Uppercase letter recognition

How To Teach Your Child Uppercase Letters And Lowercase Letters

If your little learner is showing an interest in exploring uppercase letters and lowercase letters, you’ve come to the right place! We’re here to help you and your child have fun while learning.

In this article, you’ll discover the best way to start teaching your child about uppercase and lowercase letters to set them up for success.

Plus, we’ll share 11 of our favorite activities for practicing letter recognition and forming letters so your child can build their skills and confidence while engaging in fun learning games!

Table of Contents

• Tips For Teaching Uppercase Letters and Lowercase Letters
• 11 Fun Ways To Practice Uppercase Letters And Lowercase Letters
• Learning Letters Is Fun With HOMER!

Tips For Teaching Uppercase Letters and Lowercase Letters

When children are beginning to learn the difference between uppercase letters and lowercase letters, many find it easiest to learn uppercase letters first. This is because letters are often simpler to draw and differentiate from other letters when they’re capitalized.

However, since lowercase letters are used more often throughout text, it’s important for children to learn that there are two forms of each letter and to understand how they connect to each other.

To accomplish this, start by teaching letters that have similarities between their uppercase and lowercase versions. For example, “T” and “t” are usually easier to link than “G” and “g.”

This process takes time, so don’t be afraid to go slow. Your child likely won’t master all 52 letters at the same time — it’s a huge task for their working memory! This skill will improve the more you practice together.

Additionally, while being able to identify the name of each letter is crucial, it’s more important for children to link the primary sound that each letter represents to both versions of a letter.

This will become a key tool they can use later when they begin to sound out words while reading, so it’s a good idea to practice early in the letter recognition process.

Depending on where your child is on their literacy learning journey, it can also be helpful to explain what the purpose of uppercase letters is. This way, your child can understand where uppercase letters fit into sentences and what they mean.

To do this, you’ll want to explain that uppercase letters are used at the beginning of a sentence and when you’re writing the name of a person or city, for instance. Of course, there are other times uppercase letters might be used (like in acronyms), but that’s a lesson for another day!

Letter Vocabulary To Teach Your Kids

When you’re talking about letters with your child, it’s important to help them understand the words people use when discussing the alphabet. These vocabulary words will ensure your child can communicate effectively and comprehend what others are saying.

Here are a few key words related to these activities your child should know:

• Letter: One of the 26 symbols that make up the English alphabet. Each letter has a name, like “A” or “B,” and represents a sound (or sounds).
• Alphabet: The alphabet is the name for all of the letters.
• Uppercase letters: These letters have specific functions and usually come at the beginning of a sentence or proper noun, among other uses.
• Capital letters: Capital letters are another name for uppercase letters.
• Lowercase letters: These letters are the most common but can vary by font (more so than uppercase letters), which can be confusing for young learners.

You don’t need to quiz your child on these words or make them memorize the definition. Simply use these words when you’re talking about letters so your child can become familiar with the terms.

11 Fun Ways To Practice Uppercase Letters And Lowercase Letters

Learning letters doesn’t have to be boring! Here are some of our favorite games and activities that make learning fun.

1) Everyday Letter I-Spy

I-Spy is a fun, simple way to incorporate uppercase letters and lowercase letters into your child’s everyday life and help them practice letter recognition.

By drawing their attention to different letters throughout the day, you’ll strengthen their skills bit by bit without them even realizing it!

What You’ll Need:

• Signs or other words around you

What To Do

Simply start asking your child to identify letters as you go about your day together. Beginning with letters that matter to them, such as the letters in their own name, is a great way to begin.

Then you can work your way up to letters in other special words as their letter recognition skills improve. For example, try asking your child to identify the letter “L” in the sign for the laundromat, or how many of the letter “T” they can find in the menu at a restaurant.

This activity is a fantastic learning tool, as a game of letter I-Spy can be played practically anywhere, and you don’t need any equipment — all you need is a good eye for spotting letters!

Try adding this fun game into your daily routine to sneak in some letter recognition practice.

2) Create Letters In Nature

As an engaging way to bring learning outdoors, try practicing to form letters by using materials found in nature. Whether you take a walk around the neighborhood or create a scavenger hunt in the backyard, you’ll have fun collecting materials with your child.

What You’ll Need:

• A variety of natural materials, such as rocks, sticks, or leaves

What To Do:

Once you’ve gathered the natural materials you found, it’s time to practice forming uppercase letters and lowercase letters with these supplies.

Start by choosing a letter that your child is familiar with, and have them write it out by forming it with one of their chosen materials.

Note: Rocks and leaves are easiest for forming rounded letters (B, C, D), and sticks are best for letters with straight lines (A, F, T).

When your child has mastered a particular letter in uppercase, ask them to form the same letter in lowercase. Gradually move on to trickier letters that they might be less familiar with to challenge their skills.

With plenty of practice, your child will know all uppercase letters and lowercase letters by heart. (At that point, you could include a time limit to see how many letters they’re able to create within a particular time period as a fun challenge.)

3) Guess The Magnetic Letter

This is another easy letter recognition game that doesn’t require much equipment and can be really fun to play (especially when the kids are able to outsmart the grown-ups!).

What You’ll Need:

• A set of magnetic letters (we recommend the ones in the HOMER Explore Letters Kit)

What To Do:

Grab your magnetic letters. Then, have your child put their hands behind their back before handing them a single letter of your choice.

Ask your child to identify the letter in their hands — without peeking! — only by touch. For children who are still learning, provide choices for them to guess between (“Do you have a ‘T’ or a ‘B’ in your hands?”).

For older kids who are mastering letters, make the activity trickier by increasing the number of letter possibilities, and, eventually, have them guess without any hints at all.

It’s important to take turns so that you also give this letter recognition activity a go as the adult. It’s encouraging (and usually entertaining) for your child if you try and fail a few times by guessing a letter or two incorrectly.

Don’t be afraid to “mess up” in this game!

4) Letter Matching Cards

For this activity, you’re going to need a set of letter-matching cards. While you can purchase a variety of different types, we think it’s fun to make our own personalized set!

What You’ll Need:

• Paper or cardboard to cut into 52 cards
• Scissors
• A marker

What To Do:

Start by cutting out rectangles of paper or cardboard for your cards, one for each uppercase and lowercase letter. Then, write a letter on each of the cards, or have your child practice writing it themselves.

After the letters have been written, your child can decorate to their heart’s content! You might even want to draw (or glue a picture of) an object that corresponds to each letter to make it even more fun (like an apple on each of the “A” cards, a balloon for the “B” cards, and so forth).

This will also make the matching portion of the activity easier for your child if they’re still mastering uppercase letters or lowercase letters.

When your letter cards are complete, mix them all up on the table and have your child select one. Their task is to find the corresponding uppercase or lowercase version of that letter from the selection in the pile.

This game might be difficult at first, so we suggest beginning with just 10 cards at a time: five uppercase letters and five lowercase letters. You can make more cards on different days and add them to the list as your child gets the hang of this activity.

With practice, your child will enjoy becoming a letter matching professional!

5) Get Crafty

This interactive learning activity is all about practicing letter formation using uppercase letters and lowercase letters. No matter which form of arts and crafts your child chooses for this activity, you’re sure to have a blast!

What You’ll Need:

• A variety of art supplies, such as pipe cleaners, Play-Doh, Fingerpaints, glue and glitter, ribbon, and construction paper
• Kid-safe scissors

What To Do:

Grab your art supplies and get ready to start the fun.

Say a letter aloud (or write it down for your child to visualize if that works best) and have your child form the letter using your chosen material. Then have them create the corresponding uppercase or lowercase letter to match.

Engaging in crafts is a great way to encourage your child to practice forming letters — they’ll be so busy having fun that it won’t feel like learning at all!

6) Hidden Letters

Get your child up and moving while they practice their letters with this simple game.

What You’ll Need:

• Your letter cards from activity number four

What To Do:

To make the game more manageable, pick out five to 10 letters your child is practicing. Then, make a deck out of the uppercase and lowercase cards for those letters.

While your child isn’t looking, hide the cards in one room of your home. That way, you’ll limit the area they have to search.

Once the cards are hidden, it’s time to go on a letter scavenger hunt! Your child will love finding all of the letter cards.

Encourage them to set their cards out in a matching set, with an uppercase letter next to a lowercase, so they can see at a glance which part of each set they’re missing.

7) Post-It Note Letter Challenge

Can your child select the matching letters to finish this challenge?

What You’ll Need:

• 52 Post-It Notes
• A pen
• A large area to hang the notes on, such as a blank wall or a whiteboard

What To Do:

Write an uppercase letter on 26 Post-It notes. Then, use the remaining ones for lowercase letters.

Next, alternate placing uppercase and lowercase letters onto your wall or whiteboard. You might have a capital “A” followed by a lowercase “b.”

Once you get to “Z,” set the remaining letters in a row so your child can see them. Point to the uppercase “A” and ask, “Can you find the lowercase letter that matches?” If your child correctly identifies the letter “a,” have them pick it up and stick it below the capital “A. ”

If they pick the wrong letter, that’s OK. Gently let them know that they picked a different letter and have them try again.

Once both “A’s” are together, move on to the next letter. When your child has returned all of the missing Post-Its to the wall, sing the ABC song together.

Note: If your child doesn’t yet know all of their letters, don’t start with all 52 Post-Its. Instead, pick a smaller number for them to practice with so they don’t get overwhelmed.

Also, once you finish with the Post-Its, they can save them and use them for this fun Letter Toss game.

8) The Learn & Grow App

If your child enjoys a bit of educational screen time, the HOMER Learn & Grow app is a great way to let them practice their letter identification skills.

What You’ll Need:

• A compatible device
• The HOMER Learn & Grow app

What To Do:

Our kid-friendly design makes it easy for your child to practice their letters on their own, so it’s perfect for those busy days when you just can’t squeeze in another activity.

Once you set up their learning pathway and create your parent account, you can let them play independently. The program takes them on a personalized learning journey that’ll meet them where they are now and help them grow.

Many of the games in the Pre-K section of Learn & Grow, as well as the Early Learners section, work on letter recognition and identification, so it’s a fun way to review what you’re working on together.

9) Letter Sort

Some uppercase letters look just like their matching lowercase friend. Others look nothing alike. This activity helps your child pay attention to the shape of each letter so they can sort them.

What You’ll Need:

• Letter cards (you can reuse the ones you made in activity number four)
• Two large bowls to sort the letters into

What To Do:

Start by mixing up all of the letter cards. Then, invite your child to help you sort them into two groups: those that look the same in upper and lowercase and those that look different.

You may need to model this for your child a few times. For example, hold up the capital “S” card and ask, “Do you see a lowercase letter that looks like this?”

When your child finds it, say, “Both the uppercase ‘S’ and the lowercase ‘s’ look similar. They have the same shape, but one is a little smaller. Let’s put these two letters in this bowl because they look the same.”

Then, pick up another uppercase letter, such as the “E.” Ask your child to find the lowercase “e.” If they have any trouble, give them a hand. Then ask, “Do these two letters look the same?”

Let your child examine both letters and highlight similarities and differences between the uppercase and lowercase versions. Then say, “Since they don’t look the same, we’re going to put them in this bowl.”

Continue sorting, letter by letter.

Once your child sorts all the letters, have them count the cards in each bowl and see if there are more that look alike or more that are different.

10) Identifying Letters In Books

When you’re sharing a book with your child, asking them to identify a few letters is a fun way to sneak in a little extra practice. It’s also a great way to get them excited about books and reading.

What You’ll Need:

A picture book your child will enjoy hearing (find some of our book recommendations in this post)

What To Do:

Start by choosing a book that you know your child will enjoy. Then, as you read it aloud, stop occasionally to point out a few letters and ask them to identify them. For example, you might say, “Oh, look, there’s an uppercase letter ‘B’ on this page. Do you see it?”

If your child has trouble finding the letter, point it out. Then, say the sound the letter makes and have them repeat it to you.

Once they’ve found the letter, invite them to look for other letters on the page. See if they can find an uppercase and a lowercase version of the same letter. If not, that’s okay. Just move on to another page and try again.

As you stop, pay attention to your child’s engagement level and enthusiasm. You don’t want them to get tired of finding letters, so try to quit while they’re still having fun and enjoying the activity.

You can always try again later!

11) Make A Letter Book

Your child can use their alphabet knowledge to create a special book from A-Z. It’s great for practice and can also be a neat keepsake to look back on when your child is older.

What You’ll Need:

• Construction paper for the cover
• Printer paper for the inside pages
• Crayons or colored pencils
• A pencil or pen
• A stapler or a hole punch and ribbon

What To Do:

Start by having your child select a title for their book and then decorate the cover. They can use crayons or colored pencils for this task. Just make sure you add their name as the author somewhere!

Once they finish the cover, it’s time to move on to the inside pages. For each letter of the alphabet, have your child write an uppercase and a lowercase letter. Then, have them illustrate the page by drawing things that begin with that letter.

For example, for the “D” page, they might have a picture of a donut, a dog, and a duck.

Once every page is ready, it’s time to put the book together.

First, lay the pages out in order from A-Z, and then put the cover on top. Flip through the book to make sure everything lines up.

When everything is together, use the stapler to bind the book. If you don’t have a stapler that’ll staple something that thick you can also use a hole punch and a ribbon to bind it.

Once you’ve finished, have your child read the book to you. They can say the letter on each page and then identify the items they’ve drawn that start with each letter. As they’re reading, have them point to the uppercase or lowercase letters on each page to practice.

Learning Letters Is Fun With HOMER!

With the help of our expert learning tips and fun, engaging activities, your young learner will begin to enjoy practicing uppercase letters and lowercase letters in no time!

From I-Spy and guessing games to enjoying crafts together, watch your child’s skills develop as they master letter recognition and letter formation, feeling more confident each time they practice.

To experience even more “I did it!” moments with your child, try our Explore Letters Kit. Packed with thoughtfully designed activities and expert play tips to build their literacy skills, the possibilities are nearly endless!

Author

Alphabet Knowledge – PALSResources

There’s a reason preschool teachers emphasize those ABC’s!

The single best predictor, on its own, of early reading achievement is accurate, rapid naming of the letters of the alphabet.*  Readers need to be able to fluently recognize both uppercase and lowercase letters of the alphabet, and also to be able to automatically associate each letter or letter pattern (e.g., ch-, sh-, -ea-, -ng) and the sounds they represent.

What are we talking about here?

Letter Recognition

Recognizing and being able to name each uppercase and lowercase letter on sight is important for distinguishing between all of those little squiggly symbols on the page while reading and for communicating about print.

• Expect children to have an easier time recognizing uppercase letters first, as these are more visually distinct from each other.  This does not mean that students can’t be taught both at the same time.
• Many children have difficulty at first distinguishing between letters that are the reverse of each other or similar to each other, such as b/d, p/q, v/w, etc.  Help them visually compare and contrast these letters with activities such as letter sorts or building letters with objects or playdough.
• Remember to start with the letters your child already knows, and only add one or two new/unfamiliar letters at a time, to keep it fun and manageable for both of you.

See below for links to some activities to teach and practice alphabet letter recognition.

* Colorful Letters

* Blind Pick

* Simon Says Letters

* Twisty Letters

Letter Sound Knowledge

Readers need to know what sounds are associated with each letter shape, whether uppercase or lowercase, and this association needs to become automatic!  It also involves a certain degree of phonemic awareness.   When they say the sounds that the letters make, they are pronouncing isolated sounds that have no meaning on their own, but that can be blended with other sounds to make words.

• Once the letter-sound association has been taught, repeated instructional activities and games can help students develop speedier recognition of what sound is associated with each letter.
• Students need to know that vowels can change the sounds that they make, but it’s best to first emphasize the short sound that each vowel makes during instruction, to help with beginning reading.
• Remember to start with the letters your child already knows, and only add one or two new/unfamiliar letters at a time, to keep it fun and manageable for both of you.

See below for links to some activities to teach and practice letter sound knowledge.

* Letter Hunt

* Hopscotch for Sounds

* Letter Sound Trays

* Photo Line

Is this all that’s needed to learn how to read?

Nope!  Children also need to develop phonological awareness and oral language skills, as well as a knowledge of how printed language works, so they know what they’re building when they put those alphabet “building blocks” to use.

*Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Nuances of speech recognition. Restoring punctuation, numbers and capital letters For example, the sentence "

It is important to understand that since we are working exclusively with texts, the model will resolve sentences like "execute cannot be pardoned" based on the data on which it was trained. This data is not related to audio in any way (I have seen ideas about how you can use pauses from audio as features, but this is not very reliable, especially in colloquial speech) and inaccuracies are bound to be. Our task here is only to make the text easier to read.

Data

First of all, we need to get a training building. It must be a text document with one sentence per line. Sentences should have punctuation marks that we want to restore. Preparing such a file, having ordinary texts on hand, is quite simple.

If you are making a model for a low-resource language, then you can use the Lingtrain project, which I am doing to create parallel books (the project is open and ideas are welcome). At the first stage, it splits the entire text document into sentences, after which such a file can be downloaded.

If you are making a model for some popular language, then you can use ready-made datasets like Tatoeba. For convenience, I have arranged scripts for preparation and training in the multipunct repository, so I will refer to it further. Download it and start preparing the data.

To download a dataset (about 500Mb) and extract sentences in Russian from it, run the following command:

 python ./get_tatoeba.py --data_dir ./dataset --lang rus 

The sentences will be saved to the file sentences.txt . This file is part of a large downloaded sentences.csv dataset that contains sentences in numerous languages. Parameter lang sets the Russian language. Now we need to label the data in some way so that the model can learn from it. We have not talked about the model yet, so the next step is to move on to it.

Model

There is a very popular framework for ASR tasks ( automatic speech recognition or speech recognition ) from Nvidia called NeMo. You can find a lot of useful things in it, but we are now interested in the Punctuation and Capitalization Model. This BERT-based model will determine for each piece of the sentence (token) and its class - whether it has a capital letter or not and what punctuation mark to put after it, if necessary. Then the tokens are put together, taking into account the classes, and we will get our finished offer.

For those who are only interested in machine learning and NLP in particular, I recommend that you read the wonderful articles by Jay Alammar, the translations of which are on Habré (one, two).

The important thing for us here is that we mark up the data ourselves (thereby controlling the set of punctuation marks), and during training, we can transfer a pre-trained model with huggingface, which greatly simplifies the task.

Mark up the data. With the help of the second script from multipunct, we will mark up our corpus, and also divide it into training and validation parts.

 python ./prepare_data.py --data_dir ./dataset --num_samples 50000 --percent_dev 0.2 

By default, 9 characters will be marked0013 ".,!?" , the rest of the punctuation will be removed. You can change this set in the script prepare_data.py . Also in this script, punctuation is slightly standardized, cases with unicode dashes are handled, etc.

An important point - the script has a parameter lines_to_combine . If you set it to two, then there will be two sentences per line. The effect of this will be that the model will learn to split the text into several sentences. Choose an option based on your needs.

The markup will be something like this: "OU OO ?O". Here the symbol "O" says that nothing needs to be done, "U" - the first letter must be capitalized, and the punctuation mark speaks for itself.

Training

We will train in Colab. Since we use a pre-trained model (in a laptop it's DeepPavlov/distilrubert-tiny-cased-conversational-v1), the free version will be enough. Don't forget to select the GPU in the runtime menu. The PRETRAINED_BERT_MODEL constant sets the path to the huggingface model, here you can try another model. Before starting your workout, download the data marked above into folder /data .

Next, start training and wait. The state of the model will be stored in checkpoints, which can be loaded later. All additional code for tokenization and post-processing of the model output is contained within the model itself. Therefore, when using it simply, you only need to call the add_punctuation_capitalization() method .

If you need to export a model for inference, for example, in TorchScript, then there is an export() method for this. Please note that only the model that produces logits (numbers by which the probabilities of belonging to classes are determined) is exported. All infrastructure code will have to be pulled out additionally.

So, the model is trained, you can transfer texts to it in lower case without punctuation.

 queries = [ 'my name is sergey and how are you', 'Close the door behind me, I'm leaving' ] results = model.add_punctuation_capitalization(queries) for query, result in zip(queries, results): print(f'TEXT : {query}') print(f'RESULT: {result.strip()}\n') 

 TEXT : hello my name is sergey how are you RESULT: Hello, my name is Sergey. How about you? TEXT : close the door for me I'm leaving RESULT: Close the door behind me. I'm leaving. 

To improve the quality, try playing around with different models and balance the dataset according to your punctuation marks.

The text looks better, now let's try to figure out how to convert numbers from text to original.

Denormalization

Again, there are articles on neural networks and denormalization. For this task, we will use the good Word-to-Number-Russian library from Kouki_RUS. It is based on another well-known natasha library from alexanderkuk - a must-see if you are interested in word processing.

However, immediately using these scripts for ASR tasks (where the text is without punctuation) will not be very convenient - cases like "six hundred eleven two two three" will collapse into "618" (parsing works greedily). But since we have the parsing code on hand, and not the neural network, we can correct the logic by doing some algorithmic exercises. I added a couple of checks for the number of digits in order to understand whether it is necessary to add the next number to the previous one, as well as handling zeros. After that we have the following result:

 >> my phone is nine hundred ten zero ninety five fifty six ten >> my phone number is 910 0 95 56 10 

About timestamps

will become irrelevant (the number of words will change). We need to understand which words have been slammed into one. For the case when there is only one composite number in the text, it is quite trivial to do this, but what about this:

 >> this sentence contains the numbers thirty-three twenty-five and seven >> this sentence contains the numbers 33 25 and 7 

The original sentence has 11 words and 11 pairs of labels, the denormalized sentence has 9 each, and the boundary between 33 and 25 is not clear. Some mapping is needed, such as an array of indices, which would show how many words from the original sentence correspond to each output. Let's refine the logic a little more in this direction.

As a result, we get something like this:

 >> this sentence contains the numbers thirty-three twenty-five and seven >> in this sentence there are numbers 33 25 and 7 >> [1, 1, 1, 1, 1, 2, 2, 1, 1] 

 >> one thousand eight hundred thirty-one and one thousand nine hundred and fifty-four >> 1831 and 1954 >> [5, 1, 4] 

To try it yourself and make your own adjustments, I suggest using this repository, commits and bugs are welcome.

Conclusion

We looked at how you can improve the readability of text in speech recognition tasks, but you can find other applications for these solutions, such as punctuation for messages from chats. Approaches to the additional training of neural network models (transfer learning) are generally very general and are used everywhere (from content generation to the classification of anything).

Like many people who are fond of machine learning, I also started my telegram channel for notes and news from the ML world, where I invite you.

Links

• gradient doomed
• github with
punctuation
• github with denormalization

Small and capital letters Г,г. Recognition of polysemantic and unambiguous words.

Russian language. Writing training. Grade 1 Lesson 48
Subject. Lowercase and capital letters G, g. Recognition of polysemantic and unambiguous words.

Pedagogical goal

Create conditions for the formation of the ability to write capital and lowercase letters Г, г; use a capital letter in writing; promote the development of motor skills, phonemic hearing; promote discipline.

Type of lesson combined

Planned results (subject). Compare lowercase and uppercase, printed and written letters G; perform syllable-sound analysis of words with sound [r]; use a capital letter in proper names.

Personal results. Show goodwill, emotional responsiveness.

Universal educational activities (metasubject)

Regulatory: accept the learning task of the lesson and carry out its solution under the guidance of the teacher in the process of performing educational 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: are willing to listen to the interlocutor and engage in dialogue.

The main content of the topic, concepts and terms

Lowercase and capital letters Г, г, sound [г], printed and written letters, syllable-sound analysis of words, capital letter in proper names.

Educational resources. tables for writing letters, alphabet, subject pictures, threads, wire, plasticine.

Lesson script

1. Organization of the beginning of the lesson Preparation of the hand for writing.

Checking readiness for the lesson
(presence of the exercise book "Recipe 3" and pens on the table)

The call gave us a signal:

The hour has come to work.

So no time to waste

And we start working!

II. Statement of the educational task. Motivation of educational activity.

Conversation

- Today we continue our journey through the country of writing, where you learn to write letters beautifully and correctly. Why do you need to be able to write beautifully and correctly?

Rain poured down the woods,

Mushroom-mushroom has grown.

We will go to that forest,

We will find where he hid.

So as not to bake in a pie,

The mushroom has become a letter ... (G).

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

III. Actualization of basic knowledge

- At the reading lesson, you got acquainted with the letter G. What did you learn about it?

The letter G is in front of us

It stands like a poker.

S. Marshak

Mushroom stands in the middle of the path:

Head on a thin stem.

S. Marshak

– What does the letter G look like?

IV. Assimilation of new knowledge and ways of activity.

1. Finger gymnastics

– Prepare your hand for writing. Perform finger exercises "Crab".

Crab crawls, crawls along the bottom,

With one claw extended

(Palms down, fingers crossed and down. Thumbs towards you. Move the palms on the fingers in one direction, then in the other.)

2. Landing rules at the table while writing.

- Check fit, handle handling rules.

- Guys, get ready for the letter. Lay your notebook down. Sit up straight, take the handle correctly, put your hand on your elbow.

Raz – hand to eyes.

Two - the back is straight.

Hatching of drawings, work with a template according to the letter.

3. Work in "Recipe 3" (p. 23).

Analysis of the lowercase letter r.

– Look at the lowercase letter r. What elements does it consist of? Compare it to a printed letter.

Work in groups

Group I lays out a letter from threads and ropes, sticks it on a sheet of paper.

Group II - wire.

III group - from plasticine.

Presentation of work in groups. Children show their letters and analyze what elements the letter r consists of.

- Outline the outlines.

- Write the letter y in the air.

Lowercase G (p. 24)

– Write with the reverse end of a pen, following the exact direction of travel.

– Write a lowercase letter d.

- Write the syllables: ga, gu, ge, ch.

- Write the words geese , look .

– At home you can practice writing the lowercase letter g

Game. “Tell me a word”

It dried up in the hot sun

And breaks out of the pods ... (peas)

All migratory birds are blacker,

Cleans the arable land from worms,

The bird jumps all day on the pan,

Michael played football

And scored against … (goal).

4. Offer letter. Syllabic-sound analysis of words (p. 24).

- Read and write down the sentence:

Tanya, look - geese .

Work in pairs.

- Perform a syllable-sound analysis of the word
mushrooms .

Pair test. The couple who completed the task faster make a sound diagram at the blackboard with an explanation, answering the questions:

- How many syllables are there in a word?

- How many sounds are there in a word?

– What does the 1st syllable consist of?

– What does the 2nd syllable consist of?

- Write the word mushrooms in the singular.

Similarly, work is carried out with the word

sang .

Physical education game .

Children leave their desks, take turns writing letters on each other's backs with their fingers and guessing.

- Read the sentence.

- Write without errors the sentence from the printed font:

There are a lot of mushrooms in the forest

Game "Catch the sound"

- Determine the place of the letter g in words and characterize what sound it stands for.

Dwarf, guitar, toys, snowman, circles, circle.

What sound does the letter g stand for in the word circle? Why?

5. Speech development. Recognition of polysemantic and unambiguous words.

Problem situation.

- Look carefully at the pictures and say what and who you see in them. Think and explain why one word "chanterelles" means the name of several objects?

Well done! We've done a good job, now let's rest. We go to the forest.

(Children perform a physical education session to the sound of music "Baby in the Forest. Cuckoo" by P.I. Tchaikovsky)

Physical education session

A goblin was walking along the path,

Found a mushroom in a clearing.

One fungus, two fungus,

That's a full box.

Leshy groans: he is tired

Because he was squatting.

Goblin stretched sweetly,

And then he bent back,

And then he bent forward

And he reached the floor.

Left and right

Turned around. Well, fine!

Goblin did a warm-up

And sat down on the path

5. Individual work in "Recipe 2". Analysis of the outline and writing of the capital letter G (p. 25)

– Consider the capital letter G.

– Outline the elements of the letter.

- The uppercase (capital) letter G consists of
consists of two elements: a long smoothly sloping line with a rounded bottom, a transverse rounded line at the top.

- Write the letter G by elements: in the air,
on the board, in a notebook.

- Write the capital letter G in cursive.

- Write syllables with a capital letter Г:
Ga, Gi, Ge

point.)

– Read and write down the sentences:

Galya and Gena were picking mushrooms.

Gleb made a riddle.

7. Definition of sound (p. 25)

– Read the words. Determine which word has the sound [g].

- Write down the words.

Learn more

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  Children's learning letters
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  Number 2 games
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  Teaching letter sounds order
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  Capital letters alphabets