of basic knowledge.

Conversation. Selection

Frontal Verbal. Conversation

- In the lesson of literacy, you met the letter A . What did you find out about her?

Letter A , letter A -

Alphabet head.

V. Stepanov

Listen to the teacher.

Reproduce information from memory. Match the guessed word with the model diagram


Oral answers

words to the scheme-model of word

- Think about what knowledge and skills you need to learn how to write letters beautifully?

- Letter A does not want us to travel
by train. How do you explain it?

– We are offered another transport. Here is his
letter scheme: .
Who has options?

If the children do not guess the word right away, you can
guess it by letter, beating the answer words:

1. A tree with fragrant flowers. Name the third sound and letter.

2. Summer month. Name the second sound.

3. A shop that sells drugs. Name the third sound and its solid pair.

4. Southern fruit. Name the last vowel.

5. Precious stone. Name the third sound.

6. A short funny story. Name the last vowel.

7. Large ocean bird. Name the first consonant solid sound.

8. Performance announcement. Name the vowel sound, but not [a].

9. Large predatory marine fish. Name the second consonant and its soft pair.

10. Mountain climber. What makes the sound [l ’] soft?

– How shall we set off on our journey?

Answer the question.

- In the word train there is no sound [a], nor the letter but .

1. acc A sion.

2. a B thick

3. an T eca.

4. Abrik O p.

5. al M az.

6. anecd O t.

7. al B atros.

8. af and sha.

9. aku L a.

10. al b pinist.

- By car Assimilation of new knowledge and ways of

1. Finger gymnastics

Frontal individual. Practical, verbal. Exercise for the development of
fine motor skills

- Let's prepare the hand for writing. Let's perform finger gymnastics "Fist - rib - palm."

Perform finger exercises.

Three positions on the table plane: cam,
then palm edge on the table, straight palm on the table. Do with right, left hand, then simultaneously

listen, perform the exercise in accordance with the teacher's demonstration

Individual. Correct execution of the exercise for fine motor skills of the fingers

2. Rules for sitting at the table while writing

Individual. Practical

– Check fit, handling rules
with handle

Show how to sit
at the table when writing, how to hold a pen correctly

Correct posture when writing, handle
correctly with a pen

Individual. Checking the correct fit when writing, correct handling of the pen

3. Work in "Recipe 2" (p. 3). Analysis of the outline of the lowercase letter and . Lower case letter a

Frontal individual. Practical, demonstrative, verbal. Explanation with support
for show,

With the letter A you are not kidding,

She looks serious.

This letter, mind you,

Opens the alphabet!

T. Sinitsina

- Our miracle car took us to the letter A . Let's learn to write lowercase and uppercase letters.

- Look at lowercase and . What
elements does it consist of? Compare it to a printed letter.

Listen to the teacher.

Consider a lowercase letter and , name what elements it consists of,
compare it with a printed letter.

and write the first element - an oval,

in the working line. Analyze the style of the lowercase letter and , compare
with the printed letter
; highlight elements
in lower case

Individual. Checking the correct orientation of

in the operating line. Correct
Naming and writing elements of a lowercase
letters A


9023 (first of the writer round stick).

- Start writing the letter a slightly below the top line of the working line, draw a rounded line to the left to the top line of the working line, round down to the bottom line, then draw an oblique line through the letter's beginning point to the top line. Without separation, we lead down the second element
of the letter - this is a line with a rounding at the bottom.

- Let's write a letter in the air.

- Use the reverse end of the pen to write exactly
in the direction of travel.

- Let's write the combination aa .

– You can practice writing lowercase 9 at home0227 a

the second element is a rounded stick.

in the air, in writing,
along dotted lines

Letter letters and under the account.

Letter AA

letter, They are correctly called

4. Slog-Zvuka analysis0002 Frontal individual.

Verbal, practical. Conversation, work
with the scheme

- The letter and is missing in the words. Enter her.

- Consider the word scheme mother .

- How many syllables are there in a word?

- Which syllable is stressed?

- How many sounds are there in the first syllable?

- What is the first syllable made of?

Analyze other words in the same way
(father, grandmother)

Enter the letter




From consonant-vowel fusion

Perform syllable-sound analysis of words, correlate written words with the schema-model

Individual. Performing a syllable-sound analysis of words

Physical education minute

Collective, individual.



– Long-legged stork,

Show me the way home.

- Stomp with your right foot,

Stomp with your left foot.

Again with the right foot,

Again with the left foot.

After - with the right foot,

Then - with the left foot.

Then you will come home!

Perform movements according to the text of the poem

Prevent fatigue


performance of physical exercises

5. Work in "Recipe". Analysis of the style of the capital letter
(capital) A .
Letter of the letter A
(“Recipe 2”, p. 4)

Frontal individual. Practical, demonstrative, verbal.

Explanation based on demonstration, conversation, letter

- Outline the branches with leaves.

– Uppercase (capital) letter A consists of three elements
: a long smoothly sloping line
with a rounding at the bottom; a long straight line with a rounding at the bottom; cross loop.

Letter letters A by elements.

- We start writing the letter A from below, just above the bottom working line, slightly round to the right and lead obliquely upwards: before reaching the next line, we lower the line towards ourselves, without taking our hands off, we begin to write a loop. Let's go up a bit on what has been written. And then we take it to the left, round it and cross the first part of the letter, bend the loop to the right, crossing what is written, we lead to the connection with the next letter.

- Let's write the letter A by elements: in the air,
on the board, in the notebook.

Outline the branches with leaves. Consider the capital letter A , prescribe the elements of the letter, the letter A

Analyze the sample of the studied letter, highlight the elements in the capital letter. Compare printed and written letters. Write the letter A in accordance with the sample

Individual. Checking the correct orientation in the working line. Correct naming and spelling of elements and capitalization

- Letters and are missing in the words. Enter it.

- Consider the word scheme Anna .

- How many syllables are there in a word?

- Which syllable is stressed?

- How many sounds are there in the first syllable?

- What is the first syllable made of?

Analyze other words in the same way
(Alik, poppy)

Enter the letter


- First.


From a vowel and a consonant, not merged

Proper names are written correctly. Perform syllable-sound analysis of words

Individual. Performing syllable-sound analysis of words


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