Date of:
Class:
Subject:"Sound and the letter M."
consolidate clear pronunciation of sounds and letters [m], [m‘], letters “M”, “m”;
Correctional and developmental
Correctional and educational :
Equipment:
During the classes
1. Organizational moment.
She lives in a hole
Underground, in a closet.
Gray baby
Who is this? (mouse)
Say this word several times. What sound is heard at the beginning of a word?
- (Sound [m])
What kind of vowel or consonant is it?
-(Consonant, when pronounced a barrier is formed from the lips)
Voiced or voiceless?
Name words that have the sound [m]
-(Car, milk, baby, tape recorder, March, May)
Did you get the letter M? - Yes!
3. Main part.
Introducing the sound [M].
Hungry - mooing,
Full - chews,
Gives milk to all children. ( Cow)
The air comes out through the nose;
The neck "works".
Phonetic exercise.
The cow moos: MMMMMMMMMMM... (following the adult, pronounce the sound [M] for a long time).
Didactic exercise “Clap your hands.”
m, a, y, m, m, and; am, ar, or, om, ma, mu, ka, sa, we; poppy, Olya, fly, house, soup, flour;
The adult invites the child to listen carefully and repeat the syllables, while the child should feel the lips closing when pronouncing the sound [M]:
ma, mo, mu, we; am, om, mind, im.
Repeat the syllable sequence:
ma-mo, ma-we, moo-ma, moo-we; um-om, um-im, um-am, om-im.
Patter: Mom washed Mila with soap.- Say the tongue twister with different intonations (surprise; joy; sadness).
Game “Catch up”(The work continues until the children’s pronunciation reaches the pace of the tongue twister)
4. Finger gymnastics
This finger wants to sleep
This finger went to bed
This finger took a little nap,
This finger has already fallen asleep,
This finger is fast asleep
Nobody makes any noise anymore.
-
Take the child's palm in your hand and bend your fingers one by one, starting with the little finger.
Game “Complete syllables to words”
ma- (car, raspberry, matryoshka, fry)
mo- (sea, walrus, sink, bridge, moss)
mu – (garbage, fly, ant)
we – (mouse, mouse, thoughts)
mi – (bear, bowl, minute, world)
me – (month, meter, furniture, fur, chalk)
Reading syllables and phrases.
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
Mi-mi-mi - sing the note E. (Slide 17).
Letter M in a notebook.
5.Result of the lesson.
talked in class?
What sound is this?
What color do we use?
Date of:
Class:
Subject:"Sound and the letter M."
Correctional educational: Introduce children to new sounds [m], [m‘], letters “M”, “m”; learn to compare sounds, distinguish letters; .
Correctional and developmental to develop the skills of conscious, correct, syllabic, fluent reading; divide words into syllables; develop the ability to analyze words, cognitive interests and abilities; develop speech, attention, memory; enrich vocabulary;
Correctional and educational : develop attention and self-control; develop communication and speech skills.
Equipment: individual mirrors, pencils, ball,
During the classes
1. Organizational moment.
Game "Remember - repeat"
Gnome – album – house – com 3 – 4 chain options
- What do the words have in common?
Fly – soap – raspberry – skein 3 – 4 chain options
- What do the words have in common?
Mila - pyramid - machine gun
- What do the words have in common?
What does the letter M look like? What does it remind you of? Come out and hold hands.
Did you get the letter M? - Yes!
Let's say this sound together loudly, quietly, in a whisper, without sound.
Today in the lesson we will not only repeat what we studied earlier, but we will get acquainted with a new letter.
2. Articulation gymnastics:
3. Main part.
Introducing the sound [M].
The adult asks the child to guess the riddle and answer the question:
Hungry - mooing,
Full - chews,
Gives milk to all children. ( Cow)
“How does a cow moo?” - "MMM..."
An adult shows the child in front of the mirror and explains the articulation of the sound [M]: when we pronounce the sound [M]:
The lips are closed without tension;
The air comes out through the nose;
The neck "works".
The sound [M] cannot be sung, because the sponges create a barrier to the air. This sound is a consonant, hard, voiced (the neck “works”), so we denote the sound [M] with a blue circle with a bell. In this way, the child learns the characteristic of the sound [M].
Didactic exercise “Say the word, name the first sound in the word.”
In the underground, in the closet
She lives in a hole
Gray baby.
Who is this?., ( mouse)
He slept in a fur coat all winter,
I sucked a brown paw,
And when he woke up, he began to roar.
This is a forest animal... ( bear)
Guess the riddles, name the first sound in the answer:
In winter he sleeps
In the summer - he stirs up the hives. ( Bear)
No arms, no legs,
And he can draw. ( Freezing)
The girl is sitting in prison,
And the braid is on the street. ( Carrot)
Flying all day long
Everyone gets bored
The night will come
Then it will stop. ( Fly)
4. Finger gymnastics“Hammers”.
O.S. – feet – shoulder-width apart, arms down. Fingers clenched into a fist.
- They knocked fist on fist - clink and clink. Hammers knock-knock-knock. Knock-knock-knock on the nails. Hammers knock-knock, knock-knock on nails. Hammers knock-knock-knock. Knock-knock-knock on the nails. (Repeat - 2 times to the music, children perform the appropriate movements
Sounds M – M in sentences
The next task has been prepared for us.
October's sentences are scattered and we need to help him put them together, add words that start with the letter M
Olya drinks...
On the way he eats...
Sleeping in a den…..
A berry grows in the garden.....
Letter M in a notebook.
5.Result of the lesson.
Guys, remember what sound we are talking about today talked in class?
What sound is this?
What color do we use?
What did you like most?
Learn pure sayings:
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
We-we-we - we read the book.
Mi-mi-mi - sing the note E.
Me-me-me - give me some grass.
The adult says a couple of words and asks the child to determine what the first sound is in these words, and then make a sentence with each word:
mouse - bear; soap - Mila; small - crumpled.
Exercise19. Exercise for fingers and development of coordination of speech with movements:
We wrote, we wrote, Squeeze your fingers rhythmically
And now everyone stood up together. into your fists.
They stomped their feet, Carry out the appropriate
Hands patted. movements.
We wrote, we wrote, Squeeze your fingers rhythmically
Our fingers are tired. into your fists.
We'll take a little rest -
Let's start writing again.
Exercise20. Introducing the letter M.
Letter M with two humps,
Like a camel - see for yourself!
O. Hoffman
What does the letter M look like? Letter M from fingers: close the tips of your index fingers, lower them down along with your middle fingers, and squeeze the rest into a fist.
Letter games.
Exercise21. Syllable analysis: AM, MA. Drawing up diagrams from circles. (A consonant sound is a blue circle with a bell, a vowel sound is a red circle.)
Composing the syllables AM, MA from the letters of the split alphabet. Reading, copying, writing in block letters from dictation.
Literacy lesson notes
in the preparatory school group
"Sound and letter M"
Objectives: 1. Educational: Teach children to identify the first consonant sound in a word; introduce the letter M; consolidate the skills of sound analysis, drawing up the sound diagram of a word; consolidate the ability to restore a deformed sentence.
2. Developmental: Development of phonemic hearing and auditory-verbal memory; development of logical thinking, attention, memory.
3. Educational: cultivate a friendly and respectful attitude towards your family members.
Equipment: paintings “House”, pictures: ball, mouse, raspberry, flour, bear, smoke, car; sound houses; letters M, split alphabet; blue and red circles to indicate sounds; cards with syllables and words: am, om, um, ma, mo, mu, mom.
Progress of the lessonI. Organizational moment.
Good morning. Look how many guests came to us, say hello to them.
Now stand in a circle. I have a magic ball in my hands, it gives everyone who holds it in their hands a good mood. We will pass it around and wish each other good morning.
II. Report the topic of the lesson. Q: Guys, today we will continue our journey through the magical land of sounds and letters, we will get acquainted with new sounds and letters. Tell me, what is the difference between a letter and a sound?
We hear and pronounce sounds, but we do not see them, but we see, write, and read letters.
Q: We have already become familiar with some sounds and letters. Name them.
A, O, U, I.
Q: What are they?
Vowels.
Q: How are they pronounced? +Free, easy, with voice.
Q: Look at the diagram of this word. What sounds does it consist of? + From vowels.
Q: How many are there? + Two.
Q: Choose short words for this diagram. Aw! Wow! Eeyore!
Q: What are the names of sounds when something interferes with us when pronouncing them? + consonants.
What is this? (the painting “Home” is exhibited)
What was the last sound you heard in this word?
Today we will study the sound and letter “M”
Yes, we need a letter that represents these sounds. Here she is.
A stick and a stick, with a tick between them.
And it’s clear to everyone right away: the result is the letter M.
Holding hands we stood up
And they began to look like M. Do guys look like the letter M?
Q: Look at her carefully. What does she look like? Q: How many elements does it have? Q: Now let's write this letter in the air.
III. Characteristics of sound by articulatory and acoustic characteristics. When pronouncing the sound [m], the lips are closed, there is an obstacle in the path of the air stream, the air stream seems to tear the lips.
What sound is this? (consonant)
And I want to play word games with you. Name vegetables with the sound M (carrot, tomato).
Name fruits and berries with this sound (currant, tangerine, raspberry, lemon).
Now name the spring months with the sound M (March, May).
Q: I know another game, it’s called “Where does sound live? »
Q: You must determine the place of the sound in the word, in the middle, at the end or at the beginning.
B: Mask, gnome, catfish, fly agaric, lemon, jellyfish. (showing pictures).
Physical education moment.
Sound-letter analysis.
Q: Guys, tell me, what do you think is the favorite word for all children in the world?
MOTHER
Q: Let's analyze this word and make a diagram of it, and then read it.
(drawing up a word diagram).
IN: - What affectionate name do children call their mother? (Mommy, mummy, mummy, beloved, dear)
IV. Development of phonemic hearing.
Now we will play the game “Who is attentive?
- (the girl's name, invented by the children) is learning to say words, but misses sounds. Let's help her: .alina, .ukha, .edved, dy., .ashina, do..
Children determine the location of the sound m
Speaking in chorus, in subgroups, individually
VI. Physical education minute.
VII. Development of visual attention and memory.
Maya and Mitya love to play the game “What’s missing?” You and I will play it too.
Toys are on display: a car, a mosaic, a pyramid, a nesting doll.
Remember where the toys are. Close your eyes.
The toys are rearranged.
Now open your eyes. What changed? (The toys have been rearranged. Previously, the nesting doll stood between the car and the pyramid, but now it stands...).
VIII. Development of phonemic representations.
The whole family is going on vacation to the sea. What will they drive? (by car). Will they fly? (by plane). What is the first sound in the word "car"? Where did you hear the sound [m] in the word “airplane”?
What did they take with them? Name only those objects whose names contain the sounds [m].
IX. Restoring deformed sentences.
Mom suggested Mitya make sentences. Listen to what he did:
“Mom, wash Mitya.”
“There are poppies blooming near the house.”
“Dima wash his hands with soap.”
Let’s help Mitya compose these sentences correctly.
Finding the letter M in the box of letters
Find the letter that represents the sounds [m]. Paint it over.
XI. Summary of the lesson.
What sounds did you encounter today?
What else did you learn during the lesson?
What was difficult for you in the lesson?
Thanks everyone for your work.
Company Olesya
Literacy lesson “Sounds [M], [M’]. Letter M"
Subject: Sounds of M, M. Letter M.
Goals: Introduce children to M sounds, My, s letter M.
Tasks:
Correctional educational:
Children's ability to characterize M sounds, My
Consolidating children's knowledge about domestic animals and their cubs;
Correctional and developmental:
Development of phonemic hearing and perception in children
Development of general, fine and articulatory motor skills
Expansion and refinement of the active dictionary
Correctional and educational:
Developing self-control of speech in children
Equipment: albums by literacy; pencils; kits for drawing up diagrams; poster with the image of pets; pictures that have a title M sound, Мь; counting sticks; toy bear with a backpack on his back and marmalade.
Progress of the lesson:
1 Organizational moment
Guys today lesson we have a guest, but to find out who, you need to guess riddle:
He's furry, he's big,
He sleeps in a den in winter,
In summer he chews berries,
Takes wild honey from bees,
Can roar menacingly
The clubfooted beast…. (bear)
Our bear came to learn from you how to write and read, because he will also go to school next year.
2 Consolidation of what has been learned material:
Today, together with Teddy Bear, we will continue our journey through the magical land sounds and letters, let's meet new ones sounds and letters. Tell me what's different letter from sound? (sounds we hear and pronounce, and we see the letters, write, read).
With some sounds and letters We have already met, list the AUIYO - what are they? (vowels); PTKH (consonants). What is the difference between a consonant vowel sound? (when pronouncing consonants sounds the air meets an obstacle, and when pronouncing vowels sounds the air comes out freely and you can sing them).
A game "Guess sound by articulation» - U A O I Y
3 Topic message classes
Mishka has riddles in his scratchy paws, and he asked me to guess their:
Drinks gasoline like milk
Can run far
Carries goods and people
Of course you know her (car)
Jump-jump, jump-jump,
The bun played out,
Ani jumps higher
Our cheerful... (ball)
Let's call these guess words again and highlight the first ones sounds in every word.
The car is M, the ball is M. Exactly with these we'll get to know each other through sounds. These are the names of the older and younger brother, and their last name is EM. When pronouncing these sounds Does the air come out freely or does it encounter an obstruction? (with an obstacle, our lips are in the way). So this one consonant sound may be hard (blue) and soft (green). And also consonants sounds can be voiced and unvoiced, check and tell us which one it is sound? (voiced).
4 Communication letters and sounds:
Stick and wand
There is a tick between them
And it’s clear to everyone at once
It turned out letter M.
Count how many elements are in this letter? (4)
Laying out letters made from counting sticks:
And there is another poem about this letter, stand in pairs, holding hands, facing forward.
Holding hands we stood up
And they began to look like M.
You have three funny men on the tables, you need to use them to lay out syllables: WE - we-we-we are catfish swimming in the river, MO-mo-mo-mo - Masha ate a popsicle, MI - mi-mi-mi the bird flaps its wings.
Get ready to work in albums, do not forget about correct posture.
5 Work in albums by literacy education O. S. Gomzyak
We open the albums on page 22. Masha and Misha came to visit your page; it’s their birthday, they need to give gifts, take blue and green pencils, we will draw paths to gifts for Masha with a blue pencil, and for Misha with a green pencil.
6 Physical exercise
We walk on our toes
And then on your heels
We look like guys
And like a clumsy bear.
7 Game to develop phonemic awareness "Hard, soft"
You have signal cards on your tables, I will say the words if you hear a soft sound you will raise the green man, the solid one will raise the blue man.
M-cars, feeder, smoke, bags, plane, ants
M – chalk, tomato, comets, mill.
8 Sound-letter analysis:
Guys, tell me, what is the favorite word for all children and people in the world? MOTHER
How many syllables does this word have? sounds M A M A let's print this word using two blue pencils (consonant sound) and red (vowel sound) .
Finger gymnastics:
The horned goat is coming,
There's a butted goat coming.
The little goat runs after her,
The bell rings.
After all, not only people have mothers, animals also have mothers, look at the poster, list the baby and name its mother. Guide the mother to her baby in your albums.
9 Summary classes:
With which sounds did we meet today? Describe these sounds.
Well done guys, you did a really good job. Oh, it seems to me that the bear has moved, he is probably very pleased with you and has prepared something for you, come here Misha and look at what is in the bear’s backpack. (marmalade). Thank you Mishutka, how delicious and sweet it is letter M, guys, let's try your marmalade!
Zinaida Angarova
Goals: Strengthen discrimination and clear pronunciation skills sounds(M,Mb) develop phonemic awareness in syllables in words and phrases, practice selecting antonyms; learn to understand and correctly explain popular expressions.
1. Org. moment. The one who answers correctly in one word will sit - Ball game “Call it in one word” (onion, cucumber, tomato) etc.
2. Articulation gymnastics according to Kosinova A.M.
Breathing exercises. -
3. Getting to know sound M,MY.
Pictures with sound M, MY. Which sound more often than other sounds occurs in all of these words? Children answer (Sounds of M,M.)
Articulation sound: M – lips are compressed and tense, the tongue lies on the bottom, air passes through the nose.
Characteristic sound M:
- Sound(M)– consonant, voiced, hard, cannot be sung, indicated in blue. Sound м - consonant, sonorous, soft.
4. Speech exercise: ma-mya, mo-myo, mu-myu, we-mi, me-me, am-am, om-om, u - Say pure sayings
Om-oh - this is our home
Om-oh - there is a gnome in the forest
Om-om - catfish in the river
Om-oh - there's an album on the shelf
m-um, um-um, um-um
The poor bear is sick
The bear ate a lot of honey. The bear is crying and screams:
My stomach hurts.
5. Game "Listen carefully". Working with signal cards -
Children show a blue circle if among the consonants sounds will hear the sound"M"; green circle if he hears "MY": t, w, m, d, g, m, p, m, k, s, h, v, m, f, x, c, r, n, m, etc.
In syllables: sa, then, mo, ka, po, mu, vo, mi, yes, etc.
In words: catfish, Sonya, Rita, Sasha, sea, Tolya, March, moss, etc.
6. Define sound from didactic pictures sound houses. - (beginning middle and end) poppy, Tim, Misha, com, Tom, lighthouse, etc.)
7. Physical education minute
8. Getting to know letter"M" -
Draw in the air, make up letter“M is made from sticks, from cereals from wire.
9. What the letters are hidden? -
10. Game "Stone and cotton wool" Working with signal cards. -
A mouse is scratching on the floor,
A brown bear is sleeping in a den.
This bear is very cute
Only he didn’t wash his paw.
The mouse ran into a hole,
The bear lay down to sleep in the den.
The boy is small, but very cute.
He washed his hands with water.
11. Game "Vice versa" Folder with antonyms.
12. Introducing popular expressions.
Disservice. How do you understand? Children answer with their thoughts. The speech therapist makes a conclusion: (a service that brings harm or trouble instead of help).
Wave your hand. How do you understand? Children answer with their thoughts. (stop paying attention to something, stop doing something or doing something).
Muddy the waters. How do you understand? Children answer with their thoughts.
(to deliberately confuse something, to create confusion in something). All expressions begin with what letters? The children answer.
13. Printing letters"M". Getting to know letter M,MY. Place in the alphabet. What does it look like letter M? (Answers children) . Letter M consists of four elements: two straight sticks and two short sticks.
Holding hands we stood up -
And they began to look like M.
Draw with your finger in the air.
Laying out letters M from cereals.
Make a figure letters M made of wire.
14. Working with graphic recording. Compose sentences from 3, 4 words. Mom washes Mila. Mila plays with Anna.
Printing letters M, m; syllables ma, mo, mu, we, mi, am, om, mind, ym, them; words mom
15. Reading syllables and words from the board.
Corrective and developmental tasks.
1. Teach the child to determine the direction of sound in space.
2. Prepare the child for mastering the sound-syllable series by forming spatio-temporal representations.
3. Teach the child to clearly pronounce the sounds [M] and [M"], differentiate sounds by ear and in pronunciation.
4. Introduce the following concepts into the child’s passive and active vocabulary: “consonant sound”, “hard (soft) consonant sound”.
5. Learn to determine the place of sounds [M], [M"] at the beginning, middle and end of words.
6. Learn to analyze syllables like AM, MA.
Exercise 1. Didactic exercise “Follow the sound” (development of auditory attention).
The adult blindfolds the child and rings the bell. The child must follow the sound of the bell.
Task 2. Didactic exercise “Before - between - after.” The adult invites the child to remember which seasons, months, days of the week he remembers: asks him to say them in order. Then the adult will ask questions: what is the first month of the year? Last? Before March? After March? Between June and August? (Similarly, the game is played based on the days of the week and seasons.)
Task 3. Introducing the sound [M].
The adult invites the child to guess the riddle and answer the question: Hungry - moos, Full - chews,
Gives milk to all children. (Cow) “How does a cow moo?” - "MMM..."
An adult shows the child in front of the mirror and explains the articulation of the sound [M]: when we pronounce the sound [M]:
The jaws are closed without tension:
The air comes out through the nose;
The neck "works".
The adult shows the child the symbol of the sound [M]: the cow moos: MMM..., then explains that the sound [M] cannot be sung, because the sponges create a barrier to the air. This sound is consonant, hard, sonorous (the neck “works”), so we denote the sound [M] with a blue circle with a bell. In this way, the child learns the characteristic of the sound [M].
Task 4. Phonetic exercise.
The cow moos: MMMMMMMMMMM... (following the adult, pronounce the sound [M] for a long time).
Task 5. Didactic exercise “Clap your hands.” The adult pronounces a series of sounds, syllables, words and asks the child to clap his hands if he hears the sound [M] (isolated, in syllables, in words):
m, a, y, m, m, and; am, ar, or, om, ma, mu, ka, sa, we; poppy, Olya, fly, house, soup, flour;
Task 6. The adult invites the child to listen carefully and repeat the syllables, while the child should feel the lips closing when pronouncing the sound [M]:
ma, mo, mu, we; am, om, mind, im.
Task 7. The adult invites the child to repeat the syllable sequence:
ma-mo, ma-we, moo-ma, moo-we; um-om, um-im, um-am, om-im.
Task 8. The adult pronounces words, emphasizing the sound [M] in them with his voice, and the child names the same first (last) sound in the words: poppy, fly, car, soap; house, catfish, lump, scrap.
Task 9. The child is asked to choose from a number of drawn objects those whose names contain the sound [M]:
At the beginning of the words: poppy, fly, mask, brand;
At the end of the words: house, catfish, album;
In the middle of the words: bag, plane, lamp.
To determine the place of the sound [M] in a word, it is recommended to use a card and a blue circle with a bell.
Task 10. Remember with your child:
Months of the year whose names contain the sound [M] (March, May);
A time of year whose name contains the sound [M] (winter).
Task 11. Complete the sentences (agreeing pronouns with nouns):
This is my... (hat). This is my home). This is my... (coat). These are my books).
Task 12. Introducing the sound [M"].
An adult asks a child a question: “What is the name of a baby cow?” - “Calf.”
The adult draws the child’s attention to the fact that the calf is small, he moos: Mmm...
Then he introduces the child to the symbol of the sound [M"]: the calf moos: moo..., the characteristics of the sound: consonant, soft, sonorous, and the designation: a green circle with a bell.
Task 13. Didactic exercise “Clap your hands if you hear the sound [M"]”:
m, a, u, m, and, we me. ka, pa, mi, ki, me; ball, soup, bowl, Misha, peace, crow.
Task 14. The adult invites the child to listen carefully and repeat a series of syllables:
me-me, mi-my...; um-oh, um-um...
Task 15. An adult asks the child to list pictures whose names begin with the sound [M"]:
ball, bowl, bear, chalk, subway, month. ,
Games with pictures: “What’s missing?” (the child closes his eyes, and the adult removes the picture. The child must remember the name of the picture that was removed.) “What has changed?” (the child closes his eyes, and the adult swaps the pictures. The child must remember and restore the original row of pictures.)
Task 16. Differentiation of sounds [M] - [M"].
Didactic exercise “Clap your hands if you hear the sound [M]”:
m, m, m, m...; ma, me, mi, mu...; am, om...; ball, fly, poppy, Misha...
Didactic exercise “Say the opposite” (playing with a ball: an adult pronounces a syllable with a hard consonant sound [M], while throwing the ball to the child. The child catches the ball, pronounces a syllable with a soft consonant sound [M"], returning the ball to the adult, etc. d.):
ma-mya, mo-..., mu-..., we-...; me-ma, mi-..., mu-..., me-...
Task 17. The child is asked to choose among the names those that begin with the sound [M] ([M"]):
Misha, Mark, Marina, Miron... Paste into the notebook pictures with images of objects whose names begin with the sounds [M] and [M"]. (At the end of the lesson on the topic, the adult invites the child to remember which pictures he pasted into his notebook .)
Task 18. Didactic exercise “Say the word, name the first sound in the word.”
In the underground, in the closet
She lives in a hole
Gray baby.
Who is this?., (mouse)
He slept in a fur coat all winter,
I sucked a brown paw,
And when he woke up, he began to roar.
This is a forest animal... (bear)
Guess the riddles, name the first sound in the answer:
In winter he sleeps
In the summer - he stirs up the hives. (Bear)
No arms, no legs,
And he can draw. (Freezing)
The girl is sitting in prison,
And the braid is on the street. (Carrot)
Flying all day long
Everyone gets bored
The night will come
Then it will stop. (Fly)
Learn pure sayings:
Ma-ma-ma - I'm at home myself.
Mu-mu-mu - milk for anyone?
Mo-mo-mo - we eat popsicle.
We-we-we - we read the book.
Mi-mi-mi - sing the note E.
Me-me-me - give me some grass. The adult says a couple of words and asks the child to determine what the first sound is in these words, and then make a sentence with each word:
mouse - bear; soap - Mila; small - crumpled.
Task 19. Exercise for fingers and development of coordination of speech with movements:
And now everyone raised their fists together.
Stomp your feet, Perform the appropriate
Hands patted. movements.
We wrote, we wrote. Squeeze your fingers rhythmically
Our fingers are tired. into your fists.
We'll take a little rest -
Let's start writing again.
Task 20. Introducing the letter M.
Letter M with two humps.
Like a camel - see for yourself! (O. Hoffman)
What does the letter M look like?
Letter M from fingers: close the tips of your index fingers, lower them down along with your middle fingers, and squeeze the rest into a fist. Letter games.
Task 21. Syllable analysis: AM, MA. Drawing up diagrams from circles. (A consonant sound is a blue circle with a bell, a vowel sound is a red circle.)
Composing the syllables AM, MA from the letters of the split alphabet. Reading, copying, writing in block letters from dictation.