What are frontal speech therapy classes?
On January 1, 2014, the Order “On approval of the federal educational standard for preschool education” came into force. The goal of the Federal State Educational Standard for Preschool Education is for preschoolers to receive a quality education. In accordance with this order, the goal of a speech therapist in a kindergarten is the timely identification of speech disorders and assistance in eliminating them.
Important! The new standards for preschool education are based on the principle that the child is also an individual. He is a subject of education and has the right to choose in the learning process.
The Federal State Educational Standard for Education identifies five educational sectors. Speech development - one of these branches - is directly related to speech therapy, the other four (social-communicative, cognitive, artistic-aesthetic and physical development) go in parallel with it.
Frontal speech therapy classes are a system that combines games, articulatory gymnastics, physical exercises and various speech therapy tasks of an oral and written nature. This is the preparatory stage of the transition from kindergarten to school. The tasks are given the same for all children in the group.
Important! Through games, children get acquainted with social norms, try on various roles, and model situations that interest them. In the game, the baby is not afraid to make a mistake, he is relaxed and behaves naturally.
At this time, the speech therapist should monitor the dynamics in speech development. A child may make a mistake and that’s normal, don’t rush him. He is just learning his native language, comparing his pronunciation and the pronunciation of adults.
Examples of frontal exercises
Conducting frontal speech therapy classes can be considered in the example below.
Frontal speech therapy session for children of senior preschool age with special needs development
Goal: teaching the difference between the sounds [T] and [T']
Task:
- teach the correct pronunciation of these sounds;
- develop teamwork skills;
- working out speech breathing;
- teach how to correctly identify the sounds [T] and [T'] in words;
- develop phonemic awareness;
- practice creating diminutive forms of words (shoe, hatchet, TV, etc.)
Preparation for the lesson: cut out pictures with the sounds [T] and [T']. The number of pictures should be equal to the number of children in the group. Place the chest on the table. Write the sounds [T] and [T'] on the board, glue a drawing of the letter T with a picture and a sound profile, prepare puzzles on the topic of the lesson, riddles, games. Prepare chips for correct answers. Divide the children into 2 teams. Explain that they will receive chips for correctly completed tasks. The winner will be the team that collects the most chips.
Important! Before conducting a lesson, a favorable psychological climate should be established. Decide in advance on the topic of the lesson and develop a plan.
- Exercise
The speech therapist asks the children: “Who do you think is hiding in my chest?” and shows a photo of his paws.
"What is this?" - asks the speech therapist.
“Paws,” the children answer.
“Now change the first letter in the word to “T”. What happened?".
"Slippers!" - the children answer.
The speech therapist takes slippers out of the chest.
After this, the teacher suggests calling the slippers affectionately (slippers, tapuli, slippers)
- Exercise
The speech therapist leads the children to a board on which the sound profile of the letter “T” is drawn.
And it shows what happens to the lips and tongue at the moment the sound is pronounced.
Articulatory profile of the sound T
- Exercise
The speech therapist asks the children to tell us what they know about the sound [T] (consonant, unvoiced, hard) and turn it into soft [T'] (Ть). Need to show the sound profile of the sound [T']
Articulatory profile of the sound T'
The speech therapist then asks you to show the letter T using your body and hands.
- Exercise
Speech therapist: “I have cards on my table with the sounds [T] and [T']. Whoever has a card with a hard sign sits at the right table, and whoever has a soft sign sits at the left table.”
- Exercise
Open lesson on speech development in the first junior group
Speech therapist: “Now come up with a name for your teams. On the right is a command with the sound [T], and on the left with the sound [T'].” Children confer and announce the names of their teams.
- Exercise
The speech therapist announces the next game. Children should stomp if they hear the sound [T] and clap if they hear [T'].
- Exercise
Speech breathing and voice strength training. The speech therapist asks to start the motor: TTTTTTTTTTTTT... - until the motor stalls.
- Exercise
Physical education minute.
- Exercise
The speech therapist says it's time to eat. And the children must name what they would eat with the sound [T] and [T'], respectively.
- Exercise
Stretch your fingers with finger exercises.
- Exercise
The speech therapist thanks the children for their work and counts who earned how many chips.
Important! The number of tasks may be more or less. Themes can be varied: New Year, autumn, spring. Depending on the tasks facing the speech therapist, puzzles and games may be modified.
The feasibility and advantages of frontal exercises over other types of exercises
Frontal speech therapy classes are conducted with all children in the group. They perform the same tasks in such classes. To prepare for frontal classes, children attend individual and subgroup classes. If, when conducting subgroup classes, most of the time is devoted to producing sounds for children with the same speech defects, then a frontal lesson is the next step.
Conducting frontal classes gives the speech therapist greater freedom of choice in setting the goals and content of the lesson. During these classes, sounds are reinforced, exercises are added to expand vocabulary, and grammatically correct speech is taught. Frontal classes are the basis of correctional education and preparing a child for school. They are carried out throughout the entire training period according to a specially developed plan. The undoubted advantage of this type of activity is that children have the opportunity to observe their peers. Social interaction occurs.
Frontal learning allows the entire group of children to work on a single task. Children cooperate with each other. The effectiveness of such training depends on the speech therapist’s ability to create an atmosphere of unified creative work and the importance of each participant in achieving the result. It is important to keep children attentive and active, while taking into account their individual characteristics.
Important! Frontal classes are the final stage in speech therapy training. Subgroup and individual lessons - preparation for frontal ones.
Calendar-thematic plan for conducting frontal speech therapy classes with children with ODD aged 5–6 years
Evgenia Savina
Calendar-thematic plan for conducting frontal speech therapy classes with children with ODD aged 5–6 years
Month, week Lesson topic Number of lessons Formation
phonemic
representations Formation of lexical and grammatical skills Lexical topic Connected speech
September
4th week 3rd week 1st, 2nd week of September - speech therapy examination
The concept of sound.
Non-speech sounds 1 Introduce children to the concept of sound. Develop auditory attention and
phonemic perception based on non-speech sounds. Clarify and expand the vocabulary on the topic. Teach the ability to agree nouns with possessives
pronouns MY, MY.
Practice case endings of singular nouns. Expand and activate the vocabulary of verbs. Kindergarten Refine and expand vocabulary on the topic.
Speech sounds 1 Develop phonemic awareness based on words that are similar in sound composition. Introduce the concept of words Teach children to convert singular nouns into plural nouns. Practice the skill of correctly using case endings of nouns in singular form. numbers. Reinforce the use of the preposition -C; Toys Introduce the concept of “Word”
. Develop the ability to construct small sentences of 3-5 words.
1st week Sound [a]. Concept of
sound series 1 Introduce the sound [a] and its characteristics; with the concept of “vowel sound”
.
Isolating the vowel sound [a] from a stream of sounds. Learn to select signs for the word “AUTUMN”
and coordinate nouns with adjectives in gender and number. Autumn Develop the ability to compose small sentences; answer questions in complete sentences.
Sound [y]
1 Introduce the sound [u] and its characteristics. Emphasize the vowel sound [y] at the beginning of a word (duck, fishing rod, ear)
Learn to form prefixed verbs and various prepositions.
Exercise children in the formation of nouns with a diminutive meaning. Migratory birds Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
October
4th week 3rd week Sounds [u]-[a] 1 Teach children to give a comparative description of the sounds [u]-[a]. Choose words (pictures)
to a given sound Learn to form nouns with a diminutive meaning. Develop and activate vocabulary on the topic. Vegetables Develop the ability to compose small sentences.
Sound [p] 1 Introduce the sound [p]; with the concept of “voiceless consonant”
and the location of the sound at the end of words.
Learn to highlight sounds in syllables and words (the end of a word)
Learn to select nouns for adjectives, matching them in gender, number, and case.
Practice agreeing nouns with possessive pronouns “MY, MY, MY, MY
.
Develop and activate vocabulary on the topic. Fruits Compiling a descriptive story about vegetables according to plan .
November
1st week Sound [o]
1 Introduce the sound [o] and the way it is characterized. Highlight the sound [o] in a stream of sounds, as well as at the beginning of a word
(wasps, Olya, donkey, windows)
Learn to coordinate nouns with verbs.
practice agreeing nouns and adjectives in gender, number and case. Vegetable garden, garden Develop the ability to compose sentences and use prepositions correctly.
Sound [and] 1 Introduce the sound [and]. Emphasize the vowel sound [i] at the beginning of a word (Ira, willow, turkey, game)
Learn to form and use nouns in the genitive plural.
Reinforce the use of the preposition -v. Exercise children in selecting generalizing words. Forest, mushrooms, berries Learn to compose descriptive stories using a picture-graphic plan .
Sound [m] 1 Introduce the sound [m]. To teach how to characterize the sound [m] according to acoustic and articulatory characteristics (sogl, ringing sound)
. Select consonant sound [m]
at the end of a word Learn to form adjectives from nouns. Exercise in the formation of nouns with diminutive suffixes Atelier Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
4th week Sound [n] 1 Introduce the sound [n]. To teach how to characterize the sound [n] based on acoustic and articulatory characteristics. Determine presence or absence
sound [n] in words Teach children to select synonyms and words with the same root. Strengthen the ability to use prepositions correctly. Where did the bread come from? Develop the ability to write short sentences. Exercise in explaining action words associated with growing bread.
December
1st week Sound [t] 1 Introduce the sound [t]. To teach how to characterize the sound [t] based on acoustic and articulatory characteristics. Teach to highlight the sound [t] at the end and beginning of words. Teach children to select words with the same root. Learn to form past tense verbs. Learn to match nouns to verbs.
Strengthen the ability to use prepositions correctly. Winter Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
Sound [t'] 1 Introduce the sound [t'] and its characteristics; with the concept of “soft consonant sound”
. Exercise in determining the place of sound in a word. Teach children to select words with the same root. Learn to form past tense verbs. Learn to match nouns to verbs.
Strengthen the ability to use prepositions correctly. Winter fun Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
Sound [k] 1 Introduce the sound [k] and the way it is characterized. Learn to isolate the sound [k] from a stream of consonant sounds in words.
Sound analysis of the word cat Learn to form verbs and consolidate knowledge about the voices of birds.
Learn to form adjectives and nouns using suffixes with a diminutive meaning. Consolidate knowledge and ideas on a lexical topic. Wintering birds Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Practice recognizing birds by their descriptions.
4th week Sound [k'] 1 Introduce the sound [k'] and how to characterize it. Learn to determine the place of sound in words. Learn to use the preposition -without and nouns in various cases. Strengthen the ability to select adjectives for nouns on the topic. New Year's holiday Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures.
January
3rd week 2nd week Sounds [k], [k'] 1 Teach to distinguish the sounds [k], [k']. Practice isolating sounds from words. Sound analysis of the word whale Develop the ability to coordinate the numerals two, two with nouns. Exercise children in the formation of nouns with diminutive suffixes -ik, -chik, -echk, -ochk, -enk, onk Clothes Develop the ability to write descriptive riddles yourself; form adjectives from nouns.
Sound [b] 1 Introduce the sound [b] and teach how to characterize it. Practice distinguishing sounds from others
consonants. Position Definition
sound [b] in a word (beginning, middle)
To develop the ability to select and coordinate verbs with nouns in singular and plural forms.
Clothes, shoes, hats Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
Sound [b'] 1 Introduce the sound [b'] and teach how to characterize it. Practice highlighting the sound [b'] at the end and middle of words. Teach children to form complex words. Learn to form possessive adjectives.
Expand your dictionary of antonyms. Activate the vocabulary on the topic, consolidate the use of nouns in the plural form of the genitive case. Develop word formation and inflection. Pets Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
February
1st week Sound [e] 1 Introduce the sound [e] and teach how to characterize it. Practice isolating the vowel sound [e] in
the beginning of the word (Edik, floor, screen, echo)
Teach the formation of possessive adjectives
prepositions in speech , WITH, UNDER, OVER, FOR, V. Practice selecting adjectives for nouns. Develop word formation skills.
Wild animals in winter Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical-grammatical structures
Sounds [g], [g'] 1 Introduce the sounds [g], [g'], teach them to give their comparative characteristics. Practice distinguishing between hard and soft sounds [g], [g']. Sound analysis and synthesis of words Learn to select antonyms for adjectives and verbs.
Practice forming adjectives from nouns and give an idea of the materials from which utensils are made.
Learn to classify utensils. Activate the dictionary on the topic. Reinforce the use of prepositions and nouns in various cases. Dishes Develop coherent speech.
Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Sound [l'] 1 Introduce the sound [l']. To teach how to characterize sound based on acoustic and articulatory characteristics. Exercise children in highlighting the sound [l'] at the beginning, middle and end of words
Teach children to identify common features and develop the ability to generalize. Practice using different forms of a noun. prepositions in speech . Food products Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills.
Sound [s] 1 Introduce the sound [s]. Learn to characterize it. Learn to distinguish a sound from other sounds.
Teach children to form adjectives from nouns. Develop the ability to coordinate numerals with nouns. Practice selecting signs and actions for objects. Practice naming military professions, consolidate the use of nouns in various cases. Defender of the Fatherland Day Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills.
March
2nd week 1st week Sound [s] 1 Introduce the sound [s]. To teach how to characterize sound based on acoustic and articulatory characteristics. Practice determining the presence or absence of the sound [s] in words; finding the place of the sound [s] in words. Learn to convert masculine nouns into feminine nouns. Practice selecting related words. Practice selecting attributes for objects. Mother's holiday Develop coherent speech.
Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills.
Sounds [s]-[s'] 1 Learn to distinguish between hard and soft sounds [s]-[s']. Sound-syllable analysis of the word geese Learn to form prefixed verbs. Strengthen the use of nouns in various cases.
Strengthen knowledge about transport and transport-related professions.
Practice selecting adjectives for nouns on the topic. Transport Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills.
March
4th week 3rd week Sound [w] 1 Introduce the sound [w] and teach how to characterize it. Learn to identify the sound [w] in speech, determine its position in a word (beginning, middle, end)
Learn to name professions by place or
occupation . Strengthen the use of nouns in the instrumental case. Practice forming plural nouns in the genitive case. Professions Develop the ability to construct sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Sounds [s], [sh] 1 Learn to distinguish the sounds [s], [sh]. Exercise children in sound analysis of words, learn to select verbs for nouns, select antonyms. Strengthen the skill of correctly using nouns in the plural and genitive form. Furniture Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose simple sentences. Learn to compose descriptive stories using a picture-graphic plan .
Practice naming parts of furniture.
April
1st week Sounds [x], [x'] 1 Teach children to characterize the sounds [x], [x'] according to acoustic and articulatory characteristics. Exercise in determining the place of sounds in words. Exercise in the formation and practical use of possessive and relative adjectives in speech. Learn to classify the seasons.
Practice case endings for singular and plural nouns. Early spring Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Sounds [v], [v'] 1 Teach children to characterize the sounds [v], [v'] in comparative terms . Practice distinguishing between hard and soft sounds [v], [v'] Learn to coordinate nouns with singular and plural verbs. Practice selecting nouns for adjectives and teaching them consistently in gender, number, and case. Mail Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures.
Sound [z] 1 Introduce the sound [z]. Learn to characterize the sound [z] based on acoustic and articulatory features. Exercise children in sound analysis of words with three sounds. Teach children to use verbs in the past tense. Learn to identify words with the same root from the text. Strengthen the skill of using possessive pronouns. Activate and expand your vocabulary on the topic. Practice selecting names of adjectives and verbs that have opposite meanings. Houseplants Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop skills
word formation.
April
4th week Sound [z'] 1 Teach children to characterize the sound [z']. Continue to train children in analyzing syllables , words, sentences. Teach children to use anonymous names.
Strengthen the ability to coordinate adjectives with nouns in gender and number.
Learn to form nouns with diminutive suffixes. Strengthen your knowledge of word relationships.
Family Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Practice naming family members. Develop understanding of logical and grammatical structures.
May
1st week Sound [zh] 1 Introduce the sound [zh]. Teach children to characterize the sound [zh] according to acoustic and articulatory characteristics. Practice isolating the sound [zh] in speech;
in determining the position of a sound in a word (beginning, middle)
Strengthen children's ability to form adjectives from nouns. Develop the ability to coordinate words in sentences.
Activate a dictionary on the topic. Our country. My native land Activate vocabulary on the topic, develop coherent speech. Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Sounds [z], [z] 1 Learn to distinguish the sounds [z], [z] by acoustic and articulatory characteristics. Exercise children in distinguishing sounds using the material of syllables , words and sentences. Teach children to convert singular verbs into plurals. Develop the ability to use nouns in the genitive plural form. Reinforce the use of prepositions when composing sentences. Insects Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Sound [d], [d'] 1 Introduce the sounds [d] - [d']. Teach to distinguish them by acoustic and articulatory characteristics. Exercise children in determining the place of sounds in words. Teach children to differentiate perfect and imperfect verbs, to form reflexive verbs. To strengthen in children the ability to form nouns using diminutive suffixes. Develop a vocabulary of antonyms. Reinforce knowledge about the purpose of body parts. Person Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Develop the ability to answer in a coherent sentence and listen to the answers of your comrades.
May
4th week Sounds [f], [f'] 1 Introduce the sounds [f] - [f']. Teach to characterize them according to acoustic and articulatory characteristics. Develop sound analysis of syllables and words. Teach children to form and use adjectives in the comparative degree. Exercise children in selecting actions and signs for objects. Strengthen the ability to form verbs in the past tense. Develop a dictionary of synonyms.
Summer Develop logical thinking and coherent speech.
Develop the ability to compose sentences and analyze them. Learn to compose descriptive stories using a picture-graphic plan .
Develop understanding of logical and grammatical structures. Develop word formation skills
Speech therapy tales and tongue twisters
Clear pronunciation of sounds is closely related to good diction. Many children of senior preschool age have problems with diction. Speech is often slurred and unclear. The reason for this is sluggish movements of the lips, unenergetic movements of the tongue. The lower jaw is inactive. Due to the fact that the mouth does not open enough, the vowels sound unclear.
All these speech-motor system defects can be corrected with the help of sound combination games. This is easier to do with younger children. For preschoolers with sedentary lips, the learning process is much more difficult. The speech therapist, showing how to pronounce sounds, makes clear movements with his mouth and slightly extends the vowels.
Speech therapy tongue twisters for children 6-7 years old
To improve diction, tongue twisters are used. First, the new tongue twister is pronounced slowly, clearly, highlighting significant sounds. The speech therapist should read it several times, quietly, rhythmically, without sudden changes in intonation. Then the child must try to repeat the tongue twister himself. Slowly and clearly at first, and then speed up the pace over time.
To make it more interesting for children to memorize tongue twisters, they should be funny and amusing. Here are some examples for working out the most problematic sounds:
For children 5-6 years old, you can also use tongue twisters as a method of correcting diction.
Examples of tongue twisters for correcting the pronunciation of specific sounds can be found in the works of Konovalenko V.V., Konovalenko S.V., Zhukova N.S., Kulikovskaya T.A.
The more interesting and understandable the tongue twister, the better and faster the baby will remember it. Parents can independently speak tongue twisters with their child on the way to kindergarten. 5-7 minutes a day will ultimately give noticeable results.
Explanatory and other types of speech as the level of development of a preschooler
Speech therapy tales for speech development
All children love fairy tales. Through fairy tales they learn about the world, the difference between good and evil. With the help of fairy tales, imagination develops and emotions awaken. Logo fairy tales are another entertaining method of working with children with special needs and correcting various speech disorders in preschool children. Thanks to this approach, children perceive learning as a game, they absorb information better.
Important! Children develop emotionally, thanks to communication with a fairy tale, the development of children's speech in monologues and dialogues increases. In addition, children become familiar with the beauty of the artistic word, and a healthy educational atmosphere is created.
A speech therapy lesson in the form of a fairy tale can be carried out in several stages:
- The plot of the fairy tale is comprehended. Children learn new expressions and speech turns. By intonation they must guess the mood of the heroes of the fairy tale. The development of the articulatory apparatus occurs due to the intonation of the characters’ voices, the use of onomatopoeic words, and animal voices.
- Teaching children to regulate emotions using verbal descriptions. Children retell their favorite episodes. Describe their attitude to certain events in the fairy tale. At this time, the speech therapist monitors the completeness and correctness of the sentences.
- The speech therapist invites the children to act out an episode from a fairy tale. The purpose of this task is to teach verbal improvisation, to convey an affective state through facial expressions and words.
The speech therapy teacher can play out speech therapy fairy tales independently in the classroom. Or you can take ready-made ones. Savchenko S. F. and Petrova E. A have a whole series of logo fairy tales. For example, the fairy tale “Teremok” is an excellent guide for children with speech and intellectual development disorders of varying degrees.
You can also perform articulation gymnastics in the form of a fairy tale. There are a lot of fairy tales about the tongue on the Internet, here is an example of one of them:
During classes, based on materials from fairy tales, exercises are practiced to develop the voice, attention, and speech breathing. For greater clarity, toys, pictures, and costumes are used. After the lesson, children can draw a picture on the theme of the logo tale they have just worked on. Children can also be encouraged to tell the story to their parents at home.
Frontal lesson in a preparatory speech therapy group
Frontal lesson in a preparatory speech therapy group on the topic: “Sound [w]”
Synopsis of a frontal lesson in a preparatory speech therapy group on the topic: “Sound [w]”
Author:
Naletova Ekaterina Anatolyevna, teacher-speech therapist at MDOU combined kindergarten No. 17, Podolsk, Moscow region
Description of the material:
The proposed material can be used in whole or in part by teachers - speech therapists of preschool educational institutions working with children with general speech underdevelopment in the preschool group (6-7 years old).
It's no secret that a child's oral speech deficiencies must be eliminated before school starts. Otherwise, the child is at risk of written language disorders such as dysgraphia and dyslexia. In order to prevent the above violations, the summary describes in detail work with children in a playful way, aimed at automating the sound [w] in preschoolers at different stages, developing general, fine and articulatory motor skills, facial muscles, as well as breathing and voice. Game exercises are presented to develop phonemic hearing and perception, improve the skills of sound-syllable analysis and synthesis, and develop word formation and inflection skills. Goals:
Correctional and educational: - consolidate the concept of the mechanism of sound formation [w];
- continue to teach children to give an acoustic-articulatory characteristic of the sound [w] based on various types of analyzers; - develop word formation and inflection skills. Correctional and developmental: - automate the sound [w] in children in syllables, words and sentences; - develop general, fine and articulatory motor skills; - develop breathing, voice, facial muscles in children; — develop phonemic hearing and perception; — develop sound-syllable analysis and synthesis; — clarify and expand the vocabulary; — develop attention and memory Correctional and educational: — cultivate self-control over speech in children; — to cultivate observation skills in children Equipment:
colored symbols for laying out sound patterns, plot pictures, a profile of the acoustic-articulatory image of sound [w], subject pictures depicting various types of transport and subject pictures for sound [w], sentence diagrams, the “Fun Train” manual ", multimedia board and projector.
PROGRESS OF THE CLASS
Organizing time:
-Today we have guests. Guys, what kind of transport do you think they used to get to our garden? The one who names any type of transport will sit.
1. Message about the topic of the lesson:
Game “4 extra”.
— I will name 4 types of transport, and you, please, select one extra one from them (plane, helicopter, car, hang glider). Explain why? An extra car, because it is ground transport, and an airplane, helicopter and hang glider are air transport. -Today we will go for a ride in a car and at the same time we will constantly monitor the correct pronunciation of the sound [w]. What sound in the word car did I highlight with intonation? -Sound [w]. Characteristics of the sound [w] by articulatory and acoustic characteristics: -What do the lips do when we pronounce the sound [w]? - Lips are rounded. -Where is the tongue? - Behind the upper teeth. —Which language, narrow or wide? -The tongue is wide, cupped. - Is there an obstruction in the mouth? -The tongue creates a barrier, which means the sound [w] is a consonant. -Does [sh] sound hard or soft? -The sound [w] is always hard. -How do we pronounce the sound [w], with or without voice? The sound [w] is a consonant, always hard, dull sound. The child at the board indicates the sound [sh] with a color symbol.
2. Development of phonemic hearing.
Isolating the sound [w] in a series of sounds (зь, сь, ч, Ш, щ, з, s, Ш, ц, Ш...) -I will pronounce similar sounds, and you clap your hands when you hear the sound [w].
3. Automation of the sound [w] in words and sentences.
- I will name the word, and you replace the first sound in it with the sound [w] and name the resulting word. Slipper - hat Heat - jackal Gift - ball Cup - checker Flank - hose Soap - awl Stomp - whisper Joint - bayonet Lips - fur coats Mouse - bump Pity - shawl Magician - step At the same time, the meaning of new words is explained.
4. Determining the position of the sound [ш] in words.
Game "Fun Train". — In the first carriage there will be passengers whose names have the sound [ш] at the beginning of the word, in the second - in the middle, in the third - at the end of the word. In the word cap, the sound [ш] is at the beginning of the word. Game “The Word Got Lost” - I will read poems to you, and if I mix something up, you correct my mistake • My friend and I played ……cups. We drank tea from a white…… checker. • She crawled out of the hole…..a bump and a mouse fell on her. • My sister and I sewed dishes... And washed outfits for dolls... • Weeping bitterly...... the poor balloon The balloon flew away..... Garik The balloon flew away. Let's make a diagram of the last sentence. How many words are there in a sentence? What's the first word? What's the last word?
5. Dynamic pause.
Speech with movement. Cars are rushing madly. -sho-shu palms with a megaphone This is the tire whispering to the tire: “I’m not in a hurry anymore - shu-shu” as you exhale, with a decrease in the strength of the voice
6. Syllable-sound analysis.
- A BEAR came to us in a car whose tire had burst. While the tire is being sealed in the auto repair shop, we will post a syllable-sound analysis of the word BEAR. Child at the blackboard: bear is one word. It has 2 syllables: mish-ka In the syllable MISH-: The first sound [m`] is a consonant, soft, voiced sound. I'll mark it with a green square. The second sound [and] is a vowel sound, I will denote it with a red square. The third sound [w] is a consonant, always a hard, dull sound, I will denote it with a blue square. In the syllable -KA: The first sound [k] is a consonant, hard, dull sound, I will denote it with a blue square. The second sound [a] is a vowel sound, I will denote it with a red square. -How many sounds are there in the word bear? How many syllables? -What needs to be changed in the sound scheme so that we get the word CAT? -We need to remove the first green square and put a blue one, because in the word CAT the first sound is K - a consonant, hard, unvoiced sound.
7. Formation of the lexical and grammatical structure of the language.
There's a knock on the door. They bring an envelope. -Guys, they brought us a letter from Shpuntik. He writes that friends from Sunny City gave him a car along with special pictures. The pictures show actions that the machine can perform. Please help me name these actions. o the car drove up to the house o the car drove into the garage o the car drove away from the house o the car drove up the mountain o the car drove up to the garage o the car drove down the mountain o the car leaves the garage o the car crosses the river o the car comes around the corner Children take turns naming the actions cars that are depicted on the multi-media board. Game "Say the opposite". The children have plot pictures on their tables, and the one with the action opposite to what is shown on the screen answers. On the screen: the car drove down the mountain. The child replies: “My car drove up the hill.” Game "Guess the transport." Guessing objects by the names of their parts. — Body, cabin, wheel, steering wheel, headlights. - This is a car (picture on the screen) - Wings, cabin, tail, engine. - This is a plane. - Deck, anchor, cabin, stern, bow. - This is a ship. — Cars, compartments, electric locomotives. - This is a train. On the children's tables there are object pictures depicting various types of transport. The multimedia contains plot pictures depicting a highway, sea, railway and sky. Children correlate their subject picture with the plot picture on the screen. Child: The car is driving along the road, this is ground transport. A train travels on a railway, it is a railway transport. An airplane (helicopter) flies in the sky, it is air transport. A ship (boat, cutter) floats on water; it is water transport. The train travels to the metro, this is underground transport. A motorcycle (bicycle) rides on the road; it is ground transport.
Lesson summary
- What sound were we talking about today? Describe the sound [w]. — What types of transport do you know? To denote the sound [sh], in the next lesson we will get acquainted with the letter Ш.
We recommend watching:
Summary of educational activities in a compensatory preparatory group with severe speech impairments Summary of a combined speech therapy lesson in a preparatory group Summary of a lesson with children 6-7 years old. Automation of sound [Рь] Summary of an open speech therapy lesson in the preparatory school group “Meeting of Spring”
Similar articles:
Lesson summary – travel on the topic “School” in the preparatory group
Summary of the lesson “Take care of nature” in the preparatory group
Self-analysis of speech therapy classes in preschool educational institutions
Self-analysis of speech therapy classes is an important element in the work of a teacher. This is the main way to improve your skills. The quality of self-analysis depends on the critical attitude of the speech therapist to his classes, on the habit of reflecting on his actions.
Criteria and assessments of speech therapy classes
When conducting a self-analysis of a speech therapy session at school or kindergarten, the speech therapist must answer the following questions:
- What is the motivation for selecting material for a particular lesson?
- Describe the group as a whole
- Do the objectives of the lesson coincide with the planned plan?
- What is the psychological assessment of the tasks that children performed in class?
- What is the pedagogy of the exercises performed
- Describe your overall satisfaction with the activity
- Evaluate the results and outline measures to eliminate deficiencies
Important! Self-esteem is a condition for the creative work of a speech therapist teacher. A technological map for self-analysis of a speech therapy session will help with self-analysis.
