primary school teacher

Marmyshova Elena Viktorovna

Literacy lesson (writing) in 1st grade.

(according to N.V. Nechaeva’s words – L.V. Zankov’s system)

Lesson topic : « Lowercase and capital letters Ш, Ш».

Target: learning to write the letters Ш, Ш, syllables and words.

Tasks:

Teach writing the lowercase and capital letters Ш, Ш, syllables and words with this letter; learn to write syllables, words and sentences with learned letters;

Expand your vocabulary, develop skills of self-control and self-esteem, mutual testing, work on developing attention;

Build student self-esteem and independence.

Expected results:

As a result of the topic studied, children should:

1. Be able to write lowercase and capital letters sch, Ш, syllables and words with these letters;

2. Be able to answer questions in writing and make proposals;

3. Be able to characterize sound.

Equipment: presentation, computer, projector, screen, demonstration card with letters, evaluation sheets.

During the classes:

	Lesson steps	Activity teachers	Activity student	UUD
	Motivation. Emotional mood.	We are starting a writing lesson. Let's start the lesson with a smile and a good mood. Give your smiles to me, your friends and our guests. What do we learn in writing lessons? Our lesson motto: The pen writes, but the mind leads. How do you understand this proverb? Slide 2		Positive motivation and cognitive interest.
	Updating knowledge	Game "What's extra?"Slide 3 R, S, A, w, I, O; (The extra letter "sh" is lowercase.) e. e, i, yu, i, a; (The extra letter “a” indicates the hardness of the consonant.) R. m, n, l, sch; (The extra letter “ш” - it always denotes a soft consonant sound.) What other letters always represent soft consonant sounds? (Letters "ch" and "y".) What was the last letter you met? (with the letter H) Describe the sound.Slide 4	Looking at letters on the screen. Repetition of learned letters.	Summarize, compare, highlight the main thing.
	WITH communicating the topic of the lesson, setting a learning task.	On the board: card with the letter SH.Slide 5 Staginglesson objectives children. What will we work on in class? (Learn to write letters Ш, syllables, words and proposals with her.) Mystery: He plays, barks loudly, He doesn't know boredom at all. On the way it knocks you off your feet, Smart, small... (puppy) Describe the first sound in a word. Sound characteristics [ш"]: consonant, deaf, always soft.		Be able todetermine and formulate the goal in the lesson with the help of the teacher; pronounce the sequence of actions in the lesson.
	Phonetic exercises + physical exercises	Now let’s practice our ability to hear the right sound in a word. Stand up. If we hear the sound in a word[sch"], clap your hands: BRUSH, silk, NUTCRACKER, honest, life, TONGS, BOX, hike, CHEEK, cloud, PIKE, stove, FAREWELL, GROVE, whisper.	Doing exercises.
4 .	The stage of acquiring new knowledge. Problematic situation	We will work in the copybook on page 21. Let's explore elements in the copybook. What elements still need to be added to make a letter? (short slanted line with a curve at the bottom to the right) The letter Ш, Ш on the screen. Slide 6-8 Compare the written and printed letters. How are the letters similar and different? What letter elements are you familiar with? What letters did they appear in? Learning to write lowercase and capital letters Ш. Display on the board. Writing letters in the air. Trace the letter according to the example in your notebook. Recording syllables. Circle the capital letters on the line. Check how you learned to write the letter Ш.	Examination of letter elements on the screen. Writing new letters.	Navigate the knowledge system: distinguish new from already known with the help of a teacher.
	Exercise for the eyes	"Puppy plays ball" Slide 9	Doing exercises.
	Primary consolidation.	What time of year is it now? It is very cold in winter. Things are bad for our smaller brothers. But people take care of pets. But the birds need our help. How do you help birds survive the cold winter? What birds come to the feeders? In spring, birds will return to us from warm countries, and their beautiful songs will sound everywhere. Reading the sentence:Spring in the grove chirped nimble goldfinches. What do you know about these birds? The goldfinch is not a migratory bird, but from the beginning of winter to mid-April, goldfinches gather in flocks and migrate short distances in search of food. The goldfinch is a cheerful, agile, dexterous bird with beautiful plumage.Slide 10 Who is this sentence talking about? Let's emphasize one line. What is said about goldfinches? Let's emphasize with two features. These are the main members of the sentence. - What are the names of the other words in the sentence? We will answer your questions. Goldfinches (which ones?)nimble Twittered (where?)in the grove Twittered (when?)in the spring Have you heard goldfinches chirping?Listening to the recording. Working on a tongue twister Slide 11 The goldfinch chirped with the goldfinch, I tickled my goldfinches, And the goldfinch And the goldfinch They squeak at the goldfinch.	Answering questions, formulating complete sentences. Gain new knowledge: find answers to questions using copybooks.	Express your thoughts orally and in writing. Carry out analysis to identify significant features.
	Generalization and systematization of knowledge.	Work in pairs. Our puppy got lost. Find a word on the pagePuppy . Let's complete the task. We will work in pairs. The puppy is running. The goldfinch is flying. The worm is crawling.	Complete the task by pronouncing new sentences.	Learn to work in pairs, formulate your own opinion and position; jointly agree on the rules of behavior and communication at school and follow them.
	Lesson summary.	What did you work on in class? (We learned to write the letters Ш, Ш, syllables, words and sentences with it.) What new did you learn?		Identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.
	Reflection. Self-esteem	Work through your score sheet. 1. Each task was clear to me, I learned to write the letter Ш,ш, to write syllables and words with this letter - the color green. 2. I know, but I have difficulty writing the letters Ш, Ш – yellow. 3. I am at a loss and ask for help - red.		Develop self-control when speaking verbally. Exercise self-control and self-assessment.

N.V. Nechaeva: Teaching literacy. Methodological explanations for the ABC and reading workbooks (system 1 – 4) - Moscow: “TsOR - 1”, 2002.

Bakulina G.A. Intellectual development of younger schoolchildren in literacy lessons: A manual for teachers - M.: Humanit. ed. VLADOS center, 2002.

Nechaeva N.V., Bulycheva N.K. Writing notebook. 1 class. Part four. Publishing house "Fyodorov", 2011.

UMK "Harmony"

1 "a" class

Letter

Letters Ш, Ш.

Proceedings No. 4 “I want to write well!”

N.S. Kuzmenko, N.M. Betenkova

Smolensk, “Association XXI Century”, 2009.

Lesson 7 from the section “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch h, Shch” pp. 16-17.

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UMK "Harmony"

1 "a" class

Letter

Letters Ш, Ш.

Proceedings No. 4 “I want to write well!”

N.S. Kuzmenko, N.M. Betenkova

Smolensk, “Association XXI Century”, 2009.

Lesson 7 from the section “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch h, Shch” pp. 16-17.

Prepared

primary school teacher

MBOU Gymnasium No. 4, Makhachkala

highest qualification category

Suleymanova Irina Mikhailovna

Makhachkala

2013

Topic: Letters Ш, Ш.

LESSON OBJECTIVES:

1. Updating of ZUNs on the topic “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch ch, Shch sch.” Letter of letters Shch.
2. Create conditions for learning to write the letters Shch Shch, words and sentences with them;

3. Organize the activities of students to form

universal educational actions of the type: regulatory, cognitive, personal educational actions, communicative educational actions.

LESSON OBJECTIVES:

1. To strengthen children’s understanding of which consonant of an unpaired series should be written in words by choosing the letters Ш and Ш. The reasoning model in relation to writing is “voiced” by the soft consonant sh.

2. Systematize each action of the technology for copying sentences, involving children in a schematic representation of each action.

3.Develop the ability to apply acquired theoretical knowledge in standard and non-standard situations.

4.Create conditions for the development of students’ creative potential, their logical thinking, memory, attention through the organization of differentiated and group work in the lesson, completing tasks of increased difficulty, using feedback tools, learning to choose a rational method for solving educational problems, through changing types of activities.

5.Develop children’s speech through a correct explanation of each action when cheating; working with riddles and poems about winter.

6. Form an emotional attitude towards learning your native language through a game plot.

7.Improve calligraphy skills.

8.Develop children’s predictive self-esteem, resulting mutual and self-control.

9. Foster a sense of mutual assistance, sympathy for other people’s mistakes, and responsibility for the assigned work.

TEACHER EQUIPMENT:A series of pictures depicting objects and animals, when writing which the letter u is used, supporting syllabic tables - clarity for reflection.

EQUIPMENT FOR STUDENTS: Proceedings No. 4

TIMELINED LESSON PLAN:

1. Organizationally - motivational stage- 3 min.

2. Updating students' knowledge- 10 min.

3. Differentiated work on studying a new topic

20 minutes.

4. Physical exercise - 5 min.

4. Summing up the lesson. Reflection- 7 min.

During the classes

I. ORGANIZATIONAL – MOTIVATIONAL STAGE

1.Greeting

The bell has rung, attention!

Check it out, buddy.
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Books, pens and notebooks.
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Just a "five" rating.

II. UPDATED KNOWLEDGE OF STUDENTS

1)Introduction

Meeting with the letter Ш

Conversation with children

I show the children a card with the letter w and ask questions: “What is the name of this letter?”, “What sound does it serve as a home?”, “Is it a voiced or unvoiced sound?”, “What sound will make a voiced pair with it?”, “This hard or soft sound?”, “With which letter does the letter sh never pair?”, and gives the task: “Try to choose a soft pair for the sound [sh]. This is the sound [u"]. There is a special letter for it.”

2) Work in pairs.

1. Take your neighbor’s palm and use your finger to write the letter Ш on the inside of the palm.
2. What did you feel when your friend ran his finger over his palm? (Tickle)

3 ) Game “Half-letter” - observation (p. 16, copy number 4)

1. Now draw the letter u in the air. What lines have we drawn? Clear, strict or soft, smooth?
2. Result: the letter ш stands for the soft sound Ш and the lines are also written smoothly, softly.

4) Guess the riddles:

He is not afraid of the weeds,
Eats the owner's shoes:
Barks loudly like a bell -
This is small ( puppy)

And in our yard
He lives in a kennel.
He has a tail like a steering wheel,
Curious black nose.
Ears are sharp like a flag,
Guards the master's house.
Barking wakes you up like a bell.
Meet our...( Puppy )

This beast, seeing a cat,
Barks loudly at the window.
Always spinning at your feet
Red with spots ( Puppy )

Who in the picture meets you at this lesson? And why a puppy?

Let's open the copybook.

Comment on the picture:

The puppy has four paws
Ears and a funny tail.
He is fluffy and shaggy.
And licks passers-by on the nose.

Why do puppies have tails?
Without any doubt -
Need tails for beauty...
Just for the mood.

5) Consider the elements that make up the letter Ш

What letter does the letter Ш resemble?

The letter Ш in these words:
School, pole, charade, check.
I wrote the letter Ш:
Three poles and a sleeper at the bottom.

This letter Ш seems...
Put all doubts aside.
Decorates this letter
Pig tail.

In writing.

page 16

1. 1. Writing the elements of the letter Ш (line 1)

2. Writing the letters Ш and Ш according to samples.

3. Conversation based on the picture. How do children feel about their puppy? How did you figure this out?

4. Letter letter ь (line 2-3)

5. In what ways can the letter u be connected to other letters? Let's add the letters: the upper connection will add the letter y and the letter a.

6. Writing merging syllables

1. Game Compose words from syllables: cards on the board

now

more

cabbage soup

more

I feel

pa

fingers

vel

chka

Goal

Draw an arrow to connect the words.

1. -Write down the words under dictation with commentary on the last two lines p. 16:

Puppy, sorrel, grove, pike, borscht, brush, cave, vegetables, ticks.

Put emphasis on words.

1. Fizminutka:

We'll shake our palms

Let's stretch each finger.

One two three four five

We'll start writing again.

To write beautifully

I need to stretch my fingers

One two three four five

We'll get five for the letter!

1. Written work page 17.

1. Capital letter Ш (in what cases do we need this letter?)
2. Writing the syllables Shcha Shcha Shchu Shche (rules for connecting letters).
3. Working with deformed text:

Shch grabbed the letter Sh

And it was drowned under the water.

The letter doesn't want to be at the bottom

The pike sounds the letter Shch.

Point! Without me

Words won't work -

Sorrel, crushed stone, cabbage soup.

I'm not afraid of your tickling!

I'll break out and go into a book,

The kids are already waiting for me.

Better letters are not the same sch and,

And keep your friends!

– What fish did Emelya catch in the fairy tale? (pike)

Which letter ran away?

And what kind of fish loves the letter u? (bream)

4. Guess what sentence is written on the board and what letters are missing. Why is pike called a predatory fish?

...fen...saw...ate...pike.

This is a fucking fish.

5. Work on the proposal. Copybook No. 4, page 17

Copy the sentence from printed text. Mark dangerous places.

Pike catches bream and perch.

VI. SUMMARY. Reflection.

“How well the guys from grade 1 “a” work in class,” thought the pike, and decided to cheer up the guys.

We write funny poems:

Pure sayings with the letter Ш.

Shchi-schi-schi - I’ll hide, you look for it.

I'm looking for you - I'm looking for you.

Shcha-shcha-shcha - there are three bream in the river.

Asch-asch-asch - a new blue cloak.

Let's go for another walk!

It's still raining, walk around in a raincoat.

More-more-more - there is fish in the river - bream.

If you worked at the lesson with desire, were confident in yourself, you were interested in cleanliness and order in your copybooks, then draw a cheerful smile for the little person in the corner of the page. Well, if you were bored, then sad.

Tell us what you liked most about our lesson.

Thanks for the lesson, dear guys! See you!

A literacy lesson and the first task are already waiting for you.

(There are syllables on the desks)

Organizes verification work.

Asks a problematic question.

Look carefully at the words received, look for inconsistencies.

Well done! I will ask you to determine the topic of the lesson.

Well done! SLIDE 2.

Pay attention to the screen, we have to read syllables with a combination of consonants. We will read together, in chorus.

Add a vowel O before the confluence

SLIDE 2 + O

Well done! Let's add the vowel U after the consonant sequence.

SLIDE 2 + U

Well done! What rule did you come across when reading syllables?

SLIDE 2 second column of words.

Read the words in the second column yourself.

Now let's read them in a chain, explaining the lexical meaning of each word.

In groups, words are made up of syllables:ROSHA SHCHA VEL SHCH NOK TO VA RISCH HANDLE PLIERS Students read out the words they have written and check their answers. Student response:The word HANDLE is superfluous because it does not contain the letter SH.Answer: Today we will continue to work with the sound and letter sh.- We will learn to read and write words and sentences with a new letter. Choral reading of syllables from the screen:

Answer: SHU - I write U Read and explain the lexical meaning of words.Indicate the spellings ШУ, ША

SLIDE - Well done! Evaluate your work on the assessment sheets.( assessment criteria are announced by the teacher and are on each slide) - I ask you to put all your knowledge about the sound and the letter u into a cluster."CLUSTER Application" Organizes video physical training "Kara Zhorga" -Organizes checking homework. - Organizes work with text using the “Big Wash” technique.(questions are attached to a rope with clothespins - the student answers the question given to him) - Organizes work in writing:1. preparing your hand for writing SLIDE 4 - Attention to the screen! Let's name the objects shown on the slide. - Circle in green the objects whose names contain the sound[ sch] comes first, blue - sound[ sch] is in the middle of the word, brown - at the end. -Look at the work of your neighbors; do their answers differ from yours? (As students answer, the color scheme opens on the slide). - Organizes independent work on writing the words PIKE, SORREL, BOX, CAPE. Controls spelling, connecting letters, evaluates work. - Well done! Our lesson has come to an end and I ask you to remember everything we did today.- And now I ask you to think about whether everything was clear to you and you were able to easily cope with all the tasks in the lesson, or somewhere you needed the help of your comrades, or perhaps you were simply not interested and you wanted to leave the lesson?- Find your cloud and attach your sign next to it.(Appendix "CLOUDS") Organizes work analysis.Organizes summative assessments. - Raise your hands, who worked at “5”, “4”, “3” today, guys, maybe someone would like to wish something to their friends? -Soon the bell will ring and the lesson will end.- Were we thinking in class? Or maybe someone was sleeping?- We talked? Did you fly in the clouds?- Did you help each other? Do you deserve a rest?- The lesson is over. Thanks for the work. Memorizing pure language. They work on compiling a CLUSTER using resources prepared in advance by the teacher.(1. sound[ sch"] consonant, always soft, deaf.2. The letter Ш can appear at the beginning, middle and end of a word. For example: ...3. First and last names of people, names of animals, names of cities are written with a capital letter Ш.4. You need to remember: SHU - U, SHCHA - A) Protecting clusters at the board. Repeat dance movements after the screen hero. Read the text “Pike” individually, in pairs, in a group. Take turns going to the board and answering questions based on the text “Pike”- Where did the pike live?- What did you use to chalk the water?- What did you cook?-Who did you treat?- Is pike a predatory fish?- What fish live in the river?- Could the minnows get away from the pike alive?- Do fish come to visit?- Why were you waiting for guests? ( Application "FISH") Complete the task on the sheets ("Game" application) - PIKE, SORREL, CLOAK, DUCKLING, BOX. Conduct a job analysis.- I circled SORREL AND PIKE in green, since these words begin with a sound[ sch] . - I highlighted BOX in blue, because in this word there is a sound[ sch] is in the middle of a word.- I circled the CLOAK in brown; in this word, the sound being studied is at the end of the word.- DUCKLING remained unpainted because there is no sound in this word[ sch] . Write down the words yourself. List the types of activities in the lesson. They work with clouds. Working with "success sheets"1. all the suns are blue - grade “5” for the lesson2. if there are green ones - score "4"3. if there are brown suns - “3” Lesson notes on the Russian language (literacy: writing) Primary school teacher Moiseenko Alla Grigorievna.Item: Russian language (learning to read and write: writing), 1st grade, educational complex “School of Russia”

Lesson topic: “Letters Ш.ш Spelling combinations Right now, right now."

Goals Tasks

During the classes

Organizational stage. Motivation for learning activities.

Song

Guess the riddle.

Wags his tail

Too toothy, but not barking?

-Who are we talking about?

What do you know about pike?

Pike – a predatory freshwater fish with a flat, elongated head and an elongated body.

DRAWING

What fairy tale is this hero from?

- Who is the author of this fairy tale? - This is a Russian folk tale Finger gymnastics:
The pike is predatory, toothy, Dangerous for bream, ruffs, Is someone's tail flashing nearby? Grab it? The pike doesn't yawn here! But I got hooked - The fisherman is dragging a pike!
Incorporation of new knowledge into the knowledge system and repetition Work in pairs. Teacher. Which of you would like to be in the forest now? Oh!..how many hands... Sit back comfortably. Close your eyes and imagine that you went for a walk in the forest. We drive past large houses, buildings, shops and find ourselves in the forestWhat is the name of such a forest? We go deeper and find ourselves in a dense, impenetrable forest. What is the name of such a forest?"Insert missing syllables" Discuss and make up wordsWhat rule should we not forget when writing?Write these words down yourself

Words to be checked on the board Last line. Have we encountered similar rules before? - That's right, the same as in the case of the combinations ZHI, SHI, CHA, CHU. These spellings need to be remembered.What rule did you learn today?Write the syllables next to each other according to the example.

Pike is a predatory fish

Letter of lowercase and capital letters Ш and Ш

Most teachers who teach writing to children try to structure the lesson in such a way that the children do not write monotonously for the entire 35 minutes. The outline of each lesson includes various games, themed physical education sessions, and fragments of fairy tales. An example of such work is a lesson developed by Natalya DEMINA, a primary school teacher at school No. 465 in Moscow.

Subject."Letter of lowercase and capital letters sch And SCH ».

Goals. Learn to write lowercase and capital letters sch And SCH, correctly connect letters together; improve spelling skills.

Equipment. Copybook No. 4 (author V.A. Ilyukhina), publishing house "Prosveshchenie", M., 2003, to the "Russian ABC" (author V.G. Goretsky); cards with written letters and words; poster with the rule:
« Chu-I feel write with a letter at "; illustrations with images of a rocker, an ice hole, a pike, Emelya on the stove; board; chalk; colour pencils.

DURING THE CLASSES

I. Organizational moment

II. Lesson topic message

Teacher. Guys, today we have an unusual lesson. Emelya came to us on the stove. He wants to learn how to write letters beautifully sch lowercase and SCH capital. Shall we help him?

Children. Yes!

III. Introductory conversation

U. What fairy tale did he come from?

D. He came from the fairy tale “At the Order of the Pike.”

D. This is a Russian folk tale.

U. Name the heroes of this fairy tale.

D. Emelya, Tsar, Pike, Marya Princess.

U. What time of year did the events in this tale take place?

D. In winter, there was a lot of snow.

U. For centuries, people have been creating their own fairy tales. In the 19th century, writers became interested in folk tales. They walked around villages and villages and wrote down songs, fairy tales, from famous storytellers: “In a certain kingdom, in a certain state, there lived an old man and an old woman...”
With this leisurely saying ( saying- a proverb inserted into speech for the sake of decoration, amusement, joke) is the beginning of many folk tales. The word “fairy tale” itself comes from the verb “to tell.” In ancient times, throughout vast Russia, in snow-covered huts in the dim light of a torch ( splinter– a thin long sliver; In the old days, peasant huts were illuminated with lit wood chips) our distant ancestors composed and told their fairy tales.
So, the tale of Emelya is one of them. This fairy tale is funny and mischievous. Emelya lies on the stove and says: “At the command of the pike, according to my desire,” and they begin to play tricks on things: whatever Emelya wants, everything works out for him, and the reason for everything is the pike’s word.
So, with the help of a magical proverb, a simple peasant forced himself to be respected. So much for Emelya the fool!

IV. Calligraphy

U. All the roads, all the paths are covered with snow, you can only travel on a sleigh or on a magic stove.
We will write a snow pattern on individual cards, and one of you will go to the board.

On the desk:

V. Graphic analysis and lowercase letter writing sch

U. Let's remember and name the “winter” words. They can be dictionary, or they can also have spellings.

D. Freezing. North wind.

U. What words are these?

D. These are dictionary words.

U. What other words can we name?

D. Snow, blizzard, blizzard, blizzard, ice...

The teacher writes these words on the board or prepares them on cards in advance.

U. Explain spelling.

Children explain and write in their notebooks: snow, blizzard, blizzard, north wind, ice.

- In the village they carried water from an ice hole. They took a rocker and two wooden buckets and went to fetch water.

On the desk:

– Our hero went to fetch water. I scooped up water and... saw a pike in the bucket. What happened next?

D. The pike spoke to Emelya in a human voice and asked to let her go, and for this she promised to do whatever he wanted, only he had to say the magic words: “By the pike’s command, by my will...” - and say his wish.

U. And our desire is to write a lowercase letter beautifully sch . What familiar elements are found in this letter?

Children analyze the graphic image of the letter sh.

D. Elements that we wrote in letters And And at . Letter loop size sch small, one third smaller than the letter loop at.

U. Give a verbal description of the letter.

D. We put the pen on the top ruler of the working line, go down along a straight slanted line down, turn in place, “rocker”, hook to the middle, “secret”, along the “secret” straight slanted line down, turn in place, write to the middle, write “ secret", along the "secret" down, turn in place, hook up to one third without turning the handle, slanted line down, one third of the additional line, loop, overlap on the bottom line of the working line, hook to the middle.

Saying in chorus together with the teacher, the children write this letter in the air. Then they repeat the letter algorithm in chorus sch and write it down in copybooks under the teacher’s verbal commentary twice. Next, the children practice themselves, whispering the algorithm for writing this letter.

VI. Game for attention

The teacher recites the algorithm for writing a letter sch(see above) and shows a card with a lowercase letter sch after the children guess it.

U. Guess the next letter: put the pen one third from the top, go up to the left, stay on the line, go down along a straight inclined line, perform a turn on the spot, climb up the hook to the middle, connect the two parts with a “secret”, follow the “secret” with a straight inclined line down, make a turn in place, hook to the middle.

D. Letter A.

U. Let's continue playing.
We place the pen on the top ruler of the working line, go down along the inclined line, rise along the inclined line to the middle, go upward with a tubercle to the right, touching the ruler, go down one third, remove the handle, put it in the middle and write out “chair”, turn in place, hook to the middle.

D. Letter To .

The teacher displays cards with lowercase letters on the board sch, a, k.

U. The game continues, be careful!
We place the pen on the top ruler of the working line, go down along a straight slanted line, perform a turn in place, rise along the hook to the middle, write “secret”, along the “secret” there is a long slanted line down, a loop, an overlap on the bottom ruler of the working line, a hook to the middle.

D. Letter at .

A letter appears on the board at.

U. Guys, try to make a word from these letters and read the name of the fish that Emelya caught.

D. Pike.

The teacher hands out cards to the children with the word beautifully written on them. pike.

U. Where are the letters connected in this word?

D. In this word, the letters are connected in the middle of the line.

Children mark “nests”, “huts”, connections, and be sure to show one third. An orthographic analysis of this word is carried out.
Particular attention is paid to the rule: “ Chu-chu write with a letter at».

U. Guys, come up with a few more words with this combination.

D. looking, touching - recognize, examine something by touching with your hands.
– Puny – weak, thin, homely.
– Pickerel - small pike.

U.Pike– a predatory freshwater fish with a flat, elongated head and an elongated body.

The teacher shows an illustration of a pike. Next, in their notebooks, children write the word pike, pronouncing it in a whisper.
One student does this work at the blackboard under the guidance of the teacher.

VII. Physical education minute

U. How many of you have been fishing? How do you cast a fishing rod?

Children point with their hands.

– And when the fish bites, what actions do you take?

The guys show how to pull out fish, saying:

I drag the pike, I drag it,
I won't miss the pike.
That's what she is like
Nice, big!

Children spread their arms to the sides, showing how big the fish is.

Pike swims in circles
The pike clicks its teeth.
Well, the teeth are like a saw!
Where did you get these?

VIII. Graphic analysis and writing of the capital letter Ш

U. Now come up with sentences about pike. Remember what kind of fish this is.

D. Pike is a predatory fish.

A spelling analysis is carried out, an analysis of the capital letter writing pattern is carried out SCH.
Children, under the guidance of a teacher, work out a letter writing pattern in unison. SCH capital (similar to capital C).

U. In the middle third of the additional line we write out a loop, go down along the inclined line, perform a turn in place, rise along the hook one or two millimeters above the top ruler of the working line, write “secret”, along the “secret” a straight inclined line down, turn in place , hook up to one third without turning the handle, go down the inclined line to one third in the additional line, loop (on the principle of the loop of the letter D), overlap on the bottom ruler of the working line, hook to the middle.

Children write capital letters in their notebooks SCH, saying the writing in a whisper, and one student writes at the board under the guidance of the teacher.

IX. Commented writing of words and sentences

Children take turns going to the board and, pronouncing each word, write down the sentence: “Pike is a predatory fish”.

U. What letter did we write the beginning of the sentence with?

D. We wrote the beginning of the sentence with a capital letter.

U. Why?

D. The beginning of a sentence is always capitalized.

U. In what other cases are capital letters written?

D. Capital letters are written in first and last names of people, names of cities, villages, rivers.

U. Read the names of people written in the copybooks.

D. Shchukin, Shcheglov, Shchipanov, Shchapov, Shcherbakov.

U. Who can answer what these surnames have in common?

D. All these surnames have a capital letter SCH. All surnames are male, you can add a word to them He.

U. Let's replace male surnames with female ones using the word she.

D. Shchukina, Shcheglova, Shchipanova, Shchapova, Shcherbakova.

U. Let's write down a few names in a notebook and underline the letter in them SCH .

The work involves commenting and pronouncing the writing algorithm.

X. Lesson summary

U. What did you learn in class today?

D. We learned to write the letter sch lowercase and SCH capital.
– Write words and sentences with this letter.

U. What letters are spelled similar to? sch ?

D. Writing a letter sch similar to writing lowercase letters ts And at .

U. What icons can be placed on this letter?

D."Shalashiki" ( . ) – gap at the bottom of the letter;
(– ) – connection of elements on the top working line;
(X) - connecting elements or changing direction one third below or above the height of the working line.

U. How many “secrets” have you hidden?

D. They hid two “secrets”.

U. How many parallel lines are there in writing a letter? sch ?

D. Eight.

U. How do we write lines? What do we remember?

D. When climbing along the “secret”, you need to shift your attention to the already written straight inclined slope on the left and try not to move away from it.

U. Who helped you by telling you a fairy tale?

D. Emelya, who studied with us, helped us.

U. All of you guys worked well in class today, trying to write letters and words beautifully.

The teacher evaluates the best work.