Annual planning for literacy training in the preparatory group. Gram

PREPARATORY GROUP

September

Week 1 – 2: monitoring

2nd word

O. o.: labor:

1. “Name the words”

"The house opens"
(see Attachment)

1. develop the ability to conduct sound word analysis; differentiate vowels, hard and soft consonants; apply the rules of writing letters;

O. o.: physical culture:
.
O. o.: socialization:

"The house opens"

O.o.: socialization:

A.g. "Curious Tongue"
"Frog",
"Bunny"

O.o.: Physical Culture:

1. “Correct the mistake”

O.O.: Security:

2. “The letter is lost”
3. “Finish the sentence.”

5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:

O. o.: labor:

1. “Who is attentive”

5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:

"Circle"

1. to develop the ability to conduct sound-letter analysis of words and determine the stressed vowel sound;

2. "Turning Words"
Yellow russula hedgehog
Happy as a squirrel to nuts

5. develop diction apparatus
O. o.: socialization:

O. o.: physical education: forming correct posture
1"Recognize the sound."
2. “Name the words”
3. “Where is the sound?”
4. "The fifth wheel"

6. “On the contrary”

Happy as a squirrel to nuts

O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;

5. develop diction apparatus

1. “Who is attentive”

3. “Name words with the sound Y”
Fishing with a fishing rod
Our clever Yurochka
(tongue twister + table - see appendix)

O.o.: socialization:

Our Yurochka is smart.

1. develop the ability to conduct sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;

O. o.: physical education: forming correct posture

The wasp has antennae, not antennae
(tongue twister + table - see appendix)

O. o.: communication:

5. develop diction apparatus

O. o.: physical education: forming correct posture
1. “Who is attentive”

3. practice the ability to carry out inflection;

O.o.: socialization:

O. o.: physical education: forming correct posture

2. Game “Complete the sentence”
see summary No. 14

1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;

O. o. safety:

O. o.: physical education: forming correct posture
1. Game “Who is attentive”

4. Game “Complete the sentence”

O.O.: Security:

O. about: labor:

1. “Who is attentive”

1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;

O. o.: socialization:
5. cultivate a culture of behavior in the classroom.
O.O.: Security:

2. “Chain of words”

1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;

O. o.: physical culture:
6. form correct posture
O.o.: socialization:

2. “Name the words according to the model”
3. "Turning Words"

1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;

5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O.o.: socialization:

2. “Pick up a pair”
3. "Sound Lost"

1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;

O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name a couple”

O. o.: physical education: forming correct posture

2. “Who is attentive”
3. “Add sound”
4. “Hard - soft”

6. form correct posture
O. about: labor:

2. “Name the words according to the given model”
3. “Where is the sound?”
4. “Say the word”
5. “Hard - soft”

5. develop diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical education minute;
O.o.: socialization:

2. “Name the words according to the given model”
3. “Who is attentive”
4. “Say a word”

Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;

ri-ri-ri - bullfinches on the branches;

ir-ir-ir - my dad is the commander;

2. continue to master the ability to read syllables and words with completed letters and the letter p;
3. consolidate children’s ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;

O. about: labor:

1. “The same sound in words”
2. “Say the word”
3. “Name the words according to the model”

O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical education minute;
O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Who is attentive”
2. “Say the word”
3. "Sound Lost"

O.o.: reading fiction:

O. o.: physical culture:
6. form correct posture

2. “Who is attentive”

"Hamster"
"Circle"
(see Attachment)

O. o.: socialization:

O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name the words according to the model”

3. “The letter is lost”

O.O.: Security:

O. o.: physical culture:

O.o.: reading fiction:

4. continue to improve children's reading;

5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical culture:
6. form correct posture
O.o.: socialization:

2. “Name the words according to the given model”
3. “Who is attentive”
4. "Sound Lost"
5. “One is many.”

One umbrella - many umbrellas.
One bunny - many bunnies.

Little Sanya's sleigh moves on its own. Little Sanya drives the sleigh on its own.

Pure sayings:

Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See attached)
№32

O. o.: communication:

Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See Appendix

O. o.: communication:

3. improve children's reading skills;

Dima gives Dina melons,
Dima gives melons to Dina
(tongue twister + table)

3. improve reading skills;

Dima gives Dina melons,
Dima gives melons to Dina
(pin)

1. introduce the letter b;

3. improve reading skills;

3. improve reading skills;

2. Riddle game

3. improve children's reading skills;

No. 47 “Snake”
№39

2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. consolidate the ability to lay out a sentence using the rules learned;

2. “Name the words”

No. 47 “Snake”, No. 15 “Circle”

2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. consolidate the ability to lay out a sentence using the rules learned;
5. practice the ability to retell a story read;

This dog won't touch you.
2. Can't get to Venus
On a plywood rocket.
3. New candy wrapper
Place it in the envelope with the letter.

2. Playing with sounds.

There are very few words starting with “Y”:
Yogurt, iodine, and the word yoga.
We usually write “Y” at the end:

I brush my teeth with this brush,
I clean my shoes with this one,
I clean my pants with this one,
These brushes are all needed

2. Improve reading skills.

Silent solid sign
It can't be pronounced!
But many people need him,
You will have to teach him.
Whether you want it or not,
It's in the alphabet!

2. improve reading skills;

2. improve reading skills;

2. Playing with the word “kitten”

3. The game is a child’s mystery

2. consolidate the ability to lay out a sentence using the rules learned;

2. consolidate the ability to lay out a sentence using the rules learned;

2. The game is a child’s mystery

2. improve reading skills;

1. The game is a teacher’s riddle

2. improve reading skills;

2. The game is a teacher’s riddle

ADVANCED LITERATURE PLANNING
PREPARATORY GROUP
Subject Educational area Educational areas Didactic game Tongue twisters, tongue twisters, articulatory gymnastics

September

Week 1 – 2: monitoring
No. 1 “Sound analysis of the word book. Drafting a proposal" O. o.: communication:
1. develop the ability to conduct sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules of writing letters;
2. Strengthen the ability to determine the place of stress in words;
3. develop the ability to compose a sentence of two words, name 1 - e and
2nd word
4. prepare the organs of articulation for the correct pronunciation of phonemes O. o.: socialization:
5. cultivate a culture of behavior in the classroom.
O. o.: labor:
6. consolidate the ability to prepare materials and aids for class in a timely manner, without being reminded to clean your workplace.
1. “Name the words”
Articulation gymnastics “Smile”, “Proboscis”,
"The house opens"
(see Attachment)
No. 2 “Sound analysis of the word newspaper. Working with the proposal" O. o.: communication:
1. develop the ability to conduct sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules of writing letters;
2. Strengthen the ability to determine the place of a stressed sound in a word;
3. Practice the ability to compose a sentence from two words, name the words in order;
4. Practice naming words with given sounds.

O. o.: socialization:
7. continue to teach how to listen to your interlocutor.
1. “Name a couple” (in a circle with a ball)
2. “Name the words with the given sound” Articulation gymnastics, alternating “Proboscis” - “Smile”,
"The house opens"

No. 3 “The letters a, A. sound analysis of the word crane, Alena” O. o.: communication:
1. develop the ability to conduct sound analysis of a word;
2. introduce the vowels a, A;
3. practice composing a sentence about the actions of a toy from two words;
4. practice naming words of a certain sound structure
5. prepare the organs of articulation for the correct pronunciation of phonemes O.o.: physical education:
6. develop the ability to perform movements according to the text of the physical education minute;
O.o.: socialization:
7. develop intelligence, the ability to independently solve a given problem 1. “Name the stressed vowel sound” (in a circle with a ball)

"Frog",
"Bunny"
No. 4 “The letters I, Y. Sound analysis of the word ball” O. o.: communication:
1. develop the ability to conduct sound analysis of words, determine the stressed vowel sound;
2. introduce the vowels I, I and the rules for writing I after soft consonant sounds;
3. practice composing a sentence about the actions of the toy (two words);
4. continue to teach children to name words with given sounds
5. prepare the organs of articulation for the correct pronunciation of phonemes O.o.: cognition:
6. consolidate knowledge about wild animals;
O. o.: physical culture:
7. form correct posture
1. “Correct the mistake”
2. “Name the words with the given sound” A. g. “Window”,
"The tongue greets the chin"
“The tongue greets the upper lip”

No. 5 “The letter I can represent two sounds “YA”. Sound analysis of the words frog, Yasha" O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words and determine the stressed vowel sound;
2. will introduce you to the fact that the letter i can mean two sounds - “ya”;
3. practice composing a two-word sentence about the actions of children, name the 1st, 2nd word;
4. develop logical thinking, memory;
5. prepare the organs of articulation for the correct pronunciation of phonemes O. o.: socialization:
6. cultivate the ability to listen to a friend’s answers
O.O.: Security:
7. consolidate the ability to follow the rules of being in kindergarten 1. “Name the words”
2. “The letter is lost”
3. “Finish the sentence.”
4. “The letter is lost” Articulation gymnastics “Monkey” and “Bulldog”
No. 6 “The letters o, O. Sound analysis of the words rose, meat, Olya” O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the vowels o, o;
3. practice composing sentences about actions, name the 1st, 2nd word;
4. develop logical thinking, memory, attention;
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
6. develop intelligence, the ability to independently solve a given problem
O. o.: labor:
7. consolidate the ability to timely prepare materials and aids for class, without being reminded to clean your workplace.
1. “Who is attentive”
2. “Name the words according to a given model” Articulation gymnastics “Hide and Seek” (alternating monkey - bulldog)
No. 7 “The letter ё can represent the sound “o.” Sound analysis of the words regiment, beet" O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the fact that the letter е can mean the sound “o” and is written after soft consonant sounds;
3. exercise the ability to compose two-word sentences with a given word;
4. develop thought processes;

O.o.: socialization:
develop intelligence, the ability to independently solve a given problem 1. “Who is attentive”
2. “Name the words” Articulation gymnastics “Hamster”
"Circle"
No. 8 “The letter e – means two sounds “YO.” Sound analysis of the words fir-tree and grater" O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words and determine the stressed vowel sound;
2. Introduce the fact that ё can mean two sounds “YO”
3. Develop the ability to compose two-word sentences with a given word
4. Develop attention, memory, logical thinking when solving riddles, understand the poetic comparison underlying the riddles;
5. develop diction apparatus

O. o.: socialization: to cultivate a culture of behavior in the classroom.
O. o.: physical education: form correct posture.
O.o.: reading fiction:
Replenish your literary baggage with fairy tales (the fairy tale “Why E is always shock”) 1. “Name the words with the given sound”
2. "Turning Words"
Yellow russula hedgehog

No. 9 “Introduction to the letters u, U. Sound analysis of the words pear and bag” O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
2. introduce the letters u, u;
3. develop the ability to compose a sentence of three words with connecting union And;
4. develop attention, memory, thinking
5. develop diction apparatus
O. o.: socialization:
improve children’s artistic skills in terms of embodying an image using facial expressions and gestures;
O. o.: physical education: forming correct posture
1"Recognize the sound."
2. “Name the words”
3. “Where is the sound?”
4. "The fifth wheel"
5. “Name the words with given sound U"
6. “On the contrary”
7. Exercise “Stretch the string” Yellow Russula hedgehog
Happy as a squirrel to nuts
No. 10 “Acquaintance with the letter u.” Sound analysis of the words onion, hatch, iron"
O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
2. introduce the letter yu and the rules for writing it after soft consonant sounds;
3. practice composing a sentence of three words with a connecting conjunction and;
4. develop speech apparatus using tongue twisters;
5. develop diction apparatus
O.o.: physical education: develop the ability to perform movements according to the text of the physical education minute;
O. o.: safety: consolidate the rules of behavior with electrical appliances.
1. “Who is attentive”
2. “Name words with the stressed sound “A.”
3. “Name words with the sound Y”
Fishing with a fishing rod
Our clever Yurochka
(tongue twister + table - see appendix)
No. 11 “The letter yu can mean two sounds “YU.” Sound analysis of the words Yula, Yura, beak" O. o.: communication:
1. develop the ability to conduct sound-letter analysis of words using the rules for writing vowels;
2. introduce the fact that the letter yu can mean two sounds - “yo” (at the beginning of a word);
3. develop the ability to compose a sentence of three words with a conjunction and sketch it;
4. develop logical thinking when naming words according to a given model;
5. develop diction apparatus O.o.: physical culture:
develop the ability to maintain correct posture in various types activities.
O.o.: socialization:
develop intelligence and the ability to independently solve a given problem. 1. “Name the words according to the given pattern”
2. “The first sound was lost” (...la, ...bka, ...rta,...nysha, ..more)
2. “Name the words with the stressed sound Y”
3. “Find the word in the word. YOUTH" (nose, sleep, tone) Fishing with a fishing rod
Our Yurochka is smart.

No. 12 “Letter Y.” Sound analysis of words: fish, ball, mouse" O.o.: communication:
1. develop the ability to conduct sound-letter analysis of words using the rules for writing vowels;
2. introduce the letter Y;
3. consolidate the ability to compose a sentence of three words with the conjunction I;
4. practice diction in pronunciation of words with a given sound;
5. develop the diction apparatus O. o: labor: consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical education: forming correct posture
1. “Name words with stressed sounds a, y”
2. Phonemic exercise “Say the sound in a word”
3. “Name words with the sound v, v”
The wasp has antennae, not antennae
(tongue twister + table - see appendix)
No. 13 “Bulls and, I. Word change. Sound analysis of words: bear, toy

O. o.: communication:
1. formulate and carry out sound-letter analysis of words using the rules for writing vowels;
2. will introduce the letters i, i and the rules of writing after soft consonant sounds;
3. practice the ability to carry out inflection;
4. develop components of oral speech;
5. develop diction apparatus
O. o.: socialization: to cultivate a culture of behavior in the classroom
O. o.: physical education: forming correct posture
1. “Who is attentive”
2. “Name the words according to a given pattern.” The wasp has antennae, not antennae

No. 14 “Letters e, E. Sound analysis of words: echo, chandelier. Word change » O. o.: communication:
1. continue to develop the ability to conduct sound-letter analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E;
3. practice the ability to carry out inflection;
4. develop the ability to name words according to a given model;
5. develop organs articulatory apparatus with the help of pure talk. O. o.: physical education: forming correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve a given problem 1. “Who is attentive” (spelling vowels after consonants)
2. “Name the words according to the given model.
3. “Who is attentive” (find the same sound in the words) - Ta-ta-ta - our house is clean.
- You-you-you – the cats ate all the sour cream.
- That's it - we sat down to play lotto.
- Ti-ti-ti – we ate almost all the porridge.
- Bye-bye-bye - we put off sewing.
- Whoops, we're going for a walk.

No. 15 “Letters e, E. Sound analysis of words: forest, squirrel. Word change" O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E and the rules for writing e after soft consonant sounds;
3. practice inflection;
4. practice the ability to name words with a given stressed vowel sound.
O. o.: physical education: forming correct posture
O. about: work: consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. Game “Name the words with the sound “th”
2. Game “Complete the sentence”
see summary No. 14
No. 16 The letter E can stand for two “YE” sounds.
Sound analysis of the word Emelya O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. explain that the letter e can mean two sounds - “YE”;
3. develop the ability to name words with a given sound;
4. develop the organs of the articulatory apparatus with the help of pure tongues
O. o. safety:
establish rules of conduct in the forest;
O. o.: physical education: forming correct posture
1. Game “Who is attentive”
3. Game “Name the words with the sound “th”
4. Game “Complete the sentence”
- Se-se-se – there are many fairy tales about the fox.
- Ze-ze-ze-give water to the goat.
- Dude - dude - that's how great you are.
- Tse - tse - tse - there are a lot of grains in the cucumber.
No. 17 “Word changes. Sound analysis of the word river" LLC: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce children to inflection;
3. continue to learn how to make a three-word sentence;
4. learn to name words according to a certain sound structure.
O.O.: Security:
5. consolidate the rules safe behavior on rivers and reservoirs;
O. about: labor:
6. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Who is attentive”
2. “Name the words according to the model” See notes No. 16
No. 18 “Word changes. Sound analysis of the word nut" LLC: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. mastering the action of changing words;
3. continue to strengthen the ability to compose a three-word sentence;
4. continue to practice naming words of a certain sound structure.
O. o.: socialization:
5. cultivate a culture of behavior in the classroom.
O.O.: Security:
6. establish rules of conduct with electrical appliances. 1. “Name the words according to the model”
2. “Chain of words”
3. “Name a couple” Children independently come up with phrases
No. 19 “Word changes. Sound analysis of the word ball" Ltd.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. familiarity with dividing a sentence into words, the ability to name words in order;
4. develop phonemic awareness. O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical culture:
6. form correct posture
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Who is attentive”
2. “Name the words according to the model”
3. "Turning Words"
4. “The letter is lost” Independent inventing of pure proverbs by children
No. 20 “Word changes. Sound analysis of the words winter, sea, geese, bullet" O.o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. practice the ability to divide sentences into words by ear and name them in order;
4. consolidate the ability to name words with given sounds; O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Name words with the sound “b”
2. “Pick up a pair”
3. "Sound Lost"
4. “Name the words according to the given model.” Children independently invent complete phrases
No. 21 “Word changes. Sound analysis of the words tape, bear, posta, gun" O.o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. practice changing words;
3. consolidate the ability to divide sentences into words by ear and name words in order. O. o.: socialization:
4. cultivate a culture of behavior in the classroom
O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name a couple”
2. “Name the words with the sound “p” Independently inventing pure sayings by children
No. 22 “The letter m and its two sounds “m” and “m” O. o.: communication:
1. introduce children to the letter m and the fact that it means the sounds “m” and “m”;
2. consolidate the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
3. mastering the method of syllabic reading with the letter m;
4. develop the diction apparatus; O. o.: socialization:
5. consolidate knowledge of parents’ names and patronymics;
O. o.: physical education: forming correct posture
1. “Name the words with the sound m”
2. “Who is attentive”
3. “Add sound”
4. “Hard - soft”
5. “Words in reverse” Mama washed Mila with soap (tongue twister + mnemonic table)

No. 23 “The letter n and its two sounds “n” and “n” O. o.: communication:
1. practice composing a sentence with a given word, determine the number of words in a sentence and name them in order;
2. introduce children to the letter n and the fact that it can represent the sounds “n” and “n”;
3. improve the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
4. mastering the method of syllabic reading with the letters m and n;
5. develop diction apparatus O. o.: physical culture:
6. form correct posture
O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name words with the sound “n”
2. “Name the words according to the given model”
3. “Where is the sound?”
4. “Say the word”
5. “Hard - soft”

Milu's mother washed soap with soap (tongue twister + mnemonic table)
No. 24 “The letter r and its two sounds “r” and “r” O. o.: communication:
1. introduce children to the letter p and the fact that it stands for the sounds “r” and “ry”;
2. continue to master the ability to read syllables and words with completed letters and the letter p;
3. consolidate children’s ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
4. develop the ability to select words to a given model;
5. develop diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical education minute;
O.o.: socialization:
7. develop intelligence, the ability to independently solve a given problem 1. “Name words with the sound “ry”
2. “Name the words according to the given model”
3. “Who is attentive”
4. “Say a word”
5. “The letter is lost” Pure sayings:
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ru-ru-ru - we continue the game;
re-re-re - there is a house on the mountain;
ri-ri-ri - bullfinches on the branches;
or-or-or – the red tomato is ripe;
ir-ir-ir - my dad is the commander;
ar-ar-ar - there is a lantern hanging on the wall.
No. 25 “The letter l and its two sounds “l” and “l” O. o.: communication:
1. introduce children to the letter l and the fact that it stands for the sounds “l” and “l”;
2. continue to master the ability to read syllables and words with completed letters and the letter p;
3. consolidate children’s ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
4. develop the ability to divide a sentence into words, name them in order;
5. replenish your literary baggage with stories;
6. develop the ability to select words to a given model;
7. develop memory, creative thinking. O.O.: Security:
7. establish rules of safe behavior on the streets of the village and city;
O. about: labor:
8. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “The same sound in words”
2. “Say the word”
3. “Name the words according to the model”
4. “Finish the phrase” Tongue twister:
A cap on a cap and a cap under a cap.

No. 26 “The letter G and g and its two sounds “g” and “g” O. o.: communication:
1. introduce the letters G and g and the fact that they represent the sounds “g” and “g”;
2.introduce the method and rules of laying out sentences from the letters of the split alphabet;
3. develop the ability to select words to a given model;
4. practice diction and intonation; O. o.: socialization:
5. cultivate a desire to study at school;
O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical education minute;
O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Who is attentive”
2. “Say the word”
3. "Sound Lost"
4. “Find out the fairy tale” Tongue twister:
Cap on cap and under cap on cap

No. 27 “The letter k and K and its two sounds “k” and “k” O. o.: communication:
1. introduce the letters k and K. tell that the letter k stands for the sounds “k” and “ky”;
2. consolidate the ability to lay out sentences in accordance with the rules;
3.repeat that the letter i can mean two sounds (“th” and “a” at the beginning of a word and after a vowel);
4. strengthen children’s ability to name words of a certain sound structure.

O.o.: reading fiction:
5. introduce a story from the collection of Kirill Kukushkin (one letter);
O. o.: physical culture:
6. form correct posture
1. “Name the words that begin with the sound “th”
2. “Who is attentive”
3. “Transforming words - a magic chain” Articulation gymnastics:
"Hamster"
"Circle"
(see Attachment)
No. 28 Repetition O. o.: communication:
1. consolidate the reading of syllables, words and sentences with the letters covered;
2. develop dialogic speech;
3. practice laying out sentences using known grammatical and syntax rules;
4. consolidate knowledge that the letter yu can mean two sounds (“th”, “u” at the beginning of a word or after a vowel sound);
5. consolidate children’s ability to name words of a certain sound structure and with a given stress;
O. o.: socialization:
6. cultivate a culture of behavior in the classroom
O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name the words according to the model”
2. Irga with tasks (sounds in a certain sequence)
3. “The letter is lost”
4. “Puzzle” Articulation gymnastics:
alternating “Fat people - thin people”,

“Balls” (alternately puffing out the cheeks)

No. 29 “The letters s and s and with the sounds “s” and “s.” Repetition" O. o.: communication:
1. introduce the letters s and S. tell that the letter k stands for the sounds “s” and “s”;
2. consolidate the ability to lay out a sentence using the grammar rules learned;
3. consolidate knowledge that the letter e can mean two sounds (“th” and “o” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop memory, attention, speech;
6. consolidate the ability to name words with a certain stressed vowel sound;
O.O.: Security:
7. secure safe rules behavior on the slide;
O. o.: physical culture:
8. form correct posture
O.o.: reading fiction:
9. introduce L. Kaminsky’s fairy tale “The Seven Sons of Old Sinitsyns” 1. “Game with a task”
2. “Name words with the stressed vowel sound “o”
3. “Hard - soft” Tongue twister:
Little Sanya's sleigh moves on its own. Little Sanya drives the sleigh on its own.
No. 30 “The letters z and z and with the sounds “z” and “z.” Repetition" O. o.: communication:
1. introduce the letters z and z, tell that the letter k stands for the sounds “z” and “z”;
2. consolidate the ability to lay out a sentence using the completed grammatical and syntactic rules;
3. establish that the letter e can mean two sounds (“th” and “e” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop the ability to answer questions based on the text read;
6. strengthen children’s ability to name words according to the model. O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical culture:
6. form correct posture
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Name words with the sound “z”
2. “Name the words according to the given model”
3. “Who is attentive”
4. "Sound Lost"
5. “One is many.”
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant – many...? Factories
One mosaic - many - ...? Mosaic... Tongue twister:
Little Sanya's sleigh moves on its own. Little Sanya drives the sleigh on its own.

Pure sayings:
Hey, hey, there hasn't been a thunderstorm for a long time. For-for-for, a thunderstorm is approaching. Hey, hey, we're not afraid of thunderstorms. Zu-zu-zu, a stream flows below. For good measure, we washed the basins. For-for-for, at Nina's Brown eyes. Zu-zu-zu, I'm bringing cubes. Zi-zi-zi, take me to the house. Ze-ze-ze, give water to the goat.
No. 31 “Letter sh.” Retelling the story" O. o.: communication:
1. improve the ability to lay out sentences using all the grammatical and syntactic rules learned;
2. introduce the letter sh, the rule for writing the combination shi;
3. improve children's reading skills;
4. practice retelling the story you read;
5. improve the ability to name words using a certain sound structure. 1. “Name the words with the sound “sh” at the beginning of the word”
2. “Name the words according to this model”
3. Exercise “Count to five”: One reed, two reeds,..five reeds. One hut, two huts,...five huts. One fur coat, two fur coats,... five fur coats. One school, two schools,...five schools. One awl, two awls,... five awls.
Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See attached)
№32

“Letter Zh, zh. The rule for writing the combination "zhi"

O. o.: communication:
1. improve children’s ability to write sentences using all the grammatical and syntactic rules they have learned and identifying the stressed vowel;
2. will introduce the letter Zh, zh and the rules for writing the combination zhi;
3. improve reading skills;
4. develop attention, memory, speech;
5. improve the ability to name words of a certain sound structure. 1 "Who is attentive"
2. “Name words with the sound “zh”
3. “Name the words according to the given model”

Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See Appendix

No. 33 “Letters D, d. Title and retelling of the story”
O. o.: communication:
1. introduce the letters d and d and the fact that they represent the sounds “d” and “d”;
2. improve the ability to lay out sentences using all the grammatical and syntactic rules learned;
3. improve children's reading skills;
4. to develop children’s ability to title and retell a story;
5. improve the ability to name words of a certain sound structure.

1. Game with a task in the word were friends
2. “Name words with the sound “d”
3. “Name the words according to the given model” Tongue twister:
Dima gives Dina melons,
Dima gives melons to Dina
(tongue twister + table)

No. 34 “Letter T and T” O. o.: communication:
1. introduce the letters t and T and the fact that they represent the sounds “t” and “t”;
2. develop the ability to place stress in printed words and read words with stress;
3. improve reading skills;
4. improve phonemic hearing.
1. “Name the words” with a ball in a circle Tongue twister:
Dima gives Dina melons,
Dima gives melons to Dina
(pin)

No. 35 “Letter b” O. o.: communication:
1. introduce the letter b;
2. develop the ability to place emphasis in printed words and read them in accordance with the emphasis;
3. improve reading skills;
4. introduce the method of guessing the word presented by the model (by question)
1. Riddle game Children come up with pure sayings ending in “at”
No. 36 “Repetition” O. o.: communication:
1. consolidate children’s knowledge about b;
2. develop the ability to put stress in words and read them using stress;
3. improve reading skills;
4. improve the ability to compose sentences with a given word;
5. practice the ability to guess the word represented by the model (by questions)
1. Game with the task the word coal
2. Riddle game
Children coming up with pure sayings ending in “at”
No. 37 “Letters p and P. Title and retelling of the story” O. o.: communication:
1. introduce the letters P, p and the fact that they represent the sounds “p” and “p”;
2. continue to master putting stress in words and reading them using stress;
3. consolidate the ability to lay out sentences using the rules learned;
4. develop the ability to title and retell a story read;
5. improve reading skills;
6. improve the ability to name words according to a certain sound structure. 1. “Name the words”
2. “Name the words according to the model” Tongue twister:
From the clatter of hooves, dust flies across the field
No. 38 “Letters b and b. Retelling the story” O. o.: communication:
1. introduce the letters B, b and the fact that they represent the sounds “b” and “by”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. consolidate the ability to lay out a sentence using the rules learned;
5. practice the ability to retell a story read;
6. improve the ability to guess the word presented by the model (by questions) 1. “Name words with the sound “b”
2. Game - a riddle Articulation gymnastics No. 10 “The tongue greets the upper lip”,
No. 47 “Snake”
№39

“Letters B and V” O. o.: communication:
1. introduce the letters B, v and the fact that they represent the sounds “v” and “в”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. consolidate the ability to lay out a sentence using the rules learned;
5. develop thought processes. 1. “Name a couple”
2. “Name the words”
Articulation gymnastics No. 10 “The tongue greets the upper lip”,
No. 47 “Snake”, No. 15 “Circle”
No. 40 “Letters F and f. Retelling the story" O. o.: communication:
1. introduce the letters F, f and the fact that they represent the sounds “f” and “f”;
2. improve the ability to put stress in words and read them using stress;
3. improve children's reading skills;
4. consolidate the ability to lay out a sentence using the rules learned;
5. practice the ability to retell a story read;
6. develop thought processes. 1. “Name words with the sound “f”, with the sound “f”
2. Game - a child’s riddle Pure sayings for distinguishing between the sounds “v” and “f”:
1. If you don’t say to the dog: “Fas!”
This dog won't touch you.
2. Can't get to Venus
On a plywood rocket.
3. New candy wrapper
Place it in the envelope with the letter.

No. 41 “Word formation” 1. improve children’s reading skills;
2. practice the ability to form words;
3. improve the ability to guess the word presented by the model (by questions);
4. develop thought processes. 1. “Name words with the stressed vowel “u”
2. Playing with sounds.
3. Game - a riddle Repeat tongue twisters that are difficult to pronounce
No. 42 “The letter “th” 1. Improve children’s reading skills;
2. introduce the letter “Y”, repeat the rules that the sound “Y” is the most short sound in our speech there is always a soft consonant;
3. exercise children in word formation;
4. improve the ability to guess the word presented by the model. 1. Game - a riddle Introduce and memorize the poem:
There are very few words starting with “Y”:
Yogurt, iodine, and the word yoga.
We usually write “Y” at the end:
Tea, random, secret, extra.
No. 43 “Letter h, Ch” 1. Improve children’s reading skills;
2. introduce the letter ch, Ch and remind that “ch” is always a soft consonant;
3. develop the ability to compose a chain of words by conducting this word only one replacement to get a new word. 1. “Name words with the sound “ch”
2. “Chain of words” Pure sayings with the sound “h”:
- wow, my shoulder hurts;
- Chu-chu-chu, if it hurts, go to the doctor;
- cha-cha-cha, I’ll cry at the doctor’s;
- chi-chi-chi, doctors are helping us;
- Chu-chu-chu, well, then I’ll go to the doctor.
No. 44 " Letter Ш, Ш» 1. Introduce the letter Shch, shch, explain that the sound “shch” is always a soft consonant, and the spelling is a combination shcha, shchu.
2. Improve reading skills.
3. practice retelling the story you read.
4. practice reading tongue twisters. 1. The game is a mystery
2. “Chain of words” Tongue twister:
I brush my teeth with this brush,
I clean my shoes with this one,
I clean my pants with this one,
These brushes are all needed
(compilation of a table for me by children)
No. 45 “Creative retelling” 1. exercise the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. train in reading tongue twisters;
4. develop the ability to creatively retell a story read;
5. improve the ability to name words of a certain sound structure. 1. “Name the words according to the given model”
2. Game - a child’s mystery, see No. 44
No. 46 “Letter ts, ts” 1. Introduce the letter ts, ts and the rule that the sound “ts” is always a hard consonant.
2. improve the ability to lay out a sentence using the rules learned.
3. Improve reading skills.
4. practice guessing words laid out with chips. 1. “Name a couple”
2. “Name words with the sound “ts”
3. The game is a riddle Tongue twister:
Four little black little devils
Drew a drawing in black ink
Extremely clean (kids compiling a table for me)
No. 47 “Letter x, X” 1. Improve the ability to lay out a sentence using the rules learned;
2. Introduce the letters X, x and the fact that they represent the sounds “x”, “x”;
3. Improve children's reading skills.
4. Practice composing a chain of words, making one substitution in a given word to obtain a new word. 1. “Chain of words”
2. The game is a teacher’s mystery See No. 46
No. 48 “Separation function of the letter b” 1. improve children’s reading skills;
2. introduce to separation function letters b;
3. practice composing a chain of words, making only one replacement to obtain a new word. 1. “Chain of words” see No. 46

No. 49 “Letter ъ” 1. Introduce the letter ъ.
2. Improve reading skills.
3. Practice the ability to name a word of a certain sound structure.
4. Develop the ability to guess a word lined with chips 1. Game - a riddle Introduce the poem:
Silent solid sign
It can't be pronounced!
But many people need him,
You will have to teach him.
Whether you want it or not,
It's in the alphabet!

No. 50 “Working with a sentence” 1. Improve the ability to compose a sentence with a given word;
2. improve reading skills;
3. consolidate knowledge about the ъ sign;
4. practice composing a chain of words, making only one substitution in a given word to obtain a new word. 1. “Chain of words”
No. 51 " Creative story» 1. consolidate the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. practice the ability to retell a story; practice the ability to write a creative story;
4. consolidate the ability to compose a chain of words by conducting in this case only one replacement to get a new word. 1. “Chain of words”
2. Playing with the word “kitten”
No. 52 “Reading Skill” 1. Improve reading skill;
2. consolidate the ability to lay out a sentence using the rules learned;
3. strengthen the ability to guess words laid out with chips. 1. Playing with the word “play”
2. Game - a teacher’s riddle (school)
3. The game is a child’s mystery
No. 53 Repetition 1. Improve reading skills;
2. consolidate the ability to lay out a sentence using the rules learned;
3. improve the ability to guess a word laid out with chips;
4. exercise the ability to form a chain of words from a given word by one substitution to obtain a new word 1. Game - riddle (primer)
No. 54 Repetition 1. Improve reading skills;
2. consolidate the ability to lay out a sentence using the rules learned;
3.develop the ability to answer questions based on the text read;
4. develop thinking. 1. The game is a teacher’s riddle
2. The game is a child’s mystery
No. 55 Repetition 1. Strengthen the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. develop the ability to answer questions based on the text read;
4. practice the ability to guess words laid out with chips.
1. The game is a teacher’s riddle
2. The game is a child’s mystery Preparing for the competition

No. 56 Repetition 1. Strengthen the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. develop the ability to retell a story read;
4. improve the ability to compose a chain of words, making only one replacement to obtain a new word. 1. “Chain of words”
2. The game is a teacher’s riddle
3. Game - a child’s mystery Competition for best reader tongue twisters
ADVANCED LITERATURE PLANNING
PREPARATORY GROUP
Topic Educational area Educational areas Didactic game Tongue twisters, pure twisters, articulatory gymnastics

September

Week 1 – 2: monitoring
No. 1 “Sound analysis of the word book. Drafting a proposal" O. o.: communication:
1. develop the ability to conduct sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules of writing letters;
2. Strengthen the ability to determine the place of stress in words;
3. develop the ability to compose a sentence of two words, name 1 - e and
2nd word
4. prepare the organs of articulation for the correct pronunciation of phonemes O. o.: socialization:
5. cultivate a culture of behavior in the classroom.
O. o.: labor:
6. consolidate the ability to prepare materials and aids for class in a timely manner, without being reminded to clean your workplace.
1. “Name the words”
Articulation gymnastics “Smile”, “Proboscis”,
"The house opens"
(see Attachment)
No. 2 “Sound analysis of the word newspaper. Working with the proposal" O. o.: communication:
1. develop the ability to conduct sound analysis of words; differentiate vowels, hard and soft consonants; apply the rules of writing letters;
2. Strengthen the ability to determine the place of a stressed sound in a word;
3. Practice the ability to compose a sentence from two words, name the words in order;
4. Practice naming words with given sounds.
5. Prepare the organs of articulation for the correct pronunciation of phonemes O. o.: physical education:
6. form correct posture.
O. o.: socialization:
7. continue to teach how to listen to your interlocutor.
1. “Name a couple” (in a circle with a ball)
2. “Name the words with the given sound” Articulation gymnastics, alternating “Proboscis” - “Smile”,
"The house opens"

No. 3 “The letters a, A. sound analysis of the word crane, Alena” O. o.: communication:
1. develop the ability to conduct sound analysis of a word;
2. introduce the vowels a, A;
3. practice composing a sentence about the actions of a toy from two words;
4. practice naming words of a certain sound structure
5. prepare the organs of articulation for the correct pronunciation of phonemes O.o.: physical education:
6. develop the ability to perform movements according to the text of the physical education minute;
O.o.: socialization:
7. develop intelligence, the ability to independently solve a given problem 1. “Name the stressed vowel sound” (in a circle with a ball)
2. “Name the words according to the given model” A.g. "Curious Tongue"
"Frog",
"Bunny"
No. 4 “The letters I, Y. Sound analysis of the word ball” O. o.: communication:
1. develop the ability to conduct sound analysis of words, determine the stressed vowel sound;
2. introduce the vowels I, I and the rules for writing I after soft consonant sounds;
3. practice composing a sentence about the actions of the toy (two words);
4. continue to teach children to name words with given sounds
5. prepare the organs of articulation for the correct pronunciation of phonemes O.o.: cognition:
6. consolidate knowledge about wild animals;
O. o.: physical culture:
7. form correct posture
1. “Correct the mistake”
2. “Name the words with the given sound” A. g. “Window”,
"The tongue greets the chin"
“The tongue greets the upper lip”

No. 5 “The letter I can represent two sounds “YA”. Sound analysis of the words frog, Yasha" O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words and determine the stressed vowel sound;
2. will introduce you to the fact that the letter i can mean two sounds - “ya”;
3. practice composing a two-word sentence about the actions of children, name the 1st, 2nd word;
4. develop logical thinking, memory;
5. prepare the organs of articulation for the correct pronunciation of phonemes O. o.: socialization:
6. cultivate the ability to listen to a friend’s answers
O.O.: Security:
7. consolidate the ability to follow the rules of being in kindergarten 1. “Name the words”
2. “The letter is lost”
3. “Finish the sentence.”
4. “The letter is lost” Articulation gymnastics “Monkey” and “Bulldog”
No. 6 “The letters o, O. Sound analysis of the words rose, meat, Olya” O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the vowels o, o;
3. practice composing sentences about actions, name the 1st, 2nd word;
4. develop logical thinking, memory, attention;
5. prepare the organs of articulation for the correct pronunciation of phonemes
O.o.: socialization:
6. develop intelligence, the ability to independently solve a given problem
O. o.: labor:
7. consolidate the ability to timely prepare materials and aids for class, without being reminded to clean your workplace.
1. “Who is attentive”
2. “Name the words according to a given model” Articulation gymnastics “Hide and Seek” (alternating monkey - bulldog)
No. 7 “The letter ё can represent the sound “o.” Sound analysis of the words regiment, beet" O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. introduce the fact that the letter е can mean the sound “o” and is written after soft consonant sounds;
3. exercise the ability to compose two-word sentences with a given word;
4. develop thought processes;
5. prepare the organs of articulation for the correct pronunciation of phonemes O. o.: physical education: form correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve a given problem 1. “Who is attentive”
2. “Name the words” Articulation gymnastics “Hamster”
"Circle"
No. 8 “The letter e – means two sounds “YO.” Sound analysis of the words fir-tree and grater" O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words and determine the stressed vowel sound;
2. Introduce the fact that ё can mean two sounds “YO”
3. Develop the ability to compose two-word sentences with a given word
4. Develop attention, memory, logical thinking when solving riddles, understand the poetic comparison underlying the riddles;
5. develop diction apparatus

O. o.: socialization: to cultivate a culture of behavior in the classroom.
O. o.: physical education: form correct posture.
O.o.: reading fiction:
Replenish your literary baggage with fairy tales (the fairy tale “Why E is always shock”) 1. “Name the words with the given sound”
2. "Turning Words"
Yellow russula hedgehog
Happy as a squirrel to nuts (tongue twister + table - see appendix)
No. 9 “Introduction to the letters u, U. Sound analysis of the words pear and bag” O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
2. introduce the letters u, u;
3. develop the ability to compose a sentence of three words with a connecting conjunction and;
4. develop attention, memory, thinking
5. develop diction apparatus
O. o.: socialization:
improve children’s artistic skills in terms of embodying an image using facial expressions and gestures;
O. o.: physical education: forming correct posture
1"Recognize the sound."
2. “Name the words”
3. “Where is the sound?”
4. "The fifth wheel"
5. “Name words with the given sound U”
6. “On the contrary”
7. Exercise “Stretch the string” Yellow Russula hedgehog
Happy as a squirrel to nuts
No. 10 “Acquaintance with the letter u.” Sound analysis of the words onion, hatch, iron"
O. o.: communication:
1. to develop the ability to conduct sound-letter analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
2. introduce the letter yu and the rules for writing it after soft consonant sounds;
3. practice composing a sentence of three words with a connecting conjunction and;
4. develop the speech apparatus with the help of tongue twisters;
5. develop diction apparatus
O.o.: physical education: develop the ability to perform movements according to the text of the physical education minute;
O. o.: safety: consolidate the rules of behavior with electrical appliances.
1. “Who is attentive”
2. “Name words with the stressed sound “A.”
3. “Name words with the sound Y”
Fishing with a fishing rod
Our clever Yurochka
(tongue twister + table - see appendix)
No. 11 “The letter yu can mean two sounds “YU.” Sound analysis of the words Yula, Yura, beak" O. o.: communication:
1. develop the ability to conduct sound-letter analysis of words using the rules for writing vowels;
2. introduce the fact that the letter yu can mean two sounds - “yo” (at the beginning of a word);
3. develop the ability to compose a sentence of three words with a conjunction and sketch it;
4. develop logical thinking when naming words according to a given model;
5. develop diction apparatus O.o.: physical culture:
develop the ability to maintain correct posture in various activities.
O.o.: socialization:
develop intelligence and the ability to independently solve a given problem. 1. “Name the words according to the given pattern”
2. “The first sound was lost” (...la, ...bka, ...rta,...nysha, ..more)
2. “Name the words with the stressed sound Y”
3. “Find the word in the word. YOUTH" (nose, sleep, tone) Fishing with a fishing rod
Our Yurochka is smart.

No. 14 “Letters e, E. Sound analysis of words: echo, chandelier. Word change » O. o.: communication:
1. continue to develop the ability to conduct sound-letter analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E;
3. practice the ability to carry out inflection;
4. develop the ability to name words according to a given model;
5. develop the organs of the articulatory apparatus with the help of pure tongues. O. o.: physical education: forming correct posture
O.o.: socialization:
develop intelligence, the ability to independently solve a given problem 1. “Who is attentive” (spelling vowels after consonants)
2. “Name the words according to the given model.
3. “Who is attentive” (find the same sound in the words) - Ta-ta-ta - our house is clean.
- You-you-you – the cats ate all the sour cream.
- That's it - we sat down to play lotto.
- Ti-ti-ti – we ate almost all the porridge.
- Bye-bye-bye - we put off sewing.
- Whoops, we're going for a walk.

No. 15 “Letters e, E. Sound analysis of words: forest, squirrel. Word change" O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce the letters e, E and the rules for writing e after soft consonant sounds;
3. practice inflection;
4. practice the ability to name words with a given stressed vowel sound.
O. o.: physical education: forming correct posture
O. about: work: consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. Game “Name the words with the sound “th”
2. Game “Complete the sentence”
see summary No. 14
No. 16 The letter E can stand for two “YE” sounds.
Sound analysis of the word Emelya O. o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. explain that the letter e can mean two sounds - “YE”;
3. develop the ability to name words with a given sound;
4. develop the organs of the articulatory apparatus with the help of pure tongues
O. o. safety:
establish rules of conduct in the forest;
O. o.: physical education: forming correct posture
1. Game “Who is attentive”
3. Game “Name the words with the sound “th”
4. Game “Complete the sentence”
- Se-se-se – there are many fairy tales about the fox.
- Ze-ze-ze-give water to the goat.
- Dude - dude - that's how great you are.
- Tse - tse - tse - there are a lot of grains in the cucumber.
No. 17 “Word changes. Sound analysis of the word river" LLC: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. introduce children to inflection;
3. continue to learn how to make a three-word sentence;
4. learn to name words according to a certain sound structure.
O.O.: Security:
5. establish the rules of safe behavior on rivers and reservoirs;
O. about: labor:
6. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Who is attentive”
2. “Name the words according to the model” See notes No. 16
No. 18 “Word changes. Sound analysis of the word nut" LLC: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed sound;
2. mastering the action of changing words;
3. continue to strengthen the ability to compose a three-word sentence;
4. continue to practice naming words of a certain sound structure.
O. o.: socialization:
5. cultivate a culture of behavior in the classroom.
O.O.: Security:
6. establish rules of conduct with electrical appliances. 1. “Name the words according to the model”
2. “Chain of words”
3. “Name a couple” Children independently come up with phrases
No. 19 “Word changes. Sound analysis of the word ball" Ltd.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. familiarity with dividing a sentence into words, the ability to name words in order;
4. develop phonemic awareness. O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical culture:
6. form correct posture
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Who is attentive”
2. “Name the words according to the model”
3. "Turning Words"
4. “The letter is lost” Independent inventing of pure proverbs by children
No. 20 “Word changes. Sound analysis of the words winter, sea, geese, bullet" O.o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. mastering the action of changing words;
3. practice the ability to divide sentences into words by ear and name them in order;
4. consolidate the ability to name words with given sounds; O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Name words with the sound “b”
2. “Pick up a pair”
3. "Sound Lost"
4. “Name the words according to the given model.” Children independently invent complete phrases
No. 21 “Word changes. Sound analysis of the words tape, bear, posta, gun" O.o.: communication:
1. develop the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
2. practice changing words;
3. consolidate the ability to divide sentences into words by ear and name words in order. O. o.: socialization:
4. cultivate a culture of behavior in the classroom
O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name a couple”
2. “Name the words with the sound “p” Independently inventing pure sayings by children
No. 22 “The letter m and its two sounds “m” and “m” O. o.: communication:
1. introduce children to the letter m and the fact that it means the sounds “m” and “m”;
2. consolidate the ability to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound;
3. mastering the method of syllabic reading with the letter m;
4. develop the diction apparatus; O. o.: socialization:
5. consolidate knowledge of parents’ names and patronymics;
O. o.: physical education: forming correct posture
1. “Name the words with the sound m”
2. “Who is attentive”
3. “Add sound”
4. “Hard - soft”
5. “Words in reverse” Mama washed Mila with soap (tongue twister + mnemonic table)

Milu's mother washed soap with soap (tongue twister + mnemonic table)
No. 24 “The letter r and its two sounds “r” and “r” O. o.: communication:
1. introduce children to the letter p and the fact that it stands for the sounds “r” and “ry”;
2. continue to master the ability to read syllables and words with completed letters and the letter p;
3. consolidate children’s ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
4. develop the ability to select words to a given model;
5. develop diction apparatus O.o.: physical culture:
6. develop the ability to perform movements according to the text of the physical education minute;
O.o.: socialization:
7. develop intelligence, the ability to independently solve a given problem 1. “Name words with the sound “ry”
2. “Name the words according to the given model”
3. “Who is attentive”
4. “Say a word”
5. “The letter is lost” Pure sayings:
Ra-ra-ra the game begins;
ry-ry-ry - boys have balls;
ro-ro-ro - we have a new bucket;
ru-ru-ru - we continue the game;
re-re-re - there is a house on the mountain;
ri-ri-ri - bullfinches on the branches;
or-or-or – the red tomato is ripe;
ir-ir-ir - my dad is the commander;
ar-ar-ar - there is a lantern hanging on the wall.
No. 25 “The letter l and its two sounds “l” and “l” O. o.: communication:
1. introduce children to the letter l and the fact that it stands for the sounds “l” and “l”;
2. continue to master the ability to read syllables and words with completed letters and the letter p;
3. consolidate children’s ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound;
4. develop the ability to divide a sentence into words, name them in order;
5. replenish your literary baggage with stories;
6. develop the ability to select words to a given model;
7. develop memory, imaginative thinking. O.O.: Security:
7. establish rules of safe behavior on the streets of the village and city;
O. about: labor:
8. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “The same sound in words”
2. “Say the word”
3. “Name the words according to the model”
4. “Finish the phrase” Tongue twister:
A cap on a cap and a cap under a cap.

O.o.: reading fiction:
5. introduce a story from the collection of Kirill Kukushkin (one letter);
O. o.: physical culture:
6. form correct posture
1. “Name the words that begin with the sound “th”
2. “Who is attentive”
3. “Transforming words - a magic chain” Articulation gymnastics:
"Hamster"
"Circle"
(see Attachment)
No. 28 Repetition O. o.: communication:
1. consolidate the reading of syllables, words and sentences with the letters covered;
2. develop dialogic speech;
3. practice laying out sentences using known grammatical and syntactic rules;
4. consolidate knowledge that the letter yu can mean two sounds (“th”, “u” at the beginning of a word or after a vowel sound);
5. consolidate children’s ability to name words of a certain sound structure and with a given stress;
O. o.: socialization:
6. cultivate a culture of behavior in the classroom
O. about: labor:
7. consolidate the ability to independently and timely prepare materials and aids for the lesson.
1. “Name the words according to the model”
2. Irga with tasks (sounds in a certain sequence)
3. “The letter is lost”
4. “Puzzle” Articulation gymnastics:
alternating “Fat people - thin people”,

“Balls” (alternately puffing out the cheeks)

No. 29 “The letters s and s and with the sounds “s” and “s.” Repetition" O. o.: communication:
1. introduce the letters s and S. tell that the letter k stands for the sounds “s” and “s”;
2. consolidate the ability to lay out a sentence using the grammar rules learned;
3. consolidate knowledge that the letter e can mean two sounds (“th” and “o” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop memory, attention, speech;
6. consolidate the ability to name words with a certain stressed vowel sound;
O.O.: Security:
7. establish safe rules of behavior on the slide;
O. o.: physical culture:
8. form correct posture
O.o.: reading fiction:
9. introduce L. Kaminsky’s fairy tale “The Seven Sons of Old Sinitsyns” 1. “Game with a task”
2. “Name words with the stressed vowel sound “o”
3. “Hard - soft” Tongue twister:
Little Sanya's sleigh moves on its own. Little Sanya drives the sleigh on its own.
No. 30 “The letters z and z and with the sounds “z” and “z.” Repetition" O. o.: communication:
1. introduce the letters z and z, tell that the letter k stands for the sounds “z” and “z”;
2. consolidate the ability to lay out a sentence using the completed grammatical and syntactic rules;
3. establish that the letter e can mean two sounds (“th” and “e” at the beginning of a word and after a vowel sound);
4. continue to improve children's reading;
5. develop the ability to answer questions based on the text read;
6. strengthen children’s ability to name words according to the model. O. about: labor:
5. consolidate the ability to independently and timely prepare materials and aids for the lesson.
O. o.: physical culture:
6. form correct posture
O.o.: socialization:
7. develop intelligence and the ability to independently solve a given problem. 1. “Name words with the sound “z”
2. “Name the words according to the given model”
3. “Who is attentive”
4. "Sound Lost"
5. “One is many.”
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant – many...? Factories
One mosaic - many - ...? Mosaic... Tongue twister:
Little Sanya's sleigh moves on its own. Little Sanya drives the sleigh on its own.

Pure sayings:
Hey, hey, there hasn't been a thunderstorm for a long time. For-for-for, a thunderstorm is approaching. Hey, hey, we're not afraid of thunderstorms. Zu-zu-zu, a stream flows below. For good measure, we washed the basins. For-for-for, Nina has brown eyes. Zu-zu-zu, I'm bringing cubes. Zi-zi-zi, take me to the house. Ze-ze-ze, give water to the goat.
No. 31 “Letter sh.” Retelling the story" O. o.: communication:
1. improve the ability to lay out sentences using all the grammatical and syntactic rules learned;
2. introduce the letter sh, the rule for writing the combination shi;
3. improve children's reading skills;
4. practice retelling the story you read;
5. improve the ability to name words using a certain sound structure. 1. “Name the words with the sound “sh” at the beginning of the word”
2. “Name the words according to this model”
3. Exercise “Count to five”: One reed, two reeds,..five reeds. One hut, two huts,...five huts. One fur coat, two fur coats,... five fur coats. One school, two schools,...five schools. One awl, two awls,... five awls.
Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See attached)
№32

“Letter Zh, zh. The rule for writing the combination "zhi"

Articulation gymnastics
No. 51 “Pancake”,
No. 52 “Soap Bubbles”
(See Appendix

No. 41 “Word formation” 1. improve children’s reading skills;
2. practice the ability to form words;
3. improve the ability to guess the word presented by the model (by questions);
4. develop thought processes. 1. “Name words with the stressed vowel “u”
2. Playing with sounds.
3. Game - a riddle Repeat tongue twisters that are difficult to pronounce
No. 42 “The letter “th” 1. Improve children’s reading skills;
2. introduce the letter “Y”, repeat the rules that the sound “Y” is the shortest sound in our speech and is always a soft consonant;
3. exercise children in word formation;
4. improve the ability to guess the word presented by the model. 1. Game - a riddle Introduce and memorize the poem:
There are very few words starting with “Y”:
Yogurt, iodine, and the word yoga.
We usually write “Y” at the end:
Tea, random, secret, extra.
No. 43 “Letter h, Ch” 1. Improve children’s reading skills;
2. introduce the letter ch, Ch and remind that “ch” is always a soft consonant;
3. develop the ability to compose a chain of words, making only one substitution in a given word to obtain a new word. 1. “Name words with the sound “ch”
2. “Chain of words” Pure sayings with the sound “h”:
- wow, my shoulder hurts;
- Chu-chu-chu, if it hurts, go to the doctor;
- cha-cha-cha, I’ll cry at the doctor’s;
- chi-chi-chi, doctors are helping us;
- Chu-chu-chu, well, then I’ll go to the doctor.
No. 44 “The letter Ш, Ш” 1. Introduce the letter Ш, Ш explain that the sound “Ш” is always a soft consonant, and the spelling of the combination is Шка, Ш.
2. Improve reading skills.
3. practice retelling the story you read.
4. practice reading tongue twisters. 1. The game is a mystery
2. “Chain of words” Tongue twister:
I brush my teeth with this brush,
I clean my shoes with this one,
I clean my pants with this one,
These brushes are all needed
(compilation of a table for me by children)
No. 45 “Creative retelling” 1. exercise the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. train in reading tongue twisters;
4. develop the ability to creatively retell a story read;
5. improve the ability to name words of a certain sound structure. 1. “Name the words according to the given model”
2. Game - a child’s mystery, see No. 44
No. 46 “Letter ts, ts” 1. Introduce the letter ts, ts and the rule that the sound “ts” is always a hard consonant.
2. improve the ability to lay out a sentence using the rules learned.
3. Improve reading skills.
4. practice guessing words laid out with chips. 1. “Name a couple”
2. “Name words with the sound “ts”
3. The game is a riddle Tongue twister:
Four little black little devils
Drew a drawing in black ink
Extremely clean (kids compiling a table for me)
No. 47 “Letter x, X” 1. Improve the ability to lay out a sentence using the rules learned;
2. Introduce the letters X, x and the fact that they represent the sounds “x”, “x”;
3. Improve children's reading skills.
4. Practice composing a chain of words, making one substitution in a given word to obtain a new word. 1. “Chain of words”
2. The game is a teacher’s mystery See No. 46
No. 48 “Separation function of the letter b” 1. improve children’s reading skills;
2. introduce the separating function of the letter ь;
3. practice composing a chain of words, making only one replacement to obtain a new word. 1. “Chain of words” see No. 46

No. 50 “Working with a sentence” 1. Improve the ability to compose a sentence with a given word;
2. improve reading skills;
3. consolidate knowledge about the ъ sign;
4. practice composing a chain of words, making only one substitution in a given word to obtain a new word. 1. “Chain of words”
No. 51 “Creative story” 1. consolidate the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. practice the ability to retell a story; practice the ability to write a creative story;
4. consolidate the ability to compose a chain of words, in this case making only one replacement to obtain a new word. 1. “Chain of words”
2. Playing with the word “kitten”
No. 52 “Reading Skill” 1. Improve reading skill;
2. consolidate the ability to lay out a sentence using the rules learned;
3. strengthen the ability to guess words laid out with chips. 1. Playing with the word “play”
2. Game - a teacher’s riddle (school)
3. The game is a child’s mystery
No. 53 Repetition 1. Improve reading skills;
2. consolidate the ability to lay out a sentence using the rules learned;
3. improve the ability to guess a word laid out with chips;
4. exercise the ability to form a chain of words from a given word by one substitution to obtain a new word 1. Game - riddle (primer)
No. 54 Repetition 1. Improve reading skills;
2. consolidate the ability to lay out a sentence using the rules learned;
3.develop the ability to answer questions based on the text read;
4. develop thinking. 1. The game is a teacher’s riddle
2. The game is a child’s mystery
No. 55 Repetition 1. Strengthen the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. develop the ability to answer questions based on the text read;
4. practice the ability to guess words laid out with chips.
1. The game is a teacher’s riddle
2. The game is a child’s mystery Preparing for the competition

No. 56 Repetition 1. Strengthen the ability to lay out a sentence using the rules learned;
2. improve reading skills;
3. develop the ability to retell a story read;
4. improve the ability to compose a chain of words, making only one replacement to obtain a new word. 1. “Chain of words”
2. The game is a teacher’s riddle
3. Game - a child’s riddle Competition for the best tongue twister reader
ADVANCED LITERATURE PLANNING
PREPARATORY GROUP
Topic Educational area Educational areas Didactic game Tongue twisters, pure twisters, articulatory gymnastics