Objects with the sound s. Sound

Words with the letter Y in the middle of the word: roof, mouse, smoke, hole,
The letter Y at the end of a word: cars, balls, tables,

Do you know this letter?
It is in the words: “moles”,
"Beads", "cheese" and in the word "we".
Remember the letter...

Poems about the letter Y() (more )
Here's the axe.
The log is nearby.
We got what we needed:
The result is the letter Y -
We all should know it.

And the poor letter Y
Wanders around with a stick, alas.

In Russian, alas,
There are no words starting with "Y".

The letter "Y" has a strange sound:
It's like "I", but harder than "Y".
Dimka turns into haze,
Milu into soap, and rice into lynx.
Lynx, similar to Timka,
And I’ll tell the lynx - scatter!

Letter Ynot to be at the beginning
But both YOU and WE have met
That letter, tearing off the saffron milk
And gliding on fast skis

WE are passing the letter "Y",
The word contains "pants"
In the word "smoke" and in the word "bull",
Are you used to this letter?

Do you know this letter?
It is in the words "moles"
"Beads", "cheese" and in the word "we".
You remember the letter "Y"!

The mice came out of the hole,
nibbled on hearty cheeses.
And candy and beans,
And cutlets and mushrooms.

The cat dreamed of a full dinner:
Leaky cheese on the window,
The fish was fried in the oven,
The MOUSE sent rolls.

I know: the bull and the mouse,
Soap, smoke, poke, balls.
Bittern, ski track, hole, baby...
There are a lot of words with letter "Y".

Pure sayings with the letter Y
RY-RY-RY - I will eat mountains.
YR-YR-YR - the mouse found the cheese.
DY-DY-DY - here's a glass of water.
YD-YD-YD - to be greedy is a shame.
WE-WE-WE are already waiting for winter.
YM-YM-YM - smoke was coming from the chimney.
NOW-NOW-NOW - we will wait for spring.
EUN-EUN-EUN - son in the garden.

Tongue twisters with the letter Y()
Mila washed the bear with soap,
Mila dropped the soap.
Mila dropped her soap
I didn’t wash the bear with soap.

The letter Y bought soap,
She washed the dishes with it.
Soap lathered and soap,
The soap had a lot of power.

- Do you think the letter Y is washed with soap?
- Imagine that the letter Y has lost its stick. Who will she turn into then?

Images of the letter Y

Defectology - sound [Y].
My child did not know how to pronounce the sound [Y]: he has a BEAR and a MOUSE - everything is the same. I tried to explain how to set the language, but it was all in vain...

After rummaging around on the Internet, I found several notes about how to help a child - here they are:
1) wide smile, open your mouth wide (there is a gap of about 2 cm between the upper and lower teeth), hide the tip of your tongue behind the upper incisors and pronounce the sound YYYYYY.
2) Hold a pen or pencil between your teeth (not put it in your mouth, but hold it across between your teeth so that your tongue does not rise up) and say “And.” When the child understands where the sound “Y” is formed, he will be able to pronounce it himself.
2a (in other words): Let the child smile and say “I.” Then take a pencil or spoon and push the tip of your tongue back. In this case, the tongue should be “bumpy”, and also show by personal example.
3) You must first ask to pronounce the sound “I”, then ask to pull the tongue back and press the back of the tongue down.
4) For the child to understand how the sound “Y” is formed, let him say “KY-GY-KY-GY” - it’s the sound “G” that will help the tongue move back.
5) Say a long “Uuuuuuuuu”, and then, without changing the position of the tongue, change the position of the lips, stretching them into a smile.
6) Pronounce the sound “Mmmmmmmmmm”, then open your mouth a little, stretching your lips in a small smile - you get “mmmmmyyyyy”.

We made it!!! :) Now the sound “Y” is there, you just need to practice a little for a few days :) Exercises No. 1, 5, 6 gave the greatest results. My son really liked Exercise No. 2 (after all, it’s not every day that mom allows him to put a pencil in his mouth! :), but in my opinion it didn’t give the same result (or I didn’t do it quite right).

A tale about the letter Y()

One day the letters began to play a game: each of them took turns naming the words that began with it. The letter that could not name the word was lost. The letters hard sign and soft sign refused to play, saying that they had a lot to do and had no time to play.

The remaining letters were played many times, and each time the letter Y became the loser. She couldn't think of a single word that started with her.

Having lost once again, the letter Y was very upset and decided to leave the alphabet. She said:

There is not a single word that begins with the letter Y. This means that I am not needed in the alphabet, I will leave and never return.

The letters began to persuade her to stay, but Y was adamant.

What could convince you to come back? - then the letters asked.

Topic: Sound [s], vowel letter Y.

The concept of words in singular and plural.

Goals: Create conditions for students to become familiar with the letter Y, the sound [s], words in the singular and plural.

Develop speech, thinking, memory.

Cultivate discipline and interest in the subject.
Equipment: travel map; examples of writing the letter Y; cards with words, syllables; subject pictures.

During the classes

1. Organizational moment.

Let's get ready for work and smile at each other.

I am glad to see your smiles, and I think that today’s lesson will bring us all the joy of communicating with each other. Good luck to you!

2.Updating basic knowledge.

We'll go to the forest for science today

Dear, we won’t go anywhere from the path

But so that we can reach the forest sooner

We must repeat all the knowledge.
-You guys, don’t yawn and answer quickly.

What two groups are sounds divided into?

How are vowels different from consonants?
Continue with the sentences.

The sounds we...

Letters we...

There are so many miracles around here!

We're walking, we're walking,

Raise our hands higher!

Suddenly we see:

Near the bush a chick fell out of its nest.

Quietly we take the chick

And we put it in the nest.
- Look, the leaves have fallen from the tree and formed syllables with a new letter.

Let's read them slowly, quietly, loudly, quickly.

How are the consonants before s pronounced?

Come up with words with a new letter.
- Let's take the second path. I wonder what number we will find out about? We're not having a math lesson.

Look who we met on the way? (hare)

Let's read the words in the primer on p. 44 and use a simple pencil to underline the last letters in the words.

What conclusion can be drawn? (In the plural, the letters s or i can be at the end of words).

And what other letter can be at the end of words in the plural, we will find out by playing the game “Find the Pair”.

I say words in the singular, and you choose a pair in the plural.

deer deer

Matryoshka dolls

Table-tables

Book-books

Window-windows

Log-logs

What other letter can plural words end with?

6. Physical education minute

Hands raised and shook -
These are trees in the forest.
Hands bent, hands shaken -
The wind blows away the dew.
Hands to the sides!
Let's wave smoothly -
These are the birds flying towards us.
How do they sit down?
We will also show -
The wings were folded back.
- Compare the capital and printed letter s.

How are they similar? What is the difference?

Open the copybook on p. 12. What elements make up the capital letter s.

We start writing the letter from the top. First, we round the inclined line, almost reaching the line, to the middle of the letter, turn, draw the line upward and write an inclined line with a curve at the bottom. (letter letter)
7.Finger gymnastics

We wrote

We wrote

And let's start writing again.

Letter of syllables.
Read the syllable. What letters does a syllable consist of? Where do we start writing? Using a simple pencil, underline the syllable that turned out best. (similar work with the syllables py, ty, ry)

How do we denote the consonant sounds in these words? (denote)

Now we have passed the second path.
8. Lesson summary

Let's remember what new we learned in class today?

Which letter did you meet?

What number can words have?

Let's return to the stone, we will continue our journey in the next lesson.

Topic: Introduction to N. Nosov’s story “The Living Hat.”

Goal: To teach children to understand the humor of the situation; to clarify children’s ideas about the features of the story, its composition, and its differences from other literary genres; teach children to come up with the continuation and ending of the story.

Materials: A sheet of paper divided into three parts for each child, colored pencils, an illustrated book by N. Nosov “The Living Hat”.

Progress of the lesson:

1). The teacher reads an excerpt from any poem; then an excerpt from the RNS “Kolobok”, it becomes clear how these works differ from each other. The concepts of literary genres, fairy tale and poem, are being consolidated. A poem is written by a poet, it consists of short lines that contain rhyme. A fairy tale is written either by a writer or by a people. Miracles happen in a fairy tale; there are fairy-tale animals and characters. The fairy tale has a beginning, a beginning: “Once upon a time there were”, “In the thirtieth kingdom”, etc., there is also an unusual ending: “They began to live - to live well and make good things”, “Whoever listened - well done, here are the fairy tales – end”, etc.

In this lesson, children are introduced to the story, another literary genre. A story is a story that actually happened in life, or could happen. The story is written by a writer, there are no miracles, fairy-tale expressions or characters in the story; in the stories, animals do not talk or behave as in fairy tales.

2). The teacher reads out N. Nosov’s story “The Living Hat” and examines the book’s illustrations. After reading, a conversation is held about what they read, the children answer the questions: - Who are the main characters? – Is this story funny? – What did you find the funniest? Why did the boys think the hat was alive? - Tell me how scared the boys were. - How did they find out the secret of the hat? - The story is called “The Living Hat”, what is another name for this story?

3). Physical education “Snowballs”.

Imagine that we are now outside, the first snow has fallen. We wanted to play in the snow, let’s remember how the guys from the story “fired” potatoes at the hat, let’s try to imagine it. Movements are performed - tilting, collecting snow with your hands, making a snowball, throwing, starting position. (3 times).

4). Introducing children to the composition of a story.

Each work (poem, fairy tale, story) has its own composition, like a construction scheme - beginning, middle, end. The teacher draws the children's attention to a sheet of paper divided into three parts. The teacher gives an example on the RNS “Kolobok”. In the first part of the sheet, draw a bun on a saucer (baked, cooling). In the second part of the sheet, we draw a forest, a path on it (he went traveling). In the third part - we draw the face of the fox, the bun sits on the nose (the bun sings its song for the last time).

The teacher and the children analyze the composition of N. Nosov’s story “The Living Hat” - beginning, middle, end. Children are asked to independently name the parts of the composition and depict them on a sheet of paper. After the children work independently, an analysis is done together with the teacher on the board.

In the first part of the sheet - we draw a hat lying on the chest of drawers, a cat sitting on the floor, a flying fly. In the second part of the sheet, we draw a hat with a cat’s tail sticking out from under it. In the third part - we draw a cat, an inverted hat, scattered potatoes on the floor. (The option presented by the teacher is not mandatory; children may have their own. The correct sequence of parts of the composition is checked.)

5).A new task is offered to children - “Come up with an ending to the story.”

The teacher reads out the beginning and middle of the story: “One summer, the children went into the forest to pick berries. The day was sunny. We found a clearing with berries visible and invisible on it. The children rushed to collect them: some in their mouths, some in a jug, some in a basket, some in a bucket. We collected a lot of berries. We got tired and decided to rest. We sat down under a bush to have a snack, what we brought with us, some tea in a thermos, sandwiches, some juice with cookies. We had a snack and lay down on the grass. And suddenly……". What happened next and how this story ended, children are asked to come up with. We are reminded that you need to come up with the ending of a story, not a fairy tale. 2-3 options for ending the children’s story are listened to; if difficulties arise, the teacher helps.

6). Conclusion: Remember the story we met today, the writer, what the content of the work is about. How does a story differ from a fairy tale, from a poem? Every literary work has a composition, a structure - a beginning, middle and end.

The question is whether the children liked the activity.

1. Sound mosaic.

Sheet 5x5. The tokens are brown and gray. If the word has the sound [s] - a gray token.

Words: table, chair, mouse, damn, wedge, rice, smoke, risk, soap, growth, lynx, elk, wolf, zebra, fish, gnome, jump, squirrel, hernia, fireplace, chalk, port, red, sugar, thunder.

2. There is a commotion at the zoo. The animals have escaped from their cages! “Cells” (frames approximately 5x5 cm) of yellow and black colors are drawn on the leaves. If the name of the animal has the sound [s] - return it
in a black checkered pattern. If there is no such sound, go to the yellow square.

Toys: bull, fish, mouse, elephant, hippopotamus, crocodile, fox.

3. The third wheel.

If there is no sound [s] in a word, it is a redundant word. Find such a word in each chain: rat, roof; Paris, Crimea; thunder, balyk; cap, hole, nose; nest, cherry plum, wad.

4. Sort the pictures into two groups: at the end of the word there is a sound [s] or [and]. Approximate list: people, birds, tables, clocks, animals, clouds, balls, balls, boots, cabinets.

5. Target.

Take 7 tennis balls and place a bucket near you. When throwing a ball into a bucket, say words with [s].

6. Find in the picture and name 9 words with [s].

(Two mice are skiing down the mountain. The mice are wearing hats, mittens, felt boots, pants, sweaters, scarves): pants, sweaters, mice, tails, skis, ears, scarves, noses, teeth.

7. Draw a seven-colored flower with those felt-tip pens that have the sound [s] in their names. (orange, green, red, yellow, pink, lilac, purple).

8. Try to come up with a word that begins with the sound [s].

9. Make diagrams of the words: wing, thought, plums, smoke.

10. Remember the names of different people you know. In which of them does the sound [s] occur?