Speech therapy notes on phgos. Speech therapy class in Dow Phytos

  Irina Orlova
  Subgroup speech therapy session using gaming technology  on GEF

Presentation subgroup speech therapy classes using

gaming technology for GEF

Has prepared teacher speech therapist   MBDOU CRR d / c number 18 Orlova I. M.

purpose: automation of sound W in syllables, words and phrases.

Tasks:

Educational:

Clarify the idea of ​​sound [w];

Lock skill correct pronunciation  sound W in syllables, words and phrases;

To fix the ability to determine the place of sound in the word;

Securing the correct coordination of adjectives with nouns by type and case;

Continue to learn to make sentences on key words.

Correctional development

To form a smooth long exhalation;

Develop intonation expressiveness;

Develop a sense of rhythm, memory, perception, attention and thinking.

Develop fine motor skills, tactile sensitivity, tactile and visual gnosis, imagination.

Educational:

Build positive motivation on occupation;

To cultivate interest, respect and love for the living Russian word.

Relevance: In the context of introducing standardization of preschool education and ensuring a new, high-quality approach to the content of the organization of children's activities, preventing monotonous and monotonous work on fixing the pronunciation of sound, the need of use  interesting material and the process of learning in the form of a game is undoubtedly relevant. Game exercisesaimed at automating sound, contribute to the improvement of the work of the articulation apparatus (lip movements, tongue, lower jaw, hand and finger movements, development of attention and observation, memory and thinking. A. P. Usova noted that “every game, if forces a child, puts him in a position where his mind is vibrant and energetic, actions

organized. " Game or game exercises, used by teacherprovide

interested perception of the material being studied and

attract preschoolers to mastering new knowledge

Organizing time.

Children enter the office and

find a letter on the floor.

What a strange letter?

(Speech therapist reads)

They invite us to the forest,

Play there offer.

I wonder who invites us?

Go to visit? (Yes)

What are we going to do? (By train, by bus, by car, by boat.)

Respiratory development:

Formation of a smooth and long expiration

Game exercise“The train is louder and lasts longer”

Speech therapist: Train (car, steamer, etc.)  sends and sends a send signal. ( Speech therapist  invites every child to blow into his bubble without puffing his cheeks)

So we got to the forest. Let me read further invitation:

“We are waiting for you in the forest house, we will play and rest”.

Before you play you need to warm up a little. (The articulation gymnastics is carried out according to the pictures-symbols located around the whirligig)

Articulation gymnastics

Clockwork whirligig, in the fairy tale call.

purpose: activation of the muscles of the tongue.

Children sit on the chairs facing the teacher.

Teacher says: “There lived a tongue in his house. I woke up and looked around. Looked out for a little gate (tongue pops out from an open mouth, looked up, if the sun is shining (the tip of the tongue rises up, then looked down, whether there are no puddles on the ground (the tip of the tongue goes down). I liked the tongue on the street and he wanted to take a walk (the tip of the tongue turns right, left, up, down). Tired tongue and decided to eat to gain more strength. And he began to lap milk like a cat (using tongue to make a motions). Ate the tongue, and sponge soiled with milk. I clean the lips, first the upper, then the lower (licking the tip of the tongue upper and lower lips). And now I clean the upper and lower teeth. (same teeth licking under lips). I made all the tongue and again decided to play. I saw the swing and began to swing on them (raising and lowering the spade tongue to the upper and lower lip with the mouth open) up and down, up and down, higher and higher (gradually the protruding tongue rises to the nose and drops to the chin). He stopped swinging on a swing and decided to ride a horse (snaps the tip of the tongue behind the upper teeth). Tired tongue and went to his house to sleep. Closed the gate (tongue spread in the mouth and close the lips)».

The warm-up is over, hit the road. And on the road we take the sound with us ... (Children recognize the sound W by soundless articulation and pronounce it.)

Analysis of sound articulation [w].

What do sponges, teeth, tongue do when we pronounce the sound [br]? (Lips "Little ring", teeth "Fence"  with a little slit, the tongue is at the top and looks like "The Cup".)

Characteristic sound [w].

Let's talk about the sound [w].

Sound [w] - consonant or vowel? (consonant);

What is the barrier to sound [w]? (teeth, tongue);

Voiced or deaf? (deaf);

Hard or soft? (solid);

Is the air stream warm or cold? (warm)

What color we denote? (blue).

A game "Take the path" (on the development of phonemic perception):

We go along the path. We will take a step if we hear the sound of W. Each step will be denoted by a chip. ( Speech therapist  slowly reads a poem, and a child designates each word with a sound Ш with a chip circle, laying out a track.)

For ... Teddy ... baby ...

Masha ... knits ... warm ... scarf ...

A scarf ... on ... a neck ... it ... will tie ...

And ... thank you ... Masha ... say ...

Well done, you have attentive ears!

Speech therapist: Guys, look, we are met by the Matryoshka.

A game "A wonderful little bag"  - development of fine motor skills.

Speech therapist: - Matryoshka has a wonderful little bag that wants to play with us. Then speech therapist  invites the children to take turns finding the object in the bag and groping the object by commenting on it.

for example: - I found a tower

Equipment: wonderful bag and small toys (tower, ball, coil, bump, machine, etc.)

A game "Matryoshkina izba":

So we got to the house of the Matryoshka. But here, out of nowhere, a hurricane hit and everything that was in the house turned over and scattered. It is necessary to help Matryoshka to restore order and arrange the pictures in places. Let's try to name the pictures and divide their names into parts. We will fold pictures: in a closet with one shelf we put pictures with one the syllable in the title, in the closet where there are two shelves, we put pictures with two syllables, in the closet with three shelves we remove the pictures with three syllables in the title ”. Children perform word analysis: a scarf, a shower, a ladle, a hat, a cat, a fur coat, a pillow, a car, a dog rose and arrange the pictures to the corresponding cabinet layout.

A game “Big - Big”:

Look at the pictures and answer what you can say. "big"? (Child utters phrases "Big scarf", "Big bucket", "Big shower", "Big dog rose".)

And what can I say "Big"?

("Big Cap", "Big cat",

"Big pillow", "Big fur coat",

"Big cup".) - Thank you Matryoshka for hospitality, but we should go back to kindergarten. Dynamic pause

Purpose. Automation of sound w in syllables and words. Description of the game. Children become one after another, portraying, train. Ahead of the train locomotive (one of the children). The train leaves on command "I went, I went, I went". The pace is gradually accelerating. Drive up to the station (arranged by place or building of cubes)  and they say: "He came, he came, he came" (slow: w, w, w - let off steam). Then the bell rings, the whistle is given, and the movement resumes. You can complicate the game - children will depict different trains, for example, fast and freight. The swift moves to the sounds of shu-shu-shu (fast, marketable - shshu-shshshu (slow). - Look, the train stops, and on the platform we are met by circus performers.

A game "Artists"

purpose: development of intonation expressiveness

Pictures are selected characters:"Mouse"  - speaks in a high voice

The child puts on the table 3 of any of the 15 pictures with the sound W,

covers them with any character and calls "Hidden pictures",

A game "Day and night"

How long did we get to the house shortly ...

Speech therapist  removes pictures from the table, explaining:

The night has come - all at once gone:

White Chamomile, bold bug,

Ripe bump, gray mouse.

Slippery frog, ringing cuckoo,

In the swamp reeds. Near the river huts.

Then speech therapist continues the story, and the children themselves agree on the phrase, looking at the pictures., which are laid out on the table, the day has passed - all at once our l:

White, bold ...

Ripe, gray

Slippery, sonorous,

In the swamp, near the river ...

Again "The night is coming", and children need to finish the phrases themselves again

The night has come - and again is gone ... (what)

The day will come - the beauty will return ... (what)

From memory., Without reliance on pictures, children reconstruct the sequence of phrases, changing them by case.

Gymnastics for the eyes. "Cat"

Here the window opened, Spread their arms to the side.

The cat came to the eaves. Mimic the cat's soft, graceful gait.

Looked cat up. Look up.

Looked down the cat. Look down.

That turned to the left. Look left.

She watched the flies. Gaze hold "Fly"

Stretched, smiled from the left shoulder to the right.

And sat down on the eaves. Children squat.

Eyes right away,

I looked at the cat. Look straight.

And she covered them with her hands. Cover your eyes with your hands.

Total classes.

What sound did you say most often today?

What game would you like to play again?

What was difficult for you?

Conclusion:

The game allows you to make more complex educational tasks and contributes to the formation of conscious cognitive motivation of preschoolers. One of the advantages of the game is that it

always requires the active actions of each child.

Materials:

Lebedeva I.L. "Difficult sound, you are our friend". Sounds W, F, S. A practical guide for speech therapists, educators, parents M .: Publishing Center "Ventana - Count", 2011

Presentations by Pochalova A.I., Lyulko O. A, Vechkutkina S. A

Tkachenko. A. Magazine "Pre-school education" №3 1989. Article: "Fizminutki in speech therapy classes with children".

the Internet

http://ds82.ru/

http://go.mail.ru

http://www.liveinternet.ru/

http://nsportal.ru/

Speech therapy class  for the 4th grade.

Theme:Prepositions.

Purpose:formation of ideas about the semantic meaning of prepositions as a separate word.

Tasks:

Correctional:elimination and prevention of errors in writing, when writing prepositions with words;

Developmental:develop a child's visual-spatial representations and the semantic meaning of the use of prepositions;

Educational:

work on the correct use of prepositions in oral speech;

Educational:

to form mutual understanding, goodwill, independence, initiative, skills of cooperation.

UUD (metasubject):

regulatory: learn to exercise control over their activities; learn to accept and save the learning task; recognize the importance of acquiring knowledge; evaluate the process and results;

cognitive:build a logical chain of reasoning, the structure of knowledge; formed the ability to reproduce the text; the ability to extract the necessary information from the teacher's explanation is formed;

communicative:the ability to fully and competently express their thoughts, to comply with the norms of verbal communication, to speak in front of their peers;

Equipment:Cards with tasks, pens, notebooks.

PROGRESS

1. ORG.MOMENT.  (greeting, checking the children's readiness for the lesson)

Finger gymnastics ( development of fine motor skills) :

(The arms are crossed. The fingers of each hand "run" along the forearm, and then on the shoulder of the other hand.)
The spider walked the branch,
And the children went after him.
(The brushes are freely lowered, we perform a shaking motion - rain.)
The rain from the sky suddenly began to pour,
(Cotton palms over the table / knees.)
Spiders on the ground washed away.
(The palms of the sides are pressed to each other, fingers spread, we swing our arms - the sun is shining.)
The sun began to warm,
(Making the movements are the same as at the very beginning.)
The spider crawls again
("Spiders" crawling on the head.)
And behind him crawling all the kids,
To walk on the branch.

2.   Blitz survey. "OFFER"

What are prepositions for?

How are prepositions written with words?

- With which part of speech prepositions are never used. (with verbs)

A preposition is ... (A preposition is a part of speech that is written separately with other words and serves to link the words in a sentence).

What prepositions can not be prefixes? (k, for, except)
- The prefix is ​​... (part of a word).
- From what prepositions can you make a pet name? (to about for, to from)

3.   Letter from memory.

The scheme of the letter from memory:

A) Self-memorization;

B) telling each other;

B) with a closed text, write in a notebook;

D) with clear text self-test or mutual verification.

Depended on soap -

Freckles I'd laundered.

What spelling missed?

Expand the brackets and explain.

Chorus reading with spelling.

Write text from memory.

Self test

4. DEVELOPMENT OF LANGUAGE ANALYSIS AND SYNTHESIS

BUT)  Insert missed prepositions.

B)From these words make up a phrase and a sentence.

AT)Read the phrases, write in a notebook, opening the brackets:

(before) rode (before) b ... reza

(by) ran (by) d ... jealous

(about) read (about) city

(from) chalk (from) room ... you

(on) shouted (on) with ... baku

(re) ran (before) m ... by bus.

FIZKULTTINOOK. The development of spatial representations.

The game "FOCUS" (clarification of the right, left)

D) Find in the text all the prepositions (10 prepositions).

5. The development of phonemic hearing.

7. REFLECTION:

1. What did I learn in class?

2. What have I learned in class?

6. TOTAL. "Password to exit"

- Thank!

1) Insert the missing prepositions.

2) From these words make up a phrase and a sentence.

Book, table, lies (on, in, behind, under, at, before)

3) Read the phrases, write in a notebook, opening the brackets:

(before) rode (before) b ... reza

(by) ran (by) d ... jealous

(about) read (about) city

(from) chalk (from) room ... you

(on) shouted (on) with ... baku

(re) ran (before) m ... by bus

4) Find all the prepositions in the text (10 prepositions). (Orally)

The night was drawing to a close as we approached the hedge of the park. Wide, slightly swamped meadows stretched before us, and in the distance a calm river glistened with cold blue fire. There were still transparent fallen threads in the air, but the sky was gently pinking and the Milky Way was already melting. The beauty of this struggle of light, moonlit night and young dawn was worthy of the brush of the best artist. Enchanted, we left the dilapidated gate and headed towards the river. Somewhere from the side came a dog barking and fell silent. Stepping carefully over bumps, we approached the shore.

5) Write together or separately prepositions and prefixes. Prefixes designate graphically.

(B) walk (c) hall; (in) was (in) yard; (by) sailed (by) the river; steamer (from) chalil (from) pier; boat (from) pushed (from) the shore; (to) drive the started business (to) the end; (on) sailed (on) the waves; (before) floated (before) the familiar village; (by) fled (by) to the ravine; (on) rule (on) the stadium.

Article from work experience. At the lesson at the speech therapist.

teacher - speech therapist, Klokova Svetlana Vyacheslavovna, MBDOU d / s.№ 39, Arzamas, Nizhny Novgorod region.
Description:this article describes what a speech therapist does in class with children. Designed for parents, teachers - speech therapists, senior students (to choose a further profession).
Purpose:acquaintance with the components of speech therapy classes.
Tasks:
  - introduce the work of a speech therapist with children;
  - to increase interest in the profession "speech therapist";
  - to help young professionals in planning classes.

What are the parts of speech therapy classes?
  Any speech therapist, after a comprehensive examination of the child, begins its work in different directions.
The development of articulation motility in children:

   - massage and self-massage of the articulation organs (tongue, lips, cheeks, forehead, ears, collar neck area);
   - articulation gymnastics to strengthen and develop the accuracy of movements of the muscles of the tongue, lips, soft
   palate, lower jaw.
The development of speech breathing:

To inhale - inflate the tummy, to exhale - deflate;
   - learning to breathe deeply through the nose and mouth;
   - development of the correct extended exhalation through the nose and mouth;
   - training for long-term strong exhalation in the position of the lips "tube";
   - training for long-term strong exhalation on the tongue hanging out.
The development of phonemic functions:
   - recognition of non-speech sounds;
   - recognition of speech sounds;
   - the selection of sound from a number of other sounds, syllables, words;
   - distinguishing vowel and consonant sounds;
   - selection of words for a given sound;
   - determine the place of sound in the word;
   - analysis and synthesis of words.
The development of mental functions:

   - perception;
   - auditory and visual attention;
   - auditory and visual memory;
   - thinking;
   - imagination.
Development of fine and general motor skills:

   - finger exercises;
   - graf - motor skills;
   - speech with movement;
   - constructive praxis;
   - orientation in the scheme of its own body and in space.
Vocabulary enrichment:
   - different parts of speech (nouns, adjectives,
   verbs, numerals ...);
   - pretexts;
   - generalizing concepts;
   - antonyms;
   - synonymous;
   - homonyms.
Formation syllable structure  the words:
   - reproduction of rhythm;
- putting chips on the number of syllables;
   - repetition of different syllables (direct, inverse, with confluence);
   - repetition of words of different syllabic structure;
   - repetition of sentences of different syllabic structure;
   - repetition chistovogovok and patter.
The development of the grammatical structure of speech:

   - change of nouns, adjectives, verbs by gender,
   numbers, cases;
   - coordination of nouns with adjectives, numerals;
   - enrichment of speech with prepositions, prefixes;
   - the formation of relative, possessive adjectives;
   - formation of nouns with diminutive - petting
   suffixes.
The development of coherent speech:
   - drafting proposals;
   - retelling on mnemotables;
   - retelling short stories;
   - drafting descriptive stories;
   - compilation of stories on the plot picture, a series of plot pictures;
   - inventing riddles, stories, fairy tales yourself (parts);
   - learning verses, dialogues;
   - learning to ask and answer questions.

Explanatory note

Analysis of the methodological work on the preparation of speech therapists for the period of their pre-diploma practice shows that most of them do not cope with the independent drawing up of abstracts of classes. Difficulties are expressed in the lack of understanding of the goals and objectives of each stage of work, inability to carry out the selection of tasks to achieve these goals and objectives, and characteristic methodological errors. Memo and guidelines for drafting abstracts are designed to help students and speech therapists who begin to work on the GEF at the stage of forming phonetic-phonemic representations in children with speech disorders.

I. General Memo on the compilation of abstracts

1. Correspondence of the theme, purpose and content of the summary to the stage of remedial work.
2. The subordination of all tasks of the main purpose of the lesson.
3. The logical completeness of each task (the presence of mini-conclusions).
4. The smoothness of transitions from one task to another (forecasting children's answers that can serve as key phrases for moving to the next task; taking into account the plot and (or) thematic line, if there is one).
5. Completeness of presentation of forms of organization, methods and techniques, types of work.

Ii. Guidelines for the construction of work at different stages of employment

1. Motivational target stage

The first stage of the GEF class is called “motivational-target”. Motivation arises when children see a problem, a discrepancy. It is necessary to lead the children to the vision of this problem, and then - to solve it together with them. For example, we propose to find out what differentiated sounds are similar to [l ’] - [th’]. Actualizing the existing knowledge about these sounds, we give them a characteristic (for example: consonants, voiced, soft) and we conclude why these sounds "came" into the class (they are similar). The purpose of the lesson will flow out of the conclusion by itself: since the sounds are so similar to each other, it means that you can mix them up, so there is a need to learn how to distinguish them. The designation of mixed sounds [l ’] - [th’] in letters is the next stage (“indicative”), since the letter designation of the phoneme data contains a difference, we will also rely on it in differentiation.

Thus, the technology of work at the motivational target stage can be the following:

• Let the children to the wording of the topic. (What are we going to study, what are we going to talk about)
• We set the problem. (What is the difficulty? What is the danger? What are we able, and what is not? What do we already know and what are not?)
• Formulate a goal. (The goal follows logically from the problem posed: what we don’t know is that we need to know that we don’t know how, we must learn. If there is any danger (difficulty), we must deal with it). Those. To set a goal, it is necessary to update the existing ideas in children.

An example of the construction of work on the motivational stage in the classroom on the topic “Sounds [l] - [l’]. The letter "l":

  Two approaches to the formulation of the problem.

• (A lighter version) If the topic sounds like “Sounds [l] - [l’] ”, you can update your knowledge about sounds, namely, to determine their general properties (consonants, voiced, language raised up, etc.). Then the problem ensues - they can be confused and mispronounced. We set a goal: we will learn to pronounce the sounds correctly.
• If we write down and formulate the topic as “Sounds [l] - [l’]. The letter "l", then we will update the knowledge of sounds (what they are, what they look like and how they differ) and their letter designation (one letter can mean two sounds). What is the problem with this? (You can incorrectly pronounce a word, read a word, write it). Then the goal: to learn how to pronounce the words with these sounds, read and write them.

In the Instructive and Methodological Letter of A.V. Yastrebova and T.P. Bessonova, the theme is: “Sounds [l] - [l’]. The letter "l". In accordance with the sequence of work on overcoming the phonetic-phonemic disorders (“phoneme - artikulema - grapheme - kinema”) it would not be a mistake if we teach children to pronounce and distinguish sounds in the first lesson. In the subsequent (subsequent) lesson (classes), one can pay attention in the structure of the lesson to the study of writing the letter “l” and prescribing it separately from other letters and merging with them (prevention of optical dysgraphics, because there are frequent cases of adding extra elements to the letter) . In other words, the purpose of the first lesson will be the correction of the sound pronunciation and the formation of phonemic representations, and the main goal of the second (or subsequent lesson) is to improve the sound-letter representations, the optical-spatial orientation and graph-motor functions.

  2. Approximate stage

The goal of this stage is to teach children how to work in order to achieve their goal. (How to distinguish between sounds and letters; how to pronounce a sound, write and read a letter)

At an indicative stage, you can offer a task:

What is the difference between sound and letter? (“The sound I hear, I pronounce, I see the letter, read, write”).

Thus, we will adjust the activities of the children, we will show you the way to solve the task: how to learn how to pronounce the sounds correctly and designate them with a letter, which bodies will participate in this work.

In the classroom on the differentiation of sounds, an indicative stage can be conducted in the form of repetition and consolidation of the methods of their distinction. Then the main work at this stage will be aimed at solving the question: how to learn to distinguish between sounds?

3. Search and research stage

Search and research stage involves the identification of unknown information through the use of existing knowledge, a creative approach to the realization of the goal of the lesson.

For example, in a class on the theme “Sounds [l], [l’] and the letter “l”, can we suggest children to dream up - what does the letter “L” look like? It is very appropriate to work on the analysis of the constituent parts of a letter (how many elements are in the capital letter? What are they? What are they like? How and where do they connect with each other). As a productive activity at this stage, it is advisable to offer children either to prescribe a letter, or to build it from a paper designer (circle around the contour, collect from pebbles, buttons or other improvised material along pre-prepared contours - there may be many options).

Excellent material for research activities  can serve as a set of pictures depicting the names of familiar articulation exercises. Children are encouraged to select only those that will help them learn how to correctly and beautifully pronounce the sound or sounds of an activity. In the process of performing this task, the children analyze what these or other articulation exercises are directed to, and then check the correctness of the task together with the speech therapist. This task is creative, it activates the thinking process: children have to figure out for themselves, and for what, in essence, articulation gymnastics is needed, and exactly which exercises will be useful for them in the current lesson. Another variation of this task may be the independent work of children (in pairs or a group) in splitting the same pictures into two groups on the principle of different positions of the tongue, lips, and teeth. This type of task perfectly proved itself in the classroom on the differentiation of sounds [s] - [w], [s] - [g], [l ’] - [nd’].

4. Practical stage

The practical stage is the main stage at which new knowledge is consolidated in various activities according to the scheme: "Sound - syllable - word - phrase - sentence - text". In this regard, the speech therapist organizes educational processso that children can teach each other and (or) themselves with the help of specially selected speech therapy training exercises. The system-activity approach, which does not exclude, but, on the contrary, involves targeted assistance to children, is most clearly manifested here. Individualization occurs through the use of different forms of organization of work, selection of material for each child or subgroups, depending on the level of mastery of a particular skill.

Here are examples of this type of organization of a part of an occupation:

• Children who have no difficulty in pronunciation and differentiation of sounds, independently write words from the text with the letters under study. A less powerful subgroup at this time is working with a speech therapist.
• Children who do not have the ability to pronounce the set sounds in words, develop this ability independently at the syllable level according to the preliminary explanation of the teacher. In parallel, the second subgroup can perform tasks that require consistent, coordinated work with the teacher.

It is important to practice the skills of pronunciation and differentiation of sounds in different lexical material, but to use this material to solve several problems simultaneously: working out the skills of dividing words into syllables, highlighting the stressed vowel alphabetic analysis, work on intonational expressiveness, filling gaps in the lexical and grammatical structure, etc.

  5. Reflexive evaluation stage

At the last stage, the final conversation with children is carried out, aimed at summarizing the tasks performed by recalling and formulating the main goal of the lesson. The main question is not “What did we do today?”, But “What did we learn?” It is this question that helps the child to orient himself in his own system of knowledge and determine what difficulties he had, what worked well and what did not. It would not be superfluous to invite children to evaluate their work. This is how motivation and goal setting is formed: “What would you like to do in the next lesson?” To increase the sustainability of educational motives, it is appropriate to direct children to think about what they need it for, where they can use their learned knowledge and / or skills. For example:

Look at our plan and remember what it helped us today? (Distinguish sounds [W] - [F])

When doing what kind of work was the easiest to distinguish sounds? And the hardest?

Why do you think?

What conclusion can we draw? (You need to learn to follow the pronunciation of sounds in speech)

Why do we need to be able to pronounce the sounds correctly? (to speak, read, write correctly)

At what lessons will today's knowledge and skills be useful to you?

Count the points. What did you see? Well done!