Abstracts with children onr i level. A set of exercises for the development of speech for children with OHP level III, recommended for parents for homework. Planned results of speech therapy work

Short description

Synopsis of an individual speech therapy lesson for children with general underdevelopment of speech of 1-2 levels.
The lesson was conducted with a child aged 4 years 10 months. Speech therapy conclusion of the speech therapist of the clinic "Motor Alalia". ONR the first level, plus ZPR.
When entering kindergarten, speech consisted of vowels, the syllable "GA", gestures and facial expressions (show).
The purpose of the lesson is the development of the expressive side of speech. Surprise moments were used to motivate verbal communication and maintain interest.
Several tasks were solved during the lesson. The first part of the lesson - the development of general speech skills, was aimed at the child's mood, work and inclusion in the process of the lesson. Here the child performed familiar actions with unfamiliar material.
The main part of the lesson was aimed at developing vocabulary and forming a phrase with a simple addition.
This was followed by a physical minute and the task used already familiar material (the fairy tale "Turnip"), which consolidated the ability to finish the sentence and answer questions in one word. In addition to surprise moments in the lesson, much attention was paid to motor activity, which helped to keep the child's active attention throughout the lesson.
The lesson ends with a reward that creates motivation and a positive attitude for the next lesson.
Abstract file is attached.

Description

Authors: Kabachenko N.A.; Kabachenko E.I
teachers-speech therapists for innovative work, the highest qualification category, GBOU d / s No. 2444, GBOU TsO No. 1446, GBOU TsPMSS "Open World".
abstract file is attached.

ABSTRACT
individual speech therapy classes for children
with general underdevelopment of speech of 1-2 levels

Subject:"Development of Expressive Speech"
Class:"Bug Jobs"
Target: Development of Expressive Speech
Tasks:
Correctional and educational tasks:
Expansion, refinement and activation of the dictionary. Formation of the ability to make a simple common sentence. Strengthening the ability to negotiate a proposal. Answer questions in one word. Fixing the correct pronunciation of the vowel sounds "E", "U", "Y" and sound sequences with the sound "P".

Correction-developing tasks:
Activation of speech activity. The development of thinking, visual and auditory memory, speech hearing, phonemic hearing, visual attention. Development of general, fine and articulatory motor skills. Cultivate a smooth long exhalation.

Correctional and educational tasks:
Formation of a positive attitude to the lesson. Education of speech skills.

Equipment:
Blower: "Blow off the clouds."
Subject dynamic pictures: “The bear is walking”, “The locomotive is moving”, “The plane is flying”.
Syllabic tracks (track with traces).
Magic bag and a set of pictures.
Wooden figurines; fairy tale "Turnip".
Soft toy "Dog - Bug"
Encouragement: coloring pictures depicting the heroes of the fairy tale "Turnip"

PRELIMINARY WORK
1. Development of general speech skills.
2. Acquaintance with the plot and characters of the fairy tale "Turnip"

Recently, children often show underdevelopment of speech. It can take place in different ways and in different stages. In any case, corrective work with children is necessary, which consists in individual and group work with children. One of the most dangerous stages is OHP level 2. How to recognize this disease in a child?

Symptoms

OHP grades 1 and 2 are considered the most severe. In general, speech disorders are manifested in the inconsistency of words, sometimes the absence of sounds and meanings of speech. Subsequently, the shortcomings of oral speech will manifest themselves in dysgraphia and dyslexia at school.

Underdevelopment of speech of the 2nd degree is manifested by the following symptoms:

• gestures, babble;
• sometimes simple sentences appear;
• the poverty of the dictionary, and the words that the child knows are very similar in meaning;
• difficulties with the consistency of speech, often there are no plurals, cases;
• the sound pronunciation is distorted, the child replaces sounds, pronounces them indistinctly.

What can a child who is diagnosed with underdevelopment of speech of the 2nd degree?

• pronounces simple words that are similar in meaning (fly beetle, insects; tufi shoes, sneakers, boots, etc.), i.e. one word combines several concepts;
• hardly names parts of the body, objects, dishes, words with a diminutive meaning (most often such words are absent or present in a limited amount);
• with difficulty determines the signs of the object (what it is made of, color, taste, smell);
• composes a story or retells only after leading questions from an adult;
• statements are poorly understood, sounds are distorted.

The characteristic of OHP makes one think about why such violations occur. The reasons, as a rule, lie in the physiological sphere and do not always depend on the mother or her child:

• hypoxia during pregnancy or childbirth;
• asphyxia;
• rhesus conflict;
• head injury.

The correctional work ahead of the speech therapist and the baby's parents is very painstaking. It is necessary to form a speech according to the model practically from scratch. How are remedial sessions carried out?

Working with a speech therapist

If by the age of 3-4 the child’s speech is not formed, it is necessary to visit a speech therapist and a neuropathologist. Diagnosis and characterization of OHP is carried out by several specialists.

A neurologist can help determine the cause. If treatment or additional vitaminization is needed, the doctor will prescribe drugs to stimulate the speech centers and the nervous system as a whole. To determine what drugs your baby may need, you will need to do an MRI of the brain. However, such an analysis is not always required. Sometimes, after talking with the mother, it is quite clear to a neurologist why speech does not develop, and how the child and his family can be helped to cope with the disease.

After a visit to a neurologist, a consultation with a speech therapist is necessary. If possible, classes should be continued individually or in special speech correction groups. What will the teacher do with the child?

The general direction will be to develop the activity of speech and its understanding, the formation of phrases, sound pronunciation, clarification of how words are pronounced, the use of lexical and grammatical forms.

A speech therapist may need family help, as several sessions per week may not be enough to develop speech. A speech therapist can show mom the direction of work in the family circle. For example, to correct sound pronunciation, you will need to constantly ask the child to pronounce the word in a singsong voice, while everyone in the house should speak the same way.

In more detail, corrective work will consist of the following exercises:

• Pronunciation of hard-to-pronounce words in a singsong voice, drawling, so that the child hears all the sounds and can repeat them. It is desirable that everyone around the baby, and not just in the classroom, speak in this manner. This will allow the child to better capture the sound composition of words.
• Learning words by thematic groups based on images. For example, a speech therapist shows a child pictures of pets and clearly names them, forcing the baby to repeat the names. So the child gradually begins to systematize the phenomena and objects of the world around him.
• Comparison of the same grammatical forms of different words belonging to the same part of speech. For example, we rode: on a sled, in a car, on a hill, etc.
• The same is done with verb forms: Kolya wrote - Kolya writes - Kolya will write.
• Working out changes of nouns by numbers. The teacher shows images of objects in the singular and plural, names them and asks the child to show them.
• Proposals are dealt with separately. The speech therapist substitutes them into phrases similar in structure, for example: goes to the forest, to visit, uphill, etc.
• Work on distinguishing voiced and deaf sounds, distinguishing them in speech.
• Determining the sound in a word by ear for the development of phonemic hearing.

It is best if classes with children with speech underdevelopment of the 2nd degree will be held individually with a speech therapist. Oh, do not deny babies communication with other children, which is extremely important for them. In this communication, speech will be formed, the desire to build a phrase and convey information to other children.

It is known that a child communicates completely differently with adults and with his peers. With the latter, he feels freer, his interests coincide with them. If your child with ONR does not attend kindergarten, the reason for poor speech development may lie, among other things, in a lack of communication. Try to enroll your child in a development group, a kids club, where they try to develop children comprehensively. A social circle will appear here, and artistic perception of the world, songs, physical activity will create an optimal environment for improving speech.

Forecast

It is very difficult to predict how the development of speech in a baby will go. Much depends on the degree of development of the disease and the cause that provoked it.

You need to start work as early as possible. Already at the age of three, if the baby does not speak, or utters inarticulate sounds, it should be clear to parents that they need to go to see a neurologist. Without a specific diagnosis and drug treatment, even intensive sessions with a speech therapist can be powerless.

If all necessary measures are taken and OHP is not started, there is hope that the child will start talking. However, his further education in a public school becomes impossible. Parents will either have to teach him at home or send him to a specialized educational institution for children with speech problems.

Much depends on the temperament and sociability of the baby. In many ways, they determine how much he will take root in the school team, find a common language with his peers, and how teachers will treat him.

Corrective work with children with speech underdevelopment of the 2nd degree should be carried out exclusively by a specialist. Parents do not need to intervene in the process or try to solve the problem on their own. All the more scary to let problems take their course. The kid needs qualified help, otherwise he will have problems with contacts in the future.

Smirnova L. N. Speech therapy in kindergarten. Classes with children 4-5 years old with OHP

The manual is addressed to speech therapists and defectologists for conducting frontal, subgroup and individual classes with children 4-5 years old with general underdevelopment of speech. It will also be useful to parents and educators for conducting classes on the instructions of a speech therapist or defectologist.

This material can be selectively used in the middle groups of a kindergarten for children with mental retardation.

The manual presents a system of correctional and developmental work for a year (30 weeks).

Foreword

If a child aged 4-5 years does not pronounce words well or distorts their structure, if he does not memorize simple quatrains, fairy tales and stories, if he has low speech activity, this is a serious signal of a persistent systemic impairment of all his speech activity.

Speech activity is formed and functions in close connection with all mental processes occurring in the sensory, intellectual, affective-volitional spheres.

Thus, speech deficiency in young children affects their overall development: it inhibits the formation of mental functions, limits cognitive abilities, and disrupts the process of social adaptation. And only a complex effect on the child gives a successful dynamics of speech development.

The younger preschool age is the age of sensory (sensory) knowledge of the environment. The most productive child learns what interests him, what affects his emotions. Therefore, the main task of a specialist is to evoke speech and general initiative in a child through sensory cognition.

This manual is the result of many years of experience and is a system of gaming exercises that provide for the successful compensation of psychoverbal insufficiency in children.

Achieving such a result contributes to:

Game character of speech exercises;

Correction-developing nature of speech material;

Close connection of speech and cognitive processes;

Use of small forms of folklore.
The practical material presented in the manual is calculated

to work throughout the school year (30 weeks). The block of exercises for the week is designed taking into account a specific topic. Classes should be held daily for 15-25 minutes and have an exclusively game form.

Work is carried out in the following areas:

Lexico-grammar games and exercises;

Development of coherent speech;

sensory development;

Work on the sound side of speech;

Thematic cycle "Toys" (first week)

Children must learn: generalizing concept toys; name, purpose of toys; how to deal with them; what they are made of; classification of toys by material.

"We play with toys." The speech therapist lays out in front of
children toys in two rows and pronounces a quatrain:

We play with toys, We call toys: Tumbler, bear, dwarf, Pyramid, cube, house.

Children repeat the poem with a speech therapist, memorizing it.

« What do toys do? Making complex sentences with conjunction A. The speech therapist takes two toys each and performs various actions with them, commenting:

The doll is lying, and the hedgehog is standing.

The robot is standing, and the bear is sitting.

The car is moving and the plane is flying.

The ball bounces, and the ball hangs.

The gnome is jumping, and the doll is sleeping.

Name the pictures. Development of verbal memory and visual attention.

The speech therapist puts 7-10 pictures of toys on the board, names three of them and asks the children to repeat the names (then another three).

"The toys are hidden." Assimilation of the category of the instrumental case of the singular.

The speech therapist distributes one toy to the children and asks them to play with them, and then hide them. He then asks each child what toy they played with. (I played with a bear. I played with a doll. I played with a matryoshka.)

"Baby toys". Formation of the skill of forming nouns with diminutive suffixes:

doll - doll,

matryoshka - matryoshka,

ball - ball.

Reading with the expression of a poem "Girlfriends". Conversation with children.

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

I didn't offend her

I just held a bear

Only with a bear ran away

And she said, "I won't."

I'll go and make peace

I'll give her a bear, I'm sorry.

I'll give her a doll, I'll give her a tram

And I'll say: "Let's play!"

A. Kuznetsova

Development of coherent speech

Making up a story "Bear" through a series of pictures.

“Pasha is small. He is two years old. Grandma and grandpa bought Pasha a bear. The bear is big and plush. Pasha has a car. Pasha rides a bear in a car" 1 .

1 Filicheva T. B., Kashe GA. Didactic material for correcting speech deficiencies in preschool children. - M.: Enlightenment, 1989.

sensory development

"Chain of cars". Teach children to differentiate the concepts of "big - small." The speech therapist picks up five cars of various sizes and puts them one after the other with the children: the largest, smaller, even smaller, small, smallest.

Follow the instructions of the speech therapist.

- Take as many cubes as you hear pops.

- Give Tanya as many balloons as she has dolls.

- Stomp your foot as many times as there are toys on the table.

Work on the sound side of speech

“Speak the word”: cook .., bar .., matryosh .., feasts .., auto .., tumbler ...

"Repeat the words"

Bik-bik-bik - a cube;

ban-ban-ban - drum;

la-la-la - yula;

years-years-years - aircraft;

na-na-na - car;

ka~ka-ka - chrysalis;

Fizkultminutka-logorhythmics

Improvisation of movements. Children march to the beat of A. Barto's poem "Drum".

The squad is going to the parade.

The drummer is very happy:

Drumming, drumming

One and a half hours straight.

But the squad is coming back

Left, right! Left, right!

The drum is already full of holes

Thematic cycle "Toys" (second week)

Children must learn:speech material of the first week; differentiating toys from other objects.

Lexico-grammar games and exercises

"Choose a toy." Assimilation of the instrumental category with the preposition s.

The speech therapist puts familiar and unfamiliar toys on the table and asks each child which toy he wants to play with. (I want to play with a roly-poly. I want to play with an accordion.)

"Kids are playing". Formation of the skill of phrasal speech; development of attention to words similar in sound.

The speech therapist gives the children the toys or pictures they have chosen (see the exercise “Choose a toy”) and builds them in pairs so that rhyming sentences are obtained.

Ruslan has a house, Tanya has a dwarf.

Irinka has a flag, Nikita has a cockerel.

Kolya has a nesting doll, Misha has an accordion.

Vova has a bear, Gosha has a monkey.

Kostya has Petrushka, Nadya has a frog.

Katya has a tumbler, Grisha has a turtle.

Natasha has a plane, Tamara has a helicopter.

Masha has a cannon, Pasha has a cracker.

The speech therapist says each sentence, the children repeat after him.

"One is many." Formation of the category of the genitive plural.

The speech therapist addresses each child: “You have a gnome, and there are a lot of ... (gnomes) in the store,” etc.

« The fourth extra." Teach children to distinguish toys from other objects and explain the difference.

The speech therapist puts a number of objects on the table: a ball, a doll, a top, a knife. Then he asks to find an object that does not fit with everyone else (this is a knife, because it is not a toy, they do not play with it).

Development of coherent speech

Reading and retelling of the story by J. Taits "Cube to Cube"

The speech therapist reads a story and at the same time builds a tower of blocks. Then, using the cubes, he repeats this story with the children.

“Masha puts a cube on a cube, a cube on a cube, a cube on a cube. Built a tall tower. Misha came running

- Give me a tower!

-I'm not giving it!

- Give me a cube!

- Take one cube!

Misha held out his hand - and grab the lowest cube. And instantly - bang-tara-rah! - the whole Machine tower is raz-va-li-las!

The speech therapist helps the children understand why the tower collapsed, which cube Misha should have taken.

sensory development

"Where's the toy?" Children have toys in their hands. The speech therapist shows the children where he holds the toy, the children repeat the movements and comments after him: “Front, behind, sideways, above, below, in the left hand, in the right hand, between the knees.”

"Name the nesting dolls." A five-seat matryoshka is used.

The speech therapist, together with the children, puts the nesting dolls in a row in height and calls them: "The biggest, the biggest, the smaller, the smallest, the smallest." Then the speech therapist asks the children to show the smallest, largest, largest, etc. matryoshka.

Development of coherent speech

Making up a story "Autumn"

"Autumn has come. Katya and dad went to the forest. The trees in the forest are yellow and red. There are many leaves on the ground. Dad found mushrooms. Katya put them in a basket. It's good in the forest in autumn!

sensory development

« Let's circle the leaf."

Each child has a sheet of paper and a natural leaf of birch or linden on the table. Children put it on paper and circle it with a pencil. Starting speech therapist:

Doo-doo-doo, doo-doo-doo

I will find a pencil.

Doo-doo-doo, doo-doo-doo

I'll circle the leaf.

Oh-oh-oh, oh-oh-oh

My leaf is small.

Blow, blow, blow, blow, blow, blow,

Wind, wind, don't blow!

Ah-ah-ah, ah-ah-ah,

You, leaf, do not fly away!

Children, together with a speech therapist, repeat the beginning, after which they get to work.

Fizkultminutka-logorhythmics

Children imitate rain by tapping their index fingers on the table to the beat of the poem "Autumn".

Rain, rain

All day

Drumming on glass.

The whole earth

All earth

Wet from water...

Ya Akim

Development of coherent speech

Making up a story "In the garden" according to reference pictures.

“Masha and her grandmother came to the garden. There are beds. Here are carrots, here are onions, here are cabbages, here are beets, here are peas. These are vegetables. Grandma picked peas. Masha helped her grandmother. What delicious peas!”

sensory development

"Magic Bag"

Children take turns groping for a vegetable in a bag without pulling it out, report: “I groped an onion” or “I groped a tomato”, etc.

"Collect a picture." To form in children a holistic image of the object and the spatial arrangement of parts.

Each child has a cut-out picture of four parts depicting vegetables on the table.

The beginning of a speech therapist: “Look carefully and collect the picture!” After work: "We played with the guys and collected pictures."

Development of coherent speech

rhyming story "In the garden". Equipment: a basket, two oranges, two apples, one pear, a picture of a garden.

The girl Marinka came to the garden,

There are fruits on the trees.

Grandpa tore off Marinka

orange oranges,

Gave Marinka in the fists

Red apples.

Gave Marinka a yellow pear:

You, Marinka, eat fruit.

Here's a fruit basket for you, Marina.

sensory development

"Spread fruit." Teach children to arrange fruit with their right hand from left to right. Learn to compare two groups of fruits and use the concepts of "equal", "more", "less".

"Count the fruits." Learn to count objects (plums, apples, pears, etc.) within five and name the final number.

Fizkultminutka-logorhythmics

I stand on my toes

I get an apple

I run home with an apple

My gift to my mom!

Development of coherent speech

Follow the instructions of the speech therapist.

Take an apple, smell it, put it in a vase and take a cucumber.

Take a cucumber from the basket, put it in a vase, and give the apple to Tanya.

Take an apple, roll it on the table and put it next to the potato. And so on.

Then the child, at the request of the speech therapist and with his help, must tell what he did.

sensory development

"Count fruits (vegetables)." Learn to count objects within five and name the final number.

"Spread fruits (vegetables)." Teach children to lay out objects with their right hand from left to right. Learn to compare two groups of objects and use concepts equally, more, less.

"Wrap your finger." Finger tracing vegetables and fruits along the contour in subject pictures.

The beginning of a speech therapist: “We will take an apple and circle it with a finger.” “We will take a cucumber and circle it with a finger” (repeat with children).

Development of coherent speech

Rhymed story "Masha and trees" (based on subject pictures).

Masha came out onto the porch:

Here grows a tree

Here grows another -

What a beautiful!

I counted exactly five.

All these trees

Count, kids!

Children (count). "One tree, two trees, three trees, four trees, five trees."

Speech therapist. How many trees near the house? Children. There are five trees near the house. The poem is learned by heart.

sensory development

"Let's draw a tree." Previously, the children examine the trees on the site. The teacher conducts a conversation.

A speech therapist examines a sample of a painted tree with children and explains drawing techniques.

1. The tree trunk is drawn from top to bottom, the trunk is thinner at the top, and thicker at the bottom.

2. Branches are drawn from top to bottom, attaching them to the trunk.

3. Small branches are attached to large branches.

4. Green, yellow and red leaves are painted on the branches.

Development of coherent speech

Memorizing a rhyming story "Mushroom".

Lived yes there was a mushroom,

Here is his house - a little piece.

He had a leg

One leg - no boot.

He had a hat.

The boys found it

Mushroom plucked

And they gave it to my grandmother.

Grandma cooked soup

And fed the kids.

sensory development

"Compare Trees" To teach children to compare several objects (up to five) of different heights, placing them in one line.

On the playing field - five Christmas trees of different heights. Children use a strip of cardboard to determine the size of the trees, applying it to each Christmas tree: “The largest Christmas tree, the largest, the smaller, the smallest, the smallest Christmas tree.”

"Up or down?" Development of spatial perception.

The speech therapist names any objects, and the children must say where they are in the forest - above or below (leaves, mushrooms, birds, ants, twigs, grass, nest, hedgehog, squirrel, wolf, tree, grasshopper, dragonfly).

Development of coherent speech

"Let's dress up the doll."

Speech therapist. Children, let's dress our doll. I made clothes for her. What do we put on first, then what?

Dressing the doll with the children, the speech therapist describes the items of clothing in detail. Children repeat: “Green dress. Here is a pocket - it is one. Here are the sleeves - there are two of them. Here is the collar. Here is the belt - it is one. The dress is short, beautiful, etc.”

sensory development

"Show circle." The development of visual attention. Learning primary colors.

The speech therapist distributes multi-colored mugs to all children. Then he names the words: dress (bow, shoes, socks, skirt, blouse, sundress, pocket, collar, belt, sleeves). Children must raise a circle of the color of the object, and name the color.

"Find the same." The development of visual attention, the skill of comparison. Assimilation and use of the concept the same.

On the table, several pairs of mittens, socks, ribbons, and laces are in disarray. Children help to understand and choose a pair for each item, while commenting: "These socks (mittens, laces, ribbons) are the same."

Development of coherent speech

Story-description "Cupboard with dishes."

“This is a cupboard with dishes. It has three shelves: top shelf, middle shelf and bottom shelf. On the top shelf is a saucepan and a kettle. On the middle shelf - plates, cups, saucers. On the bottom shelf - forks, spoons, knives. There are a lot of dishes in the closet.

Children retell the story based on the speech therapist's questions and pictures.

sensory development

"Build to fit." Formation of the ability to build objects on a certain basis.

On the playing field - five contours of cups of different sizes. The speech therapist, together with the children, arranges them “by height”: the largest, the largest, the smaller, the smallest, the smallest.

"Find a locker." Formation of imagination, attention.

On the playing field - three cardboard silhouettes of lockers of the same size. Each of them depicts a substitute object. Children are offered pictures depicting utensils (spoon, fork; cup, plate, glass). The child needs to put the picture next to the locker, which shows a substitute object that is most similar to the item of dishes in his picture.

Development of coherent speech

Masha's doll has a birthday. Substitutes are used.

“Our doll Masha has a birthday today. She will feed us. First we will eat soup with mushrooms, potatoes with meat, salad with mayonnaise, scrambled eggs with sausage. Then we will drink tea with cake and sweets.”

sensory development

Modeling from plasticine.

Children get acquainted with the properties of plasticine (soft, flexible, sticky).

Children sculpt an apple, bagel, carrot, cookie, chocolate, loaf. The speech therapist emphasizes the shape of objects.

"Whose subject?" Development of associative thinking. Substitute items or natural products are used: bar - cheese; stick - sausage; cone - carrot; ball - apple; cylinder - candy; ring - bagel; cube - tea (box).

The speech therapist distributes substitute objects to the children, shows the picture and asks: “Whose object looks like a steering wheel?” The child who has a ring (from a pyramid) picks it up and answers: "My object looks like a steering wheel." After that, he receives a picture from a speech therapist. And so on.

Development of coherent speech

"Masha". Consolidation of children's knowledge on the topic.

“Here is the girl Mashenka. She has eyes, nose, mouth, cheeks, chin on her face. Mashenka has two arms and two legs ... "

sensory development

« Say it right."

Are your legs up or down?

Is your nose in the back or in front?

Is your hand right or left?

Is that finger on your hand or on your foot?

"Wrap your finger." Circle the dolls in the picture. Starting speech therapist:

We'll take a picture

Circle the doll with your finger.

Development of coherent speech

The story "Winter".

On a tinted playing field, a speech therapist lays out subject pictures: snow (a white strip of paper), trees, a girl and a boy in winter clothes, a snowman, a sled.

"Winter came. There is snow on the ground and on the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it was cold outside. The children made a snowman, and then they started sledding.”

sensory development

"Let's draw pictures." The speech therapist gives the children "books" (album sheets folded in half).

Dear kids,

Open your books

Dunno read them

And I stole the pictures!

Next, the speech therapist invites the children to draw a Christmas tree on the first page, and on the second page - a Christmas tree toy. After that, the children take turns telling what they drew on the first page, and what on the second.

Speech therapist (can be repeated with children).

We drew pictures

And we talked about them.

Fizkultminutka-logorhythmics

"Like on a hill." Improvisation of movements (children with extended

they stand on their toes with their hands, then squat, and at the end lie down on the rug, depicting a sleeping bear).

Like on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree - snow, snow,

And under the tree - snow, snow,

A bear sleeps under the snow.

Hush hush. Keep quiet!

I. Tokmakova

Development of coherent speech

The story "Herringbone". Consolidation of children's knowledge on the topic.

The speech therapist, together with the children, approaches the decorated Christmas tree and makes up a story.

“Here is an elegant Christmas tree. She came to us from the forest. It is small, green, prickly, fragrant. It has a lot of branches. Toys hang on the branches. Who hung the toys on the Christmas tree? (Children). Who hung up the toy? What toys hang at the top? What are below? And what toys hang in the middle? What is our Christmas tree? (Elegant, beautiful).

sensory development

"Make a tree." Assimilation of the concepts of upper, lower, middle.

The speech therapist distributes geometric shapes to the children, from which they assemble a Christmas tree.

Fizkultminutka-logorhythmics

Skating like the wind

Ears flared...

Mittens on hands

Cap on top -

One-two

That's where I slipped...

One-two

Almost tumbled.

C. Black

Development of coherent speech

Reading an excerpt from a story "Snowflake" T. Bushko (translated from Belarusian).

“Tatyana ran out of the house. It's snowing. Tanya held out her hands in elegant blue mittens. Mom embroidered white snowflakes on them. Here is one more snowflake added to my mother's snowflakes. Real. Small. Tanya looks at the snowflake, and it is getting smaller and smaller. And then she completely disappeared. Where did she go? In the meantime, another snowflake fell on the palm.

“Well, now I won’t lose her,” thought Tanya. She squeezed the snowflake in her mitten and ran home to her mother.

Mom, look, - Tatyanka shouted and unclenched her hand. And there is nothing on the palm.

Where did the snowflake go? - Tatyana burst into tears.

Don't cry, you haven't lost her...

And mom explained to Tanya what happened to the snowflake. Did you guess where she went?"

Based on the speech therapist's questions, the children retell the story.

sensory development

“Fold the snowman and tell about it.” The speech therapist distributes geometric shapes to the children, from which they make a snowman. Then they talk about what they did.

"Build to fit."

There are five snowmen on the table, different in size. The speech therapist asks the children to arrange them according to their height: largest, largest, smaller, smallest, smallest.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem "It's snowing."

Quietly, quietly it snows

White snow, shaggy.

We'll clear the snow and ice

In the yard with a shovel...

M. Poznanskaya

Development of coherent speech

Reading and retelling of the fairy tale by K. D. Ushinsky "Bishka". A book and a toy dog ​​are used.

“Come on, Bishka, read what is written in the book!” The dog sniffed the book and went away. “It is not mine,” he says, “to read a book; I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, “I go hunting, I follow a hare, I’m looking for ducks, I drag a diaper (you can - a bag) - it will be from me and this.

sensory development

"Find a kennel." Teach children to compare objects by size and classify them.

The speech therapist exposes cardboard dummies-symbols of a dog kennel and selects 5 toy dogs of different sizes. Each dog must "find" its kennel: the biggest, the biggest, the smaller, the smallest, the smallest.

"Wrap your finger."

Each child has a picture of a pet on the table. Children circle the depicted animals along the contour with their index finger.

I'll take a picture and circle the dog.

I'll take a picture and circle the cow. And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

I am a horse, I ride

I knock with my hooves:

Tsok-tsok, tsok-tsok,

You jump, jump, skate!

Development of coherent speech

Reading and retelling based on the questions of the fairy tale by L. N. Tolstoy "Bug and cat". Toys used: dog and cat. While reading a fairy tale, a demonstration of the actions described in the work is recommended.

“There was a fight between a bug and a cat. The cat began to eat, and the Bug came. Cat Bug with a paw by the nose. Bug a cat by the tail. Cat Bug in the eye. Bug a cat by the neck. Aunt walked past, carried a bucket of water and began to pour water on the cat and the Beetle.

sensory development

"Make a picture." Compilation of split pictures from four parts.

The beginning of a speech therapist (repeated with children):

You look carefully.

And take a picture!

The boys and I played

And we got the pictures!

"Who is bigger?" Learn to compare two objects of different sizes. Pictures depicting domestic animals and their cubs are used.

Who is bigger - a horse or a foal? (A horse is larger than a foal). And so on.

Fizkultminutka-logorhythmics

Improvisation of movements to the beat of the poem.

The cow has a baby:

Bryk-bryk, skok-skok,

And his name is a calf,

And his name is bull.

Development of coherent speech

"Walking in the Forest" Assimilation of the category of the genitive case. Consolidation of children's knowledge on the topic.

A speech therapist with children "goes" to the forest for a walk. The action takes place in the play corner, where toys are placed - animals. It is recommended to stimulate the speech activity of children - children should speak together with a speech therapist.

Here is a fox, it is red, cunning, the fox lives in a hole. Here is a bear, it is big, clumsy, the bear lives in a den. Here is a squirrel, it is small, agile, the squirrel lives on a tree. Here is a hare, it is white, swift, the hare lives under a bush.

The walk in the forest is repeated, the children talk about the animals on their own.

sensory development

"Long or short?" To develop in children the ability to compare two objects of different lengths. Learning antonyms.

The hare has long ears, and the bear... (short).

The fox has a long tail, and the hare ... (short).

The squirrel has a long tail, and the bear ... (short).

The squirrel has short legs, and the wolf ... (long).

The bear has a short tail, and the fox ... (long).

The hedgehog has short ears, and the hare ... (long).

Development of coherent speech

Story "Fox and foxes".

“It's a fox. She is red and smart. She has a sharp muzzle, fluffy tail and four fast paws. The fox has cubs. These are her babies. A fox with cubs lives in a hole.

sensory development

"Zoo". Formation of ideas about the size of objects.

On the playing field - three "cages" for animals (made of cardboard): large, medium, small. Children "seat" animals (pictures or toys) into cages, correlating them in size.

The bear lives in a large cage.

The fox lives in the middle cage.

"Wrap your finger." Development of fine motor skills and visual-spatial perception.

Children use their index finger to trace the outline of the animals shown in the pictures.

Fizkultminutka-logorhythmics

"Bear". Improvisation of movements to the beat of the poem.

We stomp like a bear:

Top-top-top-top!

We clap like a bear:

Clap-clap-clap-clap!

We raise our paws up

We sit on others.

Development of coherent speech

Retelling of the story by V. Suteev "The Good Duck" based on a series of plot pictures. You can make silhouettes of birds from cardboard.

“Duck with ducklings, chicken with chickens went for a walk. They walked and walked and came to the river. Ducks and ducklings can swim, but hens and chickens can't. What to do? Thought and thought and thought!

They crossed the river in exactly half a minute:

Chicken on a duckling, chicken on a duckling

The chicken is on the duck, and the chicken is on the duck!”

sensory development

"Tell me about the chicken." Development of spatial perception.

“Ahead of the chicken is a head with a beak. Behind - ponytail. In the middle is the body. On the one hand - a wing, on the other hand - also a wing, a chicken has two wings. At the bottom of the chicken - two paws.

The story about the chicken is repeated with the help of questions.

Fizkultminutka-logorhythmics

"Like ours at the gate." Improvisation of movements to the rhythm of the nursery rhyme.

Like ours at the gate

The rooster is pecking at the grain,

The rooster is pecking at the grain,

He calls the chickens.

Development of coherent speech

Story based on a series of plot pictures "The Dog and the Crows".

“The dog ate the meat. Two crows have arrived. One crow pecked at the dog, another crow grabbed the meat. The dog rushed at the crows, the crows flew away "1

sensory development

"Show me your fingers."

The speech therapist exposes on the typesetting canvas first one, then two (three, four, five birds). Children should show as many fingers as there are birds.

"Fix the mistake." Development of spatial perception.

The crow has a tail in front.

The sparrow has a beak at the back.

The owl has paws at the top.

The woodpecker has wings below.

The tit has a tail on the side.

1 Filicheva T. B., Kashe GA. Didactic material for correcting speech deficiencies in preschool children. - M.: Enlightenment, 1989.

Development of coherent speech

Description stories "Cow" and "Hedgehog".

“Cow is a pet. She lives next to a person. The cow benefits him: it gives milk. Sour cream, cheese, butter are made from milk. The cow is big. She has a head, horns, body, tail, four legs. The cow has cubs - small calves. Cow and calves eat grass."

“The hedgehog is a wild animal. He lives in the forest. It is small, prickly - it has needles. The hedgehog has cubs - hedgehogs. Hedgehogs and hedgehogs eat apples, mushrooms, mice.

sensory development

"Let's treat the hedgehogs." Learn to compare and group objects of different sizes.

For the game, figures of hedgehogs made of cardboard (large, medium, small), as well as silhouettes of three apples and mushrooms are used. The game is played on the playing field. Children are invited to pick up an apple and a mushroom of a suitable size for each hedgehog. All actions are accompanied by explanations.

"Who is less?" Teach children to compare objects of different sizes using the word less.

Who is smaller - a wolf cub or a cow? (The cub is smaller.)

Who is smaller - a fox or a hedgehog?

Who is smaller - a bear or a bear cub?

Who is smaller - a hare or a horse?

Who is smaller - a hedgehog or a teddy bear? And so on.

Fizkultminutka-logorhythmics

"Like our cat." Improvisation of hand movements in time with the nursery rhyme.

Like our cat

The coat is very good.

Like a cat mustache

amazing beauty,

bold eyes,

The teeth are white.

Development of coherent speech

The speech therapist, together with the children, makes up stories-descriptions of various toys: their structure, color, how to play with them, etc.

sensory development

"Magic Bag"

The speech therapist prepares a bag of toys for class. Each child, at the request of the speech therapist, must find two toys in the bag and name them without pulling them out of the bag, and then show them to everyone.

I found a matryoshka and a doll.

Fizkultminutka-logorhythmics

Counting under the ball.

A counting rhyme came to visit us,

It is not a pity to tell her.

We taught the counting

And they hit the floor with the ball.

Development of coherent speech

"We paint a picture." Learn to draw straight lines (path, fence); straight closed lines (garage, window, door, roof, house); plot drawing; place items on

sheet of paper (top, bottom, middle, on one side, on the other side); consistent progress report.

“In the middle I drew a house: here is the window, here is the roof, here is the door. On one side is a fence. On the other hand, a tree. Near the tree, I drew a garage. Above - the sun and a bird. Below is grass and a flower.

sensory development

"Let's get a house." Pay attention to the spatial arrangement of the details of the subject.

Each child has a geometric figure on the table, depicting some part of the house. Children go to the playing field and make a house.

The beginning of a speech therapist (children repeat):

We play with the guys

We assemble the house quickly.

Fizkultminutka-logorhythmics

"We are building a house." Improvisation of movements to the beat of the poem.

Hammer and ax

We are building a new house.

The house has many floors

Lots of adults and children.

Development of coherent speech

Story based picture "Family".

“This is a house. A family lives here: mom and dad (these are the parents of the children); grandparents (these are the parents of mom and dad); brother and sister (these are the children of mom and dad and grandchildren for grandma and grandpa).

Dad reads the newspaper. Mom sews on a machine. Grandpa fixes the bike. Grandma knits socks. Brother is doing homework. Sister plays with toys. This family is friendly.

sensory development

"Morning, afternoon, evening." Practical use in speech of adverbs denoting time. differentiation of these concepts.

Each child tells how he spent the day off: what he did in the morning, afternoon and evening. A speech pathologist can help if needed.

In the morning I had breakfast, played with toys. During the day I went for a walk, and in the evening I watched cartoons.

In the morning I read a book with my mother. During the day she went to visit Katya, and in the evening she played with the doll.

Development of coherent speech

Rhyming story-description "Truck". With the help of a speech therapist, the story is learned by heart.

Here is a truck

Big big!

She is carrying cargo.

She has a body.

Here is the cabin - the driver is in it,

The engine is in front of the car.

The car is spinning

All four wheels.

sensory development

Explanatory note.

The work program has been developed in accordance with the Law of the Russian Federation “On Education”. The content of the work program complies with federal state educational standards established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.

The creation of this program is based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations:

G.V. Chirkin. Programs of preschool educational institutions of a compensatory type for children with speech disorders. - M .: Education, 2009;

Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - M., 1991;

T.B. Filichev, G.V. Chirkin. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 o'clock. M .: Alfa, 1993.

These programs are designed to work in the conditions of speech therapy groups of a kindergarten, and therefore, they are not entirely suitable for use at a speech therapy center in a kindergarten. This is the reason for the importance of writing a work program, the use of which will help children with speech development disorders master the main educational program; will allow in a timely manner, that is, even before entering school, to help children overcome all the difficulties that are the cause of school maladaptation.

Characteristics of the speech of children with OHP II level of speech development.

This level is defined as the beginnings of common speech, the distinguishing feature of which is the presence of a two-, three-, and sometimes even four-word phrase: “Yes, drink moco” - let me drink milk; "Baska atat nika" - grandmother reads a book; "Dadáy gat" - to let play; “In easy asanya meat” - here lies a big ball. Combining words into phrases and a phrase, the same child can both correctly use the methods of coordination and control, and break them: “ti yoza” - three hedgehogs, “moga kukaf” - many dolls, “sinya kadasy” - blue pencils, “let badika” - pours water, “tasin petakok” - a red cockerel, etc. In the independent speech of children, simple prepositions or their babbled variants sometimes appear (“tidit a tue” - sits on a chair, “shield a toy” - lies on the table); no complex prepositions.

The lack of practical assimilation of the morphological system of the language, in particular word-formation operations of varying degrees of complexity, significantly limits the speech capabilities of children, leading to gross errors in the understanding and use of prefixed verbs, relative and possessive adjectives, nouns with the meaning of the character ("Valya papa" - Valin papa , "alil" - poured, poured, poured out, "giby soup" - mushroom soup, "dayka tails" - hare tail, etc.). Along with the indicated errors, there are significant difficulties in the assimilation of generalizing and abstract concepts, the system of antonyms and synonyms. As at the previous level, the polysemantic use of words and various semantic substitutions are preserved.

The use of words in a narrow sense is characteristic. With the same word, a child can name objects that are similar in form, purpose, function, etc. (“fly” - an ant, beetle, spider; “tufi” - shoes, slippers, boots, sneakers, sneakers). The limited vocabulary is also manifested in ignorance of many words denoting parts of the body, parts of an object, dishes, vehicles, baby animals, etc. ; "bowl" - a plate, saucer, dish, vase; "liska" - a fox cub, "mánka voik" - a cub, etc.). Difficulties in understanding and using in speech words denoting signs of objects, shape, color, material are noticeable.

Connected speech is characterized by insufficient transmission of some semantic relationships and can be reduced to a simple enumeration of events, actions or objects. It is extremely difficult for children with the II level of speech development to compose stories, retellings without the help of an adult. Even if there are clues, leading questions, children cannot convey the content of the storyline. This is most often manifested in the enumeration of objects, actions with them, without establishing temporal and causal relationships.

The sound side of children's speech is not fully formed and is significantly behind the age norm: there are multiple violations in the pronunciation of 16-20 sounds. The utterances of preschoolers are difficult to understand due to pronounced violations of the syllabic structure of words and their sound filling: “Dandas” is a pencil, “akváya” is an aquarium, “vipised” is a bicycle, “misanéy” is a policeman, “hadika” is a refrigerator.

The purpose of the program is to form a full-fledged phonetic system of the language, to develop phonemic perception and skills of initial sound analysis and synthesis, to automate auditory pronunciation skills in various situations, to develop lexical and grammatical means of the language and coherent speech.

Program objectives - development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of the pronunciation side of speech; development of independent phrasal speech.

Planning activities for children with a diagnosis ONR (II level) divided into 3 training periods:

I period - 2nd half of September - November, 11 weeks, 29 lessons - 3 lessons per week.

II period- December-February, 13 weeks, 34 lessons - 3 lessons per week.

III period- March-May, 14 weeks, 36 lessons - 3 lessons per week.

Total 99 lessons per year.

1st half of September - examination of children, filling out speech cards, paperwork.

Form of organization of training- subgroup and individual.

On individual lessons work is being done on:

1.Activation and development of differentiated movements of the organs of the articulatory apparatus;

2. Preparation of the articulatory base for the assimilation of missing sounds;

3. Staging of missing sounds, their discrimination by ear and the initial stage of automation at the level of syllables, words.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 20 minutes.

The purpose of individual lessons consists in choosing and applying a set of articulation exercises aimed at eliminating specific disorders of the sound side of speech characteristic of dyslalia, dysarthria, etc. In individual sessions, a speech therapist has the opportunity to establish emotional contact with a child, activate control over the quality of sounding speech, correct a speech defect, smooth out neurotic reactions.

In these classes, a preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in direct and reverse syllables, words of a simple syllabic structure.

On subgroup lessons work is being done on:

1. Development of lexical and grammatical means of the language (development of speech understanding, clarification and expansion of vocabulary, the formation of generalizing concepts, practical skills of word formation and inflection, the ability to use simple common sentences).

2. The development of coherent speech (teaching children to express themselves independently, developing the ability to convey the impression of what they saw, about the events of the surrounding reality, in a logical sequence to state the content of paintings or their series, to compose a story-description).

For subgroup classes, children of the same age category are united, having speech disorders similar in nature and severity, 2-3 people each, the frequency of subgroup classes is 3 times a week, individual - 2 times a week.

Target subgroup lessons- development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of independent phrasal speech.

In these classes, children should learn to adequately assess the quality of speech statements. The composition of the subgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of the achievements of preschoolers in correcting pronunciation.

Directions of correctional and developmental work:

the formation of full-fledged pronunciation skills;

development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;

development of attention to the morphological composition of words and the change of words and their combinations in a sentence;

enrichment of the dictionary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

educating the ability to correctly compose a simple and complex common sentence; use different constructions of sentences in independent connected speech;

the development of coherent speech in the process of working on the retelling, with the formulation of a certain correctional task of automating the phonemes specified in the pronunciation in speech;

formation of preparation for teaching literacy and mastering the elements of literacy

Educational and thematic plan of the correctional and developmental program:

	The sound side of speech			The semantic side of speech
	Pronunciation	Phonemic perception
September, October November	Development of differentiated movements of the organs of the articulatory apparatus. The development of speech breathing. Clarification of the correct pronunciation of preserved sounds isolated; In syllables (reproduction of sound-syllabic series with different intonation, voice power, stress; reproduction of rhythmic patterns presented by a speech therapist; pronunciation of various combinations of direct, reverse and closed syllables); In words; In offers. Development of skills of using exclamatory, interrogative and narrative intonation in speech. Statement of sounds absent in speech (in accordance with the individual characteristics of children's speech). Automation of delivered sounds; isolated; In reverse syllables; In closed syllables; In conjunction with consonants;	Development of the ability to recognize and distinguish non-speech sounds. The development of the ability to recognize and distinguish speech sounds by the pitch and strength of the voice. Differentiation of speech and non-speech sounds. The development of auditory attention to the sound shell of the word, auditory memory. Distinguishing syllables consisting of correctly pronounced sounds. Acquaintance of children with the analysis and synthesis of reverse syllables. Transformation of syllables by changing one sound. Distinguishing intonation means of expression in someone else's speech. Distinguish between monosyllabic and polysyllabic words. Distinguishing a sound from a number of other sounds. Highlighting a stressed vowel at the beginning of a word, highlighting the last consonant in a word. Isolation of the middle sound in a monosyllabic word. Practical assimilation of the concepts of "vowel - consonant" sound.	Development of understanding of oral speech; Development of the ability to listen to the addressed speech; highlight the name of objects, actions, signs; understanding the general meaning of words; preparation for mastering the dialogical form of communication; practical assimilation of some forms of word formation - using nouns with diminutive suffixes and verbs with different prefixes; assimilation of possessive pronouns "my-mine"; practical use of nouns in the accusative, dative and instrumental cases; mastering the skills of drawing up simple sentences on questions, demonstrating actions on a picture, models; mastering the skill of writing a short story.
December January February	Continued work on the development of the mobility of the organs of the articulatory apparatus. Setting missing sounds. Automation of previously set sounds in sentences and short texts. Automation of the pronunciation of newly delivered sounds: isolated; In open syllables (sound in a stressed syllable); In reverse syllables; In closed syllables; In conjunction with consonants; In words where the sound being studied is in an unstressed syllable. Differentiation by ear of preserved sounds (with pronunciation), differing in: Hardness - softness. for deafness - sonority: as well as: In reverse syllables; In words and phrases.	Determination of the presence of a sound in a word. Distribution of subject pictures, whose titles include: Differentiable sounds; A certain predetermined sound. Determining the place of sound in a word; Isolation of vowels in a position after a consonant in a syllable; Implementation of the analysis and synthesis of the direct syllable; Isolation of a consonant sound at the beginning of a word; Identification of a vowel sound at the end of a word. Practical acquaintance with the concepts of "hard - soft sound" and "deaf - sonorous". Formation of the ability to distinguish and evaluate the correct standards of pronunciation in someone else's and one's own speech. Distinguishing words that are similar in sound composition; determining the number of syllables (vowels) in a word. Differentiation by ear of preserved sounds (without pronunciation): Hardness - softness For deafness - sonority: In reverse syllables; In syllables with a confluence of two consonants; In words and phrases; Making sentences with a certain word; Analysis of a two-word sentence; Analysis of the sentence with a gradual increase in the number of words.	clarification of children's ideas about primary colors and their shades; practical formation of relative adjectives with different meanings of correlation; distinguishing and highlighting the names of features on the questions: what-what-what; mastering the skill of agreeing adjectives with nouns in gender, number, case; the use of prepositions: in-on-from-under - improving the skill of conducting a dialogue; comparison of objects with the allocation of similar qualities; writing a simple description of the subject; strengthening the skill of building a simple sentence; distribution of the proposal by introducing homogeneous members; assimilation of structurally complex sentences; compiling short stories based on the picture, a series of pictures, descriptions, simple retellings; memorization of simple verses.
March, April,	Automation of delivered sounds in one's own speech. Differentiation of sounds at the place of formation: In direct and reverse syllables; In syllables with a confluence of three consonants; In words and phrases; In verse and short texts; Consolidation of skills acquired earlier on new speech material.	Drawing up a word scheme with stressed syllables. Selecting the word to the corresponding graphic scheme. Selecting a graphic scheme for the corresponding word. Transformation of words by replacing one sound or syllable. Selection of a word with a given number of sounds. Determining the sequence of sounds in a word (spelling). Determining the order of sounds in a word. Determine the number and order of syllables in a word. Identify sounds that come before or after a particular sound. Composing words from a given sequence of sounds.	Consolidation of the skill of using prefixed verbs; strengthening the skill of forming relative adjectives; use of possessive adjectives; formation of adjectives with suffixes -onk, -enk; learning antonyms; strengthening the skill of agreeing adjectives with nouns; expansion of the meanings of prepositions. - improvement of the dialogical form of speech; dissemination of proposals; drawing up a story from a picture, a series of paintings; compiling a description story, retelling; mastering the structures of complex sentences.

Planned results of speech therapy work:

correctly articulate the set speech sounds in various phonetic positions and forms of speech;

differentiate learned sounds;

find words with a given sound in a sentence;

correlate objects with their qualitative characteristics and functional purpose;

recognize familiar objects by verbal description;

compare familiar objects according to individual, most clearly distinguished features;

understand simple grammatical categories: singular and plural nouns, imperative and indicative moods of verbs, nominative, genitive, dative and accusative cases, some simple prepositions;

reproduce reflected and independently the rhythmic-intonational structure of two- and three-syllable words from preserved and learned sounds;

correctly use in independent speech individual case endings of words used in prepositional constructions;

use phrases and simple non-common sentences in independent speech (“My bear”, “Masha, sing”, “Masha, give me a doll”, etc.).

The distribution of topics by month:

September:"Autumn".

October:"Our body" "Vegetables", "Fruits", "Vegetables-fruits", "House and its parts", "Clothes".

November:"Clothes", "Shoes", "Furniture", "Dishes".

December:"Dishes", "New Year's holiday", "Pets", "Winter", "Winter fun".

January:"Winter", "Wintering Birds", "Wild Animals", "Wild Animals in Winter", "Pets".

February:"Poultry", "Migratory Birds", "Food", "Our Army", "Family", "Early Spring".

March:"Early Spring", "Mother's Holiday", "Spring", "Transport", "First Spring Flowers", "Indoor Plants".

April:"Indoor plants", "Wild animals in spring", "Toys", "Aquarium fish", "Insects".

May:“Rules of the road”, “Mail”, “Summer. Flowers in the meadow.

Literature

1. G.V. Chirkin. Programs of preschool educational institutions of a compensating type for children with speech disorders. - M .: Education, 2009.

2. Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - M., 1991.

3. T.B. Filichev, G.V. Chirkin. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 o'clock. M .: Alfa, 1993.

4. T.B. Filicheva, T.V. Tumanova. Children with general underdevelopment of speech. Education and training. Teaching aid. M .: "Publishing house GNOM and D", 2000.

5. N.V. Nishcheva. The program of correctional developmental work for children with ONR.

6. Z.E. Agranovich. Collection of homework to overcome the lexical and grammatical underdevelopment of speech in preschoolers with onr.-SP.: Detstvo-Press, 2002

7. O.I. Krupenchuk. Teach me to speak correctly.-S.P.: Litera, 2001

8. Efimenkova LN Formation of speech in preschoolers: (Children with general underdevelopment of speech). Book. for a speech therapist. 2nd ed., revised. M.: Enlightenment, 1985

9. G.S. Shvaiko. Game exercises for the development of speech. - M .: education, 1988

10. N.V. Solovyova. Preparation for teaching literacy to children with speech impediments.- M.: TC Sphere, 2009

11. N.V. Nishcheva. Multi-colored fairy tales.-S.P.: Childhood-Press, 2001

12. O. B. Inshakova. Album for a speech therapist.-M.: Vlados, 2003

13. A.V. Yastrebova. A set of classes on the formation of speech-cogitative activity in children.-M .: ARKTI, 2001

Abstract of an individual speech therapy lesson for children with general underdevelopment of speech of the 1st level

Subject: " Domestic birds";

Target: Onomatopoeia training;

Tasks:

Enrich the vocabulary of children with nouns, verbs, names of bird body parts ;

Develop higher mental functions;

Develop fine motor skills.

Equipment: toys - poultry, recording of the voices of domestic and wild birds.

Lesson progress:

		Children's answers
	Organizing time Hello! Look, a chicken came to visit us today. Show me how the chicken cackles
	"Find out who's screaming" The chicken has prepared a game for you. She offers to listen to her friends scream. Close your eyes with your palms and try to guess who is screaming. Show how: Rooster - crowing Chickens - chirping Goose - cackle Duck - quacks	The child must show the picture of the bird he hears. Cuckoo; Quack-quack-quack;
	"Cockerel" There is a cockerel side comb, red beard, Bone head.	The index and middle fingers "walk" on the table like legs. The index finger touches the thumb - it turns out the "beak". The rest of the fingers are slightly rounded and fanned up - this is a "comb". Rub the fingers of both hands together. Rub the fingers of both hands against each other.
	"Call the bird" Look! Together with the chicken, more guests came to us (the speech therapist takes out toys). Call the ducks, call the chickens, call the geese.	Ooty-ooty-ooty, chick-chick-chick, geese-geese-geese.
	Game "Parts of the body" Show where the bird has a beak, eyes, wings, paws, tail, back, tummy. Hen tell me, why do birds need all this? We look with our eyes, we wave our wings, we peck with our beak.	child shows
	"Big small" Look, our guests brought us something! Yes, these are photographs of all domestic birds and their cubs! Show where the chicken, chicken, duck, duckling, goose, goose, turkey, turkey.	child shows
	"Collect a picture" The hen brought you a present. Try to collect the picture and find out what is drawn on it!	The child collects a split picture "Chicken"
	Summarizing It's time for our guests to leave, they really enjoyed playing with you, well done!