The use of literacy cards for various forms of work.

The systematic use of cards helps to track the level of progress of students in learning, timely fill gaps in knowledge.

The teacher can use the proposed work.

fully or partially, depending on the level of preparation of the class,

for front work, for work in pairs, for group work,

cheating from printed text or dictation recording.

Card 1. (Letter C)

S O s u s u U O N N

soo si si so sa

dream son mustache pine sled Nina Inna

1. In line 1, underline in red letters representing vowels.

2. In line 2, underline the syllables with a soft consonant sound in green.

3. Write the words in written letters.

Card 2. (Letter K)

S akosy and U O I N K n

ku Ko Ki Ku Ka Ko Ka Ki

juice bitches Nikita window braid perch sonny sock Anton

1. In line 1, underline with simple pencil letters indicating consonant sounds.

2. In line 2, underline the syllables with a solid consonant sound in blue.

3. Word emphasis, consisting of 2 syllables. Write them in written letters.

Card 3. (Letter T)

t s A k o S U y u O I n K N

tu Thi Tha Ta Ku Sa No Ka Ki Ki Sy

cat stork sedge Anton thread brush

Nastya has notes.

1.Read the entries in the lines.

2. On which line is the sentence written?

3. In line 2, put a dot in blue under the letter denoting a solid consonant sound.

4. Word underlining consisting of 3 syllables. Write them in written letters.

Card 4. (Letter L)

l a u c u s

Lu Lo Si Nu Ku Na Ly

Inna Anna Oksana Alisa

Sonya has a doll. Luke has a tank.

1.Read the entries in the lines.

2. On which line are syllables written? Emphasize the answer: in 1, in 2, in 3, in 4.

3. In line 3, divide the vertical line of the word into syllables. Designate stress.

4. Write them in written letters any sentence.

Card 5. (Letter P)

L O R U A N K I S

Ru Ro ri Ny ru Ka Ry

Irina Rita Anna Stasik

Rita painted lilies and irises.

1.Read the entries in the lines.

2. In which line are the words written?

Emphasize the answer: in 1, in 2, in 3, in 4.

3. In line 3, put a dot in red under the letter denoting a vowel sound. Designate stress.

4. Write in letters the names of the girls.

5. Choose a scheme for the proposal

Card 6. (Letter B)

A L I U S y V v r K k N

Wu Ki Vo Ra Vi Well You Wa

Glory Irina Tolik

Vanya has pictures. He painted the drawings.

1.Read the entries in the lines.

2. On which line are the sentences written? Emphasize the answer: in 1, in 2, in 3, in 4.

3. In line 3, underline the word consisting of 3 syllables. Designate stress.

4. Write them in written letters any sentence. Under the letters indicating the vowel, put a dot in red

Card 7. (Letter B)

V in R K to N n A L I U

Wu Wo Wie You Wah Ri Nee Ku

Vova Ivan

Viti and Vali grew a pumpkin.

1.Read the entries in the lines.

2. On which line are syllables written? the words? sentence?

3. Record as dictation. (OR Write yourself in writing)

Card 8. (Letter E)

O I E U V R K A L N S

Te Ve Le Re Ne Se Ke

Sveta Elena Veronika

Elena grew lilac bushes.

1.Read the entries in the lines.

3. From 3 lines write in written letters a word consisting of 4 syllables.

4. Draw up a proposal outline.

Card 9. (Letter p)

e nk u p a v y s l l o r

poo Poo Poo Pa Ri Ke

saw cook pencil case

Vera bought plasticine and a folder.

1.Read the entries in the lines.

3. Collect from the syllables of the word. Write these words down.

________________________________________________________________

4. In the words of the sentence, indicate stress.

Card 10. (Letter M)

lv e nmk u s r p a v

mummy we we me me om oh mind

chalk metro soap looked

Klava washed his hands with soap.

1.Read the entries in the lines.

2. In line 1, circle the letters indicating deaf consonants with a simple pencil

3. From 3 lines write down a word consisting of 2 syllables, 5 letters, 5 sounds. _________________

4. The words of the sentence are divided by a vertical line into syllables. Designate stress.

Card 11. (Letter h)

l v zk u i e n m a y s r p

zUZZI ZEZ OZUZ Uz Uz

umbrella goat winter bell

There are different animals in the zoo.

1.Read the entries in the lines.

2. In line 1, circle the letters indicating sonorous consonants with a simple pencil

3. From 3 lines write down a word consisting of 1 syllable, 4 letters, 4 sounds

4. Correct errors in the sentence diagram.

Card 12. (Letter I)

for l m r p y b k

for me for me

apple pit

Apple trees and plums grow in the garden.

1.Read the entries in the lines.

2. In line 1, circle the letters representing vowel sounds in red pencil

3. In words of 3 lines underline a word consisting of 2 syllables.

4. Write off the sentence. Indicate in words the stress. Create a proposal outline.

Literacy Cards Grade 1

№1

1. 1. Underline the consonant letter:   O N U

2. Underline the vowel letter:TR S
3. Underline the word that begins with the consonant:Wasp, pine, stork
4. Underline the word in which 2 vowels are:BOARD, ASPEN, TABLE
5. Emphasize excess sound:   [A], [K], [U]
6. Underline the word consisting of 2 syllables:BRIDGE, DUCK, BABIES

7. Underline the extra word:ROAD, MALINA, TRACTOR

8. Underline the word with an accent on the last syllable:FORTY, RAVEN, TOSKA

9. Underline the word correctly divided for the transfer:U - ROCK, KRAS - KI, ROM - ASHKI

10. Underline a word that cannot be carried:CLASS, BRUSHES, THREADS

№2

KI VA SOS NO KO THA ON TIK

NKIAAG AND R A P PNIO AMRA OSDALT KRAU

..atya, ... ..arina,. ikita, ... .bread, ... .ictor, ... ena

4. Make a sentence out of words. Write it down.In, sleeping, den, bear.

№3.

1. Make words from syllables. Underline letters that indicate vowels.

AS WITH YOU

2. Make up the letters of the word. Stress, divide into syllables.

DEATH DAMDYEV OLSN

3. Insert the missing letters. Write down the words.

H ... ss, h ... lan, heaps ..., urine ... lka, h ... ynik, h ... man

4. Make a sentence out of words. Write it down. Mushrooms, in, a lot, forest

№4.

1. Insert the missing letters. Write down the words. Stress, divide into syllables.

Mash..na, h..death, w..na, h..shiki, h..derode, h..shka.

2. Make a sentence out of words. Write it down.

Fishing, Vova, on, let's go, and, Dima.

3. Determine the number of letters and sounds in words:

Pit- ....... b, ....... Mint- ... ..b, ....

Spruce - ... ... b, .... stranded - ... .b, ....

Hours - .... b. Edges - ... .b, ....

№5

1. Write in brackets the number of sentences in the text.

2. Make a diagram of the last sentence .

________________________________________

3. Correct mistakes in sentences, put emphasis in words:

In a healthy body, healthy fluff. Spinning like a roll in a wheel.

4. Lay out the words:

DUCK ____________________

Christmas tree _______________________

5. Divide the words into syllables, determine the number of letters and sounds:

BERRY (... b, ... sound), mountain ash (... b, ... sound), MY (... b, ... sound), BEAST (... b, ... sound), FOREST (... b., ... sound).

№6

1. Write the text. Complete the text using the words for reference.

Words for reference : milk, rolled, nibbled, lacquered, clew, pencil.

Kittens

Luba had kittens. They are small and sweet. Kittens loved to play.

One ____________ ____________ .

Other ____________ ____________.

2. Define and write, in brackets, how many letters and sounds in words:

Kittens (b., Sound), hedgehogs, letter, friends, porch, river, flock, skirt.

№7

1. Think what words are hidden inside each word? Write down new words. Underline in new words letters denoting consonant sounds.

Pillar ________ Socks _______________

maple ________ bumps ________________

large __________ small ____________

2. Replace the first letter in the word. Get a new word. Write these words down. Emphasize soft consonants.

Seagull, kidney,

_ aika, _point,

_ike; __ point.

3. Rearrange the letters in the words so that new words are obtained. The numbers will help you. Write down new words. Accentuate them.

5 4 3 2 1 6 3 1 5 4 2

D O R O G A - S M O L A -

5 4 3 1 2 3 2 1 4

C O S N A - L O S b -

4. Make a sentence out of words. Write it down. Write in brackets how many words are in this sentence.

rolled, cat, Romka, thread, ball ()

5.Read the suggestions. Write off the sentences, replacing the name of the girl and the doll as you wish.

Sonya had a doll. The doll's name was Sofia .

№8

1. Make words from syllables. Underline letters that indicate vowels

OK FOREST SOS ON KO NICK

2. Make up the letters of the word. Emphasize voiced consonants

I R A G I R I G O A Z R O O K N

O L D A K K E A L B

3. Replace one letter in the word. In the resulting word, emphasize deaf consonants.

HAT CARD

Pebble Mask

FOLDER

4. Make words, divide into syllables, put emphasis

PA BA KA

MA N VA

№9

Insert the missing letters and write the sentences in the notebook. Underline the letters you inserted:

A prickly hedgehog lives in the forest .... Fast haircuts fly in the blue sky .... The guys collected pine and spruce ... shk. The river is sh ... rocky, and the stream is narrow. Natasha ... and Sasha ... have new skis .... Well ... we are in a big city.

Literacy cards for Goretsky ABC. 1 class. Krylova O.N.

11th ed., Rev. and add. - M.: 2015 - 80 s.

This manual is fully consistent with the federal state educational standard (second generation) for elementary school. The manual contains additional practical material on literacy training for consolidation, repetition and testing of knowledge. The cards contain tasks of both a basic level, that is, corresponding to standard requirements, as well as tasks of an increased level of complexity. Cards are addressed to students of the 1st grade for work in the alphabetical period, as well as to preschoolers in preparation for school. They are intended for teachers. primary school, parents who want to check and systematize the knowledge of the child, kindergarten teachers, additional education teachers.

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CONTENT
Cards number 1 -4
   Oral and writing. Sentence and word 6
   Cards number 5-6. Word and syllable .... 8
   Cards number 7-8. Syllable and Accent 9
   Cards number 9-14. Vowels and consonants. 10
   Cards number 15-18. Vowels [a], [o], [and], [s], [y] ... 13
Cards number 19-22. Letters A a, O o, And, s, U 15
   Cards No. 23-26. Sounds [n], [nt], [s], [s1], letters H n; SS 17
   Cards No. 27-32. Sounds [k], [k1], [t], [t "].
   Letters K to; Tm 19
   Cards No. 33-38. Sounds [l], [l1], [p], [p "].
   Letters L l; R p 22
   Cards number 39-42. Sounds [in], [in "]. Letter B at 25
   Cards number 43-46. Sounds [th "e], [" e]. Letter E e.
   Letter E is an indicator of the softness of a consonant sound 27
   Cards number 47-50. Sounds [n], [gg]. Letter P n 29
   Cards No. 51-54. Sounds [m], [m1]. letter M m 31
   Cards No. 55-58. Sounds [h], [h "]. Letter 3 of 33
   Cards No. 59-62. Sounds [b], [b1]. Letter B 6 35
   Cards number 63-66. Sounds [d], [d "]. Letter D d 37
   Cards number 67-72. Sounds [th "a], [" a]. Letter i am 39
   Cards number 73-76. Sounds [g], [g1]. Letters r 42
   Cards number 77-80. Sound [h "]. The letters H h 44
   Cards number 81-84. Letter b is an indicator of the softness of consonants 46
   Cards number 85-88. The sound [w]. Letter W W. Spelling shi 48
   Cards number 89-92. The sound [w]. Letter F Spelling 50
   Cards No. 93-96. Sounds [th "o], [" o]. Letter yo yo 52
   Cards number 97-100. Sound [th "]. Letter th th 54
   Cards No. 101-106. Sounds [x], [x1]. Letter X x 56
   Cards number 107-110. Sounds [th "y], [" y]. Letter Yu Yu 59
   Cards No. 111-114. The sound [q]. Letter C TS 61
   Cards No. 115-118. The sound [e]. Letter E 63
   Cards No. 119-122. Sound [Щ1]. Letter Щ Щ .. 65
   Cards No. 123-126. Sounds [f], [f "]. Letter F f 67
   Cards No. 127-130. Letters b, 69
   Cards No. 131-138. Offer 71
   Cards No. 139-142. Pronunciation and spelling of words with combinations of cha, sch 75
   Cards No. 143-146. Pronunciation and spelling of words with combinations of chu, schu 77
   Cards No. 147-150. Pronunciation and spelling of words with combinations of womenshi 79

The proposed manual is intended for first-grade students and teachers working on the textbook V.G. Goretsky et al. (Alphabet, 1 class. - M: Enlightenment).
   The manual contains additional practical material on literacy training for consolidation, repetition, testing of universal knowledge and meets the requirements of state standards of primary education. The tasks in the cards are made taking into account the competent approach in teaching first graders. Performing various tasks, children master the skills of semantic reading of sentences, small texts, speech culture, vocabulary.