Russian language grade 1
primary school teacher
Zvonareva Oksana Vladimirovna
MBOU "Simferopolskaya
academic gymnasium"
Technological map of the study of the topic "Letter of a lowercase letter z"
Form UUD:- Subject UUD:
name the elements of a letter correctlyh;
teach children to write a lowercase letter z;
to consolidate the ability to perform sound-letter analysis of words;
develop the skill of spelling your own nouns;
develop the ability to correctly rewrite printed text in written letters;
to form the ability to distinguish paired sounds by sonority-deafness;
educate attentiveness, accuracy, discipline
-Cognitive UUD:
to form the ability to independently identify and formulate the cognitive goal of the entire lesson and a separate task;
build logical reasoning
- Regulatory UUD:
to learn to define and formulate the goal in the lesson with the help of a teacher;
to teach to perform educational actions in oral, written form;
to form the ability to evaluate the correctness of the performance of their educational activities.
-Personal UUD:
to form a positive attitude towards the lesson of the Russian language;
create conditions for realizing the significance of their activities
create conditions for the active work of students in the classroom.
- Communicative UUD:
create conditions for working in collaboration with classmates, a teacher;
to form the ability to express their thoughts in correctly composed sentences
Planned result
Learn to write lowercase letter z and words with this letter
Be able to perform sound-letter analysis of words.
Be able to write words and sentences according to the model
Resources:
- basic
- additional
Presentation for the lesson
Split alphabet;
Sound models of letters and syllables-fusions;
Space organization
Frontal work, individual work
Activityteachers
Activity
students
Tasks for students, the implementation of which will lead to the achievement of planned results
Planned results
UUD
subject
UUD
I . Motivation for learning activities
Target:
Creation of conditions for the emergence of an internal need for students to be included in educational activities.
It creates conditions for the emergence of an internal need for students to be included in educational activities.
Answer questions
Hello children!
Guys, let's start our writing lesson. Are you ready for the lesson?
What needs to be done so that our lesson goes to everyone for the future?(Be attentive, do not be distracted, listen to the teacher, complete all tasks)
Well, I hope that we will succeed. We have guests at the lesson. Let's welcome them.
Communicative UUD -
the ability to listen and understand the speech of others.
Regulatory UUD - volitional self-regulation
II . Knowledge update.
Target:
Update knowledge about the rules for composing words, performing sound-letter parsing of words
Organizes the actualization of knowledge
Perform movements.
Recognize upper and lower case letters.
Guys, to learn how to write beautifully and correctly, you need to train a lot. Let's practice with a magic pencil to perform different movements with our hand.
(Presentation slide 1-8)
In literacy lessons, you have already learned how to write many letters. Let's remember them
The game "Learn letters" (presentation slides 9-14)
Cognitive UUD: to be able to navigate in their knowledge system, to distinguish the new from the already known with the help of a teacher, to search for the necessary information.
III . Statement of the educational problem
Target:
Identify the place of difficulty for children;
- organize the goal setting of the lesson;
- arrange for the development of a joint action plan.
Organizes troubleshooting.
Organizes fixation in external speech of the cause of the difficulty
Organizes the drafting of a joint action plan
Under the guidance of the teacher, the place of difficulty is identified.
Discuss the reason for the difficulty with the help of the teacher.
Under the guidance of the teacher, they formulate the topic of the lesson.
Well done boys. Now let's write the word knowledge in written letters.
(Problem - children still do not know how to write the letter z)
So what is the topic of our lesson?
(Letter of lowercase letter z -slide 15 )
Let's make a plan for our lesson.
(children's answers)
Work plan:
1. Learn to write a lowercase letter z by studying what elements it consists of.
2. Learn to write syllables with the letter z.
3. We write words with a new letter.
4. Learn to write sentences.
Know the purpose of the lesson.
Be able to plan work
(Cognitive UUD) -
problem statement
(Regulatory UUD ) - determination of the sequence of actions,the ability to determine and formulate the goal in the lesson with the help of a teacher
IV . Discovery of new knowledge.
Target:
Implement the constructed project in accordance with the plan;
Fix new knowledge in speech;
Organize troubleshooting.
Organizes the implementation of the constructed project in accordance with the plan. Organizes an introductory dialogue.
Organizes the fixation of new knowledge in speech.
.
Under the guidance of the teacher, the plan of action is carried out.
Answer the teacher's questions.
Fix n new knowledge in speech
Work in prescriptions
What do you need to remember to make our letter correct and beautiful? (slide 6 )
(about landing!)
Sit properly and comfortably
(About tilt!)
Put the notebooks correctly, check the line of inclination
(Gotta hold the pen right!
Test yourself.
(Look at the letter writing algorithm)
Finger gymnastics
Let's do a finger exercise.
Open the copybooks on page 19, consider the example of writing a lowercase letter z. (slide 7)
How many elements? Which? Where do we start writing? Let's look at and say the algorithm for writing the letter z
I put the pen on the 3rd floor of the working line, go up the slope, turn, linger, turn, straight inclined line up to the 2nd floor, sign less, smooth turn, straight inclined line up to the 2nd floor of the wide line, loop, overlap on the lower working line, bring to middle.
Circle the letters along the dotted lines and add to the end of the line.
Mark the best letter from your neighbor.
Fizminutka
The children were walking in the forest
Watching nature
Looked up at the sun And their rays warmed
Butterflies flew, flapped their wings.
We clap together, stomp our feet!
Well, we walked and got a little tired!
Learn to write a new letter by pronouncing the algorithm, looking at the sample
(CognitiveUUD ) -
(TO communicative UUD ) - proactive cooperation in the search and collection of information
(Regulatory UUD) -
evaluate the correctness of the action
V .Primary consolidation with pronunciation in external speech
Target:
- organize the assimilation by students of a new method of action with pronunciation in external speech.
Organizes the assimilation of new knowledge by students with pronunciation in external speech.
They work frontally and individually, find a solution to the problem, write merging syllables, rewrite words according to the model, make up a sound model from the cards on the desk, and then color in the notebook.
Write the syllables-fusion according to the pattern given in the recipe.
Take the tracing paper and circle the word winter on the tracing paper. This will be your standard. Now write this word on your own and, by applying tracing paper to the word, check your spelling with the standard.
Please characterize the sounds in the word winter and color the model of this word in the copybook.
To be able to write down syllables and words with the letter z, to do sound analysis of words.
(Cognitive UUD ) - analysis, comparison, model work
( Regulatory UUD ) - assessment of the correctness of the task;
(Regulatory UUD ) - control
VI . Independent work
Target:
To organize the performance by students of independent work on new knowledge;
Organize self-examination, self-assessment;
Organize the identification of the place and causes of difficulties, work on errors.
Organizes the implementation of independent work by students on new knowledge.
Organizes the identification of the place and causes of difficulties, work on errors.
Complete the task on their own
With the help of the teacher, they name the place of their difficulty, the cause is corrected by mistakes.
Work in writing with. 9
Work individually: write down the word "zoo" according to the model.
Perform self-assessment of the completed task, find and correct errors
Who's got it right?
Who has mistakes?
What is the reason?
Be able to write words with the letter z.
(Regulatory UUD ) - control - in the form of a comparison of written words with a sample in copybook in order to detect deviations from the sample
VII . Consolidation of the studied
Target:
Organize work to consolidate previously studied material
Organizes work on previously studied material
Perform the task in the recipe page 9
Answer the teacher's questions.
Fizminutka for the eyes
(slide 9)
Guys, which one of you was at the zoo? What kind of place is it? (There are various animals What do you think zoos are for? (So that we can see a variety of animals from around the world).
And what animals with the letter Z can be found in the zoo.
Read the sentence to yourself. How many words are in it? Which word is capitalized? Why? Rewrite the sentence according to the model. Swap notebooks and check your neighbor's work
Be able tofind the middle of letters and "huts", know the rules for writing words in a sentence
(Cognitive UUD):
analysis, comparison, generalization
(Regulatory UUD): mutual control of the completed task
VIII . Reflection of educational activity in the lesson
Target:
Fix the new content of the lesson;
To organize reflection and self-assessment by students of their own learning activities.
Organizes the fixing of new content.
Organize reflection.
Organizes self-assessment of educational activities.
They tell what they learned, they know, they could.
Answer the teacher's questions.
Do self-assessment of work in class.
Let's summarize the lesson.
Guys, we have completed all the tasks. What did you learn in today's lesson? Have you succeeded? What did you like the most? What can you praise yourself for? You have emoticons on your desk. Show your mood.
Thank you for the lesson!
(Regulatory UUD ) - grade - selection and awareness by students of what has already been learned, awareness of the quality and level of assimilation
In this lesson, we will learn about sound [h] and the letter Z, about the sonority, hardness and softness of this sound, we will learn write the letter Z, execute the set interesting tasks.
So the letter h can convey both hard and soft sounds, and subsequent letters help us to distinguish between them.
Let's practice making sounds [h] and [h "] in words. Sound [h] can be in different places of the word. For example, at the beginning, as in the word h health. Let's find words that start with a sound [h].
Dentist cured h kill
At the intersection of two streets, we saw an old h Denmark.
There was a big one on the door h amok.
Now let's look for words that begin with a soft sound [h "], like the word h green.
Our planet is called W earth.
We see ourselves reflected in h erkale.
Mom bought coffee h ernah.
Now let's look for words in which the sound [h] stands in the middle, as, for example, in the word co h to give.
Delicious carp-like fish is sa h an.
Useful edible mushroom - pick up h ovik.
Furniture is easy to transport h ovike.
Rice. 6. Boletus ()
And can there be a soft sound [h "] in the middle of a word? Yes, of course it can.
We put the collected berries in a box h inu.
Fast-footed light animal - ha h spruce.
The most nutritious fertile soil is called black h eat.
And towards the end of the word we can find a hard sound [h] and soft sound [h "].
Luxurious flowers bloomed in the garden h s. - sound [h] solid
Sweet arbu ripened in the garden h s. - sound [h] solid.
Please put flowers in you h at. - hard sound again [h].
And here are examples with a soft sound [h "].
Bogatyrs gathered at the court of the prince h I.
Please slow down h and at the transition.
Doctor advised herbal teas and ma h and.
And if we take the word in the singular - ma h b, then at the end of this word we will see the letter h, but the sound we hear is different - [mas "]. This is the sound [With"], soft sound. Why this is so, you will soon find out.
And we can find words that have more than one letter h? Yes we can: splinter, star. This is such a useful, important and necessary letter.
Let's solve the riddle.
Not hearing the waves of the ocean,
Sea space is not h naya,
In the distant African steppe
Re h the sea vest is twisted.
Of course, this is h ebra.
There are four lines in the riddle, and ringing sounds [h] just two: h naya, re h twists. Much more often there was a sound [With], double dull sound.
Let's solve another riddle.
Get closer soon h evening fell,
And the long-awaited hour has come,
So that she h lacquered carriage
Ride the ska h score score.
No one in the palace h naet,
Where is she from, how h wow…
But as soon as midnight comes -
Magic spells will fall ...
Yes, this is about a fairy tale heroine W booby.
Let's count how many letters there are h how many hard and soft sounds they represent. That's right, there are five letters h. Four solid sounds [h] (h polished, ska h full-time, at h naet, h ovut) and one soft sound [h "](approx h silt).
Now let's learn how to write a letter h. Do you think it will be easy for us to deal with this letter? Yes, of course, because it is very similar to the well-known number 3.
We put two circles in a column,
Leave holes on the left.
Yes, just look
Letter W like the number three!
Now let's look at the handwritten letter W. What does she look like? That's right, it looks like a handwritten E, only turned to the other side. Like a capital letter E, letter W consists of two elements, two semi-ovals. We begin to write the upper semi-oval just below the auxiliary line. We lead the upper line to the right, to the upper working line and round to the left. Then we begin to write the second semi-oval. From the point where we finished writing the first element, we draw a rounded line to the right and down, not reaching the bottom working line of the line, round it to the left, bring it to the bottom working line of the line, round it up, slightly rise above the bottom line of the working line.
Now let's learn how to write a lowercase letter h. We begin to write just below the top line of the working line, round up to the right, bring it to the top line of the working line, continue to round, lead down to the left, not bringing it to the bottom line of the working line. The second element is a loop, it starts to fall below the line of the working line, we round it to the right, we make a loop at the bottom, the loop reaches the bottom line of the working line, and we finish the letter a little above the line of the working line. We're doing great!
Rice. 12. How to write a letter h. ()
So that we get a beautiful letter h let's practice. You can mold it from dough, draw it or cut it out of paper.
Today we did a great job, we got acquainted with the letter h and the sounds it represents.
Homework
1. Practice writing a letter W. Write your own printed and capital letters (large and small).
2. Find and circle all the letters W on this picture ().
3. Choose any rhyme about a letter W and learn it by heart.
1. Andrianova T.M., Ilyukhina V.A. Russian language 1. M.: Astrel, 2011.
2. Buneev R.N., Buneeva E.V., Pronina O.V. Russian language 1. M.: Ballas.
3. Agarkova N.G., Agarkov Yu.A. Textbook on teaching literacy and reading: ABC, Academbook
1 computer Subject: Russian language.
Class: 1.
Program "School of Russia"
Topic: "Letter of lowercase and capital letters z, Z"
Lesson type : lesson learning new material
Didactic goal:to form in the memory of students a clearly differentiated visual-motor image of lowercase and written capital letters z, z
Lesson objectives:
Educational: to form the skill of writing lowercase and capital letters "z, Z", to practice the skill of writing words with learned letters, to expand knowledge about single-root words.
Developing: develop phonemic hearing, develop cognitive interest by attracting entertaining material, creating problem situations.
Educational: to cultivate a cognitive interest in the Russian language, sensitive attention to the word.
Health saving:
provide the necessary conditions for the productive cognitive activity of students, taking into account their state of health, developmental characteristics, and interests.
Personal UUD:
the formation of the student's internal position at the level of a positive attitude towards the school, a stable educational and cognitive interest in new educational material, the ability to self-evaluate the criteria for the success of educational activities.
Regulatory UUD:
the ability to determine and formulate a goal in a lesson with the help of a teacher, work according to a collectively drawn up plan, evaluate the correctness of the action, plan your action in accordance with the task, make adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, express your own assumption.
Cognitive UUD:
general educational universal actions - search and selection of necessary information, application of information retrieval methods, universal logical actions - the ability and ability to perform simple logical actions (analysis and synthesis).
Communicative UUD:
planning educational cooperation with a teacher and a peer, ways of interaction, the formation of the ability to explain one's choice, build phrases, answer the question, argue, the formation of the ability to work in pairs.
Planned result:
Item Skills:
calligraphicallycorrectly write lowercase and capital letters z, z;
Calligraphically correct to write combinations, words with the letters z, Z
write words and sentences correctly;
Be able to check what is written by comparing it with a sample;
Metasubject:
Perform sound-letter analysis of words;
See the spelling in the word ("dangerous place"), be able to explain it;
Correctly name the letters of the Russian alphabet;
Compose words from letters;
Make sentences from words;
Explain the lexical meaning of words.
Personal:
To instill a love for reading, for a book;
Form cognitive interest;
Cultivate the ability to listen, take into account the opinions of others;
Learn to work in pairs, groups, together.
DURING THE CLASSES
1. Organizational moment. Greetings.
Hello guys.
Establishing discipline, setting children to work.
Sat straight. Check your jobs.
2. Actualization of knowledge. Work in pairs.
(Goal: to identify the area of "knowledge" and "ignorance", causes, difficulties)
The learned letters are written on the board, but mistakes were made in writing the elements of the letters.
Correct the mistakes.
Riddle guessing. Motivation of educational activity.
Look at this letter
She is just like the number Z. (this is a letter Z )
What do you think is to be learned? What goals and objectives will we set for ourselves?
3. Opening new. Letter talk.
What do you know about this letter?
How many elements does a capital letter consist of? Z? What are their names?
And what elements does the line consist of? h?
Guys, what's so special about a lowercase letter h ? (she has a tricky dot on the bottom line of the working line)
Work in a notebook.
Let's trace the elements of these letters along the contour in the notebook. (the teacher draws the attention of the children to the correct fit)
Hearing a fairy tale.
Guys, listen to an excerpt from a fairy tale and you will find out who will come to visit us and watch who will write in copybook more accurately than everyone today.
The poor stepdaughter was forced to do all the dirtiest and hardest work in the house: she cleaned the boilers and pans, washed the stairs, cleaned the rooms of her stepmother and both young ladies - her sisters.
The poor girl endured everything and was afraid to complain to her father.
Having finished the work, the poor thing would hide in a corner near the hearth and sit right on the ashes, for which the eldest stepmother's daughter called her Zamarashka.
But the younger one, not as rude as her sister, began to call her Cinderella. And Cinderella, even in an old dress, was a hundred times nicer than her discharged sisters ...
What is the name of our heroine? (Cinderella)
That's right guys. And the French storyteller Charles Perrault wrote this tale. He wrote not only fairy tales, but also poetry. Not only children, but also adults like to read his fairy tales.
Portrait work.
The teacher shows a portrait of the writer.
Guys, what unusual did you see? (the man has long and curly hair)
4. Inclusion of new knowledge. Introduction to a new word.
Guys, in those old days it was fashionable for men to wear wigs. A wig is an overlay on the head that imitates hair, a hairstyle.
The teacher writes the word on the board WIG.
Read this word in unison.
How many syllables are in this word?
Name the first syllable.
Name the second syllable.
Name the stressed syllable.
Guys, why was our heroine called Cinderella? (From the word ash. “She was sitting by the hearth, right on the ash”)
ASH - this is the residue from firewood or coal after burning.
Let's chart the word ZOLA
Why are fusion syllables blue-red? (solid)
5. Physical minute.
Guys, how did Cinderella go through the beans and peas? Let's show.(Children, to calm music, show movements with one and then with the other hand, thereby resting)
Work on the contour, stroke the pattern.
The teacher shows Cinderella in a beautiful festive dress.
Guys, when Cinderella went to the ball, she had a beautiful puffy dress. Look at the beautiful patterns below. Let's draw the same pattern in a notebook.
6. Consolidation of what has been learned. Letter of letters h, Z.
Why do you think Cinderella came to class? (Her name starts with Z)
How do we write people's names? (we write the names of people with a capital letter) Now we will write a capital letter Z .
Who remembers how the letter is written Z?
A student comes to the board and explains the rule for writing a letter.
Teacher: Guys, do not forget that the upper semi-oval is slightly smaller than the lower one.
And what do we call a small letter when writing h? (lower case)
What do you remember about the lowercase letter? (she has a tricky point)
Where is the tricky point? (on the bottom line of the working line)
Who will show how to write lowercase h?
Guys, don't forget the tricky point.
And now let's write the capital and lowercase letters in the compound.
So, guys, we remembered the tale of Cinderella with you.
What fairy tales do you know? (called)
Write the word "fairy tales" » with commentary.
Let's write the word "fairy tales" in the copybook. The contour will help us. The teacher reminds about the correct landing.
Put emphasis. What syllable does it fall on? Well done!
Cinderella asks you a question below. Read it to yourself. Then one student reads aloud: “What fairy tales does Lisa know?”
Let's remember the text from the "ABC" and answer the question.
Recording an offer: Liza knows fairy tales about the turnip, about the black grouse. (one student writes at the blackboard, the rest in a notebook)
Let's check if (name) wrote the sentence on the board correctly.
Compare if you spelled correctly?
Group work.
Guys, I also know good fairy tales. I want to know if you know them? The teacher reads passages from fairy tales, and the children guess.
1gr : "I carry a scythe on my shoulder,
I want to kill the fox."
What fairy tale is this from? (Hare and fox)
Why did the Rooster frighten the Fox so much? (oblique)
2gr. Who sang the song like that?
"Kids, goats!
Open up, open up!
Your mother has come
She brought milk.(goat)
7. Practical application of acquired knowledge. Group work.
Reading printed words in cursive KO...S, KO...S . Cinderella wants you to put the right letters in the words, and the Question
Wants to help you. He tells you what the letters might be.
Conversation, word guessing.
Which of these characters did you feel sorry for? (hare, goats)
What other animals do you know? (children name animals)
Where can we find these animals? (at home, in the forest, etc.)
At the bottom of the last line you can guess another word for the place where you can meet all these animals.
ZOO ---- PARK.
Write the word zoo on the line to the right in capital letters.
Working with an empty plate at the top.
Really, guys, you learned how to write capital and lowercase letters
Z, Z is correct and beautiful, and now you can write these letters in a red rectangle, i.e. in a plate.
8. Reflection.
What did we learn in class?
What else needs to be worked on?
What do you know about letters Z?
A keepsake.
And so that you remember our today's lesson, Cinderella gives each of you wonderful books with the fairy tale "Cinderella".
In Russian
"Capital letter Z".
Venue: Nizhnegorsky district
Chervonovskaya SOSHDS
1 class
11/16/2015
Teacher: Lyalina Karina Vladimirovna
Subject: Capital Z.
Target:: learn to write capital letters W , words and sentences with her; develop the ability to write a capital letter in the names of people, spelling vigilance, thinking.
Planned results:
subject.
Knowledge: learn to write the letter Z, correctly position the letters and their connections.
Skills: write down words after a syllable - sound analysis with a teacher, write proper names, restore deformed sentences, check what is written; rhythmically arrange letters on a line, reproduce the shape of letters according to the algorithm.
Universal learning activities.
Regulatory: to transform a practical task into a cognitive one, to anticipate the result.
Cognitive: pose and formulate problems, use general methods of solving problems, search for and highlight the necessary information from drawings and diagrams, control and evaluate the process and results of activities.
Communicative: be active in interaction to solve communicative and cognitive tasks, formulate one's own opinion and position, ask questions, follow the rules of working in a group, a pair, take into account the opinion of interlocutors.
Equipment:
- prescription;
Computer, monitor, presentation for the lesson.
Lesson type: learning new knowledge
During the classes:
I. Organizational moment.
You came here
Don't be lazy but
WORK.
Work how?
CAREFULLY.
How about listening?
CAREFULLY.
If you want to answer...
DON'T FORGET TO RAISE YOUR HANDS!
If asked?
YOU HAVE TO STAND UP, LOUDLY, CLEARLY ANSWER!
Guys, what do you need for a Russian lesson?
II. Motivation.
Guess the riddle: "She is beautiful and sweet, and ash gave her name. (Cinderella).
What sound does the name of the heroine of the fairy tale begin with? (children's answers)
What letter is it? (children's answers)
What problem will we have if we want to write this name? (We have not yet learned how to write a capital letter Z).
But you have learned how to write a lowercase letter z, maybe that's enough? (Names are capitalized)
What do we need to do in this lesson? (Learn to write a capital letter Z)
III. Setting goals and objectives of the lesson.
What is the topic of our lesson?
(Capital letter Z)
Open the copybook, tell me, what are we going to do in the lesson? (Let's learn how to write a capital letter Z, syllables, words with a capital letter).
Do any words need to be capitalized? (children's answers)
So, another task of the lesson is to remember the rules for writing words with a capital letter.
Look below, on a gray background, what letters are the words written in? (Printed.)
And in copybooks, what letters do we write? (caps).
What other task shall we set before ourselves? (Learn to copy from printed text.)
IV. Work on the topic of the lesson.
1. Considering the capital letter Z.
(On the board is a poster with printed and written letters z, z)
What does a capital letter look like? (children's answers)
Look at this letter:
It's just like the number 3.
What elements make up the capital letter Z? (From two semi-ovals).
Are the ovals the same size? (No, the top one is smaller)
2. Designing a letter.
Each thread is on the table, lay it out with the letter Z.
3. Displaying a pattern of writing a capital letter Z (Display presentation on the screen writing a letter). The teacher comments on the score.
4. Preparing children for writing a letter.
Let's "write" the letter Z in the air.
Write it on your palm.
Turn your backs to each other and write this letter on the back of your neighbor.
Before we start working in the notebook, let's review the landing rules.
(Repetition of landing rules during the letter).
5. Work in a notebook.
Re-showing by the teacher on the blackboard under the score.
Now write the elements of the letter Z.
We connect the elements and write the letter Z with an inclination.
V. Physical education
Pinocchio stretched.
Once - bent down, twice - bent down.
Raised hands to the sides -
Apparently the key was not found.
6. Speech warm-up.
First, continue the phrase, and then, please, repeat it.
For-for-for, for-for-for
Here is tied ... (goat).
Zy-zy-zy, zy-zy-zy
There is little grass in ... (goats).
Zu-zu-zu, zu-zu-zu
We untied ... (goat)
Zi-zi-zi, zi-zi-zi
The windows are beautiful ... (Blinds)
What is the redundant phrase?
(Listen to the answers, focus the attention of the children on the option that concerns the designation of the letter z with a soft and hard sound).
Which vowel sound is followed by a hard consonant sound? (Answers of children).
Which vowel is followed by a soft consonant? (Answers of children).
Didactic game to determine the soft or hard consonant sound in syllables. On the slide - two gnomes with their own Tom the gnome is depicted in blue, Tim the gnome in green. Below is written syllables - the fusion of Zi, Za, Zu, Ze.
Now we are going to visit our old friends gnomes - sounders Tim and Tom. Our friends also want to learn how to write syllables with a capital Z, but they, as always, are capricious, choosing only "their" syllables. What syllables will Tom want to write? (Za, Zu).
Why? (Because in these syllables the letter Z denotes a solid consonant sound, after it there are letters a, y, which denote the hardness of the consonant, and Tom only chooses hard sounds).
What syllables will Tim want to write? ( Zee and Zee).
Why? (Because in these syllables the letter W denotes a soft consonant sound, after it are the letters e, and, which indicate the softness of the consonant sound, and Tim only chooses soft sounds).
Look at how the compounds Za, Zi, Zu are written, in which syllable is the letter Z connected to the vowel of the middle compound? (Per),
In what syllable is the letter Z connected with a vowel overhead? (Zee, Zu)
(Showing a sample of writing syllables, recording them by children).
Tim and Tom collected names of girls from syllables and argued which syllable was the first in these names. On the screen, in printed type, it is written: - rheme, - on / Zi - Za / ziza?). Help them. (Children restore names, explaining that you need to capitalize).
7. Work in pairs.
(Envelopes with parts of word schemes and magnetic boards are on the tables).
Work in pairs, make sound schemes for these names.
8. Writing words and sentences.
Read the word written on the third line. (Zina).
You saw how this word is written in print, and now learn how to write it (Showing a sample spelling of a name, parsing letter combinations in it, writing by children).
VI. Continuation of work on the topic of the lesson.
What is the name of this entry? (This is a sentence, but words are missing in it).
Are you familiar with this offer? (Yes, read in the alphabet).
What words are missing in this sentence? According to the meaning and according to the scheme, you should guess. (Zina and roses).
What form would this proposal then take? (Sima and Zina grew roses).
Before adding the missing words, complete the schemes of these words. (Children complete the schemes of these words, shade the triangles with the right color. After a collective check of the word scheme roses, the teacher shows a sample of his writing, the children enter the word Zina and roses to the offer).
Read the next sentence. ( What kind of roses?
What is the name of such an offer? (Interrogative).
On the right you see, printed letters, printed words, read them. (White, red, pink).
Remember the text that we read in the alphabet, what kind of roses did the children grow? (Red and pink). - Write down this answer, writing off the necessary words from the printed text. What word should not be written? (White, it was not in the text).
What letter does the sentence begin with? (Capitalized.)
What other rules should be followed when writing a proposal? (Words in a sentence are written separately, a period is put at the end of the sentence).
VII. Fixing the material.
1. Work in groups
(On the second and fourth desks of each row, there are envelopes with the words: Wu, vase, Zoe).
Work in a group, make a proposal. But, for this you need to repeat the rules of working in groups.
(Composing a sentence: "Zoya has a vase.")
Explain why the word Zoya is capitalized? (Answers of children).
2. Recording a sentence with children commenting.
3. Write down the studied capital and lowercase letters.
4. Syllabic dictation.
Today we repeated the rules for writing names, in what cases is a capital letter still used? (When writing surnames, patronymics, streets, cities, villages, countries, rivers ...) - You have not studied all the letters, you can not write all the words, but you can handle the writing of the first syllables of the words that I will name. Write the first syllable of the cities of Zagorsk, Zelenogorsk, the village of Zuya, the country of Zimbabwe. ( Za, Ze, Zu, Zi).
VIII. Reflection.
What problem did we have at the beginning of the lesson? (We couldn't write a word Cinderella.)
Can we do it now? Why? (Yes, we can write the word Cinderella because we learned how to write a capital Z).
(One student writes the word Cinderella on the board, the children write it in a notebook, but first collectively this word is divided into syllables).
Guys, Cinderella is a very hardworking girl, so her dreams came true. Let's summarize how the lesson works.
What tasks have you set for yourself? (Learn to write a capital letter Z, syllables, words with it, repeat the rules for writing words with a capital letter, write off from printed text). - Who thinks that he coped with these tasks? (Answers of children).
Let's check. Fingers up if you think you've made it:
1) Who prepared himself for the lesson?
2) Who was involved in setting the objectives of the lesson?
3) Who tried to work in the lesson?
4) Who worked together in pairs and groups?
5) Who learned to write the capital letter z correctly?
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