Determine the place of the sound [y] in words.

Senior group lesson .

Lesson objectives:

1. Strengthen the ability to clearly articulate vowel sounds [a], [o], [u].
2. Learn to identify the places of the sound [y] in words (at the beginning, in the middle or at the end of the word).
3. Develop visual and auditory perception.
4. Form phonemic hearing.
5. Develop the ability to interact with each other.

Equipment:

• letters A, O, U ( from the book by L. Burmistrova “A Tale in the Land of Slovography”);
• cards “Singing along with vowels”;
• pictures of Bunny and carrots ( 6 items);
• individual cards for children ( pictures from the book by G.A. Glinka “I will speak, read, write correctly”);
• demonstration cards.

Progress of the lesson:

Let's get ready for class. We stood exactly next to the chairs. They looked at each other - they smiled, they looked at me - they smiled.

Hello, please sit down.

Repetition

New material

– Do you want to know who came to visit us today?

Under a bush at the edge of the forest
Keeps ears on top of head.
The sound of alarm catches my ears,
And the legs save the beast. ( Hare)

(Riddle from the book by E.V. Barinov “5000 riddles”)

A bunny appears on the board.

(At the last lesson, Squirrel came to the guys. They helped her collect cones for the winter.)

– Why do you think he came to us? (Asks for help, like Squirrel.)

- What, is Bunny making supplies for the winter? (Someone answered: “Yes.” I had to remember that hares do not store supplies for the winter, that they do not have a hollow house in which to store supplies.)

- He was just hungry. After all, the gardens have already been cleared, he has nowhere to get food. And I'm tired of the bark. I want something tasty. What do you think? (We stop at the carrot)

– Shall we help the Bunny get the carrot?

Game "Carrots for Bunny"

Children are asked to determine the place of the sound [y] in words and mark it with a red square in striped words. For every word they say they get a carrot for the Bunny.

The children are shown carrots.

(The task is posted on the board, children receive individual cards).

- We need to prepare a red pencil. ( The guys take a red pencil out of the box).

– Show the ready signal. ( Raise the pencil up).

- Well done, everyone is ready. Begin.

– Our bunny is very scared in the forest. He's afraid of everything. Now, who was he afraid of? ( Owl-owl). - Let's say the word OWL-U-EAR. Where is the place of the sound [y]? Let's mark this in a word stripe. - But the owl sleeps during the day. Let's appease her so that she doesn't wake up. Fizminutka: Oh you little owl, ( Hands on the belt) Big head. ( Raise your arms up and lower them to your sides) You're sitting on a bitch, ( Squat down, hands on knees) You turn your head , (Turn your head from side to side) Eyes clap, clap, ( Stand in a standing position, clapping hands) Legs top, top, ( Stomping feet) And you fly, fly, fly. ( Show with your hands the flight of an owl) - Well done! You've earned Bunny's first carrot!
- Let's find the place of the sound [u] in the word U-U-EARS. (A second carrot appears on the board near the Bunny.).
– What does our Bunny like besides carrots? That's right KAPU-U-USTA.
– Who is that rustling in the bushes and scaring our friend? OOOOOO.
- Well, it's time to say goodbye to our Bunny. The lesson is coming to an end. Let's wave to him. The last carrot for the word RU-U-UKA.. - Well done! How many carrots did you earn? ( 6 ). – Do you think our Bunny is happy? Look how he smiles at you. This concludes our lesson. Goodbye.

Sample children's card:

Bibliography:

1. L. Burmistrova “A Tale in the Country of Slovography.”
2. E.V. Barinov "5000 riddles".
3. G.A. Glinka “I will speak, read, write correctly.”

On this page I will post examples of sound analysis that my children and I perform in our literacy classes.

Why do sound analysis? Before you start teaching your child to read and write, you need to make sure that he hears well and distinguishes speech sounds. Otherwise, problems may arise in the process of learning to read and write.

First of all, we teach the child to determine the presence of a sound in a word. Then we name the first sound in the word (usually we start with stressed vowels). Then comes positional analysis - we learn to hear where the sound is: at the beginning, middle or end of the word. and, finally, “aerobatics” - ordinal and quantitative analysis (how many sounds are in a word and what is their sequence).

Remember: all types of sound analysis are performed BY HEARING!!! (the adult says a word or shows a picture, the child repeats the word or names the word from the picture).

Below you will find reminders on how to correctly design different types of sound analysis.

First of all, let's decide how sounds are designated. Let me remind you that sounds are what we hear and pronounce. For sound analysis, special symbols of sounds are used - colored circles (you can draw them or lay out special chips from any material, the main thing is to respect the color).

Positional analysis

We determine where the sound is heard: at the beginning of the word, in the middle or at the end. The beginning of a word is the first sound, the word begins with it. The end of a word is the very last sound. The middle of a word is not the first and not the last. In order to hear where the sound is located, pronounce the word, exaggerating the sound we need. For example, we determine where the sound [a] is located in the word “stork”. We pronounce it like this: a-a-a-a-a-ist (sound at the beginning of the word). Or the sound [a] in the word “ball”. We pronounce: sha-a-a-a-arik (sound in the middle of the word.)

Sound analysis of a word

(quantitative and ordinal)

This type of analysis is also performed by ear. The point is to determine the sequence of sounds in a word: which sound is first, which one comes after it, etc. We draw up a diagram (or draw), where each sound is indicated by a certain color: vowels - red, hard consonants - blue, soft consonants - green. As a result, the child must draw up a diagram, name all the sounds in sequence, give each a characteristic, and determine how many sounds there are in total. Based on the diagram, name selective sounds, for example, name the third sound, name the fifth sound.

Example: we perform a sound analysis of the word “fox” (it is recommended to select each sound sequentially in order to hear it more clearly).

We highlight the first sound: L-L-L-FOX. The first sound [L"] is a consonant, soft. We denote it with a green circle.

What sound do we hear after [I]? LIS-S-S-S-SA. Sound [S] - consonant, hard. We denote it with a blue circle.

What do we hear after [S]? FOX-A-A-A-A - the sound [A] is a vowel, denoted in red.

All sound characteristics are given ORAL (no need to write down).

Name all the sounds in the word FOX [L"], [I], [S], [A]. There are four sounds in total.

The article provides examples of didactic exercises and games for the development of phonemic analysis, which increase the effectiveness of correctional work. The article is accompanied by a presentation in which manuals for the exercises are presented.

“Didactic games and exercises for the formation of phonemic analysis in primary schoolchildren with speech disorders.”

Taking into account the varying complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, the work is carried out in the following sequence:

1. Isolation (recognition) of a sound against the background of a word, i.e. determining the presence of a sound in a word.
2. Isolation of sound at the beginning and end of a word. Determination of the first and last sound in a word, as well as its place (beginning, middle, end of the word).
3. Development of complex forms of phonemic analysis (determining the sequence, quantity and place of sounds in relation to other sounds in a word).

So that the work on the development of phonemic analysis is systematic and continues throughout the school year (and not limited to a few lessons at the stage of teaching literacy), and also does not take up much time in the lesson, it is effective to conduct such exercises in the form of didactic games.

The use of didactic games as one of the most productive means of teaching allows, firstly, to teach children fun, joyfully, without coercion.

Secondly, the game helps, along with the formation and development of phonemic perception, to organize the child’s activity, enriches him with new information, activates mental activity, attention, and most importantly, stimulates speech. As a result, children develop an interest in Russian language lessons and develop a love for their native language.

Thirdly, the game can be used in various versions (sometimes using only fragments of the game), while updating the speech material and including didactic material on the Russian language of a multi-level nature. Fourthly, using the example of a didactic game, a teacher can implement tasks not only

the development of phonemic perception itself, but also to solve specific problems of the lesson itself, which correlate with the key issues of the Russian language program in primary school.

A set of game exercises to develop phonemic analysis in primary schoolchildren with speech disorders consists of three main sections:

1. Isolating a sound against the background of a word.

Here you can offer the following tasks, games and exercises:

• Raise your hand, clap your hands, or stomp your foot, or raise a card with the letter P, if the word has the sound P (or another sound, depending on the purpose of the lesson). The speech therapist names the words. Example words: frame, nose, fisherman, hat.
• Determine whether the word contains the sound R or not. If a word has a r sound, raise your hand; if there is no r sound, stamp your foot: flour, steam, rocket, winter, lemon, castle.
• Select object pictures whose names contain the sound r.
• Determine in which of the two words the sound R is heard. It’s a pity - hot, good - bad, cancer - varnish, feast - drank, frame - lama.
• Name vegetables, fruits, or toys that have the sound r in their names.

Game "Who is bigger?"

Target . Finding the sound in the names of objects in the picture.

Equipment . A subject picture that depicts objects with a certain sound.

Game description:

The teacher shows the children a picture, for example, “Vegetable Garden”. After looking at the picture, the teacher offers to tell what the children collect in the garden. Then the children are given the task of saying which objects have the sound p (sound) in their names. A chip is given for each word. The one with the most chips wins. Let's play this game with you.

Exercise "Rise Up"

Goal: highlighting the sound against the background of the word, strengthening sound-letter connections.

Starting from the bottom step, the child rises up, stepping with his finger from one step to another.

• by ear: “There is a sound Ш in the spoken word - rise, no - stop”
• based on your own pronunciation: “Name words with the sound Ш”
• based on dry pronunciation ideas: Look at the pictures, think if there is a sound Ш in their names. If there is, get up, if not, stop.”

Having risen up, the child looks at what is behind the “curtains” and determines the presence or absence of a sound in a word. At subsequent stages, this visual material can be used to identify 1, 2,3,4, 5, the last sound in a word, and associate it with the corresponding letter.

Exercise “Kolobok in the forest”

Instructions: “To the clearing in which the sound S is in the name of the object, Kolobok will roll along a straight path, the sound S will roll along a winding path.” Children, having determined the presence of a sound in a word, lay out the corresponding track.

(Slide No. 4)

Exercise “Match a Pair”

Goal: highlighting the sound against the background of the word.

At subsequent stages, this visual material can be used to identify 1, 2,3,4, 5, the last sound in a word, and associate it with the corresponding letter.

2. Isolating the first and last sound from a word, determining its place (beginning, middle, end of the word).

Exercise “Christmas tree” (1 option)

Goal: determining the first (last) sound in a word, consolidating sound-letter connections.

Instructions: “Identify the first (last) sound in the word, designate it with a letter and place it on the yellow ball” (by analogy with the orange one).

Exercise “Light up the Christmas tree” (2nd option)

Instructions: “Listen to the word, name the first sound in the word, put the corresponding circle.”

At subsequent stages, this visual material can be used by identifying 2,3,4, 5, the last sound in the word, specified by the number of the flashlight (by lighting the first flashlight, we highlight the first sound, by lighting the second, we highlight the second sound in the word, etc.)

Exercise: “Speech Lotto”

Goal: determining the first and last sound in a word.

Exercise “Tell Parsley the sound.”

Goal: determining the last sound in a word.

Exercise: “Hedgehog”

Instructions: “Help the hedgehog get to the forest clearing. To do this, name the words in which the sound being studied is at the beginning, middle and end of the word.” Children name words by watching for the appearance of an O of the corresponding color in a certain place in the word diagram (the table is given without the O).

(Slide No. 8)

Goal: isolating the first (last) sound in a word, consolidating sound-letter connections.

Contents: in front of each child is a set of squares of blue, green, red colors (18 pieces). Children, having heard the first sound in a word, place a square of the corresponding color, laying out a rug pattern of nine squares, indicating the sound with the letter that they place on the square. The speech therapist suggests making words from letters located on blue and red squares, then on green and red ones.

Exercise "Magic Mat".

In this version, the square is not a graphic representation of the sound in the word.

Goal: determining the place of a sound in a word.

Instructions: “Put a blue square if the sound being studied is at the beginning of the word, a red square at the end of the word, a green square in the middle of the word.” Children place a square of the corresponding color, laying out the pattern of the rug.

At subsequent stages of work, children are offered a pattern of blue, green, and red squares. Children select words with a given sound, focusing on the color of the square.

Exercise "Snake"

Purpose: determining the place of sound in a word.

(Slide No. 9)

Exercise "Traffic lights".

Goal: determining the first (last) sound in a word.

Contents: three traffic lights are displayed on the typesetting canvas. Children must “light” a certain light at a traffic light by placing a picture next to the traffic light accordingly. If the first sound in a word is a vowel, the child puts a picture near the traffic light in which the red light should light up (by analogy - blue and green). The children are explained that these traffic lights are for words, not for people, so the blue light comes on, not the yellow one.

At subsequent stages, this visual material can be used to determine 2,3,4, 5, the last sound in a word.

(Slide number 10)

3. Determining the sequence, the amount of sound in a word. Determining the place of a sound in a word in relation to other sounds.

Exercise "Secret Word"

Instructions: “Identify the first sound of the word, combine them and you will find out the secret word that is hidden in these cells.”

Children determine the secret word. To consolidate sound-letter connections, sounds are designated by letters.

By analogy, they determine 2, 3, 4, the last sound in a word, the sound specified by the number in order, the sound specified by the number in breakdown.

(Slide No. 12)

Exercise "Labyrinth".

Goal: determining the sequence and number of sounds in a word.

Instructions: “Help Seryozha get to the New Year’s party by correctly naming the words that match these diagrams.” Children name words based on pictures and without them.

(Slide No. 13)

Exercise "Shop".

Goal: determining the number of sounds in a word.

By analogy, you can use “money” - cards with red circles drawn on them - to buy objects with one, two, three, or four vowel sounds in their names. With “money” with one circle you can buy an item whose name has one vowel sound.

The use of the described games and exercises allows children to develop auditory self-control skills, the ability to determine the sequence, quantity and location of sounds in relation to other sounds of a word, and to perform sound analysis in inner speech.

Presentation:

Bibliography:

• Volkova, L.S. Speech therapy / L.S. Volkova, R.I. Lalaeva, E.M. Mastyukova. – M: Vlados, 2006.
• Lalaeva, R.I. Reading and writing disorders in primary schoolchildren. Diagnostics and correction/R.I. Lalaeva, L.V. Venediktova. – Rostov-on-Don; St. Petersburg, 2004.

What did mom affectionately call Zoya? (Zoyushka, Zoinka, Zoya-shenka.) Guess what Zoya did in the morning. She pushed... (curtain), bed... (in charge), did... (charging), braids... (braided) bandage... (tied up) cleaned... (teeth). What is the name of the paste used to clean teeth? (Dental.) What about the powder? (Dental.) Then Zoya went to the kitchen... (breakfast). In the morning we... (let's have breakfast).

Two friends came to visit Zoya. Give them names with the sound z. (Lisa, Aza.) Guess what they brought with them.

Objects and toys are displayed.

The first sound in a word m, last - A. What is this? (Mosaic.) First sound V, last - A, name the word. (Vase.) The girls brought... (mosaic, vase, wind-up bunny, toy TV, umbrella) and more flowers... (roses, forget-me-nots, mimosas).

Development of auditory attention and memory

The girls decided to play “Telephone”. You need to convey the following words over the phone: bunny, mosaic, umbrella, vase, and now: forget-me-nots, roses, mimosas.

Children repeat words in a given sequence.

Sound-syllable analysis and synthesis

Aza suggests playing with words in a different way. Place your heads on your hands and close your eyes. Aza will say the word, and you will raise as many fingers as there are syllables in the word. Words are called.

Now complete the missing syllables in the words: moro... (speak), ta... (speak), diver...(zy), thunder... (for). Now Aza will name the first syllable, and you will name the whole word: eyes... (eyes), str...(dragonfly), for... (castle), be... (birch), for... (curtain), for... (fly), that... (basins).

Zoya and Aza decided to find out how many syllables and sounds there are in a word
basins. How many syllables do you think there are in this word? Which
first syllable? What about the second syllable? Label the sounds of this word kru
jocks. Name the vowel sounds. How many consonants are there?
Where is the consonant sound z? "

Fizminutka

Zoya and Aza invite us to do exercises with them and the wind-up bunny.

The reading of the poem is accompanied by imitation of movements.

Jump-hop, hop-hop, On your toes, pull yourself up!

The bunny jumped onto a stump. We put our paws on the side,

He beats the drum loudly, Skok-skok-skok on his toes.

He invites you to play leapfrog. And then squat down,

Paws up, paws down, So that your paws don't freeze.

V. Volina

8. Pronunciation of the sound z in sentences. Compilation
suggestions for supporting words. Practical learning
verb forms call

Tell us how the children played with toys.

Children talk. Make sentences with words mosaic, bunny, vase.

The speech therapist offers sentence diagrams.

Lisa suddenly remembered what she needed on the phone... (call). And now you, Dima (Mitya), call.

The phone is brought to the child.

What are you doing? I... (calling) I... (I'll call). What did you do? (Called.) You already... (called). We will... (call). We... (we'll call). What have we done? (They called.)

Pronunciation of the sound z in connected speech

Lisa is very fond of pure talk. Let's compose a clean word for her goat.

For-for-for, there is a goat in the meadow. Zu-zu-zu, together we herded the goat. Zy-zy-zy, the goat has a bell. For-for-for, go home, goat.

And here is Zoya's honest talk. Let us repeat, them along with her.

Bunny Booba has a toothache. Zoya is the bunny's mistress. The bunny is sleeping in Zoya's basin. Zu-zu-zu, zu-zu-zu, We wash Lisa in the basin.

10. Introducing the letter h

Do you know what this book is called? (ABC.) Zoya took the alphabet, letter h named in it. Look what the letter z looks like? (On the number three.)

3 - not just a curl,

3 - spring, pretzel, shavings.

B. Stepanov

Look at this letter: It’s just like the number three.

S. Marshak

11. Reading syllables for, zo, zu, zy. Making words from times
different syllables

Let's read the syllables together with the girls for, zo, zu, zy. And now from the syllables ta, nor, ko, would, zu, zy make up words. (Horses, basins, teeth.) Let's help Zoya write out her name from the cut alphabet.

Lesson summary

What sound did we study today? Who helped us? What sound is this? (Consonant, hard, sonorous sound.) Which letter did you meet? (WITH letter z.) And what number does this letter resemble? (On the number three.)

Theme “Sounds of z” z" and the letter z"

FLIGHT ON A STARSHIP

Material. Pictures of a starship, “star men”, a Castle, animals (zebra, bison, dragonfly, monkey, grasshopper, bunny, jellyfish), birds (finch, nuthatch, kingfisher, robin), plants (strawberries, boletus), products (raisins, marshmallows ); objects (lock, nails, basket, curtain); color symbols of sounds, letters.

Progress of the lesson

Org moment.

What planet do we live on? (On the ground.) Who are we? (Earthlings, children of the Earth.) And who lives on the stars? (Children of the stars.) They send us their favorite sounds z, z "

Lesson topic message

The children of the stars sent us star signals: z-z-z-z, z"-z"-z"-z".

3. Characteristics of sounds з, z" on articulatory and acoustic
stic signs. Identification of them by color symbols

PHONEMATIC HEARING - how to explain to a child where the sound is in a word (beginning, middle, end). sound

Yesenia

Tell me the best and most practical way to explain to a child: where is
sound (at the beginning, middle or end). He can’t understand what’s coming from him
they demand and don’t listen

Irina

Perhaps the child has difficulty understanding the meaning of the words “beginning”, “middle”, “end”, i.e. with orientation in space.

For the child to learn them, you can take, for example, several (preferably 5) toys, for example, animals, and place them one after another (from left to right, of course). After this, discuss with your child:

Who is at the beginning?

Who's at the end

Who's in the middle?

Who is first,

Who is last.

Next time all this can be repeated, but on other toys.

For the same purpose, it is good to use the illustration for the fairy tale “Turnip” (discuss the same questions).

Or you can also take a toy train and look at where it starts, where it ends, and where it is in the middle.

After such preliminary work, you can already move on to the graphic diagram of the word.

Inna

And I make a standard fish; head is the beginning, body is the middle, tail is the end:-D

True, a child should be able to do this by ear......

Larisa

Then questions to the child

When the word... "got on" the bus where the sound was..., point your finger. (if the child doesn’t remember, I repeat everything I wrote above)

What's this by the bus? Beginning, middle, end?

So the sound... in the word... where was it hidden? At the beginning, in the middle. end?

Can this sound travel on this bus today?

Why do you say that?

Larisa

Everything is the same.

I find out whether the child understands the words “beginning”, “middle”, “end”. I practice these concepts to the point of automatism on everything I can - snakes, trains, pencils, etc.

And then I use the “magic bus” - only the word in which the sound... is... (at the beginning, middle, end of the word) can travel on this bus.

We look at the bus (it is large, drawn and cut out), find out where its beginning, middle and end are. Then I pronounce the word, exaggeratingly emphasizing the given sound; when I pronounce the word, I move my finger along the bus, and pause in the right place while articulating the sound (for some children I even knock on the bus with my finger).

Larisa

When we find out with children where the sound is at the beginning, middle or end of a word, we consider the first sound in the word to be the beginning, the last one to be the end, everything else is the middle, regardless of the size of the word. Does everyone do this?

Olga

To begin with, I use the fairy tale "Turnip". Using its characters, you can find out whether the child understands the concepts of “beginning”, “end” and “middle”, and over the course of 3-4 lessons in a row, these characters appear one after another. As everything becomes clear to the child, the characters are replaced by symbols. My students have no problem with this.

Inna

Larisa-bus to the studio! ;-)

Irina

I start by working several lessons with the first sound: “What sound does the word begin with? What sound do I pronounce first?” I pronounce the first sound exaggeratedly. Let me give you an example. We work only with the vowel sound (under stress). When the children learn to isolate the first sound in a word, I say that the sound is... cunning, wants to play hide and seek with us. He hides in different places of the word: the last one, in the middle. For clarity, we are helped by a hedgehog who runs along the path and stops when he hears a sound. On the board there is a path divided into three parts, the middle one is longer than the first and last. Or a house, and the children are looking for where the sound is hidden in the house. (Tkachenko’s idea is taken as a basis). Game motivation helps children learn this difficult material, but not everyone’s phonemic hearing is sufficiently developed to distinguish sound from a word, so not everyone finds it equally easy, but we like the game and we continue to train.

Larisa

About the “bus to the studio” - the cardboard version has long outlived its usefulness.

I draw well and quickly, so for the last 5 years I have been drawing a bus on the board in a few seconds (sometimes in front of the child, sometimes before the start of the lesson), and for children, before starting to look for the place of a sound in a word, I develop fine motor skills and visual analysis - they find missing details and complete them. Sometimes I let my child say what I’m going to draw for this bus - for OHP students this means working on a dictionary on the topic of transport.

As soon as I get to work with a camera, I will post photos in the manuals.

Marina

Girls, the word has its own space (quasi-space), it lies in time. And for a small child it is difficult to correlate linear and temporal space, especially for those who have a phonemic hearing disorder. For them, a word is something crumpled into a ball. We must unravel this lump into one thread. They wrote here about the analysis of visual space (snakes, train,...), but it seems to me that we need to start with the analysis of the time series. A good example is the fairy tale "Turnip". And I make it even simpler - we analyze the day and the regime moments in them. First we woke up, then we went to kindergarten, then we came home, it was already dark, and we went to bed. I arrange pictures with routine moments (not many) in a line, and explain the concepts of “beginning”, “middle”, “end” (of the day!). Then I add a diagram drawn on a cardboard ruler. Larisa said correctly, it would be good to draw in front of them, then they consider it their discovery, they understand better. Then I say the word slowly...

Marina

(continuation)

The order of “catching” a sound in a word is elementary - first, for a while, only the beginning and end, then - the middle. And only after a few lessons I display a number of toys or pictures for analysis of the visual-spatial series, for further familiarization with the sound-letter scheme. This is also necessary to support the work of the forehead.

Tatiana

I agree with everyone. If the child does not listen by ear, then you need to go around - give visual supports. And they are good in any form. Sometimes I even use a pen or a pointer - whatever is at hand.

Anna

And I use cards with a steam locomotive (I drew it myself for each child) or a simple pencil and, pronouncing the word, we use our finger and voice to highlight the sound we need.

Olga

I begin to form the concepts of “first” and “last” within six months or a year. I think that the concept of “sound” is too abstract and incomprehensible for children, but the concept of “word” is closer, the degree of its assimilation can be checked using pictures. For example: How many words did I say? (Cat, milk.) The child can test himself by posting pictures. So here it is. I first name 2 and then 3 words, usually very specific (for example, animals), and ask them to arrange the pictures in the same sequence (this is done by 1 person on the board). And then I ask: so which of the animals came first, in the beginning? (Both of these expressions are required, so that if one is not understood, there will be a hint at the expense of the other). Who did I name first? We gradually switch to auditory perception only, without pictures. Then, by the time learning to read and write, the concepts FIRST and LAST have already been mastered. But sometimes I do the same with sounds (arrange them in the same sequence. Name 1, the last one).