Routing individual speech therapy session for an older preschooler for the correction of sound pronunciation.
Purpose: to automate the sound R in words and sentences (in a position with a confluence of consonants).
correctional-developing:
- correct pronunciation;
- to correct and develop dialogical speech through the formation of an answer with a full sentence;
- to correct and develop auditory and visual perception;
- develop fine motor skills of the hands;
- develop general motor skills, the ability to coordinate speech with movement;
- develop attention, memory, logical thinking;
- the skill of self-control, perseverance.
educational:
– to clarify and expand the vocabulary on the topics “Wild Animals”, “Sochi Olympics”, “Winter Sports”;
– to systematize and generalize knowledge on the topic “Winter sports”.
educational:
- educate interest in classes;
- educate independence;
- educate respect for benefits.
health-saving:
- plan the amount of material taking into account the increased fatigue of the child;
- observe the correct landing of the child;
– contribute to the creation of a favorable psychological climate;
– alternate between static and dynamic tasks.
Equipment: computer presentation “Winter sports”; toys - Olympic mascots (Bunny, White Bear, Leopard); subject pictures depicting animals (tiger and tigers, beaver and beavers, cobra and cobras, zebra and zebras, cheetah and cheetahs, mole and moles, leopard and leopards); picture "snowdrift"; plot pictures: figure skating, snowboarding, ski jumping, skiing, curling, hockey, bobsleigh, biathlon, 8 pictures with the image of a cedar; picture-puzzle “Olympic Leopard” (images of body parts of the above animals are pasted on the reverse side of each part); pointer; subject pictures from the manual Kashe G.A.
Lesson progress
| Types of work at the stage. | The activities of the teacher. | Child activity. | What tasks were solved during the assignment |
| 1. Organizational moment. 1.1. Psychological mood. |
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| Psychogymnastics. | The teacher asks the child to imagine that he can turn into different animals. Then he proposes to turn first into a tiger and growl menacingly; then to the cat. The kitty is cunning, she saw sour cream on the table, jumped up and purrs. The speech therapist offers to portray how the cat purrs, licks its lips. The teacher reports that the owner turned in and got angry with the cat, drove her away: “Shush!” He asks the child to show how the owner drove the cat away. | The child performs | Contribute creation of good pleasant psychological climate. |
| 1.2. Introductory-organizational stage. | |||
| Conversation. | The speech therapist finds out if the child guessed what sound we will continue to work with today? | The child is in charge | Organize the child. Get your child ready for the activity. |
| 2. Main stage. 2.2. Checking homework. |
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| The teacher checks homework on the topic Sound R in syllables and in words with a confluence of consonants, asks the child to pronounce the words on the specified topic. For each correctly pronounced word, the speech therapist gives the child colored chips. | The child pronounces the words. | Find out the correct pronunciation of the sound Р in syllables and words with a confluence of consonants |
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| 2.2. Knowledge update. | |||
| Solving riddles. Demonstration of pictures. |
The teacher invites the child to listen and guess the riddle. The speech therapist asks the child to look at the images of winter sports on the computer monitor and name them. Then he finds out who are the mascots of the Sochi Olympics, what kind of sport the Leopard is fond of. | The child guesses the riddle, looks at the pictures and names winter sports. Then he remembers who are the mascots of the Sochi Olympics, replies that Leopard is a climber, he is a snowboarder. |
Attract attention and arouse the interest of the child in the lesson. Refresh your knowledge on the topic. |
| 2.3. Introduction to the topic. Learning new material. | |||
| Exercise. | The teacher informs the child that today he will have adventures with the Olympic Leopard, during which he will continue to learn how to pronounce the sound R. | The child remembers how to pronounce the R sound correctly. | Determine the level of assimilation by the child of the correct pronunciation of the sound R. |
| Explanation. | The speech therapist tells the child about what happened to the Leopard in the mountains. Then he reports that different animals came to the aid of the Leopard. But a heavy snowfall began, and all the animals were covered with snow. |
The child is listening. | Form ideas about future activities. |
| Didactic game. | The teacher shows the picture “snowdrift” and asks the child to look and name which animals are under the snow. For each word, the child receives a picture of an animal. | The child completes the task, repeats the words after the speech therapist (tiger and tigers, cobra and cobras, beaver and beavers, cheetah and cheetahs, leopard and leopards, zebra and zebras, mole and moles). | Enrich the dictionary on the topic: “Wild animals” Strengthen the skill of education plural nouns. Exercise in the correct pronunciation of the sound R in words with a confluence of consonants. |
| Finger gymnastics "Beasts". | |||
| Exercise. | The speech therapist invites the child to perform a finger gymnastics exercise. | Develop fine motor skills. | |
| Dynamic pause. Speech-motor rhythm. | |||
| Exercise. | The teacher asks the child to perform movements while pronouncing syllables with a confluence of the sound P and another consonant. | The child is doing the exercise. | Contribute to the removal of general fatigue. Pin correct pronunciation sound R in syllables with a confluence of consonants. develop phonemic perception, general motor skills. |
| 2.4. Consolidation of the studied material. | |||
| Didactic game. | The speech therapist invites the child to play the game “Kind Animals”, and explains the rules of the game: the animals give the Leopard the sound R and change their names, but the Leopard does not want to harm his friends and returns the sound R to them. | The child performs the task, calls animal with a new name, skipping the R sound, and then inserting the R sound in place. |
Develop the function of language analysis and synthesis. |
| Didactic game. | The teacher offers to help the Leopard in another way: to lay a track to the foot of the mountain, where the lost sound is located. But huge cedars grew along the route. Behind each cedar, plot pictures with winter sports were hidden. The speech therapist explains that you need to choose only the sport in the name of which the sound P is heard and pronounce the sentences correctly. |
The child completes the task. Repeats after the speech therapist sentences on the selected pictures |
Automate the pronunciation of the R sound in sentences. Enrich passive and active vocabulary on the topic. |
| 2.5. Control of knowledge and skills. | |||
| Independent work. | The teacher asks the child to assemble a picture - puzzle "Olympic Leopard", while it is necessary to consider reverse side every detail, guess what animal is hiding there and name it. | The child completes the task, pronounces the names of animals with the sound P (words with a confluence of consonants). | To control the level of assimilation of the material. |
| 3. Summary of the lesson. 3.1. Activity evaluation. |
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| Survey. Evaluation. | The speech therapist invites the child to remember what “adventure” was in the lesson, and what sound he learned to pronounce. Then he evaluates the work of the child and gives him the talisman "Olympic Leopard". |
The child answers, calls the sound, clarifies the correct articulation of the sound. | Summarize the topic of the lesson. Develop memory. Evaluate the child's activities in the classroom. |
| 3.2. Homework. | |||
| Explanation. | The teacher explains to the child the homework on the topic covered from the manual "R's birthday". |
The child gets homework. | Reinforce the topic covered in the lesson at home. |
Bibliography
- Baskakina I.V., Lynskaya M.I. Birthday R. Logopedic games. - M. Iris-press. 2013.
- Peregudova T.S. , Osmanova G.A. We introduce sounds into speech. Card index for automating sounds [P], [Pb]. - St. Petersburg. KARO. 2007.
- Pozhilenko E.A. The magical world of sounds and words. - M. Vlados.1999
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.
- Metasubject:
Regulatory UUD
Communicative UUD:
- Working with an auditory message
- Dialogue with a speech therapist
Personal UUD
Stages
Teacher activity
I
Hello Pasha!
I will remind the rule of speech: “Today we play like this - we always answer briefly, We are not in a hurry to speak, we think more, we are silent.”
Today we are going on a journey. And where - you will find out by guessing the riddle:
The green house is always open
It is covered with a carved roof.
It is full of fairy tales and miracles -
What is this? This is ... (Forest)
II
- Relaxation
The eyelashes go down.
The eyes are closed.
We rest in peace. (2 times)
We fall asleep with a magical dream.
Our hands are resting.
The legs also rest.
Resting. fall asleep. (2 times)
The neck is not tense
And ras-sla-a-ab-le-na.
Lips open slightly.
Breathe easily. smooth. deep.
The tension has gone.
And the whole body is relaxed. (2 times)
The sun is shining now.
Our hands are warm.
The sun is hotter now.
Our feet are warm.
Breathe easily. smooth. deep.
Lips warm and flaccid
But not at all tired.
Lips open slightly.
Everything is wonderfully relaxing. (2 times)
We understand what it is.
The state of rest. (2 times)"
long pause
"We rested calmly,
They fell asleep with a magical dream.
It's good for us to rest!
But it's time to get up!
We clench our fists tightly,
We raise them higher.
Stretch! Smile!
Everyone open your eyes and stand up!”
What music was played?
Where does the wolf live? (in the lair)
Where does the fox live? (in the hole)
Where does the squirrel live? (in the hollow)
7. Su-jok therapy
There was a hedgehog (we show the massage ball). It was prickly (grasp the palm of the right, then the left hand).
Once, he went for a walk (we roll in a circle on the palm of our hand). He came to the clearing, saw a short path and ran along it (we roll from the palm to the little finger and back), returned to the clearing (we roll in a circle on the palm of our hand), again ran through the clearing (we roll between the palms in a circle), noticed the river, ran along it bank (rolling on the ring finger), returned to the clearing again (between the palms), sat, rested, basked in the sun, saw a long path and ran along it (rolled on the middle finger), returned to the clearing and saw a hill, decided to climb there ( slightly raise the index finger (slide) and drive the ball over it). Then the hedgehog rolled down and again ended up in the clearing (moving in a circle in the palm of your hand), saw a tree and ran around it (we roll around the thumb, raising it).
The hedgehog became hot, he stuck out his muzzle towards the cool breeze.
Breathing exercises: Inhale through the nose, exhale into the palm of the hand, repeat 2 times.
Open the ball and take out the massage ring. We alternately put it on each finger of the leading hand, moving up and down several times.
The hedgehog walked so cheerfully through the forest that he did not notice how it was getting dark. Evening came. Satisfied with the walk, he will go home (close the ball, roll between the palms).
8. Game, describe the animal.
What wolf? (evil, grey)
IIIstage. reflective
Who did you meet in the forest?
View document content
"Technological map of a speech therapy lesson to overcome stuttering at the stage of short answers"
Technological map of a speech therapy lesson to overcome stuttering at the stage of short answers
Subject:"Walking in the Forest"
Correction program based on guidelines Harutyunyan L.Z.
Lesson type: Lesson on generalization and systematization of knowledge
Class type: individual
Student age: 4 years
Logopedic conclusion: OHP III, dysarthria. Stuttering of moderate severity of articulatory-respiratory localization of zero degree of fixation.
Purpose of the lesson: automation of the skill of fluent speech at the stage of short answers on the lexical topic: "Wild animals of the forest"
Tasks:
automate the skill of fluent speech at the stage of short answers
to consolidate the skill of relaxation;
to expand ideas about the beauty of the forest, about the wild animals of our forests (appearance, behavior, cubs);
contribute to the development of an elongated speech exhalation, soft voice delivery, a sense of tempo and rhythm, and intonation expressiveness.
Planned results:
Subject:
Automating the skill of fluent speech at the stage of short answers
Updating knowledge about the animals of our forests
Metasubject:
Regulatory UUD
Ability to follow game plan
Ability to control your actions
Communicative UUD:
Working with an auditory message
Dialogue with a speech therapist
Personal UUD
Formation of a sense of mutual assistance
Formation of activity and motivation for inclusion in the process of voice, respiratory and speech work
| Stages | Teacher activity | Children activities | |
| Istage. Motivation for activity | Hello Pasha! Today our lesson will be visited by many guests-teachers. Let's smile and say hello! I will remind the rule of speech: “Today we play like this - we always answer briefly, We are not in a hurry to speak, we think more, we are silent.” Today we are going on a journey. And where - you will find out by guessing the riddle: The green house is always open It is covered with a carved roof. It is full of fairy tales and miracles - What is this? This is ... (Forest) Where are we going with you today? But before the trip, we need to have a good rest and gain strength. | Greetings. Guesses the riddle | Regulatory UUD |
| IIstage. Organizational and search activities | Breathing exercise "Ball" To begin with, we will remember how to learn how to breathe correctly. Inflate and deflate the balloon in the stomach. Relaxation Close your eyes and listen to the sounds: Eyelashes fall... long pause "We rested calmly, What music was played? We received a letter. From whom? They ask you to help them: all the animals have lost their babies and cannot find them. Can we help animals? Then we go to the forest. Look, we have paths leading into the forest. Choose the path we're going to take. So we entered the forest. And then we are met by the first animal, who is it? (hare) 3. The hare is very hungry, can we help him find food? 4. We set off along another path and find ourselves in a clearing where all the animals of the forest that have lost their cubs have gathered. Every animal needs to find its baby. 5. Pasha, what is the air like in the forest? Let's breathe in the clean forest air. Stand up straight. Repeat after me: Ah! 6. Look, there is a forester's house in the forest, which is protected by animals from hunters. But do you know where animals live in the forest? Where does the wolf live? (in the lair) Where does the fox live? (in the hole) Where does the squirrel live? (in the hollow) Where is the bunny hiding? (under a bush) Where the bear hibernates (in a den) 7. Su-jok therapy Look, two hedgehogs came running to us, let's play with them? There was a hedgehog (we show the massage ball). He wasbarbed
(grasp the palm of the right, then the left hand). Let's wish the hedgehog good night: Good night! 8. Game, describe the animal. You and I saw different forest animals. Tell me, what kind of fox? (sly, redhead) What hare? (cowardly, grey) What wolf? (evil, grey) What bear? (clubfoot, brown) | Performs the exercise "Ball": on inhalation, the stomach rises, on exhalation it falls. The child lies with his eyes closed in a state of relaxation, listening to the sounds of nature Gentle, quiet, calm From animals (animals). Agree to help Selects the path, depending on which the next task will be selected. And he walks along the path. Chooses among the proposed items the products that the hare eats and lists them. Names the animal and its cub and attaches them to the magnetic board. Clean, fresh Inhale: arms raised up, On exhalation, we lower our hands and say: Ah! Responds and holds up the appropriate dwelling card. Repeats all movements for a speech therapist The child describes the color and character of the animals. | Cognitive UUD Communicative UUD Personal UUD Cognitive UUD Communicative UUD Personal UUD |
| IIIstage. reflective | Our walk through the forest has come to an end. Let's go back down the path. Where have we been today? Who did you meet in the forest? What speech rules did you follow? | Regulatory UUD Communicative UUD Subject UUD |
Technological map of an individual (paired) speech therapy lesson
FULL NAME.speech pathologist
Milus Natalya Alexandrovna
Group (logopedic conclusion)
preparatory group, ONRIIIlevel
Topic of the lesson
Differentiation of sounds /С/ and /Ш/
Target
Develop a clear differentiation /S/, /Sh/ based on articulatory and motor sensations
Tasks
Educational:
Teach children to give a clear description of the studied sounds,
To teach children to find differences in the acoustic-articulatory characteristics of sounds /С/, /Ш/, based on different kinds control.
Correction-developing:
Promote improvement phonemic perception,
Contribute to the improvement of articulatory motility, speech breathing, coordination of speech and movement,
Exercise in the differentiation of sounds /С/- /Ш/ in syllables, words, sentences,
Learn to determine the place of sound in a word (beginning, middle, end).
Educational:
Give the opportunity to express their thoughts, prove, draw conclusions,
To form ways of friendly relations between children, the habit of working together,
To educate children in self-control over newly delivered sounds.
Universal learning activities
Personal UUD:
1. To form motivation for learning and purposeful cognitive activity.
2. Develop the ability to self-evaluate their actions.
Regulatory UUD:
1. Develop the ability to formulate the purpose of the activity, draw up an action plan.
2. To form the ability to work in pairs.
3. Correlate the result of your activity with the goal and evaluate it.
4. Adequately evaluate your achievements, be aware of the difficulties that arise.
Communicative UUD:
1. Participate in a general conversation, observing the rules of speech behavior.
2. Formulate your own thoughts, statements and justify your point of view.
3. Build a small monologue statement.
4. To carry out joint activities in pairs and individually, taking into account specific educational and cognitive tasks.
Cognitive UUD:
1. Understand the task.
2. Form the ability to draw conclusions as a result joint work in pairs and a speech therapist teacher.
3. To carry out the operations of analysis, synthesis, comparison, to make generalizations, conclusions to solve educational problems.
ICT facilities, hardware, name
Hardware: individual computers, SMART board, CDs with games, audio recording of physical education minutes.
Subject pictures with sounds /С/, /Ш/, sets for drawing up diagrams, pencils, notebooks, mirrors, Handout: Cabochon glass pebbles, cones (natural material), didactic game: “Find the sound”, “Say the opposite”, “Encrypt the words”, on the image board: the cloud is closed by the sun, chickens, hedgehog, duck, hare, snail, magpie.
Organizational structure classes
Stage of speech therapy
Methods and techniques of work
Forms of organizing the activities of pupils
Activities of a speech therapist
Activities of pupils
Stage of motivation
Conversation, warm-up game "General circle", articulatory motility and mimic exercises, work with a riddle.
Task:Emotional mood, creation positive emotions, contributing to the formation of a mini group (in pairs) of pupils.
Inclusion of pupils in activities through a problem situation.
The speech therapist gathers all the children in a circle so that I can see you and you can see me. When the children are seated in a circle, the speech therapist says: “Now, to make sure that no one is hiding and I see everyone and everyone sees me, let each of you say hello with your eyes to everyone in a circle. I will start first, when I say hello to everyone, my neighbor on the right will begin to say hello.
Guys, guess the riddle:
fire saucer
Rides across the sky.
Morning in the east
Rises.
Evening in the west
Drops below the horizon.
Do you guys remember the fairy tale about the “Sun”, which was obscured by a cloud for three days, and could not shine after?
Once a big cloud covered the sky, covered the sun and it stopped illuminating the earth (an image appears on the SMART board: a cloud covered the sun).
What to do? Who will wake up the "Sunshine"?
(an image appears on the SMART board: a cloud covering the sun and chickens).
Pupils greet with their eyes.
The guys in chorus answer "Sunshine"
Yes, we remember. This is a Slovak fairy tale "The Sun is visiting."
The answers of the children in chorus: the chickens decided to go.
The stage of updating knowledge
observation, independent work, comparison, analysis.
I, P
Sound warm-up "Leaves"
Autumn leaves swirl quietly
The leaves lie quietly under our feet,
And rustling underfoot, rustling,
It looks like they want to spin again.
How do the leaves rustle? (Shhhh). The wind blew. How does the wind whistle? (S-s-s). The leaves rustle: sh-sh-sh, the breeze whistles: s-s-s, leaves ..., breeze ....
What sounds will we try to pronounce correctly?
What do you know about these sounds?
The guys perform the movements in accordance with the text.
(The speech therapist pronounces the words “leaves” or “breeze”, and the child pronounces the sounds /Ш/ or /С/).
Answers: /Ш/ and /С/.
Guys perform comparative characteristic sounds using sound symbols.
(/Sh/ - consonant, deaf, always hard, hissing;
/C/ - consonant, deaf, hard and soft, whistling).
Stage of identification of difficulties
Independent work, comparison, analysis
I, P
Guys, what else should we definitely remember about these sounds?
With what help can we check what position the tip of the tongue occupies in the mouth?
Children's answers
(what position of the tongue is occupied by the sound / S / and the sound / Ш /)
Children's answers (you need to take a mirror, pronounce our sounds in turn and observe the position of the tongue and lips); and you can also find out the position of the tongue by tactile sensations.
Stage explanation (obtaining) new knowledge
Observation, analysis, discussion,
finger gymnastics.
I, P
Guys, what conclusion can be drawn by comparing these two sounds?
They're coming, the chickens are coming... That's who they met...
Finger gymnastics "Snail"
Who crawls there slowly
(one palm covers the other).
Does he carry his own house?
(“The snail” slowly crawls across the table).
It will crawl a little more
(index and middle fingers protrude from under the palm).
Stick out and hide the horns.
On a sheet, on a flexible branch
("Snail" crawls with protruding horns)..
Slowly crawling ... snail!
(appears on the board: a cloud covered the sun, chickens, a snail).
The chickens asked the snail how to get to the sun, and she says: “You'd better ask the magpie. She flies everywhere, knows everything.
Guys, what does the letter S look like? What about the letter C?
From what can we lay out these letters?
That when pronouncing the sound /Ш/, the lips are extended forward, like a mouthpiece, the lateral edges of the tongue are pressed against the upper molars, the tongue takes the form of a cup, the tip of the tongue is raised to the upper teeth, and the exhaled stream is warm;
When pronouncing the sound /C/ - lips in a smile, the tip of the tongue rests on the lower front teeth, the lateral edges of the tongue are tightly pressed against the upper molars, and the exhaled air stream is strong - cool.
Performing finger gymnastics by the children.
Answers and reasoning of children.
Children's answers.
Each child lays out the letters /Ш/ and /С/ from the material that he considers necessary (separately on the table to separate boxes there are many varieties of material: Cabochon glass pebbles, counting sticks, ropes, beans, buttons, colored pencils, etc.) .
Consolidation in external speech
Independent work with verification
Reflection
Speech exercises, independent work, peer review.
P, I
(appears on the board: a cloud covered the sun, chickens, a snail, a magpie). She dragged a lot of cones and CABOCHON pebbles and cannot decompose them. Let's help her.
If you hear the sound /Sh/ in the word, take a bump, if the sound is /S/, take a glass pebble and lay them in different directions.
Words: mustache, ears, nose, knife, cape, mouse, grew up, rye, bowl, mouse, day, jokes, helmet, helmet, rat, rat, socks, legs, fable, tower, cash desk, porridge.
The chickens go on. They see the bunny sitting, covering the book with its paw. (appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare). What's happened? Bunny said that it was raining and in the book some of the words were washed off the letters.
The chickens took pity on the hare and decided to help him.
"The letter is missing." Look at the missing letters in the words. The rain washed them away. Guess and put them in their place.
The chickens asked if the bunny knew how to get to the sun. "No, maybe the duck knows?" - answered the hare.
Listen carefully to the words: sled, hat. You must perform a sound analysis of words, laying out a graphic scheme. Type words in notebooks.
Appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare, a duck.
Duck and ducklings walk around waddling and picking flowers. Help them collect beautiful bouquets.
Determination of the place of sounds /Ш/ and /С/ in words (beginning, middle and end), (each flower in the middle has a diagram where the sound is located).
Words: hat, ears, mouse, jug, shower, puck, car, ink.
Words: sled, sock, nose, dog, table, mustache, scales, juice, pineapple.
Friends asked the duck if she knew how to get to the sun. The duck said she didn't know. She herself is sad without the sun.
Guys, I suggest that you complete one task on your own, which is in envelopes. In one envelope - a picture of a car, and in the other - a bus. You will have to make a sentence with these words according to the schemes that are also in the envelopes (each has its own scheme).
The duck offered to ask the hedgehog, he is very smart.
Appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare, a duck, a hedgehog.
The kids are doing development work. phonemic hearing
The guys complete the task: ko..a, we..and, but..s, ..uba, ..apka, ..umka, mo..ka, pa..ta, ..anki, ma..ina, ..ahta, ..silo, but..ok, mo..t, ..ani, mi..ka, ..a..ki.
Children complete the task on their own, then tell and prove their answers.
Children complete the task on their own and then compare their results.
The children complete the task on their own.
Reflection, inclusion of the new in the knowledge system
Reflection, self-assessment
- The hedgehog knows one poem that can drive away the cloud and wake up the sun. Let's learn it, and with us and his friends. (Speech therapist teacher points to the SMART board).
Listening and reflected pronunciation of the poem "Sunshine, shine!"
Sunshine, sunshine
Golden bottom!
Sun, sun, shine!
Sun, sun, shine!
Sunshine, sunshine
Golden bottom!
You go around in circles
Don't go astray!
The sun has come out from behind the clouds! (appears on the board: the sun, chickens, snail, magpie, hare, duck, hedgehog). Everyone was very happy! Today we helped the chickens and their friends to find the sun.
Guys, what important task did we have to complete during the lesson?
Do you think we succeeded in completing this task?
Conclude: What needs to be remembered in order to correctly pronounce and distinguish between whistling and hissing sounds?
Guys, and now everyone will appreciate their work in class, for this you need to take a picture - the sun and put it on our ladder - a miracle, consisting of three steps. Rate yourself. If you think that you were very attentive, diligent and did the work without mistakes, then put on the very top of the stairs - miracles.
Children listen and reflect.
They learned to pronounce and distinguish sounds /Ш/ and /С/ correctly.
Yes.
The guys take turns voicing their conclusions (one child about whistling sounds, the other about hissing sounds).
Guys evaluate themselves. Express their opinion.
Fazlyeva Olesya Igorevna
Speech therapist, secondary school No. 6 with UIOP, Yamalo-Nenets Autonomous Okrug, Nadym
Fazlyeva O.I. Technological map of speech therapy classes in accordance with the requirements of the Federal State Educational Standard // Sovushka. 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 self-control and self-evaluation of the results of educational 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 caused by unformed 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.
