Sticks with a curve at the bottom and top. Cat, rooster and fox. Fairy tale. Writing ovals, sticks with a rounded bottom and top. Topic: “Long straight stick with a curve at the bottom”
The head is tilted forward, backward and to the sides. These movements should be done at a slow pace and with greater amplitude.
V. Drawing the contours of familiar objects.
VI. Summary of the lesson.
– What did you learn in class?
– What did you like?
Geometric figures
Goals: learn to distinguish geometric shapes by color and different positions and sizes; develop fine motor skills of the hands.
Equipment: templates, geometric shapes (handouts).
Progress of the lesson
1) Where are our hands?
Where, where are our hands,
Where are our hands?
(Hid their hands behind their backs.)
Where, where are our hands?
Our hands are gone!
(Turns the body left and right.)
Here, here are our hands,
(Show hands.)
Here are our hands.
Our hands dance, dance,
Our hands are dancing.
(Children extend their hands, showing them, perform various movements with their hands.)
2) “Clicks”.
3) "Hooks".
4) Rotation of the hands with fingers clenched into fists.
II. Working with geometric shapes.
1) Demonstration and naming.
2) Finding the depicted geometric figures according to the teacher’s instructions. Distinction by color, size.
3) Naming the figures presented by the teacher and finding them on the desk.
4) Image of geometric shapes by connecting these points.
III. Physical education minute.
The fingers are clasped together. By alternately opening and closing their palm, children imitate the movement of a wave.
Eye exercises:
1) “Sunshine”.
1–8. “There is sunshine at sea”: draw a “sun” (circle to the right), the eyes repeat the movement, the head is straight.
Then you can repeat the exercise on the other side.
2) “The swimmer swims to the shore.”
1–4 – place your right hand forward, look at the tip of your finger.
5–8 – slowly bring the tip of the finger of your right hand to your nose, and place your left hand forward. Repeat the exercise with your left hand.
3) “Bright sun”.
1–8 – close your eyes – “the sun has blinded”; close your eyes with your palms, then blink your eyes.
IV. Image of familiar objects by tracing according to a pattern, shading.
– What do traffic lights mean?
V. Summary of the lesson.
– What did we repeat today?
– What new did you learn?
Straight and curved lines
Goals: correction of motor memory; introduce you to lined notebooks.
Equipment: notebooks, pens.
Progress of the lesson
I. Exercises for hands and fingers.
1) Hands in front of the chest on the table, elbows bent.
Our fingers woke up
(Hands up, elbows on the table, fingers spread to the sides.)
Good morning!
(Handshake.)
We stretched, we stretched,
We stretched ourselves.
(Without unclenching your fingers, arms up, stretch.)
They began to wash themselves together,
(Soaping.)
Dry with a towel.
We wipe every finger,
Let's not forget a single one.
We do exercises together.
(We interlace the fingers, rotate the hands forward, backward, swing the hands.)
II. Highlighting images of straight lines in various positions in drawings and letters.
2) Drawings: house, car.
III. Travels to Literalland.
1) Getting to know how to line a notebook.
– Would you like to learn to write? Why?
Beautiful writing is like lace.
– We will also learn to weave lace. But our lace will be extraordinary - lace made from letters. You can weave such magical lace, with which you can bring joy to your parents and friends, using a pen and a notebook sheet. Let's fill all the notebooks with lace - letters. This is a whole magical country of letters.
Let's call this country Literalland.
“And so we’ll go to this fairyland.” Let's get acquainted with its beautiful inhabitants - letters, find out how they are written, and we ourselves will learn to write them beautifully, so as not to offend the beautiful inhabitants of Letterland.
So, let's go. I want to say that we will encounter difficulties along the way - do not be afraid of them. We will overcome them together. To help each other.
But before we set off on our journey, let’s consider the path we will follow when learning to write.
(Getting to know the appearance, highlight the cover, pages, lines, lines.)
– We must understand what a working line is, where it is located in our notebooks.
This will be like our path, our path along which we will go on a journey.
(Explanation of the purpose of horizontal lines: upper additional line, lower additional line.)
Children show, call it a choir, one by one.
2) Landing when writing, position of the notebook.
An angle of 60 is drawn on the table° , on the sides of which a notebook is placed.
3) Exercises to develop the ability to hold a pen.
IV. Physical education minute.
Two huts
The two huts are tightly closed.
Open the windows and let the light in.
(Keep your fists in front of you. Unclench your fingers.)
V. Writing in notebooks according to the model.
___________ . ___________ .
___________ . ___________ .
____ ____ ____ ____ ____
VI. Summary of the lesson.
– What new did you learn?
– Did you like the lesson?
Straight stick
Goals: learn to write with a straight stick; develop fine motor skills of the hands.
Equipment: sand sheet, apple template, stencil card.
Progress of the lesson
I. Sand therapy.
For the lesson, you must prepare a box of sand in advance (box dimensions: 70´ 50 cm, height approximately 10 cm).
Sensitive palms
Children make prints of their palms: with the inside and outside, pressing them slightly and listening to their sensations.
"I'm pleased. I feel the coolness of the sand (warmth). When I move my hands, I feel small grains of sand.
How do you feel?
– Slide your palms along the surface of the sand; the same movements, placing your palm on the rib.
– Print your palm, fists, knuckles – fancy patterns.
– Walk along the surface of the sand separately with each finger, alternately with your right and left hands.
II. Drawing straight, curved and broken lines.
1) Travel to Literalland by boat.
– Today we will go with you to the country of Literallandia on a boat.
(Hatching of the boat.)
- Ready? Swung the oars!
Let's swim. (Show your hands swinging the oars.)
– Repeat how to hold a pen or notebook correctly when writing.
Notebook layout: main line, additional lines.
2) Working with the card.
III. Physical education minute.
Here are all my fingers
Here are all my fingers,
(Rotations of the hands.)
Turn them the way you want -
(Clap in front of you, lightly clap on the table, repeat turning your hands.)
And like this, and like this,
(Hands in front of chest, fingers locked,
Hands forward, palms forward.)
One two three four five,
(Circular movements with the hands, fingers in the “lock” - in the form of a “motor”.)
They can't sit again.
They knocked
(Tap your fingers together.)
Turned it over
(Rotations of the hands.)
And they wanted to work.
(Shaking movement with hands.)
Let your hands rest
(Shaking movements with bent arms.)
Now back on the road.
(Put your hands on the table.)
IV. Writing with straight sticks.
V. Summary of the lesson.
– What have we learned to write?
– What did you like? (Sand therapy).
Straight stick
with a curve at the bottom
Goals: learn to write letter elements; correction of motor memory based on exercises in memorization and reproduction.
Equipment: Picture of a large outdoor ship.
Progress of the lesson
I. Exercise for hands and fingers.
1) Flexion and extension of the hand into a fist alternately and simultaneously.
2) Circular movements of the hands with freely bent fingers.
3) Pressing the fingertips of one hand onto the fingers of the other.
4) “Clicks”.
5) "Hooks".
II. Writing with straight sticks.
– Today we will transfer from the boat to a large sailing ship and sail further through the country of Literary Land.
Big waves will meet us on the way. Let's show the waves with our hand.
But they won't scare us.
III. Physical education minute.
A set of special exercises for the eyes:
1) Blink quickly, close your eyes and sit quietly, slowly counting to five. Repeat 4-5 times.
2) At an average pace, make 3-4 circular movements with your eyes to the right side, and the same amount to the left side. Relax your eye muscles and look into the distance while counting 1–6. Repeat 1-2 times.
3) Close your eyes, strongly straining your eye muscles, on a count of 1–4, open your eyes, relaxing your eye muscles, look into the distance on a count of 1–6. Repeat 4-5 times.
Sunny bunnies
We wrote, we wrote,
Our fingers are tired.
You jump, fingers,
Like sunbeams.
Jump-jump, jump-jump.
We galloped onto the meadow.
The wind shakes the grass,
Tilts left, right.
Don't be afraid of the wind, bunny,
Have fun on the lawn.
Children come up with gestures for each line that depict the movements of bunnies.
IV. Chopstick writing with a curve at the bottom.
1) Explanation and demonstration.
2) Letter on a blackboard with chalk.
3) Letter by air.
4) Trace the sample through tracing paper.
5) Independent writing, counting writing: once and then.
V. Summary of the lesson.
– What did you learn in class?
Stick with a curve at the top
Goals: prepare children to write letters; develop fine motor skills of the hands.
Equipment: table with letter elements; sand leaf.
Progress of the lesson
I. Sand therapy.
– You can write not only in notebooks, but also in the sand.
Snakes played in the sand
And they wrote words with their tail,
The pattern was followed by loops -
These are letters to mother snake.
But the breeze blew
And covered all the sand.
You are now our magician!
Quickly add the words,
Help out mommy snake
The good power of magic.
(Writing straight, curved lines in the sand.)
Repeat previous exercises.
II. Repetition of completed elements.
1) Working with cards:
2) Writing sticks with a curve at the bottom.
III. Physical education minute.
We stretch our hands to the ceiling
We stretch our hands to the ceiling,
Like a flower to the sun.
(Stretching, arms up.)
Let's spread our arms to the sides,
It’s as if we’ll spread out the leaves.
(Stretching, arms to the sides.)
Let's raise our hands sharply up,
One two three four,
We flap our wings like geese.
And then we’ll quickly lower it.
(With a sharp movement, raise your arms straight out to the sides, then lower them.)
Like hopscotch, a little bit
We jump on the right leg.
And now on the left too.
How long can we hold out?
(Jumping on one leg.)
We had a wonderful rest
And it’s time for us to sit down at our desks.
IV. Chopstick writing with a curve at the top.
V. Summary of the lesson.
– What did you learn in class?
– What did you like?
straight stick,
stick with a curve at the bottom,
stick with a curve at the top
Goals: consolidate the writing of the studied letter elements; correction of motor memory.
Equipment: table with writing elements of letters.
Progress of the lesson
I. Exercises for hands and fingers.
1) Game “Horns and Legs”.
2) Hello, finger!
(While pronouncing each line, children massage the finger of the hand with which they write, bending it into a fist.)
Little finger, where have you been?
I went to the forest with this brother,
I cooked cabbage soup with this brother.
I ate porridge with this brother,
I sang songs with this brother.
This finger went into the forest
This finger found a mushroom
I began to clean this finger.
I fried this finger myself.
This little finger ate everything himself,
That's why I got fat.
II. Hatching objects outlined according to templates in different directions.
Today we set off on foot. First there will be a forest on our way. To pass it, you need to shade the Christmas trees.
III. Writing with straight sticks.
Repetition of the rules for landing and holding a pen.
Letter on a blackboard with chalk; tracing the sample yourself.
IV. Physical education minute.
(Children clench their fingers tightly into a fist. Count to ten. Easily lift and drop the relaxed hand.)
Hands on your knees
Fists clenched
Firmly, with tension,
Fingers are pressed.
Fists dropped.
The fingers unclenched.
Eye exercises:
1) Look at the bridge of your nose and hold your gaze for the count of 1–4. Do not let your eyes get tired. Open your eyes, look into the distance at the score 1–6. Repeat 4-5 times.
2) Without turning your head, look to the right, fix your gaze on the count 1–4, then look straight into the distance at the count 1–6. The exercises are carried out in a similar way, but with the gaze fixed to the left, up, down. Repeat 3-4 times.
3) Turn your gaze quickly diagonally: right – up – left – down, then straight into the distance on a count of 1–6. Then go left - up - right - down and look into the distance at the score 1–6. Repeat 4-5 times.
V. Writing with sticks with a curve at the bottom and top.
Lesson plan.
Date:
Class: 1 (type 2)
Item: Writing, reading and speech development
Subject: Writing elements of capital letters. Straight stick with a curve at the bottom and top, oval and semi-oval.
Goals: teaching the student to write the elements of letters - a stick with a curve at the bottom and top, an oval and a semi-oval.
Educational reproduce letter elements
Correctional development of visual perception and recognition, correction of fine motor skills to prepare students for learning to write
Educational I cultivate an interest in learning
Equipment: toy bear, activity envelope, colored stripes, toys and educational items, tokens
Type, method: game
| During the classes | Types of jobs | Corrective work |
| 1.Psychological attitude | Greetings | |
| 2. Report the topic of the lesson | A teddy bear song is heard. Who is singing this? Let's look. The bear has a letter. Let's read the letter. The teacher reads the letter: “Hello, guys. I brought you assignments. If you succeed, you will receive a prize." The teacher takes the assignments out of the envelope and hangs them on the board. 3. Work in a notebook Takes out 3 tokens. For completing the task you will receive a token. You need to collect all the tokens. | |
| 3. Work on the topic of the lesson | Tasks in a circle for spatial orientation on your own body and orientation in the surrounding space. First task. Mishka wants to meet you. Give a name. The bear wants to play with you. Game “Up - Down” (If the object is at the top, then the children raise their hands up, if the object is at the bottom, then the children squat). The teacher names the words: flower, plane, grass, dragonfly, stone, swallow... Game "Show". The teacher gives different instructions to the children: “Stamp your right foot, raise your left hand, close your right eye, touch your left knee. | Game "Upstairs - Downstairs" Game "Show". |
| 4. Physical exercise | My fingers will tell (claps hands with fingers spread) They will show everyone what they can do. (the same fingers of both hands touch each other 4 times). There are five of them on each hand (showing spread fingers). They can do everything, they will always help (clap their hands). The ball is thrown Linen is washed The floor is being swept They pinch, caress - Five and five of my dexterous fingers (show fingers of both hands). | Finger gymnastics. |
| 5. Consolidation | Today we will learn how to write a semi-oval. 1. Examination of the sample, its analysis. 2. Explanation of the spelling of the element and its writing on the board by the teacher. 3. Students write the element in the air. 4.Writing the element by students on the board. 5. Writing an element in a notebook for the office | Work in copybook |
| 6. Lesson summary | The student receives a token. All tokens have been collected. | |
| 7. Homework | Write it down in your notebook |
Topic: “Writing with long sticks with a curve at the top”
Tasks:
Teach children to write with straight sticks with a curve at the top.
Learn to lay out figures, correctly reproducing color, size, location.
Learn to sketch a border.
Develop visual and auditory perception and memory.
Cultivate perseverance and accuracy in work.
Plan:
1. Writing with sticks with a curve at the top.
2. Physical exercise.
3. Visual dictation
4. Sketching the border.
5. Auditory dictation.
6. Self-analysis.
7. Summary of the lesson.
Progress of the lesson.
I . Chopstick writing with a curve at the top.
Educator: - Today we will continue to learn how to write straight sticks with a curve at the top. Look at the sample on the board (sample A is displayed). Now I will show you how to write them (the teacher writes on the board).
A - sample
IN
We start writing from the bottom ruler of the working line, draw it to the upper intermediate line, then smoothly round it off, and draw the straight stick down to the middle of the upper intermediate line. We write the next stick slightly retreating from the first, leaving intervals between the sticks. When writing, we follow the rules: you cannot lift your hand from the line and circle the sticks twice. All sticks end at the same level at the bottom. Now we will write three sticks in the air to count: one - we move the stick from the bottom up, round it, two - we move it down. Open notebooks No. 2 with a line (the teacher reminds you of the hygienic rules of writing). Look, you have been given a sample of three sticks, let's continue writing on this line. (Children independently write with sticks until the end of the line. The teacher provides individual assistance).
Let's write the second line ourselves. (The teacher makes sure that all children complete the task to the end). Mark the best sticks with a red pencil dot.
II . Physical exercise.(See section 2. 3).
III . Visual dictation (Appendix 4) .
The teacher puts out a table: - Look at the table and remember what you will lay out on the table. What figure is in the center? (Green triangle). What figure is to the left of the triangle? (Blue square). What shapes are to the right of the triangle? (Two red stripes). What shapes are above the red stripes? (Two yellow stripes).
After analysis, the table is removed, the children independently lay out the figures on the table. The teacher monitors the laying out process, and at the end the table is put up again. Children compare their work with a model.
IV . Sketch of the border. The teacher suggests opening notebook No. 2 (lined): - Children, look at the second line (B), you yourself wrote a long stick with a curve at the top. On this line we will now sketch the edges. See how it should be done. (The teacher shows a sample on the board). Using a short line we connect the end of the curve with the long stick from left to right, we will get a border. (Children complete the task). Now let's shade the edges with short slanted lines from the left corner from top to bottom, and draw a small circle under the edge (B). That's how beautiful our border turned out! Mark the best edges with dots with a red pencil. (Children note). Exchange notebooks with your friends. Evaluate your friend's work honestly and fairly. (Children mark the best works with dots with a red pencil).
V . Auditory dictation.
Educator: - Open the squared notebooks (notebook No. 1). Look at the task: dots are made for two squares with a red pencil, take a pencil of the same color as the dots, connect the dots with this pencil, you will get square borders. Using the same pencil, shade the edges with oblique lines. Then draw a small red circle between two squares of the same size and color, and shade the circle with oblique lines of the same color. (Children complete tasks and compare their work with the exhibited sample A).
A - sample, done in red pencil.
The teacher encourages carefully completed work and notes those who completed the task on time.
VI . Introspection: Children mark the best shaded figures with dots, exchange notebooks and evaluate the work of their comrades.
VII . Summary of the lesson. Children tell their step-by-step actions in class and exchange impressions about what they did better.
Lesson No. 1
Topic: “Writing sticks with a curve at the bottom.”
1. Learn to write correctly using sticks with a curve at the bottom.
2. Develop auditory attention and memory when laying out figures according to instructions.
3. Continue to learn how to shade border figures with slanted lines.
1. Writing with sticks with a curve at the bottom.
2. Physical exercise
3. Auditory dictation
4. Sketching the border.
5. Self-analysis.
6. Summary of the lesson.
Progress of the lesson
I.Chopstick writing with a curve at the bottom.
Educator: - Today we will write sticks with a curve at the bottom - hooks in a lined notebook (No. 2). The sticks must be written separately, leaving windows between them. Look closely at sample (A).
A – sample.
I start writing a straight stick from the point that is on the bottom working line, from top to bottom and round it at the bottom. I leave a small distance between the sticks (shown on the board). Take the pencils correctly and write hooks in the air (children write in the air counting 1, 2, 3 - three hooks). Open your notebooks (the teacher reminds you of the hygienic rules of writing), look at the sample and write hooks on the dots, note that there are windows between the hooks - intervals. We don’t take our hand off the notebook when we write a hook. (The teacher checks the completion of the task). And now, under my dictation, we will write one pair of hooks (at the same time, the teacher keeps score, helps children in need, checks the success of the task and allows them to write the line to the end). Write the second line yourself, start from the top line (At the end of the task, children analyze their work. Dot the best hooks with a red pencil).
II.Physical exercise.(See section 2.3.).
III. Auditory dictation(Appendix 4) .
The teacher proposes to place two green stripes on the table vertically at a short distance from each other (the interval between them is two fingers wide), to the right, at a short distance from the second green strip, to place a medium-sized red circle, to the right, at a small distance from the circle, to place two blue ones horizontally stripes. There is an interval of three fingers between the stripes. The teacher makes sure that each part of the task is completed simultaneously by all children; at the end of the task, a sample is posted. Children check their work to make sure it is done correctly.
IV. Sketch of the border.
The teacher suggests carrying out further work in squared notebooks (notebook No. 1). - Open the squared notebooks and look at the sample (A).
A – sample
Today we will sketch the figures point by point, and you will tell me which ones yourself. If we connect the first figure point by point, will it work? (Square). Let's connect the second figure? (You will get a small square). Third figure? (Triangle). The fourth figure? (Circle).
We will write the second line, two squares away from the top, dot by dot ourselves. Be careful: first we will draw the edge of a large square, then a small square, then a large triangle, and finally a small circle (B). (The teacher checks the completion of the task). Now let’s shade each shape with oblique lines from top to bottom. (Show on the board by teacher B).
V. Introspection.- Mark the best figures yourself. Exchange notebooks and analyze your friend’s work.
VI. Lesson summary: children remember what they did at the beginning, after, and at the end of the lesson; each type of task is explained step by step. The teacher encourages every work and notes those who are especially attentive.
Lesson No. 2
Topic: “Long straight stick with a curve at the bottom”
1. Learn to write with long sticks with a curve at the bottom (to the right).
2. Continue to teach how to start and finish work at the same time.
3. Strengthen the skills of oblique shading.
4. Develop attention and memory.
5. Monitor compliance with hygienic writing rules.
1. Writing on long sticks with a curve at the bottom (hook).
2. Physical exercise.
3. Visual dictation.
4. Sketching the border.
5. Self-analysis.
6. Summary of the lesson.
Progress of the lesson
I. Long stick writing with a curve at the bottom (hook.)
Educator: - Today we will write long sticks with a curve at the bottom in a checkered notebook (explains his movements). On the left we skip one cell and write a long stick from top to bottom, not reaching the bottom corner, smoothly round it to the right, touching the bottom edge of the cell and draw it up to the right corner of the bottom cell. We skip one cell and write the same stick and so on until the end of the line (A).
A - sample
Everyone took the pencil correctly, don’t squeeze your fingers too hard. First, we will write sticks in the air counting 1-2 - long stick, 3 - rounding to the right and up. We open the notebooks, put them in the corner, sit up straight, without touching the table. Write three sticks and raise your hands. (If the children wrote correctly, they continue to write further, if they don’t have time, the teacher explains individually). Skip one cell and we’ll write the task ourselves (B). (The teacher checks the completion of the task). Mark the best hooks with a red pencil dot.
II. Physical exercise.
We wrote, we wrote, and now everyone stood up together!
Let's stomp our feet, clap our hands,
Then we clench our fingers, sit down and start again.
III. Visual dictation.
The teacher attracts the children's attention and shows a colored table. - What geometric figure is on the left? (Big square). And to the right of him? (Small square). What is the figure between the small red square and the small red circle? (Yellow triangle). Look at the table again and make the same pattern. (The table is closed, the children complete the task, the correctness of the task is checked using the table).
IV. Sketch of the border.
The teacher explains the task with a display on the board (B): - On the third line, first we will write long sticks with a curve, then from left to right with a short line we will connect the long stick with the upper corner of the curve, and above it we will draw a small circle. We shade the border with short oblique lines from the top corner from top to bottom. So we shade the border to the end of the line. (Children complete the task independently).
V. Introspection: - Mark the best edges with dots on top.
VI. Bottom line: children tell their operational actions. Encouraging children.
Lesson No. 3
Topic: “Writing with long sticks with a curve at the top”
1. Teach children to write with straight sticks with a curve at the top.
2. Learn to lay out figures, correctly reproducing color, size, location.
3. Learn to sketch a border.
4. Develop visual and auditory perception and memory.
5. Cultivate perseverance and accuracy in work.
1.Chopstick writing with a curve at the top.
2. Physical exercise.
3. Visual dictation
4. Sketching the border.
5. Auditory dictation.
6. Self-analysis.
7. Summary of the lesson.
Progress of the lesson.
I. Chopstick writing with a curve at the top.
Educator: - Today we will continue to learn how to write straight sticks with a curve at the top. Look at the sample on the board (sample A is displayed). Now I will show you how to write them (the teacher writes on the board).
A – sample
We start writing from the bottom ruler of the working line, draw it to the upper intermediate line, then smoothly round it off, and draw the straight stick down to the middle of the upper intermediate line. We write the next stick slightly retreating from the first, leaving intervals between the sticks. When writing, we follow the rules: you cannot lift your hand from the line and circle the sticks twice. All sticks end at the same level at the bottom. Now we will write three sticks in the air to count: one – we move the stick from the bottom up, round it, two – we move it down. Open notebooks No. 2 with a line (the teacher reminds you of the hygienic rules of writing). Look, you have been given a sample of three sticks, let's continue writing on this line. (Children independently write with sticks until the end of the line. The teacher provides individual assistance).
Let's write the second line ourselves. (The teacher makes sure that all children complete the task to the end). Mark the best sticks with a red pencil dot.
II. Physical exercise.(See section 2.3).
III. Visual dictation(Appendix 4) .
The teacher puts out a table: - Look at the table and remember what you will lay out on the table. What figure is in the center? (Green triangle). What figure is to the left of the triangle? (Blue square). What shapes are to the right of the triangle? (Two red stripes). What shapes are above the red stripes? (Two yellow stripes).
After analysis, the table is removed, the children independently lay out the figures on the table. The teacher monitors the laying out process, and at the end the table is put up again. Children compare their work with a model.
IV. Sketch of the border. The teacher suggests opening notebook No. 2 (lined): - Children, look at the second line (B), you yourself wrote a long stick with a curve at the top. On this line we will now sketch the edges. See how it should be done. (The teacher shows a sample on the board). Using a short line we connect the end of the curve with the long stick from left to right, we will get a border. (Children complete the task). Now let's shade the edges with short slanted lines from the left corner from top to bottom, and draw a small circle under the edge (B). That's how beautiful our border turned out! Mark the best edges with dots with a red pencil. (Children note). Exchange notebooks with your friends. Evaluate your friend's work honestly and fairly. (Children mark the best works with dots with a red pencil).
V. Auditory dictation.
Educator: - Open the squared notebooks (notebook No. 1). Look at the task: dots are made for two squares with a red pencil, take a pencil of the same color as the dots, connect the dots with this pencil, you will get square borders. Using the same pencil, shade the edges with oblique lines. Then draw a small red circle between two squares of the same size and color, and shade the circle with oblique lines of the same color. (Children complete tasks and compare their work with the exhibited sample A).
A – sample, done in red pencil.
The teacher encourages carefully completed work and notes those who completed the task on time.
VI. Introspection: Children mark the best shaded figures with dots, exchange notebooks and evaluate the work of their comrades.
VII. Summary of the lesson. Children tell their step-by-step actions in class and exchange impressions about what they did better.
Lesson No. 4
Topic: “Writing circles alternating with two straight sticks”
1. Teach children to write circles in lined notebooks for 1st grade, alternating them with straight sticks.
3. Continue teaching children to shade border figures with inclined lines (circles) and lines from right to right (rectangles).
1. Writing circles alternating with two straight sticks.
2. Physical exercise.
3. Visual dictation.
4. Sketching the border.
5. Self-analysis.
6. Summary of the lesson.
Progress of the lesson
I. Writing circles alternating with two straight sticks.
Educator: - Today we will learn to write circles in lined notebooks (notebook No. 2). Look at sample (A).
We begin to write a circle from the point that is on the top line of the working line, draw the pencil down (shown by the arrow), constantly rounding the line, bring it to the middle of the distance of the working line, smoothly rounding to the left, bring it to the middle of the working line of the working line, smoothly rounding to the left and draw , constantly rounding, without lifting the pencil to the point, connect to the beginning of the line (A). It turned out to be a circle. We step back a little and write two straight sticks, leaving a distance between them. We write the sticks the same height as the circle.
The teacher asks how the children understood and reminds them of the hygienic rules of writing.
Take a simple pencil and write in the air, counting 1 - a circle, 2 - a straight line, 3 - a straight line. Look at the examples in your notebook and write the entire line to the end (A). On the second line we write ourselves. (Children write, the teacher checks). Mark the best written circles with dots using a red pencil (B).
II. Physical exercise.(See section 2.3.).
III. Visual dictation(Appendix 4) .
Take a close look at the table:
What color are the stripes? (Blue).
How many stripes are there in total? (4).
How are they located? (Corner).
How many corners are there on the table? (2 corners).
How are the corners located? (One is on the left, the other is on the right).
How many geometric shapes are there on the table? (Two).
What geometric figure is located on the left? (Circle).
What geometric figure is located on the right? (Triangle).
What color is the triangle? (Yellow).
Where is the red circle? (Inside the first corner).
Where is the yellow triangle? (Inside the second corner).
The teacher suggests getting individual boxes with geometric shapes and draws attention to the fact that the corners on the table are located on the same level. The teacher removes the table and checks the progress of the task. Children compare their work with the model (a table is displayed). Correct errors.
IV. Sketch of the border.
Educator: - Open the notebooks in a line (notebook No. 2). Look at the second line that you did yourself: circles and sticks. Let's connect two sticks from above and below with straight lines from left to right and we will get a rectangle. (Children connect sticks B). Shade the circles with oblique (oblique) lines from top to bottom, and the rectangles with lines from left to right. (Children complete the task, the teacher monitors the children’s seating and provides individual assistance).
V. Introspection.- Evaluate your work. (Children put dots with a red pencil over the correctly completed figure.) Now I will select one child from each row. They will select the most accurate and correctly completed work, in their opinion, and give them an assessment.
VI. Summary of the lesson. Children list each completed task step by step and mark those where they found it difficult.
Lesson No. 5
Topic: “Writing ovals alternating with circles”
1. Learn to write ovals in lined notebooks for first grade, alternating with circles.
2. Develop auditory attention and memory when laying out figures from stripes and geometric shapes.
3. Continue to learn how to shade border figures: ovals with straight lines, circles with dots.
1. Letter of ovals alternating with circles.
2. Physical exercise.
3. Auditory dictation.
4. Outlining the shapes.
5. Sketching the border.
6. Self-analysis.
Progress of the lesson
I. Letter of ovals alternating with circles.
The teacher shows a sample and explains the sequence of writing ovals and circles (A, B).
B – oval alternates with a circle
B – (acorn, currant).
We start writing from a point on the top line of the working line, move the pencil down, bring it to the middle of the working line, smoothly round it to the left and continue to draw down to the bottom line of the working line, smoothly round it to the left and draw, without lifting the pencil, to the point and connect it to the beginning of the line. The result is an oval. We retreat a little and write a circle in the same way from the top line of the working line, on which the dot is located, draw the pencil down, constantly rounding the line, bring it to the middle of the working line, smoothly rounding to the left, draw it down to the bottom line of the working line, rounding to the left and bring it, constantly rounding to the middle of the working line, and again rounding to the right, we bring it to the top point and connect it to the beginning.
The teacher suggests taking a pencil and writing an oval and a circle in the air: one is an oval, two is a circle.
Open your notebooks and look at the sample carefully. (Reminds us of hygiene rules for writing). Place the pencil on the oval dot, step back and place the pencil on the circle dot. (Children write the line to the end.) On the second line you also have an oval and a circle written, write them yourself. (Children write). Now evaluate your work. (Children choose the best ovals and circles from what they have written, put dots on them with a red pencil. The notebooks are put away on the edge of the table).
II. Physical exercise.(See section 2.3.).
III. Auditory dictation(Appendix 4) .
Take four blue stripes and build a ladder out of them. To the left of the ladder, place a medium red square at the bottom, to the right of the ladder at the top, place a medium green square. Complete the task yourself. (At the end of the work, a table is displayed, the children compare their work, correct mistakes, the teacher rewards the most attentive ones).
IV. Outlining geometric shapes.
The teacher asks to open notebook No. 1. (In the notebook there is a circle circled on the second line): - Place a small square on the first line, circle it with the same pencil of what color it is, and shade it with dots. (After completing the task, the teacher asks questions):
Where is the square? (Above the circle).
Where is the circle? (Under the square).
V. Sketch of the border.
The teacher asks to get notebooks No. 2 (lined for first grade):
Look at the second line (B) that you wrote yourself. What does an oval look like? (For beans, cucumber, etc.). Look - this is an acorn, what is its shape? (Oval). Let's draw an oval to make an acorn. Let's draw lines from left to right, draw a small tail on top. What does a circle look like? (For currants). Shade the circle with dots. We will get a beautiful border of acorns and currants.
VI. Introspection. Children evaluate their work and their comrades. The teacher offers to organize an exhibition of the best works. For this purpose, two children are selected and they, at their own discretion, select the best works.
VII. Summary of the lesson. Children make up a short story about the step-by-step work in the lesson. They note where they struggled and their successes.
Lesson No. 6
Topic: “Writing alternating ovals and sticks with a rounding at the top and bottom, connected to each other”
1. Continue teaching children to write ovals in lined notebooks for first grade, alternating them with straight sticks, with curves at the top and bottom, connected to each other.
2. Develop visual attention and memory when laying out figures from stripes and geometric shapes.
3. Continue teaching children to shade border figures with straight and slanted lines.
1. Writing alternating ovals and sticks with a rounded top and bottom, connected to each other.
2. Physical exercise.
3. Visual dictation.
4. Sketching the border.
5. Self-analysis.
6. Summary of the lesson.
Progress of the lesson
I. A letter of alternating ovals and sticks with a rounding at the top and bottom, connected to each other.
A sample is hung on the board.
A – sample.
The teacher suggests opening notebooks No. 2 (for first grade):
Look at the example in your notebook and on the board (A). Today we will write complex figures. We start writing from the point that is on the top line of the working line, draw down to the middle of the distance of the working line, round it to the left and continue to draw the line down to the bottom line of the working line, smoothly round it to the left and draw, without lifting the pencil, to the point and connect it to the beginning lines. The result is an oval. Then, on the right side of the oval we write a hook, start from the top and lower the stick down, round it to the right, and we get a second hook. Nearby we begin to write a second oval just like the first. Please note: the top hook is connected to the first oval, the bottom hook is connected to the second oval. We step back a little and write the following group: oval, hook, oval. And so on until the end of the line. We write the second line ourselves. (Children write and mark the best group of figures).
II. Fizminutka(see section 2.3.).
III.Visual dictation(Appendix 4).
The table is displayed: - Children, pay attention to how the sticks are located, how many there are, what color they are, what is on the left, in the center, on the right. (The table is removed, the children lay it out, then check the table and correct mistakes).
IV. Sketch of the border. The teacher asks to open the lined notebooks (notebook No. 2): - Look at the second line (B). You have completed a task involving ovals alternating with rounded sticks. Now we will sketch the edges of the ovals with straight lines from top to bottom from left to right. (Children complete the task).
V. Introspection. Children mark the best figures with dots with a red pencil, exchange notebooks with friends and evaluate their work.
VI. Summary of the lesson. Children tell in order what work was done, note which tasks were performed better.
Ministry of Education of the Republic of Karelia
state budgetary educational institution of the Republic of Karelia
"Special (correctional) general education school - boarding school No. 21"
(GBOU RK “Boarding School No. 21”)
Lesson summary in preparatory "B" class
in Russian on the topic:
Developed by:
primary school teacher
Surkova Galina Lvovna.
Petrozavodsk, 2015
Russian language lesson.
Subject: “Slanted lines with curves at the bottom and top.”
Purpose of the lesson: to create conditions for the formation
Lesson objectives:
a) educational:
- developing graphic skills for writing lines with curves at the top and bottom;
Correct attention by completing tasks.
Correction and development of students’ personal qualities, emotional-volitional sphere (self-control skills, perseverance)
c) educational:
- nurturing in children such qualities as hard work, independence, accuracy when performing tasks;
- develop the ability to work in pairs.
Formable ECUs:
Subject:
Introduce the concept "straight slanted lines with a curve at the bottom and top”;
Be able to write small and large straight lines with curves at the bottom and top according to the algorithm.
Personal:
Positive attitude towards learning;
Interest in writing lessons;
Understanding other people, showing kindness and respect for them;
Awareness of responsibility for yourself and for your actions.
Metasubject:
Regulatory BUD:
Evaluate performing work from the point of view of calligraphic writing of letter elements, completing the drawing.
Withdraw (together with the teacher) actions performed when writing from dictation
Cognitive BUD:
Analyze sample letter elements,pick up comparisons,remember names of elements.
Compare new elements with those already studied,find there are similarities and differences between them.Call letter elements,fulfill the necessary movements when writing them according to the algorithm.Circle outline drawings,paint their letter elements,circle letter elements in gray andwrite them yourself.
Communicative:
provide the necessary mutual assistance in cooperation, exercise mutual control
Equipment:
Notebooks, cards with elements of letters, plasticine, semolina on trays, beans, multi-colored sand, geometric handouts, massage balls, fishing rods (toys), fish, a bowl of water, blackboard, chalk, computer, video physical exercises, song “Amateur Angler” "
During the classes:
I. Organization of the beginning of the lesson.
- So, friends, attention -
After all, the bell rang.
Make yourself comfortable -
Let's start the lesson soon!
II.Corrective minute.
1. Breathing exercises.
I breathe freely through my nose,
Quieter - louder, whatever you like.
Without breath there is no life,
Without breathing, the light fades.
Birds and flowers breathe,
He, and I, and you breathe.
2.Articulation gymnastics.
Smile people
Then lips - forward!
And we do this six times.
All! I praise you! It's a start!
3. Finger gymnastics.
III. Determining the topic of the lesson.
- Guys, the blizzard that happened yesterday left snowflakes and mixed up the elements of the letters that I prepared for the lesson.
- Find elements that we know and have already written in previous lessons.
Let's check if you completed the task correctly (sprinkle colored sand on cards with tape attached).
What elements are left? Guess what they are called. (Children express their guesses.)
III. Working on the topic of the lesson.
1) Preparing your hand for writing.
- Lay out the first line element along the contour with a curve at the bottom using circles from the set.
What object does this element resemble?
Do you have your hooks ready, where can they be useful?
I suggest you take your fishing rods and go fishing! (music plays and children fish with fishing rods).
Well done! The fish were caught and rested.
Finger gymnastics.
The fish swims in the water,
The fish have fun playing.
Fish, fish, mischief,
We want to catch you.
The fish arched its back
I took a bread crumb.
The fish wagged its tail.
The fish quickly swam away.
Then they independently circle the element in the notebook.
Students write letter elements using algorithms:
1. Place your hand at the starting point, trace the stroke, and then trace the element along the dotted line.
2. Place the pen at the starting point, trace the stroke and write the given element yourself.
Exercise for the eyes.
The eyes see everything around
I'll circle them.
The eyes are given to see everything -
Where is the window and where is the cinema?
I'll draw a circle with them,
I'll look at the world around me.
3) Modeling the second element from plasticine, placing beans on the element.
Tracing the completed element with a finger.
Physical education minute.
Video on computer.
4) Prescribing the second element on the semolina and in the notebook.
Micro summary: What element did you learn to write?
(Louise will read, Sasha will show)
IV. Consolidation.
Today is Sasha's birthday. We all congratulate him. I suggest you make the following gift: circle the balloons and decorate them with the studied letter elements.
V. Summing up. Reflection.
Today's lesson was successful
It was not in vain for you.
You all worked really hard.
Did you like it, friends?
What was difficult to accomplish?
What elements of letters did we continue our acquaintance with today?