Speech therapy session in kindergarten. Summary of a frontal lesson in a senior speech therapy group

The article presents several options for the structure of speech therapy classes for various speech pathologies.

Structure of an individual speech therapy session

1. Static and dynamic articulation exercises:

• lip training exercises;
• lower jaw training exercise;
• exercises for language training.

2. Finger gymnastics accompanied by poetic texts.

3. Exercises to develop speech breathing.

4. Exercises to develop facial expression.

6. Education of clear diction and intonation expressive speech.

7. Exercises for the development of auditory attention and phonemic perception.

8. Correction of defective sound pronunciation and automation of correct sound pronunciation in the child’s speech.

9. Correction of violations of the syllabic structure of the word.

10. Formation of lexical and grammatical representations.

11. Teaching elements of literacy.

12. Development of mental processes: voluntary attention, memory, logical thinking.

13. Correction of reading and writing disorders (, dysorthography) in schoolchildren.

Structure of a speech therapy session on sound production

2. Articulation gymnastics:

• general articulation exercises;
• special articulatory movements;
• Exercises to develop voice power and air flow.

3. Announcing the topic of the lesson.

4. Sound production.

5. Analysis of articulation according to plan.

6. Consolidation of isolated sound (individual and choral pronunciation, onomatopoeia games).

7. Development of phonemic hearing:

• identification of sounds from a number of isolated ones, different in articulatory and acoustic characteristics;
• recognition from syllables;
• recognition from words.

8. Consolidation of sound in syllables.

9. Consolidation in words.

10. Consolidation in sentences.

11. Homework.

12. Summary of the lesson.

Structure of a speech therapy lesson on sound automation

1. Organizational moment with elements of psychotherapy.

2. Articulatory gymnastics for automated sound.

3. Announcing the topic of the lesson.

4. Pronunciation of an isolated sound (in chorus, group, individually, in a chain).

5. Analysis of articulation according to plan. Algorithm:

• lips,
• teeth,
• language,
• air stream.

6. Characteristics of sound (we talk about hardness and softness only against the background of the word).

7. Connection of sound with letter.

9. Consolidation of sound in syllables, sound analysis and synthesis of syllables, graphic recording.

10. Consolidation of sound in words, sound-syllable analysis of words with graphic notation.

11. Fixing sound in a sentence, graphic recording and analysis of the sentence.

12. Consolidation in the text.

13. Homework.

14. Result of the speech therapy session.

Structure of a speech therapy lesson on sound differentiation

1. Organizational moment with elements of psychotherapy.

2. Articulatory gymnastics - only the most basic exercises are planned - modeling the main articulatory movements of both sounds.

3. Announcement of the topic of the lesson.

4. Pronouncing sounds in isolation that are different (choral, individual, etc.).

5. Analysis of the articulation of sounds according to the algorithm, highlighting common and different points of articulation.

6. Characteristics of sounds.

7. Connection of sounds with letters.

8. Development of phonemic hearing.

9. Differentiation of sounds in syllables.

10. Reading syllables from a table or repeating them after a speech therapist, graphic analysis of syllables.

11. Differentiation of sound in a sentence, analysis of a sentence with graphic recording and selection of words containing the sounds being studied, selection of the sounds themselves.

12. Differentiation of sound in text.

13. Homework.

14. Summary of the lesson.

Structure of a speech therapy session for stuttering

1. Organizational moment with elements of psychotherapy.

2. General motor charging.

• To relieve muscle tension;
• To instill the ability to regulate tension and relaxation of your body;
• Overcoming motor tricks.

3. Speech exercise:

4. Education of speech breathing (oral exhalation, long and smooth);

5. Cultivation of easy and timely voice delivery;

6. Education of easy and timely inclusion of appropriate articulatory movements.

7. Coordination of speech with movement (cultivation of appropriate tempo, smoothness and rhythm of speech).

8. Work to consolidate the skills of correct speech:

• Conjugate phoneme;
• Reflected phoneme;
• Question and answer form.

9. Homework.

10. Summing up.

Structure of a speech therapy session for dysarthria

1. Organizational moment with elements of psychotherapy.

2. General relaxation (as needed).

3. Development of general motor skills.

4. Development fine motor skills.

5. Facial massage.

6. Development of facial muscles.

7. Development of articulatory motor skills (for the development of conditioned reflex movements).

9. Correction of sound pronunciation.

10. Formation of the lexical and grammatical aspects of speech.

11. Homework.

12. Summary of the lesson.

Structure of a speech therapy session for rhinolalia

1. Organizational moment.

2. Normalization of motility of the lower jaw.

3. Massage of the hard and soft palate.

4. Gymnastics for the muscles of the soft palate and muscles back wall throats.

5. Facial massage.

6. Lip massage (after cheiloplasty).

7. Mimic gymnastics.

8. Articulation gymnastics: for the lips, for the tongue in order to spread the tongue, move it forward so that it is wide.

9. Breathing exercises.

11. Announcement of the topic.

12. Correction of sound pronunciation (production, automation, differentiation).

13. Development of the lexical and grammatical side of speech.

14. Homework.

15. Result of the speech therapy session.

Structure of a speech therapy session for dysgraphia

1. Organizational moment with elements of psychotherapy.

2. Development of fine motor skills.

3. Development of visual-spatial coordination.

4. Development of articulatory motor skills.

5. Development of phonemic hearing.

6. Correction of writing disorders (based on the material of the program section on the Russian language).

7. Homework.

8. Summary of the lesson.

Zotova Alevtina Gennadievna,
teacher speech therapist,
Moscow

Irina Orlova
Subgroup speech therapy session using gaming technology according to Federal State Educational Standards

Presentation subgroup speech therapy session using

gaming technology according to Federal State Educational Standards

Prepared teacher speech therapist MBDOU TsRR d/s No. 18 Orlova I. M.

Target: automation of the sound Ш in syllables, words and phrases.

Tasks:

Educational:

Clarify ideas about the sound [w];

Strengthen the skill of correct pronunciation of the sound Ш in syllables, words and phrases;

Strengthen the ability to determine the place of sound in a word;

Consolidating the correct agreement of adjectives with nouns by gender and case;

Continue learning how to make sentences based on supporting words.

Correctional and developmental

Form a smooth, long exhalation;

Develop intonation expressiveness;

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

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

Educational:

Create positive motivation for class;

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

Relevance: In the context of the introduction of standardization preschool education and ensuring a new, high-quality approach to the content of organizing children’s activities, preventing monotonous and monotonous work on consolidating the pronunciation of sounds, the need use interesting material and conducting the learning process in the form of a game is undoubtedly relevant. Game exercises aimed at automating sound, contribute to improving the functioning of the articulatory apparatus (movements of the lips, tongue, lower jaw, movements of the hand and fingers, development of attention and observation, memory and thinking. A. P. Usova noted that “every game, if it is strength of the child, puts him in a position where his mind works vividly and energetically, actions

organized." Game or game exercises , used by the teacher, provide

interested perception of the material being studied and

attract preschoolers to master new knowledge

Organizing time.

Children enter the office and

They find a letter on the floor.

What is this strange letter?

(Speech therapist reading)

We are invited to visit the forest,

They offer to play there.

I wonder who is inviting us?

Shall we go visit? (Yes)

What will we go on? (By train, by bus, by car, by boat.)

Breathing development:

Formation of a smooth and long exhalation

Game exercise“The locomotive beeps louder and longer”

Speech therapist: Train (car, ship, etc.) is sent and gives a send signal. ( Speech therapist invites each child to blow into his own bubble without puffing out his cheeks)

So we reached the forest. Let me read further invitation:

“We’re waiting for you in the forest house, let’s play and relax”.

Before you play, you need to warm up well. (Articulation gymnastics is carried out using symbol pictures located around the top)

Articulation gymnastics

Clockwork spinning top, invite me to a fairy tale.

Target: activation of the tongue muscles.

Children sit on chairs facing the teacher.

The teacher says: “Little tongue lived in his house. I woke up and looked around. He looked outside the gate (his tongue protrudes from his open mouth, looked up to see if the sun was shining (the tip of his tongue rises up, then looked down to see if there were puddles on the ground) (tip of tongue moves down). The tongue liked it on the street and wanted to take a walk (tip of tongue turns right, left, up, down). My tongue got tired and decided to eat to gain more strength. And he began to lap up the milk like a cat (makes lapping movements with tongue). I ate my tongue and stained my lips with milk. Cleaned the sponges, first the top, then the bottom (licking the upper and lower lips with the tip of the tongue). Now I have brushed my upper and lower teeth. (same licking of teeth under lips). I did everything with the tongue and decided to play again. He saw a swing and began to swing on it (raising and lowering the spade-shaped tongue to the upper and lower lips with the mouth open) up and down, up and down, higher and higher (the protruding tongue gradually rises to the nose and falls to the chin). Stopped swinging on the swing and decided to ride a horse (clicks the tip of his tongue behind his upper teeth). The tongue got tired and went to his house to sleep. Closed the gate (spread your tongue in your mouth and close your lips)».

Warm-up is over, let's hit the road. And we’ll take the sound with us on the road... (Children recognize the sound Ш by silent articulation and pronounce it.)

Analysis of the articulation of the sound [sh].

What do sponges, teeth, and tongue do when we pronounce the sound [w]? (Lips "Ring", teeth "Fence" with a small slit, the tongue is at the top and looks like "Cup".)

Sound characteristics [w].

Let's talk about the sound [sh].

Is the sound [sh] a consonant or a vowel? (consonant);

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

Voiced or voiceless? (deaf);

Hard or soft? (solid);

Is the air stream warm or cold? (warm)

What color do we use? (blue).

A game "Walk the path" (for the development of phonemic perception):

Let's go along the path. We will take a step if we hear the sound Ш. We will mark each step with a chip. ( Speech therapist slowly reads the poem, and the child marks each word with the sound Ш with a circle chip, laying out a path.)

For... Mishutka... baby...

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

Scarf... around... neck... he... will tie...

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

Well done, you have attentive ears!

Speech therapist: Guys, look, Matryoshka is meeting us.

A game "Wonderful bag"- development of fine motor skills.

Speech therapist: - Matryoshka has wonderful pouch wants to play with us. Then speech therapist invites children to take turns finding an object in a bag and identifying the find by touch, commenting on it.

For example: - I found the tower

Equipment: wonderful pouch and small toys (tower, ball, reel, cone, machine, etc.)

A game "Matryoshka's hut":

So we reached Matryoshka’s house. But then, out of nowhere, a hurricane came and everything that was in the house was turned over and scattered. We need to help Matryoshka put things in order and put the pictures in their places. Let's try to name the pictures and divide their names into parts. We will fold Pictures: in a closet with one shelf we put pictures with one syllable in the title“In a closet with two shelves, we’ll put pictures with two syllables; in a closet with three shelves, we’ll put away pictures with three syllables in the title.” Children perform syllabic analysis of words: scarf, shower, ladle, hat, cat, fur coat, pillow, car, rosehip and arrange the pictures to the corresponding cabinet layout.

A game "Big - big":

Look at the pictures and answer what you can say about "big"? (The child pronounces phrases "big scarf", "big bucket", "big shower", "big rosehip".)

What can we say about "big"?

("Big Hat", "big cat",

"big pillow", "big fur coat",

"big cup".) – Thank you Matryoshka for your hospitality, but it’s time for us to return to kindergarten. Dynamic pause

Target. Automation of the sound sh in syllables and words. Description of the game. Children stand one after another, pretending to be a train. A steam locomotive is ahead of the train (one of the children). The train departs on command "Go-go, go-go, go-go". The pace gradually accelerates. Approaching the station (designated place or building made of cubes) And They say: “He-came, he-came, he-came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds of shu-shu-shu (fast, commodity - shsshu-shshu (slowly). -Look, the train stops, and circus performers meet us on the platform.

A game "Artists"

Target: development of intonation expressiveness

Pictures are selected symbols:"mouse"- speaks in a high voice,

The child places any 3 pictures out of 15 with the sound Ш on the table,

covers them with any symbol and calls them "hidden pictures",

A game "Day and night"

How long did it take us to get home...

Speech therapist removes pictures from the table, explaining:

The night has come - everything at once gone missing:

White daisy, brave bug,

Ripe pine cone, gray mouse.

Slippery frog, ringing cuckoo,

There are reeds in the swamp. There are huts near the river.

Then the speech therapist continues the story, and the children themselves finish the phrases, looking at the pictures, which are laid out on the table, the day has passed - everything is ours at once l:

White, bold...

Ripe, gray,

Slippery, ringing,

In a swamp, near a river...

Again "The night is coming", and children need to finish the word combinations on their own again

The night came - and again it was gone... (what)

The day will come and beauty will return... (what)

From memory, without relying on pictures, children restore the sequence of word combinations, changing by case.

Gymnastics for the eyes. "Cat"

Now the window has opened, they spread their arms to the sides.

The cat went out onto the ledge. They imitate the soft, graceful gait of a cat.

The cat looked up. They look up.

The cat looked down. They look down.

Here I turned to the left. They look to the left.

She watched the flies. They follow with their gaze "fly"

She stretched and smiled from her left shoulder to her right.

And she sat down on the ledge. Children squat.

She turned her eyes to the right,

I looked at the cat. They look straight.

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

Bottom line classes.

What sound did you make most often today?

What game would you like to play again?

What was difficult for you?

Conclusion:

The game makes it possible to make complex learning tasks more accessible and contributes to the development of conscious cognitive motivation in preschoolers. One of the advantages of the game is that it

always demands active actions every child.

Materials:

Lebedeva I. L. "Difficult sound, you are our friend". Sounds Ш, Ж, Ш. Practical guide For speech therapists, educators, parents M.: Publishing Center "Ventana - Count", 2011

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

TkachenkoT. A. Magazine "Preschool Education" No. 3, 1989. Article: "Physical minutes in speech therapy sessions with children".

Internet

http://ds82.ru/

http://go.mail.ru

http://www.liveinternet.ru/

http://nsportal.ru/

How younger child, the easier it is to correct deficiencies in any abilities. According to statistics, 8–9% of preschoolers have speech disorders. 5% of students primary school speech defects are diagnosed. Timely contact with a speech therapist allows you to identify the problem and create an optimal training program. Speech impairments should not cause self-doubt or failure at school.

Speech therapy classes: theoretical aspect

The first words of a child cause delight among parents. Each speech skill is met joyfully. The child learns to pronounce various groups of sounds gradually. Adults rarely specifically teach this to children; children imitate speech and train on their own. Therefore, parents sometimes do not think about the need to correct their child’s speech; they think that the shortcomings are due to age and will soon go away on their own.

In early childhood, speech skills are formed as an imitation of the speech of adults

Not all parents know that most kindergartens have a special education teacher. A speech therapist is a specialist in correctional pedagogy who diagnoses and corrects speech disorders. It is a mistaken opinion that speech therapy classes are only recommended for children who cannot pronounce the sound [r]. The scope of correctional and developmental activities of a speech therapist is extensive:

• learning the correct pronunciation of all sounds;
• development of fine motor skills - stimulating the fingers activates the brain;
• development of coherent speech: construction of simple and compound sentences, replenishment of active vocabulary, ability to retell;
• development of phonetic hearing - discrimination of sounds;
• formation and improvement of impressive speech - understanding of what is heard.

Teaching correct pronunciation is one of the areas of work of a speech therapist

The comments of the speech therapist at the clinic should be taken seriously, but there is no need to panic - speech disorders are corrected

If a speech therapist diagnoses “general speech underdevelopment (GSD),” the child may be referred to a psychological and pedagogical commission. There, in the presence of a parent, the child is asked general questions (“What is your name?”, “What are your favorite toys?”), and is asked to complete simple tasks (“Show pictures of vegetables and name them”). Based on the results of the interview, the commission can confirm the diagnosis and refer the child to speech therapy garden or speech therapy group.

The commission was made up of speech therapists, psychologists and kindergarten teachers. The child was asked various logic questions, asked to show colors, asked to name the animals in the pictures, and to tell what he saw in the picture. They took us in because we had plenty of evidence, we couldn’t pronounce many sounds, and in general we had poor speech.

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By decision of the psychological and pedagogical commission, the child is sent to a speech therapy group or correctional kindergarten

General education kindergartens operate according to programs (“Rainbow”, “From birth to school”) that do not take into account the needs of children with speech disorders. Education of pupils with speech pathology is structured according to correctional and developmental programs:

• T. B. Filicheva, G. V. Chirkina “Program for the education and training of children with phonetic-phonemic underdevelopment”
• O. Kireeva “Program of correctional and developmental work with older children preschool age in the conditions of a logopunkt"
• N. V. Nishcheva “Program of correctional and developmental work for children with special needs” and others.

Children with speech impairments constitute a risk group: they understand the teacher’s instructions and explanations less well and have difficulty formulating answers. For pupils of speech therapy groups, the number of group lessons is smaller; more often they study individually.

The speech therapy group has its own pace of learning and many correctional classes

The goal of speech therapy classes is to correct speech disorders and form correct and beautiful speech in children. A speech therapist is a generalist. He selects exercises to improve the technical side of speech (purity of pronunciation, grammatically correct construction of phrases). In this case, the speech therapist takes into account psychological characteristics children: organizes activities in a playful way, knows about the interests of the pupils. Sometimes younger preschoolers perceive speech therapy sessions as entertainment.

Speech therapy classes V junior groups exciting and carried out with the help of assistant toys

Table: objectives of speech therapy classes

Age group	Corrective tasks
Junior (3–4 years old)	Formation of speech hearing - the ability to understand spoken speech; development of auditory attention; expansion of vocabulary; development of fine motor skills of the hands and articulatory motor skills.
Medium (4–5 years)	Formation of coherent speech: construction of phrases with and without prepositions, complex sentences; improving sound pronunciation; learning to build cause-and-effect relationships in statements (stories based on pictures); development of auditory-verbal attention and memory; development of speech breathing, voice, articulation.
Senior and preparatory (5–7 years old)	Formation of phonetic-phonemic hearing: the child determines by ear the quantity and quality of sounds and syllables in a word; correction of remaining deficiencies in children’s speech development (pronunciation of sounds, formation of word forms); Preparation for teaching literacy: introduction to the sound analysis of words.

Speech therapy classes combine correctional methods and exercises for general cognitive development children

Types of speech therapy classes

1. Individual lessons are considered the most effective in overcoming speech disorders. In this form, contact and understanding between the speech therapist and the child are successfully established, and shy children are liberated. In a lesson with one student can be used various techniques: didactic games, sensory tasks, intellectual tasks in the workbook, articulatory and finger gymnastics. The duration and frequency of classes is determined by a specialist and depends on the severity of disorders of the articulatory apparatus and delays in speech development. Usually individual sessions last no more than 20 minutes and are held twice a week. By agreement with the speech therapist, parents are allowed to attend the lesson to become familiar with the speech therapy technique.
   

   In our kindergarten There is no speech therapy group for children under 5 years old. From the age of 4, my son went to individual lessons in a speech therapy room. The teacher strongly recommended that I come to any lesson. It was an important experience because I was not familiar with performing special exercises. The son had to study not only on Monday and Thursday with Olga Vladimirovna, but also every day at home according to instructions. My advice to parents whose children are studying with a speech therapist is to come see articulation exercises to avoid mistakes in homework.

   Individual lessons are effective due to establishing contact with the child and the opportunity to conduct a variety of exercises

2. Subgroup classes are conducted with students who have the same or similar speech impairments. There are 4-6 children of approximately the same age present at the lesson. During school year The composition of the mini-group changes, since the degree of violation and the effectiveness of overcoming children are individual. The advantage of subgroup classes is in conducting joint games and working with a partner. Children develop the communicative side of speech.
   For subgroup classes, for example, children with the following disorders are selected:
   
3. Frontal classes are a collective form of work that is carried out with students of speech therapy groups. The speech therapist draws up a calendar and thematic lesson plan, taking into account the individual characteristics and correctional needs of children. Frontal classes are held several times a week; children prepare for them in individual and subgroup classes with a speech therapist, and then repeat the exercises with a teacher.
   Types of frontal classes for logogroup:
   

How can a speech therapist individualize tasks?

Level differentiation of tasks contributes to the development of positive emotions from the learning process; each student feels successful when coping with the proposed task. Individualization of tasks in frontal classes is used when some of the students have already succeeded in overcoming any shortcoming. These children are given tasks higher level difficulties.

For example, a frontal lesson in the preparatory group is devoted to the analysis of the sound composition of a word: the children pronounce sounds, syllables, and words with an intonation-emphasized sound in unison. The teacher divides the group into 2 teams, one of which will receive more simple questions for collective responses.

Blue team, name the consonant sounds in the word GOOSE ([g]! ).

Green team, name the soft consonant in this word ([s’]).

The second task is more difficult because it requires the ability to determine by ear the hardness/softness of sounds and requires sufficient development of auditory perception and memory.

An individual-personal approach is implemented in dramatization games during classes on the development of coherent speech. Children have a common goal - to reproduce a familiar plot (usually a fairy tale) with the help of dialogues. Older children independently distribute the roles of characters in accordance with capabilities and sympathies: “I want to play the role of Mashenka in a fairy tale, but I doubt that I can cope with her words. I’d rather play a bear cub, I like him too.” For pupils of primary and secondary speech therapy groups, the teacher assigns roles taking into account the skills of the students.

The speech therapist carries out regular diagnostics of intellectual and speech development, determines the inclinations of children. If a child loves creative activities, he is often given tasks to draw something, connect the dots, trace a stencil and color the picture. For such exercises, a speech component on the topic is selected frontal training. Children who have a penchant for any topic (space, animals, princesses, robots) work with their favorite lexical and visual material. It’s not difficult to individualize tasks if you know the guys well. Preparing such tasks is an indicator of the speech therapist’s skill.

Individualizing a task means taking into account the abilities and interests of everyone

Motivating start to speech therapy sessions

The effectiveness of correctional and developmental classes directly depends on the enthusiasm of the students. In preschoolers, voluntary attention and memory predominate: they concentrate on what is interesting and remember the information received. Speech therapy classes should not become routine: low-emotional explanations from the teacher and mechanical repetition of exercises slow down the correction process.

From the first minutes, children are involved in the learning process. At the initial stage of the lesson, motivation is created using a variety of methods:

• studying visual materials (illustrations, mini-exhibitions, models);
• involvement of small forms of folklore (fairy tales, nursery rhymes, jokes, riddles on the topic);
• watching a short video or presentation;
• conducting an educational conversation;
• inclusion of activities in a game form;
• creating a problematic or surprising situation.

The result of all work largely depends on the degree of motivation at the beginning of the lesson.

Table: options for motivating start of classes for different age groups

Group	Lesson topic	Target	Initial stage of the lesson
Junior	“Meet Krosh and Losyash”	Formation of the correct pronunciation of the sounds [r] and [l].	Children watch an excerpt from the cartoon "Smeshariki". The speech therapist reads riddles about Losyash and Krosh. The children guess the characters, and the speech therapist offers to invite them to visit and show them how the children are having fun (putting toys on the table).
Average	"Vegetables"	Expanding the vocabulary on the topic “Vegetables”.	Examination of the layout of the fairy tale “Turnip”: the character figures are made of salt dough, the turnip is located in the center of a stand in the form of a vegetable garden, where various vegetables “grow” in the beds. Conducting a conversation: - What kind of place is in front of you? (vegetable garden, plot) - What is the name of the dug up areas of land where seeds are planted? (beds) - What grows in the beds? (vegetables, namely peas, carrots, onions, etc.) - Which vegetable is the largest on the model? (turnip) The teacher invites the children to remember the fairy tale: to perform articulation gymnastics based on “Turnip”.
Older	"Journey to the Land of Professions"	Development of coherent speech: the ability to write a story about a profession.	Involving children in a game situation with the help of ICT: children take seats on an imaginary bus and go on a trip. In front of the children is an interactive board on which images of people of different professions are projected. Before each new slide, the speech therapist reads a riddle, confirmation of the correct answer, or a hint - a picture.
Preparatory	"Hello, earthlings!"	Skill Development verbal communication and coherent speech.	Creation surprise moment: at the beginning of the lesson there is a knock and two aliens appear in the group. These could be students from another group in costumes or images on the interactive board. The aliens greet the guys and inform them that they aircraft broken. Guests ask for help, but the spaceship can only be repaired by solving special problems.

Studying unusual visual materials creates positive motivation for the upcoming lesson

Video: open lesson of a speech therapist with a motivating beginning “Message from Zvukograd”

Organization of speech therapy classes

Let's talk about conducting frontal and subgroup classes with a speech therapist teacher.

Speech therapy classes have a clear structure, which is slightly different from the structure of classes in general education groups. Working with children with speech disorders synthesizes correctional and educational methods, which is reflected in the lesson plan:

1. Organizing time.
2. A motivating start.
3. Repetition.
4. Training stage (new material).
5. Consolidation.
6. Reflection (conclusions and impressions).

Video: fragment of a subgroup speech therapy lesson to reinforce the material

During a speech therapy session, the teacher uses special techniques to normalize speech abilities. These techniques are used in all age groups ah, according to the principle “from simple to complex.”

Table: speech therapy techniques

Reception name	Description	Corrective and developmental tasks	Examples of exercises
Articulation gymnastics	Exercises to strengthen muscles and improve the functioning of organs involved in the speech process: language; lower jaw. Articulation gymnastics is carried out regularly (ideally, daily in the morning and evening), in front of a mirror.	Training the correct movements of the organs of the articulatory apparatus.	Gymnastics-fairy tale “The Fox and the Gingerbread Man” A fox was running through the forest. She waved her tail. (Tongue left and right). A bun meets her (puffed out cheeks). The fox licked his lips (lick with a wide tongue upper lip). And he says: “Sit down, little bun, on my tongue. And sing your song. (Tongue cupped). The gingerbread man sat on the fox's tongue, Alice swallowed it. (Put the cup into your mouth) Static exercise “Pussy is angry” We want to admit now that we all love to smile. We stretch our lips, we hide our teeth behind them. (Keep your lips very stretched in a smile. The teeth are not visible. Hold this articulatory position for a count of up to 15.)
Sand therapy	Exercises (including in a playful way) with dry and wet sand: oversleeping; extruding and drawing patterns on the surface; modeling the image according to the type of ornament (semi-convex).	Stimulating speech receptors in the cerebral cortex through sensory exercises; development of the emotional-volitional sphere.	Create various patterns in the sand with your fingers, knuckles, ribs of your palms, and fists, and then imagine what they look like. Make a sand shower with your children. Let at first it be a fine rain of sand that fits in one palm, then the rain intensifies, the sand is scooped up with two palms, but for a shower you can use a children's bucket as an auxiliary material. Game "My Friends". The child chooses figures and names them after his friends. In the process of recreating a given situation, many discoveries will be made. During the game, the difficulties of communication in real life are overcome.
Breathing exercises	Exercises to strengthen the respiratory muscles.	Formation of correct speech breathing, development of voice strength.	Exercise “How do mice squeak?” The mouse crawled out of the hole, The mouse really wants to eat. Is there a dried crust somewhere? Maybe there is a crust in the kitchen? The teacher shows the correct execution of the exercise: inhale through your nose, while exhaling say: “Pee-pee-pee- pi!” Repeat 3-4 times. Exercise "Pump" The baby puts his hands on his belt, squats slightly - inhale, straightens up - exhale. Gradually the squats become lower, the inhalation and exhalation take longer. Repeat 3-4 times.
Speech therapy self-massage	Exercises for external stimulation of the muscles of the speech apparatus: trituration; stroking; stretching; pat.	Preparing muscles for active work (before articulatory gymnastics).	Stroking You and I will stroke our lips, Upper and lower. One, two, three, four, five - We will stroke our lips again. Trituration We rub our sponges - And we count to five. One, two, three, four, five - We need to rub our sponges. Kneading We knead our lips - We do everything according to the count. One, two, three, four, five - We will knead our lips.
Logostales	Dramatization of a fairy tale told by a speech therapist using various actions: movements of fingers or hand; facial expressions; onomatopoeia, etc.	Correction of speech defects through dramatization games.	Fragment of a fairy tale about a kitten (for hissing sounds): The girl Masha had a fluffy kitten (Medium and ring fingers rest against the big one. The index finger and little finger are raised up). Every morning Masha kneaded the dough (Open your mouth slightly, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds “five-five-five.” Keep your wide tongue in a calm position with your mouth open, counting from one to five to ten. Clench your fingers into a fist and spread them to the sides) and bake pancakes (Smile, open your mouth slightly, put the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten. Place the palms of both hands on the table and turn the back side).

At one of the consultations for parents, the speech therapist talked about the power of the impact of logos fairy tales on the abilities of children and their emotional condition. From an early age, children are captivated by fairy tales with their magical characters and places. My son loves fairy tales in which characters play pranks, break some prohibition and look for a solution to the problem that has arisen. And gradually we connected technology to the study of the primer speech therapy tales. I found in advance fairy-tale texts where the main characters are letters and sounds. I added tasks on a problematic topic for us - the pronunciation of hissing and sonorant consonants:

The letter Ш tried to clear the passage to the secret door. Let's help her blow away the balloons blocking her path! (Blow the cotton balls off the table.)

It seems that there is someone in the dark. Shhhhh...

Video: articulation and breathing exercises

Speech therapy exercises, games, and logostories are usually accompanied in poetic form. Their content is consistent with the topic of the lesson.

Speech therapist file

Speech therapy classes are planned throughout the month within the framework of several lexical topics. Each topic includes new words. These are not only nouns, but also other parts of speech and their forms. If younger preschoolers become familiar with nouns, adjectives and verbs, then older preschoolers are able to form word forms (for example, diminutive words).

Approximate distribution of topics by month:

• September: “Kindergarten”, “Autumn”, “Body Parts”, “Furniture”.
• October: “Vegetables and fruits”, “ Appliances, electrical appliances”, “Clothing”, “Shoes”.
• November: “Furniture”, “Dishes”, “Toys”, “Sports”.
• December: “Pets”, “Food”, “Winter”.
• January: " New Year", "Wild animals", "Poultry".
• February: “Wild Birds”, “Mail”, “Army Day”, “Space”.
• March: “March 8”, “Family”, “Spring”, “Adult Labor”.
• April: “City”, “Transport”, “Profession”, “Insects”.
• May: “Forest”, “Field-meadow”, “Berry-mushrooms”, “Trees”.

Video: frontal lesson on the topic “Vegetables” in the senior group

Speech therapy classes are also conducted on the basis folk tales and artistic poems.

Examples of topics for speech therapy classes on literary texts:

"Fly Tsokotukha",

"Moidodyr"

"Kolobok"

"Aibolit"

"Pinocchio"

Video: excerpt from a speech therapy lesson “Fairytale Journey with a Kolobok”

The speech therapist teacher compiles files on lesson topics and areas of correctional work:

1. Five-minute cards (a set of sensory exercises, games, riddles, gymnastics).
2. Mnemonics (memos with pictures) for the development of coherent speech.
3. Collection of phonemic nursery rhymes.
4. A selection of tongue twisters/pure twisters.

Photo gallery: five-minute speech therapy sessions

Speech therapy exercises on the lexical topic “Professions” Speech therapy exercises on the lexical topic “Migratory Birds” Speech therapy exercises on the lexical topic “Winter” Speech therapy exercises on the lexical topic “Furniture” Speech therapy exercises on the lexical topic “Dishes” Speech therapy exercises on the lexical topic “New Year” Speech therapy exercises on the lexical topic “Aquarium and its inhabitants” Speech therapy exercises on the lexical topic “Insects” Speech therapy exercises on the lexical topic “Spring”

Photo gallery: mnemonic cards

A sequence of picture prompts for writing a story about household appliance Sequence of pictures-tips for writing a story about a tree Sequence of picture-tips for writing a story about a flower Sequence of picture-tips for writing a story about a pet Sequence of picture-tips for writing a story about an insect Sequence of picture-tips for writing a story about a piece of furniture Sequence of pictures- hints for writing a story about a wild animal A sequence of picture clues for writing a story about dishes A sequence of picture tips for writing a story about a fruit or vegetable

Photo gallery: phonemic nursery rhymes

Nursery rhyme for distinguishing phonemes P-G Nursery rhyme for distinguishing phonemes M-L Nursery rhyme for distinguishing phonemes K-D Poteshka for distinguishing phonemes P-T Nursery rhyme for distinguishing phonemes K-R Poteshka to distinguish phonemes Ш-Л

Photo gallery: tongue twisters for sound automation

Illustrated tongue twisters for sound automation (h) Illustrated tongue twisters for sound automation (r) Illustrated tongue twisters for sound automation (w) Illustrated tongue twisters for sound automation (c) Illustrated tongue twisters for sound automation (s) Illustrated tongue twisters for sound automation (g)

Table: approximate time plan for a speech therapy session

Group	Organizational moment + motivating beginning	Repetition	Physical education or outdoor game	Training stage	Consolidation + reflection	Total duration of the lesson
Junior	2 minutes	2–3 minutes	3 minutes	5 minutes	2 minutes	15 minutes
Average	3 minutes	3 minutes	4 minutes	7 minutes	2–3 minutes	20 minutes
Older	4 minutes	4–5 minutes	4 minutes	8 minutes	4 minutes	25 minutes
Preparatory	5 minutes	5–6 minutes	5 minutes	10 minutes	4 minutes	30 minutes

Table: fragment of a summary of a speech therapy lesson by O. Sazhenkova “The Tale of How the Sun Lost Its Rays” (preparatory group, ONR)

Lesson stage	Content
Motivating start	Today we are going to a fairy tale. And, of course, the road to a fairy tale will be full of surprises. And to begin our journey we need to say the magic words: Spring has come to us If the snow is melting everywhere, The day is getting longer If everything turns green And a stream rings in the fields, If the sun shines brighter, If the birds can't sleep, If the wind gets warmer, This means spring has come to us.
Repetition	Guys, let's think about how to help the sun return its rays. We will complete the tasks that Spring has prepared for us, and for correct answers we will receive rays that we will return to our sun. First, let's divide the words “sun” and “spring” into syllables and find all the vowels in these words. (Children complete the task).
Fizminutka	In order for the back to be level, we really need a warm-up, Come on, get up, don’t yawn and repeat after us! In the morning the sun rises and sends a warm ray of light to the children (the children get up and spread their arms). Hello, sunshine, hello, we have no life without you (they circle around themselves, show rays with their hands). The sun has warmed the earth, (they spread their arms around themselves) The bird sang joyfully (with hands depicting flapping its wings). Streams began to gurgle (put your palms together and draw a stream with wave-like movements). Flowers of unprecedented beauty bloomed around (they crouch and stand up again, raise their hands).

Created in class problematic situation when children need to complete tasks to help the sun return its rays

Handouts on speech therapy

In the speech therapy room, a subject-development environment is organized in which children can study comfortably. The logopunkt stores a lot of materials used during classes, both frontal and individual. Items are in labeled boxes or containers. The child is allowed to take logo material for study outside of class (of course, with the permission of the teacher).

Handouts for speech therapy classes are divided into several categories.

• Massage accessories for stimulating receptors on the fingertips: balls, balls, rings, rubber and plastic rollers.

  Materials for the development of fine motor skills can be attached to cards or boards, then even the youngest children can study them

• Didactic games: cards and figures for completing tasks in an entertaining way.

  Children analyze the composition of a word using a pencil case and chips to indicate vowels and consonants.

Speech therapist work program

The work program of a speech therapist in kindergarten is drawn up in accordance with the target of the Federal State Educational Standard (Federal State Educational Standard) - raising a comprehensively developed personality. At the same time, the content of the development reflects the provisions educational program adopted at the preschool educational institution, and the correction program.

The program includes:

• information about students: age category, diagnoses (speech defects);
• List of current tasks;
• calendar and thematic planning for the year;
• schedule of diagnostic activities (conversations with students, questionnaires, testing);
• plan for interaction with other preschool specialists: teacher, musical director, physical education teacher, psychologist;
• proposed work with parents: consultations, master classes.

1. Characteristics of the student population.
2. Features of organizing the activities of a speech therapist.
3. Organization of the subject environment.
4. Content work program.
5. Thematic planning (FFNR, ONR (2,3) first year.
6. Thematic planning (FFNR, ONR (2,3) second year.
7. Plan-program of correctional and developmental work.
8. Formation of sound analysis skills.
9. System for monitoring the effectiveness of the correctional and developmental process.

Oksana Kurbanovahttp://www.maam.ru/detskijsad/rabochaja-programa-583606.html

Video: structure of a speech therapist’s work program

Analysis of a speech therapy session

Analysis of the lesson reveals the effectiveness of the speech therapist’s organizational abilities. If shortcomings are discovered in the preparation or conduct of a lesson, adjustments are planned in the teacher’s methodological activities.

Self-analysis protocol:

1. The topic of the lesson, its disclosure.
2. Goals and objectives, their implementation.
3. Was the preliminary work helpful?
4. Equipment and materials, ease of use, interest of students.
5. Lesson model, activity and mood of children at each stage.
6. Corrective and developmental exercises, their effectiveness.

You can evaluate the components of the lesson using a point system. To do this, fill out a technological map.

Self-analysis forms are filled out by the speech therapist himself and stored in the specialist’s methodological folder.

Table: fragments of analysis of a speech therapy session

Lesson component	Analysis
Motivation of pupils	The principle of motivation to learn was achieved through the following methods: delivering completed instructions; inclusion of modern realities in the lesson; creating conditions for achievement rather than receiving praise; problematic tasks, cognitive questions.
Didactic goals	Implemented. Children considering them individual characteristics, we did it. During the lesson, the children practiced and developed various mental processes, as well as the development of visual attention (spatio-temporal representations, verbal memory, auditory perception, analytical-synthetic activity, logical thinking).
Corrective and developmental exercises	Tasks were included that required independent processing of information, step-by-step assistance from the teacher was dosed, and the method of processing information was transferred to one’s individual task. The principles of development and correction of higher mental functions were: inclusion in the lesson of special exercises to correct higher mental functions; tasks relying on several analyzers.

Competent and beautiful speech is an indicator of the development of intellectual abilities. It happens that a child experiences difficulties in pronouncing individual sounds or in constructing phrases. Timely diagnosis of speech defects and sessions with a specialist will help to avoid serious problems in the future.

Summary of frontal speech therapy classes on lexical topic"Kindergarten"

for senior logogroup

Lesson objectives:

Correctional educational:

teach the ability to agree nouns with possessive pronounsmy my.

Correctional and developmental:

practice case endings of singular nouns;

consolidate, activate and expand children's knowledge on the topic;

expand and activate the vocabulary of verbs.

Correctional and educational:

to cultivate children's interest in words and the ability to work individually.

Equipment: toy - Hedgehog, photographs of kindergarten premises, object pictures depicting a cake, cupcake, tea, juice, book, ball, pyramid.

Progress of the lesson

Organizing time.

Speech therapist (holding a toy in his hands - hedgehog - and on his behalf greets the children): Hello guys! I'm a funny hedgehog. I decided to open a kindergarten in the forest kingdom, but I don’t know how to do it. Will you tell me about your kindergarten?(Yes!)

Announcement of the topic.

Speech therapist: Well, guys, today we will try to tell Hedgehog about what a kindergarten is and what we do here. Now listen carefully!

Introductory conversation.

Kindergarten

The first kindergarten was opened in Scotland. And in Russia, kindergartens appeared more than a hundred years ago. Teachers with special education work with children here. Classes in kindergartens alternate with games, work with rest.

In classes, children get acquainted with the world around them, learn drawing, modeling, design, singing, basic literacy and mathematics. Children develop speech and thinking, they are taught to listen and understand the teacher’s explanations, and to complete their work. Children are taught to observe natural phenomena, develop a love for it and respect for the work of people. Kindergarten prepares children for school.

Development of lexical and grammatical categories.

Speech therapist: And now, with your help, I will give Hedgehog a tour of the kindergarten.

Game "Where does this happen?" Can be carried out game using photographs of kindergarten premises.

Undressing (where?) - ...(In the locker room.)

Wash your hands, wash your face -...(In the washroom.)

Learn to speak correctly -...(In the speech therapy room.)

They play, study, draw -...(In the group room.)

They dance, they sing -... (IN music hall.)

Sleeping -... (In the bedroom.)

They run, jump - ... (In the gym.)

Cut, cook -...(In the kitchen.)

They examine, listen, treat -...(In the medical office.)

Formation of singular and plural nounsRoom - rooms - many rooms, bedroom - bedrooms - many bedrooms, corridor - corridors - many corridors, locker room - locker rooms - many locker rooms, office - offices - many offices, hall - halls - many halls, playground - playgrounds - many platforms, veranda - verandas - many verandas, swimming pool - swimming pools - many pools, game - games - many games, kitchen - kitchens - many kitchens, toy - toys - many toys.

Speech therapist: Guys! The hedgehog is our guest. Let's treat him and give him gifts.

Game "Gifts" And a treat for the Hedgehog." Each child has object pictures on the table depicting a doll, cake, apples, tea, juice, book, ball, mushrooms, etc. Children take them and take turns making sentences with wordsI'll treat you AndI'll give it to you (depending on the picture).

This is my juice. I'll treat the Hedgehog with juice.

It is my book. I will give Hedgehog a book, etc.

Speech therapist: And now I invite you and Hedgehog to a fun physical education session.

Physical education minute. Performing movements according to the text of the poem.

Two slams, two slams, hedgehogs, hedgehogs.

(fingers forward)

Anvil, anvil, scissors, scissors.

(fist to fist)

They jumped and jumped: bunnies, bunnies.

(jumping in place)

Come on, let’s say it louder, let’s say it louder: “Hello!”

Speech therapist: Guys! Hedgehogwants should I say something?(The speech therapist leans towards the toy and listens.) He is very ashamed, but he forgot what you do in kindergarten. Let's help the Hedgehog remember: I will show you pictures, and you will tell me what and where you do.

Game "Pick up the action." The speech therapist calls

room, and the children say what it is forin kindergarten.

In the medical office (what are they doing?) - ... (They examine, listen, vaccinate, bandage.)

In the music room (what are they doing?) - ...(They dance, sing, celebrate holidays.)

In the gym (what are they doing?) - ... (They jump, run, train, play sports, compete.)

In the speech therapy room (what are they doing?) - ... (They tell stories, play, guess, learn to speak correctly.)

In the kitchen (what are they doing?) - ... (Cook, boil, fry, cut, bake, pour, distribute.)

In the locker room - ...

In the group room -...

In the washroom -...

In the bedroom - ...

Summary of the lesson.

Speech therapist: What did we talk about in class to the cheerful Dwarf? Why did he come to us?

What do children do in kindergarten?

Abstract

Topic: “Sound Automation [R]”

Target: automate the sound [R] in speech.

Tasks:

continue to developthe ability to characterize sound [P]; continue to learn how to make common sentences; develop the ability to give a grammatically correct and complete answer.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sound [P]; continue to develop and consolidate the kinesthetic sensations from pronouncing this sound; development of articulatory motor skills; development of phonemic hearing; activation of the dictionary.

Correctional and educational:

Vocabulary: wind, thunder, thunderstorm, rainbow.

Equipment:

Mirrors; pictures with articulation exercises; table indicating the acoustic characteristics of sounds; picture for automation of isolated sound [P]; card with syllables; pictures whose names contain the sound [P].

Progress of the lesson:

I. Organizational moment.

Hello, sit down.

Look at yourself in the mirror.

Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. (alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. “Swing” - - Well done, rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing the sound [P]:

1. - Let's do an exercise"Janitor": upper teeth from the inside (counting up to 10, 3-5 approaches).

Well done.

2. – Now let’s do an exercise"Painter": open your mouth wide, use the tip of your tongue to stroke the “palate” (upper palate) from the upper teeth as far as possible to the neck and back, so that the “palate” is ticklish (10 times, 3 to 5 approaches).

Well done, get some rest.

3. - Exercise “Mushroom”: grin, suck the tip and back of the wide tongue to the hard palate and hold in this position (counting up to 10).

4. – Let’s do the exercise"Harmonic": do everything the same as when doing the exercise"Mushroom" but open and close your mouth (counting to 10).

Well done, rest, swallow your saliva.

III. Report the topic of the lesson.

Guess the riddles:

1. Dust rises, trees shake.

Howls - howls,

Tears leaves from trees,

It disperses the clouds and raises the waves. (Wind)

2. Here is a horse rushing across the sky -

Fire flies from under my feet.

The horse hits with a mighty hoof

And splits the clouds.

So he runs hard

That the earth below is shaking. (Thunder)

3. Made noise, made noise,

I washed everything and left,

And gardens and orchards

It watered the whole area. (Storm)

4. What a miracle - beauty!

painted gate

Showed up on the way!..

You can't drive into them or enter them. (Rainbow)

What is wind, thunder, thunderstorm, rainbow? (Natural phenomena)

When these natural phenomena are there? (Spring, summer, autumn)

What sound is most common in these words? (Sound [R])

Name the words in which the sound [R] is present:

At the beginning of the word;

In the middle of a word;

At the end of a word.

Today we will work with the sound [R] and try to always pronounce it correctly.

IV. Automation of isolated sound.

Look at the picture and pronounce the sound [R], as if a lynx is growling (in different ways).

He moves his finger along the picture and pronounces the sound [P] (smoothly, intermittently, slowly, etc.)

V. Sound characteristics.

When we pronounce the sound [R]:

What position are your lips in? (in a smile);

What about the teeth? (they are visible);

What does the tongue do? (rests against the upper tubercles, trembles);

Give a characteristic (acoustic) of sound [P]:

Sound [R]: consonant (since the air encounters an obstacle when pronounced); sonorous (because the vocal cords vibrate) and hard.

If you hear the sound [R] among other sounds, raise your hand:

• A, o, R, y, l, R, d, l, R, d, R.

If you hear the sound [R] among the syllables that I pronounce, clap your hands:

• Ro, ry, su, ur, fo, do, pa, Ra, hell, Ir, il, or, ol.

VII. Automation of the sound [P] in syllables.

Write down in your notebook as many syllables with the sound [P] as I clap (4 times) (writes down any 4 syllables).

Name them.

Repeat the chain of syllables:

Ro-Ru-Ro IR-ur-iR Kro – gro

Ra-Ra-Ry oR-yaR-oR Tre - dre

O I E

R A I R R Y

U Y O

VIII. Automation of sound [P] in words and sentences:

Look at the pictures, name them.

Choose the 5 pictures you like best and make a sentence with each one.

IX. Summary of the lesson.

What sound did we work with today? (With sound [R])

Give a description of the sound [P].

Goodbye.

Abstract

individual speech therapy session

Topic: “Clarifying the articulation of sound [Z]”

Target: clarify the articulation of the sound [Z].

Tasks:

Correctional and educational: continue develop the ability to characterize sound [Z]; develop the ability to give a grammatically correct and complete answer; drawing up proposals.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sound [Z]; continue to develop and consolidate kinesthetic sensations from pronouncing this sound (development of articulatory motor skills); development of phonemic hearing; development of sound-syllable analysis and synthesis; activation of the dictionary; development of thinking.

Correctional and educational:cultivate a love for nature.

Vocabulary: beast, goat, thunderstorm.

Equipment:

Mirror; pictures with articulation exercises; aids for blowing from a wide tongue; table indicating the acoustic characteristics of sounds; pictures with puzzles; subject pictures, the names of which have the sound [Z], with different syllable structures + 3 houses (with different numbers of windows, corresponding to different syllable structures of words).

Progress of the lesson

I. Organizational moment.

Hello, sit down.

We calm down and get ready for the lesson.

II. Articulation gymnastics.

Sit up straight, straighten your shoulders.

Place your hands on the table so that they are not in the way.

Look at yourself in the mirror.

Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. “Swing” - We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”

Well done, get some rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing the sound [Z]:

1. " Inhale through the nose - exhale through the groove":

Inhale through the nose and exhale through the groove (10 times).

2. - Let's do an exercise"Street cleaner":

- The tip of the tongue strokeslower teeth from the insideright - left and left - right (5 times).

Let's rest, and now we will stroke the upper teeth with our tongue, in the same way from right to left and from left to right (5 times).

Well done, swallow your saliva.

3. - Let's do an exercise"Dot":

- In the same way, with the tip of the tongue we stroke the lower teeth from the inside in different directions, and then we stop when I say “stop” and hold the pose: we press the tip of the tongue against the lower teeth. Let's get ready, let's start (at least 5 times).

4. - Let's do an exercise“Count the bottom teeth”:

They smiled and opened their mouths. With the tip of the tongue, we rest the tongue in turn on each lower tooth from the inside. We make sure that the lower jaw is motionless (5 times).

5. “Blowing with a wide tongue” -blow on the butterfly so that it flies away from the flower: tongue in the shape of a “spatula” on the lower lip, blow on the butterfly; and now blow on it in the same way balloon, so that it rises higher into the sky (do not puff out your cheeks).

The child is asked to guess the puzzles. Instructions:

Look at the picture, guess what word is encrypted on it (words: thunderstorm; beast; goat).

What do you think these words have in common? (All words contain the sound [З])

IV. Report the topic of the lesson.

Today we will work with the sound [Z].

Which insect makes this sound? (Mosquito, dragonfly)

Let's “sing” the mosquito song: lips in a smile, mouth slightly open, the tip of the tongue rests on the lower teeth, blow on the tongue with the voice connected, a cold air stream goes down the middle of the tongue.

V. Characteristics of sound [Z].

Say the sound [Z] and look at yourself in the mirror.

When we pronounce the sound [З], in what position are the lips?

That's right, in the “smile”.

Now let’s say the sound [З] again and try to feel where the tongue is.

In what position is the tongue when we pronounce the sound [З]? (Rests against the lower teeth)

Place your palm in front of your lips and say the sound [З] again. What kind of air flow? (The air stream is cold.)

Well done.

Now put your hand to the neck, and again we will pronounce the sound [Z].

That's right, loud.

Say this sound again.

Is [Z] a vowel or a consonant?

Why consonant? (When spoken, the air encounters a barrier)

Also, what is he like? Hard or soft? (Solid)

Give a description of the sound [Z], look at the table (with the characteristics of sounds). (Consonant, voiced, hard, paired.)

VI. Task for the development of sound-syllable analysis.

- In front of you lie (hang on the board) 3 houses: in the first house there is one window, in the second house there are two windows, in the third there are three windows and pictures. Your task: take a picture, name it and put it next to the house with the window that corresponds to the number of syllables in this word. For example, (the speech therapist takes a picture) a star is drawn in this picture, the word star has 2 syllables, I put the picture in a house with two windows.

VII. An exercise on sound analysis, vocabulary activation and sentence composition.

1) – Remember the words from the puzzles, name those words in which the sound [З] is present:

At the beginning of the word (beast);

In the middle of the word (goat, thunderstorm);

At the end of the word (no).

2) - How do you understand the meaning of the word beast? Who is this beast? (This is a wild, usually predatory animal.)

What is a thunderstorm? (This is a natural phenomenon that occurs in spring, summer, autumn)

Who is this goat? (A goat is a domestic animal.)

3) – Come up with sentences with each of these words and write them down.

VIII. Summary of the lesson.

What sound did we work with today? (With sound [Z])

Give a description of the sound [Z].

Remember the words with this sound and name them.

The child's work in class is noted. - Goodbye.

Abstract

individual speech therapy session

Topic: “Differentiation of letters and sounds [A – O]”

Target: developing skillsdifferentiate letters and sounds [A – O].

Tasks:

Correctional and educational: continue develop the ability to characterize sounds [A – O]; relate graphemes and phonemes; continue to learn how to make common sentences; develop the ability to give a grammatically correct and complete answer.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sounds [A – O]; continue to develop and consolidate kinesthetic sensations from pronouncing these sounds (development of articulatory motor skills); development of fine motor skills; development of phonemic hearing; activation of the dictionary.

Correctional and educational:cultivate a love for nature.

Equipment:

Mirror (wall); pictures with articulation exercises; table indicating the acoustic characteristics of sounds; pictures for the exercise: “What do the letters look like?”; pictures with letters A, O.

Progress of the lesson

I. Organizational moment.

Hello, sit down.

We calm down and get ready for the lesson.

II. Articulation gymnastics.

Sit up straight, straighten your shoulders.

Place your hands on the table so that they are not in the way.

Look at yourself in the mirror.

Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. “Swing” - We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”

Well done, get some rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [A – O]:

1. – freely: lower - raise, lower - raise... (5 - 10 times).

2. – “Lower and raise the lower jaw” -overcoming the resistance of the hands: lower - raise, lower - raise... (5 - 10 times).

3. –

III. Introduction to the topic of the lesson.

The child is asked to guess riddles. Instructions:

1. Bright, sweet, poured,

The cover is all gold.

Not from a candy factory -

From distant Africa. (Orange)

2. On a green fragile leg

The ball grew near the path.

The breeze rustled

And dispelled this ball. (Dandelion)

3. Last time I was a teacher,

The day after tomorrow - driver.

He must know a lot

Because he... (Artist)

4. Across the blue sea

White geese are swimming. (Clouds)

Highlight the sounds at the beginning of the guess words. (Sounds [A – O])

Today we will work with sounds and letters A, O, learn to distinguish them from each other.

Explain the meaning of the words: orange, dandelion, artist, clouds.

Orange is a fruit that grows in hot countries.

Dandelion is a wild, yellow flower.

An artist is a profession of a person who plays (depicts) different roles in the theater, cinema, or in life.

Clouds are accumulations of condensed water vapor in the atmosphere.

IV. Articulatory-acoustic characteristics of sounds [A – O]:

When we pronounce the sound [A], in what position are the lips: look at yourself in the mirror and pronounce this sound.

In what position are the sponges? (Wide open. The lower jaw drops as low as possible.)

What sound is [A], vowel or consonant?

The sound [A] is a vowel (because when pronouncing a sound, the air does not meet an obstacle).

In what position are the sponges? (Closed, pushed forward, rounded; in the form of a horn.)

What position is the tongue in? (Rests against the lower teeth.)

What about the teeth? (They are not visible.)

V. Comparative characteristics of sounds [A – O]:

How do you think these sounds are similar? (The tongue rests on the lower teeth; both sounds are also vowels.)

How are they different? (When pronouncing the sound [A], the lips are wide open; the teeth are slightly exposed; and when pronouncing the sound [O], the lips are closed, pushed forward, slightly parted; the teeth are not visible.)

If you hear the sound [A], among the sounds that I will name, you will clap your hands, if you hear the sound [O], you will stamp your foot.

Get ready:

Sounds: A, L, P, U, V, O, A, T, U, A, E, A, M, O.

Syllables: SU, AR, OP, YOU, VO, SO, BA, UT, NU, AP, YTS, OZH.

VII. The connection between letters and sounds.

What letter in the letter represents the sound [A]? (Letter A.)

What does the letter A look like? (Pictures are shown and poems are read.)

Listen and look: Here are two pillars diagonally,

And between them there is a belt.

Do you know this letter? A?

In front of you is the letter A.

What else do you think the letter A looks like? (On the roof of the house, ....)

What does the letter O look like?

Listen and watch:

There's a hollow in the old tree Look at the wheel

Well, just like the letter “O”. And you will see the letter "O".

How are the letter A and the letter O similar and different in writing? (The round element is similar; they differ in that the letter A also has a stick)

Let's draw the letter A and the letter O with our fingers.

Remember the clue words from the riddles that I asked you at the very beginning, name these words (orange, dandelion, artist, clouds).

Choose a phrase for each word (guess). (Orange, what? Dandelion, what? Artist, what? Clouds, what?)

In the words from the text that I gave you, find the letters A and O.

Cross out the letter A with a red pencil (pen), the letter O with a blue pencil.

X. Working on deformed text.

Read the sentences, find mistakes and correct them.

Text:

Write the corrected text in your notebook.

XI. Summary of the lesson.

Give a description of the sound [A], in what position are the lips, teeth, what does the tongue do when we pronounce this sound?

How are these sounds similar?

What is the difference?

How are the letters A and O similar in writing?

How are these letters different?

The child's work in class is noted.

Goodbye!

Like any science, geography develops its own language. He is very unique. This “language” is a geographical map and a globe. In a greatly reduced form, using those generally accepted in geography symbols, the outlines of the Earth's surface are marked on them. Every person can learn to understand this language.

Like any science, geography develops its own language. He is very unique. This “language” is a geographical map and a globe. In a greatly reduced form, using conventional symbols generally accepted in geography, the outlines of the Earth's surface are depicted on them. Every person can learn to understand this language.

Rita and Roma came to the forest. Oak, hazel and birch trees grow there. A squirrel is jumping on an oak tree. Nuts grow on hazel trees, and catkins grow on birch trees. The forest is good in!

Rita and Roma came to the forest. Oak, hazel and birch trees grow there. A squirrel is jumping on an oak tree. Nuts grow on hazel trees, and catkins grow on birch trees. The forest is good in!

Rita and Roma came to the forest. Oak, hazel and birch trees grow there. A squirrel is jumping on an oak tree. Nuts grow on hazel trees, and catkins grow on birch trees. The forest is good in!

Abstract

individual speech therapy session

Topic: “Differentiation of letters and sounds [T – D]

Target: developing skillsdifferentiate letters and sounds [T – D].

Tasks:

Correctional and educational:continue to develop the ability to characterize the sounds [t], [d], correlate with the corresponding graphemes; learn to differentiate sounds; learn to make sentences using given words; activation of the dictionary.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sounds [t], [d]; continue to develop and consolidate kinesthetic sensations from pronouncing these sounds; establish a connection between the articulatory structure and the acoustic characteristics of these sounds as part of the development of phonemic hearing; development of phonemic hearing when differentiating sounds; development of general motor skills.

Correctional and educational:

Equipment:

Mirror (wall); table indicating the acoustic characteristics of sounds; elements of the letters T and D; elements of words and prepositions for composing sentences; board; chalk.

Progress of the lesson:

Stage and activity of a speech therapist

Presumable answers of the child

I. Organizational moment. Hello! How are you? We calm down and get ready for the lesson. Prepare a notebook and pencil case. II. Articulation gymnastics. Sit up straight, shoulders straightened. We fixed the backrest and put our hands on the desk so that they would not interfere. Doing exercises: 1) General exercises: 1. "Surprised - Angry"(alternate 5 times). 2. “Inflated cheeks - deflated cheeks”(alternate 5 times). 3. “Tube – smile”(alternate 5 times). 4. “We built a fence, we broke the fence”(alternate 5 times). Well done, get some rest. 2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [t – d]: 1. - Let's do an exercise"Street cleaner": open your mouth wide and stroke with the tip of your tongue lower teeth Well done, get some rest. 2. – And now (“The Janitor”) we will stroke with our tongue upper teeth "Painter": Listen and guess the riddles: 1. Who sits at the patient’s bedside? And how does he treat it, he tells everyone? Who is sick - he drops Will offer to accept. To those who are healthy - Allows you to take a walk. 2. Amazing carriage! Judge for yourself: The rails are in the air, and he He holds them with his hands. 3. He makes noise in the field and in the garden, But it won’t get into the house, And I won't go anywhere Until he leaves. 4. Fluffy cotton wool floats somewhere. The lower the wool, the closer the rain. Name all the answers and highlight the first sounds in these words. Right. Today we will work with the sounds [t] and [d], and learn to distinguish them. Make up your own words with these sounds. Explain the meaning of the words: doctor, trolleybus, rain, cloud. IV. Characteristics of sounds [T - D]. We pronounce the sound [t] and look at ourselves in the mirror. When we pronounce the sound [t], in what position are the lips? That's right, in the “smile”. Now let’s pronounce the sound [t] again and try to feel where the tongue is. Now put your hand to the throat and try to feel whether the vocal cords vibrate or not with the sound [t]. Give a description of the sound [t], look at the table (with the characteristics of sounds). Well done. And when we pronounce the sound [d], in what position are the lips? In what position is the tongue when we pronounce the sound [t]? Now give a description of the sound [d], also look at the table. How are the sounds [t – d] similar? And how are they similar? How are they different? Well done. - [t], [d] [T]; knob for sound [d]. Syllables: for, but, du, ka, you, zy, do, lu, zu, ta, ze, yes, po, then, sy. Well done! - [T] , clap your hands if you hear a sound[d] – raise your hand; if you don’t hear either sound, you sit quietly. Words: Elephant, rooster, house, pen, puppy, current, snowman, road, table, drum, bunny, stork, dacha, game, dog, fox, goat, note, umbrella, hat, date. Well done! [t] [d] – raise your hand. Get ready: when you hear the sound [t], we clap, when you hear the sound [d], we raise your hand. Collocations: expensive suit, murmur of the river, clear water, mixed forest, new pencils, long fence,golden ring, book volume, scarlet ro h s, reading a book, tall house. VI. Physical exercise. Let's get some rest. The north wind blew "S - s - s", all leaves Blown it off the linden tree. Raise your hands up - “represent” the wind, and then blow on your fingers. They flew and spun And they sank to the ground. Move your arms in different directions and slowly place them on the table. The rain began to patter on them: "Drip - drip - drip, drip - drip - drip." - Tap your index finger on your palm. The hail hammered on them It pierced all the leaves. – Tap your fist on your palm. The snow then fell. – Smooth movements of the hands. He covered them with a blanket. – Press your palms firmly onto the table. Begin. VII. Composing the letters T and D from individual elements. Make the letters T and D from the elements I gave you. When you complete the task, raise your hand and place it on your elbow. Well done! VIII. Composing sentences from individual elements (words and prepositions): Make sentences from the elements (words and prepositions) that I gave you. Read what suggestions you got. Find words with the sound [t] in the sentences. Say these words. How many words with the sound [t] did you find? Find words with the sound [d] in the sentences. Say these words. How many words with the sound [d] did you come up with? Which words have more sounds with the sound [t] or with the sound [d]? Well done! Let's write these words in a notebook. We retreat four cells down and write a number in the middle. I’m on the board, and you write down the words in your notebook under dictation from a new line. Name the word and write it together. IX. Lesson summary. What sounds did we work with today? Give a description of the sound [t]. Describe the sound [d]. How are these sounds similar? What is the difference? What didn't you like in class today? What did you like? Class is over, you are free. Goodbye.

Hello! Answers. He takes out a notebook and pencil case. Sits evenly. He puts his hands on the desk. Does exercises. Does exercises. Does exercises. Does exercises. Performs. Performs an exercise. Performs. Doctor. Trolleybus Rain. Cloud. Sounds: [t] and [d]. Comes up with an answer. A doctor is a profession, a person who helps overcome various diseases, treats people for various diseases. A trolleybus is a type of passenger transport. Rain is a natural phenomenon that occurs in spring, summer, and autumn, occurring in the form of precipitation (water). A cloud is a bunch of clouds. He looks at himself and pronounces the sound [t]: t – t – t... In a "smile". Pronounces the sound [t]: t – t – t – t. It rests on the upper teeth. No, they don't work. Deaf. Also in the “smile”. It also rests on the upper teeth. He puts his hand to his throat and pronounces the sounds [d]: d – d – d – d. - Yes, they vibrate. Voiced. Consonants, hard. When sounding [t] and [d], the lips are in a smile. With both the sound [t] and the sound [d], the tongue rests on the upper teeth. Because the sound [d] is sonorous. And the sound [t] is dull. Listens to the task. He put his hands in front of him. Listens to phrases: for a word with the sound [t] he claps his hands, for a word with the sound [d] he raises his hand. He listens and watches. He does everything together with a speech therapist. Listens to the task. Makes up letters. He puts his hand on his elbow. Listens to instructions. Makes proposals. - “Fish is caught with a fishing rod”; “Oak trees grow at the edge”; “Wood is chopped with an axe”; “Guys in the forest picking berries”; “Tolya ran behind the house”; “They carry water in a bucket.” They catch, grow, chop, with an axe, Tolya, the guys, collect, carry. 8 words with sound [t]. Fishing rod, oak trees, firewood, berries, house, water, in a bucket. 7 words with sound [d]. With sound [t] He retreats down four cells and writes down the number. Together with a speech therapist, he writes down words from dictation. With sounds [t] and [d]. Sound [t]: consonant, deaf, hard. Sound [d]: consonant, voiced, hard. When sounding [t] and [d], the lips are in a smile, and the tongue rests on the upper teeth. Because the sound [d] is sonorous. And the sound [t] is dull. He answers that he didn’t like it. He answers that he liked it. Goodbye.

Abstract

individual speech therapy session

Topic: “Clarifying the articulation of sound [Ts]”

Target : Clarify the articulation of the sound [C].

Tasks:

Correctional and educational:characterize the sound [Ts]; continue to learn how to compose a common, grammatically correct sentence and coherent text.

Correctional and developmental:prepare the organs of articulation for the articulatory pattern of sound [Ts]; continue to develop and consolidate the kinesthetic sensations from pronouncing this sound; establish a connection between the articulatory structure and the acoustic characteristics of this sound as part of the development of phonemic hearing; continue to develop the ability to perform sound analysis; development of physiological respiration; development of general motor skills; activation of the dictionary; development of visual perception and some mental processes.

Correctional and educational:cultivate a love for animals.

Equipment:mirrors, sound articulation profiles, pictures with articulation exercises; a picture with noisy objects; syllable rows; card with text.

Progress of the lesson

I. Organizational moment.

- Hello, sit down.

- Let’s calm down and get ready for the lesson.

II. Breathing exercises (performed at the discretion of the speech therapist).

- Let's do it together breathing exercises, back straightened, shoulders straightened:

- Inhale through the nose – exhale through the nose (3 times).

- Inhale through your nose – exhale through your mouth (3 times).

- Inhale through the mouth – exhale through the nose (3 times).

- Inhale through the mouth - exhale through the mouth (3 times).

III. Articulation gymnastics.

- Sit up straight, straighten your shoulders.

- Place your hands on the table so that they don’t interfere.

- Look at yourself in the mirror.

- Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [Ts]:

1. "Spatula"- smile, open your mouth slightly, place the wide tip of your tongue on your lower lip. Hold it in this position while counting from 1 to 5 - 10.

2. "Swing"smile, open your mouth wide, alternately touch the upper and lower tubercles (alveolar processes) with the tip of your narrow tongue in the oral cavity. Perform according to the count (1, 2, 3, 4...) and according to commands (up and down).

3. "Slide"- Open your mouth. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up (counting to 10).

4. “Let’s punish the naughty tongue”- put a wide tongue between your lips and “slap” it “five-five-five” (up to 10 times).

5. "Painter" - Grin. Using the tip of your tongue, stroke the hard palate from the inner surface of the upper teeth towards the soft palate and back (you can demonstrate this movement with your finger) (up to 10 times).

IV. Exercises to develop visual perception, attention,

memory, thinking:

The child is presented with a picture (noisy objects: cactus, vase, castle): 4 – 5 seconds.

Speech therapist instructions:

- Look carefully at the picture.

- What did you see in the picture? Which subjects? (- Cactus, vase, castle.)

- How many objects are there in the picture? (- 3.)

- Right.

- What is to the right of the vase? (- There is a lock to the right of the vase.)

- What is to the right of the cactus? (- Vase)

- Well done.

- What's in the middle? (- There is a vase in the middle.)

- What is to the left of the vase? (- There is a cactus to the left of the vase.)

- Well done!

V. Introduction to the topic.

- Guess a riddle:

Clucking, clucking,

Convenes children

He gathers everyone under his wing. (Chicken)

- Next riddle:

There was a white house, a wonderful house

And something knocked inside him

And he crashed, and from there

A living miracle ran out:

So warm, so

Fluffy and golden. (Chick)

- What sound is in the third syllable (last syllable) of the word chicken? (Sound [Ts]).

- What sound is in the first syllable of the word chicken? (Sound [Ts])

- Who are the hen and the chick? (Poultry. Chicken is a baby chicken.)

- Today we will work with the sound [C] and try to pronounce it correctly.

- Come up with sentences with the words hen and chicken.

- Write these sentences in your notebook.

VI. Analysis of sound articulation [Ts].

- When we pronounce the sound [T], in what position are our lips?

(- In a smile)

- What does the tongue do? (- The front part of the back of the tongue rests on the upper incisors, and the tip of the tongue on the lower teeth.)

- In what position are the teeth? (You can see the teeth; there is a gap between them.)

- When pronouncing the sound [T], do the vocal cords vibrate or not? (No)

VII. Characteristics of sound [Ts].

- Give a description of the sound [Ts]:

- Sound [Ts] – consonant, hard, dull.

- The sound [Ts] is always hard!

- And this sound is always dull! And unpaired.

VI. Exercise to develop phonemic awareness; to automate the sound [Ts] in syllables, words, sentences:

1) - Clap your hands if you hear the sound [C], among the syllables that I name:

• TSY, ys, os, OTs, TsA, sha, schu, TsU.

- Raise your hand if you hear the sound [Ts] among the words:

• Saber, Heron, Candied fruits, brush, circus.

2) - Read the syllables:

A A A

Ts U Ts S O Ts

E U Y

- Complete the syllables in the first two columns into words (if you can).

- Make up sentences with these words.

VII. Physical exercise.

- Let's rest a little.

- First, look at me and listen, I speak and show the movements, and then we’ll do it together:

How are you? - Like this!(fingers of the right hand are clenched in a fist, except the thumb)

Are you swimming? - Like this!(show a “wave” with your right hand)

How are you running? - Like this!(bend both arms at the elbows and imitate swinging your arms as if running)

Are you looking into the distance? - Like this! (right hand apply horizontally to forehead)

Are you looking forward to lunch? - Like this!(bend both arms at the elbows and place them on the chin)

Are you waving after me? - Like this!(“wave” with your right hand)

Do you sleep in the morning? - Like this!(close both hands and place them on your right cheek)

Are you naughty? - Like this!(swing your arms in different directions)

- Begin.

VIII. Work with text.

- Read the text.

Chick.

The mother hen had eleven chicks. The smallest chicken was called Chicken. Chicken was a very curious chicken. While picking flowers, Tsyp saw a well, decided to look into it and almost fell into it. Mother Chicken took Little Chicken home and didn’t let him go anywhere else.

- Write down the words with the sound [C].

- In which words does the sound [C] appear:

at first,

in the middle,

at the end of words.

- Name them in order.

IX. Summary of the lesson.

- What sound did we work with today?

- Give a description of the sound [Ts].

- Remember and name words with this sound.

X. Assessing the child’s work in class.

- I liked the way you worked today, I especially liked….

Abstract

individual speech therapy session

Topic: “Differentiation of letters and sounds [U – O]”

Target:developing skillsdifferentiate letters and sounds [U – O].

Tasks:

Correctional and educational:continuedevelop the ability to characterize sounds [U – O]; relate graphemes and phonemes; continue to learn how to make common sentences; develop the ability to give a grammatically correct and complete answer.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sounds [U – O]; continue to develop and consolidate kinesthetic sensations from pronouncing these sounds (development of articulatory motor skills); development of fine motor skills; development of phonemic hearing; activation of the dictionary.

Correctional and educational:cultivate a speech culture of communication.

Equipment:

Mirror (wall); pictures with articulation exercises; table indicating the acoustic characteristics of sounds; pictures for the exercise: “What do the letters look like?”; pictures with the letters U, O.

Progress of the lesson

I. Organizational moment.

- Hello, sit down.

- Let’s calm down and get ready for the lesson.

II. Articulation gymnastics.

- Sit up straight, straighten your shoulders.

- Place your hands on the table so that they don’t interfere.

- Look at yourself in the mirror.

- Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. "Swing" -We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”

- Well done, rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [U – O]:

1. – “The closed lips are extended forward with the proboscis” -then they return to their normal position. Jaws clenched(5 – 10 times).

2. – “Lip stretching with a wide tube” -or with a funnel with the jaws open (5 – 10 times).

3. – “We stretch out the lips with a narrow funnel”- as if we were whistling (5 – 10 times).

III. Introduction to the topic of the lesson.

The child is asked to guess a word consisting of the first sounds of the following words:

1) - Street, tank, bush, stork. (- Duck).

2) – Autumn, cat, notes, wasp. (- Window)

- Highlight the sounds at the beginning of the guess words. (Sounds [U – O])

- Today in class we will work with the sounds and letters U, O, learn to distinguish them from each other.

- How many syllables are in the word duck; in the word window? (- Two syllables.)

- Name the neighbor standing to the right of the sound [U] in the word duck.

- Name the neighbor standing to the right of the first sound [O] in the word window.

- Name the neighbor standing to the left of the last sound [O] in the word window.

IV. Articulatory-acoustic characteristics of sounds [U – O]:

- When we pronounce the sound [U], in what position are the lips: look at yourself in the mirror and pronounce this sound.

- In what position are the sponges? (Slightly open, stretched forward like a tube.)

- What position is the tongue in? (Rests against the lower teeth.)

- And the teeth? (They are not visible, they do not come together in the mouth.)

- What sound is [U], vowel or consonant?

- The sound [U] is a vowel (because when pronouncing a sound, the air does not meet an obstacle).

- When we pronounce the sound [O], in what position are the lips: look at yourself in the mirror and pronounce this sound.

- In what position are the sponges? (Closed, pushed forward, in the form of a horn or tube.)

- What position is the tongue in? (Rests against the lower teeth.)

- And the teeth? (They are not visible, they do not close in the mouth.)

- What sound [O], vowel or consonant?

- The sound [O] is a vowel (because when pronouncing a sound, the air does not meet an obstacle).

V. Comparative characteristics of sounds [U – O]:

- How do you think these sounds are similar? (The lips are stretched forward like a tube, the tongue rests on the lower teeth; the teeth are not visible; both sounds are also vowels.)

- How are they different? (When pronouncing the sound [U], the lips are wider open than when pronouncing the sound [O])

VI. Exercise for the development of phonemic hearing (differentiation among isolated sounds, among syllables).

- Prepare your ears and palms.

- If you hear the sound [U], among the sounds that I will name, you will clap your hands, if you hear the sound [O], you will stamp your foot.

- Get ready:

Sounds:A, L, O, P, U, V, O, A, U, F, T, U, A, E, O, A, M, O.

- Exactly the same in the syllables that I pronounce.

Syllables:SU, AR, OP, YOU, VO, SO, WOULD, UT, NU, AP, YTS, OZH.

VII. The connection between letters and sounds.

- What letter in the letter represents the sound [U]? (Letter U.)

- What letter in the letter represents the sound [O]? (Letter O.)

-What does the letter U look like?

- Listen and look: U is a knot. In any forest

You will see the letter U.

Convenient letter! What's convenient about it is

That you can hang your coat on a letter

- What else do you think the letter U looks like? (Child's response)

-What does the letter O look like?

- Listen and look: There is a hollow in the old tree

Well, just like the letter “O”.

Look at the wheel

And you will see the letter "O".

- What else do you think the letter O looks like? (For lemon, orange, bagel....)

- How are the letter U and the letter O similar and different in writing? (The semicircular (semi-oval) element is similar; they differ in that the letter U also has an inclined small stick, the letter O has another (semicircle) semi-oval.)

- Let's draw the letter U and the letter O with our fingers.

VIII. Making up phrases.

- Remember the guess words, from the initial sounds of the words that I thought for you at the very beginning, name these words (duck, window).

- Choose a phrase for each word (guess). (Duck, what? Window, what?)

- Write down the resulting phrases in your notebook.

- Make sentences using the resulting phrases.

IX. An exercise to develop letter gnosis.

- In the words from the text that I gave you, find the letters U and O.

- Cross out the letter U with a red pencil (pen), underline the letter O with a blue pencil.

X. Summary of the lesson.

- What sounds did we work with today?

- Describe the sound [U], what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- Give a description of the sound [O], in what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- How are these sounds similar?

- What is the difference?

- How are the letters U and O similar in writing?

- How are these letters different?

The child's work in class is noted.

- Goodbye!

Abstract

individual speech therapy session

Topic: “Differentiation of sounds [D – D`]”

Target:developing skillsdifferentiate sounds [D – D`].

Tasks:

Correctional and educational:continue to develop the ability to characterize the sounds [d], [d`]; learn to differentiate sounds; learn to make sentences using given words.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sounds [d], [d`]; continue to develop and consolidate kinesthetic sensations from pronouncing these sounds; establish a connection between the articulatory structure and the acoustic characteristics of these sounds as part of the development of phonemic hearing; development of phonemic hearing when differentiating sounds; development of general motor skills.

Correctional and educational:education of speech culture of communication.

Equipment:

Mirror (wall); pictures with articulation exercises; table indicating the acoustic characteristics of sounds; pictures whose names contain the sounds [D – D`]; picture with the letter D.

Progress of the lesson

I. Organizational moment.

- Hello, sit down.

- Let’s calm down and get ready for the lesson.

II. Articulation gymnastics.

- Sit up straight, straighten your shoulders.

- Place your hands on the table so that they don’t interfere.

- Look at yourself in the mirror.

- Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. "Swing" -We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”

- Well done, rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [D – D`]:

1. - Let's do an exercise"Street cleaner":open your mouth wide and stroke with the tip of your tonguelower teethfrom the inside (counting up to 10, 5 approaches).

- Well done, rest.

2. – And now ("Street cleaner")we will stroke with our tongueupper teethexactly the same in different directions (10 times, 5 approaches).

- Well done, rest, swallow your saliva.

3. – Now let’s do an exercise"Painter":open your mouth wide, use the tip of your tongue to stroke the “palate” (upper palate) from the upper teeth as far as possible to the neck and back, so that the “palate” is ticklish (10 times, 5 approaches).

III. Introduction to the topic of the lesson.

- Look at the pictures, name them: house, road, tree, hollow, woodpecker, children, doctor.

- Highlight the first sounds in these words. (- Sounds [D – D`].)

- Today in class we will work with the sounds [D – D`] and learn to distinguish them from each other.

IV. Articulatory-acoustic characteristics of sounds [D – D`].

- We pronounce the sound [D] and look at ourselves in the mirror.

- When we pronounce the sound [D], in what position are the lips?

- That's right, in the “smile”.

- Now let’s say the sound [D] again and try to feel where the tongue is.

- In what position is the tongue when we pronounce the sound [D]? (- rests on the upper teeth.)

- Now put your hand to the throat and try to feel whether the vocal cords vibrate or not with the sound [D].

- Give a description of the sound [D], look at the table (with the characteristics of sounds). (- Sound [D]: consonant, voiced, hard, paired)

- Well done.

- Now let’s say the sound [D`] and look at ourselves in the mirror.

- When we pronounce the sound [D`], in what position are the lips?

- Also in the “smile”.

- In what position is the tongue when we pronounce the sound [D`]? (- rests on the upper teeth.)

- In what position are the teeth? (Both the upper and lower teeth are visible, there is a small gap between them.)

- Give a description of the sound [D`], look at the table (with the characteristics of sounds). (- Sound [D`]: consonant, voiced, soft, paired)

- How are the sounds [D – D`] similar? (When we pronounce the sounds [D – D`], the lips are in a “smile” position. The tongue rests on the upper teeth; the vocal folds vibrate. Both the upper and lower teeth are visible, there is a small gap between them.)

- And in what ways are they similar? (Sounds [D – D`] consonants, voiced, paired.)

- How are they different? (The sound [D] is hard, and the sound [D`] is soft)

- Well done.

V. Exercise to develop phonemic hearing:

- Prepare your ears and palms.

• Differentiation of sounds in syllables:

- I will speak syllables, you must listen to me very carefully if you hear a syllable with a sound among the syllables[D],clap your hands if you hear a sound[D`]– raise your hand; if you don’t hear either sound, you sit quietly.

- Prepared: clap - sound[D];sound pen[D`].

Syllables:dya, for, but, du, ka, you, di, zy, do, lu, zu, dy, ta, ze, yes, po, de, then, sy.

- Well done!

• Differentiation of sounds in words:

- And now among words, exactly the same: if you hear the sound in a word[D], clap your hands if you hear a sound[D`]– raise your hand; if you don’t hear either sound, you sit quietly.

Words:Tree,rooster, house, pen, road, catfish, snowman, tom, table, drum, money, stork, owl, game, doctor, fox, director, rhinoceros, day, hat, smoke.

- Well done!

• Differentiation of sounds in phrases:

- I will now say phrases, and if you hear the sound[D]among the words, clap your hands, and if you hear the sound[D`] –raise your hand. Get ready: when you hear the sound [D], we clap, when you hear the sound [D`], we raise your hand.

Collocations:expensive suit, fun day, clear water, mixed forest, new pencils, long fence,frosty December, gloomy turkey, scarlet rohs, good dog, high house.

- Well done, very attentive.

VI. The connection between letters and sounds.

- What letter in the letter represents the sound [D]? (Letter D.)

- What letter in the letter represents the sound [D`]? (Letter D.)

- That's right, the letter D means two sounds: hard: [D] and soft [D`].

- Look at this letter (show the printed and written letter).

VII. Differentiation of sounds [D - D`] in syllables, words; work in the notebook:

- Read the syllables (the first column is always connected to the second):

O I E

D A I D D S

U E O

- Complete these syllables into words.

- Write down the resulting words in your notebook.

VIII. Physical exercise.

- Let's rest a little.

- We get up and leave the desk.

- First, look at me and listen, I speak and show the movements, and then we’ll do it together:

I rise on my toes: 1 – 2 – 3

Raise my hands

And hold on.

Now I'll sit down sharply

I'll jump until I drop.

IX. Drawing up proposals.

- Remember the pictures that I showed at the very beginning of the lesson.

- Name these pictures: house, road, tree, hollow, woodpecker, children, doctor.

- Come up with sentences with these words.

- Write down the resulting sentences in your notebook.

X. Summary of the lesson.

- What sounds did we work with today?

- Describe the sound [D], what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- Describe the sound [D`], in what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- How are these sounds similar?

- What is the difference?

The child's work in class is noted.

- Goodbye!

Abstract

individual speech therapy session

Topic: “Differentiation of letters and sounds [E – E]”

Target:developing skillsdifferentiate letters and sounds [E – E].

Tasks:

Correctional and educational:continuedevelop the ability to characterize sounds [E – E]; relate graphemes and phonemes; continue to learn how to make common sentences; develop the ability to give a grammatically correct and complete answer.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sounds [E – E]; continue to develop and consolidate kinesthetic sensations from pronouncing these sounds (development of articulatory motor skills); development of phonemic hearing; activation of the dictionary.

Correctional and educational:develop respect for different professions.

Equipment:

Mirror (wall); pictures with articulation exercises; table indicating the acoustic characteristics of sounds; pictures with letters E, E.

Progress of the lesson

I. Organizational moment.

- Hello, sit down.

- Let’s calm down and get ready for the lesson.

II. Articulation gymnastics.

- Sit up straight, straighten your shoulders.

- Place your hands on the table so that they don’t interfere.

- Look at yourself in the mirror.

- Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. "Swing" -We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”

- Well done, rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing sounds [E – E]:

1. – "With jaws closed underlip moves right, left":right - left... (5 - 10 times).

III. Introduction to the topic of the lesson.

- Listen to the words:

- Economist, tour guide, excavator operator, expert, ecologist.

- Highlight the first sound in these words. (- Sound [E])

- Huntsman, bishop, naturalist, naturalist.

- Highlight the first sound in these words. (- Sound [E])

- name the sounds that you highlighted. (Sounds [E – E])

- Today we will work with sounds and letters [E – E] and learn to distinguish them from each other.

- What do you think all these words have in common? (- They indicate people's professions.)

IV. Articulatory-acoustic characteristics of sounds [E – E]:

- When we pronounce the sound [E], in what position are the lips: look at yourself in the mirror and pronounce this sound.

- In what position are the sponges? (Wide open. Lower jaw drops.)

- And the teeth? (They can be seen, they are naked)

- What sound [E], vowel or consonant?

- The sound [E] is a vowel (because when pronouncing a sound, the air does not meet an obstacle).

- When we pronounce the sound [E], in what position are the lips: look at yourself in the mirror and pronounce this sound.

- In what position are the sponges? (They smile a little.)

- What position is the tongue in? (Pressed to the lower teeth.)

- And the teeth? (You can see them; there is a gap between them.)

- What sound is [E], vowel or consonant?

- The sound [E] is a vowel (because when pronouncing a sound, the air does not meet an obstacle).

V. Comparative characteristics of sounds [E – E]:

- How do you think these sounds are similar? (The tongue is pressed against the lower teeth; both sounds are also vowels.)

- How are they different? (When pronouncing the sound [E], the lips are wide open; the teeth are slightly exposed; and when pronouncing the sound [E], the lips stretch a little in a smile; the teeth are visible, there is a gap between them.)

VI. Exercise to develop phonemic hearing.

- Prepare your ears, palms and legs.

- If you hear the sound [E], among the sounds that I will name, you will clap your hands, if you hear the sound [E], you will stamp your foot.

- Get ready:

Sounds:A, L, P, E, U, E, V, O, A, E, E, T, E, U, A, E, A, M, E, O.

- Exactly the same in the syllables that I pronounce.

Syllables:SE, AR, EP, YOU, VO, SE, BA, ET, NE, AP, EC, OZH, RE.

VII. The connection between letters and sounds.

- What letter in the letter represents the sound [E]? (Letter E.)

- What letter in the letter represents the sound [E]? (Letter E.)

-What does the letter E look like? (Pictures are shown and poems are read.)

- Listen and look: This is E

With your mouth open

And with a huge tongue

- What else do you think the letter E looks like?

-What does the letter E look like?

- Listen and look: This is the letter – E

She coiled up like a snake

- What else do you think the letter E looks like?

- How are the letter E and the letter E similar and different in writing? (Semicircular elements - similar; differ in that semicircular elements are written in different directions)

- Let's draw the letter E and the letter E with our fingers.

VIII. Drawing up proposals.

- Remember the words that I told you at the very beginning, name these words.

- What professions do you remember? – Explain the meaning of these words.

- Choose a sentence for each word.

- Write down the resulting sentences in your notebook.

IX. An exercise to develop letter gnosis.

- In the words from the text that I gave you, find the letters E and E.

- Cross out the letter E with a red pencil (pen), the letter E with a blue pencil.

X. Summary of the lesson.

- What sounds did we work with today?

- Give a description of the sound [E], in what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- Describe the sound [E], what position are the lips, teeth, what does the tongue do when we pronounce this sound?

- How are these sounds similar?

- What is the difference?

- How are the letters E and E similar in writing? - How are these letters different?

The child's work in class is noted. - Goodbye!

Abstract

individual speech therapy session

Topic: “Sound and letter [Y]”

Target:clarification of the articulation of sound [Y]; correlation of grapheme and phoneme.

Tasks:

Correctional and educational:continue to developthe ability to characterize sound [Y]; correlate grapheme and phoneme; continue to learn how to form phrases; develop the ability to give a grammatically correct and complete answer.

Correctional and developmental:prepare the organs of articulation for the articulatory structure of sound [Y]; continue to develop and consolidate the kinesthetic sensations from pronouncing this sound; development of articulatory motor skills; development of phonemic hearing; activation of the dictionary.

Correctional and educational:cultivate interest in classes.

Vocabulary:tea, kettle.

Equipment:

Mirror (wall); pictures with articulation exercises; table indicating the acoustic characteristics of sounds; picture with the letter Y.

Progress of the lesson:

I. Organizational moment.

- Hello, sit down.

- Let’s calm down and get ready for the lesson.

II. Articulation gymnastics.

- Sit up straight, straighten your shoulders.

- Place your hands on the table so that they don’t interfere.

- Look at yourself in the mirror.

- Doing exercises:

1) General exercises:

1. "Surprised - Angry"(alternate up to 5 times).

2. “Inflated cheeks - deflated cheeks”(alternate up to 5 times).

3. “Tube – smile”(alternate up to 5 times).

4. “They built a fence - they removed it”(alternate up to 5 times).

5. "Spatula - needle"(alternate up to 5 times).

6. "Swing" -We reach with our tongue alternately to the upper and lower teeth (tongue behind the teeth): “Top - down, up - down...”- Well done, rest.

2) Special exercises that prepare the articulatory apparatus for pronouncing the sound [Y]:

1. - Let's do an exercise"Slide":opened our mouth and pressed the tip of our tongue againstlower incisors(counting up to 10 for 3 - 5 approaches).

- Well done.

2. – Now let’s do it“Let’s brush our bottom teeth”:Open your mouth wide, use the tip of your tongue to clean your lower teeth from the inside, moving your tongue left and right. The lower jaw does not move. (10 times 3 - 5 approaches).

- Well done, rest.

3. - Exercise“Put your wide tongue on your lip and push it back into your mouth.”the lower jaw does not move (count to 10).

III. Report the topic of the lesson.

1. Grandma brews... (tea).

2. The girl waters the flowers from ... (watering can).

3. Jumping in the clearing... (bunny).

4. At the stop there is... (tram; trolleybus).

5. A sparrow flew onto the window.

6. The guys were sitting on... (benches).

- What sound is most often found in these words? (- Sound [Y].)

- Today we will work with the sound [Y] and try to always pronounce it correctly.

- What is tea and a teapot? (Dishes)

- Come up with a sentence with these words.

- Where is the sound [Y] in these words? (- In the word tea, the sound [H] is at the end of the word, in the word teapot the sound [Y] is in the middle of the word.)

- Name more words in which the sound [Y] is in the middle of the word. (- Watering can, bunny, trolleybus, bench.)

- Name more words in which the sound [Y] is at the end of the word. (- Tram, sparrow.)

- Name the words in which the sound [Y] is at the beginning of the word. (- There are no such words here.)

- Come up with your own words with the sound [Y], so that the sound comes at the beginning of the word. (- Iodine, yogurt, yogi)

IV. Characteristics of sound.

- When we pronounce the sound [Y]:

- In what position are your lips? (stretched into a smile);

- And the teeth? (they are visible);

- What does the tongue do? (the tip of the tongue is pressed against the lower teeth, the back of the tongue is arched);

- Give a characteristic (acoustic) of sound [Y]:

- Sound [Y]: consonant (because air encounters an obstacle when pronounced); sonorous (because the vocal cords vibrate) and always soft.

V. The connection between letters and sounds.

- What letter in the letter represents the sound [Y]? (Letter Y.) – the letter Y is shown.

-What does the letter Y look like? Which letter? (With the letter I, but without the top stick)

VI. A task for the development of phonemic hearing.

- If you hear the sound [Y] among other sounds, raise your hand:

• A, J, R, L, J, D, J, P, I, J, S.

- If you hear the sound [Y] among the syllables that I pronounce, clap your hands:

• RO, AY, SU, UY, FO, DO, OH, RA, IS, IR, HEY, OSH, HEY.

VII. Game "Say the other way around"

- I tell you a word, and you select its opposite (antonym) and name it, highlighting the ending (sound [Y]), (for example: big - small).

Words:

Sad - ... (cheerful), wet - ... (dry),

strong - ... (weak), old - ... (young),

high - ... (low), wide - ... (narrow),

long - ... (short), hot - ... (cold),

sick - ... (healthy), smart - ... (stupid).

- Match the adjectives that I called nouns; those. make up phrases with these words and write them down in your notebook.

VIII. Lesson summary.

- What sound did we work with today? (With sound [Y])

- Give a description of the sound [Y].

- What letter represents the sound [Y]?

- Remember and name words with this sound.

The child's work in class is noted.