Dear mothers and fathers, grandmothers and grandfathers!
Correct speech is an important condition for the successful education of a child in school. The better developed a child's oral speech, the easier it will be for him to master reading and writing.
In order to make the process of adaptation to school easier for the child, by the beginning of schooling the child yo nc must be formed:
1. Higher e mental functions (attention, perception, thinking, memory).
2. Correct pronunciation.
3. An idea of the sound system of a language (the ability to distinguish sounds by ear (phonemic hearing), the ability to determine the first, second, third, etc. sound in a word (phonemic analysis), the ability to independently invent words for a given sound (phonemic representations)) .Do not confuse a letter with a sound. Sound is what we hear, letter is what we write.
4. In a sentence, a first grader can name the words in order. The child is able to answer the questions “Who?”, “What?”, “What is he doing?”, “What?” and put questions to the words in the sentence. 6-7 year old child yo nok is able to divide speech into separate grammatical units.
5. Must be developed fine motor skills hands.
6. The ability to navigate in one's own body and the surrounding space (right - left).
7. Must have a broad outlook (days of the week, seasons, months, classification, etc.). If a child has mastered oral speech before school, then he has yet to master written language.
Handwriting problem is quite common in primary school. Learning to write is a difficult job for any kid. Studies have shown that at the beginning of training, first-graders in the writing lesson experience physical and mental stress of the same level as the astronauts at the time of launch. Writing skills are generally formed later than the ability to read or count. Difficulties arise if the child has insufficiently developed fine motor skills, that is, the ability to control the subtle movements of the fingers and hands.
What to do in this case? Good finger training: sculpting, assembling a designer with small details, assembling puzzles ("puzzles"), folding patterns from mosaics or other small items - matches, buttons, cutting with scissors along the contour, stringing beads, sorting through cereals (for example, peas with buckwheat , rice with buckwheat and other options)
Get a special notebook for exercises, in which the child will monitor his progress. The main thing is not to force him to just write as much as possible.
You can pick up interesting and fun tasks that develop hand-eye coordination. For example, you want to draw a path between two winding lines with a pencil without touching them. Or circle some drawing, but not by contour line, and next to it - from the inside or from the outside. Hatching, coloring drawings with small details, drawing a symmetrical half to an unfinished drawing. Children really like to draw in cells under dictation ("One cell to the right, two to the left, etc.").
But there are more serious violations, when it is difficult for a student to master reading and writing.
Children with these disorders make mistakes when reading: they skip letters, add unnecessary ones, distort the sound of words, their reading speed is low, the guys change letters in places, sometimes they skip the initial syllables of words ... The ability to clearly perceive certain sounds by ear and use them often suffers. in speech, reading and writing. At the same time, the possibility of distinguishing close sounds is violated: “B–P”, “D–T”, “K–G”, “S–Z”, “Zh–Sh”. Therefore, such children are very reluctant to complete tasks in the Russian language: retelling, reading, presentation - all these types of work are not given to them. With difficulty mastering writing the child has difficulty mastering writing: dictations contain many grammatical errors. He does not use capital letters, punctuation marks, he has terrible handwriting, some letters are incorrectly oriented in space. They confuse similar letters: “Z” and “E”, “P” and “b” ( soft sign), I add an extra element or, conversely, skip it.
To reb yo Nok could hear the teacher, pay attention to that, how he understands your verbal instructions of demand. Try to express them yo tko, laconic, kindly and calmly. your requirements dmust be feasible for children yo nka. In his own speech yo pronounce the endings of words, give reb yo nku the ability to hear the changes in the end of words in different contexts, use grammar correctlycal forms, etc. For example, this is a book; no book; looking for a book think about the book; drawing a book. Misha drew, and Tanya drew. It is important to draw the child's attention to the meaning-forming elements of the speech system - verbs, using examples from Everyday life, to teach children to differentiate them by meaning - got up, lay down, sewed up a hole, sewed on a button, embroidered a flower, etc .; draw the child's attention to correct understanding and the use of spatial prepositions of contextual speech and in isolation, especially complex prepositions due to, from under - put the pencil on the table, take the pencil from the table, put the pencil under the table, hide the pencil behind the back, etc. To improve grammatical speech, you can use speech games: “I have a blue balloon, but what do you have ...”, a yellow apple, a red car, 3 red apples, 7 red apples, 8 cars, 9 balloons. Pay attention kids yo nka on the cooking process, e e quality , composition , products , from which the dish is prepared. For example, how ready them: cook, fry, bake e m, clean; taste qualities: tasty , sweet , bitter , hot , cold ; color: green, yellow.
Most importantly: don't take on the role of a teacher. Do not oppress your child with your superiority, your past school successes. Better remember your learning difficulties and, most importantly, how you overcame them. The key to success in any business is trust.
speech therapy classes- a section with summaries of group, frontal, individual speech therapy and logorhythmic classes, as well as integrated classes, master classes on non-traditional teaching methods. We are sure that the materials posted here will be interesting and informative not only for specialists in children's educational institutions, but also for parents who are sincerely interested in the development of their child.
Experienced specialists share their knowledge here, and the presented abstracts will help beginner speech therapists to plan their classes correctly and excitingly.
Lessons with a speech therapist. Materials and abstracts.
Contained in sections:Includes sections:
- Sounds. Differentiation and automation of sounds. Correction of sound pronunciation
Showing posts 1-10 out of 7309 .
All sections | speech therapy classes
Target: The development of coherent speech. Correctional and educational tasks: Expansion and refinement of ideas about the library, about the profession of a librarian. Expansion and activation of the dictionary on the topic (library, librarian, reading room, subscription, shelving, form, book depository ....
Synopsis of the speech therapy lesson “Pantry of nature. The labor of people in autumn Abstract speech therapy lesson on the topic"Pantry of nature. The labor of people in autumn Target: familiarization of children with the concept of vegetables, mushrooms, berries, the labor of people in the fall. Tasks: corrective - educational: - to teach children to form nouns with a diminutive - affectionate ...
Speech therapy classes - Synopsis of a speech therapy lesson on the topic "Late Autumn"
Synopsis of a speech therapy lesson Topic: "Late autumn" (frontal speech therapy lesson on the formation of lexical and grammatical means of the language) Educational goals: - to consolidate and clarify children's knowledge about autumn, autumn changes in nature; - expand and enhance...
MAAM Pictures Library
Synopsis of the speech therapy lesson “Clothes. Shoes. Hats" Synopsis of a speech therapy lesson on the topic “Clothes. Shoes. Hats". Purpose: “To form the lexical and grammatical structure of speech on the topic “Clothes. Shoes. Hats"". 1. Correctional and educational: - exercise in agreeing nouns with adjectives; - exercise in...
Summary of the lesson "Clothes" in the senior speech therapy group Topic: "Clothes" senior group (speech therapy) Correctional and educational goals: Expand and activate the vocabulary on the topic. Improve the grammatical structure of speech, learn to form high-quality adjectives; learn to agree on nouns in gender, number, ...
Synopsis of the GCD on the logarithmics "Foodstuffs""Food". Synopsis of GCD on logarithmics GCD course: Speech therapist: Hello, children. Today we will talk about food. But what you like to eat, you now call. Didactic game“Catch and name” Speech therapist: And how to call it in one word? Children: Food...
Speech therapy classes - Synopsis of a speech therapy lesson using ICT technologies "Fruits, vegetables, berries"
"Fruits, vegetables, berries" Outline. Purpose: to consolidate children's knowledge about fruits, vegetables, berries. Tasks: - to expand, enrich and activate the vocabulary on the topic; - to consolidate the ability to form the plural of nouns; - work out the formation of relative ...
Purpose: To instill in children a caring attitude and respect for bread and the people who grew it; - Expand children's knowledge about the importance of bread in human life; - Introduce children to the process of growing bread; - Give an idea of how bread came to our table; Reverse...
Abstract of an individual speech therapy lesson on the development of coherent speech "Autumn in the Park" Subject: Autumn in the park. Objectives: Correctional and educational: To expand the child's ideas about autumn changes in nature. Clarify, enrich, activate the vocabulary on the topic. Improve the syntactic side of speech (composing complex sentences; understanding ...
The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech. General underdevelopment of speech is a violation in which a child with normal hearing and initially intact intelligence has all the components of the speech system unformed: phonetics, ...
A speech pathologist is a very creative profession. Each professional has his own achievements, interesting findings, a special approach to classes. Speech therapists use various techniques to correct pronunciation and form a child's speech.
Many children before school age needs the help of a speech pathologist. Simple pronunciation defects are successfully corrected at speech therapy centers at kindergartens and in the process of private lessons with a speech therapist. But there are complex speech disorders- alalia, stuttering, dysarthria, general underdevelopment of speech, the correction of which requires a very long and painstaking work of a speech therapist, educators and parents of the child. For children with severe speech disorders, there are specialized preschool institutions or speech therapy groups at ordinary kindergartens. For such children, it is important not only to correct pronunciation, but also to form the lexical and grammatical structure of the language, develop speech, and prepare them for learning to read and write. The success of further education at school, socialization in society depends on this. Parents should carefully follow all the recommendations of a speech therapist, do homework and exercises with the child, and consolidate the skills and knowledge gained in the classroom every day. Only the joint efforts of parents and all specialists working with the child will help overcome difficulties, teach him to speak correctly and beautifully, and study successfully at school.
- For your content to be included in this section, post a post in your personal blog on the website and add the words "Speech therapy classes" (without quotes) to the bottom field "Headings".
Treaty
Between the teacher - speech therapist of the educational institution GBOU……………………………………………..and the parents (legal representatives) of the student _________________________ (full name of the child) of this educational institution on his speech therapy examination and correction of sound pronunciation .
Teacher-speech therapist GBOU…………………………………………. and hereinafter referred to as "parents" (legal representatives) have concluded this agreement as follows:
1. Teacher speech therapist:
1.1. Informs the parents (legal representatives) of the student of the GBOU………………………………………………….. about speech defects.
1.2. Introduces the conditions and requirements of corrective support.
1.3. Develops an individual program of correctional support and conducts classes in accordance with this program.
1.4. Gives the necessary recommendations to parents for classes with students.
2. The teacher-speech therapist has the right:
2.1. If necessary, refer the student to other specialists.
2.2. In the absence of a student in the course of 2 weeks without a good reason and timely failure to inform about the reasons for the absence, terminate this agreement and stop classes.
3.
Parents (legal representatives) of the student:
3.1. They express their consent (disagreement) for the correctional and speech therapy support of the student in accordance with the testimony of the speech therapist teacher within the framework of professional competence and ethics of the speech therapist teacher.
3.2. Express their consent to take an active part in the elimination of speech deficiencies identified as a result of the survey:
3.2.1. Assist the child in learning correctional program V
home conditions.
3.2.2. Follow the recommendations of the speech pathologist.
3.2.3. If necessary, keep a notebook for speech therapy classes.
3.2.4. In case of a prolonged absence of a child in an educational institution, classes continue in
at home on the instructions of a teacher - a speech therapist.
4. This agreement is valid from _________ to ___________.
5. The contract is drawn up in two copies, one with the teacher - a speech therapist, the other with the parents (legal representatives).
6. Teacher - speech therapist:………………….. Parents Full name (painting):
telephone:
GBOU phone
Preview:
INDIVIDUAL STUDENT CARD
1. Surname, name, date of birth………………………………………………………………………………………………………………… …………………………………………………………………………………….
2.School, class…………………………………………………………………………………….
3. Home address…………………………………………………………………………………………………
4. Telephone……………………………………………………………………………………………
5. Did you attend a kindergarten (speech therapy or mass group)…………………………………………………………………………………………………
6. Speech environment (does the family have stutterers, with speech defects, bilingualism)……………………………………………………………………….
7. Early physical development (when he began to sit, stand, walk)………………………………………………………………………………………………… .
8. Early speech development (when babbling, cooing, first words appeared)……………………………………………………………………………………………… ……………………………………………………………………………………………………………………
TIMETABLE OF CLASSES……………………………………………………………………………………………
"PARENTS AS ONE LIKE THE TEACHER ARE RESPONSIBLE FOR THEIR CHILDREN'S ATTENDANCE TO SPEECH THERAPY CLASSES AND THE CLEAR FOLLOWING OF THE INSTRUCTIONS OF THE SPEECH THERAPIST"
DATE COMPLETE SIGNATURE
Preview:
Prospective planning of work on the correction of dysgraphia in grade 1
No. p/ | Pedagogical symptoms | Causes of difficulty | Types of corrective exercises |
Immaturity phonemic hearing | Mixing of vowels, consonants tv.- mg., gl.-sv. Vowel skips |
|
Preview:
Planning work on the correction of dysgraphia grades 2-4
№p/ | Pedagogical symptoms | Causes of difficulty | Corrective exercises |
Spelling violation | Unstressed vowels, voiced and voiceless consonants, softness and hardness of consonants, iotized vowels, unpronounceable consonants. spelling of prepositions, spelling of prepositions | The concept of "consonants" Solid consonants (sounds and letters). Soft consonants (sounds, letters). Differentiation between soft and hard. Syllables with hard consonants. Syllables with soft consonants. TV differentiation. and mg. Words with a soft consonant at the end of a word. Words with a soft consonant in the middle of a word. Deformed texts. Task texts. | The concept of "consonants" Voiced consonants (sounds, letters). Voiceless consonants (sounds, letters). Differentiation of voiced and deaf. Voiced and voiceless at the beginning of a word. Voiced and voiceless in the middle of a word. Voiced and voiceless at the end of a word. Selection of related words. Selection of test words. Provocative texts. Deformed tests. Task texts. | The concept of "vowel sound" Vowel sound, letter. Consonant sound, letter. Differentiation. The state of phonemic hearing. Analysis and synthesis on vowels. Striking syllable. Unstressed syllable. Unstressed vowel. Selection of related words. Selection of test words. Provocative texts. Deformed texts. Task texts. |
Violation of the main syntactic constructions(a simple sentence with homogeneous members) | Incompleteness, incompleteness of thought, omission of words, their incorrect order, violation of the connection of words, repetitions of words in a sentence. | Make a proposal according to the scheme. Draw up a proposal. Make a suggestion based on the picture. Answer the question from the picture. Make a proposal for the action of the toy. Write a sentence using the given names of the pictures. Write a topic proposal. Complementing the sentences on the pictures with a word on the question. Make a proposal according to a given scheme (questions). Make up your own personalized offer. Make sentences based on the pictures using prepositions. Make a sentence (from pictures) with homogeneous members. Compile answers to questions. Make up questions to these answers using pictures. Pick out a sentence from the text by ear. Divide text into sentences. Make and write sentences based on the picture. |
Incorrect matching | Lack of skill in posing questions from a noun to ... | The ability to compose a phrase for 1 word (selection of adjectives and verbs). Make up sentences for: Who? ____ Which? Who? _____ What is he doing? Ask a question and complete the phrase:Book? ancient .., Meadow? filling... Compose a phrase from the deformed words:table - wood, chair - paint, floor - package. Working with a deformed proposal. Working with deformed text. Working with provocative text. |
Preview:
Lesson planning of speech therapy classes with a group of students in grade 1 (speech development).
1. Introductory-organizational lesson.
2. Speech and proposal.
3-5 Sentence and word.
6-8 Word and syllable.
9. Environmental sounds.
10. Sounds of speech.
11. Sounds in words.
12-13. Vowel sounds.
14-15 Percussion sounds
16. Sound and letter A
17. Sound and letter U
18. Sound and letter O
19. Sounds and letters A, O, U.
20. Sound and letter y
21. Vowels of the 1st row
22. Sound and letter I
23. Consonants hard and soft. Differentiation s-and
24. Sound and letter E
25. Vowels 2 rows
26. The letter Yo at the beginning of a word
27. Letter I at the beginning of a word
28. The letter Yu at the beginning of a word
29. Vowels of the second row
30. Letter F and sounds
31. Letter B and sounds
32-33 V-f differentiation
34. Letter P and sounds
35. Letter B and sounds
36-37. Differentiation b-p
38. Letter T and sounds
39. Letter D and sounds
40-41 Differentiation Dr.
42. Letter K and sounds
43. Letter G and sounds
44-46. Differentiation g-k
47. Letter X and sounds
48. Sounds (k), (g), (x).
49. Differentiation of sounds (k), (g), (x).
50. Letter C and sounds
51. Letter Z and sounds
52-53. Differentiation s-z
54. Letter Sh and sounds
55. Letter Zh and sounds
56. Differentiation sh-f
57. Differentiation s-sh
58. Differentiation h-f
59. Letter L and sounds
60. Letter Y and sounds y, l *
61. Differentiation l*,d
62. Letters L, Y
63-64. Letter R and sounds
65-66. R-L differentiation
67. Letter C and sound
68. differentiation c-s
69. Letter H and sound
70. Differentiation h-t
71. Differentiation of h-ts
72. Differentiation h-w
73. Letter Щ and sound
74. Letters H,Sh and sounds
75. Differentiation w-w
76. Differentiation ch-sch-tz
77-78. Drawing up a story based on a series of plot pictures.
Final lesson.
Speech therapist Mergasova A.A.
Preview:
Cyclogram of the work of the teacher-speech therapist MERGASOVA A.A.
for 2012 – 2013 academic year
1. Analysis, evaluation and planning of personal work. 2. Survey and selection of students in speech therapy groups. 3 Drawing up calendar thematic plans. 4 Participation in the work of the PMPK OU | + + |
transcript
1 Russian Federation of the Yamalo-Nenets Autonomous District of the Education Department of the Municipal Budgetary Educational Institution of the Teremok kindergarten “Slagopedic Slagopedic classes for the correction of the phonetic-phonemic inexpensive speech of the speech therapist: N. Tarabanshchikova Muravlenko
2 Lesson 1 TOPIC: "Sound and letter U". Purpose: 1. Clear pronunciation of sound. 2. Isolation of the initial stressed vowel. 3. Negotiating sentences on pictures (use of nouns in the nominative and accusative singular). 4. Acquaintance with the letter U. Equipment: subject pictures (iron, boa constrictor, snail, duck, ear, duckling, washbasin, spider, beehive, letters, pipe, kitchen, rooster, willow, oak, alarm clock, antenna, automatic machine, shoes) , individual mirrors, a demonstration card with the letter U, notebooks, pencils, split alphabets. STUDY PROCEDURE. 1. Organizational moment. 2. Articulatory gymnastics and hand gymnastics. 3. Acquaintance with the topic of highlighting the sound [U] from the words: street, smart, Ulya. 4. Prolonged pronunciation of the sound [U]: a) by a speech therapist; b) children (chorus, individually); c) in a quiet and loud voice; d) observation of the position of the articulatory organs (in mirrors), of the air stream, of the voice; e) sound characteristic [U]: a vowel is sung. 5. Isolation of the sound [U] by ear (with eyes closed): a) from a series of vowels: ua, au, ui, iu, ou, uo, ai, io, aui, aiu iua, uia; b) from the words: clever, stork, fishing rod, oriole, teaches, August, (spider, chicken, cat, rooster, hammock, shoes, slippers). 6. Isolation of the stressed initial vowel in syllables, words: uh, ah, oh, them, eh, mind, am, he, Anya, Olya, Ulya. 7. Physical education minute. 8. Isolation of sound [U] by ear and in pronunciation according to subject pictures on the panel: pronunciation of pictures, selection of pictures for sound [U]. 9. Recalling the previously considered pictures to the sound [U]. 10. Acquaintance with the letter Y: examining a card with the letter Y, looking for it in a split alphabet, tracing a contour, printing a letter on a board and in notebooks. 11. Recall the previously considered pictures on U. 12. Exercise in making sentences, negotiating the sentences started by the speech therapist with the obligatory use of previously presented pictures on U: Swims in the river (duckling). Quacking loudly on the shore (duck). The child has pain (ear). Mom turned on the electric (iron). Sitting on a leaf (snail). A huge (boa constrictor) lives in the forest.
3 Mom cleans (washbasin). 13. The result of the lesson. - They learned the sound and the letter U. - The sound [U] is a vowel. Homework: 1. Game "What has changed?" - an exercise with four pictures. 2. The game "Name the first sound" - highlighting the first stressed vowel in a word. 3. Ball game “Name the first sound” (mind, duck, ear, ah, gasp, Olya, smart, Anya, street). 4. Printing the letter U on asphalt.
4 Lesson 2 Topic: "Sound and letter A". Purpose: 1. Clear pronunciation of sound. 2. Isolation of the initial stressed vowel (repetition). 3. Analysis of the sound range of two vowels. 4. Development of attention and memory. 5. Negotiation of sentences, according to subject pictures (use of nouns in indirect cases of the singular). 6. Acquaintance with the letter A. Equipment: subject pictures (automatic machine, album, antenna, bandage, bow, iron, quince, alley, car, studio, nuclear-powered ship, panama, T-shirt, shoes, slippers, duckling), individual mirrors, card with the image of the letter A, notebooks, pencils, split alphabets. Course progress. 1. Organizational moment (remembering geometric shapes). 2. Articulation and breathing exercises. 3. Repetition of the sound [U], recalling the previously discussed pictures on U. 4. Acquaintance with the topic of highlighting the sound [A] from the words: August, stork, address, author, Annushka. 5. Pronunciation of the sound [A], observation of articulation, characterization (the sound is pronounced by a speech therapist, children, choir and individually). Conclusion: the sound [A] is a vowel. 6. Isolation of the sound [A] by ear (with closed eyes): a) from a series of vowels: ua, au, ai, uu, ia, ao, uia, iua; b) from reverse syllables: al, up, op, am, ah, uh, im, he; c) from the words: alphabet, pineapple, angel, turkey, England, smart, vegetable, (shoes, slippers, bow, bandage, riot, book). 7. Analysis of the sound sequence of two vowels of the game: “Guess how many sounds I will pronounce”, “Guess and name the sounds”: au wa ai ia u u u ao oa choral speaking; B) selection of pictures for A game "The fourth extra"; C) games for the development of attention and memory with the remaining pictures on A: "What's gone?" - 6 pictures; "What changed?" - 4 pictures. 9. Fixing the use of indirect cases of singular nouns the game “Finish the sentence” (according to subject pictures on A, but without relying on clarity):
5 They put a television on the roof. Soldiers shoot out. Children draw with paints. Mom makes jam. Children walk in the garden. 10. Physical education minute (finger gymnastics). 11. Acquaintance with the letter A: looking at a demonstration card, looking for a letter in a split alphabet, tracing the outline of the letter A, printing the letter on the board and in notebooks. 12. Bottom line. What sound did you study? - What is that sound? - Why is he a vowel? What other vowel sound do you know? The game "Guess the word" (the first vowel A or U is omitted):.ho,.automat,.tka,.tenna,.album,.tyug,.washbasin,.dav,.mnik,.taka,.automobile,.litka. Homework: 1. The game "Count and name the sounds" - sound analysis(ah, wah) 2. Games "What has changed?", "What is gone?" - development of attention and memory.
6 Lesson 3 Topic: "Sounds [A], [U]". Purpose: 1. Clear pronunciation and comparison of sounds [A], [U]. 2. Isolation of stressed and unstressed sounds [А], [У] at the beginning of a word. 3. Reproduction of sound sequences of three vowels. 4. Analysis of the sound range of three vowels. 5. The distinction between masculine, feminine and neuter nouns in relation to cardinal numbers one, one, one. Equipment: subject pictures (iron, boa constrictor, snail, ear, duckling, duck, album, antenna, automatic machine, car, washbasin), notebooks, pencils, magnetic alphabet (demo), split alphabets. Course progress. 1. Organizational moment (remembering and naming pictures on [A], [U]). 2. Articulation and breathing exercises. 3. Guessing the sounds [A], [U] by the articulatory posture. 4. Pronunciation, comparison, characterization of sounds [A, U]. 5. Listening to the sounds [A] [U]: a) in the sound row: a, y, y, a, u, y, a (one row the team clap on the sound [A], the other row on [Y]) ; b) in the syllable series: ah, uh, mind, am, uk; c) in a series of words: army, pineapple, student, stork, fishing rod, angle, artist, aviation, vinegar, pattern, alphabet, dinner, morning. 6. Distinguishing sounds [А] [У] in pronunciation: a) pronunciation of words according to subject pictures; b) selection of pictures for the sound [U]; c) selection of pictures for sound [A]. (Children take the pictures to the tables, turn them over after setting for memorization.) 7. Physical education minute. 8. Reproduction of sound sequences of three vowels: ауу wау aау уаааа ааа 9. Analysis of the sound range of three vowels (see 7): a) name the first sound; b) name the last sound; c) count the sounds. 10. Exercise with magnetic and split alphabets "Lay out the letters." 11. Game "Phone" - remember and name your picture. An exercise in distinguishing and using the gender of nouns. 12. The result of the lesson:
7 - What sounds did we remember today? - What are these sounds? Why are they vowels? Homework: 1. Reproduction of sound sequences of three vowels. 2. The game "Echo" - naming the first sound ([A], [U]) in words. 3. The game "Count and name the sounds" (three vowels). 4. The game "Guess the picture." 5. Ball game remembering pictures and naming them with cardinal numbers one, one, one.
8 Zangyate 4 Topic: "The sound and the letter I". Purpose: 1. Clear pronunciation of sound. 2. Analysis of the sound range of three vowels. Reproduction of sound rows of three vowels. 3. Exercise in use nominative case plural nouns with the endings and, -a. 4. Development of attention and memory. 5. Acquaintance with the letter I. Equipment: subject pictures (willow, turkey, Inna, Ivan, linden, elevator, bandage, lily, raspberry, bow, viburnum, gate, alarm clock, iron, snail, shoes, oak), subject pictures for exercises in the formation of the nominative plural of nouns (melon, fly, leg, horse, book, poppy, rooster, snail, iron, spider, house, window, duck), individual mirrors, notebooks, pencils, split alphabets. Course progress. 1. Organizational moment (remembering pictures on [Y], [A]). 2. Articulation and breathing exercises. 3. Repetition of the studied vowels [А], [У]. 4. Acquaintance with the topic of highlighting the sound [And] from the words: games, oriole, willow, Needles, Inna. 5. Pronunciation of the sound [I] (by a speech therapist, children), observation of the position of the articulatory organs, sound, sound characteristics: a vowel is sung. 6. Isolation of the sound [I] by ear: a) from a number of vowels: ay, io, u, ai, aoi; b) from the syllable series: ap, them, im, mind, at, it, ut, an; c) from the words: toffee, April, hut, engineer, apricot, pineapple, get scared, corner, be surprised ...; d) from the names: Anna, Inna, Olya, Alla, Ivan, Anton, Ilya. 7. Sound analysis of a series of three vowels: aui, aiu, uia, uai, ua, iau (definition of the first sound, last, full analysis, determination of the number of sounds by ear, reproduction of sound sequences). 8. Physical education. 9. Highlighting the sound [I] in pronunciation: a) pronunciation of pictures; b) selection of pictures for the sound [I]; c) games for the development of attention and memory with these pictures: “What has changed”, “Guess the indicated picture”. d) negotiating sentences with the word willow (from the picture) in oblique cases: The children planted a small one in the yard. All summer they looked after.
9 In the spring, green leaves bloomed on. Children have fun playing under the green. They put a bench under theirs. Together with the teachers, they planted flowers around. 10. An exercise in use following the model of the nominative plural of nouns, the game "Echo": melon melon poppy - spider - fly - rooster - house - leg - snail - swan - horse - duck - turkey - book - iron - ruler - window - duckling - gate Acquaintance with the letter I: - examining the letter, - looking for it among others, - tracing the contour, printing. 12. The result of the lesson: - pronouncing the sound [I] - characteristic; - recalling pictures on I. Homework: 1. Attention game "What has changed?" 2. The game "Count and name the sounds" (oui, aiu, iua, iau, uoi, uoi, uia) 3. Reproduction of sound sequences (see 2) 4. Printing sound [I] on asphalt.
10 Lesson 5 Topic: “Sounds [P] [P]. Letter P. Purpose: 1. Fixing pronunciation and distinguishing sounds [P] [P] [B] 2. Isolation of the last deaf consonant. Sound analysis and synthesis of reverse syllables an, yn, ip. 3. Compilation and transformation of sentences according to plot pictures according to the model of agreement of present tense verbs with nouns in the number. 4. Acquaintance with the letter P. 5. Exercises with a split alphabet: composing, reading, printing back syllables. Equipment: subject pictures (peony, bow, baton, letters, peacock, panama, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, glade, linden, stump, horseshoe, stove), plot pictures (Petya (Polya) sings. Children sing. Petya (Polya) sweeps. Petya (Polya) Pours water. Petya (Polya) pours water. Petya (Polya) waters peonies), individual mirrors, notebooks, pencils, split alphabets. Individual colored marks on children's seats (any shape). Course progress. 1. Organizational moment (naming individual marks by color). 2. Articulation and breathing exercises. 3. Repetition and characterization of the studied vowels. 4. Acquaintance with the sounds [P], [P]: a) highlighting the repeating sound [P]: sheaf, stupid, clap, panama; pronouncing it by a speech therapist, children; sound characteristic: a non-vowel consonant is not sung, the lips of the labial are actively involved; b) sound selection [P]: rash, sing, scale, Petya, five; c) alternating pronunciation, observation of articulation and sound. Conclusion: [P] solid up, up, un; [P] soft ap, up, ip; 5. Distinguishing [P] - [P] by ear (highlighting P): a) pa, pya, po, pe, pu, py, pi, pyu, ap, op, ap, ip; b) dust, five, heel, top, sing, drink, school desk, spider, rooster, letter, steamer; c) The game "On the contrary": pa-pa-pa p-p-p-p-p-p-p-p-p-p-p-op-op-op-op-op-op-op -poo - oop-up-up py-py-py - top-top-top-
11 6. Differentiation in pronunciation by pictures: a) pronunciation of the names of the pictures on the panel; b) selecting pictures for the sound [P], playing with them to develop attention and memory "Name the indicated picture." c) selection of pictures for sound [P] game for attention and memory “Remember, repeat, put” (3-4 pictures). 7. Physical education. 8. Sound analysis of the reverse syllables an, op, yn, ip: a) highlighting the first vowel; b) highlighting the last vowel; c) complete analysis of the syllable; d) synthesis of the reverse syllable. 9. Reproduction of syllabic rows: up-op-up ap-op-up-ip ap-up-op op-up-ip-ap op-up-ap up-ip-ap-op 10. Compilation and transformation of sentences according to plot pictures, which depict a simple action, with the help of questions and according to the model: Fields sings. Petya is singing. Children sing. An exercise in agreement in the number of present tense verbs with nouns. 11. Acquaintance with the letter P: examining the letter, searching for it, tracing the contour, printing them. 12. The result of the lesson: - What sounds did you study? - What are they? - Remember the pictures. - The game "Guess the last sound": hundred., chlo., stupid., poto., su., then.
12 Lesson 6 Topic: "The sound and the letter T". Purpose: 1. Clear pronunciation of sound. 2. Differentiation on hearing T-D-K. 3. Isolation of a consonant from the sound range (t, d, k, p). 4. Sound analysis of reverse syllables at, from, ut, it. reproduction of syllabic rows. 5. Drawing up sentences on a plot picture using questions, combining them into a story. 6. Coordination of cardinal numbers 1, 2, 5 in the nominative and accusative cases and nouns. 7. Acquaintance with the letter T, typing. Equipment: subject pictures (tank, shoes, cotton wool, duck, house, smoke, whale, cat, bandage, bow, long loaf, ice rink, machine gun, hunter, hammock, trunk, candy, rooster, pumpkin, slippers, gate, jacket, ticket , elevator, melon), plot picture "Tolya and Tom are sculpting", individual mirrors, notebooks, pencils, split alphabets. Course progress. 1. Organizational moment (remembering pictures on [P] - [P]). 2. Articulation and breathing exercises. 3. Repetition of familiar vowels and consonants, comparison. 4. Acquaintance with the sound [T]: a) selection by ear from the words: cake, court, gymnast, tail, bridge, tram, plate, nightstand, thread, coat, label; b) pronunciation of sound by a speech therapist and children, observation of articulation and sound, characteristic: consonant, dental. 5. Differentiation T-D-TO by ear: a) in the sound range: t, d, t, k, d, p, t; b) in the words: tom, house, cop, top, that, sweat, poppy, smoke, tank, spider, like, so, dad, shoes, bridge, sheaf, fist, tail; c) according to the pictures on the panel: the speech therapist pronounces all the pictures, the children select and pronounce the pictures on T. 6. Exercise for the development of attention and memory with the selected pictures (remembering the previously considered pictures on T “Guess the specified picture” - 6 pictures on the panel are turned upside down) . 7. Sound analysis of reverse syllables: ap up ip op a ot ot ot ot Name the last sound. What is he? Name the first sound. What is he? How many sounds are in a syllable?
13 8. Reproduction of syllabic rows: At-ot-ut-it Ot-ut-it-at Ut-it-at-ot It-at-ot-ut 9. Fzkultminutka. 10. Acquaintance with the letter T: looking, searching, tracing, typing. 11. Exercises with a split alphabet: compilation (following the traces of analysis), transformation and reading of reverse syllables: an, yn, ip, it, ut, at, followed by printing three of them. 12. Drawing up a story based on a plot picture: a) looking at the picture; b) naming or selecting names on T: Anya, Masha, Tolya, Olya, Lena, Fields, Alya, Edik, Kolya, Tolya, Pavlik; c) finding and naming objects for the sound [T]; d) making sentences using questions: What is it? Who is it? What is Tolya doing? Kolya? What is he/she sculpting? What's up with Tolya? Then we? e) combining sentences into a story: Here is a room. This is Tolya. This is Tom. Tom is sculpting a duck. Tom has a duck. Tolya is building a tank. Tolya has a tank. e) memorization of the story. 13. Coordination of cardinal numbers 1,2,5 in the nominative and accusative cases and nouns agreement of sentences: Tom has 1 duck. (2,5) Tolya has 1 tank. (2,5) Tom made 1 duck. (2,5) Tolya blinded 1 tank. (2.5). 14. The result of the lesson. Pronunciation, characterization of the sound T, recollection of pictures, verbalization of words: bin., ban., bod., hobo., field., football, hockey., ko., ki., female ..
14 Lesson 7 Topic: "Sounds [P] [T]". Purpose: 1. Fixing pronunciation and distinguishing sounds. 2. Isolation of the last deaf consonant in the word. 3. An exercise in the formation and use of possessive adjectives with the suffix in-. 4. Sound analysis and synthesis of reverse syllables, exercises with split alphabet, reading and typing. 5. Fixing the agreement of cardinal numbers 1, 2, 5 and nouns. Equipment: subject pictures (peony, bow, baton, letters, peacock, panama, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, fields, linden, stump, horseshoe, plate, tank, shoes , cotton wool, house, duck, smoke, whale, cat, bandage, bow, long loaf, ice rink, machine gun, hunter, hammock, trunk, candy, rooster, pumpkin, slippers, gate, jacket, ticket, elevator, melon) on tables children, plot picture "Family", two panels, notebooks, pencils, split alphabets. Course progress. 1. Organizational moment (remembering pictures on P T). 2. Breathing and articulatory gymnastics. 3. Repetition of sounds [P], [T]: pronunciation, comparison, characterization. 4. Reproduction of syllabic rows: ap-at ap-at-ap at-ap at-ap-ap ap-ap-at at-at-ap ap-at-at ap-at-ap (the same with vowels U, I ); pa-ta pa-ta-ta ta-pa pa-pa-ta ta-pa-pa pa-ta-pa ta-ta-pa ta-pa-ta 5. Sound analysis, synthesis, transformation of reverse syllables: a) analysis syllables: ap, at, it, ip, yn, ut; b) transformation: ap-at-ip-it-ip-up-ut; c) synthesis (negotiation): a + p (t) \u003d an (t) y + t (p) \u003d ut (p) and + p (t) \u003d u (t) 6. Split alphabet exercises: compilation, transformation , reading backward syllables (see 5 b). 7. Physical education with a tongue twister: From the clatter of hooves, dust flies across the field. (With acceleration of pronunciation and movements).
15 8. Distinguishing by ear and in pronunciation in words of sounds [P ] [T]: a) highlighting words on [P], then on [T] from the tongue twister; b) the game "Two slats" with pictures on [P] and [T] on the tables for children); c) selection of pictures on [P], then on [T] at the end of the word. 9. Formation and use of possessive adjectives with the suffix in-: a) according to subject pictures on the panel according to this sample: Kolya has a rooster. This is Colin the rooster. Tom has a duck. This is Tomina the duck. b) selection of noun phrases with possessive adjectives for the plot picture "Family". Petin's car, daddy's coat, Tannin's cubes, Petya's jacket. 10. Consolidation of the agreement of cardinal numbers 1,2,5 and nouns, the agreement of sentences: Early in the morning 1 rooster sings. Two roosters crow early in the morning. 5 roosters crow early in the morning. Mom buys 1 loaf. (2, 5). 1 peony waters the fields (2, 5) 2 cats meow under the porch (5). Tonya ties 1 bow (2, 5). 1 duck, 1 duckling swims in the lake. (5, 5) 1 pumpkin has grown in the garden (2, 5). 1 linden is green in the garden (2, 5). Tom puts on 1 sweater (2, 5). 11. The result of the lesson: - What sounds were compared? Comparing them. - Game "Finish the word": ko., bod., eye., hundred., ban., bin., chlo., sno., vin., poto., bale., bile., siro., topo., hobo ., halo .. - The game "Run to me" - who has pictures on P, T at the end of the word.
16 Lesson 8 Topic: “Sounds [K] [K]. Letter K. Purpose: 1. Clear pronunciation and distinction of sounds. 2. Sound analysis and synthesis of backward syllables, transformation into direct ones. 3. Reproduction of syllabic rows. 4. Drawing up a story based on a plot picture using questions. 5. Exercise in use genitive singular nouns. 6. Acquaintance with the letter K, typing, exercises with a split alphabet. Equipment: subject pictures (horse, cat, skates, book, spider, tank, turkey, poppy, lighthouse, wreath, kitchen, cap, hunter, cubes, cranberry, penny, skirt, boots, pipe, alarm clock, candy, window, coffee pot , elevator, hammock, leg, trunk, Panama), plot picture "Kittens", notebooks, pencils, split alphabets. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Repetition of previously studied vowels and consonants, comparison 4. Acquaintance with the sounds [К] [К]: a) isolation by ear from words: rabbit, stick, shoe [К]; whale, kefir, package [K]; b) pronouncing alternately [K] [K] by a speech therapist, children (in chorus, individually); c) characteristics of sounds: both consonants (not sung), one hard [K], the other soft [K] 5. Distinguishing [K] [K]: a) in syllables: ka, kya, ko, kyo, ki, ke, ku, ky, ak; b) in words: cat, whale, crust, cat, pussy, kilo, cube, brick, ship; c) The game "On the contrary": ka ka ak ak ko - ok ku - uk ky - yk - d) according to the pictures on the panel: - pronouncing the names of all the pictures; - selection of pictures on [K], then on [K] (there are pictures on G, X, T, P). 6. Definition of the last consonant in the word game "1-2-3". 7. Sound analysis and synthesis of reverse syllables: ak, ok, uk, ik; Syllable transformation: ak ka, ok-ko, uk-ku, ik-ki. 8. Reproduction of syllable rows:
17 ak-ok-uk-ik ka-ko-ku-ki ok-uk-uk-ak ko-ku-ki-ka uk-ik-ak-ok ku-ki-ka-ko ik-ak-ok-uk ki-ka-ko-ku 9. Physical education. 10. Acquaintance with the letter K: looking, searching, tracing, typing. 11. Exercises with a split alphabet: drawing up in the wake of the analysis of reverse syllables, reading, converting to straight lines, analysis, reading: ak-ka uk-ku ik-ki typing 6 syllables: ak-ka uk-ku ik-ki. 12. Drawing up a story based on the plot picture "Kittens": a) selection of names for K: Tanya, Tom, Valya, Katya, Fields, Petya, Kolya, Tolya, Dima, Sanya; b) conversation: How many kittens does aunt Katya have? To whom does Aunt Katya give the kitten? How will Kolya treat the kitten? c) memorizing the story: Aunt Katya has five kittens. Aunt Katya gives one kitten to little Kolya. Kolya will have a kitten. Kolya will love the kitten. 13. Exercise in the use of the genitive case of the singular of nouns: a) recalling the names of the previously considered pictures on [К] [К]; b) drawing up sentences according to the model according to individual pictures (from memory): I do not have a horse. 14. The result of the lesson. Game "Finish the word": ma., May., veni., veno., tan., turkey., gamma., pau., hunting., cub., boots..
18 Lesson 9 Topic: "Sounds [P] [T] [K]". Purpose: 1. Clear pronunciation and distinction of sounds. 2. Reproduction of syllabic rows like pa-ta-ka. 3. Sound analysis direct word. 4. Printing direct syllables pa, pu, ta, tu, ka, ku under dictation following the traces of analysis. 5. Practical use of prepositions. Equipment: subject pictures (peony, bow, baton, letters, peacock, panama, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, glade, linden, stump, horseshoe, plate, tank, shoes , cotton wool, duck, house, smoke, whale, cat, bandage, bow, loaf, ice rink, hunter, hammock, candy, pumpkin, slippers, gate, jacket, ticket, melon horse, skates, book, poppy, lighthouse, wreath, cap, cubes, cranberry, skirt, boots, pipe, alarm clock, candy, window, leg, panama), notebooks, pencils, split alphabets, magnetic alphabet (demo). Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Guessing sounds [P], [T], [K] by articulatory posture. 4. Pronunciation comparison, characterization of sounds [P], [T], [K], 5. Isolation of sounds [P], [T], [K] at the beginning of the word game "Echo": plate - P cat K spider P parrot P candy K stomp K tank T slippers T gate K kitchen K ottoman T cubes K, etc. 6. Distinguishing sounds [P] - [T] - [K] in pronunciation from subject pictures: a) pronunciation of words from pictures; b) a game to develop attention "What has changed?"; c) selection of pictures first on [P], then on [T], on [K] (children take the pictures to the tables, turn them over after setting for memorization). 7. Reproduction of syllabic rows: pa-ta-ka pa-ka-ta ta-ka-pa ta-pa-ka ka-pa-ta ka-ta-pa (The same with vowels O, U, Y). 8. Physical education. 9. Sound analysis of direct syllables: pa ta ku pu tu ku
19 folding them from the letters of the magnetic and split alphabet. 10. Printing direct syllables. 11. The game "Little words are lost" negotiating a preposition on or under: The cat is sleeping on the couch. The spider is sitting on the wall. The cat is sitting on the sofa. Tolya rides a horse. The coffee pot is on the table. The chicken walks like a poplar. The shoes are on the sofa. Katya stands like a poplar. The book is on the table. The parrot sits on a poplar branch. 12. Fixing the use of prepositions on, under the preparation of sentences with these prepositions according to individual pictures and the key word sofa. 13. The result of the lesson: - the game "Remember and name" (3-4 words for the studied sounds); - the game "Run to me" (remembering words on [P], [T], [K]); - the game “Finish the word” (so., su., ko., ma., then., ba., kato., ban., bin., wine., bod., bile., sno., bale., veni .).
20 Lesson 10. Topic: “Sound and the letter O” Purpose: 1. Clear pronunciation of sound. 2. Isolation of sound [O] (under stress after a consonant). 3. Reproduction of syllable series (something, someone else, etc.). 4. Exercise in the formation and use of the genitive plural of nouns, making sentences on subject pictures with the word many according to this sample. 5. Acquaintance with the letter O, typing, exercises with a split alphabet. Equipment: subject pictures (house, cat, horse, moss, lemon, ice rink, windows, window, sink, coat, wreath, wagon, trunk, loaf, can, legs, deuce, poplar, perch, sheet music, horseshoe, room, jacket , binoculars, album, peony, hoopoe, hunter, bandage, cotton wool, shoes), plot picture “Skating rink”, notebooks, pencils, split alphabets. Course progress. 1. Organizational moment (remembering pictures on A, U, I,). 2. Breathing and articulatory gymnastics. 3. Repetition of the studied vowels: guessing by articulatory posture, pronunciation, comparison. 4. Acquaintance with the topic based on the results of the game “The Fourth Extra”: a) a cat, a hare, a bear, a fox, a cow, a goat, a dog, a perch, a radish, a lemon, a cucumber, a pumpkin sofa, a bed, a window, a chair; b) recalling the names of the selected pictures, reproducing a number of words: cat perch lemon window; c) highlighting the sound [O] from a given series of words. 5. Sound pronunciation [O], sound characteristics, observation of articulation and phonation. 6. Isolation of the sound [O]: a) from the sound range: o, a, y, and, y, o, and, a, o, a, y, o, and, e; b) from the syllable series: at, from, op, ip, ok, it, then, pa, Ki, ko, ku, po, ut; c) from a number of words: fence, cabbage, vegetable, tail, old man, cat, rooster, glass, toad, motor, beetle, taxi, cake, cardboard; 7. Formation of sound analysis skills: a) selection of a vowel after a consonant in a direct syllable, transformation: ka - ko pu - te - te ti to b) reproduction of syllable rows from direct syllables with sound [O]: po-to-ko po -something-that-that-that-that-that-that
21 to-to-to-to-to c) highlighting the sound [O] after a consonant with emphasis in words on pictures, the game “1, 2, 3” - searching for pictures on [O] at the beginning of a word, at the end of a word; - looking at the rest of the pictures. Conclusion: sound [O] in the middle of a word (after a consonant). 8. Physical education. 9. Acquaintance with the letter O: looking, searching, tracing, typing. 10. Exercises with a split alphabet: compilation following the traces of analysis, transformation and reading of syllables: Ok - ko op - from - that 11. Exercise in the formation and use of the genitive case of nouns (singular and plural), drawing up sentences with words from individual pictures a lot, not according to the model: a) selection of names for the sound [O]: Tanya, Dina, Shura, Tom, Tolya, Dima, Vasya, Petya; b) The game "There is not much": Tolya has a lot of lemons. Utomy no lemons (lemon) 12. The result of the lesson. - Pronunciation and characterization of sound [O]. - examination of the painting "Rink". - inventing words with the sound [O] for this picture: Kolya, Tolya, Tom, Tonya, ice rink, water (if necessary, the help of a speech therapist: Come up with names with the sound O. What are Tolya and Kolya doing? What will happen here? Who will Tolya and Kolya?).
22 Lesson 11 Topic: “Sounds [Y] [L]”. Purpose: 1. Correct pronunciation and distinction of sounds. 2. Consolidation of ideas about the softness of consonants. 3. An exercise in distinguishing between masculine, feminine and neuter nouns, correlating the possessive pronouns my, my, mine with nouns. 4. Practical assimilation of the conjugation of verbs in the present tense (without the 2nd person singular). 5. Prefixed verbs making sentences based on plot pictures. 6. The formation of relative adjectives from the names of trees: linden, maple, poplar, viburnum, etc. Equipment: subject pictures (lemon, lion, ribbon, deer, tulips, linden, bread, beak, spruce, album, raspberry, cell, ruler, elevator, snail, glade, swan, peacock, pelican, waffles, coat, felt boots, gate , lighthouse, linen, penny, skirt, yacht, T-shirt, coffee pot, berries, sink, deuce, quince, parrot, button accordion), plot pictures for prefixed verbs from the verb pour (pour tulips, pour water, pour), plot picture "Children helping mom." Course progress. 1. Organizing moment (remembering pictures on [K] [K]). 2. Breathing and articulatory gymnastics gymnastics. 3. Isolation of sound [L] from words: ruler, glue, lily, steel. 4. Pronunciation and sound characteristics [L]: consonant, smooth, soft. 5. Isolation of sound [L] by ear, pronunciation, differentiation [L] [Y]: a) la, i, li, al, ai, y, lu, Yul, yu, le, spruce, e; b) tree, apple, hedgehog, ice, south, people, hatch, Julia, Lyuba, Lena, ate, spruce, log; c) according to the pictures on the panel: - pronunciation, selection of pictures on [L]; - making sentences with possessive pronouns mine, mine, mine (according to this sample: This is my lion). 6. Sound analysis and synthesis of reverse syllables: al, Ol, ul, il. 7. Reproduction of syllabic rows: al-ol-ul-il la le lyu li, etc. 8. An exercise in the use of prefixed verbs from the verb to pour: a) making sentences on plot pictures using questions: Lena is watering the tulips. Kolya is watering the tulips.
23 Olya is pouring water into a watering can. Tolya pours water into a watering can. Luda pours water from a watering can. Lyonya pours water from a watering can. b) transformation of verbs from the singular present tense into the plural: Lena and Kolya are watering tulips. Olya and Tolya are pouring water into a watering can. Lyuda and Lenya are pouring water from a watering can. c) the transformation of present-tense plural verbs into past-tense plural: Lena and Kolya were watering tulips. Olya and Tolya poured water into a watering can. Lyuda and Lenya poured water from a watering can. 9. Conjugation of present tense verbs according to the model (2 person singular is excluded): To water the lilies. Sculpt a deer. Peck cranberries. 10. Physical education with tongue twisters: We drove, we drove to the maple, we drove around the maple and went home (the same with linden, spruce, poplar). 11. Drawing up a story based on the painting “Children Help Mom”: a) the formation of full names: Tolya Anatoly Lena Elena Ilyusha Ilya b) selection of names of trees and shrubs with sound [L]: poplar, maple, linden, viburnum, raspberry; c) conversation: What does Elena do? Who does Elena help? What do Anatoly and Ilya do? What will be here a lot? d) combining answers into a story, memorization: Children help their mother. Elena helps her mother clean the windows. Anatoly and Ilya are digging holes. There will be many maples, lindens, poplars, viburnums, raspberries. 12. The formation of relative adjectives from the names of trees, shrubs The game “Let's arrange alleys in a new garden”: Maple from poplars Poplar from poplars 13. The result of the lesson: - pronouncing the sound [L], characteristic; - the game "Finish the word": ty .., mo .., e .., ju .., hoo .., me .. from linden linden from viburnum viburnum.
24 Lesson 12. Topic: “Sounds [X] [X]. Letter X ” Purpose: 1. Clear pronunciation and distinction of sounds, familiarity with the letter X. 2. Isolation of the initial consonant before the vowel. Sound analysis and synthesis direct syllable. 3. Fixing the concept of a soft consonant. 4. Development of attention, memory, thinking. 5. Fixing the agreement of cardinal numbers 1, 2, 5, 9 and nouns. 6. Fixing the distinction of nouns by gender, correlation with possessive pronouns my, mine, mine. Equipment: subject pictures (kitchen, bread, fly, flies, rooster, roosters, trunk, hockey, hunter, barn, hut, hake, yacht, desman, needles, ottoman, ear, moss, bay, fir), notebooks, pencils, split alphabets. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Repetition of the studied consonants, distinguishing between hard and soft by ear: T P P P K K 4. Acquaintance with the topic of distinguishing sounds [X] [X] from a number of words (at the beginning of a word): Tail, hill, crunch, character, choir , hut, cunning, chemistry, surgeon, predator. 5. Pronunciation of sounds, comparison, characterization, familiarity with the letter X. 6. Formation of sound analysis and synthesis skills: a) sound analysis of the direct syllable ha: highlighting the vowel, the consonant in front of it, determining the number of sounds; b) transformation of direct syllables ha-ho-hoo-he-hee with subsequent analysis. 7. Exercise in distinguishing [X] [X]: a) in the sound range: k, x, k, x, t, x, k, x, k, k, x; b) in the syllable series: ha, kya, hya, ki, hi, them, ik, heh, ka, ho, oh, heh; c) in a series of words: hut, walk, fur, cunning, desman, surgeon, poetry, cracker, artist, halva, predatory, round dance; d) in the game "On the contrary": ha-ha-ha ha-ha-ha ho-ho-ho he-he-he he-he-he he-he-he he-he-he he-he-he uh- uh-uh uh-uh-uh e) in the exercise with pictures on the panel, the game “The Fourth Extra”: kitchen, fly, rooster, flies rooster, hake, yacht, trunk
25 roosters, hut, yacht, fluff hunter, moss, ottoman, fir 8. Exercise with pictures for the development of attention and memory game “Remember, repeat, put down” (3 pictures: hake-flies-roosters) 6 options. 9. Physical education: Ha-ha-ha and ha-ha-ha saw a rooster, Hee-hee-hee and hee-hee-hee roosters sang in the field. 10. Exercise in coordinating quantitative numbers and nouns game "" (remembering the names of the previously considered pictures on X). Sample: 1-kitchen, 2-kitchens, 5-kitchens, 9-kitchens, etc. 11. Guessing objects according to the description with the setting for memorizing answers: Soft, fragrant, tasty, fresh, with a crispy crust. (Bread) With a red comb, grain pecks, sings loudly. (rooster) Soft, but not bread, fluffy, but not fur, white, but not snow. (Pooh) Small, black, flies around the room, loudly, buzzing. (Fly) The game "Remember, repeat" (along the chain). 12. Exercises with a split alphabet (compilation following the traces of analysis, transformation and reading of syllables): ah-ha-hap-hat-hak oh-ho-hop-hok-hot ich-hee-hik-hip-hit 13. Printing the letter X , syllables: ah, ha, hap, hut, hack. 14. The result of the lesson: - pronunciation, characterization of sounds [X] - [X]; - recalling pictures first on [X], then on [X] in combination with possessive pronouns my, mine, my ball game. (Remember the pictures on [X] to the word mine, etc.).
26 Lesson 13. Topic: "Sounds of K X". Purpose: 1. Pronouncing and distinguishing sounds. 2. Sound analysis and synthesis of words like fluff, cat. 3. Fixing the agreement of quantitative numerals in the indirect case and nouns, negotiating sentences. 4. Exercises with split alphabet. 5. Typing under the dictation of syllables and words. Equipment: subject pictures on [K], [X] (horse, cat, skates, book, spider, tank, turkey, poppy, lighthouse, wreath, kitchen, cap, hunter, cubes, cranberry, penny, skirt, boots, pipe , alarm clock, candy, window, coffee pot, elevator, hammock, trunk, panama, leg, on X: kitchen, bread, fly, flies, rooster, roosters, trunk, hockey, hunter, barn, hut, hake, yacht, needles, ottoman, moss, ear, fir), notebooks, pencils, split alphabets. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Acquaintance with the topic of pronunciation, matching sounds (jerky, short [K], long [X]). 4. Distinguishing [K] [X]: a) in sound series: p, p, k, x, t, k, x, p; b) in syllabic rows: ah, ak, op, ho, wow, ku, them, ha; c) in the rows of words: cracker, paint, crocodile, acrobat, round dance, crispy, potatoes, carnival, brushwood, brag; d) in words from pictures: choral pronunciation, selection of pictures for [K], [X] two teams; e) reproduction of syllabic rows: ka-ha-ha ha-ha-ka ka-ka-ha ha-ka-ka ka-ha-ka ha-ka-ha, etc. f) the game "On the contrary": kaha akah soh sok mah mak ko hook oh moh mok mahat dunk ku hu uh bah bah fly flour ky hy ky suh suh hutka tub ke he ek eh eh 5. Formation of sound analysis skills and synthesis (collective exercises): a) sound analysis, synthesis, transformation, exercises with a split alphabet: o + x \u003d oh - ok current - that top - sweat a + x \u003d ah - ak how so tuk current cat who
27 6. Physical education. 7. Exercise in the use of cardinal numbers 1, 2, 5, 9 in indirect cases with nouns, the game “Tell me further” (complicated by the child remembering the name of an individual picture on [K] or [X]): Early in the morning we heard the singing of two vociferous ones. (1, 5, 9) The children bathed five ravens in the river. (1, 2, 9) The swallow brought nine to her chicks. (1, 2, 5) Mom put a bouquet of five scarlet ones on the table. (9) There are five wide ones in the room. (2, 1, 9) The children built a house of nine. (5) Children played with five. (2, 1, 9) Athletes went to sea on two. (1, 5, 9) Words: rooster, horses, flies, poppies, windows, cubes, kittens, yachts. 8. The result of the lesson: - pronunciation and comparison of sounds [K] [X]; - the game “Finish the word” (with the sound [K] or [X]): lu., mo., me., so., peso., pu., ma., lopu., su., air., noso., zapa., veni., may., success., veno., gama .. - the game "What has changed?" (6 pictures on [K], [X]).
28 Lesson 14. Topic: "Sound and letter Y". Purpose: 1. Consolidation correct pronunciation sound, familiarity with the letter Y. 2. Sound analysis of syllables without a confluence of consonants. Playing sound sequences with the sound [Ы]. 3. Formation and use of the nominative plural of nouns with the ending ы. 4. Fixing the formation and use of possessive adjectives with the suffix in-. 5. Printing the letter Y and syllables with it. Equipment: subject pictures (smoke, melon, berries, lemons, bows, lips, panamas, peonies, tulips), subject pictures for the formation of the nominative plural of nouns (elevator, stove, wagon, bath, lemon, boa constrictor, sofa, maple, willow, linden, oak, telephone, bow, lion, cat, peony, bandage, sweater, owl, candy, antenna, album, automatic machine, panama), notebooks, pencils, split alphabets. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Acquaintance with the topic, pronunciation of the names of the pictures on [S] displayed on the panel, memorization, sound extraction [S], pronunciation, sound characteristics. 4. Acquaintance with the letter Y: looking, searching, tracing, typing. 5. Exercises with a split alphabet: sound analysis, synthesis, folding from letters and transformation of syllables: yp py ty ty tyk ky hy pykh typ 6. Playing syllables: Py-ty-ky-hy py-ky-hy-ty ykh-yk-yp-yt You-ky-hy-py py-hy-ty-ky yk-yp-yt-ykh -py-you-ky ky-hy-you-py you-hy-ky-py 7. Physical education. 8. An exercise in the formation and use of the nominative plural of nouns and possessive adjectives with the suffix in- -
29 compiling and converting sentences on subject pictures according to this sample: Dad has wagons. These are daddy's wagons. Tony has tulips. These are Tonya's tulips. Children choose pictures on the panel, after completing the task they take them to their tables. 9. Games for the development of attention and memory: a) "Phone" - recalling the names of pictures on Y along the chain. b) What has changed? - with 6 pictures. c) "What's wrong?" - with 9 pictures. d) "Name the picture" - with 6 pictures. 10. The result of the lesson: - what sound did you get acquainted with today? - what is he? - pronunciation, characteristic of sound [ы].
30 Lesson 15. Topic: "Sounds YI". Purpose: 1. Fixing the correct pronunciation and distinguishing sounds. 2. Sound analysis of words like whale, dust. Drawing up schemes of sound composition. 3. Consolidation of the formation and use of the nominative plural of nouns. 4. Drawing up a story based on a plot picture using questions. 5. Consolidation of the formation of relative adjectives. Equipment: subject pictures for [S], [I] (smoke, melon, berries, lemons, bows, lips, panamas, peonies, tulips), subject pictures for the formation of the nominative plural of nouns (elevator, stove, wagon, bath, lemon, boa constrictor, sofa, maple, willow, linden, oak, phone, bow, lion, cat, peony, bandage, jacket, owl, candy, antenna, album, machine, panama, house, window, iron, poppy, duck, spider, rooster, sponge, kitchen, gate, horse, washbasin, duckling, calf, deer), plot picture “There will be a garden”, subject pictures (trees), notebooks, pencils, split alphabets. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Post subject. 4. Pronunciation, characterization of sounds. 5. Distinguishing [S] [I] (two teams): a) in the sound range: a, y, s, and, o, y, a, and, a, s; b) in the syllable series: yk, ik, ki, ky, py, ti, pi, you, yt, ip, them, oh, hy; c) in words: wash, Misha, drank, dusty, hooves, appetite, leave, breathe, write, letters, son, scarf, blue, stretcher; d) according to the pictures on the panel. 6. The game "On the contrary": You pi be beat You ti howl twist We forget to score Ky Ki whine thread Hee hee howl curl We don't dust nag You whine for the thread Dy di poly poly Observation of consonant changes in these transformations. Conclusion: before [And] consonants become soft (preceding consonants soften).
31 7. Sound analysis of words: whale, tick, dust, puff. 8. Drawing up sound composition diagrams: whale, tick, dust. 9. Exercises with a split alphabet, introducing letters into word schemes. 10. Consolidation of the formation and use of the nominative plural of nouns the game "Echo" with pictures according to the model: Poppy poppies Wagons House at home a) words for the sound [I] at the end of the word; b) words with the sound [ы] at the end of the word; c) the remaining pictures for the sound [A] at the end of the word. 11. Drawing up a story based on the plot picture "There will be a garden." a) selection of names with the sound [I]: Dima, Vitya, Inna, Alik; b) selection of names of trees with the sound [I]: linden, willow, viburnum; c) compiling a story using the questions: What is it? This is a house. What is this house? This is a new house. What do you see at home? The house has a meadow. Who is in the field? Children in the field. What are the children's names? (who is this?) This is Alik, Dima, Vitya, Inna. What are they doing? Victor is digging holes. Dima and Alik are watering. And Inna helps Vitya dig holes. What will happen here? There will be lindens, willows, viburnum. d) memorization of the story. 12. Consolidation of the formation of relative adjectives game “Which leaf, which branch? what kind of log? (pictures are used: linden, willow, poplar, oak, maple, viburnum). 13. The result of the lesson. - pronunciation and characterization of sounds; - recalling the names of pictures on [S], [I].
32 Lesson 16. Topic: “Sounds of M-M. Letter M ”Purpose: 1. Pronunciation and distinction of sounds [M] - [M]. 2. Sound analysis of words like poppy, Tim. Drawing up schemes of sound composition. 3. Capital letter. 4. Transformation of the deformed phrase. 5. Acquaintance with the letter M. 6. Printing syllables, words with the letter M. Equipment: subject pictures (poppy, moss, lighthouse, panama, sink, album, raspberry, furniture, fly, house, house, smoke, T-shirt, plane, catfish, seven, room, hammock, dwarf, lemon, bear, machine gun, machine gun, paper), notebooks, pencils, split alphabets. Course progress. 1. Orgmoment (name the studied vowels, consonants). 2. Breathing and articulatory gymnastics. 3. Acquaintance with the topic selection [M] - [M] from the words: Hammer, deli, tram [M]; Teddy bear, pyramid, seven [M]. 4. Pronunciation and characteristics of sounds: M consonant, hard, labial. M consonant, soft, labial. Acquaintance with the letter M. 5. Sound analysis, word transformation, making words from the letters of the split alphabet, drawing up word schemes: poppy mok com tom there Tim. 6. Physical education. 7. Distinguishing sounds [M] - [M]: a) the game “On the contrary”: ma me am am mush mo - om - Mila mu - mind - sweet we - ym - crumpled b) reproduction of syllables: ma-ma-mya me-me-ma ma-me-me me-ma-ma ma-me-ma me-ma-me, etc. c) in words according to the pictures on the panel: - first, pictures are selected on [M]
33 - according to the remaining pictures on [M], words with the sound [M] at the end, beginning, middle of the word are determined, the place of the sound [M] in words is determined. 8. Development of attention and memory of the game “What has changed?”, “Name the specified picture”, “Remember, repeat, put” (with pictures on [M]). 9. Exercises with a deformed phrase (the game "Confusion"): Galya, panama, summer, put on Album, Katya, buy, new Raspberry, children, summer, water Put on, Kolya, T-shirt, new Katya, kittens, aunt, five, y Album, Vanya, new, glue Bear, children, glade, see, on Lemon, Petya, buy - Fly, room, fly, in Dima, automatic, raise 10. The result of the lesson. - pronunciation and characteristics of sounds [M] [M] - the game "Train" - recalling the names of the previously considered pictures on [M] - [M].
34 Lesson 17. Topic: “Sound and the letter C” Purpose: 1. Fixing the correct pronunciation of the sound [C], familiarity with the letter C. 2. Determining the place of the sound in the word. 3. Dividing words into syllables. Sound-syllabic analysis of words like soup. 4. Drawing up a sentence with a given word according to a subject picture. 5. Fixing the formation of the plural of nouns. 6. Drawing up a story based on a plot picture using questions. Equipment: subject pictures on [C] on the panel, the plot picture "Sonya and the Dog", sets for drawing up diagrams, notebooks, pencils, split alphabets. Course progress. 1. Orgmoment (remembering words beginning with hard consonants). 2. Breathing and articulatory gymnastics. 3. Acquaintance with the topic: a) guessing riddles: Lies under the porch, the tail is ringed. (Dog) One hundred clothes - all without fasteners. (Cabbage) Fluffy tail, fleecy fur, lives in the forest, steals chickens in the village. (Fox) A fairy-tale bird is flying, and inside the people are sitting, talking among themselves. (Airplane) b) pronunciation of the resulting series of words, the game "Remember, repeat"; c) sound selection [C]. 4. Pronunciation of the sound [C], characteristic: consonant, whistling, hard. 5. Reproduction of syllabic rows: sa-so-su-sy as-os-us-ys sta-hundred-stu-sty ast-ost-ust-yst so-su-sy-sa os-us-ys-as sto- stu-sty-hundred ost-ust-yst-ast su-sy-sa-so us-ys-as-os stu-sty-hundred hundred ust-yst-ast-ost sy-sa-so-su ys-as -os-us sty-sta-sto-stu yst-ast-ost-ust 6. Hearing the sound [C], C-C differentiation- Z-Sh-Ts-Sch: catfish, brush, bunny, dog, noise, steel, plane, teeth, sit down, heron, dishes, lilac, fur coat, kvass, blue, sleep, gap, dump truck, tray, sunset. 7. Pronunciation of words with sound [C]: a) pronunciation of pictures on the panel; b) the game “Finish the sentence” - supplementing sentences with words in the singular or plural from the pictures on the panel: Tall (pines) grow in the forest. At the edge of the forest stands a slender (pine). The trees turned yellow (leaves). Sonya draws a maple (leaf). On the street at night barking loudly (dogs). A big and smart (dog) lives in our yard. Mom put clean (glasses) on the table. She picked up a glass (glass). c) pronunciation of the remaining pictures, determining the place of the sound [C] in words.
35 8. Drawing up proposals for individual pictures: a) selection of names in C: Tanya, Katya, Sonya, Dima, Sanya, Tolya; b) compiling, pronouncing sentences according to the model: Sonya eats soup from a bowl. 9. Physical education with a tongue twister: We flew into coconuts, coconuts like wasps. And coconuts are high, and coconuts are far away. 10. Dividing words into syllables, familiarity with game methods for determining the syllabic composition. 11. Sound-syllabic analysis of the word soup, drawing up a word scheme. 12. Acquaintance with the letter C: looking, searching, contouring, printing. 13. Exercises with a split alphabet: sound analysis, synthesis, transformation in the wake of analysis: as sa sam - som us su suk soup 14. Printing syllables and words: as os us is sa so su si sam som suk soup plot picture "Sonya and the dog": a) selection of a name for the girl on [C] Sonya; b) selection of words on [C] for this picture: bench, pine tree, dog, bush, piece, garden, high c) compiling a story using the questions: What is this? Where is the house? Where is the tall pine? What is under the pine tree? Sonya and the dog Who is sitting on the bench? Who is sitting on the bench? What's with Sony? To whom does Sonya give a piece of bread? Here is the house. The house has a garden. There is a tall pine tree in the garden. There is a bench under the pine tree. Sonya is sitting on the bench. Sonya has a piece of bread. The dog is sitting on the bench. Sonya gives the dog a piece of bread. 16. The result of the lesson: - What sound did you get acquainted with? - What is he? - the game "Guess the word": le., poya., fiku., anana., comp., cla., kva., uk., pump., but., avtobu., pok., uksu..
36 Lesson 18 Topic: “Sound [S]” Purpose: 1. Fixing the correct pronunciation of the sound [S]. 2. Sound-syllabic analysis of the words goose, geese. 3. Diminutive suffixes of nouns (use). 4. Agreement of adjectives with nouns in gender. 5. Exercise in the use of possessive adjectives with the suffix in-. 6. Reading syllables (sa, as, so, os, su, mustache, si, is). Equipment: subject pictures (network, seven, eight, ten, goose, gazebo, autumn, cornflower, taxi, letter, letters, orange, goslings, pig, foxes, herring, geese, jelly, forest, suit, stroller), a series of paintings for exercises in matching adjectives with nouns (blue, -ya, -ee), charting kits. Course progress. 1. Organizational moment. 2. Breathing and articulatory gymnastics. 3. Acquaintance with the theme of the game “The Fourth Extra”, “Remember, Repeat”: Cornflower, peony, carnation, marigolds - cornflower Stork, heron, woodpecker, goose - goose Cake, herring, candy, orange - orange Tomato, onion, herring, pumpkin - herring 4. Pronunciation, articulatory posture of sound [С], characteristic: consonant, soft, whistling. 5. Isolation by ear (with closed eyes): a) from a number of syllables: so, sya, cha, cha, zya, schya, och. axis, ot, syu; b) from a number of words: foxes, grandchildren, square, five, strawberries, hen, sheepdog, monkey, ladder, song, cave, teapot, autumn, oatmeal, aspen, leaves, stepped, joint, scooter, turtle, lizard. 6. Substitutions [С] [С] in syllables and words the game “On the contrary”: a) sa sya as-as is is so - os - es su - us - yas sy - ys - yus - se - es - es - b ) garden sit down braids wasps axes noses carry weight all the salt villages kvass kvass full sieve sons of blue catfish Syoma 7. Identification of sound [С] in pronunciation from the pictures on the panel:
37 a) pronunciation of words from pictures; b) highlighting words on [C] game "Find the mistake"; c) determining the place of the sound [C] in the words game "1,2,3"; d) the formation of possessive adjectives on in- Making sentences according to the model: This is Lucy's letter. This is Vasya's gazebo. 8. Physical education. 9. Dividing words into syllables, with the help of claps (with individual pictures, silent pronunciation). 10. Sound-syllabic analysis, drawing up word schemes (collectively): goose, geese. 11. Coordination of adjectives with nouns in the gender selection of pictures (objects) for signs of blue, blue, blue, (ash, ash, ash), making sentences with these words. 12. Exercise in the word formation of nouns with a diminutive-petting meaning with the help of diminutive-petting suffixes the game "Big Little": doggie doggie ladder ladder wheel wheel nose - song - pump tail - fable - vacuum cleaner leaf - pine tree - coconut 13. Isolation of words with sound [C] from the story "The Fox and the Goslings", retelling. Fox and goslings Geese and goslings were grazing in the clearing. The geese and goslings ate and went to bed. And then a fox from the forest. The geese sleep and don't see the fox. The fox grabs one gosling and runs away with it into the forest. The fox carries the gosling to his (hungry) cubs. The foxes are full. They are full and happy. 14. The result of the lesson. - What sound do you know? - pronunciation, sound characteristics [C]. - recall of words on [C].
CLND PLAN FOR FONTAL LOGOPEDIC LESSONS ON PHOMIO-HMMTICH CTGOII AND DEVELOPMENT OF CONNECTED CHI I period from September 1 to September 15, children are examined
Month, weeks September Lexical topic A promising thematic lesson plan for the formation of lexical and grammatical categories, the phonetic side of speech and the development of coherent speech in the senior group of a speech therapist
SPEECH THERAPY IN LITERATURE LESSONS Antonova Svetlana Fedorovna, teacher primary school MAOU " cadet school 49" 1 sq. Annotation The problem of writing disorders in schoolchildren is one
Games and exercises to prepare older children for literacy preschool age p / p Name of the game Content 1 “Guess the sound by silent articulation” A) The teacher silently articulates the vowel
Municipal budgetary preschool educational institution « Kindergarten 121 "Synopsis of a speech therapy lesson on teaching literacy in the senior group "Sounds and the letter P" Speech therapist: Ovcharova I.Yu. Ryazan
A file of tasks for the formation of phonemic representations in preschoolers, the skills of sound analysis and synthesis, and literacy training TASK 1 SOUND AND LETTER A Alik was friends with Alla, gave Alla astras. 2.
Talking fingers. Topic: The use of a manual alphabet for the deaf and dumb in the work of a speech therapist to prevent writing disorders in children with TNR. Manual alphabet is a powerful tool that increases efficiency
The development of speech "step by step" E.M. Kosinova Grammar Notebook 1 BREEZE Creative Center Moscow 2009 LEARNING TO MAKE SIMPLE SENTENCES 1. Show who cuts, who cooks, who carries, who reads, who washes,
14.01 2019 Wintering birds. Nouns in the Prepositional Plural with the preposition "NA". 1. Album 2 Teremkova N.E. p. 26 exercise 1, 2, 4. 2. Album 2 Teremkova N.E. page 29 exercise
SOUND AUTOMATION [C] Look at the letter C. Draw a letter in the air. What does she look like? Mini - fairy tales - bundles C Speech material corresponding to mini fairy tales bundles: A fox sits under a pine tree. On the table
ADVICE OF THE SPEECH THERAPIST Senior group LEARN BY PLAYING THE I PERIOD OF TRAINING (SEPTEMBER, OCTOBER, NOVEMBER) MBDOU d / s 281 Speech therapist Shilova O.V. Novosibirsk 2012 LEARNING BY PLAYING I STUDY PERIOD (SEPTEMBER, OCTOBER, NOVEMBER)
Municipal budgetary preschool educational institution Child Development Center Kindergarten 28, Yarovoye Altai Territory Abstract directly educational activities for speech development
Calendar- thematic planning correctional development activities for the formation of the phonetic side of speech with children senior group with OHP Month, week GCD Topic of the lesson Preparation for the sound
Explanatory note To master the initial reading skills, a certain readiness of the sensorimotor and intellectual spheres of a preschooler is required. Therefore, every child needs different time For
Annex 1 long term plan the work of the circle "From sound to letter" to prepare children 6-7 years old for learning to read and write. Preparatory stage Tasks: - development of auditory attention and auditory perception, auditory
Summary of educational activities for teaching literacy in preparatory group(FN, FFNR) Topic: "The sound and the letter B." GOALS AND OBJECTIVES: In the course of integrated educational activities, children should: 1.
THEMATIC PLANNING OF CORRECTIONAL WORK IN THE SENIOR SPEECH THERAPY GROUP (FOR CHILDREN WITH OHP) TRAINING PERIOD: 2 LESSONS PER WEEK 2 WEEKS OF THE WEEK LESSON TOPIC NUMBER OF LESSONS PREPARATION FOR SOUND ANALYSIS
Subject. Victory Day. 04.05.16 Coordination of adjectives with masculine and neuter genitive nouns with the preposition "U". 1. Recall and name the military professions (tanker, pilot, sailor,
Clean tongues, tongue twisters Tips for moms to homework for children 4-7 years old “I repeat after my mother, I develop attention, memory, speech” Prepared by: teacher-speech therapist Barinova V.A., teacher-psychologist Kostrova
I APPROVE" Head of MDOU "Kindergarten 1" / Zyukueva M.B. "_31_" August 20_18 Calendar-perspective plan for the formation of the phonetic and phonemic side of speech, lexical and grammatical structures of speech,
Municipal budgetary preschool educational institution of the city of Abakan "Kindergarten of the combined type" Zhuravlik "ACCEPTED: APPROVED: Pedagogical Council by order of the head Protocol 1 dated
Russian Language and Speech Development Program middle group preschool period (3-4 years) Sounds and Phonetics. Graphic arts. Grammar letters 1 3 4 Words that answer the questions Who? What? Initial work over semantic
Games for the development of sound-letter analysis skills, the formation of phonemic hearing 1) The game "Chain of words" Task: to teach children to distinguish the initial and final sounds in words, to expand them lexicon,
SPEECH CARD Surname, name of the child Age Home address Date of admission of the child to the group Arrived from preschool Date of release of the child from the group Information about the parents: Mother (address, telephone) Father Complaints of parents
Explanatory note. Speech underdevelopment is defined as "rudiments of common speech". Communication is carried out through the use of a constant but distorted and limited supply of commonly used
Explanatory note Working training program(hereinafter referred to as the Program) is developed on the basis of the “Program speech therapy work to overcome general underdevelopment speech in children "authors Filicheva T.B.,
Municipal budgetary preschool educational institution kindergarten of a combined type 3 of the municipal formation Timashevsk district Synopsis of the frontal lesson "Differentiation of sounds of the Civil Code" with
Speech and alternative communication. Explanatory note. The main objectives of the implementation of the content: The development of speech as a means of communication in the context of knowledge of the world and personal experience child. Understanding
After 5 years, most children begin to form a conscious orientation in the sound composition of the word. The first attempts to consciously isolate a sound from a word, and then to establish the exact place of that
09/18/18 Topic. Kindergarten. Professions. The concept of "word-object". 1. Learn the names and patronymics of kindergarten workers: head, educators, speech therapist, assistant educator 2. The game "Who is this?" Answer the questions
Isolation of the first, last sound in a word, memorization of syllable rows, sound analysis of syllables using colored chips, sound analysis of words from three sounds III K-KB 9 IV P-P-T-T 10 December I
Speech chart (FFN, FN) Surname, name of the child Date of birth Complaints of parents Data on the course of speech development State of general motor skills State fine motor skills Attention, performance General sound of speech
C 1. Determine whether it is a vowel or a consonant, color it. 2. Circle, complete the letter U. 3. Read. A U A y A a U - y A y a A a a U y y A - y 4. Type it. 5. Type the letter A in the circle, the letter U in the square.
KIMs in Russian for the preparatory class Option 1 A1. In which variant do all the letters represent consonants? 1) i, o, a, e, y 2) b, b 3) p, c, f, p, k, h 4) a, n, c, y, t, k A2. Point out the word
Subject. Mom's holiday. 4.03.19 Preposition "K" with singular dative nouns ending in U. 1. Remember: March 8 is International Women's Day. Tell me why this holiday is so named.
Part formed by the participants of the OO: Long-term plan "Literacy" for children of senior preschool age from 5 to 6 years old p / p Theme Tasks Materials Source 1 " sounding word» Acquaintance with the sounding
Summary of classes on the development of speech. Subject. Darling fairy tale hero. Software content. To form the ability to compose a descriptive story based on a plan diagram. Lesson content. 1. Organizing moment. 2.
Level assessment criteria speech development preschooler Sound pronunciation High 30 points Average 11-29 points Low 0 10 points Pronunciation 2 points correct pronunciation of sounds. 1 point normalized
P.p. Theme of the lesson Contents The fifth year of study 1. Revealing the knowledge and skills of students 2. Repetition. Sounds and letters 3. The ratio of sound and letters, 2. Correct posture while writing, position on the desk
Speech material: - I love whom? What? (mother, Motherland, cat); - Appreciate what? (work, care, friendship); - Take care of what? (book, toy, trees, birds); - Remember what? (fairy tale, song, riddle, poem). DIDACTIC
Subject. Furniture. 4.02.19 Prepositions "С-СО" with singular genitive nouns ending in -А. 1. N.E. Teremkova Album 3: p. 22, task 1; page 23, task 4 (color the tools,
Appendix 1 Voice card (OHP) 1. Date of admission of the child 2. Surname, name 3. Age 4. Home address 5. Where the child came from 6. Full name of parents, place of work, position, education, telephone: mother:
Abstract of an open lesson on teaching literacy in the preparatory group on the basis of the MDOU "Kindergarten 2 Sonkovsky district of the Tver region" Educator: Belyakova Vera Ivanovna. Topic: "The Journey of Pulka and
Encourage children to interact with people. Develop the ability to listen and hear the teacher. Activate the active and passive vocabulary on the lexical topic: "Pets". The ability to recognize and name animals from pictures.
To form a holistic perception of objects (images of animals).
The development of speech breathing, general and fine motor skills. The development of visual, auditory attention. Development of thinking. Improving the grammatical structure of speech. The development of connected speech. Tasks are realized through game situations.
The summary of the lesson on the topic "Differentiation T-D" is presented as part of a modern speech therapy lesson. In the course of work, elements of project activities are used: the ability to follow instructions, compare the result with what was required to be done; inclusion of individual tasks depending on the zone of proximal development of each child. development will be helpful speech pathologists working at the school.
Target audience: for a speech therapist
The summary of the lesson on the topic "Letter to Santa Claus" is presented with elements of brain gymnastics. During the working hour, an atmosphere of interest-mystery is introduced. There is an acquaintance with the rules of writing a letter, and attention is also paid to Ozhegov's dictionary. Children are active partners of the teacher throughout the correction. This approach meets modern requirements.
Target audience: for a speech therapist
Lesson summary on the topic "Differentiation S-Sh sounds"is presented using the techniques of accompaniment by methods of motor correction. Ensuring the interaction of the right and left hemispheres is the basis intellectual development. At the lesson, children form the topic of the lesson, accept and save the learning task, search for the necessary information. Build self-esteem based on successful performance.
Target audience: for a speech therapist
Abstract individual lessons by differentiation sounds w-sh. Designed for children of middle school age. A colorful presentation helps to keep the interest and attention of the child throughout the lesson. In the classroom, the child has the opportunity to independently complete tasks on the computer.
Target audience: for a speech therapist
SUMMARY OF A SUB-GROUP SPEECH THERAPY LESSON on the correction of violations of sound pronunciation
Topic: differentiation of sounds [p] and [p '] in words.
Lexical theme: journey to the city of professions.
Technologies: gaming (occupation-travel), information and communication.
Purpose: to develop the ability to distinguish between sounds [p] and [p '] on the material of words.
Tasks:
Educational:
- train to distinguish between sounds [p] and [p '] in words;
- develop auditory attention, phonemic analysis, synthesis and presentation;
- update and clarify the meaning of words on the lexical topic "Professions";
- develop the skill of word formation in a suffix way;
Correction-developing:
- develop logical thinking, communication skills;
Educational:
- educate curiosity, cognitive activity and interest in learning activities generally.
Target audience: for grade 4
Abstract of an individual lesson on the automation of the sound Sh in the middle of a word. Designed for children of senior preschool and primary school age. The desire to help and treat Stepshka with carrots maintains the interest and attention of the child throughout the lesson. Special tasks for schoolchildren train reading and writing skills.
