Literacy lesson for the preparatory group “Reinforcing the material covered. Summary of a literacy lesson in the preparatory group “Journey through the fairy tale Geese and Swans”

SOFTWARE CONTENT:

CONSOLIDATING THE MATERIAL:
1. Strengthen children’s understanding of a word and a sentence.
2. To consolidate children’s understanding of a syllable as part of a word, to practice distinguishing the number of syllables in a word by the number of vowels.
3. Develop the ability to recognize sounds and letters.
4. Clarify ideas about significant features vowels and consonants.
5. Summarize children’s knowledge about the hardness and softness of consonant sounds.
6. Repeat the rules for writing cha - sha, chu - schu, zhi - shi.
7. Continue to teach children to invent and add words based on a separate part of the word; train children in reading words and text.
8. Build skills educational activities, develop cognitive interests.
9. Cultivate sustained attention, observation and desire to learn at school.
EQUIPMENT:
- table of syllables;
— table “sound clock”;
- cards with words;
— pictures: cat, bus, tiger, apple, goose, boat;
— cards: blue and green;
- cards: wardrobe, sofa, window, chair, lamp.

Progress of the lesson:

Educator: Children, yesterday I received a huge letter, guess who sent it?
D.: Dunno!
IN.: Yes, this is Dunno. He sent an unusual letter, but a letter with tasks and questions that he himself could not answer. And asks you for help. I hope we will not refuse and will try to complete all the tasks that Dunno sent us (on the board there is a portrait of Dunno and an envelope with tasks).

Task No. 1. “Find the word”

IN.: A hut where a watchman lives?
D.: Gatehouse!
IN.: Decoration in the ears?
D.: Sergius!
IN.: Solid belt clasp?
D.: Buckle!
IN.: Part of a table or chair?
D.: Leg!
IN.: Children, what did we call you?
D.: Words.
IN.: Children, let's read what is written on the board (read). What have we read again?
D.: Words.
IN.: Fine. Now let’s see what’s written on the board: “It’s time early spring" What have we read?
D.: This is a proposal.
IN.: What does our offer consist of?
D.: A sentence consists of words.
IN.: How many words are there in a sentence?
D.: Three words.
IN.: Name the first (second, third) word (children name). What to put at the end of a sentence.
D.: At the end of the sentence there is a period.
IN.: What letter will we write the beginning of the sentence with?
D.: The beginning of a sentence is written with a capital letter.
IN.: Now let’s draw up a diagram of our proposal.
IN.: You and I repeated: a word only names some objects, but a sentence reports something, expresses thoughts.

Task No. 2. “Working with syllables.”

1. Dividing words into syllables.
— IN.: What are words divided into?
—D.: On syllables.
— IN.: What is a syllable?
— D.: Part of a word that is pronounced with one puff of air.
— IN.: How many syllables are in a word:
“spring” - two syllables;
“machine” - three syllables;
“sparrow” - three syllables;
"beetle" - one syllable. (Well done!)
2. Reading syllables according to the table.
— IN.: Children, make up as many words as possible with the syllables: ma, fa, ra (children make up words with the above syllables).
3. Game according to the table “Who lives in which house?”
— IN.: Children who live in the first, second, third house (children answer according to the picture).
4. Game "Sound Clock".
— IN.: Children, name the longest, shortest word (children name). Children divide these words into syllables (children divide). Children how to remake small word“bow”, long?
— D.: Bulb!
— IN.: Now children, be careful. It is necessary to create new words by adding a new syllable.
The guys were drinking sweet juice Let’s add the syllable ne, it became sand But but it came, it’s already a sock And if ku, read the piece With the syllable le, we’ll read it - woods We went there for an hour.

Physical education minute.

And now everything is in order
Let's get together to exercise.
Arms to the sides - bent,
They raised it up and waved.
They hid them behind their backs and looked back
Through right shoulder, through the left one more.
They sat down together and touched their heels.
We stood up on our toes,
Hands dropped down.

Task No. 3. “Working with sounds.”

1. Playing with the word “woods”.
— IN.: How many syllables are there in the word “little forest”.
— D.: Two syllables.
— IN.: What sounds does the first syllable consist of?
— D.: Sounds "L", "E".
— IN.: What sounds does the second syllable consist of?
— D.: Sounds “S”, “O”, “K”.
2. Game “Make the same sound in words.”
— IN.: Bun, branch, cage, squirrel, cat. What is the same sound in words?
— D.: Sound "K".
— IN.: Using the “Sound Clock” table, find a word with the sound “C” (children call it). Children, make up a word in which the first sound is “A”.
— D.: Watermelon, Bus, Stork, etc.
— IN.: Children, what is sound?
—D.: We pronounce and hear sound.
— IN.: What is the name of the icon that we use to indicate sound in writing?
—D.: Letter.
— IN.: What is a letter?
— D.: The letter we write and hear is an icon of sound.
3. Game “Who is more attentive.”
— IN.: Children guess the girl's name by the first sounds of the names of objects:
Cat Goose
Bus Bus
Tiger Boat
Apple Apple
Katya Galya
— IN.: Children, what sounds are there?
— D.: Vowels and consonants.
— IN.: Who will tell you about vowel sounds?
— D-:

Air flows freely through the mouth
There are no different obstacles
The voice is involved, the voice is covenant
The sound is vowel.
The vowels stretch out in a ringing song
They may cry and scream
They can cradle a child in a crib,
But they don’t want to whistle and grumble.

IN.: Who will tell you about consonant sounds?
d.:

And the consonants... agree
Rustle, whisper, creak,
Even snort and hiss,
But I don’t want to sing to them.
Ss - a snake whistle is heard,
Shh - a fallen leaf rustles,
LJ - bumblebees are buzzing in the garden,
RR - the engines are rattling.

IN.: Children, what are the consonant sounds?
D.: Hard and soft.
IN.: What vowel sounds indicate the hardness of a consonant?
D.:“a”, “o”, “u”, “s”, “e”.
IN.: What vowel sounds indicate the softness of a consonant?
D.:“I”, “e”, “yu”, “i”, “e”.
A game.
IN.: Raise a blue card if the first sound is hard, green if the first sound is soft. Get ready. Garden, Senya, Crucian carp, Rice, Beads, Blue, Sit down, Soup.

Task No. 4. “Shrink all objects.”

IN.: Children, imagine that we are in the country of gnomes and we need to reduce all these objects:
wardrobe - locker;
sofa - sofa;
window - window;
chair - stool;
lamp - light bulb.
IN.: Today in class everyone worked actively, completed the assignments, and answered all of Dunno’s questions.
The lesson is over.

Theme of the lesson: “Saving Tom and Tim.” Preparing for literacy. Preparatory group.

Tasks.

Strengthen children's ability to select words to 3-5 sound models, conduct sound analysis of words.
Improve the ability to divide a sentence into words and compose it from a set of words, including prepositions and conjunctions.
Learn the rules of writing sentences (graphically).
Improve children's ability to read syllables, develop speech skills, memory, logical thinking, solving puzzles.
Foster a desire to build friendly relationships with peers.

Material and equipment.

Children's chairs with sound models of children's names, a plan diagram from kindergarten to castle, a game, "Funny puzzles", a flat model of the castle, separately cut out missing parts of the castle (door, castle, windows, pipe, flag, etc. according to the number of children ), sound models of castle details, a rebus card for guessing the name of the river.

5 Christmas trees drawn on whatman paper, on which words for making sentences are written in disarray; an image of raindrops with parts of words (syllables) inside, a table with syllables for reading, a silhouette of a drawn magpie, paper, pencils.

Preliminary work:

D/games “Chain of words”, “Sound got lost”, “Gifts for Tom and Tim”, “Flower shop” (for the number of syllables) “Syllable lotto”, “Letter lost”, lexical exercise “Fun rhyme”,
Grandfather Bookeater's games: “Braiding”, “Anagrams”, “Entertaining Models”, “Charades”, reading from a table with syllables, reading puzzles, riddles based on the first sounds of drawn objects, solving upside-down puzzles, crosswords with words.
Unlearning children's folklore, tongue twisters, physical exercises, finger gymnastics complexes. Drawing up a proposal and writing it graphically.

Progress of the lesson. Methodological techniques.

Ethical charging

Game "Smile at each other."

The teacher asks the children: “What are words made of?” (the guys answer). Each child is asked to pronounce his name so that everyone can clearly hear how many syllables it contains.

Surprise moment "Mobile call"

From a “telephone” conversation, it turns out that mouse friends Tom and Tim urgently need help. They were imprisoned by an evil sorcerer in his castle, which is located far from the kindergarten.

The children decide to find their friends and free them. Since the road ahead is unknown, the teacher offers a plan from the kindergarten to the castle with expected obstacles in order to better navigate the road and not go astray.

The teacher asks the children what type of transport they can use? A choice is offered: tram, bus, train, trolleybus (children answer, explaining the choice). During the conversation, it turns out that it is most convenient to go by bus. The teacher clarifies that the bus is extraordinary, magical.

On the back of each chair you can see multi-colored squares. The children's names are encrypted in them. Each child will be able to take only the seat on the bus that corresponds to the sound model of his name.

The children find their seats and sit down. An inspector is appointed to check the correct landing in place.

The teacher says that on the road they always take everything they need and invites the children to read from the table (find words from syllables) what they took on a long journey.

lo	e
ket	since then
That	pa
that	Yes

The guys read the words from the table (bag, food, axe, shovel, lotto).

The game is a journey.

First stop– river. The teacher offers the children picture puzzles, solving which the children read and name everything that they can meet on the way to the river: fisherman, bell, grass, rainbow, school. The teacher turns to the plan, where it is clear that the children are by the river.

Rebus "Bell"

Rebus "Fisherman"

Rebus "Grass"

Rebus "Rainbow"

Rebus "School"

Breathing exercises “Let’s breathe in the fresh air of the river” (3-4 times)

The name of the river is encrypted. The teacher shows the picture and, based on the first sounds of the objects drawn there, offers to find out the name of the river.

Children find out what is at the river amazing name"Chit". The teacher suggests crossing this small river on a thin log, holding hands.

Second stop- forest. There are 5 Christmas trees on whatman paper. On each one you can see the words in disarray: Tom, they are waiting, and Tim, you). Children are asked to make a sentence from these words. The guys talk through their options.

It turns out that someone left this message especially for us. To cheer up the little mice, the teacher invites the children to write letters to their friends and send them with the magpie.

Children sit at tables to write letters. The teacher reminds you of the rules for writing a sentence (discuss it with the children). Children offer versions of letters (5-6). One child writes on the board. The rest check, correct, supplement.

Finger gymnastics “Home”

Letters written by children are sealed in an envelope and given to the magpie. While the children were writing letters, it suddenly began to rain.

Visual gymnastics “Drop”.

The teacher invites the children to read and find out how many word droplets fell from the cloud? Each drop contains a piece of a word - a syllable. Reading drop by syllable from top to bottom (Ku-ra-ki-no-sy-ro-). It rained magically in the magical forest. We were able to read many words.

Again the teacher turns to the plan. The children see that they find themselves right next to the castle. They come closer and make sure that there really is a castle in front of them.

The situation is provocative.

There are no windows or doors on the painted castle. The teacher wonders if the little mice will be able to see the one who came to save them? Is it possible to enter this castle? Why?

The children are invited to choose any specially prepared enchanted diagram (sound models) of the parts of the castle that are missing: door, windows, flag, pipe, lock, key, etc. (according to the number of children).
Then, using your sound scheme, find pictures on another table with the missing parts of the castle, correlate them with your sound scheme, and only then attach your picture-detail to the image of the castle. So windows, doors, and everything else gradually appear at the castle. The key simulates opening a lock.

Surprise moment.

Tom and Tim appear. Thank the children for liberation.

The boys are returning to kindergarten by plane.

Dynamic pause "Airplane".

Reflection

The teacher attracts all children to him.

Hugging, he gives a positive assessment to each child, asking what was remembered during the lesson?
Where have you been?
What challenges did you have to overcome?
Where was it the hardest?
Why did you cope with all the difficulties?

The teacher tells the children that it was easy to cope with all the obstacles on the road, because all the children acted in harmony, together. That is why we managed to save the little mice.

Subject: Space trip
Form: Direct educational activities.
Location: Group room.
Target: Strengthen children's knowledge.

Tasks:
educational: strengthen children’s ability to compose sentences, divide words into syllables, read them, form words from syllables, perform sound-letter analysis, answer with a complete answer;

developing: develop phonemic and speech hearing, visual perception, attention, memory, thinking, fantasy, imagination, develop the skill of reading syllables and words;

educational: create good mood, cultivate accuracy, the ability to follow game rules, the desire and ability to work in a team, encourage activity and independence, the ability to listen to the teacher and comrades, and develop skills in assessing the results of one’s own activities.

Materials and equipment:
demo: a map of space travel, a chip in the form of a rocket, cards with subject pictures, a “magic” bag with letters; music center and start soundtrack space rocket, a bag of treasures;

dispensers:“on-board tablets”, cards with words for composing the sentence “Bon voyage”, “stars” with syllables, envelopes with tasks for children, colored pencils for sound analysis of a word.

Integrated educational areas: Cognitive development, speech development, socially - communication development, physical development.
Methods:
Game: travel game, Smart Hands game, game exercises.
Visual: map of space travel, cards - tickets, star-syllables, cards for sound-letter analysis, envelopes with tasks.
Practical: completing tasks.
Verbal: explanation, conversation, instructions, children's answers.

Preliminary work
Educational areas: Physical development Cognitive development Speech development

Joint educational activities with children
— Coming up with words with a given sound, sound analysis of words, dividing words into syllables, composing sentences with a given word, graphically recording sentences, graphic exercises in notebooks,
didactic games: “Syllable lotto”, “Skillful hands”, “Let’s play, read”; didactic exercise “Make a sentence.”
— Learning physical education and visual gymnastics.
— Talking with children about space, solving riddles.

Interaction with parents
— Looking at illustrations, reading children's encyclopedias and books on the topic.
— Recommend parents to carry out individual work to improve sound-letter analysis and develop the skill of reading words.

Progress of the lesson:
-Guys, during the New Year holidays I was sorting through things and found old map . I brought it to show you.
- What kind of card do you think this is?
— Tell me what you see on the map?
- What treasures do you think are hidden there?
— Would it be interesting to go to this distant planet and find out what kind of treasures are hidden on it?
— Do you think it’s possible to make such a long journey alone?
- Why?
“Then maybe we can go to this distant planet all together, as one team?”
“Difficult trials await us, and only by overcoming them will we obtain treasures.” Are you ready for the challenge?
“Then let’s think about how you can get to a distant planet?”
- Is our vehicle we will build by connecting the numbers in order.
- Come out, show who did what.

- A bird cannot reach the moon
Fly and land on the moon.
But he can do it
Do it fast...(rocket)
- That's right, guys, we'll fly on a rocket.

In what mood do you usually go on a trip?
“Then let’s take a good mood with us, gather our strength and knowledge, and hit the road.” And so that the mood is good and cheerful, let's stand in a circle, hold hands, close our eyes and pass on to each other that spark of warmth and love that lives in our hearts. Feel how kindness passes through our hands from palm to palm...

Open your eyes, smile at each other and go...
We put on our spacesuits, come to me, get your boarding passes, (I'm handing out picture tickets)

1) House, key, umbrella, eye, chair, mushroom.
2) Window, pen, hat, skirt, lock, ring.
3) Wheel, basket, shoe, rocket, dog, pencil.

Those travelers whose words in the pictures consist of 1 syllable will sit in the first row;
In the second Those will sit in a row - words in the pictures of which consist of 2 syllables;
in the third row sit those travelers whose words in the pictures consist of 3 syllables;
Checking the correctness of the task:
several children explain why they sat in one row or another.

- Well done, everyone completed the task, took their places, and prepared for the start.
What's happened?
Our rocket can't take off, the password is damaged. To restore it, you need to write the sentence correctly.

We take our on-board tablets and make a sentence from these words.
We read the password together:
"Good luck".
- You tried your best and completed the task correctly.
Cosmic music sounds.

- We went out to space.
Let's take a look around:
We look to the right - nothing,
We look to the left - nothing.
Keep your eyes down
Well, look up.
We close our eyes,
The eyes are resting.
How can we open our eyes,
Let's see, there's a star there.
What do you see?

— I see a large cluster of stars! There is a starburst ahead, the path is closed. Several stars flew into our rocket. These are not simple stars; each of them has a syllable. I understand that they are telling us the next task. Having dealt with it, we will be able to fly further.

- Each of you has syllables in an envelope on the table, the same as on the stars. Read the syllables and put them together to form words. Let's get to work. Children put words together from syllables: DO-RO-GA, RA-KE-TA, ... (Children take turns reading the words, telling how many syllables are in the word.) One of the children lays out words on the board.

- Let's check what you did.
“And we completed this task, we overcame the starfall, we can fly further.”
“I see a comet right ahead.” It's coming, are we really going to collide with it? No, the comet flew next to our rocket and brought us a scattering of letters on its tail.

Game "Smart pens"
I collected the letters in one bag. You can't see them. You can find out which letters are hidden only by feeling them with your hands. You can get a letter only after you recognize it by touch and name it, and we come up with words starting with this letter. Go out onto the carpet, stand in a circle.( Children take turns putting their hand into the bag, identifying the letter by touch, and the rest coming up with words.)

“We’ve already flown half the way, it’s time to rest a little.”

Physical education on the carpet:
For astronauts, here are the exercises, do them in order.
Get up quickly, smile, stretch higher, higher.
Well, straighten your shoulders, raise them, lower them.
Turn left, right, touch the floor with your hands.
They sat down and stood up, sat down and stood up. I hope you're not tired?
You need to stand up more freely and breathe more calmly.

We continue our journey, the next test awaits us.
The rocket flew around,
I looked at everything in the sky.
He sees a hole in space -
This is a black... (hole).

We can overcome it only by completing the task.
— We will need our on-board tablets, simple pencils and colored pencils. Now I will tell you riddles, and you will write down the answers on your tablet and conduct a sound analysis of the word. Before we get started, let's remember what groups sounds are divided into?
— What groups are consonant sounds divided into?
-What color do we use to indicate vowels, soft consonants, and hard consonants?

- Listen carefully to the riddles:
In space through the thickness of years
An icy flying object.
His tail is a strip of light,
And the name of the object is... (comet)
What's happened?

Grain scattered across the sky at night,
We looked in the morning - there was nothing. (Stars)

Check (one tells, others check).

Those who have done everything correctly, raise your hand. Well done, you were attentive and diligent, draw a red sun next to your work. Raise your hand if you have 1 or 2 mistakes. You tried, but you need to be more careful. Draw a yellow sun. Those who have 3 or more mistakes, draw an orange sun, you need to be more careful and practice more.

Well, here we are at Treasure Planet. And here is the chest. I open it and take out a bag of treasures.

The treasures are ours, we need to quickly go back before space pirates - treasure hunters - arrive here.

Close your eyes and say magic words:
We returned from the flight.
And they landed on Earth.

Here we are again on Earth, in our native group.

Summarizing.
You turned out to be intrepid travelers! What could you praise yourself for?
– What obstacles did we have to overcome on the way to the treasure?
– Which of them did you find the most difficult?

And now it’s time to look into the bag and examine the cosmic treasures.
(smooth transition to joint activities )

Title: Notes on teaching literacy in preparatory group"Space trip"
Nomination: Kindergarten, Lesson notes, GCD, speech development, Preparatory group

Position: teacher
Place of work: MBDOU Syavsky kindergarten "Bell"
Location: r.p. Syava, Shakhunsky district, Nizhny Novgorod region

Lesson objectives:

Review and consolidate your knowledge of sounds. Continue learning to distinguish between vowels and consonants.

Strengthen the ability to find the location of a sound. Continue learning to perform sound analysis of words: divide words into syllables.

Promote the development of sound analysis and phonemic awareness.

Develop oral speech logical thinking, attention, fine motor skills fingers, cognition.

Foster a desire to help the weak, goodwill, love and careful attitude to the birds.

Previous work: Reading the fairy tale “Geese and Swans”, guessing riddles, talking about birds.

Equipment: apple tree, stove, river, colored chips, object pictures, notebooks, pencils, apple, basket of apples, picture of a tit.

1 Org. Moment

2 Statement of the topic and purpose of the lesson.

Educator: Today, guys, during our literacy lesson we will go on a journey through a fairy tale. And according to which fairy tale, you have to guess.

In a fairy tale the sky is blue

Birds are scary in a fairy tale

Apple tree save me

River save me

(Swan geese)

Guys, we received a letter from Alyonushka, she asks us to find and save her brother Ivanushka, the swan geese took him to Baba Yaga. Shall we help Alyonushka? To start traveling through a fairy tale, let's say the magic words.

Ra-ra-ra - the game begins.

SA-sa-sa- miracles await us on the way.

(Baba Yaga runs out to the music)

Why did you come here? I won’t give you Ivanushka, you won’t find him.

(Baba Yaga runs away)

Guys, where does Baba Yaga live? (in the dense forest)

3. Phonetic exercise

Wolves howl in the forest

Leaves rustle shhhh

Snakes crawl and whistle ssss

What did we say? (Sounds)

What are sounds? (we hear, pronounce)

What sounds are there? How are consonants different from vowels?

Guys, look at the tree? What kind of tree? (Apple tree). Let's ask the apple tree where the geese and swans took Ivanushka?

Apple tree, apple tree, tell me, where did the geese and swans fly?

Play with the apple. Game "Sounds Lost".

(pass the apple, saying the word)

...arelka, ...tul, ...osuda, ...yba, ...urtka, ...kaf, ...ozhka, ...iraf, ...ilka.

Fizminutka

There is a hut in the dark forest (we walk)

Standing backwards (turning)

There is an old woman in that hut (tilts)

Grandmother Yaga lives (turn back)

Crochet nose (show nose)

Eyes big (show eyes)

Like embers are burning

Wow, how angry? (we shake our fingers)

My hair stands on end.

Guys, look, we've reached the river, maybe the river knows where the geese-swans Ivanushka

Taken away? Let's ask. River, river, where did the swan geese fly? We need to go across the river. To pass through the river, you need to correctly identify soft and hard sounds, with which the words on the cards begin.

Lemon green chip

Blue chip fish

(Working with cards and chips)

Well done boys! We did it. So you and I crossed the river.

We meet the stove

Oven-oven where did the geese-swans fly? Determine the place of the sound and in the words of the task a titmouse flew to us. She wants to help us. Like a word, a titmouse has a beginning - a head, a middle - a body, and an end - a tail. Where do tits live in the summer? And in winter? Why?

Tits bring great benefits to forests, parks and gardens.

A great tit eats as many insects per day as it weighs.

Fizminutka

Hands up

And shook it

These are trees in the forest

Arms bent

Quietly shook

These are trees in the forest

Hands raised, wave smoothly

These are the birds flying towards us

How will they sit down too?

Let's show you, put your hands back.

(Baba Yaga runs out to the music)

Guess the riddle

On the edge

On the track

The house is worth

On chicken legs

Sound analysis of the word izba

How many sounds are there in a word? (4)

1 star? (and) vowel

2 stars? (h) consonant, hard, voiced.

3 stars? (6) consonant, hard, sonorous.

4 stars? (a)vowel

How many syllables are in this word? Well done!

Baba Yaga, I won’t give up Ivanushka, shade my hut, then I’ll let you go.

Working in a notebook

Baba Yaga: You completed the tasks, take your Ivanushka.

Ivanushka: Thank you guys for saving me from the evil Baba Yaga. The apple tree gave you apples,

Help yourself

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Summary of a literacy lesson for children in a pre-school group

Tasks:
- Improve phonemic perception, the ability to determine the number and sequence of words in a sentence.
- To promote the assimilation of the concept of a word as part of a sentence.
- Develop the ability to draw up sentence diagrams and write them down.
- Improve dialogic speech.
- Develop children's imagination and creativity, activate speech.
- Create a favorable emotional background.
- Learn independently, complete the teacher’s assignments.
- Develop the skill of self-control and self-assessment of work performed.

Progress of the lesson
Teacher: Good morning! A new day has come. I will smile at you, and you will smile at each other. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief. Children, guests came to our classes today. Let's say hello to them and sit quietly on the chairs.
Children: greet the guests and take their seats at their desks.
Teacher: Today in class another guest came to us, and you will find out who he is by guessing the riddle:
Angry touchy one,
Lives in the wilderness of the forest,
There are a lot of needles
And not a single thread.
Children: Hedgehog.
Teacher: That's right guys. Tell me, why is the hedgehog so touchable?
Children: It has sharp needles and cannot be petted.
Teacher: Now look what the hedgehog saw? (seek a complete answer).
Children: The hedgehog saw a mushroom.
Teacher: How many words do you hear in this sentence?
Children: There are 3 words in this sentence.
Teacher: What's the first word? Second? Third.
Children: The first word is hedgehog, the second is saw, the third is mushroom.
Teacher: Let's slap every word. Who guessed what the proposal consisted of?
Children: A sentence consists of words.
Teacher: You can write it down as a diagram. Using the diagram you can find out how many words are in a sentence. Each separate word indicated by a rectangle. One rectangle represents one word. How many words are there in our sentence: “The hedgehog saw a mushroom.”
Children: Three words in a sentence.
Teacher: How many rectangles will there be in our diagram?
Children: Three rectangles.
Teacher: Look at our diagram below, how is it different from the first diagram?
Children: The second scheme has a dash above the first word and a dot at the end.
Teacher: A rectangle with a dash means the beginning of a sentence, and a dot means the end of a sentence. Now let's rest a little.

Physical education lesson “Hedgehog”
The hedgehog stomped along the path
And he carried a mushroom on his back.
(Walking in a circle one after another.)
The hedgehog stomped slowly,
Quiet leaves rustling.
(Walk in place.)
And a bunny gallops towards me,
Long-eared jumper.
In someone's garden cleverly
I got hold of a slanted carrot.
(Jumping in place.)

Teacher: Now let's play, the one I name sits down at the table. The first to sit are those children whose names begin with the sound “A”, etc. What is shown in this picture? (The hedgehog carries an apple). How many words are there in this sentence?
Children: The hedgehog carries an apple. Three words.
Teacher: Guys, each of you has a card with a task on your table. Find the correct pattern for the sentence: “The hedgehog carries an apple.” Please check the box next to this sentence. Now let's see how you completed the task. Did everyone complete the task correctly? Why do you think the first scheme does not suit us?
Children's answers.
Teacher: Did everyone complete the task? Draw a smiley face on your cards. Let's play the game some more "Do the math, don't be mistaken". I will name a sentence, and you clap it, and then name the number of words.
Late autumn has arrived.
The swallows have disappeared.
The first snow fell.
New Year is coming soon.

Children count the words by clapping their hands and name them in the order of the sentences.
Teacher: What a great job you guys are! Let's remember what we talked about today? What was it called? So what does the proposal consist of? How do we mark the beginning of a sentence? What do we put at the end of a sentence?
Children: From words. A rectangle with a line. Full stop.
Teacher: Guys, it's time for the hedgehog to return home - to the forest. He is tired and wants to rest. You did a good job too. Who is happy with their job? Well done.