Are there any sounds alive? Lesson on teaching literacy using electronic learning tools “Sound and letter Y. How does the rooster crow in the village? What is two times two?
We heard from the owl,
That there are no words starting with the letter Y.
Poems about the letter Y
But the letter Y is walking.
Without Y you will not learn.
Here's an axe.
The log is nearby.
We got what we needed:
The result is the letter Y -
We all should know it.
And the poor letter Y
Wanders around with a stick, alas.
In a little book
We won't place the bear.
We will replace I with Y -
Let's draw a mouse.
We asked the titmouse
We asked the owl
They couldn't figure it out
We need words starting with the letter Y.
In Russian, alas,
There are no words starting with “Y”.
The letter Y should not be at the beginning, the sound Y should not be in the middle of the word.
But both YOU and WE have met
That letter, tearing off the saffron milk
And gliding on fast skis
WE are passing the letter "Y"
The word contains "pants"
In the word "smoke" and in the word "bull",
YOU'RE USED TO THIS LETTER
Do you know this letter? The sound Y is at the end of a word
It is in the words "moles"
Remember the letter "Y"!
The letter "Y" has a strange sound: 
He is like “I”, but harder - Y.
D I m k u turns into d Y m k u, Sound Y - in the middle of the word
M I l u v m Y l o, a r I s - v r Y s s.
RY S - similar to Timka,
And I will say to RYSKA - scat!
D. Smiles
The mice came out of the hole,
nibbled on hearty cheeses.
And candy and beans,
And cutlets and mushrooms.
S. Tselishchev
The mouse came to visit the Otter,
I brought soap to the otter.
The OTTER gave the mouse a crumpet,
A fish, a vacuum cleaner and a lid.
A. Beshentsev
The cat dreamed of a full dinner:
Cheese with holes on the window,
The fish was fried in the oven,
The MOUSE sent rolls.
A. Mokhorev
I know: the bull and the mouse,
Soap, smoke, poke, balls.
Bittern, ski track, hole, baby...
There are a lot of words with letter "Y".
PUZZLES
These riddles need to be continued by substituting the required letter into the rhyme. Author - I. Ageeva
Walks with a stick, alas,
Letter by page...
Do you know this letter?
It is in the words: “moles,
"Beads", "cheese" and in the word "we".
Remember the letter...
Z The riddles must be continued by substituting the correct letter, the author is unknown.
I don't know what the secret is
There are no words for this letter
Only the letters are all important,
WE will remember the letter...
"Ъ" is stronger than steel,
He's covered in medals for his bravery.
Feats accomplished
He and his neighbor letter...
What kind of vowel is this?
Not simple, but double,
And I'm ready to swear -
It's not at the beginning of words!
TONGUE TWISTERS
To make it more fun and develop diction, learn tongue twisters
Mila washed the bear with soap,
Mila dropped the soap.
Mila dropped her soap
I didn’t wash the bear with soap.
Mom did not spare soap.
Mom washed Mila with soap.
Mila didn't like soap
Mila dropped the soap.
Dear Mila washed herself with soap.
Lathered up and washed off -
That's how Mila washed herself.
Lyudmila Kozlova
Literacy lesson using electronic learning tools “Sound [Y] and letter Y”
Program content:
Reinforce children's knowledge that a word is represented by a rectangle.
Introduce vowel sound"Y". Introduce vowel symbols sound"Y"- Red Square. Introduce print writing letters"Y". Give an idea of what sound and letter"Y" can be in the middle or at the end of a word. Learn to emphasize intonation sound"Y" in words. Learn to correlate the word pattern with the name of the drawn object. Develop phonemic hearing, attention, logical thinking.
1. Sound"U" slide 2
Name the objects. Name sound which is heard in every word.
Say the words again, saying sound"Y" more drawn out.
Which one sound? (Vowel) Why sound"Y" vowel? (Pronounced smoothly and drawn out, the air coming out of the mouth does not meet any obstacles).
2. Game "Give me a word" slide 3 – 4
Prompt for the word at the end of each poem. Name words - hints, emphasizing intonation sound"Y". Ask if there are words here that sound"Y" heard at the beginning of a word. Tell the children that in Russian there are no words whose names include sound"Y" would be at the beginning of the word.
3. Game "Riddles, objects, schemes" slide 5
Solve riddles.
White peas on a green stem. (Lily of the valley)
We don't sleep during the day, we don't sleep at night.
Day and night we knock and knock. (Watch)
There was a white house, a wonderful house.
Suddenly something knocked inside him,
And he crashed - and from there
A miracle ran out alive. (Chick)
She lives in Africa
And he still chews bananas,
Mischievous like a boy -
This clever...monkey.
Find the appropriate diagram.
Name words that have two syllables.
Name words that have three syllables.
Name the words in which sound"Y" in the middle of a word, at the end of a word.
Clarify that in Russian there are no words in which sound"Y" would have been at the beginning.
4. Letter"Y" slide 6
Focus children's attention on what they have letters"Y" There is sound"Y". Show the kids letter"Y" and read a poem.
5. Physical education minute. A game "We're running around" slide 7
Children perform movements according to the text of the poem.
6. Word schemes slide 8 -9
Name the items again. Show the corresponding diagrams.
Target. Clarify the articulation of sound [s]; teach children to divide a word into parts - syllables; practice forming plural nouns; introduce the letter s.
Equipment. A set of pictures, panels of letters, chips (sticks, buttons) 4-5 pieces for each child, scissors.
Progress of the lesson
I. Game exercise for the development of phonemic hearing.
Children stand in a circle. The teacher reads a poem.
We will clap our hands
If we hear the sound “o”.
For other sounds -
Let's lower our hands
And let's go in circles
One after another.
Isolating the sound [o] from a number of vowel sounds: [u], [a], ["], [o], ["], [o], [u], [o].
II. 1. - Today we are visiting a very interesting sound. It is never heard at the beginning of a word. He likes to hide among other sounds. Try to find him. (The teacher reads the poem, emphasizing the sound [s] with his voice.)
Invisible sound Hid in the clock. And his little brother is like a mustache for Grandfather.
Children name words with the sound [s].
2. Articulation of sound. When pronouncing the sound [s], the lips are slightly open, not tense, the teeth are slightly open, the tip of the tongue is behind the lower teeth, the root of the tongue is slightly raised to the palate, the air stream is directed to the tip of the tongue and does not meet any obstacles, the vocal cords vibrate.
Characteristics of sound. The sound [s] is a vowel.
III. 1. The teacher reads a poem:
I know, and you know, that there are no words that begin with the sound “s”.
But in words this sound occurs often. It can be heard in the middle or end of words. Let's look for words with this sound, guys.
On the typesetting canvas there are pictures with and without sound [s]. Children select the necessary pictures. They name what is depicted on them, emphasizing the sound [s] with their voice.
Approximate picture material: cheese, hare, mustache, flower, bottle, smoke, bicycle, melon, scales, lamp, lynx, mouse, woodpecker, reeds, fish, clock.
2. The teacher asks to determine the place of the sound [s] in words (middle or end),
3. Sound analysis of the word cheese (using a diagram - sound beads): intonational pronunciation of the word and determination of the corresponding scheme (a thread with three beads).
How many sounds are in a word? What is the first (second, third) sound? Determine the place of the sound [s] in the word, color the corresponding bead-sign red.
4. Formation of plural nouns.
The sound [s] is a very prosperous sound (vocabulary work: prosperous - rich). His neighbors have only one garden, but the sound [s] have gardens. (The teacher speaks as an example. Next, children form the plural.)
The neighbors grew a pear, and the sound [s] grew ... (pears).
The neighbors have a berry, and the sound [s] has ... (berries).
The neighbors have a flowerbed in front of the house, and the sound [s] has ... (flowerbeds).
The neighbors have a flower in their flowerbed, and the sound [s] has ... (flowers).
In the barnyard the sound [s] is not a cow, but... (cows); not a chicken, but... (chickens); not a sheep, but... (sheep); not a goat, but... (goats).
And at home the sound [s] is not a room, but... (rooms); not a sofa, but... (sofas), etc.
5. Dividing words into syllables.
Sound [s] - a great mathematician. He loves to share everything. He can separate an orange, an apple, a watermelon and even a small piece of candy. But more than anything else, he loves to share words. Each word consists of parts, and they are called syllables.
The sound [s] sits in a chair and begins to divide the words - he claps, beating each part of the word into his palms. Like this! (The teacher shows.) Moreover, remember, there are always as many parts (syllables) in a word as there are vowel sounds in it. The sound [s] knows this, so it divides words into syllables well.
The teacher shows pictures and (or) toys. First, together with the teacher, and then independently, children divide words into parts (syllables). In this case, children can use the following well-known techniques: tapping on the table or clapping their hands; bring your hand to your chin and record the blows of the lower jaw. Children lay out chips according to the number of syllables.
Words for dividing into syllables: ve-sy, my-shi, ly-zhi, fish-ba, kry-zhov-nik, bu-tyl-ka, u-sy.
The teacher invites the children to pronounce the words ski, mouse and determine what vowel sounds are heard in these words. (Sound [s].)
IV. 1. Introducing the letter.
The sound [s] is indicated by the letter s. This letter is always small. She lives in our house on the sixth floor in apartment No. 4. (Demonstration of the letter and placing it on the panel.)
The teacher suggests learning a poem about this letter:
“Y” - this letter s-y-taya, carries a full belly.
(M. Schwartz.)
2. Analytical and synthetic activities.
V. Exercise “Let's salt the soup” (to develop pinch).
The pot-bellied letter s loves to eat. Cooks soup and salts it (exercise). Boils potatoes and salts them (exercise). Make a salad and salt it (exercise). What else does the letter cook and salt? (Children list different dishes. After each answer, all children salt the named dish.)
