A sample flow chart for the fgos speech therapist. Technological map of an individual (paired) speech therapy lesson. Outline of a speech therapy lesson
Technological map of an individual (paired) speech therapy lesson
FULL NAME.speech pathologist
Milus Natalya Alexandrovna
Group (logopedic conclusion)
Preparatory group, ONRIIIlevel
Topic of the lesson
Differentiation of sounds /С/ and /Ш/
Target
Develop a clear differentiation /S/, /Sh/ based on articulatory and motor sensations
Tasks
Educational:
Teach children to give a clear description of the studied sounds,
To teach children to find differences in the acoustic-articulatory characteristics of sounds /С/, /Ш/, based on various types of control.
Correction-developing:
Contribute to the improvement of phonemic perception,
Contribute to the improvement of articulatory motility, speech breathing, coordination of speech and movement,
Exercise in the differentiation of sounds /С/- /Ш/ in syllables, words, sentences,
Learn to determine the place of sound in a word (beginning, middle, end).
Educational:
Give the opportunity to express their thoughts, prove, draw conclusions,
To form ways of friendly relations between children, the habit of working together,
To educate children in self-control over newly delivered sounds.
Universal learning activities
Personal UUD:
1. To form motivation for learning and purposeful cognitive activity.
2. Develop the ability to self-evaluate their actions.
Regulatory UUD:
1. Develop the ability to formulate the purpose of the activity, draw up an action plan.
2. To form the ability to work in pairs.
3. Correlate the result of your activity with the goal and evaluate it.
4. Adequately evaluate your achievements, be aware of the difficulties that arise.
Communicative UUD:
1. Participate in a general conversation, observing the rules of speech behavior.
2. Formulate your own thoughts, statements and justify your point of view.
3. Build a small monologue statement.
4. To carry out joint activities in pairs and individually, taking into account specific educational and cognitive tasks.
Cognitive UUD:
1. Understand the task.
2. To form the ability to draw conclusions as a result of joint work in pairs and a speech therapist teacher.
3. To carry out the operations of analysis, synthesis, comparison, to make generalizations, conclusions to solve educational problems.
ICT facilities, hardware, name
Hardware: individual computers, SMART board, CDs with games, audio recording of physical education minutes.
Object pictures with sounds /С/, /Ш/, sets for drawing up diagrams, pencils, notebooks, mirrors, handouts: Cabochon glass stones, cones (natural material), didactic game: “Find the sound”, “Say the opposite”, “ Encrypt the words ", on the image board: the cloud is closed by the sun, chickens, a hedgehog, a duck, a hare, a snail, a magpie.
Organizational structure of the lesson
Stage of speech therapy
Methods and techniques of work
Forms of organizing the activities of pupils
Activities of a speech therapist
Activities of pupils
Stage of motivation
Conversation, warm-up game "General circle", articulatory motor skills and facial exercises, work with a riddle.
Task:Emotional mood, creating positive emotions, contributing to the formation of a mini group (in pairs) of pupils.
Inclusion of pupils in activities through a problem situation.
The speech therapist gathers all the children in a circle so that I can see you and you can see me. When the children are seated in a circle, the speech therapist says: “Now, to make sure that no one is hiding and I see everyone, and everyone sees me, let each of you say hello with your eyes to everyone in a circle. I will start first, when I say hello to everyone, my neighbor on the right will begin to say hello.
Guys, guess the riddle:
fire saucer
Rides across the sky.
Morning in the east
Rises.
Evening in the west
Drops below the horizon.
Do you guys remember the fairy tale about the “Sun”, which was obscured by a cloud for three days, and could not shine after?
Once a big cloud covered the sky, covered the sun and it stopped illuminating the earth (an image appears on the SMART board: a cloud covered the sun).
What to do? Who will wake up the "Sunshine"?
(an image appears on the SMART board: a cloud covering the sun and chickens).
Pupils greet with their eyes.
The guys in chorus answer "Sunshine"
Yes, we remember. This is a Slovak fairy tale "The Sun is visiting."
The answers of the children in chorus: the chickens decided to go.
The stage of updating knowledge
Observation, independent work, comparison, analysis.
I, P
Sound warm-up "Leaves"
Autumn leaves swirl quietly
The leaves lie quietly under our feet,
And rustling underfoot, rustling,
It looks like they want to spin again.
How do the leaves rustle? (Shhhh). The wind blew. How does the wind whistle? (S-s-s). The leaves rustle: sh-sh-sh, the breeze whistles: s-s-s, leaves ..., breeze ....
What sounds will we try to pronounce correctly?
What do you know about these sounds?
The guys perform the movements in accordance with the text.
(The speech therapist pronounces the words “leaves” or “breeze”, and the child pronounces the sounds /Ш/ or /С/).
Answers: /Ш/ and /С/.
The guys perform a comparative description of sounds using sound symbols.
(/Sh/ - consonant, deaf, always hard, hissing;
/C/ - consonant, deaf, hard and soft, whistling).
Stage of identification of difficulties
Independent work, comparison, analysis
I, P
Guys, what else should we definitely remember about these sounds?
With what help can we check what position the tip of the tongue occupies in the mouth?
Children's answers
(what position of the tongue is occupied by the sound / S / and the sound / Ш /)
Children's answers (you need to take a mirror, pronounce our sounds in turn and observe the position of the tongue and lips); and you can also find out the position of the tongue by tactile sensations.
Stage explanation (obtaining) new knowledge
Observation, analysis, discussion,
finger gymnastics.
I, P
Guys, what conclusion can be drawn by comparing these two sounds?
They're coming, the chickens are coming... That's who they met...
Finger gymnastics "Snail"
Who crawls there slowly
(one palm covers the other).
Does he carry his own house?
(“The snail” slowly crawls across the table).
It will crawl a little more
(index and middle fingers protrude from under the palm).
Stick out and hide the horns.
On a sheet, on a flexible branch
("Snail" crawls with protruding horns)..
Slowly crawling ... snail!
(appears on the board: a cloud covered the sun, chickens, a snail).
The chickens asked the snail how to get to the sun, and she says: “You'd better ask the magpie. She flies everywhere, knows everything.
Guys, what does the letter S look like? What about the letter C?
From what can we lay out these letters?
That when pronouncing the sound /Ш/, the lips are extended forward, like a mouthpiece, the lateral edges of the tongue are pressed against the upper molars, the tongue takes the form of a cup, the tip of the tongue is raised to the upper teeth, and the exhaled stream is warm;
When pronouncing the sound /C/ - lips in a smile, the tip of the tongue rests on the lower front teeth, the lateral edges of the tongue are tightly pressed against the upper molars, and the exhaled air stream is strong - cool.
Performing finger gymnastics by the children.
Answers and reasoning of children.
Children's answers.
Each child lays out the letters /Ш/ and /С/ from the material that he considers necessary (separately on the table to separate boxes there are many varieties of material: Cabochon glass pebbles, counting sticks, ropes, beans, buttons, colored pencils, etc.) .
Consolidation in external speech
Independent work with verification
Reflection
Speech exercises, independent work, mutual verification.
P, I
(appears on the board: a cloud covered the sun, chickens, a snail, a magpie). She dragged a lot of cones and CABOCHON pebbles and cannot decompose them. Let's help her.
If you hear the sound /Sh/ in the word, take a bump, if the sound is /S/, take a glass pebble and lay them in different directions.
Words: mustache, ears, nose, knife, cape, mouse, grew up, rye, bowl, mouse, day, jokes, helmet, helmet, rat, rat, socks, legs, fable, tower, cash desk, porridge.
The chickens go on. They see the bunny sitting, covering the book with its paw. (appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare). What happened? Bunny said that it was raining and in the book some of the words were washed off the letters.
The chickens took pity on the hare and decided to help him.
"The letter is missing." Look at the missing letters in the words. The rain washed them away. Guess and put them in their place.
The chickens asked if the bunny knew how to get to the sun. "No, maybe the duck knows?" - answered the hare.
Listen carefully to the words: sled, hat. You must perform a sound analysis of words, laying out a graphic scheme. Type words in notebooks.
Appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare, a duck.
Duck and ducklings walk around waddling and picking flowers. Help them collect beautiful bouquets.
Determination of the place of sounds /Ш/ and /С/ in words (beginning, middle and end), (each flower in the middle has a diagram where the sound is located).
Words: hat, ears, mouse, jug, shower, puck, car, ink.
Words: sled, sock, nose, dog, table, mustache, scales, juice, pineapple.
Friends asked the duck if she knew how to get to the sun. The duck said she didn't know. She herself is sad without the sun.
Guys, I suggest that you complete one task on your own, which is in envelopes. In one envelope - a picture of a car, and in the other - a bus. You will have to make a sentence with these words according to the schemes that are also in the envelopes (each has its own scheme).
The duck offered to ask the hedgehog, he is very smart.
Appears on the board: a cloud covered the sun, chickens, a snail, a magpie, a hare, a duck, a hedgehog.
The children are working on the development of phonemic hearing.
The guys complete the task: ko..a, we..and, but..s, ..uba, ..apka, ..umka, mo..ka, pa..ta, ..anki, ma..ina, ..ahta, ..silo, but..ok, mo..t, ..ani, mi..ka, ..a..ki.
Children complete the task on their own, then tell and prove their answers.
Children complete the task on their own and then compare their results.
The children complete the task on their own.
Reflection, inclusion of the new in the knowledge system
Reflection, self-assessment
- The hedgehog knows one poem that can drive away the cloud and wake up the sun. Let's learn it, and with us and his friends. (Speech therapist teacher points to the SMART board).
Listening and reflected pronunciation of the poem "Sunshine, shine!"
Sunshine, sunshine
Golden bottom!
Sun, sun, shine!
Sun, sun, shine!
Sunshine, sunshine
Golden bottom!
You go around in circles
Don't go astray!
The sun has come out from behind the clouds! (appears on the board: the sun, chickens, snail, magpie, hare, duck, hedgehog). Everyone was very happy! Today we helped the chickens and their friends to find the sun.
Guys, what important task did we have to complete during the lesson?
Do you think we succeeded in completing this task?
Conclude: What needs to be remembered in order to correctly pronounce and distinguish between whistling and hissing sounds?
Guys, and now everyone will appreciate their work in class, for this you need to take a picture - the sun and put it on our ladder - a miracle, consisting of three steps. Rate yourself. If you think that you were very attentive, diligent and did the work without mistakes, then put on the very top of the stairs - miracles.
Children listen and reflect.
They learned to pronounce and distinguish sounds /Ш/ and /С/ correctly.
Yes.
The guys take turns voicing their conclusions (one child about whistling sounds, the other about hissing sounds).
Guys evaluate themselves. Express their opinion.
Technological map of the lesson
Information about the speech therapist (name, place of work, current category, requested category) ____________________________________________
___________________________________________________________________________________________________________________________
Thing: frontal speech therapy session Class 2 Program, allowance:
Lesson topic: Differentiation Y - E. Lesson type: consolidation of the material covered
Equipment:
Characteristics of the learning opportunities and previous achievements of students in the class for whom the lesson is being designed: students are proficient
regulatory UUD: 1) determine the topic and purpose of educational activities with the help of a speech therapist and independently; 2) compare their actions with the standard (sample).
cognitive UUD:1) differentiate Y - E in syllables and words; 2) own sound analysis and synthesis; 3) distinguish vowels from consonants and consonants by hardness and softness.
communicative UUD:1) they can formulate their thoughts orally only according to the algorithm; 2) defend their point of view only at the initiative of a speech therapist; 3) do not always know how to listen to the answers of others.
personal UUD: rejoice at your own success and the success of your classmates; 2) respectful attitude towards each other in the course of the lesson
Goal and objectives as planned learning outcomes, planned level of achievement:
Type of planned learning activities | Learning activities | Planned level of achievement of learning outcomes | |
Subject UUD (know, be able) | To fix the ways of differentiating Y - E in words and phrases. Learn to apply the acquired knowledge in practice. Match adjectives with nouns. units and pl. | ||
Metasubject | Cognitive UUD | Be able to isolate essential information from a source. | |
Regulatory UUD | Determine the topic and purpose of educational activities with the help of a speech therapist and independently. Plan your actions based on the algorithm. | ||
Communicative UUD | Be able to express your assumptions, arguing the answer. Carry out joint activities. | ||
Personal UUD | Conduct self-assessment based on the success of educational activities. |
lesson stage, stage time | Stage tasks | methods, learning techniques | Forms of educational interaction | Activities of a speech therapist | Student activities | Formed UUD and substantive actions |
Motivation-target stage 5 min. | Psychological attitude to the lesson, activation of attention. Ensure current knowledge is updated. Organize an independent or with the help of a speech therapist the formulation of goal setting. | game moment Conversation | Frontal | 1. Offers learners to reproduce the rhythm. 2. Organizes the activities of the student, aimed at updating existing knowledge. | Clap the rhythm, write down the number in a notebook. Identify the same sound in words. Determine the topic and purpose of the lesson. | Personal: Ability to work positively. Cognitive: Communicative: Regulatory: Determine and understand the goals of educational activities. |
indicative stage 5 minutes. | Organize an independent or with the help of a speech therapist statement according to the algorithm? | Conversation | Individual. Frontal | Working with mirrors | Compare the articulation of sounds, give a description of the sounds. | Cognitive: The ability to isolate the common sound in words Communicative: Express your thoughts |
Search and research stage 1-2 min. | Organize a solution to the problem. (How do we differentiate?) | Conversation Receiving overlay with the back of the hand under the chin | Frontal Individual. | Offers students to identify ways to distinguish between sounds. | They independently name the ways of distinguishing sounds. | Cognitive: The ability to name ways to distinguish sounds. Communicative: Express your guesses. |
Practical stage 20 minutes. | Ensure the application of knowledge in practice. | An exercise Demonstration. game method. | Individual. Frontal group | Offers a number of tasks to practice the acquired knowledge. | Subject: Cognitive: Extract information. Focus on your knowledge system. Get new knowledge. Regulatory: Control the process and results of activities. Communicative: |
|
Reflective-evaluative stage 8-9 min. | Evaluate the results of their activities. Plan their actions to improve the result. Present judgments orally. | Individual | Dialogue between a speech therapist and a child, identifying difficulties that have arisen. Leading questions of a speech therapist, allowing the child to realize the next step to achieve a result at a higher level. | Difficulty of further planning of actions to improve the result. | Personal: The ability for self-esteem. Communicative: The ability to adequately use speech means to formalize their judgments. Listening skills. Regulatory: Plan further actions to improve the result. |
Speech teacher:
Date: 08.02.2017
Topic: Vowels A, O, U, Y, E.
Lesson type: reflection (generalization, consolidation)
Equipment:
Cards - gymnastics exercises, vowels A, O, U, E, S from a split alphabet, the computer game "Piggy Banks" from the software and methodological complex "Logomer", the album "I'm learning to speak and read", Emoticons
Purpose: to consolidate the concept of vowels A, O, U, Y, E and the ability to distinguish them in syllables and words.
Educational:
To fix both motor and auditory images of vowel sounds of the first row;
Develop sound analysis skills;
Corrective:
Continue to develop visual memory and attention;
Work on the development of tic hearing;
Educational:
Form a responsible attitude to the performance of tasks;
Develop the ability to listen carefully to instructions and follow them correctly;
Lesson stage | Teacher activity | Student activities | Formed BUD |
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personal | regulatory | cognitive | communicative |
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1. Motivation for learning activities. Set up for the lesson | Hello! We always speak beautifully, boldly and slowly! She stands like a ladder, the Alphabet begins. She is like a Hoop, if I want, I will shake on the way. Like a knot in any forest, you will see the letter ... We learned from an owl that there are no words with a letter ... He-ge-gay! - the screamer screams, his tongue sticks out of his mouth. What do you think, what letters are we going to talk about today? | Students tune in to the lesson, guess riddles and name the topic of the lesson. | Formation of motivation for learning and purposeful activity. | Development of the ability to accept goals and voluntarily engage in activities. | Extraction of essential information from the text. | Development of the Skill of educational cooperation with the teacher. |
2. Articulation gymnastics. | Cards with the image of the names of exercises of articulation gymnastics are offered. - "Dough" - "Squirrel and Nuts" Needle" - "Hamster" - "Hippopotamus" - "Horse" - "Smile" | Students take turns taking cards, name, show and perform the corresponding exercise together. | Education is focused. Practicing the accuracy of articulatory movements. | Develop the ability to correlate their actions with given patterns. | Ability to use signs and symbols. | Ability to listen to the interlocutor, accurately follow instructions. |
3. Actualization of knowledge, fixation of difficulties in a trial educational action. | Repetition. What is a letter? What is sound? Why are A, O, U, S, E called vowels? What color are the vowels? Work with cards of vowels (guessing a letter from the silent articulation of the teacher). An airplane is flying in the air! Now he is flying quietly “U”, and now loudly “U”! The girl cries quietly "Oh", and now loudly "Oh"! Work on the development of phonemic hearing. - "Catch the vowel sound." Clap your hands if you hear the sound A (so with every sound). A-O-U-A-S-E-A-U-S-U-O - E Differentiation of sounds in syllables Work with the program "Logomer". Piggy bank game. Determination of the place of sound in the scheme of the word. Arrange food in baskets. Look at word patterns. p. 35 "I am learning to speak and read" | Students update their previously acquired knowledge about the concept of "Sound and letter", "Vowels". They analyze the articulation of the sound and select the appropriate card with the letter and reproduce it. They listen carefully to the teacher and respond with a clap when they hear a given sound. They click on the sound coins, reproduce the syllable and put the coin in the piggy bank with the corresponding letter. They look at the picture, voice the names of the products, select a general concept, determine the place of the “Y” sound in the word and lay out the products in accordance with the word scheme indicated on the baskets (the first is the given sound in the middle of the word, the second is at the end of the word). | Formation of a responsible attitude to the performance of tasks. | Develop the ability to actively participate in activities, switch from one to another. | To form the ability to work with information that is simple in content and structure. | The ability to ask for help, accept help. |
4. Primary consolidation in external speech. | Determine the names of the pictures, select the first sound and collect the corresponding letter from them. | They independently consider, determine the first sound in a word, select pictures for a given sound and collect the corresponding letter. | Formation of independence in the performance of educational tasks. | Develop the ability to correlate their actions and their results with given patterns. | Develop the ability to observe, understand the image. | Development of the ability to cooperate with the teacher and peers. |
5. Reflection of activity. Removal of emotional stress, analysis of the work of students in the classroom. | What sounds and letters did we talk about today? Guys, which task did you find the most difficult and which was the easiest? What did you like about the lesson? Did you enjoy doing it? | Self-assessment of work in the classroom. | Awareness of the need to study sounds. | Develop the ability to evaluate the results of their activities. | Developing the ability to make simple generalizations. | Developing the ability to express your thoughts. |
Ludmila Abramova
Technological map of an individual speech therapy lesson "Automation of sound [Ш]"
Routing
individual speech therapy session
on the topic:
« Sound Automation"SH" in syllables, words, phrases, sentences, poems and tongue twisters.
Prepared:
teacher- speech therapist
MKDOU "Kindergarten
"Smile" Zhizdra
Abramova L.V.
Zhizdra - 2015
Technological map of an individual speech therapy lesson
teachers- speech therapist Abramova Ludmila Valentinovna
group (number,
speech therapy conclusion) Group #2 ( "Gnomes")
Logopedic conclusion: ONR (level 3).
Subject audio automation classes"SH"
Type lessons"New knowledge"
Used technologies 1. Technology based on the activity approach.
2. Health-saving technology.
3. Information and communication technology.
4. Technology gradual formation of mental actions.
Target automate sound"SH" in syllables, words, phrases, sentences, poems and tongue twisters.
Tasks Correctional-educational Correctional-developing Correctional-educational
Fixing the correct articulation pattern during pronunciation sound [W];
Ability to speak clearly sound [Ш] in syllables, words, phrases, sentences, poems and tongue twisters;
Development of phonemic perception and hearing;
Ability to compose sentences from words;
Ability to coordinate nouns with numerals;
Expansion and activation of vocabulary;
Improving the skills of analysis and synthesis of words.
Develop articulation and fine motor skills;
Develop a sense of rhythm, auditory attention, memory, thinking;
Education of self-control skills;
Encourage activity and mindfulness lesson;
Raising the need for verbal communication;
Raising interest in classes;
Raising a sense of pride in the beauty and sound of the native language.
Preconditions for universal
learning activities Personal UUD: Regulatory UUD: Communicative UUD: Cognitive UUD:
To form motivation for learning and purposeful cognitive activity;
To carry out cognitive and personal reflection.
To develop the ability to express one's assumption based on work with speech material;
Perform learning activities in a loud speech and mental form.
Develop the ability to listen and understand others;
Ability to work in pairs;
Negotiate and come to a common decision in joint activities, including in situations of conflict of interest.
Develop the ability to find and structure information;
Develop the ability to present information and extract it from diagrams;
Based on the analysis of objects to draw conclusions,
generalize, classify by signs;
Find answers to questions.
ICT tools,
hardware security: a laptop.
Presentation " Sound Automation"SH".
Organizational structure speech therapy session
Stage Stage duration Methods
and methods of work Forms of organizing the activities of pupils Activities
teachers- speech therapist Activity
pupil
Motivation - to create conditions for the emergence of the pupil's internal need for inclusion in the educational process;
To form attitudes towards a healthy lifestyle and implementation in real behavior.
2 minutes Show a sample of the exercise, symbol pictures- a symbol of articulation exercise with the pronunciation of a poem Performs articulation gymnastics.
II. Stage of Knowledge Actualization - to update the studied methods of actions sufficient to build the consolidation of knowledge and their generalization (reproduces and fixes the ZUN necessary to build new knowledge).
Stage duration Methods
teachers- speech therapist Activity
pupil
2 min Practical: analytic-synthetic. Individual - Let's remember how the curtain rustles on wind: sh-sh-sh-sh.
Describe what lips do? Teeth? Where is the tongue located? What position is he in? Let's say this exhalation sound. Let's see what kind of wind comes out.
Does air come out freely from your mouth? There is a barrier to the air stream - this is the tongue. So this sound, which? (Consonant.) How do we pronounce it, angry or affectionate? (Angrily.) Sound"SH"- hard consonant. Put your hand on your throat repeat: sh-sh-sh-sh. Does our neck tremble or is it sleeping? Correctly, sound"SH"- deaf.
An exercise "Knock like me".
pronunciation syllables with sound"SH".
Characteristic sound"SH".
Sha - shu - shi, Ashka - ear - ishka, Shi - sha - shu, Ishka - ashka - ear, Shu - shi - sha, Ear - ishka - ashka.
Discovery of new knowledge. - awareness of what exactly is the lack of their knowledge, skills or abilities.
Fixing the place where the difficulty arose, the correlation of their actions in this place with the studied methods and determining what knowledge or skill they lack to solve the difficulty
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist
Activity
pupil
5 min Practical:
analytical-synthetic Individual automation of sound [w] in words.
Here we come to our friends. And Masha and Mishka put things in order in the house. Let's help them put things in the cabinets - one cabinet for Mishka, the other for Masha. Think about what things Masha can have in her closet, and what things Mishka can have?
An exercise "Combine the syllables into a word, find picture» .
The bear has several favorite items, you can guess which ones if you connect the syllables correctly.
Shka-tool-ka.
Chocolate.
By-va-resh-ka.
Coil.
Masha's closet... (hat, fur coat, shawl).
Mishka in the closet ... (stick, cannon, checkers).
Pronunciation of words.
Application of new knowledge in practice.
Stage duration Methods
and methods of work Forms of organizing activities of students Activities
teachers- speech therapist Activity
pupil
11 min Practical Individual Exercise"Divide the word into parts by clapping your hands".
Now let's clap our hands for each resulting word, dividing it into parts.
A game "Call it sweetly" (PC).
An exercise "Count".
Target: the ability to coordinate numerals with nouns.
Masha collected bumps for Mishka. How many cones did Masha collect?
Masha has 6 cones. Listen and repeat.
Automation [w] in sentences.
Our friends have prepared another game for you. We need to come up with a proposal for each of the proposed schemes.
What is shown in the first diagram? (Bag, arrow, cherry)
What do you think is in the bag? Answer with a complete sentence.
Think of sentences for the second and third schemes.
Sound Automation[w] in poems.
Let's tell a poem for Mishka. Listen and repeat for me:
Hat and coat -
Here is our Mishutka.
Exercise "Pick the items to the signs".
Sweet, big, hot (sun)
Small, spruce, brown (cone)
Green, transparent, quiet (frog)
Beautiful, white, marsh (water lily)
Exercise: "Memorize and repeat tongue twisters after the announcer". (PC operation).
Divides the word into parts with claps.
Shka-tool-ka.
Chocolate.
By-va-resh-ka.
Coil.
Bread is bread.
Hare is a bunny.
The sun is the sun.
The hut is a hut.
A rooster is a rooster.
Starling - starling.
The nightingale is a nightingale.
The cherry is in the bag.
The kid is playing with balls. Masha collects lilies of the valley.
Repetition of a poem.
Working with subject pictures.
The repetition of words.
Fizminutka - to form attitudes towards a healthy lifestyle and implementation in real behavior.
Stage duration Methods
and working methods
Forms of organizing students' activities Activities
teachers- speech therapist
Activity
pupil
Showing a sample of the exercise by a child Group
Performs a physical minute together with a pupil "Our Masha cooked porridge" Our Masha cooked porridge.
Cooked porridge, kids fed:
I gave this
I gave this
I gave this
I gave this
And she didn't give it.
He played a lot.
He broke his plate.
isorhythmics
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist Activity
pupil
4 min Practical: choosing the right wording, oral, grammatical
According to the level of independence: after explaining the task Individual
Reads a poem.
Performs actions on what is heard
Reflection
To form an adequate understanding of the reasons for the success / failure of educational activities;
Form an adequate self-assessment based on criteria "good student".
Stage duration Methods
and methods of work Forms of organizing the activities of the pupil Activities
teachers- speech therapist Activity
pupil
3 min Practical, comparison. Individual Game"Labyrinth".
Run your finger along the path, pronouncing clearly sound"Shhh" (Picture on PC) .
What are we today sound learned to pronounce?
Is our lesson has come to an end. And if you were wondering, take it with you funny bear, well, if not, then sad.
Working with a track on a PC, answering a question, choosing a Bear.
Literature.
1. Andreeva G. N. speech therapy classes on the development of coherent speech of younger students. At 3 o'clock: a guide for speech therapist / ed.. R. I. Lalayeva. – M.: VLADOS, 2012.
2. Arushanova A. G. Speech and verbal communication of children. Formation of the grammatical structure of speech 3-7 years. M.: Mosaic-Synthesis, 2005.
3. Miklyaeva N. V., Miklyaeva Yu. V., Slobodnyak N. P. Correction-developing classes in kindergarten. Guidelines for specialists and educators of preschool educational institutions. M.: Sfera, 2008.
4. Levchuk E. A. Grammar in fairy tales and stories. SPb. ,2003.
5. Mironova S. A. Development of speech of preschoolers on speech therapy classes. ,M. ,2007.
1. Articulation gymnastics exercises “Pancake”, “Punish a naughty tongue”, “Airplane”, “Delicious jam” are performed 2. Clarification of the articulation pattern of soundWhat position do the lips take when we pronounce the sound "L"?
3. Isolated pronunciation of sound.
Show me how to pronounce this sound correctly.
Horn for a long time L-L-L
Say abruptly L, L, L.
Sound automation work
L: Let's go back to our winter fairy tale.
"The old elk calls the animals
Hey, over here! Hurry, hurry!
You forgot? Because today
There will be a New Year's holiday!
L: In order for these inhabitants to find themselves in the clearing, you need to complete several tasks.
a) automation in syllables
L: For this animal to gallop, you need to repeat the syllables after me:
LA-LA-LA AL-AL-AL
LO-LO-LO OL-OL-OL
LU-LU-LU UL-UL-UL
LY-LY-LY YL-YL-YL
b) automation in words and sentences
Speech therapist demonstrates a figurine of affection
L: Do you know the name of this animal?
(A large image of a weasel appears on the screen)
weasel- a small predatory animal of white color.
L: You need to place a weasel to the left of the tree. The child takes the figurine and comments on his actions - I PLACED THE WEASEL TO THE LEFT OF THE TREE.
L: In order for these forest dwellers to appear in the clearing, you need to solve riddles:
Who is cold in winter
Wandering angry, hungry ... ( wolf)».
L: Put the wolf in front of the tree. The child comments I PUT THE WOLF IN FRONT OF THE TREE
L: And why did the wolf come?
D: skiing
"Knocks all the time
Trees are hollowed out
But they don't hurt
It only heals... (woodpecker)».
L: And how does a woodpecker treat trees?
L: Plant a woodpecker under the tree. The child comments I PLANTED A WOODPECKER UNDER A TREE.
L: And this inhabitant of the forest wants to play a finger game with you
c) Work on the development of fine motor skills of the fingers
After gymnastics, the speech therapist demonstrates the figurine capercaillie
L: Who is it? (if children find it difficult to answer, the speech therapist calls himself)
This is a capercaillie. Do you know why it's called that? ! Capercaillie - from the word "deaf". He is called so because when he starts to sing his song, he becomes deaf and does not hear any sounds. When it stops, it starts to hear again. Plant a capercaillie to the right of the tree.
R: I PLANTED A CLOCK GRINDER TO THE RIGHT OF THE TREE.
d) Work on the development of graph-motor skills
L: And this little animal really wants you to draw his portrait.
(children are given envelopes in which there are tasks of varying complexity.
1) for a child with mathematical preferences :
squirrel outline, made with a thin dotted line, which must be circled strictly along the line and connected by numbers (easy option)
draw a contour of a squirrel by points, following a digital cipher (difficult option)
2) for a child with artistic abilities:
the contour of a squirrel, made with a thin dotted line, which must be circled strictly along the line (easy option);
squirrel outline made with a thin dotted line with missing elements (complex option)
L: Who did you get?
D: squirrel
e) Work on the development of the grammatical structure of speech.
L: Our squirrel is very capricious. She invites you to play with her again and name all the inhabitants of the clearing as if there are many of them.
D: Moose - moose - a lot of moose
Weasel - weasel - a lot of weasel
Woodpecker - woodpeckers - many woodpeckers
Capercaillie - capercaillie - many capercaillie
Wolf - wolves - many wolves
Protein - protein - a lot of protein.
L: Put the squirrel on a stump
R: I PLANTED A SQUIRREL ON A STUMP
e) Work on the formation of the skill of sound analysis
Determine which scheme fits the name of each animal or bird:
- The beginning of the word - weasel, elk
- Middle of the word - wolf, squirrel, capercaillie
- End of the word - woodpecker
f) Practicing a clear pronunciation of sound in pure speech
L: Look, the name of the New Year tree also has the sound “L”. Let's say something about her. I offer the following phrases:
Individual and choral pronunciation:
"LU-LU-LU - we are around the Christmas tree at the ball
LO-LO-LO - our Christmas tree is warm
LA-LA-LA - our Christmas tree is small
LY-LY-LY - we trampled the floors.
L: Now it remains to decorate the Christmas tree and the animals will begin a fabulous holiday.
(New Year's melody is heard)
L: Let's say goodbye to our little animals and birds and wish them a happy New Year.
