Goals:
Educational: 1. Teach how to write the lowercase letter p, compounds and words with this letter.
continue work on the development of the articulatory apparatus and phonemic hearing;
Developmental: Develop phonemic hearing, imagination, memory, speech, logical thinking; clarify and enrich
lexicon; development of muscle memory; development of tactile memory; spelling vigilance.
Educational: To cultivate accuracy when doing work in notebooks, interest in writing lessons.
Equipment: elements of letters, cash register of letters, handouts “Letter p”, syllabic cards, pictures “What does it look like?”
letter", velvet paper templates "p", cards.
1.Organizational moment
Progress:
Attention, check it out, my friend,
are you ready to start the lesson?
Is everything in place, is everything in order,
Pens, books and notebooks,
We will respond actively
To behave.
So that dear guests
They wanted to come again.
2. Updating of basic knowledge.
A) Repetition of learned letters.
Game “Find out the letter.” (on the board the letters are half covered with a sheet of paper, guess the letters using the remaining parts
Name the vowels. Name the consonants.
Game “Syllables have gone crazy.”
On the board re selo ra ka vol saro ki
Make up the words: /village river fox crayfish/
3. “Rules of beautiful writing.”
Instruction on the position of the copybook on the desk when writing, on the ability to correctly hold a pen when writing, on the correct posture
while writing.
4 . Reporting the topic and setting the learning objectives of the lesson
Today in the lesson we will learn how to write the lowercase letter p, syllables and words with this letter.
5. Hand warm-up and exercises in drawing and shading
A. Exercise for fingers.
Here are the guys at their desks
(Spread your fingers wide).
They got as naughty as kittens.
(We move our fingers)
The desks are rubbed with fingers,
As if they were scratching with their paws.
(Rest the pads of your fingers on the desk)
Our fingers are like kittens
We also decided to play.
(Knock with our fingertips
by desk)
What clever guys!
(Fingers “struggle”)
How can you scold them?!
B. Exercise in drawing and shading.
What letter did we study today? What sounds does it represent?
6. Comparative and critical analysis of all letter options
A) Introducing the written word. Analysis of the written letter.
See what the written letter p looks like. How is it different from the printed one?
B) Element-by-element analysis of letters
How many elements does a letter consist of? Which ones?/straight slanted short line and slanted line with a curve at the top and
at the bottom/.
Which written letters have elements that resemble the written letter p?/n, K,r,t/
C) Constructing a letter from elements
Game "The letter crumbled"
Guys, help me, please! The written letter p crumbled into separate elements. Who will help me collect
letter?
D) Commented demonstration by the teacher on the board
We start on the top line of the line. write a straight line to the bottom line, repeat until the middle of the line, repeat line
smoothly deflect to the right, not reaching the top line a little, make a rounding to the right, touch the top line,
lower the straight line down and, not reaching the bottom ruler a little, make a rounding to the right, touching the bottom ruler.
Showing and writing to count: p - razidvai;
E) Formation of a visual-motor image of a letter (Tactile memory)
The teacher distributes templates to the children, on which velvet or fine sandpaper(act as an irritant
the written letter p is glued to the nerve endings of the finger. Children index finger right hand feel
letter in the direction of writing.
Together with the teacher, writing letters in the air.
Take the pen in your hand (as if you are now writing the letter p in a notebook) and repeat the movements after me. Teacher
turns his back to the class and shows the movements of writing letters, commenting on them.
“Writing” with a wet finger on the board; “writing” with a finger on the palm;
FISMUTKA:
I’ll open my notebook and put it on an angle,
I won't hide it from you, friends.
I hold my hand like this
I’ll sit straight and won’t bend over,
I'll get to work.
7. Practicing writing a new letter in copybook
8. Reading and writing according to the pattern of syllables - mergers, pay attention to the connections:
pa po pi pu pi pe
Emphasize soft fusions.
9. Writing words with a new letter.
1. Read the words in the copybook. What is the difference? /accent and vowels/.
Make up a sentence using the word saw. /The saw is sharp. Mom drank juice./ /Note that the first word means and
subject and action/.
Change the word so that the stress falls on the vowel and. /drink/
Pay attention to the connection of the consonant letter p with the vowel i. What is it like? /top/
What about a vowel letter and a consonant letter l? /lower/ The consonant letter l and the vowel letter a are also connected by a lower connection.
Recording a word with commentary.
Read the second word. /sang/. Make a proposal. /Katya sang a song/. How many syllables are in this word? /2 syllables, because
that 2 vowels: sang/
Pay attention to the connection of letters. Write this word down.
Physical exercise.
We sat and wrote, our body muscles were all tired.
They stretched and yawned, their backs all bent together.
And now the legs will dance: they run along the path
Quickly quickly - top, top, top.
And clap your hands - clap, clap, clap.
Raise your legs higher and bend your knees,
They reached with their chin.
And they smiled at each other.
We turn everything with our heads
And we continue our lesson.
10. Working with the proposal.
Read the first sentence. How many words are there in this sentence? /3/ What word do you think fits the diagram? /saw/
How many syllables are in this word? /2/ Which syllable is stressed? /second/ We pronounce the first syllable /ppppiiiiii/. How many sounds we
do we hear? /2, they formed a soft fusion of the consonant sound [p,] and the unstressed vowel [ie], color it with a green pencil/.
We pronounce the second syllable. /llllaaa/ /We hear a solid fusion of the consonant sound [l] and the stressed vowel [a], color it blue
pencil/. Let's write this word down.
Read the second sentence. How many words are there in this sentence? /3/ What word do you think fits
scheme?/sang/
How many syllables are in this word? /2/ Which syllable is stressed? /first/ We pronounce the first syllable. How many sounds do we hear? /2, they
formed a soft fusion of the consonant sound [p,] and the stressed vowel [e], color it with a green pencil/. Say the second one
syllable. /llllaaa/ /We hear a solid fusion of the consonant sound [l] and the unstressed vowel [a], color it with a blue pencil/.
Let's write this word down.
11. Attention task.
Find identical groups of letters and underline them.
pppp pppp pppp pPPp pppp pppp pppp
Find hidden words among the alphabetic text:
stick, gun, saw, shelf and underline them.
Dporehkshnegpal
rppvovydlzhdp
parvlpolpolkalpolodvdpalkalpororplavdvdllo
12. Summary.
What letter have we learned to write? / lowercase consonant p/ How many elements does it consist of? /out of 2x/ Write this
consonant in the air. What did you like about the lesson?
Thank you for the lesson.
Big book of secret knowledge. Numerology. Graphology. Palmistry. Astrology. Fortune telling Schwartz Theodor
Writing the letter "p"
Writing the letter "p"
Capital "P"
Pressure is of greatest importance when writing the letter “p”.
Thin lines drawn with light pressure and slight rounding (Fig. 2.128). Such writing speaks of weakness, receptivity and suspiciousness.
Rice. 2.128. The letter is written in thin lines
The letter “p” with strong pressure, especially in the upper stroke (Fig. 2.129), in contrast to the previous meaning, speaks of severity, stubbornness, perseverance, but also some suspicion.
Rice. 2.129. The letter is written with strong pressure
Compressed, narrow letter “p” (Fig. 2.130). To those qualities that depend on pressure, the narrow letter adds self-doubt and frugality.
Rice. 2.130. The letter "P" looks compressed
Lowercase "p"
The lowercase “p”, written with strong pressure (Fig. 2.131), speaks of a developed imagination and a penchant for literature.
Rice. 2.131. The lowercase “p” is written with strong emphasis Light pressure can also indicate depravity.
From the book The Big Book of Secret Knowledge. Numerology. Graphology. Palmistry. Astrology. Fortune telling author Schwartz TheodorWriting the letter “zh” Graphologists rarely pay attention to this letter, so there are few interpretations of its spelling options. The main attention is paid to writing connecting strokes and the size of the middle line. Thus, a long middle line (Fig. 2.73) indicates
From the author's bookWriting the letter "z" This letter is also not always used in handwriting studies. The main focus is on the top loop (or lack thereof) in the capital "Z" and the bottom loop (or lack thereof) in the lowercase "z". Thus, a lowercase letter "z" with an elongated lower part, but without
From the author's bookWriting the letter “i” Capital “I” The beginning of the letter is rounded and resembles a semi-oval (Fig. 2.77, 2.78). People, so writing a letter“I” are endowed with an excess of imagination, originality of actions and thinking, perseverance, and often sublimity of the soul. Rice. 2.77. Start of letter
From the author's bookWriting the letter “th” In the writing of this letter, like the letter “e”, it is not the letter itself that matters, but the dash above it. The letter “th” gives more information about the owner of the handwriting when it is in the middle of a word (lowercase) than at the beginning (uppercase). A dash with weak pressure (Fig. 2.85)
From the author's bookWriting the letter “k” Capital “K” The letter “K” with pressure and a long stroke down, closed at the top in the form of a loop or a hook wrapped inside (Fig. 2.90). Usually this indicates such character traits as firmness, prudence, determination, but isolation and
From the author's bookWriting the letter "l" The letter "l", like the letters "zh" and "z", is rarely analyzed. It is generally accepted that it gives little information about the person writing. Nevertheless, let us pay some attention to it. The more pressure it is written (Fig. 2.94), the more sensual and tender the person.
From the author's bookWriting the letter “m” The differences between writing the uppercase and lowercase “m” are only in the size of the letters, so we will not consider them separately. For analysis, you can choose any letter “m” - at the beginning, middle or end of the word. Straight, without curves, second line
From the author's bookWriting the letter "n" Capital "N" Quite concisely written; the transverse stroke is arched, slightly elongated when connected, at the beginning of the letter there is a small hook at the top and/or bottom (Fig. 2.110, 2.111). This primarily indicates such a quality as timidity. If it works out
From the author's bookWriting the letter “o” Capital “O” The letter looks like an open oval with a line going down into the middle (Fig. 2.117). Such careless writing of the letter indicates active, fast people. Their excess energy often means they are too hasty, but in general the writing of the letter "O"
From the author's bookWriting the letter “p” Capital “P” The greatest importance when writing the letter “p” is pressure. Thin lines drawn with weak pressure and slight rounding (Fig. 2.128). Such writing speaks of weakness, receptivity and suspiciousness. Rice. 2.128. Letter
From the author's bookWriting the letter “r” This is one of the most interesting letters for graphology. It is believed that this is one of the first sounds that humans learned to pronounce. It served as a warning of danger or a sign of threat. This letter has many functional purposes. No wonder
From the author's bookWriting the letter “c” The slanted letter “c” with pressure in the middle, without decoration (Fig. 2.139) is characteristic of the handwriting of harsh and stern people. Skeptical people who are not prone to sentimentality and emotionality often write this way. Rice. 2.139. Slanted, unadorned letter “c” Small C
From the author's bookWriting the letter “t” Capital “T” The first two sticks merge together, and the upper stroke is strongly separated and directed upward (Fig. 2.143). This spelling indicates a sympathetic, religious, merciful person. Rice. 2.143. The first two sticks merge together, and the top one
From the author's bookWriting the letter “u” Capital “U” Distinct, rounded, unclosed at the bottom, the initial stroke is very thin, sometimes almost imperceptible (Fig. 2.150). Such people are speculative, inquisitive, and distinguished by their love for the elegant. Rice. 2.150. Distinct, with light pressure With light
From the author's bookWriting the letter “ts” Essentially, the letter “ts” in its writing resembles the letter “i” with a loop in the lower right part. Therefore, to some extent its analysis coincides with the analysis of the letter “i”. On the other hand, very often the drawing of a loop coincides with the lowercase letters “u” and
From the author's bookWriting the letter “sh” The main importance when writing this letter is the pace of writing and the roundness of its constituent elements. The letter “sh” with a large initial hook, all elements are equally even, rounded at the bottom, without underlining (Fig. 2.164). This spelling indicates
MOU – Secondary school No. 7,
city of Mtsensk, Oryol region.
Teacher primary classes highest category:
Kirpicheva Marina Nikolaevna.
Writing lesson in first grade.
Subject. "Letter capital letter P and lowercase letters P".
Goals. Continue working on writing letters P, p and connections with these letters; teach children to write words and sentences with completed letters; learn to divide words into syllables, do sound-letter analysis of words, divide sentences into words; learn to write with commentary and copy from printed text; instill the skills of correct, accurate writing.
Educational materials. “Propis-3 to the Russian alphabet” (authors V.G. Goretsky, N.A. Fedosova); word schemes; sentence diagrams; drawings of fairy-tale characters; set of syllables; a set of words; puppets from a puppet theater; “medals” for evaluating children.
During the classes.
I. Organizational moment.
II. Updating knowledge.
Teacher. Came to visit us Kesha (look at the application ). On the way he met Pinocchio (look at the application), who brought you gifts. Buratino wanted to congratulate you on the end of the first quarter and the onset of the first holidays. But the fox Alice and cat Basilio (look at the application) intercepted Pinocchio and took away his gifts.
You will be able to find your way there if you correctly and accurately complete all the tasks offered to you along the way by fairy-tale characters.
III. Preparing to write.
Kesha looks at how you properly prepared for the lesson.
The notebook lies tilted.
Sit on the edge of a chair, fist passes between the desk and chest, legs together.
Grasp the handle correctly, tilting your head slightly.
1. Bye Kesha flew, he scattered elements of some letters. Can we hit the road if we find out what these letters are?
Circle the elements of the letters.
Assemble the elements into the letters P and p.
Write them in frames.
Give an analysis (indicates a consonant sound, voiceless, hard [p] and soft [p"]
Teacher. Why did this letter appear at Kesha's?
In these words you can hear the sounds [p] and [p’]
2. Teacher. A difficult road lies ahead of us. It will help us get through it hedgehog. Why do you think?
Children. He rolls around in a ball.
Exercises for the hand: road, pattern in the air, hedgehog needles.
Trace the pattern carefully in your notebook, starting with the arrow.
Help him open the lock on the gate, since he forgot the code to it.
The combination of the letters “P” and “p” is one line.
Code: propeller. (Carlson has a propeller, and the spelling of this word has 2 letters “p”).
Children. Dunno.
Teacher. Let's help Dunno (look at the application) quickly collect words and free your way.
Puzzles.
I always lay in my backpack,
I lost the letter somewhere...
Then they washed me away with water.”
(Pen - nal, pe - na).
On the board there is an analysis of the diagrams: choose the right words for the diagrams.
Teacher. We need to find a word, a profession of a person who works in a canteen, restaurant, etc. and can feed us delicious food.
(
Po′ – in A R).
A 
analysis of the scheme: match the schemes to the words, find the desired scheme.
In the copybook: diagram analysis, coloring.
A 
lyz words (by′ – inA
R).
Teacher. Why is this word written with a capital letter and in the middle of the line?
Children. This is the title.
Teacher. Complete the word in the sentence with a small letter “p”.
Analysis proposals according to the scheme:
How many words?
What is the first, second, third?
How do you write the first letter in a sentence?
What comes at the end of a sentence?
6. Teacher. On the way we meet Mouse (look at the application). He invites us to dinner at his home.
Reading in words: Mom is making soup.
Analysis offers:
1) Find a sentence diagram:
2) Drawing a diagram.
3)Write in capital letters with comments on the board and in a notebook:
Mom is making soup.
Analysis offers:
Teacher. Who is the sentence talking about?
What is being said?
Why can these sentences be called a story?
7. Teacher. Let's move on. Guys are coming towards you, guess what their names are?
Le Pav on the face of Vo on
Children. Lena and Pavlik.
Teacher. What letter are names written with?
Read the question in the copybook.
Children. Who drank kvass?
Copybook entry with commentary: Pavlik drank kvass .
Compilation proposals from words on the board.
Lena drank kvass.
What about Lena and Pavlik?
Lena and Pavlik drank kvass.
Teacher. How are the words different? drank And did you drink?
Children. Endings.
8.Teacher. So we approached the house. We are greeted by Pinocchio . Something happened to his key. He will need our help.
P. lka p.lka p.lka
(Shelf, file, shelf).
2) Name the meanings of words.
3) What item will we need?
Children. File.
Stick - for a cat and a fox.
Shelf - a place where gifts are kept.
9. Fox Alice and cat Basilio asking for forgiveness (dolls from a puppet theater).
10.
Summing up the lesson. Presentation "medals" made from different applications.
Application to the lesson.
1. 
2. 
3. 
4.
5. 
Lesson date: November 17, 2015 Lesson 51: Lesson topic: Writing a lowercase letter pp. 46-47 Copybook No. 2
Lesson type: learning new material.
Pedagogical tasks: create conditions for developing the ability to write the lowercase letter p.
Planned results:
Subject:
Analyze the shape of the letter p,
develop an algorithm for writing it.
Observe the change in the meaning of a word when
replacing a letter in a letter.
Metasubject:
Cognitive: navigate the copybook,
determine the meaning of educational signs in a notebook,
general education – formulate answers to
questions; distinguish between oral and written language, and
also basic linguistic means (words,
sentences, text);
Personal:
Have a desire to learn; adequate
understanding of behavior in the learning process
activities.
control your actions in the process
work. Organize your workplace And
maintain order on the desk
Regulatory: accept and maintain educational
task; adequately perceive the teacher's assessment,
plan your actions in accordance with
the task and its conditions
implementation; recite the sequence
actions in the lesson, understand the highlighted
teacher guidelines for action in the new educational
material;
In collaboration with the teacher, put
specific learning task based on
correlation of what is already known and learned, and
what is still unknown.
Communicative: build
communicative speech actions,
aimed at taking into account the position of the interlocutor
(one speaks out loud, and the others attentively
listen), constructive ways
interactions with others.
Educational resources: copybook No. 2, page 4647
Lesson steps
Teacher activities
Student activities
Organizational structure of the lesson
Organizational
stage
Setting goals
and lesson objectives.
Update
knowledge.
Greetings, checking students' preparation for
lesson, setting goals and objectives
Reciting the poem and pronunciation
highlighted words by students:
One two three four five -
It's time for us to start the lesson.
You will smile at each other
And sit down quietly.
What mood did you come to class in?
Sit down and show us all the correct seating position for
desk.
Open the copybook on page 4647
Analyze the page, tell us today's lesson
new knowledge or repetition of the material covered?
Why? Justify your answer.
Try to formulate the topic of the lesson.
Drawing up an oral lesson plan:
1. Introduction to writing letters.
2. Introduction to connections.
3. Writing syllables, words.
Can we write this letter?
So, what result should we get by the end?
Listening to the teacher, standing near
their desks.
The children sit down in their places and
demonstrate correct
seating at desks
Today we have a lesson in new knowledge.
Because we are in class today
reading learned the new letter p. Nam
you need to learn how to write it and write it in
words and sentences.
The topic of our lesson:
Small letter p.
Yes, we know how to write this letter.
Be able to write the letter p in words
Molded
ways
activities
student
Realize
self-control;
listen and
understand speech
teachers;
recall
previous
lesson;
In collaboration with
teacher to put
specific training
task based
correlation of
what is already known and
learned, and that
it is not known yet
And
Generalization
systematization
knowledge
Trial action
Application of knowledge
and skills in the new
situations
lesson?
Hands? - On the spot!
Legs? - On the spot!
Elbows? - At the edge!
Back? - Direct!
Working with the written letter algorithm:
Look at the sample.
Who wants to talk through the entire writing algorithm
new letter?
Graphic detailed analysis and pronunciation
children letters and display on the board:
“Put the pen on the top ruler of the working line,
we go down the inclined line, we go up along
inclined and, not reaching 1/3 from the top, we leave with a “bump”
up to the right, touching the ruler, turn the handle
and go down the inclined line, perform
“rocking chair” and climb up the hook to the middle.”
Oral pronunciation by children (12)
Choral oral pronunciation.
Writing in the air with choral
speaking
Work on the first line
What errors might occur? For what
should you pay attention when writing?
Conclusion:
What were we doing now?
Who had it easy?
Rate your work with a circle:
Be able to
pronounce
sequentially
number of actions,
understand
dedicated
teacher
landmarks
actions in the new
educational
material;
draw conclusions
verbalize your
actions.
Speaking at will
“Put the pen on the top ruler
working line, go down along
inclined line, we rise along
inclined and, not reaching 1/3 from above,
“bump” we go up to the right,
touch the ruler and expand it
handle and go down the slope
lines, perform a “rocking chair” and
climb up the hook to
middle."
Speaking in chorus
Speak and write in
air
Make a conclusion and self-assessment
– I am satisfied with my work.
I need to try a little harder
it didn't work out
Control of absorption.
Graphic
dictation
Work on the teacher's line.
Ram, banana, baron, beavers
III.Physical training
Creation
positive
emotional
climate and
decrease in children
voltage.
Let `s have some rest.
We stomp our feet,
We clap our hands.
We are blinking eyes.
(Hands on the belt. We blink our eyes)
We shrug our shoulders.
(Hands on waist, shoulders up and down)
Perform teacher's duties
dictation of letters, perform
letters assignments
Perform movements according to
content of the text
Be able to perform
educational action:
write under
dictation.
Let's remember the rules when writing.
Hands? - On the spot!
Legs? - On the spot!
Elbows? - At the edge!
Back? - Direct!
Concentration of attention.
Systematization
knowledge
1)Analysis of graphic errors.
Working on the connection:
2) Exercises in writing the letter being studied in
compounds in syllables: pa, po,
Observing the connection of letters
3) Spelling the words dad, couple, peony
(Sound patterns of words in copybook)
At the same time, the teacher monitors the children’s posture,
pays attention to the location of educational
items on the desk (pencil case, books, etc.)
Conclusion: What is the result of our actions?
got?
Rate your work with a circle:
– I am satisfied with my work.
I need to be a little more diligent
it didn't work out
Fizminutka
Creation
positive
emotional
climate and decline
Let `s have some rest.
Are you probably tired?
Well, then everyone stood up together.
They stomped their feet,
1) Analyze graphic
errors.
Working on the connection:
2) Practice writing
the letter being studied in compounds in
syllables: pa
Watch the connection
letters
3) Write the words: dad, couple,
peony
(They work as colored
highlight with pencils
sound designations of words in
copybook)
They conclude: we studied
write down words correctly
connect letters in words
Evaluate their work
circle:
– I am satisfied with my work.
I need to be a little
more diligently
it didn't work out
Repeat the movements after
teacher.
children tension
through
carrying out
physical education minutes
Reproductively
search stage.
Target:
Get to know
in words, in the composition
which includes
letter s.
Objectives: Development
fantasies,
imagination,
thinking.
Phys. just a minute.
Creation
positive
emotional
climate and
decrease in children
voltage
Hands patted.
Spun, spun
And everyone sat down at their desks.
We close our eyes tightly,
We count to 5 together.
Open, blink
And we continue to work!
1. Compilation and recording of soft and hard syllables:
Were drinking
What types of connections can be used?
Orally
2. Working with the proposal.
Polina caught a burbot.
Conclusion: what result did you get after
completed task?
Rate your work with a circle:
– I am satisfied with my work.
I need to be a little more careful
it didn't work out
Ant
An ant ran along the stem,
I was catching up with my friends.
Caught up, overtook.
And he ran back.
Compile and record
syllables hard soft:
Were drinking
Children explain and voice
connections that can
use.
Perform the movements
pronouncing
Skill
analyze
connections,
write to
connection with
in different letters
pronounce
sequentially
number of actions on
lesson, understand
dedicated
teacher
landmarks
actions in the new
educational
material;
Poiskovovo
creative stage.
Goal: To develop
children's interest
to lexical
word analysis.
Objectives: To develop
diction students,
attention. Development
students' speeches,
reading skills.
Working in pairs:
“Research” in pairs: restore the missing
in letters the elements are a, y, n, p, o, b, m, r, s, i, e.
U, L, M, I, A, O, N, R, E.
When checking the differences in the spelling of some
letters (the same element serves as the beginning
writing several letters), then students
must justify their point of view in choosing
certain letters.
Conclusion:
What were we doing now?
Who had it easy?
Who could handle such a task?
on one's own?
Rate your work with a circle:
– I am satisfied with my work.
I need to be a little more careful
it didn't work out
Children restore letters.
Work in pairs:
“Explore” in pairs:
restore the missing
letters elements and read
resulting words: baobab,
beaver,
balloon, tambourines, ball, bun.
Pay attention to
the last word in which
there is an unstudied letter k,
it is fully spelled out.
Conclusions are drawn on the board along the chain
Evaluate their work
circle:
– I am satisfied with my work.
I need to be a little
take a closer look
it didn't work out
Skill
conduct
introspection and
self-esteem.
accept and
keep
learning task;
adequately
perceive
nku teachers,
realize
their actions in
According to
delivered
task and
its terms
implementation;
Independent
Job
Recording words from dictation on free lines
pi, po, pl
fell, ardor, beat drank
Write down words from dictation
on free lines
pi, po, pl
fell, ardor, beat drank
Work with
variable
part
1. In the task “Connect in order” the received
the triangle can be shaded.
2. Working with the table:
fill in the missing letters.
(they can cross out found pairs of letters, like
shown in the table).
Working with a ribbon of letters.
Lesson summary.
Reflection.
Evaluation of the results of completing assignments
lesson. Organizing a lesson summary.
Conversation on questions:
At the end of each lesson we sum up the results
our work.
What was the goal at the beginning of the lesson?
Have we achieved our goal?
Who liked the tasks we
did you do it?
Who had it easy? Difficult?
Then let's summarize the lesson with words
1. In the task “Connect by
in order" received
triangle children
shade
2. Work with the table:
fill in the missing letters.
(cross out the found pairs
letters).
Children indicate the missing
lowercase letter y (you can
enter), and the box for
capital letter B remains
free, but name the letter children
obliged.
Work with a ribbon of letters.
Answer questions.
Define your emotional
state of the lesson. Conduct
self-esteem, reflection.
Children's answers.
To express
kindly
exist and
emotionally
moral
responsiveness
Be able to with
sufficient
completeness and
accuracy
express your
thoughts (k.)
On the desk:
I studied...
It was interesting...
It was difficult...
I wanted...
I did it...
Conversation on questions:
Evaluate your achievements in class.
Look at all the mugs you have
assessed which ones you have more look and
Evaluate your work in a circle for the entire lesson:
– I am satisfied with my work in the lesson.
I need to be a little more careful
lesson
failed to achieve all goals
Thanks everyone for your work.
Students
evaluate their work
circle for the entire lesson.:
- I'm happy with my job
at the lesson.
I need to be a little
pay more attention in class
failed to achieve
all purposes
Literacy (writing) lesson in 1st grade
Subject: Lowercase letter P.
Pedagogical goal: create conditions for developing the ability to write lowercase letters P; promote the development of motor skills and phonemic hearing; promote neatness.
Lesson type: solving an educational problem.
Planned results (subject): compare printed and written letters P; perform syllabic-sound analysis of words with the sound [p]; circle the letter elements P continuously; reproduce the shape of the letter being studied and its connection with another letter according to the algorithm; copied without errors from the printed font.
Personal results: accept and master the social role of the student; understand the motives of educational activities and the personal meaning of learning.
Universal educational activities (meta-subject):
Regulatory: accept the educational task of the lesson and carry out its solution under the guidance of the teacher in the process of performing educational actions.
Cognitive: general education– use sign-symbolic means to solve a learning task; brain teaser– compare letters according to given criteria, perform syllable-sound analysis of words.
Communicative: show a willingness to listen to the interlocutor and engage in dialogue.
Main content of the topic, concepts and terms: lowercase letter P, sound [p], printed and written letters, syllabic-sound analysis of words.
During the classes
I. Organization of the beginning of the lesson
Greetings. Checking readiness for the lesson (presence of a copybook “Copybook 3” and pens on the table).
One, two - head up,
Three, four - arms wider,
Five, six - sit down quietly.
(Greet the teacher, check the readiness of the teaching materials for the lesson, get emotionally attuned to the lesson.)
II. Setting a learning task
We continue our journey through the country of writing, where you learn to write letters beautifully and correctly.
Finish the poem and find out what letter we will learn to write today.
Piano Proshino
New, good.
The finger presses the key,
The piano will sing:
Do-re-mi! Do-re-mi!
Better sing, not make noise!
Birds are dancing on the path,
Write them a letter... (P.)
Right! lowercase letter P.
III. Updating of reference knowledge
In your literacy lesson you were introduced to the letter P. What did you find out about her?
At hockey, at football
Letter P- gate to the field.
Letter P in the gym
They called it a crossbar.
Come on, honey, don't be lazy,
Come and pull yourself up.
What does the letter look like? P? (Children's answers.)
IV. Mastering new knowledge and ways of doing things
1. Finger gymnastics.
Let's prepare our hand for writing. Let's perform finger gymnastics “Bunny and Drum”.
Bunny took his drum
And he hit: tram-tram-tram! (Fingers into a fist. Index and middle fingers up, they are pressed. Ring finger and tap the thumb with your little finger.)
2. Rules for sitting at the table while writing.
Let's check the fit and the rules for handling the handle. (They show how to sit at a table when writing and how to hold a pen correctly.)
3. Work in “Recipe 3” (p. 3). Analysis of lowercase letter style P. Writing a lowercase letter P.
Let's learn to write a lowercase letter P. Open p.3. Look at the lowercase letter P. What elements does it consist of? Let's compare it with block letter. (Look at the lowercase letter p, name what elements it consists of, compare it with the printed letter.)
P .
The first element is a short inclined line, the second element is a short inclined line with a curve at the top (left) and bottom (right).
We start writing on the top line of the working line. From top to bottom, to the bottom line of the working line, we write a straight line. We repeat in a straight line up to its middle. We continue the repeat line upward and deflect it to the right. Before reaching the top line of the working line, we make a rounding to the right by touching it. Lower the straight line down. Before reaching the bottom line of the working line, we make a rounding to the right, touching it.
Teacher showing and explaining how to write a letterd .
Let's write letters in the air. (They do writing in the air, in copybook form.)
We will write the letters along the contour lines with the opposite end of the pen, accurately observing the direction of movement. (Write along contour lines.)
Let's write a lowercase letter P. (Letter letter p.)
Let's write the syllables. Read the syllables on the second line from the top. Explain how we will connect the letters. P And A in a syllable pa, P And s in a syllable py, P And at in a syllable pu. (Writing the syllables pa, py, pu.)
Let's write the words drank, sang. (Writing words.)
How are these words different? (Vowel sound and stress placement.)
Which syllable is stressed? (In the word saw - on the second syllable, in the word sang - on the first.)
4. Syllable-sound analysis of words drank, sang.
What word is missing in the sentence? (Saw.)
Let's look at the diagram of this word. How many syllables are in a word? (Two.)
Which syllable is stressed? (Second.)
(Two.)
What does the first syllable and the second syllable consist of? (From the merger of a consonant with a vowel.)
Consider the word scheme sang. How many syllables are in a word? (Two.)
Which syllable is stressed? (First syllable.)
How many sounds are there in the first syllable and in the second? (Two.)
Fizminutka
Once again we have a physical education session,
Let's bend over, come on, come on! Bends forward and backwards
Straightened up, stretched,
And now they’ve bent over backwards.
We stretch our arms, shoulders, Hand jerks in front of chest
To make it easier for us to sit,
And don’t get tired at all.
My head is tired too. Head rotation
So let's help her!
Right and left, one and two.
Think, think, head!
Even though the charge is short, Sit down at their desks
We rested a little.
5. Syllable-sound analysis of a word pencil case.
A word is missing from the sentence. Which? Let's write it down. (Write down the word.)
Consider the word scheme pencil case. How many syllables are in a word? (Two.)
Which syllable is stressed? (Second.)
How many sounds are in the first syllable? (Two.)
What does the first syllable consist of? (From the fusion of consonant and vowel sounds.)
How many sounds are in the second syllable? (Three.)
What does the second syllable consist of? (From the merger of a consonant with a vowel and a consonant without merger.)
V. Reflective-evaluative
What letter did you write in class?
Elements of which previously studied letters are used to write a lowercase letter P?
Letter P I'm happy with your work. And you?
What happened? What else needs to be worked on?