Literacy training. Sounds, letters, syllables in the older group

Senior group. Senior preschool age. Children 5-6 years old

Summary of a literacy lesson in the senior group “Introduction to hard and soft sounds [s]-[s']” Dominant educational area: speech development Integration of areas: social and communicative development, cognitive development, speech, artistic and aesthetic development. Type of children's activities: gaming, communicative, cognitive Purpose: Teaching children...

Summary of a lesson on teaching literacy in a senior group based on the fairy tale "Geese and Swans" CLASS NOTES ON TEACHING CHILDREN'S LITERACY IN A SENIOR GROUP ON THE FAIRY TALE "GEESE AND SWANS"

PREPARED BY Speech-Language Pathologist N.V. GARBUZOVA OBJECTIVES OF THE LESSON: 1. To repeat and consolidate children’s knowledge about
sounds 2 . Promote the development of phonemic hearing and sound analysis 3 . Continue learning...

Calendar-thematic planning “Teaching literacy (reading)

Calendar-thematic planning for teaching literacy (reading) 1st grade (92 hours)

Calendar and thematic planning for literary reading, grade 1 (40 hours)

Planned results of mastering the course “Literary reading. Literacy training"

Personal

Students will learn:

• treat the traditions of your family with respect, with love for the place where you were born (your small homeland);
• speak positively about your homeland and the people inhabiting it;
• realize your belonging to a certain people (ethnic group); treat people of other nationalities with respect;
• show interest in reading works of oral folk art of their people and peoples of other countries.

Students will have the opportunity to learn:

• on the basis of works of art, determine the basic values ​​of relationships in the family (love and respect, sympathy, mutual assistance, mutual assistance);
• treat with pride the works of Russian classic writers known throughout the world;
• realize your belonging to a certain people (ethnic group); treat people of other nationalities with understanding; read with interest the works of other peoples.

Metasubject

Regulatory UUD

Students will learn:

• read the tasks presented on the titles, explain them in accordance with the lesson material being studied with the help of the teacher;
• accept the educational task of the lesson, reproduce it during the lesson at the request of the teacher and under the guidance of the teacher;
• understand the purpose for which it is necessary to read this text (it aroused interest in order to answer a question from a teacher or textbook);
• plan your actions at individual stages of the lesson with the help of the teacher, restore the content of the work according to a series of plot paintings (picture plan);
• control completed tasks based on a standard (sample) or according to an algorithm given by the teacher;
• evaluate the results of your own educational actions and the educational actions of your classmates (according to the algorithm specified by the teacher or textbook);
• identify known knowledge and skills from the topic of the lesson, determine the range of unknowns on the topic under study under the guidance of the teacher;
• record during the lesson and at the end your satisfaction/dissatisfaction with your work in the lesson (using emoticons, colorful chips, etc.), have a positive attitude towards your successes, strive to improve the result;
• analyze the reasons for success/failure using colorful chips, ladders, rating scales, and formulate them orally at the request of the teacher;
• with the help of a teacher, master positive attitudes such as: “I can do everything,” “I can still do a lot,” “I need to work a little more,” “I’m still learning,” “Everyone has the right to make mistakes,” etc.

Students will have the opportunity to learn:

• compare the goals stated on the title with the content of the lesson material in the process of studying it;
• together with the teacher, formulate the educational task of the lesson in accordance with the goals of the topic; accept the learning task of the lesson;
• read in accordance with the purpose of reading (expressively, in whole words, without distortion, etc.);
• collectively draw up a lesson plan, think through possible stages of studying the topic;
• collectively draw up a plan for retelling a literary work; monitor the implementation of actions in accordance with the plan;
• evaluate the results of your actions according to the scale and criteria proposed by the teacher;
• evaluate the results of peers’ work according to jointly developed criteria;
• highlight known knowledge and skills from the topic of the lesson, determine the range of unknowns on the topic being studied in a mini-group or pair.
• record your satisfaction/dissatisfaction with your work in the lesson during the lesson and at the end (with the help of scales, ladders, multi-colored chips, etc.), argue your positive attitude towards your successes, show a desire to improve the result in the course of completing educational tasks;
• identify known knowledge and skills from the topic of the lesson, determine the range of unknowns on the topic being studied in a mini-group or pair;
• analyze the reasons for success/failure using ladders and rating scales, formulate them orally at your own request; understand the meaning and purpose of positive attitudes towards successful work, use them in case of failure in the lesson, pronouncing them in inner speech.

Cognitive UUD

Students will learn:

• understand and interpret the conventional signs and symbols used in the textbook to convey information (conventions, highlighting, framing, etc.);
• read words and sentences meaningfully; understand the meaning of what you read;
• compare literary and scientific texts; find similarities and differences;
• compare an episode of a literary work with an illustration, with a proverb (saying);
• determine the character of a literary hero, naming his qualities; correlate his actions with the quality of his character;
• answer a question from a teacher or textbook on the topic of the lesson in 2-4 sentences;
• distinguish works of oral folk art from other works;
• demonstrate individual creative abilities when composing riddles, songs, nursery rhymes, fairy tales, in the process of role-playing and dramatization, and when completing project assignments;
• understand the meaning of what is being read, interpret the work based on reading roles.

Students will have the opportunity to learn:

• use in practical activities conventional signs and symbols used in the textbook to convey information;
• answer questions from the teacher and textbook, come up with your own questions;
• understand the figurative meaning of a figurative word, phrase or sentence, explain them independently, with the help of parents, reference materials;
• compare lyrical and prose works, fable and poem, folk and literary fairy tales;
• compare a literary work or an episode from it with a fragment of a musical work, a reproduction of an artist’s painting, with a proverb and saying of the corresponding meaning;
• create a short statement (or proof of your point of view) on the topic of the lesson of 5-6 sentences;
• understand the meaning of Russian folk and literary fairy tales, fables by I. A. Krylov;
• show individual creative abilities when composing boring fairy tales, composing rhymes, short poems, in the process of role-playing, when dramatizing and completing project tasks;
• correlate proverbs and sayings with the content of a literary work;
• determine the motive of the hero’s behavior using questions from the teacher or textbook;
• understand what is read, interpret the meaning of what is read, record the information read in the form of tables or diagrams (when comparing texts, understanding the structure of the text, etc.).

Communicative UUD

Students will learn:

• answer the teacher’s questions on the topic of the lesson;
• create a coherent statement from 3-4 simple sentences with the help of a teacher;
• hear and listen to your communication partner (activity), do not interrupt, do not cut off mid-sentence, delve into the meaning of what the interlocutor is saying;
• under the guidance of a teacher, join a group of peers to complete a task, show a desire to get along with interlocutors, not demonstrate superiority over others, communicate politely;
• evaluate the hero’s action using available evaluative means (good/bad, appropriate/inappropriate, moral/immoral, etc.), expressing your point of view;
• understand the general goal of the activity, accept it, discuss it collectively under the guidance of the teacher;
• correlate, in pairs or in a group, the performance of work according to the algorithm given in the textbook or written down by the teacher on the board;
• evaluate the quality of reading by role, retelling the text, and completing the project according to the scale proposed by the teacher;
• admit your mistakes, voice them, agree if others point out mistakes;
• use polite words in case of incorrectness “Sorry, please”, “Sorry, I didn’t mean to offend you”, “Thank you for the comment, I will definitely take it into account”, etc., find examples of the use of polite words and expressions in the texts of the works being studied;
• find the necessary information with the help of adults, in educational books, dictionaries; prepare a small presentation (3-4 slides) with the help of adults (parents, GPA teacher, etc.) on the topic of the project, voice it based on the slides.

Students will have the opportunity to learn:

• engage in communication in pairs or groups, ask questions for clarification;
• create a coherent statement from 5-6 simple sentences on the proposed topic; draw up 1-2 slides for the project, recording in writing the main provisions of the oral statement;
• listen to your communication partner (activity), record his main thoughts and ideas, arguments, remember them, bring your own;
• do not conflict, use polite words;
• express readiness to compromise, offer options and ways to resolve conflicts;
• use polite forms of address to participants in the dialogue; find examples of the use of polite words and expressions in the texts of the works being studied that describe a conflict situation;
• evaluate the hero’s action, taking into account his motive, using speech evaluative means (polite/impolite, worthy/undignified, sincere/deceitful, moral/immoral, etc.), expressing one’s point of view;
• accept and maintain the goal of the activity of a team or small group (pair), participate in the distribution of functions and roles in joint activities;
• jointly determine criteria for assessing the performance of a particular task (exercise); evaluate the achievements of peers according to developed criteria; evaluate the actions of literary characters according to the criteria proposed by the teacher, draw analogies with their behavior in various situations;
• find the necessary information through conversation with adults, through educational books, dictionaries, reference books, encyclopedias for children, via the Internet;
• prepare a small presentation (5-6 slides) with the help of adults (parents, GPA teacher, etc.) on the topic of the project, voice it based on the slides.

Contents of the training course

Types of speech and reading activities:

Listening (listening).

Listening perception of spoken speech (statement of the interlocutor, reading various texts). Adequate understanding of the content of spoken speech, the ability to answer questions about the content of the heard work, determination of the sequence of events, awareness of the purpose of the speech utterance. The ability to ask a question about an educational, scientific, educational or artistic work heard.

Reading:

Reading aloud.

A gradual transition from syllabic to smooth, meaningful, correct reading of whole words out loud (reading speed in accordance with individual reading pace), a gradual increase in reading speed. Compliance with spelling and intonation reading standards. Reading sentences with intonation highlighting punctuation marks. Understanding the semantic features of texts of different types and types, conveying them using intonation.

Reading to yourself.

Awareness of the meaning of a work when reading to oneself works that are accessible in volume and genre, understanding the purpose of reading. Determination of the type of reading (studying, introductory, viewing, selective). The ability to find the necessary information in the text Understanding the features of different types of reading: fact, description, addition of a statement, etc.

Working with different types of text.

A general idea of ​​different types of text: fiction, educational, popular science - and their comparison. Determining the goals and objectives of creating these types of text.

Practical development of the ability to distinguish a text from a set of sentences; Highlighting is capable of organizing different types of text. Predicting the content of a book by its title and design.

Independent determination of the topic, main idea, structure of the text; division text; into semantic parts, their titles. Ability to work with different types of information.

Participation in a collective discussion: the ability to answer questions, speak on a topic, listen to the speeches of comrades, supplement answers during the conversation, use text. Involvement of reference and illustrative materials.

Bibliographic culture.

A book as a special form of art. The book as a source of necessary knowledge. Educational, fiction, reference book. Elements of a book: contents or table of contents, title page, abstract, information about illustrators, illustrations. Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material).

Types of books (publications): book-work, book-collection, collected works, periodicals, reference books (reference books, dictionaries, encyclopedias).

Selection of books based on a recommended list, card index, open access to children's books in the library.

Working with the text of a work of art.

When working with the text of a work of art, children's knowledge should be replenished with literary concepts: simple information about the author-writer, the theme of the work being read, its genre, features of small folklore genres (riddle, joke, proverb, counting rhyme). Obtaining initial ideas about the visual and expressive capabilities of verbal art (about “painting with words”, about metaphor, comparison, personification, rhythm and musicality of poetic speech).

Characteristics of heroes using artistic and expressive means (epithet, comparison, hyperbole) of a given text, finding in the text words and expressions that characterize the hero and events, analysis (with the help of a teacher) of the reasons for the character’s actions, comparison of the heroes’ actions by analogy or contrast, identification the author's attitude towards the characters based on the name, author's notes.

A distinctive feature of this work is the formation of a system of positive national values, patriotism, based on the multinational unity of Russian society, including awareness of the concepts of “Motherland”, “defender of the Fatherland”, etc.

The result is the mastery of different types of retelling of a literary text: detailed, selective and brief (transmission of main ideas), isolating and comparing episodes from different works based on the commonality of situations, emotional coloring, and the nature of the characters’ actions.

Working with educational and popular science texts.

Determining the features of educational and popular science texts (transmission of information). Determining the main idea of ​​the text. Dividing text into parts. Definition of microthemes. Key or supporting words. Scheme, text model. Construction of an algorithm for text reproduction activities. Reproduction of text based on keywords, model, diagram. Detailed retelling of the text. Brief retelling of the text (selection of the main content of the text).

Speaking (culture of verbal communication).

Awareness of dialogue as a type of speech and monologue as a form of speech utterance. Features of dialogic communication: understanding the interlocutor’s question, the ability to answer questions posed, the ability to independently compose and ask questions based on the text. Independently constructing a plan for your own statement. Reflection of the main idea of ​​the text in a statement. Selection and use of expressive means of language (synonyms, antonyms, comparison, epithets) taking into account the monologue statement. Conveying impressions in a story about everyday life or a work of art.

An oral essay as a continuation of a read work, its individual storylines, a short story based on drawings or on a given topic.

The ability to listen, without interrupting, to the interlocutor and in a polite manner to express one’s point of view on the work being discussed or the answer of a classmate. Using norms of speech etiquette in educational and extracurricular communication.

Writing (culture of written speech).

Standards of writing: correspondence of the content to the title (reflection of the theme, setting, character of the hero), use of expressive means of language in writing (synonyms, antonyms, comparison, epithets) in mini-essays (narration, description, reasoning), a story on a given topic , review.

Children's reading circle.

The reading range from class to class gradually expands children's reading capabilities and their knowledge about the world around them, about their peers, about their lives, games, adventures, about nature and its protection, about the history of our Motherland, helping to accumulate the child's social and moral experience, gaining qualities of “reader independence”. Children's reading range includes works of oral folk art, classics of domestic and foreign literature, classics of children's literature, modern domestic works (taking into account the multinational nature of Russia), accessible to younger schoolchildren.

All works are grouped according to genre and thematic principles. Representation of different types of books: historical, adventure, fantasy, popular science, reference and encyclopedic literature; children's periodicals (optional).

The main themes of children's reading reflect the most important and interesting aspects of their lives and the world around them for a given age of children: works about the Motherland, nature, children, our little brothers, good and evil, humorous works.

Literary propaedeutics (practical development).

Formation of skills to recognize and distinguish such genres of literary works as fairy tales and short stories, poems and fables, plays, essays, small folklore forms (lullabies, nursery rhymes, proverbs and sayings, riddles); determination of artistic features of works: vocabulary, construction (composition).

Finding in the text, determining the meaning in artistic speech (with the help of a teacher) of means of expression: synonyms, antonyms, epithets, comparisons, metaphors, hyperboles, personifications, sound writing.

Prose and poetic speech: recognition, discrimination, highlighting the features of a poetic work (rhythm, rhyme).

Creative activity of students (based on literary works).

Instilling interest and the need to understand the author’s positions, the peculiarities of his vision of the world, a figurative worldview and a moral and aesthetic assessment of what is being described.

Interpretation of the text of a literary work in the creative activity of students: role-playing, dramatization, dramatization, oral verbal drawing, presentation with elements of an essay, creating your own text based on a work of art (text by analogy), composing a continuation of the text according to the beginning suggested by the teacher, written feedback on books read, television programs, films, short annotations to books read; first attempts at writing: own poems, fiction stories.

Developing in children the ability to foresee the course of development of the plot of a work, predict the theme and content of a book by its title and beginning.

Development of figurative ideas with the help of works of fine art and music.

Preparatory period (18h)

About speech

(oral and written). General idea of ​​language.

Sentence and word.

Dividing speech into sentences, sentences into words, words into syllables using graphic diagrams.

Syllable, stress.

Dividing words into syllables; stress in words (voice emphasis, prolonged and stronger pronunciation of one of the syllables in a word), determination of the number of syllables in a word.

Sounds and letters.

The idea of ​​sound, discrimination by ear and during pronunciation of vowels and consonants (hard and soft, deaf and voiced) sounds: the absence or presence of an obstruction in the oral cavity, the presence or absence of a voice, the syllabic role of vowels.

Isolating individual sounds in words (vowels and consonants), sound-syllabic analysis of words (establishing the number of sounds in a word, their nature, sequence), highlighting stressed syllables, correlating the audible and pronounced word with a model diagram reflecting its sound-syllabic structure.

Independent selection of words with a given sound, finding correspondences between spoken (and subsequently read) words and the presented sound-syllable patterns-models.

Merging a consonant sound with a vowel.

Familiarization with the letters of the five vowel sounds a, o, i, s, u, recognition of letters by their characteristic features (isolated and as part of a word, in different positions), correct correlation of sounds and letters.

Primer period

Reading training (63 hours)

Familiarization with the sounds [n], [n'], [s], [s'], [k], [k'], [t], [t'], [l], [l'], [r ], [р'], [в], [в'], [п], [п'], [m], [m'], [z], [z'], [b], [b' ], [d], [d'], [g], [g'], [w], [h'], [g], [th], [x], [x'], [ts], [sch'], [f], [f'], [e], [yu], [e], [i], [e].

Familiarization with the letters N, n, S, s, K, k, T, t, L, l, R, r, V, v, P, p, M, m, Z, z, B, b, D, d , G, g, W, w, Ch, h, F, g, J, th, X, x, C. c, Shch, shch, F, f. E, e, Yu, yu, E, e, I, I, E, e, b, b.

Reading “fusion” syllables with a vowel orientation, reading syllables with learned letters, reading words and sentences with learned letters.

The letter E is an indicator of the softness of the preceding consonant. The letter I is an indicator of the softness of the preceding consonant. Letter b. denoting the softness of a consonant. Soft sign in the middle of a word. Reading words with a soft sign. The letter E is an indicator of the softness of the preceding consonant. The letter Yu is an indicator of the softness of the preceding consonant. A soft sign is a dividing sign. Letters ь and ъ.

Post-letter period

Reading training (11 hours)

E. Charushin “How the boy Zhenya learned to say the letter “r”; K Ushinsky “Our Fatherland”; V. Kuprin “Slovenian First Teachers”, “First Primer”; A.S. Pushkin "Fairy Tales"; L.N. Tolstoy, K.D. Ushinsky Stories for children; K.I. Chukovsky “Telephone”, “Confusion”; V.V. Bianchi "First Hunt"; S.Ya. Marshk “Ugomon”, “Twice two”; MM. Pishvin “Pre-May Morning”, “Sip of Milk”; A.L. Barto “Helper”, “Bunny”, “Word Game”; S.V. Mikhalkov “Kittens”, B.V. Zakhoder "Two and Three".

Literary reading (40h)

Once upon a time there were letters (8 hours)

V. Danko “Mysterious letters”; I. Tokmakova “Alya, Klyaksich and the letter “A”; S. Cherny “Living ABC”, F Krivin “Why is “A” sung, but “B” is not”; G. Sapgir “About the Bear”; M. Boroditskaya “Conversation with a Bee”, I. Gamazkova “Who Screams?”, I. Gamazkova, E. Grigorieva “Living Hat”; S. Marshak “Bus number twenty-six.” Repetition and generalization from the section “Once upon a time there were letters.”

Fairy tales, riddles, fables (6 hours)

E. Charushin “Teremok”, “Mitten”. Small folklore genres (riddles, songs, nursery rhymes, fables). “Rhymes of Mother Goose” (translation by S. Marshak), A.S. Pushkin “Wind, wind...”, “The wind walks on the sea...”, “The squirrel sings songs...”, Repetition and generalization on the topic “Fairy tales, riddles, fables” »

"April! April! The drops are ringing" (5 hours)

A. Maikov “The swallow has rushed.” A. Pleshcheev “Rural Song”, A. Maykov “Spring”, “The Swallow Has Rushed...”; T. Belozerov “Snowdrops”. S. Marshak “April”. I. Tokmakova “Stream”, E. Trutneva “When does this happen?” A. Maikov “Christ is Risen!” General lesson on the topic “April! April! The drops are ringing."

Both jokingly and seriously (6 hours)

I. Tokmakova “We played laughing games.” Ya. Tayts "Wolf". G. Kruzhkov “Rrrry!” N. Artyukhova “Sasha the teaser.” K. Chukovsky “Fedotka”. O. Driz “Hello.” O. Grigoriev “Knock”. I. Tokmakova “Conversation between Buttercup and Bug.” I. Pivovarova “Kulinaki-pulinaki”.

K. Chukovsky “Telephone”. M. Plyatskovsky “Helper”. From old books. Repetition and generalization on the topic “Both jokingly and seriously.”

Me and my friends (7 hours)

Y. Ermolaev “Best Friend”. E. Blaginina “Gift”. B. Orlov “Who is first?” S. Mikhalkov “Sheep”. R. Sef "Council". V. Berestov “In a toy store.” V. Orlov “Friendship”. I. Pivovarova “Polite Donkey”. A. Barto “That’s how a defender is.” Y. Akim “My relatives”. S. Marshak “Good day”. According to M. Plyatskovsky “Angry Dog Bull”. Yu. Entin “About friendship.” Repetition and generalization on the topic “Me and my friends.”

About our little brothers (7 hours)

S. Mikhalkov “Trezor”. R. Seph “Who Loves Dogs.” V. Oseeva “The dog barked furiously.” I. Tokmakova “Buy a dog.” S. Mikhalkov “Important advice.” M. Plyatskovsky “Tsap-Tsarapych”. G. Sapgir “Cat”. V. Berestov “Frogs”. B. Lunin “Don’t offend anyone.” C. Mikhalkov "Important advice." D. Kharms “Brave Hedgehog”, N. Sladkov “Fox and Hedgehog”. Repetition and generalization on the topic “About our little brothers.”