Correction-developing tasks.

1. Continue to teach the child to distinguish between non-speech sounds.

2. Prepare the child for the assimilation of the sound-syllabic series by forming spatio-temporal representations.

3. Make an auditory-pronunciation differentiation of sounds [A], [O], [I], [U], paying special attention to the comparison of the following pairs: [O] - [U], [A] - [O].

4. Form the phonemic representations of the child on the material of the sounds [A], [O], [U], [I].

5. To consolidate the skill of determining the place of a vowel sound in a stressed position in a word (beginning, middle, end of a word).

6. Learn to analyze the sound series of four elements.

Exercise 1. Didactic exercise "Seller and buyer" (development of auditory attention).

An adult pours cereals into opaque jars: semolina, buckwheat and peas. The child (buyer) asks to sell him some cereal. An adult (seller) invites the child to choose the desired cereal by sound (the child shakes the jar and guesses by the characteristic sound what kind of cereal it is).

Task 2. Didactic exercise "Before - between - after" (clarification of space-time representations).

An adult calls a series of numbers from 1 to 10 and asks which number in the series is the first, last, which number comes before the number 7, after it, between 8 and 10? (The game is played without visual reinforcement.)

Task 3. Clarification and differentiation of sounds [A], [O], [U], [I].

The adult pronounces the names of the girls, and the child calls the first sound in each name: Anya, Olya, Ulya, Ira.

Repeat the articulation of vowels with the child. Their symbols, designation (red circles). Why are they called vowels?

Didactic exercise Guess the sound from the description.

An adult shows the articulation of a familiar vowel sound, and the child guesses what sound it is, for example, lips are pulled out with a tube - sound [U].

The adult shows the articulation of the sound range, and the child guesses from the silent articulation what the adult “said” (for example, “smile pipe” - UI).

An adult asks the child to listen carefully and repeat a series of sounds after him: AIU, UIA, IOAU ...

Task 4. Didactic exercise "Clap your hands"

An adult invites the child to carefully listen to the vowel sounds being pronounced and clap his hands only for a certain sound (for example, for the sound [A]):

uh, uh, uh, uh, uh.

Similarly, the game is played with other sounds.

Task 5. Listen to a series of words and name the extra (starting with a different sound):

Anya, August, autumn, orange; Olya, vegetables, ears, windows; Ira, willow, Inna, duck; antennae, duck, autumn, ears.

Task 6. Didactic exercise "Give gifts to Anya, Ole, Olya, Ira" (remember the words that begin with the sounds [A], [U], [O], [I]).

Task 7. Consider the pictures that were previously pasted in a notebook, and name objects that begin with the sounds [A], [O], [U], [I].

Task 8. Didactic exercise "Choose pictures". The adult offers the child to choose from a number of drawn objects those whose names begin with a certain sound (for example, with the sound [A]).

Task 9. Recall riddles, poems to the sounds [A], [O], [U], [I].

Task 10. The adult asks the child to complete the sentence with one word; name the first sound in each of these words. Pictures can be used as hints.

They put a television on the roof ... (antenna). The soldier shoots from ... (machine gun). The hare has long ... (ears). The student teaches ... (lessons). The golden one has come ... (autumn). They grew in the garden ... (vegetables). Masha threads into ... (needle). They bought Masha a new ... (toy).

Task 11. An adult pronounces a word and invites the child to indicate the place of a certain sound in it (beginning, middle, end of the word), using a card and a red circle.

[A]: August, hand, poppy; [O]: Olya, cat, coat; [U]: ears, writing, soup; [I]: Ira, rice, boots.

Task 12. The adult pronounces the beginning of the word and asks the child to finish the last syllable, name the last sound:

kangu... (ru), sapo... (gi), milk... (ko), ru... (ka).

Task 13. An exercise to develop coordination of speech with movements.

We went to the forest The child is marching.

The ax was found - Has stopped.

Firewood chopped - Feet - shoulder width apart, hands - in the "castle" -

— Ah! Oh! Wow! Them! - Energetic slopes.

Task 14. Consolidation of knowledge of the letters A, O, U, I. Finger exercises: letters A, O, U from fingers (see topics No. 1, 2, 3, 4);

repeat comic verses about these letters, remember what else they look like;

repeat game with letters A, O, U, I.

Task 15. Analysis of the sound-letter series of four elements: AOUI, IUAO, UIAO, OAUI, etc.;

Laying out schemes from red circles; drawing up letter rows on the instructions of an adult, reading (goal: developing the skill of smooth continuous reading of letter combinations from a different number of vowels), cheating, writing block letters under dictation.

Interaction of a teacher - speech therapist, educator and parents on the development of phonemic processes of older preschoolers

Every parent wants their child to do well in school.
How to prepare your child for school?

This question worries many parents of future first graders, as well as preschool teachers. educational institutions. Often adults believe that the most important thing is to teach a child to read, write, and count before entering school. But this does not guarantee successful learning. It happens that a child who reads, counts and writes, starting to learn, gradually reduces his success.

Most parents believe that it is enough to learn the letters with the child, and he will begin to read and write correctly. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in teaching literacy. The causes of difficulties include microsocial and pedagogical neglect of the child, lack of desire or habit to study, lack of perseverance, reduced attention, memory, and behavioral difficulties.
But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as unformed skills. sound analysis and synthesis.

In order to write correctly, a child needs to imagine that sentences consist of words, words of syllables and sounds, and sounds in a word are arranged in a certain sequence. The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words. K.D. Ushinsky noted that "only one who understands the sound-syllabic structure of a word can consciously read and write." It is important to form the concepts of “sound” and “letter” in the child in time, to teach them to distinguish them from the composition of the word, to distinguish between vowels and consonants, voiced and deaf, hard and soft consonants, to select words for given sound patterns.

That is, if we want the child to learn written speech(reading and writing) quickly, easily, and also avoided many mistakes, you should teach him sound analysis and synthesis. In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Early diagnosis shows that many children have speech development disorders, including phonemic processes. This problem can be solved only in close cooperation of the educator, speech therapist and parents.

In our teaching staff, a certain algorithm for the interaction of all subjects of the pedagogical process has been built:

1. Parent meeting (at the beginning of the year)
2. Consultative hours (teachers - speech therapist with educators, with parents)
3. The use of didactic games (in GCD, OD, at home with parents)
4. ICT (presentations on the development of phonemic hearing in GCD, OD, at home with parents)
5. The use of individual speech therapy notebooks.

Currently, there are many different literature for preschoolers, teachers and parents. We organize thematic exhibitions of literature in kindergarten, we offer to take the necessary books for individual lessons at home. (parents copy books, study individually and bring back, buy the same one). The slide shows an exhibition of books that can be used when teaching children to read and write, the development of phonemic processes.

The development of the child occurs in the activity. The main activity is the game. Over the past two decades, the kindergarten has gradually lost its developmental specificity in working with preschoolers. From kindergarten gaming activity has been almost completely replaced, pre-school training has become in the first place. Lead substitution gaming activity adversely affected the child's language development. But still, the game is an effective means of developing children's vocabulary, sound pronunciation, the formation of phonemic processes, sound analysis and synthesis.

memo for give birth oil.

We designate

Vowels - sounds (A. O. U. I, S, E)

Vowels (I, E, E, Yu) - consist of two sounds

Consonants

Solid:(B.W.G.D.Z,C.L,M.N.P)

C, W, F - ALWAYS HARD

Soft: (БЪ.ВЬ, ГЬ, ДЬ, ЗЬ.КЬ, Л.МЬ.НЛЛ)

Ch.Sh - always soft

Voiced sounds (B C. G. D. M. N L. R. Z. Z)

Deaf sounds (K. P. S. T. F. Sh. Kh. Ts. Ch. Shch.)

NOTATION

Sounds: vowels - in red

CONSONANTS SOLID - in blue

SOFT CONSONANTS - in green

Word ___________

Syllables __ __

SENTENCE

Offer analysis:

For example: “Golden autumn has come.

__________________________ .

_____________- ______________ __________ .

tic side of speech in older preschoolers

The manual presents a system for the phased formation of the phonemic aspect of speech in children of senior preschool and school-preparatory age, both in the case of speech pathology and in speech development within the lower limit of the speech norm.

The didactic material (45 topics) is built in the form of detailed class notes to familiarize children with sounds and letters, develop phonemic perception, sound-syllabic analysis skills, synthesis, and the initial stages of reading and writing.

The book is beautifully illustrated and provided with visual material that will help children more successfully master knowledge.

Addressed to parents, speech therapists, preschool teachers.

Topic number 1. Sound and the letter U .......................................... ................................................. .............. eight

Topic number 2. Sound and letter A .......................................... ................................................. ............ 12

Topic number 3. Sound and letter I .......................................... ................................................. ............ 17

Topic number 4. Sound and letter O .......................................... ................................................. ............ twenty

Topic number 5. Sounds [A], [U], [I], [O].................................. ................................................. ...... 24

Topic number 6. Sounds [M], [M "]; [M] - [M"]. ................................................. ............. 27

Topic number 7. Sounds [D], [D "]; [D] - [D"]. ................................................. ................ 33

Topic number 8. Sound and letter Y .......................................... ................................................. ........... 38

Topic number 9. Sounds and letters Y - I ........................................ ................................................. .41

Topic number 10. Sounds [T], [T "]; [T] - [T"]. ................................................. ................ 43

Topic number 11. Sounds [T] - [D], [T "] - [D"].................................. ................................................. 49

Topic number 12. Sounds [B], [B "]; [B] - [B"]. ................................................. ................ 52

Topic number 13. Sounds [P], [P "]; [P] - [P"]. ................................................. ............. 57

Topic number 14. Sounds [B] - [P]; [B"] - [P"]................................... ................................... 61

Topic number 15. Sounds [B], [B "]; [B] - [B"]. ................................................. .............. 65

Topic number 16. Sounds [Ф], [Ф "]; [Ф] - [Ф"]. ................................................. ............ 70

Topic number 17. Sounds [V] - [F]; [V "] - [F"].................................. .................................... 74

Topic number 18. Sounds [N], [N "]; [N] - [N"]. ................................................. ............. 78

Topic number 19. Sounds [K], [K "]; [K] - [K"]. ................................................. .............. 83

Topic number 20. Sounds [G], [G "]; [G] - [G"]. ................................................. ................. 88

Topic number 21. Sounds [X], ; [X] - . Letter X .................................................. ................ 92

Topic number 22. Sounds [K] - [G], [K "] - [G"]; [K] - [X], [K "] - ........................... .98

Topic number 23. Sounds [P] - [T] - [K].................................. ................................................

Topic number 24. Sound and letter E .......................................... ................................................. ....

Topic number 25. Sounds [C], [C "]; [C] - [C"]. ................................................. ..........

Topic number 26. Sounds [З], [З "]; [З] - [З "]. ................................................. .............

Topic number 27. Sounds [C] - [З], [С "] - [З"] ................................ ............................................

Topic No. 28. Sound and letter C .......................................... ................................................. ....

Topic number 29. Sounds [Ts] - [S].................................. ................................................. ......

Topic No. 30. Sound and the letter Sh .......................................... ................................................. ...

Topic number 31. Sound and letter J .................................................. .................................................

Topic number 32. Sounds [Ш] - [Ж].................................. ................................................. ...

Topic number 33. Sounds [С] - [Ш].................................. ................................................. ....

Topic number 34. Sounds [З] - [Ж].................................. ................................................. .....

Topic No. 35. Sound and letter H .............................................. ................................................. ....

Topic number 36. Sounds [H] - [T "].................................. ................................................. ......

Topic No. 37. Sound and the letter Ш ........................................ ................................................. ...

Topic number 38. Sounds [H] - [Sh]................................... ................................................. ....

Topic #39. Sounds [W] - [Sh]. Letters Ш - Ш .............................................. .................

Topic number 40. Sounds [Щ] - [С"] .................................. ................................................. .....

Topic No. 41. Sound and letter Y .......................................... ................................................. ....

Theme number 42. Letters I, E, E, I, Yu, L................................. ..................................................

Topic number 43. Sounds [L], [L "]; [L] - [L"]; [L "] - [Y]. ...........................

Topic number 44. Sounds [P], [P "]; [P] - [P"]. ................................................. .............

Topic number 45. Sounds [L] - [P], [L "] - [P"] ................................ .........................................

ALPHABET................................................. ................................................. .........................

From the author

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the general system of teaching a child his native language in a preschool educational institution, in a family. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

Theory and practice speech therapy work convincingly prove that the development of phonemic processes has a positive effect on the formation of the entire speech system as a whole. Effective and stable correction of pronunciation defects (sound pronunciation, sound filling and syllabic structure of words) can only be possible with advanced formation of phonemic perception.

The relationship between the development of phonemic perception is indisputable, not only with the phonetic, but also with the lexical and grammatical side of speech. With systematic work on the development of phonemic hearing, preschoolers perceive and distinguish word endings, prefixes, common suffixes much better, highlight prepositions in a sentence, etc., which is so important in the formation of reading and writing skills.

At speech therapy examination preschool children, specialists often identify children aged 6-7 who, with relatively intact pronunciation and the correct lexical and grammatical structure of speech, have pronounced phonemic underdevelopment, which manifests itself in difficulties in differentiating acoustically close sounds (for example: [B] - [B"], [B] - [П], [З] - [Ж], etc.); inability to determine the place, number and sequence of words in a sentence, syllables and sounds in words; inability to pick up a word with a certain number of syllables or with a certain sound. The fact that the speech defect described above “does not catch the eye”, and, therefore, does not bother parents of preschoolers and preschool teachers, children are left without timely speech therapy assistance, which subsequently leads to persistent reading and writing disorders in school age(dysgraphia, dysorphography and dyslexia).

This manual presents a system for the phased formation of the phonemic side of speech in children of senior preschool and preschool age in the process of familiarizing them with sounds both in the case of speech pathology (ONR, FFNR, FNR) and in speech development within the lower limit of the speech norm.

The didactic material is built in the form of detailed outlines of classes on familiarizing children with sounds and letters, developing phonemic perception, skills in sound-syllabic analysis, synthesis, and the initial stages of learning to read and write in preschool age. It should be noted that the formation of phonemic processes, as well as literacy training, is carried out only on the material of sounds and words correctly pronounced by the child, otherwise it is impossible to provide an accurate and strong connection between sound and letter. Acquaintance with letters should begin as the corresponding sounds are introduced into the child's speech, without waiting for the correction of pronunciation deficiencies in general.

The manual contains 45 abstracts of classes on familiarization with the sounds and letters of the Russian language, the study of which begins with the easiest in terms of acoustic and articulation. An adult introduces the child to vowels and consonants, based on the activity of the following analyzers: visual (showing the articulation of a certain sound and controlling the movements of the organs of articulation in front of a mirror), auditory (perceiving a sound by ear), tactile (sensing the position of the organs of articulation during the pronunciation of a sound) . With the help of an adult, the child remembers the characteristics of different sounds: vowel - consonant, consonant - voiced and deaf, hard and soft; learns to independently find the common and the difference in the articulation and characteristics of acoustic-articulatory distant and close sounds. Thus, at each lesson, the child learns to pronounce new sounds correctly, differentiate them by ear and in pronunciation, and gets acquainted with the letters that these sounds are indicated in the letter. (For example, the topic: “Sounds [M], [M "]; [M] - [M"]. Letter M. The child gets acquainted with the hard consonant sound [M], soft consonant sound [M "], learns to differentiate sounds [M] - [M "] by ear and in pronunciation, remembers the letter, which in writing denotes the sounds [M] and [M "].)

It is known that the use of various symbols and schemes increases the efficiency of sound-syllabic analytical-synthetic activity, as well as improves control over the assimilation of knowledge. Therefore, parents and teachers need to make the following manuals from colored cardboard: for teaching a child the ability to determine the place of a given sound in a word and for compiling sound schemes of words - cards.

To indicate vowel sounds - red circles; to indicate consonant solid voiced sounds - blue circles with pasted bells; consonants of hard deaf sounds - blue circles without bells; consonant soft voiced sounds - green circles with bells; consonants of soft deaf sounds - green circles without bells (see color insert).

The card and circles can be used in the following ways.

First, the adult shows the child a card and explains where the beginning is located, where is the middle, and where is the end of the word.

Finding the place of sound [A] in words using a card and a red circle:

STORK MAC HAND

Diagramming the word SKIN using circles:

1 - blue circle (sound [K] - consonant, solid, deaf). 2, 4 - red circles (sounds [O], [A] - vowels). 3 - a blue circle with a bell (sound [Ж] - consonant, solid, sonorous).

The use of materials presented in the sections: “Funny ABC”, “Games with Letters”, “Preposition Schemes”, “Sentence Parsing Schemes” and on a color insert will also contribute to increasing the effectiveness of classes, which will help clarify the child’s ideas about sounds and letters; help the child to better understand the meaning of prepositions and determine their place in the sentence; learn to observe sentence boundaries when writing; Learn how to spell words in a sentence.

When performing the tasks proposed in the notes, the child develops a "linguistic instinct", he begins to reflect on the sound, semantic and grammatical meanings of the word. In addition, under the guidance of an adult, the child learns to read and print short words and sentences. (For written work, it is recommended to have a notebook in a large cage.)

It should be noted that all the material offered for reading and writing is selected in such a way that its spelling completely coincides with the pronunciation, which is so important in early stages literacy, especially for children with speech pathology. In the course of classes, the child gets acquainted with elementary spelling rules: separate spelling of words, including prepositions, a dot at the end of a sentence, the use of a capital letter at the beginning of a sentence and in writing one's own name, two ways of indicating the softness of consonants in writing, writing the letter AND after letters Zh and Sh. In the course of teaching writing, the skill of preliminary analysis of the word and its subsequent reading is fixed. Thus, each word must be analyzed before it is written and then read by the child. Only in this case, the preschooler will learn the skills of planning and controlling activities, which, with independent writing at school, will help to avoid dysgraphia.

The manual is based on didactic principles: from simple to complex, consistency and consistency in the study of the material. The author hopes that the book will help parents, speech therapists and preschool teachers in their work on the formation of phonemic processes in children, introduce them to the forms of organization and methods of conducting classes.

In the process of teaching children, parents and teachers must observe the following rules:

1. You can’t force a child to study! Classes are most effective when they are game form and interesting to the child.

2. In one lesson, you should not give more than 2-5 tasks (depending on the individual capabilities of the child).

3. The duration of one lesson should be no more than 20-25 minutes.

4. You can proceed to the next tasks only after a solid assimilation of the content previous material and the ability to apply it in practice.

5. All work on the formation of phonemic perception in a child, parents and educators should coordinate with a speech therapist, contact him with all the difficulties.

The purpose of this manual is to involve parents under the guidance of a speech therapist to actively participate in the correctional process to overcome phonemic underdevelopment of speech and prevent reading and writing disorders in preschoolers.

The proposed didactic material can be used by speech therapists during classes, by parents - during self-study with children or on the instructions of a speech therapist, educators of preschool educational institutions of a compensating type - when conducting correctional classes, educators of mass preschool educational institutions - when conducting classes on the formation of a sound culture of speech and preparing preschoolers for literacy.

Topic number 1. Sound and letter U

1. Teach your child to recognize musical instruments by sound.

2. Prepare the child for mastering the sound-syllabic series in the process of getting acquainted with the fairy tale "Turnip".

3. Teach the child to clearly pronounce the sound [U].

4. Learn to highlight the sound [U] at the beginning of a word in a stressed position.

5. Form the concepts of "sound", "letter".

Task 1. Didactic exercise "Recognize a musical instrument by sound" (development of auditory attention).

An adult plays any musical instrument familiar to the child (pipe, bell, drum, etc.), and the child, with his eyes closed, recognizes by the sound and names the sounding musical instrument.

Task 2. Didactic exercise "Turnip".

An adult reads the fairy tale "Turnip" to the child, examines the illustrations in the book with him. In the course of a conversation on this tale, an adult is recommended to clarify and consolidate the following concepts in the child’s passive and active vocabulary: first, last, beginning, middle, end; behind, after, before, between.

To do this, an adult asks the child questions: Who pulled the turnip first? Who stood per grandma? Who stood before grandma? Who stood between grandma and bug? etc.

Task 3. Acquaintance with the sound [U].

An adult invites the child to look at the pictures: duck, ears, street, fishing rod. At the same time, the adult calls them loudly and clearly, highlighting the first sound [U] in the words with his voice. Then he asks the child to answer the question: “What is the same first sound that you heard in all these words?”

An adult puts the child in front of a mirror, shows him and explains the articulation of the sound [U]: when we pronounce the sound [U], then:

The lips are stretched forward with a tube;

The teeth do not close;

The neck "works" (to fix the work of the vocal cords, the child's hand lies on the neck).

After showing and explaining the adult, the child correctly pronounces the sound [U] in front of the mirror, and then reproduces the articulation of the sound without a voice, while paying attention to the position of the lips. An adult tells the child that the sound [U] is a vowel, it can be sung, because when pronouncing the sound [U], the tongue, lips and teeth do not interfere with the free passage of air. A red circle is used to indicate all vowel sounds.

An adult introduces the child to the sound symbol [U]: the wolf howls at the moon: uuuu...(see color insert).

Task 4. Phonetic exercises:

a) say after the adult on a smooth long exhalation:

The wolf howls: uuuuuuuuuuu.

The train is going:uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

b) say after the adult with a gradual increase and decrease in the strength of the voice:

The train is approaching:uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

The train is moving away: uuuuuuuuuuu...

c) pronounce the sound [U] abruptly on your own as many times as there are dots on the bone from the game "Domino".

Task 5. Didactic exercise "Clap your hands if you hear the sound [U]".

The adult makes different sounds, and the child clap his hands when he hears the sound [U]:

u, p, u, k, v, u, u...

Task 6. An adult invites the child to listen carefully to a series of words and choose:

a name that begins with the sound [U]: Anya, Arina, Ulya, Alyona; an extra word, i.e. a word that does not begin with the sound [U]: antennae, poppy, snail, coal.

Then the child is invited to remember all the words that have sounded earlier, starting with the sound [U], pronounce them clearly, loudly, highlighting the sound [U] in them. The adult explains that in all these words the sound [U] is at the beginning of the words, and helps the child to indicate the place of the sound [U] in these words with the help of a card and a red circle.

Task 7. Didactic exercise "Speak a word and name the first sound in words."

An adult reads lines of poetry to the child and asks him to complete the last word in them, and then name the first sound in this word.

He floats on the sheet

Like a boat on a wave.

He is a good friend to the hostesses -

Electric... ( iron)

Long and flexible

Hunting for fish

Sometimes empty like a pipe

But he can't sing... fishing rod)

Task 8. An adult makes riddles to the child, and the child guesses them, while clearly naming the first sound in each guess word.

Strokes everything it touches

And if you touch it, it bites. ( Iron)

motley cracker

Catches frogs,

Walks around,

stumbling. ( Duck)

Who wears his own house? ( Snail)

Task 9. Paste in a notebook pictures with images of objects whose names begin with the sound [U].

Task 10. Learn tongue twisters:

Uuu - I pull my lips with my proboscis.

Oooh, give me the pipe.

Uuu - I call all the children.

Task 11. Exercises to coordinate speech with movements.

At the edge of the two old women ... Bends over, "gathers mushrooms."

They took milk mushrooms and waves.

Flynn: Wow!

Flynn: Wow!

The spirits of the old ladies froze. Squats.

E. Blaginina

A raven sits on an oak tree The child imitates playing the flute.

And plays the trumpet:

“Doo-doo-doo! Doo-doo-doo!"

Task 12. Acquaintance with the letter U.

An adult explains to a child the rule: we hear and pronounce sounds, and we see and write letters, thanks to this people can read and write. After that, the adult shows the child the letter U. For a better memorization of the graphic image of the letter, the child is invited to listen and learn the poetic description of the letter U, having previously examined it in the "Funny ABC".

U - like a hare's ears.

These ears are on top.

O. Hoffman

The adult invites the child to answer the question: “What else does the letter U look like?” (on a slingshot, tick ...);

play with fingers

white bunnies sitting

And they move their ears

Like this, like this.

(Letter U - bunny ears: middle and index fingers - up, and the rest - clench into a fist, move the middle and index fingers);

play games with the letter.

Topic number 2. Sound and letter A

Correction-developing tasks.

1. To teach the child to navigate in the "scheme of his own body" on himself and the person sitting opposite.

2. Teach the child to determine the direction of sound in space.

3. Learn to clearly pronounce the sound [A].

4. Learn to highlight the sound [A] in the stressed position at the beginning and at the end of the word.

5. To teach the analysis and synthesis of sound complexes AU, UA.

Task 1. An adult teaches a child to navigate in the “scheme of his own body”: he explains and shows where his right and left hands, right and left legs are. Then he asks the child to show where he has his left ear, right eye, left eyebrow, etc. After that, he offers to answer in which hand (right or left) he holds the object given to him. When the baby learns to correctly navigate in the "scheme of his own body", the adult teaches him to determine "right - left" on the person sitting next to the child, and then on the person sitting opposite.

Task 2. Didactic exercise "Where did the sound come from?" (development of auditory attention).

The child closes his eyes. The adult rings the bell, and the child must indicate with his hand where the sound comes from.

Task 3. Acquaintance with the sound [A].

The adult offers the child to listen to a series of words.

august, stork, address.

An adult shows the child in front of a mirror and explains the articulation of the sound [A]: when we pronounce the sound [A], then:

Sponges in a calm state;

The mouth is open wide;

The tongue lies quietly in the mouth;

The neck “works” (the child’s hand lies on his neck to control the work of the vocal cords).

The child correctly pronounces the sound [A] in front of the mirror, and then reproduces the articulation of the sound without a voice. An adult explains to the child that the sound [A] is a vowel (it can be sung, because the air does not meet an obstacle in its path), and shows the child a red circle to indicate this sound, as well as a sound symbol [A] - the girl rocks the doll and sings to her: AAA ...(see color insert).

Task 4. Phonetic exercises. The adult asks the child:

Show how the girl rocks the doll: aaaaaaaa ... (following the adult on a smooth long exhalation);

What does the doctor ask you to say when he examines the throat? - A-A-A ... (following the adult, abruptly);

Pronounce the sound [A] as many times as many times as the adult clap his hands on his own.

Task 5. An adult asks the child to name an extra word in a row (one that does not start with the sound [A]):

orange artist, soup, astronomer.

Task 6. Didactic exercise "Say the word and name the first sound in the word."

The adult tells the poem, and the child performs the appropriate movements and finishes the last word of each line, highlighting the stressed syllable in it with his voice.

He is big, Arms- semicircle in front of you.

like a soccer ball

If ripe - everyone is happy. He strokes his tummy with his right hand.

It tastes so good

And his name is - ... ( watermelon)

Task 7. Guess riddles, name the first sound in guessing words.

I'm standing on the roof

All pipes above. ( Antenna)

Himself scarlet, sugar,

The caftan is green, velvet. ( Watermelon)

Task 8. An adult calls the word to the child, asks to determine and designate the place of the sound [A] in it (the beginning or end of the word), using a red circle and a card.

August, stork...; hand, fox, saw.

Task 9. Didactic exercise “Name A” (remember words from one semantic circle that begin with the sound [A]): ​​transport: bus, airbus, airplane ...; fruits: pineapple, orange, apricot ...; professions: agronomist, astronomer, artist...; names of boys and girls: Anya...; Andrew...

Task 10. Paste in a notebook pictures with images of objects whose names begin with the sound [A].

Task 11. Learn tongue twisters:

A-ah-ah - wider mouth, kids.

Ahh, my leg hurts.

Task 12. An adult reads a poem and asks the child to answer what the same sound is often heard in it, and then name all the words from this poem that begin with the sound [A].

What are you driving, car?

- Anything starting with the letter A:

Here are watermelons, oranges,

Apricots and quince.

When listing fruits, the child successively bends the fingers of his left hand with his right hand.

G. Sapdir

Task 13. Exercise for fingers:

We shared an orange;

There are many of us, and he is one.

This slice is for the hedgehog,

This slice is for a swift,

This slice is for ducklings,

This slice is for kittens,

This slice is for the beaver,

And for a wolf - peel.

For each word, fingers are clenched into a fist.

With the left hand, alternately bend the fingers of the right hand.

Task 14. Exercise for the development of coordination of speech with movements:

Stork, long-legged stork,

Show me the way home!

Stomp with your right foot

Stomp with your left foot

Again with the right foot

Again with the left foot

After - with the right foot,

After - with the left foot,

That's when you come home!

I. Tokmakova

(Children perform movements in accordance with the text.)

Task 15. Acquaintance with the letter A.

The letter A is tall and slender.

It is very similar to the arch.

V. Kovshikov

What else does the letter A look like? (To the rocket, the roof of the house...)

The letter A from the fingers: the index and middle fingers of the right hand are lowered down, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.

Letter games.

Task 16. Analysis of sound complexes: a cry in the forest: AU; baby crying: wow.

The adult asks the child to answer the following questions:

What is the first sound you hear?

What is the second sound you hear?

After that, the adult invites the child to lay out a diagram of each of these sound complexes using red circles.

Laying out the words AU, UA from the letters of the split alphabet, reading, writing in block letters in a notebook (copying and writing from memory with preliminary sound analysis).

Topic number 3. Sound and letter I

Correction-developing tasks.

1. Teach your child to listen carefully and distinguish between non-speech sounds.

2. Continue to teach the child to navigate in the “own body schema” by following the appropriate instructions.

3. Learn to clearly pronounce the sound [I].

4. Learn to highlight the sound [And] at the beginning and at the end of words in stressed position.

5. Teach to analyze the sound series of three elements.

Task 1. Didactic exercise "What do you hear?" (development of auditory attention).

During a walk, an adult invites the child to close his eyes, listen carefully and determine what sounds he heard (chirping birds, car noise, rustling leaves ...).

Task 2. An adult invites the child to listen carefully and follow the instructions:

Show your left eye with the index finger of your left hand.

Show your left ear with the index finger of your right hand.

Task 3. Acquaintance with the sound [And].

An adult makes a riddle to the child, asks her to guess, to name the first sound in the riddle.

Not snow, not ice

And he will remove the trees with silver. ( Frost)

An adult shows in front of a mirror and explains to the child the articulation of the sound [AND]: when we pronounce the sound [AND], then:

Sponges - "in a smile";

The teeth are close together, but not closed;

The tongue lies in the mouth, its edges touch the molars;

The neck “works” (the child’s hand lies on the neck for control).

The child correctly pronounces the sound [I] in front of the mirror, then reproduces the articulation of the sound without a voice.

An adult explains: the sound [I] is a vowel, it can be sung (lips, tongue and teeth do not interfere with the free passage of air); and a red circle is used to indicate it. An adult introduces the child to the sound symbol [I]: the donkey yells: Eiii...(see color insert).

Task 4. Phonetic exercise.

The foal “sings” a song: IIIIIIIII ... (say on a smooth long exhalation after the adult).

Task 5. Didactic exercise "Clap your hands." An adult makes different sounds, and the child should clap his hands only if he hears the sound [I]:

and, p, m, and, and, in, and ...

oriole, games, willow, Ira, name.

Task 7. Didactic exercise "One - many" (an exercise in the formation of the plural of nouns).

Iron - irons, boots - ..., sock - ..., spider - ..., stocking - ..., lock - ..., lump - ...

The adult invites the child to name the last sound in each of these words, highlighting it with his voice, to indicate the place of the sound [I] in each word with the help of a card and a red circle.

Task 8. Recall with the child the names of girls and boys beginning with the sound [I]:

Ira, Inna, Inga; Ivan, Igor, Ilya.

Task 9. An adult invites the child to remember and repeat a series of words. What is the same first sound in all these words?

Ira, turkey, toys, willow.

Task 10. Guess riddles, name the first sound in the guess word.

He covers everyone in the world,

What he sews - he does not wear. ( Needle)

What does the tree have instead of leaves? ( Needles)

Task 11. Paste in a notebook pictures with images of objects whose names begin with the sound [I].

Task 12. Learn tongue twisters:

And-and-and - stretch the mouth to the ears;

And-and-and - sit well;

And-and-and - pull the song.

Task 13. Listen to the poem. What sound is often heard in the poem? (An adult emphasizes the sound [I] with his voice.) Perform finger gymnastics.

The turkey is coming from the city The fingers of both hands "go" along the table.

New toy is lucky.

The toy is not simple -

Painted toy.

G. Sapgir

Task 14. Exercise for the development of coordination of speech with movements (first the child claps his hands, then raises his hands):

And one, and two, and three - raise your hands!

Task 15. Acquaintance with the letter I.

Letter And- like three needles.

Three needles are very thin.

V. Kovshikov

What else does the letter I look like?

Letter games.

Task 16. Analysis of sound-letter series: AIU, UIA, IUA, UAI, AUI.

An adult pronounces a sound series and asks the child to answer the questions: what sound is the first, last, in the middle in the series? After that, the child is invited to lay out a sound row scheme from red circles, and then lay out a row of letters of the split alphabet, read, write off, write in block letters under the dictation of an adult.

Topic number 4. Sound and letter O

Correction-developing tasks.

1. Teach the child to distinguish non-speech sounds by strength (quiet-loud).

2. Prepare the child for the assimilation of the sound-syllabic series by clarifying spatio-temporal representations.

3. Learn to clearly pronounce the sound [O].

4. Learn to highlight the sound [O] at the beginning, end and middle of a word in a stressed position.

5. To teach the child to analyze the sound series: OI, IO.

Task 1. Didactic exercise "Quiet - loud" (development of auditory attention).

An adult plays the drum first softly and then loudly. The child determines the strength of the sound and answers whether the music sounded soft or loud.

Task 2. Didactic exercise "Before - between - after" (clarification of space-time representations).

An adult lays out a series of numbers - from 1 to 10 - and asks the child questions: what is the first number in the series, what is the last number in the series, what is the number before the number 5, after it, between 3 and 5?

Task 3. Acquaintance with the sound [O].

An adult shows the child pictures: potatoes, carrots, onions, cabbage, and asks questions: “How can all this be called in one word?” - "Vegetables." What is the first sound in the word vegetables?» (pronouncing the word, the adult emphasizes the sound [O] with his voice).

Then he shows in front of the mirror and explains to the child the articulation of the sound [O]:

The lips are rounded and slightly extended forward;

The teeth are covered with sponges;

The tongue lies at the bottom of the mouth;

The neck "works" (the child's hand lies on the neck for control).

The child in front of the mirror correctly pronounces the sound [O], then reproduces the articulation of the sound without a voice.

An adult explains to the child that the sound [O] is a vowel, it can be sung (tongue, lips and teeth do not interfere with the free passage of air), and a red circle is used to indicate it.

An adult shows the child a sound symbol [O]: the boy is sick and groaning: OOO...(see color insert).

Task 4. Phonetic exercises.

Say after the adult on a long smooth exhalation:

The Masha doll is good, only our doll’s teeth hurt: OOO ...

Say after the adult abruptly:

Masha sighs: Oh-oh-oh...

Say the sound [O] as many times as there are red circles on the table.

Task 5. Didactic exercise "Many - one" (formation of the singular number of nouns).

Glass - glass, saddles - ..., windows - ..., fenders - ..., feathers - ..., wheels - ...

The adult asks the child to name the same last sound in all formed words.

Task 6. An adult invites the child to consider a series of pictures (Olya, vegetables, autumn, coat, feather, ring, windows, cat, juice, mouth, hoop, wasps, nose, bucket) and complete the following tasks:

Choose pictures in the name of which the sound [O] is at the beginning of the word, highlight the sound with your voice;

Choose pictures in the name of which the sound [O] is at the end of the word, highlight the sound with your voice;

Consider the remaining pictures, name them, explain to the child that in the name of these objects the sound [O] is in the middle of the word, highlight the sound [O] with a voice;

COLLECTION OF HOMEWORK

FOR AUTOMATION OF SOUND IN CHILDREN 4-7 YEARS OLD AT LOGOPUNKT

Speech Therapist E.A. Burovtseva

Sing the “Steamboat Song”: pronounce the sound l for a long time on one exhale: l-l-l...

____________________________________________________________________________

"Make friends of sounds". Show me the way to the boat. Move your finger from left to right.

What syllables did you get?

Name and color the pictures whose names start with L:

_____________________________________________________________________________

Name and color the pictures in the name of which L is in the middle of the word:

Repeat the words in which the sound L is at the beginning of the word.

The game Echo (mother says “song”, …..adds “sweet song”, etc.)

Mom - affectionate mother

Kitty -

Game What does Lada have?

One-to-many game

We speak, we learn

Laika boldly barks,

scares kids.

Lada was looking for a pin,

And the pin fell under the bench.

Repeat the words in which the sound L is in the middle of the word.

Add-ons game

Add -la at the end of a word and repeat the entire word

Add -loc at the end of a word and repeat the whole word

Repeat the words in which the sound L is in the middle of the word

Game "Count"

One swallow, two swallows, three……….., six swallows. Etc.

Think of a word in rhyme and pronounce it correctly:

La-la-la, there's a high (rock)

Lo-lo-lo, the boat is broken (oar)

Lu-lu-lu, I'm running to the (table)

Ly-ly-ly, the house is new (floors)

Add -l at the end of words. Repeat the whole word.

We speak, we learn

Repeat the words where the L sound is at the end of the word.

Game "Turn"

Replace the first sound in the word with the sound L. What new word did you get?

We speak, we learn

Game "Continue the sentence" ("Say the opposite")

The hare is gray in summer, and in winter ...

The strongman is strong, and the kid ...

The tablet is bitter, but the chocolate bar ...

The peach is sweet, and the lemon...

The puddle is shallow, and the river ...

The asphalt is rough, and the stone ...

Boiling water is hot, and ice ...

The wolf is well-fed in summer, and in winter ...

The ball is light, and the stone ...

The sorceress is kind, but the sorceress ...

Pierrot is sad, but Pinocchio ...

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

The hare is cowardly, and the lion ...

Telling the truth is good, but lying...

Pronounce words correctly:

Repeat words with direct consonants

The game "What? Which? What kind?" (formation of adjectives from nouns)

Straw hat (what?) - straw

Spruce branch (what?)

Flowers in the meadow (what?)

Tin soldier (what?)

Light from the moon (what?)

Striped skirt (what?)

Plasticine hedgehog (what?)

Ski poles (what?)

We speak, memorize couplets

Game "Change the sentences"

We speak, we learn

White snow, white chalk,

The white hare is also white,

But the squirrel is not white,

There was no white squirrel.

Repeat words with reversed consonants

The game " Difficult words"

Puppy with a white head (what?) - (white-headed)

Girl with blond hair - (blonde)

Young man with blue eyes - (blue-eyed)

Cat with thick paws - (thick-pawed)

Night with a full moon - (full moon)

Color the picture, find as many objects as possible that have the sound L in their names.

Repeat words with two L sounds

The game "Mom's mistakes" (correct the mistakes that mom made)

Katya ela (noodles)

Mila sat on (bench)

The boat was rocking on (the water)

Volodya brought (white dove)

Mila saw (white moon)

We speak, memorize couplets:

Repeat phrases.

blue cloud white phlox thin stocking

warm sheepskin coat hungry wolf warm closet

white chalk ripe apple scarlet flag

silk scarf fun ball milk noodles

sweet bun deep well thick stick

heavy hammer brave soldier cold basement

light curl thick notebook silk blouse

And gra "Correct the sentence"

The horse rode on the rider.

Fritters ate Mila.

The owner barked at Polkan.

The sunflower watered Klava.

Elephant painted by the artist.

The Christmas tree grew under the lily of the valley.

Repeat short phrases

The tree has needles.

Near the stake - bells.

Wolves walk near the Christmas tree.

Delicious halva, halva praise.

Our Polkan fell into a trap.

Repeat proverbs and sayings.

Where it is cold, there is hunger.

The wolf catches, and the wolf is caught.

From the lamp it is light, from the stove it is warm.

Gave honey - give me a spoon.

Do everything skillfully.

Do not judge boldly without knowing the case.

Done hastily - done for fun.

A needle and thread interfere with sewing for an inept seamstress.

Make suggestions from pictures. Color the pictures.

We pronounce rhymes

I managed to do the main thing.

The chalk was white, he knew how to serve us.

Alla washed the floors, Lusha helped.

Repeat the tricks.

Clever tricks of the lazy Vovka.

Glory stands on a mop, and a mop on his head.

The falcon sat on the trunk, but the trunk was bare.

Unhappy like - there is no balalaika.

From pine resin itself glass.

Make up a story with words.

Mila, walk, in, forest.

She, see, lilies of the valley.

Lilies of the valley, grow, under, Christmas tree.

Mila, bend over to, sniff, lilies of the valley.

Mila, leave, lilies of the valley, about, Christmas tree.

We talk, we learn.

Alla ate a bun for a long time,

Didn't have an appetite.

The bug quietly approached:

Bun tsap - and that's it!

Game "Rhymes". (Come up with a rhyming word and repeat the resulting poem)

Alyosha sat in a corner, Alyosha has a lot ... (cases).

A dressing gown became small for Mila and it is full on it ... (patches).

The moth sat in the corner, again to the lamp ... (flew).

Julia was lively and spun like ... (yula).

Mila raised a bench, and under it she found ... (pin).

It became quiet in the house, sleeping in the corner ... (elephant).

Answer the questions in full sentences.

What did Lada pick from the apple tree?

What did Mila cook with strawberries?

What did the moonlight illuminate?

What did Slava stain with tar?

What was the clown doing under the dome?

What did Volodya see outside the village?

Where did Slava listen to the nightingale sing?

We talk, we learn.

The spikelet stood, stood,

Lowered his head.

The mouse quietly picked up

Took it to the closet.

Make up a story based on the picture using as many words with the L sound as possible.

Correction-developing tasks.

To teach the child to navigate in the "scheme of his own body" on himself and the person sitting opposite.

Teach the child to determine the direction of sound in space.

Learn to pronounce the sound [A] clearly.

Learn to highlight the sound [A] in the stressed position at the beginning and at the end of the word.

To teach the analysis and synthesis of sound complexes AU, UA.

Exercise 1. An adult teaches a child to navigate in the “scheme of his own body”: he explains and shows where his right and left hands, right and left legs are. Then he asks the child to show where he has his left ear, right eye, left eyebrow, etc. After that, he offers to answer in which hand (right or left) he holds the object given to him. When the baby learns to correctly navigate in the "scheme of his own body", the adult teaches him to determine "right - left" on the person sitting next to the child, and then on the person sitting opposite.

Task 2. Didactic exercise "Where did the sound come from?" (development of auditory attention).

The child closes his eyes. The adult rings the bell, and the child must indicate with his hand where the sound comes from.

Task 3. Acquaintance with the sound [A].

The adult offers the child to listen to a series of words.

An adult shows the child in front of a mirror and explains the articulation of the sound [A]: when we pronounce the sound [A], then:

lips in a calm state;

the mouth is open wide;

the tongue lies quietly in the mouth;

the neck “works” (the child’s hand lies on his neck to control the work of the vocal cords).

The child correctly pronounces the sound [A] in front of the mirror, and then reproduces the articulation of the sound without a voice. An adult explains to the child that the sound [A] is a vowel (it can be sung, because the air does not meet an obstacle in its path), and shows the child a red circle to indicate this sound, as well as a symbol for the sound [A] - the girl is rocking the doll and sings to her: AAA ...

Task 4. phonetic exercises. The adult asks the child:

show how the girl rocks the doll: aaaaaaaa ... (following the adult on a smooth long exhalation);

What does the doctor ask you to say when he examines the throat? - A-A-A ... (following the adult, abruptly);

independently pronounce the sound [A] as many times as the number of times an adult clap his hands.

Task 5. An adult asks the child to name an extra word in a row (one that does not begin with the sound [A]): ​​orange, artist, soup, astronomer.

Task 6. Didactic exercise "Say the word and name the first sound in the word."

The adult tells the poem, and the child performs the appropriate movements and finishes the last word of each line, highlighting the stressed syllable in it with his voice.

He is big, - Hands are in a semicircle in front of you.

like a soccer ball

If ripe, everyone is happy. - He strokes his tummy with his right hand.

It tastes so good

And his name is... (watermelon)

Task 7. Guess riddles, name the first sound in riddle words.

I'm standing on the roof

All pipes above. (Antenna)

Himself scarlet, sugar,

The caftan is green, velvet. ( Watermelon)

Task 8. An adult calls a word to the child, asks to determine and designate the place of the sound [A] in it (the beginning or end of the word), using a red circle and a card.

August, stork...; hand, fox, saw.

Task 9. Didactic exercise “Name it on A” (remember words from one semantic circle that begin with the sound [A]): ​​transport: bus, airbus, airplane ...; fruits: pineapple, orange, apricot...; professions: agronomist, astronomer, artist...; names of boys and girls: Anya...; Andrew...

Task 10. Paste pictures with images of objects whose names begin with the sound [A] into the notebook.

Task 11. Learn vocabulary:

A-ah-ah - wider mouth, kids.

Ahh, my leg hurts.

Task 12. An adult reads a poem and asks the child to answer what the same sound is often heard in it, and then name all the words from this poem that begin with the sound [A].

What are you driving, car?

Anything starting with the letter A:

Here are watermelons, oranges,

Apricots and quince.

When listing fruits, the child successively bends the fingers of his left hand with his right hand.

G. Satir

Task 13. Finger exercise:

We shared an orange; - Fingers clenched for every word

There are many of us, and he is one - into a fist.

This slice is for a hedgehog, - With the left hand, alternately bend the fingers of the right hand.

This slice is for a swift,

This slice is for ducklings,

This slice is for kittens,

This slice is for the beaver

And for a wolf - peel.

Task 14. Exercise for the development of coordination of speech with movements:

Stork, long-legged stork,

Show me the way home!

Stomp with your right foot

Stomp with your left foot

Again, right foot

Again, left foot

Then with the right foot

After - with the left foot,

That's when you come home!

I. Tokmakova

(Children perform movements in accordance with the text.)

Task 15. Introduction to the letter A.

The letter A is tall and slender.

It is very similar to the arch.

V. Kovshikov

What else does the letter A look like? (To the rocket, the roof of the house...)

The letter A from the fingers: the index and middle fingers of the right hand are lowered, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.

Letter games.

Task 16. Analysis of sound complexes: a cry in the forest: AU; baby crying: wow.

The adult asks the child to answer the following questions:

What is the first sound you hear? What is the second sound you hear?

After that, the adult invites the child to lay out a diagram of each of these sound complexes using red circles.

Laying out the words AU, UA from the letters of the split alphabet, reading, writing in block letters in a notebook (copying and writing from memory with preliminary sound analysis).