Classes speech therapy at school. Summary of speech therapy classes in elementary school

Abstract classes by speech therapy

Theme : Differentiation sounds [ with ], [ sh ].

purpose : learn to distinguish sounds [from], [br] by ear.

Tasks:

Educational:   teach to distinguish sounds [s], [w] by ear in syllables, words, in a phrase, read syllables with these sounds, fix the correct articulation of sounds [s] - [br].

Correctional : to develop articulation, fine and general motor skills, phonemic hearing, coherent speech, to develop the skills of inflection and word formation.

Educational:   to cultivate a culture of behavior in class, respect for the didactic material,raise interest in the lesson

Plan:

Prologue

1. Org. moment (2-4 min)

Main part

1. Post threads (2 min)

2. Comparison of the articulation of sounds (2 min)

3. Characteristic of sounds (2 min)

4. Play with arrows (on the development of phonemic hearing) (2 min)

5. Game “Change words” (word change) (2 min)

6. Fizkultminutka (exercise aimed at the development of general motor skills) (2 min)

7. Pronunciation of sounds [s], [br] in chistovkerovka (exercise on the development of coherent speech) (3 min)

8. Pronunciation of sounds [s], [w] in rhyming phrases. Word formation (3 min)

9. The game "decompose things" (exercise aimed at the development of coherent speech) (2 min)

10. Reading syllables (2 min)

11. Self-massage of hands and fingers (5 min)

Final part

Summing up (2 min)

Schedule 40 minutes.

Lesson progress:

Prologue

1. Org. moment .

Speech therapist: “Imagine the children that we are in the forest now. Show me how big the trees are. ”

Children raise their hands.

Speech therapist: "a warm breeze blew wow, leaves rustled."

Children quickly move their fingers.

Speech therapist: "A cold wind blows from ss, the pines sway."

Children sway and wave their hands.

Speech therapist: "The wind has calmed down - neither the leaves nor the branches move."

Children relax.

Speech therapist: "Now quietly sat down."

Children sit down.

Main part

Articulation gymnastics:

Speech therapist: And now we will do the exercises for the lips and tongue (according to the oral instructions and the speech therapist, the children perform articulation gymnastics "Smile Tubule", "We will punish the naughty tongue", "Swing", "We clean our teeth", "Fungus", " Cup",

Breathing exercises -troller

1. Post a topic :

Speech therapist: "How the leaves rustled from the warm breeze"?

Children: "Shhh."

Speech therapist: "How did the cold wind blow?"

Children: "Ss".

Speech therapist: "Today we will repeat the sounds of [s], [br]."

2 . Comparison of articulation of sounds:

Speech therapist: “Let's remember how to correctly pronounce the sound [s]. Need to smile. The wide tip of the tongue to rest against the lower teeth. Put your palm to your mouth, a cold stream of air should come out. ”

Children make a sound [with].

Speech therapist: “Now let's say the sound [w], for this you need to open your mouth, round the sponges and slightly pull them forward, lift the wide tongue and make a“ cup ”, utter the sound [ш]. Bring a palm to your mouth, a warm stream of air should come out. ”

Children make a sound [w]

3. Characteristic of sounds .

Speech therapist: "Let's remember the sound [with] what?"

Children: “-He is consonant because exhaled air in the mouth meets an obstruction; deaf because the voice does not ring; can be hard as a nut and soft as cotton "

Speech therapist: “Well done! And the sound [w]?

Children: “He agrees, because exhaled air meets a barrier in the mouth; deaf because the voice does not ring; he is always as hard as a nut. "

Make a conclusion .

whatin common   in soundss-sh ? They are consonants, deaf.

Than theydifferent?

When pronouncing a soundwith   lips smile, the tip of the tongue rests on the lower teeth; air stream is cold. When pronouncing a soundsh   lips pushed forward with a straw, tongue raised to the sky with a cup; exhale warm air

4. Playing with arrows   (the exercise is aimed at developing a phonemic hearing).Inserted schemes [C] - [W] -

Speech therapist: “Everyone has cards with arrows on the tables. Now we will play with the sounds [s], [br]. I will first call the syllables, and then the words, if you hear the sound [s] - raise the card with the arrow that shows down. If you hear the sound [w] - raise the card with the arrow that shows up. " Syllables: sha, sa, mustache, shu, co, ash. Words: strength, bag, strength, nose, mouse, mustache, ears.

Children perform the task.

5. The game "Change words" (word change)

Speech therapist: “I will name the words. If a sound is heard in a word [s], replace it with [ш] and you will get a new word. For example: whiskers are ears. ”

Children: "Day - jokes, helmet - pap, bowl - bear, rat - roof, cape - mouse, fable - tower".

Speech therapist: "Well done."

6. Fizkultminutka (exercise aimed at the development of general motor skills).

On the shelf of our funny toys,

(standing, hands on the belt)

Funny hedgehogs and funny frogs.

(walking in place, jumping in place)

Funny bears, funny deer,

(walking sideways, hands show the horns of a deer)

Funny walruses and funny seals.

(jumping to the side).

7. Pronunciation of sounds [s], [br] in chimators   (exercise on the development of coherent speech).

Speech therapist: “I wanted the sounds [s], [br] to laugh with us and they came up with pure sayings-fictions. With the words elephant, fox and shower:

lon-Lon-Lon, an elephant rides on a spade.

Sa-sa-sa, a fox sits on the moon.

Ush-ush-ush, an elephant with a fox ate a shower. "

Children repeat chatter with a speech therapist.

8. Pronunciation of sounds [s], [w] in rhyming phrases.   Word formation.

Speech therapist: “Now a bird will fly to us, in the title of which there is a syllable“ kush ”. Who is it"?

Children: "Cuckoo."

A picture of a cuckoo is posted on the board.

Speech therapist: “The Cuckoo told us that the sounds [of], [br] came to the Scarecrow, who lives in the Magic Country of OZ. He confused in words not only sounds, but also words. Let's go to him. Close your eyes".

Exhibited plane figure Scarecrow.

Speech therapist: “Now open your eyes. And here is the Scarecrow. See how upset he is. Listen to what he said:

“The cat catches the bowl, the mother washes the mouse.

“The fireman wears a“ pap ”, Sasha ate a“ hard hat. ”

“The Bear is dancing in Mashka, the candy is further“ mask ”.

In order for the Scarecrow to return the sounds [s], [w] and the correct words to the place, form for him good words from the words I now call: weasel ... (affectionate), glory ... (glorious), obedience ... (obedient), courage ... (bold). Hooray! The scarecrow returned the “confused” sounds to the place and guessed the right words.

Listen carefully to the phrases and correct the errors:

The cat catches the "bowl", mom washes the "mouse".

Children: "The cat catches a mouse, mom washes a bowl."

Speech therapist: “The fireman wears a“ pap ”, Sasha ate a“ hard hat. ”

Children: "The fireman wears a helmet, Sasha ate a mush."

Speech therapist: “Bear is dancing in Mashka, candy, then“ mask. ”

Children: "The Bear is dancing in a mask, candy, further Maschke."

9. The game "decompose things"   (the exercise is aimed at the development of coherent speech).

There are two pictures on the board: a wardrobe and a bag.

Speech therapist: “Take the pictures that are on your desk. If in the title of your picture there is a sound [s], you put this item in the bag, and if the sound [br] is in the closet. For example, I put the bear in the closet. "

Children perform the task.

Speech therapist: “Let's thank the Scarecrow for interesting tasks”!

Kids: Thank you!

10. Reading syllables.

Speech therapist: “We decided to make sounds [s], [br] to make a trip. We will go along with them. Sounds came up [s], [w] to the Red Castle. What sounds live in it?

Children: "Vowels".

Speech therapist: “Let's make friends sounds [with], [w] with vowels”. Reading syllables according to the scheme: sa, so, su, as, wasp, mustache, sha, sho, shu, ash, osh, ush.

11. Self-massage of hands and fingers.

Speech therapist: “And now we take in hand pencils. Put a pencil on the right hand, and put the left on top. We roll the pencil left and right ”(the palm is rubbed with a six-sided pencil with a gradual increase in effort)

12. Work in a notebook and at the blackboard

The cards have words with missing letters C and W:

“Table, hat, sock, mouse, grandfather, fur coat, fairy tale, forest, cabbage, frog”.

The task: to enter the missing letters and distribute in 2 columns.

First, all the words are spoken with the children, enter the letters at the blackboard in turn, distribute in 2 columns, then perform in a notebook with a support on the blackboard.

Final part

Summarizing:

Speech therapist: “What sounds did we talk about today? Give a characteristic of these sounds. ”

Answers children.

Explanatory note.

Methodical topic of the lesson: speech therapy games.

The topic of the lesson, called children: developing game contests, united by the lexical theme “School”.

Purpose of using gaming technology: instilling interest in speech therapy classes in school.

Lecture hall:  2-3 classes of secondary school.

Place of employment in the correctional program: held at the beginning of the school year as the first lesson or in extracurricular activities as extracurricular activities.

Used technologies:

Health saving.

Equipment: computer: screen, projector, signal cards, class decoration balls, sweet prizes for all participants.

Expected correctional and developing results:

development of phonemic hearing;

expansion of the active dictionary;

development of thinking, memory, attention;

development of learning motivation.

References.

Dictionary Ozhegova.

Marshak S.Ya. "That's what scattered"

Russian proverbs, sayings, riddles.

Rebuses and charades about school.

Eye equipment.

Abstract of the open class "Speech therapy game" for students in grades 2-3

Lesson progress:

1) Introduction.

Speech therapist: Hello, dear guys! Today we called our class a speech therapy game store. During the whole lesson we will be accompanied by a cheerful, tireless, naughty ... (a slide with a picture of Dunno appears, the children call it) Dunno. He is very pleased with our meeting and wants us to say hello with both hands at once (the children greet the right hand with the comrade’s left hand and the left hand with the right; crosswise). Well done!

We all love to play. So today we are waiting for a variety of exciting, interesting job, where everyone can express themselves. For each correct answer you will be awarded with a color badge, and at the end of the lesson we will determine our winner. So, we begin!

2) Speech therapist:

Once the letters played,

Not in order in the word rose,

But how can they find a place?

Words are not understandable at all.

And the letters cry loudly, in unison:

Who will put us right?

(The words appear on the slide:

SENIO autumn)

LASHKO (school)

BATARE (guys)

ZHBADRU (friendship)

GROWTH (joy)

Speech therapist: You see, guys, what wonderful words we have appeared. It is important that each letter in the word should be in its place.

3) Speech therapist: Guys, we received an urgent letter. Who is the author? We will know this quickly if we guess the first letters of the names of the pictures. (Pictures alternately appear on the slide: Nose, raccoon, star, note, watermelon, yogurt, horse, stork). I think you guessed it. Of course it is ... (Dunno) That's right, this is our mischievous and contriver Dunno. What does he write? Nothing can be understood! Again all messed up Dunno:

What a day? I'm driving the second jokes! I want to get to the tigers faster, in school they otgadki difficult to ask!

Well done! See, you need to use the words in the correct meaning. Immediately everything becomes clear.

4) Competition puzzles from Dunno:

There was a lesson, but he was silent

Change, apparently, was waiting.

Just ended the lesson

Rang out loud ... (bell)

We will write the whole lesson,

It will be useful to us ... ... (notebook)

He worked the whole lesson,

From the efforts creaked.

Rest on the board lay.

Well, of course, it is .... (chalk)

All the pictures in a moment erase,

If she goes to the course. (Elastic)

She lives in a textbook,

Finds the pages you need,

And he knows, apparently, in advance,

What topic are we going through. (Bookmark).

Speech therapist: Guys, on what topic did our Dunno mysteries choose? (About school)

Dunno wants, like you, to go to school and become an exemplary student. True?

5) Fizminutka.

Speech therapist: Together with Dunno, our friend-computer helps us today. And now he will help our eyes rest. (slide with a simulator for the eyes to the music)

6) Speech therapist: And in order for you to receive a charge of cheerfulness, Dunno and I have prepared funny poems for you. You must be very careful and answer "yes" or "no." Ready? (Yes!) (Attention game)

In rhyme give me the answer

The word "yes" or the word "no."

Only you take your time,

Do not fall on the hook!

Does school have a lesson in labor? (Yes)

Borscht - healthy food? (Yes)

After breakfast, lunch? (Yes)

Do the wheels have rockets? (Not)

With a smile to the dentist, are we going to the office? (Not)

Do we need light in the evening? (Yes)

Eats gasoline bike? (Not)

Are you always funny? (Yes!)

Speech therapist: And now it's time

Guess us, kids,

Rebuses, charades,

So we all would be happy! (Slide with rebuses about school)

Solving charades and rebuses is an interesting game! They train on mind, memory and attention! Now we will become two teams, and each team will receive its task. (Speech therapist makes 3 charades, rebuses each team)

You will find my first syllable then,

When in the boiler

water boils

TA is the second syllable,

And in general

your school table (Partha)

The beginning of the tree is called,

The end is my readers

There is a whole here in the book,

And in every line they are. (Letters)

First preposition

The second is a summer house

And the whole sometimes

difficult to solve. (Task)

With K I'm at school on the wall,

Mountains, rivers are on me.

I do not hide it from you -

I'm in school too. (Map-desk)

I do not go to the branchy forest -

My horns in the branches are stuck,

But trade me L for C -

And the leaves of the forest will all wither (Deer-Autumn)

In the notebook, I am

Oblique and straight.

And, finally, sometimes

In the ranks I will build you. (Ruler)

8) Speech therapist. Our Dunno, seeing how great you have guessed all his riddles, coped with difficult puzzles and charades, wants to become as clever and knowledgeable. Let's give him some useful tips now. And Russian proverbs will help us, of course.

The next game is a competition for the knowledge of Russian proverbs. End a proverb (slide with the beginning of proverbs about teaching)

Learning is light and ignorance is darkness.

Learning is always useful.

What I learned well, I remember for a long time.

The guess is good, and the knowledge is better.

Who loves science, he does not know boredom.

Teach- mind sharpen.

Speech therapist: School .. What role does she play in our life? (At school we learn to read and write, we acquire new knowledge). I think that proverbs about the role of knowledge in a person’s life will be useful not only for Dunno, but also for you.

8) Summing up the lessons.

Speech therapist: Today at the lesson we talked a lot about school. Even Dunno wanted to get to us and study with us. Speech therapy game room made us think about a lot. Let's think about what important things were we talking about today?

(All letters must be in their places in the word, they should not be confused; you need to use the words in the right sense, then everyone will understand you;

It takes a lot of work to become literate)

And now let's express our thoughts and feelings about the logopedic game store (slide The logopedic play store is ... Children come up with words with which they would like to express their emotions from the class: interesting, cool, exciting, etc.)

Speech therapist: Who has become today the winner of our speech therapy games store? (Tokens are counted and a winner is awarded a medal)

Today there are many more winners, this is Dunno, who wanted to go to school, and all the guys who took an active part in our event. Well done! (Sweet prizes are distributed)

Cause children need to communicate with people. To educate the ability to listen and hear the teacher. To activate the active and passive dictionary on the lexical theme: "Pets". The ability to recognize and call animals by pictures.
  To form a holistic perception of objects (animal images).
  The development of speech breathing, general and fine motor skills. The development of visual, auditory attention. The development of thinking. Improving the grammatical structure of speech. The development of coherent speech. Tasks are implemented through game situations.

The summary of the lesson on the topic "Differentiation TD" is presented in the framework of modern speech therapy classes. In the course of the work, elements of the project activity are used: the ability to follow instructions, to compare the result with what was required to be carried out; inclusion of individual tasks depending on the zone of the nearest development of each child. The development will be useful to teachers, speech therapists working in the school.

Target audience: for a speech therapist

The abstract of the lesson on the subject "Letter to Santa Claus" is presented with elements of brain gymnastics. During the working hour, an atmosphere of interest is introduced. There is an acquaintance with the rules of writing a letter, as well as attention is paid to Ozhegov's dictionary. Children are active partners of the teacher throughout the correction. This approach meets modern requirements.

Target audience: for a speech therapist

The summary of the lesson on the topic "Differentiation of sounds of the S-W" is presented using the techniques of tracking methods of motor correction. Ensuring the interaction of the right and left hemispheres is the basis of intellectual development. During the lesson, children form the topic of the lesson, accept and save the learning task, search for the necessary information. Form self-esteem on the basis of successful activity.

Target audience: for a speech therapist

An abstract of an individual lesson on the differentiation of sounds. Designed for children of secondary school age. A colorful presentation helps to maintain the interest and attention of the child throughout the session. In class, the child has the opportunity to independently perform tasks on the computer.

Target audience: for a speech therapist

ABSTRACT SUBGROUP LOGOPEDIC CLASSES for the correction of violations of sound pronunciation
  Theme: differentiation of sounds [р] and [р ’] in words.
  Lexical theme: a trip to the city of professions.
  Technologies: game (lesson-journey), information and communication.
  Objective: to develop the ability to distinguish sounds [p] and [p ’] on the material of words.
  Tasks:
  Educational:
  - train to distinguish sounds [р] and [р ’] in words;
  - develop auditory attention, phonemic analysis, synthesis and presentation;
  - update and clarify the meaning of words on the lexical theme "Professions";
  - to develop the skill of word formation in the suffix way;
  Correctional development:
  - develop logical thinking, communication skills;
  Educational:
  - foster curiosity, cognitive activity and interest in learning activities in general.

Target audience: for grade 4

Summary of individual lessons on the automation of sound W in the middle of a word. Designed for children of preschool and primary school age. The desire to help and treat Stewshka with carrots maintains the interest and attention of the child throughout the entire lesson. Special tasks for schoolchildren train reading and writing skills.

Target audience: for a speech therapist

Summary of individual classes on the differentiation of sounds with a-sh in syllables. Designed for children of preschool and primary school age. A colorful presentation helps to maintain the interest and attention of the child throughout the session. In class, the child has the opportunity to independently perform tasks on the computer.

Purpose:Developing a clear differentiation of sounds [s-sh] in syllables and words.

Tasks:

1. Correctional educational:to improve the technique of reading on the material of syllabic tables, to activate vocabulary on the topics: “Store”, “Vegetables and fruits”, “Toys”.
2. Correctional development:develop phonemic hearing and perception (sound-letter and syllable analysis and word synthesis), develop visual-spatial perception, articulation motility, work on developing the level of concentration and distribution of attention, auditory attention and memory, analytical thinking.
3. Correctional and educational:develop cooperation skills, a positive attitude to participate in the lesson, a responsible attitude towards the fulfillment of tasks.

Equipment:

• magnetic letters
• syllables,
• mirrors
• patterned canvas
• syllable tables,
• stickers with fruits and vegetables,
• pictures of the counter,
• "Price tags"
• cards - “money” - syllable schemes,
• toys,
• chips for sound analysis,
• stickers with the image of animals.

Organizing time.

Game "Let's get acquainted."

We get up in a circle, hold the little fingers. The first player names his name, the second - the name of the previous one and his own, etc.

The development of sound-letter analysis and synthesis.

If you do the job correctly, then find out where we are going today.

Now I will give you compliments, praise you. Your task is to select the third sound of each word and designate it with the corresponding letter:

• behind Mremedial
• st BUTratelnye
• before Radherent
• etc BUTtwisted
• ra Htwisted
• etc ANDsupine
• by Hplodding

Children put on the blackboard the word "STORE" of the letters of the magnetic alphabet.

Syllabic analysis.

What we take to the store?

You have cards under the countertops. What is it? (Syllables).

Why do you think these are syllables?   (There is a vowel in each part).

Make up of these syllables the words:

• a bag
• purse

(A purse is a small pocket money bag.)

Why do we need these items?

Today, for your correct answers, I will give you such “money”. And why, you will find out a little later.

Characteristic sounds "s-sh." Articulation gymnastics.

Highlight the first sound in the word "bag". Say it. What is the position of the lips ("smile"), teeth ("Fence"), tongue (“Brushing our teeth”)air jet (cold narrow air stream along the “groove”) (Sound C - consonant, because there is a barrier, deaf - vocal cords do not work, solid.)

Highlight the third sound in the word "wallet". Say it. What is the position of the lips ("Little window"), teeth ("Close together"), tongue ("cup"), air jet ( strong, warm, wide). Give a description of this sound. (Sound III - consonant, because there is a barrier, deaf - vocal cords do not work, always solid.)

What is the main difference between these sounds? (When these sounds are pronounced, different positions of the tongue and lips.)

For the correct answers: cards - "money"<Annex 1 >.

Post topic classes.

Look closely at the typesetting canvas. Who can name the topic of the lesson?

Today we will not only go to the store, but we will learn to distinguish the sounds of "s-sh."

The development of phonemic hearing.

And for this we will work a little with the syllable table.<Appendix 2  \u003e. I call a syllable, your task is to find this syllable in the table as quickly as possible and put your index finger on it.

Syllables: sho, sy, su, shi, sha, so, shu, sa, shi.

The development of visual-spatial perception.

So, we go to the store. What are the products you see? (pear, peach, beet, cabbage, parsley, potatoes, radish, plum) <Appendix 3  \u003e. What store have we come to?

The seller did not have time to put the products on the shelves<Appendix 4  \u003e. Let's help her?

• put a pear on the top shelf on the left;
• to the right of the pear - potatoes;
• under potatoes - cabbage;
• put a radish on the second shelf on the right;
• on the radish - peach;
• between potato and peach - plum;
• under the pear - beets;
• to the left of the radish - parsley.

Name what you put on the first shelf (pear, potato, plum, peach); on the second shelf (beet, cabbage, parsley, radish).

The seller is very grateful to you, you helped her put the products on the shelves.

For the correct answers: cards - "money".

The development of analogical thinking.

Look carefully at the first shelf. What is there too much?   (Potato.)

Why?   (This is a vegetable, and everything else is fruit).

Look at the second shelf. What is there too much? (Parsley.)

Why? (In the word "parsley" sound "sh", and in all other words - "s").

For the correct answers: cards - "money".

Differentiation of the letters "s-sh".

But in the store every product is signed and the price is indicated on it. Let us and we will help the seller to sign price tags<Appendix 5  \u003e. But here is something wrong, what exactly? (Missing the letters "c" and "w").

Insert the missing “s” or “sh” letters into the words.

What are the words in which you have written the letter "c", "sh."

You coped with the task. ( cards - "money")

The development of syllabic analysis.

Go to the next store. What shop were we in?   (In the toy store).

You have money, but you can buy only the toy whose name corresponds to the scheme on your card - “money”, i.e. In the name of the toy there should be as many syllables as in the diagram. Pay attention, on the diagram it is shown in which syllable there is a sound “with” or “sh.” You must clearly pronounce the word by syllables and give the "coin" to the seller.

The development of sound analysis.

Choose any toy you bought. Perform a sound analysis of the word.

The result of the lesson.

What stores we visited today? What other stores do you know?

What sounds are we called today most often? What is their main difference?

Reflection.

At the beginning of the class I said that you are attentive, intelligent, diligent. I was not mistaken! You are great!

Choose a sticker with a “w” sound in the title of the lesson.