Literacy lesson “Vowel sounds [a], [u]”
Goals : to form the concept of a vowel sound, introduce children to the sounds [a], [u], consolidate graphic images of letters, the ability to clearly articulate vowel sounds, continue to determine the location of a sound in a word, consolidate the division of words into syllables, develop phonemic hearing and speech breathing .
Equipment : “autumn carpet” - whatman paper with leaves; ball; words divided into syllables; a set of pictures, a “sound mosaic” (3x3 field, yellow and green squares) for each child.
Progress of the lesson
Organizational moment (in a circle).
All the children gathered in a circle, I am your friend and you are my friend, Let's hold hands tightly and smile at each other.
Conversation about autumn.
- What time of year is it now? (Autumn).
- What is the weather like in autumn? (Warm, cold, rainy, cloudy, sunny...).
- What is autumn like? (Early and late).
- What's autumn like now? (Late). What are the signs of late autumn?
- What other name can there be for early autumn? (Gold). Why is she called that?
Dynamic exercise “Autumn leaves”.
- Let us now turn into beautiful multi-colored leaves and spin to the music. (Music sounds, children spin, an autumn carpet appears). - Guys, look what a beautiful autumn carpet. What leaves do you see? (Birch, maple, oak). “Let’s all blow on our leaves together now and arrange leaf fall.”
Surprise moment.
- Well done! Now help me collect all the leaves. Guys, look, the leaves are not simple, there is something on them. This autumn left us a message. Let's read it.
In one fairy-tale kingdom they lived - sounds and letters were friends, but one day something bad happened, a strong north wind blew, scattered, and split all the letters into pieces. The sounds became sad and sad. The fairy of the fairytale kingdom asked you guys to help her. But for this you need to complete all the tasks, for each correct answer you will receive a letter fragment.
— Guys, you know that every sound has its own letter? Why do we need letters and sounds?
- So, are you ready to help the fairy fairy? So autumn has left us some clues. What task do you think we will do first? (Numbered 1). The first leaflet is “mysterious” (On the carpet, on the chairs). Listen carefully, you need to solve riddles.
Working with sound [a].
Round, striped, taken from the garden, scarlet, sugar, green caftan, velvet. (Watermelon).
— What sound does the word “watermelon” begin with? [A]. What is the sound? (Vowel). Guys, why are sounds called vowels? (They can be sung; when we pronounce these sounds, the air comes out of the mouth freely, neither lips nor teeth interfere with it).
— Name the words that begin with the sound [a]. Well done.
Working with sound [y].
- Next riddle.
What is it with Galochka? A thread on a stick. Stick in hand. A thread in the river. The river Okunka will exchange her for a worm. (fishing rod)
- What sound does the word fishing rod begin with? [y]. What is the sound? (Vowel). Name words that begin with the sound [u].
Articulation gymnastics with mirrors.
- Guys, let's now pronounce our sounds (a, uh, au, wa). Well done guys, you completed the task, and here is the first letter fragment. Next leaf.
Game with the ball “Big - small” (on a large carpet in a circle).
Watermelon, iron, pineapple, duck, album, snail, orange, knot, smile.
- Well done, one more fragment. Next leaf.
Work in pairs.
- Now you and I will work in pairs, and we will divide into pairs in an unusual way, I have words in my hands, but they crumble into syllables. Look at each other and collect your word. For a correctly completed task you receive a letter fragment.
Game "Pyramid" (at tables, standing).
— You need to make a pyramid of pictures. At the bottom of the pyramid is a word that consists of three syllables, at the top of two, and at the top of the pyramid is a word of one syllable.
- Well done! Everyone completed the task, the fragment is yours.
Physical exercise.
— The next piece of paper “Sound” (on chairs, on a small rug)
Game "Catch the Sound"
- I will name the words, if you hear the sound [y] at the beginning of the word, you need to clap your hands. (Duck, letter, ears, ear, sound, pond, dill, hand). And now we will catch the sound [a], you will clap your hands if you hear it at the end of the word. (Sign, game, alphabet, alphabet, vase, book, car, doll). Well done! We have one more fragment.
- Guys, at the beginning of the lesson, golden autumn gave us a beautiful autumn carpet, let’s give autumn a carpet, but not a simple carpet, but a sound one. Go to the tables.
Finger gymnastics “Leaves”.
Game "Sound mosaic".
- If I name words with the sound [a], you put a yellow square, if the word begins with the sound [u], you put a green square.
Words: aster, ear, bus, duckling, alphabet, corner, Antarctica, coal, stork.
- Now check yourself, if you completed the task correctly, take the red circle, if you made a mistake, take the blue one. Well done! Here is the last fragment. Let's collect our letters. What letters did you get (A, U). What sound corresponds to the letter A, and what sound corresponds to the letter U? How do sounds differ from letters? (We hear sounds, but we see letters). Right. Now let's send our letters to the fairy-tale kingdom.
Author: Yulia Sergeevna Chernova, municipal budgetary preschool educational institution “Kindergarten No. 165” of a general developmental type, Barnaul, Russia.
The article is published in the author's edition.
Leisure activities in the senior group for children with special needs. Land of Vowel Sounds
Scenario for an event in the senior group for children with special needs “Land of Vowel Sounds”
Compiled by teacher-speech therapist MBDOU “Kindergarten compensatory type No. 22” of the Kineshma urban district Godneva Anastasia Evgenievna.
Goal: to consolidate children’s knowledge of vowel sounds and letters A, U, O, I, E, Y. Objectives: Correctional and educational: - consolidate the concept of “vowel sound”;
— consolidate the skill of determining the place of a vowel sound at the beginning of a word; - consolidate the spelling of vowels; Correctional and developmental: - develop phonemic perception, attention, general motor skills; Correctional and educational: - work on the formation of positive motivation for classes. Equipment: laptop, interactive whiteboard, stereo system, presentation, easel, pictures with magnets, pillows, cloud with snowflakes, letters on cardboard, decorations for letters, bumps (brown linoleum). Progress of the lesson:
1. Organizational moment. Psychologist: Say hello to the guests, Smile more cheerfully, Hand over the snowflake quickly, Call your neighbor affectionately by name. (Children stand in a circle and pass a snowflake) Psychologist: Guys, do you like to travel? Today we will take a fascinating journey through the land of vowel sounds. Do you agree? Children: Yes. Psychologist : What do you think you can use to travel? Children: By plane, bus, ship, hot air balloon, rocket, train. — You and I will go traveling, guess what? (the song “Locomotive Bug” sounds) - On the train. Psychologist: Oh, look, someone is already meeting us. (speech therapist enters in the role of “Zvukoznaika”) 2. Main part Zvukoznaika: Hello, children, hello, guests! Welcome to the land of vowel sounds. What sounds do you think live in magic houses, vowels or consonants? (On the board is a map with houses with letters.) Children: Vowels. Sound knower: Each vowel sound has come up with an interesting task for you. Tell me, what sound lives in the first house? Children: Sound A. Sound learner: And here is the first task. Look, there are bumps here. We will have to jump over the bumps and sing vowel sounds (A. O, U, I, Y, E). Whoever completes the task runs away to a magical clearing. (sit in a clearing with pads) BREATHING GYMNASTICS: “Blizzard” (Music sounds: “Blizzard”) Sound learner : Guys, listen to what that noise is. The weather is getting worse. The snowstorm is already approaching. Let's clear up the snowstorm. Let's blow on the snowflake all together, one at a time, girls, now boys. Blow quietly, blow long, short, puff out your cheeks and blow, blow without puffing out your cheeks. - UH! We have put in so much effort, and now it’s time to start assigning the “I” sound. (The song “Bukashka the Steam Locomotive” sounds, the children make a circle around the hall and end up visiting another sound) - The game is called “Catch the Sound.” Have your palms ready. - Clap your hands only when you hear the sound “I”; there is no need to catch other sounds. A-u-i-u-a—s-o-u-e-i-i-o-i-a-o-e-u-a-i-a-i-o-i-e-e- o-a-a-i-i-i-o. - And we completed this task! - And now the sound “Y” invites us to visit. (The song “Bukashka the Steam Locomotive” sounds, the children make a circle around the hall and end up visiting another sound) -What words do we have for this sound? - There are no correct words for this sound. Therefore, we will rest a little and play with our eyes. Stand in a semicircle (stand near the interactive board and watch a video for eye gymnastics, the animals run one by one through the winter meadow) - Watch the animals, don’t move your head. - Oh, our animals are completely lost in the winter forest. Let's help them find their home. In the first house with one window we will place residents whose name has only 1 syllable, in the second - 2 syllables, in the third - 3 syllables. (animals are moved using an interactive board). (The song “Bukashka the Steam Locomotive” sounds, the children make a circle around the hall and end up visiting another sound) - The sound “U” also invites us to find a house for pictures that begin with the sounds A and U. Name the picture and move it into the house. (watermelon, duck, orange, etc.) (The song “Bukashka the Steam Locomotive” plays, the children make a circle around the hall and end up visiting another sound) - The letter “O” has been waiting for us for a long time, but you can’t just go to it. We all need to tell the rule about sounds and letters. Children: We hear and pronounce sounds, and we see, write and read letters. - Oh, letters appeared, but where is ours? Help me find. (the letters are written on the board; you need to find the letter O and circle it). (The song “Locomotive Bukashka” sounds, the children make a circle around the hall and end up visiting another sound) - The letter “E” has a difficult task. Quickly complete the letters and get to the musical clearing. (they are adding letters, some elements are missing) - And now we will sing a song about vowel sounds. (AO, AI, AOUIE). Sound expert : -Guys, what sounds were we singing just now? Children: - Vowels Sound learner : - That's right, vowels. Why were they called that? Children: Because you can sing them. Zvukoznaika : Everything is very beautiful in my country. Let's decorate our letters too, but first let's play with our fingers. Finger gymnastics : One, two, three, four, five We came to the yard for a walk. We sculpted a snow woman, fed the birds crumbs, then we rode down the hill, and also rolled around in the snow. Everyone came home in the snow. We ate soup and went to bed. Children sit at tables on which their vowel letter is made of plasticine on cardboard and decorate the letter. Zvukoznaika : I am very glad that you were our guest. But it's time to say goodbye, goodbye. Children: Goodbye! (The song “Bukashka the Steam Locomotive” plays, the children make a circle around the hall) Psychologist: If you enjoyed the trip and you think that you have completed all the tasks, attach a red letter to the easel. Those who think that they still need to learn, practice, choose a yellow letter , and those who didn’t like traveling choose a blue letter.
We recommend watching:
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