Topic."Letter lower case Well."

Goals. Develop graphic writing skills, practice calligraphy; create an algorithm for writing a letter with children well , to teach the ability to accurately reproduce the sample, to teach to pronounce the spelling of the letter; develop the skills of unmistakable spelling of a combination zhi in words.

Educational materials."Miracle-script" (under the editorship of V.A. Ilyukhina); word cards: straight oblique line, rocking chair, hook line, secret; beetle image; toy - beetle; drawings with images of animals; syllable table; material for reflection of the lesson.

DURING THE CLASSES

I. Organizational moment

II. Knowledge update

The teacher reads an excerpt from a fairy tale:

Teacher. And the leaf floated and floated on straight oblique line, and now Thumbelina got abroad. past rocking chair a cockchafer flew, saw the girl, grabbed her by the waist and carried her up a tree. He sat down with the crumb on the largest green leaf, similar to hook line, fed her sweet flower juice with a secret and said, "Here I am zhzhzh willow, this is mine zhzhzh hideout. Be mine zhzhzh eh, this is mine zhzhzh desire!”

Then other beetles came to them, which lived on the same tree. They looked at the girl from head to toe and said: “She only has two zhzhzh ki! zhzhzh alco watch! Like u zhzhzh okay!”

Thumbelina did not like the beetles, although she was pretty. And the Maybug said: “Alas, we zhzhzh but to part, very zhzhzh al, zhzhzh good luck!”

An excerpt from which fairy tale did I read?

Children. Thumbelina.

D. Hans Christian Andersen.

U. What elements of the letter did you hear in the passage?

The teacher writes the concepts on the blackboard. Several students one by one go to the blackboard, pronounce and write down these elements of the letter. The rest work in notebooks in the field.

1. We put the pen on the top ruler of the working line and go down the inclined line down to the bottom ruler of the working line.

2. We write a straight inclined line, a little (by 1/10 of the line height) we do not add to the bottom ruler of the working line and we begin to smoothly turn the pen on the line, without sharpening and without stretching along the line.

3. We put the pen on the upper ruler of the working line, go down the inclined line, perform the “rocking chair” without tearing off the handle, and rise along the hook line to the middle of the working line.

4. We put the pen on the top ruler of the working line, go down the inclined line, perform the “rocking chair”, climb the hook line to the middle of the line, without taking our hands off, and towards the top ruler of the working line, strictly parallel to the already written straight inclined line (or the first , left, inclined line) we write "secret".

Children write these elements to the end of the line.

III. Lesson topic message

U. Let's go back to the passage. Who did Thumbelina meet?

D. Beetle.

U. A beetle also came to visit us and brought his photo.

The teacher takes out a toy and opens the picture of this beetle.

Do you remember what sound the beetle liked to make?

D. Sound [g].

U. What words with this sound do you remember from the story?

D. Housing, wife, desire, legs, sorry, terrible, sorry, wish ( good luck), need to.

U. Guess what letter we will learn to write today?

D. letter well .

U. Justify your answer.

D. In every word there is a sound [g], in a literacy lesson we got acquainted with the sound [g].

U. Formulate the topic of the lesson.

D. lowercase letter well .

The teacher opens the topic of the lesson.

Small letter J

- Why do we need to be able to write a letter well ?

D. The more letters we learn to write, the more words we can write.

- For the development of written language.

- To be literate.

– Letter well is one of the letters of the alphabet.

It is important that children accept this goal as their own.

IV. Work on the development of the articulatory apparatus

Before children - onomatopoeic verbs.

U. Read the words, trying to convey with your voice the real sounds of wildlife.

On the desk:

meow kaet karkat qua kaet zhu zhzh it cuckoo em quack kaet

- Choose: what does the beetle do?

D. Buzzing.

U. Show me how a beetle buzzes? Why is this happening?

D. Some insects during the flight very often flap their wings, cutting through the air. This is how the buzzing happens.

V. Work on the development of reading technique. Finding the studied letter in words

U. The beetle brought you his favorite letter as a gift. This letter is printed in your notebook. Name her.

D. printed letter well .

U. Hatch the letter: boys - vertical, girls - horizontal.

During the work, the teacher monitors the correctness of the work, gives advice, praises.

Everyone has their favorite beetle poem on the table. Read it, find and circle all the letters with a simple pencil well .

Children read line by line and name the number of letters well encountered in the words:

Zhu-zhu-zhu, zhu-zhu-zhu,
On the lawn I buzz
Harmlessly I buzz
I'm circling over daisies!

What sound is repeated by the poet so that we can hear the buzzing of the beetle?

D. Buzzing is created by repeating the sound [g].

U. In which word is the sound [g] heard several times?

D. In a word buzz.

VI. Physical education minute

U. Get up. I show drawings of animals, and you determine the presence and place of the sound [g] in the names of these animals. If the sound [g] is at the beginning of the word - you raise your hands up, if in the middle of the word - put your hands on your belt, if at the end of the word, then lower your hands down. If there is no given sound in the word, then you squat down.

The teacher shows pictures: snake, giraffe, dog, toad, elephant, hedgehog, walrus, fox.

VII. Work in copybook(No. 3, pp. 24–25)

U. Consider the step-by-step writing of a lowercase letter well .

What elements does it consist of?

Children list the elements.

Element-wise notation of a letter well is conducted by the teacher on the blackboard, and the children do this work on the teacher's line in the copybook on p. 24:

1. We put the handle 1/3 from the top in the working line, go to the right with a "bump", turn the handle, go down the inclined line.
2. To the above step 1, add an element called "club". We write out the "stick".
3. On the "stick" we go up to the right and, not reaching 1/3, we write out the "secret".
4. According to the "secret" - an inclined line down.
5. We rise along the slope 1/3 from the bottom, again we leave along the hook to the right up.
6. With 1/3 "we break the secret."
7. According to the "secret" - inclined down, "rocking chair", hook to the middle.
8. Re-showing the teacher continuous recording of the entire letter well according to an abbreviated algorithm with commentary: "tubercle", slanted down, "club", hook up to 1/3, "secret", according to the "secret" - oblique, "rocking chair", hook to the middle.

letter children letters well "in the air" with the pronunciation of the algorithm on the silhouette of a beetle.

U. Drag the beetle silhouette with the line pen to make a lowercase letter well.

Writing a letter point by point, and then independently writing a letter to the end of the line.

VIII. Introspection of what is written

U. Find the prettiest letter you've written and circle it with a green pen. Which letter did you dislike and why?

The beetle also worked with you. Let's see what he got.

In the table, students parse graphic errors in writing a letter well, choose the correctly written letter, encourage the efforts of the beetle.

IX. Writing syllables-mergers with a letter well: zh, zh, zh

Work in writing. Writing syllables with pronunciation. The teacher focuses on the peculiarities of writing and pronunciation of the syllable zhi.

X. Writing words with a letter well

Children read the words. After reading and spelling analysis, the words are written next to the sample.

In a word cranes students mark all parts of letters and their connections. Connections in the middle are marked with a dash, and connections at 1/3 are marked with a cross. One student marks the middle, the other marks the third parts on the board, and the rest work in the copybook.

In a word lark children designate all "nests" and "huts". One student marks "nests", the other - "huts", and the rest work in the copybook in the field.

U. Let's play the game "Who is more?". Think of words in which the sound [g] would be at the beginning of the word.

D. Magazine, life, jasmine, acorn, vest.

U. In the middle of a word?

D. Gooseberry, eggplant, skier, whatnot.

U. At the end of a word?

D. Baggage, siskin, knife, character.

Reading by students of a group of words that are close in meaning: friendship - friends - friend.

U. How are these words similar? What do we call such words?

D. Related.

U. Write down the words, highlight the common part in them.

XI. Physical education minute

XII. Working with offers

U. What do you see on the board?

On the desk:

| _______ ________ _______ ________ ?

D. Scheme of an interrogative sentence.

U. How many words are in it? What rules for writing a proposal do you know? What do we call a proposal?

Children's answers.

- Read the interrogative sentences.

D.Who felt sorry for the beetle?

U. Remember the text of the primer and answer the question: who felt sorry for the beetle?

D. Jeanne felt sorry for the beetle.

U. Write an interrogative sentence.

Restore the deformed sentence and write it down on a free ruler.

D. Zhenya was bitten in the hand by a beetle.

XIII. Consolidation of the material covered

Students connect all the elements in order with an arrow to make a letter. well.

Children collect words from scattered letters. (Words come out: sting, heat, toad, puddle.) Words are written down with commenting.

XIV. Additional material

On the desk:

U. Name the word with the letter you learned in class today.

D. Wish.

U. How do you understand the meaning of this word?

Children's answers.

- Make related words from syllables.

D. Desire, desired, desire, desirable.

U. Insert the appropriate words:

AND … ( desired) the country
It's visible from a distance.

(A.S. Pushkin)

Children's answers.

We all learn ... ( wish)
And we get five.

How do you understand the meaning of this sentence?

Come up with a wish for our guest.

XV. Lesson summary

U. Name the topic of the lesson.

D. lowercase letter well .

U. What is the purpose of the lesson?

D. Learn to write a letter well .

U. What have we done for this?

D. Created an algorithm for writing a letter well .

U. Have we reached the goal?

D. Yes.

Everyone has an envelope for reflection on the table. It has green, yellow and brown leaves.

U. Remember the key words of the lesson and evaluate your work. If you worked in the lesson with a desire, were confident in yourself, you were interested in cleanliness and order in your copybooks, then select a green leaf.
If you worked with desire, but not very confidently, you were worried, and there were flaws in the recipe, then select a yellow leaf.
If you worked without desire, you were bored in the lesson, then select a brown leaf.

There are three tree trunks on the board. The teacher explains that children glue green leaves on the first tree, yellow leaves on the second, and brown leaves on the third. Children glue the selected leaf. The result is three trees. The corresponding conclusion is made.

- I am glad that you worked today with desire, confident that your copybooks are clean. Our guest is also pleased that you gave him such a wonderful home. Thank you for your work! The lesson is over.

Keywords: spelling algorithm, letter "g", universal learning activities, work in pairs, reflection.

Lesson topic: Letter lowercase "g"

Lesson type: Learning new material

Lesson Objectives:

1. subject: introduce children to the algorithm for writing a lowercase letter "g"; learn to write syllables, words, a sentence with the letter "g"; to fix the letter of the studied letters.

2. metasubject: develop oral and written speech, attention, logical thinking, phonemic hearing, creative and communication skills, classification skills, the ability to formulate the topic and purpose of the lesson, summarize the lesson, express attitude towards the result of their work.

3. personal: create conditions for the formation of the internal position of students, characterized by interest in what is happening in the lesson and positive motivation for learning activities. Cultivate an attentive attitude towards each other, the ability to work in pairs.

Equipment: multimedia, a drawn tree, cherries cut out of paper for pair work, a beetle rebus, blue leaves, a symbol: “Pair work”, bookmarks for students “Sun”.

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Letter lowercase "g"

Writing Lesson Scenario for Grade 1

Keywords: writing algorithm, the letter "g", universal learning activities, work in pairs, reflection.

Lesson topic: Letter lowercase "g"

Lesson type: Learning new material

Lesson Objectives:

1. subject: introduce children to the algorithm for writing a lowercase letter "g"; learn to write syllables, words, a sentence with the letter "g"; to fix the letter of the studied letters.

2. metasubject: develop oral and written speech, attention, logical thinking, phonemic hearing, creative and communication skills, classification skills, the ability to formulate the topic and purpose of the lesson, summarize the lesson, express attitude to the result of their work.

3 . personal: create conditions for the formation of the internal position of students, characterized by interest in what is happening in the lesson and positive motivation for learning activities. Cultivate an attentive attitude towards each other, the ability to work in pairs.

Equipment: multimedia, a drawn tree, cherries cut out of paper for pair work, a beetle rebus, blue leaves, a symbol: “Pair work”, bookmarks for students “Sun”.

During the classes

I. Organizational moment.

Teacher: The bell rang and we started the lesson.

II. Knowledge update.

Teacher: Listen and guess the riddle.

Walking in hot Africa

Long neck surprises

Himself tall, like a closet,

Yellow, dotted...

Pupils: Giraffe (SLIDE 2)

Teacher: What sound is heard at the beginning of the word giraffe? Describe this sound.

Students: Consonant, solid, paired.

Teacher: Think of words in which the sound [g] is heard.

Teacher: What letter represents the sound [g]?

Pupils: The letter "g". (SLIDE 3)

III. Formulation of the topic. Setting the goal of the lesson.

Teacher: Try to formulate the topic of the lesson.

Students: Lowercase "g".

The teacher shows a lowercase letter.

Teacher: What is the purpose of the lesson?

Students: Learn to write a lowercase letter "g", words with this letter.

IV. Discovery of new knowledge.

Teacher: Look closely at the letter. What elements does it consist of? Students: Rounding, straight inclined.

Teacher: If you were a teacher, how would you explain the algorithm for writing a lowercase "g"?

A student comes to the board and tries to explain the algorithm for writing a lowercase letter "zh".

Teacher: Listen to the algorithm for writing a lowercase letter "g":

1. We put the pen just below the working line, write a rounding to the left;

2. We write a straight sloping up, a straight sloping down, a straight sloping up;

3. We write a rounding to the right.

The sequence of work by students:

1. Letter lower case "g" in the air.

2. Repetition of the rules that you need to remember when writing (keep your back straight, hold the pen correctly, place the sheet of notebook obliquely).

3. The letter of the lowercase letter "g" according to the algorithm in the Copybook - p. 24 (first with the teacher).

Pupils open bookmarks. Each student has a bookmark "Sun" in their notebook.

4. Work in pairs.

The teacher shows the symbol: the "cherry" icon.

Teacher: What is this symbol?

Pupils: Work in pairs.

Teacher: Let's show the guests how you learned how to write a lowercase letter "g".

The students take it in turns to write a small letter “g” on the cherries with a felt-tip pen and “dress” the tree. Picture 1

Rice. one

V. Physical education for the eyes "Butterfly"

VI. Working on new material.

1. Letters on the board: well and (SLIDE 4)

Teacher: What groups can these letters be divided into?

Students: Vowels and consonants.

The teacher shows the diagram on the screen:(SLIDE 5)

well

Teacher: The consonant letter "zh" is friends with vowels. As a result of this friendship, syllables are formed. Let's read them.

2. Reading syllables. (SLIDE 6)

And Ms.

Wu zhu

Zhi

3. Game "Tell me a word"

Teacher: Let's play a game with these syllables: "Tell me a word"

• ZHA-ZHA-ZHA - there are needles in ... (hedgehog)(SLIDE 7)
• ZHU-ZHU-ZHU - with Petya, Vasya I ... (friends)(SLIDE 8)
• ZHI-ZHI-ZHI - very sharp ... (knives)(SLIDE 9)

Teacher: Look closely at the syllables. How do you think the letter will combine the lowercase letter "g" with vowels: a, y, and?

Students: With a straight line.

1. Letter of syllables.

Teacher: Let's write the syllables in a notebook. What should be said when we write syllables and words?

Students: Sounds.

Pupils take turns going out and writing down syllables on the board, the rest work in a notebook on their own.

Teacher: Why did we learn to write a lowercase letter "g"?

Students: To learn how to write words with this letter.

VII. Fizkultminutka.

Teacher: If you hear the sound [g] in a word, then you need to sit down, and if you don’t hear it, then you need to jump in place. (The words: dumpling, hedgehog, bucket, beetle, crow, cranes, helicopter, life).

5. Work in pairs (SLIDE 10)

• BOW L - F

Teacher: Guess what word is encrypted in this rebus?

Pupils: Beetle

Teacher: How many sounds are in the word beetle?

Pupils: 3

Teacher: Let's check.

The students, together with the teacher, make sounds by bending their fingers.

Teacher: Write the word on a blue piece of paper. Swap leaves. Check out your roommate's work. Draw an asterisk on the piece of paper if the work is done correctly.

1. Writing words and sentences. (SLIDE 11)

On the screen: in, Dasha, beetle, stung, hand

Teacher: Read the words. Think and tell me, please, is this a proposal?

Students: No.

Teacher: What do we need to do to get an offer?

Students: Rearrange the words according to their meaning.(SLIDE 12)

Teacher: Let's write a proposal. What rules do you need to know to write a proposal?

Students: The first word is capitalized. Put a dot at the end of the sentence. When we write words, we pronounce sounds.

One student works at the blackboard.

Teacher: Divide the words into syllables, underline the syllables with an arc. Put stress on the words.

VIII. Consolidation of the passed.

1. Individual work. Game "Collect words"

Teacher: Let's play a game: "Collect the words." The words must be written in the script.(SLIDE 13 - 20)

The purpose of the lesson: we study the letter Zh, the formation of reading skills, the development of speech skills, the improvement of phonemic hearing, the basics of an elementary graphic skill.

• to introduce the preschooler to the letter Zh, the correct pronunciation of the sound;
• to teach to write the capital letter Zh in the cells;
• to form an interest in learning with poems and riddles.

Name what is shown in the pictures below:

Acorns Toad Beetle Giraffes

1. Tell me, how does the beetle buzz? (W-w-w...)
2. What sound is there in both the word BEETLE and the word SKI?
3. At the beginning, at the end or in the middle is the sound [g] in the word BEETLE? - SKIS? - HOT? - FRIEND?

When we pronounce the sound [g], the tip of the tongue rises behind the upper teeth, the teeth are almost compressed, there is only a narrow gap between them. Say: LJJ. Both the tongue and the lips prevent the air from leaving the mouth freely when we pronounce the sound [g].

• Vowel or consonant sound [g]?
• Is this sound voiced or dull?
• Why?

Task: printed letter J for preschoolers

Consider the letter Zh. We sewed the letter Zh in the air and once in a notebook carefully in the cells with a simple pencil or ballpoint pen.

In cases where a child is asked to write a whole line of a letter, syllable or word, the adult gives a sample spelling at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two reference lines, or put anchor points that the child will connect with lines, or write the letters in their entirety, and the child will simply circle them in a different color. Calligraphy at this stage of training should not be required.

Continue the phrase

couch potato red cat
I lay down for myself ... (stomach).

Mom knits a long scarf.
Because the son ... (giraffe).

Flow, rain, more fun.
We are friends with you.
We have fun running
Barefoot in ... (puddles).

And Aibolit runs to the hippos,
And slaps them on ... (tummies).

Tale about the letter J

Greedy Toad

Once upon a time there was an important Beetle, a cautious Already and a greedy Toad. Once an important Beetle says to Uzh:

We need to paint the roof.
- You can paint, - says the cautious Oh.
- What kind of paint?
“Yellow,” said the Beetle importantly.
- But we don't have yellow paint.
- Well, then orange!
And no orange either.
- Let's go ask the greedy Toad, she has a whole barrel of orange paint.

And the greedy Toad at that time was eating jam from a jug. She saw that Beetle and Already were coming to her, she quickly hid the jam and sits and waits.

Hello, Toad! Will you give us orange paint to paint the roof?
- I'm not giving it! - answers the Toad.
- It's a pity the paint.

Beetle and Already with nothing left, and Toad again began to jam. Then the Bumblebee flew in and buzzes:

Give me a little j-gem, J-toad.
- I don't have any jam!
- Oh, you're greedy! - Bumblebee got angry, but how he stings the Toad.

Frightened Toad - Jump into the orange paint barrel! All orange came out and cries orange tears:

Have pity on me, unfortunate-yu!

But no one felt sorry for the greedy orange Toad.

Riddles for children with the letter J

He builds his nest in the field.
Where plants grow.
His and songs and flight
Enter the poems!
Wants to fly straight.
Wants - hangs in the air,
Stone falls from heights
And in the fields sings, sings.
(Lark)

In a golden ball
The oak tree hid.
(Acorn)

Into this sleek box
Bronze color
Hidden little oak tree
Next summer.
(Acorn)

Egg in a cup
Fell off the tree
And it didn't crash.
(Acorn)

Leaves fall from aspens
A sharp wedge rushes in the sky.
(Cranes)

He's tall and spotty
With a long, long neck
And he eats leaves
- Tree leaves.
(Giraffe)

Black, not raven.
Horn, not a bull
With wings, not a bird.
(Bug)

Six legs without hooves.
Flying - buzzing
Falls - digs the earth.
(Bug)

Zhu-zhu-zhu-zhu,
I'm sitting on a branch
I'm sitting on a branch
And I repeat the sound Zh.
(Bug)

Long-legged, long-necked,
Long-billed, gray body,
And the back of the head is bare, red.
Wandering through the dirty marshes,
Catches frogs in them.
Clueless jumpers.
(Crane)

The brothers got up on stilts,
Looking for food along the way.
On the run, on the go
They can't get off their stilts.
(Cranes)

Proverbs and sayings with the letter J

Live for people, people will live for you.
Where friendship is valued, there the enemies tremble.
A strong friendship cannot be cut with an ax.
Put your soul and heart into work, cherish every second in your work.
Tell him, tell him, put it in his mouth.
To live life is not a field to cross.
Friendship is like glass, if you break it, you can't put it together.

Funny poems about the letter Z for children

Beetle buzzing:
- I walked and walked,
I found a yellow stone.
- It's an acorn! You're wrong,
- The giraffe says to the beetle.
- Well, hang it on the bough,
- The beetle says to the giraffe.
(G. Sapgir)

Song of the beetle Zhu-zhu-zhu,
I'm sitting on a branch
I keep repeating the letter Z.
Knowing this letter firmly,
I buzz in spring and summer.
I am a beetle, I am a beetle
I live here.
I'm buzzing, I'm buzzing
I look, I lie
All my life I've been buzzing
W-w-w-w.
The beetle flies over the meadow,
He was tired of walking.
(G. Vieru)

The beetle answered the lesson.
Instead of the words "the stream murmurs"
Wrote "beetle buzzing".
(G. Vieru)

The beetle has fallen and cannot get up.
He is waiting for someone to help him.
(S. Marshak)

Acorn and oak
An acorn fell from a branch to the ground,
The acorn is ripe, the acorn is heavy.
He cries and cries out of fear
And does not hide stomach tears.
- What should I do, giant oak?
Hey, answer me, I'm your son!
- What do you do?
Bury in the ground so that by spring
Turn into an oak tree.
(Leyla Eradze)

That's why they called it a snake
An old-timer of the local puddles?
Nobody got stung
Harmless black.
(L. Kondratenko)

Giraffe
Picking flowers is easy and simple
Children of small stature.
But to one who is so high
It is not easy to pick a flower.
(S. Marshak)

Easily breaks a lion's back
The beat of his hoof
And he eats leaves and grass -
And it's not always enough...
I really like the giraffe
Although I'm afraid he's wrong!
(B. Zakhoder)

Hedgehog with hedgehog and hedgehog
Harvest blackberries.
red fox
He also wants to have fun.
Kuma thought:
The hedgehogs have darkness.
(E. Sirota)

The glutton took pity on the juggler:
“It’s a pity he won’t have dinner soon.
Many plates, many dishes,
But they don't give hot food."
(B. Berestov)

white lawn,
Warm sweatshirt.
I'll run skiing -
You catch me.
(3. Aleksandrova)

The crane took the acorn,
He threw an acorn and caught it.
He will probably soon
Be a circus juggler.
(A. Pudval)

There are miracles in life
Already stung by a wasp.
She stung in the stomach.
It hurts terribly
Here.
And Dr. Ezh said to Uzh:
“I don't find anything.
But still, I think
You better crawl on your back
Until the stomach heals.
(R. Mucha)

The foal sees clearly:
Yellow light! It's dangerous to go!
(B. Timofeev)

Lesson summary:

1. The pronunciation of new words increases the vocabulary of a preschooler, develops speech and memory.
2. Cellular exercises develop fine motor skills hands
3. Riddles develop in children ingenuity, the ability to analyze and prove. Educators use riddles when teaching children to increase interest during complex tasks.
4. Poems affect not only the development of memory. It has been proven that if you learn several lines every day, new neural connections appear in the brain, and the overall learning ability increases.

The letter Zh is the eighth letter of the Russian alphabet. Denotes a consonant voiced sound, always solid [Ж].

Words that start with J: toad, crane, lark, greedy, sting, liquid, crook, acorn, belly, Zhora, giraffe, animal, beetle, vest, wife, woman, desire, iron, magazine, chewing gum, Geneva, life,

Letter Z in the middle of a word: glutton, offer, leather, soot, ice cream, book, spoon, scissors, knife, mug, dinner, puddle, man, nobleman, lodge, rain, cake, lace,

Letter Z at the end of a word: walrus, hedgehog, knife, husband, floor, mileage,

How to write the letter Z? ()
This is J
And this is K
whole beetle
And half a beetle.

Look at the letter Z
Looks like a beetle
Because she has
Six beetle legs.

Acquaintance with the letter Zh - sound articulation ()
- lips are rounded and slightly extended forward
- wide tongue at the top and forms a "cup"
- warm air jet in the center of the tongue
- the neck "works"

Riddles with the letter J ()
It's been buzzing for a whole hour
The letter on the flower...

Giraffe - our tall giraffe,
He has a cheerful disposition.
We are with him on the third floor,
Laughing, remember the letter ...

This letter is like a bug
Spread six legs
And of course you know
That "s" does not follow her.

Poems about the letter Z ()
Zhu-zhu-zhu, I'm sitting on a branch,
I keep repeating the letter Z.
Knowing firmly this letter,
I buzz in spring and summer.
And once a beetle
Answered the spring lesson.
Instead of the words "stream churns"
Wrote "the stream is buzzing."

This letter is wide
And it looks like a beetle.
And at the same time, like a beetle,
Makes a buzzing sound:
W-w-w-w-w-w!

Zh has so many legs
As if the letter can crawl.
Letter Z for sure
On paper, the shadow of a beetle.

Look at the snowflakes
In each - F in the middle!

The letter J is considered greedy,
W does not share at all!
You can't be greedy, don't!
After all, the greedy have no friends!

Life, chewing gum, the word to wait,

You also need to know

Zhenya, Zhanna, puddle,

C - well, cold in winter.

Tongue Twisters ()
The ground beetle buzzes, buzzes, but does not spin.

The beetle buzzes over the lampshade,
buzzing ground beetle,
Buzzing, spinning.
Zhenya became friends with Zhanna.
Friendship with Zhanna did not work out.
To live together with friends,
You don't need to hurt your friends.

Already in a puddle.

I met a hedgehog in the thicket:
- How's the weather, hedgehog?
- Fresh.
And went home trembling
Hunched over, huddled, two hedgehogs.

The hedgehog lies by the Christmas tree, the hedgehog has needles,
And below, like small hedgehogs,
Last year's cones lie on the grass.

Frightened bear cub
Hedgehog with a hedgehog and a hedgehog,
Swift with a haircut and a haircut.

The hedgehog has a hedgehog,
Uzha - uzhat,
Chizha has chizhata,
The beetle has bugs.

The beetle buzzes - he can't get up,
He is waiting, who will help him.

Above Zhora a beetle, buzzing, circling.
Zhora is trembling from fear.
Why is Zhora trembling so?
Not at all scary beetle buzzing.

The beetle with the buzzer did not grieve,
Strongly friends with the letter Z.
The letter J came to them,
They were taught to buzz.

Cleanliness ()
Zha-zha-zha - the hedgehog has needles.
Zhi-zhi-zhi - hedgehogs sit under a bush.
Zhu-zhu-zhu - let's give milk to the hedgehog.

Zhu-zhu-zhu, zhu-zhu-zhu
Somehow the hedgehog came to the snake.
Zhi-zhi-zhi, zhi-zhi-zhi
Show me horror.
Zhu-zhu-zhu, zhu-zhu-zhu
I don't get along with hedgehogs.
Ms. Ms., Ms. Ms.
The hedgehog goes away from the horror.

Zhu-zhu-zhu, zhu-zhu-zhu
They came to the zoo to see a walrus.
Ms. Ms., Ms. Ms.
We were afraid of the walrus.
Same-same, same-same
The birds are sitting on the walrus.
Zhu-zhu-zhu, zhu-zhu-zhu
Closer approached the walrus.
Zhi-zhi-zhi, zhi-zhi-zhi
The walruses turned to us.
Zhu-zhu-zhu, zhu-zhu-zhu
The fish was thrown to the walrus.
Zhi-zhi-zhi, zhi-zhi-zhi
Very peaceful walruses.
Zhi-zhi-zhi, zhi-zhi-zhi
Walruses are not afraid at all.

Zha-zha-zha-zha,
The hedgehog has quills.
Zhi-zhi-zhi-zhi,
But they do not sew, alas, hedgehogs.
Zhu-zhu-zhu-zhu,
Threads are not needed for a hedgehog.
Same, same, same,
This is a song about a hedgehog.

The image of the letter Zh and the word for the letter Zh(here)

Say the words with an asterisk in the plural.

Tales about the letter F ()

- I caught the letter Z, - the boy showed his mother a beetle.

“It looks like the letter J and buzzes like a J,” Mom agreed.

- W-w-w-w, let me go home! buzzed the frightened beetle.

- Okay, but where is your house? the boy asked.

“In a big stump, on the lower one, this w-w-w-e,” explained the beetle.

The boy released the beetle and looked for a long time at the wonderful stump inhabited by various insects.

“It’s a pity, the beetle has flown away, and we don’t have the letter Zh,” he said to his mother.

- Can't you hear? Mom was surprised.

"Wh-w-w" - the bees buzzed. “Whhh,” the flies buzzed.

Source http://www.dobrieskazki.ru/bukvi.htm

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Let's remember, my dear and beloved, where and what letters do we live? At the very top, where everything is seen and heard, lives the most important letter "A". The letter “B” lives one floor below, then the letter “C”, the letter “G”, the letter “D”, and below the two sisters of the letters “E” and “Yo”, about which we recently read a story.

And today we will learn the story of the letter "J".

The letter "Zh" looked like a beetle. And when she walked and rested on the grass, she was always confused with a beetle. Various beetles flew up to her and said:

- Hey, buddy! Why are you lying here? How is life? Let's p-b-b-b-b-bench!

- I will not buzz! - answered the letter "Zh", - I'm not a beetle! Understand!

- Yes? - the beetles were surprised, - Well, it must be ... Not a beetle, but very similar, well ...

And they opened their wings and flew away: w-w-w.

Once the letter "Zh" went for a walk and lay down in the meadow to rest on the grass, to bask in the sun. And the birds were singing, it was warm and she dozed off. And as soon as she fell asleep, she felt that she was grabbed and dragged somewhere.

- Oh oh oh! - the letter "Zh" shouted and opened her eyes. - Ouch! – and immediately closed them again.

She flew over the earth. It turns out that some bird grabbed her with her beak and carried her in her beak, while she herself flew.

The letter "Zh" plucked up courage and opened her eyes.

- Wow! - They flew very high. Far, far away, there was a meadow, a forest and a native house Alphabet. And then they flew to the nest, where hungry chicks were waiting for the bird. The bird immediately put the letter "Zh" in the neck of one chick, because she thought that it was not the letter "Zh", but that it was a beetle.

- Oh oh oh! Let me go! shouted our letter.

Then the chick was surprised and spat out our letter "Zh".

- Not tasty! Chiv-chiv! - said the chick.

Of course I'm not tasty! - said the letter "J", - because I'm not a beetle, but a letter! I just look a lot like a beetle.

And then she looked around. And the sun was already going to rest and it was getting dark.

- Oh, little bird! - said the letter "J", - help me, please! I need to go home, to the Alphabet, otherwise how will everyone live without me? There will be not “life”, but “life”, and there will be not “bugs”, but “uki”.

- Uki? the bird was surprised. - Well, no, we don't eat uks, we eat bugs, so I'll take you back. Especially since you're not edible.

She took the letter “Zh” very carefully and carefully and they flew away. They flew high, high, fields and forests floated below, and the letter “Zh” was not at all afraid, it was very interesting to her.

Then the bird lowered the letter "Zh" into the clearing next to the house and all the letters ran out to meet their missing sister - the letter "Zh".