Speech therapy lesson in 1st grade on the topic: “The sound “Zh”, the letter “zh”.
Speech therapy lesson in 1st grade on the topic:
“The sound “Zh”, the letter zh.”
(As part of a school event
"Week of Good")
Goal: To develop the ability to differentiate sound in isolation, in words and in speech,
distinguish the letter z from other letters.
Tasks:
Educational:
1. Develop the ability to isolate sound in a stream of sounds;
2. To develop the skill of differentiating the sound w from other sounds;
3. Teach to distinguish the letter z from other letters;
Corrective and developmental:
1. Develop phonetic hearing and phonemic perception;
2. Enrich and clarify students’ vocabulary;
3. Develop verbal and visual memory, voluntary attention;
Educational:
Show students the need to purposefully cultivate kindness in themselves.
Encourage them to do this; give a moral assessment of good deeds;
To develop self-esteem, a sense of camaraderie and mutual assistance in children. Progress of the lesson.
1. Org. moment.
2. Articulation gymnastics. Working with a mirror.
“Frog”, “Elephant”, “Spatula”, “Cup”, “Pea”, “Mushroom”, “Horse”.
3. Statement of the topic and goals of the lesson.
Work on the sound of J.
1. Working with mirrors. Pronunciation of the sound, what does this sound sound like?
-Who can buzz? (students’ oral responses)
- Repeat the words after the speech therapist: a beetle is buzzing. (together and one at a time). Characteristics of sound.
2. Repetition of pure sayings after the speech therapist (with clapping):
Zha, zha, zha - we saw a hedgehog.
I chew, I chew, I go outside.
Zhi, zhi, zhi - walruses swam in the sea.
Jo, jo, jo - how fresh it is outside.
3. Game “Clap your hands.”
R, l, a, c, g, s, m, n, w, h, sch, g, g, h, h, f, g. Skis, castle, puddles, crane, floors, soot, Sasha, beetle, winter, beaches.
Add only ZHI Eta..., gara..., chi..., line..., mor..., but..., ly...
What words do you remember?
4.Game “Say the Word.” (students work orally, raise their hand).
I will read a poem, and your task is to complete the word that has the appropriate meaning.
— A block of ice will melt from a kind word… (“Thank you”) — When people scold us for pranks, we say:… (“Forgive me, please”) — If we can’t eat anymore, we will tell our mother… (“Thank you”) — And in France and Denmark they say goodbye when saying goodbye... Goodbye! - Sit with me, sister, read to me, be... kind. “You helped me!” I say, my friend, you……….. Thank you. - I forgot to bring the book! For this you me……. Sorry. — We sadly said to Uncle Nikita: For breaking our cup………..sorry. - Don’t complain to your father about me, I ask you......... please. - Repeat in the morning: Thank you, excuse me, Allow me, allow me, I...thank you.
4. Letter Zh
5. Recognition of the letter Ж,ж
6. A trip to the zoo.
Article:
Goal: Acquaintance with the sound and letter “F” .
Tasks:
- Strengthen the ability to identify the first sound in words.
- Practice sound-letter analysis of the words BEETLE, TOAD;
- Develop thinking, imagination, phonemic perception, fine motor skills;
- Develop the ability to listen to comrades and respect their opinions.
Equipment: letter card “F” , counting sticks, toys (ball, beetle, toad), “dry pool” with vowels, easel with subject pictures (banana, orange, pear, crane, chamomile, dandelion, giraffe,
beetle, heron, stork, swallow), puzzles, handouts (diagrams, letter Z), colored pencils.
Progress of the lesson.
Ι. Organizing time. The children stand in a semicircle. Speech therapist: - Guys, I suggest you play the game “Transformations” . I will turn you into something or someone, and you try to portray it with gestures, facial expressions or movements (beetle, toad, greedy). Who is called "greedy" ? How the “greedy person” say about the pictures located on the easel?
(my) banana, (my) orange, (my) pear, (my) crane.
(my) chamomile, (my) dandelion, (my) giraffe.
(my) beetle, (my) heron, (my) stork, (my) swallow.
Game “Name the odd one out” . Speech therapist: - Look at the rows of pictures, name the extra picture in them: (crane, giraffe, beetle). Think and tell me how the names of the pictures are similar? (in the names of the pictures you can hear the sound “Zh” at the beginning of the word).
ΙΙ. Main part.
1. Game exercise “How does a beetle buzz?”
Speech therapist: - Who buzzes like that: w-w-w-w? (showing a beetle toy). Buzz like bugs. (Clarification of the pronunciation of the sound “F” ).
- Describe the sound “F” (consonant, hard, voiced). Does he have a soft brother? (No).
2. Game “The first sound is gone” (with a ball).
Speech therapist: - The beetle wants to play a game with you. Try to guess the words from which the first sound “Zh” (*ara, *alo, *uk, *aba, *adina, *avoronok). Whoever I throw the ball to is the one who answers.
ΙΙΙ. Dynamic pause. The speech therapist pronounces the tongue twister “Bug” :
The beetle fell and could not get up,
He is waiting for someone to help him.
Kinesiological exercise “Cross movements” .
Then he invites the children to depict beetles that lie on their backs, with their paws up, and perform cross movements with them (alternating contact of the knee of the right leg with the elbow of the left hand and the knee of the left leg with the elbow of the right hand).
ΙV. Introducing the letter.
1. Speech therapist: - The beetle wants to introduce you to his favorite letter. (Appearance of the letter “F” ).
This letter is wide
And it looks like a beetle.
And at the same time it’s definitely a beetle
Makes a buzzing sound: w-w-w-w. –
— How many elements does a letter consist of?
2. Laying out the letter of the counting sticks.
3. Game "Friendship" . — The vowels that are hidden in the “dry pool” (from beans) like to visit “Zh” Find the vowels and make friends with the letter “Zh” . What happened, tell me? (zha, zho, zhu, zhe, zhe, zhu)
4. Speech therapist: - The beetle has a girlfriend. Who is she? Guess by reading the letters in descending order of letters: from capital letter to small letter. (toad).
5. Speech therapist: - They have prepared puzzles for you.
The first puzzle is “Find a word in a word” . (In the word LARK: heat, raven).
The second rebus “Connect correctly” . Children are invited to work with handouts:
Speech therapist: - Name the sounds in order in the names of the pictures (beetle, toad). Choose a suitable sound scheme and connect it with a line to the picture. Color the sound diagram of the words with colored pencils (according to the sound characteristic).
V. Reflection “Shade the letter.”
Speech therapist: - What letter did we meet? (AND). Friends of the letter “F” give it to you. Shade it with straight horizontal lines.
Farewell to the toad and beetle.
Introducing the letter Z
The purpose of this lesson is:
introduce a new letter and sound;
consolidate the concept: voiced – voiceless paired consonants;
promote the development of correct, syllabic, expressive reading skills;
develop phonemic hearing, speech, logical thinking, attention;
cultivate curiosity;
introduce the writing of the letter z;
to form cognitive regulatory universal educational actions;
teach the specifics of writing words with the lowercase letter z.
This lesson uses a presentation on the topic of the lesson, which helps to better memorize the elements of letters. At the stage of working with the letter, the children are offered “writing by air”, and they are also given the opportunity to examine and remember the elements of the letter Zhzh through personal experience.
Methods and techniques: creating a situation of success; methods of verbal and visual transmission of information, practical work. After analyzing the letter symbol, practical work was necessarily carried out - designing and redesigning the letter using a set of templates for letter elements. Letter templates were cut out and placed in envelopes for each child. For each lesson, I prepared templates that consisted of the letter being studied and 2-3 more templates that differed in shape or size, which created a problematic choice situation. As a result of working on this lesson, students will firmly grasp the technology of drawing the written letter they are studying. First-graders practice performing basic mental operations in the process of analysis, practical construction of letters from template elements, and solving logical tasks. Graphic action and basic graphic skills of writing letters and their connections are formed.
I offer a summary of a writing lesson taught using this method.
Lesson topic:
“Writing syllables and words with lowercase letter z”
Goals:
Educational:
introduce the writing of the letter z, the formation of cognitive regulatory universal educational actions, teach the specifics of writing words with the lowercase letter z.
Educational:
develop interest in the subject
Developmental:
Development of monologue speech, development of the ability to analyze and synthesize.
Equipment
Goretsky's copybook illustrations presentation, diagram for each child,
velvet paper letters
Conclusion
In my opinion, constructing and re-constructing written letters from template elements is a very effective technique for forming the image of the letter being studied. One of the main tasks during the period of learning to write is the formation in the child of clear visual-motor images of each written letter. During this period, it is necessary to lay a solid foundation of graphic skills so that the student clearly understands which letter he should write and in what sequence. As a result of this work, the shape of each letter was acquired by the children quite firmly. And performing “empty” movements in the air with a pen, after the teacher showed a sample of writing a letter with chalk on the board, gave students the opportunity to master the ability to alternate tension of the arm muscles with relaxation. And this is a necessary condition for developing writing skills.
All material is in the archive.
