How to explain to a child what a sentence is. The system of working on a proposal with children of senior preschool age

Class: 1

Target: Formation of the concepts of “word” and “sentence”.

Tasks:

• improve ability to do it right sound analysis words, coordinate words in a sentence, determine the type of sentences by intonation.
• Develop literate writing skills, attention, logic of thinking, speech and broaden the horizons of students through subject integration.
• Bring up interest in the subject, curiosity, independence, ability to work in a team, a sense of mutual assistance.

Methods: exploratory, consultant method

Forms: individual, frontal, work in pairs, in a group.

Equipment: computer, multimedia projector, slides, task cards, school supplies, colour pencils.

Type of lesson: lesson-journey.

During the classes

I. Organizational moment

Teacher: Guys, do you like adventures?

Teacher: Do you want to go on a sea voyage?

Teacher: Are you ready to show your knowledge and skills?

Teacher: When sailors set sail, they are usually told "Fair wind and fair weather." And who knows what the word "passing" means?

Children: children's answers

Teacher: Before us is a sea route. (Slide 2) This is the map of our journey.

- Why do you need a map? (To travel.)

– And for what? (Find treasure.)

Let's try to find him!

- Before we go on a trip, we need to study the map.

What islands will we meet on our way? (Island of Sounds and Letters, Island of Words, Island of Suggestions.)

The task of our journey is to repeat the sounds and letters, to consolidate knowledge about the word and sentence.

- Let's go on a trip. (Slide 3)

Who is on our way?

Our ship is equipped with modern technology. Let's turn to the electronic encyclopedia and find out about this inhabitant.

(Slide 4 with a picture of a sea urchin)

Teacher: Sea urchins belong to the class of invertebrates such as echinoderms. The body is spherical, disc-shaped or heart-shaped (diameter from 2–3 mm to 3 cm), covered with plates with movable needles. They live at the bottom of the seas.

- On the way of which island did we meet a sea urchin?

Teacher: What two groups are sounds divided into? (ch., acc.)

What sounds do we call vowels? What consonants?

- Well done! You and I will end up on the island if we complete the task of the sea urchin.

Exercise 1: Perform a sound-letter analysis of the word sea.

Teacher: Before proceeding to the analysis, let's say this word.

- How many syllables are there in a word? Say the first syllable, the second.

How do we designate vowel sounds in the diagram? How are the consonants? What is the bell for?

And now you have handouts on your desks for compiling a sound model of a word. Make a sound model of a word sea.

We work in pairs.

Examination.

(To the board, call the pair that makes a mistake in drawing up the model.)

- Find the mistake.

We analyze the error and prove([m] - acc., tv, ringing, [o] - ch., beat, [r "] - acc., soft, sound, [e] - ch., unud.) How much is in this word letters? How many sounds?

Now open your notebooks. Find a starting point. write down the word sea (call a student).

– Here we are on the island of “Sounds and Letters”. And the sounds offer us a little rest. (Slide 5)

Physical education (alphabet)

Who remembers which island is next?

- Let's check. (Slide 7)

- What do you know about the word? (What does a word consist of?) When does it consist of sounds? When from letters?

“And who is it that swims towards us?”

(Slide 8 with an image of an octopus)

Children: Octopus.

Teacher: Who knows why this animal got such a name? Let's turn again to the electronic encyclopedia.

Teacher: Octopuses belong to the order of marine molluscs of the class of cephalopods. There are 8 long tentacles (arms) on the head. The body length is from 1 to 60 cm, and with tentacles - up to 5 meters. There are poisonous species that are dangerous to humans.

- Guys, we will end up on the island of words if we complete the task of the octopus.

Listen carefully.

Task 2:

We are shorties,
We will be glad if you
Think and find
Both beginnings and ends.

Teacher: Guys, in front of you are words that have crumbled. Collect them and write them down. Everyone works independently.

(Consultant introduced)

Examination: correct execution on the board. Compare your work with the option on the board.

Teacher: Well done! Here we are on the island of “Words” (Slide 9)

What did you do to get the word? (Changed letters.)

Let's say again what words are made of? When from letters? When from sounds?

“I suggest you get some rest.

- Now I will name the words. If the word is related to the marine theme, then you clap your hands. If not, then you stomp with one foot.

Water, ship, desk, sailor, teacher, school, sails.

- Well done!

(Slide 11 depicting a starfish)

Children: Starfish.

- And again we turn to the electronic encyclopedia.

Teacher: The starfish belongs to the class of invertebrates such as echinoderms. The body is brightly colored, in the form of a star (up to 50 rays) or a pentagon. And they live at the bottom of the seas and oceans.

What else is a star? (a star on a Christmas tree, in the sky, artists ...)

- To get us to the island of proposals, we need to complete the task.

Task 3:

Only letters - those in these lines
Given no more than once,
They will help you quickly
Secret follow the order. (read 2 times)

Teacher: What do we need to do? Who can explain exercise?

Z P S B G S U P D Z L?
P Z C P R G P A F F G P P O F M?
M M L Z Z E SH SC N E M E I?

(Letters are printed on cards, located on the board. Children choose a letter that does not repeat and put it in front of each line.)

- Read what we got on the first (second, third) line (be an enemy, laziness).

What is written on each line? (Word.)

What can be made up of words? (Sentence.)

– What is an offer? (A sentence consists of words and expresses a complete thought.)

Can you make a sentence out of these words?

- Make an offer. Prove that you have made an offer. I only see 3 words.

- What is the point of this proposal? (Children's answers.)

Teacher: Every person, in order to achieve something in life, must work, and for this he must be an enemy of laziness.

What are the three rules for writing a sentence?

1) I write the beginning of the sentence with a capital letter.

2) The words in the sentence are written separately.

3) Put a period at the end of the sentence

Teacher: Write this sentence in your notebook. (One student is called to the board.)

- Here we are on the island of Proposals (Slide 12)

- I suggest you swim a little with the fish

Physical education minute

"Fish"

The fish swam and dived
In warm, sunny water.
They will shrink, they will unclench,
They will bury themselves in the sand.

We continue our sea voyage.

- And here is a new meeting.

- Who is it?

(Slide 15 with a picture of a jellyfish)

Let's turn to the electronic encyclopedia.

- A jellyfish has a body in the form of a bell or an umbrella, gelatinous, with a diameter of several mm to 2.5 meters. Along the edges of the umbrella are tentacles that can cause burns.

- Medusa also offers us a task.

Task 4
You need to make a sentence out of words and choose the right sign at the end of the sentence.
Each group was given a set of words and punctuation marks.

Group work

Verification Representatives from each group place their proposal on the board.

Teacher: What did we make? (suggestions)

- Read the first group of your proposal.

- Prove that this is a proposal.

- Read the second group of your proposal.

What sign was put at the end of the sentence? Why?

- Read the third group of your proposal.

What sign was put at the end of the sentence? Why?

(if there is time: you can write these sentences differentially and create a problem situation by removing one word from the sentence.)

“So our journey has come to an end. (Slide 16)

While we return, let's sum up our journey.

What did they repeat about the word and sentence?

- What interesting things did you learn during the sea voyage?

– Do you think we benefited from our trip today? What?

“Look, our map has changed. Because we found a treasure!

(Slide 17)

- This is your school! Where you can travel, make discoveries. Teachers and books will help you with this.

- And if you want to learn more about marine life, you can take encyclopedias from the school or city library.

Each student has two yellow starfish on their desk, gray color. Who believes that he has benefited from our journey and will be able to distinguish a word from a sentence - pick up the yellow star.

Who still cannot distinguish a word from a sentence, raise a gray star.

1. The words in the sentence are related in meaning. To make a sentence out of words, words need to be changed.

2. The first word in a sentence is written with capital letter. Put a question mark, period, or exclamation mark at the end of a sentence.

3. Proposals consist of main and secondary members of the proposal. The main members of the sentence form the basis of the sentence.

4. Pronunciation is how we speak, pronounce the word. Writing is how we should write the word.

5. Sounds, during the pronunciation of which only a voice is heard (without noise), and the air passes freely in the mouth, are called vowels. A vowel makes a syllable. There are six vowels: [a], [o], [y], [s], [i], [e]. There are 10 letters denoting vowel sounds: a, o, y, s, i, e, e, e, u, i.

6. There is only one vowel in a syllable. There are as many syllables in a word as there are vowels in it: o-sy - [o-sy].

7. Sounds, during the pronunciation of which the air meets an obstacle in the mouth (lips, teeth, tongue) and only noise is heard - [s] or voice and noise - [h], are called consonants. Consonant sounds are denoted by letters: b, c, g, e, g, z, d, k, l, m, n, p, p, s, t, f, x, c, h, w, u.

8. Word wrap. You can transfer words from one line to another only by syllables: morning-ro, kas-sa, magazine. One letter cannot be left on a line or transferred to a new line. Transfer like this: radio, wow. The letters -Y- and -b- during transfer cannot be separated from the letters in front of them. Transfer like this: tea-nick, construction, boy, porch.

9. One syllable in a word is pronounced more strongly than others. Such a syllable is called stressed. the remaining syllables are called unstressed. The stress mark is placed above the letter that denotes the stressed vowel sound. The accent mark is not put if the word has one syllable or there is a letter -ё-.

10. Spelling is the spelling of words according to certain rules.

11. Names, patronymics and surnames of people, nicknames of animals are written with a capital letter. These are all proper names. The names of streets, villages, villages, cities and rivers are proper names. They are capitalized.

12. There are 33 letters in the Russian alphabet. Each has its own place and name. What is the correct name for them:

Aa (a), Bb (be), Vv (ve), Gg (ge), Dd (de), Her (e), Yoyo (yo), Zhzh (zhe), Zz (ze), II (and), Yy (d), Kk (ka), Ll (el), Mm (em), Nn (en), Oo (o), Pp (pe), Rr (er), Ss (es), Tt (te), Yy (y), Ff (ef), Xx (ha), Tsz (tse), Hh (che), Shsh (sha), Schsch (shcha), b (hard sign), Yy (s), b (soft sign ), Uh (e), Yuyu (yu), Yaya (me).

13. The letter -ь- (soft sign) does not indicate a sound. a soft sign shows that the consonant in front of it is pronounced softly: coal - ugo [l′]. The softness of consonants is also indicated in writing by the letters e, e, and, u, i, b (soft sign), but only if they are after them: [l′]ev.

14. The letters e, e, u, i at the beginning of a word or after a vowel sound denote two sounds: e - [y′e], ё - [y′o], yu - [y′y], i - [y′ a].

15. We write letter combinations zhi and shi with the letter - and. This must be remembered.

16. We write letter combinations cha and shcha with the letter - a, chu and shu with the letter -y. This also needs to be remembered.

17. In the letter combinations CHK, CHN, SCHN, the soft sign is not written.

18. Consonants are voiced and deaf. voiced are pronounced with a voice and noise, deaf - with noise. Voiced and voiceless consonants form pairs:

(voiced) [b], [c], [g], [d], [g], [h]

(deaf) [n], [f], [k], [t], [w], [s].

There are unpaired voiced [p], [l], [m], [n].

Unpaired deaf: [c], [h], [u], [x].

19. At the end of words, paired consonants are pronounced muffled. To correctly designate paired consonant sounds at the end of a word, they need to be checked. To do this, you need to change the word so that after the consonant there is a vowel: slolB - table [WOULD].

20. Our speech consists of sentences. Sentences are made up of words. Words in our language are divided into groups, or parts of speech: nouns, adjectives, verbs, prepositions and other parts of speech.

21. Words can name people and animals, things, natural phenomena, actions and qualities. To them, you can ask the question WHO? or WHAT? In grammar, such words are called nouns. A noun is a part of speech.

22. Words that designate signs of objects are adjectives. The adjective is a part of speech.

23. Words that denote the actions of objects are verbs. A verb is a part of speech.

24. The words ON, B, FROM, ABOUT, ON, FROM, K, U, FOR, O, UNDER, OVER, C are prepositions. Prepositions serve to connect words in a sentence. Prepositions are written SEPARATELY from other words. A preposition is a part of speech.

Methods of familiarization with the word and sentence in the preparation of preschoolers for literacy

Among the prerequisites important for mastering literacy is the child's awareness of speech reality and its elements: sounds, words. Awareness of linguistic reality has great importance for the mental development of the personality as a whole, provides high efficiency speech development and the success of the subsequent systematic study of the mother tongue course. Awareness of speech reality, language generalizations (verbal and sound composition of speech) occurs in the process of practical mastery of various language systems by the child already at preschool age. The reader operates with the sound side of the language, and reading is the process of recreating the sound form of a word according to its graphic (letter) model. Hence the need for preliminary acquaintance of children with the sounds of their native language.

Literacy begins not when they try to make a child remember a letter, but when they say to him: “Listen to how the titmouse sings!”. All exercises are carried out in the game room, entertaining form with elements of competition, as game techniques and didactic games constitute the specifics of preschool education. Children learn by the number of claps or by a given syllable to come up with a word, select pictures whose names have a given sound or syllable.

Conducting classes using visual aids and game techniques makes it possible to maintain working capacity for 30 minutes even in children with unstable attention and quickly exhausted nervous system. program material digested more easily and quickly, expands vocabulary, sound analysis and synthesis of syllables, features of the lexical and grammatical structure of speech are more firmly assimilated, independence of thinking is activated.

Methodology frontal exercises involves an integrated approach combined with visual and game techniques.

In the course of the lesson, the basic principle of education is realized - the principle of observing the triune task: education, development, training. The sequence in the work on familiarization with the sentence is similar to the sequence of familiarization with the word. First you need to extract the sentence from the flow of speech. For this purpose, a ready-made or compiled together with the children is offered. short story by the picture. (Appendix B).

The story is pronounced clearly, with intonational emphasis on each sentence. Questions are then asked for each proposal. The teacher offers to listen to the story again, reports that there are three sentences in it, that our speech consists of sentences, we speak in sentences; every sentence says something.

Then the children themselves make up sentences using pictures, toys. And every time the educator helps them to establish who or what the proposal is about, i.e. isolate the semantic side of the sentence.

In the future, children are trained to determine the number of sentences in the finished text. The text is pronounced with pauses, and the children indicate the sentences on the diagrams. Then the correctness of the task is checked.

To consolidate ideas about the proposal, such techniques are used as: inventing sentences with given word; inventing a sentence that would begin with a certain word; drawing up a proposal for two pictures; drafting proposals for "live scenes".

The syntactic side of speech is improved, first of all, in the process of learning coherent speech and storytelling. Examining works of art, participating in a conversation about what they have read, the child communicates with an adult, answers a variety of questions that encourage the use of different parts of speech, various designs offers. Particularly important are the so-called problematic questions (“Why?”, “Why?”, “How?”), which prompt to establish causal, temporal and other significant relationships and dependencies and use complex sentences to designate them in speech. E.I. Tikheeva suggested, in addition, to use special exercises for the distribution and addition of sentences. These exercises are carried out in a group preparatory to school.

All these techniques are accompanied by the selection of sentences, their counting, analysis of semantic content. Mastering the word sentence prepares children for the analysis of the verbal composition of the sentence.

The method of familiarization with the verbal composition of sentences.

In the process speech communication children pay attention, first of all, to the content, the meaning of what they hear in the speech of others and what they themselves say. When they get acquainted with the verbal composition of the sentence, they begin to realize not only the content of speech, but also its form.

The first classes, in which preschoolers learn to highlight words in a sentence and make sentences out of words, are conducted using visual aids - pictures, toys. In the future, all greater place engage in oral exercises and speech games.

A further complication of work on the verbal composition of a sentence is that children single out words in a four-word sentence, learn to name them sequentially and broken down, and also make sentences from a given number of words (two, three, four). The last form of work is very important, since the awareness, the arbitrariness of the composition of the proposal has a high level here.

From the very beginning, it is advisable to use diagrams. Children are explained that a sentence can be drawn to find out how many words it contains. The teacher draws lines on the board according to the number of words in the analyzed sentence and says: “One line means one word. There are three lines, so there are three words in the sentence. The first word is indicated not by a simple line, but by a line with a corner; a period is put at the end of the sentence.

Gradually, children develop the ability to analyze the composition of a sentence without relying on visual material. The mental action of analysis begins to take place in the inner plane.

The following methods are used throughout the training period:

Clear pronunciation of words with a pause;

Pronunciation of words under the claps;

Sequential naming of words in a sentence;

In a loud speech, to yourself;

Pronunciation of words in rows;

Whispered proposal analysis;

Making sentences with a given word;

Drawing up proposals for a "live scene";

Jumping rope;

Tapping a drum or tambourine as many times as there are words in a sentence.

In this way, special education helps preschoolers overcome the difficulties they experience when isolating words from sentences.

2nd grade

Topic."Sentence. Punctuation marks at the end of sentences."

Goals. To consolidate knowledge about the types and composition of speech; give the concept of a sentence; introduce punctuation at the end of sentences; develop the creative abilities of children; learn to analyze, compare and reason; nurture the desire to independently acquire knowledge.

DURING THE CLASSES

I. Organizational moment

Teacher. What color would you color your mood? Write it down.

The children are doing the task.

II. Lesson topic message

U. The topic of our lesson - "Sentence. Signs that are placed at the end of sentences" - is written on the board. Today we will work creatively, compose, play and even draw.

III. Repetition of the material covered

U. But first, let's review what you already know from the previous lessons. How do animals communicate?

Children. Animals communicate using sounds.

U. How do we express our thoughts?

D. We express our thoughts through speech.

U. What is the speech like?

D. Speech is oral when we speak and written when we write.

U. Right. Now let's remember what speech consists of. I have already drawn up a diagram of the composition of speech on a magnetic canvas. Look at her.

On the desk:

U. Well done! You correctly restored the scheme of the composition of speech.

IV. Explanation of new material

Work on the proposal definition

U. In this and subsequent lessons, we will consider the composition of speech in more detail. Let's start, of course, with a proposal. Think and say, what do you think the proposal is?

D. A sentence consists of words, sounds and letters.

U. Okay, but look what I write on the board based on your reasoning.

On the desk:

D. So they don't say: "Spring lilacs bloom." You can say: "Lilacs bloom in spring" or "Lilacs bloom in spring." That is, the words in the sentence must be related in meaning.

U. What is our definition?

D. A sentence is a phrase that consists of related words.

U. Okay, now let's compare our definition with the textbook definition.

Children read the definition in the textbook, compare it with their own.

D. A sentence is a complete thought that can be expressed in one or more words.

U. What did we miss in our definition?

D. We did not take into account that the words in a sentence should express a complete thought.

U. Indeed, guys, if the words are interconnected, but do not express a complete thought, then this is not a sentence. Read my notes on the board.

On the desk:

U. Are these suggestions?

D. No.

U. Are the words related?

D. Yes.

U. Do they express complete thoughts?

D. No.

U. Indeed, look: "On the city tower" - and what happened on the tower is incomprehensible; or: "merry jumping" - who jumped and why they were merry is also unclear. And why?

D. Because thoughts are not finished.

U. That's right, so your task is to creatively complement the phrases written on the board so that you get interesting sentences.

Children offer their options, everyone is listened to, a positive assessment is given to each child.

D. Carlson was sitting on the city tower and did not know how to get down.
- In my notebook, funny commas jumped and were glad that they were correctly placed.
- I somehow lift a large stone from the ground, and there the dwarf sits.

Working on punctuation at the end of sentences

U. Well done, interesting proposals you got. What do you know about sentence punctuation?

D. The sentence is capitalized and ends with a dot.

U. Right! And now a little creative task. Here are the punctuation marks in front of you: period, exclamation point, question mark. Draw a flower using only these signs. Play with them to make your flower beautiful, original.

Children draw on album sheets, then their works are hung out at a mini-exhibition.

-Well done! So it's time to find out the secret about these signs. Depending on how the thought is expressed in the sentence, a certain sign is placed at the end.

Look at the desk.

On the desk:

- If something is reported in the sentence, then a period is put at the end of the sentence. Give your examples.

Students give their examples orally.

If something is asked in a sentence, then a question mark is placed at the end. Such a sentence is pronounced with an interrogative intonation.

On the desk:

Give your examples of interrogative sentences.

Students provide their own examples.

-If the sentence expresses any feelings: excitement, joy, then an exclamation mark is put at the end. And such a sentence is pronounced with feeling, emotionally.

On the desk:

-Try to express your feelings, give examples of such sentences.

Students give examples orally, if necessary, the teacher helps.

V. Consolidation of new material

Game "Association"

U. I suggest you play the game "Association". Remind the rules of the game.

D. You will tell us a word, and we must write in a column the association words that come to mind at the first moment.

U. So this word ball .

Children pick up various associations and write them down in a column.

-Read what you have written. What you hear from other guys, write down in your notebook in a column!

Each student reads his associations. The rest supplement their entries with new words, for example: jumps, scores, rubber, sonorous, flies, small, football, field, summer, leather, volleyball, net, goalkeeper, Maradona, gloves, relay, basketball, rugby, Spartak, ring , goal, big...

-Make sentences with the word ball using as many association words from your column as possible.

Students make up and write sentences in a notebook.

We'll listen to your suggestions.

Children read their sentences. The teacher positively evaluates everyone, focusing on more original options.

–Soccer ball flew across the field and hit the goal.

Group work

U. Now work for groups ( children are divided into 2 groups). Look at the note cards. As a group, you must decide which of the entries are suggestions and which are not. Before proceeding with the implementation, I advise you to read the definition of the proposal again.

A minute is given to re-read the definition.

Children, working in a group, reason, analyze, compare notes with a definition, confer, come to a conclusion, write out sentences in a notebook, prepare to defend their point of view.

Which group would like to answer first?

D. The second group answers. We consider that entries numbered 1, 3, 5, 8 are sentences, since they express a complete thought and the punctuation corresponds to the punctuation of the sentences.

U. Does the first group agree with the second?

D. Yes. We would like to explain why entries 2, 4, 6, 7 are not sentences.

U. Please.

D. The fact is that in entries numbered 2, 4, 6, not all words are interconnected, in entry 7 the thought is not completed, in addition, punctuation is violated in entries 4 and 6.

If the conclusions of the children do not coincide, a discussion is possible. This is welcomed by the teacher; a discussion takes place, as a result of which truth is born.

Work on the development of speech

U. Well done! The next task is also for groups. I have the beginning of a fairy tale written on the card, but the problem is that the words in the sentence are confused. Your task will not only be to unravel the words in sentences, but also to come up with a fairy tale sentence. Get creative!

Children restore deformed sentences, jointly compose a continuation of the tale, write it down; the teacher also composes his own version of the continuation.

- Finished the discussion. Choose a representative from the group who will voice your fairy tale.

D. Lived at the edge of the forest Hamster. Once a lot of guests gathered in his hole. A delicious treat was already on the table - roasted nuts with sauce. But suddenly...

In turn, representatives from the groups and the teacher read out their options for continuing the tale. A positive assessment of the co-creation of students follows.

U. Wonderful stories, guys, turned out. And you got them thanks to the ability to build sentences. In this task, you showed maximum creativity. In the next task, you need to show the ability to put questions to the words of the sentence. In front of you is a "Proposal Analysis" card. Consider it. On the other side of this card there is a pocket with words that need to be arranged depending on the questions of the card.

Words in a pocket: lay , from rods , shaggy , on the rug .

D. The shaggy puppy was lying on a rug of wicker.

Words in a pocket: distant, small, to countries, sailed away .

Children, working in groups, ask questions to the words and, in accordance with this, arrange them on the card.

D. The little ship sailed away to distant lands.

VI. creative work

U. Let's go back to punctuation at the end of sentences. What signs did we talk about at the beginning of the lesson? Look at your flowers from the signs.

D. We talked about the dot, the question mark and the exclamation point.

U. Let's imagine these signs in the form of fairy-tale little men with eyes, with handles, with legs ... Colored pencils and felt-tip pens will help us with this. You have blank album sheets in front of you, but do not rush. You know that a fairy-tale character, like every person, has his own unique character, which distinguishes him from all the others. Therefore, first we need to find out the characters of punctuation marks. Do you remember which sentences end with a period?

D. If something is reported in the sentence, then a period is put at the end of the sentence.

U. What do you think, then, what is the character of the fairy-tale point? Who might she look like?

D. I think she knows how to listen, she is interested in everything.
- It seems to me that she herself likes to tell, she probably looks like an old woman with glasses.

U. Why the old lady?

D. Because she is smart and knows everything.
“And I think she is a mischievous little girl, because she is the smallest of all punctuation marks.

U. I think the same. And probably very talkative. Apparently, you already have an image of a fabulous point. Now let's deal with the question mark. At the end of which sentences is it placed?

D. If something is asked in a sentence, then a question mark is placed at the end.

U. Close your eyes, mentally imagine it. What is his character? How is it different from a dot?

D. He seems very curious to me, he always asks something.
He has a big nose that he sticks everywhere.

U. Who does he look like?

D. I think he looks like Dunno, he doesn't know anything.
“Maybe it’s the teacher at the lesson asking questions to the children.

U. I see that you already know what your fabulous question mark will be. Who haven't we talked about yet?

D. About the exclamation point.

U. When is an exclamation mark used?

D. If the sentence expresses any feelings: excitement, joy.
– It seems to me that the fabulous exclamation mark loves everything beautiful.
– Yes, he is probably an artist or a poet.
– Most likely, he loves music and nature.

U. You fantasized wonderfully, now express your fantasies in drawings. You can draw any of the characters to choose from, but you can draw them all together.

The children are doing the task.

U. And now each of you will present us your work and tell us what thoughts came to his mind while he was drawing, and whether these thoughts were reflected in the drawing.

Children, if desired, come out with drawings to the board, share their reasoning and fantasies, then everyone creative work posted on the board.

VII. Summing up the lesson

U. So our lesson has come to an end. Let's remember what new things you learned for yourself today?

D. We learned what a proposal is.
- I learned when and what punctuation marks are put at the end of a sentence.
– I learned that punctuation marks can be represented as fairy-tale creatures.

U. Okay, now open your Revelation Diaries and ask yourself a few questions:

1. How did I do my job?
2. What was new for me?
3. What difficulties do I have?
4. How did I overcome them?
5. What did you learn new for yourself?

The teacher gives grades, thanks for creativity and activity. After the lesson, the teacher makes a reflective analysis based on written reflection.

Preparing children for literacy

preschool educational institution It is NOT OBLIGATORY to teach children to read and write. This is not provided for by state requirements, but the preschool educational institution can independently assume such obligations. The program of training and education of children in speech kindergarten provides for the education of children in literacy.

Purposeful preparation for literacy begins in the preparatory group

The basic principle of preparing children for literacy is to teach children to freely decompose any type (segment) of speech into its constituent parts and vice versa, to be able to compose a larger speech component from individual elements of speech.

Example.

The ability to decompose speech into components (SPEECH ANALYSIS) - text to sentences, sentences to words, words to syllables, syllables to sounds.

Ability to compose speech components (SPEECH SYNTHESIS) - syllables from sounds, words from syllables, sentences from words, text from sentences.

Conclusion: at present, the sound ANALYTICS-SYNTHETIC method of teaching children to read and write dominates.

Areas of work to prepare children for literacy

1. The concept of text (story).

2. The concept of a proposal.

3. The concept of the word.

4. The concept of the verbal composition of the sentence.

5. The concept of a syllable.

6. The concept of stress.

7. The concept of sound.

8. Mastering the posture of the writer. Students describe it on their own.

9. Mastering writing skills. Students describe and give examples on their own.

Introduction to the concept of "offer"

Sequence of work

1. Selection of a sentence from the flow of speech.

A separate lesson or a fragment of it is conducted.

We offer the children a short story based on the picture, compiled by the teacher. The story has 3-4 sentences, each sentence has 3-4 words. We pronounce the story clearly, with pauses between sentences.

Example. Apple trees grow in the garden. The children are harvesting. The apples are in the basket.

After reading the story, talking with the children - ask questions about the text. Write a question for each sentence.

Example. What I said at the very beginning. What did I say about the garden? What did I say afterwards. What did I say about children? What did I say about apples?

Then re-reading the story, with the selection of sentences with pauses. We inform the children that there are three sentences in this story. vocabulary work over the term “sentence” - “Children, what new word did I just say, let's repeat it in chorus, and now only girls, and now Vasya, etc.”

Continuation of the conversation: “Apple trees grow in the garden” - these are the children in the first sentence, it talks about apple trees. What else is there in my story? What did you just say Vasya (sentence). What does it say? What did Vasya say now? Etc.

On the first day, this can complete the acquaintance of children with the concept of "offer".

2. Independent drafting of proposals.

1. We invite children to independently compose a short story based on a picture or a toy, listen to the story and analyze it like a story about apple trees, analyzing each sentence. We constantly ask such questions that the children would use the word “sentence”.

2. We invite children to make up a story based on a picture or a toy. Each child must come up with one sentence. We constantly ask such questions that the children would use the word “sentence”.

3. We put a picture or a toy in front of the children and ask questions about it.

Example. What color is the ball? Red. Now answer complete offer. The ball is red. Well done Vasya, said the full beautiful proposal. What did Vasya say now? Etc.

4. We are playing the game "Find out where the offer is." We explain that a sentence is when it is clear what is being said. “I went to the store” is a sentence, as it is clear what is being said. “Marina, compote, crocodiles” is not a sentence, because it is not clear what is being said. And so on. Children decide for themselves what they heard - a proposal or not. And explain why they did so.

3. Introduction to graphic display suggestions. We explain that the sentence can be displayed with one line. We mark the beginning of the sentence with a stick, and the end with a dot. Draw a pattern on the board. Children try to draw a sentence in a notebook. Then they perform the task of counting and displaying sentences in the text that the teacher pronounces.

Familiarizing children with the concept of "word"

Children are already familiar with this concept, so they are constantly told “Repeat this word, say this word louder”, etc. AT senior group we purposefully introduce children to the concept of "word", for this we use didactic games for the development of speech.

Example. Broken phone game. The main thing is to correctly give instructions for the game (constantly use the concept of "word"). “I will say a word in Vasya’s ear, he will remember this word and repeat this word in Misha’s ear. Vasya, what will you remember and repeat? Misha, what will Vasya repeat in your ear. etc. At the end of the game, we ask: “What did we say in each other's ear? What words did we use? Who else knows other words around us?” etc.

Easy to use games:

Say the opposite.

- Say it differently

- Call it another word

- Who knows more about...

- edible-inedible

The main thing is to “correctly” give instructions for the game (constantly use the concept of “word”).

You can use the artistic word - " Magic word" Oseeva, "Word Game" Barto, "Tell me a word" Serova, "Plym" Tokmakova:

Acquaintance with the sound structure of the word

The children are already familiar with the concept of sound, as they previously received tasks like “Repeat this sound, say so that I hear the sound ...”.

middle group

Development of phonemic analysis. We involve children in the sound composition of words - highlighting the sounds in words with exaggerated pronunciation.

Instead of the word sound, we use the concept of "Song". Snake's song - SHSHSHSH, mosquito's song ZZZZZZ, etc.

We invite the children to pronounce the word in such a way that the song of the bee can be heard (ZHZHZHZH), etc.

By the end of the year, we are starting to replace the concept of “song” with the concept of “sound”.

Learning to determine the position of sound in a word (beginning-middle-end)

We select words that contain the given sound (first with the help of pictures, then from memory).

We introduce children to the concept of hard-soft. (With the help of brothers Tim and Tom. Tim is soft, smiling, fat, in green clothes, we voice him in a thin voice, Tom is firm, frowning, thin, in blue clothes, we voice him in bass. We invite the children to determine to whom what things belong. We say words beginning with consonants If the consonant is hard, we frown, we speak in a bass voice and determine that this is Tom’s thing, we ask: “So what is the first sound in the word?” (solid), “What color will we designate it?” (blue), etc. e.)).

We introduce the color designation of sounds hard - blue, soft - green.

Senior group

Improvement of phonemic analysis and synthesis.

Understanding the concepts:

- Vowel consonant (Consonant, if the tongue, teeth, etc. have agreed to help pronounce it. All other sounds are vowels. Vowel sounds are indicated in red).

- Hard-soft (see middle group)

- Voiced-deaf (We determine with the help of a palm located on the neck. If at the moment of pronouncing a sound a bell works in the neck, then the sound is voiced).