(Document)
n1.doc
"SMART ASS"(speech development and educational games)
Explanatory note
Everyone knows that correct speech is one of the most important conditions for the successful development of a person. The more developed a child’s speech is, the wider his ability to know the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical development, since speech occupies a central place in the process of a child’s mental development and is internally connected with the development of thinking and consciousness in general. . Therefore, it is very important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations.
This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech, the formation of the skill of building a coherent statement. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes.
Targetand:
to develop coherent speech of children 4-6 years old using educational and didactic games on topics;
develop the cognitive processes of children (memory, thinking, imagination).
Tasks:
to form the lexical and grammatical structure of speech;
to form the skill of constructing a coherent statement;
to form the cognitive activity of children;
teach effective communication skills.
The system of classes is designed for children of middle and senior preschool age.
The frequency of meetings is 2 times a week.
The number of children in the group is 10 - 14 people.
The duration of one lesson is 25-30 minutes.
The criterion of efficiency is the implementation of the tasks set.
Expected results:
increasing the level of cognitive activity of children, the formation of the ability to independently plan practical and mental actions;
enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;
the ability to independently build a coherent statement;
to cultivate a culture of speech communication as part of speech etiquette.
Criteria for selecting children - based on the request of the parents.
Approximate tthematic lesson plan
| TOPIC OF THE LESSON | TIME SPENDING | NUMBER OF HOURS |
| FRUITS | 4th week of September | |
| VEGETABLES | 1st week of October | |
| GARDEN GARDEN | 2nd week of October | |
| AUTUMN | 3rd week of October | |
| MIGRATORY BIRDS | 4th week of October | |
| TREES | 1st week of November | |
| FOREST | 2nd week of November | |
| DISHES | 3rd week of November | |
| FOOD | 4th week of November | |
| WINTER | 1st week of December | |
| WINTER BIRDS | 2nd week of December | |
| WINTER ENTERTAINMENT | 3rd week of December | |
| NEW YEAR'S CELEBRATION | 4th week of December | |
| CLOTHES. SHOES | 1st week of January | |
| HATS | 2nd week of January | |
| FURNITURE | 3rd week of January | |
| TRANSPORT | 4th week of January | |
| TOYS | 1st week of February | |
| WILD ANIMALS | 2nd week of February | |
| PETS | 3rd week of February | |
| OUR TOWN | 1st week of March | |
| MARCH 8 | 2nd week of March | |
| SPRING | 3rd week of March | |
| POULTRY | 4th week of March | |
| HUMAN | 1st week of April | |
| FAMILY | 2nd week of April | |
| PROFESSIONS. | 3rd week of April | |
| INSTRUMENTS | 4th week of April | |
| FLOWERS. INSECTS | 1st week of May | |
| FISH | 2nd week of May | |
| SUMMER | 3rd week of May | |
| SCHOOL | 4th week of May |
Theme: FRUITS
Exercise 1
Name the fruits you know.
Exercise2
Name the color of the fruit according to the model: red apple, ... etc.
Exercise3
Name the shape of the fruit according to the model: "Orange round."
Exercise4
"What are we going to cook?"
From an apple - apple jam; from banana - banana puree; from lemon - lemon juice; from a pear - pear compote.
Exercise5
Exercise "Tell me!": Make up stories about fruits according to the proposed visual plan.
Exercise6
Exercise “Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors.
Theme: FRUITS
Exercise1
"What do you like?" Making suggestions from pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc.
The exercise is complicated by answers like: "I love a banana, and Vitya loves a pear."
Exercise2
Exercise "From what - what?": What kind of juice is it (jam, pie, compote)? (Apple pie. Plum jam, etc.)
Exercise3
Name the fruits. Draw fruits in the table. Make phrases according to the model: “A lot of lemons. Little Lemon."
Exercise4
"Make an offer." There are three pictures of fruits on the board. The speech therapist asks the children a question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc.
Exercise5
"The Fourth Extra". Assimilation of nouns in the genitive case. The use of complex sentences in speech. Development of logical thinking.
On the playing field - pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There should not be a tomato in the vase, because it is a vegetable”, etc.
Exercise6
The development of coherent speech Story-description “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, firm, sour. It has bones inside. The lemon is covered with a peel. He's useful. They put it in tea."
Theme: VEGETABLES
Exercise1
Pictures of fruits and vegetables are laid out on the table. More needs to be determined.
Exercise2
Name the shape of each vegetable according to the model: "Oval cucumber."
Exercise3
Greedy game: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc.
Exercise4
Tell the child what is cooked from vegetables. The game "What juice? What kind of casserole? What kind of puree? ”: Tell me, what is another name for juice (casserole, mashed potatoes) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc.
Exercise 5
Name the vegetables. Draw the vegetables on the table. Make phrases according to the model: “A lot of tomatoes. Little tomato."
Theme: VEGETABLES
Exercise1
Exercise "Cook": Tell me what you need to do to make soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree?
Exercise2
Exercise "Tell me!": Make up stories about vegetables according to the proposed visual plan.
Exercise3
"Make an offer." Children must complete the sentence, and then repeat it completely (in chorus and individually).
The tomato is round, and the carrot..
An oval cucumber, and a pumpkin ... A bitter onion, and a carrot ... A green cucumber, and a beet ... A small radish, but a radish ... A large zucchini, and a pumpkin ... A sour tomato, and garlic ... Carrots in earth, and a tomato ...
Exercise4
"Make an offer." The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns.
The tomato is round, and the carrot ... (oblong).
The tomato is red and the carrot...
The tomato is soft, and the carrot...
Tomatoes are sour, and carrots ...
Tomatoes have seeds inside, and carrots ...
A tomato grows on the ground, and carrots ... (in the ground).
Exercise5
The game "Hide the syllables in the palms." Slamming the syllabic structure of words: in-mi-dor; radish; ka-ba-chok, etc.
Theme: GARDEN - GARDEN
Exercise1
Exercise "Guess riddles, draw riddles." Guess riddles, draw riddles in empty "lambs". This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This item is yellow, round, bitter, juicy. (Onion.)
A red barrel, just about the size of a fist, if you touch it with your finger - it's smooth, and if you take a bite - it's sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, lumpy, but when she comes to the table, the guys will say cheerfully: “Well, crumbly, tasty!” (Potato, potato.)
Exercise2
Exercise3
Exercise "The Fourth Extra"
Exercise4
Correct mistakes.
Potato grows in the swamp.
An apple grows under a bush.
Eggplant grows on a bush.
The pear grows in the forest.
The peach grows on the tree.
Exercise5
Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan.
Sample response:
Theme: GARDEN - GARDEN
Exercise 1
Tell the child what grows in the garden on a tree, and what grows in the garden in the garden. Draw lines: from fruits to trees (garden), from vegetables to beds (garden).
Exercise2
Exercise "The Fourth Extra"
Exercise3
Correct mistakes.
Potato grows in the swamp.
An apple grows under a bush.
Eggplant grows on a bush.
The pear grows in the forest.
The peach grows on the tree.
Exercise4
Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response:
“An apple is a fruit. It is red (green, yellow), round, sweet, juicy, growing in the garden. The apple is firm and smooth to the touch. It is eaten raw, jam is made from it, delicious juice is prepared.
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hell5
Storyline work
Theme: AUTUMN
Exercise 1
Look at the pictures with your child. Remember the names of each season. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask the child to name the season preceding autumn; following the fall. Tell the children about autumn changes in nature.
Task 2
Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures.
Task 3
Say the opposite exercise: Help Tanya complete the sentences.
In summer the sun is bright, and in autumn ...; In summer, the sky is bright, but ...; In summer the day is long, but...; In summer, the clouds go high, but ...; In summer, birds teach chicks to fly, and ...; In summer, people dress lightly, but ... ; In summer, children relax, swim, sunbathe, and ...; In summer, people grow crops, but ...; In summer, the trees stand dressed in green foliage, and ...
Task 4
Exercise "Pick, name, remember": Name as many definition words as possible; action words.
a) The sky in autumn (what?) - gloomy, gray, dull.
Sun in autumn (what?) - ... Rain in autumn (what?) - ...
Wind in autumn (what?) - ... Leaves in autumn (what?) - ...
b) In autumn, the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle.
Rain in autumn (what does it do?) - ...
In autumn the sun (what does it do?) - ...
In autumn, birds (what are they doing?) - ...
In autumn, collective farmers (what are they doing?) - ...
Task 5
Exercise "Find mistakes": Determine what does not happen in the fall.
Children sunbathe, swim, wear light clothing.
Dry leaves crunch underfoot.
Buds swell, leaves bloom on the trees.
People harvest vegetables and fruits.
Wild animals do not store food.
Theme: AUTUMN
"Make an offer." Working with deformed sentences.
Blowing, autumn, wind, cold. Leaves, trees turn yellow. Earth, grass, on, fade. Fly away, south, on, birds. Small, autumn, drizzle, rain.
Task 2
"Guess the word". The use of singular and plural verbs in speech. Verb endings are highlighted in voice.
The wind blows and the winds...
The flower fades, and the flowers...
The bird flies away, and the birds ...
The cold is coming, and the cold...
The leaf turns yellow, and the leaves ...
The harvest is ripening, and the crops...
It's raining and it's raining...
The leaf falls, and the leaves...
Task 3(for children 5-6 years old)
Compilation of a coherent story “Autumn” according to the first words in the sentence: “Summer has passed, and it has come ... The days have become ... It has blown ... It has become ... People dress ... On the trees ... On the ground ... It is drizzling ... Fading ... To the south ... People are gathering ... Coming soon ... "
Children repeat the story without the help of an adult.
Task 4
Exercise "Dress Tanya": Tell the child what clothes, shoes and hats are worn in the fall.
Autumn came, it got colder. Tanya is about to go to the park for a walk, but she does not know how to dress. Help Tanya. Outline the autumn clothes, shoes and headdress with a red line. What clothes, shoes and hats are not suitable for autumn? Why?
Task 5
Exercise "Bouquet for Mom": In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mother. Circle the leaves and fruits on the dots. Color them and tell what leaves and fruits Tanya made a bouquet of.
Theme: MIGRATING BIRDS
Exercise 1
Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Fix in the dictionary the general concept of "migratory birds".
Task 2
Show by pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?
Task 3
Exercise "Say the opposite": Complete the sentences. The stork is large, and the nightingale .... The stork has a long neck, and the cuckoo .... The nightingale has a gray breast, and the swallow .... The stork is white, and the rook ....
Task 4.
Exercise "Pick, name, remember": Finish the sentences (pick up and name as many sign words and action words as possible).
Cuckoo (what?) motley, .... Black rook ... Important stork, .... Swift-winged swallow, ....
Task 5
Didactic game "What is missing?" The speech therapist exposes the silhouettes of birds (without a beak, paws, wings, eyes, tail, etc.). Children should say what the birds are missing.
Task 6
Didactic game "Compare Birds" The sparrow has a small body, and the heron ... The sparrow has a small head, and the heron ... The sparrow has a short beak, and the heron ... The sparrow has narrow wings, and the heron ... etc.
Theme: TREES
Exercise 1
Exercise “From which tree is the leaf, twig?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name the leaves and twigs. (Birch leaf - birch. Etc.)
Task 2
Exercise "What happens to the leaves?" Make up a story based on the pictures and key words.
Task 3
Exercise "Count and name": Connect trees of the same type with lines of the same color. Tell me, what kind of trees are many (a lot of oaks, firs ...). Count (write in circles or draw the number of dots) and name them. (One birch, two birches, ..., five birches).
Task 4
Exercise "Tell me the words": Insert the missing words (the text is read by an adult). The squirrel sat (on) a tree and gnawed nuts. Suddenly one nut fell and the squirrel descended (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children walked by and saw that (because of) a tree a squirrel's tail was peeking out. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow.
Task 5
The fourth is redundant.
Theme: FOREST
Exercise 1
"Which!" Selection of adjectives for the word forest (large, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, naked, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer).
Task 2
Examining the illustration "Forest" and compiling a story based on it. “Children, look carefully at the picture. In front of you is a forest. There are many different trees in the forest. There are coniferous trees - fir tree, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves - this is the crown. And the tree has roots, they feed the tree with juices from the earth. But - bushes, they are lower and thinner than trees. There are many different plants on the ground: grass, flowers, moss.
The forest is a home for animals, birds and insects. The forest benefits us: it gives wood, medicines, mushrooms, berries, nuts. In the forest we rest, enjoy nature.
The speech therapist invites the children (using leading questions) to tell what they remember about the forest.
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assignment 3
Theme: FOREST
Anya, Mitya and Kitty were already in the forest, and they did not see any wild animals, although they dreamed of meeting a bunny, a hedgehog, a wild boar or a badger.
Where are the animals? - the children were surprised, looking around at the stumps and fallen trees.
Where there are many people, there are no animals. They go further away, into the depths of the forest, - Mom explained.
And what kind of animals can be found in our forests?
Do you think the artist succeeded?
Look and tell me who is next to Anya and Mitya.
Who does Kiss help?
Who cut the branches so neatly for him and the beaver?
Where are Kitty and the beaver carrying these twigs?
Say what you know about beavers. Pay attention to their beautiful fur.
Almost in the center of the picture is a giant oak. A squirrel jumps along its branches, under an oak a boar hunts with boars. What are they looking for under the oak tree?
Nearby is a huge she-bear with little cubs.
The fox behind the trees froze in surprise. He sees the hare, but he cannot catch it. It's a shame!
The handsome moose went out into the clearing, resting. And the horns, what luxurious horns!
A curious badger leaned out from behind the Christmas tree, stretched out all over, trying to figure out why the hedgehog and the hare were so brave, they came very close to the human cubs.
And beauty all around! Forest! Trees! River! Grass and mushrooms!
Theme: WARE
Exercise 1
Look at the pictures with your child. Introduce him to the names of the dishes and ask him to show the following parts: spout, lid, handles, edges (walls), bottom ... Fix the general concept of "utensils" in the dictionary.
Task 2
To acquaint the child with the concepts of "tea utensils", "dining utensils", "kitchen utensils".
Task 3
Exercise "Helper": Help the girl Tanya put the tea utensils on the tray, the dining room on the dining table, and the kitchen utensils on the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet.
Task 4
Exercise "Help Mom": Mom asked me to help her decompose salt, sugar,
Exercise 5
"Where do the products live?" The speech therapist explains to the children that each product has its own house and asks the children to guess the name of the house.
Sugar lives in ... (sugar bowl). Salt lives in ... (salt shaker). Rusks live in ... (rusks). Oil lives in ... (oiler). Pepper lives in ... (pepper box). Tea lives in ... (teapot). Coffee lives in ... (coffee pot). The herring lives in ... (herring). Sweets live in ... (candy bowl). Salad lives in ... (salad bowl).
Task 6
"Cup and Saucer". Children follow the instructions of the speech therapist and comment on their actions.
Put the cup on the saucer. - I put the cup on the saucer.
Take the cup from the saucer. - I took the cup from the saucer.
Place the cup next to the saucer. I put the cup next to the saucer.
Place the cup to the right of the saucer. - I put the cup to the right of the saucer.
Hold the cup over the saucer. - I hold the cup over the saucer.
Put the cup in front of the saucer. I put the cup in front of the saucer.
Put the cup under the saucer. I put the cup under the saucer.
Take the cup from under the saucer. I took the cup from under the saucer.
Give Tanya the cup, and take the saucer from her. - I gave Tanya a cup, and I took a saucer from her. Etc.
Theme: WARE
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task 1
Work based on the fairy tale "Fedoreno grief"
Fedora was very happy about the return of the dishes. She cleaned it, washed it, and called it affectionately. Name each item of utensils affectionately (cup - cup, etc.).
Task 2
Tell the child what materials the dishes are made of. Explain the meaning of the word fragile. Exercise "From what - what?": Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it is.... If the plate is made of cardboard, it is....
If the spoon is made of metal, it is.... If the cup is made of porcelain, it is....
If the jug is made of clay, it ... . If the saucer is made of glass, it ....
Task 3
Exercise "Tell me": Make up stories about the items of utensils according to the proposed visual plan.
Task 4
"What doesn't happen?" The speech therapist shows any part of the dish, and the children comment. There is no kettle without ... (spout). There is no grater without ... (holes). There is no pan without ... (lid). There is no pan without ... (bottom). There is no coffee pot without ... (handles). There is no sieve without ... (holes). There is no knife without ... (blade), etc.
Task 5
"The Tale of the Teapot":
“Once upon a time there was a kettle. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.”
Questions to the fairy tale: “Who did the teapot live with? What size was he? What parts does a teapot have? What is the kettle made of? Why did people love him?
Theme: FOOD
Exercise 1
Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).
Task 2
Exercise3
Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - ....
Exercise4
Exercise5
Exercise6
Theme: FOOD
Exercise 1
Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).
Task 2
Consider pictures. Connect flour with products from it with yellow lines, milk with products from it - blue, meat with products from it - red. What are these products? (Flour, dairy, meat.)
Task 3
Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.)
Corn oil - .... Olive oil - ....
Soybean oil - .... Cream butter - ....
Name the food correctly. Sample: Vegetable salad - vegetable.
Buckwheat porridge - .... Cottage cheese casserole - ....
Berry puree - .... Fruit juice - ....
Task 4
Exercise "Look and name": Look at the picture. What items are hidden? Name and circle them with colored pencils.
Task 5
Exercise "Say the other way around": Complete the sentences with words-signs.
Task 6
Prepare your favorite meal. There are pictures of food on the table. The child himself chooses which dish he will cook and selects pictures for this.
Theme: MUSHROOMS
Exercise 1
Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (hat, leg). Tell the child where the mushrooms grow (in the forest, more often, on a stump, in the grass). Fix in the dictionary the general concept of "mushrooms".
Task 2
Tell the child what is prepared from mushrooms (salad, caviar, casserole, soup) and how.
Task 3
To acquaint the child with polysemantic words, explain the difference in the meanings of these words.
Task 4
Name mushrooms. Draw the mushrooms in the table. Make phrases according to the model: “There are three chanterelles in the meadow among the grass, and after the rain five chanterelles grew up.”
Task 5
Exercise "Hedgehog-mushroom picker": Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried the mushrooms (watch for the correct use of prepositions in the child's speech). (The hedgehog was drying mushrooms under the table. Etc.)
Theme: BERRIES
Exercise1
Name the color of the berries according to the model: green gooseberries, ... etc.
Exercise2
Exercise “Wild berry, garden berry”: Connect the wild berries with the “forest” picture, and the garden berries with the “garden” picture with lines.
Exercise3
Tell the child what is prepared from berries (juice, drink, compote, jelly, jam, jam, syrup, jelly). The game "What juice? What kind of jam? ”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc.
Exercise4
Exercise "Tell me": Make up stories about berries according to the proposed visual plan.
Theme: FURNITURE
Exercise1
Tell your child about who makes and repairs furniture. Exercise "Look and name": Look at the picture. Name the items shown. Circle with colored pencils the objects that the carpenter uses when repairing furniture.
People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other.
Exercise2
Exercise "From what - what?": And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Finish the sentences.
Metal stool legs. They (what?)...
Glass cabinet doors. They (what?)...
Plastic door handles. They (what?)...
Table top made of wood. She (what?)...
Upholstered in leather armchair. She (what?)...
Exercise3
Exercise "Name it affectionately": The bookshelf had nothing to brag about. But she remembered that the owners often called her affectionately - a shelf. Name affectionately and other furniture.
Shelf - shelf Chair - .... Wardrobe - .... Armchair - .... Table - .... Bed - ....
Exercise4
Exercise "Say in one word": Complete the sentences.
A table for newspapers and magazines is called a coffee table. The table at which they dine is called .... The table for the computer is called .... The table at which they write is called .... The shelf for books is called ....
The wardrobe is called .... The bookcase is called ....
Exercise5
Exercise "Say the opposite": Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The armchair is soft, and the table....
Exercise6
“What is “friends” with what and with whom?” Children must give a complete answer.
Is the chair "friends" with a crib or a notebook?
Is the table "friends" with the chair or dough?
Is the cabinet "friends" with a shelf or a needle?
Is the armchair “friends” with the sofa or Ivan?
Is the sideboard "friends" with Lyuda or dishes?
Are the shelves "friendly" with a book or a lid?
Is a stool "friendly" with a chair or a mule?
Is the sofa "friends" with a couch or candy?
Exercise7
"Fix the bug":
at the chair - a cover;
at the TV - back;
at the sofa - a screen;
closet has an armrest, etc.
Theme: CLOTHING
Exercise1
Look at the pictures with the children. Introduce them to the names of the items of clothing. Fix in the dictionary the general concept of "clothes".
Exercise2
Exercise “Let's help Tanya and Vanya get dressed Make sentences according to the model: “These are Vanya's trousers. This is Tanya's skirt.
Exercise3
Introduce the child to the details of clothing.
Exercise4
Show and name the details of your clothing (collar, cuffs, trouser leg, sleeve, pockets, etc.).
Exercise5
Tell the child about who sews clothes. What tools and materials are used in the work?
Theme: CLOTHING
Exercise1
Learn about the materials from which clothes are made. Introduce children to their names. Make phrases according to the model: leather coat, fur collar, etc.
Exercise2
Exercise "Tell me": Make up stories about garments according to the proposed visual plan.
Exercise3
"Speak the word." Assimilation of the vocabulary on the topic under study: brut ..., shirt ..., skirt ..., hat ..., fur coats ..., panama ..., tights ..., hats ..., dress ..., cap ..., tufa..., sapo..., pal..., bootin... etc.
Exercise4
"Say the opposite." Assimilation of the verb vocabulary on the topic under study: put on - take off, shoe - take off shoes, buy - sell, tie - untie, fasten - unbutton, iron - wrinkle, hang - take off, put on shoes - take off shoes.
Exercise5
"Choose a word." Selection of verbs for the word clothes: put on, wear, take off, buy, sew, knit, dress, fasten, iron, sew up, darn, mend, patch, wash, dry, hang, etc.
Theme: SHOES
Exercise 1
Look at the pictures with your child. Introduce him to the names of different types of shoes. Fix the general concept of "shoes" in the dictionary.
Exercise2
Tell me what kind of shoes you can buy in the store.
Exercise3
Show the details of the shoe: shaft, sole, heel, straps, laces, tongue.
Exercise4
Exercise "Say the other way around."
Exercise5
Exercise "Tell me": Make up stories about different types of shoes according to the proposed visual plan.
Exercise6 (for children 5 - 6 years old)
"Fix the mistake." The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron.
Theme: WINTER
Exercise 1
Look at the pictures with your child and remind him of the names of the seasons. Determine the sequence of seasons.
Task 2
What season is it now? Name the season that precedes winter and the season that follows winter. What changes have occurred in winter in nature?
Task 3
Exercise "Say the opposite": Complete the sentences. The days are hot in summer and cold in winter.
In summer the sky is bright, and in winter - ....
In summer the days are long and in winter ....
In summer the sun is bright, and in winter - ....
In spring, the ice on the river is thin, and in winter - ....
The snow is soft and the ice is....
Some icicles are long, while others are ....
Task 4
Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible).
Winter (what?) - cold, snowy, frosty, long.
Snow (what?) - ....
Snowflakes (what?) - ....
Ice (what?) - ....
Weather (what?) - ....
Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt.
Ice in the sun (what does it do?) - ....
Frost (what is he doing?) - ....
Children on a winter walk (what are they doing?) - ....
Blizzard (what is he doing?) - ....
Exercise5
Exercise "Help Tanya": Choose winter clothes, shoes, hats. Tell me what you wear in winter.
Theme: WINTER
Task 1 (for children 5 - 6 years old)
"Finish the sentence." Compilation of complex sentences with the meaning of opposition.
Children must complete the sentence and then repeat it completely.
It snows in winter and in autumn...
It snows in winter and in summer...
Snow falls in winter, and in spring...
In the winter they go sledding, and in the summer...
In winter, the forest sleeps, and in spring ...
Ice skating in winter and summer...
It's cold in winter, but in summer...
Trees are white in winter, but in autumn...
In winter, snowdrifts grow, and in summer they grow ...
In winter, they make a snowman, and in summer ...
In winter, insects hide, and in spring ...
Task 2
Guess a riddle. Remember poems and riddles about winter.
What kind of stars are on the coat and on the scarf?
All through, cut, And you take it - water in your hand. (Snowflakes)
Task 3
Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened?
Task 4
Color the picture. Draw snowflakes flying in the air.
Task 5(for children 5-6 years old).
Think of a story about a snowman.
Theme: WINTER ENTERTAINMENT
Exercise 1
Color the picture. Make up an interesting story about it.
Task 2
What can be done from snow and ice in the winter on the street? (Snowman, fortress, snow city, ice figures, skating rink).
Task 3
Explain the meaning of the words "snowfall, ice." Make up sentences with these words.
Task 4
Choose, name and circle items that are suitable for winter outdoor activities.
Task 5
Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - ....
Frost (what is he doing?) - .... Children on a winter walk (what are they doing?) - .... Snowstorm (what is he doing?) - ....
Theme: NEW YEAR'S HOLIDAY
Task 1 (for children 5 - 6 years old)
"Fix the mistake." Working with deformed sentences. The mask loves to put on Masha. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The tree was lit up with light bulbs. Santa Claus brought a bag of gifts, etc.
Exercise2
Color the balls on the widest tree with a red pencil, blue on the highest. Color the stars to the right of the month with a yellow pencil, and to the left with orange.
Task 3
"What will you do?" The use of verbs in the form of the future simple and compound tenses with and without the particle sya.
At the holiday I will have fun - I will have fun - I will play, I will ride - I will ride, I will boast - I will boast, etc.).
Task 4
"What will happen after this?" Drawing up sentences on plot pictures.
Theme: HEADWEAR
Exercise1
Look at the pictures with your child. Introduce him to the names of hats. Fix in the dictionary the general concept of "headgear".
Exercise 2
Look at and show the details of the hats: fields, ribbons, pompom, visor.
Exercise3
Exercise "Look and name": What color are these hats? Make sentences according to the model. (This is a red hat. This is a white cap. Etc.)
Exercise4
Name the hats. Draw them in a table. Make sentences according to the model: “There are a lot of hats in the store. I have small hats.
Exercise5
Exercise "Tell me": Make up stories about hats according to the proposed visual plan.
Theme: TRANSPORT
Exercise1
Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body ... Fix the general concept of “transport” in the dictionary.
Exercise2
To introduce the child to the types of transport: ground, underground, water, air.
Exercise 3
Circle the dots on the pictures. Name each item affectionately.
Exercise4.
Exercise "Say the opposite": Complete the sentences:
The train is long and the bus is ....
The plane is fast, and the steamer is .... The tram is heavy, and the bicycle is ....
Exercise5.
Consider and name the parts of the transport. About what subject can you say: "new", "new", "new"? Exercise "From what - what": Finish the sentences.
Door made of metal (what?) - metal.
Plastic steering wheel (what?) - ....
Seat trimmed with leather (what?) - ....
Rubber wheel (what?) - ....
Theme: TRANSPORT
Exercise1
Transport talk. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think the name of the transport depends on. (From what it rides, flies, rolls.)
If by water - water. By air - air. On the ground - ground.
Exercise2
Didactic game "Correct answer". Program tasks:
A) air passenger transport (steamboat, plane, train);
B) water freight transport (barges, tankers, aircraft);
C) underground passenger transport (train, metro, bicycle);
D) land passenger transport (boat, bus, plane).
What else can be attributed to passenger transport? (Bus, trolleybus, metro, taxi.)
Exercise3
"Say the other way around":
Departed - drove up; flew out - flew in; entered - moved out; took off - landed; left - drove in; drove off - rolled; flew away - arrived; swam - swam, swam - swam; Speech therapist. What can be said about this?
Exercise4
"Finish the sentence." Formation of the comparative degree of adjectives. Children pronounce the sentence, first in full in chorus, and then in turn.
The plane flies high, but the rocket is higher. The plane flies far, but the rocket goes farther. The plane flies fast, but the rocket is faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. The plane is heavy, but the rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. The plane is fast, but the rocket is faster.
Exercise5
With 
equal in size
Subject: WINTER BIRDS
Exercise1
Look at the pictures with your child. Introduce him to the names of birds (sparrow, titmouse, magpie, woodpecker, crow, dove). Fix in the dictionary the general concept of "wintering birds".
Exercise2
Explain to the child why these birds stay for the winter. Tell him about what winter birds eat and how adults and children help birds survive the cold winter.
Exercise3
Show the body parts of birds (body, head, tail, beak, wings, etc.). Remember their names.
Exercise4
Exercise "Look and name": Look at the picture and answer the questions.
Who is on the tree branch? - Sparrows. Who is under the feeder? - .... Who is on the tree trunk? - ....
Who is at the feeder? - .... Who flies to the feeder? - .... Who is next to the tree? - ....
Exercise5
"Call it kindly." Formation of words with diminutive suffixes:
Black feather - black feather, gray back - gray back;
Motley wings - mottled wings, white neck - white neck;
Red chest - red breast, cute eyes - pretty little eyes;
Sharp claws - sharp claws, long tail - a long tail;
White fluff - white fluff, round head - round head;
Nimble paws - nimble paws, soft feathers - soft feathers.
Exercise6 (for children 5-6 years old).
Compilation of a story-description "Sparrow" according to reference subject pictures:
The sparrow is a wintering bird. He has a head, beak, body, wings, tail, paws, claws. The body of the bird is covered with gray feathers. The sparrow can fly, jump, peck, chirp, sit. The sparrow feeds on insects, crumbs, grains, seeds. The sparrow is man's friend because it destroys harmful insects."
The speech therapist invites one of the children to repeat the story.
Theme: TOYS
Exercise1
Look at the pictures with your child. Name the items shown. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of "toys" in the child's dictionary.
Exercise2
Teach the child to answer in full the answer to the questions of an adult. For example: Which toy has wheels? (Wheels by the car.) What are the stripes on? (Stripes on the ball.) Etc.
Exercise3
Exercise "From what - what?": Finish the sentences.
Bus made of metal (what?) - metal. Plush bear - .... Rubber donkey - ....
Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - ....
Exercise4
Game exercise "What has changed?" (a car is placed between the ball and the pyramid)
Exercise5
Exercise "Tell me": Make up stories about toys according to the proposed visual plan.
Theme: WILD ANIMALS
Exercise1
Look at the pictures with your child. Introduce him to the names of wild animals of our forest. To consolidate the general concept of "wild animals" in the dictionary.
Exercise2
Show the body parts of animals (body, head, tail, horns, hooves, etc.). Remember their names.
Exercise3
Exercise "Guess": Complete the sentences:
Legs, hooves, horns - at ... (moose). Tassels on the ears - at ... (squirrels, lynxes). Needles on the body - at ... (hedgehog).
Exercise4
Tell the child about what the wild animals of our forests eat and where they live (in a hole, lair, den, hollow, etc.).
Task 5
Guess and repeat"
Angry, hungry, gray ... (wolf). Cowardly, long-eared, gray ... (hare). Cunning, red, predatory ... (fox). Red, small, fast ... (squirrel) Big, brown, clumsy ... (bear).
Task 6
"Wild or Domestic". Ten pictures are arranged in a row on the board: a dog, a fox, a hedgehog, a cat, a sheep, an elk, a horse, a pig, a bear, a cow. Children comment: “A dog is a domestic animal, a fox is a wild one,” etc.
Task 7
Where is whose house?
Theme: WILD ANIMALS
1 option
Looking at this picture, Anya, Mitya and Kis thought: “What is it that the artist Evgeny Vitalyevich Viktorov depicted?”
This is Africa, Africa! - Kisis muttered the monkeys, an elephant and quietly: a girl and a boy.
No, this is probably Australia, - Anya entered the conversation, - because in the lower right corner of the picture there are a kangaroo and a koala bear cub. They are found in Australia. Mom told us about this recently.
Mitya thought for a moment, and then suddenly suggested: 
And then suddenly upset:
I would like to be next to a tiger, not a bear. I'm also a tiger, but only very small.
The artist depicted everything correctly, - Anya objected to Kisu.
Anya complied with his request, and Keys agreed with her arguments.
What would you guys say to Keith?
And where would you like to be? Why?
Finishing the conversation with the children, read the first part of the text again to them (up to the words: “Oh, and we are ...”), read it slowly, show the animals and children that were discussed.
2nd option.
Oh where are we? - Kis was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya ran to his cry. They began to look at the picture with surprise, trying to figure out where they got to thanks to the artist's imagination.
Guard! - already quieter, but still with despair meowed Kis- We are in captivity! We are dead!
What a huge, but what a kind bear! It seems that we persuaded him to take a picture with us, - Anya spoke up.
Where are we? Mitya thought.
As where? In the forest, in the dense forest, far, far from home, visiting a bear. We left on a fast train, - the cheerful Kis began to explain to Mitya.
Why is Africa here? And the North?
Now all three are deep in thought. Come on, guys, let's figure out where the bowls of the heroes ended up.
You can use one of the options. Another option can be applied to fix the material. It is easier for children to talk about what they know less. Do not forget that your goal is verbal communication with children using a picture.
Theme: PETS
Exercise1
Look at the pictures with your child. Name the animals and their babies. Tell what pets are fed, what benefits they bring to a person, how he cares for them. Fix in the dictionary the general concept of "pets".
Exercise2
Pay attention to the distinctive features of animals. Exercise: “What does anyone have?”: Show from the pictures and name the body parts of pets.
A cow has horns, .... A horse has a mane, .... A pig has a piglet A dog has paws, ....
Exercise3
At 
exercise "What did the artist forget to draw?": Whom did the artist draw? What is missing in every animal? (The rabbit is missing ears. Etc.) Help the artist. Draw the missing parts of the body.
Exercise4
The cow is mooing. Cat - .... Dog - .... Horse - .... Pig - ....
Task 5
Where are the pigs hiding?
Task 6
Activity "Tell me": Make up stories about pets according to the proposed plan
Theme: OUR CITY
Exercise1
"Where do you live?" Each child names his address (street, house and apartment number, floor); tells what institutions are near his house.
Exercise2
"Unravel the offer." Working with deformed sentences.
Located, house, square, front.
The house, near, a cinema, is.
Kindergarten, corner, stands behind.
Nearby, a hairdressing salon, a house, built.
Nearby, market, with, house.
Exercise3
What are the houses?
Exercise4
"Say the opposite." Assimilation of antonyms. The speech therapist starts the sentence, and the children finish.
My street is new... and my street is old.
My street is long...and my street is short.
My street is light...and my street is dark.
My street is dirty... and my street is clean.
My street is "happy" ... and my street is "sad".
My street is quiet... and my street is noisy.
My street is big...and my street is small. Etc.
Exercise5
The story "Children on the street":
“Children go to school along a wide street. They are walking on the sidewalk. On the right side of the street - a grocery store, it sells groceries. There is a cinema next to the store, they watch movies here. There is a hospital near the cinema where people are treated. There is a hairdressing salon next to the hospital where hair is done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. The children are waiting for the cars to pass by. The light turned yellow and then green. Children cross the road. Here is the school. Children study here.
Subject: MARCH 8
Exercise1
The speech therapist exposes plot pictures, children should name only those that relate to spring and the holiday of March 8.
What season do you think these pictures belong to? (To spring.)
P 
After what season does spring come?
What is the name of the first month of spring?
What holiday do we celebrate in March?
Whose holiday is this?
Exercise2
Children's stories about mom What is mom's name?
Where does he work? By whom? What kind of work does it do?
What does he do at home? How do you help mom?
What gift did you prepare for your mother?
Exercise3
Children's stories "How I help my mother, grandmother"
Exercise4
Didactic game "Beautiful words about mom"
Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle.
Task 5
We draw a gift for mom.
A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell what flowers it was made of.
Theme: SPRING
Exercise1
Look at the pictures with your child. Remember and name the seasons. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask them to name the time of the year preceding spring and following spring. Watch with your child the spring changes in nature
Task 2
Look at the pictures of winter and spring. Name the signs of these seasons. Compare them with each other according to the model: In winter the sun is dim, and in spring it is bright.
Exercise3
Exercise "Pick up, name, remember": Name as many words-signs as possible; action words.
A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - ....
Leaves (what?) - ....
B) The sun in the spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....
Exercise4
Exercise "Hide and Seek":
What items are hidden in the picture? Name them and circle them with colored pencils. How do people use these items in spring?
Exercise5
Didactic game "Say kindly"
The formation of nouns with a diminutive suffix:
Stream - stream, puddle - ..., snow - ..., sun - ..., tree - ..., bud - ..., cloud - ... etc.
Exercise6
Didactic game "Say a lot of things" Formation of plural nouns:
Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc.
Theme: SPRING
Exercise1
"Choose a word." Selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, sonorous, blooming, cold, warm.
Exercise2
"First Signs of Spring". With the help of leading questions, a speech therapist finds out spring signs in children: the day has increased, a warm wind has blown, the sun is warming; the snow darkened, swelled and began to melt; thawed patches appeared; ice melts and cracks on the rivers; drops.
Exercise3
"Why". Establishment of elementary cause-and-effect relationships.
Why does snow melt in spring?
Why do streams run?
Why is ice melting?
Why does ice crack?
Why do buds swell?
Why do kidneys burst?
Why are flowers blooming?
Why is the grass breaking through?
Why do insects appear?
Why do birds fly?
Why do animals wake up from hibernation?
Why are people happy?
Why do people dress lighter?
Exercise4
"Fix the mistake." The use of complex sentences with the union because.
The sun shone because it was warm. Spring has come because the rooks have arrived. Snow melts because streams flow, etc.
Exercise5
Exercise "Saw, did not see": Tanya and Vanya walked in the park. Draw in the table the objects that they saw there. Complete the sentences according to the model. (Children saw three birdhouses, but did not notice five birdhouses.)
| Item name | draw three... (three birdhouses, etc.) | draw five... (five birdhouses, etc.) |
Theme: POULTRY
Exercise1
Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits of birds. How does a person care for them, what does he feed and where does he keep them? Fix in the dictionary the general concept of "poultry".
Exercise2
Show from the pictures and name the body parts of poultry (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?
Exercise3
Exercise "Name it right": Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey.
Exercise4
Turkey - chatters. Chicken - ... Rooster - .... Duck - .... Goose - ....
Exercise5
Exercise "Say the opposite": Complete the sentences.
The duck is big, and the duckling is .... The goose has a long neck, and the chicken has ....
The chicken is young, and the rooster is .... The chicken has paws without membranes, and the duck has ....
Exercise6
Exercise "Tell me": Make up stories about poultry according to the proposed visual plan.
Theme: MAN
Exercise1
Look at the picture with your child. Show and name parts of the face and body first on yourself and then on the doll.
Exercise2
Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, stomachs you have. Show your left hand, right hand (left eye, right ear, right leg, etc.).
Exercise3
Exercise "Say the opposite":
Pierrot's face is sad, but Pinocchio's... Malvina's hair is blond, and Karabas Barabas's... Karabas Barabas's hair is long, and Pierrot's... Malvina's hair is curly, and Pierrot's... Pinocchio's eyes are kind , and Karabas Barabas ... Pinocchio has a long nose, and Malvina ...
Exercise4
Exercise "Pick, name, remember": Name as many action words as possible:
Eyes are needed in order to see, look, examine, read ... The nose is needed in order to .... Ears are needed in order to .... Language is needed in order to ....
Hair is looked after like this: they are washed, combed, wiped, dried ... They take care of their teeth like this: .... They take care of their face like this: ....
Exercise5
Exercise "One - many": Choose the words according to the model. (Eye - eyes, ear - ears, etc.)
Exercise6
Exercise “What for what?”: Answer the questions: What do we see? What are we listening to? What do we like? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines.
Theme: MAN
Exercise1
Exercise "Help the Artist": Look at the portraits. What did the artist forget to draw? What parts of the face were the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the heroes of the fairy tale and paint the portraits.
Exercise2
Didactic game "Pick up the words" The speech therapist asks the children questions in turn:
What eyes do you have? (My eyes are beautiful, gray, large, etc.).
What kind of hair do you have? (My hair is thick, long, shiny, etc.)
What are your nose, mouth, ears like? (Similar work is being done.)
Exercise3
Didactic game "What things a person needs to be clean and tidy"
Various items are laid out on the table: a toothbrush, soap, an iron, a washcloth, etc.
Children choose any subject and make sentences.
For example: A person needs a comb to comb his hair, etc.
Exercise4
"Find the mistake." The use of the grammatical category of the dative case.
The eyes need nostrils. Ears need eyelashes. The chin needs a fist. Legs need elbows. Neck needs knees. The head needs nails. The back of the head needs heels. The shoulder blades are needed by the stomach, etc.
Exercise5
"Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist's question.
How many eyes do two children have? (Two children have four eyes.)
How many ears do three boys have?
How many paws do two chickens have?
How many paws do two cats have?
How many fingers are on two hands?
How many ears do two boys have?
How many ears do two dogs have?
How many toes are on the right foot?
How many noses do four boys have?
Exercise6
Fairy tale "The Giant and the Gnome". Formation of words with magnifying and caressing shades.
“Once upon a time there was a Giant.
He didn’t have a nose, but ... (nose),
Not eyes, but ... (eyes),
Not lips, but ... (lips),
Not hands, but ... (hands),
Not fists, but ... (fists),
Not elbows, but ... (elbows),
Not a leg, but ... (knives),
Not nails, but ... (nails).
The Giant did not have a house, but ... (house). And next to it stood the house in which the Gnome lived. He did not have a nose, but ... (nose), etc.
The Giant was huge, and the Dwarf was tiny. But they lived happily and were close friends.”
Exercise7
Exercise "Tell me": Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.
I approve:
Head of MBDOU kindergarten "Seagull"
_____________________
"____" _______________ 20 ____
Thematic work plan "Rechetsvetik"
IN THE GROUP PREPARATORY FOR SCHOOL.
Educators:
"Speech Flower"
Educational area:speech development of children.
Age group: preparatory to school, children aged 6 to 7 years, the number of children - 20 people.
Target: provision of educational services for the implementation of the main general educational program of a preschool educational institution in the priority area of activity for the cognitive and speech development of children aged 6 to 7 years in the form of holding "Rechetsvetik" on a free basis.
Tasks :
- Creation of conditions conducive to the comprehensive development of children, improvement of constructive ways and means of interaction with people around them.
- Equipping the subject-developing environment, replenishing methodological materials, didactic aids with equipment in accordance with the implemented program "Rechetsvetik", taking into account the age characteristics of children and the partial programs of preschool education used.
- Practical mastery of speech norms by children, improvement of all components of oral speech in various forms and types of children's activities.
- Creation of conditions for the realization of individual developmental opportunities for children of this age. To consolidate in children the experience of social behavior skills, to create conditions for the development of children's creative activity.
Explanatory note
Mastery of the native language, the development of language abilities are considered as the core of the full-fledged formation of the personality of a preschool child, which provides great opportunities for solving many problems of mental, aesthetic and moral education.
Organizational and methodological support.
- "Rechetsvetik" is held once a week in accordance with the approved schedule for the academic year, is part of the directly educational activities in the educational field "Communication".
- The duration of the work in the circle in accordance with the current sanitary standards is not more than
25 minutes.
- Methodological support:
Technology: "Technology for the Development of Connected Speech", O.S. Ushakova, E.M. Strunin.
Partial program: O.S. Ushakova "Program for the development of speech of preschoolers"
4 . Methods used in conducting the circle:
- Visual:
Immediate(method of observation and its varieties: excursions, inspections of the premises, examination of natural objects)
Mediated (looking at toys, pictures, photographs, describing pictures and toys, talking about toys and pictures.)
- Verbal ( reading and telling works of art, memorizing, retelling, summarizing conversation, telling without relying on visual material.)
- Practical ( various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, round dance games.)
5 . The form of conducting is thematic joint activity of a teacher with children.
6. Expected results:
Integrative qualities:
- "Inquisitive, active"
- "Emotionally Responsive"
- “Having mastered the means of communication and ways of interacting with adults and peers”
- “Having primary ideas about himself, family, society, state, world and nature”
- “Having mastered the universal prerequisites for educational activity”
As a result of the SPEECHFLOWER, by the end of the year, children can:
Vocabulary :
- interested in the meaning of words;
- use different parts of speech in strict accordance with their meaning and purpose of the statement.
ZKR:
- to distinguish by ear and in pronunciation all the sounds of the native language;
- pronounce words and phrases clearly and distinctly with natural intonations;
- name words with a certain sound, find words in a sentence with this sound, determine the place of sound in a word.
The grammatical structure of speech:
- coordinate words in a sentence;
- form similar-root words with suffixes, verbs with prefixes, adjectives in comparative and superlative degrees according to the model .;
- correctly build complex sentences, using the means to connect their parts (so that, when, because, etc.)
Connected speech:
- to conduct a dialogue between the educator and the child, between children;
- meaningfully and expressively retell literary texts, dramatize them;
- make up stories about objects, about the content of the picture, according to a set of pictures with a consistently developing action; stories from personal experience;
- write short stories on a given topic.
Preparing for literacy:
- make sentences, divide simple sentences (without conjunctions and prepositions) into words indicating their sequence;
- divide two-syllable and three-syllable words with open syllables into parts.
Introduction to fiction:
- pay attention to expressive means (figurative words and expressions, epithets, comparisons);
- show sensitivity to the poetic word;
- to see the main differences between literary genres: a fairy tale, a story, a poem.
7 . The work "____________" is carried out in accordance with the thematic plan. The program is designed taking into account the integration of educational areas:
- "Social and communicative development",
- "Speech Development"
- "Cognitive Development"
8. Work plan of the circle (preparatory)
PERIOD: 01.09 – 30.09
TOPIC: Knowledge Day. Security week.
EDUCATIONAL AREAS:"Socio-communicative development", "Speech development", "Cognitive development"
Team work: Conversation “Who teaches us at school?” “How will we go to school.” “How is school different from kindergarten.” Word game “What do I need at school” Considering school supplies. Riddles. Watching the cartoon "The Goat Who Could Count to 10". D / i: "Who Called"Examination of the illustrations "The Road to School", "Games in the Yard", "School Rooms", etc. Acquaintance with the illustration "Cleaning the Classroom".
S.r.games "School", "Kindergarten", "Shop""School", "Library""Rules of the road".d / and “What do you need to study?”Examining textbooks, notebooks. Application "Openwork bookmark for the primer! »
Week, theme | GCD | Program content | Methodological support | Interaction with parents |
1 week: KNOWLEDGE DAY | "I am a future first grader" | Continue to develop norm-setting project activities. Help the children make rules of conduct for the first grader.Practice counting up to 5.Improve speech as a means of communication. Develop the ability to defend your point of view. Teach children to make independent judgments.Develop ideas about the time perspective of the individual, about changing the position of a person with age. Introduce the subjects studied at school. To expand children's ideas about their responsibilities, especially in connection with preparation for school. | Application No. 1 | 1. Joint production of attributes for role-playing games. 2.. A selection of poems about kindergarten professions |
Week 2: SCHOOL | Storytelling from the picture "To school" | To develop in children the ability to compose a plot story based on a picture using the knowledge gained about the composition of the story (outset, climax, denouement); to teach to invent events preceding the plot depicted in the picture, without the help of a teacher. To intensify the use of words on the topic "School", "Autumn" in the speech of children; to learn to compare and generalize, highlight essential features, select the exact words to denote the phenomenon | Ushakova, E.M. Strunina "The development of speech in children 6-7 years old", p. 44, lesson No. 2 |
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Week 3: TEACHER'S PROFESSION | Compilation of a coherent story "If I were ..." | Learn to compose a story using subjunctive verbs. To intensify the use of verbs in the speech of children; to teach to restore the original form, from which the name of the character is formed; give elementary generalized information about the methods of forming the names of the actor; communicate knowledge about the norms of word formation, due to tradition. Practice using the singular and plural forms of the verb want | Ushakova, E.M. Strunina "The development of speech of children 6-7 years old", p. 66, lesson No. 14 |
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Week 4 SAFETY ON THE ROAD | "Journey to the Land of Knowledge" | To expand children's ideas about educational institutions. Familiarize yourself with the main premises of the school.Encourage attempts to share a variety of impressions with the teacher and other children, clarify the source of the information received. Develop the ability to compose stories from personal experience. Expand your understanding of the rules of conduct in public places. Create a need to behave in in accordance with generally accepted standards. Cultivate courtesy. To tell and show the social significance of the teacher's work. To instill a sense of gratitude to teachers for their work. | Application No. 1. |
8. Work plan of the circle
PERIOD: from 01.10. to 31.10
THEME: "Autumn"
EDUCATIONAL AREAS: «
Team work:Consideration of illustrations about autumn (comparative analysis); Observation of autumn trees "Recognize the tree"; Didactic games: "What tree is the leaf from", "What grows in the forest", "Think for yourself", "Who lives where", "Find a tree by seeds”, “Journey”, “Forester”;Exercise “If I were a tree” (empathy) Games with leaves “What is the name of the forest of birches, aspens, maples, pines?” Didactic game “When does this happen?”
Independent activity:drawing, application, modeling using leaves, cones, fruits of trees; drawing, application, modeling of autumn trees using non-traditional techniques;viewing photo illustrations, reproductions of paintings by artists; loto "Trees"; board game "Find your place"; construction game "Forester's House"; games with leaves: “Path of leaves”, “Images from leaves”.
Week, theme | GCD | Program content | Methodological support | Interaction with parents |
1 Week: "Natural phenomena" | Retelling of the story by K.D. Ushinsky "Four Wishes" | To teach to betray a literary text consistently and accurately, without omissions and repetitions; to form the ability to compose a complete story based on personal experience. Develop and consolidate the ability to form degrees of comparison of adjectives and adverbs in different ways, select synonyms and antonyms for adjectives and verbs | O.S.Ushakova, E.M. Strunina "The development of speech of children 6-7 years old", p. 45, lesson No. 3 | making crafts from vegetables and fruits; To fix the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals Making simple riddles about vegetables; Involve children in feasible work in the country; Examining garden tools; Examination of vegetables and fruits; Compilation of the family cookbook "Book of Vitamin Recipes"; Participation in the exhibition Gifts of Autumn; Drawing your favorite vegetable |
2nd week: "Vegetables fruits" | "Where is cabbage soup, look for us here too" | Encourage children to speech activity, reasoning and discussion of the current problem situation. Encourage children to express themselves Cultivate interest in writing To promote the development of attention stability in children in the process of performing sequential tasks on a visual and sound basis. Enrich the vocabulary of children with the names of vegetables and fruits To stimulate children's knowledge in the ability to differentiate sounds s, c; | Application No. 2 |
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3 week: "The labor of people in autumn" | "In Grandma's Yard ..." (narration based on plot pictures) | To develop the ability to compose a story from pictures, to invent events preceding and following the plot depicted on it; learn to correctly evaluate the content of stories, the correct construction of sentences. Exercise in the use of nouns in the genitive plural; learn to form relative adjectives, select definitions for nouns; develop the ability to compare. Exercise in the selection of words similar in sound and rhythm, in pronouncing them at a different pace and with different voice power | O.S.Ushakova, E.M. Strunina "The development of speech of children 6-7 years old", p. 52, lesson No. 6 |
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Week 4: "Nature in works of art" | Reading a poem K. Cholieva "The trees are sleeping". A conversation about autumn. | Reading a poem Learn to compose a story using expressive and figurative means of language; develop the ability to select epithets, comparisons to a given word; convey in a word a mood, an impression. | O.S.Ushakova, E.M. Strunina "The development of speech in children 6-7 years old", p. 219, lesson No. 12 |
PERIOD: 01.11-30.11
TOPIC: “I am a man in the world. My family, my city."
EDUCATIONAL AREAS:Social and communicative development”, “Speech development”, “Cognitive development”
Team work:D / and “I am a tour guide” “Finish the house”, “Where I live” Folk games D / and “Name the city with a letter ...” “What is the subject for” Examination of illustrations and photographs of “Cities of Russia”, “Cities of the World ". Examination of the globe, map of the world. Viewing slides about the history of Russia. Photo album "Spaces of Russia". Narrative from personal experience (who visited Moscow). Examination of photographs, clothing items of people of different nationalities of Russia. Family national traditions.
Independent activity: C-r of the game "We are building a city", "We are going to rest." Game "Traveling around Moscow" Construction game "Moscow Kremlin towers". Examination of illustrations and photographs of the "City of Russia", "City of the World".
Week, theme | GCD | Program content | Interaction with parents |
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Week 1: Who lives in my country? (nationalities, prominent people). | A conversation about the work of A.S. Pushkin. Reading the tale "About the fisherman and the fish" | To deepen and expand the knowledge of children about the work of A, S. Pushkin; to cultivate the ability to emotionally perceive the figurative content of a fairy tale, to notice and highlight figurative and expressive means, to understand their meaning. | O.S.Ushakova, E.M. Strunina "The development of speech in children 6-7 years old", p. 212, lesson No. 11 | Homework done with the child, "I'm going home" - drawing up a route from the garden to the house, Learning together with parents learned poems about the city, about the history of their native city, country, their sights, studying the nature of their native land Participation of parents in organizing visits to the library, museum, excursions to the post office, shop, pharmacy, construction site. Photo exhibition "My family" Looking at family photos with parents |
Week 2: My country (history, flag, anthem). "My motherland" | "My motherland" | Raising in children of this age a sense of patriotism, respect for their homeland. Familiarization of children with such concepts as "Russia", "Motherland", "Fatherland"; an overview of the symbols and the Anthem of Russia | Application No. 3 |
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Week 3: My planet. | "Children of the North" | To teach how to compose a story from a picture using their knowledge about the life of the children of the North; develop the ability to independently invent events that precede the depicted and follow them. To expand the knowledge of children about the peoples of our country (the name of nationalities, nationalities); exercise in the selection of definitions and words that are close in meaning. Exercise in the selection of short and long words. | O.S.Ushakova, E.M. Strunina "The development of speech of children 6-7 years old", p. 68, lesson No. 16 |
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Week 4: My family. | Retelling of the story by E. Permyak "The First Fish" | Retelling the story of E. Permyak "The First Fish" Learn to retell a literary text using the expressive means of the author .. pay attention to the various grammatical norms found in a literary work, to how the meaning changes when using different suffixes. Exercise in the selection of synonyms; learn to evaluate phrases by meaning | O.S.Ushakova, E.M. Strunina "The development of speech in children 6-7 years old", p. 60, lesson No. 12 |
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Week 5: My mother. | Writing a text - congratulations on Mother's Day " | coherent speech: learn to compose a text - congratulations; the sound side of speech: fix the correct pronunciation of the sounds [s] and [w], teach to differentiate these sounds by ear and in pronunciation; clearly and distinctly, with different loudness and speed, pronounce words and phrases with these sounds, correctly use interrogative and affirmative intonations. | Application No. 4 |
PERIOD: 01.12-31.12
THEME: New Year's Eve
Team work:Examination of illustrations depicting the patrimony of Santa Claus. Letter to Santa Claus in Veliky Ustyug. Problem situation: "Who built the house for Santa Claus and the Snow Maiden?" Family game. Our weekdays and holidays. Learning to greet guests I'm going to visit. Examination of illustrations and postcards depicting Santa Claus and Santa Claus. Game Santa Claus and Santa Claus. Find ten differences
Independent activity:Games: Approbation of New Year's traditions of different countries. C-r of the game "Television report about the arrival of winter in our city"
Collective creative work "House of Santa Claus". Making a Christmas decoration for the game "Santa Claus's Workshop"
Week, theme | GCD | Program content | Methodological support equipment | Interaction with parents |
1 week: Beauty winter. | Memorizing S. Yesenin's poem "Birch". Creative storytelling. | O.S.Ushakova, E.M. Strunin "The development of speech of children 6-7 years old", p. 241, lesson No. 19. | Joint crafts of New Year's toys Preparing for the New Year's carnival (costumes) Making toys for the Christmas tree Involve parents in making feeders Creation of mini-books "My New Year!" (with children) "When mom and dad were little" (with parents) characters. |
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2nd week: Traditions of celebrating the New Year. | ||||
3 week: new year toys, gifts | "Friends go for toys" (working out sounds based on pictures; compiling a coherent story). | Teach children to use given speech constructions in the story. To form the ability to distinguish by ear and when pronouncing voiced and deaf consonants; independently select words with given sounds and with different sound durations. | O.S.Ushakova, E.M. Strunina "The development of speech of children 6-7 years old", p. 70, lesson No. 17 |
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4 week: New Year's celebration |
PERIOD: 08.01. - 01.02.
THEME: Winter
EDUCATIONAL AREAS: Social and communicative development, Speech development, Cognitive development
Team work:Morning conversations with children "Winter signs" Considering illustrations about winter, winter sports. Learning proverbs and sayings about winter. D / and “Where is whose tail?” "Who lives where?" Creation of the layout of the "Dwellings of the peoples of the North" (tent, igloo)
Independent activity:D / and: "Collect a picture", "Dress the doll on the street", "Find the mistake." "When does it happen?" C / r game "Journey through the winter forest", "Kindergarten", "Snow town". P / and “One, two, three quickly name”, “Cold - hot”. Examination of paintings and illustrations from the series "Winter". Compilation of stories from personal experience: “Why I love winter”, “What I like to do in winter”.
Week, theme | GCD | Program content | Methodological support | Interaction with parents |
1 week: Folk holidays | Telling the tale of V. Odoevsky "Moroz Ivanovich" | To teach to emotionally perceive the figurative content of a fairy tale; lead to an understanding of the idea of the work, show its connection with the meaning of the proverb. O.S.Ushakova, E.M. Strunin "The development of speech in children 4-5 years old", p. 228, lesson No. 16. | O.S.Ushakova, E.M. Strunin "The development of speech in children 4-5 years old", p. 228, lesson No. 16. | Compilation of albums about winter. Consultation: "Winter walks"; Recommendations for parents on the topic: "Winter". Reading stories about winter.(a selection of poems about winter under the heading "Learn with the children")Examination of illustrations, paintings about winter. Involve parents in snow removal. |
Week 2: Wildlife in winter. | Drawing up a story from a picture. | Learn how to make a story based on a picture; develop the ability to independently invent events that precede the depicted and follow them. Exercise the correct naming of animal cubs in the genitive singular and plural. Exercise children in the selection of comparisons and definitions for a given word, as well as synonyms and antonyms. | O.S.Ushakova, E.M. Strunina "The development of speech in children aged 6-7", p. 77, lesson No. 21 |
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Week 3: Winter sports. | Drawing up the story "How we play in the winter on the site" | To develop the ability to select the most interesting, essential for the story and find an appropriate form for conveying this content; learn to include in the story a description of nature, the environment. Activate the use of single-root words in speech (snow, snowball, winter, winter, etc.); learn to compose a short story (2-3 sentences) with the given words, correctly combine them in meaning. | O.S.Ushakova, E.M. Strunin "The development of speech in children 6-7 years old", p. 74, lesson No. 19. |
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Week 4 Safety in winter. |
PERIOD: 02.02-28.02
TOPIC: Defenders of the Fatherland Day.
EDUCATIONAL AREAS: Social and communicative development, Speech development, Cognitive development
Team work:Examination and conversation on the painting by V. Vasnetsov "Heroes". The story of the educator "Heroes - defenders of the Fatherland" Collective work on the application "Heroes of the Russian land." Drawing up creative stories on the theme "We are for peace!" Examining illustrations and watching videos on the topic: “Clothes of ancient warriors” and “Military equipment”.
Independent activity:Sports game "Zarnitsa". Conducting relay races. Role-playing games "We are sailors", "Border guards", "We are military". Construction of a heroic fortress of building material and snow. Examination of illustrations in the book corner about life, work, study, physical education in the army, sentries at the Banner.
Week, theme | GCD | Program content | Methodological support. | Interaction with parents |
Week 1: We love our Motherland | Reading by V. Kataev "Flower-seven-flower" | To bring children to an understanding of the moral meaning of a fairy tale, to evaluate the actions and character of the main character, to recall other genres of oral folk art. | Application No. 5 | Involving parents in the production of attributes for the game "Russian Army". Exhibition "What Our Dads Played" Creation of the "Military equipment" folder-slider, "No one is forgotten and nothing is forgotten" magazine. Advice for parents "What a child should know about the army." Album "Recipes for baking pancakes:family secrets" Orient the parents of pupils to familiarize children with Russian culture in the family. |
Week 2: Military professions, technology. | "Compilation of a descriptive story using board - printed games (puzzles and cubes) about military equipment." | Generalize and systematize children's knowledge of military equipment; select single-root words, synonyms; practice making sentences, stories based on cubes and puzzles; to activate the vocabulary of children on this topic. develop logical thinking, fantasy, memory, attention; Activate the ability to solve riddles. To cultivate responsibility, observation, respect, love for the motherland. | Application No. 6 |
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Week 3: My dad is a soldier | ||||
4th week Maslenitsa | Reading the story of S. Ivanov "What is snow like" | To deepen children's knowledge about the features of nature in different periods of winter; to form an aesthetic perception of pictures of nature, artistic texts; Learn to convey images of winter nature in a drawing and a verbal description. | O.S.Ushakova, E.M. Strunin "The development of speech in children 4-5 years old", p. 247 lesson No. 22. |
PERIOD: 01.03-31.03
THEME: International Women's Day. Folk culture and traditions
EDUCATIONAL AREAS:Social and communicative development”, “Speech development”, “Cognitive development”
Team work:Creative storytelling of children on the topics "I will be a mother", "How I help at home" (optional). Consideration of illustrations about a caring mother, reproductions of the paintings "Mother and Child", photographs of mothers. Learning poems about mother. Acquaintance with household items, utensils, antique toys. Fairy Pages. Acquaintance with the wealth of Russian literature (songs, fairy tales, fables, small folklore genres). Exhibition of items of folk arts and crafts “Skillful hands do not know boredom.Learning Russian proverbs about work.D / and "Help Fyodor"
Independent activity:Role-playing games "Home", "Family", "Furniture Salon", "House Clothing Salon", etc. Board game "My apartment"D / and “Create a Russian table” “Who needs what for work” “Collect a picture” “Objects of Russian life”. Round dance games “I went around the market”, “Who is with us, who is with us to plow arable land”. consideration
illustrations and photographs of Russian folk costume Workshop: Decoration of a Russian sundress (drawing) Weaving a belt for a doll from threads.
Week, theme | GCD | Program content | Methodological support equipment | Interaction with parents |
1 Week: International Women's Day. | Design a photo exhibition "The most charming and attractive." Thematic exhibition of drawings "My Mom". Ask to bring folk toys, crafts to the group for viewing with children |
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2nd week: Week of folk games and toys. | Conversation about Russian oral folk art. Telling the tale "The Scarlet Flower". | Systematize and deepen knowledge about Russian folk art: about fairy tales, nursery rhymes, songs, proverbs; about genre, compositional and national linguistic features of the Russian language. | O.S.Ushakova, E.M. Strunin "The development of speech in children 6-7 years old", p. 275, lesson No. 31. |
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3 week: Folk crafts. | "Book of Fairy Tales" | To consolidate in children knowledge about fairy tales as a genre, about their classification, the ability to identify parts of fairy tales (beginning, middle, end of a fairy tale) To consolidate the ability to write fairy tales with the help of modeling; continue to teach children to answer in full sentences. Contribute to the activation of the vocabulary. 2. Develop imaginative thinking and associations with the help of multi-colored geometric shapes (triangles, circles, ovals). To develop children's creative abilities in inventing the plot of a fairy tale. To develop coherent speech of children, the ability to reason, imagination. | ||
4 week . Folk life and clothing. | "Small folklore forms" (rhymes, songs, riddles, proverbs). | Clarify and consolidate children's ideas about the genre and language features of nursery rhymes, songs, riddles and proverbs; develop the ability to understand the figurative meaning of words and phrases. | O.S.Ushakova, E.M. Strunin "The development of speech in children 4-5 years old", p. 221 lesson No. 13. |
PERIOD: 01.04-30.04
THEME: Spring
EDUCATIONAL AREAS:»Social and communicative development”, “Speech development”, “Cognitive development”
Team work:Conversations on the topic “The life of plants (how did garden plants survive the winter?) And animals in spring (who wakes up from hibernation, spring worries of birds), “Three victories of spring” (nature of the Urals). Drawing up rules of conduct in the forest. The teacher's story about the Russian customs of meeting spring. Acquaintance with the rules of nature conservation (fire for the forest is an enemy). A series of conversations "Spring in the Mirror of Art" (artists about spring; writers about nature in spring). Morning talks “Earth is our home in the universe”, “Journey to the Moon”, “What are the stars like?”. "What is the solar system?" D \ and "Find the extra", "Scouts", "What has changed?"
Independent activity:Examination of illustrations "Spring in nature." Bird watching. Listening to an audio recording - the voices of birds Creating a collective work about spring awakening in nature. Drawing up a book of drawings "Plants in spring". Construction game "Cosmodrome". C / r game "Cosmos".
Week, theme | GCD | Program content | Methodological support equipment | Interaction with parents |
1 Week: Natural phenomena | "Spring is coming to us..." (inventing a fairy tale based on the picture and on the proposed topic). | To form the ability to invent a fairy tale on the proposed topic, conveying the specifics of the genre. Exercise in the selection of synonyms and antonyms, definitions and comparisons, masculine and neuter nouns; practice vocabulary. Learn to convey intonation various feelings (joy, indifference, chagrin) | O.S.Ushakova, E.M. Strunin "The development of speech of children 6-7 years old", p. 86, lesson No. 26. | Suggest to parentsdiscuss with children: Spring changes in nature: the sun is shining brightly, it is getting warmer, the snow has melted, puddles have appeared, streams are running, the first grass appears, insects wake up, the first flowers, birds arrive from warm lands, animals wake up after hibernation, the day becomes longer; Relationship between weather conditions and clothing; - Plant growth sequence. |
Week 2: Space. | ||||
Week 3: Earth Day | "Spring. Big water. (compilation of descriptive stories based on a landscape painting). | To form the ability to correctly determine, feel the mood reflected by the artist in the landscape and the writer in a literary work and convey it in his statements. Exercise in the selection of definitions and comparisons, synonyms and antonyms. To learn how to make sentences and pronounce them with different intonation coloring, convey joy and grief with your voice. | O.S.Ushakova, E.M. Strunina "speech development of children 6-7 years old", p. 89, lesson No. 28. |
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4 weeks. Animal flora in spring | Memorization by G. Novitskaya “The kidneys open” creative storytelling “How the maple woke up” | Learn to expressively read a poem by heart, intonation to convey the joy of the awakening of nature; develop poetic ear, the ability to perceive the musicality of poetic speech, to feel and understand poetic images; develop the ability to compose lyrical stories and fairy tales (verbal abilities). | O.S.Ushakova, E.M. Strunin "The development of speech in children 6-7 years old", p. 175, lesson No. 30. |
PERIOD: 01.05-10.05
THEME: Victory Day
Team work:Acquaintance of children with the events of the Great Patriotic War: troubles - About the Great Patriotic War; - "Nobody is forgotten, nothing is forgotten!" - The feat of a warrior-defender in the works of Russian painting; - Military glory of the Urals. Proverbs and sayings about courage, courage, heroism, friendship, etc.
Independent activity:Role-playing games "Our army", "Your defenders", etc. Consideration of illustrations about the Great Patriotic War. Construction from LEGO and a large builder of military equipment.
Week, theme | GCD | Program content | Methodological support equipment | Interaction with parents |
1 Week: Holiday Victory Day | Help parents in organizing art exhibitions literature about WWIIExcursions to the monument to the winners in the Second World War. Creation of the layout "On the battlefields during the Great Patriotic War". Quiz "Fighting glory of our people." Production of the book "Prostration, soldier of Russia, for the feat of arms in the war!" with drawings and stories of children. |
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2nd week: Holiday Victory Day |
PERIOD: 11.05-31.05
TOPIC: Hello Summer!
EDUCATIONAL AREAS:Social and communicative development”, “Speech development”, “Cognitive development”
Team work:Target walks: "Primroses on our site", "Trees on our site." Conversation with looking at illustrations "The animals have cubs." Folk signs "What do plants and animals predict?". Acquaintance with the rules of nature conservation (fire for the forest is an enemy). Drawing up a book of drawings "Plants in spring". Drawing "How do I imagine myself at school?"
Independent activity:The plot-didactic game "Young defenders of the forest"Consideration of illustrations related to dangers in the forest (fire, thunderstorm, strong wind, etc.).
Week, theme | GCD | Program content | Methodological support equipment | Interaction with parents |
1 Week: Summer, natural phenomenon | Retelling of M. Prishvin's story "Golden Meadow" | To give children an idea of the story as a literary genre; consolidate understanding of its specifics; learn to retell the story in the third person. Develop the ability to select the most accurate definitions and comparisons; Practice matching nouns and adjectives. To improve in children the ability to regulate the tempo and strength of the voice. O. | O.S.Ushakova, E.M. Strunin "The development of speech in children 6-7 years old", p. 94, lesson No. 30. | Riddles about flora, fauna, insects. To consolidate the ability of children to correctly name the season and the signs of summer, tell what the weather is like in summer, name the summer months in order, go to the park, square, pond on weekends, look at trees, flowers, plants. |
Week 2 "Rules of conduct in nature" | ||||
Week 3 Goodbye Kindergarten! Hello school! | Compilation of stories "What does a first grader dream about?" |
Tatyana Ogarkova
The program of the circle "Country of Beautiful Speech" with children of the preparatory group for school
Explanatory note.
Communication development speeches plays a leading role in the development of the child and occupies a central place in the overall system of work on the formation speeches in kindergarten. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure. Communication skills speeches allows the child to enter into free communication with peers and adults, makes it possible to obtain the information he needs, as well as to transfer the accumulated knowledge and impressions about surrounding.
Teaching children storytelling can be done in different ways. form: compiling stories-descriptions on a topic, on a picture, on a series of pictures, exercises like "End the story your way", "Finish the sentence" etc.
Telling from toys, children learn to select subject-logical content for descriptions and narratives, acquire the ability to build a composition, to link parts into a single text, to use visual means of language.
The widespread use of toys in communication development classes speeches with children will contribute to a more effective formation of full-fledged statements in them.
Artistic works in symbolic form open before children the meaning of human relationships, experiences. Any work of art is comprehended in two ways. The first is the path of experience, emotional penetration into its essence. The second is a mental analysis of what was read, the selection of ideas, events.
A special place in the life of a child is occupied by a fairy tale, where good and evil, loyalty and betrayal, friendship and enmity coexist. Playing a fairy tale, children seem to live it, taking on a certain role. Children express their emotional attitude to the heroes of fairy tales with their voice, facial expressions, and through movements. In other words, how to emotionally live it. However, true penetration into a literary work also includes an analysis of the main events, understanding the connection between them - a task not easy for a small child. We all know how difficult it is for a child to build a coherent story, even just to retell a familiar text. In other words, the child must learn to single out the most important thing in the narrative, to consistently state the main actions and events.
Target: Formation connected speech of preschool children age through the compilation of descriptive stories.
Tasks:
To improve the ability to compose stories about objects, about the content of the picture, based on a set of pictures with a consistently developing action.
Help plan the story and stick to it.
Develop the ability to compose stories from personal experience.
Continue to improve the ability to compose short tales on a given topic.
To teach children to give a description of the appearance of a toy, object, each other, themselves;
To teach coherently and consistently to tell a fairy tale without questions from the educator, expressively retell the text;
Teach children to write a short story based on picture: talk about the events that preceded those depicted in the picture; come up with a continuation of the plot, the name of the picture;
To teach children to invent a fairy tale on the questions of the educator, according to the plan of the educator;
Come up with your own ending to a familiar fairy tale;
Develop children's imagination.
Build descriptive skills speeches;
Learn to write a story from personal experience;
Expand your understanding of the world around, phenomena of reality based on the life experience of the child.
To form techniques for retelling literary works;
To acquaint with storytelling in a picture and storytelling in a series of story paintings;
Develop descriptive stories about toys.
Creation principles programs:
1. Availability.
2. Systematic and consistent.
3. Visibility.
Methods and techniques:
Visual (showing, examining an object, pictures, toys, etc.);
Practical (dramatization games, tabletop dramatizations, didactic games, activity games)
Verbal (which are associated with the artistic word, the teacher's story method and the conversation method)
Work form
This program designed for 1 year of teaching children 5-7 years old. Classes are held once a week, in the afternoon for 30 minutes.
Material and equipment:
Didactic (matryoshkas, turrets, pyramids, barrels) ;
Story (figurative): dolls, cars, animals, dishes, furniture, transport;
Ready-made sets of toys, united by one content: herd, zoo, poultry yard;
Plot and subject pictures.
Calendar-thematic planning
Month Topic Section Tasks
September
1. Our toys. Writing descriptive stories about toys.
2. How I spent my summer. Drawing up a story according to the plan of the educator.
3. "Birch Grove". I. Levitan. Looking at and talking about a picture.
4. Grandma has a lot of trouble with us. Making up a story from experience.
1. I. Levitana "Gold autumn". Looking at and talking about a picture.
2. Family. Making up stories from personal experience.
3. V. Chaplin "Forest in autumn".Retelling of the story.
4."Gifts of Nature".Composing a story on a given topic.
1. "Hedgehog" Storytelling in a picture.
2. "Vegetables and fruits in the store". Role-playing game.
3. "The Fox and the Cancer".Retelling of the fairy tale.
4. "Masha has lunch" S. Kaputikyan. A story about a poem.
1. "Games in Winter".Composing a story from personal experience.
2. E. Charushina "Foxes" Retelling of the story.
3."The Adventures of the Snowball".Inventing a fairy tale.
4."New Year"
1. "New Year". Speaking from personal experience.
2. Wild birds. Drawing up a description story according to the plan of the educator.
3. Talk to toys. Making up a story based on a set of toys.
4. Winter fun. Drawing up a story from a picture.
1. My favorite. Speaking from personal experience.
2. Military equipment. Making a story based on a set of toys.
4. I. Shishkina "Winter".Considering and telling about the picture.
1. Bouquets for mom. Writing a descriptive story.
2."Hello, my mommy!" Writing a story from personal experience.
3."Horse with foal".Storytelling from the picture.
4. Early spring. Writing a story from personal experience.
1. Guess who it is? Write a descriptive story about yourself.
2. "Cosmonautics Day".Composing a story based on a plot picture.
3. "Two Greedy Little Bears".Inventing a new end to the fairy tale.
4."Building a house". Storytelling in a picture.
1."Migratory birds". Narrative story picture.
2. How my parents work. Writing a story from personal experience.
3."Spikelet".Retelling of the Ukrainian folk tale.
4."Spring".Composing a creative story about spring.
Explanatory note.
The work of the circle "ABVGDeyka" is aimed at familiarizing preschoolers with literacy, with the formation of phonemic hearing, the development of the grammatical structure of speech, with the acquaintance of the sound-letter analysis of the word. The curriculum for the provision of an additional educational service is based on manuals for the development of speech and literacy:
- T.B. Filicheva, G.V. Chirkina "Preparing for school children with general underdevelopment of speech in a special kindergarten: the second year of study (preparatory group)" .- M .: Alpha Publishing House, 1993.
- V.V. Konovalenko "Correctional work of the educator in the preparatory speech therapy group in the classroom and in the daily life and activities of children." - M .: GNOMiD Publishing House, 2008.
- N.V. Nishchev "Synopses of subgroup speech therapy classes". - St. Petersburg: CHILDHOOD-PRESS, 2007
The circle "ABVGDeika" is a study and a game. The game form of work is very effective, since it is in the game that the creative abilities of the individual develop. To this end, all kinds of games for the development of speech, entertaining exercises, phonetic, lexical, grammatical, graphic (work in notebooks) and even outdoor games are included in all direct educational activities.
Direct educational activities to solve the problems of additional education of children "ABVGDeyka" are carried out in the afternoon 1 time per week 4 times - a month.
Duration directly educational activities for the implementation of additional education for children - 30 minutes in accordance with SanPiN 2.4.1.2660-10.
Group consists of 18 children.
Service provision form- group.
Target: the formation of all aspects of speech, the preparation of children for the development of literacy, teaching reading skills.
Develop coherent speech in gaming activities;
To maintain children's interest in the personality and activities of their peers, to promote the establishment of their dialogical communication in joint games and activities;
Support children's interest in storytelling on their own initiative or at the suggestion of an adult;
To teach to verbally convey the content of a fairy tale, an impression from personal experience in the form of a short essay, story, reasoning, description;
Build graphic skills.
Expected Result: By the end of the year students will know:
- all sounds and letters of the Russian alphabet;
- the correct position of the notebook when writing;
- be able to isolate the first and last sound in a word;
- correctly name soft and hard sounds outside the word;
- divide words into syllables, highlight the stressed syllable;
- write (print) letters of different sizes (large and small);
- make sentences with given words;
- compose a story from a picture using a sample teacher or his questions;
- correctly pronounce speech sounds, pronounce words clearly and clearly;
- use generalizing words in speech;
- hold the pen correctly;
- navigate on a sheet of paper;
- paint over the drawn object without protruding beyond the outline;
- finish the started figures;
- hatch the drawn object with straight and inclined lines.
| the date | GCD | Program tasks | Material | Literature |
| SEPTEMBER | ||||
| 21.09 | "Let's Help Petrushka" | Activate, clarify, consolidate the vocabulary on the topic "Parts of the Body". Teach children to make sentences based on subject pictures. Use in speech words that name the subject. Develop attention, coherent speech, thinking of children. Cultivate respect for your body. | Object pictures (parts of the human body and objects), Parsley - picture, notebooks, the game "Body Parts". | Gomzyak O.S., p. 38 |
| 28.09 | "Beauty Autumn" | To consolidate and use the ideas accumulated by children about autumn. Continue to teach children to highlight the initial vowel sound in the word and the final consonant. To consolidate the vocabulary of children: grumpy, string, drizzling, hibernation. Develop dialogical and coherent speech, memory, attention, logical thinking, observation. To cultivate love for nature, collectivism, respect for teammates. | Emblems: mountain ash, autumn leaves; circles (green and red); picture - Pinocchio, forest, bread, migratory and wintering birds; bird flight game. | Tsukanova S.P., p. 27 |
| OCTOBER | ||||
| 05.10 | "Nature in autumn" (trees, shrubs) | Clarify and expand children's ideas about the diversity of trees and shrubs. To consolidate knowledge about trees and their parts (roots, trunk, crown, branches, leaves). To give ideas about the fruits and seeds of trees, shrubs, about the methods of dispersal of seeds. Consolidate knowledge of vowel sounds -a, -y; letters -A, -U. Learn to identify the place of sounds in words. Learn to write descriptive stories. Develop visual perception and memory, speech of children, motor skills of hands. Cultivate respect for nature, love. | Scheme-description of trees, subject pictures (spruce, birch, oak, lilac, acacia); colored pencils, notebooks. |
Gomzyak O.S., p.5 Tsukanova S.P., p. 37 Nishcheva N.V., |
| 12.10 | "Old Man-Borovichok visiting children" | Activate the children's dictionary on the topic "Mushrooms". Continue to teach children to form nouns with diminutive suffixes. Learn to determine by ear the place of sounds -O, -I in words. Develop coherent speech, the ability to compose stories based on a plan. Cultivate control over your own speech. |
Toy - Mushroom; pictures of mushrooms; notebooks, colored pencils; plan-scheme description of mushrooms. |
Gomzyak O.S., p. eleven, Tsukanova S.P., p. 39 |
| 19.10 | "We will go for berries" | Continue to teach children to write descriptive stories based on a diagram. To systematize children's knowledge about the collection of forest and garden berries. To consolidate children's knowledge of the letters -Y, -E; sound -s. Develop coherent speech, attention, thinking, hand motor skills. Cultivate respect for nature. | Pictures (garden and forest berries); scheme-plan of the description of berries; ball; notebooks, pens. | Tsukanova S.P., p. 48 |
| 26.10 | "We'll go to the garden, we'll harvest" | Activate vocabulary on the topic "Vegetables". Expand the vocabulary of features. Continue to teach how to write descriptive stories about vegetables based on chart maps. To consolidate knowledge about the growth of vegetables, their meaning and benefits. Develop the ability to read syllables. Develop the ability to work according to verbal instructions. Cultivate the desire to express their thoughts, answer questions. | Envelope with a letter; parcel with dummies of vegetables; vegetable description scheme | Nishcheva N.V., p. 23 |
| NOVEMBER | ||||
| 2.11 | "The dog and the cat cooked compote" | To teach children to make up stories based on a series of plot pictures with the addition of subsequent events. To teach children to divide words into syllables, to highlight the stressed syllable. Develop imagination, thinking, speech, attention. To replenish and activate the vocabulary of children on the topic "Fruit". To develop fine motor skills (application), coherent speech, logical thinking, children's attention. Cultivate independence and activity in the NOD. | Models of fruits; tree models; glue, brushes, oilcloth; preparation "Pan". | Nishcheva N.V., p. 36 |
| 9.11 | "Vegetables and fruits are delicious foods" | Teach children to compose comparison stories using reference diagrams. To consolidate the ability to perform actions according to a given algorithm. To fix the concepts of "consonant sound", "voiced", "soft". Develop coherent speech of children through the ability to compose descriptive stories. Cultivate interest in learning new things. | D / and "Wonderful bag"; reference schemes for compiling stories; notebooks, colored pencils. | Smirnova L.N., p.10 |
| 16.11 | "Clothing store" | To form generalizing concepts: "clothes", "hats", "shoes". Clarify the vocabulary on this topic, expand and activate it. Develop the ability to coordinate words in a sentence. Learn to form and use plural nouns in speech. Develop attention, memory, imagination, logical thinking, hand motor skills. To form interest in developing poetic exercises. | Pictures (clothes, hats, shoes); ball; notebooks, pens; d / and "Let's dress the doll." | Gomzyak O.S., p. fourteen, Nishcheva N.V., p. 125 |
| 23.11 | "Let's help Grandma Fedora" | To consolidate the ability to classify dishes according to the method of use: kitchen, dining, tea. Activate generalizing concepts in speech: “dishes”, “tea”, “dining room”, “kitchen”. Strengthen the ability to reason, explain. Differentiation of sounds -n, -n. Continue to teach children to find the place of sound in a word. Learn to identify the number of syllables in words by ear. Develop attention, memory, thinking, speech of children. Cultivate a sense of responsiveness, mutual assistance. | Doll; ribbon box; K. Chukovsky's book "Fedorino's grief"; pictures (tools, shoes, dishes). | Martsinkevich G.F., p. 26 Konovalenko V.V., p. 40 |
| 30.11 | "Journey with Kolobok" | To form the need to correctly use nouns with diminutive suffixes in speech. Continue to teach children to make descriptive stories about food according to the plan of the educator. To consolidate the ability to find a given sound in a word (letter -P), determine its place, hardness and softness. Develop thinking, continue to teach children to guess riddles. Develop fine motor skills, the ability to use high-quality adjectives in speech, the ability to make sentences according to the scheme. Cultivate resilience. | Toy - Gingerbread Man; pictures of food products; offer schemes; leaflets with riddles; notebooks, pencils. | Anisimova T.B., Plotnikova T.V., p. 158 |
| DECEMBER | ||||
| 7.12 | "Zimushka-winter has come to visit us" | Continue to teach children to compose a story based on a picture, using previously acquired knowledge and ideas. To learn to find objects in the environment whose names have a sound -t, -th, to determine the place of this sound in a word, its softness or hardness. Cultivate a sense of beauty. | Painting "Winter fun"; a diagram for compiling a story; notebooks. | Nishcheva N.V., p.11 |
| 14.12 | “Dad, mom, I am a happy family” | Continue to teach children to highlight the first sound in words and match it with the letter (K, k). Activate children's vocabulary based on deepening knowledge about their family. To fix the image of the letter -K, to learn to highlight it. To teach children to compose a collective story based on the picture "Family". Improve dialogical and monologue speech. Cultivate a caring attitude towards your family members. | The plot picture "Family", group photo album "Family"; family emblems. | Gomzyak O.S., p. 22 |
| 21.12 | "Let's help Baba Capa return the furniture" | Learn how to form adjectives from nouns. Learn how to use prepositions correctly in a sentence. Expand and activate the vocabulary of children on the topic "Furniture". To form the ability to find objects in the environment with sound -C. Continue to teach children to divide words into syllables, highlight the stressed syllable. Formation of the ability to graphically "write down" sentences in a notebook. To consolidate the ability to compose a descriptive story - a riddle about pieces of furniture according to plan. To cultivate the ability to listen to the teacher, comrade, follow instructions. | Picture - Grandma Capa; counting sticks; cards with furniture; ball; descriptive storytelling. | Gomzyak O.S., p. eighteen |
| 28.12 | "What is the New Year?" | Learn about the history of the holiday. Continue to teach children to form adjectives and coordinate them with nouns; change the endings of nouns when they agree with numerals (three icicles, five balls, etc.). Learn to come up with words with the letters -X, -K. To consolidate knowledge about winter, to clarify the signs of winter. Develop memory, attention, thinking, speech of children. Raise interest in Russian traditions. | Picture and graphic plan; d / and "Words on the palm of your hand"; pictures on the topic "New Year"; | Martsinkevich G.F., p. 63, 96 Konovalenko V.V., p. 34 |
| JANUARY | ||||
| 11.01 | How do birds live in winter? | To consolidate the general concept: wintering birds. Learn to recognize and color familiar birds (titmouse, dove). Learn to read three letter words. Exercise in the formation of relative adjectives. Practice dividing words into syllables. Fix the image of the letter -З. To develop coherent speech, motor skills of hands, thinking, memory, attention of children. To cultivate the ability to interact with each other, love for birds. | Pictures "Wintering birds", d / and "Make a new word", feeder, d / and "Put the accent." | Konovalenko V.V., p. 42 |
| 18.01 | "Poultry yard" | Continue to teach children to recognize in words and differentiate sounds -s - z. To consolidate knowledge of the outlines of the letters -З, -С. Continue to train in the ability to form the plural of nouns. Consolidate knowledge on the topic "Birds". Cultivate love for nature, a caring attitude towards birds. | Subject pictures "Poultry" | Martsinkevich G.F., p. 57, 65 |
| 25.01 | "Pets are man's friends" | To consolidate the skills of distinguishing and clearly pronouncing sounds -P, -Pi; -B, -B. Continue to learn to write a story based on your observations. Develop phonemic awareness; to form the skills of analysis and synthesis of syllables; develop memory, thinking. Raise love for pets, the desire to care for them. | Pictures "Pets", ball, notebooks, colored pencils. | Kuznetsova E.V., Tikhonova I.A., p. 4 |
| FEBRUARY | ||||
| 01.02 | "Wild Animals and Their Cubs" | Continue to teach children to write a descriptive story using the given scheme. Practice choosing adjectives for nouns. To develop the ability to identify the letters missing in the word, to make sentences from these words according to a certain scheme, coherent speech, attention. Raise an interest in the natural world and a caring attitude towards animals. | D / and "Animals and their cubs", crossword puzzle, diagram, notebooks, pens. | Konovalenko V.V., 44, 86 |
| 08.02 | "The Jungle Book" | Differentiate sounds K-G. To consolidate and expand the knowledge of children about the animals of hot countries. Develop visual attention, the ability to recognize objects from a bitmap and independently complete such a drawing. Improve your spelling and reading skills. Cultivate respect for nature. | A poster with animals from hot countries, cards with mixed letters; notebooks. | Nishcheva N.V., p. 17 |
| 15.02 | “All professions are important, all professions are needed…” | To expand ideas about the work of adults, its necessity and social significance. Learn to distinguish and name professions by tools. To consolidate the ability to form words in the genitive case, singular; the ability to make sentences with a given word. Differentiation of sounds -S-Sh. Continue to teach children to find and highlight the letters -I, -A in given words, determine their place in the word. Teach children to talk about what people in these professions do. Raise respect for the work of adults; | D \ and "Professions"; notebooks, pens, colored pencils. | Konovalenko V.V., p. 56-58 |
| 22.02 | "Defender of the Fatherland Day" | Improve pronunciation skills well in syllables, words, phrases. To teach the formation of singular and plural forms of nouns, the selection of related words; introduce words denoting objects, actions, signs; learn to select words for diagrams, compose a plot story based on a series of pictures. Develop phonemic hearing, attention, memory, thinking. Raise pride in their Fatherland, respect for the defenders. | Pictures (military professions); the game “What is superfluous?”, picture - Pinocchio; notebooks, colored pencils. | Kuznetsova E.V., Tikhonova I.A., p. 36 |
| MARCH | ||||
| 01.03 | "Spring is coming, spring is on the way" | Continue to teach children to make a plot story based on a picture. To consolidate children's knowledge about the signs of spring and the spring months. Learn to write (write off) their names. Train the ability to solve puzzles of various types. Differentiation of sounds -Ж-З. Develop the ability to compose words from the proposed syllables. Raise in children an interest in the ongoing changes in nature. | Painting "Spring"; illustrations with signs of spring; bell; notebooks; illustrations "Birds". | Gomzyak O.S., p. 32 |
| 08.03 | "Mother's Day - Women's Day" | To systematize and summarize the knowledge of children about the spring holiday - March 8. Learn to make sentences with given words. Fix the image of the letters -L, -E. To develop in children the ability to compose stories in accordance with the plan. To develop the ability of children to select signs for a noun through D / I "My mother is the most - the most ..."; creative imagination, thinking through the game situation "Surprise in the box". Develop general and fine motor skills through finger gymnastics and physical minutes. To cultivate respect and love for the closest and dearest person - mother. | Casket, photos of mothers; toy - heart; notebooks; colour pencils; postcard - Since March 8! | Gomzyak O.S., p. 29, Nishcheva N.V., p. 60 |
| 15.03 | "Fun Journey" (transportation) | To consolidate knowledge on the topic "Transport", the ability to distinguish between modes of transport (water, land, air). Continue to teach how to write descriptive stories according to the scheme. Train the ability to copy (print) words from the board. Develop the ability to come up with words with the letters -E, -O. Develop the skill of dividing words into syllables. Cultivate independence, interest. | Scheme for compiling a story, subject pictures; notebooks. | Konovalenko V.V., p. 94 |
| 22.03 | "City Journey" | Clarify children's ideas about their hometown, introduce them to some of its attractions. To evoke in children a feeling of admiration for the beauty of their native city. Continue to teach children to find the place of sound in a word. To form the ability to break words into syllables, highlight the stressed syllable. Learn to write the name of your city correctly. Develop thinking, speech of children. Cultivate love for your city. | Illustrations of the sights of the city, notebooks, pencils, ball. | Kuritsyna E.M., p. 128 |
| 29.03 | "The Enchanted Flowerbed" | To consolidate the knowledge of children about flowers (garden, field, indoor). Differentiation of sounds -R-L. Fix the image of the letters -R, -L, -F. To train the ability to add letters missing in words, to develop the skill of sound-letter analysis of words. To consolidate knowledge on the topic “Flowers. To consolidate the ability to compose a story on a given topic. Develop the ability to select as many features as possible for the subject. To cultivate attention, speech, the ability to clearly and loudly answer the question; love and respect for flowers. | Pictures depicting flowers: garden, field, indoor. Picture "The structure of a flower." Split pictures "Flowers". Notebooks, pens, colored pencils. | Nishcheva N.V., p. 40 Konovalenko V.V., p. 63 |
| APRIL | ||||
| 05.04 | "Heralds of Spring" (migratory birds) |
Systematization of knowledge about migratory birds, their appearance, lifestyle. Clarify and activate the dictionary on the topic "Migratory birds". Improve storytelling skills; grammatical structure of speech (formation of possessive adjectives). Develop coherent speech, attention, thinking of children. Cultivate independence, love for birds. | Pictures depicting migratory birds, notebooks, pens, colored pencils. Diagram for a story. | Bykova I.A., p. 31-35 Nishcheva N.V., p. 63 Skorolupova O.A., p. 47 |
| 12.04 | "Underwater kingdom" (fish) | Expand the idea of \u200b\u200bfish, their appearance, lifestyle, habits. Clarify, expand and activate the vocabulary on the topic "Pisces". Improve reading and “typing” skills of words with passed letters. Exercise children to draw conclusions in compiling a story - comparisons according to plan. Develop coherent speech, visual perception and attention, coordination of speech with movement. Cultivate love and respect for nature. | Pictures "Fish", colored pencils, notebooks. Split picture "Fish". | Nishcheva S.P., p. 26, 45. Konovalenko V.V., p. 60 |
| 19.04 | "In the World of Insects" | To consolidate the ability to write descriptive stories based on a diagram. Practice retelling texts. To replenish the vocabulary of children on the topic "Insects". Develop the ability to logically build your statement. Reinforce the use of possessive adjectives in speech. Fix the image of the letters -C, -C, -Y. To educate children in self-control over speech, respect for insects. | Pictures of insects, mini-museum "Insects". Text for retelling "Migratory beetle". | Gomzyak O.S., p. nine. Nishcheva N.V., p. 51 |
| 26.04 | "Magic Briefcase" (school supplies) | Summarize children's ideas about school and school supplies. Expand, clarify, activate the vocabulary on the topic "School supplies" (school, student, teacher, class, lesson, break, study, knowledge, textbook, notebook, pencil case, folder, diary, etc.). Improve the skills of composing and reading words, sentences. Develop the ability to plan. To consolidate the ability to add words by inserting missing letters into them (-H, -L, -Y). Build school readiness. | Pictures depicting school supplies. Picture - Pinocchio. Notebooks, colored pencils. | Bykova I.A., p. 57 Nishcheva N.V., p. 184 |
| MAY | ||||
| 03.05 | "Spring in the Village" (spring agricultural work) |
To expand ideas about the necessity and importance of the work of adults. To form ideas about the work of people in the spring in the countryside. Expand and activate the vocabulary on the topic "Spring agricultural work" (worker, grain grower, vegetable grower, gardener, shepherd, field, garden, kitchen garden, greenhouse, pasture, plowing, sowing, whitewashing, tractor, plow, harrow, shovel, rake, seeds, bucket, brush; spring, black, wet, white; plow, harrow, loosen, dig, whitewash. Sow). Develop the ability to form complex words. To form practical planting skills. Improve the grammatical structure of speech. Improve the skills of syllabic analysis of words. Automate the pronunciation of the sound [Sch - H] in a sentence. Develop mental activity as a result of completing tasks, solving riddles. Learn to form nouns with a diminutive meaning. To cultivate a positive attitude towards work, interest in agricultural labor activity. | Pictures on the topic “Work in the countryside in spring”, subject pictures with images of tools and tools, d / and “What is superfluous?”, Counting sticks, boxes of earth, seeds (onion, dill, parsley, cucumber), watering can. | Konovalenko V.V., p. 52 |
| 10.05 | "Victory Day" | Expand children's ideas about the army (soldiers during the Second World War, warriors bravely fought and defended our country from enemies). Clarify children's knowledge about the holiday - Victory Day. Teaching children to retell. Continue to work on the development of coherent speech, improve dialogical and monologue speech, consolidate the ability to answer questions. To instill a sense of respect for WWII veterans, a desire to take care of them. | Album "Photographs of the War Years", album "Badges", d / and "What should a warrior-soldier be like?" | Konovalenko V.V., p. 66 |
| 17.05 | "Dunno visiting children" (repetition) |
Clarify the concept of "sound"; consolidate the sound-syllabic analysis of words; to form the ability to make sentences with prepositions, to read and print words and sentences; develop thinking, attention. Cultivate independence. | Picture (Dunno), envelopes with tasks, "magic basket", notebooks, pens. | Kuznetsova E.V., Tikhonova I.A., p. 23 |
List of used literature.
- I.A. Bykova "Teaching children to read and write in a playful way": Methodological guide. - St. Petersburg: "CHILDHOOD-PRESS", 2005.
- S.P. Tsukanova, L.L. Betz "We teach a child to speak and read." - M .: Publishing house GNOM and D, 2008.
- N.V. Nishcheva "Summaries of subgroup speech therapy classes in the preparatory group of a kindergarten for children with ONR." - St. Petersburg: CHILDHOOD-PRESS, 2008
- We speak correctly. Summaries of classes on the development of coherent speech in the preparatory school logogroup / O.S. Gomzyak. -M.: Publishing house GNOM and D, 2007.
- Kuznetsova E.V., Tikhonova I.A. “Steps to the school. Teaching literacy to children with speech disorders: class notes. - M .: TC Sphere, 2001.
- Smirnova L.N. "Speech therapy in kindergarten with children aged 6 - 7 years. - M .: Mosaic - Synthesis, 2006.
- Shorygina T.A. What are the months of the year?! Journey into the world of nature. - M .: Publishing house GNOM and D, 2001.
- Shorygina T.A. "Trees. What are they? A book for educators, tutors and parents. - M .: Publishing house GNOM and D, 2001.
- Workbook for preparatory school speech therapy group of kindergarten / Nishcheva N.V., 2001.
- Pimenova T.I. "I want to pronounce ...": Didactic material. - St. Petersburg: KARO, 2006.
- Entertaining ABCs: Book. For parents, teachers and lovely children / Ed.-comp. V.V. Volin; Artistic L.M. Rudakovskaya.- 2nd ed., Rev.- M.: Enlightenment, 1994.
- Martsinkevich Teaching literacy to preschool children. Lesson plans. - Volgograd: Publishing house "Teacher", 2000.
- Kuritsyna E.M., Taraeva L.A. “We speak correctly. The big book of classes on the development of speech. - M .: ROSMEM, 2006.
- Correctional work of the educator in the preparatory speech therapy group in the classroom and in everyday life and activities of children / V.V. Konovalenko. - M .: Publishing house GNOM and D, 2008.
- Classes with preschool children on the topic “Spring. Insects. Migratory birds". - M .: "Publishing house Scriptorium 2003", 2010.
Electronic resources.
- http://ped-kopilka.ru/vospitateljam/zanjatija-s-detmi/podgotovitelnaja-grupa-dou/page-2
- http://vospitatel.com.ua/zaniatia/rech/pomojem-neznaike.html
- http://www.maam.ru/obrazovanie/zanyatiya-po-razvitiyu-rechi
The program of the speech therapy circle "Rechevichok" for children of the speech therapy preparatory group of the kindergarten.
The program is intended for teachers-speech therapists and educators of speech therapy groups. This material will help to form the correct sound pronunciation in speech pathologist children.
“You need to be able to correctly pronounce sounds, words, phrases.
Having learned this so that it all becomes a habit, you can create”
K.S. Stanislavsky
Explanatory note
Preschool age is an important and unique period in the development of a child, especially in terms of the development of his speech. Without the formation of pure and correct speech, it is impossible to acquire communication skills and learn to build relationships with the outside world. With normal development, mastering the correct sound pronunciation in preschool children ends by 4-5 years. But sometimes, for a number of reasons, this process is delayed.
In our age of "high technology" and the global computerization of society, the level of development of speech and communication skills of preschoolers leaves much to be desired.
We often observe children whose speech is little understood by others: individual sounds are not pronounced, skipped or replaced by others, the child does not know how to correctly construct a phrase and, moreover, compose a story from a picture.
Very often, a speech disorder, being a primary defect, entails a noticeable lag in mental development. Violation of the pronunciation side of speech requires special speech therapy assistance.
Currently, there is an inexorable increase in the number of children with various speech disorders. Therefore, the problem of early prevention and early correction of speech disorders seems to be relevant today.
Circle speech therapy work is propaedeutic before classes for the correction of sound pronunciation at senior preschool age, it makes it possible to cover the whole group of children with speech therapy and start the mechanism of self-correction.
This program has been compiled taking into account and using modern innovative technologies and methods in the field of prevention and correction of speech disorders in children.
The basis for planning the classes of the circle is a complex-thematic principle, the lexical material of each topic is consolidated through a variety of speech games and exercises.
The work of the circle is to form the correct pronunciation of sounds:
- development of movements of the organs of the articulatory apparatus (articulatory gymnastics);
- mastering the phonetic system of the native language;
-prevention and elimination of speech disorders in children.
Purpose of the circle: creating favorable conditions for improving sound pronunciation in a preschool institution.
Tasks:
o Develop articulatory, general and fine motor skills, auditory attention and perception, breathing, phonemic hearing in the process of systematic training;
o To increase the effectiveness of sound pronunciation correction in children by means of health-saving technologies.
o To form the ability to regulate the strength of the voice and the correct sound pronunciation;
o Develop intonational expressiveness of speech (use of logical pauses, stress, melody, tempo, rhythm, timbre).
Expected results:
o Psychophysiological health will be preserved and strengthened in children;
o General, fine and articulatory motor skills, speech breathing, intonational expressiveness of speech, prosodic side of speech will develop;
o The correction of sound pronunciation will increase;
o Children will learn to expressively read poetry, observing intonation, expressiveness of speech;
o The syllabic structure of the word is formed.
Periodicity: Once a week, in the afternoon (Tuesday).
Duration: 30 minutes.
Form of organization of children: frontal.
The lesson is built in the form of a single storyline. The main character of the circle and the favorite of children is the Rechevichok doll.
Involving children in the plot becomes emotionally significant for them, allows them to reveal their personal qualities, overcome speech negativism, and fosters a sense of mutual assistance.
Frequent change and, accordingly, the novelty of tasks increase the concentration of attention, reduce the fatigue of babies; the dosage of tasks contributes to the strength of assimilation of the material.
The content of the course includes the following types of work:
Articulatory gymnastics, self-massage of the organs of articulation.
Exercises for the development of auditory perception, phonemic processes, attention, memory using health-saving technologies.
Breathing exercises.
Games and exercises for the development of fine motor skills of the hands, self-massage of the hands.
Relaxation exercises (relaxation).
To improve children's health, relieve muscle and nervous tension, non-traditional methods are used, such as elements of Su-jok therapy, self-massage of the palms, massage balls, games with clothespins, and a dry pool.
This program can be recommended for use both in the correctional and developmental classes of a speech therapist teacher, and for the work of educators of general developmental groups in order to prevent speech deficiencies in children.
The protagonist of the classes is Speech.
Thematic planning
September
1 Week:
2nd week: Diagnostics. Filling out speech cards and routes.
3 week: Topic: "How the tongue drank tea with friends." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 6-7).
4 week: Topic: "Articulation massage according to V. V. Emelyanov." Purpose: development of the articulatory apparatus.
October
1 Week: Topic: "How the tongue visited his beloved pets." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 11-12).
2nd week: Topic: "Morning with the cat Muzik" (speech gymnastics). Purpose: development of the articulatory apparatus.
3 week: Topic: "How the tongue found a friend." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 19-20).
4 week: Topic: How Mishka was looking for honey. Purpose: development of the articulatory apparatus. (N.V. Ryzhova
pp. 22-24).
November
1 Week: Topic: "How the tongue walked in the forest" Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 24-25).
2nd week: Theme: "Guess". Purpose: development of fine motor skills of fingers, imagination (dry pool).
3 week: Topic: "How the tongue rode a bicycle." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 30-31).
4 week: Topic: "How the tongue built the house." Purpose: development of the articulatory apparatus. (N.V. Ryzhova pp. 37-39).
December
1 Week: Topic: "How the tongue celebrated a birthday." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.6-7).
2nd week: Topic: "How the tongue went to visit the squirrel." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p. 8-9).
3 week: Topic: "How the tongue cooked mushroom soup." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.10-11).
4 week: Topic: "How the tongue played with friends in winter." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.12-13).
January
1 Week: Holidays.
2nd week: Holidays.
3 week: Topic: "How the tongue saved the crow from the cat." Purpose: development of the articulatory apparatus.
(N.V. Ryzhova, pp. 40-41).
4 week: Topic: “Sounds [m] - [m`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova pp. 42-43.)
February
1 Week: Subject: My bear. Purpose: development of memory, rhythm, voice power, expressiveness when learning a poem from a mnemonic table (Z. Aleksandrova).
2nd week: Topic: Sounds [p], [p`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 44-45).
3 week: Theme: "Naughty Bears". Purpose: development of memory, facial muscles during self-massage. (abstract).
4 week: Topic: Sounds [b], [b`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 46-47).
March
1 Week: Topic: "Acupressure according to A.A. Umanskaya." Purpose: development of memory, the ability to do acupressure on their own.
2nd week: Topic: Sounds [d], [d`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova p. 49).
3 week: Theme: "Antoshka's mood." Purpose: development of motor skills, memory, attention, facial muscles. (Mitten Puppet Theatre).
4 week: Topic: Sounds [n], [n`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 50-51).
April
1 Week: Theme: "Hedgehog and the sea." Purpose: development of attention, general motor skills, fine motor skills, memory, imagination (fairy tale therapy based on the fairy tale by S. Kozlov).
2nd week: Topic: Sounds [k], [k`]. Purpose: development of the correct pronunciation of sounds (N.V. Ryzhova pp. 52-53).
3 week: Theme "Travel Rechevichka". Purpose: development of general motor skills, imagination, fantasy when compiling stories about the hero.
4 week: Topic: "Resonator massage according to V. V. Emelyanov." Purpose: development of attention, voice during independent massage.
May
1 Week: Theme: Letters. Purpose: development of fine motor skills, memory when typing letters. (croupotherapy).
2nd week: Topic: “Tempering breath according to A. Umanskaya and K. Dineika. Alphabet of body movements. Purpose: development of respiratory organs, plastics, general motor skills (compendium).
3 week: Diagnostics. Filling out speech cards and routes.
4 week: Diagnostics. Filling out speech cards and routes.
Literature:
1. Galkina V. B., Khomutova N. Yu. Self-massage of the hands and fingers.
2. Emelyanov VV Articulation massage.
3. Zinkevich-Evstigneeva T. D. Collection of programs for fairy tale therapy. Fairy tale therapy training. S-P, 2004.
4. Ryzhova N. V. Articulation gymnastics, -M, 2013.
5. Umanskaya A., Dineiki K. Tempering breath.
6. Umanskaya A. A. Acupressure.
