Project
Creative Research
project
"Kind Words"
Teacher speech therapist:
Petrova N.A.
Educators:
Belkova E.P.
Golovanova T.V.
Kamensk-Uralsky
Project "Related words"
- a project aimed at developing word-building skills in preschoolers.
Project type:
1.
Information Oriented
2.
child-parent
3.
Short
Project participants:
children of the senior group, speech therapist teacher educators of the group parents of pupils
Location:
MBDOU "Kindergarten No. 2 of the combined type"
Project type:
group, family.
Implementation period:
short-term (III-IV weeks of November).
The principles underlying the project:
Principle
entertainment and games
necessary to involve children in purposeful speech activity, maintaining interest in their native language. Principle
novelty
allows you to rely on involuntary attention, causing interest in speech activity, activating speech activity as much as possible Principle
integrated approach
allows you to influence the child in many ways, contributes to the formation of word-building skills and his involvement in verbal communication. Principle
integration
knowledge in a single field of activity and further education at school. Principle
cooperation
allows you to create an atmosphere of friendly, speech environment both in kindergarten and at home, with parents.
Relevance of the project implementation:
I noted that older children have insufficient vocabulary. During the examination, it turns out that they do not understand, do not know the meaning of many words, often do not know how to use words correctly, i.e. their vocabulary quantitatively and qualitatively differs from the norm of speech development. The formation of a child's vocabulary is closely related to the processes of word formation, since as word formation develops, the child's vocabulary is quickly enriched with derivative words.
In the development of the child's logical thinking and memory in comprehending the semantic relationships between words, in enriching the vocabulary actively used by the child, in preparing for the sensation, and then the awareness of the composition of the word, word formation of related words plays a huge role. This project is aimed at improving the oral speech of future students; contributes to the improvement of speech literacy of preschoolers. Work on the formation of word-building skills contributes to: the initial acquaintance of the child with the morphological composition of the word, teaches a more accurate and deeper understanding of the semantic meaning of words. Preschoolers master the skill of selecting single-root related words, vocabulary is actively enriched. large vocabulary, and correct understanding semantic meaning of words helps a preschooler to quickly and accurately select single-root test words and learn how to put grammatical rules into practice.
Objective of the project:
To form the prerequisites for successful schooling for older preschoolers; increase the pedagogical potential of parents.
Tasks
:
1.
To acquaint children with the concept of "related words"; organize vocabulary into groups of related words.
2.
Continue to expand children's vocabulary; reinforce vocabulary skills.
3.
Develop memory, thinking, attention, creativity, coherent speech in the process of compiling sentences and texts with related words.
4.
Involve parents in joint activities with children; to prove to them the need for children to acquire knowledge and skills on this topic.
5.
Cultivate initiative, interest in the native language.
Expected results of the project
: the formation of children's interest in their native language, the enrichment of the children's vocabulary, the involvement of parents in the project activities of children, the creation of a "baby book of related words" together with children and parents.
Stages of work on the project.
Stage 1. Organizational
Study of the level of speech knowledge in word formation. Identification of the problem. Formulation of project objectives. Drawing up a plan of joint activities. Selection and study of methodical, fiction. Production of teaching aids, development of didactic games and speech exercises, memos.
Stage 2. Practical
Organization of joint activities of a speech therapist teacher, children, educators, parents. Organization of developing, cognitive, subject environment.
Stage 3. Final
Presentation of baby books; notes for parents.
Presentation of the project activity product
Exercises and games
Ball game "Name a related word"
The adult says the word and throws the ball to the child. To the given word, the child must choose a related word and return the ball. The game activates the mental abilities of children, teaches them to use the accumulated material on the topic, independently establishing semantic connections between words.
2.
"Recognize the word by its description"
The teacher offers the child pictures with images, for example, a garden, seedlings, a gardener, garden tools, etc. Task: find out the word by its description: A piece of land planted with trees, bushes, flowers. (Garden)
A person who tends a garden. (Gardener) Young plants prepared for planting in the ground. (Seedling) Tools used to work in the garden. (Gardening)…etc. The game allows you to expand the active vocabulary with new words.
3. Children are invited to complete the explanation of the word:
Builder - one who ... Fisherman - one who ... Teacher - one who ... Vegetable grower - one who ... Gardener - one who ...
4. Name a related word for this explanation.
The dishes that are needed for herring are ... (herring box) The dishes where bread is stored - ... (bread box) The dishes where peppers are stored - ... (pepper pot) The one who is very kind - ... (good-natured) The one who is very strong - ... (strongman) The one who is very brave - ... (brave) The one who is very wise - ... (wise man) The one who cooks - ... (cook) The one who helps - ... (assistant) The one who grazes - ... (shepherd)
5. Come up with action words related to the word "flying"
(walked, rode, etc.) Arrived, flew away, flew around, flew in, flew in, flew in, flew in, flew off, flew up, flew over. These exercises develop the thinking of children, as they help to solve a problematic task: to explain the meaning of a word, which allows you to choose a related word for it. Thus, attention is paid to children's awareness of possible family ties between words.
6. Exercise "Relatives"
Learn to form related words according to reference schemes. Key word (garden)
Word-action (plant, plant) Word-object, but not the main thing (sapling, seedling, planting) Word-sign (garden) Word that is said when there are a lot of objects (gardens) Word denoting "big" (garden) Word, denoting a reduced object (garden, garden) Words formed from the interaction of a person with the main word (gardener, gardener) compound word(gardening, horticulturist).
7. "The fourth extra"
Formation of the ability to compare words by meaning and sound, classify them, find “extra” in a chain of related words. Kindergarten, gardener, salad, garden. Fungus, cellar, mushroom picker, mushroom.
8. "Finish the sentence"
Learn to choose related words in accordance with the meaning of the sentence. Develop attention, imagination. Somehow early at times it suddenly started to rain ... (mushroom). And from the house at the same moment went to the forest ... (mushroom picker). To bring the catch, I took a basket for ... (mushrooms). For a long time he walked into the wilderness of the forest - he was looking for a clearing there ... (mushroom). Suddenly, under the Christmas tree on a hummock, he sees a small ... (mushroom) And our lucky one was delighted in an instant ... (mushroom picker). How can he not have fun if here, in the ground ... (mycelium). He began to look under the trees, under the birches and oaks, Collect all edible things in his basket ... (mushrooms). And when he collected a lot of them, he went home, And he dreamed all the way how he would cook soup ... (mushroom). He collected a lot of mushrooms, and mushrooms, and fungi, And whoever searches for a long time will come across ... (mushroom).
9. Selection of related words to a given main word:
Rooster
- cockerel, cockerel, cockerel, cockerel, cocked.
Fish
- fish, fish, fish, fish, fish (head), fish, fisherman, fishing, fishing (net).
Mouse
- mouse, mouse, mouse (hole), mousetrap, mouse (the fox catches mice).
Freezing
- freeze, freezer, freezer (chamber), freeze, frost (light frost), ice cream, frost, frostbite (damage to the body from severe frost).
Horse
- skates, skate, stable, equestrian (plow), horse (neighing), cavalry, stud farm, horse meat, horse thief, groom.
10. Selection of the main word in the proposed list of related words (by ear):
bird, avian,
bird
, poultry house, bird catcher, poultry house, poultry farm. Tail, tail, tail, tail,
tail
, ponytail, tailless, long-tailed, short-tailed. Bunny, bunny, bunny, bunny,
hare
, hare.
11. Choosing the main word for the named related words (you can use
ball):
Wolf, wolf, wolf, wolf -
wolf.
vocal, vociferous, voice, voice, voice, echo
- voice.
Jump, jump, jump, jump, jump
- jump.
Tooth, tooth, toothy, toothpick -
teeth.
Kind, kindness, kind, kind, good-natured -
good.
Sports, athlete, gym, sportswoman, sporting goods -
sport.
Knock, knock, knock, knock, knock -
knock.
12. Choice of a word that is not related to the given cognates
words:
Crow, raven, crows, blubber,
steal,
crow's. Cargo, truck, loader,
mushrooms,
cargo. card, card,
jacket
, cards, picture. Icebreaker, ice, icicle,
palm
, icy, icy.
13. Separation of two mixed groups of related words to the proposed two
main words (each child is offered one word):
"Circle" and "Lace":
round, circle, lace, whirl, circle, circle, lacemaker, round the world (travel), circulation (of water), lace making, environment.
"Leg" and "knife":
leg, leg, sheath, knife (wound), knife, knife, sandals, knife, scissors, foot (machine)
14. Selection of related words to the name of the selected subject picture.
15. Selection from a poetic passage of related words to a given word:
But is the cockerel alive, our golden scallop? I see a cock's comb On a hillock, under an aspen. Why are you Petya, don't you get up? Why don't you sing songs? Cockerel is good food. Where is the gate? Submit them here. Dispersed our rooster Fluffed satin fluff. In the meantime, he was roostering, A fox is crawling from the bushes. (S. Marshak)
16. Naming in a poetic passage of words-relatives:
Pike have pike scales and pike fins. The little baby-eye swims, like me, along the river bank. On a windy day, there is always wind. I have noticed the windbreaker for a long time. When a light breeze blows, you can go to the skating rink. All fish and fish live only in water, And swim freely everywhere.
Sometimes fishermen come to fish, To eat fish soup!
17. Compiling a sentence with one of the related words.
18. Inventing a story with the proposed relative words:
- on leading questions; - on one's own. 1. The teacher introduces the children to the made baby book with related words to the word "spruce" and invites them to compose a story with the words from this book on leading questions. - Where did the spruce grow? (in the forest) - Why was it cut down? (new year coming soon) - Where did you bring the Christmas tree? (V kindergarten) - How did you decorate the Christmas tree? (Christmas tree decorations) - What did the children do at the holiday around the Christmas tree? (sang, danced, danced)
Sample story:
There was a spruce in the forest. It was cut down before the new year, the spruce paws were shaken off the snow and brought to the kindergarten. They put up a Christmas tree in the hall, dressed up with Christmas decorations, garlands. At the holiday, the children had fun at the Christmas tree along with Santa Claus and the Snow Maiden. 2. Introducing children to a baby book and related words to the word: rooster. With the help of the teacher's questions, the children compose a story using the given related words. Several children repeat the resulting story. - Who lived a rooster?; - How did he (she) treat him (treated)? - How affectionately called?; - With whom could the rooster fight - cock?
Sample story:
Masha had a rooster. She loved him very much and affectionately called him Petya the cockerel. The girl fed him grits, worms and bread crumbs. When a neighbor's rooster came into the yard, Mashin the cockerel began to fight and cock with him. Masha dispersed the roosters, and then collected the rooster feathers lying on the ground.
Result:
The use of related words makes the child's speech richer and more expressive. Thus, the correctional task is solved: clarification and expansion of passive and active vocabulary due to the development of practical word-formation skills, the mental abilities of children develop, as the habit of thinking about the meaning of words is developed.
Memo for parents: "One word, two words ..."
Dear parents! In the process of preparing for schooling, a preschooler must master the skills of selecting single-root related words. This skill will allow him in the future to quickly correctly select test words in the course of the practical application of spelling rules. Work on word formation is important in terms of the initial acquaintance of the child with the morphological composition for mastering
parsing the word by composition and quickly understanding the rules for writing certain letters in prefixes, suffixes and word roots. Complete the tasks in this handbook. 1. Read the entire list of related words to the child, ask them to find the main word from which the rest were formed. 2. Name only the main (highlighted) word and ask them to come up with relative words for it. In case of difficulty, help with leading questions: the head of a fish, say differently - which head (fish), or fish soup - which one? (fish) Task number 1. Name the main word or come up with words - relatives to the named word. Starvation, hungry, starve, hunger, get hungry, starving, hunger strike. Rook, rook, rook, rook, rook, rook. Palace, janitor, mongrel, yard, patio, palace, yard. kindness, kindness, kindness, kindness, benevolent Starfall, starship, stellar, constellation, star, asterisk. Crowbar, house, brownie, house, home, homeless, house, housekeeper, housewife. Fried, fire, fireman, fry, heat, heat, fry, firebird, antipyretic. Animal, beast, menagerie, beast, beast, brutalize, beast, beast, beast, trapper, fur farm. Voiced, bell, chime, bell ringer, loudly, ringing, call, bell. Strawberry, earthy, earthy, land, underground, earth, digger, earthquake, dungeon. Task number 2. Which word is not related? Leaf fall, leaf, deciduous, leaf, chanterelle, foliage, leaf. Ice cream, freeze, frost, frosty, freeze, frost, wet. Toys, game, gaming, lose, toy, caviar, win. Forest, forester, forest, forest, lion. Vegetable, autumn, vegetable, vegetable cutter.
Fish, fisherman, fish, small fish, lynx, fishing, fisherman. Mushroom, mushroom, mane, mushroom, mushroom picker. Mountain, mountain hill, mountain, hillock. Pain, big, hospital, sick, get sick. Sea, sailor, marine, wrinkles, navigator, sailor. Sugar, sugar bowl, sugar, crackers, sugar. Conversation, gazebo, talk, neighbor, conversation, interlocutor. Task number 3. For which word is the named word related? Goose and gusli: goose, goose, gosling, guslyar, goose, goose, goose, goose. Bathe and buy: bathing, shopping, bathe, swimsuit, buy, bought, bather. Early and wound: wound, wounded, early, wound, wounded, early, wound, wound. Carry and nose: nosed, rhinoceros, stretcher, socks, platypus, porter, nose, nasal, tray, bring, socks.
Organization: GBDOU d / s No. 70
Location: St. Petersburg
RELEVANCE. Children of the elder before school age with OHP of the 3rd level of speech development have an underdeveloped vocabulary. They do not fully understand, and sometimes do not know the meaning of many words, often they cannot use words correctly, i.e. their vocabulary quantitatively and qualitatively differs from the norm of speech development.
One of the directions in the correction and formation of the lexical side of speech in children with OHP of the 3rd level is the enrichment of vocabulary through the development of word formation skills. Children are taught to set family ties between single words.
The use of related words makes the child's speech richer and more expressive. Thus, the correctional task is solved to clarify and expand the passive and active vocabulary through the development of practical word-formation skills, the mental abilities of children develop, because a habit is developed to think about the meaning of the word, memory and linguistic instinct develop. This lays the foundation for spelling-literate writing.
OBJECTIVES, FORMS AND SEQUENCE OF WORK. Against the background of relatively extended speech, older preschoolers with OHP of the 3rd level have inaccurate use of many lexical meanings of words. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants; children do not always succeed in selecting words with the same root, forming new words with the help of prefixes and suffixes. Manifestations of inaccuracy or misuse words in speech in children with ONR are diverse. In some cases, children use words in an overly broad sense, in others, too narrow an understanding of the meaning of the word is manifested. Sometimes children with OHP use the word only in a certain situation, the word is not put into context when speaking in other situations. Thus, the understanding and use of the word is also situational.
Among the numerous verbal paraphasias in children with OHP, the most common are substitutions of words belonging to the same semantic field. The process of searching for a word is carried out not only on the basis of semantic features, but also on the basis of the sound image of the word. In the process of searching for a word, due to insufficient fixation of the meaning of the word and its sound, a choice of a word similar in sound, but belonging to a different semantic field, occurs.
Characteristic for children with ONR is the variability of lexical substitutions, which indicates a greater preservation of auditory control than pronunciation images of words. On the basis of auditory images, the child tries to reproduce the correct version of the sound of the word. In children with OHP, the process of searching for words is very slow, not automated enough. During the implementation of this process, associations of various semantic and auditory nature have a distracting effect.
Children with OHP do not know how to operate with morphological elements in word formation, which is especially pronounced when performing tasks related to the selection of words with the same root. The choice of such words turns out to be extremely poor, stereotypical. Sometimes words are chosen that are similar in sound but different in meaning. N.N. Traugott notes that children with speech underdevelopment lack a “sense of language”, thanks to which a child with normal speech development spontaneously takes over complex system grammar of the Russian language.
The lack of formation of the lexical and grammatical structure of speech can persist and manifest itself in children with OHP and at primary school age, which manifests itself in agrammatisms in writing.
Work on related words should be carried out in individual, subgroup and frontal classes, as well as at home with parents.
SEQUENCE OF ACQUAINTANCE WITH RELATED WORDS
STAGE 1. OBSERVATIONS LEADING TO Awareness of RELATED WORDS IN THE TEXT
The speech therapist explains the essence of the words “relatives”, their similarity to each other with a common part. Children are brought to the understanding that many words can have "relatives", which not only have a similar part, but must also be related in meaning. For this purpose, various speech and picture material is used.
STAGE 2. EXERCISES IN DEFINING RELATED WORDS IN THE TEXT.
Plot illustrations while reading the text by a speech therapist are displayed on the board, and subject pictures are in children. After repeated reading, the children independently identify the words “relatives”, while subject pictures play an auxiliary role. As related words are found in the text, subject pictures are displayed by children on the board. The task becomes more difficult if subject pictures are not distributed to children. In this case, the speech therapist shows a subject picture after the child names a related word, thereby reinforcing the correct answer. When determining related words in the text, it is advisable to use riddles. Working with a riddle is always interesting for children, because it gives a poetic, metaphorical description of the subject, pays attention to some individual features by which it can be recognized. At the same time, it turns out that the riddle has another secret - the words “relatives” that are hidden in it, and they need to be heard and named. After the children begin to easily recognize related words, learn to highlight them from the text, it is advisable to proceed to the next stage in working on related words.
STAGE 3. GROUPING OF RELATED WORDS AND THEIR INDEPENDENT SELECTION
At the initial stage, children are invited to complete the rhymed lines with the right words - “relatives”. Speech material is selected according to the studied lexical topics. The ability to quickly select related words suggests that children are beginning to become more aware of their meaning, the semantic connections between them. In word-building exercises, children call simple forms themselves, and complex ones - first a speech therapist, and then children. The texts are spoken with the help of children several times, then it is proposed to name related words from it. Performing such tasks, children repeatedly hear word chains from related words, which allows them to better remember lexical material.
Children with OHP often pick up related words on the basis of external, sound signs, without thinking about the meaning of the words. For them, words can be related: forest-fox, house-dominoes ..., i.e. in word formation, they do not differentiate between related and similar-sounding words, but having a different meaning. Therefore, children are asked to listen to a chain of words and name a word that does not fit. Naming an extra word, children select real related words for it, thereby developing the habit of thinking about the meaning of the word. Specially selected games of this stage activate the mental abilities of children, teach them to use the speech material accumulated on the topic, and independently establish semantic connections between words. At the same time, the speech therapist has the opportunity to see how quickly children pick up related words, how many of them know how consciously their selection is going on. On this stage also teach children to complete the explanation of the word, name the word according to this explanation. These exercises help to solve the problematic task: to explain the meaning of the word, which allows you to choose a related word for it.
STAGE 4. USE OF RELATED WORDS IN CHILDREN'S OWN SPEECH
At this stage, children are taught to compose sentences, retell texts, compose stories with the installation that the words are “relatives” that children must find on their own. The task for self-compilation of stories using the given words-“relatives” can be offered to be completed at home with parents. The child, together with adults, makes up a short story using related words, which is written down and colorfully drawn up.
The exercises and games used for mastering related words by children are selected taking into account the patterns of ontogeny of interaction in the development of vocabulary and morphology in senior preschool age.
Games and exercises should provide for the gradual complication of speech forms, tasks and speech material.
An expedient selection of didactic speech material and a strict system of tasks and exercises for it allows you to achieve the necessary corrective effect when introducing children to related words. In this case, the language material becomes a source of knowledge for children, a means that contributes to the development of speech skills. They develop the ability to distinguish related words on two grounds: they are close in meaning and have a common part.
LITERATURE:
- Efimenkova L.N. Formation of speech in preschoolers.-M., 1981
- Zhukova N.S. Deviations in the development of children's speech.-M., 1994
- Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the general underdevelopment of speech in preschoolers.-M., 1990
- Lalaeva R.I., Serebryakova N.V. Correction of general underdevelopment of speech in preschoolers. - St. Petersburg, 1999
- Lopatina L.V., Serebryakova N.V. Speech therapy work in groups of preschoolers with an erased form of dysarthria. - St. Petersburg, 1994
- speech therapy. Ed. Volkovoy L.S., M., 1989
- Traugott N.N. How to help children who speak poorly. - St. Petersburg, 1994
- Tkachenko T.A. Correction system for general underdevelopment of speech in children aged 6.-M., 2001
Games
And
exercises
With
related
words
Teaching aid
BBK 74.102 I 27
and 27 Lebedeva L.V., Kozina I.V., Kulakova T.V., Pavlova T.S., Prokopova
SP., Zhuravleva N.N., Antokhina N.V., Lvova T.V. Games and exercises with
related words. Teaching aid.- M, Center for Pedagogical Education, 2009.- 64 p.
ISBN 978-5-91382-068-6
The proposed games and exercises for the selection of related words are represented by ten "families" widely used in the active vocabulary of children: Garden, Rain, Mushroom, Fish, Winter, Snow, Frost, Water, Flower. They are designed for children of the seventh year of life and are recommended for use in the classroom on certain lexical topics.
The manual provides an algorithm for teaching children the concept
"related words"
These games and exercises will help children succeed in school.
The manual is intended for teachers working with children of preschool age.
BBK 74.102
ISBN 978-5-91382-068-6
© Authors team, 2009
© "Center" LLC teacher education", 2009
Introduction
There is nothing in speech that cannot
be heard,
pronunciation, vision, that is not
based on auditory
pronunciation, visual
Feel.
K.D. Ushinsky
The diversity of the semantics of words and their complexity in structural and grammatical terms are the reason that many words are unfamiliar to children in terms of lexical meaning, grammatical forms, pronunciation, and normative stress. The limited active vocabulary of children, the inability to select from their vocabulary and correctly use in speech the words that are most appropriate for a particular statement, give rise to numerous speech errors. These omissions of preschool age can cause difficulties in mastering the Russian language in the future. Schoolchildren, as a rule, have difficulty mastering the basic morphological principle of spelling, which requires the ability to quickly and accurately select a single-root (related) test word.
A limited vocabulary, an approximate understanding of the semantics of many words, the lack of a “feel” for the semantic and linguistic similarity of related words lead to the fact that many school-age children cannot successfully apply grammar rules either in speaking or writing.
These speech shortcomings can be eliminated only with systematic and systematic work to enrich, clarify and activate their vocabulary.
Exercises play a huge role in the development of a dictionary, in its enrichment, in understanding the semantic relationships between words.
3
with related words. In this case, it is advisable to use an associative technique. It is necessary to involve children in active participation in the process of word formation. ,The child should have a motivation for his desire to understand the meaning of the word: to find out the name of the object or new phenomenon that interested him. When the child has motivation, he is ready to learn given word and then use it in your speech.
This can be facilitated by non-traditional tasks in game form.
We have prepared special manuals that contain entertaining material which allows the child to learn new concepts and forms of language without much effort. For better assimilation, special techniques are offered that will help to focus the child's attention on the material. So, next to the term "related words" the term "family of words" is used. A word can enter the active vocabulary of a preschooler only if the concept expressed by the given word is mastered by the child, if he feels its logical connection with other concepts known to him.
The proposed games and exercises for the selection of related words are represented by ten "families" widely used in the active vocabulary of children: Garden, Rain, Mushroom, Fish, Winter, Snow, Frost, Water, Flower.
They are designed for children of the seventh year of life and are recommended for use in classes on certain lexical topics. It is important to adhere to the algorithm for teaching children the concept
"related words" (see appendix). The proposed assignments are varying degrees difficulties. The teacher selects exercises depending on the level of development of children.
In the process of lexical and grammatical games and exercises with related words, the richness of mother tongue and its expressive means. Children learn a significant number of new words, new grammatical forms and those semantic shades that are associated with a change in the form of words. At the same time, children learn to use new words in their speech, to make phrases and sentences with them.
Exercises on the selection of related words will not only increase the emotional and intellectual level of the child, but will also become the key to a more successful schooling.
In developing this manual, we used the recommendations
L.G.Paramonova and V.V.Konovalenko.
4
Kindergarten, garden, little garden, gardener, plant, gardener, seedling, gardener, transplant, gardening, transplant, seedling, planting.
"Superfluous" words: sit down (sit down), sadanut (hit hard), rider, soda, lettuce, abrasion, trees.
Exercise
"Recognize the word by its description"
Target: Introduce the concept of "related words". Expand vocabulary with new words.
Equipment: Pictures with images - garden, seedling, sapling, gardener, garden tools, kindergarten (see attachment).
Exercise progress
Educator: Look at the pictures. Learn a word from its description.
- A piece of land planted with trees, bushes, flowers. Garden.
-
A person who tends a garden. Gardener.
- Young plants that are prepared for planting in the ground. Seedling.
5
A young tree grown for planting in the garden. Seedling.
-
Tools used in the garden. Garden.
-
A place where children go every day before starting school. Children's
kindergarten.
-
A person who cultivates gardens. Gardener.
The teacher pronounces the whole chain of words again, focusing the attention of the children
to their common sound part, after which he explains the semantic commonality
named words. Then tells the children that such words are called
related. They form a family of related words.
Exercise "Relatives"
Target:
Equipment: Word schemes.
Exercise progress
1st option.
memorable word.
2nd option. Children independently select related words to
the main word using diagrams. Then each child makes
a sentence with a memorable word.
Exercise "Remember - name"
Target: Develop attention, speech and auditory memory. Form the ability to highlight related words from the poem you listened to.
Exercise progress
Educator: Listen to the poem and name related words.
A miracle garden was planted by grandfather Matvey, a gardener: Plum, apple tree, quince and dense dog rose. Starts in the morning with him care. Plant peonies bush - important work. He worked with a shovel - it turned out to be a bed, And then he will plant a seedling at this place. He will water the flowers with water, loosen all the beds. So his May landing ended. (Pavlova T.S.)
Exercise "Who is faster?"
Purpose: To introduce the term "related words" into the vocabulary. Increase auditory memory. Enrich vocabulary with new words.
Exercise progress
Children must come up with as many related words as possible to the main
word garden. The teacher carefully analyzes the resulting chain of words,
clarifying with children their sound and semantic commonality.
7
Target: To form the ability to compare words in meaning and in sound, classify them, find "superfluous" in the chain of related words.
Exercise progress
Educator: Children, listen to the words. Determine which word is superfluous and
explain why? Kindergarten, gardener, garden, salad.
Gardener, rider,
seedlings, orchards. Abrasion,
garden, front garden, plant.
Game "Be Careful"
Target: To form the ability to analyze, compare words by sound and meaning.
Game progress
Educator: Children, I will name pairs of words. If you hear
related words, lean forward, and if you hear unrelated words
words, shake your head.
Garden - plant, transplant - front garden, garden - abrasion,
gardening - seedlings,
rider-
seedling, garden salad
Exercise "Family of related words"
Target: To form the ability to isolate related words from the listened coherent text and memorize them. Exercise children in retelling based on a series of pictures.
Equipment: The text of the story, a series of plot pictures (see Appendix).
Exercise progress
- Reading text.
- Conversation on content.
8
- Semantic analysis of unfamiliar words.
- Repeated reading of the text with the installation of highlighting and memorization
related words. Children's answers. For the correct answer, children receive
incentive badge.
- Retelling of the text based on a series of plot pictures.
Gardening
Once in the spring, Senya Sadovnikov with dad and mom went to the Botanical
garden. They walked along garden paths along front gardens, watched over
work gardeners. Gardeners planted into the green land seedlings
transplanted young seedlings. They had a lot garden
tools: shovel, rake, chopper and even gardening knife. On
the next day, Senya invited the guys to kindergarten together plant
small garden.
Exercise "Sunshine"
Target: Develop visual perception, skills of sound-letter analysis and synthesis. Enrich the active dictionary with related words of two derivational nests.
Equipment: Benefit "Sun", consisting of the main word GARDEN and rays with "pieces" of words.
Exercise progress
Educator: The word GARDEN has grown
many rays - related words.
Guess them.
Children apply rays to the sun
and make up a word of two parts.
The teacher analyzes
the resulting chain of words, specifying
with children their sound and semantic
generality.
Words: garden-ik, garden-gadfly, gardener, garden-it, garden-s, garden-points.
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mobile game
"Visiting Relatives"
Target: Develop the ability to find and explain related words.
Equipment: Two cards with the main words GARDEN, RAIN, nests of related words for leaders. Small cards of two groups with related words.
Game progress
Two leaders are chosen from the children, who take large cards for themselves.
GARDEN and RAIN. The rest of the children receive small cards with
related words of the two groups. The leaders say their words and
explain that they are waiting for relatives to visit them.
On command, the children gather around the drivers and explain why they
are related to them. The group that wins is
which quickly gathered and correctly proved their family ties.
The teacher pronounces related words again, emphasizing their common
sound part, after which he explains the semantic commonality of the named words.
Note. Cards with words can be replaced with pictures.
puzzles
Target: To form the ability to navigate in the sound-letter composition of words. Improve reading skills. Develop visual perception, voluntary attention, logical thinking.
Equipment: Task cards.
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Exercise progress
Instruction: 1. Compose a word according to the first sounds of the names of the pictures.
(kindergarten)
2. Read the word, arranging the letters in height.
3. Read the word (write down), arranging the letters in accordance with the numbers.
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Lotto "Related words"
Target: Develop reading skills, logical thinking, the ability to highlight related words, based on their sound and semantic commonality;
Equipment: Five large cards with printed words for the leader, eight cards with three printed words, 24 chips.
Exercise progress
Educator: Each of you will receive a card with printed words.
and three tokens. The host will call (read) the words. If you find on
a related word to your card, close it with a chip. The one who wins
who will be the first to close all three words.
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Fungus, mushroom, mushroom, ■ mushroom picker, mushroom, mycelium, mushrooms.
"Superfluous" words: cellar, rake, flu, rower, rake.
Exercise "Relatives"
Target: Learn to form related words according to reference schemes.
Equipment: Word schemes.
Exercise progress
1st option: The teacher names related words. Children choose a pattern
to every word. Then each child makes a sentence with
memorable word.
2nd option: Children independently name related words,
using diagrams. Then each child makes a sentence with
memorable word.
Exercise "Choose a word"
Target: Learn to select related words for nouns formed from the main word mushroom,
expressed by adjectives in accordance with their generic affiliation.
Exercise progress
The teacher calls the nouns and invites the children to pick up
suitable words-signs formed from the main word mushroom. If
children find it difficult, then the teacher helps them by setting the appropriate
question.
Educator: What is the place in summer? Mushroom.
Weather, hat, leg, time, clearing, what? Mushroom.
Rain, soup, forest, salad, what? Mushroom.
Places, disputes, dishes, what? Mushroom.
Exercise "Mushrooms"
Target: Develop the ability to form related words based on the picture. Develop visual attention. Equipment: Panel "Mushroom picker"
(see Attachment).
Exercise progress
Instruction: Find related words in the picture.
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Exercise "The Fourth Extra"
Purpose: To teach to distinguish words in meaning and in sound, to find “extra” in a chain of related words.
Exercise progress
The teacher invites the children to listen to the words and find the word, not
similar in meaning to others. Fungus, cellar,
mushroom, mushroom.
Mycelium, rower,
mushroom, fungus.
Exercise "Remember, repeat"
Target: Increase the amount of auditory linear memory up to 5 units.
Exercise progress
The teacher invites the children to listen and repeat the chain after him
words in the same order as he says them. Mushroom, fungus, fungus, mushroom picker, mycelium. Mushroom, mycelium, fungus, mushroom picker, mushroom.
Exercise "Finish the sentence"
Purpose: To learn to select related words in accordance with the meaning of the poem. Develop attention, imagination, logical thinking.
Exercise progress
The teacher informs the children that someone sent a strange note to
which part of the text is omitted (creating a problem situation) and
asks the children to help find all the missing words.
Educator:
Once upon a time, it suddenly started raining... mushroom.
And from the house from the same moment he went to the forest ... mushroomer.
To bring the catch, I took a basket for .... mushrooms.
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For a long time he walked into the wilderness of the forest - he was looking for a clearing there ... mushroom.
Suddenly, under the Christmas tree on a hummock, he sees a small ... mushroom.
And instantly our lucky one rejoiced ... mushroomer.
How can he not have fun, if here in the earth - mycelium.
I began to look under the trees, under the birches and oaks,
Collect in your basket all edible ... mushrooms.
And when he collected a lot of them, he went home,
And he dreamed all the way how he would cook the soup ... mushroom.
He collected a lot of mushrooms, and mushrooms, and fungi,
And the one who searches for a long time will come across and ... mushroom.
(T.V. Kulakova)
Exercise "Guess the word"
Target: Consolidate the concept related words.
To form the skill of word formation, expand the vocabulary. Equipment: Images (cm.
application).
Exercise progress
Educator: Children, look carefully at the pictures. Guess
What image am I talking about now?
A forest plant that has a stem and a hat. Mushroom.
A very small mushroom. Fungus, fungus.
Mushroom roots that give life to a large number of mushrooms. Mycelium.
People picking mushrooms. Mushroom pickers.
Soup made from mushrooms. Mushroom.
Boletus, boletus and chanterelles are mushrooms.
Huge mushroom. Mushroom.
Exercise "Make a word"
Target: Build skills sound analysis and word synthesis. Develop attention, memory, logical thinking. Equipment: Picture cards.
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Instruction: Make up a word according to the first sounds of the names of the pictures.
Synopsis of an integrated lesson in a preparatory group for school
(Shown at the city methodological association of speech therapists.
Target:
1. To cultivate sympathy and kindness towards others and nature.
2. Develop figurative and logical thinking.
3. Strengthen the acquired graphic skills.
4. Develop monologue and dialogic speech.
5. Activate the dictionary on the topic: "Family".
6. Introduce the concept of "related words".
7. Learn to highlight the root in the word. Distinguish similar in spelling, but different in meaning, the roots of words.
8. Show how new words are formed.
9. To consolidate the skill of syllabic reading of words.
Equipment: tables on the theme "Garden, forest, water", punched cards on the theme "Forest, garden", dummies of mushrooms, baskets; costumes for woodsman, gardener, water; various pictures on the topic, tables, buckets and cardboard fish, a fishing rod ...
Lesson progress
I. Children stand near the speech therapist, who offers to guess the rebus: YAYAYAYAYAYAYA (7th). Family.
TBA lexical meaning the word "family". Then the speech therapist concludes that the family is close relatives living together.
Children write short descriptive stories about their families.
The speech therapist asks about other relatives (grandmother, grandfather, aunt, uncle…)
Speech therapist: All people have a family. And who else has it? (in birds, fish, animals). Prove it.
Children read poems learned in past classes (see appendix)
The speech therapist agrees with the children. Explains that the family is not only among people, animals. Birds, but also words. And the children today will be convinced of this.
At this time, a crying teddy bear appears, he says:
Bear cub: Poor me, unfortunate me, Where, where is my family.
The children ask him questions. (Why are you crying? What happened?)
The bear cub replies that he is lost, cannot find his family.
The speech therapist offers children to help. (And he says everything)
Music sounds. Haydn "Children's Symphony".
The kids go looking.
II. Before us is a GARDEN. The children are greeted by a gardener who is watering the flowers. They are interested in whether he met relatives of the bear cub. The gardener replies that he has other relatives, that he is not a simple, but a magical gardener, because. grows words in the garden.
Children are interested, is it possible?
Gardener:“Do you want to tell me?” Tells a fairy tale (see appendix), which is accompanied by a display of pictures. Children read the words, explaining the lexical meaning of the words: gardener, kindergarten, gardener, planting, garden. It is concluded that all words have grown from the word SAD. These words are relatives. The garden is the root.
Gardener:“Just like flowers, trees and bushes, words always have a root.”
He gives the children a magical flower that will help them move on. Children consider it, forming new words from the root "color" (flowers, flower, flower garden, color). We thank you and move on to the music of Shostakovich (“Waltz is a joke”).
Children walk carefully over the pebbles so as not to get their feet wet. They are met by the water aunt, who makes a riddle to herself. The water tells the children what happened to it (see appendix). Asks the children to guess who was extra. Children look at the table and determine that the extra word is “driver”. The speech therapist draws attention to the fact that there are a lot of fish in the water, how beautiful it is. Water offers to find a stranger in every family:
sea, sailor, frost, maritime
Fish, small fish, fisherman, growl
To the music, children catch fish with a bait, collect them in buckets, and remove the excess. Then you need to collect words in parts: water + yang + oh, water + ichk + ka
The speech therapist reminds the children of the purpose of the journey, suggests moving on using 3 ladders. Using pictures: sheet, house, cat, you need to determine the root of the words on each ladder and read the resulting words (cats, cat, kittens, houses, house, brownie, sheets, leaflet, flipping).
Under the "March" of Shostakovich, children enter the forest. They are met by a woodsman. When asked by the children about the relatives of the bear cub, he suggests looking under the spruce. There children find only mushrooms. Made up of letters words - names mushrooms. Lesovichok reads a poem to children (see appendix).
Children find words - relatives
Lesovichok asks the children to help him pick mushrooms. The game is played with closed eyes to the music. After the game, after walking a few steps, the children notice the sign “bear, bear cub”, and next to it is a bear who is looking for her son. Children return the teddy bear, in return they receive a barrel of honey.
Lesovichok asks the children to clean up the forest, asks to fill the nests with the words:
City - town - urban - cities, mountain - mountain - hill - mountainous - hill
Rice - rice - rice - rice grower, draw - drawing-drawing-drawing
Each child puts the word in the correct slot.
Speech therapist:“It’s time for us to return, we helped the bear cub find a family, and also learned that words have relatives, and most importantly, the word has a root. (Children come back to the music). How do you remember it, we will now check.
Children perform the task on punched cards. On the apple tree, words with a root - a garden, on a Christmas tree - a forest with a root.
The speech therapist says goodbye to the children, thanks for the trip.
Application
Poetry:
The rook says to the rook:
"Fly with the rooks to the doctor, Children name members of the "family"rook - rook - rook
It's time for them to get vaccinated
To strengthen the pen."
“Ha-ha-ha,” cackles the goose:
"I'm proud of my family goose - goose - goslings
For goslings and goose
I look, I don't look."
Gardener's Tale:
Many years ago, the word "cart" appeared in the world. People found him and think what to do with him. And the word says: "Plant me, I will grow into a big beautiful tree." People did just that. This word began to grow, at first she started one sprout, then another, a third ... Many relatives appeared, they all look alike. Here is the tree that has grown. People looked, compared and saw that the words have one common part and decided to call it the root. And they did the right thing: from it, as from the root of a tree, new words relatives are formed (grow). Root like a heart in a word (the story is accompanied by a table display).
The story of aunt - water.
It was my birthday. I invited my relatives. Everyone gathered. Vodichka plays on the pebbles, the water strider jumps on the algae, even the water strider got out. A diver warms himself in the sun, a water carrier came to visit, a stormy waterfall started a conversation with water, and the driver came with an accordion. I looked at the guests and immediately noticed someone else, not from our family. I told him to go away. Did you guess who's the odd one out?
Games and exercises used in working with children.
Selection of related words to a given main word
Rooster - cockerel, cockerel, cockerel, cockerel, cocked.
Fish - fish, fish, fish, fish (soup), fish (head), fish, fisherman, fishing, angler, fishing (net).
Mouse - mouse, mouse, mouse (hole), mousetrap, mouse (the fox catches mice).
Freezing - freeze, freezer, freezer (chamber), frosty (day), freeze (meat in the freezer), frost (light frost), ice cream (sweet cold treat), frostbite, frostbite (severe damage to the body from frost).
Horse - skates, skate (humpbacked), stable, groom, horse (plough), horse (neighing), cavalry, stud farm, horse meat (meat), horse thief (steals horses).
Choice of the main word in the proposed list of related words
birdie, avian, bird , poultry house, bird catcher, poultry house, poultry farm.
Tail, tail, tail, tail, tail , ponytail, tailless, long-tailed, short-tailed.
Bunny, bunny, bunny, bunny, hare , hare (meat of a hare killed by a hunter).
Choice of the main word to named cognate words(here use the ball)
Wolf, wolf, wolf, wolf - wolf .
Jump, jump, jump, jump, jump - jump .
Tooth, tooth, toothy, toothpick - teeth .
Kind, kindness, kind, kind, good-natured - good .
Sports, athlete, gym, sportswoman, sporting goods - sport .
Knock, knock, knock, knock, knock - knock .
Choosing a word that is not related to the given cognates
Crow, raven, crows, blubber, steal, raven.
Cargo, truck, loader, milk mushrooms, freight.
Card, card, jacket , cards, picture.
Icebreaker, ice, icicle, palm , icy, icy.
Separation of two mixed groups of related words to the proposed two main words(each child is given one word)
"Circle" and "lace" : round, circle, lace, whirl, circle, around, lacemaker, around the world (travel), circulation (of water), lace making, environment.
"Leg" and "knife": leg, leg, scabbard, knife (wound), knife, knives, sandals, knife, scissors, foot (machine).
Selection of related words to the name of the selected subject picture
Selection from a poetic passage of related words to a given word
The teacher reads out poetic phrases, and the children find related words to the word rooster .
Is the cockerel alive
Our golden scallop?
I see a cock's comb
On a hillock under an aspen.
Why don't you get up, Petya?
Why don't you sing songs?
Cockerel is good food.
Where is the gate? Submit them here.
Our rooster has spread
Fluffed out the satin fluff.
And while he roosters,
A fox crawls out of the bushes.
S. Marshak
Naming in a poetic passage of words-relatives
Pike have pike scales
And pike fins.
The little bee floats, like me,
Along the river bank.
On a windy day always
wind happens.
windbreaker I noticed a long time ago.
When the light winds breeze,
Then you can go to the rink.
All fish and fish live only in water
And swim freely everywhere.
Sometimes fishermen come to fish,
To eat fish soup.
Making a sentence with one of the related words
Inventing a story with the proposed relative words:
For leading questions;
On one's own.
1. The teacher introduces the children to the made baby book with related words to the word spruce and invites them to compose a story with the words from this book on leading questions.
Where did the spruce grow? (In the forest.)
Why was she cut down?(New Years is soon.)
Where did you bring the tree?(To a kindergarten.)
How did you decorate the tree?(Christmas toys.)
What did the children do at the holiday around the Christmas tree?(They sang, danced, danced.)
Sample story.There was a spruce in the forest. It was cut down before the New Year, the spruce paws were shaken off the snow and brought to the kindergarten. They put up a Christmas tree in the hall, dressed up with Christmas decorations, garlands. At the holiday, the children had fun at the Christmas tree along with Santa Claus and the Snow Maiden.
2. Introducing children to the baby book and related words to the word rooster .
With the help of the teacher's questions, the children compose a story using the given related words. Several children repeat the resulting story.
Who has a rooster?
How did she/he treat him/her?
How affectionately called?
With whom could a rooster fight - cock?
What is left on the ground after the fight?
Sample story.Masha had a rooster. She loved him very much and affectionately called him Petya the cockerel. The girl fed the cockerel with grits, worms, bread crumbs. When a neighbor's rooster came into the yard, Mashin the cockerel began to fight with him - to cock. Masha dispersed the roosters, and then collected the rooster feathers lying on the ground.
KVN game "One word, two words" with the participation of parents
TASKS
Strengthen the ability to select related words.
Continue to learn how to make sentences and stories with given related words.
Develop attention, memory, thinking, creativity.
· To cultivate the ability to play in a team, a sense of collectivism, initiative.
Show parents the need for children's ability to select related words.
Equipment: subject pictures with images of water and hands; cards with written relative words for making sentences; cards with lists of word-relatives to words friend and ears ; task cards for each adult.
First competition: name a word that is not related to other words.
Children are divided into teams, they are presented with a chain of words in turn.
Pike, pike, sliver, pike, pike.
Baby, okroshka, crumble, paint over .
Spruce, spruce, Christmas trees, ate, spruce.
Grass, grass, poison, herbal.
Head, tadpole, head, hungry, three-headed.
Rook, rooks, border, rookery.
Equestrian, stable, sweetie, stud farm.
stupid deep , silly, be silly.
frost, ice cream, Morse, frost.
Second competition: find related words to the given word.
Captains choose a subject picture denoting a given word. Teams take turns calling words to the main word given to them.
Water - water, water, water, waterfall, flood, watering hole, water carrier, water carrier, watery, vodka, dropsy, diver, diving, underwater, divers, pond.
Hand - pen, hands, hand, hand, manual, handy, handcuffs, sleeves, armlets, mittens, mittens, needlework, needlewoman, hand-to-hand, handshake, lead, leader.
Third contest: name related words from the poems read.
Parents help children when they are in trouble.
Aspens grow in the aspen
And reach for the blue sky.
Under the aspens - boletus,
These mushrooms are beautiful.
glass crockery often breaks
And a lot of small glass remains.
All glasses I collected carefully
You can accidentally get hurt by them.
Stars and stars
In the night sky
Very starry sky.
I would like
But I was not an astrologer.
Willows, willows grow by the river,
Leaning low over the water.
From willow twigs
Weaving old people
Baskets in the long winter.
Fourth contest:"Smart Adults"
Parents perform tasks on cards: insert the missing letter and write a test (one-root) word.
Like .. (a, o) ko.
St.. (a, o) low.
But .. (w, w) ka.
Say .. (s, h) ka.
K.. (a, o) robochka.
Vym .. (oh, a) read.
B .. (and, e) rhushka.
B .. (and, f) villages.
Book .. (w, w) ka.
Kru .. (w, w) ka.
M .. (and, I, e) sorubka.
M .. (i, e, i) soft-bodied.
Fifth contest: "Captain Contest"(It is held simultaneously with the competition of parents.)
The captains take turns responding to each word-relative called by the teacher by saying the main word.
Key words: expensive, expensive.
Path, plantain, dear, path, rise in price, roadside, more expensive, expensive road , more expensive, more expensive road builder, appreciation, on the road, off-road, cherish, more expensive, rise in price, road, off-road.
Sixth contest: come up with a sentence with a related word.
Captains read cards with written relative words, if possible, read the word themselves. Team members come up with a proposal. Whoever has the longest sentence gets one point. Parents help children when they are in trouble.
Sun, sunny, sun, sunshine, sunflower, sunflower, sun-protection, sun-loving.
Seventh contest:come up with a story with the given words-relatives.
The teacher reads out lists of related words, and the children, with the help of their parents, come up with stories. Parents read the resulting story.
Example: the first command is given the word ears, the second is a friend.
Summing up, rewarding teams.
Making baby books
Several books made by a speech therapist for use in class with children, examining them in free time, demonstrations to parents as a sample for consultations are folded in the form of an accordion (the height of the book is at least half of the album sheet). Pictures can be drawn or cut and pasted, under the picture write the corresponding related word. On the first page there is a picture to the main word, at the end - a story using the same root words.
Parents can be offered a choice of cards with a chain of related words, which indicated what can be depicted for a particular word. An example set of cards:
raspberry - raspberry - raspberry (jam) - robin;
white - white-stemmed (birch) - white-tailed (bird) - squirrel (egg in section) - white-toothed (smile) - whiten (paint the stove);
birch - birch (small tree) - birch (firewood, broom) - birch forest (birch forest) - boletus;
fish - fish - fish - fish (soup) - fish (head) - fisherman - fishing - fishing (hook), etc.
Children who made books at home showed pictures to the group, named related words and read a composed story. The rest of the children called related words from the text they heard.
Reminder for parents
Dear parents!
In the process of preparing for schooling, the student must master the skills of selecting single-root related words.This skill will allow him in the future to quickly and correctly select test words during practical application spelling rules. Work on word formation is important in terms of initially familiarizing the child with the morphological composition in order to master the analysis of the word by composition and quickly understand the rules for writing certain letters in prefixes, suffixes and word roots.
Completing the tasks in this memo
1. Read the entire list of related words to the child, ask them to find the main word from which the rest were formed.
2. Name only the main (highlighted) word and ask them to come up with relative words for it. In case of difficulty, help with leading questions: the head of a fish, say differently - what kind of head?(Fish.) or: fish soup - which one?(Fish.)
Exercise 1. Name the main word or think of related words to the named word.
Starving, hungry, starving hunger , get hungry, starving, hunger strike.
Rook, rook, rook, rook, rook, rook.
Palace, janitor, mongrel, yard , patio, palace, yard.
Kindness, improve, kind, good , benevolent, good-natured, appease.
Starfall, starship, starry, constellation, star, asterisk.
House, house, brownie, house, home, homeless, house , housekeeper, housewife.
Fried, fire, fireman, fry, heat, fever, frying, firebird, antipyretic.
Beast, beast, menagerie, beast, beast, go wild, beast , animal, young animal, trapper, fur farm.
Voiced, call, chime, bell ringer, loudly, ringing call, bell.
Strawberry, earthy, earthy, land, underground, Earth , excavator, earthquake, dungeon.
Task 2. Which word is not related?
Leaf fall, leaf, deciduous, leaflet, chanterelle, foliage, leaf.
ice cream, freeze, frost, frosty, freeze, frost, wet .
toys, game, gaming, play, toy, caviar , win.
Forest, forester, forest, forest, a lion .
Vegetable, autumn, vegetable, vegetable cutter.
Fish, fisherman, fish, small fish, lynx , fishing, fisherman.
Mushroom, mushroom, mane , mushroom, mushroom picker.
Mountain, mountainous, hill, mountain, hillock.
Pain, big , hospital, sick, get sick.
Sea, sailor, marine, wrinkles , navigator, sailor.
Sugar, sugar bowl, sugar, crackers, sugar.
conversation, gazebo, talk, neighbor , talking, interlocutor, etc.
Task 3 . For which word is the named word related?
Goose and goose.
Gander, goose, gosling, guslyar, goose, guselki, guslyarny, gosling.
Bathe and buy.
Bathing, buying, bathe, swimsuit, buy, bought, bather.
Chicken and smoking.
Chicken, chicken, smoker, chicken meat, cigarette butt, chicken coop, smoking room, smoke.
Early and wounded.
Earlier, wounded, early, hurt, wounded, early, wound, early.
Wear and nose.
Nosed, rhinoceros, stretcher, socks, platypus, porter, nose, nasal, tray, carry, socks.
Konovalenko V.V., Konovalenko S.V.related words. M, 2001.
Lalaeva R.I., Serebryakova N.V.Correction of general underdevelopment of speech in preschool children. SPb., 1999.
Paramonova L.G. Vocabulary development in children. SPb., 2007.
Tkachenko T.A. In the first class - no speech defects. SPb., 1999.
