Summary of a speech therapy lesson on the development of coherent speech for children of the older group with special needs. Summary of an open lesson on the development of coherent speech with elements of creativity in the senior group. Notes on the formation of the development of coherent speech
Elena Shulgina
Summary of an individual lesson on the development of coherent speech using innovative technologies
Tasks:
Improving the lexical and grammatical means of the language, the sound aspect speeches in the areas of pronunciation, perception and expression. Development dialogical and monological speeches. Laying moral foundations and principles, expanding horizons and ideas about the world, nurturing love for people and nature. Enrichment of vocabulary. Continue develop ability to create a mnemonic diagram. Continue develop drafting skills syncwine: highlight the main elements in the text, draw conclusions, express your opinion. summarize, summarize.
Equipment:
Cards, sheet of paper, pencil.
Progress of the lesson:
Organizational moment.
Guess what fairy tale we'll be talking about today speak:
Snowy mansion near the fox
He ran away through the forest water.
I asked the bunny to come into the house.
Who drove her away then? ( "Zayushkina's hut").
What time of year is this tale about? (about spring).
Finger gymnastics.
Drip-drip-drip, spring has come (Fingers say hello).
Drip-drip-drip, the icicles are melting (Fingers say hello).
Streams ran (We move our thumb and forefinger along the table).
The rooks have come to us (Palms touch, thumbs intertwined, swing).
Who do you think is the main character of the fairy tale? "Zayushkina's hut"?
(fox, hare, cockerel).
We know pure talk about our heroes, we will try to tell them with our tongue and hands.
Hare and fox.
The hare runs away from the fox.
Sa-cha-sa- the fox almost grabbed the bunny.
Whoa, whoa, whoa, the hare jumped through the bushes.
Petya - Cockerel.
Shock-shock is Petya the Cockerel.
Shock, shock, Petya has a comb.
Shock-shock-shock-red scallop.
Shkom-shkom-shkom - Petya is proud of his comb.
Let's play with these heroes and make syncwines about them.
2. Cunning, dexterous
3. Kicked out, cursed, deceived
4. The fox drove the hare out of the hut
5. Character
(hare, rooster)
4. I suggest you draw up a mnemonic diagram for this fairy tale on this sheet.
(the child first tries to independently depict the sequence of this fairy tale, and if necessary, resorts to the help of an adult).
5. Using his mnemonic scheme, he tries to tell a fairy tale. "Zayushkina's hut".
6. What conclusion can we draw from telling this tale?
Don't envy others.
Friends will always come to the rescue.
6. Encouraging the child.
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INTRODUCTION
The development of coherent speech in children is one of the main tasks of teachers of preschool educational institutions. "The education program in kindergarten» a system of special classes is provided to teach children storytelling.
Speech disorders in children with general speech underdevelopment (GSD) are systemic in nature. In addition to defective pronunciation, there is underdevelopment of the lexico-grammatical structure of speech. Coherent speech in children with ODD is not formed independently. A clearly planned, systematic correctional work of a speech therapist is required, which involves conducting special correctional and developmental classes on the conscious formation of coherent speech in children.
The proposed manual is included in the package " Integrated approach to overcoming ODD in preschool children.” Kit includes:
· notes frontal classes I, II, III periods of study;
· three individual albums for children “We speak correctly. Literacy Exercises”;
· three notebooks on the relationship between the work of a speech therapist and
teacher;
· lesson notes on the development of coherent speech and
demonstration material for them.
This manual brings to the attention of teachers a promising thematic plan and 32 lesson notes on the development of coherent speech in children with special needs in preparatory school speech therapy group. Lesson notes are designed for three periods of study. Each week, starting from the third week of September, one lesson is held.
In classes designed taking into account the basic didactic principles, the following types of work are used:
Compiling a descriptive story based on a diagram;
Retelling of Russian folk tales with elements of dramatization, stories with the help of reference signals and without support;
Compiling a story using key words, a series of plot pictures and a series of plot pictures with one closed fragment, a plot picture with and without a sample story from a speech therapist;
Inventing previous and subsequent events of the story, retelling the story with changing the main characters and adding
subsequent events, compiling a story from the collective and personal experience;
Compose a story on a given topic.
In the process of targeted training, children with SLD gradually master the necessary speech skills and abilities to compose retellings and independent monologues, which is the basis for the development of coherent speech and the acquisition of knowledge during primary schooling.
A promising thematic lesson plan for the development of coherent speech in children 6-7 years old with OHP
I period of study (September, October, November)
| weeks | Topics | No. |
| September | ||
| 1,2 | Children's speech examination | |
| Writing a descriptive story about a tree using a description diagram | ||
| October | ||
| Retelling of Russian folk tale"The Man and the Bear" with elements of dramatization | ||
| Retelling the story of L.N. Tolstoy's "Bone" with the help of plot paintings | ||
| Compiling a descriptive story about a bee based on a diagram | ||
| Retelling the story of I.S. Sokolov-Mikitov “The cranes fly away” using reference signals | ||
| November | ||
| Retelling of V. Kataev’s story “Mushrooms” using plot paintings | ||
| Compilation of the story “Unsuccessful Hunt” based on a series of plot paintings | ||
| Retelling of V. Bianchi’s story “Bathing Bear Cubs” | ||
| Compiling a descriptive story based on a diagram |
Long-term thematic lesson plan II period of study (December, January, February)
| weeks | Topics | No. |
| December | ||
| Composing a story " Winter fun» based on a plot picture (sample - a speech therapist’s story) | ||
| Compiling the story “Feeding Trough” based on a series of plot paintings | ||
| Compiling the story “How furniture is made” using reference words | ||
| Retelling of the Russian folk tale “The Fox and the Crane” (with elements of dramatization) | ||
| January | ||
| 1-2 | Holidays | |
| Retelling the story of B.S. Zhitkova “How an elephant saved its owner from a tiger” | ||
| Compiling a story based on the plot picture “Family” | ||
| February | ||
| Retelling of the fairy tale “Two Braids” | ||
| Retelling of E. Permyak’s story “The First Fish” | ||
| Compilation of the story “Dog is an orderly” based on a series of plot paintings | ||
| Compiling the story “All’s well that ends well” based on a plot picture with inventing previous and subsequent events |
III period of study (March, April, May)
| weeks | Topics | No. |
| March | ||
| Retelling of the story by K.D. Ushinsky "Four Wishes" | ||
| Compiling a story “Congratulations to Mom” based on a plot picture with inventing previous and subsequent events | ||
| Compiling the story “Birdhouse” based on a series of plot paintings | ||
| Retelling of the story by G.A. Skrebitsky “Spring” with inventing subsequent events | ||
| April | ||
| Retelling the story of S.A. Baruzdin “The Country Where We Live” with changes in the main characters and the addition of subsequent events | ||
| Compiling the story “Who feeds us tasty and healthy” (from collective experience) | ||
| Compiling the story “The House I Live In” (from personal experience) | ||
| Retelling of the story by V.A. Sukhomlinsky “Shame before the nightingale” with inventing previous events | ||
| May | ||
| Compiling the story “Man” based on a series of paintings | ||
| Compiling the story “Puppy” based on a series of plot paintings | ||
| Compiling a story based on a series of plot paintings (with one closed fragment) | ||
| Compiling a story “How I will spend the summer” (on a given topic) |
SUMMARY OF CLASSES ON THE DEVELOPMENT OF CONNECTED SPEECH
Lesson 1.
Storytelling on the topic “Autumn”
Goals:
correctional and educational:
Teach children to answer and ask questions;
correctional and developmental:
Systematize children’s knowledge about autumn and autumn phenomena;
Activate the dictionary on this topic;
correctional and educational:
To instill in children an interest in seasonal changes in nature.
Equipment: subject pictures: harvesting, autumn forest, etc. (picked up by a speech therapist), a basket with leaves, a letter from Autumn.
Preliminary work: reading poems about autumn by F.I. Tyutcheva, A.K. Tolstoy, P.M. Pleshcheeva, A.S. Pushkin. Game “Match the object to the signs.”
Progress of the lesson
1. Organizational moment.
Reading the poem “Autumn” by E. Trutneva.
Suddenly it became twice as bright,
The yard is like in sun rays -
This dress is golden
On the shoulders of a birch tree.
In the morning we go to the yard -
Leaves are falling like rain,
They rustle underfoot
And they fly, fly, fly...
Cobwebs fly by
With spiders in the middle,
And high from the ground
Cranes fly by.
Everything flies! This must be
Our summer is flying by.
What time of year was the poem talking about?
Name the autumn months.
What is autumn like in September and October? (Early, golden, multi-colored.)
What is autumn like in November? (Late, cold, damp, frosty.)
What is leaf fall?
2. Announcement of the topic.
Today we will talk about the autumn season.
3. Game “Pick up the action”.
Leaves in the fall (what do they do?) - turn yellow, fall off, etc.
Rain in the fall - drizzling, falling, etc.
The harvest is harvested in the fall.
Birds fly away in the fall.
Trees in autumn shed leaves.
Animals in the fall - preparing for winter, changing their coats.
4. Game “Pick a sign”.
Leaves in autumn (what?) - yellow, red, crimson, gold. How can you say this in one word? (Multi-colored.)
Rain in autumn (what kind?) - cold, drizzling.
The weather in autumn (what?) - cloudy, rainy, gloomy, frosty (late autumn).
Trees in autumn (which ones?) - early - with multi-colored leaves, late - bare.
5. Physical fitness training.
6. Reading a letter.
There's a knock on the door. The speech therapist brings a basket with colorful leaves into the office. He finds a letter among the leaves. This is the message of autumn. But the autumn rain blurred some of the lines and the children will have to guess for themselves what was written there. The speech therapist reads the text, the children insert missing words that are appropriate in meaning, which the speech therapist tries to write down.
Story "Autumn"
Summer has been replaced by... (golden autumn). The sun peeks out less and less often... (from behind the clouds). The trees put on... (multi-colored outfit). ... (red, yellow) leaves burn in the sun, and then... (fall, swirl, cover) the earth with a golden carpet. The rain... (drizzles) and makes us hide... (at home). Birds gather in flocks... (and fly away to warmer climes). The animals have no time to frolic, they make... (supplies for the winter). Soon the white-winged winter will come into its own.
7. Reading a story compiled with the help of children's answers.
8. Summary of the lesson.
What time of year were you talking about?
What happens only in autumn? (Harvest, birds flying away, leaves falling.)
Lesson 2.
Related information.
I period of study
Class№ 13
Subject: Retelling a story compiled
According to the demonstrated action.
Goals: Teach children to answer a question with an expanded phrase of three or four words, retell a text composed of three to four simple sentences, with visual support in the form of natural objects, objects and actions with them. Develop children's attention and verbal-logical thinking.
Progress of the lesson
Organizational moment. The speech therapist offers to sit down only to the one who repeats the names of three or four toys: a car, a cube, a ball (robot, doll, pyramid; lunar rover, construction set, stroller, etc.).
1. Children sit in a semicircle around play corner. The speech therapist invites everyone to look carefully at what is about to happen. A boy and a girl from the same group with whom the speech therapist enters the room agreed in advance what actions they need to take. The boy takes the blocks and builds a tower on the carpet. A girl feeds a Barbie doll sitting on a high chair.
2. When the children have reviewed the actions performed by the boy and girl, the speech therapist asks questions to which he asks them to answer fully and accurately:
Who was in the group?
What did Alyosha take?
What did Katya take?
What did Alyosha build?
Who did Katya feed?
(Question what did you do? at the beginning of training it causes difficulties for children in this category.)
3. Vocabulary work. The speech therapist explains that now the children will select words and for each correctly spoken word they will receive a star. Then he says: “Alyosha built a bash
Well, what else can you build?”
Children choose words: build a house (garage, dacha, store, pharmacy, etc.).
The speech therapist continues: “Katya fed Barbie, but what else can you do with the doll?”
(The speech therapist helps children with gestures, prompting words, etc.)
4. Dynamic pause. Children stand near their chairs. The speech therapist reads a poem containing verbal commands. The guys take the appropriate actions.
Girls and boys jump like balls
They stomp their feet, clap their hands,
They nod their heads and everyone relaxes together.
5.
Three red and one yellow toys are placed on the carpet. The speech therapist asks the children to remove the “extra” toy (the color that doesn’t match the others) and pushes the line of reasoning
children with leading questions: “What color are the toys? Are they all the same color? etc. In the same way, we can consider three big toys and one very small one (“extra” for once
measure), etc.
6. The speech therapist reminds the children of what Alyosha and Katya did in the doll corner, then explains what the children will now hear story. Slowly, clearly, loudly and expressively, the speech therapist says:
Alyosha and Katya joined the group. Alyosha took the cubes. Katya took the Barbie doll. Alyosha was building a tower. Katya fed the doll. The children were playing.
The speech therapist asks the children to tell themselves what they saw. The survey begins with children from a strong subgroup. Three to five guys are interviewed. .... .
7. The lesson is summarized and the activity is assessed
children.
Lesson No. 15
Subject: Compose a story based on the action demonstrated.
Goals: Teach children to answer a question with a 3-6 word phrase, building it in full accordance with the order of words in the question; combine phrases into a story of four to five sentences with visual support in the form of objects and objects with their properties and qualities, actions with them. Develop children's attention and verbal-logical thinking.
Progress of the lesson
Organizational moment. The speech therapist invites the children to take their
chairs and go to the washroom. Here children place chairs in front of the washbasins and stand up; near. The speech therapist asks the children to repeat three or four definitions after him. Signs are named for objects that the speech therapist picks up: (soap) smooth, pink, heavy; (towel) white, clean, light; (toothbrush) red, long, light. (If there are difficulties, simpler definitions are selected and their number is reduced.)
1. The speech therapist explains that today the children will again see a performance by three “artists.”
Two boys and a girl, whose actions the speech therapist had discussed with them in advance, approach the washbasins. One boy takes a brush and toothpaste and begins to brush his teeth; the other washes his hands with soap. The girl combs her hair in front of the mirror.
When the “performance” is over, the speech therapist asks everyone questions, reminding them that they must answer in full sentences, loudly and clearly:
What did Petya take?
What did Vitya take?
What did Lena take?
What did Petya squeeze out the paste for?
- What did Vitya lather?
What was Lena combing?
What did Lena comb her hair with?
(Miscellaneous questions to the same action are useful for practicing case forms and for working on phrases.)
2.
After detailed and consistent questions, the speech therapist asks one of the children from the strong subgroup to talk about what Petya, Vitya and Lena did. As reference signals you can
use objects with which the “artists” acted. After the stories of two or three guys, you can move on to a physical education break.
3. Dynamic pause. The speech therapist commands: “Right hand on the belt, left hand forward, then right hand to the shoulder, left hand up,” etc. (Such exercises not only allow children to move,
but also have a positive effect on the development of their attention.)
4. In order to develop verbal logical thinking You can suggest the game “Which object is the action suitable for?” The speech therapist names the action, and the children name the corresponding object: wipe... (face) rinse... (mouth) brush... (teeth) wipe... (towel)
comb your hair... (with a comb), etc.
You can complicate the game by offering to find an error in combinations of words: “They brush their teeth with a comb,” “They soap their hands with a towel,” “They wipe their face with paste,” etc.
5. Vocabulary work. In a lesson where there is no sample story, its composition should immediately follow the analysis of the topic. Vocabulary work can be done after demonstrating the object.
In this lesson, you can take soap or a towel as an object for which you need to select definitions. With the help of the speech therapist's prompts (gestures, reference words, antonym words), children name 5-6 definitions. (Soap - smooth, slippery, heavy, white, fragrant, sticky, etc.)
To select actions, the speech therapist asks the children to tell them what they can do with the towel (wash, iron, dry, hang, dry, etc.). Here the speech therapist also helps children with gestures and words.
6.
The speech therapist again invites the children to remember the story of what Petya, Vitya, Lenya did, and for two or three children to reproduce it in its entirety. Then he gives, if necessary, his own version.
a coherent, complete story.
Lesson No. 17
Subject: Retelling a short story using
Flannelograph.
Goals: Continue to teach children to answer questions accurately and completely, building a phrase of four to six words; retell a short text, visually supported by actions on a flannelgraph with subject pictures.
Progress of the lesson
Organizational moment. The speech therapist asks only those children to whom he says the word “please” to sit down. The tasks sound something like this: “Lenya, please sit down”, “Vanya, sit down”, “Katya, please sit down”, “Petya, sit down”, etc.
/. The speech therapist shows the children a large flannelgraph and explains that today they will watch “TV”, where different pictures will appear. Then he reads the story, one by one placing on the flannelgraph those characters about whom he speaks:
Evening came. The whole family is at home. Mom is knitting a hat in a chair. Dad is on the sofa reading a newspaper. Natasha does gymnastics in her room. And the dog Tishka is playing with a ball.
2. Analysis of the story by questions. The speech therapist asks children to answer not only fully and accurately, but also loudly and clearly.
Questions:
Is it morning or evening? (The concept of “time of day” in
not given at this stage.)
1Where does mom sit?
What is mom doing?
Where is dad sitting?
What is dad reading?
What is dad doing?
Where is dad reading the newspaper?
Where does mom knit a hat? etc. (Questions involve building up a phrase.)
3. Vocabulary work. The speech therapist asks the children to come up with the following questions various options answers and give them in full sentence:“What can mom do? What can it do
Natasha? What can Tishka do?
For each correct answer, the speech therapist gives the child a star or chip.
4.
To clarify family relationships and develop thinking, the game “Who - to whom” is played. The speech therapist asks questions:
“Who is Natasha to mom? What about grandma?”, “Who is mommy’s dad? And mom for dad?”, “Who is mom for grandma?”, “Who is Natasha for brother Alyosha? etc.
5. Dynamic pause. The speech therapist asks the children to imagine
actions that the characters in the story can perform at home and depict; how mom sweeps the kitchen, vacuums the room, washes clothes; how dad hammers nails; how Natasha does gymnastics; how Tishka sleeps.
6. The speech therapist, pointing to the pictures located on the flannelgraph, re-tells (and does not read!) the text. Three or four guys go to the board and repeat what they heard.
After each story, the speech therapist encourages those responsible for additions to it, expressiveness, absence of pauses, loudness and clarity of the answer, etc.
7. The lesson is summed up and the children’s work is assessed.
II period of study
Lesson No. 8
Subject: Retelling a story based on a series of plot pictures.
Goals: Teach children to retell the text with visual support in the form of a series of plot pictures that display the sequence of events, and, therefore, are a visual outline of the presentation.
Progress of the lesson
Organizational moment. The speech therapist asks those children to sit down who remember what animals and birds can live in our apartments. Children name a dog, cat, parrot, fish, hamster, canary, etc.
1. The speech therapist presents to the children a series of story-based pictures about a girl who had a cat and a parrot in her house.
The explanation of the contents of the pictures is given in the following sequence: this is what happened at the beginning, this is what happened next, and this is what happened at the very end. Since this may be the first series of pictures seen by some children, the speech therapist gives them time to look at the image and invites them to listen to a story about the girl Masha, her cat and parrot:
-
The cat Murzik and the parrot Petrusha lived in Masha’s apartment. One day Masha forgot to close the parrot's cage. She came into the room and gasped: the cage was empty, and there was a cat lying on the floor next to her.
a few feathers. Masha got scared, cried, and decided that the cat had eaten Petrusha. Suddenly Masha hears a loud voice from above: “Petrusha is good, Petrusha is good!” Raised by Masha
head, and this is her favorite parrot sitting on the chandelier and screaming throughout the room!
2. After an emotional pause that ends the reading of the story, the speech therapist conducts a traditional analysis on the following questions:
Who lived in Masha's house?
What was the cat's name?
What was the parrot's name?
Why did the parrot fly out of the cage? (At this stage, you can already ask simple questions starting with the word “why.”)
What did Masha see when she entered the room?
Why did Masha decide that the cat ate the parrot?
What was lying next to the cat?
Where did the feathers come from? etc. (Answer options are worked out.)
3. In order to develop verbal and logical thinking, you can play the game “Who’s the odd one out?” The speech therapist puts pictures of a cat, dog, hamster, butt on a typesetting canvas
Guy. He asks to find an “extra” living creature and explain his train of thought. When it turns out that the “extra” one is a parrot, the speech therapist removes the picture with its image and again
suggests finding the “extra one.” If children have difficulties, the speech therapist explains that the hamster is very small and therefore different from cats and dogs.
4. Dynamic pause. The speech therapist invites the children to depict: how a parrot flew up onto a lamp, how a cat jumped on a parrot, how a cat washes itself with its paw, sleeps on the sofa like a parrot
pecks grains, etc.
5. The speech therapist returns the children’s attention to the pictures, again expressively, in slightly different words, tells the story about Masha and the parrot, asks the children to retell what they heard.
(The number of children involved in the retelling is determined by the time remaining until the end of the lesson.)
III period of study
Lesson No. 11
Subject: Retelling a story based on the plot
Picture.
Goals: Teach children to retell a text based on a plot picture. Clarify and activate children's vocabulary. Develop attention and verbal-logical thinking.
Progress of the lesson
Organizational moment. The speech therapist offers a seat to the one who names what can be collected in the forest.
Children answer: “In the forest you can pick berries (mushrooms, cones, flowers, twigs, leaves, nuts, etc.).”
1 . The speech therapist suggests looking at a picture of a girl in the forest bandaging a dog’s paw.
After looking at the picture, the speech therapist tells a story about a caring girl who helped the dog:
Olya and her dog Alma went into the forest. Olya was picking mushrooms, Alma was running through the grass. Suddenly Alma whined pitifully. Olya threw the basket and ran to the dog. Alma sat near
a broken bottle, and blood flowed from her paw. Olya unbraided her braid, took out a ribbon from it and bandaged her beloved dog’s paw.
2. After a short emotional pause, the story is analyzed. The speech therapist asks questions like these:
When was this?
Who did Olya go to the forest with?
What was the name of Olya's dog? (You can compare the girl’s name and the dog’s name.)
Why did Alma whine? (The meaning of this verb is being clarified”) A moral assessment of the actions of those who did not remove the sharp fragments is necessarily given.
3. To develop logical thinking, you can play the game “Whose house is the extra one!?”
The speech therapist puts pictures on a typesetting canvas with images of an anthill, a hollow, a birdhouse and a hole. It is proposed to choose an “extra” house and explain why it is different from the others. (The speech therapist helps the children with leading questions.)
4. Dynamic science. The game “Where does it grow?” is played.
The speech therapist asks the children to stand in a line and answer his question to the person to whom he throws the ball. The speech therapist asks: “Where do cones grow (needles, mushrooms, nuts, raspberries, grass, reeds and other plants that can be found in the forest)?”
5. The speech therapist again draws the children's attention to the picture and repeats the story about the girl and the dog, but with the intention of retelling.
The story is retold by three or four guys. After each story, a brief assessment is given. For example: “I really liked how accurately Petya named all the actions in the story and how expressively he spoke.”
6. The lesson is summed up and the children’s work is assessed.
Lesson No. 13
Subject: Compiling a story based on a plot picture.
Goals: Teach children to compose a story based on a plot picture, the events depicted in which are the final result of the action. Continue teaching children to answer questions with words Why, correctly construct long phrases including: definitions. Develop children's attention and verbal-logical thinking.
Progress of the lesson
Organizational moment. The speech therapist suggests choosing words with the opposite meaning to those he calls:
take away - give;
lower - raise;
fall - get up;
quarrel - make peace;
laugh - cry;
shout - remain silent;
open - close, etc.
Those who answer correctly take their seats.
1. The speech therapist puts a picture in front of the children, which depicts a girl with a full basket of mushrooms, giving a crying boy a mushroom.
The speech therapist asks the children questions before the picture:
When was this?
Where did the boy and girl go?
What were they collecting?
Why did the boy cry?
What did the girl do?
What did the boy tell her?
How did the girl do? (Answer options are being worked out.)
At this stage of training, it is advisable to pay attention to composing sentences that include several definitions:
What day was it? (Clear, sunny, hot, summer, etc.)
What mushrooms did the girl pick? (Strong, big, beautiful, white, etc.)
Which girl shared the mushrooms? (Kind, sensitive, attentive, caring).
New, difficult words are pronounced in chorus, their meaning is clarified. When composing sentences, pay attention to the fact that the word being defined is at the end of the sentence.
2. To develop attention, you can play a game with a ball. The speech therapist throws the ball and asks the child who caught it to say two or three words on a given topic and names a generalization: forest animal (forest plant, forest bird, forest berry, forest flower, etc.).
To develop verbal and logical thinking, the game “Extra Fruit” is played. The speech therapist says: “Pine cone, strawberry, nut, raspberry (or a more difficult option: strawberry, raspberry, nut, mushroom).”
If children have difficulty answering, the speech therapist asks leading questions: “Which of these fruits do they eat? What don't they eat? What is eaten raw and what only after boiling and frying? etc.
4. Dynamic pause. The speech therapist reads the poem, accompanying it by showing the corresponding actions, which the children repeat after him:
Lena and Vitya went into the forest,
We walked around the entire clearing,
They approached the old Christmas tree
And they found a huge mushroom.
After the 2nd show, you can ask the children to name similar actions.
5.
The speech therapist again draws the children’s attention to the picture and asks them to compose interesting, expressive, accurate and complete stories. The speech therapist interviews three or four children. To evaluate them
stories attract the rest of the guys. If necessary, the speech therapist gives a short question plan: “What did the children do in the forest? Why did the boy cry? What did the girl do?
6. The lesson is summarized and the children’s activities are assessed.
PLANNING AND IMPLEMENTATION REQUIREMENTS
Subgroup classes on the development of coherent speech are conducted in the first period of training three times a week, in the second and third periods - twice a week. In the first period of training, the duration of the subgroup lesson is 15 minutes, in the second and third periods - 20 minutes. This is due to the fact that it is difficult for four- to five-year-old children with ODD to immediately get into the rhythm of classes offered in a speech therapy group; it is difficult for them to communicate not only with the teacher, but also with each other.
As mentioned above, children in this group, in addition to violations of sound pronunciation, have an inability to understand speech addressed to them and correctly answer questions, a small vocabulary, difficulties in composing even simple sentences, and agrammatism in speech. Due to their limited vocabulary, children widely use facial expressions and gestures in their speech. The phrasal speech of children is incomprehensible to both others and their relatives.
Also, most children are characterized by emotional imbalance, decreased attention, memory, speech activity, and fatigue.
The speech therapist divides the group of children into two or three subgroups, taking into account individual characteristics every child. The main task of the speech therapist and teachers at the initial stage of education is to create a favorable atmosphere in classes for children in each subgroup. Only in this case will children experience emotional comfort and be able to reveal their creative, and at the same time, speech capabilities. While the speech therapist conducts classes with the first subgroup, children of the other subgroup (subgroups) are in the teacher’s class.
In subgroup classes on the development of coherent speech, in addition to replenishing and activating the vocabulary for each lexical topic, the speech therapist teaches children:
Listen to the speech addressed to them;
Do it correctly simple instructions;
Answer questions during the lesson and on the content of the text read;
Skills of correct word formation and inflection;
Use various grammatical structures in speech;
Compose and distribute simple sentences following the actions performed, subject, supporting and story pictures;
Combine simple sentences into a short story;
Compose linear retellings based on simple texts and supporting pictures;
Compose retellings based on a series of plot paintings;
Compose stories and descriptions of various objects based on the picture plan.
In subgroup classes, the speech therapist regularly conducts a variety of games to develop children’s coordination of movements, speech breathing and fine motor skills, and also teaches children to work in a group with each other. Carrying out special games contributes to the development of prolonged speech exhalation, precise, clear and synchronous movements of the fingers, enrichment and activation of children's vocabulary, and also supports their emotional and speech activity.
Conducting subgroup classes helps create the speech readiness of children to conduct final frontal classes on lexical topics in the second and third periods of training.
Depending on the task that the speech therapist sets for subgroup lesson for the development of coherent speech, all classes can be conditionally classified into the following types:
Drawing up and distributing simple sentences based on subject and plot pictures;
Teaching children to “read” and guess riddles about objects using cards with symbols and subject pictures;
Compiling a linear retelling of the text based on reference pictures;
Compiling a retelling of the text using reference pictures;
Compiling a retelling based on the text and a series of plot paintings;
Compiling a story based on reference pictures;
Compiling a story based on a plot picture;
Compiling a story using a schematic drawing plan;
Compiling stories and descriptions of objects based on subject pictures and a schematic drawing plan.
Despite the variety of subgroup classes conducted on the development of coherent speech based on the notes in this manual, their structure is the same. It includes three basic parts:
I. Organizational moment
This part of the lesson helps the speech therapist get the children ready for the lesson and activate their attention. Games with soft ball medium size. In addition to developing attention to addressed speech, children acquire the ability to catch a ball, understand the speech therapist’s questions and quickly answer them.
II. Main part of the lesson
This part of the lesson is the most informative. It consists of several subparts (from three to five - depending on the type of lesson being conducted).
The following subparts can be distinguished:
Introduction to the topic of the lesson
The speech therapist informs the children about the topic of the lesson and talks about the upcoming work.
2. Finger exercises and exercises for the development of speech exhalation ( In the first period of study)
In the first period of training as a speech therapist, it is important to develop long speech exhalation in children. Exercises to develop speech exhalation are carried out at each subgroup lesson. The speech therapist makes sure that when performing the exercises, children do not rush, do not puff out their cheeks or raise their shoulders.
Exercises finger gymnastics traditionally held with the parallel use of nursery rhymes and short poems. As a rule, the exercises are performed first with the fingers of the right hand, then with the left hand and with both hands together. The speech therapist monitors the clear, precise and correct execution of movements.
3. Finger gymnastics and kinesiological* exercises**
To develop fine movements of the fingers, as well as the development of coordination of movements, in addition to finger gymnastics exercises, kinesiological exercises are used in the second and third periods of training.
Kinesiological exercises help develop interhemispheric interaction in children, which helps to activate the motor, speech and creative abilities of children. Kinesiological exercises in classes with children are carried out with the simultaneous use of the fingers of both hands. The speech therapist must monitor the clear rhythm, smoothness and coordination of the movements performed.
All proposed exercises are learned within one week and periodically repeated both in speech therapy classes and in classes of teachers according to the instructions of the speech therapist.
* Kinesiology is the science of developing mental abilities through certain motor exercises. These exercises allow you to create new neural networks and improve interhemispheric interaction, which is the basis for the development of intelligence.
** In the second and third periods of study.
Writing proposals
In this subpart of the lesson, the speech therapist introduces children to the content of various texts, plot and subject pictures, and also teaches how to compose various models suggestions on traces of actions performed, on questions, on subject and plot pictures.
Physical education minute
The speech therapist conducts physical education at his own discretion, especially in cases of increased fatigue and depleted attention in children of the subgroup.
6. Compilation various types retellings and stories
In this subpart of the lesson, the speech therapist seeks to activate the knowledge and skills acquired by children in the lesson. Offers to compose an independent coherent statement, retelling or story, with obligatory support on paintings, picture or drawing plans.
Most of the subgroup speech therapy classes are conducted using individual albums for the development of coherent speech. After completing the tasks, the speech therapist thanks all the children for their efforts and puts grades in the children’s albums.
If the child completed all the tasks correctly, the speech therapist paints the triangle with the letter “L” in red (score “excellent”), if the child’s answers are inaccurate - in blue (score “good”).
Theme: "Spring"
Target:
Teach children to write a descriptive story based on diagrams
Tasks:
1. To develop the skill of composing a descriptive story on the theme “Spring” (based on diagrams), skills of coherence, development, and continuity of expression.
2. Expand and activate your vocabulary lexical topics“Spring”, “Behavior of birds and animals in spring”.
3. Improve the psychological basis of speech, increase the volume of short-term linear memory to seven elements.
4. Develop gross motor skills.
5. Cultivate kindness and responsiveness.
6. Shape right attitude to natural objects.
Equipment:
Diagrams for writing descriptive stories (sun, sky, trees, snow, earth, birds and animals), paper lilies of the valley; tape recorder; disc with recorded music; outline images of snowdrops for each child.
Organizational point:
L: Listen carefully to the riddle.
The snow is melting again.
The day is coming
The night is waning.
The snowdrop is blooming.
When does this happen? (Spring)
L: How many spring months are there? What are they called? Which month is the coldest (warmest)?
What do you know about spring as a season?
D: In spring, the sun warms up and the snow melts. Icicles appear on the roofs. Birds fly from warm regions. In the forest, the first flowers appear in the thawed areas - snowdrops. The buds on the trees swell and leaves appear.
L: You named the signs of spring. Signs are a distinctive property, a sign by which you can recognize someone or something.
Main part
1. Drawing up proposals based on schemes
L: Today I came to you with a bouquet of lilies of the valley - that’s also spring flowers, they are not simple, but with surprises - patterns that will help us compose a story about spring. Here is our first assistant, the first surprise lily of the valley. (The speech therapist places a diagram of the “sun” on the board.) What are we going to make sentences about?
D: Oh the sun.
L: What kind of sun is there?
D: Round, yellow, beautiful, cheerful, bright.
L: How does the sun shine and warm in spring?
D: In spring the sun shines brightly, but it does not heat as much as in summer.
L: Now look at the diagram. What are we going to talk about now? (The speech therapist places a diagram of the “sky” on the board).
D: About the sky.
L: What can you say about the spring sky?
D: The sky in spring is blue, but sometimes it is gray and gloomy.
L: What can you say about snow in spring? (The speech therapist places a “snow” diagram on the board).
D: The snow darkens, melts, turns into water.
L: What can you say about the plants, their outfit? What trees become at the beginning of spring, what at the end? (The speech therapist places a “tree” diagram on the board).
D: First, buds appear on the trees, and then the first leaves.
L: What are we going to make a proposal about now? (The speech therapist places a diagram of the “earth” on the board).
D: About the earth.
L: What can you say about the earth in spring?
D: The ground is freed from snow, grass and flowers appear.
Carrying out a dynamic pause
The music is quiet.
L: Guys, let's play. We will recite a poem together and perform movements rhythmically.
| The sun is warming up. The snow is melting in the fields. The birds are flying. Snowdrops are blooming. | Children raise their hands up, spreading their fingers like rays. Lean forward while swinging your arms to the sides. Perform sharp swings of the arms like wings. Squat down, hands in front of you, fingers clenched into fists. Straighten up, slowly raising your arms up. They join their hands in the form of a flower bud. |
L: While we were playing, a new lily of the valley appeared with a diagram. (The speech therapist places a “bird” diagram on the board). Who are we going to talk about?
D: About birds.
L: What changes occur in the life of birds in spring?
D: Birds fly to us from warm regions and begin to build nests.
L: Why do birds build nests?
D: To lay eggs and hatch chicks.
L: How can people help visiting birds?
D: They build birdhouses for birds.
L: What do animals do in the spring? (The speech therapist places the “animals” diagram on the board).
D: The squirrel and the hare change coat color. A bear and a hedgehog emerge from hibernation.
2. Development of the psychological basis of speech
The speech therapist collects a bouquet of lily of the valley diagrams and invites the children to place them on the board in the same order. Children complete the task.
3. Compiling a descriptive story using diagrams
L: Look carefully at the diagrams and tell us about spring, i.e. make up a story.
Children compose a descriptive story using diagrams.
Sample story.
In spring the sun shines brightly, but does not heat as much as in summer. The sky in spring is blue, but sometimes gray and gloomy. The snow darkens, melts, turns into water. Grass and flowers appear. The buds appear on the trees first, and then the first leaves. Birds fly in from warm regions and begin to build nests to lay eggs and hatch chicks. The squirrel and hare change coat color. A bear and a hedgehog emerge from hibernation.
The squirrel and hare change coat color. A bear and a hedgehog emerge from hibernation.
Lesson summary
L: Children, what do you remember and did you like?
Now the time has come to part. You all answered the questions well. We tried to tell the story correctly, beautifully, and were active. As a parting gift, I want to give you snowdrops. You color them at home and tell your parents about spring - a wonderful time of year, and its signs.
sent
Lukina T. A.
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