“The letter of the lowercase and uppercase letters Y, y. Lesson summary "Lower Y. Words with Y."
§ 1 Lowercase letter y
In this lesson, we have a special consonant as a guest.
Special because it is very close to vowels.
This is the letter "And short" or "y", as it is also called.
Read the story as it appeared in the alphabet:
Once the letter I went for a walk. A tick sat on her shoulder. The letter I was frightened and began to stutter. Stuttering, she could not sing anymore, so she went to the consonants, what kind of vowel is she without a voice. So a new letter appeared in the alphabet - And short.
The letter Y is called "And short".
Y as And in your notebook.
So that Y is not confused with I,
Write a tick at the top.
(V. Stepanov)
The letter And short denotes only one sound [th].
He is consonant, sonorous, soft.
It does not have a paired deaf and paired solid consonant.
Most often, this sound comes after vowels at the end of a word: hockey, sparrow, nightingale and in the middle of a word: seagull, jay, T-shirt, puck.
Very rarely there are words with the letter y at the beginning of the word: yogurt, iodine, yoga.
In most cases, to designate the sound [th] and the following vowels [a], [o], [y], [e] in Russian, the letters i, e, u, e are used.
Let's learn how to write lowercase letter y.
It consists of two identical elements - two inclined lines with a rounding at the bottom to the right.
We put the pen on the top line of the working line and draw an inclined straight line down, slightly not bringing it to the bottom line of the working line, round it to the right, touch the bottom line of the working line, write a straight line to the right up, bring it to the top line.
We write the second element: we draw an oblique straight line to the bottom line of the working line, round off.
We touch the bottom line, round up to the right and bring it almost to the middle of the working line.
Draw an arc above the letter so as not to confuse the letter y with the letter i.
On the next line, write the words that express our feelings: ah, oh.
Everywhere top connection.
When transferring words with the letter y in the middle of a word, you need to know the rule: you cannot tear it off from the previous vowel.
You need to transfer words like this: hare, tai-na, lei-ka.
Let's write these words down.
There are no Russian names, patronymics, surnames, names of cities, rivers that begin with the letter Y.
All proper names with the letter Y at the beginning of the word came to us from other languages.
In Russia there is the city of Yoshkar-Ola - the capital of the Republic of Mari El, which means "red city" in the Mari language.
In Yoshkar-Ola there is a street named after Yivan Kyrli - that was the name of the Mari actor and poet.
On the world map, we will also find other cities with the letter Y, for example, the cities of York in the UK, Jena in Germany, Yokkaichi in Japan.
§ 2 Capital letter Y
Learn how to write capital letter Y.
So that the letter is not difficult, you need to remember how the capital letter I is written.
We begin to write the capital letter Y just below the middle of the auxiliary line.
We write the line up to the right, round off, we draw an inclined straight line down to the bottom line of the working line.
A little before reaching it, we round to the right, bring it to the bottom line and go up to the right to the top line of the working line.
Then we start writing the second element.
It is on the same level as the first one.
We start writing from the middle of the auxiliary line.
Leading down; almost reaching the bottom line of the working line, we round to the right, bring it to the bottom line and go up to the right to the middle of the working line.
Draw an arc above the letter.
Let's write a sentence:
The first word in the sentence is yoga, so it is capitalized.
§ 3 Summary of the lesson
The most important thing in the lesson:
1. The letter y denotes a consonant, unpaired voiced, unpaired soft sound [th].
2. Most often, the sound [th] is in the middle and end of the word.
3. When transferring words with the letter y in the middle of a word, it cannot be torn off from the previous vowel.
4. There are almost no words in Russian that begin with the letter y.
5. With a capital letter Y, the beginning of the sentence is written, and also geographical names of foreign origin.
List of used literature:
- Buneev R.N., Buneeva E.V., Pronina O.V. Primer. 1 class. Textbook for teaching literacy and reading. – M.: Balass, 2014.-160p.
- Buneev R.N., Buneeva E.V., Pronina O.V. Methodical recommendations for the textbook "Primer" and prescriptions "My magic fingers". 1 class. – M.: Balass, 2014.-416s.
- Volina V.V. We learn by playing. - M.: New school. - 1994. - 448s.
Goals: form in the memory of students a clearly differentiated visual-motor image of the lowercase letter " th»; continue the formation of skills to divide a word into syllables, to highlight the stressed syllable in a word with a voice; to improve the ability to perform types of compounds of letters in a word (upper, middle-fluid, lower); to consolidate the ability to analyze the proposal and draw up a scheme of proposals; to exercise students in performing basic mental operations (analysis - synthesis, comparison, grouping, generalization, etc.) to cultivate love for the Russian language).
Personal UUD:
Establish a connection between the purpose of educational activity and its motive;
Define common rules of conduct for all;
Determine the rules for working in pairs, groups;
Evaluate the digestible content of educational material (based on personal values); - Establish a relationship between the purpose of the activity and its result.
Regulatory UUD:
Determine and formulate the purpose of the activity in the lesson;
Formulate learning objectives;
Work according to the proposed plan, instructions;
Express your opinion on the basis of educational material;
Distinguish between a correctly completed task and an incorrect one;
exercise self-control;
Together with the teacher and classmates, evaluate their activities in the lesson.
Cognitive UUD:
- navigate in a notebook;
- find answers to questions in the text, illustrations, using your life experience;
- to analyze the educational material.
Communicative UUD:
- listen and understand the speech of others;
- be able to express their thoughts with sufficient completeness and accuracy;
Forms of work
Frontal
Work in pairs, groups
Individual
I. Organizational moment.
1.Nastroy for the lesson.
Teacher: Is everything in place?
Is it all right -
Book, pen and notebook?
Is everyone seated correctly?
Is everyone watching closely?
Every day, always, everywhere
In the classroom, in the game
Loud, clearly speaking
And we sit quietly.
II.Updating basic knowledge
1. Reflection.
Teacher: - Guys, today we are going on a trip to the Land of Knowledge. What can you travel on?
Children: By plane, helicopter, train, ship, car, etc. Guess where we'll be traveling.
Teacher: What are these miracles?
Does the wind blow in the sails?
Neither the ferry nor the airship -
Floating on the waves...
Yes, we will travel by ship.
Exercise- Make a suggestion based on the picture.
The options of the guys are listened to, one is selected. For example,
"The ship sails on the waves."
Make a model of this word (ship).
How many letters are in this word? How many sounds? Why is that? What syllable is stressed?
Exercise. To get tickets for the ship, you need to remember what letter we got acquainted with in the last lesson. Tell us what you know about this letter. (Y is a consonant voiced, soft, unpaired). And why do you think the letter y is called that?
Well done! And to find out the topic of our today's lesson. Listen to the poem.
Oh-oh and ay-ay
- Oh oh oh! – said Oh-oh. -
I, my friend, am quite sick!
- You go, take a walk,
All will pass! - said Ay-ay.
What is the most common sound? What do you think is the topic of our lesson today?
III.The topic of the lesson.
IV. Consolidation of the studied material
Well done! Now we are ready to hit the road!
But before we start our journey, I suggest taking a break.
1. Physical education minute.
The fish are having fun
In clean warm water
They will shrink, they will unclench
They will bury themselves in the sand.
2. Writing in a notebook the letters y and the syllable y
Pronunciation of a poem about the rules of landing when writing. (I will open a notebook)
Open the copybook write down beautifully the letter th small, then beautifully write the connection of letters th name the connection that we will use. How is the letter y different from the letter i? (We start on the top ruler. From top to bottom we write a straight line (1), before reaching the bottom ruler, we make a rounding to the right by touching it (2), we draw a smooth line to the top ruler, deviating to the right (3), down we write a straight line (4). Before reaching the bottom ruler, we make a rounding to the right by touching it (5).Above the letter, write a semi-oval line to the right (6)
3. The transformation of words.
Here we are on the ship! We are greeted by the captain of the ship: "Hello, I'm Captain Michael."
The captain is dressed in dress uniform. Maybe you have a birthday? To which he replied: “No, I was born in another month, guess which one.
The fields are green,
The nightingale sings.
The garden is dressed in white
White bees are flying.
Thunder rumbles. Guess,
What month is this...
Children:- May.
Change the word May so that the sound O is in the middle.
Change the word mine so that it ends with the sound and.
Write these words in your notebook, make a model of these words yourself.
Swap notebooks, check each other.
In the next line, write down your own words, yours. Make a model of these words.
4. Work in groups and pairs.
Teacher: Well done. You know a lot about the sound [Y`]. Our ship floats cheerfully on the waves. But now the weather began to change. The sky was covered with clouds, a strong wind blew, it began to rain. It's the treacherous Zvukomor and Bukvoed who ruined the weather for us. Our ship began to veer off course.
In order for the storm to subside, we need to complete the following task.
I suggest that you work in groups, in pairs.
Group 1 collects a picture with a picture of a bunny under a Christmas tree, make up a sentence for this picture and a sound model of the word bunny.
Group 2 connects word models with words.
Pairs of the game "Draw a twin."
An individual task is to color the picture on which the letter d is depicted (decorate all the letters d).
Checking the execution of tasks. Writing a sentence about a bunny in a notebook.
What bunny? (he is gray, white, fluffy) Write the sentence in a notebook.
Fizminutka.
If the sound th is at the beginning of the word, clap your hands 1 time, if in the middle we raise our hands up.
Kettle, iodine, ruler, egg, yogi, yogurt, sea, bunny.
Well done boys. The storm has subsided, but Soundmore and Bukvoed continue their insidious tricks.
Look, they ate the letters in the words. We need to restore these words (LE…KA, MA…KA, CHA…KA). (Write the resulting words in copybook).
Well done boys. We have completed this task as well. And in order for our ship to safely reach the shore, we need to complete one more task.
Name fairy-tale characters in whose names the sound y occurs. (Images of Thumbelina, Dunno, Moidodyr, Barmaley, Doctor Aibolit, Little Red Riding Hood appear on the interactive board).
III. Conclusion.
1. Summing up the lesson
We successfully completed our journey and returned home. What will you tell your mother at home?
Do we know everything about letters? (Not).
What will we do in the next lessons? (We will study letters)
STATE AUTONOMOUS PROFESSIONAL EDUCATIONAL INSTITUTION OF THE TYUMEN REGION
« TYUMEN PEDAGOGICAL COLLEGE"
Technological map of the lesson
letters
on the topic " Capital and lower case letter Y , th »
group student 15-09
specialty 44.02.02 Teaching in elementary grades
Novoselova Anastasia Evgenievna
_____________________
the date of the
15.11.2017
Time spending
9:55-10:40
Performance score
Teacher
(assessment, signature)
_____________________
Methodist (assessment, signature)
_____________________
Tyumen, 2017
TECHNOLOGICAL CARD OF THE LESSON
Lesson topic: "Letter of capital and small letter Y y"The date: 15.11.2017
Lesson type: a lesson in discovering new knowledge
The purpose of the lesson: learn to write lowercase and capital letters Y,Y
Lesson objectives:
General education: formation of the skill of writing capital and lowercase letters Y, y, to practice the ability to write syllables, words, sentences with a new letter;
Developing: develop speech, attention, logical thinking, calligraphic skills;
Educational: nurture interest in learning the native language.
Form UUD:
Personal: self-awareness as a student, developing a positive attitude towards writing lessons;
Regulatory: ability to organizeown workplace, accept and follow the learning task, find errors and ways to eliminate them;
Communicative: the ability to consciously and correctly build a speech statementorally, justify your point of view;
Cognitive: ability to observe, compare, establish analogies.
Equipment: presentationSmart, magnetic board, printouts of letters for composing words, copybook for the textbook "Primer" by M.M.Bezrukikh, M.I.Kuznetsova.
During the classes
Lesson stage(task of each stage)
Teacher activity
Student activities
Estimated result
Organizational stage
task: to organize students for learning activities.
The change has come to an end.
The lesson comes to her.
Stand up straight. Check your readiness for the lesson.
We sit down a little. We sit straight, the back should touch the back of the chair.
Teacher greeting. Organization of your workplace.
The students checked the readiness for the lesson (the presence of a copybook, a blue pen, colored pens, a simple pencil) and are ready to start work.
Motivational stage
task: to motivate students to cognitive activity in the classroom
What is our lesson?
What do we do in writing lessons?
Why do you think we need to be able to write?
Today at the lesson we continue to learn to write. At the lesson, try very hard, write carefully, carefully, without rushing. And most importantly, do not be distracted and listen to the teacher, and then we will succeed.
Writing lesson.
Learning to write.
student answers
Students are motivated to educational and cognitive activities.
Knowledge update
task: to update knowledge about the new letter, its meaning. Name and characterize new sounds.
Let's remember what sound we met today in the reading lesson?
This sound is very unusual, we learned a lot of new and interesting things about it. Let's remember and characterize this sound.
What is unusual and very important conceals all the sound [th]? Why don't we call a pair of sounds [th]?
In the reading lesson, we said that the sound [th] in writing is indicated by several letters at once.
A series of letters is given on the board: Aa, Her, Yoyo, Ii, Ee, Ll, Yaya, Yuyu, Yi. All letters are given in written form, letters Y and d in printed form.
Underline only those letters that represent the sound [th] in the letter.
Let's call them all together.
With sound [th].
At the choice of the teacher, one of the students characterizes the sound [th] - consonant, soft, sonorous.
The sound [th] has no pair. It is always soft and resonant.
At the choice of the teacher, one of the students goes to the blackboard and underlines the letter, which in writing means the sound [th].
- "e", "ё", "yu", "I", "and-short"
The knowledge about the sound [й], its characteristics and about the letters denoting the sound in writing has been updated.
Statement of a problem situation. Formulation of the theme of the purpose of the lesson.
task: to create conditions for students to formulate the purpose of the lesson.
Look again at the row of letters. What unusual thing did you notice?
Right. I didn't choose this letter by accident. Why do you think?
Indeed, we have not yet learned how to write the letter "and-short", so we do not know how to write it.
Right. The theme of our lesson is "Capital and lowercase letter Y".
All letters are written in written letters, except for the letter "i-short".
We don't know how to write it yet.
We will learn to write the letter "and-short" written.
With the help of the teacher and through the problem situation, the students formulated the topic and purpose of the lesson.
Discovery of new knowledge
task: to form the skills of the graphic action of writing the letter "Y".
Open your copybooks to page 20. Look at the sample letter "and-short".
What are the elements of a letter?
That's right, the letter "and-short" consists of three elements: a straight line with two turns, a straight line with a right turn, an arc
Take your pens upside down. And circle the pattern several times, first the elements of the letters, then the letter itself and observe how your hand moves.
I hope you were very observant and now you can tell me how our hand should move when writing a letter.
Well done, you, right, noted that it is necessary to write the letter “I-short” from top to bottom ..
Take your pens again. Now we will try to write a letter on our own without a sample in the air. Show your readiness by holding a pen in your hand correctly.
The teacher stands with his back to the class, gives a sample of writing a letter, commenting on his actions:
Algorithm:
Let's put an end
From the point we lead the hands down
We write the first element of the letter - a straight line with two turns
We write the second element from top to bottom - a straight line with a turn to the right
Adding an arc on top
Well done, write two more letters in the air yourself.
Well done guys, we did a great job.
Open the copybook on page 20, examine the sample letter.
The letter is made up of three elements.
Circle the letter sample, based on the arrows.
One of the students, at the choice of the teacher, gives the answer: the hand moves from top to bottom, inseparably.
They take a pen in their hands, prepare to write a letter in the air.
Prescribe a new letter under the dictation of the teacher in the air.
Independently prescribe a letter in the air.
The skill of the graphic action of writing the letter "Y" has been formed
Phys. minute for hands.
task: prepare the hand for writing
Our hands began to get tired, and this happened because they needed charging.
How does a car engine work?
Let's go up the stairs and go back down
Oh, how our heart beat, how does our heart work?
All fingers are tired and gone to sleep
Suddenly woke up, stretched.
cam rotation
thumb press on the pads of the fingers in order
clenching and unclenching fists
cam tilts
fingers are ejected from the cams and return to their original position.
The students stretched their fingers and are ready to start writing.
Discovery of new knowledge
task: to form the skills of the graphic action of writing the letter "Y y".
Now our hands are ready to write. Pick up a pen. Check for correct fit. Straighten your back. Correctly position the notebook (at an angle), with the second hand we support the copybook. Write the first line of the spelling yourself. You need to add letter elements.
The teacher walks around the class, checks the correctness of the landing, controls the performance of the task by the students.
Show a willingness to keep going.
The task on the second line will be more difficult. We will need to independently register the entire letter. The teacher gives a sample of writing letters on the blackboard, just like by air. The students write the letter together with the teacher.
Write your own letters to the end of the line.
Show readiness.
We have already learned how to write the capital letter “i-short”, what letter does it already look like to us?
Let's answer the writing question: how are the letters similar and how are they different?
To do this, we all read a rhyme from the board together
Toth not to be confused withand , write a tick at the top.
So how are the letters different?
Right.
Let's go back to our prescription. Next task. Read the offer.
What does this proposal say?
That's right guys - this is a request, someone asks Rem not to dig a hole. Rewrite this sentence, don't be, put an exclamation mark.
Check the correct fit when writing. Independently prescribe the first line of the recipe.
Work with the second line of writing. First with a model and the help of a teacher, then on their own.
On the letter "I"
The letter y has a check mark on top, while the letter and does not.
One of the students is reading. (Rem, don't dig a hole!)
The proposal refers to Remus, with a request not to dig a hole.
The skill of the graphic action of writing the letter "Y" has been formed
Fizminutka
task: to prevent fatigue of students in the lesson
Videos gym
Repeat the movements in the video.
Switched the attention of students, which helped them to relax and tune in to further work
Primary fastening
task: fixing the graphic action of writing a new letter, improving the skills of writing a letter in words, in a sentence, developing the skills of writing a combination of letters
We have completed all the tasks on page 20 and can safely move on to page 21.
– Consider a sample of a lowercase letterth . Compare uppercase and lowercase written letters. Are they spelled the same or differently? Describe the direction of movement of the hand when writing a letterth .
Well done boys. Write the elements of the letter on the 1st line of writing on your own. Show readiness at the end of the job.
Let's move on to the second line. What do we need to do?
Take a pen, check the correctness of your landing, and together with me we will write a lowercase letter y. Lettering pattern.
You are doing very well today, so I want to make it easy for you. We will not prescribe the letter th lowercase not the entire line, but only a certain number of times. And how many times we will determine with you through the game. Put your hands down and tune in to attentive listening. Now I will read the poem, and you listen carefully and every time you hear the sound [th], bend one finger on your hand.
Iodine is good, iodine is not evil.
In vain you scream "Oh-oh-oh!",
Slightly seeing the glass.
Iodine slightly, of course, burns,
But heal faster
Iodine smeared wound.
How many times did the sound [th] occur in this poem?
Write a lowercase letter "y" 9 times.
Read the words.
What do these words have in common?
How are they different from each other?
Let's try to make our own words by changing one letter. The letters are on the board.
Well done. Rewrite the words according to the model.
You and I have learned how to write the letter "Y y" uppercase and lowercase. Let's now learn how to connect her with others so she doesn't get lonely.
We connect our letter with the letters o and a.
Take your pens. Check if you are sitting correctly and together with me we begin to prescribe. An example of a teacher on the board.
Write to the end of the line yourself.
Show readiness. Well done, now the letter "y" will not be bored alone on the line, we have learned to combine it with other letters.
Read the sentence below. Why is there an exclamation point at the end of a sentence?
Rewrite the proposal. Match the letters correctly.
What do we need to do in the last task?
Why is the word Lyme capitalized?
Write the words in capital letters.
The lowercase letter is smaller than the uppercase letter, the first element of the lowercase letter has only one turn, and the uppercase has two.
The letter is written from top to bottom, inseparably, at the end we add a cap on top so that the letter and does not turn out.
Independent work on the first line of the recipe.
Write a lowercase letter y
Listen carefully to the poem, count how many times the sound has met
Sound met 9 times.
Independently prescribe the letter in the recipe
One of the students reads the words.
All words are made up of three letters. All words have the sound [th]
The words mai-lai are distinguished by the first letter, the words roy-my by the first letter. The words may-my second letter.
One of the students, at the choice of the teacher, goes to the blackboard and makes up a word.
Prescribe a combination of letters: oh; ah together with the teacher further on their own.
One of the students reads the sentence
Because it's a request
Rewrite the proposal on their own
Convert printed text to written.
Students can independently, without the help of a teacher, prescribe a new letter, words with a new letter, sentences.
Lesson summary
task: to check the development of new material by students
Well, that's all the tasks in the copybook are over, which means our lesson ends.
Let's sum up our lesson. What have we learned in today's lesson? What letter does the letter Y look like? How not to confuse these letters? How should I write the letter "Y"?
We learned to write the letter "Y y" capital and lowercase
The letter "Y" is similar to the letter "I"
The letter "Y" has a cap; the letter "I" does not.
The algorithm of the graphical action, established in the lesson, has been restored. The level of mastering new knowledge by students is established.
Reflection
task: students evaluate their activities in the lesson
You all tried very hard and did a good job in class. Raise the red pencil for those who believe that today he coped with all the tasks and all the difficulties, and the green one for those who still need help.
Evaluation by students of their activities
The students evaluated the activities in the lesson. Reported to the teacher.
Subject: LETTER CAPITAL AND SMALL LETTERS "y" "Y"
Goals: to form in the memory of students a clearly differentiated visual
motor image of the lowercase letter "y"; continue the formation of skills to divide a word into syllables,
letters in a word (upper, middle-fluid, lower); to consolidate the ability to analyze the proposal
and drafting proposals; to exercise students in the implementation of basic mental
operations (analysis - synthesis, comparison, grouping, generalization, etc.) in the process of practical
constructing a letter from template elements and when solving logical tasks with letters.
form personal UUD: seeks to improve the culture of verbal communication, to master the techniques of creative self-expression with the awareness of the social usefulness of their work and their lives in general; understand the role of speech in human communication; they will understand the richness and variety of language means for expressing thoughts and feelings, to follow a healthy lifestyle.
Communicative UUD: learn to exchange views, take into account the position of the interlocutor, self-determine.
Regulatory UUD: learn to organize their workplace under the guidance of a teacher, determine the purpose of completing tasks in the classroom, in life situations under the guidance of a teacher; use illustrations, chips and sound-letter schemes for their activities.
Cognitive UUD: learn to independently identify and formulate a cognitive goal, draw conclusions and conclusions in verbal form.
Subject UUD: learn to distinguish the sound [th], to define in words.
EQUIPMENT: "ABC" notebook for writing No. 2
During the classes
I. Organizational moment.
II. The topic of the lesson.
The teacher also conducts a group "Tell me a word."
The house on the rails is right there,
He will kill everyone in five minutes.
You sit down and don't yawn
Departs ... (tram).
What did we eat? Guess!
Kara… (wai).
What did they sing to us? Guess!
Bayu ... (bye).
What month? Guess!
The month of May).
What's in the glass? Guess!
Sweet tea).
What else does the letter y look like?
How do they scream in fright? (Ouch!)
- Today in the lesson we will learn to write and combine the lowercase letter “y” with other letters,
which denotes a soft consonant sound [y '].
III. Repetition of the sound [th '], studied in the reading lesson.
- Think of words with the sound [y '] at the beginning of the word. (Iodine, yoga, yogurt.)
- Think of words with the sound [y '] in the middle of the word. (T-shirt, seagull, bunny.)
- Think of words with the sound [y '] at the end of the word. (May, tea, loaf, tram, barn.)
- Clap your hands once if you hear the sound [th '] in the words: (fox, husky, player, nightingale,
raspberry, snake, name, tea, glue, pencil.)
- Describe the sound [th ']. (Consonant soft sound.)
IV. Formation of the visual image of the lowercase letter "y" in the memory of students.
The teacher demonstrates a table of four forms of the letter "y": small and large printed,
lowercase and uppercase written.
- Compare the small printed and lowercase letters "y".
– How are they similar? What is the difference?
Name the elements that make up the lowercase letter "y". (Two stripes in the form of a straight
curved lines on one side stripe in the form of a smooth line.)
– Consider the elements of the written letters given in the notebook and circle only those of which
consists of a lowercase letter "y".
– Perform the construction of a lowercase letter “y” on your desk.
In individual envelopes in addition to templates No. 1 (or No. 2), No. 3 and No. 12 required for
constructing this letter, you should put templates No. 6, No. 7, No. 38 for differentiation
the size and shape of the elements.
- Check the correctness of the task for constructing a letter using the "key".
(Notebook No. 2, p. 32.)
V. Formation of a visual-motor image of a letter in the memory of students.1. The teacher gives first a full and then a brief explanation of the pattern of the lowercase
letters "y" on a blackboard with chalk.
We start at the top line. From top to bottom we write a straight line (1), not reaching the bottom ruler,
make a rounding to the right by touching it (2), draw a smooth line to the top ruler,
deviating to the right (3), down we write a straight line (4). Before reaching the bottom line, we make a rounding
to the right by touching it (5). Above the letter we write a semi-oval line to the right (6).
From top to bottom (1), to the right (2), up, deviating to the right (3), down (4), to the right (5), to the right (6).
2. Showing and explaining by the teacher on the blackboard the technology of tracing the lowercase letter "y" under the count.
3. Students perform exercises in a rhythmic alternation of tension and relaxation
muscles counting first “in the air”, and then counting according to the notebook (p. 30).
Preparing the hand for writing.
MET
Two kittens met: “Meow-meow!”
Two puppies: "Aw-wow!"
Two foals: "Igo-go!"
Two tiger cubs: “Rrr!”
Two bulls: "Moo!"
Look what horns.
For each line, alternately connect the fingers of the right and left hands, starting with the little finger. On the
show the horns for the last line by extending the index fingers and little fingers.
VI. Writing by students in a notebook of motor elements and a lowercase letter "y".
- Adopt the correct posture for writing and maintain it during the task of one
If necessary, the teacher provides individual assistance to students.
- Read the syllables with the letter "y". What types of letter combinations are used here? (Upper
VII. Performing logical tasks with letters.
What letters did Pochemuchka write?
– Analyze the first group of letters and highlight the common element in them. (Common element of letters
a, y, s, i, d, m, n, l - this is a strip in the form of a straight line with a rounding on one side.)
– Write this element in the frame. – Analyze the second group of letters and highlight the common element in them.
- Find the variable property of the common element of the letters Y, L, M, I, Y - a strip in the form of a straight line
curved lines on one side. (The underline in the notebook indicates a variable
property: the letter "M" - a difference in shape, the letter "U" - a difference in spatial position.)
- Reconstruct the lowercase letter "y" into a lowercase letter "i"; into a lowercase "a"; in
lowercase "s".
One of the students completes the task on the magnetic board.
VIII. Writing words and sentences.
- Read the words with the sound [y ']. How are these words similar? What is the difference?
- Analyze the types of letter combinations and write a letter according to the model.
- Read the sentence. How many words are in it?
What words should be capitalized? Explain why.
What punctuation mark should be placed at the end of a sentence?
- Write down the outline of this proposal.
What helper word is used in this sentence? (The word "y".)
- Analyze each word of this sentence. How many syllables does it have? What syllable
shock? What types of connections are used?
IX. Drawing a border pattern.
Students complete the pattern.
– What elements of written letters are “hidden” in this pattern? (Strip in the form of a straight line;
strip in the form of a straight line with a rounding on one side.)
X. Summary of the lesson. Reflection.
What did you learn in class today?
What have you learned?
Whoever was interested, everything worked out, pick up a green pencil. Who was interested, but encountered difficulties - yellow. To whom it was difficult and uninteresting-red.
Thank you for the lesson. Lesson over!
Lesson Objectives:
Educational:
- learn to write lowercase and uppercase letter y,
- correctly use the letter th in words to denote the sound [th "],
- learn to distinguish letters and, th;
developing: spelling vigilance, bright, emotional speech, interest in the native language;
educational: love for nature, respect for others, the culture of working in pairs, groups, diligence.
Equipment: cards with images of sound patterns-little men, and letters on the board, cards with tasks for working in pairs and groups, a computer, a media projector, a screen, a presentation for the lesson. (Appendix 1)
During the classes
1. Organizational moment.
The human smile is one of the most amazing phenomena in the world. With the help of a smile, a person can get acquainted and say goodbye. Smiling allows us to convey our feelings. Try to convey your mood with a smile.
I see that it is joyful and businesslike for you.
2. Intellectual warm-up.
Clean tongues
Oh oh oh
Very cold in winter.
Ah ah ah
So let's play snowballs
Uh, uh, uh
They ran at full speed.
Make pairs: a letter - a sound (there are sounds and letters on the board, you need to connect them with lines: the letter sh always denotes a solid consonant sound, deaf, so we connect it with a sound player in a hat and blue shoes; the letter o denotes a vowel sound, so we connect it with a sound player in red shoes, the letter p denotes a consonant sound, a sound that can be both hard and soft, we connect it with a sound in a bell, one shoe is blue, the other is green, the letter i can mean two sounds or one, we combine it with a sound in red shoes and with a sound player in a green and red shoe).
3. Exit to the topic.
Only one sound player was missing a pair.
You will recognize him. He is the first in the words: berry, pit, hedgehog, tree, ate, if (this is the sound [th "])
We met with him many times at the beginning of the word. Only in them, together with the subsequent vowel, it was denoted by one letter:
[th "], [a] - I am a berry, a pit
[th "], [o] - yo - hedgehog, tree
[th "], [e] - e - rode if
Where is the sound [th "] heard in the following words: may, sing, tram? (At the end of the word, it is the last one.)
- And in the words T-shirt, laika, nut - in the middle, but after it there is no vowel. How, in this case, will we designate on the letter [th "]?
- To denote the sound [y "] without a subsequent vowel in the Russian alphabet there is a letter Y. “Lower and capital letter y” is the topic of the lesson.
Our goal:
- learn to write lowercase and uppercase letter y;
- correctly use the letter th in words to denote the sound [th "];
- learn to distinguish letters and, d.
4. Work in the alphabet.
Consider the printed letter Y in the alphabet. What does it remind you of? (Letter I, but with a cap.)
What sound does this letter represent? (consonant, voiced, always soft sound.)
Let's complete the diagram. (Let's draw a bell for the sound player, and paint the shoes in green.
Reading syllables.
Which of them are words and we use them in speech to express feelings? (Oh, oh)
How do you scream when it hurts?
When do we admire something?
- When do we want to shame?
Reading the column of words on the right.
5. Work in the recipe.
A minute of calligraphy, repeat the spelling of a lowercase letter about
with top and bottom connection, combinations oh, ol,
in the first case the letter about
it is written from above, in the second - from below.
- Consider lowercase and uppercase letters and,
th
. When is capitalization required? Y
? We write, we follow the correct posture when writing.
- connects letter th
followed by letters same as letter and.
Writing syllables and words on the third and fourth lines.
Read a couple of words below.
- Replace the word "heat" with a similar meaning. (Heat)
- About whom shall we say "evil"?
Let's write these words one by one.
6. Physical Minute.
Snow, snow, white snow.
He sleeps us all.
We are not afraid of powders,
We catch snow - clap your hands.
Hands to the sides, at the seams -
There will be enough snow for us and for you.
7. Work in pairs.
Attention to the slide, remember the Charter of group work.
- Read, consult and fill in the missing letters.
1 row
What a beautiful winter forest! The b_lka fell asleep in the hollow. At the bush for_ka. A bird sat on the top of the _lka.
2 row
A strong wind blew. The kid was afraid to go to school alone. He was under lipo_. Sasha took his hand and led him.
3 row
I live underground in a dark_ mink
Fur coat gray_, tiny_ growth.
Eyes black beads, zorki,
And a thin tail with a rope.
Line check. Read the offer. What letters are included? What sounds do they represent?
Consider the forest on the slide. Now read the first sentence with admiration. How to read the rest of the sentences? (Calmly, quietly, so as not to disturb the silence of the winter forest.)
But what appeared on the spruce branch? (On the slide the word “Complaint”)
What is the squirrel complaining about?
- Why is it so important not to take squirrel stocks from the hollow? (The squirrel worked all summer and autumn so as not to die of hunger in winter.)
The second row explains the arrangement of letters.
Appreciate Sasha's act. (Sasha acted like a real comrade. You can take an example from him.)
- To be loved and wanted to be friends with you, do not forget the important rule of communication. (Treat people the way you would like them to treat you.)
- The children of the third row explain what letters they inserted in place of the gaps, what sounds they represent.
What is the riddle about? (About the mouse.) How did you guess? What words helped to more accurately describe the mouse? What are their names? (These words are signs, they answer the questions what? what? what? what?)
Reading word signs in the alphabet and writing one word at a time in writing on page 22.
8. Work in groups.
We are working on group creative projects, we have created wonderful dwellings for the sound player. It's time for the master to take his place. He'll probably want to have a housewarming party. But it seems that the hero of A. Shibaev's story "Two Tails" made up the list of treats and guests. The children will read this story. (Three children have prepared a role-play reading in advance.)
What mistake did the boy make?
- What did it lead to?
- It is very important to learn how to write correctly, because of one letter the meaning of the word can change, every element is important.
- Attention to the slide, remember the Charter of group work.
Consult in groups and correct errors in the menu and list of invitees to the housewarming party.
Menu
- berries
- malina
- nuts
- cookies
- apples
Guest List
- jozhik
- soyka
- Thumbelina
- yenot
- Aibolite
- hare
Let's check the correctness of the execution of this task on the slide.
9. The result of the lesson.
I think that this lesson was necessary and important for each of you, and why you tell yourself. (Children make sentences according to the scheme on the slide.)