Automation of hissing sounds in task children. Automation of the sound "Sh" in syllables, words, phrases, sentences, coherent speech. Sound strengthening games
speech material to automate the sound "SH" in children
Target: automation of the sound "Sh" in the child's speech.Tasks:
1. Work out the correct pronunciation of the sound "Sh" in speech with the help of tongue twisters and poems.
2. Improve the rhythmic-intonation side of speech.
3. Increase speech activity.
4. Optimize the emotional background, improve mood.
Description: Dear colleagues, I continue to publish a collection of tongue twisters and poems to automate sounds in a child’s speech, which I use in speech therapy work with children. This time, let me present to your attention a speech material aimed at automating the sound "Sh". This work will be useful to speech therapists, educators, parents.
Content
I also use tongue twisters for the sound "Sh" at 2 stages of work on sound pronunciation.
The first time I use them at the stage of automating the sound "SH" in syllables. The work is carried out as follows: an adult reads the text itself, and the child pronounces only syllables (the "Echo" game).
For example: an adult - "It's good to live in the world", a child - "Sho-sho-sho"
Thus, in a fun way, you can pronounce syllables of various configurations for quite a long time and the child does not get bored. Also, in the process of repeatedly pronouncing a tongue twister, the child remembers it and then can tell it at a reading competition.
The second time I use the same tongue-twisters is when this sound is being automated in speech. First, I use tongue twisters, because they are already familiar to the child. Only now the child speaks the whole tongue-twister. The second option is the competition "Readers" - 2-3 children who pronounce well given sound compete in reading rhymes. Even at this stage we are playing the game "Who is faster?" - 2-3 children are also taken, I call some syllable, for example, "ShA", and the child must remember and say a pure tongue to this syllable. Whoever says it first will get a token. At the end of the game, the winner is determined by the number of tokens. Both in the first and in the second game, it is important not only to tell the tongue twister, but most importantly to pronounce the sound correctly.
Here are some of them.
Sha-sha-sha - I have noodles.
Sho-sho-sho - it's good in summer.
Shu-shu-shu - I wave the flag.
Shu-shu-shu - I am writing to Misha.
Shi-shi-shi - Misha and Masha are kids.
Shi-shi-shi - our children are good.
Sha-sha-sha - put the baby to bed.
Shu-shu-shu - I'm wearing a new hat.
Shi-shi-shi - write a congratulation.
She-she-she - how beautiful it is in the soul.
Ash-ash-ash - I'll get a pencil.
Osh-osh-osh - there is a sharp knife in the kitchen.
Oo-o-o-o - the shower plumber fixed it.
Osh-osh-osh - I have a brooch on my blouse.
Ish-ish-ish - such silence outside the window.
Ysh-ysh-ysh - reeds rustle on the river.
Ash-ash-ash - we built a hut.
Shin-shin-shin - the rustle of tires outside the window.
Shoal-shoal-shoal - the rain dripped and passed.
Shock-shock-shock - we dropped the pot.
Asha-asha-asha is our Masha.
Ashka-ashka-ashka - there is a bug on the closet.
Oshka-oshka-oshka - there is a cat on the window.
Ear-ear-ear - Machine pillow.
Yshka-yshka-yshka - in a minx mouse.
And here are a few hymns-poems
I CALL THE WORDS
Vshin-vshin-vshin - I'll call the jug.
Oshka-oshka-oshka - I call the cat.
Ear-ear-ear - I will call the pillow.
Yshka-yshka-yshka - I call the mouse.
Ashka-ashka-ashka - I'll call the shirt.
Cherry-cherry-cherry - I call cherry.
Ear-ear-ear - I call a pear.
Tire-tire-tire - I'll call the car.
FUR COAT
Sha-sha-sha - our fur coat is good.
Sho-sho-sho - it's good in our fur coat.
Shu-shu-shu - I wear our fur coat.
Shi-shi-shi - dance in our fur coat.
Shi-shi-shi - sew fur coats from the heart.
PLYASOVAYA
Sha-sha-sha - our Masha is good.
Sho-sho-sho - Masha dances well.
Shu-shu-shu - I'll dance for Masha.
Shi-shi-shi - come on, Masha, dance.
She-she-she - we dance with joy in the soul.
REEDS
Shi-shi-shi - the reeds rustled.
She-she-she is a duck in the reeds.
Sha-sha-sha - swim out of the reeds.
Shah shah shah - there is no duck in the reeds.
Shi-shi-shi - what are the reeds whispering to us?
MOTHER
Sha-sha-sha - mother washes the baby.
Sho-sho-sho - washes very well.
Ysh-ysh-ysh - our baby will be clean.
I'M DRAWING
Shi-shi-shi - I have pencils.
Ash-ash-ash - I'll draw a hut.
Ysh-ysh-ysh - I'll draw a mouse next to it.
Ush-ush-ush - she has a basket of pears.
Shi-shi-shi - pears are very good.
At the stage of automating the sound after the tongue twisters, I use verses in which the sound "Sh" is often found. On this material, then the contest "Readers" is held. Here are some of them.
good for grandma
Donuts and pancakes.
Mice rustled in the hut,
Mice peeled bumps.
There are two frogs in the summer shower
Frogs ears are washed.
Teddy bear sewed fur coats for mice,
So that the mice do not get too cold.
On the edge of two insects
We decided to play chess.
Tiny checkers
They drag two insects.
Hey little mice, don't make noise
And don't rustle under the closet.
Pasha decides our example
And the noise gets in the way.
The naughty cat is sitting on the curtain,
Because Masha is at school.
Masha will be after school
Darn silk curtains.
At my car
New tyres.
I'm rolling over pebbles
Whoever you want, I will.
Mice, don't disturb the cat
Catching midges on the window.
Cat midge paw - grab!
It's better not to disturb the cat.
Pasha quietly whispers to Misha.
Misha does not hear the whisper.
Pasha, whisper louder:
- Misha, lay your ears.
Slippers and shoes
They love long laces.
Shoes are easy to put on
And you lace, and you lace.
Automation of the sound "Sh" in syllables, words, phrases, sentences, coherent speech.
1. Shi, sha, shu, she, sho.
Sha-sho-shu, sho-shu-sho, sho-sho-sho, sho-sho-sho, sho-sho-sho, sho-sho-sho, sho-sho-sho, shu-shu-sho.
2. Ash, osh, ush, esh, ish, yash, esh, esh, ish, yush.
Ash-sh-sh-sh, yash-yush-yush-ish-yesh, ash-yash-yush-yush, yash-ash-yush-yush,
ysh-ysh-osh-ash, esh-ish-yush-yesh-yash, ysh-ish-esh-esh, ish-ysh-ash-esh.
Asht, osht, usht, ysht, yasht, esht, esht, yusht, asht, isht.
3. Shka, shku, shko, shky, seam, seams, went, shle, went, send, hat, shme, shni, shpu, shpa, shpi, shta, shto, shtu, shta.
4. Step, check, ball, scarf, hat, puck, mine, chess, mice, earflaps, horse, noodles, big, hang, interfere.
Rustle, whisper, walked, silk, bag, fluff, top, pot, cockerel, strap, scallop, mouse, big.
5. Width, awl, tire, sew, screen, breathe, ruffs, write, reeds, kids, bruise, mistake, car, jug, sewed, decided.
Noise, jester, fur coat, joke, bear, breathe, wear, carcass, ask, neck, target, collar, solution.
6. Your, our, porridge, roof, Dasha, Masha, Lyosha, Pasha, Misha, Alyosha, Natasha, Andryusha.
Overcoat, hiss, wide, dog rose, ears, mice, galoshes, lilies of the valley, good, junior, silence.
7. Yours, ours, tower, arable land, cup, porridge, shirt, chamomile, insect, pencil.
Cat, midge, crumb, window, peas, basket, palm, okroshka, potato.
Shower, ears, fly, cannon, stuffy, edge, frog, pillow, reel, cuckoo, frog, cheesecake, welcoming, shell.
8. Tower, mouse, donut, cover, baby, monkey, tire, reed, baby.
Yashka, goulash.
You give, you pour, you drink, you sing, you rub, you take, Alyoshka, cake, fish, matryoshka, ladle.
9. Pawn, nuts, vernal, external, eat, Bishka, cherry, bear, superfluous, boy, shout, be silent.
Shoe, hood, scarf, chestnut.
10. Gone, cockerels, grandmother, grandfather, Alyonushka, Burenushka, furs, jerboa, lily of the valley, cub, bottom, feather, speck, log.
Abdomen, polyushko, crumb, finish, give, bring down, divide, saw.
11. Seamstress, seams, closet, jewelry box, school, student, sandpaper.
Walked, slag, hose, helmet, walked, boat, hat.
Bumblebee, schnitzel, lace, sleepers, twine, spy, steeple.
Headquarters, stamp, darn, curtain, corkscrew, piece, steering wheel, bayonet.
12. Finish the word
syllable "SHA":
ka_, Ma_, Da_, Mi_, Lu_.
syllable "SHU":
pi_, ma_, but_, ko_, pa_.
the syllable "SHI":
U_, we_, small_, halo_, kamy_, kry_.
13. Change the words according to the model:
* Masha - Mashenka - Mashutka.
Dasha, Pasha, Masha, Misha, Sasha.
* Baby - babies.
Mouse, naked, hut, reeds, pencil.
14.Our school. Sewing machine. Noisy bastards. Silk shawl. Fragrant shampoo. Dasha's hat. Rosehip husk. Joker Mishutka. The reeds are noisy. Tower spire. Braised spinach. Overcoat sewing. Lush plush. Fragrant lilies of the valley. Our grandmother. Mom's pins.
Rosehip thorns. Natasha's galoshes. Big bumblebee. Tires for the car. Millet porridge. Fluffy hat.
15. Natasha writes. Here is Masha. Masha has a hat. Lyosha has lilies of the valley. The kids go to school. Misha found a stone. A car is making noise on the road. The rosehip has thorns. Lyosha ate millet porridge.
16. In the courtyard of Bishka. Cover the mug with a lid. The bird jumps at the window. Here is a cup and a porridge, a cake and a spoon. Put on a little shirt. Our Antoshka looks out the window. Here's some potatoes. Children play cat and mouse. Here is a book about a mouse and a frog frog. Cockerels from my palm peck grains and crumbs. The cat has ears on top.
17. Misha and Pasha play checkers. Aunt Dasha is sewing a shirt for me. Alyosha and grandfather went to collect cones. Masha went to the edge of the forest and saw a cuckoo. Grandmother and Alyonushka went for a walk, to breathe fresh air. Two jumping frogs made some noise at the edge of the forest. I found a bug on a big daisy. Natasha found a lily of the valley.
18. "What's wrong?"
The cat is afraid of the mouse. The frog is afraid of midges. Already afraid of the frog. Misha is afraid of cats.
Texts for retelling
19. FROG AND CUCKOO
The frog has frogs, and the cuckoo has cuckoos. The cuckoo and the frog were catching midges. The cuckoo was carrying a midge to the cuckoos. And the frog is for the frogs.
20. COCK
Masha had a cockerel. The cockerel woke up grandma, grandpa and Masha early. Masha fed the cockerel, gave him millet and peas. She sang a rooster song:
Cockerel, cockerel, golden comb.
Look out the window, I'll give you peas.
21. GRAY LITTLE
Misha had a cat - a gray rogue. The cat has a fluffy tail, soft fur. He is grey, striped. The cat has a sweet voice and sharp teeth.
Misha gave him milk and porridge. The cat did not like porridge, he asked for meat. The cat was lazy and did not catch mice. The mice weren't afraid of him at all. The mice were good. It was good for the bastard too. Sleep sweetly, drink milk. He jumps on the window and warms his back in the sun.
Misha, do you know how to dress? the teacher asked Misha.
Tell the guys how you dress.
I put on a fur coat, shirt, hat, pants, mittens and a scarf.
The children laughed and the teacher smiled.
-Tell me how you dress.
23. Learn poems:
COCKER ***
Rooster, rooster! The mouse whispers to the mouse:
Golden scallop - You keep making noise, making noise!
Butter head, Mouse whispers to mice:
Silk beard! - I'll be quieter.
What do you sing early
Do you let your kids sleep?
24. Work out the pronunciation of tongue twisters.
* A hat and a fur coat - that's the whole Mishutka.
* Hush, mice, do not make noise,
Don't wake up our cat.
After the stage of setting the sound, they proceed to fixing it in coherent speech. This is one of the most difficult stages, because you need to teach the child the skills of self-control over speech. The longer the incorrect pronunciation was fixed, the more difficult it will be to form the correct articulation pattern. Automation of the sounds Sh and Zh and other phonemes with similar features is carried out separately. This is done so that they do not mix.
It is worth moving to the automation stage only after the child has managed to pronounce the desired sound correctly in isolation. After setting the pronunciation, they move on to working it out in syllables. All work on fixing sound in coherent speech is based on the principle of gradual complication of speech material.
Working with sound in syllables
Automation of Sh, Zh in syllables is carried out in this order:
- straight lines (SHA, ZHA, etc.);
- reverse (ASH, etc.), the sound Zh in these syllables is not worked out, because it is “stunned”;
- between vowels (АША, АЖА, etc.);
- with a confluence of consonants (SHKA, ZHDA, etc.).
Tasks for kids to consolidate sounds must be accompanied by visual material. Be sure to conduct articulation gymnastics at the beginning of the lesson in order to prepare the speech apparatus.
An isolated pronunciation is added to the development of the phoneme in direct syllables. The speech material is also gradually increased in volume: when they switch to a new type of syllables, first 1-2 tasks are added with already worked out combinations.
Task examples
To fix the correct pronunciation in syllables, the speech therapist uses special paths, “walking” along which the child pronounces the desired combination of sounds. At the beginning of the work, an adult gives a sample of the correct pronunciation, then pronounces the material with the child. Then the kid repeats on his own.
Examples of syllable tracks:
- SHA-SHO-SHU-SHI;
- ZHA-ZHO-ZHU-ZHI;
- SHA-ASH-SHU-ISH;
- AZHA-OZHO-UZHU, etc.
At this stage, speech is used. They are aimed not only at working out the correct pronunciation in syllables, but also the gradual introduction of sound into a word.
Examples of phrases:
- SHA-SHA-SHA - we bathe the baby;
- SHO-SHO-SHO - we have a good rest;
- ZHA-ZHA-ZHA - they saw Uzh;
- ZHU-ZHU-ZHU - I look at the sun.
When automating a certain phoneme, especially at this stage, try not to use words that have a sound with similar features. After the child correctly pronounces Sh and Zh in syllables, the speech material becomes more complicated and the stage of consolidation in words begins.
Work in words
You need to choose only those words that contain a worked syllable. The work is built in the following order:
- the sound is at the beginning;
- in the middle;
- at the end.
Automation begins with words with direct and reverse syllables. It is desirable to illustrate each name, invite toys “to visit” - all this will make the lesson not only more interesting, but also more effective.
Exercise examples
Similar to the previous stage, in the first lessons, the speech material is spoken by an adult, then together with the student, and then the child repeats on his own. Gradually, when there will be more worked out words, the baby calls them without the prompts of a speech therapist.
At the stage of automating the phoneme in words, work is carried out in parallel to develop phonetic and phonemic processes. The child is explained where the word has a beginning, middle and end. In the classroom, they make up word schemes and offer tasks for the development of auditory self-control.
At the same stage of automation, the gradual introduction of an automated phoneme into connected speech begins. They do this using the example of phrases, W or W can be both in one and in each word:
- Word repetition:
SHA: ball, cap, puck.
SHU: noise, fur coat, joke.
ZHA: toad, heat, sting.
And in this way they select words for each worked out syllable.
- The child is offered to listen carefully to the words and correct the adult. An adult specifically makes mistakes in the pronunciation of an automated sound in some words. This task is aimed at developing auditory control over speech.
- Add the desired syllable to make a word. With younger and middle children preschool age use pictures to make it easier for them to complete this task. For example, given the image of a cap and the second syllable - PKA. The child needs to add a syllable from the proposed options (ShA).
- Repetition of words with two sounds Sh or Zh. For example: a bump, panties, you're joking, etc.
- Repetition of phrases:
- On W: grandfather's checkers, a new hat, a funny joke, a sewing machine.
- F: Buzzing beetle, orange jacket, liquid jelly.
- Compose a phrase. Cards are laid out in front of the child and they are offered to compose a phrase on their own.
- Call it kindly. For example: pants - panties. This exercise not only reinforces the correct pronunciation of hissing, but also forms the skill of word formation using a suffix.
- The game "Who will name more words with the sound Sh or Zh."
- "Count how many things are here." This exercise helps to further develop counting skills.
When the child succeeds in pronouncing the sound in words correctly, they move on to a more difficult stage corrective work- automation of sounds in sentences. This block is already more voluminous in terms of the proposed material, because it is a preparation for the introduction of an automated phoneme into connected speech.
Working with sentences and text
In the first lessons, the speech material should be maximally saturated with W or F, so that the organs of articulation work out the correct position, and the child remembers their correct sound. At this stage, the student is given more independence - it is necessary to consolidate the skill of not repeating after an adult, but of consciously using the correct version of the phoneme in speech.
The task of an adult in the later stages of automation is not just to point out errors in pronunciation, but to create conditions for the child to hear them himself and be able to correct himself. Do not immediately offer long sentences - their volume is increased gradually. At this stage, the automation of W, F begins in verses that offer to learn to the baby.
Task examples
- Repetition of sentences.
- To the sound of Sh: Sasha has a hat. Yasha has a fur coat. Masha eats millet porridge. Grandma sews pants. Chess and checkers are in Dasha's closet.
- To the sound J: A bug is buzzing on the street. Zhenya caught a toad. Jeanne lives on the second floor. After the rain, there are puddles on the lawn.
- Confusion. The child is called a set of words and he needs to make a sentence out of them. This task is aimed at developing grammatical structure, namely the skills of coordination and subordination in a sentence.
- The repetition of phrases. The pace is gradually accelerated, but all words must be pronounced clearly and the emphasis should be on hissing:
- On Sh: The cuckoo bought a hood. Put on a cuckoo hood. How funny he is in the hood.
- The cat at the window sews a shirt for Yermoshka.
- On Zh: A hedgehog has a hedgehog, a snake has a hedgehog.
- The ground beetle buzzes, buzzes and spins.
Gradually, less saturated hissing speech material should be offered. There can be one or two words in the sentence that have W or F in the composition. Then you should proceed to work on short texts and poems.
Assignments with poems
Children can not only memorize them, but also add rhymes themselves. An adult says the beginning of a sentence - the guys are asked to come up with an ending:
“A mouse played in the pantry,
Under the pine lay ... (cone) ";
"Onions grew in the garden,
May crawled in the garden ... (beetle) ”.
To make it easier to pick up a rhyme, a speech therapist shows a picture of a rhymed word. This task not only automates the sound, but also develops creative thinking.
Memorizing poetry not only trains memory, but also develops the skill of self-control over speech and auditory attention. Usually a speech therapist gives such tasks at home. It will be more effective to learn in advance, and then for several days before speech therapy session ask the child to tell. Then he will not have a mechanically developed pronunciation, but his conscious use in coherent speech.
Start with short rhymes:
"Two bugs on the edge
Resting on a pillow.
"The beetle has fallen and cannot get up,
He is waiting for someone to help him".
Gradually, more voluminous poems are included in the work:
“The mouse whispers to the mouse:
- You are making noise, you are not sleeping.
The mouse whispers to the mouse:
“I will be quieter.”
“The beetle buzzes: Zhu-zhu-zhu!
I live and do not grieve
I'm sitting on a branch
And buzz, buzz, buzz!"
During the repetition of the poem, the speech therapist pays attention to the correct pronunciation of Ш and Ж. As well as to the intonation component and the use of facial expressions and gestures during the speech.
Tasks for working with text
They begin to automate the sound with short texts containing a large number of hissing words. Gradually, the speech material is brought closer to ordinary speech. It is better to accompany all stories with illustrations, because it is easier for preschool children to understand the content of the text.
- Repetition for an adult story. First, a speech therapist or parent reads the text, then he pronounces the sentence, and the child repeats after him.
- Which word is misread. This is a listening exercise. While reading words with hissing, in some of them the adult distorts the pronunciation. The child should not only hear the error, but also say the correct option.
- Retelling is a tricky job. First, the speech therapist reads the text several times, and the student then retells. Be sure to use plot pictures; If you have any difficulties, you can help with leading questions.
It is better to choose stories that are familiar to children. You can come up with them yourself, the heroes in which would be the characters loved by the kids. When the baby confidently pronounces hissing in the text and distinguishes the correct image of sound among a large number of words, the speech therapist proceeds to the most difficult stage - working with coherent speech.
Consolidation in connected speech
The main task of a speech therapist is to consolidate the children's skill of self-control over speech, that is, pronouncing a sound without repetitions after an adult and corrections. At this stage, the material should not be saturated with hissing sounds - it is made as close as possible to ordinary speech.
An adult, reading a fairy tale or story, asks questions about what they have read. He pays attention not only to the pronunciation side of speech. If a mistake is made during the answer, the speech therapist talks about it, but does not correct it. The child corrects himself on his own and becomes more attentive to his speech.
The speech therapist begins to tell the story and offers to come up with what happened to the characters next. It is better to use visual material (pictures, toys) in order not only to increase interest, but also to simplify the task a little.
An effective exercise is to independently compose a story based on a plot picture. So that the child does not have great difficulties, they make a plan or ask leading questions. During this task, the speech therapist pays attention to the observance of grammatical norms when constructing sentences.
During subgroup and group lessons it is useful to play theatrical performances or role-playing scenes (“In the store”, “Good morning”, etc.) to fix the sound; use the "finger" theater. In such classes, it is most effective to consolidate the correct pronunciation in coherent speech.
At the beginning of work on the automation of sound, they are always asked to "hiss" or "buzz", because the correct image of the phoneme is still fixed in children's speech. In addition to articulatory gymnastics, the speech therapist pronounces the position of the lips and tongue. This stage is the most difficult and long, the specialist must explain to parents the importance of following all the recommendations and monitoring the child's speech at the beginning.
If only a speech therapist corrects the baby, he will not pronounce the correct sound for a long time (for some, this can last a year or more). Especially if he has a complex speech disorder. Automation of the sounds Ш, Ж is considered passed when the child freely, without prompting, uses them in words of any complexity and does not mix them with phonemes that have similar features.
Sound automation [w] in syllables
Lesson 1
Sound automation[w] in open syllables
Note. In further work, articulation exercises are carried out taking into account individual features motor skills of the child and the nature of his speech disorder.
Development of memory, attention
Memorization and reproduction of the syllable series in combination with the movement of the fingers.
Game tasks "Fingers walk on the table":
sha-sha, sha-sha;
sha-sha-sha, sha-sha-sha, sha-sha-sha;
shi-shi, shi-shi.
"Mouse and Mouse Conversation" Pronunciation of syllables with a change in intonation:
shi-shi-shi, shi-shi-shi, shi-shi-shi;
sha-shi-sho-shu;
shi-sha-sho-shu.
- What is the extra syllable? Sha-sha-sha-shi, sha-sha-sha-sha.
Let's come up with names for the dolls. Ma...(sha), Yes...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katya...(sha).
- Add a syllable. We...(shea), small...(shea), stones...(shea), pi...(shu).
What syllable is missing? Ma...on(shea).
Analysis and synthesis of syllables
What is the first sound in a syllable sha? Name the second sound.
Boring with one sound [w]. Let's invite the sound [y] to it. The sound [w] "made friends" with the sound [y]. What syllable did you get?
- Find a picture that has a syllable in its title Shu.(Fur coat, jester.)
Getting to know the letter sh
Lesson 2
Sound automation[w] in reverse syllables
Development of articulatory motor skills
Pronunciation of syllables ish-ish-ish, ish-ish-ish, ash-ash-ash, osh-osh-osh, osh-ooh-ooh on behalf of the heroes of the fairy tale "Masha and the Bear" (with a change of intonation).
Memorization and reproduction of syllable rows ish-ish-ash, ish-ish-ash, ish-ish-ash-ush, ish-ish-ash-ush
Analysis and synthesis of syllables
- repeat syllables sha-shi-sho. Listen again. Sha-shi. Which syllable has disappeared from the row? ( Sho.)Sho-shu-shi-sha. Sho-shu-shi? (Sha.)
- Listen and repeat the syllables ish-ish-ish. What new syllable has appeared? Ish-ish-ash.
- Let's "make friends" two sounds - the vowel [a] and the consonant [w]. What syllable will turn out if the sound [a] becomes the first, and next to it - [w].
Designate sounds with color symbols (red and blue circles).
What is the first sound in a syllable osh? What is the second sound?
- Name the second sound in the syllable osh?
Composition of syllables ish, ish, ash from the letters of the split alphabet.
The game "Speech Lotto". Selection of pictures, in the names of which there is a sound [w], from a number of others. The teacher calls the words, and the child finds pictures with the sound [w].
Lesson 3
Sound automation[w] in syllables(intervocalic position)
Development of articulatory motor skills
"The mice are whispering." Pronunciation of syllable combinations ishi-ishi-ishi, asha-asha-asha, ear-ear-ear, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the mice (with the inclusion of facial exercises).
Development of phonemic perception
- Name the place of sound in syllables sha, ash, sha. Where is the sound [w] heard in words Shun(mouse name) mouse, mouse?.
Reading syllables sha, sho, shi
Development of auditory memory and attention
Execution of instructions from 2-3 actions.
- Go to the closet. Take the mouse. Put the mouse between the matryoshka and the horse, and then sit down.
Lesson 4
Sound Automation [w]
Development of articulatory motor skills
Memorization and reproduction of a syllable series in combination with movement. Game exercise "We are weightlifters."
Shta-shta, shta-shta;
piece-piece-piece-piece(raise and put the bar).
"Conversation between Cheburashka and Roly-poly".
— What-what-what.(angrily)
— Shty-shty-shty? (Good-natured. Why are you so angry?)
— Shta-something.(Affectionately. Let's be friends.)
— Shta-shtu-shtu? (Interrogatively. Do you agree?)
— One-one-one-piece.(Affirmative. I agree.)
Development of phonemic perception
sh.
Pictures are laid out in front of the child, in the name of which there are sounds [w] and [g]. The teacher calls the words, and the child finds the right picture. Determining the position of a sound in two or three words.
Reading syllables ush, shu; osh, sho
Lesson 5
Sound automation[w] in syllables with a confluence of consonants
Development of articulatory motor skills
Game exercise "Monkey conversation". Memorization and reproduction of the syllable series with the inclusion of facial exercises.
— Shma-shmo.(sad)
— Shema-isho-shmoo(with chagrin)
— Shma-shmo-shmoo-shma? (questioningly)
— Shna-shno.(offended)
— Shna-shno-shnu.(approvingly)
— Shna-shno-shnu-shny! (joyfully)
Game exercise "Monkeys peel bananas." Coordination of speech with hand movements - imitation of the movements of monkeys.
Seam-seam;
seam-seam-seam;
seam-seam-seam-seam.
Development of phonemic perception
Find pictures with the sound [w] in their names and put them next to the letter sh. Pictures are laid out in front of the child, in the name of which there are sounds [w] and [s]. The teacher calls the words, and the child finds the right picture. Determining the position of a sound in two or three words.
Composing syllables from a split alphabet. Reading syllables
Lesson number 6
Sound automation[w] in syllables with a confluence of consonants
Development of articulatory motor skills
Game task "Conversation with aliens".
— Shka-shko-shku.(surprised)
— Went, wow, wow.(with indignation)
— Shpa-shpo-shpu-shpy.(with sadness)
— Hel, he, he.(with apprehension)
— Shmi-shni-spi! (joyfully)
Development of phonemic perception
Match the pictures to the letters. To the letter sh put the pictures, in the names of which there is a sound [sh], to the letter and- pictures, in the names of which there is a sound [g], to the letter With- pictures in the names of which there is a sound [s].
The teacher names the pictures, and the child selects the desired picture and puts it next to the corresponding letter.
Composing and reading syllables
Tasks used in the stages of audio automation [w]
in words, phrases, sentences and connected speech
sha, sho, shu, shi, she
Pronounce the words correctly
Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, mice, horse, chess, champignons.
Chauffeur, rustle, bag, fluff, pot, cockerel, strap, scallop, mouse.
Noise, jester, fur coat, joke, bear, screw, scales.
Ears, tire, spikes, awl, sewing, mice, screen, lilies of the valley, reeds, kids, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, dog rose.
Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry.
Tasks
Name the items. Speak the words clearly. Determine the place of the sound in each word.
Divide words into syllables ball, hat, hanger, champignons.
Guess the word I was thinking. This word has the first syllable ve, last - ka.
Collect words from scattered syllables. The word contains the following syllables: sha, we, that.
Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha.
What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is higher - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has balls? Who has a hat on his head? Who has a scarf around his neck? Who has a machine? Who is standing? Who is walking?
Sewing machine, car, washing machine. Name things in one word. How to turn a word car in a word tire?
repeat the words step, steps, step, step. These words are called related.
Fill in the missing letter and pronounce the words clearly.
Ar
arf
Aiba
Ariki
Suggest the right word.
jumper jumping With...(sixth).
The train is driving... ( driver).
A hole can be pierced ... ( awl).
We love ... ( water lily, lilies of the valley).
Pour milk into ... ( jug).
We pour water ... ( ladle).
The driver drives... ( machine).
What syllable is missing? Tee...on ( silence), ma...on ( car).
Say words with syllables sha, sha, sha.
Why was a bush and a tree called that - wild rose, mulberry? The rosehip has prickly thorns. Silkworm caterpillars (silkworm) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They curl cocoons of silk threads, in which they turn into pupae. The cocoons are untangled and silk fabrics are woven.
Sound automation [w] in words with syllables
ash, ush, osh, ish, ish, esh
Pronounce the words correctly
Tower, turret, cup, shirt, camomile, bug, pencil.
Shower, ink, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa.
Finish house.
Midge, cat, baby, windows, peas, basket, palm, potatoes, okroshka.
Mouse, mouse, baby, reed, donut, tower, cover, baby, monkey, tire.
Nuts, strong man, rattle.
Tasks
Say it kindly. Cherry— cherry, cat— cat, mouse— mouse.
What letter is missing in these words? Kotka, skein, mytka, bump.
Why is the first dish named so? okroshka?
Rebus. Kettle, bus, fur coat, bush, orange. Name the items. Select the first sound in the name of the objects. Make a word out of these sounds. ( Cup.)
Automation of sound [w] in words with a confluence of consonants
Pronounce the words correctly
Headquarters, rod, pants, stack, stamp, darn, curtain, corkscrew, steering wheel, little thing, bayonet.
Wardrobe, box.
Hat, helmet, boat.
School, student.
Sleepers, twine.
Tasks
Replace in word spire sound [n "] to sound [t"]. What word came out? ( Calm.)
Syllabic chain. mouse— coil— tub.
Say it kindly. A hat is a hat, a fur coat is a fur coat, pants are panties, a shirt is a shirt, a bump is a bump, a hat is a hat, a mouse is a mouse, a ball is a ball, a coil is a coil.
Choose rhymes. Pictures and words. Two columns of pictures.
Mouse - silence, cat - midge, baby - cat - cloudberry, tub - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, bump - Tishka, guns - ears, drying - flies, the old woman is a cheesecake, the window is a basket, the okroshka is a potato, the cockerel is a scallop.
"Is it correct?" They shoot dryers, bake guns. A cat grows in the swamp, cloudberries sit under the table. On the tree— toys, and in the hands of children— cuckoo.
"Useless and helpful tips old woman Shapoklyak. Salt the frogs in tubs. Put the cuckoo to sleep on the pillow. Throw coils at the windows of the hut. Put the midge in the basket. Do not litter in a hut. Salt the waves in a tub. Treat the old woman with a cheesecake. Don't kill the frogs! Take care of the cuckoos!
Repeat helpful tips first. Why the rest of the advice can be called useless?
What is superfluous?
Make up the name of the girl and the names of her clothes from the letters.
A, K, A, P, M, W, B, L, U, R, F.
What letter is missing? ... stranded, rum ... ka, karto ... ka.
How are these words different? Mushka is a cat. The hat is a boat. The coat is a joke. Sleeper - noodles. How are they similar?
"What where?" Waves in... ( tub), feathers in... ( pillow).
"What to whom?" The baby - a rattle, the kids - toys, the old woman - cheesecakes, Mashenka - cherries, Mishenka - pants, shirt, frog - midge, Cheburashka - chamomile, cockerel - grains.
Sound automation [w] in phrases
Add a word.
Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good... .
Choose the right words.
What are you doing? Tell me about yourself. I ... (I walk, I breathe, I move); music... ( I listen); soup spoon ... ( interfere); tasks... ( decide); needle... ( I sew).
Tell me about Misha. Misha, you eyes ... ( look, blink, look); ears... ( listening); feet... ( walk, walk, run, walk); hands... ( catch, throw, wave, do); door... ( you open, you close); ball... ( catch); with a doll ( playing); pencil... ( drawing); by car... ( you are going); in airplane... ( flying).
Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You are in the store ... ( come in), products... ( choose), money... ( pay), groceries in the bag... ( you put), home... ( you bring), out of the bag... ( posting), in the fridge... ( you put).
Tell me about yourself. I am a letter... ( write), a hole in the dress... ( suture).
Automation of sound [w] in sentences and in connected speech
Two word sentences
The kids are making noise. The mouse rustles. Natasha writes. Misha is a jerk. Ksyusha is big.
Three word sentences
The cat is chasing the mouse. Katyusha buys chess. Cockerel pecks cherries. Mashenka eats chocolate. Pasha is repairing a hanger. The cat knocked over the jug. Natasha found a stone. Mashenka was presented with a scarf.
Make three-word sentences with the following words: bump, cuckoo, Misha, car, top.
If you were an artist, what would you draw with the [w] sound?
Sentences of four to five or more words
Aunt Dasha is sewing a shirt. Grandmother darns Misha's pants. Uncle Pasha plows the field. Masha puts on a shirt and pants for Mishka. The car has rubber tires.
An insect sits on a large chamomile. Volnushki are salted in a tub. Frogs are croaking at the edge of the forest. A bump fell on the mouse. Peas were scattered along the path.
The bear is sitting in the car. The mouse got into a mousetrap. The frog jumped onto the water lily. Natasha is playing with a bear. Grandpa plays checkers with Misha. Grandpa lies on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears under the shower. Grandmother and Alyonushka sat down on a log.
Proposals with unions a, and
Dasha and Pasha are playing chess. Alyonushka has a basket, and Masha has a mug. Pasha built a turret, and Misha built a house with a roof. Porridge is eaten with a spoon, and compote is drunk from a cup. Dashenka is playing with a nesting doll, and Misha is playing with a typewriter. Alyonushka took the bowl and fed the cat. Yasha went to the edge of the forest and saw a cuckoo there.
Tasks
Distribution of offers.
What is Dasha doing? Dasha is sewing.
What does Dasha sew? Dasha sews pants.
What does Dasha sew on? Dasha sews pants on a sewing machine.
Whom does Dasha sew panties for? Dasha sews panties for a bear on a sewing machine.
Complete the sentences with.
The bunny has long ... ( ears). Here sits a green frog ... ( abdomen). Babies walk into ... (school). Good pie, inside ... ( cottage cheese). Mushrooms in a tub, grandfather in ... ( hut).
Name the extra word in the sentence.
There are prickly thorns on the wild rose, bumblebees. A frog sits on a water lily, a tub. The cat rolls a coil, a rattle.
Who can be contacted? Please do for me... I beg you, please help... Contact me with a request.
Never-before. Cuckoo in a hood. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear is dancing with the mouse. The mouse catches the cat.
Come up with false sentences.
"Learning to think."
Development of cognitive processes.
Find the differences.
Masha is confused and a girl dressed correctly. Clothes for girls. Scarf, hat, shoelaces, fur coat, mittens.
Without what can Masha go for a walk in winter? To the beach? What will Masha wear to kindergarten?
Cats of different colors, a mouse, a closet. The cat is on the closet, under the closet, behind the closet.
Where is the tabby cat? Where is the red cat? Where is the mouse coming from?
Topics for compiling stories and fairy tales
"Birds". Why are they called that? Avocet, pintail, shoveler, broadtail, widemouth, mockingbird, stoner. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left, which is on the right?
"Visiting Cheburashka". Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile.
"The Adventures of Ball and Cannon". Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell.
"Mishutka Toropyzhka is looking for friends." Key words: mouse, bump, frog, bumblebee, obedient hedgehog, naughty hedgehog.
“How the bear Toptyzhka visited kindergarten". Key words: Natasha, Masha, tumbler, nesting doll, typewriter, ball, play pranks, noise, closet, books.
Teremok. Write your own fairy tale about the tower. use words frog frog, lamb mouse, cockerel— golden comb, cowardly bunny.
Lesson notes
Lesson summary 1
Sound automation[w] story based
"Masha Doll's Birthday"
Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash desks, type-setting.
Lesson progress
Orgmoment
We brought you gifts.
Who wants, he will take.
Here's a doll with a bright ribbon,
Tumbler, airplane.
Depict the actions of clockwork toys: the doll is walking, the Bear is dancing, the Tumbler is swinging, the horse is jumping.
Lesson topic message
The doll is brought in. This is Masha.
The sound [w] is pronounced with emphasis.
- Remember the names in which there is a sound [w]. ( Sasha, Natasha, Katyusha, Ksyusha.) Say the affectionate name Masha. ( Masha.) Today Mashenka invites us to her birthday party. We will visit her and get acquainted with the new sound [w].
Sound characteristic [w] according to articulatory and acoustic features
- Mashenka still does not know how to pronounce the sound [sh], let's teach her. What do our lips do when we pronounce this sound? ( Drawn out with a tube.) Where is the tongue located? Is it narrow or wide? ( The tongue is wide, "cup".) How do we pronounce the sound [w] - with or without a voice? Does it sound hard or soft? Vowel or consonant sound [w]? Bend your fingers and repeat what sound [w]. ( Consonant, firm, deaf.)
Designation of sound [w] with a color symbol.
Pronunciation of sound [w] in syllables
- The mice heard about Machine's birthday and whispered: "Sha-sho-shi(questioningly - will Masha invite them to her birthday). Shu-sho-shu(with the request). Shta-shtu-shtu(affirmative). Seam-seam-seam(joyfully)."
Pronunciation of sound [w] in words. Determining the position of a sound. case management
- Whom did Masha invite to her birthday?
Toys are exhibited (Cockerel, Parsley, Matryoshka, Tumbler, mouse with mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w].
- What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. ( A ball, a hat, a chocolate bar, a scarf, a fur coat, curtains.) And now - with the sound [w] in the middle of the word. ( Typewriter, frog, cup, cherries, rattle, reel, book.) And also name the gifts, in the name of which the sound [w] is heard at the end of the word. ( Bucket, pencil, brooch.)
The development of phonemic perception. Sound-syllabic analysis of words Masha, porridge
- Mashenka invites us to play the games “The sound is lost”, “The sound is lost”. What sound is lost in the words we ... ka, ko ... ka, lie down ... ka, mo ... ka?
Children call the missing sound and the whole word.
- What sound got lost and got out of place, what sound was lost in the following words: tkaf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. "Correct words— cupboard, mouse, porridge, Masha.) Let's show Masha how we designate sounds with circles. And what do we mean by words, syllables?
Children lay out word patterns Masha, porridge.
How are these words different? How are they similar?
Fizminutka
Children play the game "Cat and Mice".
Pronunciation of sound [w] in sentences. Supplementing offers
- Mishutka offers to play the game "Prompt the word." He says two words, and you add another word to make a sentence. Masha - porridge. ( Loves. Masha loves porridge.) Misha - a fur coat. ( Misha wears a fur coat.) Frog - midge. ( The frog ate the midge.) The cat is the mouse. ( The cat caught the mouse.)
Determining the number of words in sentences.
Sound [w] in connected speech
The guests began to tell different stories. Listen to what Tumbler has to say about her friend Natasha. Give Natasha a bear. Natasha walk with the bear. She put panties on the bear. Natasha love bear.
Children restore, correct and retell the text.
Reading syllables sha, shu, sho, shi
- Remember, the letter sh never makes friends with a letter s, but is friends only with the letter And."Letter sh write with And!»
Working with split alphabet. Make up a word tire.
What syllable is missing V this word to make a new word car? (syllable ma.) Make up a word Masha.
Summary of the lesson
Summary of lesson 2
Sound automation[w] story based
fairy tales "The Adventures of the Cowardly Bunny"
Material: toys (Merry Bear, Cowardly Bunny, Jumping Frog, Norushka Mouse); subject pictures (cuckoo, bumblebee, cherries, chamomile, lilies of the valley, water lilies, porridge, volnushki, russula, capsules); images of trees, huts, symbols of sounds and words, split alphabet.
Lesson progress
Orgmoment
Psychophysical gymnastics.
Toys are shown.
- This is a naughty bear, a cowardly bunny, a jumping frog frog, a little mouse. Depict the movements of the characters with facial expressions and gestures.
Lesson topic message. Sound characteristic [w] according to articulatory and acoustic features
- What is the same sound you heard in the names of our guests? ( Sound[sh].) Today we will repeat the sound [sh] with them. What is this sound?
Children characterize the sound [w].
Pronunciation of sound [w] in syllables. Word analysis and synthesis noise
- A cowardly hare ran to us and listened. And the forest was noisy: “Ash-osh-ush-shi! ( The bunny was worried.) Shta-shtu-shtu-shta! ( The coward was scared.)» But then the leaves whispered: "Shu-shu-shu." And the Cowardly Bunny calmed down. What sounds did you hear in the whisper of the leaves? ( Sounds[w], [y].) Complete them with the sound [m]. What word came out? ( Noise.) "Scatter" the sounds of the word noise. How many sounds are in it?
Pronunciation of sound [w] in words
- A cowardly hare ran out of the forest and ran to us. Now we will find out who and what he saw on the way.
Pictures of various colors are displayed. They grew on the edge ... ( chamomile, lilies of the valley, porridge), on the river... ( water lilies, pods). Guess by the sounds [w], [m "], [e], [l"], who was sitting on a camomile? ( Bumblebee.) On the bank of the river, the Cowardly Hare saw ... ( pebbles), on a pine tree - ... ( cones), on a hazel - ... ( nuts). They grew under a bush ... ( waves, russula). What bird did the Cowardly Hare see on a tree? ( Cuckoo.)
Determining the position of the sound [w] in words. Selection of rhymes
- The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: tire ... ( car), cat... ( midge), frog... ( pillow), fly... ( a gun), mouse... ( bear). Where is the [w] sound heard in these words? ( In the middle of words.) And here is the naughty bear. He will read you "mixed up" verses, and you listen and immediately correct the mistakes.
We played cups with a friend ... ( V checkers).
They drank tea from a white checker ... ( cups).
A bump came out of the mink ... ( mouse).
A mouse fell on her... ( cone).
Cones were sitting under the bush ... ( mice).
Mice hung on a pine ... ( cones).
A cat was flying in the air... ( midge).
The midge lapped milk ... ( cat).
There was a cat on the table... ( bowl).
There was a bowl on the floor ... ( cat).
Pronunciation of sound [w] in sentences. Analysis of the composition of the offer
- The playful bear came up with "confusions" not only in poetry, but also in sentences. "The rails lie on noodles." What are the rails on? ( The rails lie on sleepers.) How are words similar? sleeper, noodles? And now let's fix the rest of his confusion proposals. "Natasha wears boat."(Natasha is wearing a hat.) "Grandpa is playing car."(Grandpa plays the harmonica.)"Mouse catches cat."(The cat catches the mouse.) Make up your own confusing sentences. Show Mishka-naughty how we designate a sentence, words.
Offer analysis.
Practical learning of prefixed verbs
- Listen to the story of Mishka-naughty about how he came to us.
The speech therapist speaks on behalf of the Mischka Bear, and the children help lead the story.
- I walked through the forest and waved ... ( found). Then I go to the forest... ( went), into the thicket of the forest... ( went) and to the hut ... ( came up), then into the hut ... ( went), nothing there... found), further... ( went). To the tree I...(came up), there I am sweet honey... ( found). Along the path... ( went) and to your lesson ... ( came).
Fizminutka
Now listen to the poem and do the actions.
We walked through the forest, walked, walked, only found a bump.
Jumping frog - eyes on the top of the head.
Hide from frogs, mosquitoes and flies!
Children imitate a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to the lesson.
Pronunciation of sound [w] in poems
- Jumping Frog decided to tell us about what happened recently with Playful Bear.
Squirrel from a branch to his little house.
She dragged the lump.
The squirrel dropped a bump
It hit Mishka right.
Mishka groaned, groaned:
There's a bump on my nose!
Children repeat the poem together with a speech therapist.
Reading and converting words. Sound letter analysis of the word bear
What similar words have you heard? ( Bear, bump.) Label the word bear circles. How many syllables does it have? Make up this word from the letters of the split alphabet. Now make new words by replacing the letters in the word bear.(Mouse, fly, midge, cat.)
Reading the fairy tale by G. Yudin “Like a Mouse was naughty”
- And here is the mouse-norushka. Who is she with? ( With a mouse Mice.) She wants to tell a story about her naughty little mouse. Listen carefully and memorize the words with the [w] sound. Reading a fairy tale.
Development of phonemic representations
- Who remembered the words with the sound [w]? Name them.
Children's answers.
Composing words from the letters of the split alphabet at the request of children
Summary of the lesson
SOUND AUTOMATION
| SHA - SHO - SHU SHI - SHE - SHA SHO - SHU - SHA SHE - SHU - SHA | SHU - SHA - SHO SHI - SHU - SHE SHE - SHU - SHO SHU - SHI - SHA | Sha - sho - shu - shi - she | АШ – ОШ – УШ YSH - YSH - OSH YASH - YOSH - YUSH ESH - ISH - YUSH ASh - YASH - YSH ISH - YSH - ASh YOSH - YASH - USH YSH - ISH - ESH |
Words
Sha: Shawl, mine, step, ball, puck, mongrel, earflaps, mice, big, breathe, horse, chess, noodles, step, puck, chess, hat, mine; shampoo, champignon, naughty, jackal, naughty, yours, ours, Dasha, Misha, Natasha, Alyosha, roof
Shaw, Shaw: Walked, whisper, rustle, silk, cockerel, powder, fluff, bag, big, scallop, left, found, came, seam.
Shu: Joke, Shura, joking, noise, fur coat, bear, carcass, writing, breathing, asking, wearing, neck, jester, fur coat, joke; joke, skimmer, joker, make noise, joker, screw, scales, tinsel.
Shi: Sew, awl, screen, wider, write, reeds, jug, ruffs, kids, mistake, machine, sewed, decided, spike, tire; thorns, sewing, chiffon, hiss, wild rose, wide, hiss, mice, ears, lilies of the valley, hands, reeds, pea, good, silence, junior
She: neck, six, rustle; whisper, neck, solution, target, collar.
Barbell, headquarters, pants, darning, darning, thing, bayonet, closet, school, seams, swede, seamstress, sword, twine, spatula, steeple, spinach, spy, bumblebee, schnitzel, train, helmet, boat, hat.
Ours, yours, arable land, tower, porridge, shirt, chamomile, insect, pencil, cup.
Baby, midge, window, basket, palm, peas, potatoes, okroshka, cat.
Shower, ears, cannon, fly, edge, frog, pillow, coil, cuckoo, frog, cheesecake, shell.
Cover, baby, donut, tower, monkey, tire, baby, reed.
Goulash, plaque, Yasha, Alyosha, fish, cake, matryoshka, pour, drink, eat, rub, take.
Nuts, pawns, poles, eat, cherry, bear, superfluous, boy, shout, be silent, grumble.
Bashlyk, shoe, scarf, chestnut.
Gone, cockerels, grandmother, grandfather, Alyonushka, Burenushka, jerboa, lily of the valley, cub, bottom, feather, speck
Polyushko, belly, crumb, finish, feed, bring down, divide, saw, give.
Replace the first sound in words with the sound Sh:
(disputes) -
Clean tongues
Sha - sha - sha - hat Sha - sha - sha - mother washes the baby
Sho - sho - sho - seam Shu - shu - shu - I'm writing a letter.
Shu - shu - shu - fur coat Sho - sho - sho - I say well.
Shi - shi - shi - tire Shi - shi - shi - like boots are good.
She-she-she-neck
The reeds whisper something. - I write really well.
This is a duck in the reeds. - Anything you want, I'll write.
Sha - sha - sha, sha - sha - sha Shi - shi - shi, shi - shi - shi
Come out of the reeds! "Eat porridge" - write
She-she-she, she-she-she Shu-shu-shu, shu-shu-shu
There is no duck in the reeds. - I'll write it.
Shi - shi - shi, shi - shi - shi Sho - sho - sho, sho - sho - sho
Are the reeds whispering something? - I see you write well.
Sha - sha - sha - our Masha is good.
Sho - sho - sho - we say well.
Ash - ash - ash - give me a pencil. Ashka - Ashka - a bug is flying.
Osh - osh - osh - I have a knife. Oshka - oshka - there is a cat on the window.
Ear - ear - ear - a warm shower. Ear - ear - frog - frog.
Ish - ish - ish - I have a baby. Ishka - ishka - a small mouse.
Offers
Our school.
Sewing machine.
Noisy bastards.
Silk shawl.
Fragrant shampoo.
Dasha's hat.
Rosehip husk.
Joker Mishutka.
The reeds are noisy.
Tower spire.
School car.
Hockey puck.
Complete calm.
Long hose.
Braised spinach.
Wardrobe.
Thread spool.
Sticky mouse.
Soft pillow.
Green frog.
Lush plush.
Hockey stick.
Little midge.
Fragrant lilies of the valley.
Our grandmother.
Shower room.
Warm coat.
Rosehip thorns.
Natasha's galoshes.
Smooth seam.
Rifle bayonet.
Mom's pins.
Big bumblebee.
Tires for the car.
Deep mine.
Coil of silk.
Millet porridge.
Silk darning.
Fluffy hat.
Here is porridge. Dasha eats porridge.
Shura has a new fur coat.
Pasha has a fur coat and a hat.
The kid goes to school.
By the river reeds. The reed is noisy.
Natasha writes.
A car is making noise on the road.
Our kitten is a naughty one.
Good lilies of the valley.
The cat catches the mouse.
Masha has a fur coat.
Yasha has a car.
Antosha has a hat.
Dasha has chess.
Alyosha, put on a shirt.
The boys are playing cat and mouse.
The cat has ears on top.
Natasha is peeling potatoes.
Baby, put on your galoshes.
There is a cup on the table with a spoon in it.
Sparrow pecks grains.
Masha went to school.
Mom sews on a sewing machine.
Grandma has a silk shawl.
Dasha washed her hair with shampoo.
Lusha's hat fell under the hanger.
Natasha and Misha found lilies of the valley.
There are many bobbins and spools in the Machine Box.
Masha sewed a hanger onto Pasha's overcoat.
Lusha put on a fur coat, hat, scarf, felt boots and went for a walk with Natasha.
Alyosha found many waves and champignons.
Lusha sewed pants and a hat for a naked man.
A large bumblebee was flying over a fragrant linden tree.
Grandmother embroiders cockerel.
Masha eats stew.
The reeds rustle quietly.
Natasha writes with ink.
Yasha has millet porridge.
Grandmother sews panties for Yasha.
Masha drinks cherry compote.
Yasha's car has tires.
Teddy bear blows on fluffs.
Natasha hangs her fur coat in the closet.
A cuckoo is chirping at the edge.
Millet porridge from millet.
The cat has ears on top.
Yasha has a bag of chestnuts at home.
At the edge of the flies and frogs.
A hat and a fur coat - that's Mishutka.
Pasha rides a bear in a car.
Mom sews on a sewing machine.
Mother mouse and mice eat spinach.
Pasha and Dasha have a fluffy mouse.
A mouse has mice, a cat has kittens.
Chess and checkers are in Dasha's closet.
Our Dasha washes her neck and ears under the shower.
Grandfather and Yasha eat millet porridge.
Antosha has a car, and dad has a car.
Grandmother and mother are preparing donuts.
Our hats and fur coats are in an oak closet.
Pasha goes by car to visit his grandparents.
The reeds rustle by the water.
There are sharp thorns on the rosehip.
The kids found a big bump.
Natasha and Alyosha went to the cinema.
Yasha hurt his forehead.
Grandfather bought Alyosha chess.
Murder will out.
I will not find the ears of our frog.
Lesha and Klasha eat millet porridge.
I went over the pebbles, found a silk fur coat.
Masha has poppies and chamomile on her pocket.
The cat has ears on top.
Puffs like a donut, plump Mishka.
Marked in a basket - hit the window.
Hush, mice, the cat is on the roof.
Alyosha has a teddy bear.
The bear has a smooth velvety skin, and the ears are on the top of his head.
Grandpa bought Alyosha a big car.
Alyosha rolled the bear in the back.
And then I decided: let the bear be the driver.
And now the bear rides in the cockpit.
Silk shawl made of silk.
Fur coat and hat in the closet on a hanger.
Hat with ears - earflaps.
The student went to school.
In a small bowl, porridge for the cat.
A large pillow under the bear's ear.
The fur coat of the bear is magnificent, and the fur coat of the mouse is poor.
Cocked, cocked Masha got tired of porridge.
Cockerel cock. Masha did not finish her porridge.
The bully is somewhere in the fight Masha, eat up the porridge,
Took off the comb. Don't bother mom.
He walks without a comb.
Doesn't look like a rooster.
Eat, cat, - Sparrow, what are you waiting for?
Here's a potato, don't you peck at the breadcrumbs?
Here is flour, and here is grain, - I noticed crumbs a long time ago,
Here is a carrot, here is a millet. But I'm afraid of an angry cat.
But the cat closed its mouth
And don't take potatoes
She doesn't like flour
The cat wants milk.
At the mouse - mice, Ears on top
The cat has kittens, the cat and the mouse,
A ruff has a ruff, But a cat has ears
The frog has frogs. More than a mouse.
The mouse has a good norushka, I walked,
Only there is no pillow in the noushka, I found the bag,
The poor mouse has no pillow, There are bumps in that bag -
Where is the mouse pad? Greetings from the bear. A bird under my window. Here is a frog on the path.
A nest for babies viet, Jumps, stretching out its legs.
Then he drags the straw into the mink, Kva-kva! Qua-qua-qua!
That fluff brings it there. Jumps, legs outstretched.
As a child I saw - I still remember, Once upon a time there was a Frog,
The cat was sewing on a sewing machine. Frog like a frog
Suddenly her car rebelled
And sewed a paw to the cat. And from the very morning
Stroking the belly
That, loudly, then in the ear,
frog frog
Did qua-qua…
Cuckoo cuckoo Our Masha was given porridge.
I bought a hood. Masha is tired of porridge,
The cuckoo put on a hood, Masha did not finish her porridge,
How funny he is in the hood! Masha, finish your porridge,
Don't bother mom!
In the silence of the night at the hut
On the window a tiny midge
The rustle of reeds is barely audible. A cat catches with its paw.
Yogurt was given to Klasha.
There are six rascals in the hut.
Dissatisfied Clasha:
“I don’t want curdled milk, Sasha knocked bumps with a hat.
Just give me some porridge."
Old women listened, A rustle in the reeds is heard.
How the cuckoo cuckooed on the edge.
It buzzes in his ears.
Hat and coat - Sasha sewed a hat for Sanka.
That's the whole Mishutka.
Connected speech
Our Natasha is a schoolgirl. She started first grade this year. And Masha is younger than Natasha. But Masha knows how to sew. Masha was given a sewing machine by grandfather Pasha. Together with Masha, he went to buy a sewing machine at Detsky Mir. And grandmother Dasha gave Masha a box. Masha's box contains needles, threads, bobbins, spools. Masha found a skein of bright silk in the box and embroidered a shirt for her grandfather for the New Year. She sewed a mitten for her grandmother, a bag for galoshes for Natasha, and a shirt, pants and a hat for a naked doll.
GRANDMA SLEEPING
Mom and grandmother are at home. Grandma is sleeping. Mom is reading a newspaper. Natasha has arrived. Mom, can I go for a walk? Natasha asks. Sh-sh-sh! Quiet! Mom says. Can mom go for a walk? Natasha asks in a whisper. You can, you can, go, Natasha! Mom answers. Natasha put on a fur coat, hat and mittens, and went for a walk.
CAT AND Hedgehog
Children came from the forest and brought home a hedgehog. The hedgehog ran around the room. The cat smelled him, lay down on the floor and looks. The hedgehog stopped and also looks. Suddenly the cat jumped, and tsap with the hedgehog's paw! The hedgehog quickly hid his head and offered his sharp needles to the cat. The cat pricked her paw and went into the far corner. The cat sat there for a long time. She licked her paw, and hissed at the hedgehog.
BUG AND SCARF
Misha was skating and lost his scarf. "Oh, what a pity!" he says to Pasha. Suddenly a bug runs. She holds a scarf in her teeth. "Ay, yes Bug! Found and brought a scarf. That's a smart dog!" - says Misha and strokes the Bug. The bug is satisfied!
