How to help a child become attentive?
Attention is not a quality given once and for all. Attention can and should be developed! Of course, at school there are tasks for attention in almost all lessons. But it should be noted that no matter how hard teachers try to use these tasks in their teaching activities, they can only maintain the level of attention development that students have at this stage. There are certain reasons for this: firstly, the volume of educational material is quite large; secondly, there must be a certain system of tasks and work, as a rule, must be individual, which is difficult to do in the classroom.
However, the student needs to be helped to learn how to manage his attention. It is still difficult for the youngest schoolchild to do this. And the child’s main assistant can be his parents.
To help a child, we must know what to do and how.
What is attention? Attention is a person’s ability to focus on certain objects and phenomena. We are simultaneously influenced by a large number of sources of information from the surrounding world. It is impossible to absorb all the incoming information, and it is not necessary. But it is absolutely necessary to isolate from it what is useful, significant at the moment, and important for making the right decisions. This function of mental activity is performed by attention.
When a teacher talks about lack of attention at all, this is very general. Attention has such basic properties as concentration, volume, stability, distribution and switching. And a child may have well developed one of the named properties of attention and completely lack another, which is precisely what requires correction.
Therefore, before starting classes on developing attention, you need to know which properties are poorly developed in your child, because each property is very important for successful educational activities.
Concentration of attention- the ability to focus on the desired object, its parts, the ability to understand the task. A child with good concentration is characterized by good observation and organization. And vice versa, someone who has not developed this property is absent-minded and uncollected.
Attention span- this is the number of objects simultaneously perceived and held in consciousness. For 7-year-old children, the number of such objects ranges from 3 to 5. With a good amount of attention, it is easier for a child to perform operations of comparison, analysis, generalization, and classification. The ability to perform these operations indicates the development of logical thinking.
Sustainability of attention- this is the ability to concentrate on the same object for a long time. A child with stable attention can work for a long time without being distracted; he likes long, hard work (interest in tasks of increased difficulty).
Distribution of attention- this is simultaneous attention to two or more objects while simultaneously performing actions with them. The characteristics of the distribution of attention are judged by whether it is easy or difficult for the child to do several things at the same time: do work and observe the environment (whether additional explanations and cursory comments from the teacher are easily perceived).
Switching attention- this is the movement of attention from one object to another or from one activity to another in connection with the formulation of a new task.
Individual characteristics of switching attention can be judged by how quickly a child moves from one activity to another, whether he easily starts a new task, whether he can quickly finish any activity or constantly returns to it in his thoughts and actions (they continue to decide when everything finished; everyone is counting orally, and some are trying to write down at this time what they did not have time to do before).
When you study your child’s attention and determine which property is the least developed, you can begin classes.
Effective means of developing attention include games and play exercises that can be included in any, even very serious, activity.
Examples of games and game exercises
Series of messages " ":Subscribe to the free weekly speech therapy newsletter
As long-term observations show, one of the common reasons for the failure of primary schoolchildren is various violations of oral and written speech. These disorders make it difficult to master reading and writing skills, since the degree of formation of phonetic-phonemic processes and the lexical-grammatical structure of the child’s speech is essential for mastering written speech. Disadvantages of sound pronunciation, phonemic and lexico-grammatical development are expressed in writing in the form of confusion of letters, distortion of the syllabic structure of words, errors in word formation, coordination and management, and poverty of syntactic structures.
It is no secret that from year to year the number of children with various developmental disabilities is growing, and the number of children with speech disorders is also growing. According to the results of a September survey of the speech of primary school students at our school, their number has not fallen below 60 over the past 5 years. In the current school year, there are 67 students with severe speech impairments per 10 primary classes. Moreover, some first-graders who received speech therapy help at a preschool educational institution now give an “erased” picture of a speech defect, and by the end of the school year, dysgraphics and dyslexics, as a rule, “appear” among them.
According to statistics, more than 1/3 of students with speech impediments are unsuccessful or poorly performing in the Russian language and reading. Most elementary school teachers are quite qualified and well oriented in this problem, so they do not refer to the inattention, absent-mindedness or dishonesty of schoolchildren, but directly link academic performance in the Russian language and reading with the speech development deficiencies that children have. At the same time, not all students with speech impairments need training in a special “speech” school.
Many can study quite successfully in a public school, provided that speech therapy assistance is provided in a timely manner and the teacher is qualified. But the maximum capacity of a speech center is 25-30 people, and the period of stay of a child at a speech center is, as a rule, at least a year. It is obvious (and this is indicated by the famous defectologists A.V. Yastrebova and L.F. Spirova in the book “To the Teacher about Children with Speech Impairments”) that a speech therapist is not able to reach all those in need; new forms of joint work between a teacher and a speech therapist are needed, aimed at to prevent the possible appearance of written speech defects and correct mild manifestations of dysgraphia and dyslexia.
As one of the aspects of this work, a complex of “speech therapy minutes” in Russian language lessons was conceived (and is currently being developed). “Speech therapy minutes” are short-term (3-4 min.) tasks aimed at improving speech and finger motor skills, forming full-fledged phonemic representations, developing skills in sound-letter analysis and synthesis, clarifying the vocabulary and enriching it based on mastering various methods of word formation and inflections, eliminating gaps in the ability to build certain syntactic structures.
Among the correctional and educational tasks that “speech therapy minutes” help solve are the cultivation of motivation for educational activities, the development of observation of linguistic phenomena, auditory and visual memory, focus, and self-control.
“Speech therapy minutes” can be associated with the Russian language program. So, when studying the topic “Soft Sign” in class, it is appropriate to conduct a cycle of “speech therapy minutes” to differentiate hard and soft consonants. When studying the topic “The combination of zhi-shi, cha-sha,” it is useful to work on the differentiation of these sounds and letters in syllables and words within the framework of “speech therapy minutes.”
Logo minutes can occupy different places in the structure of a lesson.
Conducted at the beginning of the lesson, they act as an exciting task that quickly organizes students and activates visual and auditory attention. A logo minute held in the middle of a lesson, especially one designed in the form of a game, competition, etc., gives children a short break, switching their attention, using other analyzers.
So, if the main work in the lesson is related to writing by ear, it is useful to give a logo minute designed for visual perception, and vice versa. You can also hold a logo minute at the end of the lesson, when the main academic work is completed. The children will happily “play” without even thinking about the fact that from lesson to lesson these “games” serve the important purpose of preventing and correcting writing disorders.
Exercises for the development of written speech of primary schoolchildren
Syllable analysis and synthesis
Exercise. Read the words from these syllables.Write them down.
vi - ly, juice, zhu, gave, sat down
for - water, boron, owl, kat, was, howled, beat
ki - but, you, zero, shaft, gave
but - gi, you, ry, sy, si, sha, ra, zhi
po - ra, heat, heat, fell, went out, went
ra - ma, na, ki, yes, but
fur coat, mi, you, til
so - yes, va, you, count, vet
a - la, xia, nya
I - ma, measles
o - sy, sa, si, ba, burn, water, mut
at - rock, green, gift, gar, fell, goal, tight, zhin
Reading sentences with independent division into syllables
Exercise. Read these sentences and divide the words into syllables orally (or written on cards).
Butterflies were flying over the meadow. The children caught butterflies. Vova was given some cubes. Borya was given notebooks. The fishermen were catching fish. They were sitting on the shore. Lida fed the rabbits. She gave them grass. Mom bought raspberries. They gave raspberries to the children. The books were on the desk. The students read.
The girl was tending a cow. The cow was nibbling grass. Hot summer has arrived. Children bathe a lot. A cuckoo is calling in the forest. A nightingale sings in the garden. Natasha bought a watermelon. She loves watermelons. The children lived in a camp. It was fun there. Tourists were sitting around the fire. They sang songs.
Exercise. Choose syllables and make words from them. Write them down using these samples.
Sample. Masha, paw, cheers, ears, frame, ours.
Sample. Cotton wool, desk, hole, crow, sparrow, pit, Yura.
Finding sound in words with a combination of two consonants at the beginning of a word or at the end of a word
consonants at the beginning of a word.
Thunder is heard in the distance. There will be a thunderstorm soon. Put things back where they belong. Where you put it, look there. Grisha bought a book. Grisha loves books. Always tell the truth. I never lie to my mother. All the ridges are overgrown with grass.
Exercise. Read and write down words with twoconsonants at the end of a word.
A wolf runs through the forest. The wolf is looking for food. In summer our garden is dense. In winter our garden is empty. My sister bought silk. Ira has a red bow. It's raining heavily. The children hid under an umbrella. Bees give honey and wax. Mom bought honey and wax. The tank was driving across the bridge. Peat provides a lot of heat.
Emphasizing vowels in stories
Exercise. Read and copy the stories.Underline the vowels in them.
There is a garden behind our house. Apple, pear, plum and cherry trees grow in the garden. There are raspberry bushes. Strawberries grow in the beds. In front of the house there are flower beds. Roses, lilies, peonies, and pansies bloom in the flower beds.
POULTRY YARD
The farm has a large poultry yard. Geese and goslings, ducks and ducklings, hens and chickens are walking in the yard. Grandma Nastya, the poultry worker, feeds the birds. Tanya and Katya help her. They feed goslings, ducklings and chickens.
Warped text with a missing word
Exercise. Copy these sentences by insertingmissing words.
Dog... bone. Horse... hay.
Artist... painting. Fox... hare.
Cat... mouse. It was... autumn.
Words for reference: caught, eats,draws, raw, catches, gnaws.
Dictations with analysis
Exercise. Count how many words there are in a sentenceand put the same number of dashes.Divide the words into syllables and putthe same number of lines. Count how manyletters in the word, and put the same number of dots.Write down suggestions for thissample.
Sample... … .. .. .. .. ... The skating rink was watered.
Sima bought a lotto. Sasha loves turnips.
Mila Vila wreath. The dog catches the fox.
Dad broke his glasses. Mom is drying mushrooms.
The cat licks its paw. The wasp bit Masha.
Suggestions for dictations with preliminary sound analysis
Lida has two brothers - Misha and Vova. This is our house. There is a garden near the house. Dad bought his son skis and a sled. The children were at home. Roma taught lessons. Lida was washing the floor.
Grisha and Tom were in the meadow. There are geese there. Our cat Murka was playing on the floor. Mom washed Tom. Tom washed the doll.
We had a Christmas tree. We hung beads, chains, and balls on the tree. Lida had a doll. Lida sewed a fur coat for the doll. Mom bought her son a wheelbarrow and blocks. The cat ate fish. There were few fish.
Tests with missing vowels. Different difficulty levels.
Insert vowels. Write it down.
M_sh_ z_l k_t. Zv_l_ k_t_ R_zh_k. Hv_st _ R_zh_k_ p_sh_st_y. M_lch_k h_st_ _gr_l with k_t_m. _n_ b_l_ other_z_.
D_d_ _r_ pr_n_s book_g_. T_m z_yk_ _ m_shk_, T_n_ _ m_ch_k, sl_n _ k_n. M_ l_b_m st_x_.
Pr _bl _zh_ _ts _ _s _n. Ch_sh _ st_l _ in _p_d_t d _zhd _. Z _ml _ in s_d _ _zh _ _s _p_n_ z _lt _m _ l _st _m _. R _zh _ sl _sh _ g _l _s_ p _vch _x pt _ts. _n _ g _t _v _ts _ k p _r _l _t _ v t _pl _ _ cr_ _.
Texts without word boundaries.
Find the words in the sentence, divide them. Write it down correctly
September.
September has arrived. The students are sitting at their desks. The schoolchildren are now taking little walks. They have to learn their homework. The kids play outside all day long. It’s warm outside.
But the sun is getting less and less warm. The aster and flox plants are still blooming in the flowerbed.
It will rain soon.
There is a smell of fragrant resin. The squirrels are jumping on the old pine tree. He took off the fluffy gray coats of the animals.
The answer was that they were hiding in a warm nest. They were happy about the bright spring.
Favorite theater.
There is a puppet theater in Moscow. Inna and Tatyana go there with joy. There is a wonderful clock on the wall. It’s noon. The Rooster is calling the children.
Texts without capital letters and periods.
Find the boundaries of sentences. Place a period and a capital letter.
winter in the forest
the snow began to fall in flakes, it became light in the forest, winter guests arrived from the north, these are birds with red caps, bullfinches, they fly to the red rowan tree and peck the fruits of the squirrel; food supplies are in its hollow; the bear is sleeping in its den in a new fur coat; the hare has a new beautiful outfit for the cheating fox in the hedgehog covered his hole with leaves, frogs buried in the moss, only a hungry and angry wolf wanders on the edge of the forest
Winter is coming soon
under a thick green fir tree a hare is building his house a squirrel has changed his coat for the winter repairing his nest a fox is running through the fields digging mouse holes climbed under a low stump a ferret has a spacious mansion there a hedgehog covered himself with fallen leaves and fell asleep for the whole winter he went deep into the ground a mole forest mice hid in the moss disappeared and the frogs climbed into the mud
summer rain
It was a hot day, suddenly a breeze blew in, a dark cloud came in, it didn’t hide the sun, it began to rain, the sun illuminated the surroundings, the raindrops hit the flowers and grass heavily, they hung on the blades of grass and leaves in every drop of rain, the sun’s ray played, the rain stopped, look
someone built a multi-colored bridge to the sky from the meadows across the river to the village there is a light steam from the ground the air is filled with the smells of wild flowers
Restore the sentence and story.
Compose and write down sentences, and then a coherent text from the sentences. Give it a title.
hedgehog, grandfather gave it to the kids
in, he, summer, lived, barn
hedgehog, in, winter, hole, fell asleep
hungry, hedgehog, will return, in the spring
mice! beware
plaintively, forest, trees, moaning
rushes, naked, across, wind, branches, cold
real, winter, has come, already
tops, trees, shakes, he
days, soft, gray, stood
light, overwhelmed, city, winter, snowball
standing, trees, snow, everything
narrow, in the morning, gazebo, to, cleared, we, path
in, sitting, nest, chicks
they squeak loudly
eat, want, kids,
to, flies, him, mom
she carries a small worm
bird, children, in a hurry, their own, feeding
References:
1. Gorodilova V.I. Kudryavtseva M.Z. A collection of exercises to correct deficiencies in writing and reading. - St. Petersburg: KARO, DELTA, 2005. - (Series “Correctional Pedagogy”).
2. Dmitriev S.D., Dmitriev V.S. Entertaining correction of written speech: Collection of exercises. - M.: Knigolyub, 2005. (Development and correction)
3. Emelyanova E. N., Soboleva A. E. I write without errors. Russian language with a neuropsychologist. - St. Petersburg: Peter, 2009.
4. Yavorskaya O. N. Didactic games for speech therapist classes with schoolchildren (7-11 years old). SPb.: KARO, 2014.- (Series “Master class of speech therapist”).
5. Yavorskaya O. N. Games, tasks, lesson notes for the development of written speech in schoolchildren (7-10 years old): A practical guide for elementary school students, teachers, speech therapists and parents. - St. Petersburg: KARO, 2007. - (Series “Master class of speech therapist”).
6. Yavorskaya O. N. Entertaining tasks of a speech therapist for schoolchildren (grades 3-4). SPb.: KARO, 2010. - (Series “Master class of speech therapist”).
7. Yakovleva N.N. Overcoming impairments in written speech: Educational and methodological manual / ed. N.N. Yakovleva. – St. Petersburg: KARO, 2011.- (Series “Correctional Pedagogy”).
Speech therapy games and exercises aimed at correcting deficiencies in oral and written speech of primary school students
Methodological manual for parents and teachers.
Explanatory note………………………………………………….……..3
Section I. Development of fine and gross motor skills………………………….…..5
A set of exercises for the development of fine and gross motor skills……...………..5
Section II. Development of speech breathing…………………………………………..9
A set of exercises to develop correct speech breathing......9
Section III. Development of articulatory motor skills…………………………15
The importance of articulatory gymnastics for the formation of correct sound pronunciation………………………………………………………………………………..…15
Rules for articulation gymnastics….………………………15
A set of exercises for developing articulatory patterns of sound S...16
A set of exercises for developing articulatory patterns of sound P...20
A set of exercises for developing the articulation patterns of the sounds L, L…………………………………………………………………………………….22
Section IV. Development of phonemic hearing……………………………...26
Games for the development of phonemic hearing based on non-speech sounds 27
Games for the development of phonemic hearing using speech material…………...27
ChapterV. Vocabulary development………………………………………………………32
A set of exercises and games to enrich and activate children’s vocabulary…………………………………………………………………………………32
ChapterVI. Development of grammatical structure of speech…………………………37
A set of exercises and games to develop grammatical skills………..37
ChapterVII. Development of coherent speech……………………………………………………..41
A set of exercises and games to develop coherent speech skills……………41
List of references………………………………………………………..51
Explanatory note
Speech is one of the most important mental functions of a person. In the process of speech development, higher forms of cognitive activity and the ability to effectively interact with the outside world are formed.
Impaired oral and written speech in primary school students negatively affects the process of learning and social adaptation in society. Thus, the need to correct speech deficiencies and develop literate and correct speech among students becomes obvious.
This methodological manual will allow us to combine the efforts of teachers and parents in the education and upbringing of primary schoolchildren. Completing the tasks proposed in the methodological manual will make it possible to quickly and easily achieve the production of impaired sounds, master lexical material, develop coherent speech, and consolidate the skills acquired in speech therapy classes.
The manual consists of seven sections, which offer a set of games and exercises aimed at correcting and developing speech:
exercises to develop fine and gross motor skills,
exercises to develop correct speech breathing,
exercises to develop correct articulation,
exercises to develop phonemic hearing and perception,
exercises to enrich and activate children’s vocabulary,
exercises to develop grammatical skills,
exercises to develop coherent speech skills.
When using a set of games and exercises aimed at correcting and developing speech, the didactic principles of accessibility, clarity, transition from simple to complex, repetition and exercise are implemented.
The proposed set of games and exercises is intended for use by speech therapists, subject teachers, teachers in an extended day group, and parents of students in grades 1–4.
It is important to remember that the lack of repetition and consolidation of acquired skills at home and at school leads to a significant decrease in the effectiveness of correctional work and an extension of the time required for correction of speech disorders.
Section I
Development of fine and gross motor skills.
It is no longer a secret to anyone that the level of development of a child’s speech is directly dependent on the degree of formation of fine movements of the fingers of their hands, namely fine motor skills. However, finger gymnastics does not lose its relevance for children 6-7 years old. The fact is that even just holding the pen correctly is not easy. Not to mention bringing out various hooks and sticks.
So, we develop speech, memory and attention in younger schoolchildren. The exercises proposed below improve mental activity, promote memorization, and improve the writing process.
! You need to work with your childevery day at any time, but not before bedtime. Perform all exercises energetically, with optimal load, large range of motion, otherwise they will not bring a positive effect. Particular attention should be paid to training movements of increased complexity, that is, those that our fingers do not do in everyday life. It is this kind of finger training that gives visible and quick results.
Games and exercises aimed at developing gross and fine motor skills.
1. "Rings"
Alternately connect the pad of each finger with the thumb, forming a ring. First on the right, then on the left. And at the end of the lesson - synchronized movements on both hands.
The fingers went out for a walk.
One two three four five,
Let's count fingers.
2. "Horns"
Close the big, middle and ring fingers into a ring. Stretch the rest to the sides as much as possible (make a goat). After this, close the thumb, ring finger and little finger into a ring (make “horns”). Repeat these shapes 3 times with each hand.
3. “Fist-rib-palm”
Three positions on the table plane. Fist, then palm edge-on on the table, palm straight on the table. Do it with your right hand, left hand, then synchronously.
4. "Tic-tac-toe"
Hook your middle finger over your index finger - a cross. Then connect the pads of the index finger and thumb - a zero. Alternate these movements.
5. “Mirror drawing”
Take a pencil in each hand and simultaneously draw mirror-symmetrical shapes and letters.
6. “Ear-nose”
With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. Let go, clap your hands and reverse the position of your hands.
7. "Fish"
Putting the palms of your hands together is a “fish”. Move the “fish” in different directions, simulating swimming.
8. "Snake"
Clasp your palms together - this is the head of the “snake”. Press your hands together. Move the “snake” in different directions, simulating crawling.
9. "Castle"
The poem should not be read very quickly, but clearly and rhythmically, so that the child’s movements coincide with the rhythm. Especially highlight the final “opened” so that the child can demonstrate how wide he opened the lock.
Clasp your fingers and, shaking the “lock,” rhythmically say:
- There is a lock on the door,
- Who could open it?
- Knocked, knocked, (without releasing your fingers, knock on each other with the heels of your palms),
- Twisted, circled (without releasing your fingers, pull one hand towards you, the other away from you, alternately changing them),
- Pulled, pulled (pull the handles in different directions, straightening your fingers, but without releasing the lock completely),
- And they opened it! (sharply release your fingers, spread your arms wide to the sides).
10. "Eights"
Draw a figure eight in the air with the index and middle fingers of your left and right hands, then synchronously.
11. A variety of object-based activities that develop fine motor skills: fastening and unfastening buttons, lacing shoes, games with mosaics, construction sets, puzzles; games with beans and peas (put them in different boxes).
12. Place your palms in front of your chest. The left palm slides up, the fingers of the left hand clasp the fingers of the right hand and squeeze them tightly. The same must be done with your right hand. Repeat 20 times.
13. Firmly clench both hands into fists, and then forcefully spread your fingers to the sides. Repeat 10 times.
14. Place your palms on the table and drum your fingers on the table. Let the child pretend that he is playing the piano. Now you need to hit the table with each finger 5 times. The child must learn to control each finger individually.
15. It is easy to clench both hands into fists and slowly rotate your hands. Then shake the brushes. Repeat 8 times in each direction.
16. Massage each finger from the nail phalanx down the finger and along the palm along the bones. If it’s difficult for a child and his hands get tired quickly, help your baby do this exercise. Massage your hands for 1-2 minutes.
17. Stand up, close your eyes, spread your arms to the sides. Touch the tip of your nose with the index finger of your right hand, then your left. Repeat the exercise 10 times, then shake your hands.
18. Stand up, close your eyes, spread your arms to the sides. Touch your left earlobe with your right hand (hand in front of your face), then touch your left earlobe again with your right hand (hand behind your head). Do the same with your left hand. Repeat the exercise 10 times in each direction, then shake your hands.
19. Pencil
It’s better to give your child a pencil with edges
I roll a pencil in my hands,
I'm turning it between my fingers.
Definitely every finger,
I will teach you to be obedient.
20. Assistant
sprinkle different grains on the table - let the child try to identify and name the grains without looking
I'm sorting out the grains
I want to help mommy
I'm with my eyes closed
I can tell rice from buckwheat.
21. Nuts
take 2 walnuts or similar sized balls
Learned two nuts
Hold between your fingers.
This will help me at school
Write straight letters.
22. Pickling cabbage
We chop cabbage (Move straight brushes down and up. We three carrots Movement of the fists towards oneself and Push. We salt the cabbage Finger movements simulating sprinkling salt. We are pressing cabbage. Intense clenching of both hands into fists.)
Section II
Development of speech breathing.
Speech breathing designed to participate in the creation of vocal sound during a uniform exhalation. It differs from life in that it is a controlled process.
Speech breathing is considered incorrect if breathing is rapid, exhalation is shortened, inhalation is too large or the intake of air is noticeable to others.
Performance breathing exercises promotes the development of correct speech breathing with an extended gradual inhalation, the prevention of respiratory diseases (rhinitis, nasopharyngitis, sinusitis, chronic bronchitis, etc.).
Correct speech breathing- the basis of normal sound pronunciation, speech in general. Some sounds require an energetic, strong exhalation, a strong air stream.
! Regular breathing exercises help to develop correct speech breathing with an extended, gradual exhalation, which allows you to obtain a supply of air for pronouncing speech segments of different lengths.
During classes, the following conditions must be observed:
Do not exercise in a dusty, unventilated or damp room.
Don't exercise after eating.
Conduct classes in loose clothing that does not restrict movement.
Do not overwork; if you feel unwell, postpone classes.
Dose the amount and pace of exercises.
Exercises and games aimed at developing correct speech breathing
"Blow out the stubborn candle"
Hold colored strips of paper in your right hand; place your left palm on your stomach; inhale through your mouth, inflate your stomach; then inhale for a long time, “putting out the candle.”
"Locomotive"
Walk around the room, imitating the movements of the wheels of a steam locomotive with bent arms, while pronouncing “choo-choo” and changing the speed of movement, volume and frequency of pronunciation.
"Pendulum"
Sit cross-legged, hands on the back of your head; calmly inhale (pause 3 sec.), bend forward - exhale, return to the starting position - inhale. Repeat 3 – 4 times.
"Ball"
Imagine yourself as balloons; On the count of 1, 2, 3, 4, take four deep breaths and hold your breath. Then, on a count of 1-5, exhale slowly.
"Porridge"
Inhale through your nose, and as you exhale say the word “puff.” Repeat at least 6 times.
"Roll the pencil"
Inhale through your nose and, exhaling through your mouth, roll a round pencil across the table.
"Warming our hands"
Inhale through your nose and blow on your cold hands, inhaling smoothly through your mouth, as if warming your hands.
"Sawing wood"
Stand opposite each other in pairs, hold hands and imitate sawing wood: hands toward you - inhale, hands away from you - exhale.
"Woodcutter"
Stand straight, legs slightly narrower than shoulders; As you exhale, fold your hands like a hatchet and lift them up. Sharply, as if under the weight of an ax, lower your outstretched arms down while exhaling, tilt your body, allowing your hands to “cut through” the space between your legs. Say "uh." Repeat 6 – 8 times.
"Komarik"
Sit down, clasp the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn your torso to the side; as you exhale, show how a mosquito rings - “z-z-z”; quickly return to the starting position. A new breath - and a turn in the other direction.
"Trumpeter"
Bring an imaginary pipe to your lips. Imitating the movements of a trumpeter, press your fingers on imaginary keys, and while exhaling, say “tu-tu-tu” (10 - 15 sec.).
"Bug"
Sit down, spread your arms to the sides, moving them back a little - inhale. Exhaling, show how long the big beetle buzzes - “w-w-w”, while lowering your hands down.
"The tire was punctured"
Take a light breath, exhaling, show how the air slowly comes out through the puncture in the tire - “sh-sh-sh”.
Reading proverbs, sayings, tongue twisters in one breath.
Read proverbs, sayings, tongue twisters in one breath.
The drop and the stone are chiseling.
They build with their right hand and break with their left.
Whoever lied yesterday will not be believed tomorrow.
Toma cried all day on a bench near the house.
Don't spit in the well - you'll need to drink the water.
There is grass in the yard, there is firewood on the grass: one firewood, two firewood - do not cut wood on the grass of the yard.
Like thirty-three Egorkas lived on a hillock: one Egorka, two Egorkas, three Egorkas...
I wonder how many Egorkas you can get on one exhale? ;
"Snow"
The child is invited to blow on cotton wool, small pieces of paper, and fluff, and thereby turn an ordinary room into a snow-covered forest. The child's lips should be rounded and slightly extended forward. It is advisable not to puff out your cheeks when performing this exercise.
"Ships"
Fill a basin with water and teach your child to blow on light objects in the basin, for example, boats. You can have a competition to see whose boat has sailed farthest. It is very good for these purposes to use plastic eggs from Kinder Surprises or packaging from shoe covers issued by automatic machines.
"Football"
Build a goal from a construction set or other material, take a ping-pong ball or any other light ball. And play football with your child. The child must blow on the ball, trying to drive it into the gate. You can take two balls and play the game: “Who is faster.”
"Bulbulki"
Take two transparent plastic cups. Pour a lot of water into one, almost to the brim, and pour a little into the other. Invite your child to play “bulbulki” using cocktail straws. To do this, you need to blow weakly through a straw into a glass with a lot of water, and you can blow strongly into a glass with little water. The child’s task is to play “bulbulki” in such a way as not to spill water. Be sure to draw your child’s attention to the words: weak, strong, much, little. This game can also be used to reinforce color knowledge. To do this, take multi-colored cups and tubes and invite the child to blow into a green cup through a green tube, etc.
"Magic Bubbles"
Invite your child to play with soap bubbles. He can blow soap bubbles himself, but if he can’t blow or doesn’t want to practice, then you blow the bubbles, directing them at the child. This encourages the baby to blow on the bubbles to prevent them from hitting him.
"Dudochka"
Invite your child to stick out his narrow tongue forward, lightly touching the glass vial with the tip of his tongue. Blow air onto the tip of your tongue so that the bubble whistles like a pipe.
"Flower shop"
Invite your child to take a deep, slow breath through his nose, smelling an imaginary flower, to choose the most fragrant flower for his grandmother or mother. You can use various scented sachets for this game, but they should not have strong odors, should not be dusty and should not be brought too close to the nose.
"Candle"
Buy large colorful candles and play with them. You light candles and ask the child to blow on a blue candle, then on a yellow one, etc. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. First, you can bring the candle closer to the child, then gradually remove it.
Blow on a candle (option 2)
Sit on the floor, legs apart, holding an imaginary candle in your hand. On the count of “one, two,” take a deep breath through your nose and mouth; “three, four” - long and slow exhalation, simulating blowing out a candle. Repeat 3-4 times.
"Mowers."
This exercise can be performed to the sounds of a march: on the weak beat of the melody, inhale and “move the scythe” to the side, on the strong beat, exhale and “swing the scythe.”
Mower (2 option)
Stand with your feet apart, shoulder-width apart, arms slightly bent at the elbows and raised forward, fingers clenched into a fist. Turning right and left, imitating the movements of a mower, make sweeping movements with your arms and say: “Zh-uh! wow!” Repeat 7-8 times at an average pace
"Airplane"
Several children can participate in the game. We fold paper airplanes and place them on the table. On command, children blow hard on them, releasing the maximum amount of air. The one whose airplane flies farthest wins.
Butterflies
Cut out small butterflies from paper and hang them on threads. Invite your child to blow on the butterflies so that they fly.
Section III
Development of articulatory motor skills
The importance of articulatory gymnastics for the formation of correct sound pronunciation.
In order for a child to learn to pronounce complex sounds, his lips and tongue must be strong and flexible, hold the required position for a long time, and easily make multiple transitions from one movement to another. It will help you learn all this articulatory gymnastics.
Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children themselves can learn to speak clearly and correctly, without the help of a specialist.
Children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them: their muscles will already be prepared.
Articulatory gymnastics is also very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth.”
Articulation gymnastics classes will allow everyone - both children and adults - to learn to speak correctly, clearly and beautifully. We must remember that clear pronunciation of sounds is the basis for learning to write at the initial stage.
Rules for articulation gymnastics
At first, articulation gymnastics must be performed in front of a mirror. The child must see what the tongue does. We adults don’t think about where the tongue is at the moment (behind the upper teeth or behind the lower teeth). For us, articulation is an automated skill, and the child needs to acquire this automatism through visual perception, constantly practicing.
Don't be upset if some exercises don't work out for you the first time. Try repeating them with your child, admitting to him: “Look, I can’t do it either, let’s try together.”
At first, the exercises should be performed slowly, in front of a mirror, since the child needs visual control. After he gets used to it a little, the mirror can be removed. It is useful to ask your child leading questions. For example: what do lips do? What does the tongue do? Where is it located (up or down)?
Then the pace of the exercises can be increased and performed countingly. But at the same time, make sure that the exercises are performed accurately and smoothly, otherwise the exercises are meaningless.
At 6-7 years of age, children perform exercises at a fast pace and are able to hold the tongue position for some time without changes.
If during classes the child’s tongue trembles, is too tense, deviates to the side, and the baby cannot maintain the desired position even for a short time, you need to choose easier exercises to relax muscle tone, and do a special relaxing massage.
If you identify the violation in a timely manner and start working with the child using articulatory gymnastics, you can achieve positive results in a shorter period of time. Correct pronunciation of sounds, along with a rich vocabulary and grammatically correct, well-developed, coherent speech, is one of the main indicators of a child’s readiness for schooling!
A set of articulatory gymnastics exercises aimed at developing correct sound pronunciation
A set of exercises for developing articulatory patterns of sound C
Features of articulation of sound C:
The teeth are close together. The lips are slightly stretched. The tip of the tongue rests on the lower teeth, the back is arched. The vocal cords are resting, the throat does not tremble.
"Fence"
Target: strengthen the orbicularis oris muscles, develop the ability to hold your lips in a smile.
Stretch your lips in a smile, exposing your upper and lower teeth, which stand on top of each other like a fence. Say “I” to yourself. Hold this for a count of 5 to 10.
"Tube"
Target: strengthen the orbicularis muscles of the mouth, develop the ability to extend rounded lips forward.
Close your teeth, making a “fence”. Round your lips and extend them forward, as when pronouncing the sound “O”. Hold the count from 1 to 10. Relax your lips and repeat the exercise several times.
Alternate “Fence” - “Tube”.
Target: strengthen the orbital muscles of the mouth, develop the ability to quickly change the position of the lips.
The teeth are closed. We imitate the pronunciation of the sounds i-o-u with our lips.
"Let's slap your tongue"
Target: develop the ability to relax the muscles of the tongue, keep it spread wide .
Open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds: “five-five-five,” and then bite with your teeth: “cha-ta-cha.”
"Pancake"
Target: develop the ability to make the tongue wide and keep it in a calm, relaxed state.
Smile, the wide tongue lies motionless, does not tremble on the lower lip, touching the corners of the mouth, the upper teeth are visible. Hold for a count of 10 to 15 seconds.
“Let’s cool the pancake”
Smile, make a pancake shape, blow, pronouncing the sound “F” for a long time, do not puff out your cheeks.
"Let's brush our bottom teeth"
Make a smile, open your mouth slightly, move the tip of your tongue behind your lower teeth to the left - to the right, the lower jaw does not move (you can brush your teeth both outside and inside).
"Slide"
Target: develop the upward movement of the back of the tongue, the ability to hold the tip of the tongue against the lower teeth.
Open your mouth slightly, rest the tip of your tongue against your lower teeth, lift the back of your tongue, and press the side edges against your upper molars. Hold for 15 seconds. Bite the back of your tongue, then slide your teeth down the tongue (ride down the slide).
"Groovok"
Target: strengthen the muscles of the tongue, develop the ability to control the tongue, develop the upward movement of the lateral edges of the tongue.
"Blow through the groove"
Target: produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.
"Blow through a straw"
Target: develop the ability to direct an air stream through the middle of the tongue.
The mouth is open. Lips in a smile. The wide tip of the tongue rests on the base of the lower incisors. A cocktail straw is placed in the middle of the tongue, the end of which is lowered into a glass of water. Blow through the straw to make the water in the glass bubble. Make sure that your cheeks do not puff out and your lips are motionless.
Now let's think about how to pronounce the sound S.
Don't forget to check yourself by looking in the mirror.
What position are your lips in? (In a smile)
Is your mouth open or closed? (Closed)
Are your teeth closed or open? (Teeth clenched)
Where is the tip of the tongue?
(The tip of the tongue rests from the inside against the lower teeth, a groove is formed in the middle of the tongue, along which a cool stream of air “flows”)
Is the sound hard or soft? (Can be hard or soft)
Is the sound dull or voiced? (Deaf)
Pictures-symbols for sound C
How does water flow from the tap? S-S-S
A set of exercises for developing the articulatory patterns of the sound R
Perform the exercises of this complex daily, for 10-15 minutes, in front of a mirror.
When performing articulatory gymnastics exercises, you should remember:
It is necessary to follow a certain sequence - from simple exercises to more complex ones.
At the initial stage, the exercises are performed at a slow pace and in front of a mirror.
The number of repetitions of each exercise is from 2 to 15 times. The main thing is that the exercise is performed correctly. You need to perform the movements accurately.
Try to monitor the even participation of the left and right halves of the tongue and lips in performing movements.
5.If it is tiring for a child to do all the exercises in a row, you can break the gymnastics into blocks and do them throughout the day.
Classes will give the best results if they are conducted in a playful way.
Features of articulation of the sound R:
The tip of the tongue touches the tubercles behind the upper teeth, the lateral edges are pressed against the upper molars. The shape of the tongue resembles a spoon. The tip of the tongue trembles under the pressure of exhaled air. The vocal cords are working, the throat is trembling (there is a voice).
The following exercises help develop the necessary movements of the tongue and the formation of an air stream.
"Swing"
Target: strengthen the muscles of the tongue, develop lifting of the tongue, develop mobility and flexibility of the tip of the tongue, and the ability to control it.
The tip of the tongue rests alternately on the upper and lower teeth. Don't move your jaw.
"Painter"
Target: develop upward movement of the tongue, its mobility, and the ability to control it.
Smile, open your mouth and “stroke” the sky back and forth with the tip of your tongue (like a brush).
“Let’s brush your upper teeth”
Target: develop tongue lifting, flexibility and mobility of the tip of the tongue, and the ability to control the tip of the tongue.
Smile, open your mouth slightly, move the tip of your tongue left and right along your upper teeth. Do not move the jaw (you can brush your teeth both outside and inside).
"Fungus"
Target: strengthen the muscles of the tongue, develop upward movement of the tongue, stretch the hyoid frenulum.
Open your mouth, smile, suck your tongue to the roof of your mouth and hold it while counting from 1 to 10, then click (pluck the fungus). Repeat the exercise several times.
"Harmonic"
Target: strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.
Smile, make a “Mushroom” and, without lifting your tongue from the roof of your mouth, strongly pull your lower jaw down, then lift it (like playing an accordion). Repeat the exercise 5 – 10 times.
"Horse"
Target: strengthen the muscles of the tongue, develop tongue elevation.
Smile, show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves). Repeat the exercise 5 – 10 times, lips smiling.
"Woodpecker Drummer"
Target: develop the raising of the tongue, the ability to make the tip of the tongue tense, and develop its mobility.
Smile, tap the tip of your tongue on the cusps of your upper teeth, saying “D-D-D-D-D-D-D” with your mouth open and your jaw motionless. Repeat the exercise 5 – 10 times.
A set of exercises for developing the articulation patterns of the sounds L, L
Perform the exercises of this complex daily, for 10-15 minutes, in front of a mirror.
When performing articulatory gymnastics exercises, you should remember:
It is necessary to follow a certain sequence - from simple exercises to more complex ones.
At the initial stage, the exercises are performed at a slow pace and in front of a mirror.
The number of repetitions of each exercise is from 2 to 15 times. The main thing is that the exercise is performed correctly.
If it is tiring for a child to do all the exercises in a row, you can break the gymnastics into blocks and do them throughout the day.
Classes will give the best results if they are conducted in a playful way.
Features of articulation of the sound L:
The tip of the tongue rests on the upper teeth or on the cusps behind the upper teeth. The middle part of the back of the tongue is lowered, the back of the back of the tongue is raised, the lateral edges of the tongue are lowered. The shape of the tongue resembles a saddle. The exhaled air passes along the sides of the tongue. The vocal cords are working, the throat is trembling. The sound is ringing.
Sound L
The lips are stretched into a smile. The front of the tongue touches the cusps behind the upper teeth. The middle part of the back is raised. The back of the back of the tongue is lowered. The tongue is tense. The exhaled air passes through the sides.
Let's slap your tongue
Goal: in develop the ability to relax the muscles of the tongue, keep it wide and spread out.
Description: open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds “five-five-five...”. Keep your wide tongue in a calm position with your mouth open while counting from one to five to ten.
Guidelines.
1. The lower lip should not be tucked in or pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate.
Delicious jam
Target: develop an upward movement of the wide front edge of the tongue..
Description: with It is easy to open your mouth and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.
Methodical instructions.
1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth. 3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up with a spatula and wrap it over your upper lip.
Swing.
Target: develop the ability to quickly change the position of the tongue, necessary when connecting sounds l with vowels a, s, o, y.
Description: smile, show your teeth, open your mouth slightly, put your wide tongue on your lower teeth (from the inside) and hold in this position for a count of one to five. Then lift your wide tongue by the upper teeth (also from the inside) and hold it for a count of one to five. So, alternately change the position of the tongue 4-6 times.
Turkey
Goal: in develop the upward movement of the tongue and the mobility of its front part.
Description: p open your mouth, place your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First make slow movements, then speed up the tempo and add your voice until you hear bo-bo(like a turkey babbling).
Guidelines. 1. Make sure that the tongue is wide and does not narrow. 2. So that the tongue moves back and forth, and not from side to side. 3. The tongue should “lick” the upper lip, and not stick out forward.
Click the tip of your tongue
(“Let’s click the tip of our tongue”).
Goal: strengthen the muscles of the tongue and develop the upward movement of the tongue.
Description: smile, show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves).
Guidelines.
1. The exercise is first performed at a slow pace, then faster. 2. The lower jaw should not move; Only the language works. 3. If the child is unable to click, you need to invite him to do the “Glue the candy” exercise, and then return to this exercise. 4. Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue rather than smacking.
The steamboat is humming. Y-Y-Y 
Target: develop an upward lift of the back of the tongue.
Description: open your mouth slightly and pronounce a sound for a long time s(like a steamboat humming).
Guidelines. Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the sky.
Section IV
Development of phonemic hearing
The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the overall system of teaching a child their native language. The foundation for literacy learning can only be created through serious development work. phonemic perception.
The theory and practice of speech therapy work convincingly prove that the development of phonemic processes has a positive effect on the development of the entire speech system as a whole. Effective and lasting correction of pronunciation defects (sound pronunciation, sound content and syllabic structure of words) can only be possible with the advanced formation of phonemic perception.
With systematic work on the development of phonemic hearing, children perceive and distinguish much better the endings of words, prefixes, common suffixes, identify prepositions in a sentence, etc., which is so important when developing reading and writing skills.
In addition, without sufficient development of the foundations of phonemic perception, the formation of its highest level is impossible - sound analysis, the operation of mental division into constituent elements (phonemes) of various sound complexes: combinations of sounds, syllables, words. In turn, without long-term special exercises to develop the skills of sound analysis and synthesis (combination of sound elements into a single whole), children with speech underdevelopment do not master competent reading and writing.
So what is phonemic awareness? Phonemic hearing- This is the ability to perceive by ear and accurately differentiate all speech sounds, especially those that are similar in sound, and perform basic sound analysis. In other words, phonemic awareness is the ability to focus on sound.
How to develop phonemic hearing in a child? The best way to do this is in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating higher mental functions (memory, attention, thinking, motor skills).
There are many different game exercises to develop phonemic awareness. It is better to use didactic games in stages, in accordance with the sequence of formation of phonemic processes.
Gamesson the development of phonemic hearing inmaterial of non-speech sounds
Stage I– improving auditory perception, sense of rhythm, auditory-verbal memory, based on non-speech sounds, distinguishing the pitch, strength and timbre of the voice.
"What is this?"
Children are invited to listen to recordings of various sounds of nature (the babbling of a stream, the rustling of leaves, the singing of birds, the noise of cars, etc.), then guess what it is.
Children are given pictures of animals and their babies. The task is to pronounce onomatopoeia in voices of different pitches.
Gamesson the development of phonemic hearing based on speech material
Stage II – development of phonemic perception and the formation of clear phonemic ideas.
At this stage, you can perform tasks on recognizing vowels and consonants, differentiating consonant sounds in a word, and distinguishing words that sound similar.
"Repeat, don't make a mistake"
A chain of syllables is pronounced, and the child repeats it.
For example: mi - neither - nor - mi, ra - la - la - ra, po - bo - bo - po, etc.
"Hard - soft"
The adult throws the ball and pronounces the syllables with a hard sound, and the child returns the ball and pronounces the syllable with a soft sound.
For example: la - la, om - om, zu - zu, etc.
"Change the Word"
The adult pronounces words with a paired deaf sound, and the child replaces it with a paired voiced sound, pronouncing a new word and vice versa.
For example: ball - heat, sewing - living, sewing - living, etc.
"Funny name"
The child is given two circles - red and green - and asked to play: if the child hears the correct name of what is shown in the picture, he must raise the green circle, if the wrong one - red. Then he shows a picture and loudly, slowly, clearly pronounces the sound combinations:
For example: baman - paman - banana - banam, aibom - album - anbom - abbom, mitanin - phytamine - vitamin - vitalim.
"The Fourth Wheel"
Of the four words clearly pronounced by an adult, the child must name the one that differs from the rest:
For example: ditch-ditch-cocoa-ditch; com-com-cat-com; duckling-duckling-duckling-kitten, etc.
Stage III – developing skills in sound analysis and synthesis.
"The word is a mystery"
Children are asked to guess the word and form it out of letters.
For example: In this word, the first sound is the same as in the word duck, the second sound is the first sound of the word house, the third sound is the second sound of the word catfish, the fourth sound is the third sound of the word water. (Hoopo.) At the end, a picture is shown showing the answer.
"Scattered Word"
Syllables are pronounced and children are asked to make words from them.
For example: ka - schu (pike), bash - ka - ru (shirt), ran - dash - ka (pencil).
Changelings
The parent names the word (you need to start with short words consisting of no more than 3 letters. For example: CAT. The child’s task is to pronounce this word backwards: TOK. Then the number of letters can be increased, but this must be done very slowly. If the child and has difficulty with short words, “turn over” the syllables first: TA - AT, IR - RI, etc.
When choosing words, do not try to find words that, when turned over, produce something meaningful, as in words like KOT-TOK, NOSE-SON. There are few such words in the language. Even if turning it over makes no sense, the main thing in the game is to turn the word over correctly. Do not use words with soft or hard signs in the composition.
Change the letter
In this game, the parent names a word (use short words), and the child must change one letter in the word to make a different word: dream - son, house - smoke, Masha-Misha or Masha - Dasha.
Last letter
This is a variant of the game "Cities".
The game is simple and at the same time expands your vocabulary. The game begins with naming the word. The child must name the next word that begins with the last letter of the first. And so on down the chain. For example: pipe - pineapple - juice - porridge...
You can complicate the task: name only words that denote living objects, or, conversely, inanimate ones.
Three letter word
In this game you are asked to alternately name words with a given number of letters: three, four or five.
Words starting with...(for the development of auditory differentiation)
1. It is proposed to choose a letter and, one by one, name words starting with this letter. Who can name more words?
2. Name as many words as possible that end with the sound “P” (I, O, S, L, etc.).
3. Name as many words as possible that have the sound “L” in the middle (N, E, G, B, F, etc.).
Finish the word
In this game, you are asked to name the initial syllable of a word or the first few letters of a word, for example, KAR, the child must complete the word: POTATO or KAR – POINT, or KAR – MAN.
Or MICE, SOAP.
“Clap-clap” (teaching sound analysis of words)
This exercise also has several task options.
1.
“Now I will tell you the words, and as soon as you hear a word that begins with the sound S (V, O, G, D, Shi, etc.), you will immediately clap your hands.”
Option: the child must “catch” the sound with which the word ends, or the sound in the middle of the word.
(Cottage, cat, hat, fox, road, beetle, window, lump, plate, bread, rain, linden, lamp, river, hair, etc.)
2. “Now I will tell you the words, and as soon as you hear a word that contains the sound K, clap your hands once. If you hear the sound G in the word, clap your hands twice.”
It is better to start the exercise at a slow pace and gradually increase the speed.
(Cow, jelly, mountain, mink, guitar, boot, bitch, hand, caught up, pushed, etc.)
This exercise will also help you check how your child is doing with his reaction.
“Playing with the word” (teaching the sound form of a word)
1. "Come up with a word that begins/ends with the same sound as in the word "frog", "flag", "table" etc.".
2. "Tell me which sound is the first/last in the word "beam", "force", "sofa"" etc.".
3. “Name all the sounds in order in the word “sky”, “cloud”, “roof”, etc.”
4. “What sound in the word “fish” is second, fourth, first, third? (chair, carpet, shell, cloud) etc.".
"Confusion"
Game for developing sound discrimination
"Listen carefully to the poem
Ask your child: “Which words are mixed up? Why? How are these words similar to each other? How are they different?”
You can give your child a little hint, but the main thing is to lead him to the idea that one sound can completely change the meaning of a word.
The Russian beauty is famous for her goat.
A mouse is dragging a huge pile of bread into a hole.
The poet finished the line and put his daughter at the end.
Ask your child, what did the poet mix up? What words should be used instead of these?
"Come up with a new word."
1. “I’ll now tell you a word, and you try to change the second sound in it so that you get a new word.
For example: the house is smoke."
Words to change: sleep, juice, drank, chalk.
Words to change the first sound: point, bow, varnish, day, pedal, layout.
Words to change the last sound: cheese, sleep, bitch, poppy, stop.
"Circle"
The exercise will be useful to you if your child does not yet know how to write.
1.
“Now we will write down several words, but not in letters, but in circles. How many sounds are in the word, so many circles you will draw. Say the word “poppy.”
How many circles should you draw? Three".
Sample: MAK – 000
Attention: When choosing words for the exercise, try to ensure that the number of sounds in them matches the number of letters. So, in the word “horse” there are 4 letters and three sounds - [k - o - n "]. Such words can cause difficulties for a child.
(Words for dictation: grass, paper, pen, bun, stick, chamomile, star, pine, telephone, tablet).
"Longer - shorter"
“Now we will compare words. I will say two words at a time, and you will decide which one is longer. Just remember that you need to compare words, not the things they mean.”
Words for comparison: table - table, pencil - pencil, mustache - mustache, dog - dog, tail - tail, snake - snake, worm - worm.
ChapterV
Vocabulary development
The quality and quantity of a child’s vocabulary largely determines the level of speech development as a whole. It is very important to pay attention to both passive (that is, those words that are stored in memory reserve) and active (words that are constantly used) vocabulary. It is important that the child knows what meanings a word has and knows how to use it correctly in independent speech. The following exercises will help you with this.
Exercises to enrich and activate children's vocabulary
Exercise 1. "Word Game"
1. “Name as many words as possible for fruits” (vegetables, trees, flowers, wild and domestic animals and birds, toys, tools, furniture, professions, etc.).
2. “Now I will tell you the words, and you will tell me what this object can do.
A blizzard is blowing, and thunder is ..., wind is ..., and snow is ..., rain is ..., and the sun is ....
Don’t forget to ask with each answer: “What else does the sun do, it doesn’t just shine?” Let the child choose as many words as possible that denote the action.
Then you can repeat the same game in reverse: “Who flies? Who swims? Who hammers nails? Who catches mice?”
Exercise 2. "Sign".
1. “Tell me, if an object is made of iron, what is it called, what is it?”
iron -
paper -
tree -
2.
“Name another object that is as white as snow.”
(As narrow as a ribbon; as fast as a river; as round as a ball; as yellow as a melon).
3.
"Compare:
to taste - lemon and honey, onion and apple;
by color - cloves and chamomile, pear and plum;
in terms of strength - rope and thread, stone and clay;
in width - road and path, river and stream;
in height - a bush and a tree, a mountain and a hill."
Exercise 3. "Guessing game."
1. "Guess a riddle:
Flies, squeaks,
His long legs are dragging,
The opportunity will not be missed -
He will sit down and bite.
Round, striped,
Taken from the garden.
Sugar and scarlet became -
Eat, please.
How did you guess what we were talking about? Try to describe some object to me yourself, and I will try to guess who or what it is."
Exercise 4."Words-buddies" (exercise on synonyms).
1.
“What do you think is another way to say something about a sad person?” (Sad)
"Valuable - what is it? Hard - what is it?"
2. “What word can replace the word “horse”? The word “doctor”, “cup”, “food”?
3. "Which word is superfluous, does not fit other words? Why?"
Sad, sorrowful, despondent, deep
Brave, voiced, bold, courageous
Weak, brittle, long, fragile
Strong, far, durable, reliable
If your child does not understand the meaning of a word, explain it.
Exercise 5. “Enemy words” (exercise on antonyms).
Say it the other way around:
cold, clean, hard, thick;
dull, wet, senior, light;
spacious, enemy, top, lose;
raise, day, morning, spring;
winter, tomorrow, early, close;
low, rare, slow, joyful;
dark, sat down, took it, found it;
forgot, dropped, messed, straightened.
Exercise 6. “One and many” (changing words according to numbers).
1. “Now we will play this game: I will name one object with a word, and you name the word so that you get many objects. For example, I will say “pencil”, and you should say “pencils”.
book, pen, lamp;
city, chair, ear;
child, person, glass;
name, spring, friend.
2. “Now let’s try the other way around. I will say a word that denotes many objects, and you will say one.”
claws, clouds, warriors, leaves;
flowers, saws, well done, stems.
Exercise 7. "Decrease".
Exercise: "Tell me, what will the name of the small object be? A small ball is a ball, and a small table is...".
grass, hand, shoulder, sun, bank;
chair, book, flag, cup, hat.
Exercise 8. "Finish the word."
Exercise:
"Guess what word I want to say? By..." (Pillow)
Syllables with which words can begin: za, mi, mu, lo, pri, ku, zo, che, etc.
Exercise 9. "Explain the word."
The purpose of this exercise is to teach the child not only to recognize new words through explanation, but also to clearly express thoughts, indicating the main type of use of the object, describing its characteristics.
Exercise: "I want to find out how many words you know. Tell me, what is a bicycle?"
knife, hat, ball, letter;
umbrella, pillow, nail, donkey;
fur, diamond, connect, shovel;
sword, trouble, brave, hero;
poem, gambling.
You can do all these exercises several times, completing the rows of words yourself.
10. “Balltails”
Target: improve vocabulary during the competition.
The 2 teams playing take turns pronouncing a chain of words so that the last syllable of the previous word serves as the beginning of the next one (winter machine people). The last one to say the word wins.
11. Fairy tale “Word Fair” - acquaintance with the polysemy of words.
In the distant kingdom, in the thirtieth state, there was a special fair - a fair of words. It sold a variety of words - who needed which ones. There were a lot of words, so they sold them in whole lots.
- to whom, to whom needles? (porcupines, hedgehogs, cacti, pine trees, spruce trees and of course tailors).
- And the language? (people, animals, birds, fire, bell)
- word nose(boats, ships, people...)
- and here is the word of the hat! Who wants hats? (women, mushrooms and nails).
- only we and only now have legs. (tables, chairs, cabinets, beds, sofas, mushrooms)…
ChapterVI
Development of grammatical structure of speech
The next block of exercises is aimed at developing the grammatical structure of speech. Training tasks will help the child learn to correctly compose simple sentences, correctly connect speech structures, and understand the sequence of events in the text.
A set of exercises and games to develop grammatical skills.
Exercise 1
"Who what?" (drawing up proposals for different models)
"Try to make a sentence that says: Who? What is he doing? What?
For example: "The cat is lapping up the milk."
Who? What is he doing? What? How? (The gardener waters the flowers with water)
Who? What is he doing? What? To whom? (The girl sews a dress for the doll)
Exercise 2
"Finish the sentence"
"Try to guess the end of the phrase."
The children ate... There is paper and paper on the table... Gree grow in the forest... . Flowers grow in the garden... . We have a rooster and... . In winter it can be hot... .
Exercise 3
"Add words" (spreading sentences)
“Now I’ll say a sentence. For example, “mom is sewing a dress.” What do you think can be said about the dress, what kind of dress is it (silk, summer, light, orange)? If we add these words, how will the phrase change?
The girl feeds the dog. Thunder rumbles in the sky. The boy drinks juice.
Exercise 4
“Make a phrase” (forming sentences from words)
1.
"Make up sentences using the following words:
a funny puppy, a full basket, a ripe berry, a cheerful song, a thorny bush, a forest lake."
2.
“The words in the sentence are mixed up. Try to put them in their place. What will happen?”
1. Smoke, coming, pipes, from.
2. Loves, teddy bear, honey.
3. Standing, in a vase, flowers, in.
4. Nuts, in, squirrel, hollow, hiding.
Exercise 5
"The Missing Words"
“Now I’ll read you a story. But some words are lost in it. Try to guess which ones.”
1. Silence reigns in the dense _____. Black ________ covered the sun. The birds fell silent. It's about to go ________.
2. Winter. All paths are covered with fluffy _______. The river was dressed in smooth _______. The guys built a high __________. _______ sleds are rushing fast. A sharp _______ hits the children in the ______. The frost stings ______. ________ are not afraid of frost. Their ________ are burning with joy.
3. The weather is hot: the sky is _______, the sun is shining _______. Kolya and Olya go for a walk in the ______ field. They listen to little ________ singing there. They collect ________. Suddenly the sky becomes dark and is covered with large ________. The little children are in a hurry to return ____. But before they could arrive, ______ erupted. The children were scared ________ thunder. They knocked on one ______ to hide from strong _______, since they do not have ________ with them and their clothes are completely _______.
Exercise 6
"Find the mistake"
1. “Listen to the sentences and tell me if everything in them is correct.”
In winter, apple trees bloomed in the garden.
Below them lay an icy desert.
In response, I nod my hand at him.
The plane is here to help people.
I soon succeeded by car.
The boy broke the ball with glass.
After the mushrooms there will be rain.
In the spring, the meadows flooded the river.
The snow was covered with a lush forest.
2. “How should the sentence be corrected?”
Exercise 7
"Explain"
Listen to the phrase:
The dog goes to the kitchen. She drinks the cat's milk. The cat is unhappy.
Explain why the cat is unhappy.
Petya went to the cinema after finishing reading the book.
What did Petya do earlier: read a book or go to the cinema? Explain.
Vanya drew Sasha. Sasha was drawing a house.
Who drew what? Explain."
Exercise 8
"What is meant?" (training to understand figurative meaning)
"Tell me how you understand these expressions:
iron ax - iron man
golden arrow - golden hands
poisonous bite - poisonous look
sharp knife - sharp word
low table - low action
stale bread - stale man."
Exercise 9
"Right or wrong?"
Assignment: “Do you think it’s possible to say that?”
Mom puts a vase of flowers on the table.
When they want to buy something, they lose money.
Grandparents live under a house on the edge of the forest.
There is a beautiful carpet on the floor.
Ask your child: “Why are the sentences inaccurate?”
Exercise 10
"Pick a Rhyme"
First, check if the child knows what a rhyme is. Explain that two words rhyme with each other if they end the same, for example, ox - goal.
Invite your child to independently choose a rhyme for the words:
porridge, howl, pillow, juice;
snow, cat, circle, bowl;
river, cloud, barrel.
The child needs to choose at least three rhymes for each word.
Exercise 11
"Make a proposal"
Now we will connect several sentences together. For example, I say the sentence: “It is raining in the forest. Thunder is roaring.” These sentences can be connected using a small bridge word “and”, then the two will turn out to be one. "It's raining in the forest and there's thunder."
Now try it yourself."
The sun shines brightly. Birds are singing.
There is another possible version of this exercise: ask the child to finish the phrase.
The children went out for a walk and...
Using the same scheme, you can train your child to compose sentences with conjunctions “a”, “but”, “although”, “but”, “if, ... then”.
ChapterVII. Development of coherent speech
Games for speech development
1. Game "Interview"
First introduce children to new words.
Interview - conversation intended to be broadcast on radio, television, or in a newspaper.
The reporter- the one who asks questions.
Respondent- the one who answers questions.
Teach children to speak confidently into a microphone. To do this, ask them to take turns saying something into the microphone, at least counting to 10 up and down. Then roles are distributed among the children. Possible topics are discussed. The tape recorder is being set up.
Reporters start asking questions. Then the conversation is collectively listened to and discussed.
Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.
Game options:
1) the teacher interviews the children;
2) children interview the teacher;
3) parents interview the child;
4) the child interviews his parents.
2. Game "Bridge".
The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.
For example, two words are given: “goose” and “tree”. The following words can be “transition bridges”: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc.
Note: The game is also suitable for individual lessons with a child.
3. "What does the expression mean?" or "Proverbs".
It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.
The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and others came from mythology, fairy tales, and literary works.
The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.
Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.
For example:
The child said: Adults say:
go to the mend go to the mend
where the eyes see where the eyes look
the soul is in the dust the soul is in the heels
free bird free bird
discover Africa discover America
count in your head count in your mind
the eye fell on the book the eye fell on something
for a fresh mind for a fresh head
nerves are in turmoil nerves are in turmoil
no good for your heels no good for your heels
Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech.
Proverbs:
1. “The master’s work is afraid.”
2. "Every master in his own way."
3. "Jack of all trades."
4. “If the tailor ruins it, the iron will iron it out.”
5. “The potatoes are ripe - get down to business.”
6. “Without labor there is no fruit in the garden.”
7. “As is the care, so is the fruit.”
8. "More action - less words."
9. “Every person is learned in action.”
10. “If there is grief, grieve, if there is business, work.”
11. “Without discipline, living is not good.”
12. “Bread earned is sweet.”
13. “He who has dexterity acts dexterously.”
14. “Without beginning there is no end.”
15. “Without order there is no point.”
16. “You can’t buy gingerbread without work.”
17. "The eyes are afraid - the hands are doing."
18. “In order not to make mistakes, there is no need to rush.”
19. “Without labor there is no good.”
20. “Work is the best medicine.”
21. “Patience and work will grind everything down.”
23. “A house without a book is like without windows.”
24. “Bread nourishes the body, but a book nourishes the mind.”
25. “Where there is learning, there is skill.”
4. Game "Steps. (Who gets to... faster)"
With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.
The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”
Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.
Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.
5. Attention! Wanted! (Developing coherent speech, attention and observation)
This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.
The one who first guesses which child we are talking about becomes the leader.
When playing with young children, it is allowed to describe clothes.
6. Complete the sentence.
Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.
7. "I was at the circus..."
To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.
The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something starting with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.
If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word.
Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.
8. Prepositions.
Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.
You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.
9. Who is friends with which letters.
The game is not only about memorizing letters and developing speech, but also very educational. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and the child has a hedgehog. Mom says: “My elephant is friends with the letter “X” because he has a trunk.” Dad says: “And my crocodile is friends with the letter “R” because he lives in the river.” The child says: “My hedgehog is friends with the letter “I” because he has needles.
10. . Snowball.
Players take turns adding words to the suggested beginning of a phrase.
Game options:
1. "Getting ready for the road."
Presenter: “I’m going on a trip and putting it in my suitcase...”.
Child: “I’m going on a trip and putting soap in my suitcase.”
Other situations are played out according to the same principle.
For example:
2. “We prepare breakfast, lunch, afternoon snack, dinner.”
Presenter: “We are preparing breakfast, let’s make a menu.”
Child: “I usually eat a sandwich for breakfast.”
Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.
3. "Let's set the table."
Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”
Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”
The next player repeats the phrase and adds what else he considers necessary, etc.
4. "We're going for a walk."
Presenter: “We are going to the forest. I will put on rubber boots.”
Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.
5. “We are waiting for guests.”
Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”
Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”
The next player repeats the phrase and adds what he still considers necessary, etc.
11. What words are there?
Read M. Plyatskovsky’s poem “What Words Are There” to your child.
There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter.
Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.
12. On the contrary (antonyms).
Many words can be matched with words with opposite meanings.
The adult begins the phrase, and the child finishes it, for example:
sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night...
Another variant:
The porridge is cooked thick and... (liquid). Animals can be brave and... (cowardly). Carrots can be eaten raw and... (boiled). Apples can be small and... (large).
13. “Similar words” are synonyms.
The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.
The adult explains that the same thing can be said in different words. Such words are called close in meaning.
Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).
Eeyore is sad (sad, joyless, upset...)."
Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)
Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, rushes, flees, flies at full speed, takes off his feet).
14 . Multiple meaning words.
Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.
What meaning does the word needle have? (Sewing needles, needles from coniferous trees, needles from a hedgehog).
Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh.
A. Usachev. Noses.
Cranes have noses
Ships have bows
The teapot has a spout, only a very small one.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose!
M. Yasnov. Who is carrying what?
Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in her diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day!
V. Orlov. Watch.
They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.
15. Rhyming game - tell me the word.
By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.
The adult suggests: “I’ll read you a poem, but I won’t specifically say some words, and you try to suggest them to me.” An adult reads a poem and does not finish one word in the line. The child suggests a rhyme. In case of difficulties, an adult finishes the words in a line. The poem should be read until the child learns to pronounce the words correctly on his own.
Daniil Kharms. A very scary story.
Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly.
The younger one said: - Here's a misfortune,
He wants to... attack us.
So that we don't get into trouble,
We'll throw a bun into the dog's mouth.
Everything ended well.
It immediately became... clear to the brothers
What for every walk
You need to take with you... a bun.
16. Working with literary texts.
Literary texts – an invaluable assistant in the development of schoolchildren’s speech abilities. Talk about positive and negative characters, discuss their speech. Let the child express his point of view. This will enrich his speech with new words, phrases, and syntactic structures.
Be creative when retelling the text you read. Invite your child to retell the text from the perspective of one of the characters. You can tell the story one by one and include elements of dramatization.
The advantage of the proposed exercises is that they do not require material costs or special training.
List of used literature:
Anisimova N.P., Vinakova E.D. Educational and developmental exercises. M.: September 1st, 2008.
Beschastnaya E.I. How I work on my students' reading techniques. M.: List 2005.
Bogomolova A.I. Pronunciation disorders in children: a manual for speech therapists. - M.: Education, 1979.
Kalinina T.V., Nikolaeva S.V., Pavlova O.V., Smirnova I.G. “Finger exercises for children from 2-7 years old.”
Speech therapy. /Ed. L.S. Volkova and S.N. Shakhovskaya. - M.: Humanite. ed. VLADOS center, 2002.
Maksakov A.I., Tumakova G.A. "Learn by playing." Moscow: Education, 1983.
Nechaeva N.V., Speech development tasks. M.: Chistye Prudy. 2009.
Novikova E.L. Health-saving orientation in the development of speech activity of preschool children. M.: 1999.
Shvaiko G.S. “Games and game exercises for speech development.” Moscow: Education, 1983.
Shchetinin M.N. Strelnikovsky breathing exercises for children. M.: 2007.
Yazykanova E.V., Developmental activities for younger schoolchildren. M.: Chistye Prudy. 2008.
Yastrebova, A.V., Bessonova, T.P. Instructional and methodological letter about the work of a teacher in a secondary school (Main directions for the formation of prerequisites for the productive mastery of the native language teaching program for children with speech pathology) M.: “Cogito-Center”, 1996.
http://fedoseevaln.ucoz.ru/publ/dlja_roditelej/igry_dlja_razvitija_rechi_mladshikh_shkolnikov
http://elenasadigova.ucoz.ru/load/prepodavanie_v_nachalnoj_shkole/uroki_russkogo_jazyka
http://razvitiedetei.info/razvivayushhie-igry/grammaticheskij-stroj-rechi-igry.html
http://rudocs.exdat.com/docs/index-442116.html
http://www.firsteducation.ru/neopols-422-1.html
GBOU DPO "Nizhny Novgorod Institute for Educational Development"
Competition “I love my native language”
3rd category “Development of activities for extracurricular activities”
PreparedMaslova Tamara Alexandrovna primary school teacher-speech therapist, first qualification category, higher education, teaching experience - 46 years, cont. tel. 8 904 794 71 69
Municipal state-owned (special) correctional educational institution for students and pupils with disabilities “Special (correctional) general education boarding schoolV view of the city of Gorodets"
School address : Gorodets, st. Republican, house No. 88 b,
Phone: 9-00-77
N. Novgorod 2013
Tasks:
Educational: Strengthen the ability to perform sound-letter analysis and synthesis of words, divide words into syllables, compose words from syllables, disassemble words according to their composition and form new words from parts of words. Strengthen the skills of solving puzzles and riddles. Strengthen the ability to put stress in words. Improve the grammatical structure of speech.
Educational: Activate and expand students’ vocabulary, develop coherent speech skills.
Corrective: Develop phonemic hearing, visual and auditory perception, attention, memory, thinking.
Educational: To cultivate cognitive interest in students, to instill a love for their native language.
Progress of the lesson.
Speech therapist: Good afternoon guys! Today we have gathered for the “Hour of Entertaining Speech Therapy”. Today I will offer you various interesting tasks, and you try to answer them. And here is my parting word for you.
Task No. 1 “Encrypted message”
Speech therapist: Insert the missing letters instead of the dots. They will compose a phrase that I want to say to each of you.
Pri.tel
cool
oblique..py
Burden
mathematics
Moderate
uncatchable
vice
Tatel! (Good luck!)
Task No. 2.
Speech therapist : Guys, of course you all read K.I. Chukovsky’s poem “Barabek”.
This poem is about a glutton who ate everything.
You know Robin Bobbin, right?
After all, our riddle today is about him.
Let Robin be a glutton, what kind to look for,
But sometimes he also wants to play.
Well, let's play, it's more fun this way,
Let's answer the question quickly!
Once upon a time Robin is our Bobbin
I found a magic pencil.
He has one letter in the word
Replaces with another
And instantly into different foods
Transforms objects.
Shall we help him? So be it!
Well, what can be converted here?
Booth, robe, threshold, bough, gun, jacket, port
(bun, salad, pie, onion, drying, jelly, cake)
Task No. 3.
Speech therapist: The next game is called "Write it correctly." For a word written as it is pronounced, write the word as it is spelled.
[noshk’i] [kon’]
[glask'i] [mar'a]
[friend] [click]
[brofk'i] [ban'ka]
(legs, eyes, friend, eyebrows, horse, seas, knives, bathhouse)
Task No. 4.
Speech therapist: Attention! Attention! New task!
The new game is called"Grammatical addition and subtraction."
Club + juice – s =
Cat + chalk – m =
Saw – and + scythe – o =
Leopard + bow – l =
Bridge – m + ditch =
Track – I + hundred – t =
(ball, bowler hat, crybaby, badger, island, wheel)
Task No. 5 “Make words from colored letters” (Instead of circles, substitute letters).
P
ER
TO A
Task No. 6. Game “Help Dunno.”
Speech therapist:
Well, guess what?
What did Dunno put in his backpack?
He carries the list in his hand.
But who will read it?
He himself looks in alarm,
I mixed up the syllables again.
Nalpe tiklas
Radetet nikdnev
Dasranka katochkis
Bomal
(pencil case, notebook, pencil, album, eraser, diary, brush)
Task No. 7. Game "Remember the notes."
Speech therapist:
I will find seven cheerful notes
Among the birds chirping in the garden.
Will you be able to find
And include them in the titles?
…Nice dro...
…zan fla...ngo
o...pka k...even
u…d con…r
ash
(tit, pheasant, dipper, hoopoe, quail, bustard, flamingo)
Task No. 8 “Charade”.
Speech therapist: Charade is a type of riddle in which the word being guessed is divided into several parts.
Divide MOM in half -
And we came across the first syllable.
The second one stands in his FACE,
But you won't find it in an EGG.
And the third one is hiding in the ROPE,
But KATE doesn’t need him.
You need to put three syllables in a row,
Read it and the charade is solved! (raspberries)
Task No. 9 Game “Switch”.
Speech therapist:
Sparrows on the school roof
They think - they understand,
Frozen, almost unable to breathe,
Letter to letter is added.
Old Raven, their friend,
I invited everyone to play:
Letters of the word SWITCH
Collect into new words.
Who can make up more words?
Champion among sparrows!
You, my friend, don't lag behind,
Play with the sparrows!
TO. . . YU. . . .SE
V.TK. . L. . .YuCh
T.Ch. . .TO OUT .
(chum salmon, branch, flow, spinning top, spruce, hatch, beak, key, departure)
Task No. 10 Game “Trees are hiding”
Speech therapist:
Again the words are fooling around
And trees hide in them.
Find their names
And read them to us quickly.
Sofa, pumping room, sailor, Sevastopol, Dubai, Kashtanka, nutcracker, blizzard, sticking, salmon.
(willow, pine, walnut, poplar, oak, chestnut, cedar, spruce, linden, aspen)
Task No. 11 Game “Make a word”
Speech therapist:
A new game has arrived
Not an easy task!
It's time for us to get down to business
And show diligence.
Connect the words of the first column with the words of the second column to form new words.
ox brow
Mushroom eyelid
Buoy spruce
Pan us
Trace yar
Table experience
Steam glasses
(man, mushrooms, buffalo, panel, pathfinder, carpenter, sail)
Task No. 12 Game “Collect the word”
Speech therapist:
The word is divided into parts!
Oh, what happiness this is!
Everyone can be literate
Make a word from parts.
Guys, what parts of the word do you know?
1. The prefix is hidden in the word FEED.
The root is the same as in the word WALKER.
A suffix similar to that in the word EYES,
And the ending is like in the word MOTHER.
This word... (gait)
2. The prefix in the word SWEEP,
The root is like the word FORGE,
The ending is in the word OWL.
What is this word? (horseshoe)
Task No. 13 Game “Collect a sentence”.
Speech therapist:
So that we can have a nice rest today,
We will continue our entertaining journey.
Read the words, select the stressed syllable from each word and make words from the syllables, and from them a sentence.
Houses, cow, leg, went, mine, sea, summer, spit.
(The road went past the forest.)
Task No. 14 Game “Replace the phraseological unit with one word”
Speech therapist: Read the phraseological units and replace them with one word.
Bite your tongue
An eyesore
Fool your head
Poke your nose
Get carried away
Pout lips
Tongue scratching
Nodding off
(shut up, bother, deceive, interfere, run away, get offended, chat, doze)
Task No. 15. “Read the riddle”
So that we can live sweetly,
Guess the riddle.
Spotted Woodpecker at dawn
Stealthily from the tits
Knocked right on the barrel
A riddle for you.
And praise and honor to you,
If you could read it.
Riddle: Transparent like glass, but you can’t put it in the window (ice).
Task No. 16 “Solve puzzles”
Speech therapist:
Are these puzzles in mushrooms?
(saffron milk cap, honey fungus, milk mushroom, boletus)
Task No. 17.
Speech therapist: And now, attention,
Last task!
From the letters that you find on oak leaves,
Compose your cherished word as soon as possible.
(Children form the word “WELL DONE”)
Speech therapist: And about whom, guys, can we say that they are great today?
RESULT OF THE LESSON:
Speech therapist:
We played great!
And everyone was pretty tired!
Thank you all for participating!
Here are some prizes for your luck!
Bibliography:
Materials from children's magazines "Murzilka", "Why and Why", "Fun Lessons", "Funny Pictures" (2006 - 2012)
