Presentation of writing vowels and their compounds. Literacy lesson (writing). Writing a capital letter "O"
STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE LUGANSK PEOPLE'S REPUBLIC "LOTIKOVSKAYA COMPREHENSIVE SCHOOL"I- IIISTEPS"
Lesson-travel
Lesson summary
In Russian
in 1st grade
teachers Lotikovskaya
secondary schoolI- IIIsteps
Radko Alla Viktorovna
2019
Subject:Writing learned letters, syllables and words with these letters. Writing proposals.
Target:Strengthen the ability to write previously learned letters, syllables and words with them. Learn to copy from printed and handwritten texts. Improve the skills of sound-syllable analysis of words. Develop interest in learning the Russian language; coherent speech, attentiveness. Develop teamwork skills. Cultivate accuracy and diligence when working in notebooks.
Equipment:Cards with rules for working in the lesson, object drawings, a poster “Sit correctly while writing”, cards with printed and handwritten letters, multimedia projector, screen, laptop, presentation for the lesson.
During the classes
Class organization
The bell rang loudly.
The lesson begins.
Let's listen. Let's remember.
We don't waste a minute.
Slide 1
Motivation for learning activities
Today in lesson we will travel. We will encounter all sorts of difficulties along the way, but our faithful helpers will be with us -our knowledge. And you’ll find out where we’re going when you solve the riddle;
The guys have a green friend,
Cheerful friend, good,
He will stretch out hundreds of hands to them
And thousands of palms.(Forest)
Slide 2
And we will go to public transport, but in such a way that our entire class fits in it.
I'll take you wherever you want
Only you buy a ticket!
The driver is sitting behind the wheel,
And the whole engine hums,
Headlights, round like a globe -
My name is…….(Bus)
Slide 3
My advice to you:
When traveling, look at everything carefully.
Look for the exact answer, answer quickly.
Develop intelligence, hearing, a sharp eye, and patience.
Try to have people say about you: “Well done!”
And its resident will accompany us through the forest. Who exactly, the riddle will tell:
A ball of fluff,
Long ear
Runs deftly
Loves carrots.(Bunny)
Slide 4
(We divide the guessing words into syllables, determine the number of vowels and consonants. We write in a notebook:forest, bus, bunny )
- Well, let's go!
State the topic and purpose of the lesson.
Today, together with Bunny, we will repeat the spelling of all previously studied letters.
Repetition of learned material.
Game "The Fourth Wheel":
A)A U P IV)L N T R
b)SCH E CG)Zh Shch B Sh
Slide 5
What is the difference between a sound and a letter? (Sound is used in oral speech, and letters in writing)
Game “Restore the letter”:
O A I U N Z K T Y F
Slide 6
Look carefully at the letters
Repetition of hygienic rules of writing.
Repeating the names of the notebook grid lines.
Repetition of writing capital and lowercase letters.
analysis of letter elements.
Write down the uppercase and lowercase letters that we recovered.
O o A a I and U u N n Z z K k T t I I R r
Physical education minute
We raise our hands up,
And then we lower them
And then we'll unwrap them
And we’ll quickly press you to us.
And then faster, faster
Clap, clap more cheerfully.
Letter of syllables.
There is an obstacle before us. This is the river we need to cross. To do this, you need to build a bridge from the proposed “bricks”.
Slide 7
(on the slide is a pyramid of “bricks” on which syllables are written in block letters.)
a) write down the syllables in your notebook;
b) what words can be formed from these syllables?
willow, pine, linden, willow, aspen
Well done! We completed this task and crossed the bridge.
Who was that hiding behind the tree? Guess it.
Grandfather is dressed in a fur coat -
Fur on the outside.
Sleeps in winter.
In summer the hives are stirred up.(Bear)
Slide 8
Mishutka has prepared his task for us and only after completing it will we go further through the forest. But first, let's rest a little.
Physical education minute
The bear names words with soft consonants, and students must name the word with hard sound:
M I L –M A LROW -GLAD
V E Z –V O ZB I L –B A L
L Yu K –ONIONV Yo L –V O L
Slide 9
Writing these words.
Well done! And you completed this task. The clubfoot bear thanks you for your work and lets us through.
And here is another forest dweller.
The hedgehog hurried to his home,
He carried supplies with him,
The hedgehog jumped over the hummocks,
He ran quickly through the forest.
Suddenly he sat down and changed -
Turned into a round ball
And then he jumped up again
And he hurried to the kids.
Here it is, this Hedgehog in front of us. He wants to test how we can write sentences, how we copy from printed text.
They walked and walked along the path.
We found porcini mushrooms.
Slide 11
Write down sentences in a notebook.
Development of coherent speech
And who is that jumping from branch to branch? Whose red tail flashes in the foliage?(This is a squirrel)
Slide 12
Guys! Let's divide the word into syllables: B E L - K A. How many syllables does it have? How many letters? Sounds?
What sound does the name of the famous doctor of all animals begin with?
A Y B O L I T
Slide 13
Let's remember what animals the good doctor Aibolit treated?
(cow, wolf, fox, bug, spider, she-bear, hare)
Slide 14
Which of these animals did we meet while traveling through the forest?
(called)
And with the rest of the words, let's make sentences.
COW A COW is a domestic animal.
FOX COW gives milk.
F U C H O K We read a fairy tale about sly fox etc.
Let's write down the proposal:
THE FOX HAS CHIPS. (from dictation)
Lesson summary. Reflection.
Our journey through the magical forest has ended.
Doctor Aibolit and all the little animals thank you for your help. Ves made sure you guys learned a lot.
Tell me, which of the animals’ tasks did you like the most?
Whose task was the most difficult?
You were attentive, smart, diligent travelers. Doctor Aibolit awards you medals. Well done everyone! Thank you for the lesson!
Slide 15
Selective dictation: writing in letters
vowel sounds under stress
Goals: learn to write letters and words from dictation; continue to form the concept of sound as the smallest structural and functional unit of language, with the help of which words and word forms are distinguished; learn to analyze a word or sentence perceived by ear, correlate them with diagrams and models; improve the ability to recode the sound-phonemic form of a word into a letter form and vice versa; consolidate graphic writing skills of the studied vowels; develop speech skills, attention and logical thinking.
During the classes
I. Organizational moment.
II. Lesson topic message.
– Today in class we will learn to write the letters we have learned under dictation.
III. Repetition of learned material.
– Name the vowel sounds.
– Find a pair for each letter.
– Which letter is left without a pair?(The letter is “y”, since there are no words starting with the letter “y”.)
IV. Calligraphy.
Preparing your hand for writing.
The fish are having fun
In clean, warm water.
They will shrink, they will unclench,
They will bury themselves in the sand.
Imitate the movements of fish with your hands in accordance with the text.
V. Writing in a workbook.
1. Picture dictations.
– Write down the first letter that the word begins with.
The teacher shows pictures:A watermelon, And gly, uh skimo, O kno, A pelsin, A nanas, at cast, O cloud, turkey
– Write it down last letter, with which the word ends.
The teacher shows pictures:kangaroo at , boat A , lake A , poppy And , elephant s , apples O .
2. Recording sound-letter patterns.
– Under each picture, write down the sound-letter diagrams.
3. Graphic dictation.
– Write down the first three sentences graphically.
The teacher reads the text: “The bug ran across the bridge. She was carrying a bone. The bug saw her shadow in the water. The bug thought it was another dog. The bug wanted to take the bone from her. She released hers to take that one. The bug didn't take that bone. But she lost her bone.”
(According to L. Tolstoy.)
– What does this text teach you?
Notebook entry:
VI. Performing logical tasks with letters.
– Compare the letters. How are they similar? What is the difference?
A" to lowercase letter " at».
– Redesign the lowercase letter “ at" to lowercase letter " s».
One of the students completes the task on the magnetic board.
VII. Lesson summary.
Thematic planning for writing
№ Lesson topic/
number of hours Planned subject result Planned activity
(as a result) Type of control, meters
Introducing a new subject. Hygienic rules for writing. Orientation in space. Familiarization with hygienic requirements when writing. Rules for seating and using writing instruments. Formation of a culture of educational work. Orientation in the notebook. Determining the boundaries of the working line. Compliance with hygienic writing rules.
control, correction, evaluation
Observation.
Direct line letter. Spatial orientation. Formation of the concept of vertical, horizontal and inclined (to the right) rulers. Formation of a culture of educational work. Writing straight lines. Orientation in the notebook.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Observation.
Working line. The starting point of the letter.
Hygienic rules. Development of small muscles of the fingers and freedom of movement of the hand. Teaching spatial orientation in a notebook and its layout. Formation of a culture of educational work. Observation.
Writing a short and a long straight line. Development of spatial concepts.
Hygienic rules. Formation of the ability to write short and long straight lines. Formation of a culture of educational work. Writing short and long straight lines.
UUD: mastering the action of modeling
search and selection of necessary information
control, correction, evaluation
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
.
Straight line with a curve on one side: left and right.
Hygienic rules. Formation of the ability to write a straight line with a curve on one side: left and right.
Formation of a culture of educational work. Writing a straight line with a curve on one side: left and right
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
Sample check.
An inclined straight line with a rounding on both sides (top left and bottom right: d).
Hygienic rules. Formation of the ability to write an inclined straight line with a curve on both sides (top left and bottom right: d). Development spelling vigilance. Formation of a culture of educational work.
Writing an inclined straight line with a curve on both sides (top left and bottom right: d).
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current.
Sample check.
Inclined straight lines with a loop at the top and bottom. Hygienic rules. Formation of the ability to write inclined straight lines with a loop at the top and bottom. Development of spelling vigilance. Formation of a culture of educational work. Writing an inclined line with a loop at the top and bottom.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current.
Sample check.
A semi-oval letter with a loop in the working line (e). Hygienic rules. Formation of the ability to write semi-ovals with a loop in the working line (e). Development of spelling vigilance. Formation of a culture of educational work. Writing a semi-oval with a loop in the working line (e). Naming and distinguishing elements of printed and written letters.
UUD: analysis synthesis
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current.
Sample check.
The letter is a smooth slanted line with a curve on the bottom left and top right. Developing the ability to write a smooth slanted line with a curve at the bottom left and top right. Development of spelling vigilance. Formation of a culture of educational work. Writing a smooth inclined line with a curve at the bottom left and top right. Naming and distinguishing elements of printed and written letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current.
Sample check.
Letter of ovals: small and large: o O.
Document camera Formation of the ability to write ovals: small and large: O. Development of spelling vigilance. Formation of a culture of educational work. Writing ovals: small and large: o O. Naming and distinguishing the elements of printed and written letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current.
Sample check.
Letter of semi-ovals: letter on the right - c and similar - letter on the left. Formation of the ability to write semi-ovals: writing on the right - c and similar - writing on the left Development of spelling vigilance. Formation of a culture of educational work. Writing semi-ovals: letter on the right - c and similar - letter on the left. Naming and distinguishing elements of printed and written letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis synthesis Current.
Sample check.
Letter of a short straight line with a half oval: b. Formation of the ability to write a short straight line with a half oval: b Development of spelling vigilance. Formation of a culture of educational work. Writing a short straight line with a half oval: b. Naming and distinguishing elements of printed and written letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
with teacher and peers Thematic.
Self-test
Lowercase a. Introduction to working with sound-letter schemes. Formation of the ability to write lowercase and capital letters. Mastering sound-letter analysis as the basis for the “translation” of a spoken word into a written one. Development of spelling vigilance. Formation of a culture of educational work. Writing letters using an algorithm. Making border patterns.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
Capital A. Letter letters A, a. Lowercase o. Uppercase O. Lowercase u. Capital U. Consolidating the writing of vowel letters in combinations: ua, ay. Preparation for the introduction of a dictation writing algorithm. Formation of the ability to perform upper and lower connections of letters in the words ay, ua. Development of spelling vigilance. Formation of a culture of educational work. Writing connections, matching printed and written letters. Letter from dictation. Sound-letter analysis. Recoding sound circuit words into graphics. Writing learned letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction
grade
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis
synthesis
Thematic. Letter from dictation
self-test.
Lowercase e. Formation of the ability to write lowercase and capital letters. Introduction of the dictation writing algorithm: pace, sequence of actions, checking the work. Mutual control. Development of spelling vigilance. Formation of a culture of educational work. Capital E. Introduction of a dictation writing algorithm. Lowercase s. Work on the dictation writing algorithm: pace, sequence of actions, checking the work. Mutual control. Work on the dictation writing algorithm: pace, sequence of actions, checking the work. Mutual control. Lowercase and. Formation of the ability to write lowercase and capital letters. Development of spelling vigilance. Formation of a culture of educational work. Letter letters. Sound-letter analysis of words.
UUD: analysis synthesis
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. Self-test according to the example.
Capital I. Writing the studied vowels: auditory dictation - recording letters indicating the first stressed vowels in words. Writing sentences based on intonation: Huh? Uh... Uh-uh! ABOUT! Training in sound and visual dictation. Formation of the skill of correctly drawing letters and their connections. Development of spelling vigilance. Formation of a culture of educational work. Writing letters based on motor elements according to a specific algorithm.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. A letter from dictation with mutual verification.
Introducing the concept of visual dictation from memory (the sequence of vowels on the board is given on the basis of the alphabet - without telling the children about it): a, i, o, u, s, e. Training in sound and visual dictation. Formation of the skill of correctly drawing letters and their connections. Development of spelling vigilance. Formation of a culture of educational work. Current. A letter from dictation with mutual verification.
Writing the studied vowel letters based on illustrations that depict children's faces pronouncing the vowel sounds.
Identification of sounds that are distinguished by the special work of the lips, and the letters that designate them: [o], [u] - o, u. Teaching sound and visual dictations. Formation of the skill of correctly drawing letters and their connections. Development of spelling vigilance. Formation of a culture of educational work. Writing letters based on motor elements according to a specific algorithm.
UUD: mastering the action of modeling
search and selection of necessary information
control
correction
grade
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. A letter from dictation with mutual verification.
Selective dictation: writing vowel sounds under stress in letters (circles - circles; arrows - arrows; squirrels - squirrels;
fall asleep - fall asleep)
presentation Teaching sound and visual dictation. Formation of the skill of correctly drawing letters and their connections. Development of spelling vigilance. Formation of a culture of educational work. Writing letters based on motor elements according to a specific algorithm. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
[у], [ы] – sounds that do not change in an unstressed position. [a], [o], [e], [i] - sounds that in an unstressed position can “put on masks” of other sounds: river - rivers. There is thick grass near the river bank. Training in sound and visual dictation. Formation of the skill of correctly drawing letters and their connections. Stressed and unstressed vowels. Development of spelling vigilance. Formation of a culture of educational work. Writing letters based on motor elements according to a specific algorithm. And from dictation. Practicing calligraphy skills and spelling vigilance.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. A letter from dictation with mutual verification.
Lowercase m. Letter of letter combinations.
Introduction of an algorithm for writing words under dictation and self-testing. Formation of the skill of writing letters. Development of spelling vigilance. Formation of a culture of educational work. UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. A letter taken from dictation and checked using a sample.
Capital M. Consolidating the letter of letter connections.
Interactive whiteboard Formation of the skill of writing letters and their connections. Working out the upper and lower connections. Development of spelling vigilance. Formation of a culture of educational work. Writing syllables, words, sentences with studied letters.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
Lowercase n. Capital letters in proper names.
Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables. Formation of the skill of writing letters and their connections. Formation of knowledge about writing capital letters in proper names and the beginning of sentences. Development of spelling vigilance. Formation of a culture of educational work. Writing letters, sound-letter analysis of words. Copying words and sentences.
UUD: mastering the action of modeling
search and selection of necessary information
control
correction
grade
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. Peer review.
Capital N. Current. Self-test.
Lowercase l. Capital L.
Introduction of an algorithm for copying sentences and self-testing: pace, spelling reading by syllables. Working on an algorithm for copying sentences and self-testing. Formation of the skill of using capital letters at the beginning of a sentence, in proper names. Development of spelling vigilance. Formation of a culture of educational work. Writing learned letters. Copying words and sentences. Accent placement. Dividing words into syllables.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Thematic. Copying from printed text, self-test.
Lowercase r. Formation of the skill of writing letters and connections. Exercises in dividing words into syllables, placing stress.
Teaching spelling reading by syllables. Writing letters. Correlation between printed and written letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Capital R. Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables. Letter y. Working on an algorithm for copying sentences and self-testing. Letter y. Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables. Formation of skill in working with an algorithm.
Development of spelling vigilance. Formation of a culture of educational work. UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Lowercase I. Formation of the skill of writing letters and connections. Exercises in dividing words into syllables, placing stress.
Teaching spelling reading by syllables. Development of spelling vigilance. Formation of a culture of educational work. Writing letters. Correlation between printed and written letters. Sound-letter analysis of words.
UUD: analysis synthesis
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. S/r with self-test.
Uppercase I. Lowercase e. Formation of the skill of writing letters and connections. Medium-floating connection. Exercises in dividing words into syllables, placing stress.
Teaching spelling reading by syllables. Capital E. Work on an algorithm for copying sentences and self-testing. Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables. Lowercase Yu. Capital Yu. Work on an algorithm for copying sentences and self-testing. Lowercase E. Uppercase E. Reading and copying one of the sentences with names from the board. Peer review. (Lena is sweet. Elena is small. Emelya is smart.). Formation of the skill of copying from the board. Development of spelling vigilance. Formation of a culture of educational work. Exercises in calligraphy.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Thematic. Copying from the board.
Letter b. Formation of the skill of discrete pronunciation of sounds in a word and ways of denoting them. Writing words with ь. Development of spelling vigilance. Formation of a culture of educational work. Writing words and sentences from dictation.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. Peer review.
Letter b.
presentation Lowercase d. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Capital D. Making sentences from these words, copying one of the sentences with a name. Mutual check. (Give me the menu, Dima. I give Yula to Daria.) Developing the ability to compose and write sentences. Introduction to non-letter graphic means: space, dash. Practicing the correct form of letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Drawing up and copying proposals, checking the results of your work.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. Copying from printed text with mutual verification.
Lowercase t. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Capital T. Work on the meaning-distinguishing role of sounds. UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Lowercase h. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables: all words with sounds in strong positions. Introducing the algorithm for writing under dictation and self-testing Development of spelling vigilance. Formation of a culture of educational work. Letter from dictation.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. s/r with self-test.
Capital Z. Work on an algorithm for copying sentences and self-testing. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
Lowercase s. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current, self-test
Capital S. Work on an algorithm for copying sentences and self-testing: all words with sounds in strong positions. Practicing the skill of cheating using an algorithm. Development of spelling vigilance. Formation of a culture of educational work. Copying proposals. Drawing up proposals according to the scheme. Games with words.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Thematic. Copying from printed text.
Word games: "Broken phone"
(roses - dew, soda - honeycomb, Zoya - soybean).
presentation Lowercase d. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Uppercase G. Lowercase k. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Capital K. Work on an algorithm for writing words under dictation and self-testing: pace, spelling reading by syllables: all words with sounds in strong positions. Developing the skill of writing from dictation and performing self-tests. Development of spelling vigilance. Formation of a culture of educational work. Letter from dictation
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. A letter from dictation with self-test.
Lowercase v. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current, self-test
Capital V. Work on an algorithm for copying sentences and self-testing: all words with sounds in strong positions. Lowercase f. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Current, self-test
Capital F.
interactive board
Observation of the meaning-distinguishing role of sounds: work on the algorithm for copying sentences and self-testing: all words with sounds in strong positions. Formation of ideas about the meaning-distinguishing function of sounds. Development of spelling vigilance. Formation of a culture of educational work. Exercises in cheating using the algorithm.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Thematic. Cheating.
Observation of the meaning-distinguishing role of sounds. Writing from dictation: pace; mutual verification (all words with sounds in strong positions). Formation of ideas about the meaning-distinguishing function of sounds. Development of spelling vigilance. Formation of a culture of educational work. Dictation writing exercises.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Thematic. Letter from dictation.
Lowercase b. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Uppercase B. Lowercase n. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Observation of the meaning-distinguishing role of sounds: work on an algorithm for copying sentences and self-testing: all words with sounds in strong positions. Formation of the skill of writing letters and connections. Formation of ideas about the meaning-distinguishing function of sounds. Development of spelling vigilance. Formation of a culture of educational work. Exercises in cheating using the algorithm.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Thematic. Cheating.
Capital P.
Observation of the meaning-distinguishing role of sounds. Formation of the skill of writing letters and connections. Formation of ideas about the meaning-distinguishing function of sounds. Development of spelling vigilance. Formation of a culture of educational work. Exercises in cheating using the algorithm.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Lowercase f Formation of the skill of writing letters and connections. Rule for writing combinations zh. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: analysis synthesis
mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Capital Zh, zhi–write with the letter i. Lowercase sh, shi – write with the letter i. Formation of the skill of writing letters and connections. The rule for writing shi combinations. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Compiling a dictation text with zhi – shi
(in pairs; in group - optional). Formation of the skill of writing letters and connections. The rule for writing zhi-shi combinations. Development of spelling vigilance. Formation of a culture of educational work. UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. S/r with mutual verification.
Capital Ш, zhi – shi – write with the letter i. Formation of the skill of writing letters and connections. The rule for writing zhi-shi combinations. Development of spelling vigilance. Formation of a culture of educational work. Current. self-test
ya, ye, ё, yu Observation of the meaning-distinguishing role of sounds: work on the algorithm for copying sentences and self-testing: all words with sounds in strong positions. Formation of the skill of writing letters and connections. Formation of ideas about the meaning-distinguishing function of sounds. Development of spelling vigilance. Formation of a culture of educational work. Exercises in cheating using the algorithm.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. self-test
ya, ye, yo, yu.
presentation Writing words with separating ъ and ь signs under dictation.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis synthesis
Current. self-test
я, ь, ьь, ьь Observation of the semantic-distinguishing role of sounds: work on an algorithm for copying sentences and self-testing: all words with sounds in strong positions. Formation of the skill of writing letters and connections. Writing words with separating signs ъ and ь. Development of spelling vigilance. Formation of a culture of educational work. Current, self-test
Current. S/r with verification according to the sample
Lowercase x. Formation of the skill of writing letters and connections. Development of spelling vigilance. Formation of a culture of educational work. Writing from dictation of words and sentences with learned letters. Sound-letter analysis.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. self-test
Uppercase X. Lowercase ch, cha, chu. Formation of the skill of writing letters and connections. The rule for writing cha-chu combinations. Development of spelling vigilance. Formation of a culture of educational work. Writing words and sentences with learned letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis synthesis
Current.
mutual verification
Capital Ch, cha, chu. Working on an algorithm for copying sentences and self-testing. Formation of the skill of writing letters and connections. The rule for writing cha-chu combinations. Development of spelling vigilance. Formation of a culture of educational work. Current.
s/r with mutual verification
Combinations cha, chu.
presentation Formation of the skill of writing letters and connections. The rule for writing cha-chu combinations. Current. Self-control
Lowercase sch, sch, sch. Working on an algorithm for copying sentences and self-testing. Formation of the skill of writing letters and connections. The rule for writing combinations shcha-shu. Development of spelling vigilance. Formation of a culture of educational work. Current. self-control
Capital Shch, shcha, shchuFormation of the skill of writing letters and connections. The rule for writing combinations shcha-shu. Writing words and sentences with learned letters.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. Self-test.
Lowercase c. Capital Ts. Work on an algorithm for copying sentences and self-testing. Working on an algorithm for copying sentences and self-testing. Formation of the skill of cheating and self-test. Development of spelling vigilance. Formation of a culture of educational work. Copying from printed text. Sound-letter analysis of words.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Selective dictation. Peer review
Diagnosing spelling vigilance. Formation of the skill of writing dictations and self-testing. Development of spelling vigilance. Formation of a culture of educational work. Letter from dictation
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis synthesis Current. S/r with self-test.
Letter from memory. Self-test. Formation of the skill of writing from memory Development of spelling vigilance. Formation of a culture of educational work. Letter from memory
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
analysis synthesis Current. S/r with self-test.
Cheerful typesetters: recording words under dictation, creating and writing new words using the syllables given on the board (option 2: writing new words from the letters found in the written words). Formation of the ability to compose and write words with given syllables. Sound-letter analysis of words. Development of spelling vigilance. Formation of a culture of educational work. Recording words from dictation. Create and write new words using given syllables.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers
Current. Letter from printed text.
Compose and write sentences of 2-3 words from the board.
Interactive whiteboard Forming and writing sentences of 2-3 words. Development of spelling vigilance. Formation of a culture of educational work. Recording sentences of 2-3 words under dictation.
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. Letter from dictation.
Composing a dictation text with cha - sha, chu - schu (in pairs; in a group - optional) Forming the ability to compose a dictation text with given combinations in pairs. Development of spelling vigilance. Formation of a culture of educational work. Writing words and sentences with combinations with cha - shcha, chu - schuUUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with the teacher and peers Coming up with the text of a letter to Misha and Masha, recording the proposed thoughts in pairs and groups with identifying error-prone places. Formation of the ability to compose and write texts on a given topic using a model diagram. Development of spelling vigilance. Formation of a culture of educational work. Compiling text based on a model diagram
UUD: mastering the action of modeling
search and selection of necessary information
analysis synthesis
control correction assessment
taking into account the position of the interlocutor (partner)
organization and implementation of cooperation
cooperation with teacher and peers Current. S/r with mutual verification.
113
114, 115 Recording sentences with gratitude to “ABC” for the holiday “Farewell to the first book.”
Reserve. Formation of the ability to write from dictation
Training in composing and independently writing short texts Recording words and sentences under dictation
UUD: mastering the action of modeling
search and selection of necessary information
control correction assessment
cooperation with teacher and peers
Thematic. Letter from dictation.
, Competition "Presentation for the lesson"
Presentation for the lesson
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Lesson objectives:
1) formation of graphic writing skills letters O, o and their compounds;
2) skill development phonetic analysis words;
3) development of students’ speech and thinking, figurative memory and coordination of movements;
4) education of perseverance and accuracy.
During the classes
1. Organization of the beginning of the lesson
2. Communicating the topic and objectives of the lesson
Today in the lesson we will talk about vowel sounds and the letters that represent them in writing.
Our assistant, the computer, will monitor the work during the lesson.
The letters of vowel sounds live in a beautiful house in the forest. Let's guess them. And the ABC children will help us. Articulation. Children name sounds, letters appear. What kind of letters can they be? You must collect pairs of letters: printed and written. Slide check. Raise your hand if you haven't made a single mistake. Correct the mistakes, those who had them.
But you will find out which letter we will write by guessing the riddle.
This letter is so delicious
Knowing, probably, for a reason,
And with ruddy and handsome,
It is so similar to a bagel.
We will write the letter o.
3. Writing a lowercase letter "o"
Attention to the slide. The computer warns us that we must be very focused when performing this task. We start writing just above the bottom ruler of the working line with a curve.
We lead up to the top line of the working line. We go down to the starting point. Take a pen in your hand and write in the air together with the computer. And now write with me. Show the teacher the count on the board. Landing when writing, the position of the copybook. We write a letter. Write 5 letters for the count. Analysis of errors. (Write the errors in advance on the board, cover with a piece of paper) Complete the line to the end, taking into account the errors.
4. Writing a capital letter "O"
It follows the same algorithm as writing a lowercase letter. Draw children's attention to the fact that the height of the letter is different. The letter is also placed in the interline space. Write 3 correct letters on a blank work line. We write a letter. Now find a working line with alternating lowercase and capital letters o. Following the pattern, continue the line to the end.
5. Writing connections
In this lesson we will learn to connect the letter o with other letters in words. There are two ways to do this. Attention to the slide.
The connecting element consists of two straight lines. Without lifting your hand, write the letter o, then the first connecting line up to the top line of the working line, then an inclined straight line. A letter in the air along with a computer counting. We write a connection.
Method two. Attention to the slide. The connecting element consists of two lines. Explanation of spelling. The spelling of this connection should be similar to a triangle. We write together with the computer in the air and count. Check the position of the copybook. We write a connection.
6. Physical education minute
7. Working with word schemes
Now let's work with words that contain the letter o. Say the names of the objects. Place the emphasis. Examination. Mark the unstressed vowels. Examination. Which of these items is “extra”?
Color the signs of the sounds. Examination. 1 diagram: student at the blackboard. Scheme 2 – color cards. Scheme 3 – computer check. Circle the dotted line in the words. We write words.
8. Working with tongue twisters
The next task is the most difficult. Read the title. What is this?
Who can read the tongue twister? Explain the meaning of each word. And who will pronounce it quickly? Which letter appears in words more often than others? And in what way is it connected in words? Remember how to write this type of connection under counting. Circle the dotted line in the words of the tongue twister. Are there common parts in words? Highlight them with an arc. Computer check. Such parts in words are called roots. And the words have the same root.
9. Talking ABC(Electronic manual)
Since you worked very well in the lesson, the talking alphabet has prepared a tongue twister for you. 1 student chooses a tongue twister starting with the letter o. Several people pronounce the tongue twister quickly.
10. Summing up
The computer closely monitored your work in class. What will he tell us? Give a token from the computer. And I, in turn, will give you a small prize, so similar to the letter o. Give each child a dryer. Thanks everyone for the lesson. The computer says goodbye to us and wishes us a good day.