Abstract of the lesson on the topic of sound and letter a. Frontal lesson on teaching literacy in the preparatory group of KN. Theme "Journey to the country of sounds and letters Finger gymnastics (at the choice of a speech therapist)

Synopsis of a frontal lesson for preschoolers. The sound [A] and the letter A.

Topic: Sound [A], letter A.

Goal: Acquaintance with the sound and letter A.

Tasks:

Correctional and educational: to introduce children to the sound [A], its characteristics. Describe the location of a sound in a word. Introduce the letter A, fix its visual image. Learn to distinguish sounds from letters.

Correction-developing: development of phonemic perception, development of articulatory and fine motor skills, development of speech memory and pronunciation skills.

Correctional and educational: to cultivate the ability to listen to each other.

Equipment: subject pictures, red, blue, green lanterns, individual mirrors, a card with the letter A, counting sticks, pencils.

Lesson progress:

I. Organizing moment.

1. Hello guys. Today we will go on a journey through the country of sounds - Soundland. We have a difficult path ahead of us. Let's bring some magic lanterns with us. They will light the way for us. Red lights will light up for vowel sounds, blue for hard consonants, and green for soft consonants.

2. Articulation gymnastics. But before we hit the road, let's prepare our lips, teeth and tongues. “Smile-tube”, “Swing”, “Delicious cooking”, “Horse”.

II. Explanation of the topic of the lesson.

3. We will start the journey on ... (show the picture of the bus). That's right, it's a bus. What sound do we hear at the beginning of a word? Sound A. Sound A is a vowel, it can be sung. A-A-A-A-A. What flashlight do we need for the vowel A? (red).

4. Look at the pictures that they show: ASTRA, STORK, WATERMELON, ABC. Let's pronounce them. What sound do we start with? From sound A. That's right!

5. Let's try to stretch our lips forward into a narrow tube and say A_A_A_A_A ... Doesn't work? What do you want to do? Open your mouth wide! A_A_A_A_ (pronounce).

6. Development of phonemic hearing. Let's sing the sound A. Play "Speakers" quietly and loudly.

7. Let's play. I will make sounds, when you hear the sound [A] clap your hands: a u o u a o o a a and u a ga sa so ro ak an ...

8. Look, the pictures show fruits. Find and name those fruits that begin with the sound [a]: (PEAR, ORANGE, PINEAPPLE, APRICOT, KIWI, APPLE, WATERMELON, BANANA).

9. Acquaintance with the letter A. Guys, look at what I have on the sheet. THIS is the letter A. Let's remember the sound [a] in the letter we denote it with the letter A.

We hear sounds, pronounce and sing, and letters: we write, see, read.

Let's lay out the letter A from the sticks. Now we circle the letter A, which hid behind the bus, decorate it with red.

10. Breathing exercises. Behemoths. The hippos sat down. Put the paws on the tummies (put the handles on the stomach). Then the tummy rises (we inhale through the nose), then the tummy falls (we exhale through the mouth)

10. But the sound A can stand not only at the beginning of a word, but also at the end. Now I will pronounce the words in which the last sound is lost. And you will have to find it and pronounce it. CHOCOLATE…, HORSE…, ROPE…, PILLOW…

11. There are words in which the sound [a] is not at the beginning and not at the end, but in the middle. Repeat after me only those words where you hear the sound [a].

LOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO away

Well done boys.

12. Finish the sentence with the sound [A]

On the road goes ... (bus)

He built a nest on a tree ... (stork)

Floats in the ocean ... (shark)

Bloomed in the garden ... (asters)

13. work on leaflets.

And now let's get colored pencils and color our drawing. Look who is on the sheet. That's right, it's an angel. Let's color our angels.

III. Outcome. 13. What sound did we meet today? And with what letter? How is a sound different from a letter?

On the topic: methodological developments, presentations and notes

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Abstract of the frontal lesson in preparatory group for children with OHP on the topic "Sound and letter I"

Description: abstract for speech therapists of the preparatory speech therapy group of children with ONR

Topic: "The sound and the letter "I"

Target: actualization of ideas about sound and the letter "I".
Tasks:
to consolidate the idea of ​​the articulatory image of the sound [I];
improve the ability to characterize the sound according to the scheme;
learn to distinguish the sound [I] from a number of vowels, syllables, words;
develop phonemic perception;
improve the skill of determining the position of the sound [I] in a word;
consolidate ideas about the visual image of the letter "I";
improve sound analysis skills;
develop attention, memory, visual-figurative thinking;
develop fine motor skills.
improve the skill of education plural nouns.

Equipment: mnemonic table of the “Donkey” riddle, subject pictures (donkey, willow, orange, turkey, skates, gate, sitting person), screen, plan diagram for describing a vowel sound, mnemonic table “Sound and letter”, magnetic letters, colored magnetic circles, individual mirrors on the footrest, sound rulers, cash registers for letters, printing plates, clothespins.

Lesson progress:

I. Organizing time:
Speech therapist teacher: - The one who remembers the words starting with the sound [A] or [U] will sit down.

II. Main part:
Speech therapist: - Guys, look at the mnemonic table and guess the riddle:
Ser, but not a wolf,
Long-eared, but not a hare,
With hooves, but not a horse.
(Donkey)

Speech therapist: - Donkey Eeyore came to our lesson. What is the first sound you hear in his name? The donkey wants to check what you know about the sound [And].

Sound articulation [I]:
Speech therapist: - Guys, donkey Eeyore invites you to take mirrors and look at your organs of articulation when you pronounce the sound [I] (mirrors are heard). It is proposed to pronounce the sound [I] and consider the articulation.
Speech therapist: Look in the mirror. Say it long: and-and-and. Feel what the lips, teeth, tongue, vocal folds are doing.

Sound characteristic [I]
Speech therapist teacher: - Tell the donkey about the sound [I]:
1. Sound [I] - vowel, "lives" in a red house.
2. It is pronounced with the participation of the voice (you can feel the vibration of the vocal folds).
3. The sound [And] can be sung, pulled.
4. Indicated by a red circle.
5. Lips are stretched in a smile.

6. Air freely comes out of the mouth - the gate in the fence is open.

Speech therapist: - Well done. One, two, three - remove all the mirrors.

Game "Catch the Sound"
Speech therapist: - Guys, Eeyore wants to check how attentive you are. The donkey will make a series of sounds, syllables and words. And you clap your hands if you hear the sound [I]. Get ready. Started:
U, A, I, A, U, O, I, O, U, I.
IR, OM, IM, AT, KI, IT.
FIR, WILLOW, APPLE, TURKEY, COSSACK, NEEDLE, PLUM, PORRIDGE, MOUSE, OWL.

One-many game:
Speech therapist: - Donkey Eeyore brought the ball. I will name an object and throw a ball. Whoever catches him names the objects when there are a lot of them:
sock - socks, stocking - stockings, lock - locks, chalk - crayons, sand - sands, lump - lumps, petal - petals, collar - collars.

Speech therapist: What sound do you hear at the end of each word?

The game "Determine the place of the sound in the word"
Speech therapist: - Guys, Eeyore brought pictures for you (puts up subject pictures). Name what it is. What do these words have in common? (All words have the sound [I]).
Speech therapist: - Guys, let's show Eeyore how you can work with sound lines. Let's determine the place of the sound [I] in the word turkey / skates / orange.

Dynamic pause:
(Finger gymnastics "Orange" to the song of E. Zheleznova "We shared an orange").
Speech therapist: - Orange is Eeyore's favorite fruit. Let's sing a song about an orange to a donkey and help ourselves with our fingers:

We shared an orange; For each word, fingers are clenched into a fist.
There are many of us, and he is one.
This slice is for the hedgehog, Bending fingers, starting with the big one.
This slice is for a swift,
This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver,
And for a wolf - a peel. Throwing movement with the right hand.
He is angry with us trouble!!! They clench their fists and press them to the chest.
Run away whoever!!! Fingers on the table.
Zubkova L.

The visual image of the letter "I"
Speech therapist teacher: - Guys, let's repeat according to the scheme: "We speak and hear the sound, we see the letter and write."

Speech therapist: - What letter denotes the sound [I]? (letter "I"). Look - this is the letter "I". What does she look like? (It is proposed to consider the pictures “What does the letter I look like”).

Let's repeat the poem about the letter "I":
Look at the gate:
Why is it not the letter I?
Between two straight boards
One lay down.
V. Stepanov

Teacher speech therapist:- How many elements does the letter "I" consist of? Remember that "I" is the "right" letter (it is proposed to consider the mnemonic table "Left and right letters").
Teacher speech therapist:- Find the letter "I" at your checkout.
Teacher speech therapist:- Draw the letter "I" in the air (sitting and in full growth).
Teacher speech therapist: - Let's build the letter "I" from the fingers:
index fingers,
As if the columns were frozen.
Middle left slightly bent,
Reached out the right finger.

Speech therapist: - Construct the letter "I" from clothespins.
Speech therapist: - Well done. One, two, three - put everything in the houses.

Sound analysis and typing of the word from the letters of the cash register:
Speech therapist: - Guys, the donkey has prepared a riddle for you:
Curls dropped into the river
And sad about something
And what are you sad about?
Doesn't tell anyone.
(Willow)

Speech therapist: - Print the word "IVA" from the letters of the cash register. Who wants to go to the blackboard and do sound analysis words "IVA"? The rest do it on their own. Now let's check, is everyone the same?

III. Summary of the lesson:
Speech therapist: Well done guys. Donkey Eeyore really enjoyed visiting you!
Speech therapist: - Guys, what sound did we talk about today? What letter is it? What does the "I" look like?
Speech therapist: - Eeyore prepared for you homework on page 6 in the workbook “We write and read” (Konovalenko). Also learn the riddle about the donkey using the mnemonic table.

Encouragement of children. Parting.

Anna Tatarintseva
Summary of the frontal speech therapy lesson on teaching literacy in the preparatory group on the topic "Sound [a], letter A"

Synopsis of a frontal speech therapy lesson on teaching literacy

V preparatory group on the topic: « Sound [a], the letter a.»

Tasks:

Correctional and educational:

Introduce sounds [a], letter A.

Specify correct articulation sound [a];

Learn to highlight sound [a] from syllables, words, characterize;

Learn to compose letter from counting sticks, prescribe letters in notebooks.

Correction-developing:

Develop visual and auditory attention, memory;

Develop fine motor skills;

Develop phonemic hearing and perception;

Educational:

cultivate the ability to work in a team, interest in classes.

Equipment: subject pictures on sound [a], card with picture letters A, notebooks, pencils, split alphabets, individual mirrors, red circles, counting sticks.

Lesson progress

I. Organizational moment.

Rule of conduct for lesson.

One two three four five

We will now again

Watch, listen, think,

But don't interfere with each other.

Clearly, speak clearly

Don't fidget, don't play pranks.

Repetition sound [U], recalling the previously considered pictures on U.

The one who names the objects on sound [y].

II. Main part.

1. Post topic classes.

Guys, who is drawn in your notebooks? (Girl)

What is she doing? (Crying)

How does a girl cry? (A-a-a-a)

Today on lesson we will get acquainted with the sound [a].

2. Development of articulatory motility.

But first, let's stretch our lips and tongue.

- lip exercises: "pipe", "fence";

- tongue exercises: "delicious jam", "watch".

3. Development work speech breathing.

The breeze blows weakly, then stronger...

4. Acoustic - articulatory image sound.

Guys, now let's say sound [a] and see what position do our lips take? (mouth wide open). What does the tongue do in the mouth? (tongue lies quietly below, the tip of the tongue behind the lower teeth).

5. Feature sound.

We can sing along sound [a]? (Yes)

We pull our thread, what did it turn out to be? (Long)

If we can sing along sound means what it is? (Vowel)

In which house do vowels live? (In red)

When we pronounce sound[a] we have a ringing throat, check? (Yes)

Means sound [a] what? (voiced)

6. Development of phonemic hearing.

Clap if you hear sound [A]: o, u, a, and, a, uh, u, ah, well, us, na, he, u, an, harp, umbrella, watermelon, walrus, slippers, ....

Guys, our girl Anya is crying because she can't find pictures on sound[a] Let's help her. We say the name of the picture, pronouncing it for a long time sound[a] and determine where it is at the beginning, in the middle or at the end of the word.

7. Phys. minute: "Stork"

Stork, long-legged stork,

Show me the way home. (Stork answers.)

Stomp with your right foot

Stomp with your left foot

Again with the right foot

Again, left foot.

After - with the right foot,

After - the left foot.

And then you come home.

8. Ratio sound with letter.

Guys, look at the blackboard. This the letter a. Remember sound[a] is indicated on the letter letter A.

How many elements does the letter a?

Here are two pillars obliquely,

And between them is a belt.

You this you know the letter? A?

in front of you the letter a.

Do letter A from fingers.

Lay out letter And with counting sticks. And write letter A in the air.

9. Work in notebooks

Find and color those objects whose names begin with sound [a].

Trace and color the watermelon and orange. mark the place sound [a] in words.

Color the pictures. mark the place sound [a] in words: fish, pen, crayfish.

Find letter"A" in your notebook. Run your finger over it (circle). We will color letter And the color of the house in which she lives. What house does he live in the letter a? (In red). So we'll color it red. - Because sound"A" vowel and we designate it in red.

III. Summarizing classes.

Which sound studied?

Why is he a vowel?

remember the words from sound [a] at the beginning of a word, in the middle, at the end.

Well done! You did a great job today and did a great job.

Related publications:

Synopsis of the frontal speech therapy lesson "Sound [I] and letter I" Topic of the lesson: "The sound and the letter" I ". Goals: 1. Consolidate children's knowledge about the sound And; 2. Introduce children to the letter I; 3. Development of the phonemic.

Synopsis of the frontal lesson of a defectologist in teaching literacy "Sound and letter I" Synopsis of a frontal lesson on teaching literacy by a defectologist Topic: “Sound and letter I” Purpose: 1) Introduce sound and letter I using.

Abstract of a speech therapy lesson on teaching literacy in the preparatory group "Sounds [K], [K '], letter K" Topic: sounds [K], [K ']. Letter K. Purpose: acquaintance with the letter K and the sounds [K], [K ']. Tasks: 1. Consolidation of the skill of clear pronunciation of sounds.

Objectives: Correctional - educational: Consolidation of the correct pronunciation of the sound Y, Expanding and clarifying knowledge about the sound and letter Y.

Summary of the lesson on the topic “Consolidating knowledge about the sound “A” and the letter “A”

ABSTRACT

A speech therapy lesson conducted by a student of group 505 of the defectological faculty of Moscow State Pedagogical University Yastrebova T.V. in group No. 8 for children with general underdevelopment speeches of preschool educational institution No. 1043 of the Southern educational district of Moscow

Target: to consolidate children's knowledge of the sound A and the letter A.

Tasks:

1. To consolidate the development of a clear pronunciation of the sound "a".

2. To consolidate the ability to develop plural nouns with the ending A

3. To develop auditory attention, the use of sound A in isolation, in syllables, in words.

4. Fix the selection of sound A from a series of vowels.

5. Consolidate knowledge of the letter A.

6. Develop fine motor skills.

Equipment:

Doll, symbol (card) of the sound "A", red square, card with the letter "A", pictures.

I. Organizational moment(3 minutes)

Speech therapist: - Questions for children on the topic of fruits. The one who answers my question correctly will sit down.

2. Introduction to the topic of the lesson:(2 minutes)

Speech therapist: Guys, we have a doll visiting today. Her name is Ann. She has a task for you.

Listen and name the first sound in the words:

arch, stork, watermelon, august

II. Main part.

3. Sound articulation. (4 minutes)

Speech therapist: Let's get together let's make a sound"A".

Open mouth wide

Gently shake the doll. (Pronounced individually and in chorus, with different voice strengths - quieter, louder.)

Speech therapist:- That's right, the sound "A" is heard. This is a vowel sound, it is sung and we do not feel any barriers in our mouth when we pronounce it. Look at the picture: the girl rocks the doll and sings "AAAA" to it. (a picture of a girl with a doll is posted on the board)

4. Speech therapist:- Mission completed. Now look, I have a red square in my hands - this is a symbol of all vowel sounds, including the sound "A". This is how we will label it.

5. Speech therapist: Anya doll has prepared a game for you, she calls the game “Clap your hands if you hear the sound “A”: (3 minutes)

a, y, o, a, s, and, a, uh, y, a.

mu-ma-mu

na-na-na

so-so-so

sun, may, face, street, umbrella, finger

6. Speech therapist: - Doll Anya forgot the name of the pictures, let's help her remember them together. Look at the pictures carefully and name them, say where the sound A is at the beginning or at the end. (3 minutes)

(pictures and diagrams are hung on the board: at the beginning or at the end of the word there is a sound)

Mouse, cat, stork, watermelon, apricot, bus, plum, orange, book, angel, shark, giraffe. Snail, bee.

7. Physical education minute(3 minutes)

Stork, long-legged stork, show us the way.

(legs stomp, after hand point to the side) The stork replies: “Stomp with your right foot, stomp with your left foot.

(stomp left foot, stomp right foot) Step with your right foot, step with your left foot, then you will come home! (step with right foot, step with left foot, walking in place)

Speech therapist: Guys, in what words did you hear the sound "A", name them.

6. Plural formation of nouns with the ending "A"(4 minutes)

Speech therapist:- Guys, let's play a game, "One and many"

I will post a picture for you in the singular, and you will have to find a pair of this picture, where there are a lot of these items. (ex: window - windows)

Home - at home;

Face - faces;

Train - trains;

Glass - glass;

Horn - horns;

Eye - eyes;

Foal - foals;

Doctor - doctors;

Child - guys;

Kitten - kittens;

Bucket - buckets;

Egg - eggs;

Ring - rings;

Elephant - baby elephants.

8. Introduction to the letter "A".(2 minutes)

Speech therapist:- Listen to the poem:

The letter A is tall and slender.

It is very similar to the arch.

Speech therapist:- Look here it is the letter "A". (A card with the image of the letter "A" is displayed).

Speech therapist:- Let's draw the letter A together with a magic pencil in the air.

9.Individual work(4 minutes)

Speech therapist: Laying out the letter "A" from sticks.

Let's try to put it together.

10. The result of the lesson, the assessment of children.(1 minute)

Speech therapist:- Guys, remember what sound we met today in class?

With what letter?

What color do we represent?

What did you like the most?

Well done, well trained, listened attentively, answered questions.

Municipal Autonomous Preschool educational institution

« Kindergarten No. 16 health-improving orientation "

Synopsis of a speech therapy lesson on teaching literacy

Subject: " Sound [A] and the letter A "

(preparatory school group of compensatory orientation)

Compiled and conducted by: Fedichkina N.N.,

teacher speech therapist.

2018

Abstract of a lesson in teaching literacy.

Subject: Sound[ A] and letter A

Target : Fix the correct pronunciation of the sound [A], introduce the letter A.

Tasks:

Correctional and educational:

Clarify the pronunciation of the sound [A]; determine the position of a sound in a word; teach children to identify

sound [A] from the composition of syllables, words, introduce the letter A.

Correction-developing:

Develop fine, general and articulatory motor skills; teach children to change the strength and pitch of the voice; develop phonemic awareness and perception.

Correctional and educational:

Develop organizational skills.

Lesson progress

I . Introduction(Organizing time).

Rule of conduct in class.

One two three four five

We will now again

Watch, listen, think,

But don't interfere with each other.

Clearly, speak clearly

Don't fidget, don't play pranks.

II . Main part.

1. The message of the topic of the lesson.

Guys, guess the riddle.

green striped ball

Filled with scarlet like heat,

Lies on the bed, like a load,

Say what it is. (Watermelon )

Right. What is the first sound in the word watermelon? (sound [A])

Today in class we will talk about the sound [A].

2. Development of articulatory motility.

But first, let's stretch our lips and tongue.

Lip exercises: smile - proboscis, fence;

Exercises for the tongue: "tasty jam", "watch".

3. Work on the development of speech breathing and voice.

development of diaphragmatic breathing.

Now let's inflate your tummy like a balloon.

Here we are inflating the balloon

And we check with our hand (inflate the stomach).

The balloon burst - exhale,

We relax our muscles.

Now let's pronounce the sound [A] silently, just with lips - in a whisper - quietly - loudly;

And now on the contrary: loudly - quietly - in a whisper - soundless articulation.

4. Acoustic - articulatory image of sound.

Guys, now let's say the sound [A] and see what position our lips take? (mouth wide open ). And how is the tongue in the mouth? (the tongue lies quietly below, the tip of the tongue behind the lower teeth ).

Look at how it is pronounced: the air in the mouth meets no barriers, the sound is sung with a voice.

This sound is always sung

This sound, like a song, flows.

Sound, fly freely

There is no barrier on the way!

On the diagrams, we will denote vowel sounds with a red circle.

5. Fizminutka "Leaves".

Now let's turn into leaves.

We are autumn leaves

We are sitting on branches.

The wind blew - they flew.

We flew, we flew

And they sat quietly on the ground.

The wind came up again

And lifted all the leaves.

Twirled - flew

And they sat down on the ground again.

6. Development of phonemic hearing.

Guys, there are pictures on the board. Let's say what is shown there?

It is necessary to select those pictures in which there is a sound [A]. We say the name of the object, pronouncing the sound [A] for a long time.

7. Determining the place of sound in a word.

Words:stork, bus, orange, hand, cancer, moon, alphabet, shark, vase.

8. The ratio of sound to the letter.

Guys, look at the blackboard. This is the letter A. Remember, the sound [a] in the letter is denoted by the letter A.

Here are two pillars obliquely,

And between them is a belt.

Do you know this letter? A?

letter in front of youA .

Let's try to make the letter A from our fingers (the index and middle fingers of the right hand are lowered down, the rest are clenched into a fist, and the index finger of the left hand forms a "belt" ). And let's also make the letter A from counting sticks. And write the letter A in the air.

9. Summing up the lesson.

So, guys, what sound and letter did we study today?

Tell the word to the end: os ... ah, braid ... ah, fox ... ah, moon ... ah, spoon ... ah, birch ... ah, pine ... ah, branch ... ah, aspen ... ah, dogs ... ah, viburnum ... ah, mountain ash …A.

Sound [ A ] what? (vowel)