Summary of a literacy lesson for children in a pre-school group
Tasks:- Improve phonemic perception, the ability to determine the number and sequence of words in a sentence.
- To promote the assimilation of the concept of a word as part of a sentence.
- Develop the ability to draw up sentence diagrams and write them down.
- Improve dialogic speech.
- Develop children's imagination and creativity, activate speech.
- Create a favorable emotional background.
- Learn independently, complete the teacher’s assignments.
- Develop the skill of self-control and self-assessment of work performed.
Progress of the lesson
Teacher: Good morning! A new day has come. I will smile at you, and you will smile at each other. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief. Children, guests came to our classes today. Let's say hello to them and sit quietly on the chairs.
Children: greet the guests and take their seats at their desks.
Teacher: Today in class another guest came to us, and you will find out who he is by guessing the riddle:
Angry touchy one,
Lives in the wilderness of the forest,
There are a lot of needles
And not a single thread.
Children: Hedgehog.
Teacher: That's right guys. Tell me, why is the hedgehog so touchable?
Children: It has sharp needles and cannot be petted.
Teacher: Now look what the hedgehog saw? (seek a complete answer).
Children: The hedgehog saw a mushroom.
Teacher: How many words do you hear in this sentence?
Children: There are 3 words in this sentence.
Teacher: What's the first word? Second? Third.
Children: The first word is hedgehog, the second is saw, the third is mushroom.
Teacher: Let's slap every word. Who guessed what the proposal consisted of?
Children: A sentence consists of words.
Teacher: You can write it down as a diagram. Using the diagram you can find out how many words are in a sentence. Each individual word is represented by a rectangle. One rectangle represents one word. How many words are there in our sentence: “The hedgehog saw a mushroom.”
Children: Three words in a sentence.
Teacher: How many rectangles will there be in our diagram?
Children: Three rectangles.
Teacher: Look at our diagram below, how is it different from the first diagram?
Children: The second scheme has a dash above the first word and a dot at the end.
Teacher: A rectangle with a dash means the beginning of a sentence, and a dot means the end of a sentence. Now let's rest a little.
Physical education lesson “Hedgehog”
The hedgehog stomped along the path
And he carried a mushroom on his back.
(Walking in a circle one after another.)
The hedgehog stomped slowly,
Quiet leaves rustling.
(Walk in place.)
And a bunny gallops towards me,
Long-eared jumper.
In someone's garden cleverly
I got hold of a slanted carrot.
(Jumping in place.)
Teacher: Now let's play, the one I name sits down at the table. The first to sit are those children whose names begin with the sound “A”, etc. What is shown in this picture? (The hedgehog carries an apple). How many words are there in this sentence?
Children: The hedgehog carries an apple. Three words.
Teacher: Guys, each of you has a card with a task on your table. Find the correct pattern for the sentence: “The hedgehog carries an apple.” Place a check mark next to this sentence. Now let's see how you completed the task. Did everyone complete the task correctly? Why do you think the first scheme does not suit us?
Children's answers.
Teacher: Did everyone complete the task? Draw a smiley face on your cards. Let's play the game some more "Do the math, don't be mistaken". I will name a sentence, and you clap it, and then name the number of words.
Late autumn has arrived.
The swallows have disappeared.
The first snow fell.
New Year is coming soon.
Children count the words by clapping their hands and name them in the order of the sentences.
Teacher: What a great job you guys are! Let's remember what we talked about today? What was it called? So what does the proposal consist of? How do we mark the beginning of a sentence? What do we put at the end of a sentence?
Children: From words. A rectangle with a line. Full stop.
Teacher: Guys, it's time for the hedgehog to return home - to the forest. He is tired and wants to rest. You did a good job too. Who is happy with their job? Well done.
Target:
Continue to introduce children to the word, practice their ability to isolate the word as an independent semantic unit from a stream of words.
Introduce the component structure of a word, teach the ability to divide words into syllables, and work with compound word patterns.
Develop skills in sound analysis of words using appropriate cards - chips.
Develop the ability to navigate the component structure of words. Practice the ability to select words with a given composition.
Teach preschoolers to isolate sentences from the stream of speech, determine the number of words in a sentence, their place (first, second, third).
Continue to learn how to make sentences based on plot drawings and graphic diagrams (of two or three words). Activate the ability to construct sentences of different types (narrative, exclamatory, interrogative)
To form an idea of what sounds we hear and pronounce, letters we see, read, and write. Learn to distinguish sounds by ear, isolate them, determine where the corresponding sound is in a word.
Strengthen children's ability to identify the initial sound in a word. Distinguish vowels and consonants, correctly show a schematic image of a sound, identify hard and soft consonant sounds in a word.
Improve the articulation of sounds and the differentiation of sounds that are similar in sound.
Develop coherent speech in children,visual memory, reasoning, attention, thinking, imagination, interest in learning to read and write.
Contribute to the development of a culture of communication: the ability to listen to other children, answer, calmly supplement answers.
Develop a caring attitude towards the eyes as an organ of vision.
Develop the ability to respond emotionally to a situation
To foster an active life position in children.
Materials: computer, projector, cartoon “Baba Yaga and the Lost Letters”, computer, projector, educational games: “Make a sentence”, “Who lives in the house”, “Who is attentive”, “What word is hidden?”, “Don’t be mistaken” "; set of numbers, red and green chips, basket.
Progress of classes in the senior group of kindergarten
Educator:
Winter has come again
It's getting cold.
Snowflakes are falling from the sky
And there are ice floes on the river again.
Glad, glad it's winter
She came to visit us again.
Exercise "Microphone"
Do you like winter? What do you like? (If not, what don’t you like?)
Educator. We need to tell us about winter.
We will draw up a proposal with you.
Tell me, what is a proposal? (These are 2, 3, 4 or more words that are friends with each other) Yes, children, these are several words that are friends with each other. Tell me what each stripe on the diagram means? How do we write the first word in a sentence? What do we put at the end of the sentence? Look at the sentence diagram, how many words are there?
Didactic exercise “Make a sentence”
Educator. Come up with suggestions based on this scheme. And since it’s winter outside now, let it be themed about winter. And our tips will help with this.
_______ ______.
______ ______ ______.
______ ______ ______ ______.
And if I put a question mark at the end of a sentence, what will the sentence become? (Interrogative).
Pronounce the sentence so that they become interrogative? (3-4 answer options).
And if I put an exclamation point at the end of a sentence, what will the sentence become? (Sign)
Let's see what our old friend has prepared for us
Watching a cartoon (from minute to minute)
Visual gymnastics for the eyes
There is a reason for us to rest -
We give our eyes a rest!
We closed our eyes tightly -
it's one, two, three, four.
We open our eyes wider,
Looking at something in the distance
Again we closed our eyes -
it's one, two, three, four.
Then we open it wider,
Looking at something in the distance
Looked at in the distance
Are your eyes rested? No.
We looked to the right, to the left,
To give your eyes better rest.
Then we roll our eyes
We don't shake our heads
Left one, two, three, four.
To the right the same amount was repeated.
Look at the tip of your nose
Then look into the distance
Look sideways at your neighbor.
Right left! Come on! Well!
You'll rub your fingers
And apply them to your eyes.
And swipe lightly
And start classes again!
Watching a cartoon (from minute to minute)
Educator. I think the hedgehog won’t cope with the task without us, let’s help the hedgehog.
Didactic exercise “Enchanted words”
(Based on the first letters of the pictures, children form a word)
Watching a cartoon (from minute to minute)
Educator. It’s a pity for the letters, what could have happened to them (children’s guess)
What we can do.
Didactic game “Save the letter”
Educator. In words live (letters, and in letters (sounds) But before we start saving a letter, let's remember how a letter differs from a sound?
(We see, write, read the letter, and we hear and speak the sound)
What sounds are there? (Vowels, consonants, and vowel sounds, hard and soft)
Why are the sounds called vowels? (We sing vowel sounds, the air passes freely without encountering obstacles.)
Why are the sounds called consonants? (Consonant sounds cannot be sung; teeth, lips and tongue interfere. And there are still consonant sounds - hard and soft, voiced and unvoiced) I will name the words, and you will use cards to determine what sound they begin with.
Didactic game “Make no mistake”
The teacher names the words, the children highlight the initial sound and show the corresponding card.
Educator. Maple, willow, antenna, milk, wasp, potato, beetle, watermelon, pointer, needle, tail, tea, dinner, excavator.
Didactic game “Who is the most attentive”
Educator. I will name the sound, and you show a schematic image. If I say a vowel sound, which card will you show? What if I say a consonant sound?
Watching a cartoon (from minute to minute)
Sound analysis of words
Educator. Quickly take the chips and tell me the answer.
Has a mustache, a bushy tail and a strange habit:
First he will eat well, then he will wash his face.
Children create a sound model of the word Cat.
She can be a cloud, she can be a fluff
It can be like glass, fragile and hard -
Ordinary say....Water
Ripe cherries in the garden and berries in the forest,
Warm days, colorful flowers,
Gave generously... Summer
Children create a sound model of a word.
Watching a cartoon (from minute to minute)
Educator. What do little mice need to do to grow up and become strong?
Let us show them what exercises to do.
Physical education lesson “Letters”
There is a hollow in the old tree.
This is the house of the letter o.
(Children make circular movements with their hands.)
Next to her on the bitch
The letter U has perched.
(Squat down.)
Visit them from afar
The letter A came running.
(They run in place.)
The letter I has arrived
On the back of a sparrow.
(They wave their arms like wings.)
The letters began to have fun:
And laugh and spin.
Then they jump a little,
Then they clap their hands,
Then they will sit down to rest,
(Children accompany the text of the poem with appropriate movements.)
Watching a cartoon (from minute to minute)
Educator. To find the letters, we need to complete the task
Exercise “Match the word to the diagram”
Educator. How can the mouse cope without us, it’s very small.
Didactic exercise “Which word is hidden?”
Ma - raspberry, mother, car, Masha, tangerine, etc.
Educator. And here is grandma's house
Watching a cartoon (from minute to minute)
Didactic exercise “Silence”
Educator.
Let's play the silent game,
Take cards with numbers,
Divide words into syllables.
The teacher names the word, and the children show a card with a number corresponding to the number of syllables in the word.
Watching a cartoon (from minute to minute)
Didactic game “Who lives in the house”
Children put the pictures into houses with numbers depending on the number of syllables in the word.
Watching a cartoon (from minute to minute)
Educator. We are good at this - we can help.
Didactic exercise “Finish the word”
But-but-but - the sun is shining in... the window
Sa-sa-sa-sa - look at the wasp flying...
Ma-ma-ma - it's cold... winter.
Lo-lo-lo - the ground is covered in snow...
La-la-la became white... the earth.
As-as-as - winter has come to... us,
Sa-sa-sa which is all around... beauty!
As-as-as - a snowball is falling on... us,
Si-si-si- frozen... noses.
Fizminutka
Winter has already come to us, (clap)
Cool winds blow (“blow” with their hands on themselves)
Snow is blowing, sweeping, sweeping, (wave your arms)
Everything around is covered in snow, (circle around yourself)
There is a lot of snow in the yard, (raise your hands up)
Let's start a fun game. (Imitate sculpting snowballs)
Watching a cartoon from minute to minute
Bottom line. Reflection
Educator. Children, did you like our adventure? If you liked it, take a green chip, if something was wrong, take a red one and put it in the basket (children say what they liked or didn’t like about the activity, which task was easy and which difficult in their opinion. )
Summary of organized educational activities for teaching literacy in the preparatory group
Topic: “Literacy”
1. Correctional and educational:
- To consolidate children’s knowledge of sounds - vowels, consonants (hard, soft); -Improve the ability to distinguish all sounds of the native language by ear and pronunciation, continue to learn to distinguish vowel sounds.
- Strengthen the ability to determine the place of sound in a word. Strengthen the ability to divide words into parts (syllables).
-Comparison of pronouns in gender and number.
2. Correctional and developmental:
-Develop children's logical thinking, attention, and phonemic hearing.
-Develop correct speech in children, improve it as a means of communication.
3. Correctional - educational:
-Nurture independence in children, show interest in preparing to learn to read and write, be a friendly interlocutor, and treat aids with care.
Materials and equipment: recording of nature sounds, phonogram of the song “We Lived at Grandma’s...”, fanfares; illustration with the image of a king, a model of a clearing, a demonstration syllabic house, cards with animal silhouettes; small toys for play: doll, frog, cube, cat, puppy, bear, duckling, cow, spider, airplane.
Methodical techniques:
gaming - the use of surprise moments.
visual - use of cards, toys.
verbal - questions from the speech therapist, children's answers, instructions, generalization.
Health-saving technologies: finger gymnastics, music therapy, physical education minute.
Integration of educational areas: “Speech development”, “Physical development”, “Social and communicative development”, “Artistic and aesthetic development”
Progress of the lesson:
1. Organizational moment.Children with a teacher-speech therapist enter the hall and stand in a semicircle.
-Children, look how many guests we have today for our lesson. Let's say hello to them.
The children answer.
-Today I received a letter by email. Everyone is invited to an extraordinary journey through the country “Gramoteyka”, where you can not only learn a lot of interesting and entertaining things, but also show off your knowledge.
-Children, do you want to go with me to this country? (children’s answers).
-We will follow the path of knowledge and stay with the king of the country “Gramoteyka”. A surprise awaits you at the end of the journey.
-And in order to get to this country, what do you think we should be like? (children’s answers)
-Smart, quick-witted, brave. For every word you say, we take a step forward.
So, we are on the road of knowledge. This path will be difficult and long. And before we go there, let's do finger gymnastics.
Children performing finger gymnastics “House on the Mountain”:
On the mountain we see a house (use your hands to depict a house)
Lots of greenery all around (wave-like movements of the hands)
Here are the trees, here are the bushes (show trees and bushes with your hands)
Here are fragrant flowers (show the bud with your fingers)
The fence surrounds everything (show the fence with your fingers)
Behind the fence is a clean yard (stroke the other with one palm)
We open the gates (use brushes to show how the gates open)
We quickly run up to the house (we run the fingers of our left hand along the right)
We knock on the door - knock-knock-knock (knock on the palm of your hand with your fist)
Someone is coming to knock on us (put your palm to your right ear)
We came to visit a friend and brought a gift (push your hands forward, as if presenting something)
2. Vowels and consonants.
Music is playing.
- Guys, what do you hear? (sounds). That's right, we hear sounds. You know,
The country of Gramoteika has its own sounds.
“Vowels stretch out in a ringing song
They may cry and scream
In the dark forest calling and calling
And rock Alyonka in her cradle,
But they don’t know how to whistle and grumble.”
- What sounds is this poem about? (about vowel sounds)
-That's right, it's about vowel sounds, they can sing.
-Go to the chairs, take the letter and sit down. (the letters are on the chairs).
Come up to me one by one and name the sound that your letter represents. (Children come up to the teacher, give the letter, name the sound, and the teacher puts the letters on the board).
-You know, you and I just wrote the words of one song. Listen, I'll sing it. The teacher sings a vowel song to the backing track “We lived with grandma...”
-Now let’s sing together (sings with children without musical accompaniment)
-Well done guys, you sang the vowel sounds well.
-What sounds can’t they sing? (children's answers: consonants).
-That's right, consonants.
The speech therapist reads a poem:
“And the consonants agree
Rustle, whisper, whistle
But they can’t sing.”
-Well, let's move on.
3. Didactic game “Settled in the house”
- Children, we need to move the house into apartments. In the 1st window we will place objects by which we can say that “she is mine”, in the 2nd “it is mine”, in the 3rd “he is mine”, and all “They are mine” will come through the door
- Well done guys, you completed the task. Now we can move on. We have not yet reached the country of Gramoteika, but the king himself is already meeting us.
-Let's stand up and greet the king. (girls curtsey, boys bow.)
-What sound does the word “king” begin with? (children's answers)
- Our king loves to wear shoes and slippers. Listen to how the king is walking in shoes now.
The speech therapist pronounces firmly [K], stamping the heels of his feet.
- What do you think the sound [K] sounds like? (firmly)
- And now the king has put on slippers, and the steps sound soft [K"].
The speech therapist softly pronounces the sound [K], stepping with his toes.
- Let’s now all show together how the hard sound [K] and the soft sound [K] sound.
The speech therapist, together with the children, pronounces the soft and hard sound [K] alternately, conveying it in movements. While completing the task, the speech therapist monitors the correct execution of the children’s movements.
4. Playing with toys.
- The king’s favorite pastime is playing with toys in the clearing.
- Go to the clearing and sit near the toy you like.
- Guys, do you know that in the clearing the king plays only with those toys whose names contain the sound [K].
-Place toys in the clearing whose names contain the sound [K] and explain where this sound is located: at the beginning, in the middle or at the end of the word.
During the task, the speech therapist asks the children.
- Why did you take this toy? (because the name of the toy contains the sound [K].
- Where is the sound [K]?
When choosing a toy and placing it in a clearing, the child explains his choice.
- why didn’t you put your toy down? (because there is no sound [K] in the word “airplane”.)
- Right!
- Well done, the king liked the completion of this task, so we can move on.
- Look, we have come to a pyramid of syllables
The speech therapist reads a poem and distributes cards with pictures of animals to children
"The sad animals stand
They want to get into the house
But they don’t know: How? Where?
Help, kids!
This magical pyramid has several floors, but no one lives on them yet.
- Let's help distribute the animals in this house on floors so that on the first floor there are animals whose names consist of one syllable, on the second - from two syllables, on the third - from three syllables.
- who is on your card? How many syllables are in the word "lion"? (child answers)
- What floor do you think we should put this animal on? (1)
- Why? (the word “lion” has 1 syllable).
Then each child approaches the house with their card, places it on the desired floor and comments on their choice. At the end, together with the children, we summarize the task.
-Guys, who lives on the 1st floor? (animals whose name consists of one syllable). And on the 3rd floor?
- Well done, guys, they placed the animals correctly on the floors.
-It's time for us to hurry up.
5. Physical exercise.
“Our king stretched, arms to the sides,
On the fist and on the side
Left hand up and down
Right hand up and down
Bent to the left, bend to the right
Arms to the sides, elbows bent
And the shoulders rotate
Hands down, inhale through your nose,
Exhaled through the mouth"
6. Game “The letter is lost”
- We again cannot get to the country of “Gramoteyka”, because there is a new obstacle on our way. Look, there are words written here whose first letter is missing. we need to find her.
The words are written on the board: plate, chair, dishes, fish, jacket, cupboard, spoon, giraffe, fork
- Well done, now we can move on.
7. Sound analysis of the word.
- Look, there’s a letter here again. It asks you to solve a riddle. And we need to do a sound analysis of the word.
At the edge of the forest
on the track
the house is worth
on chicken legs. (hut)
After the children analyze it, music sounds and the children find themselves in the country of “Gramoteyka”.
8. Result of OOD
- Children, where have we been?
- What they were doing?
- What did you like most?
- What tasks would you like to repeat again?
Children are awarded “Young Literacy” medals. The speech therapist thanks the children for their work.
One of the important areas of the work of a preschool teacher is preparing older preschoolers to learn to read and write.
The relevance of this work is determined by the introduction from the age of five, the requirements of continuity and prospects in the work of two levels of education - preschool and primary, and modern requirements for the speech development of children, their mastery of their native language as a means of communication.
The process of teaching children to read and write has been the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov, etc.), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Y. Tikheyeva, etc.), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk, etc.) .
Teachers' views on the problem of teaching preschoolers literacy
Often, teachers’ views on these issues are diametrically opposed: from complete approval to complete denial. This discussion is also fueled by parents, who often demand from teachers.
This is due to the fact that for many parents, often primary school teachers, the ability to read before school is one of the main indicators.
The attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of literacy teaching, which is determined by the current programs for children of the preschool group, to children of the senior group, is also puzzling.
In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, etc.), the preparation of older preschoolers for learning to read and write is defined as the process of developing children’s initial elementary skills to read and write.
As is known, the ability to read and write, necessary and important for modern man, since they ensure the formation and satisfaction of his cultural and aesthetic needs, are the leading channels for the independent acquisition of knowledge, development and self-development of the individual, the central link of independent activity.
Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.
However, it should be noted that preparing older preschoolers for learning to read and write is necessary, and most of the skills traditionally attributed to learning to read and write must begin to be developed in children at the preschool stage.
What does a child need before school?
It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of primary school. At the same time, the school is interested in ensuring that the child who enters first grade is well prepared for learning to read and write, namely:
- would have good oral communication;
- developed phonemic hearing;
- formed elementary ideas about the basic linguistic units, as well as initial skills of an analytical and synthetic nature in working with sentences, words and sounds;
- was prepared to master writing graphics.
Therefore, it is quite logical to highlight preschool education in the Basic Component, in almost all existing programs in which preschool educational institutions operate (“I am in the World”, “Child”, “Child in the preschool years”, “Confident Start”, “Child in Preschool”) years”, etc.), such tasks as preparing older preschoolers to learn to read and write.
The task of propaedeutic work in teaching literacy
- To familiarize children with the basic units of speech and teach them to correctly use the terms for their designation: “sentence”, “word”, “sound”, “syllable”.
- To form elementary ideas about the word as the basic unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of words that do not have independent meaning and are used in children’s speech to connect words with each other (show examples of conjunctions and prepositions).
- To learn to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
- Practice dividing sentences into words, determining the number and order of words in them and composing sentences from isolated words, with a given word, and expanding sentences with new words; involve children in sentence modeling when working with sentence diagrams.
- Familiarize yourself with speech and non-speech sounds; based on improving phonemic hearing and improving sound pronunciation, to develop the skills of sound analysis of speech.
- Learn to identify by ear the first and last sound in a word, the place of each sound in a word, identify a given sound in words and determine its position (at the beginning, middle or end of a word), highlight the sound that sounds more often in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of a word on the order or change of sounds (cat-tok, card-desk); build a general sound pattern of a word, name words that correspond to a given pattern.
- Preparing older preschoolers for learning to read and write, developing knowledge about vowels and consonants based on an understanding of the differences in their education; give the concept of composition as part of a word formed from one or more sounds, and the role of vowel sounds.
- Practice dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of the syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); teach to identify stressed and unstressed syllables in words, notice the semantic role of stress (za’mok - zamo’k); practice drawing up syllabic patterns of words and selecting words to fit a given pattern.
- Introduce hard and soft consonant sounds; teach how to perform sound analysis of words by ear, build sound patterns of words from marks or chips in accordance with order (vowel or consonant, hard or soft consonant).
Consequently, in order to implement the tasks of raising children provided for in the program, it is necessary to deeply understand the scientific, theoretical and writing features of the modern approach to organizing classes in the native language, namely the preparation of older preschoolers for learning to read and write.
Where do older preschoolers begin to prepare for literacy?
Let us highlight a number of the most important issues for the practical activities of educators related to teaching children to read and write.
First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.
Reading and writing are new associations that are based on the child’s already established second signaling system, joins it and develops it.
So, the basis for them is oral speech, and for learning to read and write, the entire process of children’s speech development is important: mastering coherent speech, vocabulary, nurturing the sound culture of speech, and the formation of a grammatical structure.
Of particular importance is teaching children to be aware of someone else’s and their own statements and to isolate individual elements in them. We are talking about oral speech, which preschoolers completely master.
But it is known that until the age of 3.5 years, a child does not yet notice speech as an independent phenomenon, much less realize it. Using speech, the child is aware only of its semantic side, which is framed with the help of linguistic units. It is they who become the subject of targeted analysis during.
According to scientists (L. Zhurova, D. Elkonin, F. Sokhin, etc.), it is necessary to “separate” the sound and semantic aspects of a word, without which it is impossible to master reading and writing.
The psychological essence of reading and writing
It is equally important for the teacher to deeply understand the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.
It is known that all information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.
As soon as you replace at least one sound with another in any word, its meaning is lost or changed. In writing, a letter code is used, in which letters and letter complexes are, to a certain extent, correlated with the sound composition of the spoken word.
The speaker constantly transitions from one code to another, that is, he recodes the sound complexes of a letter (during writing) or letter complexes into sound complexes (during reading).
So, the reading mechanism consists of recoding printed or written signs into semantic units, into words; writing is the process of recoding semantic units of speech into conventional signs that can be written (printed).
D. Elkonin about the initial stage of reading
The famous Russian psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure (model). A child who is learning to read operates not with letters or their names, but with the sound side of speech.
Without correct reconstruction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for learning to read and write should begin with familiarizing children with the broad linguistic reality even before learning letters.
Methods of teaching preschoolers literacy
The issue of choosing a method is relevant for organizing the process of teaching preschoolers literacy. Educators are offered help with a number of methods for teaching preschoolers literacy, namely: N. Zaitsev’s method of early learning to read, D. Elkonin’s method of teaching literacy, preparing older preschoolers for learning to read and write and teaching early reading according to Glen Doman’s system, D. Elkonin’s method of teaching literacy - L. Zhurova and others.
Scientists note that the preparation of older preschoolers for learning to read and write and the choice of a method of teaching literacy depends on how fully it takes into account the relationship between oral and written speech, namely sounds and letters.
The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully meets the characteristics of the phonetic and graphic systems of language.
Naturally, the method was improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational, educational and developmental tasks in teaching literacy to both first-graders and preschool children.
Sound analytical-synthetic method
Let us characterize the sound analytical-synthetic method. Preparing older preschoolers for learning to read and write using this method is developmental in nature, providing mental development through a system of analytical-synthetic exercises; is based on active observations of the environment; The method also involves relying on live communication, on the speech skills and abilities already formed in children.
Scientific and methodological principles of the method
The main scientific and methodological principles on which the method is based are the following:
- The subject of reading is the sound structure of the word indicated by letters; Speech sounds are the language units that older preschoolers and first-graders operate with at the initial stage of literacy acquisition.
- Children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.
- Familiarization of children with letters should be preceded by practical mastery of the phonetic system of their native language.
Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.
It is clear that without correct reconstruction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for learning to read and write and a long way of familiarizing children with the sound reality, mastering by them the entire sound system of their native language in oral speech.
Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for sound after becoming familiar with it).
Let us note that the basis for children’s conscious mastery of sound units is the development of their phonemic hearing and phonemic perception.
Development of phonemic hearing
The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, etc.) proved that phonemic hearing develops very early.
Already at 2 years old, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme. This level of phonemic awareness is sufficient for full communication, but is insufficient for mastering reading and writing skills.
Phonemic hearing must be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary characteristic of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.
D. Elkonin called these special actions associated with the analysis of the sound side of a word phonemic perception.
The actions of sound analysis are not spontaneously acquired by children on their own, because such a task has never arisen in their practice of speech communication.
The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the sound analysis algorithm. And primary phonemic hearing is a prerequisite for its more complex forms.
Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, skills of sound analysis and synthesis, and the development of a conscious attitude towards language and speech.
We emphasize that orienting children in the sound form of a word is more significant than simply preparing to master the basics of literacy. It is worth listening to the opinion of D. Elkonin about the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and associated spelling - depends on this.
Introduction to basic language units
Introducing children into sound reality involves familiarizing them with the basic linguistic units.
Let us recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.
In this case, educators must take into account the features of phonetics and graphics. It is quite clear that without deep linguistic training, a teacher will not be able to form in children elementary, but scientific ideas about the basic linguistic units: sentence, word, syllable, sound.
Familiarization with phonetics and graphics of the language
Observations of the practice of teaching preschoolers literacy convincingly indicate that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.
Thus, there are frequent cases of identifying sounds and letters, attracting children’s attention to unimportant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.
In literacy classes in a modern preschool educational institution, the teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.
There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). Based on their acoustic properties, speech sounds are divided into vowels (there are 6 of them in the Russian language - [a], [o], [u], [e], [ы], [i]) and consonants (there are 32 of them).
Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of the composition) and the method of creation.
Vowels are formed by exhaled air passing freely through the oral cavity; their basis is the voice.
During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (oro-closing organs). It is based on these characteristics that the teacher teaches children to distinguish between vowels and consonants.
Vowel sounds are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. It is therefore incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. It is correct from the point of view of linguistics to use the phrase “letter to denote a vowel sound”, “letter to denote a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.
The 32 consonant sounds are divided into hard and soft sounds. Let us emphasize that the sounds [l] - [l'], [d] - [d'], [s] - [s'], etc. exist as independent sounds, although authors often note in teaching aids that this is one and the same sound that is pronounced firmly in one word, softly in another.
In the Russian language, only sounds that are pronounced using the teeth and the front tip of the tongue can be soft: [d'], [s'], [y], [l'], [n'], [g'], [s '], [t'], [ts'], [dz']. There is a fusion of la, nya, xia, zya, this, but there is no bya, me, vya, kya.
It should be remembered that at the initial stage of learning to read and write, soft consonant sounds include not only [d'], [s'], [th], [l'], [n'], [g'], [s'], [t'], [ts'], [dz'], but also all other consonant sounds that are in the position before the vowel [i], for example in the words: rooster, woman, six, squirrel, horse and the like.
During the period of learning to read and write, children receive only a practical understanding of the hardness and softness of consonants.
Phonetic representations
Initial phonetic concepts are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. Thus, preschoolers recognize vowels and consonants by the following features;
- method of pronunciation (presence or absence of obstacles in the oral cavity);
- ability to form a composition.
At the same time, children learn hard and soft consonant sounds. In this case, such techniques as perceiving sounds in words and separately by ear (son - blue), isolating sounds in words, comparing hard and soft sounds, observing articulation, and independently selecting words with hard and soft consonant sounds are used.
Since in a language the sound content of a letter appears only in combination with other letters, letter-by-letter reading would constantly lead to errors in reading.
Syllable reading
Therefore, in modern methods of teaching literacy, the principle of syllabic (positional) reading has been adopted. From the very beginning of working on reading techniques, children are guided by the open warehouse as a reading unit.
Therefore, from the point of view of creation, a syllable, which represents several sounds (or one sound) that are pronounced with one impulse of exhaled air, is of great importance for solving methodological issues in teaching children to read and write.
The main sound in each syllable is a vowel, which forms the syllable.
Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (games): a closed syllable ends with a consonant sound (year, smallest).
The simplest syllables are those formed from one vowel or from a combination (merging a consonant with a vowel, for example: o-ko, dzhe-re-lo. Dividing words into syllables does not present any difficulties for children.
Syllable division
When dividing words with a confluence of consonant sounds into syllables, one should be guided by the main feature of syllabification - the attraction to an open syllable: with a confluence of consonants, the boundary between syllables passes after the vowel before the consonant (ri-chka, ka-toka-la, leaf-sto-thorns, etc. ). According to this, most syllables in words are open. This is exactly the approach to syllable division that needs to be developed in children.
How to organize a lesson?
The success of teaching preschoolers to read and write largely depends on the teacher’s ability to organize a lesson, structure it, and conduct it methodically correctly.
In the senior group, literacy classes are held once a week, their duration is 25-30 minutes. During the classes, children are offered both new material and material for repeating and consolidating previously acquired knowledge and skills.
When preparing and conducting literacy classes, the teacher must adhere to a number of well-known didactic principles. The main ones are: scientific character, accessibility, systematicity, clarity, awareness and activity in children’s acquisition of knowledge, an individual approach to it, and the like.
It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the scientific principle is well known; despite the age of children, they are given elementary but important information about the units of the language system.
Consequently, such explanations from the teacher as “The sound [o] is a vowel, because it can be sung and drawn out” are erroneous from the point of view of modern phonetic science and indicate a gross violation of the specified didactic principle.
Methodological techniques for dividing words into syllables, during which children clap their hands, put down counting sticks, use hand movements to show highlighted syllables, etc., are erroneous. Instead, such methodological techniques as placing the hand under the chin, placing the palm of the hand in front of the mouth should be introduced in the classroom since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.
Visibility in training
Any activity in a preschool cannot be imagined without the use of visuals. During literacy learning, this principle requires that a number of analyzers, primarily auditory-verbal, be involved in the child’s cognitive activity.
The work of this analyzer is activated during the development of children's phonemic hearing, training them in sound analysis, familiarization with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, and teaching them to correctly intonate sentences occurs more successfully if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.
A visual analyzer helps solve certain didactic problems. With vision, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown with strips of different lengths, the sound and sound structure of a word is shown with chips and diagrams that consist of three or four cells, and the like.
Visual perception of such clarity, as well as actions with it, allow the child to first “see” and then consciously operate with them.
In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustration, but more often as a means of recording the characteristics of linguistic units, phenomena, their connections and relationships.
Visibility in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.
Therefore, the teacher’s speech, children’s speech, didactic stories, fairy tales, poems, and the like can serve as visual aids. Linguistic clarity does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as object (toys, chips, sticks, strips, etc.) visualization.
General didactic requirements
Taking care of the success of a child’s further literacy training in primary school, the educator must adhere to general didactic requirements that will ensure the focus of each literacy lesson, organizational completeness, methodological competence and effectiveness.
The sensible thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in 1st grade can also be taken into account in teaching older preschoolers:
- During the lesson (class in the senior group of the preschool educational institution), the teacher (educator) must tell the children what they will do and why, and then after the assessment, what they did and how. Professor A. Savchenko believes that to ensure the focus of a lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate children’s attention at the beginning of the lesson, offering them a visual plan for its implementation. This same plan can be used as a visual support when summing up the lesson;
- assignments and questions are formulated by the teacher specifically and in short phrases. The imitative actions of preschoolers and first-graders play an important role in working on new educational material. So, when children learn a new way of doing something, it is better to show an example of its implementation. For example, “The word is pronounced like this...”, “Say this sound with me.”
In literacy classes, collective forms of work predominate, but children can work individually in collaboration with the teacher, or independently individually with handouts.
A group form of organizing children's educational activities, when they are united in pairs or groups of four, is widely used in the classes “Preparing older preschoolers for learning to read and write.” The valuable experience of teaching children to work in groups is described by the authors of developmental education technology D. Elkonin and V. Davydov.
They believe that for group implementation it is possible to offer tasks on composing sentences or words according to the presented scheme, spreading a sentence or finishing a sentence started by the teacher, and the like.
During the lesson (session), it is necessary to change the types of children’s activities several times. Thanks to this, it becomes more dynamic and children's attention is more stable. In addition, alternating activities is a reliable means of preventing children from becoming overtired.
Visual aids, didactic material, and game tasks should be used to the extent that they help teachers achieve their educational goals, and preparing older preschoolers for literacy will become an accessible and interesting process for children.
Planning a Literacy Lesson
When planning work in literacy classes, it is necessary to take into account the level of preparedness and real capabilities of both all children and each child separately.
The teacher should support even the slightest progress of children in mastering literacy. However, excessive use of expressions such as “Well done!”, “Wonderful!” and others according to prof. A. Savchenko, apart from a short-term emotional impact on the child, has no stimulating value.
Instead, it is necessary to give detailed evaluative judgments that contain specific advice for eliminating shortcomings and overcoming difficulties; compare children's works; organize an exhibition of the best works at the end of the lesson; involve children in assessing the completion of the task by their friends. The most important thing is that the teacher’s value judgments are motivated and understandable to children.
By characterizing the content, structure and methodology of literacy classes, we would like to warn educators against the scientifically unsubstantiated mechanical combination of literacy classes with classes on educating the sound culture of speech.
Such preparation of older preschoolers for learning to read and write does not allow them to fully realize the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the similarity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them must be built and carried out in its own way. Thus, in literacy classes, increased attention is required to the formation of preschoolers’ ideas about a linguistic unit (sentence, word, syllable, sound) and, on their basis, anapitico-synthetic skills.
There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overestimation of the requirements of existing programs and is therefore unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology is reminiscent of a reading lesson during the letter period in the first grade.
Preparing older preschoolers for literacy: didactic goals
We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, you should clearly imagine the end result of this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.
To summarize what has been said, we note that the success of organizing the education of children five to six years old depends on how well the teacher masters the modern technology of teaching children to read and write, linguistic knowledge, how he takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in preschool education establishment.
Abstract
GCD for literacy preparation
preparatory group
Speech therapist teacher: Sharifullina T.V.
MBDOU kindergarten No. 1 “Smile”
Ostashkov, Tver region
Topic: “ABVGDeyka”
Goal: To consolidate knowledge of preparing children for literacy.
Correctional educational tasks:
Continue learning to conduct sound analysis of words
Strengthen the ability to determine the presence of a given sound in a word.
Strengthen the ability to complete and supplement a sentence with meaning using supporting pictures.
Correction and development tasks:
Develop phonemic awareness.
Develop memory and attention.
Develop verbal and logical thinking in children, reason, draw conclusions.
Correctional and educational tasks:
Cultivate respect and mutual understanding for each other.
Develop the ability to use acquired knowledge in practical activities.
Equipment: projector, video presentation (excerpt from the TV show “ABVGDeyka”, slides with pictures for highlighting sound, pictures for determining the number of syllables), magnetic board, cards with words from proverbs, ball.
Handout: a set of subject pictures, cards with the image of a circle, felt-tip pens.
Children enter the group and greet the guests.
Teacher speech therapist: Stand in a circle quickly, hold hands tightly.
Children stand in a circle.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other.
And we play and we sing,
We live together in a group . (installation on N0D)
Game "Magic Sounds"
Speech therapist: Guys, do you know that singing certain sounds helps improve your health? If you have a runny nose, turn into an airplane - take a deep breath, and as you exhale, pronounce the sound [B] for a long time and quietly. If you have a sore throat, turn into a mosquito and pronounce the sound [З] as you exhale. When coughing, turning into a beetle and pronouncing the sound [Zh] for a long time will help.
Children perform exercises while standing, eyes closed and body relaxed.
Speech therapist: Remember these exercises and do them, and magical sounds will always come to your aid.
Guys, who remembers the articulation fairy tale “At Grandma and Grandpa’s”?
Articulation gymnastics
Fat grandchildren came to visit (the children puffed out their cheeks)
With them the thin ones are just skin and guests (they sucked in their cheeks without opening their mouth)
Grandparents smiled at everyone (wide smile)
They reached out to kiss everyone (imitation of a kiss)
In the morning we woke up with a smile on our lips (wide smile)
We brushed our upper teeth (the tongue moves between
upper lip and teeth)
Right and left, inside and outside (corresponding tongue movements)
We are also friends with the lower teeth (corresponding tongue movements)
Speech therapist: Guys, we received a VIDEO LETTER. Would you like to see? Make yourself comfortable. (Children sit in a semicircle opposite the interactive board) Pay attention to the screen. (Surprise moment)
Video. On the screen is an excerpt from the TV show “ABVGDeyka”. The heroes received an assignment from the teacher to make up a proverb about friendship from words. They find it difficult. They ask the guys for help.
Teacher speech therapist: Guys, let's help the clowns?
You and I know that the direct path to success is your sensitive ears, attentive eyes and, of course, the right answers. So, are you ready to take on the challenges?
Children: Yes, sure.
Speech therapist: Look, there are words hidden on the board, (there is an exclamation mark on the cards there's a word on the other side) Are you interested in finding out what proverb is hiding? We can open them if we complete certain tasks. Do you agree?
1 task “Riddles”
Speech therapist: First, let's solve the riddles:
One is soft and whistles
The other is hard and hissing.
The third one will start singing
At least someone will pronounce it... (sound). (What sounds do you know?)
Black birds on a white page
They are silent, waiting for someone to read them... (letter).
(What is the difference between a letter and a sound??)
At first I couldn't
Read with two letters
Your first... (syllable).
I'll match the sound to the sound
And I will say it
If I put the letters in a row
Then I’ll read it later... (word).
5. I will collect a lot of words
I'll make them friends with each other
The presentation will be clear
Then I will receive...(sentence).
We have guessed the riddles, we reveal the first word.
Task 2 “Find the sound”
Pictures on the screen: Robot, drum, rocket, tomato
Speech therapist: Guys, tell me what is shown on the screen (robot, drum, rocket, tomato). Listen and name the sound that I make when I say these words?
Children's answers: R sound
Speech therapist: And now we need to determine its place in the word.
Children's answers.
Pictures on the screen:
Lamp, elephant, chair, pencil case L Ophpedist: Look and say what is shown on the screen (lamp, elephant, chair, pencil case). Listen and name the sound that I make when I say these words?
Children's answers: Sound "L".
Speech therapist: And now we need to determine its place in the word.
Speech therapist:-Right! Now I propose to highlight these sounds in other words, if we hear the sound “L”, we clap, if the sound “R”, we stomp.
Frame, llama, rose, vine, shaft, var, cake, port, swamp, work, dill, bug, lamp, ramp, table, floor, map, desk, crowbar, swarm. (children complete the task)
Smart girls, we completed this task and correctly identified the sounds “L” and “R”.
Task 3 “Divide the word into syllables”
Speech therapist: Look, guys, what interesting pictures!
Name what is shown on the screen.
Children call (doll, car, ball, pyramid)
Speech therapist: - Guys, what are words made of?
Children's answers.
How to find out how many syllables a word has?
Children's answers:(using claps, there are as many syllables in a word as there are vowels).
That’s right, use clapping to determine how many syllables are in the word “Doll”
How many syllables (1) are there in the word “ball”, how many vowel sounds? (also 1)
How many syllables (3) are there in the word “car”, how many vowel sounds? (also 3)
How many syllables are there in the word “pyramid”? 4), how many vowel sounds (also 4)
Tell me guys, what can you call these items in one word? (toys)
Speech therapist:-Well done! Now I invite everyone in the circle to play with you.
Physical education minute
We put our hands on our shoulders,
Let's start rotating them.
So we will correct the posture.
One two three four five! (hands to shoulders, rotating shoulders forward and backward).
We place our hands in front of our chests,
We separate them to the sides.
We'll do a warm-up
In any weather. (hands in front of the chest, jerking your arms to the sides).
Let's raise our right hand,
And we'll lower the other one down.
We swap them around
We move our hands smoothly. (one straight arm, the other down, with smooth movements one arm lowers and the other simultaneously rises).
Now let's get together
Let's walk everything in place. (walking in place).
To do the following, invite the children to sit at the tables.
Task 4 “Finish the sentence”
Speech therapist: guys, tell me, what is a proposal?
Children's answers: These are 2, 3, 4 or more words that are friendly with each other.
Speech therapist: Look at your table, there are cards with pictures (airplane, flower, table, balloons, fish, sock). (work with handouts)
And now we will play the game “Finish the sentence.” I will start a sentence, and you, using a picture that matches the meaning, finish it.
Flying in the sky.....
Growing in the park…..
In the room there is…..
Masha has an airy...
The fishermen caught......
Grandma knitted...
Children hold up their pictures and repeat the entire sentence.
Speech therapist: Okay, we completed this task. Repeat what a sentence is (These are 2, 3, 4 or more words that are friendly with each other). (children’s individual answers)
Great, we can open the fourth word.
Task 5 “Turn a short word into a long one”
Speech therapist: And in order to open the next word, I suggest standing in a circle and playing. I will throw a ball to each of you and say a short word, and you will turn this short word into a long one. For example: cat - cat, in the second word there are more sounds, so it became longer.
Is the task clear? The game begins: ball-ball, table-table, car-car, doll-doll, etc.
Well done kids. You came up with long words correctly.
Speech therapist: You guys are very smart. You have correctly turned short words into long ones. So we can open one more word.
Open and read the fifth word.
Task 6 “Draw a letter”
Speech therapist: Guys, pay attention that you still have cards on the table. They depict a circle. What letter does it remind you of? (O) What letters do you think a circle can be turned into? That's right, if we add some imagination to the elements, then we'll get a different letter. Now I'm turning you into magical artists! And then you will be able to turn an ordinary circle into bright, cheerful, mischievous letters. One, two, three, four five, we begin to draw..... (children complete the elements to make a letter). (music plays, children draw) Guys, show us what you have done. (children show and name the resulting letters)
Speech therapist: Wonderful. We got such different, bright letters. We can open the last word, read the entire proverb.
Offers to open the last sixth word and read the proverb.
“A tree is held together by its roots, and a person is held together by its friends.”
On the video screen: the clowns thank the children and say that they are true friends. They say goodbye.
Speech therapist: Look, the clowns are very happy and grateful that you helped them. Did you like helping the clowns yourself? Which task was the most interesting? Difficult? What new have you learned? What's your mood?
And I liked playing with you and completing tasks. You are so smart!
Guys, I have prepared a surprise for you (opens a beautiful box) look - emoticons, they are different joyful, thoughtful, sad. If it was easy for you in class today and you completed all the tasks, take a happy emoticon; if you encountered difficulties, but you tried to overcome them, take a thoughtful emoticon, and if it’s really difficult, take a sad one.
And for guests there is another box in it, too, with emoticons, if you were interested - happy emoticons, if you are bored and not interested - sad.
Now I invite everyone to the circle
Everyone gathered together in a circle
I am your friend and you are my friend
Let's hold hands tightly
And let's smile at each other.