Help the school speech therapist with ready-made lesson notes. Frontal speech therapy sessions

Subgroup summary speech therapy session

in accordance with Federal State Educational Standards

"Wild animals"

Age: 4 years

Topic: “Wild Animals”

Correctional and educational:

Correctional and developmental:

¾ develop phonemic awareness. Synopsis of a subgroup speech therapy lesson

on the formation of lexical and grammatical categories

in accordance with Federal State Educational Standards

"Wild animals"

Group of children according to the structure of speech impairment: ONR II

Age: 4 years

Topic: “Wild Animals”

Priority educational area: speech development

Integration educational areas: social-communicative cognitive.

Goal: practical acquisition by children of the vocabulary of the topic “Wild Animals”, consolidation of methods of inflection and word formation based on the material of nouns of the selected lexical topic.

Correctional and educational:

¾ form ideas about the lifestyle and habits of wild animals;

¾ clarify and expand the vocabulary on the topic (bear, wolf, fox, hare);

¾ improve grammatical structure speech (case forms, formation of nouns - names of cubs).

Correctional and developmental:

¾ develop visual, auditory and tactile perception, visual and auditory attention;

¾ correct the syllabic structure of the word;

¾ develop phonemic awareness.

Correctional and educational:

Planned results:

Correctional and educational:

¾ to develop an interest in living nature, goodwill, responsiveness, initiative, responsibility, and cooperation skills.

Planned results:

¾ children have ideas about the lifestyle of wild animals, use the names of wild animals, their cubs, and their homes in different grammatical forms in active speech; actively and kindly interact with each other and with adults.

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Summary of a subgroup speech therapy lesson

on the formation of lexical and grammatical categories

in accordance with Federal State Educational Standards

"Wild animals"

Group of children according to the structure of speech impairment: ONR II

Age: 4 years

Topic: “Wild Animals”

Priority educational area: speech development

Integration of educational areas: socio-communicative cognitive.

Goal: practical acquisition by children of the vocabulary of the topic “Wild Animals”, consolidation of methods of inflection and word formation based on the material of nouns of the selected lexical topic.

Tasks:

Correctional and educational:

• form ideas about the lifestyle and habits of wild animals;
• clarify and expand the vocabulary on the topic (bear, wolf, fox, hare);
• improve the grammatical structure of speech (case forms, formation of nouns - names of cubs).

Correctional and developmental:

• develop visual, auditory and tactile perception, visual and auditory attention;
• correct the syllabic structure of a word;
• develop phonemic awareness.

Correctional and educational:

• to develop interest in living nature, goodwill, responsiveness, initiative, responsibility, and cooperation skills.

Planned results:

• children have ideas about the lifestyle of wild animals, use in active speech the names of wild animals, their cubs, their homes in different grammatical forms; actively and kindly interact with each other and with adults.

Equipment: manual “Magic TV”; Stuffed Toys(squirrel, hare, fox, wolf); green and red circles (“traffic lights”); a set of cubes according to the number of children with images of baby animals on the sides; bowls with treats for animals; handkerchief; magic box with double bottom; manual “Animal Dwellings”; sticks (2 for each child); house for a hare.

Progress of the lesson:

1. Organizational moment. Creating a problematic situation.

Speech therapist (L.): - Good morning! Today our friend Drakosha came to visit us. In the morning, as usual, he woke up, made his bed, did exercises, had breakfast with his favorite pies and began to figure out what to do. At first he decided to turn on the TV, but the problem was that nothing was visible on the screen, only someone’s shadows…. Maybe you can help the Dragon see what the TV is showing?

2. Updating vocabulary on the topic. Practical consolidation of inflection and word formation skills.

Looking at the silhouettes of wild animals. The use of nouns in the accusative case.

L.: - Let's each of you in turn. Drakosha will give his paw and you will give him hints. Who do you see?

Children (one by one): - Wolf. Bear. Fox. Squirrel. Hare. Hedgehog.

(Naming the animal, the child takes it color image, which attaches to the silhouette image of the animal).

Game with flags. Development of phonemic awareness and auditory attention.

L.: - The little dragon is still learning to speak, so he often confuses his words. Let's show Drakosha when he speaks correctly and when he is wrong. If he pronounces the word correctly, raise the green flag; if Drakosha makes a mistake, raise the red flag.

Bear-bowl. Lisa the fox. Bunny T-shirt. Hedgehog-knife. Bun squirrel. Wolf regiment.

Drakosha is very happy; together we fixed the TV. Look at the screen. Who is this?

Children: - These are wild animals.

L.: - Drakosha really wants to get to know the animals better and make friends. But where can we meet them? Where do they live?

Children: -In the forest.

L.: - That's right, they live in the forest, get their own food.

Dice game. Formation of plural nouns in the genitive case with the suffixes –at, -yat. Improving hand-eye coordination.

L.: - Let's go to the forest. Aren't you afraid? Well done! Dragon will take his backpack - and go!

We turned around, circled around and found ourselves in the forest. Who was the first person we met? That's right, it's a fox.

A fox is walking through the forest.

Fox is a red beauty.

She is more cunning than all the animals,

The fur coat is warm on her!

Foxy offers to play with blocks with her. Sit down on the carpet. Find a suitable picture on your cube.

I have a fox, and you have a lot...

Children: - There are a lot of foxes.

I have a wolf, and you have a lot...

Children: - There are a lot of wolf cubs.

I have squirrel, and you have a lot...

Children: - Lots of baby squirrels.

I have a hare, and you have a lot...

Children: - There will be a lot of bunnies.

Using a noun in the accusative case.

L.: - Did you like playing with cubes? And Drakosha too. Suddenly Drakosha sees:

A bushy tail sticks out from the top.

What is this strange little animal?

Cracks the nuts finely.

Well of course it is...

Children: - Squirrel.

L.: - Busy squirrel, she’s for warm summer I brought mushrooms and nuts to secluded places - tree hollows, cracks in the bark. Now he will eat all winter! And today the squirrel laid out a treat for the forest animals, and didn’t forget about Dragon. (I open the napkin, under it in bowls there is a fish, pies, a bone, a tree twig, nuts).

Let's remember what wild animals eat and choose a treat for them. (Children feel under the napkin to determine what is in the bowl.)

What's in your bowl? Who will you treat?

Children: - Fish. I'll give the fox a treat.

Bone. I'll give the wolf a treat.

Pie. I'll treat Drakosha.

Twig. I'll give the hare a treat.

(The last child discovers shells instead of nuts in the bowl.)

L.: - What do you think happened? (I listen to the children’s answers.) When you and I covered the bowls of treats with a scarf, the nimble little mice ate all the nuts, leaving only the shells. What should we feed the squirrel now? (I listen to the children’s suggestions). It’s good that Drakosha has a magic box in his backpack. Let us do some magic. Put the shells in a box and close it. One, two, three, four, five, let's start casting a spell. (The box opens and there are nuts inside.) Hurray! A miracle happened! Now we have something to treat the squirrel! What shall we treat the squirrel?

Children: - Nuts.

The use of nouns in the genitive case. Practical learning of the names of animal dwellings.

L.: - And in winter the forest is quiet. When it's cold, all the animals hide in their homes.

The bear lives in a den.

The fox lives in a hole.

The wolf settled in the den.

And the squirrel is in a hollow.

(As I read, I open the windows on the manual, the children see animals in their homes).

L.: - The animals are playing hide and seek with you. Remember where each home is located. Whose home is a den?

Child: - Bear.

Nora – who’s home?

Child: - Foxes.

The lair is the home of whom?

Child: - Wolf.

Whose home is the hollow?

Child: - Squirrels.

L.: - Just a bunny, poor bunny

Sitting under a bush.

And his tail is small

He's shaking all over with fear.

Correction of the syllabic structure of a word.

L.: - Do you feel sorry for the bunny? What we can do? (I listen to the children’s suggestions). Let's build a house for the hare. Sit at the table. Take the hammer sticks. We will hammer the nails all together, starting with the left hand. Animals will help us. The fox was the first to help. Who came to the rescue first? Li-sa (for each syllable we hit the “nail” with a “hammer”).

The wolf was the second to rush to build a house. Let's call it affectionately - wolf (for each syllable we hit the “nail” with a “hammer”).

Then a nimble squirrel galloped up. Bel-ka (for each syllable we hit the “nail” with a “hammer”).

The bunny himself hammered in the nails. Bunny (we hit the “nail” with a “hammer” for each syllable).

Look what a home we have for the hare! You like? What good fellows we are, what good fellows the animals! How warm and cozy it will be for the bunny from our fairy tale today to live in it! It's a pity that real hares live without a home at all.

3. Reflection.

L.: - And it’s time for Drakosha to return home from the forest. What do you think Drakosha will tell his mother about his new forest friends? (I listen to the children’s answers.) IN next time We will end up with Drakosha in another fairy tale, and now it’s time for us to say goodbye!

Arouse in children the need to communicate with people. Develop the ability to listen and hear the teacher. Activate active and passive vocabulary by lexical topic: "Pets". Ability to recognize and name animals from pictures.
Form a holistic perception of objects (images of animals).
Development of speech breathing, general and fine motor skills. Development of visual and auditory attention. Development of thinking. Improving the grammatical structure of speech. Development of coherent speech. Tasks are implemented through game situations.

A lesson summary on the topic "T-D differentiation" is presented as part of a modern speech therapy lesson. During the work, elements are used project activities: ability to follow instructions, compare the result with what was required to be done; inclusion of individual tasks depending on the zone of proximal development of each child. The development will be useful speech therapists working at school.

Target audience: for speech therapist

A lesson summary on the topic “Letter to Santa Claus” is presented with elements of brain gymnastics. During the working hour, an atmosphere of interest and mystery is introduced. There is an introduction to the rules of writing letters, and attention is also paid to Ozhegov’s dictionary. Children are active partners of the teacher throughout the entire correction. This approach meets modern requirements.

Target audience: for speech therapist

Lesson summary on the topic "Differentiation sounds S-Sh"is presented using techniques of support with motor correction methods. Ensuring the interaction of the right and left hemispheres is the basis intellectual development. During the lesson, children formulate the topic of the lesson, accept and save the learning task, and search for the necessary information. They form self-esteem based on successful activities.

Target audience: for speech therapist

Abstract individual lessons by differentiation sounds zh-sh. Designed for middle-aged children school age. A colorful presentation helps maintain the child’s interest and attention throughout the lesson. During the lesson, the child has the opportunity to independently complete tasks on the computer.

Target audience: for speech therapist

SUMMARY OF A SUBGROUP Speech Therapy Session on the Correction of Sound Pronunciation Disorders
Topic: differentiation of sounds [p] and [p’] in words.
Lexical topic: journey to the city of professions.
Technologies: gaming (travel activity), information and communication.
Goal: to develop the ability to distinguish between the sounds [p] and [p’] based on words.
Tasks:
Educational:
- train to distinguish between the sounds [р] and [р’] in words;
- develop auditory attention, phonemic analysis, synthesis and representation;
- update and clarify the meaning of words on the lexical topic “Professions”;
- develop the skill of word formation in a suffixal way;
Correctional and developmental:
- develop logical thinking, communication skills;
Educational:
- cultivate curiosity, cognitive activity and interest in educational activities generally.

Target audience: for 4th grade

Summary of an individual lesson on automating the sound Ш in the middle of a word. Designed for children of senior preschool and primary school age. The desire to help and treat Stepshka with carrots maintains the child’s interest and attention throughout the entire lesson. Special tasks for schoolchildren train reading and writing skills.

Introduction

Currently, more and more children need correction of speech disorders. Speech therapy centers and points, speech therapy groups in preschool educational institutions are opening. Speech therapists and teachers of these groups experience certain difficulties in selecting speech and game material, application of methods and techniques of work in the classroom.

The developed notes represent a system of special speech therapy classes that, along with the correction of various speech disorders, allow developing and improving mental processes children..

For children with level 2 OHP, some stages of the lessons will undoubtedly be difficult. In this case, we recommend that the speech therapist present tasks to such children in a simplified version, especially in the first stages of training, select individual types of work for them, and use techniques that allow them to complete the task after more prepared children.

Frontal speech therapy sessions

Speech therapy classes in a specialized kindergarten are the main form of correctional education, which involves the development of all components of speech and preparation for school. Frontal classes are conducted throughout the entire period of study in a specific system, according to a single plan for all children, taking into account individual characteristics. All children, without exception, are present. Children are prepared for work in frontal classes in individual and group classes.

Speech therapy classes, depending on the specific tasks and stages of speech correction, are divided into the following types:

1. Classes on the formation of lexical and grammatical means of the language:

On the formation of vocabulary;

On the formation of the grammatical structure of speech.

Main tasks These classes are the development of understanding of speech, clarification and expansion of vocabulary, the formation of general concepts, practical skills of word formation and inflection, the ability to use simple common sentences and some types of syntactic structures.

2. Classes on the formation of the sound side of speech.

Main tasks they are the formation of correct pronunciation of sounds, the development of phonemic hearing and perception, skills in pronouncing words of various sound-syllable structures; control over the intelligibility and expressiveness of speech, preparation for mastering the basic skills of sound analysis and synthesis.

3. Classes on the development of coherent speech.

The main task - teaching children to express themselves independently. Based on developed usage skills various types With sentences, children develop the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of paintings or their series in a logical sequence, and to compose a descriptive story.

1st period of correctional education
(September October November)

Frontal classes on the formation of lexical and grammatical means of the language and the development of coherent speech are held 2 times a week.

Development of understanding of oral speech;
- ability to listen attentively to spoken speech;
- highlight the names of objects, actions, signs;
- understanding the general meaning of words;
- preparation for mastering the dialogical form of communication;
- practical mastery of some forms of word formation - using nouns with diminutive suffixes and verbs with different prefixes;
- mastering 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 based on pictures, models;
- mastering the skill of writing a short story.

In the first period, 13-14 lessons are conducted on the formation of speech means and 6-7 on the development of initial skills of coherent speech.

2nd period of correctional education
(December, January, February, March)

Frontal classes on the formation of lexical and grammatical means of the language are held 3 times a week. Approximately 14 lessons on the formation of vocabulary and grammatical structure and 12 on the development of coherent speech.

Clarifying children’s ideas about primary colors and their shades;
- practical education of relative adjectives with different meanings correlation;
- distinguishing and highlighting the names of features according to the questions: which–which–which;
- mastering the skill of agreeing adjectives with nouns in gender, number, case;
- use of prepositions: in–on–from–under.

Connected speech:

Improving dialogue skills;
- comparison of objects highlighting similar qualities;
- compilation simple description subject;
- consolidation of the skill of constructing a simple sentence;
- dissemination of the proposal by introducing homogeneous members;
- mastering structurally complex sentences;
- compilation short stories based on a painting, a series of paintings, descriptions, simple retellings;
- memorization of simple poems.

3rd period of correctional education
(March April May)

Consolidating the skill of using prefixed verbs;
- strengthening the skill of forming relative adjectives; use of possessive adjectives; formation of adjectives with suffixes -onk, -enk;
- mastering antonym words;
- strengthening the skill of agreeing adjectives with nouns;
- expansion of the meanings of prepositions.

Connected speech:

Improving the dialogical form of speech;
- distribution of proposals;
- compiling a story based on a picture, a series of pictures;
- compiling a story description, retelling;
- mastering the constructions of complex sentences.

Conducting frontal classes requires the speech therapist to organize work with teachers to prepare children for speech therapy classes and practice this material after the class. All types of work are built over the course of a month within the framework of 3-4 lexical topics. Types of work are planned based on the general didactic principle: from simple to complex.

Approximate distribution of topics by month:

· September: " Kindergarten", "Autumn", "Parts of the body", "Wash supplies".

· October: “Fruit and Vegetables”, “House and Its Parts”, “Clothing”, “Shoes”.

· November: “Furniture”, “Dishes”, “Toys”.

· December: “Pets”, “Food”, “Winter”.

· January: " New Year", "Wild animals", "Poultry".

· February: “Wild Birds”, “Mail”, “Army Day”.

· April: “City”, “Transport”, “Profession”, “Insects”.

· May: “Forest”, “Field”, “Meadow”.

Conducting frontal lessons taking into account lexical topics requires large quantity visual material. These are sets of subject pictures, manuals for didactic games, plot pictures, dummies, toys, objects...

Speaking about frontal exercises, it is necessary to note the importance of the stages.

The lesson begins with an organizational moment, its goal is to gather the attention of children and bring them to the topic and purpose of the lesson. This includes exercises for attention and memory development.

The second stage of repetition should be organically connected with new material.

The third stage is educational.

The fourth stage is the consistent consolidation of new material.

The fifth stage is the result of the lesson. Here a differentiated assessment of each child or an exercise can be given that once again confirms that the activity has achieved its goal.

AUTUMN

Theme “Autumn” (lesson No. 1)

Goals:

- practical use of singular and plural nouns;
- use of nouns with diminutive suffixes;
- memorizing a poem.

Equipment: tree leaves.

Progress of the lesson

1. Organizational moment:“The one who has a red piece of paper (green, yellow) on the table will sit down.”

2. Introduction to the topic:“What leaf do you have? And you? Yes, the leaves are different colors, they are colorful. What kind of leaves do we have? (Multi-colored.) Let’s say about the leaves loudly, quietly, in a whisper.”

The speech therapist asks a riddle: “The fields are empty, the ground is getting wet, the rain is pouring down. When does this happen? (Autumn)." “How can you know that autumn is walking outside the window? (It’s drizzling, the wind is blowing, the leaves are falling, the birds are about to fly south, the children are putting on warm jackets and boots...).”

If the leaves on the trees have turned yellow,
If the birds have flown to a distant land,
If the sky is gloomy, if it rains,
This time of year is called autumn!

The phone rings, says the gnome from fairyland Dwarfs. He reports that autumn has also come to them, and gives the children a task. In their country, everything is small and small and therefore everything is called affectionately. But as? Children should say this:

rain - rain - rain grass - grass
sun - sun cloud - cloud - cloud
leaf - leaf - leaflet branch - twig
forest - little forest - little forest wind - breeze - little breeze

Physical education minute.

Leaf fall, leaf fall, leaves in hand, waving hands alternately,
Yellow leaves are flying, with both hands,
They rustle underfoot squat,
And they fly, fly, fly... throw leaves on the floor.

5. Formation of the plural of nouns. Game "One and Many".

puddle - puddles leaf - leaves tree - trees
branch - branches cloud - clouds bird - birds
flower - flowers rain - rains

6. Development of memory. Poem:

Rain, rain, why are you pouring, won’t you let us go for a walk?
- That’s why I’m going in the morning, it’s time for you to welcome autumn!

7. Summary of the lesson. " What time of year were you talking about?”

Theme “Autumn” (lesson No. 2)

Goals:

Expanding the vocabulary on the topic “Autumn”;
- naming the characteristics of objects, activating the vocabulary of relative adjectives;
- development of fine motor skills.

Progress of the lesson

1. Organizational moment.“Name the signs of autumn.” Children stand in a circle, in the hand of one child Maple Leaf, which means he should start the game - name any sign of autumn, after which the sheet is passed on to any other child.

2. Development of fine motor skills. Exercise “Grass, bush, tree.”

3. Formation of relative adjectives. The speech therapist invites children to collect a bouquet of autumn leaves(the leaves are on the floor). "Let's imagine that we are in autumn forest. The leaves are so beautiful that you want to collect a bouquet of them. Which leaf would you like to put in your bouquet? What tree is this leaf from? (From a birch tree).” Consider, call: a leaf from a birch - birch (maple, rowan, oak). “Look, more leaves are falling, more and more. How can you say this in one word? (Leaf fall)."

4. Development of motor skills. The exercise “Leaf Fall” is performed:

Leaf fall, leaf fall, alternately waving your arms,
Yellow leaves are flying, with both hands,
They rustle underfoot squat,
And they fly, fly, fly... spin around and sit down.

5. Expanding the vocabulary of adjectives.“The leaves change in the fall; they are not at all like summer leaves. But not only the leaves have changed, everything around has changed.” Game "The most attentive".

What is the grass like? - yellow, withered, dry...
What is the sky like? - gray, gloomy, low...
What was the wind like? - cold, harsh, impetuous...
What kind of rain did it become? - frequent, cold, drizzling...

6. Fixing the material. Game "Leaf Fall". In a group there are 3-4 hoops on the floor - these are puddles. Next to each of them is a picture of a tree: birch, oak, rowan, maple. Children have the leaves of these trees. At a signal, the children - “leaves” fly, wherever they want, at another signal they must gather at their tree, whose team is faster. “Which tree are you from? (From a maple tree.) So, what kind of leaves are you? (Maple.)". Then the “leaves” fly again, lie on the ground, and “fall asleep.” The speech therapist swaps the pictures of trees.

7. Summary of the lesson.“What game were we playing? (“Leaf fall.”) When does leaf fall happen?”

Theme “Autumn” (lesson No. 3)

Goals:

Expanding the vocabulary on the topic “Autumn”;
- development of coherent speech;
- development of fine motor skills.

Equipment: tree leaves, subject, subject pictures.

Progress of the lesson

1. Organizational moment.“The one who has a maple leaf (birch, rowan, oak) on the table will sit down. Pick up birch leaves. What leaves did you pick up?”

2. Development of fine motor skills. Exercise “Grass, bush, tree, the wind shakes the branches.”

3. Development of thinking. Puzzles:

Here he is shaking the tree
And the robber whistles,
Here the last leaf is torn off
And it spins and spins (the wind).

I walked across the sky
The sun has closed,
Only the sun hid
And she burst into tears (Cloud).

The leaves are falling, the birds are flying away. When does it rain? (In autumn.)

4. Development of coherent speech (composing a story). Pictures of “autumn”, “sky in clouds”, “the edges of the sun peeking out from behind a cloud”, “rain”, “puddles on the road”, “trees in a golden headdress”, “tree with falling leaves”, “flying” are displayed on the board. flock of birds." For each picture, children make up a sentence (“we must say something beautiful about the picture”).

Autumn has come. The sky is covered with clouds. The sun rarely appears in the sky. It often rains coldly. There are puddles on the roads. The leaves on the trees became colorful. The leaves have begun to fall. Birds fly south (to warmer climes).

The speech therapist reports that the children have a good story about autumn, and invites the children to repeat it again. One child talks about the first three pictures, the second - about the second three pictures, the third - about the rest.

Physical education minute.

Little leaves sit quietly sat down
Eyes closed, fast asleep, repeat
Suddenly a cheerful wind flew in with a noise, running, spinning
And every leaf wanted to go for a walk.
The wind stopped blowing, the leaves were pressed to the ground, sat down

6. They listen to several more stories: children tell in a chain, half of the story together, one completely.

7. Summary of the lesson. Evaluate children's stories.

OUR BODY

“Our body” (lesson No. 1)

Goals:

Development of spatial orientation;
- expansion of the dictionary on the topic “Our body”;
- practical use of words with a diminutive meaning;
- development of attention and memory.

Equipment: geometric shapes, bath, doll, mug.

Progress of the lesson

1. Organizational moment. Laying out a man from geometric shapes according to the speech therapist’s instructions: “Put an oval, a circle on top of the oval, two sticks at the bottom of the oval, a stick on the right and left side of the oval, so that they are on top. Who did you get? (Little man.) What does he have? (Head, torso, legs, arms.).” Everything is done while sitting on the carpet.

2. Introduction to the topic. Children stand in a circle. The speech therapist says the tasks, the children listen and complete them. Assignments: “Raise your leg, lower your leg. Raise both arms, lower your arms. Touch your stomach and chest. Scratch your back, tilt your head forward. Blink your eyes. Why do we need eyes? (Watch.) Touch your ears. Why do we need ears? (Listen.) Touch your nose. Why do we need a nose? (Smell, breathe.).”

Formation of diminutive forms of nouns.

The speech therapist says: “I brought a doll. Does she look human? Does she have the same body parts? Yes, only small ones. Therefore, we will call them very affectionately. Now we’ll bathe the doll.” Place the baby doll in the bathtub and pour warm water from a mug over it. “Sasha, pour water on the doll’s head. What are you doing? “I water the head (shoulders, back, legs, arms, palms, knees, heels, fingers, face, tummy...).” The doll was washed and wrapped in a towel.

4. Physical education minute.“The doll is “resting” for now, and we will rest.” Everyone gets up. Game "Confusion". The speech therapist reports that now he will say one thing and do something completely different. You need to listen very carefully and do what is asked. Warns that he will try to confuse the children. For example, he asks children to show their bellies, while he himself touches their ears...

5. Development of memory. The speech therapist suggests learning a nursery rhyme and then finding in it sweet words: face, eyes, cheeks, mouth, tooth.

Water, water, wash my face.
So that your eyes sparkle, your cheeks turn red.
So that the mouth laughs, so that the tooth bites.

6. Summary of the lesson. Ask 2-3 children to recite the nursery rhyme by heart.

Physical education minute.

They stamped their feet and clapped their hands.
They blinked their eyes and jumped around.

Formation of diminutive forms of nouns.

4 portraits are displayed on the board. “What kind of little man is here? - Cheerful (sad, angry, surprised). How did you find out? “The mouth is smiling, the eyebrows are raised (the eyes are large, the mouth is round...).”

5. Agreement of nouns with numerals. The speech therapist draws the children's attention to the fact that we have the same number of body parts, but we speak differently, for example: one nose, one neck. He asks what can be said about our body:

One? - nose, mouth, chin, back of the head, forehead, stomach.
One? - neck, bridge of the nose, back, head, chest.
Two? - ear, eye, knee, elbow.
Two? - arms, legs, eyebrows, cheeks, nostrils, heels, palms.
A lot of? - hair, fingers, teeth, eyelashes, nails.

Summary of the lesson.

VEGETABLES

Topic “Vegetables” (lesson No. 1)

Goals:

Expanding the vocabulary on the topic “Vegetables”;
- exercise in the use of phrases;
- formation of a general concept of “vegetables”;
- development of fine motor skills.

Equipment: pictures of “vegetables”, real vegetables or dummies.

Progress of the lesson

1. Organizational moment.“The one to whom I say the word “please” will sit down.

2. Development of fine motor skills. Exercise "Fist - palm".

3. Introduction to the topic. The speech therapist asks the children riddles:

The girl is sitting in prison,
And the braid is on the street. (Carrot)
A hundred clothes and all without fasteners. (Cabbage)

What they dug from the ground,
Fried, boiled?
What did we bake then?
Did they praise you? (Potato)

The garden bed is long and green.
Is it yellow and salty in the jar? (Cucumber)

All pictures are displayed on the board. They call again. Where do they grow? “All these are vegetables, they grow in the garden, in the garden, in the ground or on a bush. What other vegetables do you know? We name them and put the pictures on the board. There are two symbols on the board. We need to figure out which vegetables grow in the ground and which ones grow on top in the garden.

4. Physical education minute. Game "Tops and Roots".

We remember the fairy tale “Tops and Roots”. Silhouette of grandfather and bear (from tabletop theater) we place them at different ends of the room. In the middle of the “vegetable garden” is a large hoop with pictures of “vegetables” in it. We agree, we collect tops for grandfather, and roots for the bear. The game begins: the children walk, when given a signal, they take any vegetable from the garden and determine who to take it to. They check whether the vegetables were handed over correctly.

5. Formation of phrases of nouns with verbs. Conversation between a speech therapist and children about harvesting. “In the fall, people collect the harvest they have grown. Vegetables are very different, that’s why they are harvested in different ways.”

· What vegetables are pulled out? (Carrots, turnips, radishes, beets...)

· What vegetables are dug up? (Potato...)

· What vegetables are picked? (Cucumbers, tomatoes, peppers...)

· What vegetables are cut? (Zucchini, pumpkin...)

· What vegetables are cut? (Cabbage...)

The speech therapist gets answers from children like: “they pull out carrots, dig up potatoes...”.

6. Summary of the lesson.“What did they talk about in class? Where do vegetables grow?

Topic “Vegetables” (lesson No. 2)

Goals:

Activation of the dictionary on the topic “Vegetables”;
- agreement of the adjective with the noun in gender;
- drawing up a simple proposal;
- development of fine motor skills, attention, memory.

Equipment: real vegetables, pictures, symbols, dummies of vegetables.

Progress of the lesson

1. Organizational moment. Game “If you hear the name, clap your hands.”

2. Development of fine motor skills. Exercise "Rain".

Rain, rain, what are you pouring, rhythmic tapping on the table
Won't you let us go for a walk? index fingers

3. Fixing the material. The speech therapist reads a poem:

There are many beds in the garden; there are turnips and lettuce.
There are beets and peas,
Are potatoes bad?
Our green garden will feed us for a whole year.

Pictures of vegetables are put on the board, children name them, and reinforce the concept of “vegetables.” Next, stripes of red, green, yellow color, and children are asked to sort vegetables by color.

4. Making a simple sentence. Game "Journey of Vegetables". Red, yellow, green carriages are placed on the chairs. Vegetables (pictures or hats) in the garden. At the signal, the children take the pictures (or put on hats), and each “vegetable sits” in the carriage corresponding to its color. They go: choo-choo-choo. When we arrive, we need to introduce ourselves to the conductor upon exiting. Conductor: “Who are you? - I am a red carrot. I am a green cucumber, etc.”

5. Agreeing adjectives with nouns in gender. Verbal exercise “What vegetable am I thinking of?”

On the table there are tomatoes, beets, turnips. Speech therapist: “Round... Round...”
On the table - cabbage, cucumber, onion. Speech therapist: “Green... Green...”
On the table there are cucumbers, carrots, zucchini. Speech therapist: “Long... Long...”

Game "Scouts".

Find out the taste of vegetables. Vegetables are cut into pieces on a tray. “How do you know what they taste like? What onion? Let's check now." Two or three children are given an onion to try and asked to say what they like? (Onions are bitter, carrots and turnips are sweet, tomatoes are sour.)

7. Fixing the material. Game "Riddles". One child comes out and puts a vegetable in the basket (the children should not see what he put in). Says: “Guess what’s in my basket? This is a vegetable, it is round, red, sour, grows on a bush, etc.”

8. Summary of the lesson.“What were they talking about? What do vegetables taste like?

Topic “Vegetables” (lesson No. 3)

Goals:

Development of coherent speech, composing descriptive story according to the scheme;
- practical use of plural nouns;
- expansion and activation of the vocabulary of adjectives.

Equipment: diagram, symbols for color and shape.

Progress of the lesson

1. Organizational moment. Game "One and Many". “I have a cucumber, and there are cucumbers growing in the garden.”

Zucchini - zucchini, bean - beans, squash - squash,
tomato - tomatoes, eggplant - eggplants.

2. Expanding the vocabulary of adjectives. Game "Who will say more words?"

We display a cucumber, next to it is an oval and a green strip of paper. Children make up a sentence. "Oval, green cucumber." The speech therapist suggests remembering what cucumber tastes like (sweet, salty). They repeat the sentence again: “The cucumber is oval, green, sweet.” “What does it feel like?” (Hard, cold.) “The cucumber is oval, green, sweet, hard.” They counted the words, it turned out that they came up with 4 words about cucumber. The speech therapist suggests saying it yourself, but about turnips, carrots... (Turnips are round, sweet, yellow, hard, ripe, raw, tasty...)

FRUITS

Topic “Fruits” (lesson No. 1)

Goals:

Expanding the vocabulary on the topic “Fruits”;
- formation of a general concept;
- practical use of plural nouns;
- development of attention and memory.

Equipment: pictures of fruits, painting “Fruit in a vase”, cut pictures “apple”.

Progress of the lesson

1. Organizational moment."What is this?" The speech therapist places pictures of fruits on the board. Children chorus, then individually name them (apple, pear, orange, tangerine, banana, peach, plum, cherry...). “Where do they grow? What do they grow on?” They make a generalization: “All this is called in one word “fruit”.”

2. Introduction to the topic. Game “Which fruit did you forget to name?” The children are shown a bowl of fruit, and the speech therapist names all the fruits except one. The children must guess which fruit the teacher forgot to name.

3. Formation of the plural of nouns. Game "One - many". Pictures are shown. Children call in pairs:

Orange - oranges, banana - bananas,
tangerine - tangerines, plum - plums,
peach - peaches, apple - apples.

4. Development of fine motor skills(done while standing):

This finger is shaking the plum.
This finger collects plums.
This one carries them home.
But this one is spilling out.

5. Use of possessive pronouns.Game exercise. Children have pictures of fruits. First, children are invited to come out with pictures about which you can say “mine” - orange, tangerine, banana, lemon, peach; “mine” - plum, cherry, pear; “mine” is an apple.

6. Development of perception and spatial concepts. The speech therapist invites children to make an apple from cut-out pictures. Along the way, questions are asked individually: “What should you get? How many pieces is your apple cut into? What colour?"

7. Development of memory. Learn the riddle about the apple.

Same with a fist, a red barrel,
If you run your finger it’s smooth, but if you bite it it’s sweet. (Apple)

8. Summary of the lesson. " What did they talk about in class? Where do fruits grow?

Topic “Fruits” (lesson No. 2)

Goals:

Activation of the dictionary on the topic “Fruits”;
- practical use of nouns with a diminutive meaning;
- an exercise in the formation of relative adjectives.

Equipment: dummies of fruits, contours of glasses, stencils of fruits.

Progress of the lesson

1. Organizational moment. Pass to class - repeat the riddle about the apple.

2. Introduction to the topic. The speech therapist brings dummy fruits in a basket; one by one, the children take them out of the basket and call them: “I got an apple, I got an orange.” “What did Sasha and Olya get?” - “Sasha took out an apple, and Olya took out an orange.” “What did I bring in the basket?” - "Fruits".

3. Formation of diminutive forms of nouns. Game "Big - small" (ball game). The speech therapist names the fruit and throws a ball to the child. The child must name the same fruit affectionately and return the ball to the speech therapist (apple - apple, cherry - cherry, orange - orange...).

4. Development of touch and presentation. Game exercise “What did the fingers say?” Children find fruit by touch. “How did you know it was a peach?” - “He has a stripe, a dent on the side.”

5. Physical education session for the development of fine motor skills.(See lesson #1.)

6. Converting a noun into an adjective. The speech therapist and the children find out what can be made from fruits (compote, marmalade, jam, salad, preserves, juice, pies...).

You can make apple jam from apples, orange jam from oranges, peach jam from peaches, cherry jam from cherries, plum jam from plums...

7. Fixing the material. Game exercise “Let’s prepare fruit juice.” Children are offered outlines of glasses and stencils of different fruits. You need to trace the outline of the fruit onto the glass. “What fruit do you have?” - "Apple". “What kind of juice did you make?” - “Apple”.

8. Summary of the lesson.“What did they talk about in class? What was the juice made from? What kind of juice did we prepare today?”

Topic “Fruits” (lesson No. 3)

Goals:

- activation of the dictionary on the topic “Fruits”;
- practical use of relative adjectives;
- development of coherent speech: learn to write riddles about fruits;
- development of fine motor skills of the fingers.

Equipment: pictures for the development of visual gnosis, Carlson toy, outlines of glasses with fruits drawn on them, models of fruits.

Progress of the lesson

1. Organizational moment. Isolating the word “fruit” from a number of other words. The speech therapist names various words, and on the word “fruit” the children clap their hands.

Development of fine motor skills.

A hedgehog walks on the grass in the garden, fingers crossed
Stumbles on pins fingers pointing upward - “hedgehog”
Pear, plum, any fruit, fingers bend
What will he find under the tree? without changing the first position
And with a gift to the rich the fingers of both palms “run” across the table
Returns to the hedgehogs.

3. Development of visual gnosis. Children are given cards on which the outlines of fruits are covered by the outlines of other objects. Each child must guess which “fruit is hidden” on their card.

4. Practical use of relative adjectives. Carlson arrives to visit and asks to treat him to something tasty. They offer him fruit juices. Children choose any glass of juice and treat Carlson. “I’ll treat you to pear juice.
And I - plum."

5. Physical education minute. Carlson thanks the children for the treat. The speech therapist invites him to see how the children can play the game “Whose voice is it?” Children stand in a circle, one child in a circle with his eyes closed.

We'll play a little go in circles
We'll find out how you listen
Try to guess go to the center of the circle
Find out who called you. coming out of the circle
The child, touched by the speech therapist, calls the driver’s name.

6. Development of coherent speech (writing riddles). Make a riddle. The speech therapist tells the children that today they will learn to write riddles about fruits. A sample is provided. The speech therapist puts a banana in the basket and says: “I have fruit in my basket. It is long, yellow, tasty, sweet, smooth. Monkeys love him very much." Next, the children make up the riddles.

Summary of the lesson.

HOUSE AND ITS PARTS

Physical education minute.

All day long, here and there, knocking fist on fist
There is a loud knock.
We are building a house, a big house, arms to the sides, up
And with a porch and a chimney, hands at the chest, up
We'll decorate the house paint
We'll put a flag at the top, flag on fingers
They will live in that house put your palms to your head, then your fists
Bunny with a bear and an elephant, arms forward, palms together

4. Formation of complex words.“Houses differ not only in the material from which they are made, but also in height. What kind of houses are there? “Low, high, high.” The speech therapist says that she lives in a house with two floors. She lives in a two-story house. “What houses do you live in?” Children remember how many floors there are in their house and, with the help of a speech therapist, form the words: three-story, four-story, five-story...

5. Summary of the lesson. Homework: look and count how many floors there are in your house. What material is it made of?

Physical education minute.

We run up the stairs and count the floors, running in place
One floor, two floors, three, four, jumping in place
We're in the apartment. turn around

5. Using a preposition between. "Housewarming in a new house." Children are invited to help settle new residents in a new home. Children place three toys on each floor. Next, you need to tell who was accommodated on the first, second, third floor. But first we need to talk about the first and third apartments, and then about the second. For example: “I occupied the first floor. Dogs now live in the first apartment, and Cheburashka in the third.
And between them, in the second apartment, is Gena the crocodile, etc.”

6. Summary of the lesson.

CLOTH

Topic “Clothing” (lesson No. 1)

Goals:

Activation and expansion of the vocabulary on the topic “Clothing”;
- ability to ask questions independently;
- mastering possessive nouns;
- development of attention, memory, thought processes.

Equipment: subject and cut-out pictures depicting clothes, dolls, doll clothes.

Progress of the lesson

1. Organizational moment:“Let the one with the red shirt (blue shorts, green dress, white tights, etc.) sit down.”

2. Development of fine motor skills. Exercises for fingers “Putting on gloves”: massage each finger from the nail to the base, first on one hand, then on the other, starting with the little finger.

3. Introduction to the topic. Two dolls are displayed in front of the children - one dressed and one undressed. The speech therapist asks questions: “How are these dolls different? Why does a person need clothes? Object pictures on the topic are displayed and named. It is proposed to name the clothes that are not in the pictures. “How can we call these objects in one word? (Cloth)".

4. Development of mental processes. Game “Remember and name in order.” Children are offered 5-6 pictures of items of clothing to memorize, then without visual support they must list them. Options:

1) Several object pictures are displayed in front of the child. The speech therapist lists them without naming one. The child must determine which of the pictures was not named.

2) The child is called one more picture than is displayed in front of him. He must determine which picture is missing.

5. Physical education minute.“Those guys who came in shorts (T-shirts) will start circling. Those guys who are wearing shirts will jump. The girls who came in dresses will sit down.”

6. Use of possessive pronouns. The speech therapist invites children to choose from the presented subject pictures those about which we can say:

Mine is a fur coat, jacket, blouse, skirt, shirt, etc.;
Mine is a sundress, suit, sweater, jacket, raincoat, etc.;
Mine are trousers, shorts, socks, tights, mittens, etc.;
Mine - dress, coat, underwear.

7. Development of perception and spatial concepts. Game "Add the pictures." Each child is given a cut-out picture on the topic “Clothing”. He must collect this picture and name the object depicted on it.

8. Game "Guess what I wished for." The speech therapist takes a picture of an item of clothing without showing it to the children, and the children, using leading questions, try to guess the item of clothing. The child who guesses first becomes the leader of the game.

9. Fixing the material. Game "Let's help Olya and Kolya." “We need to pack our things for the trip for Olya and Kolya. Here is Olin’s suitcase, and this is Colin’s suitcase.” Each child takes one item and determines whose clothes it is and whose suitcase it needs to be put in. “This dress is for Olya, Olya’s dress. This is a sweater for Kolya, Colin’s sweater.”

10. Summary of the lesson.“What did they talk about today? What are the clothes for?

Topic “Clothing” (lesson No. 2)

Goals:

Expansion and activation of the dictionary,
- practical use of names of clothing parts;
- formation of diminutive forms of nouns;
- practicing phrases using nouns in the accusative case.

Equipment: subject cards

Speech therapy classes- a section with notes on group, frontal, individual speech therapy and logorhythmic classes, as well as integrated classes, master classes on unconventional methods training. We are confident that the materials posted here will be interesting and informative not only for children’s specialists educational institutions, but also to parents who show a sincere interest in the development of their child.

Experienced specialists share their knowledge here, and for beginning speech therapists, the presented notes will help them plan their classes correctly and in a fun way.

Classes with a speech therapist. Materials and notes.

Contained in sections:
Includes sections:

• Sounds. Differentiation and automation of sounds. Correction of sound pronunciation

By groups:

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All sections | Speech therapy classes

Target: Development of coherent speech. Correctional – educational tasks: Expanding and clarifying ideas about the library and the librarian profession. Expansion and activation of the dictionary on the topic (library, librarian, reading room, subscription, shelving, form, book depository...

Summary of the speech therapy lesson “Nature’s Pantry. People's work in autumn" Abstract speech therapy session on the topic"Nature's pantry. People's work in autumn" Target: introducing children to the concept of vegetables, mushrooms, berries, and people’s labor in the fall. Tasks: corrective – educational: - teach children to form nouns with diminutives...

Speech therapy classes - Summary of speech therapy classes on the topic “Late Autumn”

Abstract of a speech therapy lesson Topic: “Late Autumn” (frontal speech therapy lesson on the formation of lexical and grammatical means of language) Educational goals: - consolidate and clarify children’s knowledge about autumn, autumn changes in nature; - expand and intensify...

Image library "MAAM-pictures"

Summary of the speech therapy lesson “Clothing. Shoes. Hats" Summary of a speech therapy lesson on the topic “Clothing. Shoes. Hats". Goal: “To form the lexical and grammatical structure of speech on the topic “Clothing. Shoes. Hats"". 1. Correctional and educational: - practice agreeing nouns with adjectives; - practice in...

Summary of the lesson “Clothing” in the senior speech therapy group Topic: "Clothing" senior group(speech therapy) Correctional educational goals: Expand and activate the vocabulary on the topic. Improve the grammatical structure of speech, learn to form high-quality adjectives; learn to agree nouns in gender, number,...

Abstract of GCD on logorhythmics “Food”"Food". Abstract of GCD on logorhythmics Progress of GCD: Speech therapist: Hello, children. Today we will talk about food. Now you can name what you like to eat. Didactic game“Catch and name” Speech therapist: How to name it in one word? Children: Products...

Speech therapy classes - Summary of speech therapy classes using ICT technologies “Fruits, vegetables, berries”

“Fruits, vegetables, berries” Outline. Goal: to consolidate children's knowledge about fruits, vegetables, berries. Objectives: - expand, enrich and activate the vocabulary on the topic; - consolidate the ability to form the plural of nouns; - practice the education of relative...

Goal: To instill in children a caring attitude and respect for bread and the people who raised it; - Expand children’s knowledge about the importance of bread in human life; - Introduce children to the process of growing bread; - To give an idea of ​​how bread came to our table; Revert...

Summary of an individual speech therapy lesson on the development of coherent speech “Autumn in the Park” Theme: Autumn in the park. Goals: Correctional and educational: Expand the child’s understanding of autumn changes in nature. Clarify, enrich, activate the vocabulary on the topic. Improve the syntactic side of speech (composing complex sentences; understanding...

The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech. General speech underdevelopment is a disorder in which a child with normal hearing and initially intact intelligence finds all components of the speech system unformed: phonetics,...

Speech therapist is a very creative profession. Each professional has his own achievements, interesting finds, special approach to classes. Speech therapists use various techniques to correct pronunciation and form a child’s speech.

Many children preschool age needs help from a speech therapist. Simple pronunciation defects are successfully corrected at speech therapy centers in kindergartens and during private lessons with a speech therapist. But there are complex speech disorders - alalia, stuttering, dysarthria, general speech underdevelopment, the correction of which requires very long and painstaking work by a speech therapist, teachers and parents of the child. For children with severe speech impairments, there are specialized preschool institutions or speech therapy groups at regular kindergartens. For such children, it is important not only to correct pronunciation, but also to form the lexical and grammatical structure of the language, develop speech, and prepare them for learning to read and write. The success of further education at school and socialization in society depends on this. Parents should carefully follow all the recommendations of the speech therapist, do homework and exercises with the child, and daily consolidate the skills and knowledge acquired in class. Only the joint efforts of parents and all specialists working with the child will help overcome difficulties, teach him to speak correctly and beautifully, and to study successfully at school.

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Disturbances in the pronunciation of sounds occur in many children. The most common problems are distortion of the sound of a letter (burr, lisp, etc.), its replacement with another, or omission of sounds that are difficult to pronounce. Speech therapy sessions - whether self-guided or under the guidance of a professional - will help eliminate the existing problem.

If speech therapist lessons are not available to you for some reason, then you can work with your child on your own, but following certain recommendations.

For preschool children, games for speech development are recognized as the most effective method elimination of various speech defects.

A game aimed at improving speech abilities not only attracts a child with its fascination, but is also the most useful of all methods for developing this important skill. Speech therapy classes for children, conducted in a playful format, promote speech development, consolidation of new words, and the formation of correct pronunciation of sounds. Additionally, the future foundation for cognitive activity and development of mental abilities.

Here are examples of the main types of activities aimed at developing the richness of speech in children:

• Addition of the sentence: in summer the leaves on the maple are green, and with the onset of autumn...; We pick mushrooms in ..., and tomatoes in ..., etc.
• Completing the sentence: I want….; I can…; I'll draw... etc.
• Description of the item: pen – new, beautiful, colorful...; chamomile - white, beautiful, summer...; river – deep, wide, transparent...etc.
• Names of domestic and forest animals with young: rooster, hen, chickens; hare, hare, little hares, etc.
• Big - small (the child needs to choose a diminutive for the proposed word): vase - vase, mouse - mouse, leaf - leaf, etc.
• Catch the ball (the speech therapist throws the ball and names a noun, the child’s task is to transform it into an adjective): autumn - autumn, birch - birch, etc.
• Expressing disagreement/agreement (the task of the lesson is to develop in the child the ability to affirm or challenge a proposed thought with the ability to substantiate his opinion): It will start raining soon - No, because there are no clouds in the sky.
• Word formation (in the proposed word you need to replace a specific sound): squirrel - bun, sam - catfish, give - blow.

Try to do the exercises using pictures, children love them very much.

Speech therapy classes at home

Speech therapy sessions with a child may include:

• gymnastics to develop articulation;
• games for hearing development, onomatopoeia, logorhythmics;
• recitation of poems and tongue twisters.

You need to work with your child every day, carefully thinking through the course of the lesson, captivating him. If he is not interested, then the baby will not acquire the necessary skills.

When starting speech therapy classes at home, you need to remember the following rules:

• The duration of the lesson must be increased gradually. The first one can last no more than 3 – 5 minutes.
• The activity should be interesting and make the child want to learn. You should not force your baby to do something against his will, otherwise he may refuse to do the exercises completely.
• You can arrange short classes, but several times a day.
• If a child doesn’t succeed in something, you shouldn’t yell at him. We need to try to find the cause of the “naughty tongue” and correct it.

Finger games

Speech therapy classes for children should include finger games, as they promote the development of fine motor skills. Scientists have long proven a direct connection between the hands and the part of the brain responsible for the development of speech skills.

Learning texts in combination with finger gymnastics helps develop skills such as:

1. the ability to think spatially and express one’s emotions;
2. imagination;
3. attention.

In addition to improved speech, the child experiences an acceleration in reaction speed. Classes conducted in a playful way help to better memorize text and make speech more expressive.

To get the desired result, you need to work with your child every day, spending about 5 minutes on it.

Exercises to develop finger motor skills:

• Flower. Palms are folded together, fingers pointing upward. From the palms we make flower bud, pressing them to each other. The child says aloud the quatrain:
  The sun is rising
  The flower opens (fingers need to be spread apart, but palms remain pressed)
  The sun is setting,
  The flower goes to sleep (the fingers must be returned to their original position).
• Kitty. Palms lie on the table, gathered into a fist. The child says the words “Fist - palm. I walk like a cat” and straightens his fingers, without lifting his palms from the surface of the table, and then squeezes them again. Repeat the exercises three to five times.
• A bird is flying. Hands crossed in front of you, palms facing your face. You need to hook your thumbs together. This will be the “head”, and the palms will act as wings. You need to swing them without separating your fingers.
  The bird flew (flapping its wings)
  She sat down and turned gray (the child separates his palms and presses them to his chest),
  Then she flew.

Finger games can be used as moments of relaxation during the speech therapy session itself, helping to distract the child and allow him to redirect his attention.

Articulation gymnastics

Before starting speech therapy exercises, it is necessary to conduct an articulatory warm-up. Specialized gymnastics helps strengthen the muscles of the articulatory apparatus and prepare it for speech therapy sessions.

Articulation gymnastics is a set of exercises designed to strengthen the muscles of the lips and tongue. They are responsible for the pronunciation of sounds. If the tongue muscles are not sufficiently developed, speech will sound unclear.

You need to do gymnastics in front of a mirror. Then the child will be able to control the correct execution of the movements. It is very important for him to observe the movements of his lips and tongue. This way the baby will quickly understand what position they should take in order to pronounce sounds correctly.

Articulation exercises should be performed twice a day. The duration of the lesson is 5...7 minutes. As a result, the child will be able to learn to speak not only correctly, but also as clearly and understandably as possible.

Articulatory complex:

• Stretch your lips into a smile, but your teeth should not be visible. Hold the position for 30 seconds.
• Smile widely, opening your teeth. Hold for half a minute.
• Open your mouth slightly and place your relaxed tongue on the surface of your lower lip. Spank them, pronouncing the syllable “PYA”. Wherein upper lip concerns the tongue.
• The mouth is open. You need to stretch your tongue forward and try to curl it into a tube. Hold the position for half a minute.
• Slowly lick your lips with your tongue from corner to corner, without lifting your tongue from the surface of your lips. He must come full circle. First clockwise, then counterclockwise.
• There is a wide smile on his face with his mouth slightly open. The tip of your tongue should touch first one corner, then another.
• A smile on the face with the mouth slightly open. Press the tip of the tongue to the surface of the teeth and, with little effort, move along back wall lower dentition. Repeat 10 times. Repeat the exercise, but you need to pass your tongue along the inner surface of the upper teeth.
• A wide smile on his face. On the count of “one” we touch the lower teeth, on the count of “two” we touch the upper teeth. Repeat the exercises 5 times.
• The mouth is open. Let the child quickly stick out and hide the tip of his tongue. But it should not touch the teeth and tongue.
• A wide smile on his face. The tongue is relaxed and lies on lower lip. When exhaling air, the child should blow on a ball of cotton wool lying on the table so that it can move.

Games for hearing development, onomatopoeia, logorhythmics

Articulation gymnastics should be supplemented with other exercises. These should be exercises for developing hearing, onomatopoeia and logorhythmics.

Speech hearing helps a child understand, distinguish and reproduce sounds. If it is not well developed, then the baby’s speech is unclear and contains errors.

Examples of exercises to develop speech hearing:

• The child needs to demonstrate objects that can make sounds. These can be spoons, drums, rattles and others. Then you need to let the baby listen to the sound of each. Then he turns his back and guesses which of the objects sounded. The purpose of the exercise is to improve speech hearing and consolidate the skill in distinguishing sounds.
• An adult picks up a bell. The child stands against the wall with his eyes closed. The adult moves around the room and periodically rings the bell. The baby’s task is to point to the sounding bell with his hand without opening his eyes.

The development of onomatopoeia is another part of speech therapy classes. For the exercise, a plot picture is used in accordance with age group child. This could be, for example, an image of a girl rocking a doll. Let the child begin to imitate rocking movements and cradle an imaginary doll. It is important to control its articulation.

Games based on imitating the voices of the animal world give good results. Such speech therapy exercises will be more interesting if images of animals/birds, their figures and figures of babies are used during the lesson.

An example would be the game of mosquito. The picture should show a mosquito. “Let's meet the mosquito. His name is Arseny. He flies a lot and often sings his favorite song - “Z-Z-Z”. Let us also hum it together with Arseny! “Z-Z-Z.”

Then invite your child to catch a mosquito and listen to him sing his song. We grab the empty air with our fists, listen and sing the mosquito song - “Z-Z-Z.”

Logorhythmics are speech therapy exercises that combine movements, music and speech. All children really like these classes because they always take place in a fun atmosphere.

An adult reads the poem aloud and reproduces the movements described in the work. It is very important to select the appropriate musical accompaniment in advance. Then the children repeat what they saw.

For the lesson, you can use, for example, this poem:

Along a narrow path (the child walks in one place)
Our legs walked (begins to take steps in place, raising his knees high)
Over the pebbles, over the pebbles (marking time)
And there’s a bang in the hole (the baby jumps up and sits on the floor).

Recitation of poems and tongue twisters

Speech therapy sessions with a child should include reading aloud various children's poems. There is no point in teaching complex poems to your child; it is better to start with simple quatrains.

Excellent results can be achieved if speech therapy classes for children include tongue twisters. They are short rhyming sentences. They help make speech clear, well-spoken, and also expand the child’s vocabulary and improve diction.

Six little mice rustle in the reeds.
Sasha knocked off some bumps with his hat and got a bruise on his forehead.

You can also come up with your own tongue twister; read about how to do this correctly in the “Speech Development” section on our website.

Independent speech therapy sessions with children will help solve problems with simple defects. If there are serious violations, speech correction should be done by a professional.