Card file of individual lessons on the automation of whistling sounds. Card file on automation and differentiation of whistling sounds Card file on speech therapy (senior group) on the topic. Draw a dog with a loop near the booth
Card "No. 1. Setting the sound "S". Preparatory stage. Before you start learning to pronounce the sound with, you need the child to hear and understand that he is missing this sound. The child does not analyze the sound composition of the word, but perceives only its meaning and does not notice that he is missing the sound. Having picked up two words, for example, Sanya and Anya, the speech therapist offers to listen and show who he will name. She takes two dolls - a girl and a boy, and says: "This girl's name is Anya, and this boy's name is Sanya." (Saying the word Sanya, the speech therapist highlights the sound with, pronouncing it for a longer time.) Then he offers to repeat. The child says the word Anya twice. “Say again and listen carefully to what you call the boy. Do you hear? Now listen as I say; Sssania. We will learn to pronounce the sound c. Sound setting. First you need to develop a long air stream going in the middle of the tongue. To do this, the speech therapist offers the child to blow on a slightly protruding wide tongue. Make sure that the tongue is not clamped by the teeth. After the child has mastered the ability to blow on the protruding tongue, you can translate the tongue behind the lower teeth to get the desired air stream. The speech therapist says: “Look where my tongue is, if my teeth are visible. Do the same for you. Open your mouth. Smile so your teeth show. Press the wide tongue down to the front teeth. Look how well you did! Cover your mouth. Now let's blow... You see, the air is coming. And if you blow on your hand, you will feel a cold trickle of air. (Brings the child's hand to his chin with the back side.) Now rest. During a pause, you need to prepare a cotton wick and teach the child to hold it, putting it on the chin so that an air stream hits it. If the air stream is weak, you need to ask the child to blow on the cotton wool more strongly, but so that the cheeks do not puff out. The resulting correct articulation must be repeated 5-6 times, making pauses so that the child's attention does not weaken, and so that he has time to control his actions. If at the next lesson the child cannot reproduce the correct articulation, it is necessary to show it again. The resulting sound from the child should not immediately try to pronounce it in words. It is necessary that the articulation become familiar to him. This can be achieved by repeated pronunciation of an isolated sound, but such an exercise is monotonous, boring. Therefore, an element of the game is introduced - the speech therapist offers to reproduce the whistle of air coming out of the pump, the creak of new boots, etc.
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Card "No. 1. Setting the sound "S".
Preparatory stage. Before you start learning how to pronounce a sound from, it is necessary that the child hears and understands that he misses this sound. The child does not analyze the sound composition of the word, but perceives only its meaning and does not notice that he is missing the sound.
Picking up two words, for example Sanya and Anya , the speech therapist offers to listen and show who he will name. She takes two dolls - a girl and a boy, and says: "This girl's name is Anya, and this boy's name is Sanya." (Saying a word Sanya, speech therapist makes sound from, pronouncing it longer.) Then he offers to repeat. The child says the word twice Anya. “Say again and listen carefully to what you call the boy. Do you hear? Now listen as I say; Sssania. We will learn to pronounce the sound c.
Sound staging. First you need to develop a long air stream going in the middle of the tongue. To do this, the speech therapist offers the child to blow on a slightly protruding wide tongue. Make sure that the tongue is not clamped by the teeth. After the child has mastered the ability to blow on the protruding tongue, you can translate the tongue behind the lower teeth to get the desired air stream.
The speech therapist says: “Look where my tongue is, if my teeth are visible. Do the same for you. Open your mouth. Smile so your teeth show. Press the wide tongue down to the front teeth. Look how well you did! Cover your mouth. Now let's blow... You see, the air is coming. And if you blow on your hand, you will feel a cold trickle of air. (Brings the child's hand to back of his chin.) Now rest.”
During a pause, you need to prepare a cotton wick and teach the child to hold it by applying to chin so that the air jet hits it. If the air stream is weak, you need to ask the child to blow on the cotton wool more strongly, but so that the cheeks do not puff out. The resulting correct articulation must be repeated 5-6 times, making pauses so that the child's attention does not weaken, and so that he has time to control his actions.
If at the next lesson the child cannot reproduce the correct articulation, it is necessary to show it again.
Received sound from the child should not immediately try to pronounce in words. It is necessary that the articulation become familiar to him. This can be achieved by repeated pronunciation of an isolated sound, but such an exercise is monotonous, boring. Therefore, an element of the game is introduced - the speech therapist offers to reproduce the whistle of air coming out of the pump, the creak of new boots, etc.
Card number 2. Setting the sound "C, ».
After audio automation with s". This work is carried out on the material of syllables: si, si, si, si, si. At the same time, the speech therapist asks the child to smile wider, since by pulling the corners of the mouth back, we contribute to the greater advancement of the tongue and soften the sound. After the correct pronunciation of syllables is learned, you can move on to words.
First, words are selected in which the sound with comes first; sieve, hay, nets, village, seeds, seven, siphon, saddle, net, family, herring, snow, light, whistle, wall, plum, sour cream, beets, pig;
then words that from" is in the middle:aspen, doggie, autumn, eight, jelly, donkey, ten, cornflower, fox cub, taxi, bones, suit, guests, sausages, orange, ladder, bicycle, insect, bead, gazebo, ribbon, letter;
and words that end with this sound:elk, goose, carp.
Sima and Senya laughed merrily. At Sevy in the nets of seven herrings. Stepan sowed beet seeds.
Card number 4. Setting the sound "C".
Sound staging c possible only after the sound from will be corrected and will enter into the speech of the child.
Sound c complex, it consists of sounds t and s, which are pronounced quickly, one after the other. This technique is based on this feature. The speech therapist says: "Tell t, and now with, say it again. Okay, well done, now speak quickly, without interruption: ts, ts, ts."
Sometimes the child immediately sounds And, sometimes a combination of sounds is obtained: TVS or thous. The best way to fix this is to show the child that t and s pronounced without interruption, immediately. An adult can bring the child's hand with the back to his mouth, so that when the sound is quickly pronounced And he felt one blow of the air stream, and not two, as in tss or thous.
Sound Automation c begins with pronouncing the words where it ends (in this case, it is easier for children to pronounce it more clearly, briefly):fighter, swimmer, finger, dance, singer, chick, hare, father, month, little finger, lollipop, well, baby, pigeon, blacksmith, destroyer, gift, arctic fox;then in the middle:face, egg, sheep, ring, sun, bird, saucer, hospital, stairs, titmouse, street, mill, singer, bells, motorcycle, button, unit, caterpillar, towel, bulb, soap dish.Next, enter the words in which And is at the beginning:chain, heron, flower, chick, tsokotuha, cement, target.
With the words worked out, the speech therapist comes up with sentences, for example:The fighter aims at the target. Tanya's father is a swimmer. Well done Volodya, gave Tolya a lollipop and etc.
Card number 3.
Setting the sound "Z".
Sound staging h will not cause difficulties after the sound from will be well automated in words, phrases and short poems. Put sound h helps to feel the vibration of the vocal cords in the larynx with your hand. The child puts one hand (with the back side) to the neck of the speech therapist in front (you do not need to press the hand strongly), with the other hand it easily touches his neck.
First, the speech therapist pronounces the sound from, then fades into sound h. Repeats sounds 2-3 times, after which the child pronounces them himself. Help your child compare sounds. “Listen,” says the teacher, “ from - quiet sound, "the voice is sleeping", and h - loud, "the voice woke up", loudly sings songs.
Achieving the correct pronunciation of the sound h, you can start automating it in words: the sound is at the beginning of the word:teeth, comma, plant, curl, curtain, umbrella, building, bunny, hairpin, toothy, cufflinks, lock;in the middle of a word:mimosa, glucose, tears, sleeve, goat, eyes, vase, basins, mosaic, forget-me-nots, carp, lawn, body, box, station, hut, nest, alphabet, knots. Words with z sound are not used at the end, as it is deafened in this position and sounds like from.
With worked out words, the speech therapist makes sentences, for example:Zoe's teeth hurt. The cufflink rolled behind the vase. Lisa forgot Zoe's umbrella and etc.
Setting the sound "Z"".
After audio automation h evoke by mimicking a sound h". The syllables are taken first: zi, zi, ze, ze, zi. Then they move on to the words in the following sequence: sound h" is at the beginning of a word:greenery, earth, winter, strawberry, link, star, snake; in the middle: ointments, skids, nails, petroleum jelly, raisins, gasoline, jigsaw, loophole, monkey, carnation, newspaper, blade, basin, goat.
With the words worked out, the speech therapist comes up with sentences, for example:Zina's feet get cold in winter. A snake is crawling on the ground. Zina is carrying greenery to the goat and etc.
Card number 5. Setting the sound "Sh".
Preparatory stage.Starting work on hissing sounds, you need to check if the child can lift the tip of the tongue by the upper teeth and can make the tongue wide (flatten it). If these movements make it difficult for the child, they are worked out,
To form the ability to keep the tongue wide, freely spread, the child is offered to put it on the lower lip, then lightly slap his lips, as if pronouncing sound combinations la, pya, la.
Then they bring up the ability to bend a wide tongue up in the form of a spoon. To do this, it is best, slightly sticking out a wide tongue, to show how its front edge can be pressed against the upper lip. If the child does not succeed in moving, put the handle of a teaspoon under the tip of the tongue and, lifting it, presses it to the upper lip.
Having mastered the movement, the child can repeat it with his mouth wide open, gradually moving his tongue behind his upper teeth. You need to keep your tongue in your mouth on weight, without touching the tip to the palate.
Sound setting.After the child learns to spread his tongue and bend it up, the speech therapist suggests to him: “Open your mouth a little, lift your wide tongue by the upper teeth, like me. Now blow on your tongue. Do you hear how the wind roars? (Air, passing through a small gap between the front edge of the tongue and the palate, forms a noise resembling a hissing sound.)
It happens that the child blows with a sound X, then the jet is scattered, the sound is fuzzy, distorted. In this case, he should be told: “Blow on the tip of the tongue with the sound from". Working out right sound w requires repeated repetition and the use of various images (the wind makes a noise, a goose hisses, air comes out of a burst balloon, etc.).
The game form of explanation in combination with the show quickly focuses the attention of the child. Gradually, under control. teacher, he begins to perform the required movements (bring his teeth together and slightly push his lips forward) and correctly pronounce the sound I.
It must be remembered that when putting a sound, you should never call it to a child, so as not to cause him to habitually mispronounce it.
Card number 6. Setting the sound "Zh".
At first, the child is given the opportunity to feel the vibration of the vocal cords when pronouncing a sound. well. The speech therapist puts the back of his hand to his neck in front. Next, the adult together with the child pronounces the sound w and adds a voice. With one hand, the child feels the vibration of the vocal cords of the educator, with the other - in himself. isolated sound well fix with the help of onomatopoeia (imitation of the buzzing of a beetle, bee, bumblebee, etc.).
For audio automation well in words, the speech therapist draws pictures in the child's notebook, in the names of which he is at the beginning:toad, sting, jacket, belly, vest, animal, acorn, beetle, yolk, pearl, jelly, token; in the middle: pajamas, blackberry, puddle, cuff, knives, floors, puddles, snakes, eggplant, dagger, lawn, hacksaw, jacket, snowflake, boot, flag, hedgehog, rain, clothes, scissors, snowdrop.Words ending with well, are not taken, since in this position it is stunned and sounds like sh.
With the words worked out, sentences are made up and written down under the corresponding picture; for example:The toad lived in a puddle. The beetle is buzzing. At Zhenya lived living snakes.
At Jeanne for dinner jelly.
Card number 8. Setting the sound "Sh".
Sound u often appears automatically after the sounds are delivered w, w, h. To call u, the child needs to be shown that if we, pronouncing the sound sh, we will move the tongue forward, closer to the teeth, the sound u will be heard.
Given the relationship in the movements of the muscles of the lips and tongue, you can ask the child for a long pronunciation w stretch lips into a smile; at this time, the tongue moves forward and the sound u is heard. The resulting sound is fixed through onomatopoeia (“Show how the fried eggs hiss in a frying pan ... What sound does the brush make when things are cleaned with it”, etc.).
To automate the sound u in words, pictures are drawn, in the names of which it is at the beginning of the word:cabbage soup, shield, slot, pike, cheeks, puppy, goldfinch, sorrel, wood chips, brush, bristle, heck, tongs; in the middle: things, ticks, Kashchei, box, predator, area, vegetables, bootleg, rod; in the end: bream, tick, ivy, raincoat.
At the request, the child comes up with sentenceswith learned words. For example:Comrades pulled out a pike and a bream. Petya, bring the pincers, we'll pull out the nail.
Card number 7. Setting the sound "Ch".
Sound h can be put from sound T: with the tip of the tongue raised upwards, it is moved further inward from the upper incisors. show on yourself where the tongue is and how far it moves back. When the child accurately copies the movements, you need to push his lips forward (by pressing on his cheeks) at the "time when he will pronounce t-t-t-t. The result is a sound h, The child should be praised (“You are right, well said, repeat again”). We can say that this sound resembles the chirping of a grasshopper (“It jumps high in the grass, just like your tongue jumps behind your upper teeth. Do you hear, h - jumped, again h - jumped").
If by imitation the sound h cannot be delivered, its correct sound can be achieved by the continuous pronunciation of the sound combination tsh first in slow, then in fast; pace.
The delivered sound is automated in the words in which it is at the end:night, daughter, oven, ray, sword, crying, key, kalach, pugach, tractor, ball, owl; in the middle: barrel, point, daughter, stove, match, kidney, bump, pack, birdie, mast, glasses, brush, butterfly, fishing rod, pipe, twig, knot, bunch, tank, cloud, pile, head of cabbage, boy, donut, cookies, swing;and only then at the beginning (if the sound is not fixed in previous positions, at the beginning of the word instead of h two sounds can be heard: tsh): tea, check, stocking, turban, shuttle, bonnet, seagull, kettle, cast iron pot, scarecrow, suitcase, Chippolino, watch, garlic, lentils.
Together with the child, come up with and write down sentences with words in h. For example: boy fife And duck. Tanechka, don't cry, the ball won't sink. Olga was swinging on a swing, and the bird was swinging on a twig. The girl is drinking tea with cookies.
Card number 9 Setting the sound "L"
Preparatory stage. For the correct pronunciation of the sound l, it is necessary to develop: lifting the tip of the tongue up, lifting the back of the back of the tongue up, which can be achieved by practicing the sounds o, y, and also; the ability to lower the lateral edges of the tongue and exhale an air stream into the gap between the lateral edges of the tongue and molars. The solution to the last problem is the exercise "The hunter walks through the swamp." The teacher says: “The hunter has big rubber boots, he is walking through the swamp. It squishes under his feet like this.” Clamping the wide tip of the tongue with the front teeth, exhales air through the cheeks, while exhaling evenly with the index fingers of both hands, lightly hits her cheeks, as a result of which a squelching sound is heard.
Sound setting.Showing the child how to bite the wide tip of the tongue, they explain to him: “Make your tongue look like a pancake. Show me how you bite him with your teeth. Do it lightly so that it does not hurt, and watch how the tongue will lie motionless on the bottom of the teeth, like a pancake on a plate. Now open your mouth, and let your tongue lie still. Do this several times in a row." (The child is exercising in front of a mirror.) Imitating an adult, the child will soon learn to lightly bite the wide tongue with the front incisors, then, opening the mouth, leave the tongue in its previous position.
When the child has mastered this exercise, they begin to produce the sound l at the interdental position of the tongue (the so-called interdental l). Invite the child to make a sound but the moment he releases his tongue after biting. Let him repeat this exercise in front of the mirror 5-6 times, clamping his tongue tightly with his teeth and more and more often alternating this movement with pronouncing a sound but. Gradually, the pace of the exercise accelerates, and we will first hear syllablesal, al, al, then- la, la, la.The teacher performs the exercise simultaneously with the child, but silently, so that he does not hear the sound l, but only sees the correct articulation and keeps the right pace.
If the child heard that he was getting the correct sound l, and then returned to his usual pronunciation, you need to stop him and offer to perform the exercise more slowly. At the same time, the child’s attention should be drawn to the position of the tongue: “Watch your tongue, order it not to run away from you into your mouth, hold it with your teeth.” At a slow pace, he will be able, without interrupting the drawn out pronunciation of the sound but, alternately bite and release the tongue. Thus he will get syllables la, la, la.
Next, you should translate the tongue into a non-toothed, normal for this sound, position. The child is asked to lift the tongue behind upper incisors and, pressing it firmly against the alveoli, pronounce syllables ly, ly, ly. IN combined with the sound s, the sound l acquires greater clarity.
After automation l hard soft sound is easily imitated. Showing articulation in front of a mirror, a speech therapist pronounces syllables whether, whether, whether and draws the attention of the child to the fact that the lips are in a smile, the upper and lower teeth are visible, and the tip of the tongue knocks on the tubercles behind the upper teeth. Achieving the correct pronunciation of a syllable whether, move on to combinations l c e, i, e, Yu. For fixing l" select words in which this sound is at the beginning of the word:swan, lazy, quinoa, lollipop, ice, husky, blade, ribbon, petals, fishing line, cake, ladder, bream, downpour, lemon, ruler, fox, face; in the middle: album, orange, ticket, pancake, saucer, felt boots, cornflower, waffles, biscuits, dumbbells, strawberries, gate, oilcloth, cranberries, wheel, cutlet, raspberry, moth, coat, stove, log; in the end: binoculars, jelly, blizzard, medal, moth, zero, stem, salt, poplar, tunnel, coal, beans, target, gap, sorrel, shawl, overcoat, dust, bed, furniture, feather grass, tunic.
With learned words, sentences are made, for example:Lenya and Lena saw swans flying over the forest. Ilya and Leva were caught in a heavy downpour. Lily sculpted an orange from plasticine. At Lucy has strawberries and raspberries on her saucer. Lyuba was watering the levkoy from a watering can.
Card number 10 Distortion of sounds l, l "
Interdental pronunciation of sound l.With this type of pronunciation, the correct sound is heard, only its articulation is slightly changed: the tip of the tongue, instead of rising beyond the upper incisors, comes out between the teeth. Interdental pronunciation l is used as a transitional stage in the production of sound l (see above). Therefore, the correction of this defect is carried out in the same way as in the absence of sound l. However, it should be borne in mind that automation will take more time for those children who interdentally pronounce not only this sound, but also others, for example: t, d, i, s, h, q.
Nasal pronunciation of sound lsharply differs from the correct one both in articulation and in hearing. The tongue touches the back of the soft palate, and not the tip of the upper incisors, as happens with the correct pronunciation of the sound l. In addition, the air jet partially or completely passes through the nose, as with the sound and. Two fuzzy sounds are heard: ng. The child’s speech will sound like this: “Spring ginga mouse, down in ugng spang. The mouse is enga cheese and sango, but the mouse is all bingo mango.”
When correcting nasal pronunciation, first of all, it is necessary to develop the correct direction of the air stream: it should go through the mouth, and not through the nose.
The staging and automation of sound during nasal pronunciation are carried out in the same way as in its absence.
Replacing sounds l, l "with other sounds (paralambdacisms)
Replacing the sound l with the sound r.In this disorder, the tip of the tongue stays down instead of rising past the upper incisors, and the middle back arches upwards instead of
go down. The child says this: “The mouse is happier, down in the coal junction. Her mouse is cheese and sayo, but all mice are May.
Replacing the sound l with the sound y. With this violation, the lips, not the tongue, take an active part in the formation of sound. Adults often find it difficult to say how a child pronounces the l sound, because, by pulling his lips forward, as with the sound y, he quickly moves on to the next sound in the word and the listener does not have time to notice how the sound is pronounced. But if you invite the child to stretch out the sound l, it will be easier to notice the movements of his lips. If you hold the child's fingers with his lips at the corners of his mouth so that they are motionless, you can easily make sure that he cannot pronounce the sound l at all. With this substitution, the child’s speech sounds something like this: “Mouse veseuo zhiua, down in yryy cnaya. The mouse is eua cheese and sauo, but all the mouse is byuo mauo. This defect, if left uncorrected, often remains for life.
Replacing the sound l with the sound s.In this type of mispronunciation, the back of the back of the tongue is raised and the tip is lowered. Children do not notice that they are replacing the sound, and adults often believe that the sound l is skipped. The child says: “The mouse is veseyo zhya, down in the ugu spaya. The mouse is cheese and sayo, but all the mouse was mayo.
Replacing sound l with sound c.With such a replacement, the tongue does not take part, the lower lip moves to the upper incisors. Children and adults often believe that this is not a lack of speech, but only an indistinct pronunciation of the sound l. With this substitution, we hear: “The mouse is alive and well, down in the corner. The mouse eva cheese and save, but everything was mavo for the mouse.
Replacing a sound with a soundd. In this case, the tip of the tongue does not rise to the upper incisors, but descends and retracts from the lower incisors, the back of the back of the tongue rises and rests against the soft palate, instead of just rising. The child’s speech sounds like this: “The mouse of the whole jig, down in the ugg spaga. The mouse has cheese and sago, but the mouse is all mago.
Correction of paralambdacisms onpreparatory stagecarry out in several directions at once: they learn to distinguish the sound l and its substitute by ear, to realize the difference in their articulation, to clearly perform the movements of the tongue necessary for the correct pronunciation of the sound l. But in some cases, exercises for the tongue and lips have their own characteristics:
when replacing l with g the child is taught to hold the tip of the tongue behind the teeth, firmly pressing it against the upper incisors, lower the middle part of the back of the tongue, and raise the back. In order for the tongue to take this position, the child is asked to stick the tip of the tongue between the front teeth and say lingeringly and either, with the mouth open, put a round plastic tube on the middle part of the tongue, and lift the tip of the tongue by the upper incisors;
when replacing l with y it is necessary first of all to bring to the consciousness of the child that the lips should not move. To do this, he is offered to look in the mirror at his lips while repeatedly pronouncing the syllable whether. Then the adult himself pronounces this syllable anddraws the child's attention to that the lips are not stretch forward, tonguevisible all the time - it descends from top to bottom. The child is told: “Your lips are naughty. You want them not to stretch forward, but they do it their way. Let's teach them to listen. Let's order lips: stretch forward with a tube! (The child easily performs a familiar movement.) Now stretch your lips as if you are smiling (this also does not make it difficult for the child). You see, the lips became obedient because you told them what they should do.” The exercise is repeated several times until the child learns to easily switch from one movement to another at a fast pace. “Now let’s work on the language. See what my tongue will do." (the teacher raises the tongue by the upper teeth, firmly presses its tip, then lowers it. The lips are always in the smile position). Do the same.” The child repeats the exercise several times, and the speech therapist makes sure that he does not bend the tip of the tongue inward;
when replacing l with v it is necessary to slow down the movements of the lower lip. For this, the child is taught to first lower it, exposing the teeth, and hold it in this position for a count of 3 to 5, then raise it to the upper teeth. These movements are repeated several times. If the child fails, use mechanical assistance: lower and raise the lower lip with the index finger placed under it:
when replacing l with g the child is shown what the mistakes of his pronunciation are and how it differs from the correct articulation. The teacher says: "Say la, la, la... (the child pronounces “ga”, “ga”, “ga”). See how far your tongue has gone? Look where I have it. It is pressed against the upper teeth. Do it the same way. Say and, but do not lower your tongue, but hold your teeth, like this..
Card number 11 Setting the sound "R"
Development of p protornogo
Preparatory stage.For the correct pronunciation of the sound R you want the front edge of the tongue to become wide. Some children do not succeed: the tip of the tongue narrows all the time. Comparisons can help here, for example: “Make your tongue a pancake, let it lie on a plate”
If the child's tongue continues to be tense, you should offer to spank it with your lips so that it becomes even. The speech therapist himself pronounces syllables p-n-p-p, putting the tongue on the lower lip. With these sounds, the tongue is easily flattened. The child's attention is drawn to the fact that the tongue has become even and wide. "Now the pancake is ready, put it on a plate." (It should be shown how, by slapping the tongue with your lips, stop the movement of the jaw with your mouth open. The wide tongue remains lying on the lower lip.) “Now look, your tongue has become very good, lies calmly, without moving, evenly. Shut your mouth, rest."
When the child learns to flatten his tongue, make it soft, relaxed, he is offered to raise his tongue to the upper lip. This movement is shown without opening the mouth much, so that it is not difficult for the child to lift the wide tip of the tongue up. The smaller the distance between the lips, the easier it is to make this movement.
Then you can say: "Now let's send the tongue behind the upper teeth." To show how the tongue moves back behind the upper teeth, you need to slowly, with a smooth movement, pushing it deep into the mouth. It is necessary to draw the attention of the child to the fact that the tongue has remained as wide as it was when it lay on the upper lip. Then again smoothly bring the tongue to the upper lip.
Holding the tongue wide behind the upper teeth, you need to blow on its tip. It is necessary to ensure that the child's lips do not cover the teeth, otherwise it will prevent him from seeing the position of his tongue. You can refer to him with these words: “Smile so that your teeth are visible! Keep your tongue wide at the top. Tell z... z... z... Do you feel the breeze? Blow like that one more time. Now look how I blow!”
The development of an air stream directed to a wide, raised tip of the tongue, completes the preparatory work on the pronunciation of the sound R. The child hears a sound close to but (it is this sound that is obtained with this articulation), and does not associate it with the sound R.
By repeating the sound h with the tongue raised upward (the child's lips are always in the position of a smile), this articulation should become habitual, performed quickly and freely.
Decree to a sound. The child pronounces the sound with the above articulation h, what sounds like And, but without vibration of the tip of the tongue. If instead of R will be heard well, you need to ask the child to move the tongue closer to the incisors. Slightly amplifying the air stream, and then adding sound ah, we hear the sounds of ra. FROM other vowels make sound combinations ry, ro, ru.
Such careful preparation gradually and firmly fixes the correct articulation in the child, but without vibration of the tip of the tongue. Received sound R is called protor. It also occurs in correct speech in cases where it sounds short, for example: cancer, circle, motor.
Sound automation. Further R protorny is introduced into words, where it is at the beginning of a word: frame, fish, hand; in the middle: drum, cow, steamer; in the end: ax, tomato, fly agaric. FROMused words form sentences. When used in words and phrasal speech R protornogo the child sometimes independently appears rolling pronunciation of the sound R. In other cases, it is necessary to develop vibration of the tip of the tongue.
Development of rolling
(from vibration of the tip of the tongue)
Preparatory stage. The child develops the ability, as in R protorny, hold the wide front edge of the tongue behind the upper teeth. In order for the tip of the tongue to tensely rise up, you can ask the child to “drum” with the tip of the tongue behind the upper teeth with the sound d (d... d... d...). A strip of paper brought to his mouth should oscillate with each stroke of the tongue.
Sound setting.Teach your child to pronounce the sound r s vibration of the tip of the tongue (rolling p) as follows. The child is asked to raise a wide tongue by the upper teeth and pronounce a sound for a long time. h (g) or repeatedly pronounce the sound d. At this time, with a wooden spatula, the flat handle of a teaspoon, or the direct right index finger of the child himself, placed under the tip of the tongue, make frequent oscillatory movements from side to side, which causes a rumbling sound. When the child’s hand gets used and the tongue does not slip off the finger (spatula), the baby will be able to independently cause tongue vibrations. This exercise is very popular with children, and they are happy to perform it.
Having achieved vibration of the tip of the tongue with mechanical assistance, the duration of the vibration is lengthened and gradually transition to the fact that the child starts vibration with mechanical assistance, and continues without it. Over time, it is enough for the child to put his finger to his mouth, as the tip of the tongue begins to vibrate; gradually and this need disappears. If the independent vibration of the tip of the tongue is not developed for a very long time, sound automation begins. R in syllables and in words, achieving a roll with mechanical assistance.
Card number 12 Distortion of sounds p, p "
Throat pronunciation of the sound rcommonly referred to as burr. Burr is common in children and adults. In rare cases, it is eliminated without special intervention, and if it is not corrected, it can remain for life.
The difference between the throat p and the correct one is that the vibration is formed not by the vibrations of the tip of the tongue, but by the small tongue or soft palate. This sound pronunciation R considered correct in French, German and some other languages.
It is not difficult to distinguish a throat pronunciation from the correct one: for this, you can offer the child to open his mouth wide and pronounce it for a long time R. While saying the right R impossible, and throaty is pronounced freely. Correction of the throat p can be carried out as follows.
Preparatory stage. If the child's tongue is clumsy, tense and there are no correct sounds in speech w and (which also require lifting a wide tongue up), you should resort to articulatory gymnastics, through which the necessary positions and movements of the tongue will be developed.
If the child has the correct sounds w and well, you must immediately begin to set up the proton and develop vibration of the tip of the tongue (as in the absence of sound R). R prototor must getSound setting.in order to activate the tip of the tongue and remove the vibration of the small uvula or soft palate. The resulting sound is fixed by repeated repetition. It is necessary at all times to ensure that the child acts with the tip of the tongue behind the upper teeth. It is also necessary that he visually control his movements in front of the mirror.
Sound automation.When the correct sound p is obtained, it is very carefully introduced into words. Having got used to the throat pronunciation of r, the child cannot always keep track of his articulation. Therefore, self-control and control by the educator is necessary for a long time. Number of words and sentences with sound R increase gradually. First, the child memorizes short poems and nursery rhymes, then short stories. Only when the child has no mistakes in the mastered material can it be demanded that he always correctly pronounce the sound r in independent speech.
Lateral pronunciation of the sound r.With lateral pronunciation R instead of the correct sound is heard rl, it comes from the quick connection of sounds R and l". The tip of the tongue with such a pronunciation p does not fluctuate, the entire tongue is turned so that one of its lateral sides is pressed against the upper teeth, and the other, when the air stream passes, hangs down and creates a kind of overtone, as a result of which it turns out rl. This pronunciation of r is often combined with the lateral pronunciation of hissing and whistling sounds, but sometimes it is also an independent violation.
If you ask a child to make a sound R lingeringly, he will either not be able to do this at all, or a long impure sound l will be heard. Looking at the child’s articulation, we will see that the tip of the tongue is pressed up and does not vibrate and that the side of the tongue oscillates. The oscillation can be so strong that outside sometimes you can see how the cheek trembles Correction of the lateral pronunciation of p is carried out as follows.
Preparatory stage start with gymnastics of the tongue and lips. With p lateral, the muscles of one half of the tongue are usually weakened, and prolonged work is required to achieve correct articulation. Various exercises for the muscles of the tongue are carried out for a long time, even at the stage of formulation.
ki sound.
Sound staging. It is usually difficult to develop a vibration of the tip of the tongue, since when trying to cause it, one of the sides of the tongue habitually comes into a state of oscillatory movement. Therefore, first put R protorny. The protorny sound is acquired by the child, as a rule, without much difficulty. Need a child to enjoy R protorny constantly: to introduce this sound into words, phrases and his independent speech. Only after that you can begin to develop the vibration of the tip of the tongue. The teacher says to the child: "Now let's try to start the engine." In this case, mechanical assistance is used. When the vibration of the tongue is developed, they begin to automate the sound.
Sound automation. The correct sound is fixed in words, sentences, poems and stories. Usually the transition from p protor k rolling is carried out easily and quickly.
Card #13
Nasal pronunciation of the sound rsounds like a combo ng. It differs from the correct pronunciation, firstly, in that the air stream exits through the nose, and not through the mouth; secondly, by the fact that the tip of the tongue does not participate in the articulation of sound - it is pulled deep into the mouth. PhraseRoma was awakened by a thunderclapwill sound like this: "Ngomu ngaz woke udang nggoma."
When correcting the nasal pronunciation of the sound r on preparatory stagebegins by explaining to the child that air can be exhaled through both the nose and the mouth. The teacher, inhaling, makes a slow exhalation through the mouth, bringing a cotton wick to the lips. He says to the child: “Do you see how the fleece has deviated? It was the wind blowing on her. Now I will blow on the cotton wool - it will deviate even more. Do the same for you."
After exercising the child in exhaling through the mouth, they show him how to exhale through the nose (with the mouth closed, bring a cotton wick to upper lip, so that, leaving the nose, the air enters it - the fleece will deviate). The exercise is repeated several times with breaks so as not to tire the child.
Then, the sounds that are pronounced with exhalation through the mouth (v, is, etc.) are compared with the sounds that are pronounced with exhalation through the nose (m, i). Applying cotton wool, follow the stream of outgoing air.
Ask the child to make a sound R, the teacher says: “You pronounce r incorrectly, you have air coming into your nose. Hear what I say." Pronounces the sound p for a long time so that the child can compare the correct pronunciation with his own.
Sound setting.For this stage, the same techniques are recommended as for the cases of the absence of the sound r. You can also cause the tip of the tongue to vibrate as follows: invite the child, with his mouth open, to suck his tongue to the sky, then, without releasing his tongue, blow on it. At the moment the tongue leaves the palate, a strong push of the exhaled air stream causes a short vibration of the tip of the tongue. The repetition of the described exercise reinforces in the child the sensation of vibration of the tip of the tongue, and then he can cause this sound on his own, without mechanical assistance.
Replacing the sounds p, p" with other sounds (pararotacisms)
Replacing the sound r with the sound l. Language with the sound l, as with p, raised up, but its tip, instead of vibrating, is pressed firmly to upper incisors or to the sky behind them, the lateral edges of the tongue are lowered, the air stream diverges on both sides of the tongue. PhraseRoma was awakened by a thunderclapthe child pronounces like this: “Lomu las woke up the daring of the glom.”
Replacing the sound p with the sound y (th).When a child pronounces the sound y instead of the sound p, the middle part of the back of the tongue rises, that is, the tongue arches, and the tip remains motionless below. This position of the tongue is easy to see if you invite the child to say several times a drawling sound combination rrraaa. It will come out "jjjaaa", we will notice that the back of the tongue rises and the tip is down. The sound ~, which is replaced by p, in combination with the sound a gives i, combined with o - e, c e - e, c u - u. That is why educators and parents with this defect believe that the child replaces p with i, e, e, Yu. The child says this: "He was woken up by the udai gyoma."
Replacing the sound r with the sound s.With this replacement, the back of the back of the tongue plays an active role in articulation - it rises and is pulled back, and the tip of the tongue is lowered and pulled deep into the mouth. To see the position of the child's tongue, you can offer him, opening his mouth wide, pronounce the sound combination together macaw. It will be seen that after the sound, the tongue moves back and the back of its back rises. PhraseRoma was awakened by a thunderclapwill sound like this: "Yomu yaz woke up udy gyoma."
Replacing the sound r with the sound r.
The back of the back of the tongue takes an active part in articulation, which rises steeply and closes with the soft palate - at this moment a sound is heard r turning into x when lowering the back of the back of the tongue. The child says: "Ghomu ghaz woke up udagh ghoma."
Replacing the sound r with the sound c.With this substitution, the articulation of the sound R is carried out not by the tongue, but by the lower lip, which rises to the upper incisors and forms a gap with them, and the air stream passes into it. Language does not take part in pronunciation. We hear: "Womu was awakened by the gwoma boa constrictor."
Correction of pararotacisms on preparation cooking stagegoes simultaneously in several directions: distinguishing by ear the sound p and its substitute, mastering the difference in their articulation; mastering the correct movements of the tongue with the help of articulatory gymnastics, game techniques, imitation of a modelSetting the sound rwhen replacing it with other sounds, it is carried out by the same methods as in the absence. However, the following features must be taken into account:
Card #14 Setting the sound "K"
Preparatory stage.To achieve a rise in the back of the back of the tongue to the palate and give the child the opportunity to feel these movements, he is offered a series of exercises.
“Who is stronger?”: the child has lips in a smile, his mouth is open. The speech therapist places a finger, cleanly washed and wrapped in gauze, on the tip of the tongue, located behind the lower incisors, and pushes the entire tongue back. The child tries to push out the speech therapist's finger with his tongue, while the back of his tongue rises high. Repeating the exercise, the speech therapist puts his finger on the front of the back of the tongue and gradually pushes the tongue back along the bottom of the mouth (while trying not to give the child any discomfort). As the child becomes accustomed to the new sensation of lifting the back of the back of the tongue, he will be able to use his clean index finger to press on the tongue and push it back, thereby raising the back of the back of the tongue.
Next, you can do the “Make a Hill” exercise: lips in a smile, mouth open, the tip of the tongue is pulled away from the lower incisors, and the back of the tongue is raised high and touches the soft palate. The speech therapist, showing a sample of this exercise in front of the mirror, says to the child: “Look how high my tongue has risen behind me, what a steep hill it turned out to be. Do the same.” Then he asks the child, with his mouth wide open, to raise the back of the tongue high, press it to palate, hold it and lower it. By repeatedly repeating these movements, the child is brought up with the ability to feel how the "tail" of the tongue - its back part - strongly arches upward deep in the mouth. Then you can move on to the next step.
Sound setting.First try to make a sound to by imitation. The speech therapist shows in front of the mirror how steeply the back of the back of the tongue arches, but does not give a sample of the pronunciation of the sound, since, having heard it, the child may return to habitual defective articulation. Then he invites the child to bend the tongue with a “slide”, press it against the palate and, without lowering it, blow off the cotton ball from the back of the hand raised to the mouth (“The wind blows snowflakes off the hill”). At the same time, the child should get a sound to. By repeating the exercise many times, you can fix the isolated pronunciation of this sound.
If you call a sound to imitation fails, it is put with mechanical help. The child is offered, opening his mouth wide enough, to pronounce the syllable ta (ta-ta-ta...). The tip of the tongue rises at the same time. Then the adult presses the front of the back of the tongue with a wooden spatula or a clean finger of the child himself (the mouth remains open). Holding the tongue in this position, asks the baby to pronounce the syllable ta (ta-ta-ta...). During the repeated repetition of this syllable by the child, the teacher slowly pushes the tongue back, evenly pressing on its front part. Sounds will be heard first tya-tya-tya, then as-kya-kya and, finally, ka-ka-aa.
You can’t strive to get a syllable at a time ka, this can cause discomfort in the child, unwillingness to perform the exercise. Pronunciation of a syllable ka are achieved gradually, from lesson to lesson, moving the tongue further and further back. When the child begins to pronounce easily and quickly ka, mechanical assistance is gradually eliminated. The speech therapist, pressing the child's finger on the front of the back of the tongue, pushes it back and offers to speak syllables ka-ka-ka. After two or three repetitions, he removes his finger from his mouth, and the child continues to say these sounds on his own.
Then you can invite the child to “Blow the snowflakes off the hill”, i.e. correctly say an isolated sound And, while giving him the opportunity to feel the back of his hand a push of air. When the sound to will be constantly easy to pronounce when blowing a cotton ball from your hand, the teacher can say: “The air blows snowflakes off the hill the way we say the sound k. Raise your tongue with a slide, say k: k-k-k. Correlating the correctly pronounced onomatopoeia with the corresponding sound, they proceed to the next stage.
Card #15 Setting the sound "G"
By the time the sound is fixed to in sentences, you can proceed to work on the sound G.
Sound setting. Usually the sound imitated using tactile sensations. So, the teacher quietly pronounces the sound k (k-k-k), then loudly the sound G (y-y-y). Explains to the child: “When I speak quietly, the voice is silent, the walls of the“ house ”do not tremble; when I speak G loudly, the voice sings so loudly that even the walls of the "house" tremble. Let's check how loudly our voice sings. The child puts one hand with the back side to his neck in front, the second - to the neck of a speech therapist, who repeatedly pronounces the sound k, then the sound G. When pronouncing G the child feels the vibration of the vocal cords. Further, the teacher and the child pronounce the same sounds together, the latter controls with his hand the presence of a voice both in himself and in the adult.
If you call a sound G imitation fails, it is put with mechanical help, just like k, only from sound d. The teacher presses the front part of the back of the tongue lowered by the lower incisors and slowly pushes it back while the child pronounces sounds. Yes Yes Yes. Gradually begin to hear ya, gya and finally ha. The child fixes the received syllable ha, then - gee. Then the speech therapist draws pictures in his notebook, in the names of which G is at the beginning of a word:newspaper, biscuit, lawn, dumbbells, jackdaw, head, mountain, dove, bootleg, pea, goal, golfs, lips, geese, caterpillar, shoe polish, eyes, gladiolus, globe, gnome, nail, rake, rook; in the middle: leg, arc, cabin boy, taiga, saffron cod, cart, paper, beluga, blizzard, flask, oriole, sword, rod, horns, road, rainbow, scarecrow, shop, berry, shoulder straps, snowfall, cucumber, revolver, parrot, wagon, cast iron, fire, twine, angle, coal.Sound at the end of a word G stunned and pronounced like k or x so words ending in G, to automate this sound are not used.
Then the speech therapist comes up with the child and writes down sentences with worked out words. For example:Galya drives the geese to the meadows, and the geese cackle: ha-ha-ha. Inga was reading a newspaper in the carriage. Gulya chased the pigeons off the lawn. Goga bought dumbbells and a barbell in the store.
Sound g"
Sound setting.If the child pronounces the sound well G in words, you can get syllables gee, gee. ("Little goslings cackle:gi-gi-gi (ge-ge-ge).Say so, too.") G".
If you can't get sound G" by imitation, it is put with mechanical help from sound d, like a solid sound, only the tongue is pushed back until sound combinations are heard yes-dya-gya.
Sound Automation G" start with the words where it comes first, for example:weights, sleeve, guitar, Gena, geranium, dahlia, mushroom, croutons.Then enter words with sound G" in the middle, for example:feet, boots, irons, flags, money, splashes, pies, hippopotamusetc. With these words, sentences are made:Gene put boots on his feet. Hera plays the guitar loudly. Gena saw a hippopotamus and a penguin in the zoo.Then the teacher selects nursery rhymes, poems, stories with this sound for the children.
Card #16 Setting the sound "X"
Sound setting. Usually sound x easily imitated. The speech therapist tells the child: "Open your mouth wide and breathe on your hands - warm them up." At the same time, the adult makes sure that the tip of the child's tongue is at the bottom, and the back of the tongue rises steeply, but does not touch the sky. You can, for example, first invite the child to make a “low crouch”, and only then “let the breeze” (movements are performed in front of a mirror).
If it is not possible to evoke sound by imitation, it is put I with mechanical help from sound from. The child is asked to say a syllable repeatedly sa, and at this time, pressing on the front of the back of the tongue, push it back. Sound combinations will be heard in succession sa-ha-ha-ha.
Aut about sound matting.Fixing the correct pronunciation of the syllable Ha (imitates clown laugh), move on to automation X in words. At the beginning of a word:hut, bathrobe, halva, stilts, collar, hamster, refrigerator, jelly, hockey, trunk, walkers, hill, persimmon, needles, tail, whip, cotton, cracker; in the middle: fly, ear, ear, hat, alder, husk, turtle, bird, hedgehog, elephant, sea buckthorn, moss fly, ice drift, steamer, self-propelled gun, velvet, ottoman, mine, chess, shaggy; in the end: moss, fluff, fur, rooster, burdock, sunflower, shepherd, walnut, pea and etc.
With the words worked out, the child comes up with sentences, for example:The house was on a hill. Khariton carries an armful of brushwood. At dogs shaggy tail. A rooster and a Corydalis walked among the burdocks.Then the teacher selects poems, nursery rhymes, stories in which there are words with sound X.
Sound x"
Setting the sound to a. Usually sound x" is called immediately in syllables. The speech therapist invites the child to smile and repeatedly pronounce the syllable hee, imitating the laugh of a little girl.
If you call a sound X" imitation fails, it is put with mechanical help, like a paired solid, from the sound from, you just need to move your tongue until you hear a sound combination haha: sa-ha-ha.
Sound automation.Received syllable haha fixed by repeated repetition. Next, enter the syllable hee. Then move on to automation X" in words, for example:predator, frail, hut, dry cleaning, flies, roosters, sunflowers, burdocks, perfume and etc.
With these words, the child makes sentences:Lisa is a cunning bastard. Burdocks grew around the house. Mom bought perfume. The roosters wandered into the sunflowers. Flies flew over the jam and etc.
The teacher selects poems, nursery rhymes with sound X" and teaches them to children.
Lateral pronunciation.Usually only soft variants of back-lingual sounds are distorted, i.e. k", g", x". Their pronunciation becomes lateral. In this case, the air stream changes direction and exits to the side, which creates a squelching overtone, and speech becomes fuzzy, and sometimes even incomprehensible. For example: "Khlim gave Ghlene Khleghli"(Kim gave Gene skittles).This pronunciation of sounds k", g", x" often combined with lateral pronunciation of whistling, hissing, as well as sounds t", d; i". The reason is the insufficient work of the muscles of one half of the tongue: it is loosely pressed against the molars and passes air to the side.
When correcting this type of pronunciation at the rehabilitation stage, the teacher gives exercises to strengthen the muscles of the tongue, the uniform work of both its halves. Then the sounds are put s, z, s", z", w, f, h, u, t", d; i" and their correct pronunciation is fixed, And only after that you can proceed to staging a", d", x".
P o s t a n c a s s in. To get the correct k", g", x" the teacher asks the child to make a sound to, and then after a pause - sound and: to - and (or g - and, x - and). Repeating these sounds with the child, the teacher reduces the pauses between them and gradually achieves their continuous pronunciation: ki, gi, hee. If in this way to get sounds to", g", x" fails, they are placed with mechanical help, as in the absence of these sounds.
Sound Automationcarried out in the same order as in the absence of sounds k", g", x".
Card No. 17 Replacing sounds k, k", g, g", x, x" with other sounds
Most common lingual sounds k, g, x are replaced by anterior lingual m, e. Usually a and x are replaced by sound t, a d - d. The child’s speech sounds like this: “Tatya is tat that”(Katya rolls com), “Dusi dromto will dodochut”(Geese cackle loudly)"Muta flew otolo uta" (Myxa flew around the ear). Adults and children can easily notice such defective pronunciation. You can easily see the wrong articulation. Having asked the child to say, for example, the word hammock, the teacher will see how at the beginning and at the end of the word the tip of the tongue rises and presses to the palate behind the upper teeth (normally, the tip of the tongue should be down, and the back of the tongue should rise). This deficiency may also affect writing(letters are replaced k, x on t, and g - on d), if work is not done in a timely manner to correct and differentiate these sounds.
Preparatory stage.In addition to exercises that help develop the rise of the back of the tongue to the palate, work should be carried out to differentiate sounds by ear. a, d, x and their substitutes. Symbols are used for this. On the sound k, you can pick up a picture with the image of a cloud from which it is raining; to the sound T - picture of a railroad car. The teacher says: “Drops drip: k-k-k..., the wheels of the wagon are knocking: t-t-t..... Now I will name these sounds, and you will show the corresponding pictures. To differentiate the sounds r - d you can pick up such pictures: the goose stretched out its neck, opened its beak (it shouts: y-y-y), drum with sticks (drumroll: d-d-d). After the child learns to distinguish sounds by ear d and d, you can start staging back-lingual sounds.
Sound setting.The teacher shows in front of the mirror the differences in the position of the tongue when pronouncing sounds to ("The drops are dripping") and T ("The wheels of the wagon are knocking"). When the child masters the upward movements with the tip of the tongue (with T) and the "tail" of the tongue (with to), teacher tries to call to by imitation. If this fails, the sounds k, g, x put with mechanical assistance, as in their absence.
Sound Automationis carried out sequentially in syllables, words, sentences, poems, stories.
The work ends with the stage of differentiation of the delivered sound and the substitute sound: to - t, g - d, x - t. At the same time, the teacher draws the child's attention to differences not only in sound, but also in articulation (which part of the tongue works - the tip or the "tail"). The differentiation of these pairs of sounds is carried out in words, syllables, sentences, poems and stories. The work can be considered completed only when the child constantly correctly uses these sounds in independent speech.
Klinkman I.V.
I bring to the attention of speech therapists a card file of individual lessons with children with ONR. The file cabinet is designed for automation and differentiation hissing sounds in older children preschool age. Classes are comprehensive and cover all sections of speech therapy work with children.
Sound [W]
Lesson #1
2. Finger gymnastics:
3. Setting the sound [Ш]
Duck - , iron - , snail - , street - ;
Antenna -, watermelon -, pharmacy -, pineapple -;
Willow -, turkey -, oriole -, toy -;
Hoop - , Olya - , donkey - ,
7. The game "Attentive ears" - the selection of vowel sounds: A, U, I, O, S from a number of sounds:
I, O, A, O, U, S
A, I, S, O, U, A
Oh, S, U, I, Oh, A
U, O, S, I, A, U
Sound [W]
Lesson #2
1. Articulation gymnastics for sound [Ш]
"Swing", "Delicious Jam", "Let's brush the upper teeth", "Pancake", "Cup", "Fungus", "Horses".
2. Finger gymnastics:
“Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run”
3. The development of an air jet - the exercise "Obediant breeze".
4. Setting the sound [Ш]
5. The game "4 extra" (on the theme of the week).
6. The game "Find the sound" (A, U, I, O) at the beginning and end of words
7. The development of coherent speech - a retelling of the story "Vegetables"
8. Syllabic structure (games)
9. Find the Difference Game
Sound [W]
Lesson #3
1. Sound [Ш] – consideration of the position of the articulatory organs, the lips are slightly elongated and rounded, the teeth are “fence with a gap”, the tongue is raised up, the air is warm, the jet is directed upwards.
2. Syllables and words:
Sha-sha-sha - cap sho-sho-sho - seam
Sha-sha-sha - shawl sho-sho-sho - whisper
Sha-sha-sha - chess sho-sho-sho - shock
Shi-shi-shi - tire shu-shu-shu - fur coat
Shi-shi-shi - thorns shu-shu-shu - joke
Shi-shi-shi - rose hips shu-shu-shu - noise
3. Syllabic rows:
Sha sho shu sho sho sho sho sho
Sho-shu-shi-sha shi-sha-sho-shu
4. Words and sentences
a) Masha is ours
Dasha your
our ears
porridge neck
b) Masha washes her neck and ears under the shower.
Our Masha washes her neck and ears under the shower.
Dasha washes her neck and ears under the shower.
5. Ball game - recalling words with the sound Sh.
6. The game "Remember, repeat"
Hat - fur coat - dogrose - whisper
7. The game "Call it affectionately": Masha -, Sasha -, Dasha -,
Sound [W]
Lesson number 4
1. Sound [W] (long and repeated pronunciation)
2. Syllables and words:
Ash-ash-ash - your ush-ush-ush - fly
Ash-ash-ash - our ush-ush-ush - ears
Ash-ash-ash - tower ush-ush-ush - cannon
Ash-ash-ash - porridge ish-ish-ish - bear
Osh-osh-osh - cat ysh-ysh-ysh - mouse
Osh-osh-osh - midge ysh-ysh-ysh - donut
3. Syllabic rows:
Ash-sh-sh-sh-sh-sh-sh-sh
Osh-sh-sh-sh-sh-sh-sh-sh
4. The choice of words with the sound [Ш] from the story "Cat and Mouse".
Everyone left home. One cat is sitting on the window. The cat sees the mouse. But the mouse does not see the cat. The mouse scurries into the kitchen. There is a donut on the table. The mouse eats the donut. And the cat - from the window and behind the mouse.
5. Syllabic structure of words (games)
6. Sound analysis: ASH, OSH, USH, YSH
7. The game "One and many" (words with sound [W])
8. The game "Call it affectionately": car - ..., bump - ...,
9. The game "Telegraph" (dividing words into syllables): hat, scarf, tire, car, balls, dog rose.
Sound [W]
Lesson number 5
1. Articulation gymnastics for sound [Ш]
2. Finger gymnastics.
3. Sound [W] (long and repeated pronunciation)
4. Syllabic rows:
Shka-shko-shku-shki ashk-oshk-ushk-ishk
Shko-shku-shki-shka oshk-ushk-ishk-ashk
Shku-shki-shka-shko ushk-ishk-ashk-oshk
Shki-shka-shko-shku ishk-ashk-oshk-ushk
5. Learning tongue twisters:
"Hush, mice, hush, mice,
The cat sits and barely breathes
6. Selection of items for features:
plush plush plush
fluffy fluffy fluffy
7. Connected speech: compiling a story based on key words using the plot picture "Bear" (Alyosha, car, six, grandmother, grandfather, bear, plush)
8. Sound-syllabic analysis (Masha, shower)
9. Syllabic structure (games)
10. The game "Remember-repeat)
Porridge - car - bump - cuckoo
Mouse - cat - hat - gun
Midge - ears - Dasha - Sasha
Differentiation [S]-[W]
Lesson #1
2. Repetition of sound C, syllables, words, tongue-twisters.
3. Repetition of the sound Ш, syllables, words, tongue-twisters.
4. Syllabic rows:
sa-sha sha-sa sa-sa-sha sha-sha-sa
so-sho sho-so sa-sha-sha sha-sa-sa
su-shu shu-sa sa-sha-sa sha-sa-sha
sy-shi shi-sy
5. The game "Let's give pictures to Sanya and Masha"
(socks, stork, stroller, fur coat, closet, mouse, bag, cherries, steps, bag, glass, bumps, astronaut, pillow, jug, cuckoo, pine tree, vacuum cleaner)
6. Games for the development of memory and attention with these pictures "What has changed?", "Guess the specified picture."
7. Coordination exercise - 1-2-5 game with these pictures.
8. Sound analysis of words: itself, noise (scheme)
9. Syllabic structure of words (games)
10. Connected speech - making sentences from 3 words
(sentence scheme)
Differentiation [S]-[W]
Lesson #2
1. Sounds [C] - [W] (alternate pronunciation)
2. The game "On the contrary"
a) syllables: sa-sa-sa - sha-sha-sha ash-ash-ash - as-as-as
so-so-so - osh-osh-osh -
su-su-su - ush-ush-ush -
sy-sy-sy - ish-ish-ish -
b) words: ears - mustaches of you - yours
jokes - Ambassador -
porridge - mass -
Masha - Sasha -
Bear - adobe -
tires - fable -
our - cape -
3. Memorizing the tongue twister:
"Our big fluffy cat is sitting on the window,
And your little funny cat leaves the window"
4. Selection of signs and actions for sounds [С] - [Ш] to the subject:
Cat
Big hurry
Furry breathes
funny naughty
eared sleeping
plush eats
5. Sound analysis: fur coat, gardens
6. One-many games.
Differentiation [S]-[W]
Lesson #3
1. Sounds [C] - [W] (alternate pronunciation).
2. Syllabic rows:
Sleep-sleep-sno-dreams asn-osn-sleep
Sleep-snu-dreams-sleep-sleep-sleep-sleep-asn
Sleep-dreams-sleep-sno sleep-sn-asn-osn
Dreams-sleep-sleep-sno-asn-bas-sleep
Shna-shno-shnu-shny Ash-shno-shnu-shny
Shno-shnu-shny-shna oshn-ushn-ishn-ashn
Shnu-shny-shna-shno ushn-ishn-ashn-oshn
Shny-shna-shno-shnu ishn-ashn-oshn-ushn
3. The story "Pine" (memorization or retelling)
Sasha and Masha went to the forest for pine cones. Here is the edge of the forest. At the edge stands a tall pine tree. On a pine tree there are dense fluffy branches. And high, at the very top, there are big cones. Cones with noise fall down to the ground. There are many cones under the pine. Sasha and Masha raise the cones. With a package of cones, they rush home. And from behind comes the sound of a pine forest.
4. Extraction of words from the story
With sound C;
- with the sound of Sh.
5. Guessing riddles - descriptions of migratory birds.
6. The game "Telegraph" (dividing words into syllables):
himself, fur coat, juice, balls, boots, fireworks, hat, tires, scooter, dog rose, noise, son, sleigh.
Sound [W]
Lesson #1
"Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup".
2. Finger gymnastics:
“Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run”
3. Setting the sound [F]
4. The game "4 extra" (on the topic of the week)
5. The game "One - many" (existing singular and plural)
Table - ..., sofa - ..., bed - ..., wardrobe - ... etc.
6. Syllabic structure of words (games)
7. The game "Attentive ears" - highlighting the sound [Ж] from a number of sounds, from the beginning of words (noise, beetle, tea, stomach, cat, Zhenya, Galya, animals ...)
8. Connected speech: the game "Collect a flower"
9. Development of attention, memory: games "What has changed?", "Remember - name."
Sound [W]
Lesson #2
1. Articulatory gymnastics for sound [F]
"Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup".
2. Finger gymnastics:
“Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run”
3. Setting the sound [F]
4. The game "4 extra" (on the topic of the week)
5. The game "Call it affectionately"
Glass - ..., spoon - , cup - ...
6. Syllabic structure of words (games)
7. The game "Attentive ears" - highlighting the sound [Ж] from words (noise, beetle, tea, stomach, cat, Zhenya, Galya, animals ...)
8. Coherent speech: compiling a story - descriptions according to the scheme (on the topic of the week)
9. Sound analysis of words (scheme): beetle, toad
10. Development of attention, memory: games "What has changed?", "Remember - name."
Sound [W]
Lesson #3
4. Sound Zh - Zh - Zh (long pronunciation)
5. Syllabic rows:
Zha-zha - zha-zha-zha-zho-zhu-zha
Jo-jo - jo-jo-jo jo-jo-jo-jo
Zhu-zhu - zhu-zhu-zhu zhu-zhu-zhu-zhu
Zhi-zhi - zhi-zhi-zhi zhi-zh-zho-zhu
toad acorn beetle
Yellow hedgehog skin
puddle flag snake
Ski snow lying
Meadow knives say
7. The game "Long and short words" (beetle, giraffe)
8. Negotiating sentences (the phrase hedgehog with hedgehogs in different cases is added)
Zhenya ran to the forest and saw ...
He ran closer to...
- They ran away from Zhenya into the depths of the forest ...
- Zhenya ran around the whole edge and did not find ...
Zhenya was very sorry that he could not show where they live ...
9. The game "Speech therapy loto" (sound [F])
10. The game "Remember - repeat"
Live - dine - chew, beetle - toad - giraffe, etc.
Sound [W]
Lesson number 4
1. Articulation and finger gymnastics.
2. Self-massage of hands and fingers
3. Long air jet - "Pinwheel"
4. Sound Zh - Zh - Zh (long pronunciation).
5. Syllabic rows:
Press - press - press - press press - press - press - press
Zhmo - press - press - press press - press - press - press
I press - I press - I press - I press - I press - I press - I press - I press
Press - press - press - press press - press - press - press
6. Words - the game "Speech therapy loto" (on the sound [F])
7. Memorization - "Beetle"
The beetle has fallen and cannot get up:
He is waiting for someone to help him.
8. Phonemic perception - the selection of words for the sound Zh from the tongue talk about the beetle.
9. Selection of signs and actions to the subject
bug
small flies
Buzzing sits
Live is buzzing
10. Sound analysis (scheme) - beetle.
11. The game "Telegraph" - dividing words (on the topic of the week) into syllables.
Sound [H]
Lesson #1
"Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup".
2. Finger gymnastics:
“Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run”
3. Setting the sound [H]
4. The game "4 extra" (on the topic of the week)
5. The game "Count" (coordination of numerals with nouns in gender and case) (dictionary on the topic of the week)
6. Syllabic structure of words (games)
7. The game "Attentive ears" - highlighting the sound H from a series of sounds, from the beginning of words (cup, beetle, tea, stomach, suitcase, Zhenya, Galya, black, teapot ...)
8. Coherent speech: distribution of sentences by introducing homogeneous members of the sentence into them.
9. Development of attention, memory: games "What has changed?", "Remember - name."
Sound [H]
Lesson #2
1. Articulation gymnastics for sound [H]
"Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup".
2. Finger gymnastics: playing with fingers.
3. Setting the sound [H].
4. Onomatopoeia:
how scissors tick: chik-chik-chik
locomotive: h-h-h-h-h
wagons: h-h-h-h-h
5. Repeat after me:
Syllables - ach-och-uch-ich, uch-och-ah, ich-och-uch-ch.
Words: crying, weaver, kalach, daughter, night, oven, key, sword, ball, thorn.
6. Syllabic structure of words (games)
7. Connected speech - learn the dialogue: "In the store"
How much does a zucchini cost? - Zucchini? Piglet.
- Give me two zucchini. - Give me two nickels.
- Piglet and Piglet ... - Nate, a dime.
8. Sound analysis of words (scheme): chum, siskin
9. Development of attention, memory: games "What has changed?", "Remember - name."
Sound [H]
Lesson #3
1. Articulation and finger gymnastics.
2. Long air jet - "Drive the ball into the goal", "Obediant breeze"
3. Sound H-H-H-H(long pronunciation)
4. Repeat tongue twisters
Cha-cha-cha candle in the room
Choo-choo-choo with a hammer I knock
Cho-cho-cho, my shoulder hurts
Chi-chi-chi I have the keys
Chok-chok-chok we have Piglet
Ah-ah-ah give me kalach
Pts-pts-pts night has come, etc.
5. The game "Divide the words into syllables" - a wheelbarrow, a barrel, some water, a night, an oven, a ball, etc.
6. The game "Say kindly"
Flower - ... chest - ... side - ... hat - ... heel - ... lock - ... pillow
7. The game "Speech therapy loto" (sound [H])
8. The game "Make sentences" with the words: daughter, tea, mail, clock.
Sound [H]
Lesson number 4
1. Articulation and finger gymnastics.
2. Long air jet - "Drive the ball into the goal", "Obediant breeze"
3. Sound and letter Ch. Reading syllables, typing.
4. Answer the questions with a complete sentence:
What unlocks the lock?
-What do they drink from a cup?
-When does the moon shine?
Who teaches students at school?
-Who brings newspapers and letters?
5. Explain the meaning of the proverb: "If you want to eat kalachi, don't sit on the stove."
6. The game "Say kindly"
Flower - ... chest - ... side - ... hat - ... heel - ... lock - ... pillow - ...
7. Remember and name the rows of words:
Night-night-night
Postal-postman-postal
Oven-oven-baking
8. Learn the riddle:
I puff, puff, puff,
I'm knocking, knocking, knocking
I'm flying, I'm flying, I'm flying
I don't want to be late
(train)
Sound [H]
Lesson number 5
1. Articulation and finger gymnastics.
2. Sound and letter Ch. Reading syllables, words, typing in a notebook.
3. D / game "The sound got lost"
There are no roads in the swamp
I'm for cats (bumps)
Skok yes skok.
Blue sea in front of us
T-shirts (seagulls) fly over the waves.
4. Sound analysis of words: ball, clock
5. Remember and name the rows of words:
Night-night-night
Postal-postman-postal
Oven-oven-baking
6. Make a sentence according to the picture with prepositions: because of, from under. Determine the number of words in a sentence. Draw up a proposal.
7. Retelling of the story "Butterfly" with the addition of a new episode. Improve your ability to use complex prepositions.
(train)
Sound [Sch]
Lesson #1
1. Articulation and finger gymnastics.
3. Syllables and words
Ash-ash-ash - raincoat
Osh-oh-oh - horsetail, vegetable, help
More-more-more - thing, bream
Box-box-box - cartilage
Yusch-yusch-yusch-ivy
4. Syllabic rows
Ah-oh-sh-sh-sh-sh-sh-sh-sh
Osh-uh-uh-uh-uh-uh-uh-uh-uh
Borscht, mite, pimple, power
Predatory, predatory, comrade
Powerful, vegetable, knowledgeable
6. Clean tongue
Ash-ash-ash - Tanya has a new cloak
Still-still-still - a bream floats in the river
Oh-oh-oh-oh - we have delicious borscht
7. Sound analysis of words: pike, shield
8. The game "Remember, repeat" (see paragraphs 2.4)
9. Selection of items to signs:
predatory predatory predatory
powerful powerful powerful
vegetable vegetable vegetable
10. Printing the letter Щ, syllables, words.
Sound [Sch]
Lesson #2-4
1. Articulation and finger gymnastics.
2. Sound Щ (repeated pronunciation)
3. Syllables and words
Scha-scha-scha - sorrel, grove, squeak
Shchi-shchi-shchi - shield, look
Shchu-shu-shu - pike, tentacles
Che-che-che - brush, cheeks, more
She-sche-sche - gap, sliver, puppy
4. Syllabic rows
Shcha-sho-shchu-shchi
sho-shu-schi-scha
Schu-shchi-shcha-sho
Schi-scha-sho-shu
square grove gorge cave lizard heck playground tongs box treat forgive welder protector food clothespin
The complex of individual lessons on the formation of sound pronunciation is intended for children of senior preschool age with severe speech disorders (dysarthria, alalia) and is compiled in accordance with guidelines classics of speech therapy M.E. Khvattseva, R.E. Levina, L. S. Volkova, T. B. Filicheva, G. V. Chirkina
Speech disorders in this category of children are systemic in nature, they affect both the phonetic-phonemic and lexico-grammatical aspects of speech. Therefore, the speech therapy impact is aimed at the speech system as a whole, and not just at any one isolated defect. In addition, the whole process of speech therapy work is aimed at the formation mental operations analysis, synthesis, comparison, abstraction, generalization. The features of this complex are the maximum inclusion of auditory, visual, motor analyzers and the maximum use of didactic tools.
The didactic material is selected and arranged with the maximum regard for didactic and methodological requirements to speech therapy work with children and in accordance with the laws of Russian phonetics.
The purpose of this complex is to develop a system of classes, including all stages of work on the sound K, with children with severe speech disorders.
The complex solves the following tasks:
- Development of articulatory motor skills.
- Formation of the respiratory and vocal functions, the prosodic side of speech.
- Work on pronunciation (staging, automation, introduction to speech)
- Formation of sound analysis and synthesis skills
- Dictionary enrichment.
- Formation of the grammatical structure of speech.
- The development of connected speech.
- Formation of cognitive processes.
- Increasing the speech and emotional activity of children.
- Improving the personal contact of the teacher-speech therapist and the child.
The complex consists of 6 lessons and includes the following sections:
- correction of sound pronunciation;
- correction of phonemic processes;
- correctional work at the syllabic, lexical levels;
- correctional work at the syntactic level;
- improvement of connected speech.
In children with severe speech disorders, the stages of the formation of articulatory motor skills (articulatory mode) and sound automation go through a longer and more difficult path. It is extremely important to diversify this process, to evoke and maintain motivation, to maintain the interest of children throughout the entire period of correctional speech therapy. This purpose is served by the presentations included in the structure of the lesson.
Due to the fact that the old conditioned reflex connections in children with complex speech pathology are very conservative, it is necessary to carefully work out the stages of consolidating the correct speech skills. Hence the frequent repetition of speech therapy exercises, but with the inclusion of elements of novelty in content and form. Given the rapid fatigue of children, frequent changes in activities are carried out, the child switches from one form of work to another.
Lesson 1
Target: to prepare the articulatory apparatus for staging the sound K, to fix the pronunciation of the sound K in reverse syllables and words, to introduce the letter K, to develop fine motor skills, to cultivate a positive mindset for a speech therapy lesson.
Do you like traveling. I want to please you now we will go on a trip and we will stop at different stations. And here is our stop. We arrived in the forest. Look, someone is meeting us. And guess who it is.
Mixed with sour cream.
It's cold on the window.
He left his grandfather
He left his grandmother round side, ruddy side
Rolled (Kolobok)
Kolobok came to us. You and I will show the movements of our tongues.
1. Preparatory part. Warm-up and exercises:
A) preparatory articulation exercises: for lips: alternation of movements
A-I, A-U, A-O and back; for language: (Presentation1).
"Spatula
« Kitty is angry":
"Who is stronger?" competition between the child's tongue and the speech therapist's finger, pressing the tip of the tongue and pushing the tongue deep into the mouth (mouth open, lips smiling) (5 times)
"Coil": mouth open. The tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper molars. A wide tongue "rolls out" forward and retracts deep into the mouth. (Five times)
Gorka 1: arching (lifting) of the back of the back of the tongue, pressing it against the soft palate, the tip of the tongue is somewhat pulled away from lower teeth(mouth open, lips in a smile). (Five times.)
Gorka 2: the same with blowing off a cotton ball. (Five times.)
"Gorka" 3: the same with a spatula or probe. (Five times)
Breathe through your nose with your mouth wide open.
B) warm-up for the hands and fingers + additional exercise “fist-ring (fingers of one hand are clenched into a fist, and the other alternately with the thumb form a ring).
Voice exercises: Gingerbread Man heard how "The hen teaches the chickens to say:" Ko-ko-ko. The chickens repeat: "Ko-ko-ko." And the smallest chick says: "Coo-coo-coo." Mom corrects him: “Not so. coo-coo-coo" says the cuckoo, and you say "co-co-co" How do chickens say? How does the cuckoo say?
“Mom has a sore throat and she coughs: “K-K-K-K”
2. The main part. Setting the sound K
1) By imitation. Let's teach Kolobok to raise the back of his tongue and knock on the ceiling together: “In the house he jumped and jumped. Knocks on the ceiling, Kolobok amuses: "K-K-K-K"
- development of speech breathing: what season is it now? Snow falls in winter. A snowflake fell on Kolobok's mitten. Let's blow the snowflake off the mitten, making the sound K: "K-K-K-K"
Mechanical method (is predominant)
Its basic principle is from the explosive anterior lingual anterior palatal T to the explosive posterior lingual posterior palatine K, using a probe, spatula, finger of a speech therapist (then a child), pressing on the tip and front of the back of the tongue, gradually arching and pushing the tongue deep into the mouth, while pronouncing TA-TA -TA: TA-TA-TA—CHA-CHA-CHA - KYA-KYA-KYA - KA-KA-KA.
Mechanical assistance is gradually weakened, then completely eliminated.
2) Refinement of the articulation pattern: How do we pronounce the K sound? The back of the tongue strikes the palate deep in the mouth, and the tip of the tongue is behind the lower teeth. Say the sound K and try to feel it: "K-K-K-K." Pronounce the sound repeatedly and abruptly.
Sound characteristic: consonant (since the air stream meets an obstacle), deaf (since the vocal cords are not tense), solid, we will designate it with a blue square.
3. Fixing the correct pronunciation of the sound.
Say the syllables with a change in the rhythmic pattern "Repeat"
AK-AK - AK-AK-AK AK-AK-AK - AK-AK
OK-OK-OK-OK-OK OK-OK-OK-OK-OK
UK-UK - UK-UK-UK UK-UK-UK - UK-UK
YK - YK - YK-YK-YK YK-YK-YK - YK-YK
IR - IR - IR-IR-IR IR-IR-IR - IR-IR
Introduction to the letter K
Listen to a poem about the letter K
Look at the letter K:
There is a leg and there is a hand.
Kostya Shouted to the Cat: "Shoo!"
It's all on the K, baby.
What does the letter K look like? (on the beetle's antennae, beak) In which direction does the letter K look? (to the right) How many elements does the letter K have? Which? (Attachment 1)
Let's make a letter for Kolobok and decorate it.
Summary of the lesson. Farewell to Kolobok, we give him a letter from plasticine.
Lesson 2.
Target: to automate the sound K in reverse syllables and words, to form phonemic hearing, to consolidate the concepts of "letter", "sound", to develop fine motor skills, to cultivate a positive attitude towards speech therapy.
Kolobok wrote us a letter
"I'm waiting for you in the forest house, we'll play, we'll have a rest"
- Are we going to visit?
- Yes
Let's go along the path to the forest. We will find a house in the meadow.
Exercise "knock like me" - the development of a sense of rhythm, auditory attention, memory. (rhythmic pattern)
Kolobok found out that you are learning to pronounce his favorite sound correctly and decided to invite you to visit to play with the sound K.
Articulation gymnastics:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count up to 6); 
« Kitty is angry": mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. (Five times) 
"Coil": mouth open. The tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper molars. A wide tongue "rolls out" forward and retracts deep into the mouth. (5 times)
"Snake"
once.
1. Say the syllables and words (2-3 times): auditory attention auditory memory
UK-YK-AK-OK
YK-UK-OK-AK
OK-AK-UK-YK
AK-AK-AK - MAK YK-YK-YK - BULL
OK-OK-OK - OPENOK IR-IR-IR - BROOM
UK-UK-UK - SPIDER
2. The formation of a speech voice, the development of a clear pronunciation and articulation of the sound K. (phonemic hearing) Listen to the nursery rhyme. Listen carefully to what sound I highlight with my voice, name the words with this sound:
Kitty, kitty, kitty,
Kitty sharp claw
Learn the nursery rhyme by heart: pronounce the nursery rhyme without a voice, clearly articulating each sound. And now, quietly, quietly wake the cat, and now loudly, let's call the cat for a walk.
3. Fixing the sound K in sentences: insert words with the sound K (Presentation 2)
Katya grew up in a flowerbed (poppy, peony, daffodil)
Brown (fly agaric, honey agaric) flaunted on a stump.
In the corner stands (broom, bucket)
Came down from the ceiling (spider, bee)
At the gate stood a huge (bull, camel).
Name the words with the sound K: poppy, honey agaric, broom, spider, bull.
4. Consider the letter K, fold it from sticks, draw in the air with the fingers of both hands in turn.
5.
colorize capital letter blue, and a small green, shade.
6. The result of the lesson. Farewell to Kolobok.
Lesson 3
The purpose of the lesson: to automate sound in direct syllables and words, to develop phonemic hearing, and simple sound analysis, to develop hand-eye coordination.
1. Preparatory part.
1. Warm-up and exercises:
A) preparatory articulation exercises : for lips: alternation of movements A-I, A-U, A-O and vice versa ; for language:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count up to 6);
"Snake" The mouth is open. Tongue strongly stick out forward, strain and make narrow. Push the narrow tongue forward as far as possible, and then remove it deep into the mouth.
The movements of the tongue are made at a slow pace and are performed 5-6 times.
2. The main part.
one). Kolobok has prepared many tasks and exercises for you today. He invites you to play with pictures: how the chickens scream: “Ko-ko-ko!”, “Ko-ko-ko!”, “Ko-ko-ko!” -ku, ku-ku!", crow: "Kar-kar"
In a cry, what kind of birds do you hear the sound [K]? Circle the correct pictures.
Isolated pronunciation of the sound K, clarification of articulation:
Open your mouth wide.
Hide the tongue deep into the mouth, squeeze it into a ball.
Tap with a compressed tongue on the palate, pronounce the sound K.
Bring your palm to your mouth, feel the movement of air.
Loudly and clearly, say the sound K repeatedly.
Sound characteristics: consonant, deaf, hard.
Development of phonemic hearing
- Recognition of a sound from a number of others
TO: K, R, G, M, K, F, K, L, K, X, K
- Identification from syllables
Clench your fists tight when you hear the sound TO: KA, GA, KY, MU, AK, KO, HA, KU
- Recognition from words
Clench your fists tight when you hear the sound TO: LAMP, HAND, HOLE, GOAT, SHELF, HOUSE, CAT, CHOCOLATE, ELEPHANT, STONE, TABLE, GALOSHS.
Remember, repeat the syllables:
KA-KA-KA KA-KO-KU-KY
KO-KO-KO KO-KU-KY-KA
KU-KU-KU KU-KY-KA-KO
KY-KY-KY KY-KA-KO-KU
Say the words (2 times):
boar bank com
cabin booth con
cabinet beech horse
border branch coffee
stone T-shirt to forge
ditch note comet
captain duck candy
The game "Wonderful bag". Kolobok has a wonderful bag of vegetables (cabbage, potatoes, carrots. The child takes out vegetables, names them, clarifies that there is a K sound in the words (determines the place of the sound in words). He clearly distinguishes the K sound intonation.
Selection of vegetable names for possessive pronouns: my cabbage, my potatoes, my carrots
Offers to find the same pictures - contours and color them. Names vegetables in the name of which there is no sound K: (tomato, cucumber)
The game "Hide and Seek". Kolobok offers to play hide and seek. And the syllable KA will hide from you. Listen carefully to the sentences (number the pictures for the sentences) and try to restore the words: (Appendix 2).
1. Soba (ka) tyav (ka) la on fish (ka).
2. (Ka) cha on (ka) hall mischievous (ka) kitten (ka)
3. Kosh (ka) la (ka) la milk from a saucer (ka).
4. Little (ka) I girl (ka) cried loudly (ka) la.
5. Zai (ka) pos (feces in the garden for (ka) empty.
6. Grandmother (ka) (ka) melts the grandson (ka) along the path of the couple (ka).
Sound analysis: a solid consonant to designate words in blue on the sound scheme, and vowels in red:
repeat tongue twister“Kitty, kitty, kitty. Kitty sharp claw "
Draw a dog near the booth with a loop.
Lesson 4.
Purpose of the lesson: continue to automate the sound K in words and sentences, expand the vocabulary for the sound K, develop visual-motor coordination of the hand, cultivate a cognitive interest in speech therapy, a positive emotional attitude to the lesson.
Breath development
Sit up straight, feet on the floor, hands on your stomach. Close your eyes. Imagine that there is a ball in your stomach. We inhale through the nose - the balloon inflates; shoulders are motionless; exhale through the nose - the ball descends slowly. Now we will "inflate" and "deflate" the balloon. We breathe slowly.
The child sits on a chair, leaning back in the chair; performs the exercise at a slow pace 5 times.
Articulatory gymnastics Development of mobility and differentiated movements of the lips, tongue.
- "Frog" - "Proboscis"
- "Shovel" - "Needle"
- "Pussy Angry"
- "Brushing lower teeth"
- "Coil"
- "Swing"
The child in front of the mirror performs the exercises at a slow pace.
Sound automation [K]. using "Sujok"
on a long speech exhalation we pronounce the syllables:
[Kk-a-a-kk-o-o-kk-u-u-kk-s-s-kk-e-ek];
The child, on a long speech exhalation, pronounces clearly articulating vowels.
Let's play with you the game "Repeat"
Development of auditory perception, sense of rhythm, rhyme.
Consolidation of the skill of correct pronunciation of the sound [k] in direct syllables, words with a direct syllable.
Ka-ka, Ka-ka, Ka-ka,
Porridge, stone, camera.
ka - ka, ka - ka, ka - ka,
flower, turkey, hammer
Ko-ko, Ko-ko, Ko-ko,
cat, kitty, lump
ko - ko, ko - ko, ko - ko,
high, wide, great.
Coo-coo, coo-coo, coo-coo.
Chicken, hens, gossip
Coo-coo, coo-coo, coo-coo.
Eye, mouth, nose.
Name the pictures. Memory development. Development of phonemic functions. Dictionary activation.
Name the pictures in the names of which there is a sound [K].
(calf, foal, chicken, horse)
(calf, foal, chicken) what an extra word (horse). Why?
There is no sound (K) in this word.
Make up a sentence with one of the words.
Katya is feeding the chicken.
How many words in a sentence.
The game "4 extra" (Presentation 3)
Outcome
What did we do today?
How to pronounce the sound [K]?
The position of the lips;
The position of the teeth;
The position of the tongue;
What air stream.
Recalls activities;
correct articulation of the sound [K].
Lesson 5
Target: automate the sound K in syllables and words with a confluence of consonants, work on a sentence, the formation of the grammatical structure of the language, cultivate a positive attitude towards a speech therapy lesson.
Kolobok rolled, rolled along the path and heard someone shouting Kva-Kva. Who is this?
I'm green like grass
My song: Kva-kva.
Guess a riddle. Circle the answer.
We pull the lips straight to the ears, it turns out - a frog
Articulation gymnastics:
"Smile" - "Tube", "Shovel" - "Needle"
“We clean the lower teeth”, “Reel”, “Swing”
Articulation analysis:
- lips ajar, stretched out in a slight smile;
- teeth open:
- Tip of the tongue lies at the base of the lower incisors,
- front and middle parts back of the tongue omitted,
- back of tongue rises up and rests against the palate in its back part,
- side edges tongue pressed against the upper lateral teeth;
- soft sky raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity;
- vocal cords not tense, open - the voice is not formed;
- air jet strong, at the moment of pronouncing the sound passes through the center of the oral cavity, breaking the bond between the back of the back of the tongue and the palate.
The frog frog was delighted with our meeting, jumped over the pebbles
Automation of sound [k] in syllables.
|
Kwa-kvo-kwu |
Ska-sko-sku |
|
Kwo-kwu-kwa |
Sko-sku-ski |
|
Kwu-kwu-kva |
Sku-ska-ska |
|
Kvy-kva-kvo |
Ski-ska-sko |
Wah - square - apartment
Bench - a fairy tale - a stroller.
Fizminutka: here are the frogs along the path, jumping with outstretched legs. They saw a mosquito shouted: Kva-Kva-Kva! (child pretends to be a frog)
The development of prosody.
How does a big frog croak? How small?
The game "Guess the riddles." Kolobok asks you to suggest a word at the end of each poem.
Who drags his house on himself
In the dark dungeon
red girl,
No thread, no needle,
Knitting knitting.
(butterfly)
Dancing baby -
Just one leg.
This file on automation and differentiation of whistling sounds will be useful for speech therapists preschool educational institution and teachers of speech therapy groups. It is an A5 card that just needs to be cut, laminated and you can start working. Easy and convenient.
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Sounds N-W Normal articulation Card file of individual lessons on the production, automation and differentiation of whistling sounds Compiled by: Prudnikova O.Yu. No. 1-25 - sound C No. 26-29 - sound Cb No. 30-32 - sound Z No. 33-34 - sound Zb No. 35-38 - sound C No. 39-41 - sounds S-Z S-C Compiled by: Prudnikova O.Yu. The tip of the tongue rests on the lower front teeth. The lips are stretched, as if smiling, and do not cover the teeth. The teeth are closed or close together. Air is blown out with force in the middle of the tongue; a sharp cold stream is felt on the palm brought to the mouth. Sound C - deaf, pronounced without the participation of the vocal cords. Sound З - voiced, pronounced with the participation of the vocal cords.
Sounds C-W Preparatory exercises Sounds S-Z Preparatory exercises Exercises for the development of air pressure Having drawn air into the lungs, blow it with force (and not just exhale it) through the lips stretched forward with a “tube”. Control with the palm of the hand, a piece of paper or cotton wool: a sharply beating cold jet is felt, a piece of paper or cotton wool deviates to the side. Repeat the exercise several times. Stick out your tongue so that it rests on your lower lip. Along the tongue to its middle, put a round thin stick (match), and press to form a groove. Round the lips, but do not strain. The teeth are open. Inhaling, forcefully blow out the air, puffing out the cheeks. Control with the palm of the hand, a piece of paper or cotton wool. Repeat the exercise several times. Do exercise number 2 without using a stick. Lip exercises Stretch your lips into a smile to the limit and hold them in a tense position for a while. Close your teeth. Repeat the exercise several times. Articulation exercises for whistling sounds Smile Spatula Groove Fence Slide Pussy angry Brush lower teeth Football
Sound C Lesson No. 1 1. Articulatory gymnastics for whistling sounds. 2. The sound and the letter U. 3. Recall the pictures considered in the frontal lessons on U - the game "Telephone". 4. A game to develop attention and memory with four pictures for the sound Y "What has changed?". 5. Exercise for the development of sound analysis (highlighting the first stressed vowel) "Name the first sound" (in the words ear, smart, duck, beehive, street, smart). 6. Development of passive vocabulary - recollection and classification of the names of vegetables and fruits - didactic game "Garden-garden". 7. Homework: Application from colored paper "Vegetables, fruits" (at the choice of the child). Sound C Setting sound C 1. Open your mouth. Spread the tongue and rest the tense tip of the tongue against the lower teeth. Along the tongue, put a round thin stick (match) on its tip so that it presses only the front of the tongue. Lips stretched into a smile. Close your teeth as far as the wand allows. Blow air evenly with force, controlling it with the palm of your hand, a piece of paper or a cotton swab. A long SSSSSSSSSS sound is heard. Repeat exercise. Note: If the stick is not in the middle of the tongue or the air pressure is insufficient, the sound C turns out to be unclear, not whistling. 2. Do the same exercise with slowly removing the stick from your mouth to your teeth and out. 3. Do the exercise several times without using a stick.
Sound C Sound C Lesson No. 2 Lesson No. 3 1. Articulatory gymnastics for whistling sounds. 2. Finger gymnastics. 3. Exercises (games) for the development of attention and memory with four pictures per sound U "Guess the indicated picture", "What has changed?". 4. Preparation for staging the sound C - practicing the exercises "Football", "Freeze fingers", "Let's clean the lower teeth". 5. Exercise for the development of sound analysis - highlighting the I unstressed vowel in the words iron, washbasin, boa constrictor, snail, ducklings. 6 Fixing the names of vegetables and fruits - didactic game "Collect vegetables (fruits) in a basket". 7. Homework: Application from colored paper "Basket with vegetables (fruits)". 1. Articulation gymnastics for whistling sounds. 2. Preparation for staging sound C - practicing the exercises "Football", "Freeze fingers", "Let's brush the lower teeth". 3. The sound and the letter A. 4. Recall the pictures for the sound A, considered in the frontal lesson - a ball game. 5. Exercise for the development of sound analysis - highlighting the I vowel in the words antenna, quince, atelier, album, nuclear-powered vessel 6. Fixing the names of vegetables and fruits - playing with dummies "The fourth extra" speech therapist: child: apple, pear, pumpkin, plum, pumpkin, garlic, potatoes, radishes, quince quince zucchini, banana, eggplant en, carrot banana melon, apricot, plum, peach melon 7 .. Game for the development of attention and memory "Remember, repeat" pumpkin-quince-banana-melon (change word order). 8. Homework: Application of one vegetable or fruit from the game "Remember, repeat" (at the choice of the child).
Sound C Sound C Lesson No. 4 Lesson No. 5 1. Articulatory gymnastics for whistling sounds. 2. Finger gymnastics. 3. Preparation for staging sound C - practicing the exercises "Focus", "Groove". 4. Games for the development of attention and memory with five pictures for the sound A - "What has changed?", "What is missing?", "What has been added?" 5. Sound analysis of a series of two vowels AU, UA "Name the first vowel", "Name the last vowel", "Count how many vowels I said." 6. Homework: Drawing with paints "Early Autumn" 1. Articulatory gymnastics for whistling sounds. 2. Finger gymnastics. 3. Recalling the pictures considered in the frontal lessons on U - the game "Telephone". 4. A game for the development of attention and memory with six pictures for sound Y "What has changed?", "Guess the specified picture." 5. Exercise for the development of sound analysis (highlighting the first stressed vowel) "Name the first sound" (in the words ear, smart, duck, beehive, street, smart girl, iron, washbasin, boa constrictor, snail, ducklings). 6. Homework: Drawing with paints "Apple on a blue plate".
Sound C Sound C Lesson No. 6 Lesson No. 7 1. Articulatory gymnastics for whistling sounds. 2. Finger gymnastics. 3. Recalling the pictures for sound A, considered in the frontal lesson, is a ball game. 4. Exercise for the development of sound analysis "Name the first sound" (selection of the first vowel in the words antenna, quince, atelier, album, nuclear ship). 5. Games for the development of attention and memory with six pictures for the sound A - "What has changed?", "What is missing?", "What has been added?" 6. Sound analysis of a series of two vowels AU, UA "Name the first vowel", "Name the last vowel", "Count how many vowels I said." 8. Homework: Drawing with paints - pictures on A. 1. Articulation and finger gymnastics. 2. Preparation for staging sound C - practicing the exercises "Football", "Freeze fingers", "Let's brush the lower teeth", "Focus", "Groove". 3. Sound and letter I. 4. Recalling the pictures considered in the frontal lesson for the sound I - the game "Telephone". 5. Games for the development of attention and memory with six pictures "Guess the specified picture", "Remember, name". 6. Sound analysis exercises "Name the first vowel in the word" (willow, Inna, Ivan, turkey, hoarfrost); "Count and name the sounds" (AUI, AIU, IAU, IUA, UAI, UIA). 7. Homework: drawing with paints "Inna (Ivan) under the willow."
Sound C Sound C Lesson No. 8 Lesson No. 9 1 . Articulation and finger gymnastics. 2. Preparation for staging sound C - practicing articulation exercises. 3. Sounds P, P", letter P. 4. Recalling pictures on P, P", considered in the frontal lesson - a ball game. 5. Game for the development of attention and memory "Remember, repeat" peony - rooster - stump - petunia panama - parrot - spider - horseshoe (change word order). 6. Sound analysis and synthesis of the reverse syllable (AL, UP, IP). 7. Reproduction of syllabic rows: up-up-up up-up-up up-up-up 8. Compilation of a short story based on key words. Petya, Fields, house, stump, rooster, linden. nine . Homework: Illustration for the compiled story. 1. Articulation and finger gymnastics. 2. Setting the sound C-exercise "Pump" (by imitation, using a probe) 3 . Sound and letter T. 4. Recalling 7-8 pictures for the sound T, considered in the frontal lesson, is a ball game. 5. Sound analysis of reverse syllables (at, ut, um). Folding them from a split alphabet. 6. Reproduction of syllabic rows at-ot-ut-it from-ut-it-at ut-it-at-from it-at-ot-ut 7. Homework: make a toy from natural material.
Sound C Sound C Lesson No. 10 Lesson No. 11 1. Articulatory and finger gymnastics. 2. Staging sound C. 3. Transformation of the syllables at-ta, ap-pa y t-tu, up-pu it-ti, ip-pi po-pu-pi-pa tu-ti-ta-po-pi-pa-po ti-ta-to-tu pi-pa-po-po 5. Sound analysis - highlighting the last deaf consonant T, P in the words lift , bandage, bow, cat, trunk, top, blunt, collar. 6. Development of attention and memory - the game "Remember, repeat" duck-parrot-tank-rooster (change word order). 7. Homework: Make any craft from waste material. 1. Articulation and finger gymnastics. 2. Staging sound C. 3. Sound analysis of reverse syllables ap, at, ut, yn, ip, it. 4. Transformation of these syllables (exercises with split alphabet). 5. Printing the syllables AP, AT, UT, UP, IP, IT. 6. The game "Finish the word" bin., bon., then., hobo., bodice., topo., sn., hlo., ko., ki., sto.. 7. Development of attention and memory - the game "Guess the indicated picture" (6-7 pictures for sounds P, T). 8. Coordination of quantitative numbers and nouns - the game "1-2-5" (duck, rooster, parrot, tank).
Sound C Sound C Lesson No. 12 Lesson No. 13 1. Articulatory and finger gymnastics. 2. Staging sound C. 3. Development of attention and memory - the game "What has changed?" with seven pictures for the sounds P, T: a rooster, a parrot, a tank, a stove, a cat, a machine gun. 4. Sound analysis of direct syllables ta, pa, pu, tu, ti, pi; exercises with a split alphabet; printing these syllables. 5. Formation and use of possessive adjectives with the suffix -in. Drawing up proposals for pictures of a rooster, a parrot, a duck, a bow, a cat according to this sample Tommy has a duck. - This is Tomina duck. Petya has a rooster. - this is Petya's rooster. 6. Homework: Drawing "Duck". 1. Articulation and finger gymnastics. 2. Staging sound C. 3. Sound analysis of reverse and direct syllables (see lessons 9-12); exercises with a split alphabet; printing these syllables. 4. Development of attention and memory - games "Remember, repeat", "What has changed?", "Guess the indicated picture" (see lessons 9-12). 5. Game "Finish the word" bin., ban., then., hobo., topo., sno., ko., ki., hundred .. 6. Homework: Application "Favorite toy".
Sound C Sound C Lesson No. 14 Lesson No. 15 1. Articulatory and finger gymnastics. 2. Staging sound C. 3. Isolation of sound C by ear a) from syllables: as, os, us „ ys, is; b) from the words: nose, kvass, forest, dog. 4. Reproduction of syllabic rows -ok-uk ki-ka-ko-ku 5. Sounds K, K "and the letter K. 6. Distinguishing K - K" - grouping pictures (poppy, cat, wreath, skittles, cubes, skates, oaks, buttercup, horse , turkey, book, hunters, ducks). 7. Development of attention and memory - the game "Remember, repeat" mack-wreath-oaks-book (change word order). 8. Homework: Application "Poppy". 1. Articulation and finger gymnastics. 2. Staging sound C. 3. Allocation of the sound C a) from the syllables sa, so, su, sy; b) from the words himself, catfish, soup, son. 4. Reproduction of syllabic rows pa-ta-ka-ha ta-ka-ha-pa ka-ha-pa-ta ha-pa-ta-ka 5. Development of attention and memory - a game with 7-8 pictures on K "What changed?" 6. Making sentences on pictures on K, K "with the word no according to this sample: Katya does not have a wreath. Tolya does not have an oak tree (poppy, cap, book). 7. Homework: Application" Autumn pattern on a dish ".
Sound C Sound C Lesson No. 16 Lesson No. 17 1. Articulatory and finger gymnastics. 2. Staging sound C. 3. Sound analysis - highlighting a vowel after a consonant in the words som, sleep, nose, sox, juice. 4. Sound and letter O. 5. Reproduction of syllable rows in-to-to-ho-to-ko-ho-to-ho-to-ho-to-to-ko 6. The use of the genitive plural of nouns - compilation there are many sentences with the word according to subject pictures (horse, window, wreath, deuce, peony) according to the model There are a lot of horses in the herd. 7. Development of attention and memory - a game with six pictures "Guess the indicated picture" (wreath, peony, books, oak, marigold, whale). 1. Articulation and finger gymnastics. 2. Sound and letter C. Articulatory posture of sound C, looking at the profile: lips stretched into a smile, teeth with a fence with a gap, the tip of the tongue behind the lower teeth, the air stream is cold, directed downwards - a long whistle. 3. Automation of the sound C in the syllable sa: sa-sa-sa- slowly and for a long time sa-sa-sa-sa-sa-sa sa-sa-sa-sa-sa-sa-sa-sa-sa sa-sa- sa-sa-sa sa-sa-sa-sa-sa 4. Introduction of the syllable sa into the words garden, sleigh sa-sa-sa-garden, garden, garden; sa-sa-sa - sleigh, sleigh, sleigh (Sanya). 5. Automation of sound C in the words garden, sleigh a) games "A lot - no", "1-2-5-9"; b) pronunciation of sentences Sanya has a garden. Sanya goes to the garden. Sanya is watering the garden. Sanya in the garden. 6. Homework: Application "Garden".
Sound C Sound C Lesson No. 18 Lesson No. 19 1. Articulatory and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Automation in the syllables sa, sy and words with them a) sa-sa-sa-sambo sy-sy-sy- son sa-sa-sa-boots sy-sy-sy- syt sa-sa-sa - scooter sy-sy-sy- pour sa-sa-sa - self-propelled gun sy-sy-sy - son b) game "1-2-5-9" with the words boots , scooter, son, son, self-propelled gun, garden, sleigh. 4. Development of attention and memory - the game "Remember, repeat": sa-sa-sy sy-sa-sa sa-sy-sy sy-sy-sa sa-sy-sa sy-sa-sy garden - sleigh - boots - sled scooter - - boots - - scooter - - garden (change word order). 5. Sound analysis of the words son, himself. 6. Homework: Application "Golden Autumn". 1. Articulation and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Syllables and words sa-sa-sa-osa, braid, cash desk sy-sy-sy-buses, wasps, mustaches, braids 4. The game "Remember, repeat" wasp - braids - cash desk - mustache (change word order). 5. Determination of the place of sound C (see paragraph 4). Memorizing the tongue-twister Sa-sa-sa - Sanya has a garden, sa-sa-sa - a wasp in the garden, sy-sy-sy - Sanya has beads, sy-sy-sy - a wasp has a mustache. 7. Recalling the names of trees, word formation of relative adjectives from the names of trees - the game “Which leaf?”, “Which branch?” for maple - maple, maple for linden - for oak - for poplar - for viburnum - 8. Homework: Drawing leaves along the contour with a pencil, shading.
Sound C Sound C Lesson No. 20 Lesson No. 21 1. Articulatory and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Automation in syllables and words so-so-so - catfish, juice, Sonya, soda, sand, sock; su-su-su- soup, bough, bag, chest, carry, dishes. 4. Playing syllable rows and rows of words a) sa-so-su-sy so-su-sy-sa su-sy-sa-so sy-sa-so-su b) catfish - soup - sand - dishes (change order words). 5. Exercise in coordinating quantitative numbers and nouns - the game "1-2-5-9" 1 som - 2 soms - 5 soms - 9 soms (bag, chest, sock). 6. Saying sentences Sonya has juice. Sonya drinks juice. Sonya has a bag. Crockery in the bag. 7. Learning the tongue twister Sa-sa-sa- Sonya goes to the garden, sa-sa-sa - wasp in the garden, co-so-so - the wasp drinks juice, su-su-su- Sonya sees the wasp, sy-sy-sy - the wasp has a mustache. 8. Homework: Drawing with paints "Viburnum branch". 1. Articulation and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Automation in reverse syllables and words with them a) as-as-as- as-as-as-as-as b. us - focus es-es-es-es-es-es-es-es ys-ys-ys-koumiss 4. "Remember, repeat" a) cactus - bus - pineapple - kvass (change word order). b) as-os-us-ys os-us-ys-as us-ys-as-os ys-as-os-us 5. Pronunciation and memorization of tongue talk, highlighting words with the sound C As-as-as - we have kvass at home, as-as-as - we have pineapple at home, os-os-os - there are a lot of wasps in the garden, us-us-us-u Sonya cactus, us-us-us- Sanya has a new bus, ys-ys-ys - Denis drinks koumiss. 6. Homework: Application "Bouquet of autumn leaves."
Sound C Sound C Lesson No. 22 Lesson No. 23 1. Articulatory and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Syllables and words (Pronunciation and determination of the place of the sound C) hundred-hundred-hundred - glass, machine, herd, stadium, cabbage, pasta, bride; one hundred one hundred place, dough, empty, thick, groan; stu-stu-stu - knock, mortar, steps, shepherd; sta-sta-sta - bushes, bridges, tails, storks. 4. Reproduction of syllabic rows one hundred-stu-stu-stu-stu-stu-stu-stu-stu-stu-stu-stu-stu-stu 5. Coordination of pronouns mine, mine, mine, mine with nouns (see words from paragraph 3) - the game "Echo" 6. Homework: Drawing "Leaf fall". one . Articulation and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Sound analysis, transformation of syllables, words, exercises with a split alphabet. as-sa-so-os-us-su-si-is us-su-soup-suk-dry os-so-juice-soh 4. Printing syllables and words US-SU-SUP-SUK OS-SO-SOK. 5. Practicing the pronunciation of syllables and words yst-ast ust-yst-ast-ost yst-ast-ost-ust c) the game "Remember, repeat" stork-bridge-tail-bush (change word order) 6. Pronunciation of sentences, highlighting words with sound С In the garden is standing stork. There is a rooster under a bush. The rooster raises its tail. Behind the garden is a high bridge. 7. Homework: Application of paper, leaves or drawing (optional) "Pattern of autumn leaves."
Sound C Sound C Lesson No. 24 Lesson No. 25 1. Articulatory and finger gymnastics. 2. Sound C - C - C (whistle for a long time). 3. Syllable rows ska-sko-sku-ska ask-osk-usk-isk sko-sku-sky-ska osk-usk-sq-ask sku-ska-ska-sko ska-ska-ask-osk ska-ska- sko-sku sk-ask-osk-usk 4. Words (pronunciation, determining the place of the sound C) helmet mask claim kiosk kitty jump squeak wax bowl bench search start 5. Nominative plural of nouns - ball game pussy - pussy bowl - mask - helmet - bench - search - 6. Coordination of cardinal numbers and nouns - game "1-2-5-9" (for words, see paragraph 5). 7. Pitch "Pussy" (learning, highlighting words with the sound C: Pussy, pussy, where is your bowl? Eating pussy soup from a bowl: Full pussy - empty bowl. 8 Homework: Application of autumn leaves "Pussy". 1. Articulatory and finger gymnastics 2. Sound C - C - C (whistle for a long time) 3. Syllable rows -osp-usp-usp osp-usp-ysp-asp usp-usp-asp-osp ysp-asp-osp-usp 4. The game "Remember, repeat" sleep-confuse-spoy-satellite (change word order). It's dark in the forest, everyone has been sleeping for a long time. One owl does not sleep, sits on a bitch. We see owls on a bitch. Owls sit here together. When they do not sleep, they eat. When they eat, they do not sleep. 6. Isolation words with the sound C from these tongue twisters." 7. Game "1-2-5-9" (with the words owl, owls). 8. Homework: Application from the leaves "Owl and owls."
Sound C Sound C Lesson No. 26 Lesson No. 27 1. Articulatory and finger gymnastics. 2. Soft sound C "(repeated and prolonged pronunciation) observation of the position of the articulatory organs, especially the tongue. si-si-si sho-sho - sho-sho-sho 4. Syllabic rows sya-se-syu-si se-syu-si-sya syu-si-sya-se si-sho-se-syu 5. Words ash geese autumn taxi ladder sit song Maxim sieve wear blue mow aspen weigh 6. Game "Remember, repeat" with highlighted words. Everyone sings, and I sing my new song. 8. Word formation on the model of relative adjectives (phrases with them) - a ball game autumn-autumn day (leaf, ash, oak, linden, weather, sky). 9. Consolidation of the formation and use of relative adjectives from the words aspen, ash - the game "Which leaf, which branch, which log?" 10. Homework: Application "Ash Branch". 1. Articulation and finger gymnastics. 2. Sound C "(soft) (repeated and prolonged pronunciation) 3. Syllabic rows all-all-all-all all-all-all-all all-all-all-all all-all-all-all 4. Memorizing tongue twisters "Vasenka", "Kittens" Fidget Vasenka does not sit still, Fidget Vasenka is everywhere with us together. Vasenka has a mustache, gray hair on his mustache, Vasenka has an arched tail and a spot on the back. There are seven kittens on the bench, All the kittens want to eat. We will pour jelly into a bowl - Here is a bowl of jelly for you. There are seven kittens under the bench They don't want to eat from the bowl. five . Exercises with a deformed phrase Vasenka does not sit still. Vasenka does not sit still. kittens want to eat seven - geese Lucy graze the forest in - graze goslings geese with together - there are foxes want - jelly seven do not want to eat kittens - a bench bowl on a blue one is jelly in - 6. Negotiating sentences (indirect cases of cardinal numeral and noun) Seven kittens are sitting on the bench. We admire... Vasya takes care of... Maxim gives a bowl of jelly... There is no one on the bench... 7. Homework: Illustration for one of the tongue twisters.
Sound C Sound C Lesson No. 28 Lesson No. 29 1. Articulatory and finger gymnastics. 2. Sound С" (repeated and prolonged pronunciation). the whole eighth I wash maybe a letter I wash a string bag letters I dress pug Vaska (cat) written 5. Memorizing an excerpt from a poem 3. Alexandrova "My bear" Don't be afraid: it's a goose. , afraid). 6. Sound analysis of the word goose (geese). 7. Related words to the word goose goose (geese) - goose (goslings), goose, gander, goose. 8. Transformation of the deformed phrase forest goose into graze - the goose has a small goose - goose forest goslings go with - Lucy geese goslings from pasture - Vasya soft goose fluff - 9. Homework: Application of autumn leaves "Goose". 1. Sound C "(repeated and prolonged pronunciation). 2. Syllabic rows sti ste-stu-sti-stu stu-sti-stu-stu sti-stu-ste-stu 3. Words wall steppe verses Stepan bones guests lead to attack the bone guest news to attack 4. Repetition of familiar tongue twisters to the sound C "5. Learning a new tongue twisters Together with my mother I get up, I make my own bed, I wash, I get dressed, With my mother in Kindergarten I'm going. 6. Recall words for the sound C "at the beginning of a word at the end in the middle. 7. Compiling and memorizing a story based on the plot picture "Autumn" using the key words autumn, autumn, ash, aspen, leaf fall, leaves, Sima, Senya, Vasya. 8. Homework: Drawing "Forest in autumn dress".
Sound Z Sound Z Lesson No. 30 Lesson No. 31 1 . Sound 3 - by imitation, by analogy with sound C, with tactile-vibrational control (hand on the throat). 2. Syllables for-for-for-for-for-zo-zo-zo-zo-zo zu-zu-zu-zu-zu zy-zy - zy-zy-zy 3. Syllables and words zy-zy-zy - tazy zy-zy-zy - carts zy-zy-zy- language for-for-for- stutter for-for-for- sunset for-for-for- smell for-for-for - plant for-for-for- castle for-for-for- fun for-for-for - riddle for -za-za-vaza zo-zo-zo- Zoya zo-zo-zo-umbrella zo-zo-zozov- zo-zo-zo-umbrella zo-zo-zo - lawn zo-zo-zoozok zy- zy-zy-goats zy-zy-zy - vases zy-zy-zy- music zu-zu-zu - teeth zu-zu-zu- tooth zu-zu-zu-tooth 4 . Syllabic rows za-zo-zu-zy zo-zu-zy-za zu-zy-za-zo zy-za-zo-zu 5 . Games with pictures for 3 "Remember, name, put", "1-2-5-9" (pheasant, forget-me-nots, mimosa, umbrella, banner, star). 6. Letter 3. 7. Exercise with a split alphabet in the wake of analysis (basins, goats), drawing up diagrams of these words 8. Typing the words TAZY, GOATS, TAZ, GOAT 9. Learning a joke Za-za-za - Zoya has a goat, zo-zo-zo - Zoya has an umbrella, zu-zu -zu - Zoya is grazing a goat under an umbrella, zy-zy-zy- Zoya has neither an umbrella nor a goat. 1. Sound 3 (prolonged pronunciation). -zda zdu-zdy-zda-zdo zda-zda-zdo-zdu 3. Repeating the joke about Zoya and the goat 4. Learning a new joke about Zoya, the bunny and the goat goat, close the goat, And my bunny will fall asleep in the basin. The bunny will yawn - and Zoya will yawn. The bunny will fall asleep - and Zoya will fall asleep. Zoya is the bunny's mistress, Sleeps in Zoya's pelvis bunny. 5. Selecting words for sound 3 from this joke. 6 The game "Call it affectionately" - fixing the use of diminutive suffixes -ok, -ek, -ik, familiarity with the spelling doubt solid consonants pelvis - pelvis pump - voz - kokos - convoy - kvass - 7 . Homework: Illustration for the fairy tale I. Sokolov-Mikitov listened to "Leaf Fall".
Sound H Sound H Lesson No. 32 Lesson No. 33 1 . Sound 3 (long pronunciation). 2. Syllabic sequences know-know-know-know know-know-kn-kn-kn-kn-kn-kn-kn-kn-kn-kn-kn-kn azn-ozn-uzn-izn ozn-uzn-izn-azn uzn-izn - azn -ozn izn-azn-ozn-uzn 3 . Words Know abyss whiteness Treasury sultry sultry Splinter star starship Starfall oil depot know Knowledge banner familiar Sign 4. The use of prepositions for, because of, from under - exercises with a deformed phrase bunny bush sits behind (under) - bunny bush peek out from behind ( from under) - bunny bush to crawl out from behind - forget-me-nots Liza behind to plant a hut - Zoya pine to stand behind - Zoya pine to look out from behind - Zoya pine to come out from behind - goat graze the forest behind - umbrella back Lisa at behind - umbrella back Lisa take out from behind - 5 . Repetition of words for sound 3 - playing ball or jumping rope. 8. Repetition of jokes, nursery rhymes for sound 3. 9. Sound-syllabic analysis, typing and scheme of the word umbrella. 1. Sound 3 "(soft) - called by imitation. 2 Syllabic rows museum elderberry monkey dugout gasoline Snowdrift strawberry shop chill vaseline winter owner 4. Transformation of sentences according to the model Zina has a newspaper. - This is Zina's newspaper. Zina has strawberries. - Zina has a finch. - Zina has vaseline. - Zina has raisins. - 5." Remember, repeat" 6. Sound-syllabic analysis, an exercise with a split alphabet, word mapping and typing: Zina, winter. 7. Memorizing the joke poem "Green Song" In a green, green, green forest I carry a green leaf of strawberries. A green branch does not sleep under the spruce, Green music is ringing somewhere, A green goat in green foliage, He sings a green song to me.
Sound Z Sound C Lesson No. 34 Lesson No. 35 1 . Sound 3 "(soft) (long repeated pronunciation). 2. Syllabic rows evil-evil-evil-evil evil knot-izl-azl-ozl evil-evil-evil-evil izl-azl-ozl-knot azn-life-know-life ozn-know-izn-azn uzn-izn-azn-ozn izn-azn-ozn-know 3. Recall words for 3 "- a ball game. 4. Repetition of the "Green Song". 5. Related words winter - winter, winter, hibernate, hibernation, winter. 6. Coordination of adjectives winter, winter, winter with nouns - the game "Echo" (according to the model) speech therapist: child: suit - winter coat - clothes - day - air - weather - speech therapist: child sky - blizzard - sun - blizzard - wind - fairy tale - 7. Compilation and memorization of the story "Winter" according to the key words winter, snow, garden, sled, Zoya, Zina, Lisa, Sima, carry, Tuzik, snowman, make, call, take, winter. 8. Learning the quatrain "Winter" The nose is chilly, winter is coming. In a winter fairy tale forest, houses. It will cover everything with a snowdrift: the Earth, the steppes and the plant. 9. Homework: drawing with a candle "Winter's Tale". 1. Staging the sound C (by imitation, from the TS). 2. Automation in reverse syllables ats-ats - ats-ats-ats its-its - its-its-its ots-ots- ots-ots-ots ets-ets-ets-ets-ets uts-uts - uts-uts- uts yats-yats-yats-yats-yats 3. Introduction of the sound C into words with reverse syllables ets-ets - lollipop ets-ets-ets - finger ets-ets-ets- infantryman ets-ets-ets- dance e ts-ets-ets- father ets-ets-ets- messenger ets-ets-ets-end ets- ets-ets-singer ets-ets-ets-little finger ets-ets-ets- finally ets-ets-ets-blacksmith yats-yats-yats-hare 4. “Remember, repeat” - an exercise to develop attention and memory (words see . p. 3). 5. Exercise with a split alphabet - compiling and converting syllables ats-ots-uts-its-yts 6. Typing the letter C; printing syllables AC, OTs, UTs ITs, YTS. 7. Pronunciation of sentences. The hare sits under a bush. Sonya's father is an infantryman. And Sanya's father is a singer. The singer sings a cheerful song. Finally, Vasya was given a lollipop. The dog bites on the finger, especially the little finger.
Sound Ts Sound Ts Lesson No. 36 Lesson No. 37 1. Sound Ts (repeated pronunciation). 2. Syllabic rows ats-ots-uts-its ots-uts-its-ats uts-its-ats-ots 3. Syllables and words tsa-tsa-tsa - bird tsy-tsy-tsy - birds -tsy-tsy-tsy street -tsy-tsy-tsy streets -tsy-tsy-tsy mill -tsy-tsy-tsy mills -tsy-tsy-tsy soapbox -tsy-tsy-tsy soapbox -tsy-tsy-tsy village - villages Tsa-tsa-tsa - singer tsy-tsy-tsy - singers tsa-tsa-tsa - hospital tsa-tsa-tsa - clever tsa-tsa-tsa - button tsa-tsa-tsa -tit tsa-tsa-tsa- maiden tsa-tsa-tsa - knitting needle tsa-tsa-tsa - chariot 4 The game "Remember, repeat" (for words, see paragraph 3). 5. Learning a nursery rhyme A girl runs out into the street with water, And the water is far away, and the bucket is large. You, girl, don't go, you, girl, sit down. 6. The game "And I, too" - an exercise in the word formation of feminine nouns on the model of a clever man - a clever teacher - a writer - a hunter - a gardener - a fashionista - an entertainer - 7. Homework: Drawing with paints "Birds fly south." 1. Sound C (repeated pronunciation). 2. Syllables and words tso-tso-tso - face tso-tso-tso- egg tso-tso-tso- ring tso-tso-tso- letter tse-tse-tse- chain tse-tse-tse- assessment tse-tse -tse-tse tse-tse-tse- hook 3. Syllabic rows: tsa-tso-tsu-tsi tso-tsu-tsi-tsu tsu-tse-tse-tso tse-tse-tso-tsu 4. “Remember and repeat ". face-chain-egg-ring (change word order). 5. "Echo" - word formation of nouns with diminutive suffixes -ts-, -its-, ets- -body - little body business - village-salo-soap - coat - building - task - letter - announcement - knowledge - explanation - 6 Learning the nursery rhyme "Chickens" Here are the chickens running - They are not afraid of Natka. Near the tub saucer - They all get drunk. Chick-chick-chick! Chickens! There is water in a tub. Whoever is afraid of me, I will not give him water. 7. Homework: Application for this nursery rhyme.
Sound C Sounds P-W Occupation№ 38 Lesson № 39 1. Sound Ts (repeated pronunciation). 2. Syllabic rows tsma-tsmo-tsmu-tsma tsmo-tsmu ytsm-atsm-otsm-utsm 3. Memorizing the tongue-twister "Snowstorm". Let the blizzard sweep, Spread with light snow. Hares ran in the forest, They noticed a fox, A tit sits on a pine tree, A fox stands under a pine tree. 4. The game "1-2-5-9" with the words (pictures) hare, heron, egg, chick, bird, sheep, chicken, fighter, Street, soap box, button, bread box, hyacinth, singer. 5. Related words (according to the model) bread - bread, bread box soup - soup, tureen napkin - napkin holder candy - candy, candy box leaf - leafy, larch soap - soap, soap dish 6. Transformation of sentences (exercise in the use of possessive adjectives with the suffix -ts ,) Sonya has a breadbasket. - This is Sonya's bread box. Sanya has a napkin holder. - Vasya has larch in the garden. - Sima has a glass candy bowl. - Lucy has a blue button. - Asya has a faience tureen. - 7. Homework: Illustration for the chimes "Snowstorm". one . Sounds C - 3 (alternate pronunciation). 2. Repetition of sound C, syllables, syllables, words, tongue twisters, nursery rhymes, jokes. 3. Repetition of sound 3, syllables, syllables, words, tongue twisters, rhymes, jokes. 4 . Syllabic rows sa-sa-za za-za-sa sa-za-za za-sa-sa sa-za-sa za-sa-za 5. Transformation of syllables, words - the game "On the contrary" sma sto- zmost- stu- zmu-sty- zmy- etc. b) Zoya - soy tooth - goat - Liza - bunny - 6. Grouping pictures - the game "Let's give pictures to Zoya and Sonya." Zoe on 3 Sonya on C (dog, castle, vase, umbrella, bag, socks, stroller, cabbage, goat, forget-me-nots, bench, vacuum cleaner, alphabet, nipple, mimosa, mosaic). 7. According to the results of paragraph 6, the compilation and transformation of phrases (sentences) with possessive adjectives according to the model of U Zoya umbrella. - It's Zoin's umbrella. Sonya has cabbage. - It's Sonya's cabbage. 8 . Sound-syllabic analysis, exercises with a split alphabet, diagrams and typing of the words braid-goat, braid-goat.
Sounds С-З Sounds С-З (с-зь) Lesson No. 40 Lesson No. 41 1. Sounds C - 3 (alternate pronunciation). 2. Repetition of the lesson material 39 p.p. 2-7. 3. Words (repetition after a speech therapist, division into syllables, determining the place of sounds C, Z in these words) drought bolt curtain curtain drifts ambush fall asleep write carp say a fairy tale convene 4. The game "1-2-5-9" (a familiar fairy tale, fascinating story). 5. Homework: Drawing or application "Snowfall". one . Sounds C "- 3" (alternate pronunciation). 2. Repetition of sound C ", syllables, syllables, words, tongues. 3. Repetition of sound 3", syllables, syllables, words, tongues. 4. Syllabic rows sya-sya-za sla-sla-sla snya-znya sya-sla-sla-sla-sla -za-sla-zla-sla zna-zna-snya za-sla-sya za-sya-za evil-sla-sla evil-sla-blah znya-snya-slya znya-snya-znya -azn-azn asn-azn-asn azn-azn-asn azn-asn-asn azn-asn-azn asl-asl-azl asm-asm-azm asl-azl-azl asm-azm-azm 5. Syllable transformation - game "On the contrary" za-za-za - sia-sia-za ze-ze-ze - zu-zu-zu- zi-zz-zi - ze-ze-ze-stya-stya-stya- zdya-zdya-zdya ste -ste-ste-here-here-here stu-stu-stu- zdyu-zdu-zdu sti-sti-sti-zdi-zdi-zdi ste-ste-ste-here-here-here 6. Grouping pictures - game " We will give pictures "Sima and Zina" (leaves, snowman, chaffinch, orange, shop, newspaper, museum, cornflower, goose, letter, strawberry). 7. Exercise in the use of possessive adjectives Simin, Simina, Simino, Zinin, Zinina, Zinino with pictures (see paragraph 6). 8. Homework: Application "Zina and Sima made a snowman."
Sounds C-C Sounds S-C Occupation No. 42 Lesson No. 43 1. Sounds C - C (alternate pronunciation). 2. Repetition of sound C: syllables, words, tongue twisters, nursery rhymes. 3. Repetition of the sound C: syllables, words, tongue twisters, nursery rhymes. 4. Comparison of sounds C - C - game "On the contrary" su-su-su-us-us-us - sy-sy-sy- ys-ys-ys - b) in the words tsok-sok color - goals - heron - bam- flower - price - boots - 5. Sound-syllabic analysis, drawing up schemes of words tsok, juice, bam, bass 6. Exercises with a split alphabet (composing, converting words - see paragraph 5). 7. Typing the words CSC, SOK, BAM, BAS. 8. Related words: light color - 9. The game "Finish the word" battle., vacuum., but., hare., ne., ice., kva., anana., father., horse., tray., bird. , bus .. 1. SOUNDS C - C (alternate pronunciation). 2 Syllabic rows as-as-atz ats-ats-as ca-ca-sa sa-sa-ca as-ats-atz ats-as-as ca-sa-sa sa-ca-ca as-ats-as ats- ac-ats ca-sa-ca sa-ca-sa 3. Exercises with pictures in C, C a) selection of pictures for both sounds like the sun; b) selection of pictures for C, c) selection of pictures for C (pictures: knitting needle, vacuum cleaner, ladder, sun, pine tree, stage, flowers, chick, chariot, singer, arctic foxes, station, sheep, acacia, bush, mask, bench, hyacinth). 4. Conjugation (without II person singular) in the future tense to catch on an acacia bush to remove a caterpillar from an acacia bush to perform a children's song on stage. 5. Games "What has changed?", "Guess the picture", "Remember, name" with pictures for both sounds (see p. For). 6. Sound-syllabic analysis, chain word schemes, sheep. 7. Repetition of tongue twisters in C, C. 8. Homework: Application "Hare under a bush."
Sounds S-Ts Sounds Lesson No. 44 Lesson No. 45 1. Sounds S-Ts (alternate pronunciation) 2. Syllabic rows ast ast-atst-atzt Sta-sta-tsta tsta-sta-tsta atst-ast-atst ast-atst-ast 3. Comparison of sounds C - C - game "On the contrary" (see lesson 42, p. 4). 4. Game "Finish the word" (see lesson 42, p. 9). 5. Game with pictures "1-2-5-9" (see lesson 43, p. 3). 6. Negotiating sentences on these pictures This is Sonin (Sonina, Sonino) ... This is Sanin (Sanina, Sanino) ... This is Svetin (Svetina, Svetino) ... 7. Homework: Application "Tit".
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1 Card file of individual lessons of a speech therapist with children with ONR in the speech therapy group of a correctional kindergarten. This systematized material will help novice speech therapists organize individual work with children in the speech therapy group of the kindergarten. I have been using this material in my work with children for many years. The dynamics of the development of children's speech pleases me. I think that this material will help many novice speech therapists to organize their work with children, taking into account the specifics of a speech defect. Speech therapist of the highest category, MDOU 1, Kurganinsk, Krasnodar Territory
2 Card file of individual lessons with children (ONR) (HISTING SOUNDS) SH LESSON 1 1. Articulation gymnastics for sound Sh. “Swing”, “Delicious jam”, “Let's brush the upper teeth”, “Pancake”, “Cup”. 2. Finger gymnastics: “Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run” 3. Setting the sound Sh. "(essential singular and plural) Duck -, iron -, snail -, street -; Antenna -, watermelon -, pharmacy -, pineapple -; Willow -, turkey -, oriole -, toy -; Hoop -, Olya -, donkey -, 6. Syllabic structure of words (games) 7. The game "Attentive ears" - highlighting vowel sounds: A, U, I, O, S from a number of sounds: I, O, A, O, U, S A, I, S, O, U, A O, S, U, I, O, A U, O, S, I, A, U 8. Coherent speech: compiling a description story according to the scheme (on the topic of the week ) 9. Development of attention, memory: games "What has changed?", "Remember name."
3 W LESSON 2 1. Articulatory gymnastics for sound Sh. “Swing”, “Delicious jam”, “Let's clean the upper teeth”, “Pancake”, “Cup”, “Fungus”, “Horses”. 2. Finger gymnastics: “Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run” 3. Development of an air jet exercise “Obedient breeze”. 4. Staging the sound Sh. 5. The game "4 extra" (on the topic of the week). 6. Game "Find the sound" (A, U, I, O) at the beginning and end of words 7. Development of coherent speech - retelling the story "Vegetables" 8. Syllabic structure (games) 9. Game "Find the differences"
4 SESSION 3 1. Sound Ш examining the position of the articulatory organs, the lips are slightly elongated and rounded, the teeth are “fence with a gap”, the tongue is raised, the air is warm, the jet is directed upwards 2. Syllables and words: Sha-sha-sha cap sho- sho-sho seam Sha-sha-sha shawl Sha-sha-sha-- - chess Shi shi-shi tire Shi-shi-shi spikes Shi-shi-shi rosehip 3. Syllabic rows: Sha-sho-shu-shi Sho- shu-shi-sha sho-sho-sho whisper sho-sho-sho shock shu-shu-shu fur coat shu-shu-shu joke shu-shu-shu noise shu-shi-sha-sho shi-sha-sho-shu 4 Words and sentences a) Masha is ours Dasha is our porridge your ears neck b) Masha washes her neck and ears under the shower. Our Masha washes her neck and ears under the shower. Dasha washes her neck and ears under the shower. 5. Ball game recalling words with the sound Sh. 6. Game “Remember, repeat” Hat fur coat rosehip whisper 7. Game “Call me affectionately”: Masha -, Sasha -, Dasha -,
5 Ш LESSON 4 1. Sound Ш (prolonged and repeated pronunciation) 2. Syllables and words: Ash-ash-ash your ush-ush-ush fly Ash-ash-ash our Ash-ash-ash tower Ash-ash-ash porridge Osh-osh-osh cat Osh-osh-osh midge 3. Syllabic series: -ysh-ysh mouse ysh-ysh-ysh puffy ush-ysh-ash-osh ysh-ash-osh-osh 4. Choice of words with the sound Ш from the story “The Cat and the Mouse”. Everyone left home. One cat is sitting on the window. The cat sees the mouse. But the mouse does not see the cat. The mouse scurries into the kitchen. There is a donut on the table. The mouse eats the donut. And the cat from the window and behind the mouse. 5. Syllabic structure of words (games) 6. Sound analysis: ASH, OSH, USH, SH 7. The game "One and many" (words with the sound Ш) 8. The game "Call it affectionately": car -, bump -, 9. The game "Telegraph" (dividing words into syllables): hat, scarf, tire, car, balls, dog rose.
6 SH LESSON 5 1. Articulation gymnastics for sound Sh. 2. Finger gymnastics. 3. Sound Sh (prolonged and repeated pronunciation) 4. Syllabic series: Shka-shko-shku-shki ashk-oshk-ushk-ishk Shko-shku-shki-shka Shka-shka-shka-shko Shka-shka-shko-shku oshk-ushk-ishk-ashk ushk-ishk-ashk-oshk ishk-ashk-oshk-ushk 5. Learning the tongue twister: “Hush, mice, hush, mice, the cat is sitting and barely breathing” 6. Selection of objects for signs: Plush plush plush Fluffy fluffy fluffy 7. Connected speech: compiling a story based on key words using the plot picture "Bear" (Alyosha, car, six, grandmother, grandfather, bear, plush) 8. Sound-syllabic analysis (Masha, shower) 9. Syllabic structure (games) 10. The game “Remember-repeat) Porridge machine bump cuckoo Mouse cat hat cannon Midge ears Dasha Sasha
7 S-SH LESSON 1 1. S-Sh sounds(alternate pronunciation) 2. Repetition of the sound C, syllables, words, tongue-twisters. 3. Repetition of the sound Ш, syllables, words, tongue-twisters. 4. Syllabic rows: sa-sha sha-sa sa-sa-sha sha-sha-sa so-sho sho-so sa-sha-sha sha-sa-sa su-shu shu-sa sa -sha-sa sha- sa-sha sy-shi shi-sy 5. The game "Let's give pictures to Sanya and Masha" (socks, stork, stroller, fur coat, wardrobe, mouse, bag, cherries, steps, bag, glass, cones, astronaut, pillow, jug, cuckoo, pine, vacuum cleaner) 6. Games for the development of memory and attention with these pictures "What has changed?", "Guess the specified picture." 7. Exercise in matching the game "1-2-5" with these pictures. 8. Sound analysis of words: itself, noise (scheme) 9. Syllabic structure of words (games) 10. Coherent speech making sentences from 3 words (sentence scheme)
8 S-Sh LESSON 2 1. Sounds S-Sh (alternate pronunciation) 2. The game "On the contrary" a) syllables: sa-sa-sa - sha-sha-sha ash-ash-ash as-as-as co-so -so - osh-osh-osh su-su-su - ush-ush-ush sy-sy-sy - ish-ish-ish b) words: ears mustache you are your jokes - ambassador kashka - mass Mashka - Sasha Mishka - adobe tires - our fable - cape 3. Learning a tongue-twister: "Our big fluffy cat is sitting on the window, And your little funny cat is leaving the window" 4. Selection of signs and actions for the sounds C, W to the subject: Cat Big Fluffy Funny Eared Plush is in a hurry breathes naughty sleeps eats 5. Sound analysis: fur coat, gardens 6. One-many games,
9 S-Sh LESSON 3 1. Sounds S-Sh (alternate pronunciation). 2. Syllabic rows: Sleep-sno-snu-dreams asn-osn-usn-usn Sno-sno-dream-sleep -asn-basic ysn-asn-basic-usn Shna-shno-shnu-shny Shno-shnu-shny-shna Shnu-shny-shna-shno Shny-shna-shno-shnu ash-ashn ushn-ashn-ashn-oshn yshn-ashn-oshn-ushn 3. The story "Pine" (memorization or retelling) Sasha and Masha went into the forest for pine cones. Here is the edge of the forest. At the edge stands a tall pine tree. On a pine tree there are dense fluffy branches. And high, at the very top, there are big cones. Cones with noise fall down to the ground. There are many cones under the pine. Sasha and Masha raise the cones. With a package of cones, they rush home. And from behind comes the sound of a pine forest. 4. Isolation of words from the story - with the sound C; - with sound Sh. 5. Guessing riddles - descriptions of migratory birds. 6. The game "Telegraph" (dividing words into syllables): himself, fur coat, juice, balls, boots, fireworks, hat, tires, scooter, dog rose, noise, son, sleigh.
10 F LESSON 1 1. Articulation gymnastics for sound F "Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup". 2. Finger gymnastics: “Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run” 3. Setting the sound Zh. » (existing singular and plural) Table -, sofa -, bed -, closet - etc. 6. The syllabic structure of words (games) 7. The game "Attentive ears" - highlighting the sound Zh from a series of sounds, from the beginning of words (noise, beetle, tea, stomach, cat, Zhenya, Galya, animals) 8. Coherent speech: the game " Gather a flower" 9. Development of attention, memory: games "What has changed7", "Remember name".
11 F LESSON 2 1. Articulatory gymnastics for sound F "Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup". 2. Finger gymnastics: “Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run” 3. Setting the sound Zh. » Glass -, spoon -, cup - 6. The syllabic structure of words (games) 7. The game "Attentive ears" - highlighting the sound Zh from words (noise, beetle, tea, stomach, cat, Zhenya, Galya, animals) 8. Messenger speech: compiling a description story according to the scheme (on the topic of the week) 9. Sound analysis of words (diagram): beetle, toad 10. Development of attention, memory: games “What has changed?”, “Remember name”.
12 G LESSON 3 1. Articulation and finger gymnastics. 2. Long air jet "Drive the ball into the goal", "Obediant breeze" 3. "The tale of a cheerful tongue." 4. Sound Zh Zh Zh (prolonged pronunciation) 5. Syllabic rows: -zhi-zhu-zhu-zhu-zhu-zhu-zhu-zhu-zhu-zhu-zhu 6. Words: Toad acorn beetle Skin yellow hedgehogs Puddle flag snakes Lie down snowball ski Knives meadow say 7. The game "Long and short words "(beetle, giraffe) 8. Sentence negotiation (the phrase hedgehog with hedgehogs in different cases is added) - Zhenya ran to the forest and saw - He ran closer to - They ran away from Zhenya deep into the forest - Zhenya ran all over the edge and did not find Zhenya he was very sorry that he could not show where they live 9. The game "Speech therapy loto" (sound Zh) 10. The game "Remember repeat"
13 G LESSON 4 1. Articulation and finger gymnastics. 2. Self-massage of the hands and fingers (ex. 2,3,7. P.21) 3. Long-term air jet "Pinwheel" 4. Sound Zh Zh Zh (prolonged pronunciation). 5. Syllabic series: Zhma zhma zhma zhm zhm zhm zhmo zhma zhmu zhma Zhmu zhma zhma Zhma zhma zhmu zhmu zhmy zhm zhma zhma zhma zhm zhma zhm zhma zhma 6. Words game "Speech therapy loto" ) 7. Memorizing "Beetle" The beetle has fallen and cannot get up: He is waiting for someone to help him. 8. Phonemic perception of the selection of words for the sound Zh from the tongue-twister about the beetle. 9. Selection of signs and actions to the object Beetle Small Buzzing Live flies sits buzzes 10. Sound analysis (scheme) - beetle. 11. The game "Telegraph" - dividing words (on the topic of the week) into syllables.
14 H LESSON 1 1. Articulatory gymnastics for the sound CH "Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup". 2. Finger gymnastics: “Fingers say hello”, “Clicks”, “Claws”, “Scissors”, “Little men run” 3. Sound setting Ch. 4. Game “4 extra” (on the topic of the week) 5. Game “Count” (coordination of numerals with nouns in gender and case) (dictionary on the topic of the week) 6. Syllabic structure of words (games) 7. The game "Attentive ears" - highlighting the sound Ch from a number of sounds, from the beginning of words (cup, beetle, tea, belly , suitcase, Zhenya, Galya, black, teapot) 8. Coherent speech: distribution of sentences by introducing homogeneous members of the sentence into them. 9. Development of attention, memory: games "What has changed?", "Remember name."
15 H LESSON 2 1. Articulatory gymnastics for the sound CH "Swing", "Delicious jam", "Let's brush the upper teeth", "Pancake", "Cup". 2. Finger gymnastics: playing with fingers. 3. Setting the sound H. 4. Onomatopoeia: how scissors chirp: chik-chik-chik the engine: ch-ch-ch-ch-ch cars: ch-ch-ch-ch-ch 5. Repeat after me: Syllables ah- och-uch-ich, uch-och-ah, ich-och-uch-ch. Words: crying, weaver, kalach, daughter, night, oven, key, sword, ball, thorn. 6. Syllabic structure of words (games) 7. Coherent speech to learn the dialogue: "In the store" -How much does a zucchini cost? Zucchini? Piglet. - Give me two zucchini. Give me two nickels. - Piglet and Piglet - Nate, a dime. 8. Sound analysis of words (scheme): chum, siskins 9. Development of attention, memory: games "What has changed?", "Remember name."
16 H SESSION 3 1. Articulation and finger gymnastics. 2. Long air jet “Put the ball into the goal”, “Obedient breeze” 3. Sound Ch-Ch-Ch-Ch (long pronunciation) 4. Repeat Cha-cha-cha in the room candle Chu-cho-chu with a hammer I knock Cho-cho-cho my shoulder hurts Chi-chi-chi I have the keys Cho-cho-chok we have a piglet Ah-ah-ch give me a kalach O-ch-ch it's night, etc. 5. The game "Divide the words into syllables" - a wheelbarrow, a barrel, some water, a night, an oven, a ball, etc. 6. Game "Say kindly" Flower - chest - side - hat - heel - castle - pillow 7. Game "Speech therapy loto" (sound) 8. Game "Make sentences" with the words: daughter, tea, mail, clock. 9. Letter Ch. Read syllables.
17 H SESSION 4 1. Articulation and finger gymnastics. 2. Long air jet "Drive the ball into the goal", "Obediant breeze" 3. Sound and letter H. Reading syllables, typing. 4. Answer the questions with a full sentence: -How do they unlock the lock? -What do they drink from a cup? -When does the moon shine? Who teaches students at school? -Who brings newspapers and letters? 5. Explain the meaning of the proverb: "If you want to eat kalachi, don't sit on the stove." 6. The game "Say kindly" Flower - chest - side - hat - heel - lock - pillow - 7. Remember and name the rows of words: Night-night-night Post-postman-post Oven-furnace-baking 8. Learn the riddle: I puff, puff, puff, I'm knocking, knocking, knocking, I'm flying, flying, flying, I don't want to be late (train)
18 H LESSON 5 1. Articulation and finger gymnastics. 2. Sound and letter Ch. Reading syllables, words, typing in a notebook. 3. D / game “The sound got lost” There are no roads in the swamp. The blue sea is before us T-shirts (seagulls) fly over the waves. 4. Sound analysis of words: ball, clock 5. Remember and name the series of words: Night-night-night Mail-postman-post Oven-oven-baking 6. Make a sentence according to the picture with prepositions: because of, from under. Determine the number of words in a sentence. Draw up a proposal. 7. Retelling of the story "Butterfly" with the addition of a new episode. Improve your ability to use complex prepositions. (train)
19 Lesson 1 1. Articulation and finger gymnastics. 2. Sound Щ (repeated pronunciation) 3. Syllables and words Ash-ash-ash cloak Oh-oh-oh horsetail, vegetable, help Still-more thing, bream 4. Syllabic rows Asch-osch-usch-isch Osch-usch-isch-asch usch-isch-asch-osch isch-asch-osch-usch 5. Words: Borscht, tick, pimple, power Predatory, predator, comrade Powerful, vegetable, well-versed 6. Tongue talk Asch-ash-ash Tanya has a new raincoat Still-still-still a bream floats in the river Osh-osh-osh we have delicious borscht 7. Sound analysis of words: pike, shield 8. The game "Remember, repeat" (See p. 2.4) 9. Selection of items for signs: Predatory Predatory Predatory Powerful powerful powerful Vegetable vegetable vegetable 10. Printing the letter Щ, syllables, words.
20 SHCH LESSON Articulation and finger gymnastics. 2. Sound U (multiple pronunciation) 3. Syllables and words Scha-scha-scha sorrel, grove, squeak Schi-schi-schi - shield, look for Schu-shu-shu pike, tentacles Sche-shche-shche slit, sliver, puppy 4. Syllable series Scha-scho-shch-shch Cho-shu-shch-shcha Schu-shch-shcha-shch Schi-shcha-sho-shu 5. Words: Square grove gorge cave lizard heck platform tongs box treat forgive welder defender food clothespin 6. Count “1 10” (see paragraph 3.5 optionally) 7. Sound analysis of words: pike, shield 8. Memorizing tongue twisters: “Two puppies cheek to cheek pinch a brush in the corner." “I drag the pike, I drag, I won’t miss the pike” 9. Printing following the traces of analysis: grove., food, pike, thicket. Spelling ЩА, ЩУ. 10. The game "Change the word": fist fist, strength -, hand -, boot -, pocket -, ax -, leg -, nose -, mustache -
Municipal budgetary preschool educational institution Murmansk 15 Synopsis of directly educational activities with children of the senior group on the differentiation of sounds S W "Adventures of a snowman"
K-1 3. Look at and draw the letter Sh in the air with your fingers. repeat the syllables sha-sho-shu-shi sho-shu-shi-sha shu-sho-sho-sho
(with a finger we “step” along the leaves and clearly pronounce the sound on each leaf) 1. We pronounce the syllables: 1.1. Fixing the pronunciation of the sound Щ in words with direct syllables under stress: 1.2. Consolidation of pronunciation
Abstract of an individual lesson in a group of senior preschool age, with a child with speech therapy conclusion FFNR, within the framework of the "Day of Open Doors of the Dow". Topic: Automation of sound [w] in sentences.
Sysoeva Larisa Valentinovna Teacher-speech therapist MDOU "CRR-Kindergarten 47" Bell "Istra 2014 Topic. Differentiation of sounds "С Ш" using elements of logorhythmics (preparatory group.) Objectives.
CARD Ш 1 (direct syllables) 2. "Snake song". 3. Say the syllables with a change in rhythmic pattern. SHA, SHA SHA, SHA, SHA SHO, SHO SHO, SHO, SHO SHU, SHU SHU, SHU, SHU SHI, SHI SHI, SHI, SHI 4. Remember and pronounce syllables
Synopsis of a subgroup lesson on the development of speech in the senior group Topic: Sound [Sh], letter S Correction-developing
A fairy tale about a cheerful tongue based on the book by V.N. Kostygina "TRUE-LA-LA", Articulatory gymnastics. M.: 2000 OKOSHKO Once upon a time there was a cheerful Tongue. He woke up early in the morning. Opened a window. Looked left, right. Looked down.
Cha-cha-cha- there is a candle in the room. CH 1 Choo-choo-choo- I knock with a hammer. Cho-cho-cho- my shoulder hurts. Chi-chi-chi- I have the keys. Chok-chok-chok - we have a heel. Achka-achka - Vova has a car. Ch 2 Ah-ah-ah- give me a loaf. Och-ouch-ouch-
Municipal budgetary preschool educational institution Kindergarten of a combined type 11 "Zvezdochka" of the Urban District of the city of Sharya, Kostroma Region Abstract of an individual lesson Work on
Gymnastics complexes for the tongue Prepared by the teacher-speech therapist Yu.V. Plakhotnik The first complex (for whistling sounds C, Z, C) Drive the ball into the goal. Pull your lips forward with a tube and blow for a long time on the lying
Annex 4 Long-term work plan of speech therapy groups for the 2016-2017 academic year. The plan was drawn up in accordance with the methodological recommendations of Ivanova Yu. D. “Preschool logopoint: documentation, planning
Paid extra educational service MDOU D / s 40 Photo report for the 2016-2017 academic year. year Paid additional educational service "Rechetsvetik" for children of groups of primary preschool age (from 2 to
Paid additional educational service MDOU D / s 40 Photo report for 2017-2018 academic year. year Paid additional educational service for children from 2 to 4 years old is conducted by a speech therapist teacher: Kushnarenko
Municipal budgetary preschool educational institution "Kindergarten 18" Synopsis of direct - educational activities in the educational field "Speech development" for children of the older group
SUMMARY OF A SUB-GROUP LESSON ON THE FORMATION OF PHONETIC-PHONEMATIC PROCESSES Topic: “Differentiation of sounds [s] - [sh] (preparatory group). Objectives: 1. To learn to distinguish sounds [s] - [w] by ear and in pronunciation.
Municipal budgetary preschool educational institution "Kindergarten "Teremok" Abstract of organized activities on the sound culture of speech on the topic: "Stepashka visiting the guys" (middle group)
MDOU "Kindergarten 2 Sonkovsky district of the Tver region" Synopsis open class for literacy in preparatory group. "Introduction to the letter H". Educator: Moiseeva E.A. 2015 Purpose: to fix
December, I week Expansion, clarification and updating of the active vocabulary of children on the topic "Winter"; To learn to select single-root words for a given word; Continue learning to write descriptive stories with support
Objectives: An integrated session of a speech therapist and educator. For children of the preparatory group with OHP, on the topic "In the forest for mushrooms" Correctional and educational: Speech therapist MBDOU TsRR DS 17 Kochneva A.V expand
Municipal State Preschool Educational Institution of Kostroma municipal district Kostroma region "Kindergarten "Solnyshko" Serednyaya village" Methodical development(NOOD) for the preparation
Ivanova Elena Anatolyevna Chermnykh Maria Mikhailovna State budgetary institution additional education Center for Psychological, Pedagogical, Medical and Social Assistance of the Kolpinsky District of St. Petersburg
MKDOU "TsRR d / s 6" Abstract of a lesson on the sound culture of speech with children Differentiation of sounds [g], [w] in syllables, in words and sentences Prepared by: speech therapist teacher 1 KK Nikolaeva S.V. Purpose: to teach the child
Articulatory gymnastics as the basis for correct pronunciation For pure sound pronunciation, strong, elastic and mobile organs of speech are needed, the tongue, the lips, and the soft palate. All speech organs are made up of muscles. If
Topic: "Automation of the sound [Ш] in syllables and words" Objectives: To clarify the articulation and the correct isolated pronunciation of the sound [Ш]. Development of mobility of the articulatory apparatus, develop fine motor skills
Head U.A. Zavarina INDIVIDUAL EDUCATIONAL ROUTE for correcting the speech development of a child with handicapped health at the logopoint 2016-2017 academic year GBDOU d / garden 71 Primorsky
Municipal budgetary preschool educational institution kindergarten of a general developmental type 9, Slavyansk-on-Kuban, municipality Slavyansky district, Pobeda street, 244, Slavyansk-on-Kuban, Krasnodarsky
Explanatory note. Workbook It is intended for speech therapists and parents for classes with children 5-7 years old. Tasks are aimed at developing phonemic perception in preschoolers, differentiation
Note to parents. The goal of articulatory gymnastics is to develop the correct, full-fledged movements of the organs of the articulatory apparatus, necessary for the correct pronunciation of sounds. Conduct
ZKR / phonemics vocabulary grammar word formation coherent speech motor skills “Window” “Tube” “Smile” “Proboscis” “Let’s laugh quietly” Let’s brush our teeth” “Comb the tongue” of auditory perception “What sounds”
State budgetary educational institution school 657 of the Primorsky district of St. Petersburg SUMMARY OF LESSONS IN LOGOPEDICS DIFFERENTIATION H-F 2 "B" class Klyuchnikova Anasatsia Anatolyevna teacher
Individual educational route Full name: Date of birth: Conclusion of the TPMPK TNR Validity of the action plan for speech therapy assistance: 2017-2018. Goal: creating conditions for successful socialization
PUBLIC STATE STATE ENTERPRISE KINDERGARTEN-NURSERY 3 "RAINBOW" OF THE AKIMAT OF THE CITY OF Ust-Kamenogorsk ABSTRACT OF AN OPEN SPEECH THERAPY LESSON IN THE MIDDLE GROUP "DROP" Topic: "Visiting Shipelochka"
speech card(FFN, FN) Surname, name of the child Date of birth Complaints of parents Data on the course of speech development State of general motor skills State of fine motor skills Attention, working capacity General sound of speech
SPEECH CARD Surname, name of the child Age Home address Date of admission of the child to the group Arrived from preschool Date of release of the child from the group Information about the parents: Mother (address, telephone) Father Complaints of parents
Municipal autonomous preschool educational institution "Kindergarten 259" of the combined type of the Oktyabrsky district of the urban district of the city of Ufa of the Republic of Bashkortostan
Contents 1. Explanatory note .... 3 1.1 Purpose, objectives, principles of the program .... 4 1.2 Evaluation criteria .... 4 1.3 Speech examination methodology .... 5 2. Curriculum ... 13 3. Content programs... 13 3.1
GCD theme "Let's play with Luntik" Sound automation tasks "L" Individual work Corrective: - strengthening the skill of correct pronunciation of the sound "L" in syllables, words and sentences; - development of phonemic
MADOU 16 "Thumbelina", Krasnokamensk Abstract of the organization of direct educational activities of children in the preparatory group of compensatory orientation 12 on the topic "Differentiation of sounds
Card file of exercises of articulation gymnastics for all age groups. Prepared by: speech therapist Skrynnikova Olesya Alexandrovna, Surgut, 2015 Complex of articulation gymnastics ( junior group)
Advice for parents Articulation gymnastics at home The correct pronunciation of sounds by children is ensured by good mobility and differentiated work of the organs of articulation. Develop clear
Municipal Autonomous Preschool Educational Institution of the Beloyarsky District "Child Development Center Kindergarten "Fairy Tale" Method of visual modeling in correctional and developmental work with children
Differentiation of sounds SH SH Symbols of sounds SH SH. Articulation of sounds SH - SH. Name the similarities and differences. Similarities: teeth at a small distance, do not compress; wide tongue. Differences: the sound "Sh" is pronounced with
Corrective direct educational activities for the development of lexical and grammatical categories in the senior speech therapy group for children with ONR. Software content Educational Expand
MUNICIPAL PRESCHOOL EDUCATIONAL BUDGETARY INSTITUTION "KINDERGARTEN OF THE COMBINED VIEW "YUZHNY" OF THE CITY OF VSEVOLOZHSK, LENINGRAD REGION APPLICATIONS Product of innovative educational activities
Speech therapist's advice to parents: "How to do articulation gymnastics with a child at home?" To achieve the necessary expected positive results from the speech therapy sessions of a child with a speech therapist, it is required
THEMATIC PLANNING OF CORRECTIONAL WORK IN THE SENIOR SPEECH THERAPY GROUP (FOR CHILDREN WITH OHP) TRAINING PERIOD: 2 LESSONS PER WEEK 2 WEEKS OF THE WEEK LESSON TOPIC NUMBER OF LESSONS PREPARATION FOR SOUND ANALYSIS
GKS (K) OU “Vvedenskaya boarding school of the VIII type Journey to the country of Beautiful Speech Speech therapy matinee Teacher-speech therapist Rzhevskaya S.I. 2012 Topic: Journey to the country of beautiful speech Objectives: Correctional and educational:
Korzhevina V.V. ORGANIZATION AND CONTENT OF SPEECH THERAPY WITH FIVE-YEAR-OLD CHILDREN WITH SPEECH UNDEVELOPMENT IN THE CONDITIONS OF A SPECIALIZED PRESCHOOL INSTITUTION Data of scientific and methodological
Variants of didactic games and exercises on the lexical topic "Transport" for working with children with OHP Compiled by: E.V. Kalinina, speech therapist MBDOU DS 53 "Fairy Tale", Ozersk, Chelyabinsk Region 1. "Name
Plan of individual work with 1st grade students. Correction of sound pronunciation: - preparatory exercises for setting the sounds L, R, - setting the sound L, - automation of the sound L in syllables, words, sentences,
Summary of the lesson "Automation of sound [Ш] in syllables, words." Subgroup speech therapy lesson for first grade students. Purpose: automation of sound [Sh. in syllables. In words, fixing the visual image
Dear adults, mothers and fathers! We hope that our hissing sounds consultation will help you deal with some of your beloved baby's sound pronunciation problems. If you
“Differentiation of sounds and letters Zh and Sh” Journey for treasures Compiled by Zhabina Daria Vladimirovna, speech therapist of the State Budgetary Educational Institution of the City of Moscow, secondary general education
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 84 OF A COMBINED TYPE cognitive development(literacy) in the preparatory school group. Theme: Letter
"The use of gaming techniques for speech correction in preschool children" The material for the workshop was prepared by a speech therapist teacher of the highest qualification category: Kulyak Svetlana Sergeevna Components of speech
Planning of individual correctional and developmental work on the correction of sound pronunciation
Annex 1 Prospective work plan of the circle "From sound to letter" to prepare children 6-7 years old for literacy. Preparatory stage Tasks: - development of auditory attention and auditory perception, auditory
Private educational institution "German gymnasium" Petershule "Summary of the subgroup speech therapy session in the preparatory group for children with FNR on sound automation [L] "Towards Winter"
Abstract of the lesson in the senior group "On a visit to the hedgehog" Author - Krylova Natalya Nikolaevna, teacher of the MADOU "Kindergarten 86", Syktyvkar. Purpose: development logical thinking, problem solving skills
1 ARTICULATION GYMNASTICS FOR WHAT? In order for a child to learn to pronounce complex sounds, his lips and tongue must be strong and flexible, hold the necessary position for a long time, and easily perform multiple
March, I week Improving the skills of words, sentences. articulatory and shallow, the formation of articulatory coherent and communication skills, general speech skills. th and lexicogrammatic automation
Long-term plan for individual correctional work Surname, name of the child Year of birth Age group MDOAU d / s "Smile" year of study Speech therapist's conclusion: Direction of correctional work 1. Clarification
Individual route for accompanying a disabled child by a teacher - defectologist F.I. of the child: Implementation period: 2016-2017 academic year. Direction of perception (sensory references) Tasks Visual perception
The development of speech in children 4-5 years old In the fifth year of life, the child shows significant progress in mental and speech development. The kid begins to highlight and name the most significant features and qualities of objects,
Educational activities“letter” Month n / n Educational area Content of the work Theme of the educational situation Tasks pedagogical activity(types of activities of children, taking into account their age
Municipal budgetary educational institution kindergarten 1 "Teremok" compensating type Olekminsk municipal district "Olekminskiy district" of the Republic of Sakha (Yakutia) 678100 Olekminsk, st.
INTRODUCTION Your attention is invited to a set of manuals for automating sounds delivered by a speech therapist. It consists of ten albums: Sound Automation C in Game Exercises Sound Automation 3
