Yotated vowels for preschoolers fairy tale greedy letters. Phonetic fairy tale “Koshcheevo Kingdom” Introducing the letters Ya, E, Yo, Yu
Marina Vladimirovna Chekanova
Summary of the speech therapy lesson “Iotated vowels”
Chekanova M.V., teacher – speech therapist
Nefteyugansk
Preparatory group
Subject: « Yotated vowels»
Target: systematize children’s knowledge about iotated vowels EYYUYA at the beginning of a word in a strong position.
Tasks:
Educational:
The ability to identify sounds at the beginning of a word in a strong position, denoting a combination of sounds letters.
Correctional and developmental:
Develop phonemic awareness through differentiation iotated vowels;
Develop the articulatory apparatus and fine motor skills of the fingers with the help of gymnastics with bioenergoplasty.
Educational:
Develop the ability to answer fully, listen to the answers of your comrades.
Methods:
Verbal – conversation, explanation.
Visual – multimedia presentation, sound stones, syllables, elements letters, house models with letters E,Yo,Yu,I
Practical - performing articulations. exercises, tasks to determine the sequence of sounds, syllables; construction letters.
Technologies:
Health-saving (articulation, breathing exercises, physical exercises)
Computer techologies (slide presentation)
Gaming (didactic games, verbal)
Progress of direct educational activities
Introductory part.
Guests have come to us, let's say hello to them.
How else can you say hello?
Good afternoon, hello, hello, nice to meet you
And yogis, for example, say hello in this position. (slide)
Who are yogis?
Let's work like yogis, only not with our feet, but with our hands and our tongues.
Articulation gymnastics
Main part.
1. Write a sentence about yogas. (SCHEME)
What does the proposal consist of? (The sentence consists of words)
How are words separated from each other? (Pauses. How many pauses, so many words)
2. Name a word that has the sound Y.
Name the first sound in the word YOGI.
Let's remember what he is like.
How vowels sounds different from consonant sounds?
Physical exercise.
Divide into two teams: Command I-short, command vowels.
In front of you are two trees - with red apples (articulation models vowels) and with green ones. Whose team will pick the apples faster?
The teams stand opposite each other, holding in their hands "sounds-apples"
Can we combine I - a short sound with vowels? (children's answers)
Let's find out
Look at the screen. Name the first sound in the word APPLES, the second.
Sounds of YA.
Come out those guys who have these in their hands "sounds - apples".
Same with others iotized letters
HEDGEHOG, YO sound.
Skirt, sound YU.
Spruce, sound YE.
Conclusion: Has the i-short teamed up with vowels sounds at the beginning of a word?
What happens when we pronounce two sounds? (At first there is a slight obstacle, a stutter, and then the sound continues)
A game "Stutters"
In what cases did we hear 2 sounds in words?
3. Game “Let’s bring sounds into the house”.
Each house has its own name.
What sounds will we introduce into the house with letter I? (YA, Yo (YO, Yu (YU)
Conclusion: With which letters"friends" YA sounds (With letter I)
4. Game "Say the words"
Name words that begin with the sounds YA (apple, yacht, Yana, Yasha)
YO (hedgehog, hedgehog, tree, ruff)
JE (spruce, raccoon, food, Emelya)
YU (Julia, Yula, Yura, humor, young)
Final part.
Which letters are indicated by two sounds at the beginning of a word? (E,Y,Y,Y)
Publications on the topic:
Summary of a lesson on teaching reading and speech development to preschool children “Vowels and consonants” Topic: "Vowels and consonants." Word game. Fairy tale "Kuroch-ka-Ryaba". goal: consolidation of knowledge about the sounds of vowels and consonants, memorization.
Educational fairy tales for children
In the Land of Sounds
Lived in a magical land of sounds. This country was very tiny. And there were only 31 inhabitants. No one saw them, since they were invisible.
But you could hear them. Six sounds were singers: A, U, Y, I, E, O. They were called vowels for their melodiousness and vocality. Ya, Yo, Yu, E sang along with them.
The remaining 21 were also kind, with good sounds, but they could not sing. Listen: B, V, G, D, F, Z, J, K, L, M, N, P, R, S, T, F, X, C, Ch, Sh, Shch.
They were very friendly, agreed with the vowels in everything, loved to stand next to them. And they were called consonants.
You can also sing along with them, but to do this you need to be able to recognize all the sounds and pronounce them correctly.
“How sounds learned to turn into letters”
A lot of time has passed since sounds settled in one magical land. They were invisible, but they loved to sing.
One day, a wizard from another kingdom appeared in that country. He liked it there so much that he wanted to get to know its inhabitants better. And when he found out that all the residents were invisible, he was very upset. But he was still a wizard, and a very kind one at that. And he decided to give each resident a magic dress. Each sound received a dress unlike the others. As soon as you put it on, the sound immediately became visible and turned into a letter. The letter could be seen, depicted, drawn, written. The wizard was very pleased. After all, now, having read or sung it, or whispered it, he called the sound by name. That's how they met.
Always together
One day the vowels and consonants did not get along and went in different directions. The consonants huddled together, wanted to talk - but nothing...
They coughed:
-Kh!
Sneezed:
Pchh!
Why did they call the cat:
-Puss, puss, puss!
And we got bored...
All of a sudden:
-Shh!
It seemed to them that someone was crying somewhere... They listened.
-Ah-ah-ah! Oh-oh-oh! - shouted the vowels.
They cried like little children:
-Wow! Wow!
Aukali:
-Aw! Aw!
And the consonants shouted to them (or rather, they wanted to shout, but they only managed to mutter indistinctly):
-BDM VSGD VMST!
And they heard a joyful, but also inarticulate:
-U-E-E-A-E-E!
They made peace, stood side by side again, and said clearly:
-WE WILL ALWAYS BE TOGETHER!
And since then they have never been separated again.
Parade of letters
When two brothers b and b settled in the magical land of Alphabet Studies, there were exactly 33 inhabitants. Each had their own home, but could not exchange it for another. There were such strict laws there.
One day, the Alphabet and Queen ABC decided to throw a party. All sounds put on dresses, turned into letters and went to the main square.
The king gave the command to the letters to line up and take each one in its place, according to the number of the dwelling. This is the order in which the letters were: A, B, C, D, D, E, E, G, Z, I, Y, K, L, M, N, O, P, R, S, T, U, F, X, Ts, Ch, Sh, Sh, b, Y, b, E, Yu, Ya.
Queen ABC really liked the structure of the letters. Since then, the structure of letters in this order began to be called by the name of the king - ALPHABET or the queen - ABC.
Anyone who wants to know the secrets of this magnificent country must, like a king, know the order of the letters by heart.
Accent
One day they gathered together for council and began to say how useful and significant they all were. But they forgot to invite the words to their council STRESS. And it was very offended. When the words began to emerge, the Accent suddenly jumped out and shouted:
-What do you know without me? If I want, I’ll take it and change the values for you!
Of course, they didn’t believe the words. The castle came out and said:
-I’m not afraid of you, I’m so strong and heavy that I can handle some kind of IMPACT. After all, Accent is just a dash!
The stress got angry and suddenly jumped from the last syllable to the first, and the castle disappeared, and a castle appeared.
The words began to be indignant, to shame the Accent, but it continued to prove its importance. So instead of Atlas it turned out to be Atlas, instead of drops-drops, instead of road-road.
They see words that things are bad - they cannot do without Emphasis! They gave him a place of honor at their meeting and since then they have treated the Accent with great respect.
Olga Chaporova
Summary of GCD in the senior group
on the topic: “Introduction to the letters I, E, E, Y”
phonetic tale “Journey to the Kingdom of Koshcheevo”
Since the study of iotized vowels is one of the most difficult sections in the period of teaching literacy to preschoolers, it seems to me appropriate to begin the introduction to this topic with the phonetic fairy tale “How the vowel sounds A, O, U, E saved the sound Y,” which allows for an entertaining form to talk about double sounds and identify the corresponding sound-letter connections.
GCD type: integrated.
Integrated OO:“Cognition”, “Communication”, “Socialization”.
Form of activity: joint activities of adults and children.
Activities: gaming, communicative, educational.
Software tasks:
Educational: introduce preschoolers to the iotized vowels A, E, E, Yu and their graphic profile; consolidate the differentiation of sounds by hardness-softness, sonority-dullness, vowel-consonant; continue to train the skill of sound-letter analysis of words;
developing: continue to develop phonemic perception, auditory attention, mental operations (analysis, synthesis, comparison, generalization, coherent speech;
educational: developing the ability to interact with each other.
Materials: emotion pictograms; "Magic Box"; emblems of the sounds “Y”, “A”, “O”, “U”, “E”, letters A, O, U, E; card with images: crocodile, watermelon, brush, excavator, yogi; disk, music center; image of Koshchei Castle; colored knitted pillows; two images of a seven-flowered flower, pictures with images: sparrow, T-shirt, watering can, yogi, balalaika, baseball cap, tailor, parrot, ant, tram, ruler, teapot, seagull.
Preliminary work: acquaintance with the rules of the didactic game “Guess the sound”, acquaintance with the articulatory and acoustic features of the sound “Y”, the letter J.
Individual work: to encourage inactive children to engage in active verbal and mental activity.
PROGRESS OF THE CLASS:
1. Organizational moment. Myogymnastics
(target: development of the ability to determine a person’s emotional state and convey them in facial expressions and movement).
Good morning, guys! Is it really good? Like this? (I demonstrate the “Joy” pictogram). Pass the mood around.
What morning is this? (I show the “Sadness” pictogram)(Sad morning). Pass the mood around.
(Work with the “Anger” and “Surprise” pictograms in a similar way.)- Show me what your mood is today
2. Main part.
Didactic game “Guess the sound”
(target: development of logical thinking, analysis, generalization, comparison)
Guys, this is a magic box in which a sound you already know is hidden. Guess this sound and he will play interesting games with you. Rule: I can only answer your questions with “yes” or “no.”
(Children ask questions like: is this a vowel/consonant sound? When he sings a song, does his mouth form an oval/circle/smile? Does your tongue/lips/teeth interfere with the sound? Is it a hard/soft sound? To build a letter house you will need three sticks and a “tail”)
That's right - it's the sound "Y". ( I open the box). But where is he? The "Y" sound is gone! There is a sound letter and an encrypted note here.
Phonetic game "Koshchei's Autograph"
(target: development of the ability to form words based on the first sounds of picture names).
Let's listen to the audio letter.
(I turn on the disc, the phonogram plays)
Oh-oh-oh! Save! Help!
Cough! Cough! Look, I'm upset! He decided to sing songs with vowel sounds! The singer “Factor A” is also for me! Now you will sit in my Castle and don’t even think about running away - I will immediately recognize you by your letter with a tail!
What should we do, guys? (We have to go help out the sound Y)
Where to go, who hid the sound “Y”? There is a hint here ( I show a card with pictures: crocodile, watermelon, brush, excavator, yogi).
Let's try to make a word based on the first sounds of the pictures. (K, A, Shch, E, Y - Kashchei hid our sound “Y”).
So that Koschey does not recognize us, we will turn into vowel sounds and letters: 1,2,3 - turn around yourself into a sound, or turn into a letter!
(“Magic” music sounds, children put emblems of sounds and letters A, O, E, U on their hands)
Sound, shake hands with your letter, it's time for us to go!
Game "Collect the word"
(target: development of the ability to perform sound analysis and synthesis of words, kinesthetic sensations, sense of smell, ability to work in small groups)
We have come to the Kingdom of Koshchei: how dark and gloomy it is here... Look - the letters scattered across the clearing out of fear and now cannot form words. Shall we help them?
(Children are divided into two subgroups, collect words from colored knitted pillows with images of letters; the pillows are filled with grains, legumes, and also soaked in aromatic oils of orange tree and fir)
Conjugate gymnastics “We are not children, but flowers”
based on the ancient game "I was born a gardener" target: development of facial muscles, fine motor skills)
How beautiful and bright it is now in the clearing! Imagine that you are not children, but flowers of unprecedented beauty!
Everyone appreciates you, everyone loves you
Insects and people.
This is good?
Animals also love
Especially hungry ones.
This is good?
Imagine that your heads are flower buds
Clumsy bugs
Our petals are trampled ( tapping the fingertips around the mouth)
And the voracious midges
They eat us up a little ( tingling)
Flies scurry around us
The wings beat painfully ( light patting)
A web like a rope
The spider cleverly entangled us ( vertical and horizontal stroking)
This is how we were offended
Various pests! ( pretend to be offended)
But the hostess bee drove away the harmful midges! ( dispel pests with their hands)
Game "Flower-seven-flowered"
(target: development of the ability to identify the position of sound)
(Work in subgroups: children lay out pictures on the petals of one flower, in the name of which the sound “Y” occurs in the middle of the word, the other – at the end of the word. The problem picture “yogi” is given. Check: correct answer - clap, incorrect answer - stomp)
Phonetic tale “How vowel sounds saved the sound “Y”
(target: acquaintance with iotized letters, their graphic profile)
Quiet! Hear: someone is calling for help... We approached Koshcheev Castle. Sit comfortably, in Turkish, and listen to the fairy tale “How the vowel sounds “A”, “O”, “E”, “U” saved the sound “Y”.
(Demonstrating Koshchei Castle)
And so...the vowel sounds approached Koshchei’s castle, like you and I are doing now, and opened the mighty oak door ( I open the door, and behind her the sound “Y” sits and cries.
The sound “A” jumped into the castle to help ( I place the sound “A” in the Castle)
Eh! And what about me? The sound "E" exclaimed ( I place the sound “E” in the Castle)
ABOUT! How will you cope without me? I was surprised by the sound “O” ( I place the sound “O” in the Castle).
Uh! The sound "U" started buzzing. I'll help too! ( I place the sound “U” in the Castle)
Once they got there, they ended up in the castle, but they don’t know how to get out: Koschey sits, guarding the familiar letters.
The sounds began to think about how they could deceive Koshchei and get out of the castle unnoticed... And they came up with an idea. What do you think came up with the sounds? (Children's answers)
And they came up with sounds like this trick:
You need to hide the two sounds in one letter and then Koschey won’t realize that there is not one sound, but two whole sounds!
Try to guess what letter the adjacent sounds “Y” and “A” could turn into. To do this, pronounce these 2 sounds quickly one after another: “Y” “A”. What happened? (“Y” + “A” = I).
(Similarly: “Y” + “O” = E,
“Y” + “U” = Yu,
"Y" + "E" = E)
Let's check whether the sounds are really hidden safely. Guess what 2 sounds are hidden in the letter Z? Yo? YU? E?
Sounds emerged from the Castle, but Koschey did not recognize them in the new letters. They returned home unnoticed.
The friendly pairs of sounds enjoyed living together so much that they did not separate, but remained resourceful letters I, E, E, Y!
Did you like the fairy tale? It’s time for us to return to kindergarten and break the spell. ( “Magic” music sounds, children take off the emblems). Let's add new letters to our group.
(We place the letters I, E, E, Yu at the cash register)
3. Reflection.
Magic wand
(activation of acquired knowledge)- What was the most interesting? (In a circle – children’s answers)
CelAnd:to activate children’s knowledge about iotized vowels and the letters that represent them; improve the ability to divide words into syllables; develop the ability to construct sentences from words.
During the classes
I. Updating of basic knowledge.
! The game “Who can collect it faster?”
On the desk Object pictures with one-, two- and three-syllable names of objects are displayed.
Children sitting on the first row select pictures with one-syllable names of objects, on the second row - with two-syllable names, on the third - with three-syllable names.
Whale, axe, bridge, pencil, bus, crayfish, saw, glass, pigeons, sparrow, tiger, horse, frame, balls, drum, owl, table, chickens, parrot, elephant, swallow, poppy, doll, plane, kettle, ruler, bow, house, spoon, magpie.
II. Vocabulary work.
1. R e dude - boys and girls at an early age.
& Etymology of the word.
Word Guys came from the word child. In old times child meant "small".
Write down this word, pronouncing it syllable by syllable, highlight the spelling, divide it into syllables, and add stress.
2. X O R O w ? - as it should be.
The rain fell and passed,
The sun in the whole world.
This is very good
For both adults and children.
V. Mayakovsky
& Etymology of the word.
The origin of the word is unclear. Perhaps in ancient times it meant “pure” or “brave.”
III. Formation of new knowledge.
1. Teacher's word.
The Russian language has an interesting consonant sound Y (iot). He loves to “play hide and seek” - “hide” behind other letters. Read the word.
At the end of this word there is a sound [y’] and a special letter for it - Y (I short). Now let's change the word:
The letter Y is no longer in these words, but the sound [y’] remains! Where is he hiding? And he hid behind the letters Ya, Yu, E, Yo, which denote two sounds at once:
2. Doing exercise 30.
How many syllables are in each word?
How many letters are in the first syllable of each word?
What letters are these?
What sounds do they represent?
In what cases are vowels e, e, yu, i consist of two sounds?
Vyvo d: iotated vowels e, e, yu, i consist of two sounds if they stand:
b at the beginning of a word;
b after vowels;
bafter b And ъ signs.
Sound-letter analysis of one of the recorded words:
Yula- yu - la
yu - [th’] - consonant, soft, sonorous.
[u] - vowel, unstressed.
l - [l] - consonant, voiced, hard.
a - [a] - vowel, stressed.
Why are there fewer letters than sounds?
Physical education minute
IV. Making up a story based on a picture.
1. Doing exercise 32.
2. Work on constructing sentences.
Doing exercise 33.
V. Lesson summary .
Which vowels are called iotized? List their.
Clap your hands when you hear a word that has more sounds than letters.
Skirt, fair, raccoon, chalk, iodine, spindle, apple, tree, sailor.
Homework: exercise 34.
Yotated vowels at the beginning of a word (E, Yo, Yu, Ya)
Goal: to consolidate knowledge about iotated vowels at the beginning of a word.
Organizing time
Main part
One day the sound brothers Y went into the forest. We wandered and wandered and got lost.
One went out into the clearing and met the sound A, he also got lost. They held hands and went together to look for the way home.
Y+A…./children pronounce sounds in unison in chorus/.
What letter can we use to represent these two sounds? (I) /picture is displayed/
On the way to the house they picked berries.
Another brother J went out to the river and there he met the sound of E, who was fishing. He agreed to take J home. And they went together
Y+E.../children pronounce sounds in unison in chorus/.
What letter can we use to represent these two sounds? (E) /picture is displayed/
They took the ruffs they caught home.
The third brother, in the thicket of the forest, met the sound of O, who was picking mushrooms.
Together they walked along the path, met a hedgehog and he showed them the way to the house.
Y+O…./children pronounce sounds in unison in chorus/.
What letter can we use to represent these two sounds? (Yo) /picture is displayed/
And another Y went out to the stream, where the sound U was collecting water. He happily agreed to take Y out of the forest.
Y+U.../children pronounce sounds in unison in chorus/.
What letter do we use to represent these two sounds? (Yu) /picture displayed/
They met nimble mice and a squirrel that was spinning like a top.
All the sound brothers successfully reached home and were very happy to meet them. They introduced each other to new sound-friends. They told us what they saw along the way. /Sentences are written on the board/
We picked berries.
We caught ruffs.
We met a hedgehog.
We saw nimble mice.
Let's repeat what two sounds the letters E, E, Yu, Y can represent. /Analysis on the board and in notebooks/
[th] [e] [th] [o] [th] [y] [th] [a]
Now let’s remember when our letters are denoted by two sounds.
At the beginning of a word (give examples of words)
After a vowel (give examples of words)
After b and b signs (give examples of words)
Let's practice.
Find in the sentences of our brothers words in which their friends vowels will denote two sounds.
Berries, ruffs, hedgehogs, nimble ones.
In notebooks, with vowels divided into two sounds (Y - write with a green pen, the vowel next to it - with red):
1) Children come up with words in a chain that begin with E, E, Yu, Y. They write down and arrange the letters into sounds.
For example: apple, anchor, core, ash, Egor, raccoon, spruce, hedgehog, fir tree, container, top, youth, Jupiter, cabin boy...
2) Recording sentences in a notebook followed by analysis of our vowels into sounds.
Yana and Yulia went to pick berries.
Egor eats apples and apricots.
Yasha is decorating the Christmas tree.
Elisha is traveling by bus.
The lizard is very nimble.
They bought Elena a bright skirt.
3) Laying out words from cut letters.
4) Divide the words into two columns: 1 - where our vowels will denote one sound, 2 - denote two sounds. The words can be given on cards, written on the board or dictated.
For example: pit, summer, Egor, cabin boy, buttercup, ice, hedgehog, yarn...
III. Summarizing
- What letters were you talking about?
- In what cases do they form two sounds?
