Vowels of the first row. Second row vowels

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Class: 2

Target: consolidation of knowledge about vowels of the 2nd row, their functions of softness of the consonant in front.

Tasks:

consolidate knowledge about the importance of row 2 vowels to indicate the softness of sound.
practice finding and naming hard and soft consonants in syllables and words.
correct the work of the visual-auditory analyzer in exercises to identify the vowels of the 2nd row and the soft consonants that precede them.
develop thinking and attention when working with sentences and text.
promote the formation of coherent, expressive speech.
continue to develop learning skills and self-control skills.

Material: table of sound symbols of row 2 vowels (Ya - ya, E - yo, E - ye, Yu - yu); table with vowel letters 1 and 2 rows in pairs (A-Z, O-E, E-E, U-Y, s-I); cards with words (rad - row; nose - carried; bow - hatch; soap - mil); hourglass; signs “+”, “-”, “tick”.

For each child: lined notebooks; cards with syllables, words, text; pencils (red, blue, green); “fives”.

Progress of the lesson

“Roll call” - the one who identifies himself by name sits down.

What vowels did we talk about in the last lesson? (Vowels of the 1st row: A, O, U, E, y) How did we pronounce them? (Stretched and sang) What consonants come before these vowels (Hard) Remember and name the syllables with vowels of the 1st row.

The speech therapist teacher announces the topic of the lesson: “Vowels of the 2nd row”; The purpose of the lesson is to consolidate knowledge about the vowels of row 2, their influence on the consonant in front of them, and about one of the ways to soften consonants.

Vowels of row 2 consist of two sounds (a table with sounds is shown). We will agree that we will not make these sounds like small, stupid donkeys. We will call the vowels of row 2 briefly and clearly: “I, E, E, Yu.” (The teacher-speech therapist calls, then the children.) Which vowel from row 2 can you stretch out and even sing? (Vowel “I”).

A table with vowels of rows 1 and 2 is entered. Children name the vowels of the 1st row, stretching them out, and the 2nd row - briefly and clearly. Then the speech therapist teacher reads a poem, the children name the vowels in pairs. Once again, attention is drawn to the fact that children name the vowels of row 2 “Ya, E, E, Yu” briefly, clearly, without prolonging them.

We call the letter “A”, and the friend’s letter is “I”,
Let’s draw the letter “O” with you, and the friend’s letter is “E”,
The letter “U” sang a song, and “Y” answered it,
We sang the letter “E”, and in response we hear “E”,
And with the baby the letter “y” sings the song “I”.

Work in notebooks. Remind children about posture when completing tasks in their notebooks.

The speech therapist teacher shows cards with words written in pairs (rad - row; nose - carried; bow - hatch; soap - mil), suggests listening to two words on the first card; set their value; determine the nature of the sound of consonants; clarify that the 2nd row vowel is used to indicate the softness of consonants.

I will say two words, and you think about how they differ: glad - row.

What is rad? What is a row? This means that these words have different meanings.

And what else? What do the first consonants sound like? “RAD” (pause)... firmly. Name the sound (“P”). Let's write this word down. Read what happened: ....... HAPPY. (Vowels, hard and soft letters are highlighted in color. It is specified that red is used to indicate vowels, hard consonants are blue, soft consonants are green.)

And now we need: “ROW”. Name the first sound (“Рь”). After “Рь” we will write the letter....... “I”. Let's write this word down. Read what happened: ....... “ROW”.

In our word “row”, the vowel of row 2 “ya” serves......... to soften the sound “R”.

Work with pairs of words “nose - carried” is carried out in a similar way; bow - hatch; soap - nice.” Children come up with sentences using these words.

What are the vowels of row 2 used for? (Vowels of row 2 are needed to soften the consonant that comes before it).

There are two ways to indicate soft consonants in writing. The first method: using the vowels of the second row “i, e, e, yu, i”. The second one is ?...... We will talk about it in the next lessons.

Game exercise “Captains”. Children perform movements only if the speech therapist gives the command “Captains”. (For example, “Captains, they clapped their hands!” - performed; “Stamped their feet!” - no, etc.)

Tasks on cards.

No. 1 GA, GYA, RO, RE, NYA, NA, ZY, LA, SI, TYU, PO, FY, VE, DIA, BYU, WE, SHU, SA, HI, DU, NYA, BE, RY, PYU, CO.

No. 2 SLEDGE, REBUS, CIRCLES, CRANBERRY, SPOTS, DRIVER, BUCKETS, GRAINS, HOOK, LITERS

No. 3 Friends.

Kolya is sick. He lay in bed and looked out the window. Suddenly he saw a green ball. There was a face drawn on the balloon. Kolya guessed that the guys had come up with this idea. Then Lyuba, Seryozha and Tima came. They brought a book with pictures. Kolya felt good.

Task No. 1. Reading syllables, circling syllables only with vowels of the 2nd row, softening the consonants in front of them.

Speech material: ga, GYA, ro, RE, NYA, na, sy, LA, SI, TYU, po, fy, VE, DYA, BYU, we, shu, for, HI, so, NYA, BE, ry, PU , ky.

Children name syllables with soft consonants. The speech therapist teacher repeatedly names the syllables, the children - a vowel of the 2nd row and a soft consonant in a syllable.

Then the children put a “+” sign if they liked the task and completed it easily; “-” sign if it was difficult or you didn’t like the task; “check” if not everything worked out, there were errors.

Oral task: the teacher-speech therapist names words, and children name syllables with 2nd row vowels and soft consonants in front of them: RU-KI, GRI-BY, MARK-KI, DOS-KA - !, KLYAK-SA, TABLE - !, TOF-LI, YU-LA -!, KOS-TER, RAIN-DI, YAB-LO-NYA, ZEB-RA, ZON-TIK, SWEK-LA.

To develop attention and thinking, children are given “provocative” variants of words (there is a vowel of the 2nd row, but there is no consonant in front of it; there are no vowels of the 2nd row and soft consonants).

After completing the task, children put “+”, “-” or a tick on the cards.

Task No. 2: write down 5 words syllable by syllable, circle the vowels of row 2 in red, highlight the soft consonants that precede them in green.

LEAD, REBUS, CIRCLES, CRANBERRY, STAINS, DRIVER, BUCKETS, GRAINS, HOOK, LITERS.

After completing the task, children put “+”, “-” signs or a tick.

Physical education minute.

Option 1: children perform voluntary movements to cheerful music.
Option 2: children perform movements in accordance with the text, pronouncing words.

We kick top - top,
We clap our hands - clap!
We are the eyes of a moment - a moment,
We shrug our shoulders.
One - here, two - there,
Turn around yourself.
Once - they sat down, twice - they stood up.
Everyone raised their hands up.
One - two, one - two,
It's time for us to get busy!

Task No. 3. Working with text:

Expressive reading of the text by a speech therapist teacher, children determining the number of sentences, words in sentences (paying attention to “small” words - prepositions);

Reading the text by children (you can offer reading one sentence at a time - “in a chain”, at the choice of the reading student by the speech therapist teacher);

Reading sentences proposed by the speech therapist or chosen by the students themselves with different intonations.

Attention exercise: children find 2 rows of vowels in the text, circle them in red (you can suggest highlighting the soft consonants before the vowels with a green pencil). The teacher uses an hourglass so that the children can control the time they complete the task.

Kolya is sick. (2) He lay in bed and looked out the window. (8) Suddenly he saw a green ball. (5) A face was drawn on the ball. (5) Kolya guessed that the guys had come up with this idea. (6) Then Lyuba, Seryozha and Tima came. (6) They brought a book with pictures.

After completing the task, the children exchange cards, check each other’s tasks, then put “+”, “-” or a tick on their cards.

Summary of the lesson.

What are row 2 vowels needed for? (Vowels of row 2 are needed to soften the consonant that comes before them.)

How did we agree to call the vowels of row 2? (Shortly, clearly, without drawing out)

What tasks did you find difficult? Can you say that you did a good job today? Why?

Children receive “A” grades for diligence and active work in class.

After the lesson, when checking the completion of tasks by children and the signs they put down (“+”, “-”, “tick”), the teacher-speech therapist analyzes the level of development of control and self-control skills.

Goals:

Correctional - educational

Introduce students to the formation of second row vowels .

Learn to determine the place of vowels of the second row in a word and indicate it on the diagram.

Practice highlighting second row vowels in pronunciation and writing.

Improve the skill of reading words with second vowels.

Develop the skills of self-control and mutual control.

Corrective and developmental goals:

To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and word synthesis, intonation expressiveness.

Develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, general and fine motor skills.

Correctional and educational goals:

Cultivate attention to sounds, maintain interest in the material being studied through games and gaming techniques.

Cultivate curiosity.

Cultivate a diligent attitude towards learning.

Equipment.

Letters “I”, “Y”, table of vowels, drawing “Vowel Choir”, split alphabet, circles for indicating sounds (red, blue, green), diagrams for indicating the appearance of two sounds in vowels of the second row, pictures containing vowels of the second row, puzzles, family pictures: mother, father, son and daughter, proverbs, pictures with symbolic images of words: “quiet”, “loud”, “slow”, “fast”, “sad”, “fun”, stencils of apples, colored pencils , cards with images of correctly and incorrectly written vowels of the second row, a typesetting canvas, a ball, a Hedgehog with apples-tasks, the game “Confusion”, sentences with various intonation patterns, a tape recorder and a recording of a musical composition, a basket of apples according to the number of students.

Lesson plan.

1. Org. moment.

5 Exercises in highlighting vowels of the second row

6. Phys. just a minute.

7. Isolating second row vowels from sentences.

9. Summary of the lesson

1. Org. moment.

Hello guys! We open the notebooks and write down today's date. Guess the riddle and you will find out who will come to visit us for class.

The fur coat is needles, you can’t take it with your hand.

It lights up - it’s prickly. Who is this? (Hedgehog)

That's right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Every apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.

2. Introduction to the formation of second row vowels

I take the first apple. Here is a question from a hedgehog: “Is there a letter “E” in

table of first row vowels? (No). Name the vowels of the first row.

You will learn about the row in which this vowel is located, and how the vowels of the second row were formed, from the fairy tale about the letters “I” and “Y”.

“Once upon a time there were two letters - sisters. They were very similar. They were written almost identically. Only the letter “Y” had a beret on top, while the “I” did not have one. They sounded almost the same. Only “I” is drawn-out, and “Y” is short, abrupt. They were often confused and the letter “Y” was very unpleasant.

One day, the letter “Y” came to visit the vowels of the first row and invited them to sing together (a drawing of the “Vowel Choir” was posted). "Y" started - "A" picked up. Their sounds merged, and it turned out so beautifully that the sounds “O”, “U”, “E” also wanted to sing along with “Y”.

“A”, “O”, “U”, “E” became close friends with their new girlfriend, and they decided never to part. They went to the Queen of Grammar and began to ask her to allow them to always live together. The wise Queen of Grammar told them: “I cannot allow you to live together forever, because my words will be offended if you leave them. I’d better come up with new letters for you in which you will meet.” And the Queen of Grammar came up with new letters “I”, “Yo”, “Yu”, “E”, which consist of two sounds: “YA”, “YO”, “YU”, “YE”.

The joyful sounds of “Y”, “A”, “O”, “U”, “E” went home. Since then, they have been found in the vowels “I”, “Yo”, “Yu”, “E”, and so that the vowel sounds would not be far from the sound “Y”, the Queen of Grammar made the new letters vowels and placed them side by side, in the second row .

It so happened that the vowels “A”, “O”, “U”, “E” turned out to be senior and began to be called vowels of the first row, and the vowels “I”, “Yo”, “Yu”, “E” turned out to be junior and became are called second row vowels.

The vowels of the first row are joined by the vowel “Y”, and the vowels of the second row are joined by the vowel “I” (a table of vowels of the second row is posted).”

Remember these vowels. Let's repeat them in chorus (children name vowels).

What sounds are used to make the vowels “I”? (YA), "Yo"? (YO), "Yu"? (YU), "E"? (YE).

Guys, there is a trick here. These vowels do not always mean two

sound: only when they are at the beginning of a word or after vowels and letters: “b”, “b” (corresponding diagrams are posted). In other cases, these vowels perform a different function, which we will get to know later.

3. Exercise in sound-letter and syllable analysis of a word

Let's see how you have mastered this topic (the picture “berry” is displayed. Children are asked to count the number of letters in this word, indicate the sounds with the corresponding circles and write a graphic syllabic diagram: I Y O D A - 5 b.

6 stars

_I _ _O _ _A _ - 3 words.

We completed this task. Put the apple in the basket.

4. Development of fine motor skills, visual-spatial perception

1) Development of fine motor skills.

Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with inclined parallel lines (children complete the task in notebooks accompanied by a musical composition).

2) Development of visual-spatial perception.

Cross out the “wrong” letter (on the cards, students cross out the incorrectly written letter) I YE YE I. Check.

5. Exercises in highlighting vowels of the second row

And in this apple there are exercises for you.

1) Exercises in isolating second row vowels from syllables.

Show the letter that you would write at the beginning of the syllable: yam, yom, iz, es, yur (children show the corresponding letters: Ya, Yo, I, E, Yu).

2) Exercises in isolating second row vowels from words.

A) - Select a letter from the beginning of the word: pit, ruff, Yura, go, Inna, pit, shivers, young, spruce, games, hawk, southern, sparks, ate (children show letters)

B) - Write down the vowel of the second row that comes at the end of the word: Zoya, Raya, sing, mine, mine, linen, me, everywhere, yours, mine, sleep, yours, mine, yourself.

Let's check the written letters: i, i, yu, yu, е, е, е, е, ю, и, и, е, я, e. Let's put this apple in the basket.

C) -In the next apple, Hedgehog prepared us tasks with pictures (pictures are displayed): apple, skirt, needle, tree, spinning top

Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, i, yo, yu.

Let's play the game "What has changed?" (I swap the pictures, and the children say that I swapped them).

Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: Christmas tree, skirt, spinning top, apple, needle). Well done! We take another apple - a task.

D) - Guess the riddles. Words - guesses must begin with a vowel of the second row. We will write down the answers in the form of a syllabic diagram, writing the vowels of the second row (children go to the board along the chain)..

*It may break. *Wirls on one leg *If it weren’t for him

It might get cooked. Carefree, cheerful. Wouldn't say anything.

If you want, into a bird In a colorful skirt, a dancer (tongue) _ya_ ___

It may turn. Musical…

(egg) _ya_ ___ (spinning top) _yu_ ___

*A thin thread is threaded through a narrow eye *Runs among the stones

And she quickly swam after the boat. You can't keep up with her.

She sews, embroiders and needles sharply. He grabbed the tail, but Ah!

And they call it a boat... She escaped with the tail in her hands.

(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __

*They grew across the river *Round, ruddy, *I am in June and July

They brought them to the holiday. I'm growing on a branch. No matter what happens

There are needles on the branches. Adults suddenly love me.

What is this? And little children. I'm leaving with my mother

(Christmas tree) _е_ _and_ (apple) _я_ ___ ___ Where? To ... (south) _so_

D) – In this task, Hedgehog prepared games for us:

“The fourth is extra” - name the “extra” word, justify your choice: Yeltsin, Efimov, Egor, Elagin (children call “Egor” because it is a name, and the rest are people’s surnames).

“Rebuses” - From the pictures, guess the names of mom (Ira), dad (Igor), son (Egor) and daughter (Yulia), call them in one word (family). Write down the names, underlining the vowels of the second row with a red pencil. What rule do you need to remember? (We write names with a capital letter.) Examination.

6. Phys. just a minute.

Game “Name it kindly” (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., Christmas tree - ..., ruff - ..., skirt - ..., box - ..., hole - ..., apple - ...

We completed this task, let’s complete the next one.

7. Isolating second row vowels from sentences

1) Repeat in chorus the following phrases:

I-I-I – I can do everything! Yo-yo-yo – I’m ironing clothes with my grandmother.

E-e-e – I help everyone in the family! Yu-yu-yu – I sing songs with dad.

Yu-yu-yu- together with my mother I sew dolls. I-I-I – I’m walking with the baby!

2) Game “Confusion” - here we need to work hard and make a sentence from the confused words (the words are displayed on the typesetting canvas: Emelya, lunch, egg, on, eats) - Emelya eats an egg for lunch. (Children write down the sentence in a notebook. Then check what they have written.)

3) Game “Say the proverb” - The hedgehog offers us the beginning of proverbs. We must remember or find the appropriate ending to proverbs.

T Are you going - ... ... the mother of learning

Repetition - ... ... hurry up

How do you understand the meaning of these proverbs? (You don’t need to rush to avoid trouble. If you repeat a lot, you will learn better. Do first, talk later.)

Write down the proverb you like, highlight the vowels of the second row with a red pencil. Checking what was recorded.

4) Exercise in expressive reading.

Well done! We also completed this task, take another apple.

8. Isolating second row vowels from the text.

In this task, Hedgehog invites us to compose a story about him according to plan:

1. Name of the animal. (This is a hedgehog)

2. Where he lives. (He lives in the forest.)

3. What does it eat? (The hedgehog eats mice, beetles, frogs.)

4. How it winters. (The hedgehog sleeps in a hole all winter.)

A) In a chain by several students, one sentence at a time.

B) Entirely by one student.

C) Write down the story in a notebook, highlighting the vowels of the second row with a red pencil.

D) Checking the recorded story.

9. Summary of the lesson

Last apple left. In this apple he says goodbye to us and in parting he wants to know what vowels we met? (Vowels of the second row: Ya, Yo, Yu, E, I).

Come up with words starting with the letters I, E, Yu, E, I.

Well done! Today you did a good job and the Hedgehog gives you gifts - ripe apples.

In the Russian language there are 10 vowel letters, 6 vowel sounds. Vowel letters: a, i, e, ё, o, u, ы, e, yu, ya. Vowel sounds: [a], [o], [u], [e], [i], [s]. In the school curriculum, vowel sounds are indicated in red on the diagrams. In the elementary grades they explain: vowel letters are called that because they “voice”, are pronounced “vocally,” while consonant letters received this name because they “agree” with the vowels.

Scheme 1. Vowels and vowel sounds of the Russian language.

Stressed and unstressed vowel sounds

Vowel sounds are:

percussive: juice [o] - ice ['o], forest ['e] - mayor [e], drill [u] - hatch ['u],
unstressed: in O yes [a], s at dak [u], l e juice [and].

Note. It is correct to say “stressed syllable” and “unstressed syllable”. Instead of “the stress falls on the vowel,” say “the stress falls on the syllable with the vowel.” However, in the literature there are formulations “stressed vowel” and “unstressed vowel”.

Stressed vowels are in a strong position and are pronounced with greater force and intonation. Unstressed vowels are in a weak position, they are pronounced with less force and can be subject to change.

Note. The designation of the letter e in weak position differs in different school programs. Above we showed the sound [and], in other school programs the designation [e] is found, in the institute program - [e and] (e with the overtone and).

Scheme 2. Division of vowels into stressed and unstressed.

In the Russian language there are compound words with primary and secondary stress. In them, we highlight the main stress with strong intonation, and the secondary stress with weak intonation. For example, in the word foam blocks, the main stress falls on the syllable with the letter o, the secondary stress on the syllable with the letter e. In phonetic analysis, the vowel with the main stress is stressed, the vowel with the secondary stress is unstressed. For example: tricuspid, three-year-old.

Yotated vowel sounds

The letters i, yu, e, e are called iotized and mean two sounds in the following positions of the word:

at the beginning of the word: fir tree [y "olka], Yana [y "ana], raccoon [y "inot];
after a vowel: hare [zai"its], bayan [bai"an];
after ь or ъ: streams [ruch "y", rise [fall "om].

For ё and stressed vowels I, yu, e, a replacement is made: I → [y’a], yu → [y’u], e → [y’e], ё → [y’o]. For unstressed vowels, a replacement is used: i → [th"i], e → [th"i]. In some school programs, when compiling a transcription of a word and during phonetic analysis, the Latin j is written instead of th.

Sections: Primary School

Activating children's attention, preparing for the upcoming lesson, focusing on the topic of the lesson and updating relevant vocabulary.
Practice indicating the softness of consonants when writing using vowels of the second row.
Correction of memory and attention processes.
Developing communication skills, answering questions, and controlling one’s own behavior.

Equipment: Table with vowels of the first and second row; syllable table; cards for independent work; colour pencils; ball; boards with adhesive tape (30/30) for the development of fine motor skills, boxes of beans.

Progress of the lesson

Organizing time.

Checking readiness for class.

Development of fine motor skills of the hands.

Guys, in front of you is a board with adhesive tape and a box of beans. I suggest you put a Christmas tree, the sun, a house on the board. Well done, you did a great job.

Repetition of earlier material covered.

Let's remember and pronounce with you the vowels of the first and second row. (We draw the children’s attention to the vowel table).Please tell me how the second row vowels are formed? (iotated consonant + vowel sound).

Now compare pairs of vowels: A-Z; O–E; U-Yu; E-E; Y-I. (We identify the similarity of these pairs in articulation and the difference in spelling). Guys, these vowels are called paired vowels and in order not to confuse them in writing, you and I will learn to distinguish between them.

Posting new material.

In our lesson we will learn to distinguish paired vowels, and we will learn with you that the vowels of the second row are magical, they make the consonant soft. Here is a table with straight syllables. Let's read straight syllables in chorus, combining M, (N, S, etc.), in pairs with vowels of the first, then second row.

M	A O E U Y	N	A O E U Y
	I E E Yu I		I E E Yu I

(When reading again, pay attention to the change in the sound of the consonant from the proximity of the vowels of the second row).

Guys, what happens to consonants when a second vowel comes after it? (The consonant becomes soft).

I suggest you play a little.

Game "Magic Ball".

(An exercise in auditory pronunciation differentiation of hard and soft and soft consonants).

Guys, I will tell you the hard option and throw the ball, and you call the soft option and throw the ball back to me. (We throw the ball one by one).

isolated.

B-B"; B-B"; G-G"; T-T"; D-D" etc..

And now back, you call the soft version, but I call it hard.

B-B"; B-B"; G-G"; T-T"; D-D"; etc.
in syllables (throwing the ball).

YES-YES

DO-DE

DU-DU

DY-DI

Working in a notebook

Syllable dictation.

I will pronounce the syllables, and you write down syllables containing a soft consonant in one column, and a hard consonant in the other.

SA, SE, LE, RE, MU, MI, ZYA, FA, DO, RE, KI, BO, GE, YOU, TE, LA. (We check by ear).

Look at the board, there are pairs of words written in front of you. Let's read them out loud.

MAL-MAL; BOW-BOW; SOAP-MIL; NOS-NES; VOL-VEL.

Look, read again and tell me, are they the same in spelling, pronunciation, and meaning? Pay attention to the first consonants in these words. What are they like, where are they hard and where are they soft. Write these words in a notebook and use colored pencils to mark the soft and hard consonants (blue for hard, red for soft).

MAL-MAL; BOW - HATCH; SOAP-MIL; NOS - NES; VOL-VEL.

Well done, now let's rest a little.

Physical exercise.

We got up, came out from behind our desks, raising our hands, taking a deep breath up through our nose, lowering our hands down, exhaling, air through our mouth. The arms are not tense (4-5 times). Fine. Now let’s dance a little to some lively music.

Right hand in front
And then her back,
And again in front of her,
And we'll shake it up a little.
We dance boogie-woogie
We turn in circles and clap our hands like this. (The same thing only with the left hand).

You and I haven’t had much rest, but now we’ll continue working.

Working with cards.

Guys, in front of you are cards with sentences where vowels are missing from the words. Insert them and circle the hard and soft consonants with colored pencils (soft - green, hard - blue and red vowel of the second row).

V...li has flowers. L...sya l...bit l...k. Yur... was r...d that he got into the first r...d. P...t...ut...t..., and W...t...cat...t.... You need to water the cherries....

We check the work.

(Valya’s flowers have wilted. Lyusya loves onions. Yura was glad that he was in the first row. Petya has ducklings, and Vitya has kittens. We need to water the cherries).

Independent work.

(This work is given if the children worked actively in class and there is time left; if not, then the task is given at home).

Come up with three words each starting with a soft consonant. Write them down in your notebook. Use a colored pencil to highlight the soft consonant. (The consonants with which words begin are written on the board.)

M- (example: ball, Misha, bear).
L- (example: lion, laziness, people).
D- (day, business, woodpecker).
T- (shadow, body, Timofey).

Make up one sentence with any of the words. (Example: Misha played ball).

Summary of the lesson.

Let's remember our vowels of the first and second row and pronounce them again. If the vowel of the second row comes after a consonant, then what kind of consonant will we have?

What did we learn and what did we learn in our lesson?

Guys, today in our lesson you did a great job, you were attentive, active, you made me very happy. Thank you very much! The lesson is over. Goodbye.

The reminders I created for elementary school students attending a speech center will facilitate understanding of the material on such topics as: Analysis of the sound composition of a word. Sounds and letters. Word. Offer. Graphic proposal diagram. Checking words with unstressed vowels at the root. The sound-syllable pattern of a word and other important topics in which students make many specific errors in writing and speaking.

Download:

Preview:

Memo for students.

Analysis of the sound composition of a word. Conventional graphic symbols.

Sounds and letters.

Conventional graphic designations of sounds:

- (red circle) – vowel sound;

- (blue circle) – hard consonant sound;

- (green circle) – soft consonant sound.

Know:

a) How does a sound differ from a letter? –

sound we hear and pronounce it, it does not always coincide with the spelling of the letter in the word;

letter we write and see (read with our eyes), we can touch it, trace it, draw it.

b) In Russian 10 vowels (vowels of the first row - A, O, U, E, Y

Vowels of the second row - Ya, Yo, Yu, E, I),

The letters A-Z, O-Y, U-Y, E-E, Y-I are paired.

21 consonants(B, V, G, D, Z, ZH, J, K, L, M, N, P, R, S, T, F, X, C, Ch, Sh, Shch) and two more special letters are b and b.

All sounds of the Russian language are divided into two groups:

VOWELS

(there are six of them: a o e y y and)

pronounced freely, without any obstruction in the mouth, you can sing or draw.

Vowels form syllables.

The vowels Ya, E, Yo, Yu can mean

one sound: (i - [a], e - [e],

ё - [o], yu – [y])

After soft consonants (squirrel - [b elka])

And two sounds: (i – [ya],

e - [ye], yo – [yo], yu - [yu]) at the beginning of the word (tree - [yolka]),

after a vowel (bayan - [bayan]),

and also after b and b (bindweed - [in yunok], ate -).

CONSONANTS

(there are a lot of them) -

pronounced with a barrier in the mouth (in the form of lips, teeth, tongue)

Can be hard or soft:

hard - in front first row vowels

(A, O, U, E, Y), and also remember -

W, F, C - always solid. (For example: l uk - sound l sounds firm because he is standing in front U – vowel of the first row, tire - sound sh always sounds firm)

soft - in front second row vowels

(I, E, Yu, E, I and B), and also remember -

J, Ch, Sh - always soft. (For example: l yuk - sound l sounds soft because it's in front of YU – vowel of the second row; h a sh a - sounds h and sh will always sound soft).

All other consonants, except Sh, Zh, Ts, Y, Ch, Shch, can be either hard or soft.

Consonants can be voiced or unvoiced (they differ in the work of the vocal cords - when pronouncing a voiced consonant, the vocal cords work (vibrate), and when pronouncing a voiceless consonant, the vocal cords are closed and do not vibrate. Voicedness or deafness is a constant (unchangeable) sign, i.e. the same sound does not can be both deaf and voiced

Six pairs of sounds differ in sonority - deafness and are calledpaired consonants - B - P, V - F, G - K, D - T, Z - S, Zh - Sh.(barrel - kidney, in he - background, guest - bone, house - volume, tooth - soup, heat - ball)

Word. Offer.

Graphic proposal diagram.

Know:

1) Graphic symbols: ______________________ . - sentence (long strip)

Words (short strips)

Syllables (short stripes)

Sounds.

Words are divided into parts (syllables);
Syllables are divided into sounds. The syllable must have vowel and one or more consonants. There are syllables made of one vowel sound;
a word differs from a syllable or sound in that it has a meaning;
be able to identify, name: word (papa), syllable (pa), sounds (p, a);
we speak in sentences. Sentences are made up of words;
be able to count the number and order of words in a sentence (including prepositions and conjunctions). For example: Tanya bought an apple. 1st word - Tanya, 2nd - bought, 3rd - apple. The hare ran through the forest. 1st word - Hare, 2nd - ran, 3rd - along, 4th - forest.
There are short words (prepositions) that need to be written separately from other words -

On, - under, - to, - from, - over, - because of, - from under (some consist of two parts), etc. Prepositions connect words in a sentence and talk about the location of objects in space.

9) When analyzing a sentence, we count both long and short words (prepositions, conjunctions)

Kolya drinks juice. (3) Kolya drinks juice from a glass. (5).

10) The sentence is written with a capital letter, with a period at the end (or other punctuation marks, depending on the purpose of the statement). A sentence, unlike a word or phrase, carries a complete thought.

Program for writing off a ready-made proposal.

We read the sentence in order to remember how it is written. Goal: write it down without errors.
We read words as they are written (orthoepic reading), reading a whole sentence, identifying its graphic design in the form of a capital letter, a sign at the end, the presence of punctuation marks: commas, dashes, colons, etc.
We divide the sentences into parts for copying (into words or combinations “preposition + word associated with it”). For example:“There was/ a hat lying on the floor.”

Or we divide it into phrases of two words:“Mom poured / into the pan / hot water.”When we have mastered the method of dividing into words or phrases of two words, we learn to divide sentences into phrases of three words (or four - with a preposition) -“In a forest clearing / stood four wolf cubs.”

Divide the sentences into parts that are convenient for you (depending on how many words you can remember, so as not to make mistakes in them).
We read syllable by syllable the part that we will copy, looking through each letter and orthographically pronouncing (as the word is written according to the rules) each sound.
We repeat the read part “for ourselves”, concentrating on clear pronunciation.
We write down part of the sentence with spelling pronunciation, without looking at the sample (you can cover it with a piece of paper), and use only your memory.
We check the written sentence in parts, accompanying the spelling reading of each part in the sample and in our note. If necessary, we additionally check punctuation marks.

MEMO FOR STUDENTS OF 3 – 4 GRADES

1. Looking for random errors

"Check your work"

(First check)

Did you miss a letter?
Did you add an extra letter?
Did you write another letter instead of one?
Did you draw each letter correctly?

Looking for spelling errors

"Check your work"

(Second check)

Check each word separately, starting with the last one:

Isn't this a dictionary word?
Are there any spellings in the word? Which?
Mark dangerous places.
Where possible, choose test words.

If there are no more such mistakes in your work, you are great!

Checking offers

"Check your work"

(Third check)

Check each word separately, starting from the first:

Did you miss a word?
Did you write an extra word?
How are prepositions and conjunctions written?
Are the words related to each other correctly? (check endings)
Is there a period at the end and a capital letter at the beginning of the sentence?
Are there required commas and other characters?

If there are no more such mistakes in your work, you are great!

IT IS VERY IMPORTANT THAT YOU TRY TO FIND ALL ERRORS YOURSELF!

REMEMBER, LEARN:

Before A O U E Y - all consonants are HARD,