Long-term plan for literacy in the preparatory group. Long-term thematic planning of classes to improve sound analysis skills and literacy skills for children with mental retardation in the second year of study

Month

A week

Subject

classes

Purpose of the lesson

Facilities

training

Phonemic processes

Sound-letter analysis and synthesis

Reading and writing skills

Active vocabulary

Gram. structure of speech

Messenger

speech

SEPTEMBER

Sound and letter U

1. Consolidation of a clear

pronunciation of the sound U.

2. Isolation of the initial stressed vowel.

3.Introduction to the letter U, reading syllables, typing the letter.

4Development of attention and memory.

5. Fostering a friendly attitude of children towards each other.

"Catch the Sound"

U-U-U (3 times).

– Determination of the position of the sound U in a word (n., k.)

Introducing the letter U.

Printing the letter U, with an interval of one cell.

Snail, ear, duck, duckling, spider, fly, letters, oak, pipe, lips,

shoes, tambourine, cube, already,

alarm.

Games “What has changed?”

“What’s missing?”

Flannelograph,

subject pictures, individual mirrors, sound pencil cases,

art. profiles,

cash registers of letters, letter U, counting sticks.

Sound and letter A

1Consolidation of a clear

pronunciation of the sound A.

2. Isolation of the initial vowel sound A.

3. Negotiating sentences based on subject pictures.

4.Introduction to the letter A,

reading syllables, typing letters.

5.Development of facial muscles, phonemic hearing, auditory attention, memory, fine motor skills.

6.Developing listening and hearing skills.

“Clap your hands when you hear the sound A.”

– Set aside as many red chips as the number of times I say this sound:

A-A-A-A-A (5 times).

– Determination of the position of the sound A in a word (beginning, end).

Introducing the letter A.

Reading AU, UA.

Printing the letters A at intervals of one square.

Album, stork, alley, watermelon, bus, poppy, orange, cotton wool, Panama hat, pharmacy

Games “What has changed?”

“What’s missing?”

Game "Finish the sentence"

ind. mirrors, sound boxes,

art. profiles, letter A,

cash registers,

counting sticks.

Sounds and letters U, A

1. Consolidation of skills of clear pronunciation and comparison of sounds U, A.

2.Identification of stressed and unstressed sounds in words.

3.Reproduction of sound series of 3 vowel sounds.

4.Analysis of a scale of 3 vowel sounds.

5 Fostering a caring attitude towards benefits.

"Slam-top"

UA - how many sounds are there?

AUA – what has changed?

Analysis of a scale of 2, 3 vowels.

AU, AU, UA.

Reading combinations AU, UA.

Printing the letters A, U, U, A.

Typing syllables

AU, UA with an interval of 2 cells

Snail, ear, duck, duckling,

already, spider, poppy, fly, letters, oak, fluff, stork, tambourine, lips, album,

watermelon, cotton wool, bus, orange, Panama, pharmacy

Writing proposals

by subject pictures

Flannelograph, subject pictures, sound cases, individual mirrors, art. profiles, letter boxes, counting sticks,

letters U, A.

Sound and letter O

1. Consolidating the skills of clear pronunciation of the sound O.

2. Exercise in the education and use of R.P. pl. numbers

nouns

3. Acquaintance with the letter O, reading, printing sound complexes.

4.Development of phonemic hearing, sound analysis and synthesis skills, attention, memory.

5. Developing discipline and perseverance.

"Clap Your Hands"

“Where is the sound hidden?”

Determining the position of the sound O in a word (beginning, end).

Reading combinations AU, UA.

Printing the letters AU, UA.

Printing AU, UA with an interval of 2 cells.

Hoop, wasps, cat, ring, house, catfish, coat, horse, umbrella, horses.

"4th wheel"

"Many things?"

“No what?”

Writing proposals

by subject pictures

Flannelograph, subject pictures, individual mirrors, art profiles, sound cases,

letter box office

OCTOBER

Sound and letter I

1. Consolidation of the pronunciation of the sound I, highlighting the stressed vowel sound; formation of skills in sound analysis and synthesis.

2. Education. I.P. pl. numbers.

3..Introduction to the letter I,

Reading, typing letters and sound complexes.

4.Development of phonemic hearing, attention, memory.

“Clap your hands if you hear the sound I.”

“Where is the sound?”

Determining the position of the I sound in a word (beginning, end).

Analysis and synthesis of AO, OA, OU, OU, UA.

Reading combinations of AOI, OAI, OUI, UOI, UAI.

Printing

AI, UA, OAI, OUI, UOI.

Needle, toys, willow, turkey, raspberry, snail, book, penguin.

Subject

pictures, flannelgraph, individual mirrors, art profiles, sound pencil cases,

letter box office

Sounds and letters A, I, U, O

1. Consolidating the skills of distinguishing and correct pronunciation of the sounds A, I, U, O, highlighting the stressed vowel sound; formation of skills in sound analysis and synthesis.

2. Coordination possessive. pronouns with noun

3. Development of phonemic. hearing, attention, memory, logical

4.Developing perseverance.

"Guess the sound"

"Catch the Sound"

“Name the pictures with sound

Consolidation of acquired skills, the concept of “vowel sound”.

Analysis and synthesis of AIU, OAI.

Reading AU-UA, AI-IA, UA-AU, AAU, UAA, IUA, IUI, etc.

Snail, ear, duckling, oak spider, fly, lips, poppy,

album, alley, watermelon, bus, willow turkey, raspberry, snail, cat, house, book, shoes, catfish, ring, horse

“What is the extra word?”

Making sentences with pronouns

by reference

pictures

Flannelograph, subject pictures, individual mirrors

art. profiles, sound boxes,

cash register letters, alphabet, letters

U, A, I, O, notebooks, pencils, counting sticks.

Sound and letter T

2.Education of mind-affection. suffixes.

3. Drawing up proposals for a plot picture;

4.Introduction to the letter T,

reading, typing letters, syllables and words.

5.Development of phonemic hearing, attention, memory.

6. Fostering cognitive interest in speech therapy classes.

"Remember

repeat"

“What word did I think of?”

Determining the position of sounds in words (beginning, middle, end)

Analysis and synthesis of AT, UT, IT, OT, TO, TA, TU. THAT.

Dictation: A, O, U, T, I, AT, UT, IT, OT, TA, TU, TO, TI.

Reading combinations and words AT, UT, IT, OT, TA, TO, TU, TI, TOTO, TATA.

Slippers, chair, plate, cake, car, shoes, chair, cat, whale, pumpkin, tank, hippopotamus.

Game “Name it kindly”

Flannelograph, subject pictures,

art. profiles, ind. mirrors, sound pencil cases, letter registers, letter T,

Sounds T - Th

1. Consolidation of clear pronunciation and distinction of sounds T-T, formation of sound analysis skills.

2. Exercise in education R.P. nouns.

3. Development of phonemic hearing, attention, memory, thinking.

4. Fostering cognitive interest in speech therapy classes.

Traffic Light Games

"Vice versa"

Determining the positions of sounds in words (beginning, middle, end).

Analysis and synthesis of syllables and words: Tom, Tim.

Slippers, chair, plate, cake, car, shoes, chair, cat, whale, pumpkin, tank, hippopotamus,

tiger, kittens, duckling, woodpecker, painting, TV.

“What’s missing?”

Flannelograph, subject and subject pictures,

ind. mirrors,

art. profiles,

sound pencil cases, cash registers,

ABC, notebooks, pencils.

Sound and letter P

1. Consolidation of skills of clear pronunciation of the sound T;

formation of sound skills an.

3.Introduction to the letter P,

reading syllables and words, typing letters.

and adults.

Traffic Light Games

is the sound hidden?

"Vice versa"

Analysis and synthesis of syllables: AP, UP. IP, OP, PA, PO, PU, ​​PI.

Analysis and synthesis of the words POT, TOP,

Letter dictation

A, O, U, T, I, P.

Reading: AP, UP,. IP, OP, PA, PU, ​​PO, PI, PAPA, SWEAT, TOP, PIC.

peacock, Panama hat, rooster, coat, spider, machine gun, parrot, clearing, linden, stump, stove, caps, palm tree, tulips, poplar, slippers

Game "Say the other way around"

Game "Make a proposal"

Flannelograph, subject pictures,

Sounds P-P

1. Consolidation of skills of clear pronunciation and discrimination of sounds P-Pp; formation of sound analysis skills.

2.Use of words that have opposite meanings.

4.Development of phonemic hearing, attention, memory.

5. Fostering a respectful attitude towards peers

and adults.

"Remember-repeat"

"Live Sounds"

"Two slats"

"Finish the word"

Determining the position of sound in words (beginning, middle, end).

Analysis and synthesis of AP, UP. IP, OP, PA, PO, PU, ​​PI.

Analysis and synthesis

syllables and words: APL, PI; PEAK.

Peony, peacock, Panama hat, pelican, coat, spider, machine gun, parrot, glade, linden, stove, caps, palm tree, poplar, slippers.

Slippers, chair, plate, cake, car, shoes, chair.

Game "Say the other way around"

Making sentences based on pictures.

Flannelograph, subject picture “Family”, subject pictures,

ind. mirrors,

ABC, notebooks, pencils, counting sticks.

Sounds N-N. Letter N

1. Consolidation of clear pronunciation and discrimination of the sounds N-N'.

3. Consolidation of the use of prepositions NA, S (SO).

4.Acquaintance with the letter N, reading syllables and words.

5.Development of phonemic awareness; attention, memory; sound analysis skills.

6. Fostering a caring attitude towards benefits.

"Name the vowel sounds"

“Name the consonant sounds”

"Clap-top"

“Remember-repeat.”

“Finish the word.”

Analysis and synthesis of reverse and forward syllables AN, ON, UN, IN, NA, NO, NU, NI.

Analysis and synthesis

words: Nata,

Reading: AN, OH, UN, IN, NA, BUT, NU, NI, OH, SHE, THEY, NOTA, NATA. NINA. NATA AND NINA ARE HERE.

Socks, nose,

lemon, loaf, orange, sofa, umbrella, turkey, legs,

window, binoculars,

pine, deer,

threads, skates,

strawberries, autumn, kitchen.

"The fourth wheel"

“Complete the sentence with the correct preposition.”

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds M-M. Letter M

1. Consolidation of clear pronunciation and discrimination of the sounds M-M.

2. Transformation of the deformed phrase.

3.Introduction to the letter M, reading, typing.

5. Developing listening and hearing skills.

Games “Show the square,

"Vice versa",

"Remember,

repeat",

Sound analysis of reverse and forward syllables AM, UM, OM, IM, MA, MU, MO, MI and the words MAK, MAMA.

Dividing words into syllables.

Letter dictation A, U, T, I, P, N, M

Reading: AM, OM, MIND, IM, MOTHER, TOMA, PUMA, TIMA.

Poppy, moss, T-shirt, Panama hat, album, house, raspberry, fly, furniture, smoke, plane, catfish, seven, gnome, lemon, bear, paper, machine gun.

"Confusion"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

NOVEMBER

Sounds K-K. Letter K

1. Consolidation of clear pronunciation and distinction of sounds K-K.

2. Exercise in using R.P. units number of nouns.

3. Getting to know the letter K, reading syllables and words, typing letters.

5. Cultivating cognitive interest in speech therapy classes.

Game "Traffic Light"

"Select pictures"

"Vice versa"

Sound analysis of the syllables AK, UK, OK, IK and the words KOM, CAT, FLOUR, KIT

Dividing words into syllables, highlighting the stressed syllable.

Converting back syllables to forward syllables

Letter dictation: P, N, M, K., T Reading: AK, KU, KA, UK, OK, KO. IR, KI, KOK, TOK, MAC, KOM, CAT, KIT, MAKI, FLOUR, AKIM, KATI KOM

Cat, stroller, cow, pan, cabbage, duck, bed, turkey, whale, bow, horse, book, cap,

pencil,

bricks, kefir, skates.

“No one? what?"

Game "Finish the sentence"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds P-T-K

1. Consolidating clear pronunciation and differentiation of the sounds P-T-K in words, syllables, phrases, developing the ability to differentiate these sounds, finding the place of the sound in a word.

2. Formation of unit forms. and many more number of nouns.

"Clap your hands if you hear a sound"

"Remember-repeat"

"Three slats"

Sound analysis of words: TOK, TOP, TOT, CAT, SWEAT, TOT, DAD, SPIDER, DUCK.

Letter dictation: P, N, M, K, T

Reading: AK, AT, AP, OT, OP, KU, KA, UK, OK, KO, KOK, TOK, MAC, COM, CAT, FLOUR.

Peacock, Panama hat, coat, spider, parrot, linden, stove, poplar,

slippers, chair, plate, shoes, chair, cat, cat, cow, pan, cabbage, duck, bed,

"One-many"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds of P-T-K

1. Consolidating clear pronunciation and differentiation of the sounds P-T-K in words, syllables, phrases, developing the ability to differentiate these sounds, finding the place of the sound in a word.

2. Consolidation of the use of prepositions В, ON, UNDER.

3. Development of phonemic awareness; attention, memory; sound analysis skills.

4. Developing self-control skills.

"Sound Store"

(name words with sounds:

Py, Ty, K)

Sound analysis of the words TINA, KINO, PIK, PIKA, KIPA, KATI, AKIM

Reading and writing: IK, KI, KIT, MAKI, KATI, AKIM, KATI, COM.

Stump, pelican, peony, cap, bricks, whale, rooster, duckling, painting, five, rocket, tiger, kittens, woodpecker.

Game "Lost excuse"

Flannelograph, preposition diagrams, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sound and letter B

1. Consolidating a clear pronunciation of the sound B, dividing words into syllables.

2. Exercise in the education of the mind. forms.

3. Acquaintance with the letter B, reading syllables and words, writing.

4. Development of phonemic perception; attention, memory; sound analysis skills.

"Sound, syllable, word"

"The Fourth Wheel"

"Remember-repeat"

"Select pictures"

Dictation: A, O, I, P, T, K, M, B, BA, BO, BU, BI, AB, UB, IB, OB, BAK, BOK, BIM, BINT.

Reading: BO, BA, BU, BI, BAK, BOK, BUK, BOB, BIM, BINT.

TOMA HAS A BOW.

NATA HAS A BANDAGE.

Banana, drum, zucchini, eggplant, primer, alphabet, butterfly, bow, Pinocchio, dog, butterfly, Panama hat, spider, tulips.

Game “Name it kindly”

Drawing up proposals for individual subject pictures.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sounds of B-B

1. Consolidating clear pronunciation and discrimination of the sounds B-B.

3. Development of phonemic awareness; attention, memory; sound analysis skills.

4. Fostering a caring attitude towards benefits.

"Remember-repeat"

"Vice versa"

Sound analysis of the syllables BA, BO, BU, words BAK, BOK, BUK, BUKA, BABA, BIM, CUBES, CUBIC.

Banana, drum, zucchini, eggplant, primer, alphabet, butterfly, bow, Pinocchio, dog, butterfly, ticket, bandage, can.

Drawing up proposals for individual pictures according to the example.

Making sentences with prepositions.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

P-B differentiation

1. Consolidating clear pronunciation and differentiation of sounds P-B in words, syllables, phrases, dividing words into syllables, consolidating the skills of sound-letter analysis of words.

2. Consolidation of prepositions UNDER, FROM UNDER.

3. Development of phonemic awareness; attention, memory; sound analysis skills.

4. Cultivating cognitive interest in the lesson.

"Traffic light"

"Vice versa"

"Remember-repeat"

"Change the sound"

"Lay out the pictures"

Sound analysis of the words BABA, DADDY.

Letter dictation: B, P, A, O, I, K.

Reading: BA-PA, BO-PO, BEEP, PA-BA, PO-BO, PEEP, BA-BA, PA-PA, BOB-POP, BOKA-BEE.

Peacock, Panama hat, coat, spider, parrot, linden, stove, caps, palm tree, slippers

Banana, drum, eggplant, alphabet, butterfly, bow, Pinocchio, dog, butterfly.

Game "Choose an excuse"

Making sentences with prepositions using subject pictures.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

alphabet, notebooks, pencils,

Sound and letter D

1. Consolidating a clear pronunciation of the sound D in words, syllables, phrases; sound analysis skills.

2. Exercise in the use of affectionate words. suffixes of nouns – ok, -ek, -ik(masculine)

3. Acquaintance with the letter B, reading and writing syllables and words.

4. Development of phonemic awareness; attention, memory.

5. Developing listening and hearing skills.

"Sound, syllable, word"

"Correct mistakes"

Letter dictation: A, O, U, I, P, N, K, T, B, D.

Reading and writing: YES, ADA, DO, ODO, DU, UDU, DI, GO, OAK, HOUSE, HOME, FASHION, GO, THERE, DINA, DIMA, HOUSE.

House, smoke, square, oak, road, pencil, door, frying pan, board.

Negotiation of proposals

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds D-D

1. Consolidating clear pronunciation and differentiation of the sounds D-D in words, syllables, phrases; highlighting sounds at the beginning, middle, and end of words.

2. Consolidation of education noun. with mind-affection. suffixes.

3. Development of phonemic awareness; attention, memory.

4. Developing self-control skills for speech.

"Clap-stomp"

“Where is the sound hidden?”

Sound analysis of syllables DA, DO, DU,

words HOUSE, OAK, HOUSE, FASHION, DICK, DINA, DIMA, HOUSE

House, smoke, square, oak, road, pencil, door, frying pan, board, tree, money, woodpecker, uncle, day.

"Call me kindly"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

DECEMBER

T-D differentiation

1. Consolidating clear pronunciation and differentiation of T-D sounds in words, syllables, phrases

2. Consolidation of word formation of nouns denoting people by profession.

3. Development of phonemic awareness; sound analysis skills; attention, memory.

4. Developing skills of correct behavior.

"Listen carefully"

"Remember-repeat"

"Clap-top"

Sound analysis of words:

TOM-HOUSE, TIMA-DIMA, SHADOW-DAY.

Letter dictation: A, O, T, B, N, K, D.

Reading and writing: DA-TA, DO-TO, DI-TI, TA-DA, TO-DO, TI-DI, DAM-THAM, HOUSE-TOM, DIMA-TIMA, TAM-DAM.

slippers, chair, plate, shoes, chair, cat, cat, cow, pan, cabbage, duck, house, smoke, square, oak, road, pencil, door, frying pan, board.

"Who is this?"

Making sentences based on subject pictures.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sound and letter G

1. Consolidating a clear pronunciation of the sound G, dividing words into syllables.

2. Strengthening the agreement of adjectives with nouns.

3. Acquaintance with the letter B, reading syllables and words, typing.

4. Development of phonemic awareness; attention, memory; sound analysis skills.

5. Developing self-control skills for speech.

"Voice-dull sound"

"The Fourth Wheel"

"Remember-repeat"

Sound analysis of syllables GA, GO, GU,

words YEAR, LEG, ARC, YEAR, GNOME,

Letter dictation: U, A, N, D, B, O, I, T, G.

Reading syllables and words: GA, GY, GO, ARC, LIP.

Hill, leg, book, gnome, road, pear, pomegranate, rake, grapes, peas, geese, dove, rook, berries, cat, newspaper, needle, parrot, cucumbers.

“Match the picture to the signs”

"Negotiation of proposals"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds of G-G.

1. Consolidating clear pronunciation and discrimination of the sounds G-G in words, syllables, phrases.

2. Exercise in using quantities. numerals 1, 2, 5 in indirect cases with nouns.

3. Development of phonemic awareness; attention, memory; sound-syllable analysis skills.

4. Cultivating cognitive interest in speech therapy classes.

"Remember-repeat"

"Vice versa"

"Traffic light"

Sound analysis of words

LEGS-LEGS, BOOK-BOOKS

Reading and writing: GA, AG, GO, OG, GU, UG, GI, IG, YEAR, GNOME, ARC, LIP, LEGS. AT THE HOUSE IS A GNOME.

Slide, leg, book, gnome, pear, pomegranate, grapes, peas, geese, rook, berries, newspaper, gymnast, irons, book, boots, pies, bullfinch, guitar.

"Finish the sentence"

Art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Differentiations K – G

1. Consolidation of clear pronunciation and distinction of sounds K-G, distinction between voiced and voiceless consonants.

2.Use of complex prepositions.

3. Reading words on cards with missing letters K, G.

4. Development of phonemic awareness; attention, memory; sound-syllable analysis skills.

5. Developing perseverance.

"Remember-repeat"

"Vice versa"

"Change the sound"

"Clap-top"

GO-KO, GU-KU, KO-GO, KU-GU, GOD-CAT,

Letter dictation: U, A, G, N, K, T, D.

Reading and writing: YEAR, CAT, LIPS, CUBA, HYMN, MAGNET

Cat, stroller, cow, pan, cabbage, duck, bed, turkey, slide, leg, book, gnome, road, pear, pomegranate, grapes, peas, geese, pigeon, rook, berries, cat, newspaper, needle, cucumbers.

"Give me an excuse"

Making proposals based on individual pictures with the prepositions UNDER, FROM UNDER, FOR, BECAUSE of.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sound and letter F

1. Consolidating the skills of clear pronunciation of the sound F in syllables, words, phrases.

2. Exercise in using the preposition B.

3. Acquaintance with the letter F, reading syllables and words, typing.

4. Development of phonemic awareness; attention, memory; sound analysis skills.

5. Developing skills of correct behavior.

"Catch the Sound"

“Remove unnecessary pictures”

“One, two, three” - (determining the place of a sound in a word)

Sound analysis of syllables and words: FA, FU, FO; POOF, PHOTO, VEIL.

Letter dictation: A, I, M, T, D, F, O, U

Reading and writing: FA, AF, FU, UV, FO, OF, FI, IF; POOF, PIF, PHOTO, FANT, MUFTA.

"Word Lost"

"Count to 10"

Making sentences with the preposition V.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sounds of F-F

1. Consolidating the skills of clear pronunciation and distinguishing the sounds F-F in syllables, words, phrases; practice pronunciation of words with complex sound syllables; continue to teach sound analysis and synthesis of syllables.

2. Development of phonemic awareness; attention, memory, thinking.

3. Develop the ability to listen to the answers of your comrades without interrupting.

"Traffic light"

"Remember-repeat"

"Correct the magicians' mistakes"

Sound analysis of words:

FOMA, FIMA.

Letter dictation: A, I, M, T, D, F, O, U.

Reading and writing: FA, AF, FU, UV, FO, OF, FI, IF; PUF, PIF, PHOTO, FANT, MUFTA,

Scarf, wardrobe, giraffe, jacket, flags, lantern, fruit, apron, telephone, letters, fly, beans.

Eagle owl, candy, ficus, hairdryer, dolphin, violet, kefir.

Making sentences based on subject pictures.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sound and letter B

1. Consolidating the skills of clear pronunciation of sound B in syllables, words, phrases, continue to teach sound analysis of syllables and words.

2. Consolidation of the ability to correctly form a being in R.P. pl. numbers.

3. Acquaintance with the letter B, reading and writing syllables and words.

4.Development of phonemic awareness; attention, memory, thinking.

5. Developing the ability to listen to the answers of others.

“Where is it ringing?”

“Clap your hands when you hear the sound B.”

"Remember-repeat"

“Select pictures with sound B”

Sound analysis of syllables and words: VA, VU, VO; WOOL, CAR, SOFA.

Letter

dictation: U, A, F, G, D, F, M, T, V.

Reading and writing: VATA, WATER, BATH, VIKA, VITA, LETTER

Cotton wool, waffles, cranberries, letters, cornflowers, owls, peacock.

“A lot of what (who)?”

Making sentences using any of the cards with sound B

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sounds V-V

1. Consolidating the skills of clear pronunciation and discrimination of sounds in syllables, words, phrases;; continue to teach sound analysis and synthesis of syllables and words.

2. Consolidation of the ability to form affectionate minds. forms of nouns.

3.Development of articulatory motor skills, attention, memory, thinking.

4. Developing perseverance and discipline.

"Traffic light"

"Remember-repeat"

"Lay out the pictures"

Sound analysis of syllables and words: VA, VI;

VOVA, VIKA.

Cotton wool, waffles, cranberries, letter, cornflowers, owls, peacock, hazelnuts, wreath, scales, branch, broom.

"Call me kindly"

Competition game

“Come up with a sentence with words in which the sounds V-V are heard.

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

V-F differentiation

1. Strengthening the skills of clear pronunciation and discrimination of sounds in V-F syllables, words, phrases.

2. Reinforcing the use of possessive adjectives.

4.Developing self-control skills for speech.

"Say it the other way around"

"Clap-top"

"Two slats"

"Voice-deaf"

Sound analysis of syllables and words:

VO-FO, VA-FA, FO-VO, FA-VA,

VATA, VATA.

Letter dictation: T, D, V, F, K, G.

Reading and writing: VATA, VEIL, HERE, PHOTO,

VICKI has VATA.

Cotton wool, waffles, cranberries, letter, cornflowers, owls, peacock, scarf, wardrobe, giraffe, jacket, flags, lantern, fruit, apron, telephone, letters, fly, beans.

“Whose tail? Whose paw?

Whose fur coat?”

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sound X

1. Consolidating the skills of clear pronunciation of the sound X in syllables, words, phrases.

2. Exercise in coordinating the number. numbers and nouns.

3.Acquaintance with the letter X, reading syllables and words.

4. Development of art. motor skills, phonemic hearing, sound analysis and synthesis skills; attention, memory.

"Catch the Sound"

"Wonderful bag"

Sound analysis of syllables and words: HA, HU, HO, EAR, FIR.

Letter dictation: O, U, I, M, N, T. K, F, V, D, X.

Reading and writing: HA, HU, HO, HI, HATA, EAR, MOSS, FLY, EAR, FIR; FLIES.

MOSS UNDER THE OAK.

Bread, fly, rooster, hunter, hut, pine needles, ottoman, fir.

Making sentences using any of the cards with the sound X

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Sounds of X-X

1. Strengthening the skills of clear pronunciation and discrimination of sounds in X-X syllables, words, phrases.

2. Consolidation of the distinction between beings by gender - correlation with attractions. pronouns: MY, MY, MY.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4. Developing the ability to listen to responding comrades.

"Traffic light"

"Vice versa"

"The Fourth Wheel"

Sound analysis of syllables and words: FLIES, FLIES, SPIRITS.

Bread, fly, rooster, hunter, hut, pine needles, ottoman, fir, surgeon, predator, roosters, flies, hut, perfume.

Ball game "MY, MY, MY, MY"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

Differentiation K – X

1. Consolidating the skills of clear pronunciation and distinguishing sounds K-X syllables, words, phrases.

2. Consolidation of the coordination of quantities. numbers and indirect cases and nouns - completing sentences.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

"Clap-top"

"Vice versa"

"Live Sounds"

Sound analysis of syllables and words:

KO-HO, KOO-HOO, KEE-HI,

FLOUR, FLOUR.

Dictation: KA, FA, KI, FI, AH, AK.

Dictation: CAT, MOVE, FLOUR, FLY.

Reading: XO, KO, XU, KU, HOD, YEAR, MOSS, HIKE.

Cat, stroller, cow, pan, cabbage, duck, bed, turkey, slide, bread, fly, rooster, hunter, hut, pine needles, ottoman, fir.

"Negotiation of proposals"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks.

JANUARY

Sound and letter Y

1. Consolidating the correct pronunciation of sound 2. Consolidating the skills of education and use of I.P. plural nouns.

3. Acquaintance with the letter Y, reading and writing syllables and words.

5.Developing skills of correct behavior.

"Clap Your Hands"

"Remember-repeat"

Sound analysis of syllables and words: YOU, PY, WE, SMOKE, PUMPKIN

Dictation: A, T, Y, U, YT, IT, YOU, PY, BULL, CATS, WHALES.

Reading: LOANS, CANS, CARRIAGES;

NIKITA HAS NOTES. ON, NINA, NOTES.

Smoke, melon, berries, smoke, lemons, lips, tulips, cats, oaks.

"One-many"

Writing proposals

according to subject pictures according to the sample

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sounds Y-I

2. Consolidation of skills in education and use of I.P. plural nouns.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing perseverance,

discipline.

"Clap-top"

“Arrange in rows” “On the contrary”

Sound analysis of words

SOAP, MYLA.

Smoke, melon, berries, smoke, lemons, lips, tulips, cats, oaks, willows, willow lindens, linden needles, toys, turkey, raspberries, snail, book, penguin.

Writing proposals

by subject pictures

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Sound and letter S

Sound and letter S

dividing words into syllables

2 Consolidating the formation of the plural of nouns.

3. Acquaintance with the letter C, reading and writing syllables and words.

5. Fostering cognitive interest in the lesson.

"Find the Common Sound"

"Remember-repeat"

"Take pictures"

"Where the sound hid"

Sound analysis of words: MUSTACHE, CATFISH, BRAID.

Dictation: N, K, O, I, S, T, D, S, X, SA, AS, SO, OS, SU, US, SY, YS, SON, SON, WASP, GUS, GEESE, SIMA,

Reading: SA, SU, MUSTACHE, CATFISH, NOSE, GEESE, KVASS, TAIL, WASP,.

JUICE, SPIT, SODA, JUICES,

OKSANA HAS A BRAID.

Catfish, dog,

table, plane,

dishes, pine,

leaf, boots,

plane, wasp, sleigh, headscarf, mustache, braid, nose,

magpie, fox,

stroller, owl.

"One-many"

"Finish the sentence"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Sound S

Sounds

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables

2. Exercise in using diminutive suffixes

5. Fostering cognitive interest in the lesson.

"The Fourth Wheel"

"Vice versa"

“Remember-name”

Sound analysis of the words: GUSE, NOSIK, SIMA NOSIKI, SON.

Cornflower, goose,

orange, sieve, earrings,

seven, tit,

goslings, taxi,

"Big small"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Sounds S-S

2. Exercise in the formation of complex words.

“Choose words that start with the sounds S, S”

"Remember-repeat"

"Vice versa"

Sound analysis of words:

NOSE, NOSE, SIMA, BRAID.

Catfish, dog,

table, plane,

dishes, pine,

leaf, boots,

fox, goose,

orange, sieve, earrings,

seven, tit,

goslings, taxi,

"Come up with new words"

“Make sentences with new words”

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Sound and letter Z

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables

2. Exercise in the use of prepositions FOR, BECAUSE OF.

3. Acquaintance with the letter Z, reading and writing syllables and words.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

5. Fostering cognitive interest in the lesson.

"4th wheel"

"Clap Your Hands"

“Select pictures” “Let’s correct mistakes”

Sound analysis of words: TOOTH, VASE, UMBRELLA, UMBRELLA.

Dictation: K, F, A, I, T, G, U, S, O, D, N, S, P, Z, X, FOR, AZ, ZO, OZ, ZU, UZ, ZY, YZ, ZI, FROM, TOOTH, PELIN, WHO, GOATS, WINTER.

Reading: FOR, ZU, ZO, ZY, ZI, TOOTH, TAZ, WHO, VASE,

WINTER, UMBRELLA, MIMOSA, SPIN, STORE.

ZINA HAS A SPIN.

ZOE HAS MIMOSA.

dragonfly,

forget-me-nots,

Making sentences with prepositions

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Sound Z

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables

2. Exercise in the formation of the form R.P. plural numbers

3. Development of art. motor skills, phonemic awareness; attention, memory; sound analysis skills.

5. Fostering cognitive interest in the lesson.

"Catch the Sound"

"Change the Word"

Sound analysis of the words: BASH, TEETH, GOATS, LISA, VASE.

zoo, museum

monkey, zebra, shop.

"Many things"

"No one"

Making proposals based on subject pictures

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sounds Z-Z

1. Consolidation of correct pronunciation and distinction of sounds, dividing words into syllables, sound-syllable analysis of words.

2. Exercise in the use of prepositions FOR, BECAUSE OF. Converting a deformed phrase

3.Development of phonemic awareness; attention, memory.

4.Developing self-control skills for sounds.

"Vice versa"

“Pictures for Zina and Zoya”

Sound analysis of words: CASTLE, WINTER, STORE.

Umbrella, teeth, goat, hare, eyes, vase, birch, tongue,

dragonfly, nest, winter,

zoo, museum

monkey, zebra, shop

"Correct the sentence"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Differentiation N–W

1. Consolidation of correct pronunciation and distinction of sounds.

2. Reinforcing the correct use of prepositions.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing perseverance,

discipline.

"Remember-repeat"

"Traffic light"

"Add a syllable"

"Who is bigger"

Sound analysis of words: BRAIDS, GOATS, SIMA, WINTER.

Dictation: S, Z, K, G, T, D, F, V, SA, FOR, AS, AZ, SO, ZO, OS, OZ, SPIT, GOAT.

Reading: SOUP, TOOTH, GOAT, SPIT, SIMA, WINTER.

Catfish, dog,

table, plane,

dishes, pine,

plane, wasp, sleigh, mustache, braid, nose,

magpie, fox,

owl, umbrella, teeth, goat, hare, eyes, vase, birch,

dragonfly,

"Insert preposition"

Making proposals based on subject pictures

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

FEBRUARY

Sound and letter Sh

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables

2. Word formation of nouns denoting baby animals

3. Acquaintance with the letter Ш, reading and writing syllables and words.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

"Remember-repeat"

"The Fourth Wheel"

"Select pictures"

Sound analysis of words: NOISE, TIRE, HAT, JUG.

We introduce the rule: SHI – ZHI write only with “I”

Dictation: S, Z, SH, A, O, Y, I, U, SHO, SHU, SHI, SHA, ASH, OSH, ISH, YSH, SHOWER, NOISE, EARS, FUR COAT, CAR, TIRE.

MASHA HAS A HAT.

DASHA HAS A FUR COAT.

Reading: SHA, SHO, SHU, SHI, DASHA, MASHA,

PASHA, BOWL, BEAR, CHECKERS, EARS.

CAT ON THE CLOSET. THERE IS A MOUSE AT THE CLOSET.

"Name the Cubs"

Making proposals based on subject pictures

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks

Sound and letter Sh

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Consolidation of knowledge about domestic animals.

3. Reading and writing syllables and words

Spelling of the syllable SHI.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

5. Education of cognitive

interest in the activity

"Remember-repeat"

"The Fourth Wheel"

"Select pictures"

Sound analysis of words: FUR COAT, DRYING, CAR.

Hat, pillow, cuckoo, frog,

tire, mouse, cat, wardrobe, cherries, lily of the valley, bear.

"Who's doing what?"

Flannelograph, subject pictures,

ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils, counting sticks

Sound and letter Z

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Exercise in using the names of animals and their cubs in units. and many more number.

3. Acquaintance with the letter Z, reading and writing syllables and words

Spelling of the syllable ZHI.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

“Clap your hands if you hear the sound Z.”

"Guess the word"

“Repeat the phrases”

"Where the sound hid"

Repetition of the rule in SHI - ZHI.

Sound analysis of words: BEETLE, BEETLES, ZHUKH, ZHIK.

Dictation: SH, A, I, S, ZH, Z, O, S, M, N, T, D, X, K, ZHA, ZHO, ZHU, ZHI, IZH, OZH, AZH, UZH, YZH, ZHUK, KNIVES, TOAD, SNACK, SNACK.

Reading: KNIFE, KNIVES, KNIVES, RAIN, SNAKES

RAIN, RAIN, TOAD, LUGGAGE.

THE BEETLE IS BUZZING. VANYA HAS A KNIFE.

UNDER THE OAK TOAD. SNACKS UNDER THE BUSH.

"Who has who"

Compose sentences with a word in which the sound Z is heard.

ABC, notebooks, pencils.

Sound and letter Z

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Consolidation of the formation and use of prefixed verbs from the verb run.

3.Reading and writing syllables and words

Spelling of the syllable ZHI.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

5. Education of cognitive

interest in the activity

"Remember-repeat"

"Telegraph"

Sound analysis of words: KNIFE, KNIVES.

Toad, beetle, giraffe, snakes, hedgehogs, gooseberries, acorns, bear cub, skis, knives, artist, magazine, shoemaker, foal, circle, clothes.

I, you, he, we, you, they"

Negotiation of proposals.

Art. profiles, sound cases, cash registers,

ABC, notebooks, pencils.

Differentiation S – Sh.

1. Consolidation of correct pronunciation and distinction of sounds.

2. Consolidating the use of diminutive suffixes - ushk-, -yushk-, yushk-.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing perseverance,

discipline.

"Clap-top"

"Vice versa"
"Let's give pictures to Sonya and Alyosha"

"Guess the word"

Sound analysis of the words: YOU, YOUR, MOUSE.

Dividing words into syllables: MACHINE, DRYING, SHAWL, SASHA.

Dictation: W, S, O, Z, F, A, X, I, K, N, T, D, F, SHA, SA, SHU, SU, SHO, SO, SE, DRYING.

Reading: DRYING, MACHINE, ITSELF, SASHA. THE CAT HAS A BOWL.

Catfish, dog,

magpie, owl,

stroller, hat, pillow, cuckoo, frog,

pillow, tire, mouse, cat, cherries, bear.

"Call me kindly"

ABC, notebooks, pencils

Differentiation W – F

1. Consolidation of correct pronunciation and distinction of sounds.

2. Formation of related words (from the names of animals).

Formation of possessive adjectives.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

"Clap don't yawn"

"Beetles-geese"

"Vice versa"

Sound analysis of words: SASHA, SOOT.

Dictation: T, O, SH, S, Z, I, ZH, B, N, Y, D, K, A, ZHA, SHA, ZHU, SHU, ZHI, SHI, JO, SHO, ZHILI, SHILI.

Reading: SHA, ZHA, SHU, ZHU, SASHA, SOOT, Jester, BEETLE, SKIN, RESINS, FUR COAT, BElly.

Hat, pillow, frog,

pillow, mouse, cat, wardrobe, cherries, lily of the valley, bear, beetle, giraffe, snakes, hedgehogs, knives, gooseberries, acorns, bear cub, skis, artist, shoemaker, foal, circle, clothes.

“Choose related words”

“Whose tail, whose paw, whose ear?”

Making sentences based on subject pictures.

Flannelograph, subject pictures, ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sound and letter E

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Exercise in word formation of relative adjectives, coordinating them with nouns.

3. Acquaintance with the letter E, reading and writing syllables and words.

4. Development of art. motor skills, phonemic awareness; attention, memory, thinking; sound analysis skills.

5. Developing the ability to listen to the answers of others.

“Name the words with the sound E”

Dictation: N, O, F, K, Y, I, S, T, Z, U, E, SHA, AJ, EH, ECHO, THIS, EDIC.

Reading: THIS, THIS, ECHO, EDIC, ESKIMO, ESKIMOS. IT'S A CAT. THIS IS A WHALE. THIS IS EDIC. EDIC HAS ESCAPES

Sound analysis of words: ECHO, THIS,

EDIC, ESKIMO.

Escalator, popsicle, electric iron,

electric welder, electrician,

electrical appliance cap, spring, bouquet, branch, wreath, grandfather, package, lion, forest, summer, foam, hay,

children, day. tree, deer,

money, stump,

“What subject?”

Negotiation of proposals.

Flannelograph, subject pictures, ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Sound and letter Y

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Exercise in the use of prepositions IN, ON, ON, UNDER, OVER.

3. Acquaintance with the letter Y, reading and writing syllables and words.

4.Development of phonemic awareness; attention, memory, thinking; sound analysis skills.

5.Developing self-control skills for sounds.

"Clap, don't yawn

"Wonderful bag

Sound analysis of the words: MAY, GIVE, BUNNY.

Dictation: M, A, U, X, K, B, O, I, E, Y, Z, OH, AY, HEY, MAY, YOD.

Reading: AY, OH, BUNNY, MIKE, SEAGULL, BARN. VOVA HAS A BUNNY.

Watering can, glue, bunny, T-shirt,

“Remember-name”

(prepositions)

Making sentences with prepositions using supporting words.

Flannelograph, subject pictures, ind. mirrors, art. profiles, sound cases, cash registers,

ABC, notebooks, pencils

Letter E

1. Introducing the letter E.

Consolidating the softness of consonants before the vowels I, E.

Reading and writing syllables and words.

3.Development of attention and memory.

4Developing skills of correct behavior.

"Vice versa"

Dictation: O, A, E, I, U, E, S, ME, DE, BE, KE, FOOD, PLACE, DOUGH.

Reading: EAT, FOOD, EVE, RACCOON, HEDGEHOG, BLACKBERRY. THE HEDGEHOG HAS A HEDGEHOG.

Writing proposals

(by individual cards)

Distribution of offers,

drawing up a proposal outline.

Primer, alphabet,

notebooks, pens

Letter E

Letter E

1. Reading and writing syllables and words with the letter E.

2. Exercise in word formation (baby animals)

3.Development of attention and memory.

"Remember-repeat"

“Who has whom?”

Primer, alphabet,

flashcards, charting kits,

notebooks, pens

Letter E

1. Acquaintance with the letter E, reading and writing syllables and words

2. Distribution of offers,

proposal outline

3.Development of attention and memory.

4. Developing the ability to listen to others and not interrupt.

"Vice versa"

Dictation: U, I, X, E, E, HONEY, HEDGEHOG, HEDGEHOG.

Reading: HEDGEHOG, HEDGEHOG, LEADING, LUCKY. BEAR EATS HONEY.

"Magic chain"

(proposals spread).

Primer, alphabet,

flashcards, charting kits,

notebooks, pens

Letter E

Letter E

1. Reading and writing syllables and words with letters.

2. Distribution of offers,

proposal outline

3.Development of attention and memory.

"Remember-repeat"

"Magic chain"

(proposals spread).

Primer, alphabet,

flashcards, charting kits,

notebooks, pens

MARCH

Letter U

Letter U

1 Introducing the letter Y, reading and writing syllables and words

Consolidating ideas about the softness of consonants

2.Drawing up proposals and sentence diagrams.

3. Development of perception; memory.

4. Fostering a friendly attitude of children towards each other.

"Vice versa":

Dictation: A, I, E, Y, E, O, Y, U, TYU, DU, NU, SOUTH, SINGING, IRON.

Reading: SOUTH, GIVE, GIVE, IRON, WASH, SING, SING. ANYUTA HAS A SKIRT. CHILDREN WASH HANDS.

MOTHER HAS AN IRON.

Primer, alphabet,

flashcards, charting kits,

notebooks, pens

Letter U

Letter U

1. Fixing the letter Y.

Strengthening reading and writing skills.

2.Drawing up proposals and sentence diagrams

3.Development of memory and attention.

"Remember-repeat"

Writing proposals and proposal outlines.

Primer, alphabet,

flashcards, charting kits,

notebooks, pens

Letter I

1.Introduction to the letter Y.

Consolidating ideas about the softness of consonants.

2.Drawing up proposals and laying out a proposal diagram.

3.Development of memory and attention.

4.Developing perseverance.

"Remember-repeat"

"Vice versa"

Dictation: U, I, E, Y, E, Y, Y, O, ME, TYU, DYA, HHI, PU, ​​KY, EH, FOOD, PIT, LIGHTHOUSE.

Reading: YAK, YACHT, YANA, YASHA, UNCLE, HEEL, BERRY.

YANA EATS BERRIES. YASHA BAYAN.

Drawing up proposals according to the sample laying out the diagram.

Primer, alphabet,

kits for drawing up diagrams,

Letter I

1. Consolidation of ideas about the softness of consonants.

Strengthening reading and writing skills.

2. Word formation of relative adjectives, composing sentences according to the model.

3.Development of memory and attention.

4.Developing perseverance.

"Remember-repeat"

"Vice versa"

“Which one, which one?”

Drawing up proposals based on the sample

Primer, alphabet,

Sound and letter C

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Formation of neuter nouns with an affectionate meaning using suffixes - ets-, -its-, -ts-.

3. Acquaintance with the letter C, reading and writing syllables and words

4. Development of art. motor skills, phonemic awareness; attention, memory; sound analysis skills.

5. Developing the ability to listen to the answers of others.

"Repeat correctly"

“Say the opposite” (replace the sound S with C)

Sound analysis of words: HARE, CLEVER.

Proposal analysis:

THE HARE HAS A SHORT TAIL.

Dictation: S, Z, C, W, F, M, D, V, F, ATs, OC, UC, EC, IC, YTS, FATHERS, HARES.

Reading: CHAINS, EGG, FATHER, HARE, FLOWERS,

SCISSORS THIS IS KATYA. THIS IS A HARE.

Chicken, flowers, button, soap dish, eggs, chain, ladder, hen, ring, sun, hare, heron, starling, sheep, caterpillar, motorcycle, tit.

"Tanya and Tanechka"

Drawing up proposals for individual pictures.

Flannelograph, subject pictures, ind. mirrors, art. profiles, sound cases, cash registers

flashcards, notebooks, pens

Differentiation S – C

1. Consolidation of correct pronunciation and distinction of sounds.

2.Word formation of feminine nouns,

Denoting persons by their qualities, with suffixes

-nits-, -its-.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

"Squabble"

"Slam-stomp"

Sound analysis of words: TIT.

Proposal analysis:

THE HERON IS STANDING IN THE SWAMP.

Dictation: B, D, S, Z, C, A, K, U, O, M, V, S, TSA, SA, TSO, SO, TSU, SU, TITS.

Reading: TsA, SA, TSY, SY, TSU, SU, SPOKE, TIT, MONTH.

Chicken, flowers, button, soap dish, eggs, chain, ladder, chicken, ring, catfish, dog,

table, dishes, pine, leaf, boots, wasp,

plane, sleigh, mustache, nose, fox,

magpie, owl,

"And me too"

"What is this?"

Flannelograph, subject pictures, ind. mirrors, art. profiles, sound cases, cash registers

flashcards, notebooks, pens

Sound and letter H

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Consolidation of use

mind-affectionate suffixes.

3. Acquaintance with the letter Ch, reading and writing syllables and words

4. Development of art. motor skills, phonemic awareness; attention, memory; sound analysis skills.

5. Developing the ability to listen to the answers of others.

"Find the Common Sound"

"Repeat after me"

Let's introduce the rule:

CHA – SCHA write with “A”,

CHU – SHCHU write with “U”.

Sound analysis of words: CLOUD, POINT.

Dictation: CH, T, C, W, S, F, CHA, CHU, CHI, CHO, TSA, TSO, TSU, TSY, HARE, WATCH.

Reading: TEA, CUP, MIRACLE, CLOCK, BARREL, PRICE, EGG.

Rook, doctor, ball, barrel, brick, tea, bees, swing, girl, boy, teacher, bird cherry, bees, teapot, glasses.

"Big small",

Flannelograph, demonstration pictures from the “Big-Small” series,

subject pictures,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Differentiation Ch – Th

1. Consolidation of correct pronunciation and distinction of sounds.

2. Consolidation of possessive adjectives.

3. Use of complex subordinates. proposals..

4.Development of phonemic awareness; attention, memory; sound analysis skills.

"Wonderful bag"

"Clap-top"

" Vice versa"

Sound analysis of words: TINA, BALL.

Proposal analysis:

VOVOCHKA CLEANS SHOES.

Rook, doctor, ball, barrel, brick, tea, bees, swing, girl, boy, teacher, bees, teapot, glasses, tiger, kittens, duckling, woodpecker, picture, TV.

“Whose tail is better?”

Completion of complex sentences

according to the sample.

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Differentiation Ch – C

Differentiation

H – C

1. Consolidation of correct pronunciation and distinction of sounds.

2.Development of phonemic awareness; attention, memory; sound analysis skills.

3.Developing self-control skills for correct pronunciation of sounds.

"Fishermen"

"Traffic light"

Sound analysis of words: CUP, CHAINS.

Dividing words into syllables: TEAPOT, MIRACLES, DREAM, CHICKENS, FLOWERS, SCISSORS.

Dictation: E, E, SCH, CH, W, F, S, Z, O, I, E, U, Y, Y, I, CHA, SCHA, CHU, SCHU, CHI, SHI, CHASHA.

Reading: CHA, SCHA, CHU, SCCHU, CHI, SCHI, CHE, SCHE, ASCH, OSHCH, UCCH, UCH, ECH, ECH, OCH BRUSH.

Rook, doctor, ball, barrel, brick, tea, bees, swing, girl, boy, teacher, bird cherry, bees, teapot, glasses, chicken, flowers, button, soap dish, eggs, chain, ladder, chicken, ring.

Making proposals for a plot picture.

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound and letter Ш

Sound and letter Ш

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

Introducing the letter Shch.

2. Word formation of masculine and feminine nouns denoting persons by their professions, with suffixes -schik-, -schits-.

3.Development of phonemic awareness; skills of sound analysis, reading and writing, attention, memory.

4. Fostering a friendly attitude of children towards each other.

"Wonderful bag

“Select pictures, determine the place of sound in the word,”

"What changed?"

Sound analysis of words: cabbage soup, pike, box.

Proposal analysis:

MOTHER IS COOKING cabbage soup.

Pike, grove, puppy, bream, vegetables, tongs, box, brush, things, trainer, cleaner.

"Who is this?"

Compose sentences with pictures in Ш at the beginning of the word.

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Differentiation Ch – Shch

1. Consolidation of correct pronunciation and distinction of sounds.

2. Consolidation of word formation of nouns denoting profession.

3. Use of complex sentences.

4.Development of phonemic awareness; attention, memory; sound analysis skills.

5.Developing self-control skills for correct pronunciation of sounds.

"Clap and stomp"

"Two slats"

Sound analysis of the words: SEAGULL, SEARCHBOOK.

Proposal analysis:

THE PUPPY HAS A BLACK NOSE.

Pike, grove, puppy, bream, vegetables, tongs, box, brush, things, trainer, cleaning lady, rook, doctor, ball, barrel, brick, tea, bees, swing, girl, boy, teacher, bird cherry, bees, kettle, glasses.

"Name your profession"

"Who's doing what?"

"Who do we need?"

(negotiation of proposals)

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Differentiation Сь – Ш

1. Consolidation of correct pronunciation and distinction of sounds.

2. Enrichment of vocabulary with synonyms.

3. Formation of participles.

4.Development of phonemic awareness; attention, memory; sound analysis skills.

5. Developing the ability to listen to the answers of others.

"Wonderful bag,

“Place the tenants in the house”

Sound analysis of words: SLIVER, NET.

Proposal analysis:

SIMA HAS A BIG PIKE.

Pike, grove, puppy, bream, vegetables, tongs, box, brush, things, trainer, cleaner, catfish, dog,

table, plane,

dishes, pine,

leaf, boots,

plane, wasp, sleigh, mustache, braid, nose,

fox, goose.

"Who can say otherwise"

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

APRIL

Differentiation Ш – Ш

1. Consolidation of correct pronunciation and distinction of sounds.

2. Enrichment of vocabulary with synonyms,

related words.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

"Vice versa"

Sound analysis of words: MOUSE, PUPPY.

Proposal analysis:

MISHA HAS A PUPPY.

Dictation: K, W, B, F, Z, N, G, S, V, F, Shch, Ch, P, T, CHA, SCHA, SHI, ZHI, CHU, SCHU, TEA, PIKE, FUR COAT, BRUSH.

Reading: THERE IS A FUR COAT IN THE CLOSET. THERE'S A HAT ON THE CLOSET.

Pike, grove, puppy, bream, vegetables, tongs, box, brush, things, trainer, cleaning lady, hat, pillow, frog,

pillow, mouse, cat, wardrobe, cherries, lily of the valley, bear.

"Say otherwise"

“Name the sign”

"Name the action"

Making sentences with pictures

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound and letter L

Sound and letter L

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Enrichment of vocabulary

related words (squirrel, wolf, elephant, jackdaw)

3.Introduction to the letter L,

reading and writing syllables and words.

4Development of phonemic awareness; skills of sound analysis, reading and writing, attention, memory, thinking.

5. Cultivating children’s friendly attitude towards each other

"Guess it"

"Remember, repeat"

"Lay out the pictures"

Sound analysis of words: ONION, PUDDLE.

Proposal analysis:

VLADIK IS SKIING.

Dictation: A, I, O, U, Y, E, E, Y, I, LA, LO, LY, LE, AL, OL, UL, YL, EL, MOON, FLOOR, LUK.

Reading: VARNISH, BOW, FOREHEAD, CROWBAR, FLOOR, PUDDLE, SKIS, MOON, BULL, PEWDAW, ROLLING ROLL

“Choose related words”

"Pick up the signs"

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound and letter L

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word, consolidating the letter L, reading and writing syllables and words.

2. Exercise in retelling the story of L.N. Tolstoy “The Squirrel and the Wolf”

4. Developing a cognitive attitude towards speech therapy classes.

"Guess the word"

Sound analysis of words: VARNISH, DAW.

KLAVA HAPPED THE ONION.

Lamp, shovel, paws, hammer, elk, top, needle, squirrel, wolf, doll, elephant, bicycle, eyes, woodpecker, bow, moon, dove, jackdaw, strawberry, gladiolus, watering can, pencil case, shelf, boat.

Retelling of Leo Tolstoy's story “The Squirrel and the Wolf”

Text of the story by L.N. Tolstoy “The Squirrel and the Wolf, flannelgraph, subject pictures, art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound L

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word.

2. Retelling the story “The Fox and the Goslings”

3. Development of art. motor skills, phonemic awareness, sound analysis skills; attention, memory.

4. Fostering a friendly attitude of children towards each other.

“Clap your hands if you hear the sound L”

"Wonderful bag"

Sound analysis of words: BULKA, LINDEN, FOX.

Reading: ELK, FOREST, LANA, LINA, BOW, HATCH, FOX, LEMON, LESHA. LISA BUYED LEMONS.

KLAVA AND LIDA DRINKED LEMONADE. ALINA LOVES BAGELS.

Fox, watering can, deer, seal, viburnum, raspberry, wheel, ice, fox cubs.

Retelling of the story "The Fox and the Goslings"

Text of the story "The Fox and the Goslings"

flannelgraph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sounds L-L

Sounds

L-L

1. Consolidation of correct pronunciation and distinction of sounds.

2.Word formation, use of possessive adjectives in

-y, -y, -y.

3. Development of art. motor skills, phonemic awareness; attention, memory; sound analysis skills.

4. Developing the ability to listen to the answers of others.

“Think, don’t rush

"Sound Store"

Sound analysis of words: MOON, PLUM, LEAF.

Sentence analysis KLAVA AND LIDA DRINKED LEMONADE.

Lamp, shovel, paws, hammer, elk, top, needle, squirrel, wolf, doll, elephant, bicycle, eyes, woodpecker, Fox, watering can, deer, seal, viburnum, raspberry, wheel, ice, fox cubs.

"Whose tail is longer"

“Whose paw is bigger?”

“Whose ear is better?”

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sounds L-Y

Differentiation

L - J

1. Consolidating the correct pronunciation and distinction of sounds, consolidating ideas about the softness of consonants.

2. Formation of relative adjectives from the names of trees: linden, maple, poplar, viburnum.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

"Clap-stomp"

"Fishermen"

“Place the pictures in the house”

"Finish the word"

Sound analysis of words: LYUBA, YULA.

Proposal analysis:

LYUBA EATS YOGURT.

Dictation: X, O, V, N, T, L, I, Y, Y, LA, LYU, LI, LE, LE, AY, OH, UY, YY, HEY, YULIA, LINDEN.

Reading: LYUBA, YULIA, LIPA, MAPLE, LUDA.

Fox, watering can, deer, seal, viburnum, raspberry, wheel, ice, watering can, glue, bunny, T-shirt,

ruler, beehive, sparrow, coffee pot,

parrot, fox cubs.

"Remember,

repeat"

“We’ll arrange alleys in the new garden”

Making proposals based on subject pictures

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound and letter P

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

Introducing the letter R.

2. Exercise in using R.P. units number of nouns

3. Development of art. motor skills, phonemic awareness; skills of sound analysis, reading and writing, attention, memory. 4. Fostering a friendly attitude of children towards each other.

"Catch the Sound"

Sound analysis of words: WORLD, CANCER, HAND, GRASS.

Proposal analysis:

ROMAN BUYED PEARS.

Dictation: L, R, M, N, D, T, A, U, I, O

LE, RE, AR, OR, UR, YR, IR, ER, CANCER, GIFT, HAND.

Reading: CANCER, RAD, YARD, AX, FENCE,

FRAME, HAND, GRASS, BROTHER, DOCTOR, RAKE, FISH. ROMA CATCHES FISH.

Dictation: L, R, M, N, D, T, A, U, I, O,

LE, RE, AR, OR, UR, YR, IR, RI.

Reading: WORLD, RIS,

RIMMA, IRINA.

BORIS CATCHES FISH.

“No what?”

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound and letter P

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2 Exercise in using R.P. pl. number of nouns.

3. Development of art. motor skills, phonemic awareness; skills of sound analysis, reading and writing, attention, memory.. 4. Fostering a caring attitude towards benefits.

"4th wheel"

(selection of pictures on P)

Sound analysis of the words: GIFT, FENCE, PEAR.

Analysis of the sentence: IRA WAS PICKING MUSHROOMS.

Cancer, frame, rainbow, pencil, drum, roses, hand, shirt, corn, chickens, ball, watermelons, map, pears, roof, zebra, ram, guitar, fish, tiger, scarf.

"Many things"

Making sentences for pictures in P

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound Ry

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2. Formation of relative adjectives from the names of vegetables and fruits.

3. Development of art. motor skills, phonemic awareness; skills of sound analysis, reading and writing, attention, memory. 4. Fostering a friendly attitude of children towards each other.

Sound analysis of words: RIS,

“Name the product, what?”

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sound Ry

1. Consolidating the correct pronunciation of a sound, determining the place of a sound in a word,

dividing words into syllables.

2 Exercise in the formation, use and agreement of verbal adjectives and participles.

3. Development of art. motor skills, phonemic awareness; skills of sound analysis, reading and writing, attention, memory. 4. 5.Developing perseverance.

"Remember,

repeat"

"Find the extra object"

Sound analysis of words: IRINA, MUSHROOMS.

Primer, aquarium, calendar, lilac, trousers, nuts, factory, matryoshka, radish.

“How do they eat what?”

Flannelograph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sounds R-R

1. Consolidation of correct pronunciation and distinction of sounds.

2. Formation of relative adjectives from the names of fabrics.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing skills of correct behavior.

"Traffic light"

"Wonderful bag"

Sound analysis of words:

ROSE, CHICKENS, RITA, DOORS

RA, RYA, RO, RYO, RE, RI, RE

I BUYED PEARS.

BORIS WAS PICKING MUSHROOMS.

Primer, aquarium, calendar, lilac, trousers, nuts, factory, matryoshka, radish, Cancer, frame, rainbow, pencil, drum, roses, hand, shirt, corn, chickens.

“What clothes?”

flannelgraph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Sounds R-R

1. Consolidation of correct pronunciation and distinction of sounds.

2. Enrichment of vocabulary with related words.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

"Clap, stomp"

“Gifts for Roma and Rita”, “On the contrary”

Sound analysis of words: LYNX, RICE, CHICKEN.

Dividing words into syllables: RAKE, RAZOR, SAYS, GARDEN, TOMATOES.

Dictation: RA, RYA, RO, RYO, RE, RE, RU, RYU, RY, RI, CRANE, CRAB.

Reading: RA, RYA, RO, RYO, RU, RYU, RY, RI, RE, RE,

ROME, CRIMEA, DIT, ROAR

Primer, calendar, lilac, trousers, nuts, factory, matryoshka, radish, Cancer, frame, rainbow, pencil, drum, roses, hand, shirt, corn, chickens.

"Choose your words"

Making sentences using reference words and pictures

flannelgraph, subject pictures, ind. mirrors,

art. profiles, sound cases, cash registers,

reading cards,

notebooks, pens

Differentiation L – R

1. Consolidation of correct pronunciation and distinction of sounds.

2. Exercise in pronunciation of words with a complex sound-syllable structure.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4. Education of discipline.

"Clap-top"

"Fishermen"

“Let’s give pictures to Roma and Lusha”

Sound analysis of words: CANCER, LAC, RAY.

Proposal analysis:

CANCER IS CREEPING ALONG THE SHORE.

Dictation: RA, LA, RU, LU, RO, LO, LAD, RAD.

Reading: AL, AR, RA, LA, OR, RO, LO, UR, UL, YL, RY, LY, LAMP. LOLA PAINTS THE FENCE.

Lamp, shovel, paws, hammer, elk, spinning top, needle, squirrel, wolf, doll, elephant, bicycle, eyes, woodpecker, crayfish, frame, rainbow, pencil, drum, roses, hand, shirt, corn, ball, watermelons, pears, roof, zebra.

"Remember-repeat"

Making proposals based on the proposed pictures

flannelograph, subject pictures,

art. profiles, sound cases, cash registers,

flashcards, notebooks, pens

Differentiation A - P

1. Consolidation of correct pronunciation and distinction of sounds.

2. Consolidation of use

mind-affectionate suffixes.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4. Cultivating children’s friendly attitude towards each other

"Vice versa"

Sound analysis of words: RICE, THREE, FACE, PLUM.

Dictation: LI, RI, RYU, LIU, RYA, LA, GAME, CHALK, FRAME, FOX, HAND.

Reading: RYA, LA, LA, RYU, LYU, RYO, LE, RE, LE, RI, LI, RIMA, BALLS

FOX, LARISA.

ABC book, trousers, nuts, radishes,

matryoshka, frame, rainbow, roses,

pencil, fox,

drum, watering can, deer, raspberry, wheel, fox cubs,

"Call me kindly"

(pictures on L,R)

Drawing up individual proposals. pictures

flashcards, notebooks, pens

Differentiation L-R, L-R

1. Consolidation of correct pronunciation and distinction of sounds.

2. Exercise in pronunciation of words with a complex sound-syllable structure.

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

Lay it out in rows"

Sound analysis of the words: MOLE, RAFT, BEAK, DOORS, BEAK.

Primer, trousers, nuts, matryoshka, radish, frame, rainbow, pencil, drum, roses, hand, lamp, shovel, paws, hammer, elk, spinning top, needle, squirrel, wolf, elephant, eyes, woodpecker, fox, watering can, deer, raspberry, wheel, fox cubs.

"Repeat the words"

Making sentences based on supporting words

flannelograph, subject pictures, sound pencil cases, cash registers,

flashcards, notebooks, pens

Letter b

1. Introducing the letter b.

2 Exercise in using I.P. pl. number of nouns

4.Developing the ability to listen and hear.

"Vice versa"

Sound analysis of the words: HORSE, STUMP, LYNX, ELK.

Proposal analysis:

THE BEAR SLEEP IN A DERN IN WINTER.

Dictation: b, b, v, f, o, b, i, s, x, e, horse, stump, elk, mother, fire, letter, days.

Reading: SIT, FLY, LYE, PLAY, MOLD, SPEAK.

Deer, seven, mother, horse, letter, stump, fire, lynx, elk.

"Change the Word"

Flannelograph, Primer,

subject pictures, sound pencil cases, cash registers,

flashcards, notebooks, pens

Letter b

Letter b

1. Introducing the letter Ъ

2 Exercise in education, prefixed verbs.

3. Development of phonemic awareness; skills of sound analysis, reading and writing, attention, memory.

4. Cultivating perseverance..

"Remember-repeat"

Sound analysis of words: EATEN.

Proposal analysis:

There are MANY APARTMENTS IN THE ENTRANCE.

Dictation:, S, Z, Ъ, Ш, ENTRY, RISE, ATE.

Reading: ate, moved out, rose, moved in.

"Form the word"

Making sentences with a prefixed verb

flannelograph, subject pictures, sound pencil cases, cash registers,

flashcards, notebooks, pens

Consonant and vowel sounds

Letters

1. Consolidation of learned sounds

2. Exercise in writing and distributing proposals

3.Development of phonemic awareness; attention, memory; sound analysis skills.

4.Developing self-control skills for correct pronunciation of sounds.

"Vowel-consonant"

"Hard-soft"

"Deaf-voiced"

Sound analysis of words: School,

"Call me kindly"

"One-many"

“We’ll lower

beads" (drawing up and distributing proposals

flannelograph, subject pictures, sound pencil cases, cash registers,

flashcards, notebooks, pens