Fazlyeva Olesya Igorevna
Speech therapist, secondary school No. 6 with UIOP, Yamalo-Nenets Autonomous Okrug, Nadym
Fazlyeva O.I. Routing speech therapy session in accordance with the requirements of the Federal State Educational Standard // Owl. 2016. No. 3(5)..10.2019).
Lesson form: group speech therapy
Class: 2
Topic of the lesson: "Differentiation of letters p-t in words and sentences" Lexical theme "Seasons", "Migratory birds".
Place and role of the lesson in the topic under study: first session on the topic.
Lesson type : learned new material
Lesson objectives:
developing : create conditions for the formation of the ability to distinguish letters p-t in words; extensions vocabulary on the topic "Seasons", "Migratory birds"; activation of cognitive interests; development of attention, visual and auditory memory; the ability to give complete answers to the questions posed;
corrective: to create conditions for the prevention of specific errors in writing, optical dysgraphia;
educational: to promote the formation of students' cognitive interest in reading; foster respect for nature and care for birds; to teach respect in communication and cooperation of a classmate and oneself.
Key competencies that are formed during the lesson: educational - cognitive, communicative.
UUD, which are formed during the lesson:
- regulatory: goal setting, planning;
- cognitive: the ability to consciously and voluntarily build a verbal statement in oral form, reflection on the methods and conditions of action, control and evaluation of the process and results of activity;
- communicative: the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
Planned results:
Metasubject:
1) Understand and accept the corrective task, carry out its solution under the guidance of a speech therapist teacher.
2) To single out known knowledge and skills from the content of the lesson, to determine the circle of the unknown on the topic under study.
3) Engage in dialogue with the teacher and peers, in a collective discussion of problems, show initiative and activity, the desire to speak out;
4) Exercise mutual control and provide in cooperation with the necessary mutual assistance.
Personal :
1) Show motivation for educational and cognitive activity.
2) Understand the meaning of performing self-monitoring and self-assessment of results learning activities.
Equipment: Computer, plasma screen, presentation "Differentiation p-t”, individual mirrors; "sound bag"; letter differentiation manual p, t; letter cards P And T from plasticine; stylized image of the letters p and t; a picture depicting Toropyzhka, pictures depicting the seasons and the names of the months, pictures depicting migratory birds.
Lesson plan:
I. Organizational stage.
II. Preparatory stage
Motivation of educational activity - 1 min.
Updating knowledge on the topic - 3 min.
III. Goal and task setting stage - 1 min
IV. Stage of work on the topic - 15 min.
1. A speech therapist reads the fairy tale "Toropyzhkina's trouble."
2. Differentiation of letters p - t
3. Differentiation of sounds [n] - [t]
4. Didactic game"Encryption"
5. Consolidation of the motor skill of letters based on kinesthetic sensations.
6. Didactic game "Sound bag" .
V. Stage. Consolidation of the studied material. - 12min.
7. Independent work with self-test. Scouts game
8. Physical education. Didactic ball game "On the contrary" -3 min.
9. Temporary concepts.
10. Graphic dictation.
VI. Reflection of activity (the result of the lesson) - 5 minutes
Resources Used
- Efimenkova L.N. Correction of errors due to lack of formation phonemic perception. - M.: Knigolyub, 2003.
- Eletskaya O.V., Gorbachevskaya N.Yu. Organization speech therapy work At school. - M.: Sfera, 2005.
- Sadovnikova I.N. Violations writing and their overcoming in younger students. - M.: Vlados, 1997.
- Technological cards in the Russian language Grade 2.
What position do the lips take when we pronounce the sound "L"?
3. Isolated utterance sound.
Show me how to pronounce this sound correctly.
Horn for a long time L-L-L
Say abruptly L, L, L.
Sound automation work
L: Let's go back to our winter fairy tale.
"The old elk calls the animals
Hey, over here! Hurry, hurry!
You forgot? Because today
There will be a New Year's holiday!
L: In order for these inhabitants to find themselves in the clearing, you need to complete several tasks.
a) automation in syllables
L: For this animal to gallop, you need to repeat the syllables after me:
LA-LA-LA AL-AL-AL
LO-LO-LO OL-OL-OL
LU-LU-LU UL-UL-UL
LY-LY-LY YL-YL-YL
b) automation in words and sentences
Speech therapist demonstrates a figurine of affection
L: Do you know the name of this animal?
(A large image of a weasel appears on the screen)
weasel- a small predatory animal of white color.
L: You need to place a weasel to the left of the tree. The child takes the figurine and comments on his actions - I PLACED THE WEASEL TO THE LEFT OF THE TREE.
L: In order for these forest dwellers to appear in the clearing, you need to solve riddles:
Who is cold in winter
Wandering angry, hungry ... ( wolf)».
L: Put the wolf in front of the tree. The child comments I PUT THE WOLF IN FRONT OF THE TREE
L: And why did the wolf come?
D: skiing
"Knocks all the time
Trees are hollowed out
But they don't hurt
It only heals... (woodpecker)».
L: And how does a woodpecker heal trees?
L: Plant a woodpecker under the tree. The child comments I PLANTED A WOODPECKER UNDER A TREE.
L: And this inhabitant of the forest wants to play a finger game with you
c) Development work fine motor skills fingers
After gymnastics, the speech therapist demonstrates the figurine capercaillie
L: Who is it? (if children find it difficult to answer, the speech therapist calls himself)
This is a capercaillie. Do you know why it's called that? ! Capercaillie - from the word "deaf". He is called so because when he starts to sing his song, he becomes deaf and does not hear any sounds. When it stops, it starts to hear again. Plant a capercaillie to the right of the tree.
R: I PLANTED A CLOCK GRINDER TO THE RIGHT OF THE TREE.
d) Work on the development of graph-motor skills
L: And this little animal really wants you to draw his portrait.
(children are given envelopes in which there are tasks of varying complexity.
1) for a child with mathematical preferences :
squirrel outline, made with a thin dotted line, which must be circled strictly along the line and connected by numbers (easy option)
draw the contour of the squirrel point by point, following digital cipher(difficult option)
2) for a child with artistic abilities:
the contour of a squirrel, made with a thin dotted line, which must be circled strictly along the line (easy option);
squirrel outline made with a thin dotted line with missing elements (complex option)
L: Who did you get?
D: squirrel
e) Work on the development of the grammatical structure of speech.
L: Our squirrel is very capricious. She invites you to play with her again and name all the inhabitants of the clearing as if there are many of them.
D: Moose - moose - a lot of moose
Weasel - weasel - a lot of weasel
Woodpecker - woodpeckers - many woodpeckers
Capercaillie - capercaillie - many capercaillie
Wolf - wolves - many wolves
Protein - protein - a lot of protein.
L: Put the squirrel on a stump
R: I PLANTED A SQUIRREL ON A STUMP
e) Work on the formation of the skill of sound analysis
Determine which scheme fits the name of each animal or bird:
- The beginning of the word - weasel, elk
- Middle of the word - wolf, squirrel, capercaillie
- End of the word - woodpecker
f) Practicing a clear pronunciation of sound in pure speech
L: Look, the name of the New Year tree also has the sound “L”. Let's say something about her. I offer the following phrases:
Individual and choral pronunciation:
"LU-LU-LU - we are around the Christmas tree at the ball
LO-LO-LO - our Christmas tree is warm
LA-LA-LA - our Christmas tree is small
LY-LY-LY - we trampled the floors.
L: Now it remains to decorate the Christmas tree and the animals will begin a fabulous holiday.
(New Year's melody is heard)
L: Let's say goodbye to our little animals and birds and wish them a happy New Year.
Ludmila Abramova
Technological map of an individual speech therapy lesson "Automation of sound [Ш]"
Routing
individual speech therapy session
on the topic:
« Sound Automation"SH" in syllables, words, phrases, sentences, poems and tongue twisters.
Prepared:
teacher- speech therapist
MKDOU "Kindergarten
"Smile" Zhizdra
Abramova L.V.
Zhizdra - 2015
Technological map of an individual speech therapy lesson
teachers- speech therapist Abramova Ludmila Valentinovna
group (number,
speech therapy conclusion) Group #2 ( "Gnomes")
Logopedic conclusion: ONR (level 3).
Subject audio automation classes"SH"
Type classes"New knowledge"
Used technologies 1. Technology based on the activity approach.
2. Health-saving technologies.
3. Information and communication technologies.
4. Technology phased formation mental actions.
Target automate sound"SH" in syllables, words, phrases, sentences, poems and tongue twisters.
Tasks Correctional-educational Correctional-developing Correctional-educational
Fixing the correct articulation pattern during pronunciation sound [W];
Ability to speak clearly sound [Ш] in syllables, words, phrases, sentences, poems and tongue twisters;
Development of phonemic perception and hearing;
Ability to compose sentences from words;
Ability to coordinate nouns with numerals;
Expansion and activation of vocabulary;
Improving the skills of analysis and synthesis of words.
Develop articulation and fine motor skills;
Develop a sense of rhythm, auditory attention, memory, thinking;
Education of self-control skills;
Encourage activity and mindfulness lesson;
Raising the need for verbal communication;
Raising interest in classes;
Raising a sense of pride in the beauty and sound of the native language.
Preconditions for universal
learning activities Personal UUD: Regulatory UUD: Communicative UUD: Cognitive UUD:
To form motivation for learning and purposeful cognitive activity;
To carry out cognitive and personal reflection.
To develop the ability to express one's assumption based on work with speech material;
Fulfill learning activities in verbal and mental form.
Develop the ability to listen and understand others;
Ability to work in pairs;
Negotiate and come to a common decision in joint activities, including in situations of conflict of interest.
Develop the ability to find and structure information;
Develop the ability to present information and extract it from diagrams;
Based on the analysis of objects to draw conclusions,
generalize, classify by signs;
Find answers to questions.
ICT tools,
hardware security: laptop.
Presentation " Sound Automation"SH".
Organizational structure speech therapy session
Stage Stage duration Methods
and methods of work Forms of organizing the activities of pupils Activities
teachers- speech therapist Activity
pupil
Motivation - to create conditions for the emergence of the pupil's internal need for inclusion in the educational process;
Build installations for healthy lifestyle life and implementation in real behavior.
2 minutes Show a sample of the exercise, symbol pictures-symbol articulation exercise with the pronunciation of a poem Performs articulatory gymnastics.
II. The stage of Knowledge Update is to update the studied methods of actions sufficient to build knowledge consolidation and their generalization (reproduces and fixes the ZUN necessary to build new knowledge).
Stage duration Methods
teachers- speech therapist Activity
pupil
2 min Practical: analytic-synthetic. Individual - Let's remember how the curtain rustles on wind: sh-sh-sh-sh.
Describe what lips do? Teeth? Where is the tongue located? What position is he in? Let's say this exhalation sound. Let's see what kind of wind comes out.
Does air come out freely from your mouth? There is a barrier to the air stream - this is the tongue. So this sound, Which? (Consonant.) How do we pronounce it, angry or affectionate? (Angrily.) Sound"SH"- hard consonant. Put your hand on your throat repeat: sh-sh-sh-sh. Does our neck tremble or is it sleeping? Right, sound"SH"- deaf.
Exercise "Knock like me".
pronunciation syllables with sound"SH".
Characteristic sound"SH".
Sha - shu - shi, Ashka - ear - ishka, Shi - sha - shu, Ishka - ashka - ear, Shu - shi - sha, Ear - ishka - ashka.
Discovery of new knowledge. - awareness of what exactly is the lack of their knowledge, skills or abilities.
Fixing the place where the difficulty arose, the correlation of their actions in this place with the methods studied and determining what knowledge or skill they lack to solve the difficulty
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist
Activity
pupil
5 min Practical:
analytical-synthetic Individual Automation sound [w] in words.
Here we come to our friends. And Masha and Mishka put things in order in the house. Let's help them put things in the cabinets - one cabinet for Mishka, the other for Masha. Think about what things Masha can have in her closet, and what things Mishka can have?
Exercise "Combine the syllables into a word, find picture» .
The bear has several favorite items, you can guess which ones if you connect the syllables correctly.
Shka-tool-ka.
Chocolate.
By-va-resh-ka.
Coil.
Masha's closet... (hat, fur coat, shawl).
Mishka in the closet ... (stick, cannon, checkers).
Pronunciation of words.
Application of new knowledge in practice.
Stage duration Methods
and methods of work Forms of organizing activities of students Activities
teachers- speech therapist Activity
pupil
11 min Practical Individual Exercise"Divide the word into parts by clapping your hands".
Now let's clap our hands for each resulting word, dividing it into parts.
A game "Call it sweetly" (PC).
Exercise "Count".
Target: the ability to coordinate numerals with nouns.
Masha collected bumps for Mishka. How many cones did Masha collect?
Masha has 6 cones. Listen and repeat.
Automation [w] in sentences.
Our friends have prepared another game for you. We need to come up with a proposal for each of the proposed schemes.
What is shown in the first diagram? (Bag, arrow, cherry)
What do you think is in the bag? Answer with a complete sentence.
Think of sentences for the second and third schemes.
Sound Automation[w] in poems.
Let's tell a poem for Mishka. Listen and repeat for me:
Hat and coat -
Here is our Mishutka.
Exercise "Pick the items to the signs".
Sweet, big, hot (Sun)
Small, spruce, brown (cone)
Green, transparent, quiet (frog)
Beautiful, white, marsh (water lily)
Exercise: "Memorize and repeat tongue twisters after the announcer". (PC operation).
Divides the word into parts with claps.
Shka-tool-ka.
Chocolate.
By-va-resh-ka.
Coil.
Bread is bread.
Hare is a bunny.
The sun is the sun.
The hut is a hut.
A rooster is a rooster.
Starling - starling.
The nightingale is a nightingale.
The cherry is in the bag.
The kid is playing with balls. Masha collects lilies of the valley.
Repetition of a poem.
Working with subject pictures.
The repetition of words.
Fizminutka - to form attitudes towards a healthy lifestyle and implementation in real behavior.
Stage duration Methods
and working methods
Forms of organizing students' activities Activities
teachers- speech therapist
Activity
pupil
Showing a sample of the exercise by a child Group
Performs a physical minute together with a pupil "Our Masha cooked porridge" Our Masha cooked porridge.
Cooked porridge, kids fed:
I gave this
I gave this
I gave this
I gave this
And she didn't give it.
He played a lot.
He broke his plate.
isorhythmics
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist Activity
pupil
4 min Practical: choosing the right wording, oral, grammatical
According to the level of independence: after explaining the task Individual
Reads a poem.
Performs actions on what is heard
Reflection
To form an adequate understanding of the reasons for the success / failure of educational activities;
Form an adequate self-assessment based on criteria "good student".
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist Activity
pupil
3 min Practical, comparison. Individual Game"Labyrinth".
Run your finger along the path, pronouncing clearly sound"Shhh" (Picture on PC) .
What are we today sound learned to pronounce?
Is our lesson has come to an end. And if you were wondering, take it with you funny bear, well, if not, then sad.
Working with a track on a PC, answering a question, choosing a Bear.
Literature.
1. Andreeva G. N. speech therapy classes on the development of coherent speech of younger students. At 3 o'clock: a guide for speech therapist / ed.. R. I. Lalayeva. – M.: VLADOS, 2012.
2. Arushanova A. G. Speech and verbal communication children. Formation of the grammatical structure of speech 3-7 years. M.: Mosaic-Synthesis, 2005.
3. Miklyaeva N. V., Miklyaeva Yu. V., Slobodnyak N. P. Correction-developing classes in kindergarten . Guidelines for specialists and educators of preschool educational institutions. M.: Sfera, 2008.
4. Levchuk E. A. Grammar in fairy tales and stories. SPb. ,2003.
5. Mironova S. A. Development of speech of preschoolers on speech therapy classes. ,M. ,2007.
Municipal budgetary educational institution
Medium comprehensive school № 4
Routing
speech therapy session
Teacher speech therapist
Korostelina Galina Konstantinovna
2014
Target block.
Topic of the lesson
Setting the sound [Ж].
Purpose of the lesson
Clarification of the articulation of the sound /zh/, staging the sound /zh/, fixing in an isolated pronunciation;
Development of speech motor skills;
Development of phonemic perception and phonemic analysis;
Fixing the connection between sound and letter / w /
Planned result:
Personal Skills
Meta Item Skills
Item Skills
Feeling the need for learning, evaluation, self-esteem.
Cognitive Skills: determination of the sound pronunciation algorithm, analysis of the correct sound pronunciation, construction of a logical chain of reasoning, independent selection and formulation of a cognitive goal, use of sign-symbolic means.Regulatory Skills: the ability to control one's readiness for work. Analyzing your work: find errors, establish their cause, control your actions, the ability to plan and perform actions, correlate your actions with a known algorithm.Communication skills: the ability to listen and hear each other, enter into a dialogue with the teacher, accept and save learning goal and tasks, to express their thoughts in accordance with the set learning objectives.
1. Clarification of the articulation of the sound /zh/, setting the sound /zh/, fixing in an isolated pronunciation.
2. Development of speech motor skills;
3. Development of phonemic perception and phonemic analysis;
4. Fixing the connection between sound and letter / w /
Tool block.
Tasks of the lesson: 1. Fformation of a kinesthetic image of the sound [p] (sensations of the position of the organs of articulation);
2. Formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
3. Development phonemic hearing and perception.
4. Development of attention and memory.
5. Strengthen the ability to correlate sounds with letters and symbols.
Lesson type: acquisition of new knowledge.
Means of education:
Equipment: mirror.
Didactic material: letter cards, sound articulation profile, subject pictures.
Organizational and activity block
Stages of the lesson
Teacher activity
The activity of the teacher
Cognitive
Communicative
Regulatory
Actions taken
Formed
ways of doing things
Implemented
actions
Formed
ways of doing things
Actions taken
Formed
ways of doing things
1. Organizational moment.
1. Creates an emotional mood:
Every day, always, everywhere
In the classroom, in the game -
We speak boldly
And we sit quietly.
2 .Makes a riddle:
In this house there are red doors
There are white animals near the doors.
Animals love sweets and buns.
Solve the riddle.
Extract essential information from the text of the riddle.
Update life experience.
Interacts with the teacher while guessing the riddle.
Ability to listen to the interlocutor.
Express your thoughts in accordance with the task.
Controls the correctness of the answer.
Ability to listen in accordance with the target setting.
Accept and save the learning goal and objectives.
2. Articulation gymnastics
"The Tale of the Merry Tongue"
1. For lips :
This house is a mouth. The doors to the house open and close. Like this: mouth open: “smile”
Mouth closed: “pipe”
“frog boys”
Pull the lips straight to the ears - the frogs really like it,
They smile, laugh, and their eyes are like saucers.
“elephant guys”
I imitate an elephant, I pull my lips with my proboscis.
For language : In this house, my friend, a cheerful tongue lives.
Oh, and he is a smart boy and a little naughty
So he went out for a walk, sunbathe on the porch (the tongue lies on the lower lip)
“shovel" - put your tongue with a shovel, hold it a little,
He lies quietly and does not tremble at all.
Here a light breeze blew and the tongue shivered (tongue"arrow") hid in the house and closed the door behind him (remove the tongue, close his mouth).
And in the yard the sun hid behind the clouds and the rain drummed on the roof (we knock on the teeth with our tongues, we say “d-d-d-d”).
The tongue did not get bored at home, the ceiling was whitened)
“Painters” (we are painters today - we will whitewash the ceiling).
The tongue looked at the clock, they were ticking: “tick-tock” (mouth open, lips in a smile, touch the corners of the mouth with the tip of the tongue)- "clock"
“It's time for me to sleep too, ”thought the Tongue.
Performscertain
positions of the articulatory organs.
Use symbolic means.
Interacts with the teacher during the performance of articulatory gymnastics.
Ability to listen to the interlocutor.
Express your thoughts, actions in accordance with the task.
Controls the correct execution of gymnastics.
Clarifies, corrects, supplements as necessary.
The development of correct, full-fledged movements and certain positions of the articulatory organs necessary for correct pronunciation sounds, and association simple movements into complex ones.
3. Statement of the learning problem
There are several pictures on the board: a beetle, a spider, a bird.
The speech therapist reads the riddle:
Zhu-zhu-zhu
Zhu-zhu-zhu
I'm sitting on a branch
I'm sitting on a branch
I keep repeating the letter
Knowing firmly this letter
I repeat in spring and summer.
Who is that buzzing on the branch? Find a picture.
What is the first sound in the word "beetle"? This sound resembles the buzzing of a beetle.
Today we will learn how to pronounce the sound /zh/. For this, it is necessary that the lips and tongue work well.
Formulates the topic of the lesson:
"Staging the sound J",
goal: learn how to pronounce the sound J.
Independently identify and formulate cognitive goals and objectives.
Name the topic and purpose of the lesson.
Interacts with the teacher, answering the question.
Ability to listen and interact with the teacher.
Formulate your statements.
Produces self-control.
4. Sound setting /F/)
(the technique of staging is used by voicing the sound /sh/).
Put your hand on your throat. Make the sound /sh/, and now say it loudly, so that the neck trembles. It turns out the sound /g/.
After a long pronunciation, it is clarified that the beetle is buzzing like that.
The speech therapist corrects and refines the articulation of sound.
Analyzes and compares the pronunciation of sounds.
Listen to the teacher.
Answer the teacher's question.
Control, correct, evaluate the partner's actions.
The ability to express one's thoughts in accordance with the tasks and conditions of communication.
Plan and draw up a plan, a sequence of actions.
5. Dynamic pause.
Performs movement with children.
Hedgehog is preparing for records,
Will play sports.
The hedgehog strains its paws,
Raises the bar up.
Holds 1, 2, 3, 4, 5
You can lower the bar.
Hedgehog squats low
And walks on the pebbles
Returns back.
Relaxation is nice.
Self-control of the task.
6. Clarification of articulation /zh/ (in front of the mirror)
Let's say the sound /w/ again. What position are the lips in?
In what position are the teeth - closed or open?
Where is the tip of the tongue?
The tip of the tongue is raised upward, but does not touch the upper teeth. The tip of the tongue and the lateral edges are curved and cup-shaped.
The speech therapist shows the position of the tongue with the help of the hand.
What does the tongue look like? (cup).
Answers the teacher's questions.
Analyzes the articulation structure of organs.
Establishes a connection between the movement of the articulatory muscles and their sensation.
Answers the teacher's questions.
Ability to listen and engage in dialogue.
Ability to express your thoughts in accordance with the tasks.
Self-control of the task.
Accept and save the learning goal and objective.
Supplement, clarify.
Develop the correct, full-fledged movements of the articulatory organs necessary for correct pronunciation.
7. Fixing isolated sound / w / in onomatopoeia
sing "beetle song": say sound w-w-w for a long time on one breath.
pronounces sound w-w-w.
Establishes a connection between the movement of the articulatory muscles and the perception of sound by ear.
Listen to the teacher.
Ability to reproduce onomatopoeia.
Self-control of the task.
Develop the correct, full-fledged movements of the articulatory organs necessary for correct pronunciation.
8. Development of phonemic analysis
A) The game “Catch the sound” (clap your hands when you hear the sound /g/)
From a number of sounds: M, F, B, R, F, L, F ....
From a series of syllables: zha, wa, lo, jo, du, zhu ...
From a number of words: toad, glass, jump, shovel, TV, giraffe ....
B) Distribute the pictures under the diagrams:
AND_____________
(at the beginning of a word)
AND_______
(in the middle of a word)
Previously, children characterize the sound /zh/: consonant, solid, sonorous.
Pictures on the board: skis, giraffe, acorns, jacket, vest, pajamas, hedgehogs, magazine.
It is necessary to distribute the pictures under the schemes: under the first scheme there are pictures, in the name of which the sound /zh/ at the beginning of the word, under the second scheme - /zh/ in the middle of the word.
C) Determination of the place of sound /zh/ in a word according to the digital series: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
The speech therapist pronounces the words: dinner, leather, fire, boots, spring.
Claps his hands when he hears a sound.
Describes the sound. Distributes pictures under diagrams.
Determine the place of the sound in the digital series.
Perception of sound by ear.
Sound analysis.
Definition of sound in words.
Definition of sound in words.
Listen to the teacher.
Answer the teacher's question.
Ability to listen and engage in dialogue.
Plan collaboration with the teacher.
Self-control of the task.
.
Be able to listen in accordance with the target setting.
Accept and save the learning goal and objective.
Supplement, clarify.
9. Fixing the connection between the sound and the letter “Zh”.
Show the letter "g". What does she look like?
Make a letter out of sticks.
Pick up pictures with sound /f/.
Associates a sound with a letter.
Establishing a connection between sound and letter.
Listen to the teacher.
Answer the teacher's question.
Ability to build monologues.
Self-control of the task.
Clarify, correct, supplement as necessary.
Be able to listen in accordance with the target setting.
Accept and save the learning goal and objective.
Supplement, clarify.
10.Result
Technological map of the lesson
Information about the speech therapist (name, place of work, current category, requested category) ____________________________________________
___________________________________________________________________________________________________________________________
Item: frontal speech therapy session Class 2 Program, allowance:
Lesson topic: Differentiation Y - E. Lesson type: consolidation of the material covered
Equipment:
Characteristics of the learning opportunities and previous achievements of students in the class for whom the lesson is being designed: students are proficient
regulatory UUD: 1) determine the topic and purpose of educational activities with the help of a speech therapist and independently; 2) compare their actions with the standard (sample).
cognitive UUD:1) differentiate Y - E in syllables and words; 2) own sound analysis and synthesis; 3) distinguish vowels from consonants and consonants by hardness and softness.
communicative UUD:1) they can formulate their thoughts orally only according to the algorithm; 2) defend their point of view only at the initiative of a speech therapist; 3) do not always know how to listen to the answers of others.
personal UUD: rejoice at your own success and the success of your classmates; 2) respectful attitude towards each other in the course of the lesson
Goal and objectives as planned learning outcomes, planned level of achievement:
Type of planned learning activities | Learning activities | Planned level of achievement of learning outcomes | |
Subject UUD (know, be able) | To fix the ways of differentiating Y - E in words and phrases. Learn to apply the acquired knowledge in practice. Match adjectives with nouns. units and pl. | ||
Metasubject | Cognitive UUD | Be able to isolate essential information from a source. | |
Regulatory UUD | Determine the topic and purpose of educational activities with the help of a speech therapist and independently. Plan your actions based on the algorithm. | ||
Communicative UUD | Be able to express your assumptions, arguing the answer. Carry out joint activities. | ||
Personal UUD | Conduct self-assessment based on the success of educational activities. |
lesson stage, stage time | Stage tasks | methods, learning techniques | Forms of educational interaction | Activities of a speech therapist | Student activities | Formed UUD and substantive actions |
Motivation-target stage 5 min. | Psychological attitude to the lesson, activation of attention. Ensure current knowledge is updated. Organize an independent or with the help of a speech therapist the formulation of goal setting. | game moment Conversation | Frontal | 1. Offers learners to reproduce the rhythm. 2. Organizes the activities of the student, aimed at updating existing knowledge. | Clap the rhythm, write down the number in a notebook. Identify the same sound in words. Determine the topic and purpose of the lesson. | Personal: Ability to work positively. Cognitive: Communicative: Regulatory: Determine and understand the goals of educational activities. |
indicative stage 5 minutes. | Organize an independent or with the help of a speech therapist statement according to the algorithm? | Conversation | Individual. Frontal | Working with mirrors | Compare the articulation of sounds, give a description of the sounds. | Cognitive: The ability to isolate the common sound in words Communicative: Express your thoughts |
Search and research stage 1-2 min. | Organize a solution to the problem. (How do we differentiate?) | Conversation Receiving overlay with the back of the hand under the chin | Frontal Individual. | Offers students to identify ways to distinguish between sounds. | They independently name the ways of distinguishing sounds. | Cognitive: The ability to name ways to distinguish sounds. Communicative: Express your guesses. |
Practical stage 20 minutes. | Ensure the application of knowledge in practice. | Exercise Demonstration. game method. | Individual. Frontal group | Offers a number of tasks to practice the acquired knowledge. | Subject: Cognitive: Extract information. Focus on your knowledge system. Get new knowledge. Regulatory: Control the process and results of activities. Communicative: |
|
Reflective-evaluative stage 8-9 min. | Evaluate the results of their activities. Plan their actions to improve the result. Present judgments orally. | Individual | Dialogue between a speech therapist and a child, identifying difficulties that have arisen. Leading questions of a speech therapist, allowing the child to realize the next step to achieve a result at a higher level. | Difficulty of further planning of actions to improve the result. | Personal: The ability for self-esteem. Communicative: The ability to adequately use speech means to formalize their judgments. Listening skills. Regulatory: Plan further actions to improve the result. |
