Vowels of the second row. Speech therapy lesson notes. Plan of correctional and developmental lesson Vowels of the second row

Class: 2

Target: consolidation of knowledge about vowels of the 2nd row, their functions of softness of the consonant in front.

Tasks:

consolidate knowledge about the importance of row 2 vowels to indicate the softness of sound.
practice finding and naming hard and soft consonants in syllables and words.
correct the work of the visual-auditory analyzer in exercises to identify the vowels of the 2nd row and the soft consonants that precede them.
develop thinking and attention when working with sentences and text.
promote the formation of coherent, expressive speech.
continue to develop learning skills and self-control skills.

Material: table of sound symbols of row 2 vowels (Ya - ya, E - yo, E - ye, Yu - yu); table with vowel letters 1 and 2 rows in pairs (A-Z, O-E, E-E, U-Y, s-I); cards with words (rad - row; nose - carried; bow - hatch; soap - mil); hourglass; signs “+”, “-”, “tick”.

For each child: lined notebooks; cards with syllables, words, text; pencils (red, blue, green); “fives”.

Progress of the lesson

“Roll call” - the one who identifies himself by name sits down.

What vowels did we talk about in the last lesson? (Vowels of the 1st row: A, O, U, E, y) How did we pronounce them? (Stretched and sang) What consonants come before these vowels (Hard) Remember and name the syllables with vowels of the 1st row.

The speech therapist teacher announces the topic of the lesson: “Vowels of the 2nd row”; The purpose of the lesson is to consolidate knowledge about the vowels of row 2, their influence on the consonant in front of them, and one of the ways to soften consonants.

Vowels of row 2 consist of two sounds (a table with sounds is shown). We will agree that we will not make these sounds like small, stupid donkeys. We will call the vowels of row 2 briefly and clearly: “I, E, E, Yu.” (The teacher-speech therapist calls, then the children.) Which vowel from row 2 can you stretch out and even sing? (Vowel “I”).

A table with vowels of rows 1 and 2 is entered. Children name the vowels of the 1st row, stretching them out, and the 2nd row - briefly and clearly. Then the speech therapist teacher reads a poem, the children name the vowels in pairs. Once again, attention is drawn to the fact that children call the vowels of row 2 “Ya, E, E, Yu” briefly, clearly, without prolonging them.

We call the letter “A”, and the friend’s letter is “I”,
Let’s draw the letter “O” with you, and the friend’s letter is “E”,
The letter “U” sang a song, and “Y” answered it,
We sang the letter “E”, and in response we hear “E”,
And with the baby the letter “y” sings the song “I”.

Work in notebooks. Remind children about posture when completing tasks in their notebooks.

The speech therapist teacher shows cards with words written in pairs (rad - row; nose - carried; bow - hatch; soap - mil), suggests listening to two words on the first card; set their meaning; determine the nature of the sound of consonants; clarify that the 2nd row vowel is used to indicate the softness of consonants.

I will say two words, and you think about how they differ: glad - row.

What is rad? What is a row? This means that these words have different meanings.

And what else? What do the first consonants sound like? “RAD” (pause)... firmly. Name the sound (“P”). Let's write this word down. Read what happened: ....... HAPPY. (Vowels, hard and soft letters are highlighted in color. It is specified that red is used to indicate vowels, hard consonants are blue, soft consonants are green.)

And now we need: “ROW”. Name the first sound (“Рь”). After “Рь” we will write the letter....... “I”. Let's write this word down. Read what happened: ....... “ROW”.

In our word “row”, the vowel of row 2 “ya” serves......... to soften the sound “R”.

Work with pairs of words “nose - carried” is carried out in a similar way; bow - hatch; soap - nice.” Children come up with sentences using these words.

What are the vowels of row 2 used for? (Vowels of row 2 are needed to soften the consonant that comes before it).

There are two ways to indicate soft consonants in writing. The first method: using the vowels of the second row “i, e, e, yu, i”. The second one is?...... We will talk about it in the next lessons.

Game exercise “Captains”. Children perform movements only if the speech therapist gives the command “Captains”. (For example, “Captains, they clapped their hands!” - performed; “Stamped their feet!” - no, etc.)

Tasks on cards.

No. 1 GA, GYA, RO, RE, NYA, NA, ZY, LA, SI, TYU, PO, FY, VE, DIA, BYU, WE, SHU, SA, HI, DU, NYA, BE, RY, PYU, CO.

No. 2 SLEDGE, REBUS, CIRCLES, CRANBERRY, SPOTS, DRIVER, BUCKETS, GRAINS, HOOK, LITERS

No. 3 Friends.

Kolya is sick. He lay in bed and looked out the window. Suddenly he saw a green ball. There was a face drawn on the balloon. Kolya guessed that the guys had come up with this idea. Then Lyuba, Seryozha and Tima came. They brought a book with pictures. Kolya felt good.

Task No. 1. Reading syllables, circling syllables only with vowels of the 2nd row, softening the consonants in front of them.

Speech material: ga, GYA, ro, RE, NYA, na, sy, LA, SI, TYU, po, fy, VE, DYA, BYU, we, shu, for, HI, so, NYA, BE, ry, PU , ky.

Children name syllables with soft consonants. The speech therapist teacher repeatedly names the syllables, the children - a vowel of the 2nd row and a soft consonant in a syllable.

Then the children put a “+” sign if they liked the task and completed it easily; “-” sign if it was difficult or you didn’t like the task; “check” if not everything worked out, there were errors.

Oral task: the teacher-speech therapist names words, and children name syllables with 2nd row vowels and soft consonants in front of them: RU-KI, GRI-BY, MARK-KI, DOS-KA - !, KLYAK-SA, TABLE - !, TOF-LI, YU-LA -!, KOS-TER, RAIN-DI, YAB-LO-NYA, ZEB-RA, ZON-TIK, SWEK-LA.

To develop attention and thinking, children are given “provocative” variants of words (there is a vowel of the 2nd row, but there is no consonant in front of it; there are no vowels of the 2nd row and soft consonants).

After completing the task, children put “+”, “-” or a tick on the cards.

Task No. 2: write down 5 words syllable by syllable, circle the vowels of row 2 in red, highlight the soft consonants that precede them in green.

LEAD, REBUS, CIRCLES, CRANBERRY, STAINS, DRIVER, BUCKETS, GRAINS, HOOK, LITERS.

After completing the task, children put “+”, “-” signs or a tick.

Physical education minute.

Option 1: children perform voluntary movements to cheerful music.
Option 2: children perform movements in accordance with the text, pronouncing words.

We kick top - top,
We clap our hands - clap!
We are the eyes of a moment - a moment,
We shrug our shoulders.
One - here, two - there,
Turn around yourself.
Once - they sat down, twice - they stood up.
Everyone raised their hands up.
One - two, one - two,
It's time for us to get busy!

Task No. 3. Working with text:

Expressive reading of the text by a speech therapist teacher, children determining the number of sentences, words in sentences (paying attention to “small” words - prepositions);

Reading the text by children (you can offer reading one sentence at a time - “in a chain”, at the choice of the reading student by the speech therapist teacher);

Reading sentences proposed by the speech therapist or chosen by the students themselves with different intonations.

Attention exercise: children find 2 rows of vowels in the text, circle them in red (you can suggest highlighting the soft consonants before the vowels with a green pencil). The teacher uses an hourglass so that the children can control the time they complete the task.

Kolya is sick. (2) He lay in bed and looked out the window. (8) Suddenly he saw a green ball. (5) A face was drawn on the ball. (5) Kolya guessed that the guys had come up with this idea. (6) Then Lyuba, Seryozha and Tima came. (6) They brought a book with pictures.

After completing the task, the children exchange cards, check each other’s tasks, then put “+”, “-” or a tick on their cards.

Summary of the lesson.

What are row 2 vowels needed for? (Vowels of row 2 are needed to soften the consonant that comes before them.)

How did we agree to call the vowels of row 2? (Shortly, clearly, without drawing out)

What tasks did you find difficult? Can you say that you did a good job today? Why?

Children receive “A” grades for diligence and active work in class.

After the lesson, when checking the completion of tasks by children and the signs they put down (“+”, “-”, “tick”), the teacher-speech therapist analyzes the level of development of control and self-control skills.

Lesson notes

Subject. Differentiation of vowels of the first and second row.

Target. Teach children to distinguish vowels s - and orally and in writing.

Equipment. Text of the poem by S. Pogorelovsky “Oh and the problems in Mishka’s notebook”, table with vowels of the first and second row.

Progress of the lesson.

I. Organizing time.

The speech therapist invites students to remember and name the vowels of the first and second row.

II. Repetition of previously covered material.

The speech therapist invites students to remember how second row vowels are formed. Posts a table with vowels of the first and second row.

Offers comparison of vowel pairs a - i, o - e, u - y, e - e, s - i. The similarity of these pairs in articulation and the difference in spelling are revealed.

Speech therapist. These vowels are called paired vowels. In order not to confuse them when writing, we will learn to distinguish between them.

III. Working with a poem.

Listen to the poem.

What are you looking at, cow, Teddy bear with “s”,

Strict and harsh? Teach Mishka a lesson -

Teddy bear with an “a” Turn it into a mouse.

Written by a cow, Cat grab a mouse!

Write you will know the quitter.

Speech therapist. Compare the words “Bear” and “mouse” in meaning and spelling. (The speech therapist writes these words on the board.) What letters differ in the spelling of these words?

IV. Differentiation s - and in syllables.

Exercise 1. Listen to the syllables. Say what vowel you hear.

a) py, you, we, sy, ry, dy, would, ky;

b) pi, ti, mi, si, ri, di, bi, ki

How are the consonants you heard first and then pronounced? (Hard, soft.)

What sound here affects the softening of the consonants?

Task 2. Repeat the syllables after the speech therapist.

py - pi - pi, ti - you - ti, sy - sy - si, ri - ry - ry, dy-di - dy

Task 3. Write the syllables in two lines: s ы - in the first, s i - in the second.

we, si, sy, mi, ry, ri, ti, you, ky, ki, li, pi, py, ly

Task 4. Complete the words by inserting the syllables given in brackets.

gri...(by), li...(py), le...(pi), bo...(by), ru...(ki), ry...(by), la. ..(py), but...(gi), books...(gi), so...(you), ke...(dy), be...(gi), ked... (ry), ko...(you), ka...(ti)

V. Summary of the lesson.

Speech therapist. What sounds and letters did we learn to distinguish today?

Training exercises

1. Fill in the missing letter s or And. Write down the words. Read them.

r...s, m...s, m...r, s...r, k...t, r...s, b...t, m...lo, l. ..pa, L...yes, k...but, R...ta, s...ro, s...la, m...l..., v...l.. ., v...l..., l...s..., r...l..., p...l..., p...l...

2. Complete the words by adding a letter s or And.

legs..., table..., books..., poppy..., cheese..., crowbar..., ball..., san..., beads..., chicken..., sol ..., rubbish...

3. Change the words according to the example. Name the last syllable in the resulting words, then the last letter.

Sample: garden - gardens, y, y.

goat-..., owl-..., fly-..., game-..., wasp-..., rose-..., lemon-..., boot-..., dog-..., glass-..., bush-..., lynx-..., ship-..., table-..., pile-...

4. Write down the words, dividing them into syllables. Underline the syllables with ы, And different pencils.

mountains, flies, cinema, fish, cook, litter, mosquitoes, lanterns, crackers, fishermen, markets, whales, fish, little fish

5. Write down the words graphically, write the letters s, And.

(The speech therapist names the word, students depict it graphically, taking into account the number of syllables, write the letter above the corresponding syllable s. or And.)

juices, soap, geese, damp, honeycombs, pitchforks, pieces, bushes, stamps, cards, goats, boots, fishermen, leaves, wagons, crackers, patterns, lessons, music, bubbles, motors

6. Make words with the letters s, And. Compare these words by meaning and sound. Make a sentence orally using each word.

vil drank v thi v li p lil

7. Write down the words, underline them, And different pencils. Explain why after the letters f, w wrote a letter And(remember the rule).

mice, reeds, tires, skis, knives, fats, cars, stewed, galoshes, decided, width, survived, saffron milk caps, mugs, springs, silence, height, burned out, embroidered

8. Read the sentences. Write down the words with the letter s in one column, with and - in another, with the letters s and i - in the third.

Dad had a drink. Rita bought soap. Tanya's teeth hurt. Nina has beads. Smoke is coming from the chimney. Plum trees grow in the garden. It's damp in the forest. The car has new tires. Misha has lilies of the valley.

Mila and soap.

Mila didn't like soap. But Mila didn’t whine.

Mom washed Mila with soap. Nice young lady.

9. Vocabulary dictations.

smoke, cute, soap, fish, cows, themselves, lessons, true story, was, saw, mushrooms, wolves, foxes, bushes, hares, bears, carpets, crabs, ponds, floors, kids, mice, once upon a time, ears, saffron milk caps, mosquitoes, silence, spring, puddles, roofs, swifts, turns

Explain the word: turns.

10. Test dictations.

Mila and Nina washed Sima. Misha and Vitya are kids. Nina washed Misha. Mila washed Vitya. In winter, the fish went to the bottom of the river. The children were looking for acorns. The chickens were digging the beds. Wolves howled at night.

Winter.

Winter came. The winds are blowing. There are snowdrifts all around. Quiet in the forest. The birds have flown away. The animals went into holes.

Children are happy about winter. They got on their skis. We took a sled and went down the mountain. The rollers are being filled.

Differentiation a - z

1. Listen to the syllables.

Say what vowel you hear.

ma, na, sa, ka, la, pa, ra, ta, fa, va

me, nya, xia, kya, la, five, rya, cha, fya, vya

What do the consonants you heard first and then sound like?

Which vowel affects the softening of consonants?

2. Compare words small, crumpled in meaning and in writing. Tell me what letters distinguish these words.

3. Say the syllables in pairs. Highlight the vowels in the syllables.

Sample: ma - me, a, me.

ma-mya ta-cha la-la wa-vya da-dya

pa-pya sa-sya ra-rya ka-kya ba-bya

4. Listen, memorize and repeat the series of syllables.

ta - cha - ta ma - me - ma bya - ba - bya ra - rya - ra - rya

cha - ta - cha me - ma - me ba - bya - ba rya - ra - rya - ra

5. Write the syllables in two lines: the first with the letter a, the second with the letter i.

la, la, sya, ta, sa, pa, pya, rya, la, ra, ba, bya, vya, yes, va, dya

6. Complete the word by adding the letter a or z. Write these words down.

mo..., Zo..., Mil..., Mish..., snake..., fish..., sea..., earth..., grass..., country..., seed..., seed..., sedge..., vym..., mountain...

7. Complete the word by adding a syllable with a letter A or I. Write these words down.

Va-..., O-..., Ma-..., Ka-..., Ya-..., nya-..., ba-..., ra-..., bass- ..., mo-...,. country-..., dog-..., demon-..., naturally- ..., be-..., seme-..., lebe-...

8. Copy the words by inserting the missing letter A or me.

b...k, r...d, m...k, vr...h, s...d, m...h, v...z, t...z, m. ..so, k...sha, d...dya, gr...dy, r...dy, gr...chi, sl...pa, v...li, vr... gi

9. Write the words graphically, write the vowels a, z above the corresponding syllable.

Sample: a) ________ A __; b) _____ A_ _I__.

a) fish, belt, rows, hide and seek, yarn, spinning wheel, mud, belt;

b) ducklings, wilted, wagons, ripe, dirty, button accordions, blue, all kinds

10. Write down the words, dividing them into syllables, underline the letters and I pencils of different colors.

board, stamp, snake, belt, army, brothers, blot, stork, scarlet, sluggish, old, earthly

11. Compare pairs of words by meaning and spelling. Make up a sentence with each word. (Orally) small - crumpled glad - row blockage - garden withered - sit down

12. Read the sentences. Write down words with the letter o in one column, with the letter i in another, with letters and I - in the third.

Our Maya is small. Natasha dug the hole herself. Masha took the ball. Borya was looking for berries. Lyuba crushed the clay. Allah, sit down and read the book yourself. Allah is small but smart.

13. Copy the sentences, insert the missing letter a or z.

V...li has s...v...ly rum...shki. Ir..., an... and V...l... played games. Ir... drove..., and V...l... and an... were r...house. N...d...and D...sh...ed...t l...pshu. Kol...r...d, he pop...l in the first row...d.

14. Vocabulary dictation.

himself, sit down, glad, rows, shaft, sluggish, doctor, time, meat, mint, lighthouse, snake, bright, meat, fish, boiled, udder, seed, viburnum, raspberry

15. Test dictations.

The duck has ducklings. The cat has kittens. The fox has cubs. The bear has cubs. The cow has calves. Moose have moose calves.

Raya and Maya eat raspberries. There are cherry and apple trees in the garden. Mint is a healthy herb. No rain. The grass has withered. There was an old rag lying on the floor.

Differentiation o - e

1. Read the words nose, carried . Compare these words by meaning, sound and spelling. Think about the letters that distinguish these words.

2. Listen to pairs of syllables. Tell me how the consonants sound in each pair, which letter affects the softening of the consonants.

mo - myo so - syo ro - ryo vo - vyo bo - byo

po - pyo to - te lo - le but - no fo - fe

3. Say the syllables in pairs.

om - eat from - ot that - those ko - kyo in - vyo

os - yos or - yor se - so ryo - ro ol - yol

4. Memorize and repeat the rows of syllables.

mo - my - mo mo - my - mo - my to - to - to - to - to - to - to

myo - mo - myo myo - mo - myo - mo te - to - te te - to - te - to

5. Write down the syllables in two lines: with the letter o in one line, with the letter e - to another.

from, ot, om, eat, se, so, po, pyo, or, er, lo, le

6. Write down the words graphically, write the letters o, e.

fire, ruff, goat, village, salt, donkey, catfish, cheerful, salmon

7. Compare pairs of words by meaning and spelling. Orally make up a sentence with each word.

cart - carried, nose - carried, ox - led

8. Fill in the missing letters o, e in words.

tel...n...k, goat...n...k, ut...n...k, fox...n...k, lamb...n...k, puppy...k, foal...n...k

9. Copy the sentences. Underline the letters o, e different pencils. Divide the highlighted words into syllables.

In field birch grows. She has a white trunk and green leaves. In the spring near the birch earrings Rooks on a birch made nests.

Hedgehog.

Alyosha was in the forest. He was carrying mushrooms. On path he saw hedgehog. The hedgehog ran to the tree. Alyosha is not touched hedgehog.

We should sleep does not give?

10. Copy the sentences by inserting the missing letter o or e.

L...nya brought...into...the hay. We heard r...v bull...v. T...ty P...has a t...lka T...mka. The bee... does m...d. L...sha has new ones. slippers.

11. Vocabulary dictation. Dark, stomp, darn, chalk, sweep, chick, push, buckets, cake, hastily, brooms, glass, table, tears, clown, maples, willows, water, trunk, freeze, salt

12. Precautionary dictations.

Thank you, frost, for bringing snow. Leva led the ox. We're going into the house. There are new oars in the boat. A big fish bite began. The school has a maple tree. Vova chalked the floor.

Maple.

Maple grew. The maple is tall. The maple has a beautiful leaf. Syoma and Borya sat down by the maple tree.

Hedgehog.

The hedgehog lives with Leva. The hedgehog has needles. Leva feeds the hedgehog milk. Lenya also has a hedgehog.

Ruff and bream.

Uncle Lenya is a fisherman. He caught a lot of fish. Here's the bream. Here's a ruff. Ruff and bream are delicious fish.

Differentiation y - y

Exercise 1. Read the words bow, hatch Compare these words by meaning and spelling. Tell me what letters distinguish these words.

Task 2. Read the syllables of the first and second lines.

mu, well, pu, su, ku, do, tu, ru, gu

mu, nu, pyu, ei, kyu, du, tu, ryu, gyu

Tell me how the pronunciation of consonants in the syllables of the first and second lines differs. What letter will you write after soft consonants?

Game "On the contrary".

The speech therapist names a syllable with a hard consonant, students with a soft one, and emphasizes vowels with their voices u, u.

Sample: Speech therapist Students

Task 3. Write the syllables in two columns: with the letter y - in the first, with the letter yu - in the second.

bu, byu, tyu, tu, lu, lyu, ryu, her, ru, su, pyu, pu

Task 4. Write down the syllables from dictation, underline the vowel. (Syllables from previous tasks are used.)

Task 5. Write the words graphically, write the letters u, u.

Ulya, Yulia, bow, bitch, sing, mine, Yula, Lyuba, draw, hands, tulle, coward, sleep, drool, shoes, mica, seal, service, panties

Words for explanation: tulle, mica.

Task 6. Read the poems. Write down the words with the letter at in one column, with the letter u - in another, with letters u, yu - in the third.

At the lesson.

In class I read

I draw and count.

I quietly raise my hand.

If they ask, I answer.

My companion.

While I'm on the floor,

I launch it as best I can,

I wish I could grow up sooner

I will launch a satellite into the sky.

Task 7. at or Yu.

Lei, ...la, sp...tnik, ...rta, pl...s, min...s, sl...x, kra...ha, ...lita, ... lit

Task 8. Change the words according to the example. Underline the last letter of the changed word. Sample: write - write.

write - ..., scream - ..., sing - .... fly - ..., sleep - ..., read-..., twirl-..., swing-..., look- ..., squeak - ..., crackle - ..., speak - ...

Task 9. Fill in the missing letter in the words at or Yu.

Kat...sha feeds the...r. C... rats peck grain. L...sha l...bit l...k. ...I put it on...bku. L...ba and L...sha g...la...t. I got up... early... early. Il...sha draws...a vase... .

Task 10. Write down the sentences. Underline the letters y, y different pencils. Divide the highlighted words into syllables.

Lucy washed her neck. Sonya was heating the iron. Petya and Nyura feeding the turkey. Lyuba loves quince. Yura and Ulya together teach lessons.

Task 11. Read the poems. Write out words with letters u, u. Answer the questions.

Who loves what? About Yulenka.

Yura - raspberries. Yulia - Yulenka - Yula,

Nyura - rowan. Yulka was nimble.

Lelya - rutabaga. Sit still Yulka

Kolya - cranberries. I couldn't for a minute.

And our Seryozha loves raisins.

Questions: What was Yulka like?

Why was she called nimble?

12. Vocabulary dictation

a) graphic dictation with letters highlighted y, yu;

b) the same words are written down under the dictation of a speech therapist.

Lyuba, Lusha, Pavlusha, skirt, turkey, edge, old woman, hook, parsley, swing, walk, write, chirp, cut, wash, play, draw, sing

13. Test dictations.

Mom bought Ilya a spinning top. Luda came to Ilyusha. They launched a spinning top on the floor. Yula spins and hums. A funny toy - spinning top.

Lyuba stood near the oak tree. We love to look at Lyuba.

There was a hut at the edge of the forest.

The October kids are friendly guys: they read and draw, play and sing, and live happily.

One day, in the cold winter season, I came out of the forest - it was severely frosty.

Differentiation yo - yu

Exercise 1. Read the words hedgehog, skirt. Name the initial sounds. Remember how vowels are formed yo, yu. Compare these vowels by lip articulation.

a) yum, eat, yot, yut, yun, yon, ee, yus, er, yul, yur, ur

b) my, mu, nyo, nu, syo, ryo, syu, le, ryu, lyu, tyu, ve

c) yum, mu, nu, yon, er, ryu, ryo, yol, le, yur, yos

Task 3. Listen, memorize and pronounce the series of syllables.

yom-yum me-myo-myo-myo-myo-myo

yum-yom mu-myo tu-cho yut-yot me-mu-myo

Task 4. Listen to the words. Name only the vowel ё or yu.

south, hedgehog, Julia, Alyosha, Yura, led, everything, whole, skirt, eagle

Task 5. Write the syllables in two lines: the first with the letter yo, in the second - with a letter Yu.

yot, mu, yum, myo, her, se, yus, nu, yun, no, ryu, ryo

Task 6. Write down the words. Underline the letters yo, yu pencils of different colors.

south, honey, June, ruff, July, maple, Lenya, Styopa, Nyura, hedgehog, yurt

Task 7. Write the words graphically. Write the letters above the corresponding syllable yo, yu.

maple, nimble, carpet, dish, plane, gumboil, beets, oats, plus, cranberry, boat, fire

Task 8. Complete the sentences according to the model.

Sample: a) Yura sings - the children sing; b) Children sing - Yura sings.

Yura sings - children... . crow howling birds... .

seamstress sews-seamstress... . chicken pecks... hens...

Lyuba drinks - children... . It's raining, it's raining...

Distribute the sentences according to the example.

Sample: a) Yura sings a song; b) Children sing songs.

children sing - Yura... . crow birds... .

seamstresses sew-seamstress... . chickens are pecking - chicken... .

children drink - Lyuba... . It's raining, it's raining...

Task 9. Write down the sentences. Insert the missing letters.

L...nya l...bit from...m. L...yes l...bit s...cloud. L...ba ate cl...kw. Al...is wearing...bku. ...ra head...l...lu. From the birch and the... fallen leaves... . The phone... hit the o...s.

Vocabulary dictation.

maple, beak, peck, give, sleep, field, linen, yours, mine, old stuff, hatch, onion, ice, mica, tears, on the edge, on the ground, carried, loach, wind, nests, everything, all

Test dictations.

Rooks build nests on a birch tree. Leva has new slippers. You need to have your own comb. Loaches climb along the hedge. Bye-bye-bye, don't lie on the edge. A piece of bread hangs above the hut. (Moon.) The birds gathered in a flock. Under the Christmas tree Alyosha found a prickly hedgehog.

Styopa and Alyosha sing their favorite songs. I'm standing on the edge of a cliff. Grandma loves wheat cakes. The store sold buns and buns. Give me my towel and my comb. Wear a warm jacket and a blue skirt. The school has a maple tree. We love to sit by the maple tree. The bees are buzzing, the birds are singing.

Training exercises

1. Read the pairs of words. Compare them by meaning and spelling.

small - crushed bow - hatch ditch - roar

glad - a number of carts - carried soap - nice

2. Copy the words. Emphasize soft consonants. Name the vowels that come after soft consonants.

fireworks, sieve, fur, dog, ball, meat, rice, trousers, mint, uncle, buckets, forest, honey, world, body, scales

3. Write the words in pairs. Orally make up sentences with each pair of words.

Sample: glad - row.

Dema, circle, hook, houses, cart, row, carried, washed, wasps, mil, axis, glad

4. Fill in the missing words in the sentences.

happy - rows of children planting vegetables. We tried to make it even... .

In the autumn they harvested the crops. Everyone was...

carried Pinocchio's nose... a golden key.

He loves to stick his... .

braids, braids..., braids, while there is dew.

Lyuba has long... .

Bear-Cat... caught... .

Test dictations

Vocabulary dictation

oats, box, meat, Fanya, nearby, Luda, Lucy, people, Lenya, name, wandering, loves, southern, all sorts, bright, melting, singing, all, all, everything, stick, salmon, hide and seek, ducklings, cozy, apple tree, berries, bubbles, lakes, birches, calves

Auditory dictations

Methodological instruction: the speech therapist pronounces the highlighted words syllable by syllable.

Lenya loves apples. Lucy loves cherries. Aunt Tanya bought raisins, Birds fly away South. Love everywhere keeps up. Olya and Fedya dance well. Small Lyuba very curious.

Ducklings swam into the reeds. Soon the chicks will squeal in the nests. Woodpeckers knock on birch trees. Calves were grazing in the meadow and lambs. Blooming apple and pear trees. There were little squeaks in the box chickens.

Spring came. The sun pours light and warmth onto the earth. They're murmuring streams. The leaves on the trees are turning green. Appeared first bees. Birds are making new nests.

Visual dictations

Methodical instructions. The speech therapist writes a proposal on the board.

Misha and Irina love their mother. They always help her. Children sweep the floor, wash dishes, wipe off dust. In the evening everyone watches TV together.

Yasha and his friends are cabin boys. They are sailing on a large yacht. Young sailors learn the techniques of seamanship. They are driving a yacht. The guys are setting the sails. They raise and lower the anchor. They are standing behind the shtur-va-lom. Their captain is with them everywhere.

Write entire words written syllable by syllable.

Goals:

Correctional - educational

Introduce students to the formation of second row vowels .

Learn to determine the place of vowels of the second row in a word and indicate it on the diagram.

Practice highlighting second row vowels in pronunciation and writing.

Improve the skill of reading words with second vowels.

Develop the skills of self-control and mutual control.

Corrective and developmental goals:

To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and word synthesis, intonation expressiveness.

Develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, general and fine motor skills.

Correctional and educational goals:

Cultivate attention to sounds, maintain interest in the material being studied through games and gaming techniques.

Cultivate curiosity.

Cultivate a diligent attitude towards learning.

Equipment.

Letters “I”, “Y”, table of vowels, drawing “Vowel Choir”, split alphabet, circles for indicating sounds (red, blue, green), diagrams for indicating the appearance of two sounds in vowels of the second row, pictures containing vowels of the second row, puzzles, family pictures: mother, father, son and daughter, proverbs, pictures with symbolic images of words: “quiet”, “loud”, “slow”, “fast”, “sad”, “fun”, stencils of apples, colored pencils , cards with images of correctly and incorrectly written vowels of the second row, a typesetting canvas, a ball, a Hedgehog with apples-tasks, the game “Confusion”, sentences with various intonation patterns, a tape recorder and a recording of a musical composition, a basket of apples according to the number of students.

Lesson plan.

1. Org. moment.

5 Exercises in highlighting vowels of the second row

6. Phys. just a minute.

7. Isolating second row vowels from sentences.

9. Summary of the lesson

1. Org. moment.

Hello guys! We open the notebooks and write down today's date. Guess the riddle and you will find out who will come to visit us for class.

The fur coat is needles, you can’t take it with your hand.

It lights up - it’s prickly. Who is this? (Hedgehog)

That's right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Every apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.

2. Introduction to the formation of second row vowels

I take the first apple. Here is a question from a hedgehog: “Is there a letter “E” in

table of first row vowels? (No). Name the vowels of the first row.

You will learn about the row in which this vowel is located, and how the vowels of the second row were formed, from the fairy tale about the letters “I” and “Y”.

“Once upon a time there were two letters - sisters. They were very similar. They were written almost identically. Only the letter “Y” had a beret on top, while the “I” did not have one. They sounded almost the same. Only “I” is drawn-out, and “Y” is short, abrupt. They were often confused and the letter “Y” was very unpleasant.

One day, the letter “Y” came to visit the vowels of the first row and invited them to sing together (a drawing of the “Vowel Choir” was posted). "Y" started - "A" picked up. Their sounds merged, and it turned out so beautifully that the sounds “O”, “U”, “E” also wanted to sing along with “Y”.

“A”, “O”, “U”, “E” became close friends with their new girlfriend, and they decided never to part. They went to the Queen of Grammar and began to ask her to allow them to always live together. The wise Queen of Grammar told them: “I cannot allow you to live always together, because my words will be offended if you leave them. I’d better come up with new letters for you in which you will meet.” And the Queen of Grammar came up with new letters “I”, “Yo”, “Yu”, “E”, which consist of two sounds: “YA”, “YO”, “YU”, “YE”.

The joyful sounds of “Y”, “A”, “O”, “U”, “E” went home. Since then, they have been found in the vowels “I”, “Yo”, “Yu”, “E”, and so that the vowel sounds would not be far from the sound “Y”, the Queen of Grammar made the new letters vowels and placed them side by side, in the second row .

It so happened that the vowels “A”, “O”, “U”, “E” turned out to be senior and began to be called vowels of the first row, and the vowels “I”, “Yo”, “Yu”, “E” turned out to be junior and became called second row vowels.

The vowel “Y” was added to the vowels of the first row, and the vowel “I” was added to the vowels of the second row (a table of vowels of the second row is posted).”

Remember these vowels. Let's repeat them in chorus (children name vowels).

What sounds are used to make the vowels “I”? (YA), "Yo"? (YO), "Yu"? (YU), "E"? (YE).

Guys, there is a trick here. These vowels do not always mean two

sound: only when they are at the beginning of a word or after vowels and letters: “b”, “b” (corresponding diagrams are posted). In other cases, these vowels perform a different function, which we will get to know later.

3. Exercise in sound-letter and syllable analysis of a word

Let's see how you have mastered this topic (the picture “berry” is displayed. Children are asked to count the number of letters in this word, indicate the sounds with the corresponding circles and write a graphic syllabic diagram: I Y O D A - 5 b.

6 stars

_I _ _O _ _A _ - 3 words.

We completed this task. Put the apple in the basket.

4. Development of fine motor skills, visual-spatial perception

1) Development of fine motor skills.

Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with inclined parallel lines (children complete the task in notebooks accompanied by a musical composition).

2) Development of visual-spatial perception.

Cross out the “wrong” letter (on the cards, students cross out the incorrectly written letter) I YE YE I. Check.

5. Exercises in highlighting vowels of the second row

And in this apple there are exercises for you.

1) Exercises in isolating second row vowels from syllables.

Show the letter that you would write at the beginning of the syllable: yam, yom, iz, es, yur (children show the corresponding letters: Ya, Yo, I, E, Yu).

2) Exercises in isolating second row vowels from words.

A) - Select a letter from the beginning of the word: pit, ruff, Yura, go, Inna, pit, shivers, young, spruce, games, hawk, southern, sparks, ate (children show letters)

B) - Write down the vowel of the second row that comes at the end of the word: Zoya, Raya, sing, mine, mine, linen, me, everywhere, yours, mine, sleep, yours, mine, yourself.

Let's check the written letters: i, i, yu, yu, е, е, е, е, ю, и, и, е, я, е. Let's put this apple in the basket.

C) -In the next apple, Hedgehog prepared us tasks with pictures (pictures are displayed): apple, skirt, needle, tree, spinning top

Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, i, yo, yu.

Let's play the game “What has changed?” (I swap the pictures, and the children say that I swapped them).

Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: Christmas tree, skirt, spinning top, apple, needle). Well done! We take another apple - a task.

D) - Guess the riddles. Words - guesses must begin with a vowel of the second row. We will write down the answers in the form of a syllabic diagram, writing the vowels of the second row (children go to the board along the chain)..

*It may break. *Wirls on one leg *If it weren’t for him

It might get cooked. Carefree, cheerful. Wouldn't say anything.

If you want, into a bird In a colorful skirt, a dancer (tongue) _ya_ ___

It may turn. Musical…

(egg) _ya_ ___ (spinning top) _yu_ ___

*A thin thread is threaded through a narrow eye *Runs among the stones

And she quickly swam after the boat. You can't keep up with her.

She sews, embroiders and needles sharply. He grabbed the tail, but Ah!

And they call it a boat... She escaped with the tail in her hands.

(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __

*They grew across the river *Round, ruddy, *I am in June and July

They brought them to the holiday. I'm growing on a branch. No matter what happens

There are needles on the branches. Adults suddenly love me.

What is this? And little children. I'm leaving with my mom

(Christmas tree) _е_ _and_ (apple) _я_ ___ ___ Where? To ... (south) _so_

D) – In this task, Hedgehog prepared games for us:

“The fourth is extra” - name the “extra” word, justify your choice: Yeltsin, Efimov, Egor, Elagin (children call “Egor” because it is a name, and the rest are people’s surnames).

“Rebuses” - From the pictures, guess the names of mom (Ira), dad (Igor), son (Egor) and daughter (Yulia), call them in one word (family). Write down the names, underlining the vowels of the second row with a red pencil. What rule do you need to remember? (We write names with a capital letter.) Examination.

6. Phys. just a minute.

Game “Name it kindly” (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., Christmas tree - ..., ruff - ..., skirt - ..., box - ..., hole - ..., apple - ...

We completed this task, let’s complete the next one.

7. Isolating second row vowels from sentences

1) Repeat in chorus the following phrases:

I-I-I – I can do everything! Yo-yo-yo – ironing clothes with grandma.

E-e-e - I help everyone in the family! Yu-yu-yu – I sing songs with dad.

Yu-yu-yu- together with my mother I sew dolls. I-I-I – I’m walking with the baby!

2) Game “Confusion” - here we need to work hard and make a sentence from the confused words (the words are displayed on the typesetting canvas: Emelya, lunch, egg, on, eats) - Emelya eats an egg for lunch. (Children write down the sentence in a notebook. Then check what they have written.)

3) Game “Say the proverb” - The hedgehog offers us the beginning of proverbs. We must remember or find the appropriate ending to proverbs.

T Are you going - ... ... the mother of learning

Repetition - ... ... hurry up

How do you understand the meaning of these proverbs? (You don’t need to rush to avoid trouble. If you repeat a lot, you will learn better. Do first, talk later.)

Write down the proverb you like, highlight the vowels of the second row with a red pencil. Checking what was recorded.

4) Exercise in expressive reading.

Well done! We also completed this task, take another apple.

8. Isolating second row vowels from the text.

In this task, Hedgehog invites us to compose a story about him according to plan:

1. Name of the animal. (This is a hedgehog)

2. Where he lives. (He lives in the forest.)

3. What does it eat? (The hedgehog eats mice, beetles, frogs.)

4. How it winters. (The hedgehog sleeps in a hole all winter.)

A) In a chain by several students, one sentence at a time.

B) Entirely by one student.

C) Write down the story in a notebook, highlighting the vowels of the second row with a red pencil.

D) Checking the recorded story.

9. Summary of the lesson

Last apple left. In this apple he says goodbye to us and in parting he wants to know what vowels we met? (Vowels of the second row: Ya, Yo, Yu, E, I).

Come up with words starting with the letters I, E, Yu, E, I.

Well done! Today you did a good job and the Hedgehog gives you gifts - ripe apples.

Target: introduction to vowel letters of row 2

Tasks:

Correctional and developmental:

Develop phonemic awareness

develop sound analysis skills, auditory-verbal memory, visual perception;

form visual-spatial functions;

develop cognitive activity;

to form grapho-motor skills;

Educational

introduce children to the vowel letters of row 2;

tell how the vowels I, E, E, Yu, I were formed;

introduce children to the graphic design of vowel letters of the 2nd row;

Educational

develop the ability to listen to a friend’s answers, listen carefully and hear the speech therapist and other children, the ability to adequately respond to constructive comments from the speech therapist and children’s remarks;

learn to observe speech etiquette;

develop perseverance and follow given instructions

Health-saving

alternate static and dynamic exercises;

select material taking into account the age characteristics of children

Equipment: computer, projector, handouts, folders for classes.

Duration of subgroup lesson: 20 minutes.

PROGRESS OF THE CLASS

Stages and types of work. Time (approximately)

Activities of a speech therapist

Children's activities

What tasks were solved during the task?

INTRODUCTORY PART

Organizing time

(2 minutes)

The speech therapist invites children to a lesson. Greetings. Instructions: name the color of the flowers, in the direction indicated by the arrow

Leaflets with pictures are distributed, their sequence on each sheet is different

Children enter the office and sit at their desks.

Children's answers.

Create a positive emotional mood. Get students organized for the start of class.

Development of visuospatial functions

MAIN PART

Introduction to the topic of the lesson.

(5 minutes)

Slide 1

The slide shows a diagram of letter formation.

Please remind me, guys, why do we call vowels vowels?

Today we will continue to study vowel letters. And which ones you tell me yourself. Listen to the story first. “Once upon a time, the vowel sounds [A], [O], [U], [E] lived in harmony and joy.” What series of vowels are these? Why?

How will we highlight them?

We listen further to the fairy tale “..they had a friend who agreed [Y]. He often came to the vowel sounds and listened to how they sang. Sound [Y] really wanted to sing with them, but he was shy. But one day he became bolder and asked the vowels to sing with him. The first vowel [A] agreed. So they sang a duet “YA-YA-YA”. We listened to the sounds and heard “I-I-I”

(Similarly with other letters)

Y+O=Y

Y+U=Y

J+E=E

This is how the vowels turned out...

These letters are called row 2 vowel letters. Why do you think?

Each letter had a pair: the letter A-Z, U-Y, E-E, O-Y, but the letter Y cried, it did not have a pair. Suddenly the kind wizard “Write and Read” appeared and gave the letter Y a pair of the letter I. Y was delighted.

So, what vowels will we talk about today?

Children's answers:

When we pronounce vowel sounds, the air stream does not meet any obstacles.

First. They represent one sound

Red pencil, one line.

Children sing together with a speech therapist

I, E, Yo, Yu

Indicate 2 sounds

I, E, Yo, Yu, I

Develop logical thinking, auditory attention, perseverance.

Exercise “Ears on the top of the head”

(3 minutes)

Double-sided cards with vowel letters of 2 rows are distributed.

Instructions: I tell you the words, and you must pick up the card with the corresponding letter.

1. highlight the sound at the beginning of the word: willow, yurt, anchor, hedgehog, young, oriole, pit, go.

2. at the end of the word: linen, small, toys, atelier, pour.

How many sounds do the vowel letters of row 2 in these words represent?

In the middle of the word: stick, ball, chalk, razor, blot, swept.

What do the vowels do in these words?

(the speech therapist pronounces each word exaggeratedly)

This means that the vowels of the 2nd row play 2 roles: 1. They soften the consonant that comes before no; and 2…

Children completing the task

Two

Soften consonants

Indicate 2 sounds

Exercise

"The Stolen Letter"

Slide 2

(4 minutes)

Words with missing letters appear on the slide.

Instructions: Read the word by inserting the missing vowel of the 2nd row and underlining it with two strokes. Why two? Which?

So, first we read the words on the board, say which letter was inserted, and then insert it on a piece of paper.

Words: _mark, _skra, vy_ga, _hat, _bka, chicken_ta, night_, eat.

The vowels of row 2 represent 2 sounds.

I [YA] YU [YU]

Yo [YO] E [YE]

The letter I stands for the sound [I]

“Fair”, insert the letter I, underline it with two strokes with a red pencil.

(All words are parsed in the same way)

Physical education minute

(2 minutes)

Rally bar

At the command “we’re driving a racing car,” stretch your legs forward, raising them slightly, extend your arms and clench them into fists - “hold tightly on the steering wheel,” with your torso slightly tilted back. Focus on tensing the muscles of the whole body. After 10-15 seconds, relax, sit up straight, put your hands on your knees, lower your head slightly, pay attention to the pleasant feeling of relaxation.
Bend forward, imagining that you are lifting a heavy barbell, first slowly pulling it to your chest, and then lifting it above your head.
Perform the exercise for 10-15 seconds. Focus on the state of tension in the muscles of the arms, legs, and torso. “Throw the barbell” - leaning forward, while your arms hang freely. Pay attention to the pleasant feeling of relaxation.

Children doing an exercise

Develop visual attention, sound analysis

Exercise

"find and write down"

Slide 3

(3 minutes)

Words appear on the slide one at a time.

Instructions: words appear on the screen, your task is to read them and write down in your notebook only words with row 2 vowels. Remind them.

Words: elephant, pit, gama, needles, riding, box, hedgehog, nearby, baby, yurt, people, jam.

I, E, Yo, Yu, I

In the word elephant, there are no vowels of the 2nd row - we do not write it. In the word Yama there is a vowel letter of the 2nd row, this is the letter Y. This means we write the word Yama in a notebook.

(Same as all words)

RESULT OF THE LESSON

Lesson summary

(1 minute)

Our lesson has come to an end. Tell us what you learned today.

Well done boys!

Children's answers.

Goals:

Correctional - educational

Introduce students to the formation of second row vowels .

Learn to determine the place of vowels of the second row in a word and indicate it on the diagram.

Practice highlighting second row vowels in pronunciation and writing.

Improve the skill of reading words with second vowels.

Develop the skills of self-control and mutual control.

Corrective and developmental goals:

To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and word synthesis, intonation expressiveness.

Develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, general and fine motor skills.

Correctional and educational goals:

Cultivate attention to sounds, maintain interest in the material being studied through games and gaming techniques.

Cultivate curiosity.

Cultivate a diligent attitude towards learning.

Equipment.

Lesson plan.

1. Org. moment.

5 Exercises in highlighting vowels of the second row

6. Phys. just a minute.

7. Isolating second row vowels from sentences.

9. Summary of the lesson

1. Org. moment.

- Hello guys! We open the notebooks and write down today's date. Guess the riddle and you will find out who will come to visit us for class.

The fur coat is needles, you can’t take it with your hand.

It lights up - it’s prickly. Who is this? (Hedgehog)

- That's right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Every apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.

2. Introduction to the formation of second row vowels

— I take the first apple. Here is a question from a hedgehog: “Is there a letter “E” in

table of first row vowels? (No). Name the vowels of the first row.

You will learn about the row in which this vowel is located, and how the vowels of the second row were formed, from the fairy tale about the letters “I” and “Y”.

The vowel “Y” was added to the vowels of the first row, and the vowel “I” was added to the vowels of the second row (a table of vowels of the second row is posted).”

- Remember these vowels. Let's repeat them in chorus (children name vowels).

— What sounds are used to make the vowels: “I”? (YA), "Yo"? (YO), "Yu"? (YU), "E"? (YE).

- Guys, there is a trick here. These vowels do not always mean two

3. Exercise in sound-letter and syllable analysis of a word

- Let's see how you have mastered this topic (the picture “berry” is displayed. Children are asked to count the number of letters in this word, indicate the sounds with the corresponding circles and write a graphic syllabic diagram: I Y O D A - 5 b.

— 6 stars

_I _ _O _ _A _ - 3 words.

- We completed this task. Put the apple in the basket.

4. Development of fine motor skills, visual-spatial perception

1) Development of fine motor skills.

- Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with oblique parallel lines (children complete the task in notebooks accompanied by a musical composition).

2) Development of visual-spatial perception.

— Cross out the “wrong” letter (on the cards, students cross out the incorrectly written letter) I YE YE I. Check.

5. Exercises in highlighting vowels of the second row

- And in this apple there are exercises for you.

1) Exercises in isolating second row vowels from syllables.

- Show the letter that you would write at the beginning of the syllable: yam, yom, iz, es, yur (children show the corresponding letters: Ya, Yo, I, E, Yu).

2) Exercises in isolating second row vowels from words.

A) - Select a letter from the beginning of the word: pit, ruff, Yura, go, Inna, pit, shivers, young, spruce, games, hawk, southern, sparks, ate (children show letters)

B) - Write down the vowel of the second row that comes at the end of the word: Zoya, Raya, sing, mine, mine, linen, me, everywhere, yours, mine, sleep, yours, mine, yourself.

- Let’s check the written letters: I, I, Yu, Yu, E, E, E, E, Yu, and, I, E, I, E. Let’s put this apple in the basket.

C) -In the next apple, Hedgehog prepared us tasks with pictures (pictures are displayed): apple, skirt, needle, tree, spinning top

- Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, i, yo, yu.

— Let's play the game “What has changed?” (I swap the pictures, and the children say that I swapped them).

- Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: Christmas tree, skirt, spinning top, apple, needle). Well done! We take another apple - a task.

*It may break. *Wirls on one leg *If it weren’t for him

It might get cooked. Carefree, cheerful. Wouldn't say anything.

If you want, into a bird In a colorful skirt, a dancer (tongue) _ya_ ___

It may turn. Musical…

(egg) _ya_ ___ (spinning top) _yu_ ___

*A thin thread is threaded through a narrow eye *Runs among the stones

And she quickly swam after the boat. You can't keep up with her.

She sews, embroiders and needles sharply. He grabbed the tail, but Ah!

And they call it a boat... She escaped with the tail in her hands.

(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __

*They grew across the river *Round, ruddy, *I am in June and July

They brought them to the holiday. I'm growing on a branch. No matter what happens

There are needles on the branches. Adults suddenly love me.

What is this? And little children. I'm leaving with my mom

(Christmas tree) _е_ _and_ (apple) _я_ ___ ___ Where? To ... (south) _so_

D) – In this task, Hedgehog prepared games for us:

“The fourth is extra” - name the “extra” word, justify your choice: Yeltsin, Efimov, Egor, Elagin (children call “Egor” because it is a name, and the rest are people’s surnames).

“Rebuses” - Using the pictures, guess the names of mom (Ira), dad (Igor), son (Egor) and daughter (Yulia), call them in one word (family). Write down the names, underlining the vowels of the second row with a red pencil. What rule do you need to remember? (We write names with a capital letter.) Examination.

6. Phys. just a minute.

Game “Name it kindly” (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., Christmas tree - ..., ruff - ..., skirt - ..., box - ..., hole - ..., apple - ...

— We completed this task, let’s complete the next one.

7. Isolating second row vowels from sentences

1) Repeat in chorus the following phrases:

I-I-I – I can do everything! Yo-yo-yo – ironing clothes with grandma.

E-e-e - I help everyone in the family! Yu-yu-yu – I sing songs with dad.

Yu-yu-yu- together with my mother I sew dolls. I-I-I – I’m walking with the baby!

3) Game “Say the proverb” - The hedgehog offers us the beginning of proverbs. We must remember or find the appropriate ending to proverbs.

T Here you go - ... ... the mother of learning

Repetition - ... ... hurry up

- How do you understand the meaning of these proverbs? (You don’t need to rush to avoid trouble. If you repeat a lot, you will learn better. Do first, talk later.)

- Write down the proverb you like, highlight the vowels of the second row with a red pencil. Checking what was recorded.

4) Exercise in expressive reading.

- Well done! We also completed this task, take another apple.

8. Isolating second row vowels from the text.

— In this task, Hedgehog invites us to compose a story about him according to plan:

1. Name of the animal. (This is a hedgehog)

2. Where he lives. (He lives in the forest.)

3. What does it eat? (The hedgehog eats mice, beetles, frogs.)

4. How it winters. (The hedgehog sleeps in a hole all winter.)

A) In a chain by several students, one sentence at a time.

B) Entirely by one student.

C) Write down the story in a notebook, highlighting the vowels of the second row with a red pencil.

D) Checking the recorded story.

9. Summary of the lesson

- Last apple left. In this apple he says goodbye to us and in parting he wants to know what vowels we met? (Vowels of the second row: Ya, Yo, Yu, E, I).

Come up with words starting with the letters I, E, Yu, E, I.

Well done! Today you did a good job and the Hedgehog gives you gifts - ripe apples.