How to explain iotized letters in a playful way. Synopsis of the speech therapy lesson "iotated vowels"
Abstract speech therapy session
Topic: Iotated vowels.
Goals: 1. Give the concept of the formation of iotated vowels.
2. Give the concept of softening consonants through second-row vowels.
3. Development of phonemic perception.
4. Improving the ability to make sentences with these words to get
connected text.
Equipment:
vowel cards;
a picture depicting a father-bear and son Mishutka;
individual pictures with images of these animals;
the text of the verses with illustrations of vowel sounds (“girls” Alya, Olya, Ulya, Elya, Ira) and the sound [th];
photographs depicting the articulation of vowels and the sound [th];
material for the story "Kitten".
What is today's date?
What is the month?
And what day of the week?
Who is ready for class today to listen carefully and work well?
Game "Guessing"
In front of the children on the desks are vowels: A AND Y E U O. By the articulation of the speech therapist, find out the sound, show the corresponding letter and name it out loud. As a result of this game, a series of vowels should be obtained - A O U E Y. Comparison with a number of vowels on the board: A O U E Y.
Who completed the task?
Who knows how to recognize sounds well by the position of the lips and tongue?
3. - What do you know about these letters?
What do they serve?
Who do these vowels help: daddy bear or Mishutka?
Who will read these vowels for papa bear in his voice?
4. - What letter is left on the desk? (AND)
What do you know about her?
By appearance what letter does it look like? (on Y)
What do you know about her?
Poems with illustration
ii
And looks furtively
On a short sister:
She liked the beret
She doesn't have that...
5. About what story happened with all these letters and what came of it, we will learn today in class.
Once upon a time there were two sisters: I and Y. They were very similar. One of them decided to buy a beret. She bought a beautiful beret, changed clothes and became very proud. She now called herself briefly: [Y] and did not want to be friends with anyone. But it became boring and bad for her to live, she decided to make friends with someone. Went out for a walk, looks, stands beautiful girl and sings [A].
What is your name?
Alya. And you?
- [Y]. Let's be friends and sing along. I will be the first, and you will follow me:
[Y] [A]
The speech therapist connects the cards with sound images: [Y] [A].
What happened?
Chorus: "Me!"
Writes on the board below the first row
A O U E S
As a result of the speech therapist's story, there will be an entry on the board:
A O U E S
I am Ye Yu Ye
Buka I was afraid that she would not have a place, quickly paired up with Y.
A O U E S
I'm Yeo Yu Ye Yi
So it turned out two rows of vowels. They are very friendly with each other and do not like it if students confuse them.
Interesting story about letters?
Did you like it?
What is this story about?
Who guessed why these four letters are called the most cunning in Russian?
6. Let fairy-tale heroes rest and watch how you and I get the second row at our desks.
A speech therapist, using photographs with images of the articulation of vowels [Y], demonstrates the merging of sounds:
[Y] [A]; [Y] [O]; [Y] [U]; [Y] [E].
Children perform sound fusion in front of mirrors.
As a result of work on the desks, two rows of vowels are obtained:
A O U E S
I'm Yeo Yu Ye Yi
How did the letter I come about? Yo? YU? E?
7. So we learned how four such interesting and tricky letters appeared.
Now we will find out what kind of work they do. Today in class we will start talking about this, and we will continue in the next. We have the second row of letters.
What can you say about them?
Whose sounds are these? (Mishutkins)
Reading vowels I in the voice of papa bear.
How well papa-bear and Mishutka are doing. We are now also good at reading syllables:
A O U E S MA-ME
I'm YO YOU YE AND MO-MYO
What does the consonant sound like in daddy bear's words?
How does the consonant sound in the syllables of Mishutka?
What color are they marked with a square?
8. Reading by children in turn pairs of syllables. Instead of the letter M, the first consonant from the name of the reading child is taken.
9. The development of phonemic hearing (children with cards depicting a bear and a bear cub show the hardness and softness of the consonant in words).
SA SE LE MU MI GYA
FA DO Ryo GLU DRY SVA
10. Physical Minute
ball game
And now let's try to build the names of children. I propose a syllable for dad - a bear, and you - for Mishutka, the result should be the name of a boy or girl:
Wa-nya To-la Ko-la
Ga-la Ta-nya Va-sya
11. Work on compiling a coherent text
Mishutka went to visit his friend, carrying a gift, but the wind was blowing and several balloons flew away. We need to put them back in place.
CAT_NOK L_BIT
BARS_K M_U
GAME_M
Each student puts the ball - the letter in place, reads the received word.
Make a sentence with each word so that it turns out little story about a kitten that we have (a picture of a kitten on the board).
There is a kitten in our class. They named him Barsik. The kitten loves to lap up milk. He says "Meow!" we are playing with a kitten.
What can we say about our story?
Retelling of the compiled story based on words.
12. Summing up the lesson
The kitten also wants to know what tricky letters we met today in class. Tell him guys. (I'm Yeo Yu Ye)
Kitten cooked for you interesting task. He gives you balloon cards with these tricky letters on them. Try to shade them beautifully in the extended day group.
What did you like about the lesson?
Who is satisfied with their work in class?
6. Let the fairy-tale characters rest and watch how you and I get the second row at our desks.
A speech therapist, using photographs with images of the articulation of vowels [Y], demonstrates the merging of sounds:
[Y] [A]; [Y] [O]; [Y] [U]; [Y] [E].
Children perform sound fusion in front of mirrors.
As a result of work on the desks, two rows of vowels are obtained:
Ø How did the letter I come about? Yo? YU? E?
7. So we learned how four such interesting and tricky letters appeared.
Now we will find out what kind of work they do. Today in class we will start talking about this, and we will continue in the next. We have the second row of letters.
What can you say about them?
Whose sounds are these? (Mishutkins)
How well papa-bear and Mishutka are doing. We are now also good at reading syllables:
A O U E S MA-ME
I'm YO YOU YE AND MO-MYO
Ø How does the consonant sound in the words of daddy bear?
Ø How does the consonant sound in Mishutka's syllables?
Ø Square, what color are they designated?
8. Reading by children in turn pairs of syllables. Instead of the letter M, the first consonant from the name of the reading child is taken.
9. The development of phonemic hearing (children with cards depicting a bear and a bear cub show the hardness and softness of the consonant in words).
SA SE LE MU MI GYA
FA DO Ryo GLU DRY SVA
10. Physical Minute
ball game
And now let's try to build the names of children. I propose a syllable for dad - a bear, and you - for Mishutka, the result should be the name of a boy or girl:
Wa-nya To-la Ko-la
Ga-la Ta-nya Va-sya
11. Work on compiling a coherent text
Mishutka went to visit his friend, carrying a gift, but the wind was blowing and several balloons flew away. We need to put them back in place.
CAT_NOK L_BIT
BARS_K M_U
Each student puts the ball - the letter in place, reads the received word.
Ø Make a sentence with each word so that you get a small story about a kitten that we have (a picture of a kitten on the board).
There is a kitten in our class. They named him Barsik. The kitten loves to lap up milk. He says "Meow!" we are playing with a kitten.
Ø What is the name of our story?
Retelling of the compiled story based on words.
12. Summing up the lesson
Ø The kitten also wants to know what tricky letters we met today in class. Tell him guys. (I'm Yeo Yu Ye)
Ø The kitten has prepared an interesting task for you. He gives you balloon cards with these tricky letters on them. Try to shade them beautifully in the extended day group.
What did you like about the lesson?
Who is satisfied with their work in class?
Marina Vladimirovna Chekanova
Synopsis of the speech therapy lesson "Iotated vowels"
Chekanova M.V., teacher - speech therapist
Nefteyugansk
preparatory group
Topic: « Iotated vowels»
Target: to systematize children's knowledge about ioted vowels YOYUYA at the beginning of a word in strong position.
Tasks:
educational:
The ability to identify sounds at the beginning of a word in a strong position, denoting a combination of sounds letters.
Correction-developing:
Develop phonemic awareness through differentiation iotated vowels;
Develop the articulatory apparatus and fine motor skills fingers with the help of gymnastics with bioenergetics.
Educational:
To cultivate the ability to answer with a full answer, to listen to the answers of comrades.
Methods:
Verbal - conversation, explanation.
Visual - multimedia presentation, stones-sounds, syllables, elements letters, models of houses with letters E,Yo,Yu,I
Practical - the implementation of artik. exercises, tasks to determine the sequence of sounds, syllables; construction letters.
Technology:
Health saving (articulatory, breathing exercises, physical minute)
Computer techologies (slide presentation)
Gaming (didactic games, verbal)
The course of direct educational activities
Introductory part.
Guests have come to us, we will say hello to them.
How else can you say hello?
Good afternoon, hello, hello, nice to meet you
And yogis, for example, greet in this position. (slide)
And who are yogis?
Let's work like yogis, but not with our feet, but with our hands and our tongues.
Articulation gymnastics
Main part.
1. Make a sentence about yoga. (SCHEME)
What does the offer consist of? (Sentence consists of words)
How are words separated from each other? (Pauses. How many pauses, so many words)
2. Name a word that has a Y sound.
Name the first sound in the word YOGI.
What he is, remember.
How vowels sounds different from consonants?
Fizminutka.
Split into two teams: Command I-short, command vowels.
Before you are two trees - with red apples (articulation patterns vowels) and with greens. Whose team will pick apples faster.
Teams stand opposite each other, holding "apple sounds"
Can we combine the I-short sound with vowels? (children's answers)
Let's find out
Look at the screen. Name the first sound in the word APPLES, the second.
Sounds YA.
Get out those guys who have these in their hands "sounds are apples".
Same with others iotized letters
Hedgehog, the sound of YO.
Skirt, YU sound.
Spruce, sound YE.
Conclusion: Whether u-short is combined with vowels sounds at the beginning of a word?
What happens when we pronounce two sounds? (First a small obstacle, a stumble, and then the sound drags on)
The game "Humbling"
In what cases did we hear 2 sounds in words?
3. Game "Let's bring sounds into the house".
Each house has its own name.
What sounds will we settle in the house with letter I? (YA, YO (YO, YO (YU)
Conclusion: With which letters"are friends" YA sounds (With letter I)
4. Game "Name the words"
Name the words that start with YA (apple, yacht, Yana, Yasha)
YO (hedgehog, hedgehog, tree, ruff)
YE (spruce, raccoon, food, Emelya)
YU (Julia, Yula, Yura, humor, young)
Final part.
What kind letters denoted by two sounds at the beginning of a word? (E, Yo, Yu, I)
Related publications:
Abstract of a lesson on teaching reading and speech development of preschool children "Vowels and consonants" Topic: "Vowels and consonants". Word game. Fairy tale "Kuroch-ka-Ryaba". purpose: consolidation of knowledge about the sounds of vowels and consonants, memorization.
Considering the principle phased formation mental actions and the principle of consistency, acquaintance with sounds and letters takes place in a certain sequence. Start of each lesson- the message of the topic, during which the studied sound is distinguished by ear.
To get acquainted with sounds, you can use riddles, the answers of which begin with the sound of interest; poems with a certain sound repeated many times; stories that focus on auditory perception this sound. At the same time, the sound is associated with a specific image and is pronounced by imitation (“water song” - [C], “mosquito song” -).
When studying vowel sounds and iotated vowels, phonetic tales for preschoolers can help in the work (see below). Since the topic "Iotated vowels" is difficult for children preschool age, you just need to “touch” it (introduce it to the letters), explaining that the guys will learn about all the “tricks” of these letters later - at school. For phonetic parsing words should be chosen without iotated vowels.
After determining the topic of the lesson (selecting a sound by ear), the children are invited to pronounce the sound and pay attention to the position of the articulatory organs. In the course of work, children answer questions that aim each child not at a simple pronunciation of a sound, but at the need to analyze, “feel” its articulation, for example: “What is the position of the lips (tongue)?” Thus, the acquired knowledge becomes conscious, as it is formed on the basis of clear auditory and kinesthetic (motor) sensations. At the same time, the speech therapist not only pronounces the sound with the children, but, imitating the position of the tongue with his hands, focuses their attention on significant points.
The next step is to get acquainted with the characteristics of the sound. For example: sound [A] - the mouth is open, the tongue lies calmly, the air does not meet obstacles, the sound can be sung with a voice (the speech therapist "conducts" and sings the sound higher and lower together with the children). An explanation is given that such a sound is called a vowel.
Purpose: to clarify the similarities and differences between vowels of the I and II series.
Introduce the sound composition of vowels of the II row;
Develop phonemic perception;
Develop skills language analysis and synthesis;
Learn to draw conclusions, listen and understand others;
Develop memory, attention and thinking.
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Summary of GCD on teaching literacy
Educator:
The date of the:
Topic: Iotated vowels at the beginning of a word (E, Yo, Yu, Ya)
Purpose: to consolidate knowledge about iotated vowels at the beginning of a word.
Organizing time:
Main part.
Educator: - Once the brothers-sounds Y went to the forest. Wandered and wandered and got lost.
One went to the clearing and met the sound A, he also got lost. They joined hands and went together to find their way home.
Y + A .... / children pronounce sounds together in unison /.
What letter can we designate these two sounds? (I) /exhibited picture/
On the way home, they picked berries.
Another brother Y went to the river and met there the sound of E, who was fishing. He agreed to walk Y home. And they went together
Y + E ... / children pronounce sounds together in unison /.
What letter can we designate these two sounds? (E) /exposed picture/
They took the ruffs they caught home.
The third brother in the thicket of the forest met the sound O, who was picking mushrooms.
Together they went along the path, met a hedgehog and he showed them the way to the house.
Y + O .... / children pronounce sounds together in unison /.
What letter can we designate these two sounds? (Yo) /exhibited picture/
And another Y went to the stream, where the sound U was drawing water. He happily agreed to take Y out of the forest.
Y + U ... / children pronounce sounds together in unison /.
What letter do we designate these two sounds? (Yu) /exhibited picture/
They met nimble mice and a squirrel that was spinning like a top.
All the sound brothers successfully reached the house and were very glad to meet them. They introduced each other and with new sounds-friends. They said what they saw along the way.
We were picking berries.
We caught ruffs.
We met a hedgehog.
We saw nimble mice.
Let's repeat what two sounds can be denoted by the letters E, E, Yu, Ya.
Ye Ye Yu Ya
[th] [e] [th] [o] [th] [y] [th] [a]
And now let's remember when our letters are denoted by two sounds.
At the beginning of a word (give examples of words)
After a vowel (give examples of words)
After b and b signs (give examples of words)
Let's practice.
Find in the sentences of our brothers words in which their vowel friends will denote two sounds.
Berries, ruffs, hedgehog, nimble.
- Children in a chain come up with words that begin with E, Yo, Yu, Ya. Write down and lay out the letters into sounds.
For example: apple, anchor, core, ash, Egor, raccoon, spruce, hedgehog, Christmas tree, container, whirligig, youth, Jupiter, cabin boy…
- Analysis of vowel sounds.
Yana and Yulia went for berries.
Egor eats apples and apricots.
Yasha decorates the Christmas tree.
Elisha is on the bus.
The lizard is very nimble.
Elena bought a bright skirt.
3) Laying out words from cut letters.
YU
4) Divide the words into two columns: 1 - where our vowels will denote one sound, 2 - denote two sounds. Words can be given on cards, written on the board, or dictated.
For example: pit, summer, Egor, cabin boy, buttercup, ice, hedgehog, yarn ...
III. Summarizing
What letters were you talking about?
- In what cases do they form two sounds?
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