Explanatory note.

The general basis of personality development is the mastery of speech. Speech depends on the emotional state of a person, his interests, inclinations, habits. The creativity of a teenager's personality is manifested in creatively designed statements, saturated with their own arguments, evidence, and figurative expressions.

According to scientists, a high level of speech development in an adult reflects a high and balancing of all personality structures. A low level, on the contrary, indicates a lack of spiritual maturity, insufficient potential of the individual. The underdevelopment of any aspect of language competence can hinder the development of the personality as a whole.

Games and activities based on the method of fairy tale therapy favor the formation of a child as a linguistic personality, which is a system of his qualities, objectified in speech, associated with the development of the communicative-need sphere, acquired for the purpose of communicative expediency and manifested in the process of joint activity in interpersonal communication

Enrich the active dictionary of preschoolers with figurative vocabulary, introduce phraseological units, develop observation of the change in the meaning of words, develop criticism in terms of the selection and combination of language means corresponding to the character of literary characters;

Provide awareness of the compositional structure and semantic sequence of plot actions;

It teaches to take the position of a hero, get used to a literary image and creatively interpret a literary text in retelling on behalf of a literary hero.

october Fairy tale "Fox and Goat".1. Introduction to the text.

2. "Fox and Goat" - the development of speech.

Objectives: - to give an idea of ​​the genre of the fairy tale; to teach to understand the theme and content of the tale, to evaluate; to acquaint with the features of the composition;

learn to retell on behalf of the characters; introduce phraseological units, use different intonation.

November Fairy tale by S. Mikhalkov "The Stubborn Kid".

1. Familiarization with the text.

2. Development of speech.

Objectives: -understand the idea of ​​a fairy tale, specific features; learn to correlate a proverb with a certain character;

Inventing riddles, selecting figurative characteristics, making sentences with an adversative conjunction but.

December. 1. game-dramatization of the fairy tale "The Fox and the Goat".

2. Collective storytelling based on a series of plot pictures "Friends".

Develop the ability to logically move from one picture to another; use a variety of syntactic constructions; Complete the sentences with antonyms.

January composition of ditties.

Purpose: - to introduce the genre features of ditties; develop the ability to invent ditties.

February Inventing fables.

A fantasy game based on the fairy tale "The Fox and the Goat".

Purpose: - to teach children to compose nonsense about the Goat and the Fox, to help come up with a different ending to the fairy tale;

Develop the ability to take on the role of invented characters, exercise in building sentences, replacing words in a sentence. learn to select figurative expressions for invented characters.

March - acquaintance with the fairy tale of V. Odoevsky "Moroz Ivanovich" (telling, watching a cartoon).

inventing riddles about the personal qualities of a literary hero.

Objectives: - the idea of ​​a fairy tale, acquaintance with a new proverb about work;

To develop the attention of children: to highlight the missing parts of the fairy tale in the cartoon, to activate phraseological units in the speech of children.

Teach children to use their knowledge when composing riddles; learn to select figurative characteristics; select sentences with an adversative conjunction a.

April - acquaintance with a new genre - a fable. Fable by I. A. Krylov "Dragonfly and Ant".

Compilation of stories according to the proverb "At work and reward."

Objectives: - to introduce children to the fable genre, to bring to an understanding of the meaning of proverbs about labor, to repeat the proverbs about labor studied earlier;

Learn to distinguish a story from a proverb and a fairy tale; lead to the use of figurative words in the preparation of stories; learn to unravel sentences - fables.

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Circle for the development of speech "Speech"

At present, the number of children with impaired pronunciation is increasing every year, and most children have a late onset of speech development and, as a result, the formation of sound pronunciation is delayed (normally, by the age of 5, a child should correctly pronounce all speech sounds).

In our kindergarten "Smile" in the city of Kirsanov, Tambov region, from the 2013 - 2014 academic year, on the basis of the Decree of the Government of the Russian Federation of August 15, 2013 N 706 Moscow "On approval of the Rules for the provision of paid educational services", a paid educational service - a circle for the development of speech - "Speech", which is held in the afternoon, for children of middle and older groups. Classes are based on:

1 lesson per week

4 lessons per month

26 lessons per year

Number of children in groups -10 - 12 people

The duration of one lesson is 20-25 minutes.

I have developed the program of the “Rechevichok” circle, which includes a system of classes for the development of articulatory, finger motor skills, speech breathing, strength, voice height and a set of various poetic exercises, with elements of neuropsychological impact (“speech with movement”, aimed at developing all coherent speech .

Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech. The poetic text will be the rhythmic basis for performing movements, and the movements will help the baby to better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking.

Each lesson is devoted to a specific lexical topic. All topics are developed in accordance with the main general education program preschool education"From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes. This whole system of classes is aimed at improving all coherent speech and sound pronunciation of children.

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The program of the circle "Speech"

Municipal budgetary preschool educational institution Kindergarten"Smile" of the city of Kirsanov, Tambov region

The program was approved at the meeting

Pedagogical Council

Protocol No. of the year

Educational program of additional education for children

"Speech"

for children 4-5 years old

Implementation period: 1 year

teacher-speech therapist of the first qualification category

Kirsanov city, Tambov region

The program was developed in 2013

1. Title page. page 1

2. Explanatory note. page 3-4

3. Educational and thematic plan. pp. 4 -9

5. Methodological support of the additional educational program. page 10

6. Expected results… page 11

6. List of used literature. pp. 11-12

Explanatory note

Document Status

The program is designed taking into account the speech characteristics of kindergarten students and reflects the basic direction of correctional education

Document structure:

The program includes sections:

explanatory note, goals and objectives, methodological principles, thematic planning, program content, methodological support, expected results, list of references

General characteristics of circle speech therapy classes:

this system of classes contains various exercises for the development of articulatory, finger motor skills, speech breathing, strength, pitch of voice and a complex of various poetic exercises with elements of neuropsychological influence (“speech with movement”, aimed at developing all coherent speech, generalizing concepts, forming an idea of ​​the properties surrounding objects and natural phenomena.

The development of the articulatory apparatus includes: articulatory gymnastics with the display of colored cards associated with the name of the exercises.

In the development of manual motor skills: making figurines from fingers with poetic accompaniment

In the development of speech breathing: breathing exercises aimed at developing the correct speech exhalation.

In "Speech with movement": memorizing and telling rhymes, nursery rhymes, riddles, rhymes while performing actions.

Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech

And the poetic text will be the rhythmic basis for performing movements, and the movements will help the baby better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking.

Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the kindergarten program, which creates continuity in the work of the educator and the head of the circle, and this, in turn, increases the effectiveness of classes.

The system of classes is designed for children of middle and senior preschool age.

Classes are based on:

1 lesson per week

4 lessons per month

34 lessons per year

The number of children in the group is 10 - 12 people.

The duration of one lesson is 25-30 minutes.

The criterion of efficiency is the implementation of the tasks set.

Criteria for selecting children - based on the request of the parents.

The purpose of the circle "Speech":

development in children of attention to the sound side of speech.

The tasks of the circle "Speech":

Prepare the organs of articulation for the correct pronunciation of the main groups of sounds

Develop gross and fine motor skills

Form the lexical and grammatical structure of speech;

Form speech hearing;

To form the correct speech development by reading poetry, nursery rhymes, rhymes, riddles while performing actions;

To form the cognitive activity of children;

Improve mental processes: attention, memory, thinking

Teach effective communication skills.

Methodological principles:

The principle of development presupposes the priority allocation of those tasks that are in the zone of proximal development of the child.

The principle of consistency involves the impact on all aspects of the speech system, allows timely detection and prevention of speech disorders.

The principle of a workaround, the use of safe analyzers, allows you to create a new functional system bypassing the affected link

General didactic principles involve the use of science, consciousness and activity, visibility, entertainment, individual approach, connection between theory and practice.

Educational and thematic plan:

Diagnostic (2 hours)

Collection of anamnestic data on early speech development, past diseases. The study of speech. Sound state.

Questionnaires for parents

2 1st week of September

September

Features of the dynamic side of speech.

The state of connected speech. Questionnaires for parents

1 3rd week of September

Preparatory (4 hours) 1st week of October

Organs of articulation

The development of manual motor skills Performing figurines from fingers.

Speech with movement. 14th week of September

Development of the articulatory apparatus Conjugated articulatory gymnastics, with elements of kinesiotherapy. 1 1st week of October

Development of speech breathing Breathing exercises 1 3rd week of October

Main (24 hours) 2nd week of January

Articulation gymnastics with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Favorite toys

Vanka-vstanka

rhymes

14th week of October

The development of speech breathing

Speech with movement:

Autumn has come

Autumn, autumn - leaf fall

For mushrooms

apple tree

Rhymes.

Seasons. Autumn

1 1st week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will go to the garden

Work in the garden

Harvest

Rhymes.

1 2 week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

1 3rd week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Harvest

We will go to the garden

Rhymes.

Vegetables fruits

14th week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

washbasin

Learning parts of the body

Facial massage

Self-massage of handles

Self-massage of the ears

Rhymes.

Human. Our body. A family.

1 1st week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We can do that too

small feet

Rhymes.

Man and his surroundings

1 2 week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Shoe galoshes

Rhymes.

1 3rd week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

winter meeting

Oh, frost, frost

New Year

Rhymes.

Seasons. Winter

14th week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

How should we name animals?

We help with the housework

Rhymes.

Pets

1 2 week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Game "Pasture"

Rhymes.

baby pets

1 3rd week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

How should we name animals?

Shadow-shadow - sweat

Rhymes.

Wild animals

14th week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Walk to the zoo

Rhymes.

1 1st week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

Riddles Poultry

1 3rd week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

flight of birds

Sparrow

Owl Owl

Rhymes.

Riddles Wintering Birds

14th week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

Riddles Migratory birds

1 1st week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will welcome spring

Rhymes.

Seasons. Spring

1 2 week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Mom's helpers

Rhymes.

1 3rd week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We walk around the room

Rhymes.

1 4th week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Let's call the transport

Train game (barely)

Rhymes.

Transport

1 1st week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Let's call the transport

Truck

Rhymes.

Professions 1 2nd week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We plant flowers in the garden

Dandelion

Rhymes.

1 3rd week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Walk

Grasshoppers

Rhymes.

Riddles Insects

14th week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will meet the summer

Rhymes.

Seasons. Summer

1 1st week of May

Final (4 hours)

Continued work on clarity and ease of pronunciation. Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (reinforcement)

2nd week of May

Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (fixing) 2 3rd week of May

4th week of May

Conventionally, the distribution of program material is divided into 3 stages:

Stage 1 (diagnostic) - 2 hours

Collection of anamnestic data on early speech development, past diseases. The study of speech. Sound state. Anatomical structure of the articulatory apparatus. The state of respiratory and voice functions. Features of the dynamic side of speech. Reproduction of the sound-syllabic structure of the word. State of phonemic processes. Study of speech comprehension. The study of vocabulary and grammatical structure of speech. The state of connected speech.

Stage 2 (preparatory) - 4 hours

Development of manual motor skills, Development of the articulatory apparatus. Voice exercises. Breathing exercises.

Stage 3 (main) - 24 hours.

Speech with movement, rhymes, rhymes, nursery rhymes and riddles from the poems of S. Marshak, K. Chukovsky, A. Barto and other children's poets on lexical topics: Toys. Autumn. Vegetables. Fruits, Vegetables-fruits. Man and family. Man and his surroundings. Shoes. Winter. Pets. Baby pets. Wild animals. Zoo. Domestic birds. Poultry chicks. Wintering birds. Migratory birds. Spring. Crockery Furniture. Transport. Professions. Flowers. Insects

Development of phonemic perception and phonemic representations.

Stage 4 (final) - 4 hours. Continued work on clarity and ease of pronunciation. Using basic sounds in independent speech

Methodological support of the program of additional education for children

A necessary condition for the implementation of the program is the availability of a tape recorder, a computer in a preschool institution, and the ability to use technical means learning.

Classes on each topic are held in the form of a game:

Speech with movement:

“Favorite toys”, “Football”, “Vanka-vstanka”, “Autumn has come”, “Autumn, autumn - leaf fall”, “For mushrooms”, “Apple tree”, “Harvest”, “We will go to the garden”, “ In the garden”, “Studying parts of the body”, “We can do that too”, “Shoeing galoshes”, “Meeting winter”, “Oh, frost, frost”, “New Year”, “What should we call animals? ”, “We help with the housework”, “What should we call animals? ”, “Walk to the zoo”, “Geese”, “Flight of birds”, “Migratory birds”, “We will meet spring”, “Mom's helpers”, “We are walking around the room”, “We will call the transport”, “Pilot” , “We plant flowers in the garden”, “Walk”, “We will meet the summer”, “In the forest”, “Rain”, “Oka River”

vocabulary games and didactic games:

The game "Train" (the train goes from the station)

Game "Pasture"

Owl Owl Game

"Mobile games, physical minutes and general developmental exercises with speech and music"

Expected results:

Filling gaps in the formation of phonemic processes

Filling gaps in the correct pronunciation of sounds

Refinement of initial ideas about speech sounds

Increasing the level of cognitive activity of children

Enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;

Ability to independently plan practical and mental actions;

Education of the culture of speech communication as part of speech etiquette.

List of used literature:

1. Volkova G. A. Methods of psychological and speech therapy examination of children

with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.

2. Baskakina I. V. Lynskaya M. I. Logopedic games. M. : IRIS PRESS,

3. Vinogradskaya O. abstracts of lessons on vocabulary enrichment in a group of children with OHP. Tambov, 1994.

4. Gavrisheva L. B., Nishcheva N. V. Logopedic chants. St. Petersburg "Childhood-press", 2010.

5. Novikovskaya OA Poems for the development of speech. M., Astrel, 2008.

6. PopovaG. P., Usacheva V. I. Entertaining alphabet studies. Volgograd. 2007.

7. Seliverstov V.I. speech games with kids. M., "Vlados", 1994.

Tkachenko T. A. Physical education minutes for the development of finger motor skills in preschool children with speech disorders. Collection of exercises. – 2001.

8. Polozova N. V. Basic requirements for labor protection and sanitary

provision in preschool. Collection of documents and

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Shows interest in the information received in the process of communication.

Emotionally responsive.

Understands and uses in his speech words denoting the emotional state of people and animals, conveys his attitude to the environment

Mastered the means of communication and ways of interacting with adults and peers.

Speech when communicating with adults becomes extra-situational, speech with peers is situational, knows how to take into account the interests of comrades, knows how to choose play partners from the children's team

Having mastered the necessary skills and abilities.

Can distinguish the first sound in a word, divide the word into syllables, determine long and short words, use natural logical pauses, stresses, expressively read poems

Able to solve intellectual and personal problems adequate to age.

Shows initiative in solving cognitive problems, is able to use simple schematic images to solve simple problems.

Physically developed.

Owns, in accordance with age, the basic exercises for the small muscles of the hands, shows interest in participating in outdoor games and exercises.

1. Synopsis of directly educational activities in the senior group. Educational area - speech development. Topic: "The human body" (lesson of the first week of September (see APPENDIX))

Purpose: comprehensive development of children's speech activity, development of phonetic hearing.

Tasks: Mastery of fingers, development of coordination of movements, memorization of poems, broadening of horizons, development of a sense of rhythm, improvement of diction, intonational expressive speech, development of observation, replenishment vocabulary, improving attention, memory.

Lesson progress:

Today, in the lesson, we will try to draw a little man, but not in the usual way, instead of a pencil, our fingers will help us, and instead of a sheet of paper there will be a table! Shall we try? (in order for children to better understand the poem, draw a little man on the board, as stated in the poem)

Point (with the index finger on the table "draw" a point),

Dot(near the second dot) ,

Comma (just below the semicolons) .

A curved face came out (draw a mouth in the form of an arc).

Pens (simultaneously with two index fingers, draw straight lines diverging from the center to the sides),

Legs (at the same time draw straight lines diverging from top to bottom with two index fingers),

Cucumber (with the right index finger “draw” an oval - torso) -

Got a man!

If the children liked the exercise, you can repeat it again.

Well done!

Shall we continue? Guys, what parts of the body do you know? (lead to answer). Now let's remember what is on our face, and this interesting exercise will help us.

Where is the mouth? Here is his mouth (open mouth wide).

Where are the sponges? Here they are (with index fingers, stroke the lips in the direction from the center to the corners).

Where are the teeth? Here are the teeth (smile, show two rows of teeth, and then click your teeth).

And behind the teeth - the tongue,

He is used to licking (sticking his tongue out of his mouth and licking his lips). Repeat the exercise one more time

Well done guys. And now physical education minute, stand in line!

One, two, three, four, five - we will study the body (children walk in place).

Here is the back, and here is the tummy (they show the back with both hands, and then the tummy),

Feet (stomp feet)

Handles (stretch arms forward and rotate brushes),

Eyes (point to the eyes with the index fingers of both hands),

Mouth (with the index finger of the right hand show the mouth),

Spout (with the index finger of the right hand show the nose),

Ears (pointing to the ears with the index fingers of both hands),

Head (put hands on head)

I barely managed to shake (shake their head from side to side),

The neck turns its head (clasp the neck with palms),

Oh, tired! Oh oh oh!

What good fellows! Now sit on your chairs. Now I will say phrases to you, and you repeat after me. (repeat phrases several times)

Ah-ah-ah - it's time for me to go to my mother.

Uuuu - and I'm going to my mother.

Oh-oh-oh - together with mom is good.

And-and-and - we were with my grandmother.

S-s-s is us, s-s-s is me, and this is you.

Up-up-up - dad has a lot of hats.

Here are some funny, little poems we now know! Do you want to learn some more interesting verses? Just listen carefully. Try to repeat after me correctly. (If the children have questions, explain the meaning of the words)

Feofan Mitrofanovich has three sons Feofanovich.

Uncle Kolya gave his daughter Field a collie puppy.

Dense dad stood up firmly, founded the pyramid. Sons stand on their shoulders without panic, then nephews.

Guys, how did we "draw" a person today?

Who wants to once again paint with words and gestures or "show" us a portrait of a person?

Which poem did you remember (like) the most?

What do you think, in whose performance the "portrait of a man" turned out to be more colorful and complete?

What poem will you recite at home today? And to whom exactly? Why?

Well done today, well done guys!

Conclusion

According to the Federal State Educational Standard, the targets of preschool education include the following social and psychological characteristics of the child's personality:

The child shows initiative and independence in various activities - play, communication. Able to choose his occupation, participants in joint activities, reveals the ability to implement a variety of ideas

The child is self-confident, open to the outside world, has a positive attitude towards himself and others, has a sense of his own dignity. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

The child has a developed imagination, which is realized in various activities. The child's ability to fantasy, imagination, creativity is intensively developed and manifested in the game. The child owns different forms and game types. Knows how to obey different rules and social norms, to distinguish between conditional and real situations, including gaming and educational;

The child's creativity also manifests itself in drawing, inventing fairy tales, dancing, singing, etc. The child can fantasize out loud, play with sounds and words. He understands oral speech well and can express his thoughts and desires;

The child has developed gross and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .;

The child is capable of strong-willed efforts in various activities, to overcome momentary impulses, to complete the work begun.

The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene;

The child shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions.

To achieve this, the following conditions must be met:

1. To increase the level of development of children's speech, a system of work on the development of children's speech through the conduct of games is needed.
2. Content selection should take into account the principle of accessibility and age features children.
3. It is necessary to give a lot of scope for the development of children's creativity, the development of imagination.

This practical-significant project is being implemented by me and the second teacher in the senior group of MBDOU No. 4. During the implementation of the project, children's speech becomes rich in figurative comparisons, expressions, children learned to clearly pronounce words, and children's memory improved. At each lesson, the teacher receives a positive emotional response from the children.

Bibliography

1. Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation"
2. Law of the Moscow Region "On Education" dated July 27, 2013 No. 94 / 2013-03
3. Federal state educational standard for preschool education (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155)
4. Order of the Ministry of Education and Science of the Russian Federation "On approval of the Procedure for organizing and implementing educational activities for general educational programs of preschool education" (order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014)
5. Long-term target program "Development of Education in the Moscow Region for 2013-2015", approved by the Decree of the Government of the Moscow Region dated August 29, 2012 No. 1071/32
6. Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of San Pi N 2.4.1 3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool educational organizations”
7. Davydov V. V. "On the concept of developmental education" Tomsk, Peleng 1995
8. Childhood: An exemplary general educational program of preschool education / T. I. Babaeva, A. G. Gogoberidze, Z. A. Mikhailova and others - St. Petersburg: Childhood-press, 2010
9. Novikovskaya O. A. “Patters, tongue twisters, finger games, poems for the development of speech”, M .: Astrel, St. Petersburg: Astrel - St. Petersburg, 2009.
10. Subject-spatial developing environment in kindergarten. Principles of construction, advice, recommendations / Comp. N. V. Nishcheva.- St. Petersburg, Childhood - Press, 2010

Application

Long-term planning of circle activities in the senior group

Theme of the week

Explanatory note.

Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him. The fuller and more varied the child's activity, the more significant it is, the more successful the development is, the happier his childhood.

The development of children's speech is one of the leading tasks that preschool educational institutions and parents solve.

The successful development of speech at preschool age is of decisive importance for the subsequent systematic teaching of the native language in primary and then in secondary school.

The levels of speech development of children of the same age are different. These differences are especially clear in the middle preschool age.

Work on the education of a sound culture of speech should include the formation of the correct pronunciation of sounds, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all the sounds of the native language.

At this age, the active vocabulary of children noticeably increases due to words denoting the properties and qualities of objects, actions with them, and their functional features. Individual differences in vocabulary are observed, which is due to a number of factors, including the environment in which the child lives, is brought up and learns.

At the same time, children have a special sensitivity, susceptibility to the sounds of speech, which is why this age is very important for learning the elements of literacy. Children master almost the correct pronunciation of all the sounds of their native language. They develop awareness of their pronunciation skills.

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures.

Satisfying the need of children for verbal communication is one of the most important pedagogical tasks.

Purpose: complex development of cognitive and speech activity of children, development of phonemic hearing.

Develop speaking and listening skills;

To develop interest and attention to the word, to one's own speech and the speech of others;

Enrich active and passive vocabulary;

Develop the sound culture of children's speech;

Develop the ability to analyze the sound side of oral speech.

Develop the articulatory apparatus;

Material nsportal.ru

U - rock, gift, point, count;

Oh - laziness, enemy, etc.

Consonant exercises

Game "Onomatopoeia". How does a snake hiss? Sh - sh - sh - sh - sh.

How does a beetle buzz? Zh-zh-zh-zh-zh and others.

• Exercise "Add one sound to the word." (At the beginning of the word.) C - fur, treasure, port, outfit;

Mr. rum, roses, river, glad.

• Exercise "Add one sound to the word."

(At the end of the word). For example: sound K - ox, floor, couples.

• The game "Distinguish and repeat." Children should repeat after the teacher only syllables with a dull sound (pa - ba, ka - ha, yes - that, zha - sha, sa - za).

The game "Let's call the sound to the word."

Magic ball, help!

Sound to us in a word call!

Let's say it kindly - and here,

The sound will come to us in a word!

The teacher throws the ball to the child, calling the word. The child returns the ball by saying the word in an affectionate way. For example: finger - finger, hare - bunny, bird - bird, ring - ringlet; a friend is a friend, a circle is a circle, a flag is a flag, a coast is a coast, etc.

An exercise. The teacher pronounces syllables with hard sounds, the children must convert them into syllables with soft sounds (pa - pya, ta - cha, ky - ki, na - nya, etc.)

An exercise. The teacher pronounces words with hard sounds, the children must convert them into words with soft sounds (nose - carried, be - beat, glad - row, bow - hatch, ditch - roar, ox - led, washed - sweet).

• An exercise. The teacher invites the children to replace the first sound in the word with another. For example, to the sound l: honey (ice), weight (forest), stump (laziness), oven (lie down), cookies (treatment), beat (pour), etc.
• An exercise. The teacher asks the children to clap if the word begins with a soft sound (cotton wool, feather bed, fluff, brick, sofa, mattress, tree, pillow, paddle, furniture).

An exercise in separating vowels and consonants (vowels are indicated by red chips, hard consonants are blue, soft consonants are green. The teacher pronounces a series of sounds, and the children must pick up a chip of a certain color.

The sixth step is the formation of skills in elementary sound analysis

The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants.

This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two- and three-syllable words.

How to teach children to divide words into syllables? Invite your child to carefully watch how you pronounce the word "mother". Ask if he noticed how many times you opened your mouth.

Now let him say the word "dad", and you count how many times he opened his mouth. In the same way, "explore" the words "milk", "dog", etc. Well, then it's time to tell the "secret" - how many times you need to open your mouth to pronounce the word, there are so many syllables in it.

Practice in determining the number of syllables in words, offer the game “Who is more attentive?”. Introduce the child to this technique: put your palm under your chin and pronounce a word - the palm goes down when pronouncing each syllable.

For division, first words are selected, consisting of two syllables of the “fusion” type: ma-ma, lip-pa, se-no, mo-re. Then offer words like frost, book, mushroom, beauty.

A useful and interesting type of work associated with syllable division is the pronunciation of counting syllables.

It is necessary to remind the children that there are long words (basket, nesting doll, car) and short ones (house, elephant, ball), that in long words there are several syllables, and in short ones only one. Explain to them that words can be slammed, walked by the number of syllables. To consolidate the material, you can play the game "How many syllables in words?".

For example: kor-zi-na - 3 syllables, 3 claps;

mat-resh-ka - 3 syllables, 3 claps;

and in the word house - 1 syllable, 1 clap;

elephant - 1 syllable, 1 clap.

• Exercise "Divide correctly." Give the task - alternately name the pictures and put as many sticks as there are syllables in the word. Ask how many syllables are in the name of each item drawn.

House - one syllable, one stick.

Clock - two syllables, two sticks, etc.

In the process of isolating individual sounds, one should not be required to immediately characterize the sound (vowel, consonant, hard consonant, soft, etc.). Before you start working on isolating any sound from a word or sequentially naming sounds, you need to make sure that children correctly correlate this word with a specific object. Acquaintance with a new sound and letter is better to start with tasks on lexical topics more familiar to children: “Vegetables”, “Fruits”, “Dishes”, “Clothes”, “Transport”, etc. Having isolated a sound from a word, introduce children to the features of its acoustics and articulation (participation of the voice, the presence or absence of an obstacle in the oral cavity in the path of exhaled air). And on this basis, learn to characterize it using the schemes: vowel sound, consonant sound, hard and soft consonant sound, deaf and voiced consonant.

At this stage of the work, the following exercises should be carried out: distinguishing among themselves any sounds of speech, both vowels and consonants; selection of any sounds from the composition of the word; division of a word into syllables, and syllables into sounds; combining sounds into syllables, and syllables into words; determining the sequence of sounds in words; division of sentences into words.

The exercises are performed in a playful and entertaining way using various didactic material.

Exercise "Analysis and synthesis of reverse syllables." For example: ik, at, ut, op, etc.

• Exercise "Isolating a stressed vowel from a position after a consonant." For example: poppy, onion, catfish, smoke.

• Exercise "Analysis and synthesis of open syllables." For example: sa, pu, mo, ka, etc..
• Exercise "Analysis and synthesis of monosyllabic words." For example: house. What is the first sound you hear? What is the second sound in the word? What's the last one?

The game "House of Sounds". Sounds live in houses. Sound in every room. A fly flew into your house. Her house has four rooms.

Each sound lives in a separate room. We give the children four chips in their hands (two red, two blue).

Teacher: "What is the sound in the first room?".

Child: "M-m-m." And closes the first room with a blue chip.

Teacher: "What sound lives in the second room?".

Child: "Whoa." And closes the second room with a red chip, etc.

An exercise. "The division of words into syllables". The teacher gives a word printed on paper, and the child must lay out as many strips of paper as there are syllables in the word (5, 6 syllables.) It is necessary to teach how to depict the word using conventional signs (chips) on the model, and these preliminary actions will become a reliable basis for competent (without omissions and replacement of letters) writing. Game "Show me what word." The teacher pronounces words of different lengths, and the child spreads his palms according to the length of the word (hedgehog, elephant, milk, policeman, onion, rattle, iodine, cyclists, cartoon, perfume and cosmetic, etc.).

Exercise "Differentiation of sounds." For example: l, r. The teacher sets the task: finish the word with either the syllable la or the syllable ra. For example: shko ...., shku ...., ska ...., zha ...., pi ...., met ...., smo ..., dy ...., ig ..., fa ... , to……etc.

The game "Let's call the word"

We teach children to identify the stressed syllable in a word. There are pictures on the tables in front of the children. Everyone says their word, for example:

I have "Machine".

Let's call this word: ma-shi-na.

Game "How many sounds?"

At this stage, children are able to determine the number of vowels during continuous pronunciation (one, two or three vowels: a, ay, oui, aea).

• Children are given several - one-color circles or sticks. The teacher pronounces one, two or three vowel sounds, for example:

Ah, ay, iay, etc. Children lay as many circles on their tables as the teacher made sounds.

• Children have three mugs on the tables. We agree that the red circle denotes the sound (a), yellow (y), green (and). Then the teacher pronounces a combination of these sounds, first two sounds each - ay, wa, ui, ai ... Then three sounds each - aui, iau, aiu ... ..

Children lay out mugs on the tables in certain combinations and in the right order. Children should put as many sticks on the table as they hear sounds.

The game "Last Sound, Respond!"

(first we teach children to determine the last sound in a word - deaf, explosive, consonants are easiest for children).

Children one by one go to the teacher's table and take out pictures from the envelope (selected in advance). Loudly, clearly call them, highlighting the last sound. Then repeats this sound separately. There may be the following pictures: cat, poppy, bow, spider, broom, etc.

This game can be varied, gradually complicating the task, for example:

• Children are laid out on a typesetting canvas so that on one side there are objects whose names end in sound (t), and on the other - in sound (k).
• The teacher shows the children one picture at a time and calls them, omitting the last sound, for example:

Tan ..., pow ..., veni ...., ceiling ... etc.

The child repeats the whole word, and then pronounces the sound that the teacher missed.

• The child must insert the right word into the poem and determine which sound is missing. If he coped with this task easily, you can ask where the sound is missing: at the beginning, middle or end of the word.

The old k ... from (mole) digs the earth, He lives under the earth. We are dark. We ask dad We turn on a brighter la ... pu (lamp). They entered the arena ... games (tigers), We all fell silent from fear.

Conclusion

The development of articulatory skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, in turn, contribute to the conscious mastery of the pronunciation of speech sounds. Thus, exercises for the analysis and synthesis of the sound composition of speech help to solve two problems - to normalize the process of phoneme formation and prepare children for literacy.

The correctional process for the formation of phonemic perception requires an individual approach to each child and is designed for a long period of study. The entire training period is based on visualization.

A variety of didactic and speech therapy games, speech tasks and exercises help to diversify classes in the formation of phonemic perception and should be conducted in a lively, interesting way, with moments of humor.

By the time they enter school, children who have completed a course of special education are being prepared for mastering the program of a general education school. They are able to distinguish and differentiate by ear and in pronunciation all the phonemes of their native language, consciously control the sound of their own and other people's speech, consistently isolate sounds from the composition of a word, independently determine its sound elements. Children learn to distribute attention between various sound elements, to keep in memory the order of sounds and their position in a word, which is a decisive factor in preventing writing and reading disorders.

Bibliography

1. Alexandrova T.V. Living sounds, or Phonetics for preschoolers. - St. Petersburg: Childhood-press.-2005.-98s.
2. Arushanova A., Rychagova E. Games with a sounding word.- M.: Vlados, 2008.-115p.
3. Bykova I.A. Teaching children to read and write in a playful way / methodological guide.- St. Petersburg: Childhood-press.-2005.-112p.
4. Volkova L. S., Shakhovskaya S. N. Speech therapy. - M.: Vlados, 2005.-300s.
5. Ilyakova N. E. Sounds, I distinguish you .- M .: Gnome, 2006.-116s.
6. Repina 3. A. Study of phonemic (speech) hearing. - M .: Vlados, 2007. - 80p.
7. Spirova L.F. Disadvantages of pronunciation, accompanied by violations of writing.- M.: Vlados, 2010. - 100p.
8. Ushakova O. S. Classes on the development of speech for children 3-5 years old. - M.: Vlados, 2010.- 68s.

Attachment 1

Memo on the development of phonemic hearing

• Phonemic awareness is developed through remedial learning in adult-led classes.
• When conducting corrective work take into account the individual characteristics of the child.
• Remedial training is carried out "from the bottom up", (that is, from simple exercises to more complex ones), in a playful way with multiple repetitions.
• The systematic use in the classroom of a variety of aesthetically designed games, tasks, exercises, manuals contributes to the significant development and formation of phonemic hearing and sound analysis in preschool children.

Preview:

"The use of ICT in the development of speech in preschoolers"

Mass media, especially electronic ones, actively penetrate the lives of children. Domestic and foreign studies of the use of a computer in preschool educational institutions convincingly prove not only the possibility and expediency of these technologies, but also the special role of a computer in the development of the intellect and the personality of a child in general (studies by S. L. Novoselova, I. Pashelite, G. P. Petka , B. Hunter and others).

In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance. This direction of development of the educational industry, as emphasized in state documents, is recognized as the most important national priority.

In modern conditions, with the widespread introduction of new information technologies, the problem of the development of the speech of a preschool child remains relevant. After all, it is on the level of development of his speech abilities that the further mastery of knowledge and full development depend.

Many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of preschoolers is not particularly expressive, they often allow agrammatisms in their speech, and are limited to monosyllabic answers. Due to the underdevelopment of speech, the poverty of the vocabulary, pupils often lose interest in classes for the development of speech, there is no learning motivation.

In such circumstances, we can use computer technology as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, to make directly educational activities more meaningful, interesting, attractive and truly modern.

ICT is becoming the main tool that a person will use not only in professional activity but also in everyday life.

The main goal of introducing information technologies is to create a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.

To implement this, trained teaching staff is needed, able to combine traditional teaching methods and modern information technologies.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With colleagues

In methodical, experimental, innovative activity.

It is preschoolers, with their visual-figurative thinking, who understand only what can be simultaneously considered, heard, acted upon or evaluated the action of an object. In this regard, I use multimedia presentations in my work - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics.

The use of presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full.

Educational activities using ICT are complex, as I combine traditional and computer-based learning tools, as well as the integration of educational areas.

I believe that the use of multimedia presentations in my work prevents children from fatigue, supports their cognitive activity, and increases the efficiency of my work in general. Their use in speech development classes is interesting for children and, importantly, for myself. The screen attracts attention, which we sometimes cannot achieve in group work with children.

The use of ICT in the development of speech of children at preschool age allows:

1. The pupils' ideas about the world around them are expanding, the vocabulary is enriched.

2. Children will express their thoughts more logically and consistently, understand the meaning of words more deeply.

3. The ability to convey one's impressions from a listened musical composition, from a viewed picture or illustration will be formed.

4. Children will use the artistic merits of their native language in speech, and at the end of the training they will show a desire to create them on their own.

5. The use of these techniques will gradually lead the child to show interest in poems, riddles, fairy tales.

6. In this approach, the envisaged interconnection of group and subgroup, joint and individual forms of organizing work with children will justify itself.

Relevance - the problem of speech formation in preschool children is relevant today. The formation of speech in preschoolers is an important and difficult task.

The successful solution of this problem is necessary both for preparing children for the upcoming schooling, and for comfortable communication with others. However, the development of speech in children in the present tense is actual problem, which is due to the importance of coherent speech for preschoolers.

The use of ICT enhances:

2. Activates the cognitive activity of children.

The use of ICT allows for educational activities:

at a high aesthetic and emotional level (photos, animation, music);

provides visibility;

attracts a large amount of didactic material;

contributes to improving the quality of education.

So, let's consider the first feature of computer technology - the versatility of computer technology as a learning tool with wide demonstration possibilities - using the example of writing stories from a picture.

This task can be completed in 3 ways:

1. 3-4 pictures are displayed on the screen, representing a connected story (1-beginning, 2-continuation, 3-end). Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.

2. Children are offered only one picture. The teacher asks the question: What happened before?

What can be after? After the statement, a true story is offered and all the pictures are displayed on the screen.

3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children must arrange these pictures in order, and then make up a coherent story.

This is the most difficult version of the work, assuming that the child has a developed logical thinking to a certain extent.

A.Yu. Korkina’s PMK on “Speech Development” is used in work in classes for the development of speech and preparation for teaching literacy, in speech therapy classes and in correctional work with children.

The program is multi-user, adapted for use with an interactive whiteboard, designed for the effective speech development of children from 3 years old through interactive features:

1. the use of the program contributes to the development of auditory perception in children;

2. the formation of skills in sound analysis and synthesis, the correct pronunciation of sounds, syllables, words;

3. the development of the ability to speak, independently build sentences;

4. The presence of several levels of complexity in each task allows for the individualization of training.

The program includes the following sections:

1. non-speech sounds: Acquaintance with the sounds of the objective world and the natural world.

2. onomatopoeia: Acquaintance with the sounds of the animal world.

3. speech sounds: Development of skills for recognizing and correctly pronouncing the sounds of the Russian language.

4. development of coherent speech: learning to build sentences (from phrases to text)

5. A special "Interactive Section" allows you to create your own assignments and didactic materials, make signatures and drawings on top of the educational material, and print it out.

Working with the program involves diverse forms of children's activities: speech, cognitive, practical.

This makes it possible to make children's speech activity variable through the use of different types classes, both directly on the development of speech (phonetic, connected speech, etc.), and on the development of cognitive-research and practical activities.

My use of this PMC in speech development classes not only causes a wide positive response in children, but also contributes to the assimilation of speech material at a high level.

The program “Getting Ready for School with Bunny the Know-It-All! » was developed with the active participation of professional educators and child psychologists. In the process of creating the game, the wishes of parents, teachers and the children themselves were taken into account, which made it possible to achieve maximum efficiency in the use of the educational product. In addition to a computer disk with tasks, the products contain visual aids-cards with bright pictures, songs that help the child quickly consolidate the studied material. "Bunny-Know-It-All" instills in the child the skills of independent answers, contributes to the development of phonemic hearing, oral speech, and replenishes vocabulary.

It must be remembered that when using ICT, San Pi N should be observed, which defines the requirements for screen size, installation height, distance between the child and the monitor, as well as the duration and frequency of classes.

The use of information technology in the classroom for the development of speech in a preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher. It is an enriching and transforming factor in the development of the subject environment.

Author and leader: Efimenko Svetlana Nikolaevna, teacher of speech therapy group. MBDOU d / s No. 18 "Alenka", Safonovo, Smolensk region
Children's age: 6–7 years.
Program implementation period - 1 year.
Description of the material: I propose the development of the educational program of the circle for creative and moral development "Magic Fairy Tale", for children of the senior and preparatory (speech therapy) group for school.
This material will be useful for educators of senior and preparatory (speech therapy) groups, leaders of additional education circles, as well as everyone who strives to develop independent verbal creativity in children through the use of fairy-tale material.

I. Explanatory note
Our children from early childhood are faced with the artistic word. We often use various nursery rhymes, poems in speech, and often read children's books to kids. But the older the child becomes, the less often parents and educators pick up books to introduce them to the world of literature. This exciting activity is replaced by a TV and a computer. I noticed that children began to use television cliches more often in their speech, phrases that are used in the production of advertising and low-grade films. Children are less and less likely to pick up books, they are not even interested in illustrations in them.
And, nevertheless, wisdom from generation to generation was transmitted precisely through fairy tales. I like to talk to children through fairy tales and parables, which they have to think about, and not just memorize information like a computer.
Fairy tales, firstly, are understandable, both for adults and children, and secondly, they store moral postulates and pass them on from heart to heart.
The work of the circle is aimed at children's knowledge through a fairy tale of two priceless worlds - their own, internal, and external, surrounding. A fairy tale is capable of teaching without teaching, and of educating without educating. Children will learn many ways to create works of art, develop fine motor skills of their hands, learn to put thoughts into words, and pronounce words and sentences with different intonations, enrich their vocabulary.

II. Purpose:
The formation of independent verbal creativity in children through the use of fairy-tale material.

III. Tasks:
Educational:
- to form social skills (skills of joint group actions, the desire to cooperate and interact with children and adults).
- increase the emotionally positive background, creating favorable conditions;
Educational:
- develop speech, communication skills;
- imagination, fantasy;
- memory;
- fine, articulatory motor skills.
Educational:
- educate the emotional responsiveness of children;
- love for works of art;
- friendly relations with each other.

IV. Building a lesson:
"Guide to the Thirtieth Kingdom - the Solar State":
- "Games - fairy tales."
A dramatization of a fairy tale, the heroes of which children will create themselves from a variety of materials.

- "Fun Paths"
Mastering by children of different ways of creating works of art, as a result of which not only fine motor skills of hands develop, but also the surrounding and their inner world is known from completely new points of view.

- "Streams of beautiful speech."
A variety of games that will help children bring as many words as possible from a passive vocabulary to an active one. Development of beautiful speech of children before school.

- "Cunning paths".
Amazing ideas for developing various life skills and human qualities necessary for a child.

V. Activities:
- Game activity.
- Productive activity.
- Cognitive speech activity.
- Acquaintance with literature that forms the creative and moral development of children.
- Musical activities.
- Prerequisites for learning activities.
- Independent activity.

During the implementation of the program, attention is focused on solving the following socially important problems:
- activity as a way of expressing oneself;
- a person in communication with other people;
- external and internal "portraits" of the child.

The implementation of the program assumes compliance with the following conditions:
- creating a special environment for the successful education of the child.
- taking into account the level of development and upbringing of the child, the organization of educational space in accordance with this level;
- dynamism of work;
- taking into account the age and psychological and physiological characteristics of the child;
- improvement of knowledge, skills and abilities in the formation of the creative and moral development of children;
- formation of speech culture skills.

The program is for one year.
She is:
- organically fits into the basic educational program of the preschool educational institution;
- Provides dynamics in mental development.

The successful implementation of this program also provides for the conditions for creating an appropriate developmental environment, including the availability of the necessary teaching aids, games and play materials, conditions for observation and experimentation, as well as a calm, friendly atmosphere in which the inclinations and abilities of the child can manifest themselves, as well as conditions conducive to the development of mental and speech activity.

Expected results:
- children will have an interest in the art of staging a fairy tale, the heroes of which they will create from a variety of materials;
- development of children's motor abilities through mastering various manual operations that affect their psychophysiological functions;
- removing as many words as possible from the passive dictionary to the active one - the formation of the "great and mighty Russian language";
- reduction of emotional anxiety;
- increasing self-esteem;
- development of communication skills.

A fairy tale, as a unique kind of creativity, is closest to the child's soul. I want my children to learn compassion, love and wisdom. The fairy tale makes the child laugh, worry and hope, in a word, feel. And, a sensitive person is capable of real creativity. .

FORWARD PLAN

September :
Topic #1."Fairy tale game with dolls from coloring pages." (4 lessons)
Learning objectives:
We teach how to create your multi-part fairy tale using dolls from coloring pages.
We develop the ability to use non-standard dyes.
Intellectual development of the child through a combination of mental-speech and visual work.

Topic #2. "The game is a fairy tale with dolls - balloons." (2 lessons)
Learning objectives:
We learn to stage a fairy tale using balloons to create images.
We learn to pronounce individual words and whole sentences with different voice power and at different tempos.
Develop memory and attention.
Content:
1. "Merry path (Air drawings)".
2. "A stream of beautiful speech (We change the volume and speed of speech)".
3. "Cunning path (Attentive prompter)».

Topic #3. "The game is a fairy tale of autumn leaves." (2 lessons)
Learning objectives:
We teach to play a fairy tale, the heroes of which will be a variety of autumn leaves.
We develop the imagination of children by offering to come up with and finish a picture using the contours of autumn leaves.
We teach to select an action for an object and objects for an action.

October :
Topic #1"The game is a fairy tale with matchbox dolls." (3 lessons)
Learning objectives:
We develop the imagination of children - for this you need to come up with and play out the second series of an already familiar fairy tale.
We continue to teach to pronounce individual words and whole sentences with different voice power and at different tempos.
We continue to work out the emotional expressiveness of speech. We teach children to highlight the main thing, and therefore, to think logically.
Content:
1. "Merry path (Multiformat pictures)".
2. "A stream of beautiful speech ("Scary Story")"

3. "Cunning path (Poster)».

Topic #2. "The game is a fairy tale with balls." (3 lessons)
Learning objectives:
We train fine motor skills of hands, develop patience and perseverance.
We continue to work out the emotional expressiveness of speech (intonation).
Enrichment of the active vocabulary of the child - the selection of definitions and epithets for a particular noun.
Compose and write down useful tips for the hero of a fairy tale.
Play the fairy tale in reverse, taking into account the compiled useful tips.
Content:
1. "Merry path (Nitkography)".
2. "A stream of beautiful speech (What)".
3. "Cunning path (" Helpful Hints doctor and cook.

Topic #3. "The game is a fairy tale with puppets - masks." (2 lessons)
Learning objectives:
We teach how to act out a fairy tale performance using theatrical masks worn on dolls and plush toys.
We develop accuracy.
We develop children's speech by offering to tell the funniest, funniest incident from their lives. Strengthening children's self-esteem.
Content:
1. "Merry path (Who is more accurate)".
2. "A stream of beautiful speech (Funny story)".
3. "Cunning path (Tickets of happiness)».

November :
Topic #1. "The game is a fairy tale with dolls - bags." (3 lessons)
Learning objectives:
We train the concentration of children by offering to draw the heroes of a fairy tale using only the same or only different geometric shapes.
We teach children to recognize objects by description.
We develop the ability to make riddles, verbal portraits.
.
Content:
1. "Merry path (Picture geometric shapes)".
2. "A stream of beautiful speech (Learn by description)".
3. "Cunning path (Surprise in a fairy tale)".

Topic #2. "The game is a fairy tale with puppets on magnets." (2 lessons)
Learning objectives:
We teach children to act out a fairy tale using puppets on magnets.
We learn to pronounce individual words and whole sentences with different voice power and at a different pace.
We develop a sense of rhythm and tempo, the ability to control our movements, express our feelings more clearly.
Content:
1. "Merry path (We draw with cotton wool)".
2. “Stream of beautiful speech (Artist)

3. "Cunning track (Music stick)".

Topic #3. "The game is a fairy tale with puppets made of pebbles." (3 lessons)
Learning objectives:
Act out a fairy tale using the theater of stones.
We develop the imagination of children - the opportunity to see one or another fairy-tale hero in a three-dimensional form.
Enrichment of the active vocabulary of children - we learn to select circumstances for verbs. We teach to express the amplitude of feelings, most accurately translate feelings into sounds, which is important for self-expression.
We develop communication skills.
Content:
1. "Merry path (Colorful shells)".
2. "A stream of beautiful speech (How)".
3. "Cunning path (The nightingale will understand the nightingale from afar)".

December :
Topic #1"The game is a fairy tale with umbrella puppets." (3 lessons)
Learning objectives:
We teach how to play a fairy tale performance, using an umbrella as a decoration, which allows you to periodically return to the already mentioned heroes, repeating the names and events that happened once.
We teach children to combine characters obtained from blots in a single plot.
We develop the imagination of children, for this you need to come up with and beat an already familiar fairy tale as if, according to the plot, a secret organization operates in it.
Content:
1. "Merry path (Mysterious blots)".
2. “A stream of beautiful speech (We lengthen sentences).”
3. "Cunning path (Spy tale)»

Topic #2.“The game is a fairy tale with puppets from a fan.” (2 lessons)
Learning objectives:
We develop aesthetic feelings.
We are training to select beautiful, unusual definitions for the characters of a fairy tale.
Learn to describe your appearance using new invented words.
We develop speech, fantasy - for this you need to come up with, draw and talk about gifts for fairy-tale heroes; and for each gift come up with a small wish associated with it

Content:
1. "Merry path (Frost patterns)".
2. "A stream of beautiful speech (New words)".
3. "Cunning path (From the bottom of my heart)".

Topic #3. "The game is a fairy tale with Christmas dolls." (3 lessons)
Learning objectives:
We learn to play a fairy tale using the theater - a Christmas tree.
We continue to teach to pronounce individual words and whole sentences with different voice power and at different tempos.
We develop memory and attention.
Learn to match words with rhymes.
We develop ingenuity, resourcefulness, the ability to quickly make the right decision.
Content:
1. "Merry path (Magic drawing)".
2. "Stream of beautiful speech (Chain of rhymes)".
3. "Cunning path (I know everything)».

January :
Topic #1. "The game is a fairy tale with flag puppets." (2 lessons)
Learning objectives:
We learn to stage a fairy tale using the theater of flags.
We continue to learn to combine adjectives and adverbs in the story.
We learn to explain, to argue our thoughts.
We develop memory and attention.
Develop positive relationships with others.
Content:
1. "Merry path (Color something)".
2. "A stream of beautiful speech (What to like and what not)".
3. "Cunning path (Good fairy tale)».

Topic #2. "The game is a fairy tale with wire puppets." (3 lessons)
Learning objectives:
We develop the imagination of children using a flexible and pliable material - wire.
We train fine motor skills of hands, develop patience and perseverance.
We continue to teach how to invent, pronounce words and at the same time spread our palms to the sides to compare their length.
We teach children pictography, which contributes to the development of an artistic vision of words and thoughts, the ability to highlight the main thing and generalize - to think logically.
Content:
1. "Merry path (Drawings from matches)".
2. "A stream of beautiful speech (Long and short words)".
3. "Cunning path (Pictography)».

Topic #3. "The game is a fairy tale with Bi-Ba-Bo dolls". (2 lessons)
Learning objectives:
We continue to teach how to stage fairy tales using Bi-Ba-Bo dolls. We develop the creative abilities of children, the ability to conduct a dialogue.
We develop the imagination of children using the "secret drawing" method.
We continue to develop the skills of argumentative speech, speech with reasoning and evidence.
We expand the horizons of the child in his idea of ​​​​the world and his capabilities in it.
Content:
1. "Merry path (Secret drawing)".
2. "A stream of beautiful speech (Explanations, explanations)".
3. "Cunning path (New musical "Karkusha teaches Piggy to fly").

February :
Topic #1. "The game is a fairy tale with dolls - origami." (3 lessons)
Learning objectives:
We continue to teach children how to fold figures - origami, and developing creative qualities - we definitely strive to “breathe life into the created images - play a role-playing fairy tale with the resulting characters.
We develop observation.
When reading an unfamiliar poem, omit the last word - rhyme, let the children themselves try to guess the word rhyme resourcefulness and fantasy.
We develop the ability to interact with each other.
Content:
1. "A cheerful path (Portrait of a favorite toy)".
2. “A stream of beautiful speech (Guess the rhyme).”
3. "Cunning path (Be so kind)."

Topic #2. "The game is a fairy tale with thread puppets." (3 lessons)
Learning objectives:
We develop the imagination and imagination of children.
We continue to develop the speech of children, we offer to interview the main character of the fairy tale.
Learn how to form interrogative sentences.
We develop the ability to look at ourselves and our actions from the outside, a critical attitude towards ourselves.
Content:
1. "Merry path (Drawing in the fog)".
2. “A stream of beautiful speech (Asking questions).”
3. "Cunning path (Mirror of a fairy tale)".

Topic #3. "The game is a fairy tale on movable ribbons." (2 lessons)
Learning objectives:
We teach to stage a fairy tale using theater on movable ribbons.
Invite the children to come up with several sentences for any fairy-tale character.
Teach children to draw conclusions about how to act correctly in different situations, thinking about what is good and what is evil.
Content:
1. "Merry path (Pig in a poke)".
2. "A stream of beautiful speech (Forest News)".
3. "Tricky track (Fabulous football)».

March :
Topic #1. "The game is a fairy tale with eggshell dolls." (3 lessons)
Learning objectives:
Invent and make a puppet theater out of eggshells.
We develop the imagination and imagination of children for this, taking one word, we suggest compiling a whole sentence with it, and then coming up with a whole story.
We teach children to work in a team, respectfully and attentively to a partner, build a dialogue through the game, feel like an indispensable link and an important part of the common cause.

Topic #2. "The game is a fairy tale with puppets - thimbles." (3 lessons)
Learning objectives:
We stage a fairy tale using thimbles - we teach children to play the roles of several heroes at once.
We develop the imagination and imagination of children.
Learn to use comparative words.
Developing a sense of humor.
Content:
1. "Merry path (We draw through carbon paper)".
2. “A stream of beautiful speech (Compare and explain).”
3. "Cunning path (Tale with a chuckle)".

Topic #3. "The game is a fairy tale with vegetable puppets." (2 lessons)
Learning objectives:
Act out the performance by turning ordinary vegetables into fairy tale characters.
We fantasize and color the drawings using the method of drawing with dots.
Practice making up dialogues.
We learn to think logically and develop children's speech by offering to come up with a different name for a familiar fairy tale.
Content:
1. "Merry path (Drawing with dots)".
2. "A stream of beautiful speech (Dialogue of the sun and clouds)".
3. "Cunning path (Another name)".

April :
Topic #1"The game is a fairy tale with dolls on spoons." (3 lessons)
Learning objectives:
We develop the interest of children by offering to make dolls and play out a fairy tale using wooden spoons.
We develop the fantasy and imagination of children using the wet drawing method.
Learning to invent stories - fables.
We fantasize and learn to mix the plots of fairy tales.
Content:
1. "Merry path (Wet drawing)".
2. "A stream of beautiful speech (Fable)".
3. "Cunning path (Bouquet of fairy tales)".

Topic #2. "The game is a fairy tale with paper dolls." (3 lessons)
Learning objectives:
We stage a fairy tale using paper dolls that the children will draw, color and cut out themselves.
We develop imagination, fine motor skills of hands.
We teach children to come up with unusual letters, and then compose response messages.
We expand the active vocabulary of children, develop the ability to invent.
Content:
1. "Merry path (Drawing on a plasticine board)".
2. "A stream of beautiful speech (Unusual letter)".
3. "Cunning path (Shivorot - inside out)».

Topic #3. "The game is a fairy tale with puppets on wheels." (2 lessons)
Learning objectives:
We are expanding the possibilities of staging fairy tales, for this we use children's cars and make puppets on wheels.
We develop the imagination and imagination of children using the method of drawing with sand and small grains.
We learn to invent monologues of a well-bred hero (kitten, puppy, etc.).
Develop conciseness and accuracy of speech.
Content:
1. "Merry path (Drawing with sand and small grains)".
2. "A stream of beautiful speech (A well-bred kitten)".
3. "Cunning path (Short path)".

May :
Topic #1. "The game is a fairy tale with plastic wrapping dolls." (3 lessons)
Learning objectives:
Act out with plastic wrap puppets made by children. We develop the fantasy and imagination of children by creating drawings using fabrics or postcards. We learn to invent fairy tales - fables together with children.
We develop thinking.
Content:
1. "A cheerful path (We draw with the help of fabrics or postcards)".
2. "A stream of beautiful speech (Fairy tale - fable)".
3. "Cunning path (A fairy tale with seven seals)".

Topic #2. "The game is a fairy tale with dancing little men." (2 lessons)
Learning objectives:
We stage a fairy tale using toys of dancing men (twitch dolls).
We develop the fantasy and imagination of children using non-standard painting - blots on the pavement, drawings on the pavement.

MKDOU "TsRRDS" Zvezdny "

The program of the literary circle "Learning to speak."

Compiled by the teacher of the senior group: Kuleshova L.I.

Zvezdny

Explanatory note:

The development of speech is of great importance in the development of the child. The degree of formation of which depends on the further successful education of the child in school. Currently, due to the lack of communication with adults, the percentage of children with speech disorders is very high. According to the World Health Organization, the level of speech development of children admitted to grade 1 does not reach the norm and requires additional corrective actions of specialists. Adequate perception and reproduction of textual educational materials, the ability to give detailed answers to questions, to independently express their opinions - all these and other educational activities require sufficient level development of coherent monologue speech.

The formation of the coherence of speech, the development of the ability to meaningfully and logically build a statement is one of the main tasks of the speech education of a child of senior preschool age. That is why it is so necessary to carry out systematic work on the formation of this side of speech activity. Unfortunately, direct educational activities with children with speech disorders are not enough to solve these problems, and therefore I decided to create a “Learning to Speak” circle, which includes the following types of children's activities:

Reading fairy tales, stories, nursery rhymes, tongue twisters, guessing riddles.

Observation, demonstration of TCO.

Verbal, didactic games, logorhythmics, kinesiology exercises.

Staged and dramatized.

Fairy tale therapy.

Relevance.

Speech is of fundamental importance for the development of thinking and activity of the child as a whole. The problem of speech underdevelopment in children and the development of evidence-based content and methods of correctional work aimed at overcoming it is important and is a complex speech therapy problem.

The importance of the problem is:

in an increase in the number of children with speech development problems, both at preschool and school age;

in the difficulty of the ability to conduct a monologue statement, both in the classroom and in free activity;

in the insufficiency of the dictionary, in the inability to use figurative expressions, comparisons, direct speech in speech;

in the difficulty of constructing sentences and combining them into a whole text, as well as in the pronunciation of words;

in the inability to convey the character of the heroes of fairy tales, the motives of their actions, in the inability to convey the emotional state of the characters;

(Document)

Karpova S.I., Mamaeva V.V. The development of speech and cognitive abilities of preschoolers 6-7 years old (Document)

Lisina M.I. (ed.) Communication and speech: Development of speech in children in communication with adults (Document)

Plan-program of corrective speech therapy work for children of the older group, calendar plan for frontal speech therapist classes (Document)

Mikheeva I.A. Chesheva S.V. The relationship in the work of the educator and the teacher-speech therapist. Card file of tasks for children 5-7 years old (Document)

n1.doc

"SMART ASS"

(speech development and educational games)
Explanatory note
Everyone knows that correct speech is one of the essential conditions successful personal development. The more developed a child’s speech is, the wider his ability to know the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical development, since speech occupies a central place in the process of a child’s mental development and is internally connected with the development of thinking and consciousness in general. . Therefore, it is very important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations.

This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech, the formation of the skill of building a coherent statement. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes.
Targetand:

• 
  to develop coherent speech of children 4-6 years old using educational and didactic games on topics;
• 
  develop cognitive processes children (memory, thinking, imagination).

Tasks:

• 
  to form the lexical and grammatical structure of speech;
• 
  to form the skill of constructing a coherent statement;
• 
  to form the cognitive activity of children;
• 
  teach effective communication skills.

The system of classes is designed for children of middle and senior preschool age.
The frequency of meetings is 2 times a week.
The number of children in the group is 10 - 14 people.
The duration of one lesson is 25-30 minutes.
The criterion of efficiency is the implementation of the tasks set.
Expected results:

• 
  increasing the level of cognitive activity of children, the formation of the ability to independently plan practical and mental actions;
• 
  enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;
• 
  the ability to independently build a coherent statement;
• 
  to cultivate a culture of speech communication as part of speech etiquette.

Criteria for selecting children - based on the request of the parents.

Approximate tthematic lesson plan

TOPIC OF THE LESSON	TIME SPENDING	NUMBER OF HOURS
FRUIT	4th week of September
VEGETABLES	1st week of October
GARDEN GARDEN	2nd week of October
AUTUMN	3rd week of October
MIGRATORY BIRDS	4th week of October
TREES	1st week of November
FOREST	2nd week of November
TABLEWARE	3rd week of November
FOOD	4th week of November
WINTER	1st week of December
WINTER BIRDS	2nd week of December
WINTER ENTERTAINMENT	3rd week of December
NEW YEAR'S CELEBRATION	4th week of December
CLOTHES. SHOES	1st week of January
HATS	2nd week of January
FURNITURE	3rd week of January
TRANSPORT	4th week of January
TOYS	1st week of February
WILD ANIMALS	2nd week of February
PETS	3rd week of February
OUR TOWN	1st week of March
MARCH 8	2nd week of March
SPRING	3rd week of March
POULTRY	4th week of March
HUMAN	1st week of April
A FAMILY	2nd week of April
PROFESSIONS.	3rd week of April
TOOLS	4th week of April
FLOWERS. INSECTS	1st week of May
FISH	2nd week of May
SUMMER	3rd week of May
SCHOOL	4th week of May

Theme: FRUITS

Exercise 1

Name the fruits you know.

Exercise2

Name the color of the fruit according to the model: red apple, ... etc.

Exercise3

Name the shape of the fruit according to the model: "Orange round."

Exercise4

"What are we going to cook?"

From an apple - apple jam; from banana - banana puree; from lemon - lemon juice; from a pear - pear compote.

Exercise5

Exercise "Tell me!": Make up stories about fruits according to the proposed visual plan.

Exercise6

Exercise “Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors.

Theme: FRUITS

Exercise1

"What do you like?" Making suggestions from pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc.

The exercise is complicated by answers like: "I love a banana, and Vitya loves a pear."

Exercise2

Exercise "From what - what?": What kind of juice is it (jam, pie, compote)? (Apple pie. Plum jam, etc.)

Exercise3

Name the fruits. Draw fruits in the table. Make phrases according to the model: “A lot of lemons. Little Lemon."

Exercise4

"Make an offer." There are three pictures of fruits on the board. The speech therapist asks the children a question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc.

Exercise5

"The Fourth Extra". Assimilation of nouns in the genitive case. The use of complex sentences in speech. Development of logical thinking.

On the playing field - pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There should not be a tomato in the vase, because it is a vegetable”, etc.

Exercise6

The development of coherent speech Story-description “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, firm, sour. It has bones inside. The lemon is covered with a peel. He's useful. They put it in tea."

Theme: VEGETABLES

Exercise1

Pictures of fruits and vegetables are laid out on the table. More needs to be determined.

Exercise2

Name the shape of each vegetable according to the model: "Oval cucumber."

Exercise3

Greedy game: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc.

Exercise4

Tell the child what is cooked from vegetables. The game "What juice? What kind of casserole? What kind of puree? ”: Tell me, what is another name for juice (casserole, mashed potatoes) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc.

Exercise 5

Name the vegetables. Draw the vegetables on the table. Make phrases according to the model: “A lot of tomatoes. Little tomato."

Theme: VEGETABLES

Exercise1

Exercise "Cook": Tell me what you need to do to make soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree?

Exercise2

Exercise "Tell me!": Make up stories about vegetables according to the proposed visual plan.

Exercise3

"Make an offer." Children must complete the sentence, and then repeat it completely (in chorus and individually).

The tomato is round, and the carrot..

An oval cucumber, and a pumpkin ... A bitter onion, and a carrot ... A green cucumber, and a beet ... A small radish, but a radish ... A large zucchini, and a pumpkin ... A sour tomato, and garlic ... Carrots in earth, and a tomato ...

Exercise4

"Make an offer." The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns.

The tomato is round, and the carrot ... (oblong).

The tomato is red and the carrot...

The tomato is soft, and the carrot...

Tomatoes are sour, and carrots...

Tomatoes have seeds inside, and carrots ...

A tomato grows on the ground, and carrots ... (in the ground).

Exercise5

The game "Hide the syllables in the palms." Slamming the syllabic structure of words: in-mi-dor; radish; ka-ba-chok, etc.
Theme: GARDEN - GARDEN

Exercise1

Exercise "Guess riddles, draw riddles." Guess riddles, draw riddles in empty "lambs". This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This item is yellow, round, bitter, juicy. (Onion.)

A red barrel, just about the size of a fist, if you touch it with your finger - it's smooth, and if you take a bite - it's sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, lumpy, but when she comes to the table, the guys will say cheerfully: “Well, crumbly, tasty!” (Potato, potato.)

Exercise2

Exercise3

Exercise "The Fourth Extra"

Exercise4

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise5

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan.

Sample response:

Theme: GARDEN - GARDEN

Exercise 1

Tell the child what grows in the garden on a tree, and what grows in the garden in the garden. Draw lines: from fruits to trees (garden), from vegetables to beds (garden).

Exercise2

Exercise "The Fourth Extra"

Exercise3

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise4

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response:

“An apple is a fruit. It is red (green, yellow), round, sweet, juicy, growing in the garden. The apple is firm and smooth to the touch. It is eaten raw, jam is made from it, delicious juice is prepared.

Z
hell5

Storyline work

Theme: AUTUMN

Exercise 1

Look at the pictures with your child. Remember the names of each season. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask the child to name the season preceding autumn; following the fall. Tell the children about autumn changes in nature.

Task 2

Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures.

Task 3

Say the opposite exercise: Help Tanya complete the sentences.

In summer the sun is bright, and in autumn ...; In summer, the sky is bright, but ...; In summer the day is long, but...; In summer, the clouds go high, but ...; In summer, birds teach chicks to fly, and ...; In summer, people dress lightly, but ... ; In summer, children relax, swim, sunbathe, and ...; In summer, people grow crops, but ...; In summer, the trees stand dressed in green foliage, and ...

Task 4

Exercise "Pick, name, remember": Name as many definition words as possible; action words.

a) The sky in autumn (what?) - gloomy, gray, dull.

Sun in autumn (what?) - ... Rain in autumn (what?) - ...

Wind in autumn (what?) - ... Leaves in autumn (what?) - ...

b) In autumn, the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle.

Rain in autumn (what does it do?) - ...

In autumn the sun (what does it do?) - ...

In autumn, birds (what are they doing?) - ...

In autumn, collective farmers (what are they doing?) - ...

Task 5

Exercise "Find mistakes": Determine what does not happen in the fall.

Children sunbathe, swim, wear light clothing.

Dry leaves crunch underfoot.

Buds swell, leaves bloom on the trees.

People harvest vegetables and fruits.

Wild animals do not store food.
Theme: AUTUMN

"Make an offer." Working with deformed sentences.

Blowing, autumn, wind, cold. Leaves, trees turn yellow. Earth, grass, on, fade. Fly away, south, on, birds. Small, autumn, drizzle, rain.

Task 2

"Guess the word". The use of singular and plural verbs in speech. Verb endings are highlighted in voice.

The wind blows and the winds...

The flower fades, and the flowers...

The bird flies away, and the birds ...

The cold is coming, and the cold...

The leaf turns yellow, and the leaves ...

The harvest is ripening, and the crops...

It's raining and it's raining...

The leaf falls, and the leaves...

Task 3(for children 5-6 years old)

Compilation of a coherent story “Autumn” according to the first words in the sentence: “Summer has passed, and it has come ... The days have become ... It has blown ... It has become ... People dress ... On the trees ... On the ground ... It is drizzling ... Fading ... To the south ... People are gathering ... Coming soon ... "

Children repeat the story without the help of an adult.

Task 4

Exercise "Dress Tanya": Tell the child what clothes, shoes and hats are worn in the fall.

Autumn came, it got colder. Tanya is about to go to the park for a walk, but she does not know how to dress. Help Tanya. Outline the autumn clothes, shoes and headdress with a red line. What clothes, shoes and hats are not suitable for autumn? Why?

Task 5

Exercise "Bouquet for Mom": In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mother. Circle the leaves and fruits on the dots. Color them and tell what leaves and fruits Tanya made a bouquet of.

Theme: MIGRATING BIRDS

Exercise 1

Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Fix in the dictionary the general concept of "migratory birds".

Task 2

Show by pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Task 3

Exercise "Say the opposite": Complete the sentences. The stork is large, and the nightingale .... The stork has a long neck, and the cuckoo .... The nightingale has a gray breast, and the swallow .... The stork is white, and the rook ....

Task 4.

Exercise "Pick, name, remember": Finish the sentences (pick up and name as many sign words and action words as possible).

Cuckoo (what?) motley, .... Black rook ... Important stork, .... Swift-winged swallow, ....

Task 5

Didactic game "What is missing?" The speech therapist exposes the silhouettes of birds (without a beak, paws, wings, eyes, tail, etc.). Children should say what the birds are missing.

Task 6

Didactic game "Compare Birds" The sparrow has a small body, and the heron ... The sparrow has a small head, and the heron ... The sparrow has a short beak, and the heron ... The sparrow has narrow wings, and the heron ... etc.
Theme: TREES

Exercise 1

Exercise “From which tree is the leaf, twig?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name the leaves and twigs. (Birch leaf - birch. Etc.)

Task 2

Exercise "What happens to the leaves?" Make up a story based on the pictures and key words.

Task 3

Exercise "Count and name": Connect trees of the same type with lines of the same color. Tell me, what kind of trees are many (a lot of oaks, firs ...). Count (write in circles or draw the number of dots) and name them. (One birch, two birches, ..., five birches).

Task 4

Exercise "Tell me the words": Insert the missing words (the text is read by an adult). The squirrel sat (on) a tree and gnawed nuts. Suddenly one nut fell and the squirrel descended (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children walked by and saw that (because of) a tree a squirrel's tail was peeking out. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow.

Task 5

The fourth is redundant.
Theme: FOREST

Exercise 1

"Which!" Selection of adjectives for the word forest (large, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, naked, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer).

Task 2

Examining the illustration "Forest" and compiling a story based on it. “Children, look carefully at the picture. In front of you is a forest. There are many different trees in the forest. There are coniferous trees - fir tree, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves - this is the crown. And the tree has roots, they feed the tree with juices from the earth. But - bushes, they are lower and thinner than trees. There are many different plants on the ground: grass, flowers, moss.

The forest is a home for animals, birds and insects. The forest benefits us: it gives wood, medicines, mushrooms, berries, nuts. In the forest we rest, enjoy nature.

The speech therapist invites the children (using leading questions) to tell what they remember about the forest.

Z
assignment 3
Theme: FOREST
Anya, Mitya and Kitty were already in the forest, and they did not see any wild animals, although they dreamed of meeting a bunny, a hedgehog, a wild boar or a badger.

• 
  Where are the animals? - the children were surprised, looking around at the stumps and fallen trees.
• 
  Where there are many people, there are no animals. They go further away, into the depths of the forest, - Mom explained.
• 
  And what kind of animals can be found in our forests?

It must be said in secret that Anya, Mitya and Kis asked the artist E. Viktorov to draw them so that the animals were not afraid, did not run away from them, but believed in their good intentions and allowed them to be examined.

Do you think the artist succeeded?

Look and tell me who is next to Anya and Mitya.

Who does Kiss help?

Who cut the branches so neatly for him and the beaver?

Where are Kitty and the beaver carrying these twigs?

Say what you know about beavers. Pay attention to their beautiful fur.

Almost in the center of the picture is a giant oak. A squirrel jumps along its branches, under an oak a boar hunts with boars. What are they looking for under the oak tree?

Nearby is a huge she-bear with little cubs.

The fox behind the trees froze in surprise. He sees the hare, but he cannot catch it. It's a shame!

The handsome moose went out into the clearing, resting. And the horns, what luxurious horns!

A curious badger leaned out from behind the Christmas tree, stretched out all over, trying to figure out why the hedgehog and the hare were so brave, they came very close to the human cubs.

And beauty all around! Forest! Trees! River! Grass and mushrooms!
Theme: WARE

Exercise 1

Look at the pictures with your child. Introduce him to the names of the dishes and ask him to show the following parts: spout, lid, handles, edges (walls), bottom ... Fix the general concept of "utensils" in the dictionary.

Task 2

To acquaint the child with the concepts of "tea utensils", "dining utensils", "kitchen utensils".

Task 3

Exercise "Helper": Help the girl Tanya put the tea utensils on the tray, the dining room on the dining table, and the kitchen utensils on the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet.

Task 4

Exercise "Help Mom": Mom asked me to help her decompose salt, sugar,

Exercise 5

"Where do the products live?" The speech therapist explains to the children that each product has its own house and asks the children to guess the name of the house.

Sugar lives in ... (sugar bowl). Salt lives in ... (salt shaker). Rusks live in ... (rusks). Oil lives in ... (oiler). Pepper lives in ... (pepper box). Tea lives in ... (teapot). Coffee lives in ... (coffee pot). The herring lives in ... (herring). Sweets live in ... (candy bowl). Salad lives in ... (salad bowl).

Task 6

"Cup and Saucer". Children follow the instructions of the speech therapist and comment on their actions.

Put the cup on the saucer. - I put the cup on the saucer.

Take the cup from the saucer. - I took the cup from the saucer.

Place the cup next to the saucer. I put the cup next to the saucer.

Place the cup to the right of the saucer. - I put the cup to the right of the saucer.

Hold the cup over the saucer. - I hold the cup over the saucer.

Put the cup in front of the saucer. I put the cup in front of the saucer.

Put the cup under the saucer. I put the cup under the saucer.

Take the cup from under the saucer. I took the cup from under the saucer.

Give Tanya the cup, and take the saucer from her. - I gave Tanya a cup, and I took a saucer from her. Etc.
Theme: WARE

Z
task 1

Work based on the fairy tale "Fedoreno grief"

Fedora was very happy about the return of the dishes. She cleaned it, washed it, and called it affectionately. Name each item of utensils affectionately (cup - cup, etc.).

Task 2

Tell the child what materials the dishes are made of. Explain the meaning of the word fragile. Exercise "From what - what?": Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it is.... If the plate is made of cardboard, it is....

If the spoon is made of metal, it is.... If the cup is made of porcelain, it is....

If the jug is made of clay, it ... . If the saucer is made of glass, it ....

Task 3

Exercise "Tell me": Make up stories about the items of utensils according to the proposed visual plan.

Task 4

"What doesn't happen?" The speech therapist shows any part of the dish, and the children comment. There is no kettle without ... (spout). There is no grater without ... (holes). There is no pan without ... (lid). There is no pan without ... (bottom). There is no coffee pot without ... (handles). There is no sieve without ... (holes). There is no knife without ... (blade), etc.

Task 5

"The Tale of the Teapot":

“Once upon a time there was a kettle. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.”

Questions to the fairy tale: “Who did the teapot live with? What size was he? What parts does a teapot have? What is the kettle made of? Why did people love him?
Theme: FOOD

Exercise 1

Introduce the child to the names of the grocery store departments (dairy, meat, grocery, vegetable, fish).

Task 2

Exercise3

Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - ....

Exercise4

Exercise5

Exercise6

Theme: FOOD

Exercise 1

Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).

Task 2

Consider pictures. Connect flour with products from it with yellow lines, milk with products from it - blue, meat with products from it - red. What are these products? (Flour, dairy, meat.)

Task 3

Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.)

Corn oil - .... Olive oil - ....

Soybean oil - .... Cream butter - ....

Name the food correctly. Sample: Vegetable salad - vegetable.

Buckwheat porridge - .... Cottage cheese casserole - ....

Berry puree - .... Fruit juice - ....

Task 4

Exercise "Look and name": Look at the picture. What items are hidden? Name and circle them with colored pencils.

Task 5

Exercise "Say the other way around": Complete the sentences with words-signs.

Task 6

Prepare your favorite meal. There are pictures of food on the table. The child himself chooses which dish he will cook and selects pictures for this.
Theme: MUSHROOMS

Exercise 1

Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (hat, leg). Tell the child where the mushrooms grow (in the forest, more often, on a stump, in the grass). Fix in the dictionary the general concept of "mushrooms".

Task 2

Tell the child what is prepared from mushrooms (salad, caviar, casserole, soup) and how.

Task 3

To acquaint the child with polysemantic words, explain the difference in the meanings of these words.

Task 4

Name mushrooms. Draw the mushrooms in the table. Make phrases according to the model: “There are three chanterelles in the meadow among the grass, and after the rain five chanterelles grew up.”

Task 5

Exercise "Hedgehog-mushroom picker": Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried the mushrooms (watch for the correct use of prepositions in the child's speech). (The hedgehog was drying mushrooms under the table. Etc.)
Theme: BERRIES

Exercise1

Name the color of the berries according to the model: green gooseberries, ... etc.

Exercise2

Exercise “Wild berry, garden berry”: Connect the wild berries with the “forest” picture, and the garden berries with the “garden” picture with lines.

Exercise3

Tell the child what is prepared from berries (juice, drink, compote, jelly, jam, jam, syrup, jelly). The game "What juice? What kind of jam? ”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc.

Exercise4

Exercise "Tell me": Make up stories about berries according to the proposed visual plan.
Theme: FURNITURE

Exercise1

Tell your child about who makes and repairs furniture. Exercise "Look and name": Look at the picture. Name the items shown. Circle with colored pencils the objects that the carpenter uses when repairing furniture.

People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other.

Exercise2

Exercise "From what - what?": And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Finish the sentences.

Metal stool legs. They (what?)...

Glass cabinet doors. They (what?)...

Plastic door handles. They (what?)...

Table top made of wood. She (what?)...

Upholstered in leather armchair. She (what?)...

Exercise3

Exercise "Name it affectionately": The bookshelf had nothing to brag about. But she remembered that the owners often called her affectionately - a shelf. Name affectionately and other furniture.

Shelf - shelf Chair - .... Wardrobe - .... Armchair - .... Table - .... Bed - ....

Exercise4

Exercise "Say in one word": Complete the sentences.

A table for newspapers and magazines is called a coffee table. The table at which they dine is called .... The table for the computer is called .... The table at which they write is called .... The shelf for books is called ....

The wardrobe is called .... The bookcase is called ....

Exercise5

Exercise "Say the opposite": Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The armchair is soft, and the table....

Exercise6

“What is “friends” with what and with whom?” Children must give a complete answer.

Is the chair "friends" with a crib or a notebook?

Is the table "friends" with the chair or dough?

Is the cabinet "friends" with a shelf or a needle?

Is the armchair “friends” with the sofa or Ivan?

Is the sideboard "friends" with Lyuda or dishes?

Are the shelves "friendly" with a book or a lid?

Is a stool "friendly" with a chair or a mule?

Is the sofa "friends" with a couch or candy?

Exercise7

"Fix the bug":

at the chair - a cover;

at the TV - back;

at the sofa - a screen;

closet has an armrest, etc.
Theme: CLOTHING

Exercise1

Look at the pictures with the children. Introduce them to the names of the items of clothing. Fix in the dictionary the general concept of "clothes".

Exercise2

Exercise “Let's help Tanya and Vanya get dressed Make sentences according to the model: “These are Vanya's trousers. This is Tanya's skirt.

Exercise3

Introduce the child to the details of clothing.

Exercise4

Show and name the details of your clothing (collar, cuffs, trouser leg, sleeve, pockets, etc.).

Exercise5

Tell the child about who sews clothes. What tools and materials are used in the work?
Theme: CLOTHING

Exercise1

Learn about the materials from which clothes are made. Introduce children to their names. Make phrases according to the model: leather coat, fur collar, etc.

Exercise2

Exercise "Tell me": Make up stories about garments according to the proposed visual plan.

Exercise3

"Speak the word." Assimilation of the vocabulary on the topic under study: brut ..., shirt ..., skirt ..., hat ..., fur coats ..., panama ..., tights ..., hats ..., dress ..., cap ..., tufa..., sapo..., pal..., bootin... etc.

Exercise4

"Say the opposite." Assimilation of the verb dictionary on the topic under study: put on - take off, shoe - take off shoes, buy - sell, tie - untie, fasten - unfasten, iron - wrinkle, hang - take off, put on shoes - take off shoes.

Exercise5

"Choose a word." Selection of verbs for the word clothes: put on, wear, take off, buy, sew, knit, dress, fasten, iron, sew up, darn, mend, patch, wash, dry, hang, etc.
Theme: SHOES

Exercise 1

Look at the pictures with your child. Introduce him to the names of different types of shoes. Fix the general concept of "shoes" in the dictionary.

Exercise2

Tell me what kind of shoes you can buy in the store.

Exercise3

Show the details of the shoe: shaft, sole, heel, straps, laces, tongue.

Exercise4

Exercise "Say the other way around."

Exercise5

Exercise "Tell me": Make up stories about various types shoes according to the proposed visual plan.

Exercise6 (for children 5 - 6 years old)

"Fix the mistake." The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron.
Theme: WINTER

Exercise 1

Look at the pictures with your child and remind him of the names of the seasons. Determine the sequence of seasons.

Task 2

What season is it now? Name the season that precedes winter and the season that follows winter. What changes have occurred in winter in nature?

Task 3

Exercise "Say the opposite": Complete the sentences. The days are hot in summer and cold in winter.

In summer the sky is bright, and in winter - ....

In summer the days are long and in winter ....

In summer the sun is bright, and in winter - ....

In spring, the ice on the river is thin, and in winter - ....

The snow is soft and the ice is....

Some icicles are long, while others are ....

Task 4

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible).

Winter (what?) - cold, snowy, frosty, long.

Snow (what?) - ....

Snowflakes (what?) - ....

Ice (what?) - ....

Weather (what?) - ....

Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt.

Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - ....

Children on a winter walk (what are they doing?) - ....

Blizzard (what is he doing?) - ....

Exercise5

Exercise "Help Tanya": Choose winter clothes, shoes, hats. Tell me what you wear in winter.
Theme: WINTER

Task 1 (for children 5 - 6 years old)

"Finish the sentence." Compilation of complex sentences with the meaning of opposition.

Children must complete the sentence and then repeat it completely.

It snows in winter and in autumn...

It snows in winter and in summer...

Snow falls in winter, and in spring...

In the winter they go sledding, and in the summer...

In winter, the forest sleeps, and in spring ...

Ice skating in winter and summer...

It's cold in winter, but in summer...

Trees are white in winter, but in autumn...

In winter, snowdrifts grow, and in summer they grow ...

In winter, they make a snowman, and in summer ...

In winter, insects hide, and in spring ...

Task 2

Guess a riddle. Remember poems and riddles about winter.

What kind of stars are on the coat and on the scarf?

All through, cut, And you take it - water in your hand. (Snowflakes)

Task 3

Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened?

Task 4

Color the picture. Draw snowflakes flying in the air.

Task 5(for children 5-6 years old).

Think of a story about a snowman.
Theme: WINTER ENTERTAINMENT

Exercise 1

Color the picture. Make up an interesting story about it.

Task 2

What can be done from snow and ice in the winter on the street? (Snowman, fortress, snow city, ice figures, skating rink).

Task 3

Explain the meaning of the words "snowfall, ice." Make up sentences with these words.

Task 4

Choose, name and circle items that are suitable for winter outdoor activities.

Task 5

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - .... Children on a winter walk (what are they doing?) - .... Snowstorm (what is he doing?) - ....
Theme: NEW YEAR'S HOLIDAY

Task 1 (for children 5 - 6 years old)

"Fix the mistake." Working with deformed sentences. The mask loves to put on Masha. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The tree was lit up with light bulbs. Santa Claus brought a bag of gifts, etc.

Exercise2

Color the balls on the widest tree with a red pencil, blue on the highest. Color the stars to the right of the month with a yellow pencil, and to the left with orange.

Task 3

"What will you do?" The use of verbs in the form of the future simple and compound tenses with and without the particle sya.

At the holiday I will have fun - I will have fun - I will play, I will ride - I will ride, I will boast - I will boast, etc.).

Task 4

"What will happen after this?" Drawing up sentences on plot pictures.
Theme: HEADWEAR

Exercise1

Look at the pictures with your child. Introduce him to the names of hats. Fix in the dictionary the general concept of "headgear".

Exercise 2

Look at and show the details of the hats: fields, ribbons, pompom, visor.

Exercise3

Exercise "Look and name": What color are these hats? Make sentences according to the model. (This is a red hat. This is a white cap. Etc.)

Exercise4

Name the hats. Draw them in a table. Make sentences according to the model: “There are a lot of hats in the store. I have small hats.

Exercise5

Exercise "Tell me": Make up stories about hats according to the proposed visual plan.
Theme: TRANSPORT

Exercise1

Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body ... Fix the general concept of “transport” in the dictionary.

Exercise2

To introduce the child to the types of transport: ground, underground, water, air.

Exercise 3

Circle the dots on the pictures. Name each item affectionately.

Exercise4.

Exercise "Say the opposite": Complete the sentences:
The train is long and the bus is ....

The plane is fast, and the steamer is .... The tram is heavy, and the bicycle is ....

Exercise5.

Consider and name the parts of the transport. About what subject can you say: "new", "new", "new"? Exercise "From what - what": Finish the sentences.

Door made of metal (what?) - metal.

Plastic steering wheel (what?) - ....

Seat trimmed with leather (what?) - ....

Rubber wheel (what?) - ....
Theme: TRANSPORT

Exercise1

Transport talk. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think the name of the transport depends on. (From what it rides, flies, rolls.)

If by water - water. By air - air. On the ground - ground.

Exercise2

Didactic game "Correct answer". Program tasks:

A) air passenger transport (steamboat, plane, train);

B) water freight transport (barges, tankers, aircraft);

C) underground passenger transport (train, metro, bicycle);

D) land passenger transport (boat, bus, plane).

What else can be attributed to passenger transport? (Bus, trolleybus, metro, taxi.)

Exercise3

"Say the other way around":

Departed - drove up; flew out - flew in; entered - moved out; took off - landed; left - drove in; drove off - rolled; flew away - arrived; swam - swam, swam - swam; Speech therapist. What can be said about this?

Exercise4

"Finish the sentence." Formation of the comparative degree of adjectives. Children pronounce the sentence, first in full in chorus, and then in turn.

The plane flies high, but the rocket is higher. The plane flies far, but the rocket goes farther. The plane flies fast, but the rocket is faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. The plane is heavy, but the rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. The plane is fast, but the rocket is faster.

Exercise5

FROM

equal in size
Subject: WINTER BIRDS

Exercise1

Look at the pictures with your child. Introduce him to the names of birds (sparrow, titmouse, magpie, woodpecker, crow, dove). Fix in the dictionary the general concept of "wintering birds".

Exercise2

Explain to the child why these birds stay for the winter. Tell him about what winter birds eat and how adults and children help birds survive the cold winter.

Exercise3

Show the body parts of birds (body, head, tail, beak, wings, etc.). Remember their names.

Exercise4

Exercise "Look and name": Look at the picture and answer the questions.

Who is on the tree branch? - Sparrows. Who is under the feeder? - .... Who is on the tree trunk? - ....

Who is at the feeder? - .... Who flies to the feeder? - .... Who is next to the tree? - ....

Exercise5

"Call it kindly." Formation of words with diminutive suffixes:

Black feather - black feather, gray back - gray back;

Motley wings - mottled wings, white neck - white neck;

Red chest - red breast, cute eyes - pretty little eyes;

Sharp claws - sharp claws, long tail - a long tail;

White fluff - white fluff, round head - round head;

Nimble paws - nimble paws, soft feathers - soft feathers.

Exercise6 (for children 5-6 years old).

Compilation of a story-description "Sparrow" according to reference subject pictures:

The sparrow is a wintering bird. He has a head, beak, body, wings, tail, paws, claws. The body of the bird is covered with gray feathers. The sparrow can fly, jump, peck, chirp, sit. The sparrow feeds on insects, crumbs, grains, seeds. The sparrow is man's friend because it destroys harmful insects."

The speech therapist invites one of the children to repeat the story.
Theme: TOYS

Exercise1

Look at the pictures with your child. Name the items shown. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of "toys" in the child's dictionary.

Exercise2

Teach the child to answer in full the answer to the questions of an adult. For example: Which toy has wheels? (Wheels by the car.) What are the stripes on? (Stripes on the ball.) Etc.

Exercise3

Exercise "From what - what?": Finish the sentences.

Bus made of metal (what?) - metal. Plush bear - .... Rubber donkey - ....

Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - ....

Exercise4

Game exercise "What has changed?" (a car is placed between the ball and the pyramid)

Exercise5

Exercise "Tell me": Make up stories about toys according to the proposed visual plan.

Theme: WILD ANIMALS

Exercise1

Look at the pictures with your child. Introduce him to the names of wild animals of our forest. To consolidate the general concept of "wild animals" in the dictionary.

Exercise2

Show the body parts of animals (body, head, tail, horns, hooves, etc.). Remember their names.

Exercise3

Exercise "Guess": Complete the sentences:

Legs, hooves, horns - at ... (moose). Tassels on the ears - at ... (squirrels, lynxes). Needles on the body - at ... (hedgehog).

Exercise4

Tell the child about what the wild animals of our forests eat and where they live (in a hole, lair, den, hollow, etc.).

Task 5

Guess and repeat"

Angry, hungry, gray ... (wolf). Cowardly, long-eared, gray ... (hare). Cunning, red, predatory ... (fox). Red, small, fast ... (squirrel) Big, brown, clumsy ... (bear).

Task 6

"Wild or Domestic". Ten pictures are arranged in a row on the board: a dog, a fox, a hedgehog, a cat, a sheep, an elk, a horse, a pig, a bear, a cow. Children comment: “A dog is a domestic animal, a fox is a wild one,” etc.

Task 7

Where is whose house?
Theme: WILD ANIMALS

1 option

Looking at this picture, Anya, Mitya and Kis thought: “What is it that the artist Evgeny Vitalyevich Viktorov depicted?”

• 
  This is Africa, Africa! - Kisis muttered the monkeys, an elephant and quietly: a girl and a boy.
• 
  No, this is probably Australia, - Anya entered the conversation, - because in the lower right corner of the picture there are a kangaroo and a koala bear cub. They are found in Australia. Mom told us about this recently.

- This is some kind of strange picture, - said Mitya. - Here is Africa, and Australia, and the North, and something else.

Mitya thought for a moment, and then suddenly suggested:


And then suddenly upset:

• 
  I would like to be next to a tiger, not a bear. I'm also a tiger, but only very small.
• 
  The artist depicted everything correctly, - Anya objected to Kisu.

- Why? Explain, - demanded Keys.

Anya complied with his request, and Keys agreed with her arguments.

What would you guys say to Keith?

And where would you like to be? Why?

Finishing the conversation with the children, read the first part of the text again to them (up to the words: “Oh, and we are ...”), read it slowly, show the animals and children that were discussed.

2nd option.

Oh where are we? - Kis was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya ran to his cry. They began to look at the picture with surprise, trying to figure out where they got to thanks to the artist's imagination.

Guard! - already quieter, but still with despair meowed Kis- We are in captivity! We are dead!

What a huge, but what a kind bear! It looks like we persuaded him to take a picture with us, - Anya spoke up.

Where are we? Mitya thought.

• 
  As where? In the forest, in the dense forest, far, far from home, visiting a bear. We left on a fast train, - the cheerful Kis began to explain to Mitya.
• 
  Why is Africa here? And the North?

-Where is Africa? Where is the North? Where is India? - Kees was taken aback.

Now all three are deep in thought. Come on, guys, let's figure out where the bowls of the heroes ended up.

You can use one of the options. Another option can be applied to fix the material. It is easier for children to talk about what they know less. Do not forget that your goal is verbal communication with children using a picture.
Theme: PETS

Exercise1

Look at the pictures with your child. Name the animals and their babies. Tell what pets are fed, what benefits they bring to a person, how he cares for them. Fix in the dictionary the general concept of "pets".

Exercise2

Pay attention to distinctive features animals. Exercise: “What does anyone have?”: Show from the pictures and name the body parts of pets.

A cow has horns, .... A horse has a mane, .... A pig has a piglet A dog has paws, ....

Exercise3

At

exercise "What did the artist forget to draw?": Whom did the artist draw? What is missing in every animal? (The rabbit is missing ears. Etc.) Help the artist. Draw the missing parts of the body.

Exercise4

The cow is mooing. Cat - .... Dog - .... Horse - .... Pig - ....

Task 5

Where are the pigs hiding?

Task 6

Activity "Tell me": Make up stories about pets according to the proposed plan
Theme: OUR CITY

Exercise1

"Where do you live?" Each child names his address (street, house and apartment number, floor); tells what institutions are near his house.

Exercise2

"Unravel the offer." Working with deformed sentences.

Located, house, square, front.

The house, near, a cinema, is.

Kindergarten, corner, stands behind.

Nearby, a hairdressing salon, a house, built.

Nearby, market, with, house.

Exercise3

What are the houses?

Exercise4

"Say the opposite." Assimilation of antonyms. The speech therapist starts the sentence, and the children finish.

My street is new... and my street is old.

My street is long...and my street is short.

My street is light...and my street is dark.

My street is dirty... and my street is clean.

My street is "happy" ... and my street is "sad".

My street is quiet... and my street is noisy.

My street is big...and my street is small. Etc.

Exercise5

The story "Children on the street":

“Children go to school along a wide street. They are walking on the sidewalk. On the right side of the street - a grocery store, it sells groceries. There is a cinema next to the store, they watch movies here. There is a hospital near the cinema where people are treated. There is a hairdressing salon next to the hospital where hair is done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. The children are waiting for the cars to pass by. The light turned yellow and then green. Children cross the road. Here is the school. Children study here.
Subject: MARCH 8

Exercise1

The speech therapist exposes plot pictures, children should name only those that relate to spring and the holiday of March 8.

What season do you think these pictures belong to? (To spring.)

P After what season does spring come?

What is the name of the first month of spring?

What holiday do we celebrate in March?

Whose holiday is this?

Exercise2

Children's stories about mom What is mom's name?

Where does he work? By whom? What kind of work does it do?

What does he do at home? How do you help mom?

What gift did you prepare for your mother?

Exercise3

Children's stories "How I help my mother, grandmother"

Exercise4

Didactic game "Beautiful words about mom"

Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle.

Task 5

We draw a gift for mom.

A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell what flowers it was made of.
Theme: SPRING

Exercise1

Look at the pictures with your child. Remember and name the seasons. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask them to name the time of the year preceding spring and following spring. Watch with your child the spring changes in nature

Task 2

Look at the pictures of winter and spring. Name the signs of these seasons. Compare them with each other according to the model: In winter the sun is dim, and in spring it is bright.

Exercise3

Exercise "Pick up, name, remember": Name as many words-signs as possible; action words.

A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - ....

Leaves (what?) - ....

B) The sun in the spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....

Exercise4

Exercise "Hide and Seek":

What items are hidden in the picture? Name them and circle them with colored pencils. How do people use these items in spring?

Exercise5

Didactic game "Say kindly"

The formation of nouns with a diminutive suffix:

Stream - stream, puddle - ..., snow - ..., sun - ..., tree - ..., bud - ..., cloud - ... etc.

Exercise6

Didactic game "Say a lot of things" Formation of plural nouns:

Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc.
Theme: SPRING

Exercise1

"Choose a word." Selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, sonorous, blooming, cold, warm.

Exercise2

"First Signs of Spring". With the help of leading questions, a speech therapist finds out spring signs in children: the day has increased, a warm wind has blown, the sun is warming; the snow darkened, swelled and began to melt; thawed patches appeared; ice melts and cracks on the rivers; drops.

Exercise3

"Why". Establishment of elementary cause-and-effect relationships.

Why does snow melt in spring?

Why do streams run?

Why is ice melting?

Why does ice crack?

Why do buds swell?

Why do kidneys burst?

Why are flowers blooming?

Why is the grass breaking through?

Why do insects appear?

Why do birds fly?

Why do animals wake up from hibernation?

Why are people happy?

Why do people dress lighter?

Exercise4

"Fix the mistake." The use of complex sentences with the union because.

The sun shone because it was warm. Spring has come because the rooks have arrived. Snow melts because streams flow, etc.

Exercise5

Exercise "Saw, did not see": Tanya and Vanya walked in the park. Draw in the table the objects that they saw there. Complete the sentences according to the model. (Children saw three birdhouses, but did not notice five birdhouses.)

Item name

draw three... (three birdhouses, etc.)

draw five... (five birdhouses, etc.)

Theme: POULTRY

Exercise1

Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits of birds. How does a person care for them, what does he feed and where does he keep them? Fix in the dictionary the general concept of "poultry".

Exercise2

Show from the pictures and name the body parts of poultry (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Exercise3

Exercise "Name it right": Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey.

Exercise4

Turkey - chatters. Chicken - ... Rooster - .... Duck - .... Goose - ....

Exercise5

Exercise "Say the opposite": Complete the sentences.

The duck is big, and the duckling is .... The goose has a long neck, and the chicken has ....

The chicken is young, and the rooster is .... The chicken has paws without membranes, and the duck has ....

Exercise6

Exercise "Tell me": Make up stories about poultry according to the proposed visual plan.
Theme: MAN

Exercise1

Look at the picture with your child. Show and name parts of the face and body first on yourself and then on the doll.

Exercise2

Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, stomachs you have. Show your left hand, right hand (left eye, right ear, right leg, etc.).

Exercise3

Exercise "Say the opposite":

Pierrot's face is sad, but Pinocchio's... Malvina's hair is blond, and Karabas Barabas's... Karabas Barabas's hair is long, and Pierrot's... Malvina's hair is curly, and Pierrot's... Pinocchio's eyes are kind , and Karabas Barabas ... Pinocchio has a long nose, and Malvina ...

Exercise4

Exercise "Pick, name, remember": Name as many action words as possible:

Eyes are needed in order to see, look, examine, read ... The nose is needed in order to .... Ears are needed in order to .... Language is needed in order to ....

Hair is looked after like this: they are washed, combed, wiped, dried ... They take care of their teeth like this: .... They take care of their face like this: ....

Exercise5

Exercise "One - many": Choose the words according to the model. (Eye - eyes, ear - ears, etc.)

Exercise6

Exercise “What for what?”: Answer the questions: What do we see? What are we listening to? What do we like? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines.
Theme: MAN

Exercise1

Exercise "Help the Artist": Look at the portraits. What did the artist forget to draw? What parts of the face were the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the heroes of the fairy tale and paint the portraits.

Exercise2

Didactic game "Pick up the words" The speech therapist asks the children questions in turn:

What eyes do you have? (My eyes are beautiful, gray, large, etc.).

What kind of hair do you have? (My hair is thick, long, shiny, etc.)

What are your nose, mouth, ears like? (Similar work is being done.)

Exercise3

Didactic game "What things a person needs to be clean and tidy"

Various items are laid out on the table: a toothbrush, soap, an iron, a washcloth, etc.

Children choose any subject and make sentences.

For example: A person needs a comb to comb his hair, etc.

Exercise4

"Find the mistake." The use of the grammatical category of the dative case.

The eyes need nostrils. Ears need eyelashes. The chin needs a fist. Legs need elbows. Neck needs knees. The head needs nails. The back of the head needs heels. The shoulder blades are needed by the stomach, etc.

Exercise5

"Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist's question.

How many eyes do two children have? (Two children have four eyes.)

How many ears do three boys have?

How many paws do two chickens have?

How many paws do two cats have?

How many fingers are on two hands?

How many ears do two boys have?

How many ears do two dogs have?

How many toes are on the right foot?

How many noses do four boys have?

Exercise6

Fairy tale "The Giant and the Gnome". Formation of words with magnifying and caressing shades.

“Once upon a time there was a Giant.

He didn’t have a nose, but ... (nose),

Not eyes, but ... (eyes),

Not lips, but ... (lips),

Not hands, but ... (hands),

Not fists, but ... (fists),

Not elbows, but ... (elbows),

Not a leg, but ... (knives),

Not nails, but ... (nails).

The Giant did not have a house, but ... (house). And next to it stood the house in which the Gnome lived. He did not have a nose, but ... (nose), etc.

The Giant was huge, and the Dwarf was tiny. But they lived happily and were close friends.”

Exercise7

Exercise "Tell me": Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.