- Red wings, black peas. Who is this walking on my palm? Ladybug.
- Wings, round eyes, Smoothly circling... Dragonfly
- I feed on nectar, flying on wings. So have you guessed who I am? Butterfly
- Jump and jump - not a little man, jumping in the grass... Grasshopper
- The next miracle bug is the biggest hard worker of all, sometimes it bites and ant called.
- Early in the morning she cannot sleep - she really wants to work. So the hard-working woman brought honey... bee.
- Your ear knows how I buzz on a summer day. I fly into every house, they call me... front sight.
- He lives in a dark corner, weaves a silk thread, he secretly climbed here to build new house got ready. Same spider. It is often mistakenly considered an insect, but it belongs to the family arthropods animals from the class Arachnids.
How insects prepare for winter
As soon as summer begins to wane, insects, like many other animals living in our area, begin to prepare for winter. This happens in different ways. It turns out that in Russia, most adult insects do not survive until winter. Their lifespan is usually short - from several months to one or two days. Some insects, having emerged from the pupa shell and laid eggs, die immediately. For the survival of a species, it turns out that it is much more convenient to survive difficult times at other stages of development: eggs, pupae or larvae. There are several dozen tiny eggs lying somewhere behind a peeling piece of bark, and they don’t care about the winter cold. Under the thinnest shell they reliably store the lives of future six-legged generations. Well, those insects that need to survive until spring intensively gain fat and get rid of water. Of course, it is impossible to get rid of all the water, otherwise the body will die. Therefore, they produce antifreeze - a substance that prevents freezing. Most often it is glycerin. Without it, even slight negative temperatures will lead to the formation of ice crystals, destroying delicate living tissues. With the onset of cold weather, the life processes of a hibernating insect slow down, although they do not stop completely. Insects' resistance to cold in this state is simply amazing. Overwintering pupae can withstand temperatures down to -90 degrees and normal insects then develop from them.
How ladybug getting ready for winter?
Everyone loves this little beauty because it has a bright glossy color and is considered a symbol of happiness. However, the bugs are not very friendly with each other; they are apparently dreamers who enjoy life alone. But when the leaves begin to fall outside and the air becomes cool, ladybugs unite in groups and look for warm places for wintering, such as: tree bark, moss, stones. Smart red and black beads hide in apartments. The main task of the sun in autumn is to search for dry and cozy place for relax. Unfortunately, these insects do not see a snowy winter, because they hibernate before it arrives.
How does a dragonfly prepare for winter?
By winter, most dragonflies (excluding migratory species) die, having previously laid eggs in the water. True, the dragonfly does not die, but hibernates and only lays eggs in the spring. The eggs hatch into larvae that live in water for 2-3 years and gradually grow. IN Last year During development, the larva turns into an adult dragonfly, the emergence of which occurs in some in the spring, in others in the summer.
How does a butterfly prepare for winter?
Butterflies (not counting migratory species) for the most part die before the onset of winter. But the females leave behind clutches of eggs, from which caterpillars develop. Some of them manage to turn into pupae in the summer, others remain to spend the winter in different shelters: some hide in the ground, and others in spider web nests on tree branches. However, among adult butterflies there are wintering ones that do not die, but fall into torpor. These include: urticaria, lemongrass, mourning grass, multiflora, daytime peacock's eye. These butterflies late autumn they climb under fallen leaves, into cracks in the roots of old stumps, under the bark of trees and in other secluded places. After overwintering, they leave their “shelters” and fly for some time, feeding on plant nectar. Then the females lay eggs and die, and a new generation of butterflies, developing from the eggs (via the caterpillar stage), appears in the second half of summer and flies until autumn. In winter, butterflies of this generation fall into torpor, and in the spring they behave like butterflies of the previous generation.
How do grasshoppers prepare for winter?
The grasshoppers themselves winter period they die, and only the eggs that were laid in the ground overwinter. Female grasshoppers, using a curved ovipositor, lay eggs in plant tissue or in the ground where they overwinter. In the spring, larvae emerge from them, which are similar to adults, but smaller in size and lacking wings. Over time, they transform into winged, sexually mature insects.
How does an ant meet winter?
In our two species of forest ants that live next to each other, wintering proceeds differently. With the onset of cold weather, large red ants' anthills become empty. The surviving inhabitants form a dense ball at a depth of about one and a half meters, in a special wintering chamber. At such a depth, the ground does not freeze, and the ants sleep safely until spring. It is surprising that ants have learned to make long-term forecasts much better than weather forecasters. If the coming winter is expected very coldy, the depth of the wintering chamber increases in advance. The nest of their black brothers, located in a rotten stump, is filled with numb inhabitants. And these ants will survive safely until spring. The Lights did not build special rooms for wintering. Perestroika took place in each of them. With the onset of cold weather, the body cells of these ants accumulate a large number of glycerin, which protects them from death. It is thanks to this magical liquid that ants do not freeze in winter.
Working bees do not hibernate during the winter. With the onset of cold weather, the queen stops laying eggs, and the bees spend more and more time in the nest. All of them accumulate around the larvae and pupae to maintain the temperature necessary for their life. Bees do not perform any work in winter; they sit almost motionless. A ball of bees consists of 30-35 thousand individuals. The temperature inside the ball is always higher than outside. Therefore, bees that are frozen squeeze deeper into the space, and their place is taken by bees that have been warm. The main enemies of bees in winter are: strong winds, humidity and hunger, so beekeepers must try to provide the bees with a calm and comfortable wintering.
In autumn, spiders hide so as not to come face to face with cold winter. The water spider wraps itself in a cocoon and dives underwater, where it falls asleep until spring. Spiders that live in the forest or on the street hide in wooden bark. And those that scare us at home fall asleep somewhere in the cracks.
What do mosquitoes and flies do in winter?
Interestingly, mosquitoes and flies hide in window frames and the cracks of houses. A fly that has fallen into hibernation can survive for six months or more. With the onset of warmth, the flies come to life and walk around as if sleepy. Having come to their senses, the insects return to their normal life, which usually lasts about a month. And mosquitoes often do not survive until winter. Adults spend their entire lives, namely summer and autumn, on land. Then all the male mosquitoes die, and the females (and not all of them) go to reservoirs to wait out the winter and lay eggs in the spring to give birth to a new life.
Now we know where insects hide in winter: they find themselves comfortable places, in which they sleep soundly. And at this time we play snowballs, sculpt a snow woman, celebrate Christmas and New Year and we very rarely encounter sleepy insects.
- Red wings, black peas. Who is this walking on my palm? Ladybug.
- The next miracle bug is the biggest hard worker of all, sometimes it bites and ant called.
- Early in the morning she cannot sleep - she really wants to work. So the hard-working woman brought honey... bee.
- Your ear knows how I buzz on a summer day. I fly into every house, they call me... front sight.
- He lives in a dark corner, weaves a silk thread, he secretly climbed here, planning to build a new house. Same spider. It is often mistakenly considered an insect, but it belongs to the family arthropods animals from the class Arachnids.
How insects prepare for winter
Remembering the types of insects, we learned that they all have their own characteristics, and, therefore, prepare for winter in different ways. Let's find out how.
How does a ladybug prepare for winter?
Everyone loves this little beauty because it has a bright glossy color and is considered a symbol of happiness. However, the bugs are not very friendly with each other; they are apparently dreamers who enjoy life alone. But when the leaves begin to fall outside and the air becomes cool, ladybugs unite in groups and look for warm places for wintering, such as tree bark, moss, stones. Smart red and black beads hide in apartments. The main task of the sun in autumn is to find a dry and cozy place to relax. Unfortunately, these insects do not see a snowy winter, because they hibernate before it arrives.
How does an ant meet winter? Ants constantly stay in groups and throughout their lives they build houses called anthills. These hardworking insects are not at all afraid of the cold, because they do not freeze even when we put on fur coats and gloves. They do not need to look for a place to spend the night in the winter, because they can always rest in the labyrinths of the anthill. However, they are still preparing for winter. So, in the fall, a special liquid is released in the ant’s body, which warms it from the inside. And it's called glycerin. It is thanks to this magical liquid that ants do not freeze in winter.
How do bees winter? Working bees do not hibernate during the winter. With the onset of cold weather, the queen stops laying eggs, and the bees spend more and more time in the nest. All of them accumulate around the larvae and pupae to maintain the temperature necessary for their life. Bees do not perform any work in winter; they sit almost motionless. A ball of bees consists of 30-35 thousand individuals. The temperature inside the ball is always higher than outside. Therefore, bees that are frozen squeeze deeper into the space, and their place is taken by bees that have been warm. The main enemies of bees in winter are strong winds, humidity and hunger, so beekeepers should try to provide the bees with a calm and comfortable winter.
And the spider is a coward. In autumn, spiders hide to avoid facing the cold winter. The water spider wraps itself in a cocoon and dives underwater, where it falls asleep until spring. Spiders that live in the forest or on the street hide in wooden bark. And those that scare us at home fall asleep somewhere in the cracks.
What do mosquitoes and flies do in winter? Interestingly, mosquitoes and flies hide in window frames and cracks of houses during the winter. A fly that has fallen into hibernation can survive for six months or more. With the onset of warmth, the flies come to life and walk around as if sleepy. Having come to their senses, the insects return to their normal life, which usually lasts about a month. And mosquitoes often do not survive until winter. Adults spend their entire lives, namely summer and autumn, on land. Then all the male mosquitoes die, and the females (and not all of them) go to reservoirs to wait out the winter and lay eggs in the spring to give birth to a new life.
Now we know where insects hide in winter: they find comfortable places in which they sleep soundly. And at this time we play snowballs, sculpt a snow woman, celebrate the Nativity of Christ and the New Year and very rarely meet sleepy insects.
Home > DocumentPREPARATORY SCHOOL GROUP
(from 6 to 7 years old)
1. Autumn
1. Find out if your child knows what time of year it is. Ask him questions and encourage him to answer them with complete answers. Explain how to answer questions; Tell me what word to start the answer with. For example;
What time of year is it now?
It's autumn now.
Why do you think so? Start your answer with words on the street.
- It has become cold outside, it rains often, the leaves on the trees have turned red and yellow, and the grass is drying up. The children went to school. People put on warmer clothes.
2. Help your child remember that there are two periods in autumn: early autumn And late fall. Tell your child about how these periods are characterized.
Early autumn It’s still warm, the sun shines often, and it rarely rains. The leaves on the trees begin to turn red and yellow, which is why early autumn is called gold. Asters, dahlias, marigolds and other autumn flowers are still blooming in parks and gardens. Vegetables and fruits are harvested in the fields and gardens. Lingonberries, cranberries, and mushrooms are collected in the forests. Migratory birds gather in flocks and prepare to fly south.
Late autumn it becomes cold, the sun shines less and less often and no longer warms at all, cold drizzling rains often fall. The trees are shedding their last leaves. The grass and flowers dry up. The flight of birds ends.
3. While walking with your child in the park, observe the signs of autumn and invite your child to answer your questions - organize a conversation.
What is the sky like today?
The sky is clear and blue.
What is the sky like in late autumn most often?
In late autumn, the sky is often overcast with clouds.
What leaves do you see on the trees?
Leaves are red, yellow, orange.
What are the trees like in late autumn?
In late autumn the trees are bare.
Pay attention to the grass under the trees. What is she like?
The grass is still green, flowers are blooming in it.
What happens to the grass in late autumn?
In late autumn, the grass will turn yellow and dry out.
Go to the anthill. Tell me what you see.
- The ants drag blades of grass and twigs into the anthill, preparing for winter.
What happens to insects in late autumn?
In late autumn, the insects disappear.
Look at the sky. Who do you see?
Migratory birds fly to warmer regions.
4. Learn a quatrain with your child that will help him remember the names of the months of autumn.
September, October, November With rain and leaf fall. And the birds fly away, and the children need to go to school.
Invite your child to divide the names of the autumn months into syllables: September October November. Remind: there are as many syllables in a word as there are vowel sounds.
Train your child in recognizing maple, oak, birch, rowan, poplar, aspen, ash by characteristic features trunk, branches, bark, leaves. Talk to your child about the color of autumn leaves using adjectives. gold, scarlet, crimson, crimson. For example: scarlet maple leaves, golden birch leaves, crimson aspen leaves, crimson rowan leaves.
Play the game with your child Autumn leaves" You throw a ball to the child and name the tree; the child returns the ball to you, forming a phrase with two adjectives. For example:
Birch. - Yellow birch leaves.
Maple. - Scarlet maple leaves.
Aspen. - Crimson aspen leaves.
Rowan. - Orange rowan leaves.
8. Play the game “Give me a word” with your child.
The birds are flying away, gathered in flocks.
The leaves fly away, the wind carries them away. All this happens
If with us... (autumn).
9. Learn the following text with your child and do finger exercises. It promotes the development of fine (finger) motor skills and will help you easily remember relative adjectives. oak, maple, rowan, useful for spending a moment of relaxation when writing or drawing.
The wind flew through the forest, Smooth wave-like movements
The wind counted the leaves: palms.
Here's an oak one, We bend the fingers on both hands,
Here's a maple one, starting with the big ones.
Here is a carved rowan tree, Here is a golden one from a birch tree.
Here is the last leaf from the aspen tree Place your palms on the table. The wind blew it onto the path.
2. Vegetables
Explain to your child that you want to test his memory. He needs to remember as many names as possible vegetables, vegetables tell you where vegetables grow. Of course, the child will easily remember that vegetables are grown in gardens, fields, and greenhouses, and will be able to list at least ten names of vegetables: potatoes, carrots, beets, turnips, radishes, tomatoes, cucumbers, zucchini, eggplant, onions.
Invite your child to divide the names of vegetables into syllables: potato-fellow, carrot, beet-la, re-pa, re-dis, po-mi-dor, o-gu-rets, ka-ba-chok, bak-la-jean.
3. Here's the word onion offer it to your child for sound analysis. Remind your child that there are vowels and consonants. Vowel sounds are easy to pronounce and can be sung: the air stream passes without obstacles. Consonant sounds cannot be sung; Some of them can be drawn out, others are pronounced briefly. When pronouncing consonant sounds, the air stream always encounters an obstacle. In order for the child to perform a sound analysis of a word, ask him next questions:
onion? (Be sure to pronounce the word, emphasizing the sound [L].)
What sound is heard second? (Emphasis the pronunciation of the sound [U].)
What sound does the word end with? (Highlight the sound [K] when pronouncing.)
How many sounds are there in a word? ( Three.)
How many consonants are there in a word? What sounds are consonants? (Two consonant sounds: [L], [K].)
How many vowel sounds are there in a word? What is the vowel sound? (One vowel sound [U].)
Why is there only one syllable in a word? ( Because there is one vowel sound.)
4. Try to come up with descriptive riddles about some vegetables together. You will come up with one riddle, and your child will come up with another. For example:
Long, green, crispy, pimply. Growing in a garden bed. What is this? ( This is a cucumber.)
Round, red on the outside and white on the inside, juicy and crispy. Grows in a garden bed in the ground. What is this? ( This is a radish.)
Oval, purple, smooth, shiny. Grows in a greenhouse or greenhouse. What is this? ( This is an eggplant.)
5. You can try to write a descriptive story about one of the vegetables according to plan:
Is this a vegetable or a fruit?
Where does it grow?
What does it look like, feel like, taste like?
What can you cook from it?
This tomato. A tomato is a vegetable. It grows in a vegetable garden. The tomato is round, red, smooth, juicy, soft, sweet and sour. You can make salad, juice, pasta from it, you can put it in borscht.
6. Learn the following text with your child and do finger exercises.
Knock! Knock! Knock! Knock! There is a knock in the house. We chopped the cabbage, ground it,
Salted
Rhythmic strikes with the edges of the palms on the table.Grasping movements with hands. The index and middle fingers rub against the thumb.
And they stuffed it tightly into a tub. Everything is fine with us now.
Hit the table with both palms. Shake your palms off each other.3. Fruit
Invite your child to remember the names fruit. To do this, you can play a competition game with a ball. You throw the ball to each other and name the fruits. The last one to name the next fruit wins. (apple, pear, plum, orange, tangerine, lemon, grapes, pomegranate, kiwi, mango etc.).
Will the child remember that fruit grows on trees in the garden? Check it.
Invite your child to divide the names of fruits into syllables, and then name first those fruits whose names have two syllables (gru-sha, sli-va, li-mon, gar-nat, ki-vi, man-go), and then - those fruits whose names have three syllables (yab-lo-ko, a-pel-sin, man-da-rin, vi-no-grad).
Ask your child to remember the names of fruits that begin with the sound [A] (pineapple, apricot, orange, quince), contain the sound [N] (lemon, pomegranate, mango, pineapple, tangerine, grapes).
Train your child to write riddles and descriptions about fruits. For example:
Round, rosy, juicy, smooth, sweet. Grows in the garden on a tree. What is this? (Apple.)
Oval, yellow, sour, juicy. Grows in the garden on a tree. What is this? (Lemon.)
The child must write a descriptive story about one of the fruits according to an already known plan (see task 2).
Learn a poem with your child. Watch for correct sound pronunciation and expressiveness of speech. Show me how to tell a poem expressively.
Fruits grow on trees in the garden. Bright fruits for everyone to see. Here is a barrel among the pear branches. The pear is green, like a zucchini. Apples are red, plums are blue. Ripe plums are tasty and beautiful. The ruddy peach covered itself with a leaf. Of course, you are familiar with this fruit? The lemon is filled with sunny juice. Yellow lemon glows gold. Oranges hang in the green crown, exposing their red backs to the sun. What kind of artist painted the fruits in our garden for everyone to see?
4. Insects
Remember with your child everything that he knows about insects Chat about what insects can be useful(bee, ant, ladybug) And harmful(mosquito, fly, white butterfly). Find out if the child knows why insects disappear in the fall.
Prepare with your child a retelling of V. Strokov’s story “Insects in Autumn.” First, just read the story to your child. Then ask him a few questions:
Who is this story about?
What happens to insects in the fall? Etc.
Warn your child that he will be retelling the story and read the text again.
At the end of September, most insects disappear. Some laid eggs and died, others climbed into some crevice, crack, under the bark, or buried themselves in the ground and fell asleep. You won’t meet agile beetles on damp paths. IN last days September the daytime butterflies disappear. They either die or climb into secluded corners for the winter.
3. Give your child riddles or offer to play the game “Give me a word.”
This shaggy fellow, the striped sweet tooth, lowers his proboscis into a blossoming flower.
(Bumblebee)
Such a skinny bastard flies over me all day and inadvertently stings me if I get smeared with juice.
(Wasp)
It creeps along the leaf, leaving holes everywhere. What a gluttonous little thing! And curled up into a squiggle.
(Caterpillar)
GAME “SPEAK A WORD”
Two feathers, and three blades of grass, And a leaf, and a blade of grass The hard workers brought them to the anthill... (ants).
There is a ringing in my ears all day. Who is calling above me? He flew in from the yard. A long nose u... (mosquito).
4. Try with your child to compose stories about insects according to the plan:
What size is he/she?
What body parts does he/she have?
How does he/she move?
What does it eat?
Does it benefit or harm? For example:
This butterfly is called hives. She is not big. She has an oblong body, a small head with long antennae, two pairs of legs and beautiful silky wings Brown with red, yellow, white and black patterns. The nettle flies well. The butterfly feeds on pollen. The butterfly caterpillar feeds on plant leaves and harms the plants.
5. If the child easily copes with this task, you can invite him to come up with riddles-descriptions about insects according to the model:
This small insect. It has a round body, a small head with big eyes and short antennae, three pairs of legs. The insect's wing covers are red with black dots. Below them is a pair of transparent wings. The insect flies well. It is beneficial because it kills aphids. Who is this? (This is a ladybug.)
6. Learn with your child quatrains about insects. Show your child how to say them expressively. Make sure you pronounce the sounds correctly.
Figure skater water strider She ran through the water, like through plywood, and didn’t even get her feet wet.
Here large rocker It hovered over the river.
dragonfly that's what they call it. Every schoolchild knows this.
Chafer - like a knight in armor, very scary and mustachioed. The beetle circles above the branch, the whole body trembles from the buzzing.
Green grasshopper filly called. And the chirping of a filly is heard in the grass. And the filly gallops like a clockwork. I don't know a faster bug.
Collects nectar and pollen bee. From morning to sunset the bee is busy. The busy bee, the restless bee, will accumulate honey for us in our grandfather’s apiary.
Invite your child to divide the names of insects known to him into syllables: ba-boch-ka, str-ko-za, mu-ra-vey, ko-mar, mu-ha, zhu-zhe-li-tsa, gu-se-ni-tsa.
Let the child try to make a sound analysis of the word bug using questions:
What sound does the word begin with? bug?
What sound comes after the first?
What sound does the word make? bug ends?
How many sounds are there in this word?
How many consonants are there in a word?
How many vowel sounds?
How many syllables? Why?
5. Migratory and waterfowl
1. Remind your child that one of the signs of autumn is flying away migratory birds to warm regions. Does he know why birds fly away? (It’s getting cold, insects disappear, plant seeds fall off, water bodies will soon freeze, it becomes difficult to get food.).
Invite your child to remember the names of migratory birds: rooks, starlings, swallows, swifts, cranes, wild geese, ducks, swans.
Help your child divide the names of these birds into syllables and make a sound analysis of the word duck.
This word has four sounds. The first sound is [U], it is a vowel. The second sound is [T], it is a hard consonant. It is followed by the sound [K], also a hard consonant. The last sound is [A], a vowel. The word has two syllables because it has two vowel sounds.
4. Play the game “Who has who?” with your child. You throw a ball to the child and name the adult bird; the child throws the ball to you and tells you the names of her chicks.
For example:
At the starling... - starlings. At the crane... - baby cranes. The stork... - storks. At the rook... - rooks. The duck... - ducklings The goose... - goslings.
5. Invite your child to guess riddles, and if the desire arises, learn them and then tell them to friends.
Walks along the shore, attacks frogs. A drop hung on the nose, And the bird's name is... (heron).
The bird is white as snow. The bird that is the most beautiful of all. Arches his neck proudly. Call her quickly!
(Swan)
The birds lined up like a wedge, They can’t sit still. The Miracle Birds began to purr in the distance... (cranes). The 1 1 90 17 Oxygen 1 1 87 173 Recon 0 1 1 90 174 Battle Planet / SUIT 1 1 8 175 Address unknown 1 1 117 17 Coast Guard 1 1 91 177 Spring, summer, autumn, winter and again spring 1 1 103 178 Samaritan 1 city (name of educational institution) No. Full name (in full) Date of birth. Images indicate incl. Educational institution and graduation date) Diploma specialty and Diploma number Subject and position (including indicating the combination: librarian, social educator, etc.)Film catalog of the video-on-demand service
DocumentCard file of prospective 1st grade teachers in the 2011-2012 school year
Document
Theme “AUTUMN”
1
What time of year is it now? (It's autumn now.)
Why do you think so? (It has become cold outside, it rains often, the leaves on the trees have turned red and yellow, the grass is drying up. The children went to school. People put on warm clothes.)
2
. Help your child remember that autumn can be divided into early and late autumn.
Tell your child how they differ from each other.
In early autumn it is still warm, the sun shines often, and it rarely rains. The leaves on the trees begin to turn red and yellow, which is why early autumn is called golden. Asters, dahlias, marigolds and other autumn flowers are still blooming in parks and gardens. Vegetables and fruits are harvested in the fields and gardens. Lingonberries, cranberries, and mushrooms are collected in the forests. Migratory birds gather in flocks and prepare to fly south.
In late autumn it becomes cold, the sun shines less and less often and no longer warms at all, and cold drizzling rains often fall. The trees are shedding their last leaves. The grass dries up, the flowers wither. The flight of birds to the south ends.
3
. Look at the pictures “Early Autumn” and “Late Autumn” with your son or daughter. Invite your child to tell from the pictures about early and late autumn. If this is difficult for him, ask him questions, have a conversation comparing pictures.
– What time of year do we see in the first picture, what time of year do we see in the second? (The first picture shows early autumn, and the second picture shows late autumn.)
– Which day is shown in the first picture and which day is shown in the second? (In the first picture it is clear and sunny, and in the second it is gloomy and rainy.)
– What leaves do we see on the trees in the first picture? What about the trees in the second picture? (In the first picture on the trees colorful leaves, and on the second – the trees are already bare.)
– What does the water in the pond look like in the first and second pictures? (In the first picture the water appears light and not very cold, and in the second it appears dark and cold.)
4
. Learn with your child a quatrain that will help him remember the names of the months of autumn:
September October November,
With rain and falling leaves.
And the birds fly away
And the children need to go to school.
5
. Invite your child to divide the names of the autumn months into parts (syllables). Remind: a word has as many syllables as vowel sounds (September, October, November, November).
6
. During a walk, train your child to recognize maple, oak, birch, rowan, poplar, aspen, and ash by the characteristic features of the trunk, branches, bark, and leaves. Talk with your child about the color of autumn leaves, using the adjectives gold, scarlet, crimson, crimson.
For example. Scarlet maple leaves, golden birch leaves, crimson aspen leaves, crimson rowan leaves.
7
. Play the game “Autumn Leaves” with your son or daughter. You throw a ball to the child and name the tree, the child returns the ball to you, forming a phrase with two adjectives.
For example. Birch - yellow birch leaves, maple - scarlet maple leaves, aspen - crimson aspen leaves, rowan - orange rowan leaves.
8
. Play the game “Give me a word” with your child:
Birds fly away
They gathered in flocks.
The leaves are flying away
The wind carries them away.
All this happens
If with us... (autumn).
9
. Learn the following text with your child and do finger exercises. It promotes the development of fine (finger) motor skills, will help you easily remember relative adjectives (oak, maple, rowan), and will be useful during a moment of rest when writing or drawing. Check whether the child himself can form relative adjectives from the nouns birch, aspen (birch, aspen).
The wind flew through the forest, Smooth wave-like movements of the palms
The wind counted the leaves:
Here is an oak one. We bend the fingers on both hands, starting with the big ones.
Here's a maple one,
Here is a carved rowan tree,
Here is a golden one from a birch tree.
Here is the last leaf from the aspen tree
The wind blew it onto the path. Place your palms on the table.
Lesson No. 2
Topic: “Vegetables”
1
. Explain to your child that you want to test his memory. He needs to remember as much as possible more titles vegetables, tell you where these vegetables grow. Your child will easily remember that vegetables are grown in gardens, fields, and greenhouses, and will be able to list at least ten names of vegetables: potatoes, carrots, beets, turnips, radishes, tomatoes, cucumbers, zucchini, eggplant, onions.
2
. Invite your child to divide the names of vegetables into syllables: car-fel, carrot, beet-la, re-pa, re-dis, po-mi-dor, o-gu-rets, ka-ba-chok, bak- la-jean.
3
. But offer the word onion to the child for sound analysis. Remind him that there are vowels and consonants. Vowel sounds are easy to pronounce, they can be sung, and the air flow passes without obstacles. Consonant sounds cannot be sung, although some of them can be stretched and some cannot. When pronouncing consonant sounds, the air stream always encounters an obstacle.
In order for your child to perform a sound analysis of a word, ask him the following questions:
– What sound does the word onion begin with? (Be sure to pronounce the word, emphasizing the first sound [l].)
– What sound is heard second? (Emphasis the pronunciation of the second sound [y].)
– What sound does the word end with? (Highlight the third sound [k] when pronouncing.)
– How many sounds are there in a word? (Three.)
– How many consonants are there in a word? Let's name them. (Two consonant sounds: [l], [k].)
– How many vowel sounds are there in a word? (One vowel sound [y].)
– Why is there only one syllable in a word? (Because it has one vowel sound.)
4
. Try to come up with riddles about each of the vegetables together. You will come up with one riddle, and the child will come up with another.
For example. Long, green, crispy, pimply. Growing in a garden bed. What is this? (This is a cucumber.)
Round, crispy, red on the outside and white on the inside. Growing in a garden bed. What is this? (This is a radish.)
Oblong, purple, smooth, shiny. Grows in a greenhouse or greenhouse. What is this? (This is an eggplant.)
5
. You can try to write a descriptive story about one of the vegetables according to the plan:
- What is this?
– Is this a vegetable or a fruit?
– Where does it grow?
– What does it look like, feel like, taste like?
– What can you cook from it?
For example. This is a tomato. A tomato is a vegetable. It grows in a vegetable garden. The tomato is round, red, smooth. Juicy, soft, sweet and sour. You can make salad, juice, tomato paste, put it in borscht.
6
. Learn the following text with your child and do finger exercises.
Knock! Knock! Knock! Knock!
There is a knock in the house.
We chopped cabbage
Grind and salt
And they stuffed it tightly into a tub.
Everything is fine with us now.
Rhythmic strikes with the edges of the palms on the table. Grasping movements with the hands. The index and middle fingers rub against the thumb.
Hit the table with both palms. Shake your palms off each other.
7
. Invite your child to work with
You and I have a cellar with special shelves on which vegetables are stored. Help me arrange the vegetables so that there are no two identical pictures in any row or column.
8
. Work with (download cards)
Lesson No. 3
Topic: “Fruits”
1
. Invite your child to remember the names of fruits. To do this, you can play a competition game with a ball. You throw the ball to each other and name the fruits. The last one to name the next fruit wins. (Apple, pear, plum, orange, tangerine, lemon, grapes, pomegranate, kiwi, mango.)
2.
Will your children remember that fruit grows on trees in the garden? Check it.
3
. Invite your son or daughter to divide the names of fruits into syllables. Let him first name those fruits whose names have three syllables (yab-lo-ko, a-pel-sin, man-da-rin, vi-no-grad).
4
. Ask your child to remember those fruits whose names begin with the sound [a] (pineapple, apricot, orange, quince); those that contain the sound [n] in the name (lemon, pomegranate, mango, pineapple, tangerine, grapes).
5
. Train your child in writing descriptive riddles.
For example. Round, rosy, juicy, smooth, Smooth. Grows in the garden on a tree. What is this? (Apple.)
Oblong, yellow, sour, juicy. Grows in the garden on a tree. What is this? (Lemon.)
6
. The child must write a description of one of the fruits according to an already known plan (see lesson 2).
7
. Learn a poem with your child. Make sure your pronunciation is correct and your speech is expressive. Show how to tell a poem expressively.
In the garden
Pantry
Fruits grow on trees in the garden.
Bright fruits for everyone to see.
Here among the branches there is a barrel of pears.
The pear is green, like a zucchini.
Apples are red, plums are blue.
Ripe plums are tasty and beautiful.
The ruddy peach covered itself with a leaf.
Of course, you are familiar with this fruit?
The lemon is filled with sunny juice,
Yellow lemon glows gold.
Oranges hang in the green crown,
Exposing their red backs to the sun.
What kind of artist is on everyone's radar?
Did you paint the fruits in our garden?
8.
Look at the picture with your child.
Let him complete the task on it. This will test whether the child can form adjectives from nouns (relative adjectives). Invite your son or daughter to answer the following questions:
Who do we see in the picture? (We see mother and children.)
What does mom do? (Mom puts cans and bottles on the shelves.)
What's in cans and bottles? (In jars and bottles - jams and compotes.)
What did mom make them from? (Mom made them from fruit.)
What kind of jam did mom make from apples? (Apple jam.)
What did mom make from pomegranate? (Pomegranate juice.)
What did mom make from plums? (Plum compote.)
What is the name of apricot jam? (Apricot jam.)
What is the name of peach jam? (Peach jam.)
9
. Give your child time to look at the picture. Ask to look at it as carefully as possible, count everything that can be counted, then close the notebook and ask your child questions, the answers to which will allow you to evaluate the memorization skills he has acquired, determine the level of development of visual attention and elementary mathematical concepts:
How many shelves are in the pantry? (Three.)
How many cans cost top shelf? (Three.)
How many bottles does it have? (One.)
What kind of juice is it with? (With pomegranate.)
How many cans are on the middle shelf? (Five cans.)
How many pots? (One.)
Which jam jars are on the middle shelf? (With apricot.)
Which shelf has more cans, the top or the middle? (On the middle one.)
How many more cans are there on the middle shelf? (For two.)
Are there more cans or bottles on the top shelf? (Cans.)
What kind of compote is on the bottom shelf? (With peach, plum, pear.)
Show your imagination and come up with questions. Or maybe your child can also come up with questions based on the picture?
10
. If the child can read, have him read the caption under the picture. If he doesn’t read yet, read it yourself, and let the child repeat and show the letters he knows.
Topic: “Insects”
1.
Together with your child, remember everything about insects. Chat about beneficial insects(bee, ant, ladybug) and about harmful ones (mosquito, fly, white butterfly).
Find out if the child knows why insects disappear in the fall.
2.
Let the child retell V. Strokov’s story “Insects in Autumn” after preliminary preparation. First, just read the text to your child. Then
ask him a few questions: “Who are we talking about here? What happens to insects in the fall? Finally, warn your child that he will be retelling what he read, and read the text again.
At the end of September, most insects disappear. Some laid eggs and died, others climbed into some crevice, under the bark, or buried themselves in the ground and fell asleep. You won't find agile beetles on damp paths. In the last days of September, daytime butterflies disappear. They die or move into secluded corners for the winter.
3
. Tell your child riddles or play the game “Give me a word” with him.
This shaggy guy
Sweet tooth striped,
Lowers his proboscis into a blossoming flower.
(Bumblebee)
Such a skinny bastard"
It flies over me all day and inadvertently stings me,
If I get dirty with juice.
(Wasp)
It creeps along the leaf,
Leaves holes everywhere.
Here's a gluttonous little thing
And curled up into a squiggle.
(Caterpillar)
Game "Give me a word"
Two feathers and three blades of grass,
Both a leaf and a blade of grass were brought to the anthill by the Workers-... (ants).
There is a ringing in my ears all day.
Who is calling above me?
He flew in from the yard.
The long nose of... (mosquito).
4
. Try, together with your son or daughter, to compose stories about insects according to the plan:
Who is this?
What size is he/she?
What body parts does he/she have?
How does he/she move?
What does it eat?
Does it benefit or harm?
(This butterfly is called the wren. It is small. It has an oblong body, a small head with long antennae, two pairs of legs and beautiful silky brown wings with red, yellow, white and black patterns. The wren flies well. The butterfly feeds on pollen. Butterfly caterpillar feeds on plant leaves and harms them.)
5
. If the child easily copes with this task, you can invite him to come up with riddles about insects based on the model.
This is a small insect. It has a round body, a small head with large eyes and short antennae, and three pairs of legs. The insect's wing covers are red with black dots. Below them is a pair of transparent wings. The insect flies well. It is beneficial because it kills aphids. Who is this? (Ladybug.)
6
. Learn quatrains about insects with your child. Tell them expressively. Follow correct pronunciation sounds.
Water strider figure skater
On water, like on plywood,
I ran, I passed,
I didn't even get my feet wet.
Here's a big rocker
It hovered over the river.
That's what they call a dragonfly.
Every schoolchild knows this.
The Maybug is like a knight in armor,
Very scary and mustachioed.
The beetle circles above the branch,
The whole body is shaking from the buzzing.
The green grasshopper is called a filly.
And the chirping of a filly is heard in the grass.
And the filly gallops like a clockwork.
I don't know a faster bug.
The bee collects the nectar and pollen.
From morning to sunset the bee is busy.
Busy bee, restless bee
He will save us honey for our grandfather’s apiary.
7
. Invite your child to divide the names of insects known to him into syllables: ba-boch-ka, stre-ko-za, ko-mar, mu-ha, zhu-zhe-li-tsa, gu-se-ni-tsa.
8
. Let your son or daughter try to sound analyze the word beetle by answering the questions:
What sound does the word beetle begin with? (With sound [zh].)
What sound follows it? (Sound [y].)
What sound does the word beetle end with? (Sound [k].)
How many sounds are there in this word? (Three.)
How many consonants are there in a word? (Two.)
How many vowel sounds? (One.)
How many syllables? Why? (One syllable because one vowel sound.)
9
. Look at the illustration with your child. This is a mystery picture. Let the child carefully examine and list all the insects he sees (butterfly, caterpillar, ant, ladybug). Let him answer the question - how many flying and non-flying insects are shown in the picture (two each).
10
. If the child can read, have him read what is written above the picture. If he doesn’t read yet, read the signature yourself, and let the child repeat and show the letters he knows.
11
. Watch the presentation “Monarch Butterfly” with your child
Lesson No. 5
Topic: “Migratory birds”
1
. Remind your child that one of the signs of autumn is the departure of migratory birds to warmer climes. Does he know why birds fly away? (It’s getting cold, insects are disappearing, plant seeds are falling off, water bodies will soon freeze, and it will be difficult for birds to get food.)
2
. Invite your child to remember the names of migratory birds: rooks, starlings, swallows, swifts, cranes, wild geese, ducks, swans.
3
. Help your child divide the names of these birds into syllables and make a sound analysis of the word duck. Remind that consonant sounds are hard and soft. (This word has four sounds. The first sound is [at]: This is a vowel. The second sound is [T]: hard consonant. Next comes the sound - [To], also a hard consonant. The last sound is [A], vowel. The word has two syllables because it has two vowels.)
4
. Play with your child the ball game “Who has who?” You throw a ball to the child and name the adult bird, the child throws the ball to you and says what its chicks are called.
The starling has starlings.
The crane has baby cranes.
The stork has baby storks.
The rook has rooks.
The duck has ducklings.
The goose has goslings.
5
. Look at the picture with your child. Draw his attention to the fact that the artist did not finish drawing the birds. Offer to name the birds and those parts that are not completed (the child forms possessive adjectives).
This is a duck. The duck's beak is not finished.
This is a crane. The crane's legs are not finished.
This is a goose. The goose wing is not finished.
This is a swan. The swan neck is not finished.
6
. Let the child finish drawing and coloring the pictures, and then read the captions or name familiar letters.
7
. Invite your child to guess riddles, and if he has a desire, let him learn them and then tell them to his friends.
Walks along the shore,
Attacks frogs.
A drop hung on my nose.
And the bird’s name is ... (heron).
The bird is white as snow.
The bird that is the most beautiful of all
Arches his neck proudly.
Call her quickly!
(Swan)
The birds lined up in a wedge,
They can't sit still.
They began to purr in the distance
Wonder birds - ... (cranes).
He cackles and hisses.
He looks menacing.
On wide red paws.
For the goslings, he is just dad.
8
.Watch an educational presentation with your child
Lesson No. 6
Topic: “Wild berries and mushrooms”
1
. We continue to work on the topic “Wild berries. Mushrooms". Does your child remember the names of mushrooms and forest berries? Invite him to play exciting game. You throw a ball to each other, while calling mushrooms. The one who names the mushroom last wins. You can also play by naming the berries.
(Boletus, boletus, boletus, boletus, butterfly, boletus, russula, chanterelle, saffron milk cap, milk mushroom.
Raspberries, blueberries, blueberries, lingonberries, cloudberries, rowan berries, cranberries, strawberries, blackberries.)
2
. Try with your child to divide the names of mushrooms and berries into syllables: bo-ro-vik, po-do-si-no-vik, pod-be-re-zo-vik, mo-ho-vik, mas-le-nok, vol-nush-ka, cheese-ro-hedgehog-ka, li-sich-ka, rye-zhik, milk mushroom.
Ma-li-na, black-ni-ka, go-lu-bi-ka, brus-ni-ka, mo-rosh-ka, rya-bi-na, klu-kva, earth-la-ni-ka, blackberry.)
3
. Find out why the word milk mushroom has only one syllable. (It has one vowel sound.)
4
.Check how memory and phonemic hearing are developed in your son or daughter. Can they name a mushroom and a berry whose names begin with the sound [b]? These are boletus and lingonberries. Will they be able to remember the names of mushrooms and berries that begin with the sound [m]? These are moss mushroom, oiler, raspberry, cloudberry.
5
. Help your child write a story about one of the mushrooms and one of the berries according to the plan.
What is the name of this mushroom?
Is it edible or inedible? What does a mushroom stem look like? What kind of hat does he have? What can you cook from it?
What is the name of the berry?
Where does it grow?
What does it look like and taste like?
What is made from it?
(This is a boletus, an edible mushroom. It grows in birch, aspen or spruce forests. It has a thick straight stem with gray coating and a strong orange hat. You can cook soup from it or prepare a second dish, it can be pickled.
This is raspberry. It grows in the forest on tall bushes. It is red, oblong, soft, juicy. You can make raspberry jam from it, make jelly, compote, jam.)
6
. Talk with your child about what preparations can be made from wild berries and mushrooms. Does he know the name of strawberry jam (strawberry), raspberry jelly (raspberry), blueberry jam (blueberry), lingonberry jam (lingonberry), blackberry compote (blackberry)?
7
. Learn the following exercise with your child and use it in class during a physical education break.
All the little animals are at the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The foxes ran
Chanterelles were collected.
The bunnies were jumping
They picked the honey mushrooms.
The bear passed by
The fly agaric crushed.
8
. Look at the riddle picture with your child (Fig. 1). Will he be able to find and name all the mushrooms hidden in the picture? Does he remember that fly agaric is a poisonous mushroom? Does he know any other poisonous mushrooms? (Pale toadstool, gall mushroom, false honey fungus.)
9
. Invite your child to read the signatures or read them yourself and let him name familiar letters.
Lesson No. 7
Topic: “Pets”
1
. Invite your child to remember the names of domestic animals (cow, horse, dog, cat, goat, pig, sheep, rabbit). Does he know why they are called domestic? (They bring benefits to a person, and a person takes care of them.)
2
. Help your child divide the names of domestic animals into syllables, and then first list the animals whose names have one syllable (cat, horse, bull), then those whose names have two syllables (rabbit, sheep, ram, ko-za, horse, pig-ya), and, finally, three (ko-ro-va, so-ba-ka).
3
. Will a child be able to make a sound analysis of the word cat? (There are three sounds in the word. The first is a hard consonant sound [k], the second is a vowel sound [o], the third is a hard consonant sound [t]. The word has one syllable because it has one vowel sound.)
4
. Look at the picture with your child (Fig. 8). Let him try to remember the names of adult animals and their babies, and first say what the name of one baby is (lamb), and then what they are called all (lambs). Offer to read the inscription above the picture and the captions under the picture, or read them yourself, and let the child repeat them and show familiar letters.
5
. Find out if your son or daughter remembers the names of other pets' babies.
6
. The child must write a story about each adult animal shown in the picture according to plan:
What is the name of the animal?
Is it wild or domestic?
What size is it?
What kind of body, head, legs, tail does he have?
What is his body covered with?
What benefits does the animal bring?
What are its cubs called?
(This is a ram. A ram is a domestic animal, not large. It has a strong body, a large head, slender legs, a short tail. The ram has thick horns on its head. Its body is covered with thick curly hair. The ram gives a person meat, wool, skin. A person feeds ram with hay and grass. The children of the ram are lambs.)
7
. The following task will allow you to train your child in the formation of possessive adjectives. Show the animals in the picture and ask the child:
Whose tail is this? (Ram, sheep.)
Whose head is this? (Lamb, sheep.)
Whose ear is this? (Lamb, sheep.)
Whose horns are these? (Lamb, sheep.)
8
. Learn with your child and use the following exercise during physical education:
Horses
Horses walk in a crowd in the meadow. Walking in a circle with a high lift
I can list all the horses: knees.
Black as coal. White as snow. For each name we fold one
Red-haired, like a flame, the most beautiful of all. finger on both hands.
Horses graze by the river in a crowd. We're going in circles again.
Let's count them again with you:
Black as coal. White as snow. We bend our fingers again.
Red-haired, like a flame, the most beautiful of all.
Gray, covered in apples, with a gray mane.
The horse is chocolate, very young.
9
. Try to solve it with your child
Lesson No. 8
Topic: “Wild animals of our forests”
1
. Invite your child to remember the names of wild animals in our forests (bear, wolf, elk, wild boar, badger, beaver, fox, hare, squirrel, hedgehog, lynx). This can be done using a ball game you already know. You throw a ball to each other and name the animals. The last one to name the animal wins.
2
. Does the child know that wild animals get their own food and build their own homes? What are the names of the homes of wild animals? Play the game “Whose House?” It will allow you to test your child’s level of knowledge on this topic and practice forming possessive adjectives.
What is the name of a bear's home? (Den.)
Den - whose home is this? (Bearish.)
What is the name of the fox's home? (Nora.)
Nora - whose home is this? (Lissier.)
What is the name of a wolf's home? (Lair.)
Lair – whose home is this? (Wolf.)
What is the name of a squirrel's home? (Hollow.)
Hollow - whose home is this? (Squirrel.)
3
. Help your child divide the names of wild animals into syllables. Let him first name those animals whose names are divided into two syllables (honey, fox, bar-bitch, boar, hare, squirrel, beaver), and then those whose names contain one syllable (elk, hedgehog, lynx).
4
. Check your child's phonemic awareness level. Will he be able to remember the names of wild animals that begin with a hard consonant sound [b] (beaver, badger) and a soft consonant sound [b] (squirrel)? Will he be able to list all the names containing a hard consonant sound [k] (boar, wolf, squirrel, badger)?
5
. The child must write a story about one of the wild animals - a description. To compose a story, offer your child a plan:
What is the name of the animal?
Is it wild or domestic?
Is it predatory?
What does it eat?
What size is it?
What kind of body, head, tail does he have?
What is his body covered with? What is the name of his home?
What are its cubs called?
(This is a fox, a wild animal. The fox is a predator, it hunts mice, birds, hares. The fox is a small animal. It has a small slender body, a head with a sharp muzzle and pointed ears and a fluffy tail. The fox's body is covered with thick red fur. The fox's home is a hole. Her cubs are fox cubs.)
6
. Invite your child to guess a comic riddle about wild animals, and if the desire arises, then learn it so that you can then tell it to your friends. Can your child determine how many animals this riddle is talking about?
White striped muzzle.
He sucks his paw like a pacifier.
It bears leaves on the thorns.
In a gray fur coat, if it’s autumn.
(Badger, bear, hedgehog, hare)
7
. Learn a moving exercise with your child and use it during physical education.
Dad, mom and child
The wolves went hunting. We walked in a circle, walking widely, speaking in a low voice.
The wolves came out from behind the tree.
Wolf, she-wolf and cub,
Dad, mom and child.
Three prickly buns
They hid near a tree stump.
Hedgehog, hedgehog and little hedgehog,
Dad, mom and child.
There is a hut near a forest stream,
There is a beaver and little beavers.
Papa beaver protects them
Near the hut he dives.
Three fluffy red skins
We went out for a walk together.
Fox, fox and little fox,
Dad, mom and child.
We squat with our backs bent.
We move in a circle, squatting.
We stand facing in a circle, making a “roof” over our heads with our hands.
We put our hands under our cheeks.
We walk in a circle, pretending to be a beaver swimming.
We walk in a circle stealthily.
8
. Review Fig. 2 with your child. This is a mystery picture. What wild animals are hidden on it? Read the signs or invite your child to do so. If he can’t read yet, let him repeat the words after you and name familiar letters
9
.
Watch the presentations:
,
,
10
. Exercise “Select, name, remember”
Complete the sentences (pick up and name as many words as possible - signs, words - actions)
Bear (which one?) – brown, huge, shaggy, clumsy, club-footed, strong.
Hare (which one?) – ...
Fox (which one?) – ...
The bear (what is it doing?) - waddles, roars, sleeps...
Fox (what is he doing?) – ...
Hare (what is he doing?) – ...
11
. Try to figure it out with your child
Lesson No. 9
Topic: “Clothes, shoes, hats”
1
. Help your child remember what clothes, shoes, hats he has, and answer the question:
Why in different time years people wear different shoes, clothes, hats? (Clothes, shoes, hats must be appropriate for the time of year and weather.)
2
. Check whether your child uses complex sentences in his speech. Let him give complete answers to the questions:
Why do you need rubber boots in the fall? (In autumn I wear rubber boots because it rains, there are puddles all around, you can get your feet wet.)
Why don't you wear a fur coat in summer? (I don’t wear a fur coat in the summer because it’s hot.)
Why don't you go for walks in sandals in winter? (Don't wear sandals in winter because your feet will freeze in them.)
3
. Invite your child to divide the following words into syllables: hat-ka, pal-to, beret, sa-po-gi, cross-owls, cloak.
4
. Now let him remember the names of items of clothing that begin with a hard consonant sound [p] (coat, dress, raincoat) and with a hard consonant sound [w] (scarf, hat, shorts), the names of types of shoes that begin with a hard consonant sound [ b] (boots, sandals) and with a hard consonant sound [s] (boots, sandals), names of headwear containing a hard consonant sound [k] (scarf, hat, scarf, baseball cap).
5
. Look at the illustration with your child (Fig. 10). Ask questions about it, and then offer to write a story.
Where did mother and children come? (They came to Children's World.)
What is sold at Detsky Mir? (Children's World sells clothes, shoes and hats for children, toys, games, everything needed for school.)
Which department did mom and children go to? What did they decide to buy? (Mom and children went to the clothing department. They decided to buy a jacket for a girl and overalls for a boy.)
What jacket and overalls did they choose? (The jacket is red and yellow, elegant, warm. It has a hood and pockets. It fastens with a zipper. Overalls are blue, warm, comfortable, waterproof.)
What do you think the children will say to their mother when she makes these purchases? (The children will thank their mother for the gifts.)
6
. Read the caption above the picture or invite your child to do it.
7
. Check if the child knows what the parts of clothing are called. This task will allow you to check whether the child’s vocabulary corresponds to the age norm. Play the game “Give me a word.”
In it I carry a scarf, coins,
Two candies for my sister,
A bolt, a nail, one banana.
Name it!
(Pocket)
The skirt and T-shirt don't have it,
There are dresses and sweatshirts.
The cloak has exactly two of them.
Lined... (sleeves).
There it is, guys, it’s by the jacket.
I need it for a walk.
It saves you from the rain.
What is this?
(Hood)
8
. Solve with your child
on the topic “Clothing and footwear”
Lesson No. 10
Topic: “Winter. Wintering birds"
1
. Find out if your child knows what time of year it is. Ask him questions and offer to give complete answers to them. Explain how your questions should be answered.
What time of year is it now? (Winter.)
Why do you think so? Try to name all the signs of winter. (It’s frosty outside, the ground is covered with snow, snow lies on tree branches and on the roofs of houses, ponds are covered with ice. People put on warm winter clothes. Children ski, sled and skate, make snowmen and play snowballs. Bullfinches have arrived.)
2
. Find out if the child knows the names of the winter months. The following quatrain will help you remember them:
December January February
They pass in succession
With frost, with snow,
Happy Christmas star.
View the presentation
3
. Look at the illustration with your child. Let him try to make a story based on it. Invite your son or daughter to first talk about the time of year depicted in the picture, about nature, about children's games and fun, about the mood that the picture evokes.
(It’s winter. The ground is covered with fluffy white snow. The river is covered with ice. There is shaggy frost on the tree branches. Bullfinches are pecking at rowan berries. A boy and a girl are pouring bird food into a feeder. A bullfinch is looking at them. Children are sledding down the mountain. Kids are sculpting snowman. Fun for children in winter!)
4
. Help your child choose as many adjectives for each noun as possible.
Snow (what?) - white, soft, clean, light, fluffy, cold.
Ice (what?) - smooth, shiny, cold, hard.
Icicle (what kind?) - hard, light, patterned, beautiful, cold, fragile.
Snowdrift (what?) - large, lush, soft, white, cold.
5
. Offer your child a task to test phonemic awareness. From the nouns listed in the previous task, can he choose those that begin with the sound [With] (snow, snowflake, snowman, snowdrift)? Will it determine what sound the word ice begins with? (With a soft consonant sound [l].)
6
. Learn the following poem with your child, work on sound pronunciation and expressiveness of speech.
In the winter park
In a winter park, in a sleepy park
Beneath the feather bed there is a snowy slope.
Christmas trees with cones, like earrings.
We walk along the paths.
Some on skis, some on sleds,
We sculpt a woman in a clearing.
The birds are surprised:
“What did your friends make here?
That's it, grandma! Like a picture!
Everything is decorated with rowan!”
The puppy stuck out his tongue,
I couldn’t hide my surprise.
We took a walk in the winter park,
The snowdrifts were piled up.
It's time for us to go home.
Goodbye! Until morning!
8
.Train your child in syllable analysis. Let him divide the names of wintering birds into syllables and say which of them contains the fewest syllables (crossbill - 1 syllable), and which ones contain the most (so-ro-ka, vo-ro-na, vo-ro-bey, svi- rice-tel – 3 syllables).
9
. Learn with your child quatrains about wintering birds. This will help you remember the names of birds and expand your understanding of their habits.
The crossbill has a beak like ticks.
What a beak! Wow!
Easily peels the pine cones
A formidable looking bird.
On the day when there was a snowstorm,
A waxwing flew to us.
We'll give him some crumbs,
The waxwing is so good.
The dandy-dandy acrobat and entertainer,
The goldfinch loves thistles.
In frosty weather, feed it with seeds,
May that goldfinch meet spring with us.
In a yellow T-shirt and a black vest
A tit bird sat on a branch.
The tit bird is shading loudly,
She is not afraid of severe frosts.
10
. Review the presentation
Lesson No. 11
Topic: “Furniture”
2
3
4
Kostya entered the room
And he put the juice... (on the table).
Candy for all the kids
I took it from a vase... (in the buffet).
Masha fluttered into the room,
Katya took out the giraffe,
Ball and gnome... (from the closet).
Rolled the drum
Our Olya... (under the sofa).
In the portrait there is Anya with a bow,
Ivan's new book
I took out... (from under the sofa).
If Misha wants to sleep,
He will lie down... (on the bed).
So that your legs can rest, -
We want to read if
5
Chairs - all carved backs,
The legs are bent and twisted.
And a nut buffet
For jam and sweets.
Two wide beds
With blankets on cotton wool
And a birch chest of drawers,
Mom takes the laundry there.
And in the living room there are armchairs,
They watch TV here.
There is a sofa and a coffee table,
6
. Practice your child's syllabic analysis of words. Let him remember the names of pieces of furniture consisting of one syllable (table, chair, wardrobe), two syllables (chair, bed, sofa, buffet), three syllables (sec-re-ter) . It will help you, in which the child will practice determining the number of syllables in a word
7
8
.Do another task with your child to develop phonemic awareness and sound analysis skills. Let him try to remember the names of pieces of furniture containing the sound [ To] (bed, chair, closet, wall, secretary, folding bed, chest of drawers), and then determine the location of the sound [ To] in these words, saying where it is (at the beginning, middle, end of the word).
Theme “Dishes”
1
. Review the dishes you have with your child. Talk about the fact that tableware can be used for tea, coffee, dining, and kitchen. Show that the dishes are made of different materials: kitchen utensils are most often metal, tea and coffee utensils are porcelain, glasses are glass, spoons and forks are silver, etc.
2
. Look at the illustration with your child and offer to compose a story according to plan. This will contribute to the baby’s development of coherent speech and enrich it with relative adjectives.
Who do we see in the picture?
Where are they located?
What are mother and daughter doing?
What kind of utensils do we see in the kitchen? What is it made of?
(We see mother and daughter in the kitchen. Mom is preparing dinner, and the daughter helps her. Mom stands at the stove and stirs soup in a pan with a large spoon. The daughter makes a vegetable salad. She stirs the salad with a plastic spoon. They stand on the stove metal kettle And cast iron frying pan. A metal ladle and ladle hang above the stove. There are porcelain cups and saucers on the shelf. There are a glass jug and a glass on the table.)
3
. Invite your child to divide the names of the utensils he knows into syllables (cup-ka, tea-nick, spoon-ka, knife, ta-rel-ka, kas-tru-la, sko-vo-ro-da).
4
. To develop sound analysis skills, ask your child to remember the names of dishes with the sound [k] and determine the place of this sound in words.
5
. Learn the exercise with your child finger gymnastics. It will promote the development of fine motor skills.
Masha cooked porridge
. “Stir” with the right index finger
Masha fed everyone porridge
. hands in the left palm.
Masha put porridge
Cat - in a cup, We bend the fingers on both hands when
For the bug - in the bowl,each name of the cookware.
And for the cat - in a large spoon.
In a bowl - for hens, chicks
And in the trough - for the piglets.
Took up all the dishes
We unclench our fists.
I gave away everything down to the crumbs.
We blow imaginary crumbs from our palms.
6
. Read to your child an excerpt from “Fedorino’s Grief” by K. Chukovsky. Ask what this poem is about, why the dishes ran away from Fedora. Warn your child that you will read the passage again, and he will have to remember all the names of the dishes. This task will help test your child’s speech hearing and memorization skills.
The sieve gallops across the fields,
And a trough in the meadows.
There's a broom behind the shovel
Walked along the street...
7
. Solve the puzzle “Dishes”
8
. The game perfectly develops perception and thinking “ Broken dishes” - cut out the silhouettes of the dishes and cut them in different ways (5-8 parts) and invite the child to assemble a teapot or plate.
Lesson No. 11
Topic: “Furniture”
1. Draw your child’s attention to the furniture in your apartment, talk about what furniture should be in the kitchen, living room, bedroom, or nursery.
2
. Invite your child to answer questions so that he or she can practice writing complex sentences.
Where is the sofa? (The sofa is in the living room.)
What is a sofa for? (The sofa is needed to sit and relax.)
Where is the bookcase? ( Bookshelf also in the living room.)
What is a bookcase for? (A bookcase is needed to store books.)
Where is the baby cot? (The crib is in the children's room.)
What is it for? (It is needed in order to sleep.)
Where is the dining table? ( Dinner table standing in the kitchen.)
What is it for? (It is needed in order to eat after it.)
3
. Look at the illustration with your child. Invite him to make up a story based on the picture. This will promote the development of coherent speech and allow you to check whether the child can construct sentences with prepositions. Help your child by suggesting the following story plan: What time of day is shown in the picture? Where did the family gather? What does everyone do?
(Evening has come. The family has gathered in the living room. Mom and daughter are setting the table for dinner. Mom puts a dish of pies on the table. Daughter takes cups from the shelf. Dad sits in a chair and reads the newspaper. Son sits at the table and draws.)
4
. Play the game “Give me a word” with your child and practice using prepositions.
Kostya entered the room
And he put the juice... (on the table).
Candy for all the kids
I took it from a vase... (in the buffet).
Masha fluttered into the room,
I took the scarf and cloak... (from the chair).
Katya took out the giraffe,
Ball and gnome... (from the closet).
Rolled the drum
Our Olya... (under the sofa).
In the portrait there is Anya with a bow,
And that portrait... (above the sideboard).
Ivan's new book
I took out... (from under the sofa).
If Misha wants to sleep,
He will lie down... (on the bed).
So that your legs can rest, -
Sit a little... (on a chair).
We want to read if
Then we will fall apart... (in a chair).
5
. Learn finger gymnastics exercises with your child. It will help develop the child’s fine motor skills and allow him to enrich his speech with relative adjectives.
In our room - dining room - For each piece of furniture name
There is an excellent oak table, we bend one finger at a time.
Chairs - all carved backs,
The legs are bent and twisted.
And a nut buffet
For jam and sweets.
In the adult room - bedroom -
There is a mirrored wardrobe for dresses,
Two wide beds
With blankets on cotton wool
And a birch chest of drawers,
Mom takes the laundry there.
And in the living room there are armchairs,
They watch TV here.
There is a sofa and a coffee table,
There is a music complex in the wall.
6
. Practice your child's syllabic analysis of words. Let him remember the names of pieces of furniture consisting of one syllable (table, chair, wardrobe), two syllables (chair, bed, sofa, buffet), three syllables (sec-re-ter) . will help you , in which the child practices determining the number of syllables in a word
7
. Help your son or daughter complete a sound analysis of the word table. Let the child determine how many sounds there are in the word, how many vowels and how many consonants, and whether there are soft consonants.
8
.Do another task with your child to develop phonemic awareness and sound analysis skills. Let him try to remember the names of pieces of furniture containing the sound [To] (bed, chair, closet, wall, secretary, folding bed, chest of drawers), and then determine the location of the sound [To] in these words, saying where it is (at the beginning, middle, end of the word).
Theme “Transport”
1
. While walking, watch with your child the vehicles moving along the street. Please note that transport can be cargo (truck, dump truck, tank) and passenger (bus, trolleybus, taxi). Find out if the child knows what freight and passenger transport is for.
2
. Remind your child that there are five types of transport: road (car, bus), railway (train), water (motor ship, boat, ferry), air (plane, helicopter), underground (subway).
3
. Introduce your son or daughter to V. Suslov’s story “Who is Stronger?” First, just read the text and ask your child a few questions: “What did Alyosha ask his older brother? Who turned out to be stronger: machines or humans? Before re-reading, warn your child: you need to listen to the story carefully in order to retell it later.
Who is stronger?
Alyosha always pesters Anton with various questions:
–
How many kilometers to the sky?
–
What is deeper: the sea or the ocean?
–
Who is stronger?
–
Look over there,” Anton answers. – Do you see the tap? What a weight he lifts - a whole carriage!
–
Who is stronger than the crane?
–
Do you see the train? Ahead is a blue electric locomotive. It pulls as many as fifty carriages. And they are loaded to the brim. An electric locomotive is stronger than a crane.
–
Who is stronger than an electric locomotive?
–
Look, says Anton. - You see, they are loading the ship. He has a huge belly. Twenty-five of these trains will fit there.
–
And who is the strongest? - Alyoshka does not calm down.
–
Think yourself! Who makes the crane work, the electric locomotive run on the rails, the ship sail?
–
People.
–
So who is the strongest on earth?
–
A! I guessed it! Human!
4
. Work on phonemic awareness child and skills of sound and syllabic analysis. Offer your child the following tasks:
remember the names of means of transport containing the sound [t] (tram, trolleybus, airplane);
choose names of means of transport starting with the sound [m] (car, motorcycle);
remember the transport whose name begins with a soft consonant sound [m] (metro);
what names Vehicle consist of three syllables (sa-mo-let, ver-to-let, ma-shi-na)?
5
. Look at the picture. Read the names of trucks to your child and let him show them. This task will allow you to clarify and expand your child’s vocabulary on the topic.
6
. The following task will help you check the status speech hearing child, his memory, counting skills. First, just read the poem. Find out if the child liked it. Before re-reading, warn him that he needs to count the means of transport mentioned in the poem and remember their names.
Marina got sick
Doesn't go to kindergarten...
She sits idle
Which day in a row.
And looks out the window
To the street with longing:
Someone else's cat is walking
Two boys with a board.
Tram at the stop
Bus number seven.
Vovka is coming from school,
It's already quite big.
The van is carrying toys,
The tank is milk.
And in the park there are three old women,
The dog is far away.
Cabbage and watermelons
They are transported in a truck.
Two fat toddlers
They got covered in sand.
Cars in the alley
They hurry, hurry, hurry.
Let's go for a walk!
Hurry up to kindergarten!
See also:
Theme “Professions”
1.
Tell your child about your profession, where and who you work for, what you do, what interests you about your work. If possible, invite your child to work with you. Show what you and your colleagues do.
2.
Watch with your son or daughter the work of a salesman and cashier in a store, a conductor and driver in transport, postal workers, Sberbank workers, a doctor and a nurse in a children's clinic. Ask your child about those who work in kindergarten: What does the baby know about their work?
3.
Have a conversation about why people work. Explain to your son or daughter: you need to work in order to be useful, to do something useful.
4.
Train your child in the syllabic analysis of words denoting professions: pro-da-vets, driver, cashier, po-var, lo-go-ped, vo-pi-ta-tel, ma-lyar.
5.
Now invite your child to do a sound analysis of the word doctor according to a plan already familiar to you. Remind that the consonant [h], the last sound of this word, is always soft.
6.
When working on the development of a child’s phonemic awareness, ask him to remember the names of professions that begin with given sounds:
For the sound [k] - conductor, captain.
Sound [v] – driver, teacher.
Sound [u] – teacher, cleaning lady.
For the sound [sh] – driver, plasterer.
7.
While developing your child’s verbal vocabulary, play with him the game “Who’s doing what?” You throw the ball to the child and name his profession, he returns the ball to you and says what a representative of this profession does:
The doctor treats.
The teacher teaches.
The seller is selling.
The painter is painting.
The tailor sews.
Janitor - sweeping.
The musician is playing.
Hairdresser - cuts hair.
Educator - educates.
Ballerina - dancing.
8.
Offer your child the game “Give me a word” that is already familiar to him.
He's at the stove all day.
He is not too lazy to cook soup.
Fry, stew, fry again.
Who is this? This is... (cook).
He is very needed at a construction site.
Needed during the day and needed at night.
He's used to lifting loads.
Who is this?
(Crane Operator)
9.
Look at the illustration with him. Let him compose the story “How Alyosha went to the hairdresser.” If your child finds visiting a hairdresser unpleasant,
then writing a story will help overcome fear. Offer your child first
answer the questions, and then repeat the story in full.
What did mom say to Alyosha on Saturday morning? (On Saturday morning, Alyosha’s mother told him that it was time for him to get his hair cut.)
Where did Alyosha and mom go after breakfast? (They went to the hairdresser.)
What did Alyosha do at the hairdresser? (At the hairdresser Alyosha took outerwear and sat down in the chair in front of large mirror.)
Who approached Alyosha? (A young hairdresser approached Alyosha.)
What did he do? (He smiled and winked at Alyosha, washed his hair with fragrant shampoo, dried it with a towel and began to click the scissors cheerfully and quickly.)
What happened next? (The hairdresser applied lush foam to the hair and began to style the hair, blowing it with a hairdryer.)
What did Alyosha say to the hairdresser when the work was finished? (When the work was finished, Alyosha thanked the hairdresser and went to his mother.)
What did mom do? (Mom paid the money to the cashier, and Alyosha got dressed at that time.)
Where did Alyosha and mom go after the hairdresser? (After the hairdresser, mom and Alyosha went to an ice cream parlor.)
Topic: “Work in rural areas in winter”
1.
Talk to your child about how they work on the farm in winter. Help him answer the questions:
Where do cows winter? (On the farm.)
Who looks after them? (Cattleman, milkmaid, calf worker.)
What does a milkmaid do? (The milkmaid milks the cows.)
What does the calf do? (The calf shepherd takes care of the calves.)
What does a groom do? (The groom takes care of the horses.)
2.
Look at the illustration with your child (Fig. 1). Let him explain who he sees in the picture. What do representatives of these professions do?
3.
Invite your son or daughter to divide the names of professions listed above into syllables (do-yar-ka, cattle-nick, te-lyat-ni-tsa, horse-sniff.)
4.
Tell your child about the work of rural machine operators in winter. Find out if he knows that in winter the tractor driver repairs his tractor and prepares it for plowing. The tractor driver also brings feed to the farm and takes manure to the fields. A combine operator prepares his combine for harvesting. 
5.
Look at the illustration with your child (Fig. 2). Let him make sentences about machine operators and determine the number of words in each sentence. If the last task seems difficult to the child, show him how to do it using the example of any sentence from task 1 of this lesson.
(A tractor driver is repairing a tractor. - There are three words in the sentence.) (The combine operator is preparing the combine for harvesting. - There are six words in the sentence.)
6.
Offer your child a task to develop phonemic awareness and sound analysis skills. Let him remember the names of rural professions containing the sounds [t] (tractor driver, cattleman) and [k] (milkmaid, tractor driver, combine operator, cattleman, groom).
7.
See if your son or daughter can solve the riddles:
He will pour water for the horse.
The horse will be able to drink right away.
He will comb his tail and mane.
The horse will immediately become beautiful.
Will treat you with oats and hay
And he will give you straws to replace them.
(Groom)
Who is in such a hurry to get to the calves?
Who cleans them, looks after them,
Who feeds them from the pacifier -
Both little ones and big ones?
(veal)
Theme “Animals of hot countries”
1.
Read to your child V. V. Mayakovsky’s poem “Every page is either an elephant or a lioness.”
2.
Find out which animals living in hot countries the child remembers.
3.
Let him list these names and divide them into syllables (lion, la-ma, pe-likan, zebra, elephant, croc-dil, camel, ken-gu-ru, zhi-raf, o -be-for-me).
Open the door page
- There are a variety of animals in the book.
I show the lion
look here -
he is no longer the king of beasts,
just the chairman.
This beast is called Lama,
Lama daughter
and Llama Mama.
Little pelican and giant pelican.
This is a zebra.
Well done!
Stripier than the mattress.
Like the living ones in our book
elephant, female elephant and baby elephants.
Two- and three-story height,
with a dish of both ears,
tail on the muzzle
called "trunk".
And from the mouth -
Stop kidding! –
Two fangs
Ivory.
How much food and drink do they have?
how many dresses to wear!
Even their child
as tall as our dad.
I ask everyone to step aside,
open your mouth wider -
the page is too small for such people,
They gave me a whole spread.
Crocodile. Thunderstorm of children.
Better not be angry.
Only he sits in the water
and is not yet visible.
Here's a camel
and on a camel
They carry luggage
and people drive.
He lives among the deserts
eats tasteless bushes,
he, camel,
draft animals
Kangaroo. Very funny.
The arms are half as long.
But that's why she has legs
twice as long.
Long-necked giraffe –
he doesn't care
do not choose a collar for the neck.
Giraffe is better:
Mother giraffe eats giraffe
Why hug?
There are no funnier monkeys.
Why sit like a statue?!
Human portrait,
It's a gift that she's tailed.
The beast is cold in winter.
Animal from America.
I saw everyone.
Time to go home.
Goodbye, animals!
4.
Invite your child to perform a sound analysis of the word tiger. To do this, let him pronounce all the sounds in order: [t'], [i], [g], [r] and give a description of each of them ([t'] - soft voiceless consonant; [i] - vowel; [g ] - hard voiced consonant; [р] - hard voiced consonant) and will tell you how many sounds there are in the word (there are only four sounds in the word.)
5.
Play the game “Who has who?” with your child. with a ball. You throw a ball to the child and name the animal. The child returns the ball and names the cub or cubs.
A tiger has a tiger cub.
A lion has a lion cub(s).
An elephant has a baby elephant (baby elephants).
6.
Play the game “Whose? Whose? Whose? Whose?" with a ball. You throw a ball to a child
and name a part of the animal’s body, and the child returns the ball and forms a phrase with a possessive adjective.
Lion's tail - lion's tail.
Tiger whiskers - tiger whiskers.
The crocodile's mouth is a crocodile's mouth.
Giraffe neck - giraffe neck.
Rhinoceros horn - rhinoceros horn.
7.
Help your child write a story about one of the animals according to the given pattern.
(This is a tiger. He lives in hot countries. I saw him in the zoo. He is big, red, striped. The tiger has a large head, powerful paws and a long tail. He also has keen eyes ah, sensitive ears and sharp teeth. He is a predator and hunts other animals. His children are called tiger cubs.)
8.
Learn with your child short poems about animals of hot countries. Watch the pronunciation of sounds and expressiveness of speech.
An elephant has a long trunk
Get bananas to
So as not to lean towards the stream,
To douse yourself with water.
Two hippopotamuses splashed in the river
Coming out, we then dried off on the sand,
After which they rolled around in the dust.
The hippos spent the whole day like this.
Tiger - striped cat,
Lives in the jungles of India.
On the hunt all year round Tiger is a tabby cat.
Monkeys, monkeys love ripe bananas.
They love to jump, tumble,
They love to swing on branches.
9.
Look at the illustration with your son or daughter and ask them to write a few sentences about the animals of hot countries. Let the child count how many words there are in each sentence. (The elephant trumpets loudly. – 3 words. The monkey swings on a rope. – 4 words. The monkey holds a banana in his hand. 5 words.)
Theme “Indoor plants”
1.
If you have the opportunity, visit with your child botanical garden, greenhouse or flower shop. Look at the plants, read their names, and invite your child to repeat them.
2.
Involve your child in caring for indoor plants in your home. Let him loosen the soil, wipe the leaves, water and spray the plants.
3.
Offer your son or daughter a task to develop phonemic awareness. Let your child choose the names of indoor plants that begin with the following sounds:
[k] (cactus, saxifrage, coleus);
[f’] (violet, ficus);
[a] (aloe, amaryllis, azalea);
[b](balsam).
4.
Let the child remember the names of indoor plants, consisting of two (kak-tus, ro-zan), three (bal-za-min, fi-al-ka) and four syllables (be-go-ni-ya, a-za- li-ya).
5.
Help your child remember that houseplants reproduce in different ways:
And cuttings (geranium);
leaves (violet);
aerial roots (chlorophytum);
rhizomes (fern); tubers (amaryllis); children (cactus).
6.
The child should write a descriptive story about one of the houseplants according to the sample you suggested.
(This houseplant is an amaryllis. It has long, wide, dark green leaves. When it blooms, it has a thick, straight stem and two large red or orange flower. Amaryllis reproduces by tubers. Amaryllis should be watered often, its leaves should be wiped, and the soil should be loosened.)
7.
Learn short poems with your child about indoor plants. This task will contribute to the development of memory, enrichment of vocabulary on this topic, improvement of sound pronunciation, and development of expressiveness of speech.
The whiskers of our saxifrage are delicate and thin.
Just touch the ground 
And they will take root immediately.
I'm called Tradescantia,
I like it in a bright room.
A green curtain
I'm going down the wall.
A green hedgehog lives in a pot,
The hedgehog hasn't drunk water for weeks.
But it always blooms in spring
A cactus growing on our window.
Begonia is blooming
Lush beauty.
With her beauty she
Famous all over the world.
8.
Work on developing your child’s coherent speech and prepare a retelling of the text with him. As always, first read the text to your son or daughter, then ask a few questions, then read the text again, warning that it will need to be retold. The illustration will help the child complete the task successfully.
The Scarlet Flower
Olya and Yulia are twins. They were born on the same day. And now they are six years old. The sisters received many gifts. Mom gave them a Barbie doll. Dad is her home. Uncle is a ball. Grandfather - the book Fairy tales" And the grandmother brought each girl a small pot of earth and said:
– Place the pots on the window, water the soil every other day, and a miracle will happen.
Olya did everything as her grandmother said. But Julia forgot about her potty. A week later, a green sprout appeared in Olya’s pot, and two weeks later a beautiful flower bloomed in it on a tall stem.
- The Scarlet Flower! – Olya shouted.
Grandmother smiled and said:
- He thanked you for your concern.
-Where is my flower? – Julia asked.
“And your flower died because you didn’t take care of it,” the grandmother sighed.
Questions to the text.
Who is this story about? (This is a story about sisters Olya and Yulia.)
Which gift for twin girls was the most interesting? (The most interesting of the gifts were two pots of soil.)
What did the grandmother warn the girls about? (Grandma said that the soil in the pots needs to be watered.)
What happened to grandma's gift? (Oli grew a beautiful flower in a pot, but Yulia’s flower died because she didn’t take care of it.)
Lesson No. 19
Topic “Fauna of the seas and oceans”
1.
If you have the opportunity, visit the aquarium, dolphinarium, or Priroda store with your child. Look at the marine life you see there. Help your child remember their names.
2.
Train your child in syllabic analysis of words. Suggest recalling the names of sea animals consisting of one syllable (skate, crab), two (squid-mar, cod-ka, dolphin), three (os-mi-nog, a-ku-la, ka-ba -la).
3.
Invite your child to perform a sound analysis of the word skat. To do this, let him pronounce the sounds of this word in order: [s], [k], [a], [t], give a description of each of them ([s] - hard voiceless consonant; [k] - hard voiceless consonant; [ a] - vowel; [t] - hard deaf consonant), will tell you how many sounds there are in the word (there are four sounds in the word).
4.
Work on your child’s sound pronunciation and clarity of diction by asking him to say the following tongue twister:
There is a carp in the lake, and a crab in the sea.
5.
To develop memory, enrich your vocabulary, and improve pronunciation, learn short poems with your child about the inhabitants of the ocean.
What kind of stars lie in the depths of the sand at the bottom?
The answer to the question is simple:
Starfish on the sand.
Electric ramps
Clumsy, simple-minded.
But anyone inadvertently
Strong electric shock.
Whale, as big as a house,
Smiling, he beats his tail.
He frolics in the ocean
Just like you while taking a bath.
-Who called you so funny?
Say, fellow octopus.
- Yes, the one who counted well;
After all, I have eight legs.
6.
Look at the illustration. You can accompany your viewing of the picture by reading the poem:
Dolphins are jugglers, singers, acrobats,
Dolphins are very smart, guys.
Dolphins count, dolphins read, and even give children rides on their backs.
Invite your child to write a story according to plan.
Where did the children go?
Who did they see there?
What were dolphins like?
What were the dolphins doing?
What impression did your visit to the dolphinarium leave?
(The children came to the dolphinarium. There they saw dolphins. The dolphins turned out to be beautiful and smart. They jumped through hoops, gave trainers rides on their backs, counted and sang. The children really enjoyed the dolphinarium.)
Lesson No. 20
Theme “Early Spring”
1.
Help your child remember that spring is divided into early and late. Explain what has now begun early spring. Invite them to think and remember the signs of early spring. While walking, observe the changes that have already occurred in nature.
Signs of early spring:
the snow is still on the ground, but thawed patches have already appeared;
the ice on the reservoirs darkened and began to crack;
the sun is shining brightly and starting to warm up;
dripping begins, icicles appear on the roofs;
The first snowdrop flowers bloom in the thawed areas: coltsfoot, scilla, goosebump, corydalis, violet.
2.
Look at the illustration with your child and offer to compose a story about early spring according to plan.
Where did mother and daughter go?
What did they see?
What happens to the snow?
What happened to the snowman?
Why did icicles appear?
Who is screaming on the birch tree?
What mood are mother and daughter in?
(Mom and Alena went for a walk. They saw that spring had come. The snow darkened and began to melt. The snowman on the playground also melts and falls on its side. Long icicles appeared on the roof of the gazebo because the sun melted the snow. Rooks flew in and began to build nests on the tree. Mom and Alena rejoice in spring.)
3.
Help your child remember the names of the first spring flowers. To do this, use a poem and an illustration. Let the child listen to the poem and list the names of the flowers that sounded in it (snowdrop, lungwort, crocus, lumbago), and then show these flowers in the picture.
Here spring flowers,
Or primroses.
You must remember them
How will I see spring?
The very first, the thinnest
There is a flower with the name tender.
Like a ringing drop of hello.
It's called a snowdrop.
What happened to the lungwort?
With a lungwort tall tale?
Was it pink?
Turned blue... Bloomed.
Admire this trick:
A crocus emerged from under the snow.
I'm slightly chilled in the wind,
But there is no more beautiful flower.
There's a shot in the thawed patch,
Like a bunch of purple arrows.
On furry stems
Drops of sunshine in flowers.
4.
To develop phonemic awareness, offer your son or daughter the following activity.
Let's remember the first spring flowers, whose names contain the sound [y]. (Crocus, lungwort.)
5.
Learn the text of the outdoor game with your child. Show how you can accompany him with movements. Use the game as a physical education activity during class.
Spring, red spring!
With joy, with joy,
With great mercy:
With tall flax,
With deep roots,
With abundant bread.
(Russian folk song)
We walk in a circle, rhythmically raising and lowering our arms.
We change the direction of movement.
We stop and raise our hands up. We lower our hands and squat.
We walk in a circle again, swinging our arms from side to side.
Lesson No. 21
Theme “Our Motherland – Russia”
1.
Talk to your child about our Motherland and offer to answer the following questions.
What is the name of our Motherland? (Our Motherland is called Russia, or Russian Federation.)
What peoples live in Russia? (In Russia they live different peoples, but the main population is Russian.)
What is the name of main city our country? (The main city of our country is Moscow. It is the capital of our Motherland.)
On which river is the capital located? (Moscow is on the Moscow River.)
What other cities are there in Russia? (St. Petersburg, Novgorod, Ryazan, Orel, Omsk.)
What rivers are there in Russia? (Volga, Don, Lena, Yenisei, Ob.)
2.
To improve sound analysis skills, invite your child to perform an analysis of the word Tula. To do this, let him pronounce the sounds of this word in order: [t], [u], [l], [a], give a description of each of the sounds ([t] - hard voiceless consonant; [u] - vowel; [l] - a hard voiced consonant; [a] - vowel) and will tell you how many sounds there are in the word (there are four sounds in the word).
3.
Help your child explain the meaning of the saying “A man without a homeland is like a nightingale without a song.” (Every person has a homeland that he loves and misses when he is far from it.)
4.
Look at the illustration with your child. The examination can be accompanied by reading the text of a Russian folk song:
My white birch
Curly birch.
You are standing there, little birch,
In the middle of the valley,
On you, birch tree,
The leaves are green,
- Below you, little birch, -
Silk grass.
5.
Explain that the birch is a symbol of Russia. Ask what the child sees in the picture. (I see the bank of the Russian river. This is probably the Volga - the main river of Russia. The river is wide and free. It has high banks. Birch trees grow on the banks. Swifts circle above the river.)
Theme: “Moscow – the capital of Russia”
1.
Read a text about Moscow to your child.
Moscow is the capital, the most important city of Russia. They work there Russian government, our president. The heart of Moscow is the Kremlin and Red Square. In the Kremlin, on the Spasskaya Tower, the main clock of Russia is installed - the Kremlin chimes. There are many plants, factories, theaters, museums, stadiums, and parks in Moscow.
2.
Prepare a retelling of the text with your child, asking questions first.
3.
Learn with your child an excerpt from his favorite poem by S. V. Mikhalkov. Work on clarity of diction, expressiveness of speech, and pronunciation of sounds.
4.
Invite your son or daughter to make an illustration for their favorite work by S. V. Mikhalkov.
Lesson No. 23
Theme “Late spring, spring flowers”
1.
Learn with your child the names of the spring months. The quatrain will help you with this:
March, April and May are green
They give leaves to linden and maple trees.
The gardens are waking up
Flowers are blooming.
2.
Explain to your child that early spring has ended and late spring has begun. While walking, observe the signs of late spring and help your child remember them.
Signs of late spring: the days have become longer and the nights have become shorter; it’s warm outside, the sun is shining brightly and warming;
warm winds blow; warm rains fall; migratory birds have arrived, they are building nests and hatching chicks;
green grass has appeared, leaves have blossomed on the trees and bushes, and spring flowers are blooming.
3.
Look at the illustration with your son or daughter. Offer to compose a story based on the picture. If your child is having difficulty, ask the following questions.
Who do you see in the picture? (I see dad and son.)
Where did they come? (They came for a walk in the park.)
What are they doing? (They sit on a bench and read a book.)
What time of year do you think is in the picture? Why? (It’s late spring. The leaves have already bloomed on the trees. Young grass is green on the lawns, dandelions are turning yellow. Tulips and daffodils are blooming in the flowerbed. The starlings have arrived. They have already hatched their chicks and are bringing them food to the birdhouse.)
What will father and son do when they finish reading the book? (They will play football. There is a soccer ball on the bench.)
4.
Let your son or daughter remember the names of spring flowers and divide them into syllables (tul-pan, nar-ciss, pri-mu-la, o-du-van-chik, fi-al-ka, lan-dysh).
5.
Invite your child to guess riddles about spring flowers.
White pearls; placers in the forest.
Pearls are like dew.
The breeze sways on their stems.
You can admire them in May.
(Lilies of the valley)
Here's a purple moth
He sat on a thin stalk.
With a drop of honey in the middle.
He is as beautiful as the picture.
(Violet)
6.
Review the presentation with your child, complete additional tasks
7.
View the presentation “Beauty Spring”, make up a story based on any picture you like.
A story about autumn. A story about forest dwellers. A story about the world of wildlife in autumn, a story about forest life. Story for junior schoolchildren. A story for extracurricular reading. A story to read in elementary school.
Nikolay Sladkov. Autumn is on the doorstep
- Forest dwellers! - the wise Raven shouted one morning. — Autumn is at the threshold of the forest, is everyone ready for its arrival?
- Ready, ready, ready...
- But we’ll check it now! - Raven croaked. - First of all, autumn will let the cold into the forest - what will you do?
The animals responded:
- We, squirrels, hares, foxes, will change into winter coats!
- We, badgers, raccoons, will hide in warm holes!
- We, hedgehogs, the bats Let's fall into a deep sleep!
The birds responded:
- We, the migratory ones, will fly away to warmer lands!
- We, sedentary people, will put on down padded jackets!
“Secondly,” the Raven shouts, “autumn will begin to rip off the leaves from the trees!”
- Let him rip it off! - the birds responded. - The berries will be more visible!
- Let him rip it off! - the animals responded. - It will be quieter in the forest!
“The third thing,” the Raven continues, “autumn will click the last insects with frost!”
The birds responded:
- And we, blackbirds, will fall on the rowan tree!
- And we, woodpeckers, will begin to peel the cones!
- And we, goldfinches, will get to the weeds!
The animals responded:
- And we will sleep more peacefully without mosquito flies!
“The fourth thing,” the Raven buzzes, “autumn will become boring!” He will catch up with dark clouds, let down tedious rains, and incite dreary winds. The day will be shortened, the sun will be hidden in your bosom!
- Let him pester himself! - the birds and animals responded in unison. - You won’t keep us bored! What do we care about rain and wind when we
V fur coats and down padded jackets! Let's be well-fed - we won't get bored!
The wise Raven wanted to ask something else, but he waved his wing and took off.
He flies, and beneath him is a forest, multi-colored, motley - autumn.
Autumn has already crossed the threshold. But it didn’t scare anyone at all.