Big book of secret knowledge. Numerology. Graphology. Palmistry. Astrology. Fortune telling Schwartz Theodor

Writing the letter "zh"

Writing the letter "zh"

Graphologists rarely pay attention to this letter, so there are few interpretations of its spelling options. The main attention is paid to writing connecting strokes and the size of the center line.

Thus, a long middle line (Fig. 2.73) indicates the vigor and good physical condition of the writer. If it rushes upward, it speaks of a sociable, cheerful and active person; if it goes down, then about a phlegmatic and taciturn nature.

Rice. 2.73. The letter is written with a long middle line

An evenly written, harmonious letter with zigzag connections (Fig. 2.74) speaks of a gifted person, active and not without a sense of tact and diplomacy. At the same time, a parallel connection (that is, the absence of connecting zigzag lines) or the absence of a connection at all speaks of composure, good manners and strength of spirit and character.

Rice. 2.74. Harmonious letter "Zh"

Writing the letter “zh” Graphologists rarely pay attention to this letter, so there are few interpretations of its spelling options. The main attention is paid to writing connecting strokes and the size of the middle line. Thus, a long middle line (Fig. 2.73) indicates

Writing the letter "z" This letter is also not always used in handwriting studies. The main focus is on the top loop (or lack thereof) in the capital "Z" and the bottom loop (or lack thereof) in the lowercase "z". Thus, a lowercase letter "z" with an elongated lower part, but without

Writing the letter “i” Capital “I” The beginning of the letter is rounded and resembles a semi-oval (Fig. 2.77, 2.78). People, so writing a letter“I” are endowed with an excess of imagination, originality of actions and thinking, perseverance, and often sublimity of the soul. Rice. 2.77. Start of letter

Writing the letter “th” In the writing of this letter, like the letter “e”, it is not the letter itself that matters, but the dash above it. The letter “th” gives more information about the owner of the handwriting when it is in the middle of a word (lowercase) than at the beginning (uppercase). A dash with weak pressure (Fig. 2.85)

Writing the letter “k” Capital “K” The letter “K” with pressure and a long stroke down, closed at the top in the form of a loop or a hook wrapped inside (Fig. 2.90). Usually this indicates such character traits as firmness, prudence, determination, but isolation and

Writing the letter "l" The letter "l", like the letters "zh" and "z", is rarely analyzed. It is generally accepted that it gives little information about the person writing. Nevertheless, let us pay some attention to it. The more pressure it is written (Fig. 2.94), the more sensual and tender the person.

Writing the letter “m” The differences between writing the uppercase and lowercase “m” are only in the size of the letters, so we will not consider them separately. For analysis, you can choose any letter “m” - at the beginning, middle or end of the word. Straight, without curves, second line

Writing the letter "n" Capital "N" Quite concisely written; the transverse stroke is arched, slightly elongated when connected, at the beginning of the letter there is a small hook at the top and/or bottom (Fig. 2.110, 2.111). This primarily indicates such a quality as timidity. If it works out

Writing the letter “o” Capital “O” The letter looks like an open oval with a line going down into the middle (Fig. 2.117). Such careless writing of the letter indicates active, fast people. Their excess energy often means they are too hasty, but in general the writing of the letter "O"

Writing the letter “p” Capital “P” The greatest importance when writing the letter “p” is pressure. Thin lines drawn with weak pressure and slight rounding (Fig. 2.128). Such writing speaks of weakness, receptivity and suspiciousness. Rice. 2.128. Letter

Writing the letter “r” This is one of the most interesting letters for graphology. It is believed that this is one of the first sounds that humans learned to pronounce. It served as a warning of danger or a sign of threat. This letter has many functional purposes. No wonder

Writing the letter “c” The slanted letter “c” with pressure in the middle, without decoration (Fig. 2.139) is characteristic of the handwriting of harsh and stern people. Skeptical people who are not prone to sentimentality and emotionality often write this way. Rice. 2.139. Slanted, unadorned letter “c” Small C

Writing the letter “t” Capital “T” The first two sticks merge together, and the upper stroke is strongly separated and directed upward (Fig. 2.143). This spelling indicates a sympathetic, religious, merciful person. Rice. 2.143. The first two sticks merge together, and the top one

Writing the letter “u” Capital “U” Distinct, rounded, unclosed at the bottom, the initial stroke is very thin, sometimes almost imperceptible (Fig. 2.150). Such people are speculative, inquisitive, and distinguished by their love for the elegant. Rice. 2.150. Distinct, with light pressure With light

Writing the letter “ts” Essentially, the letter “ts” in its writing resembles the letter “i” with a loop in the lower right part. Therefore, to some extent, its analysis coincides with the analysis of the letter “i”. On the other hand, very often the drawing of a loop coincides with the lowercase letters “u” and

Writing the letter “sh” The main importance when writing this letter is the pace of writing and the roundness of its constituent elements. The letter “sh” with a large initial hook, all elements are equally even, rounded at the bottom, without underlining (Fig. 2.164). This spelling indicates

Keywords: writing algorithm, letter “zh”, universal learning activities, pair work, reflection.

Lesson topic: Letter of small letter "zh"

Lesson type: Learning new material

Lesson objectives:

1. subject: introduce children to the algorithm for writing the lowercase letter “zh”; learn to write syllables, words, sentences with the letter “w”; consolidate the writing of the studied letters.

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

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

Equipment: multimedia, a drawn tree, cherries cut out of paper for working in pairs, a rebus “beetle”, blue leaves, symbol: “Work in pairs”, bookmarks for students “Sun”.

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Letter of small letter "zh"

Writing lesson script for 1st grade

Keywords: writing algorithm, letter “zh”, universal learning activities, pair work, reflection.

Lesson topic: Letter of small letter "zh"

Lesson type: Learning new material

Lesson objectives:

1. subject: introduce children to the algorithm for writing the lowercase letter “zh”; learn to write syllables, words, sentences with the letter “w”; consolidate the writing of the studied letters.

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

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

Equipment: multimedia, a drawn tree, cherries cut out of paper for working in pairs, a rebus “beetle”, blue leaves, symbol: “Work in pairs”, bookmarks for students “Sun”.

During the classes

I. Organizational moment.

Teacher: The bell has rung and we are starting the lesson.

II. Updating knowledge.

Teacher: Listen and guess the riddle.

Walking in hot Africa,

The long neck surprises

It's tall, like a closet,

Yellow, with spots...

Students: Giraffe (SLIDE 2)

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

Students: Consonant, hard, paired.

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

Teacher: What letter in writing represents the sound [zh]?

Pupils: With the letter “w”. (SLIDE 3)

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

Teacher: Try to formulate the topic of the lesson.

Students: Lowercase letter "zh".

The teacher shows the lowercase letter z.

Teacher: What is the purpose of the lesson?

Students: Learn to write the lowercase letter “zh”, words with this letter.

IV. Discovery of new knowledge.

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

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

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

Teacher: Listen to the algorithm for writing the lowercase letter “zh”:

1. Place the pen just below the working line, write a curve to the left;

2. We write a straight line slanted up, a straight line slanted down, a straight line slanted up;

3. We write a rounding to the right.

The sequence of work performed by students:

1. Writing a lowercase letter "zh" in the air.

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

3. Writing a lowercase letter “zh” according to the algorithm in the Copybook - p. 24 (first with teacher).

Students open their notebooks using bookmarks. Each student has a “Sun” bookmark in their notebook.

4. Work in pairs.

The teacher shows the symbol: the “cherry” icon.

Teacher: What kind of symbol is this?

Pupils: Work in pairs.

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

Students take turns using a felt-tip pen to write a lowercase letter “w” on the cherries and “dress” the tree. Picture 1

Rice. 1

V. Physical education for the eyes “Butterfly”

VI. Working on new material.

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

Teacher: What groups can these letters be divided into?

Students: Vowels and consonants.

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

w

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

2. Reading syllables. (SLIDE 6)

And zha

Zhu zhu

Zhi

3. Game “Say the Word”

Teacher: Let's play a game with these syllables: “Say the word”

• ZHA-ZHA-ZHA – ... (hedgehog) has needles(SLIDE 7)
• ZHU-ZHU-ZHU - with Petya, Vasya I... (make friends)(SLIDE 8)
• ZHI-ZHI-ZHI – very sharp...(knives)(SLIDE 9)

Teacher: Look carefully at the syllables. How do you think the lowercase letter “zh” will be combined with the vowel letters: a, u, and?

Students: Using a direct connecting line.

1. Letter of syllables.

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

Pupils: Sounds.

Students take turns going out and writing down the syllables on the board, the rest work in their notebooks independently.

Teacher: Why did we learn to write the lowercase letter “zh”?

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

VII. Physical education minute.

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

5. Work in pairs (SLIDE 10)

• BOW L - F

Teacher: Guess what word is encrypted in this rebus?

Students: Beetle

Teacher: How many sounds are in the word beetle?

Students: 3

Teacher: Let's check.

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

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

1. Writing words and sentences. (SLIDE 11)

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

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

Students: No.

Teacher: What needs to be done for us to get an offer?

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

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

Students: We write the first word with a capital letter. We put a period at the end of the sentence. When we write words, we pronounce sounds.

One student works at the board.

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

VIII. Consolidation of what has been learned.

1. Individual work. Game "Collect words"

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

Purpose of the lesson: we study the letter Z, the formation of reading skills, the development of speech skills, the improvement of phonemic awareness, the basics of elementary graphic skills.

• introduce the preschooler to the letter Z and the correct pronunciation of the sound;
• teach how to write the printed letter Z in squares;
• to generate interest in learning poems and riddles.

Name what is shown in the pictures below:

Acorns Toad Beetle Giraffes

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

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

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

Assignment: printed letter Z for preschoolers

Examine the letter Z. Sew the letter Z in the air and once in the notebook, carefully in the cells with a simple pencil or ballpoint pen.

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

Continue the sentence

Lazy red cat
I lay down... (stomach).

Mom is knitting a long scarf.
Because son... (giraffe).

It's raining, it's more fun.
You and I are friends.
We have fun running
Barefoot in... (puddles).

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

Tale about the letter Z

Greedy Toad

Once upon a time there lived an important Beetle, a cautious Already and a greedy Toad. One day an important Beetle says to Uzhu:

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

And the greedy Toad was eating jam from the jug. She saw that the Beetle and the Already were coming towards her, she quickly hid the jam and sat and waited.

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

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

Give me a little bit of jam, J-toad.
- I don’t have any jam!
- Oh, you're greedy! - Bumblebee got angry, and how he stings Toad.

Frightened toad - jump into a barrel with orange paint! She came out all orange and was crying orange tears:

Have pity on me, unfortunate one!

But no one felt sorry for the greedy orange Toad.

Riddles for children starting with the letter Z

He builds his nest in the field.
Where the plants grow.
His songs and flight
Enter the poems!
If he wants, he will fly straight.
He wants - he hangs in the air,
Falls like a stone from the heights
And in the fields he sings, sings.
(Lark)

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

In this smooth box
Bronze color
A small oak tree is hidden
Next summer.
(Acorn)

Egg in a cup
fell from the tree
And it didn't break.
(Acorn)

Leaves are falling from aspen trees,
A sharp wedge rushes through the sky.
(Cranes)

He's tall and spotted
With a long, long neck,
And he eats leaves
- Leaves of trees.
(Giraffe)

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

Six legs without hooves.
It flies and buzzes,
If he falls, he digs the ground.
(Bug)

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

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

The brothers stood on stilts,
They look for food along the way.
Are you running or are you walking?
They can't get off their stilts.
(Cranes)

Proverbs and sayings starting with the letter Z

Live for people, people will live for you.
Where friendship is valued, enemies also tremble.
A strong friendship cannot be cut with an axe.
Put your soul and heart into your work, cherish every second of your work.
Tell him, point him out, and put him in his mouth.
Living life is not a field to cross.
Friendship is like glass, if you break it, you won't be able to put it back together.

Funny poems about the letter Z for children

The beetle buzzes:
- I walked and walked,
I found a yellow pebble.
- It's an acorn! You're wrong,
- The giraffe says to the beetle.
- Well, hang him on a branch,
- The beetle says to the giraffe.
(G. Sapgir)

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

Beetle-bug answered lesson.
Instead of the words “the stream is babbling”
He wrote “bug buzzes.”
(G. Vieru)

The beetle fell and could not get up.
He is waiting for someone to help him.
(S. Marshak)

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

That's why they called it a snake
An old-timer of the local puddles?
Didn't sting anyone
Harmless black snake.
(L. Kondratenko)

Giraffe
Picking flowers is easy and simple
Small children.
But to the one who is so tall,
It is not easy to pick a flower.
(S. Marshak)

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

Hedgehog with hedgehog and hedgehog
Collecting blackberries.
Red-sided fox
He also wants to profit.
The godfather thought:
Hedgehogs have dark needles.
(E. Sirota)

The glutton felt sorry for the juggler:
“It’s a pity that he won’t have dinner soon.
There are many plates, many dishes,
But they don’t serve hot food.”
(B. Berestov)

White lawn,
Warm sweatshirt.
I'll go skiing -
Catch me now.
(3. Alexandrova)

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

There are miracles in life:
The snake was stung by a wasp.
She stung me in the stomach.
It hurts terribly
Here.
And Doctor Hedgehog said to Snake:
“I don't find anything.
But still, I think
You're better off crawling on your back,
Until my stomach heals.
(R. Mucha)

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

Lesson summary:

1. Pronunciation of new words increases the preschooler’s vocabulary, develops speech and memory.
2. Cell exercises develop fine motor skills hands
3. Riddles develop children's intelligence, ability to analyze and prove. Teachers use riddles when teaching children to increase interest during complex tasks.
4. Poems influence not only the development of memory. It has been proven that if you learn a few lines every day, new neural connections appear in the brain and your overall learning ability increases.

The letter Z is the eighth letter of the Russian alphabet. Designates a consonant voiced sound, always hard [Zh].

Words starting with the letter Z: toad, crane, lark, greedy, sting, liquid, rogue, acorn, belly, Zhora, giraffe, animal, beetle, vest, wife, woman, desire, iron, magazine, chewing gum, Geneva, life,

The letter Z in the middle of a word: glutton, proposal, leather, soot, ice cream, book, spoon, scissors, knife, mug, dinner, puddle, man, nobleman, box, rain, cake, lace,

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

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

Introducing the letter Z - sound articulation ()
- lips are rounded and slightly extended forward
- wide tongue at the top and forms a “cup”
- warm air stream in the center of the tongue
- the neck “works”

Riddles with the letter Z ()
It's been buzzing for an hour now
There is a letter on the flower...

Giraffe - our tall giraffe,
He has a cheerful disposition.
He and I are on the third floor,
Laughing, let's remember the letter...

This letter is like a bug
Spread out six legs
And, of course, you know
That there is no “y” following it.

Poems about the letter Z ()
Ju-ju-ju, I'm sitting on a branch,
I keep repeating the letter Z.
Knowing this letter firmly,
I buzz in the spring and summer.
And one day a beetle
Answered the spring lesson.
Instead of the words "the stream scolds"
He wrote “the stream is buzzing.”

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

F has so many legs
As if the letter could crawl.
The letter Z is for sure
A beetle's shadow on paper.

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

The letter Z is considered greedy
It doesn't share at all!
You can't be greedy, don't!
After all, greedy people have no friends!

Life, chewing gum, the word wait,

Well, you also need to know

Zhenya, Zhanna, puddle,

Well, it's cold in winter.

The beetle is buzzing over the lampshade,
The ground beetle is buzzing,
It buzzes and spins.
Zhenya became friends with Zhanna.
Friendship with Zhanna did not work out.
To live together with friends,
There is no need to offend your friends.

Already in a puddle.

I met a hedgehog in a thicket:
- How is the weather, hedgehog?
- Fresh.
And we went home, trembling,
Hunching, cowering, two hedgehogs.

The hedgehog lies by the tree, the hedgehog has needles,
And below, they look like little ones,
Last year's cones lie on the grass.

Scared of the bear cub
Hedgehog with a hedgehog and a hedgehog,
Swift with a swift and a haircut.

The hedgehog has a hedgehog,
The snake is already stricken,
Chizha has chizhata,
The beetle has bugs.

The beetle is buzzing - he can’t get up,
He is waiting for someone to help him.

A beetle is buzzing and circling above Zhora.
Zhora is shaking all over with fear.
Why is Zhora trembling so much?
The buzzing beetle is not scary at all.

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

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

Zhu-zhu-zhu, zhu-zhu-zhu
Somehow the hedgehog came to the snake.
Zhi-zhi-zhi, zhi-zhi-zhi
Show me the duck.
Zhu-zhu-zhu, zhu-zhu-zhu
I'm not friends with hedgehogs.
Zha-zha-zha, zha-zha-zha
The hedgehog leaves the snake.

Zhu-zhu-zhu, zhu-zhu-zhu
We came to the zoo to see a walrus.
Zha-zha-zha, zha-zha-zha
We were scared of the walrus.
Same-same, same-same-same
Birds are sitting on a walrus.
Zhu-zhu-zhu, zhu-zhu-zhu
We came closer to the walrus.
Zhi-zhi-zhi, zhi-zhi-zhi
The walruses turned to us.
Zhu-zhu-zhu, zhu-zhu-zhu
They threw the fish to the walrus.
Zhi-zhi-zhi, zhi-zhi-zhi
Very peaceful walruses.
Zhi-zhi-zhi, zhi-zhi-zhi
Walruses are not scary at all.

Zha-zha-zha-zha,
The hedgehog has spines.
Zhi-zhi-zhi-zhi,
But, alas, hedgehogs don’t sew.
Zhu-zhu-zhu-zhu,
The hedgehog doesn't need threads.
Same-same-same
This is a song about a hedgehog.

Name words with an asterisk in the plural.

Tales about the letter AND ()

“I caught the letter Z,” the boy showed his mother the beetle.

“It looks like the letter Z and buzzes like Z,” my mother agreed.

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

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

“In a big stump, on the bottom one is this g-z-z-e,” explained the beetle.

The boy let go of the beetle and looked for a long time at the miracle stump inhabited by various insects.

“It’s a pity, the beetle flew away, and we don’t have the letter Z,” he told his mother.

- Don't you hear? - Mom was surprised.

“Zh-zh-zh” - the bees buzzed. “Zh-zh-zh,” the flies buzzed.

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

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Let's remember, my dear and beloved, where and what letters live in our country? At the very top, where everything is visible and heard, lives the most important letter “A”. On the floor below lives the letter “B”, then the letter “B”, the letter “G”, the letter “D” and below two sisters the letters “E” and “E”, about whom we recently read a story.

And today we will learn the story about the letter “F”.

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

- Hey, my friend! Why are you lying here? How's life? Let's buzz-buzz-buzz!

- I won’t buzz! - answered the letter “F”, “I’m not a beetle!” Understand!

- Yes? - the beetles were surprised, - It must be a w-bug... Not a w-bug, but very similar...

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

One day the letter “F” went for a walk and lay down in a meadow to rest on the grass, bask in the sun. And the birds sang, it was warm and she dozed off. And as soon as she fell asleep, she felt that she was grabbed and dragged somewhere.

- Oh oh oh! – the letter “F” screamed and opened her eyes. - Oh! – and immediately closed them again.

She was flying above the ground. It turns out that some bird grabbed her with its beak and carried it in its beak, while it itself flew.

The letter “F” plucked up courage and opened its eyes.

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

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

Then the chick was surprised and spat out our letter “F”.

- Not tasty! Chiv-chiv! - said the little bird.

- Of course, I’m not tasty! - said the letter “F”, “because I’m not a beetle, but a letter!” I just look a lot like a bug.

And then she looked around. And the sun had already gathered to rest and it began to get dark.

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

-Uki? – the bird was surprised. - Well, no, we don’t eat ducks, we eat bugs, so I’ll take you back. Moreover, you are not edible.

She took the letter “F” very carefully and carefully and they flew off. They flew high, high, fields and forests floated below, and the letter “F” was not at all afraid, she was very interested.

Then the bird lowered the letter “F” into the clearing next to the house and all the letters ran out to meet their missing sister – the letter “F”.