Short vowels lesson plan

Short Vowels and Long Vowels Lesson Plan

Objectives:

• Students will learn how to recognize and remember the sounds of both short vowels and long vowels.
• Students will be able to produce the sounds of the short vowels and long vowels in isolation.

About the Concept:

Vowels in the English language can represent a variety of sounds. The first step in mastering the various vowel sounds is learning the difference between short vowels and long vowels. Of the two, the long vowels are easier for children to learn because long vowels basically sound the same as the letter names. For example, long a sounds like the a in able, long o sounds like the o in over, and long u may sound like the u in use or the u in blue. Children generally find it more challenging to learn the short vowel sounds because many of them sound so similar to each other: The short i in pig sounds very similar to the short e in peg. The short o in pop sounds a lot like the short u in pup. Before children can learn the rules for spelling and reading short and long vowel sounds, they must be able to recognize and produce these sounds reliably. The short vowels can represented by a curved symbol above the vowel: ă, ĕ, ĭ, ŏ, ŭ. The long vowels can be represented by a horizontal line above the vowel: ā, ē, ī, ō, ū. Here are some examples of short vowel words: at, egg, it, ox, up. Here are some examples of long vowel words: ate, each, ice, oak, use. When students have learned to recognize the vowel sounds in Oh, Do You Know?, they can learn short vowel spelling patterns through the Volume 1 song Spelling Families. Long vowel spelling patterns are covered in the Volume 1 songs Talking and Walking and Silent E. Some other songs that teach students about vowel spelling patterns are the Volume 2 songs, Spelling Choices, Cool Vowels, The Right Diphthong, and I Before E, and the Volume 3 songs Why Does Y? and Drop It!.

Materials:

• Sing Your Way Through Phonics Volume 1 CD, Tracks 9 and 10 (Listen to audio sample)
• Sing Your Way Through Phonics Volume 1 Mini-Charts (pp. 41-46)
• Letter cards for a, e, i, o, and u.
• Chart displaying long vowel words and pictures (ex. ape, eagle, ice cream, ocean, unicorn)
• Chart displaying short vowel symbols, words and pictures (ex. alligator, eggs, iguana, octopus, umbrella)
• Optional: Cards with medial-position short vowel pictures (ex. hat, cat, hen, pen, fish, dish, dog, log, gum, drum)
• Optional: Cards with medial-position long vowel pictures (ex. snake, rake, sheep, sleep, kite, night, goat, coat, flute, suit)
  

Note: If you do not have the CD or Mini-Charts, you can still teach this short vowels and long vowels lesson plan using the folk tune listed on the Oh, Do You Know? Song Lyrics page. You can create your own mini-charts using the words in bold print letters in each verse of the Song Lyrics.

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Procedure:

1. Review the letter names of the vowels: a, e, i, o, u, and sometimes y. Say, "Today, we are going to learn about how vowels can sound in words. We will focus on a, e, i, o, and u."
2. Display letter cards a, e, i, o, and u. Say, "Sometimes it is easy to hear the vowel in a word. Can you tell me what vowel you hear in the word use (u), in the word eat (e), in the word ape (a), in the word ice (i), in the word oak (o)?" Point to the correct letter card, each time the children answer correctly. Say, "It is easy to hear the vowels in these words because they actually say their own names. When vowels sound just like their own letter names, we call these long vowels."
3. Display the chart of the long vowels with pictures and symbols. Point to the long vowel chart and say, "We can draw a long line over the vowel if we want to show that it has a long sound. Ask the students to draw this symbol in the air. " Point to ā, and say, "Long a sounds like the beginning of ape." Say together, "Long ē sounds like the beginning of eagle. Long ī sounds like the beginning of ice cream. Long ō sounds like the beginning of ocean. Long ū sounds like the beginning of unicorn."
4. Say, "Sometimes a vowel has a different sound and does not say its own name." Show the chart with the short vowel words and pictures. Say, "This chart shows words that have a short vowel sounds."
5. Point to the symbols on the short vowel chart and say, "We can draw a short smile over the vowel to show that it has a short sound. " Ask the students to draw this symbol in the air. Say, "Let's practice the short vowel sounds saying just the beginning of each word on the chart. Can you say just the beginning of the word alligator? (/ă/), the beginning of the word eggs? (/ĕ/), the beginning of the word iguana? (/ĭ/), the beginning of the word octopus? (/ŏ/), the beginning of the word umbrella?" (/ŭ/)
6. Say, “Now we are going to listen to a song about the vowel sounds to help us remember them. At first, the singers will sing about all the short vowel sounds. Next, the singers will sing about all the long vowel sounds. See if you can think the sounds for each vowel before you hear it in the song.” Play Sing Your Way Through Phonics Volume 1 CD, Track 9--Oh, Do You Know? and point to the Mini-Charts on pages 42-46.
7. Point to the symbols on the chart and say, "Did you notice that the short smile and the long line can be written over either capital or lowercase letters? Let's listen to this song again and see if you can answer the singer's questions. Re-play Sing Your Way Through Phonics Volume 1 CD, Track 9--Oh, Do You Know? Students will hear the question, "Oh, do you know the short a sound, the short a sound, the short a sound?" They should sing the answer, "Oh, yes I know the short a sound. The short a sound is /ă/." For the rest of the questions in the song, students should sing the aswers, "The short e sound is /ĕ/...The short i sound is /ĭ/...The short o sound is /ŏ/..., The short u sound is /ŭ/..., The long a sound is /ā/..., The long e sound is /ē/..., The long i sound is /ī/..., The long o sound is /ō/..., The long u sound is /ū/. " Teachers can point to the children to cue them when it is their turn to answer the song's question.
8. Listen to the song again, but this time assign a part of the class to sing the song's questions and a part of the class to sing the song's answers. Then switch roles singing questions and answers. Variations: The teacher sings the questions and students sing the answers or vice versa. A small group of students sing the questions and the rest of the class sings the answers or vice versa. Those singing the answers can write the appropriate symbols in the air or make large symbols with their arm positions as they sing the short or long sounds. Examples: Hold arms out to the sides arching upward for short vowels. Hold arms straight out to the sides for long vowels.

Follow-up:

1. Practice singing Oh, Do You Know daily for a few days. Then try singing the song without hearing the words, using the instrumental track (Track 10). Allow different students to point to the Mini-Charts words while singing.
2. Using the Mini-Chart Templates, vary the order of vowels (Ex:short i, short a, short u, short e, short o) or vary short and long vowels in sequence (Ex: short a, long a, short e, long e, etc.)
3. As a learning center task, have students match pairs of picture cards with the same vowel sounds (Ex: cat/hat, snake/rake). Note: At this point in their learning, it is easier for children to do this task if rhyming words are used. As they advance, they may be able to match short common vowels in pictures of non-rhyming words such as bag and bat.

Extensions:

1. Introduce the Read-and-Sing Book, Oh, Do You Know?. The comical illustrations provide several examples of each sound in the song. When children sing, "Oh, do you know the short a sound?", they can point to cats, apples, ants, an ax, a hat, and a basket. For long a, they will find Amos listening to the radio, holding a May calendar next to a table with cake, maple syrup, grapes, and plates. After children can remember all the vowel sounds, they can sing on their own with the instrumental version of the song and perhaps create their own short and long vowel pictures. They will also enjoy grouping objects that have the same vowel sounds or creating collages of magazine cut-outs. Keep a few copies of the book at a literacy center equipped with headsets so that students can gain practice in listening, singing, and remembering the sounds of the long and short vowels.
2. Using 3-letter or 4-letter words, explain the rule that when one vowel is in the middle of a word, it is usually short (Ex. bag, sit, bed). Print some of these words on a word wall. Pointing to an appropriate word, perform this rap to reinforce the short vowel rule: "Got one vowel in the middle of the word, got one vowel in the middle of the word, got one vowel in the middle of the word--Say /ă/, say /ă/, say /ă/ [clap-clap]. Repeat by pointing to another appropriate word and another short vowel sound until all short vowel sounds have been covered. Variations: Add back and forth side-steps while reciting the rap. Change the ending claps to taps, stomps, or knocks. Add rhythm instruments to help keep the beat.
3. Find short vowel words in children's books and poems. Examples: From Shel Silverstein's Poetry in Where the Sidewalk Ends-Ickle Me, Pickle Me, Tickle Me, Too for short i; Jimmy Jet and his TV Set for short e. Singing games like The Banana Song (using the name Anna). Dr. Seuss' There's a Wocket in my Pocket and Fox in Sox for short o. Nursery Rhymes like Jack Sprat for short a; Diddle Diddle Dumpling for short i, short u, short o, and short e; Hickety-Pickety for short i and short e.
4. Find short and long vowel sounds in students' names. Ex. Ann, Ellen, Jim, John, Buddy for short vowels; Jake, Steve, Mike, Joan, and Judy for long vowels.
5. Find short and long vowel sounds in environmental words like Exit, Stop, Bus, In. Label classroom objects that illustrate short and long vowel sounds: dĕsk, chāir, tāble, gāme, pĕncils, pĕns, pāper, shĕlf, răck, lĕdge, ēasel.
6. Have a Show-and-Tell time where children bring in objects with a particular short or long vowel sound. Place these or other objects on a table labeled with that vowel and the short or long symbol.

Evaluation:

1. Students can produce the correct short vowel and long vowel sounds on Mini-Charts pp.41-46 without assistance.
2. Students pass a written or manipulative test where they match pairs of short vowel pictures and long vowel pictures.

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5 Easy Short Vowel Activities to Make Your Phonics Lesson POP! -

Let’s chat about 5 easy short vowel activities that will pop in your classroom. I know sometimes these short vowel lessons can get a little boring in the classroom. Do you ever get bored teaching short vowel lessons?

We’ve talked about teaching phonics explicitly during reading instruction…it’s important! 

What is the Difference Between Short Vowels and Long Vowels?

After reading the article from Classroom, they sum it well, “As the name would imply, short vowels have a much shorter pronunciation than long vowel sounds. ”

Short vowels will make a shorter sound, whereas long vowels have a longer sound, saying the vowels’ exact name.  Long vowel sounds allow the speaker to move their mouth from a closed position to an open one.

When dealing with short vowels, it will be 1 vowel closed in by a consonant or consonants.  Examples:  man, wet, fish, tub, moth

Long vowels have many more complicated spelling patterns.  There are vowel teams, the magic e, open syllables, and more!

What are the Short Vowels?

As Classroom states, “Short vowels produce only one sound and do not require the speaker to open his mouth very wide. The speaker’s jaw is relaxed and barely moves during the production of short vowel sounds. The speaker’s tongue is placed in different positions but is also usually relaxed. Short vowels can occur in stressed syllables, such as “o” in offer, or unstressed syllables, like the first “o” in tomato.”

As a former first-grade teacher and current reading specialist, I like to start the school year off by teaching the short vowel sounds. What are the short vowels? A, E, I, O, and U!

The vowels are closed in by a consonant or consonants to make the short vowel sound.  Watch this video on my Instagram to see it in action! Read more to learn more about the 5 Easy Short Vowel Activities!

5 Easy Ways to Teach Short Vowels 

Let’s discuss 5 easy short vowel activities!  These 5 ideas will help the students grasp the concept of short vowels while having fun!  

1.  Add Movement!  When you teach the short vowel sounds, incorporate a movement for each sound.  For example, for the short a sound…students can place their hand under their chin to feel the movement.  Multi-sensory techniques will help make more brain connections as the students these short vowel sounds.  
2. Closed Syllable Houses!  Have the students make a little house with a door.   Cut the door so it opens and closes.  Laminate to reuse!  Write CVC words onto the house to show how the consonant closes in the vowel and makes the vowel.  This post will explain more about open and closed syllables!   Here is my Instagram Reel that shows closed syllables in action.
3. Sand Trays!  Pour sensory sand or play sand onto a tray or plate.  The teacher will say a sound, the students will write the corresponding vowel into the sand.  Step it up by having the teacher say a word, the students will write the vowel into the sand.  
4. Vowel Intensive Drill:  In Orton Gillingham, a wonderful way to practice the short vowel sounds is the vowel intensive drill. Each student will have the 5 vowels on separate notecards, in a little tent.  See the photo below!  The teacher will say a short vowel sound, the students will hold up the corresponding card.  For example, if the teacher will say /ă/, the students will hold up the card.  The students love this practice and it is a perfect multi-sensory activity.   
5. Use Visuals!  Try out my teaching slideshow, “We Love Short Vowels”.  It provides example words for each short vowel.  The students can practice reading many words as they learn all about the short vowels.  It also includes corresponding worksheets to practice each short vowel.  

I hope you can incorporate some of the 5 Easy Short Vowel Activities in your own classroom.

Can’t I Just Teach Word Families?

Years ago as a teacher, I would begin each school year teaching word families.  To begin, I’m not saying word families can’t have a place in the classroom, but it can’t be the only way short vowels are taught. Use word families as a strategy to teach short vowels, but not the ONLY way!

All About Learning Press has an argument against relying solely on word families in your teaching.  

“If you stop there—just teaching word lists grouped by word families—you will be severely disappointed in your teaching efforts.

Why? Because if you use word families incorrectly, students may end up just following the “pattern” of that particular lesson, blindly zipping through the spelling words without really learning them. What you intended to be educational and insightful becomes an exercise in following patterns—and the time you spent teaching spelling goes down the drain because your child can’t actually spell those words outside of the neatly organized list.

Another downfall of overemphasizing word families is the risk that your child will pay too much attention to the ends of words, skipping over the first part of the word to get to the answer. Instead, we want the student’s eye to start at the beginning of the word and move to the end of the word. Encouraging his eye to start at the end of the word and then jump back to the beginning of the word is reinforcing incorrect eye movement. We don’t want to reinforce dyslexic tendencies.”

“Use word families as a strategy to teach short vowels, but not the ONLY way!”

-RIndy Roberts, Learning with heart

By teaching the students to look from the beginning of a word to the end of a word, will be beneficial when they come to words with suffixes.

What about the science of reading? 

I made a free guide for teachers and parents to make it easy to incorporate the Science of Reading with their students.  The research behind the Science of Reading is so intriguing and I wanted to share how I incorporate it daily into my instruction. 

I wanted to make it SIMPLE for teachers to make this shift to teaching phonemic and decoding skills explicitly.

Short Vowels & The Science Reading?

The science of reading is key when you are teaching.  First, based on much research, teaching phonics explicitly will benefit all children.  According to Secret Stories, “Decoding is essential to reading. It allows kids to figure out most words they’ve heard but have never seen in print, as well as sound out words they’re not familiar with. The ability to decode is the foundation upon which all other reading instruction—fluency, vocabulary, reading comprehension, etc… are built.”

“Teaching phonics explicitly will benefit all children. ”

The Orton Gillingham approach uses multi-sensory learning techniques to teach decoding, encoding, and blending sounds to build successful readers.  Based on the Orton-Gillingham Academy, “The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia.  It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.”

I have been using the Orton Gillingham approach in my classroom for 3 years now.  By using this multi-sensory learning approach, the students are more likely to grasp and retain what they learn.  Read more about why I love Orton Gillingham here!

Orton Gillingham phonics program has made such a difference in my classroom.   It is a multi-sensory phonics curriculum.  In the first grade curriculum, it builds on the correct letter formation in handwriting and the sounds the letters make.

The Orton-Gillingham Approach is multi-sensory and structured to teach reading, writing, and spelling.

It is commonly used for students with dyslexia, but can be used to help all students feel more confident when they read and write!

Resources to Help With Short Vowels

I have created the “We Love Phonics” program to make it easier for teachers to introduce and teach phonics skills.  I have created a resource that will guide you for an entire school year, with lesson slideshows and worksheets that correspond to each skill.  

The short vowel resource will cover all 5 easy short vowel activities. The Open/Closed Syllable resource will explain how to break words into syllables, and the explanation of closed syllables with the short vowel sound. What are your favorite ways to teach short vowels? 

 Would you like the FREE Science of Reading Guide? Check out this FREEBIE! 

Synopsis of the lesson in Russian in the 7th grade on the topic “Vowels before Н in full and short passive past participles”

Topic: “Vowels before Н in full and short passive participles of the past tense”

- introduce children to conditions for choosing a vowel before n in full and short passive participles;

Tasks:
- teaching: to know the conditions for choosing a vowel before H in full and short passive participles, to know the norms of accentology in participles of this type;
- developing: to be able to form passive participles of the past tense, write vowels correctly in the suffixes of passive participles of the past tense, observe the norms of accentology in speech practice;
- educational: develop communication skills in educational activities, observe ethical standards when describing a person's appearance.

Personal: formation of skills for organizing and analyzing one's own activities as part of a group;

Communication: use adequate language tools to display in the form of speech statements for the purpose of planning, control and self-assessment.

Regulatory: be aware of yourself as the driving force of your learning, your ability to overcome obstacles and self-correction.

Cognitive: explain linguistic phenomena, processes, connections and relationships revealed during the performance of control work and self-diagnosis.

Subject: learn how to design, implement and adjust an individual route for replenishing problem areas.

Equipment: Russian language textbook, ed. T.A. Ladyzhenskoy, presentation, laptop, individual handout.

Stages of the lesson0005	UUD
1. Organizational moment.	Welcome speech of the teacher. Checks readiness for the lesson. Checks the availability of homework in notebooks (if any questions arise, organizes the analysis of homework at the blackboard) - Hello! We are starting a lesson. And this means that we are again waiting for a fascinating journey into the world of the word. - I wish you all fruitful and interesting work, and make many new discoveries!	Teachers are greeted Show notebooks with doctoral studies, ask questions that arose while doing doctoral studies	The principle of psychological comfort. UUD: personal, communicative. The goal is to create a friendly atmosphere, motivation for learning, creating a situation of success.
2. Updating of basic and knowledge and their correction. Check the level of previous knowledge on topic	Student with disabilities (LUO) - Noun. The main grammatical categories of them. noun – gender, number, case Student with disabilities (UUO) - Distinguishing F-Sh. Blackboard work Write down the participles and indicate whether they are active or passive. Heard, survived, busy, glued, decisive, oblique, studied, shaved, digging, protected, building, thoughtful, readable, studied, flown out, feeding, translated, driven, melting, decisive, persecuting, hating, sent, enduring who heard. Form all possible forms of participles from the verbs : calculate, calculate; knead, knead.	The student works on exercise 115 The student works on the card Work in notebooks, one student at the blackboard. Fofonova Ya. Cognitive: use sign-symbolic means to solve a learning problem. Communicative: argue your point of view, argue. Actively use speech to regulate one's own activity
3. Goal-setting. Organization and self-organization of students in the course of further assimilation of the material. Organization of feedback.	Work with a poem. ( Appendix 1) Conversation on questions: - What mood does this poem evoke in you? - How would you name it? - What means of artistic expression does the author use in the poem? - What is the keyword. - Let's write: Which path is ? – hasty – like a ball of thread – poor fellow What actions does it perform? - keeps the path - winds - broke off - lost - jumped over - started - Words of what parts of speech characterize the word "path"? (Verbs of motion) - Form participles from verbs of motion. participles0025 U VISHY TOVISE A LAS - BLASIS LOOK - which communities formed? (Real present and past tense) - How are passive past participles formed? - Form passive past participles from these verbs. - What vowels before HH did you write? We check. Who made mistakes? - Why is there a problem? - How would you name the topic of the lesson? - What is your goal? - Well done, who coped with the task and did it right. - Compare the suffixes of verbs and participles. - What do you think determines the choice of the vowel before н in the participle suffix? Notebook entry: At -at, -yat - write: -a -z - detain - -delay - a- lost, lost - yat -los- i -ny On - yit, -yet - write: -e -batch - yat- zamesh - e -ny, offend- off-9025 - offend e- ny.	Work with a poem. Answer the teacher's questions, formulate the topic and objectives of the lesson. Formulate the topic of the lesson.	Regulatory: accept learning objectives formulated together with the teacher Communicative: organize and plan educational cooperation with the teacher and peers
4. Learning new material. To introduce students to the types of definitions and be able to distinguish them Practicum. Text research.	Work according to the textbook. Read paragraph 22 on page 57. - How will we reason using this rule? Work with exercise 128 - commented letter. Whiteboard work. Form the full and short passive past participles from the following verbs. Indicate the studied spelling. Hear, stop, illuminate, stop, melt, build, disperse, pump over, offend, disrupt. Game. Two mysterious letters are given: RK . Make up any phrases, decipher this abbreviation so that the first word becomes a participle, and the second becomes a noun. For example , growing corn . Phrases can be any, even unimaginable	Students work according to the textbook, read the rule, check with the acquired knowledge. Vechkilev N. Work with verbs, forming from them full and short passive participles. Rybentsev N. Compose phrases with participles	Cognitive: establish cause-and-effect relationships, build logical reasoning. Communicative: to formulate your opinion and argue your position. the ability to arbitrarily and expressively build monologue and dialogic contextual speech the ability to correlate one's actions with the planned result.
	Organizes the change of activities. - Let's take a break and check how you can distinguish agreed definitions from inconsistent ones. So, agreed definitions - hands work, inconsistent definitions - legs work. Leather jacket (r) , illustrated magazine (p) , books from the library (H), Dear (p) Friend, Cell (H), striped striped strip Scarf (p) , a desire to study well (H) , slow gait (p)	Complete 9000	9000 9000 9000 9000 9000 9000 9000 022 Personal : knowledge of the basics of a healthy lifestyle and health-saving technologies 6. Consolidation of acquired knowledge. Working with text. An excerpt from a feuilleton. Read an extract from the feuilleton. Establish what gives it a playful, ironic character. Persons walking on the grass growing behind the separating grating, breaking and raking, as well as pushing, sticking to the walkers, putting their feet on the visitors, spitting on the passers-by and sitting, scaring existing children, riding bicycles, getting animals, polluting and biting, uprooting flowers and littering are penalized. Pair work. Write, fill in the missing letters, underline the spelling. Viewing…album; detained ... at work; a filled ... vessel; weighed ... goods; stained ... with dirt; a studded field; shot ... at close range; recommended ... literature; heard ... once a fairy tale; a thing bought in a store; houses located nearby; invented ... device Checking the assimilation of writing vowels before Н in full and short passive participles. The teacher dictates three words each, the students write the correct letter on the line. 1 okl e on, scoop e nno, study e 2 Receiped E N, ZAS I N, are I I H 9000 3 A N, read A H 4 Ozar E ON, DOCIP A NNE, Exults A NENE 5 Conducted E N, SEE0135 E nm 6 Tailed I NNE, okut A nno, stopped E NNE 7 otv A nno, sprinkle A NNE, offender e 9000 9000 9000 lost guided 9 neat molded twisted Work Using the table given on p. 57 of the textbook, form passive past participles, highlight the participle suffixes. receive receive - received received set - established received Work with text. Work in pairs Work in notebooks. Write down the required letter Passive past participles are formed from these verbs. Regulatory : set target priorities independently control and manage your time . Communicative: take into account different opinions and strive to coordinate different positions in cooperation Cognitive: build logical reasoning, including the establishment of cause-and-effect relationships, the ability to work individually and in a group, find common solutions extract the necessary information from text 7. Lesson summary. Help students analyze and evaluate their activities in lesson - What did you learn at the lesson? - How to determine which vowel to write before -n- in full and short passive participles? - What have you learned? Solve the test, check the key Discussion of what they learned in the lesson, what learned. Regulatory UUD: identification and awareness of what is learned and to be assimilated, awareness of the quality and level of assimilation 8. Reflection. Help students analyze and evaluate their activities in the lesson Offers to analyze their activities. Sinkwine Discuss the results of their observations at the end of the lesson. Write down syncwines, discuss them Regulatory: show openness in understanding their actions and self-assessment; predict ways of self-regulation and cooperation; evaluate their activity and quality of work in lesson 9. Homework. Section 24 teach. Choice: 1. Exercise 130 2. Write a short essay on one of the topics: “Autumn in the city”, “Landscape outside the window” in the diary Regulatory: accept the learning task Outline of the lesson of the Russian language in grade 2 on the topic "Spelling unstressed vowels at the root of the word" Russian language Grade 2 Theme of the lesson "Spelling of unstressed vowels in the root of the word" Purpose of the lesson: Learn to write words with an unstressed vowel correctly and be able to select single-root words. Planned learning outcomes, including the formation of UUD: Cognitive universal learning activities : to develop the ability to analyze the information received, highlight essential and non-essential features, group, draw the right conclusions. Regulatory universal educational actions : transformation of a practical task into a cognitive one, independent adequate assessment of the correctness of the action. Communicative universal learning activities: to develop the ability to build speech statements orally, formulate one's own opinion, be able to negotiate and come to a common decision in joint activities (when working in groups). Personal universal educational activities : to form an educational and cognitive interest in the subject, the ability to self-assess. Equipment: presentation for the lesson, computer, projector, textbook ("Russian language" grade 2 V. P. Kanakina, V.G. Goretsky, in 2 parts, M. "Enlightenment" 2017 EMC "School of Russia".) Handout: Cards with checked and test words, as well as with vowel sounds Suggestions for group work Self-made men with photos of students for reflection Course of the lesson: 1. Organizational stage. Organization of students, mood for productive work in the lesson (children recite a poem in chorus). 1-2 min. The cheerful bell rang, We are ready to start the lesson. Let's listen, reason, And help each other. 2. Stage of motivation for learning activities . 3 min. – I would like to start today's Russian lesson with a proverb. That's the trouble, she fell apart. Help collect it. Day, each of us, wisdom, life, adds a piece. – What proverb did you collect? Every day of life adds a piece of wisdom to us. - How do you understand the meaning of the proverb? – Do you think it is possible to be born wise all at once? You cannot be born wise right away, because in order to become wise you need to know a lot, have life experience, become an adult, and you are still young, you have a lot to learn and a lot to learn. - We will return to this proverb at the end of the lesson and find out what you have become smarter and wiser in this lesson. - And now let's open the workbooks and remember the rules for landing when writing before starting the letter. One of the students reads and shows how to hold a pen. 3. Updating knowledge. 3 min. Write down the number, class work A minute of calligraphy. Which letter is missing? Why? Write them down a r y o i e y e y y y y o Rapid survey: - How many letters are there in the alphabet? -What does written language consist of? What is oral speech? What sounds do we know? What is the difference? What are the letters of the vowel sounds that denote hardness? Now what do they mean by softness? 4. Statement of the problem of the lesson. The message of the topic and the purpose of the lesson . 7min - I want to tell you a story. Sasha wrote a note to his friend Kolya: "Come tonight with a sword, let's play." Sasha's older sister gave Kolya a note. Kolya read the note and promised to come. The guys gathered in the evening. “There will be a ball,” Sasha said to his comrades. "The ring will bring." Kolya came, and instead of a ball, he had a wooden sword in his hands. The guys were upset that they would not be able to play football. – Why did it happen? (The boy didn't know the rule and misspelled the word "ball"). – What rule did Sasha not know? (The rule about the spelling of unstressed vowels at the root of the word). - What do you need to be able to do in order not to repeat Sasha's mistakes? (Stress and select test words.) - What methods of selecting test words do we use to test an unstressed vowel in the root? (Two ways. We can change the form of the number so that the unstressed vowel becomes stressed, or pick up a single-root word with a stressed vowel in the root.) - How to spell this word correctly? with m…ch – ball – ball – What do we advise Sasha? (Learn the rule about the spelling of an unstressed vowel at the root of a word). - Based on this problem, formulate the topic of our lesson. (Spelling of unstressed vowels at the root of a word.) - What is the goal we set for ourselves? (To consolidate our knowledge of the spelling of words with a checked unstressed vowel in the root. Learn to write words with an unstressed vowel correctly. Be able to select single-root words. - In today's lesson we will continue to work on spelling unstressed vowels, we will improve our skills in selecting test words with two ways, we will work on the development of not only written, but also oral speech.0006 5. Primary fastening . 7 min. Work with the textbook p. 98, exercise 150 (under the number 2) But before doing the exercise, let's remember how to check an unstressed vowel (they tell the rule). Perform the exercise. 6. Physical education minute 1-2 min. 7. Application of knowledge and skills. 10-11 min. (1 task - 3 min.) 1) Words with a missing letter of an unstressed vowel sound 9 are fixed on the board0006 Children in turn fit and choose which letter to attach to them, they call the verification word, attach the letter and next to the verification word Check word Testword 9,0003 gr ... for 9103 Gr ...                 Р…ка                 Зм…я                 В…да                 Сл…ды                 Гр… to 2) I give each student a card with sentences containing words with unstressed vowels. Your task is to verbally select the test words and insert the missing letters. (7-8 min.) (Depending on the number of students, they will come across the same sentences - you can divide the students into groups of several people and give each group a sentence.) . The squirrel dries on t…weeds for rev… gr…by. The mouse zap…s…rno. Hedgehog duck…sings gn…health. Zm…I found a secluded m…stack under the br…ext. - Let's listen to each proposal. Let's check and name the letters of the unstressed vowel. What did we get after we listened to all the sentences (text) - Prove that this is a text? - What does it say? - What task can we offer with this text? (title) -Come up with a title for this text. - Write the text by inserting missing letters, underlining them and placing stresses. 8. Homework: p.9, exercise 150 (part 1), r. t. With. 23 #19. Discussion about doing homework. 2 minutes. 9. Summary of the lesson. Reflection . 2-3 min. - Let's remember with which proverb we started our lesson. Have you become wiser? In what? - Do you think we have achieved the goal of our lesson? – What did you learn in the lesson? – What was difficult in the lesson? – What was the most interesting thing for you at the lesson? -I'll ask you guys to come up to the stand one by one and attach your little man to the ladder of success (each student has a little man with a student's photo on the table). Evaluate yourself, your work in the lesson. If you easily coped with all the tasks of the lesson, then you have climbed the stairs to the end and are standing on top. If there were any difficulties or questions, then you will be in the middle. And if nothing was clear at all, then you are still on the first step at the very beginning of the path. It was a pleasure for me to watch your active work at the lesson. 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