Work program of the Ladushki circle (NGO Speech Development). Work program of the "school of speech development" circle

MBDOU Kindergarten No. 3 Biysk

“Work program for speech development in the preparatory group”

The material presents a work program for the preparatory group of a kindergarten on speech development.

Educational field "Speech development"

Work program for the discipline “Speech Development”, preparatory group for school (6-7 years old) for 2016-2017.

Section 1. Explanatory note

Work program for the discipline "Speech development"(hereinafter referred to as the Program) is included in the content section of the main educational program of preschool education at MBDOU Kindergarten No. 3,” developed taking into account the Model general educational program for preschool education “From birth to school” / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva and covers the following educational areas: cognitive development, social and communicative development, artistic and aesthetic development, speech development, physical development.

Contents of the Program includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Working with students is aimed at developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogical and monologue forms; formation of a dictionary, education of the sound culture of speech.

Practical mastery of speech norms by pupils.

In the school preparatory group, the Program provides psychological and pedagogical work:

Developmental speech environment. To teach children - future schoolchildren - to take initiative in order to gain new knowledge.

Improve speech as a means of communication.

Find out what children would like to see with their own eyes, what they would like to learn about, what board and intellectual games they would like to learn to play, what cartoons they are willing to watch again and why, what stories (about what) they prefer to listen, etc.

Based on the experience of children and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers.

Clarify children’s statements, help them more accurately characterize an object or situation; learn to make assumptions and draw simple conclusions, to express your thoughts clearly for others.

Continue to develop the ability to defend your point of view.

Help to master forms of speech etiquette.

Continue to meaningfully and emotionally tell children about interesting facts and events.

To teach children to make independent judgments.

Formation of a dictionary. Continue work to enrich children’s everyday, natural history, and social science vocabulary.

Encourage children to be interested in the meaning of words.

Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement.

Help children master expressive language.

Sound culture of speech. Improve the ability to distinguish by ear and pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations.

Improve phonemic awareness: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of the sound in a word.

Practice intonation expressiveness of speech.

The grammatical structure of speech. Continue to practice children in matching words in a sentence.

Improve the ability to form (following a model) words of the same root, nouns with suffixes, verbs with prefixes, comparative and superlative adjectives.

Help to correctly construct complex sentences, use linguistic means to connect their parts (so that, when, because, if, if, etc.).

Coherent speech. Continue to improve dialogic and monologue forms of speech.

To develop the ability to conduct dialogue between the teacher and the child, between children; teach to be friendly and correct interlocutors, cultivate a culture of verbal communication.

Continue to teach how to meaningfully and expressively retell literary texts and dramatize them.

Improve the ability to compose stories about objects, about the content of a picture, based on a set of pictures with a sequentially developing action. Help create a story plan and stick to it.

Develop the ability to write stories from personal experience.

Continue to improve the ability to write short tales on a given topic.

Feature of the item is its close relationship with other educational areas:

1. Cognitive development. Development of children's interests, curiosity and cognitive motivation.
2. Social and communicative development. Development of communication and interaction of the child with adults and peers.
3. Artistic and aesthetic development. Development of prerequisites for value-semantic perception and understanding of works of art (verbal).
4. Physical development. Development of fine motor skills of both hands. Formation of focus and self-regulation in the motor sphere.

Program type: preschool education program.

Program status: work program for the discipline “Speech Development”.

Form of activity: organized educational activities (hereinafter referred to as OED).

OOD mode:

OOD table

Methods of pedagogical diagnostics (monitoring): observation, conversation.

Characteristics of the child’s possible achievements:

• Participates in a collective conversation: asks questions, answers them, giving reasons for the answer; talks about a fact, event, phenomenon in a consistent and logical manner that is understandable for interlocutors. He is a friendly interlocutor, speaks calmly, without raising his voice.
• When communicating with adults and peers, he uses verbal politeness formulas.
• Uses synonyms, antonyms, and complex sentences of various types.
• Retells and dramatizes short literary works; composes stories from experience, about an object, according to a plan and model, based on a plot picture, a set of pictures with a plot development of the action.

Section 2. Calendar-thematic planning

Section 3. Educational and methodological complex

3.1. Methodical manuals

1. Complex classes according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Preparatory group.

3.2. Electronic educational resources

1. Gerbova V.V. Speech development in kindergarten: Preparatory group for school (6-7 years old).

3.3. Workbooks

Daria Denisova, Yuri Dorozhin. Speech development in preschool children. Preparatory group for school.

3.4. Visual and didactic aids

Posters: “Alphabet”

Series “Grammar in Pictures”: “Antonyms. Verbs"; “Antonyms. Adjectives"; "Speak correctly"; "Plural"; "Polysemantic words"; “One is many”; "Word Formation"; "Emphasis."

Short description

In circle activities, children will develop the ability to navigate the sound-letter system of their native language and develop phonemic processes. Specially selected creative and didactic games, exercises and tasks allow children to expand their vocabulary, learn to construct phrases correctly, express their thoughts, show their creativity, in a word, develop the child’s literacy.

Description

MBDOU "KINDERGARTEN OF COMBINED TYPE No. 27" ACHINSK ADVANCED PLANNING ADDITIONAL EDUCATIONAL ACTIVITIES PREPARATORY SCHOOL GROUP CIRCLE "GRAMOTEYKA"
Educator: Mitrokhina Lyudmila Vladimirovna
Explanatory note In recent years, many primary school teachers and school speech therapists have noted a large increase in children with writing and reading disorders (dysgraphia, dyslexia). In my opinion, this is due to the immaturity of phonetic-phonemic perception and hearing in older preschoolers. In this regard, I believe that great attention needs to be paid to the formation of the sound culture of speech and the element of preparation for literacy training in older preschoolers. Preparation for learning to read and write is closely related to the sound culture of speech. If a child does not pronounce sounds correctly, cannot distinguish and highlight them, or select words with a certain sound, then the process of mastering the initial elements of literacy will be difficult. In circle activities, children will develop the ability to navigate the sound-letter system of their native language, form phonemic processes, i.e. the ability to hear, distinguish and differentiate the sounds of the native language; the sound side of speech, i.e. the child must have correct, clear pronunciation of sounds of all phonemic groups (whistling, hissing, sonorants). Specially selected creative and didactic games, exercises and tasks allow children to expand their vocabulary, learn to construct phrases correctly, express their thoughts, show their creativity, in a word, develop the child’s literacy. The pre-literacy course lasts one year.
The program involves one lesson per week in the afternoon. Lesson duration 30 minutes. Purpose of the program– to form in children the necessary readiness for learning to read and write. Basic tasks educational program of the “Literacy” club: Ø formation of focus on the sound side of speech: - development of the ability to listen to words; - own sounds; - highlight sounds; - distinguish sounds that are similar in sound; - divide the speech stream into sentences, sentences into separate words, make a graphic record that models the sequence of words in proposal. Ø development of skills to navigate the sound composition of a word: - consistently highlight sounds; - establish their place in the word. The effectiveness of this program by the end of the year:
1. children are well versed in the sound side of speech;
2. master the action of sound analysis of words consisting of 3-5 sounds;
3. characterize sounds, differentiating them into vowels and consonants
(hard and soft);
4. compare words of different sound structures using
modeling action; 5. select words according to a given model;
6. analyze the speech stream, isolating sentences in it and graphically recording them.
children should know:
- differences between sounds and letters; - differences between vowels and consonants.
children should be able to: - identify individual sounds in words;
- determine the number of sounds in words and their sequence;
- distinguish sounds and letters, vowels and consonants, hard and soft
consonants;
- determine the number of syllables in a word;
- determine the place of stress in a word;
- determine the number of words in a sentence and the number of sentences
in the text.

(Document)

n1.doc

(speech development and educational games)
Explanatory note
Everyone knows that correct speech is one of the most important conditions for successful personal development. The more developed a child’s speech is, the wider his ability to understand the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical development, since speech occupies a central place in the process of mental development of the child and is internally connected with the development of thinking and consciousness in general. . Therefore, it is very important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations.

This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech and developing the skill of constructing a coherent statement. Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the teacher and the circle leader, and this in turn increases the effectiveness of the classes.
CelAnd:

• 
  develop coherent speech in children aged 4–6 years using educational and didactic games on topics;
• 
  develop children's cognitive processes (memory, thinking, imagination).

Tasks:

• 
  form the lexical and grammatical structure of speech;
• 
  develop the skill of constructing a coherent statement;
• 
  to form the cognitive activity of children;
• 
  teach effective communication skills.

The lesson system is intended for children of middle and senior preschool age.
Meeting frequency: 2 times a week.
The number of children in the group is 10 – 14 people.
The duration of one lesson is 25 – 30 minutes.
The criterion for effectiveness is the implementation of the assigned tasks.
Expected results:

• 
  increasing the level of cognitive activity of children, developing the ability to independently plan practical and mental actions;
• 
  enrichment of children's nominative, predicative and qualitative vocabulary with grammatical categories;
• 
  the ability to independently construct a coherent statement;
• 
  cultivate a culture of verbal communication as part of speech etiquette.

The criteria for selecting children are based on the parents’ request.

Approximate tmathematical lesson plan

Topic: FRUITS

Exercise 1

Name the fruits that you know.

Exercise2

Name the color of the fruit based on the example: red apple, ... etc.

Exercise3

Name the shape of the fruit according to the example: “Round orange.”

Exercise4

“What shall we cook?”

From apple - apple jam; from banana - banana puree; from lemon – lemon juice; from pear - pear compote.

Exercise5

Exercise “Tell me!”: Make up stories about fruits according to the proposed visual plan.

Exercise6

Exercise “Complete the Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors.

Topic: FRUITS

Exercise1

"What do you like?" Making sentences based on pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc.

The exercise is complicated by answers like: “I love banana, and Vitya loves pear.”

Exercise2

Exercise “Which from what?”: What kind of juice is this (jam, pie, compote)? (Apple pie. Plum jam, etc.)

Exercise3

Name the fruit. Complete the table with fruits. Make up phrases based on the example: “Lots of lemons. Little lemon."

Exercise4

“Make a proposal.” On the board there are three pictures of fruits. The speech therapist asks the children the question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc.

Exercise5

"The fourth is odd." Acquisition of nouns in the genitive case. Use of complex sentences in speech. Development of logical thinking.

On the playing field there are pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There shouldn’t be a tomato in the vase, because it’s a vegetable,” etc.

Exercise6

Development of coherent speech Description story “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, hard, sour. It has bones inside. Lemon is covered with peel. He's useful. They put it in tea."

Topic: VEGETABLES

Exercise1

Pictures of fruits and vegetables are laid out on the table. It is necessary to determine what is more.

Exercise2

Name the shape of each vegetable according to the example: “Oval cucumber.”

Exercise3

Game “Greedy”: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc.

Exercise4

Tell your child what they cook from vegetables. Game “What juice? What kind of casserole? What kind of puree?”: Tell me, what is another name for juice (casserole, puree) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc.

Exercise 5

Name the vegetables. Add vegetables to the table. Make up phrases based on the example: “A lot of tomatoes. Little tomato."

Topic: VEGETABLES

Exercise1

Exercise “Cook”: Tell me what needs to be done to prepare the soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree?

Exercise2

Exercise “Tell me!”: Make up stories about vegetables according to the proposed visual plan.

Exercise3

“Make a proposal.” Children must complete the sentence and then repeat it in full (in chorus and individually).

The tomato is round, and the carrot...

The cucumber is oval, and the pumpkin... The onion is bitter, and the carrot... The cucumber is green, and the beet... The radish is small, and the radish... The zucchini is large, and the pumpkin... The tomato is sour, and the garlic... The carrot is the ground, and the tomato...

Exercise4

“Make a proposal.” The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns.

The tomato is round, and the carrot... (oblong).

The tomato is red and the carrot...

The tomato is soft, and the carrot...

The tomato is sour, and the carrot...

A tomato has a seed inside, and a carrot...

A tomato grows on the ground, and a carrot... (in the ground).

Exercise5

Game “Hide the syllables in your palms.” Clapping the syllabic structure of words: po-mi-dor; radish; ka-ba-chok, etc.
Topic: GARDEN - VEGETABLE VEGETABLE

Exercise1

Exercise “Guess the riddles, draw the answers.” Guess the riddles, draw the answers in the empty “lambs”. This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This object is yellow, round, bitter, juicy. (Onion.)

The red barrel is as big as a fist, if you touch it with your finger it’s smooth, but if you bite it it’s sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, gnarly, but when it comes to the table, the guys will say cheerfully: “Well, it’s crumbly, delicious!” (Potatoes, potatoes.)

Exercise2

Exercise3

Exercise "The fourth wheel"

Exercise4

Correct mistakes.

Potatoes grow in a swamp.

An apple grows under a bush.

An eggplant grows on a bush.

A pear grows in the forest.

A peach grows on a Christmas tree.

Exercise5

Exercise “Tell me”: Make up stories about vegetables and fruits according to the proposed visual plan.

Sample answer:

Topic: GARDEN - VEGETABLE VEGETABLE

Exercise 1

Tell your child what grows in the garden on a tree and what in the vegetable garden. Draw lines: from fruits to trees (garden), from vegetables to beds (vegetable garden).

Exercise2

Exercise "The fourth wheel"

Exercise3

Correct mistakes.

Potatoes grow in a swamp.

An apple grows under a bush.

An eggplant grows on a bush.

A pear grows in the forest.

A peach grows on a Christmas tree.

Exercise4

Exercise “Tell me”: Make up stories about vegetables and fruits according to the proposed visual plan. Sample answer:

“An apple is a fruit. It is red (green, yellow), round, sweet, juicy, and grows in the garden. The apple is hard and smooth to the touch. It is eaten raw, jam is made from it, and delicious juice is prepared.”

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assignment5

Work based on a plot picture

Theme: AUTUMN

Exercise 1

Look at the pictures with your child. Remember the names of each season. Clarify the sequence of changing seasons. Ask your child if he knows what time of year it is now? Ask the child to name the time of year preceding autumn; subsequent to autumn. Tell children about autumn changes in nature.

Task 2

Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures.

Task 3

Exercise “Say the opposite”: Help Tanya finish the sentences.

In summer the sun is bright, and in autumn...; In summer the sky is bright and... ; In summer the days are long, but...; In summer the clouds are high, and... ; In summer, birds teach their chicks to fly, and...; In summer, people dress lightly, and... ; In summer, children relax, swim, sunbathe, and...; In summer, people grow crops, and... ; In summer, the trees are dressed in green foliage, and...

Task 4

Exercise “Select, name, remember”: Name as many definition words as possible; words-actions.

a) The sky in autumn (what?) is gloomy, gray, dull.

Sun in autumn (what?) - ... Rain in autumn (what?) - ...

Wind in autumn (what?) - ... Leaves in autumn (what?) - ...

b) In autumn the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle.

In autumn rain (what does it do?) - ...

In autumn the sun (what does it do?) - ...

In autumn birds (what do they do?) - ...

In the fall, collective farmers (what are they doing?) - ...

Task 5

Exercise “Find mistakes”: Determine what does not happen in the fall.

Children sunbathe, swim, wear light clothes.

Dry colorful leaves rustle underfoot.

The buds are swelling, the leaves are blooming on the trees.

People harvest vegetables and fruits.

Wild animals do not store food.
Theme: AUTUMN

“Make a proposal.” Working with deformed sentences.

Blowing, autumn, wind, cold. The leaves and trees are turning yellow. The earth, grass, on, withers. The birds are flying south. Light, autumn, drizzling, rain.

Task 2

"Guess the word". Use of singular and plural verbs in speech. Verb endings are highlighted with voice.

The wind blows and the winds...

The flower fades, and the flowers...

The bird flies away, and the birds...

The cold is coming, and the cold...

The leaf turns yellow, and the leaves...

The harvest is ripening, and the harvest...

It's drizzling and raining...

The leaf falls, and the leaves...

Task 3(for children 5 – 6 years old)

Compiling a coherent story “Autumn” based on the first words in the sentence: “Summer has passed, and it has come... The days have become... It has blown... It has become... People are dressing... In the trees... On the ground... It is drizzling ... Fading... To the south... People are collecting... Coming soon..."

Children repeat the story without the help of an adult.

Task 4

Exercise “Dressing Tanya”: Tell the child what clothes, shoes and hats are worn in the fall.

Autumn has arrived and it's getting colder. Tanya is getting ready to go for a walk in the park, but doesn’t know how to dress. Help Tanya. Outline the fall clothes, shoes and hat with a red line. What clothes, shoes and hats are not suitable for autumn? Why?

Task 5

Exercise “Bouquet for Mom”: In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mom. Trace the leaves and fruits with dots. Color them and tell us what leaves and fruits Tanya used to make the bouquet.

Topic: MIGRATION BIRDS

Exercise 1

Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Insert the general concept of “migratory birds” into the dictionary.

Task 2

Show the pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is a bird's body covered with?

Task 3

Exercise “Say the opposite”: Complete the sentences. The stork is big, and the nightingale.... The stork has a long neck, and the cuckoo.... The nightingale has a gray breast, and the swallow.... The stork is white, and the rook....

Task 4.

Exercise “Select, name, remember”: Complete the sentences (select and name as many feature words and action words as possible).

Cuckoo (what?) motley,.... Black rook... Important stork,.... Swift-winged swallow,....

Task 5

Didactic game “What’s missing?” The speech therapist exhibits silhouettes of birds (without beak, paws, wings, eyes, tail, etc.). Children must say what the birds lack.

Task 6

Didactic game “Compare the birds” A sparrow has a small body, and a heron... A sparrow has a small head, and a heron... A sparrow has a short beak, and a heron... A sparrow has narrow wings, and a heron... etc.
Theme: TREES

Exercise 1

Exercise “Which tree is the leaf or twig from?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name what kind of leaves and twigs these are. (Birch leaf - birch. Etc.)

Task 2

Exercise “What happens to the leaves?” Make up a story using pictures and supporting words.

Task 3

Exercise “Count and name”: Connect trees of the same type with lines of the same color. Tell us what kind of trees there are a lot (many oaks, firs...). Count (write in circles or draw with dots the quantity) and name them. (One birch, two birches, ..., five birches).

Task 4

Exercise “Prompt words”: Insert the missing words (the text is read by an adult). The squirrel was sitting (on) a tree and gnawing nuts. Suddenly one nut fell and a squirrel came down (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children were walking past and saw a squirrel’s tail peeking out (from behind) a tree. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow.

Task 5

The fourth one is extra.
Topic: FOREST

Exercise 1

"Which!" A selection of adjectives for the word forest (big, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, bare, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer).

Task 2

Looking at the illustration “Forest” and writing a story based on it. “Children, look carefully at the picture. There is a forest in front of you. There are many different trees in the forest. There are coniferous trees - spruce, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves are the crown. The tree also has roots; they feed the tree with juices from the earth. But here are the bushes, they are lower and thinner than the trees. There are many different plants on the ground: grass, flowers, moss.

The forest is a home for animals, birds and insects. The forest benefits us: it provides wood, medicine, mushrooms, berries, and nuts. We relax in the forest and enjoy nature.”

The speech therapist invites the children (with the help of leading questions) to tell what they remember about the forest.

Z
task 3
Topic: FOREST
Anya, Mitya and Kis were already in the forest and did not see any wild animals, although they dreamed of meeting a bunny, hedgehog, wild boar or badger.

• 
  Where are the animals? - the children were surprised, looking at the stumps and fallen trees.
• 
  Where there are many people, there are no animals. “They go further away, into the depths of the forest,” my mother explained.
• 
  What animals can be found in our forests?

Do you think the artist succeeded in this?

Look and tell me who is next to Anya and Mitya.

Who does Kis help?

Who cut the branches for him and the little beaver so carefully?

Where are Kiss and the little beaver taking these twigs?

Tell me what you know about beavers. Notice their beautiful fur.

Almost in the center of the picture stands a giant oak tree. A squirrel jumps along its branches, a wild boar hunts with her wild boars under the oak tree. What are they looking for under the oak tree?

Nearby is a huge bear with small cubs.

The fox behind the trees froze in surprise. He sees the hare, but cannot grab it. It's a shame!

A handsome elk came out into the clearing and was resting. And the horns, what luxurious horns!

A curious badger leaned out from behind the Christmas tree, stretched out, trying to figure out why the hedgehog and the hare were so brave and came very close to the human cubs.

And there is beauty all around! Forest! Trees! River! Grass and mushrooms!
Topic: TABLEWARE

Exercise 1

Look at the pictures with your child. Introduce him to the names of utensils and ask him to show the following parts: spout, lid, handles, edges (walls), bottom... Insert the general concept of “dishware” in the dictionary.

Task 2

Introduce the child to the concepts of “teaware”, “dinnerware”, “kitchenware”.

Task 3

Exercise “Helper”: Help the girl Tanya put the tea utensils on the tray, the dining utensils on the dining table, and the kitchen utensils in the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet.

Task 4

Exercise “Let’s help mom”: Mom asked me to help her lay out the salt, sugar,

Exercise 5

“Where do the products live?” The speech therapist explains to the children that each product has its own house and asks the children to guess the name of the house.

Sugar lives in... (sugar bowl). Salt lives in... (salt shaker). Crackers live in... (cracker bowl). Oil lives in... (oil can). Pepper lives in... (pepper shaker). Tea lives in... (teapot). Coffee lives in... (coffee pot). The herring lives in... (herring house). Sweets live in... (candy bowl). The salad lives in... (salad bowl).

Task 6

"Cup and saucer" Children follow the speech therapist’s instructions and comment on their actions.

Place the cup on the saucer. - I put the cup on the saucer.

Take the cup from the saucer. - I took the cup from the saucer.

Place the cup next to the saucer. - I put the cup next to the saucer.

Place the cup to the right of the saucer. - I placed the cup to the right of the saucer.

Hold the cup over the saucer. - I hold the cup over the saucer.

Place the cup in front of the saucer. - I put the cup in front of the saucer.

Place the cup under the saucer. - I put the cup under the saucer.

Take the cup from under the saucer. - I took the cup from under the saucer.

Give Tanya the cup and take the saucer from her. - I gave Tanya the cup and took the saucer from her. Etc.
Topic: TABLEWARE

Z
assignment 1

Work based on the fairy tale “Fedoreno Grief”

Fedora was very happy about the return of the dishes. She cleaned her, washed her, and called her affectionately. Name each piece of utensils affectionately (cup - cup, etc.).

Task 2

Tell your child what materials the dishes are made from. Explain the meaning of the word “fragile.” Exercise “Which from what?”: Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it.... If the plate is made of cardboard, it....

If the spoon is made of metal, it.... If the cup is made of porcelain, it....

If the jug is made of clay, it... . If the saucer is made of glass, it...

Task 3

Exercise “Tell me”: Make up stories about dishes according to the proposed visual plan.

Task 4

“What doesn’t happen?” The speech therapist shows any part of the utensil, and the children comment. There is no teapot without... (spout). There is no grater without... (holes). There is no pan without... (lid). There is no frying pan without... (bottom). There is no coffee pot without... (handle). There is no sieve without... (holes). There is no knife without... (blade), etc.

Task 5

"The Tale of the Teapot":

“Once upon a time there was a teapot. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.”

Questions for the fairy tale: “Who did the teapot live with? What size was it? What parts does a teapot have? What is the teapot made of? Why did people love him?
Topic: FOOD

Exercise 1

Introduce your child to the names of grocery store departments (dairy, meat, grocery, vegetable, fish).

Task 2

Exercise3

Exercise “From what - which?”: The cook uses different types of oils to prepare dishes. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream oil - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - ....

Exercise4

Exercise5

Exercise6

Topic: FOOD

Exercise 1

Introduce your child to the names of grocery store departments (dairy, meat, grocery, vegetable, fish).

Task 2

Look at the pictures. Connect the flour with its products with yellow lines, milk with its products with blue lines, and meat with its products with red lines. What are these products? (Flour, dairy, meat.)

Task 3

Exercise “From what - which?”: The cook uses different types of oils to prepare dishes. Name them. Sample: What kind of sunflower oil? (Sunflower.)

Corn oil - .... Olive oil - ....

Soybean oil - .... Cream oil - ....

Name the dishes correctly. Sample: Vegetable salad - vegetable.

Buckwheat porridge - .... Cottage cheese casserole - ....

Berry puree - .... Fruit juice - ....

Task 4

Exercise “Look and name”: Look at the picture. What objects were hidden? Name them and outline them with colored pencils.

Task 5

Exercise “Say the opposite”: Complete the sentences with attribute words.

Task 6

Prepare your favorite dish. There are pictures of food on the table. The child chooses what dish he will prepare and selects pictures for it.
Topic: MUSHROOMS

Exercise 1

Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (cap, leg). Tell the child where mushrooms grow (in the forest, more often, on a stump, in the grass). Insert the general concept of “mushrooms” into the dictionary.

Task 2

Tell your child what is prepared from mushrooms (salad, caviar, casserole, soup) and how.

Task 3

Introduce the child to polysemantic words, explain the difference in the meanings of these words.

Task 4

Name the mushrooms. Add mushrooms to the table. Make up phrases based on the example: “There are three chanterelles in the clearing among the grass, and after the rain five chanterelles grew.”

Task 5

Exercise “Hedgehog-mushroom picker”: Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried mushrooms (monitor the correct use of prepositions in the child’s speech). (The hedgehog was drying mushrooms under the table. Etc.)
Topic: BERRIES

Exercise1

Name the color of the berries according to the example: green gooseberry,... etc.

Exercise2

Exercise “Forest berry, garden berry”: Connect wild berries with the picture “forest” and garden berries with the picture “garden” with lines.

Exercise3

Tell your child what is prepared from the berries (juice, drink, compote, jelly, marmalade, jam, syrup, jelly). Game “What juice? What kind of jam?”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc.

Exercise4

Exercise “Tell me”: Make up stories about berries according to the proposed visual plan.
Topic: FURNITURE

Exercise1

Tell your child about who makes and repairs furniture. Exercise “Look and name”: Look at the drawing. Name the objects depicted. Trace with colored pencils the objects that the carpenter uses when repairing furniture.

People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other.

Exercise2

Exercise “Which from what?”: And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Complete the sentences.

Metal stool legs. They (what?) ....

Glass cabinet doors. They (what?) ....

Handles on the doors are made of plastic. They (what?) ....

Table top made of wood. She (what?)....

The chair is upholstered in leather. She (what?)....

Exercise3

Exercise “Name it kindly”: The bookshelf had nothing to brag about. But she remembered that her owners often called her affectionately - shelf. Give affectionate names to other furniture as well.

Shelf - shelf Chair - .... Wardrobe - .... Chair - .... Table - .... Bed - ....

Exercise4

Exercise “Say in one word”: Complete the sentences.

A table for newspapers and magazines is called a coffee table. The table at which they dine is called.... The computer table is called.... The table at which one writes is called.... A book shelf is called....

A wardrobe for clothes is called.... A wardrobe for books is called....

Exercise5

Exercise “Say the opposite”: Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The chair is soft, and the table....

Exercise6

“What is ‘friends’ with what and with whom?” Children must give a complete answer.

Is the chair “friendly” with a crib or notebook?

Is the table “friendly” with the chair or the dough?

Does the cabinet work well with a shelf or a pin?

Is the chair “friends” with the sofa or Ivan?

Is the sideboard “friends” with Luda or the dishes?

Are the shelves “friendly” with a book or a lid?

Is the stool “friendly” with a chair or a mule?

Is the sofa “friends” with the couch or candy?

Exercise7

"Correct the error":

the chair has a lid;

the TV has a back;

there is a screen by the sofa;

the cabinet has an armrest, etc.
Topic: CLOTHING

Exercise1

Look at the pictures with the children. Introduce them to the names of clothing items. Fix the general concept of “clothing” in the dictionary.

Exercise2

Exercise “Let’s help Tanya and Vanya get dressed. Make up sentences based on the example: “These are Vanya’s trousers. This is Tanya’s skirt.”

Exercise3

Introduce your child to the details of clothing.

Exercise4

Show and name the details of your clothing (collar, cuffs, leg, sleeve, pockets, etc.).

Exercise5

Tell your child about who sews the clothes. What tools and materials are used in the work?
Topic: CLOTHING

Exercise1

Introduce the materials from which clothes are made. Introduce children to their names. Make up phrases based on the example: leather coat, fur collar, etc.

Exercise2

Exercise “Tell me”: Make up stories about items of clothing according to the proposed visual plan.

Exercise3

“Finish the word.” Mastering vocabulary on the topic being studied: bru..., shirt..., skirt..., hat..., fur coat..., panama..., tights..., hat..., dress..., cap..., tuff..., boot..., finger..., boot... etc.

Exercise4

“Say the opposite.” Mastering a verbal dictionary on the topic being studied: put on - take off, put on - take off, buy - sell, tie - untie, fasten - unfasten, iron - wrinkle, hang - take off, put on - take off shoes.

Exercise5

“Pick up a word.” Selection of verbs for the word clothing: put on, wear, take off, buy, sew, knit, dress, button up, iron, sew up, darn, mend, patch, wash, dry, hang, etc.
Topic: FOOTWEAR

Exercise 1

Look at the pictures with your child. Introduce him to the names of different types of shoes. Insert the general concept of “shoes” into the dictionary.

Exercise2

Tell me what shoes you can buy in the store.

Exercise3

Show the details of the shoe: shaft, sole, heel, straps, laces, tongue.

Exercise4

Exercise “Say the opposite.”

Exercise5

Exercise “Tell me”: Make up stories about different types of shoes according to the proposed visual plan.

Exercise6 (for children 5 – 6 years old)

“Correct the mistake.” The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron.
Theme: WINTER

Exercise 1

Look at the pictures with your child and remind him of the names of the seasons. Clarify the sequence of changing seasons.

Task 2

What time of year is it now? Name the season before and after winter. What changes have occurred in nature in winter?

Task 3

Exercise “Say the opposite”: Complete the sentences. In summer the days are hot and in winter the days are cold.

In summer the sky is bright, and in winter -...

In summer the days are long, and in winter -...

In summer the sun is bright, and in winter -....

In spring, the ice on the river is thin, and in winter -....

The snow is soft and the ice is....

Some icicles are long, while others are....

Task 4

Exercise “Select, name, remember”: Complete the sentences (select and name as many definition words and action words as possible).

Winter (what?) - cold, snowy, frosty, long.

Snow (what?) - ....

Snowflakes (what?) - ....

Ice (what?) - ....

Weather (what?) - ....

Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt.

Ice in the sun (what does it do?) - ....

Frost (what is it doing?) - ....

Children on a winter walk (what are they doing?) - ....

Blizzard (what is it doing?) - ....

Exercise5

Exercise “Help Tanya”: Choose winter clothes, shoes, hats. Tell us what you wear in winter.
Theme: WINTER

Task 1 (for children 5 – 6 years old)

“Finish the sentence.” Composing complex sentences with the meaning of opposition.

Children must complete the sentence and then repeat it in full.

In winter there is snowfall, and in autumn...

In winter there is snow, and in summer...

In winter the snow falls, and in spring...

In winter they go sledding, and in summer...

In winter the forest sleeps, and in spring...

In winter they go ice skating, and in summer...

It gets cold in winter, and in summer...

In winter the trees are white, and in autumn...

In winter the snowdrifts grow, and in the summer they grow...

In winter they make a snowman, and in summer...

In winter insects hide, and in spring...

Task 2

Guess a riddle. Remember poems and riddles about winter.

What kind of stars are these on the coat and on the scarf?

Everything is through, cut out, and if you take it, there is water in your hand. (Snowflakes)

Task 3

Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened?

Task 4

Color the picture. Draw snowflakes flying in the air.

Task 5(for children 5 – 6 years old).

Make up a story about a snowman.
Topic: WINTER ENTERTAINMENT

Exercise 1

Color the picture. Make up an interesting story about it.

Task 2

What can you make from snow and ice outside in winter? (Snowman, fortress, snowy city, ice figures, skating rink).

Task 3

Explain the meaning of the words “snowfall, ice.” Make up sentences with these words.

Task 4

Select, name and circle items that are suitable for winter outdoor activities.

Task 5

Exercise “Select, name, remember”: Complete the sentences (select and name as many definition words and action words as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - ....

Frost (what is it doing?) - .... Children on a winter walk (what are they doing?) - .... Blizzard (what is it doing?) - ....
Topic: NEW YEAR'S HOLIDAY

Task 1 (for children 5 – 6 years old)

“Correct the mistake.” Working with deformed sentences. Masha likes to wear a mask. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The Christmas tree lit up with lights. Santa Claus brought a bag of gifts, etc.

Exercise2

Color the balls on the widest tree with a red pencil, and blue on the tallest one. Color the stars to the right of the month with a yellow pencil, and to the left with an orange pencil.

Task 3

"What will you do?" The use of verbs in the form of the future simple and complex tense with and without the particle sia.

At the holiday I will have fun - I will have fun (I will spin - I will spin, I will rejoice - I will rejoice, I will sing - I will sing, I will dance - I will dance, I will laugh - I will laugh, I will make noise - I will make noise, I will dress up - I will dress up, I will joke - I will joke, I will play - I’ll play, I’ll ride - I’ll ride, I’ll boast - I’ll boast, etc.).

Task 4

“What happens after this?” Making proposals based on plot pictures.
Topic: HEADWEAR

Exercise1

Look at the pictures with your child. Introduce him to the names of hats. Insert the general concept of “headdresses” into the dictionary.

Exercise 2

Examine and show the details of the hats: brim, ribbons, pom-pom, visor.

Exercise3

Exercise “Look and name”: What color are these hats? Make up sentences based on the model. (This is a red hat. This is a white cap. Etc.)

Exercise4

Name the hats. Add them to the table. Make up sentences similar to the following: “There are a lot of hats in the store. I have small hats."

Exercise5

Exercise “Tell me”: Make up stories about hats according to the proposed visual plan.
Topic: TRANSPORT

Exercise1

Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body... Fix the general concept of “transport” in the dictionary.

Exercise2

Introduce the child to types of transport: land, underground, water, air.

Exercise 3

Circle the pictures with the dots. Name each item affectionately.

Exercise4.

Exercise “Say the opposite”: Complete the sentences:
The train is long and the bus is....

The plane is fast, and the steamboat is .... The tram is heavy, and the bicycle is ....

Exercise5.

Look at and name the parts of transport. About what object can we say: “new”, “new”, “new”? Exercise “From what - which”: Complete the sentences.

The door is made of metal (which one?) - metal.

Plastic steering wheel (what kind?) - ....

Leather seat (what kind?) - ....

Rubber wheel (which one?) - ....
Topic: TRANSPORT

Exercise1

Conversation about transport. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think determines the name of a vehicle? (From what it rides on, flies, rolls.)

If by water - aquatic. By air - air. On the ground - terrestrial.

Exercise2

Didactic game "Correct answer". Program tasks:

A) air passenger transport (ship, plane, train);

B) water freight transport (barges, tankers, airplanes);

B) underground passenger transport (train, metro, bicycle);

D) ground passenger transport (ship, bus, plane).

What else can be classified as passenger transport? (Bus, trolleybus, metro, taxi.)

Exercise3

"Say the opposite":

Drive away - drive up; flew out - flew in; moved in - moved out; took off - landed; left - drove in; drove off - rolled up; flew away - arrived; swam - sailed, swam - swam; Speech therapist. What can you say this about?

Exercise4

“Finish the sentence.” Formation of the comparative degree of adjectives. Children pronounce the sentence first in full in chorus, and then in turn.

The plane flies high, and the rocket is higher. The plane flies far, but the rocket goes further. An airplane flies fast, but a rocket flies faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. An airplane is heavy, but a rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. An airplane is fast, but a rocket is faster.

Exercise5

WITH

equalize in size
Topic: WINTERING BIRDS

Exercise1

Look at the pictures with your child. Introduce him to the names of birds (sparrow, tit, magpie, woodpecker, crow, pigeon). Insert the general concept “wintering birds” into the dictionary.

Exercise2

Explain to the child why these birds remain for the winter. Tell him about what wintering birds eat and how adults and children help birds survive the cold winter.

Exercise3

Show the body parts of birds (torso, head, tail, beak, wings, etc.). Remember their names.

Exercise4

Exercise “Look and name”: Look at the picture and answer the questions.

Who's on the tree branch? - Sparrows. Who's under the feeder? - .... Who is on the tree trunk? - ....

Who's at the feeder? - ....Who flies to the feeder? - .... Who is next to the tree? - ....

Exercise5

“Call me kindly.” Formation of words with diminutive suffixes:

A black feather is a black feather, a gray back is a gray back;

Variegated wings - mottled wings, white neck - white neck;

Red breasts - red breasts, sweet eyes - sweet little eyes;

Sharp claws - sharp claws, long tail - long tail;

White fluff - white fluff, round head - round head;

Nimble paws - nimble paws, soft feathers - soft feathers.

Exercise6 (for children 5 – 6 years old).

Compiling a descriptive story “Sparrow” using reference subject pictures:

“The sparrow is a wintering bird. It has a head, beak, body, wings, tail, paws, and claws. The bird's body is covered with gray feathers. A sparrow can fly, jump, peck, tweet, and sit. The sparrow feeds on insects, crumbs, grains, and seeds. The sparrow is man's friend because it destroys harmful insects."

The speech therapist invites one of the children to repeat the story.
Topic: TOYS

Exercise1

Look at the pictures with your child. Name the objects depicted. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of “toys” in the child’s dictionary.

Exercise2

Teach your child to respond fully to an adult’s questions. For example: Which toy has wheels? (The wheels are on the car.) What are the stripes on? (Stripes on the ball.) Etc.

Exercise3

Exercise “Which from what?”: Complete the sentences.

A bus made of metal (which one?) - metal. Plush bear - .... Rubber donkey - ....

Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - ....

Exercise4

Game exercise “What has changed?” (a car is placed between the ball and the pyramid)

Exercise5

Exercise “Tell me”: Make up stories about toys according to the proposed visual plan.

Topic: WILD ANIMALS

Exercise1

Look at the pictures with your child. Introduce him to the names of wild animals in our forest. Insert the general concept of “wild animals” into the dictionary.

Exercise2

Show the animal body parts (torso, head, tail, horns, hooves, etc.). Remember their names.

Exercise3

Exercise “Guess”: Complete the sentences:

Legs, hooves, horns - from... (moose). The tassels on the ears are from... (squirrels, lynxes). The needles on the body are... (hedgehog).

Exercise4

Tell your child about what the wild animals of our forests eat and where they live (in a hole, den, lair, hollow, etc.).

Task 5

Guess and repeat"

Angry, hungry, gray... (wolf). Cowardly, long-eared, gray... (hare). Sly, red, predatory... (fox). Red, small, fast... (squirrel) Big, brown, clumsy... (bear).

Task 6

"Wild or domestic." Ten pictures are arranged in a row on the board: dog, fox, hedgehog, cat, sheep, elk, horse, pig, bear, cow. Children comment: “A dog is a domestic animal, a fox is wild,” etc.

Task 7

Where is whose house?
Topic: WILD ANIMALS

1 option

Looking at this picture, Anya, Mitya and Kis thought: “What is this that the artist Evgeny Vitalievich Viktorov depicted?”

• 
  This is Africa, Africa! - purred Kiss - I see monkeys, an elephant and little Indians: a girl and a boy.
• 
  No, this is probably Australia,” Anya entered the conversation, “because in the lower right corner of the picture there are kangaroos and a koala bear cub. They are found in Australia. Mom told us about this just recently.

Mitya thought for a moment, and then suddenly made an assumption:


And then he suddenly became upset:

• 
  I would like to be next to a tiger, not a bear. I am also a tiger, but only very small in stature.
• 
  The artist depicted everything correctly,” Anya Kisu objected.

Anya complied with his request, and Kis agreed with her arguments.

What would you guys say to Keys?

Where would you like to be? Why?

Finishing the conversation with the children, read them the first part of the text again (before the words: “Oh, and we are...”), read it slowly, show the animals and children that were discussed.

2nd option.

Oh, where are we? - Kiss was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya came running to his cry. They began to look at the picture in surprise, trying to figure out where they ended up thanks to the artist’s imagination.

Guard! - Kiss meowed more quietly, but still with despair - We are in captivity! We are dead!

What a huge, but what a kind bear! It looks like we persuaded him to take a photo with us,” Anya spoke. “Look at how the hare poses: he’s standing with his hands on his hips, happy.”

Where are we? - Mitya thought.

• 
  As where? In the forest, in a dense forest, far, far from home, visiting a bear. “We left on a fast train,” the cheerful Kis began to explain to Mitya.
• 
  Why is Africa here? And the North?

Now all three were deep in thought. Let's, guys, figure out where the heroes ended up.

You can use one of the options. Another option can be used to secure the material. It is easier for children to talk about what they know better. Don't forget that your goal is verbal communication with children using pictures.
Topic: PETS

Exercise1

Look at the pictures with your child. Name the animals and their babies. Tell us what they feed pets, what benefits they bring to humans, and how he cares for them. Insert the general concept of “pets” into the dictionary.

Exercise2

Pay attention to the distinctive features of the animals. Exercise: “Who has what?”: Show the pictures and name the body parts of domestic animals.

A cow has horns,... A horse has a mane,... A pig has a snout, A dog has paws,...

Exercise3

U

exercise “What did the artist forget to draw?”: Who did the artist draw? What does every animal lack? (The rabbit is missing ears. Etc.) Help the artist. Draw the missing parts of the body.

Exercise4

The cow moos. Cat - .... Dog - .... Horse - .... Pig - ....

Task 5

Where did the piglets hide?

Task 6

Exercise “Tell me”: Make up stories about pets according to the proposed plan
Topic: OUR CITY

Exercise1

"Where do you live?" Each child names his address (street, house and apartment number, floor); tells which institutions are located near his home.

Exercise2

"Unravel the sentence." Working with deformed sentences.

Located, house, square, in front.

House, near, cinema, there is.

Kindergarten, corner, standing, behind.

Nearby, a hairdressing salon, a house, built.

Near, market, with, house.

Exercise3

What kind of houses are there?

Exercise4

“Say the opposite.” Mastering antonyms. The speech therapist begins the sentence, and the children finish it.

My street is new... and my street is old.

My street is long... and my street is short.

My street is light... and my street is dark.

My street is dirty... but my street is clean.

My street is “cheerful”... and my street is “sad”.

My street is quiet... and my street is noisy.

My street is big... and my street is small. Etc.

Exercise5

Story "Children on the Street":

“Children go to school along a wide street. They are walking along the sidewalk. On the right side of the street there is a grocery store that sells food. Near the store there is a cinema where they watch films. There is a hospital near the cinema where people are treated. Next to the hospital there is a hairdressing salon where people get their hair done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. Children wait for cars to pass. The light turned yellow and then green. Children cross the road. Here is the school. Children study here.”
Topic: MARCH 8

Exercise1

The speech therapist displays story pictures; children must name only those that relate to spring and the holiday of March 8th.

What time of year do you think these pictures belong to? (To spring.)

P After what time of year does spring begin?

What is the name of the first month of spring?

What holiday do we celebrate in March?

Whose holiday is this?

Exercise2

Children's stories about mother What is mother's name?

Where does he work? By whom? What kind of work does it do?

What does he do at home? How do you help your mom?

What gift did you get for your mom?

Exercise3

Children's stories “How I help my mother and grandmother”

Exercise4

Didactic game “Beautiful words about mom”

Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle.

Task 5

Drawing a gift for mom.

A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell us what flowers were used to make it up
Theme: SPRING

Exercise1

Look at the pictures with your child. Remember and name the seasons. Clarify the sequence of changing seasons. Ask your child if he knows what time of year it is now? Ask to name the season preceding spring and the season following spring. Watch with your child the spring changes in nature

Task 2

Look at the pictures depicting winter and spring. Name the signs of these seasons. Compare them with each other according to the example: In winter the sun is dim, but in spring it is bright.

Exercise3

Exercise “Select, name, remember”: Name as many feature words as possible; words-actions.

A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - ....

Leaves (which ones?) - ....

B) The sun in spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....

Exercise4

Exercise "Hide and Seek":

What objects are hidden in the picture? Name them and trace them with colored pencils. How do people use these items in the spring?

Exercise5

Didactic game “Say kindly”

Formation of nouns with a diminutive suffix:

A stream is a trickle, a puddle is ..., snow is ..., the sun is ..., a tree is ..., a kidney is ..., a cloud is ... etc.

Exercise6

Didactic game “Say a lot” Formation of plural nouns:

Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc.
Theme: SPRING

Exercise1

“Pick up a word.” A selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, ringing, blooming, cold, warm.

Exercise2

"The first signs of spring." The speech therapist, with the help of leading questions, finds out from the children the signs of spring: the day has lengthened, a warm wind has blown, the sun is warming up; the snow darkened, swelled and began to melt; thawed patches appeared; the ice on the rivers melts and cracks; drops

Exercise3

"Why?" Establishment of elementary cause-and-effect relationships.

Why does snow melt in spring?

Why do streams flow?

Why does ice melt?

Why does ice crack?

Why do the buds swell?

Why do buds burst?

Why do flowers bloom?

Why is the grass coming through?

Why do insects appear?

Why do birds fly?

Why do animals wake up from hibernation?

Why are people happy?

Why do people dress lighter?

Exercise4

“Correct the mistake.” Using complex sentences with the conjunction because.

The sun was shining because it was warm. Spring has come because the rooks have arrived. The snow melts because streams flow, etc.

Exercise5

Exercise “They saw, they didn’t see”: Tanya and Vanya were walking in the park. Draw in a table the objects they saw there. Complete the sentences according to the example. (The children saw three birdhouses, but did not notice five birdhouses.)

Topic: PET BIRD

Exercise1

Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits birds bring. How does a person care for them, what does he feed them and where does he keep them? Insert the general concept of “poultry” into the dictionary.

Exercise2

Show the pictures and name the body parts of domestic birds (paws, neck, head, beak, tail, etc.). What is a bird's body covered with?

Exercise3

Exercise “Name it correctly”: Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey.

Exercise4

The turkey is chattering. Chicken - ... Rooster - .... Duck - .... Goose - ....

Exercise5

Exercise “Say the opposite”: Complete the sentences.

The duck is big, and the duckling is .... The goose has a long neck, and the chicken has ....

The chicken is young, and the rooster is .... The chicken has webbed feet, and the duck has ....

Exercise6

Exercise “Tell me”: Make up stories about poultry according to the proposed visual plan.
Topic: MAN

Exercise1

Look at the picture with your child. Show and name parts of the face and body, first on yourself and then on the doll.

Exercise2

Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, bellies you have. Show your left hand, right hand (left eye, right ear, right leg, etc.).

Exercise3

Exercise “Say the opposite”:

Pierrot has a sad face, and Pinocchio... Malvina has blond hair, and Karabas Barabas... Karabas Barabas has long hair, and Pierrot... Malvina has curly hair, and Pierrot... Pinocchio has kind eyes , and Karabas Barabas... Pinocchio has a long nose, and Malvina...

Exercise4

Exercise “Select, name, remember”: Name as many action words as possible:

Eyes are needed in order to see, look, examine, read... The nose is needed in order to.... Ears are needed in order to.... The tongue is needed in order to....

They take care of their hair like this: they wash it, comb it, wipe it, dry it... They take care of their teeth like this:.... They take care of their face like this:...

Exercise5

Exercise “One - many”: Choose words according to the example. (Eye - eyes, ear - ears, etc.)

Exercise6

Exercise “What for what?”: Answer the questions: What do we see? What do we listen to? What are we smelling? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines.
Topic: MAN

Exercise1

Exercise “Help the artist”: Look at the portraits. What did the artist forget to draw? What parts of the face are the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the fairy tale characters and color the portraits.

Exercise2

Didactic game “Choose the words” The speech therapist asks the children one by one questions:

What eyes do you have? (My eyes are beautiful, gray, large, etc.).

What kind of hair do you have? (My hair is thick, long, shiny, etc.)

What are your nose, mouth, ears like? (Similar work is being done.)

Exercise3

Didactic game “What things a person needs to be clean and tidy”

Various items are laid out on the table: toothbrush, soap, iron, washcloth, etc.

Children choose any object and make sentences.

For example: A person needs a comb to comb his hair, etc.

Exercise4

"Find the mistake." Use of the grammatical category of the dative case.

The eyes need nostrils. Ears need eyelashes. A fist needs a chin. Elbows are needed for legs. The neck needs knees. The head needs nails. The back of the head is needed by the heels. The stomach needs shoulder blades, etc.

Exercise5

"Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist’s question.

How many eyes do two children have? (Two children have four eyes.)

How many ears do three boys have?

How many legs do two chickens have?

How many paws do two cats have?

How many fingers are there on two hands?

How many ears do two boys have?

How many ears do two dogs have?

How many toes are on the right foot?

How many noses do four boys have?

Exercise6

Fairy tale "The Giant and the Dwarf". Formation of words with magnifying and affectionate connotations.

“Once upon a time there lived a Giant.

He didn’t have a nose, but... (a nose),

Not eyes, but... (eyes),

Not lips, but... (lips),

Not hands, but... (hands),

Not fists, but... (fists),

Not elbows, but... (elbows),

Not a leg, but... (knives),

Not nails, but... (nails).

The Giant did not have a house, but... (a house). And nearby there was a house in which the Dwarf lived. He didn't have a nose, but... (nose), etc.

The Giant was huge, and the Dwarf was tiny. But they lived happily and were strong friends.”

Exercise7

Exercise “Tell me”: Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.

Explanatory note.

Language is a means of communication between people, a tool for the formation and expression of thoughts and feelings, a means of assimilation of new information, new knowledge. But in order to effectively influence the mind and feelings, the native speaker of a given language must be fluent in it, that is, have a speech culture. Mastery of words—an instrument of communication and thinking—is the fundamental basis of a child’s intelligence. Thinking cannot develop without linguistic material. The primary school period is one of the most important stages in speech acquisition.

Children master their native language through speech activity, through speech perception and speaking. This is why it is so important to create conditions for children’s speech activity.

The weakest link in the overall system of teaching the native language is the work on developing students’ coherent speech.

This work program for extracurricular activities has a subject focus and is compiled in accordance with the program of the “Speech” course, compiled by teachers of Penza State University. V.G. Belinsky L.D. Mali, O.S. Aryamova, S.A. Klimova, N.S. Peskova and recommended by the Directorate for the Development of General Secondary Education of the Ministry of Education of the Russian Federation.

The author of a set of teaching aids for the “Speech” course is T.N. Sokolova. The manual provides methodological recommendations for working with workbooks for students in grades 1-4. It provides detailed instructions for conducting classes on speech development for primary school-age students, and cultivating their interest in language. The varied practical material contained in this manual also contributes to the development of children's curiosity, memory, thinking, and imagination.

Purpose and objectives of the course

Target:

- promote a more solid and conscious assimilation of the norms of the native language, promote the development of children’s speech;

Improve their linguistic analysis skills,

To increase the level of language development of schoolchildren,

Cultivate cognitive interest in the native language,

Solve problems of intellectual development of younger schoolchildren.

Tasks:

Educational:

Fostering love and respect for the great Russian language;

Fostering a sense of patriotism;

Improving the general language culture of students;

Identification of linguistically gifted students, as well as instilling in low-performing students faith in their abilities.

Educational:

Expansion and deepening of program material;

Improving skills in analyzing various language facts;

Awakening the need to independently work on the knowledge of the native word and on one’s speech.

Educational:

Developing interest in language as an academic subject;

General language development of younger schoolchildren;

Development of creative abilities and psychological qualities of students: curiosity, activity, will, responsibility, independence.

The course material is presented in the program as follows:

Sentence and phrase

Communication culture

The principles underlying the construction of the work program:

personality-oriented: development, creativity, psychological comfort;

personality-oriented: systematicity, continuity, oriented function of knowledge, mastery of language culture;

activity-oriented: activity, semantic attitude to language, adaptability, transition from joint educational and cognitive activity to independent activity of the student.

Course program “Smart Men and Women. School of Speech Development" is studied throughout the entire course from grades 1 to 4, 1 hour per week. In grade 1 - 33 hours per year, in grades 2-4 - 34 hours per year. The program is designed for children aged 6 to 11 years. The form of organization of a children's team is a circle.

Requirements for the level of training of students.

Towards the end of the course “Smart Men and Women. School of Speech Development" students must

know:

Types of texts;

be able to:

Be a good listener;

Edit offers;

Recognize text types;

Recognize speech styles.

Educational and thematic plan

1 class

Speech and its meaning in life. Speech technique.

Speech. Oral and written speech. Features of oral speech: voice color, volume, tempo.

The ability to regulate the volume of speech, the pace of speech, and use breathing during speech. The ability to expressively read a short text according to a model given by the teacher. Knowledge of several tongue twisters.

Word.

Word. Lexical meaning of the word. Dictionary. Single and polysemous words. Words – “relatives”. Words – “relatives” and words – “friends” (synonyms)

Words are “relatives” and words that are superficially similar, but different in meaning (homonyms).

Words with opposite meanings (antonyms).

The ability to identify the words “relatives” among other words, select the words “relatives” for a given word, and establish the commonality of their meaning based on elementary word-formation analysis. Establish the common spelling of words - “relatives”.

The ability to determine the lexical meaning of a word (including based on word-formation analysis). The ability to determine the lexical meaning of a polysemantic word from subject pictures and context.

The ability to identify synonyms and antonyms in the text, select synonyms and antonyms for a given word.

The ability to distinguish words - “relatives” from synonyms, homonyms and words with partial graphic or sound similarity.

Offer. A simple sentence with a period, a question mark and an exclamation point. The ability to divide a short text into sentences, establish connections between words in a phrase and a sentence. The ability to edit a simple sentence: correct the order of words in a sentence, replace poorly chosen words in it. Distribute the offer. The ability to compose a simple common sentence based on a teacher’s question, on a topic, on a picture, on a diagram, by analogy with a given one. The ability to read correctly intonationally (pronounce a sentence with a period, question marks, exclamation marks).

Text.

Concept of text. Subject of the text. The ability to distinguish text from individual sentences that are not united by a common theme. Isolating key words in the text. Title. The main idea in the text. Selecting parts of the text, drawing up a plan. Types of text. Collective compilation of texts on a given topic, plot pictures. According to the plan, according to the supporting words. Creative addition to the finished text. Restoring deformed text.

Communication culture.

Magic words. Words are expressions of request, gratitude, apology. Words are expressions of greeting and farewell.

The ability to use words - expressions of greeting, farewell, apology, gratitude in one's own speech practice, taking into account the specific communication situation.

2nd grade

Technique and expressiveness of speech.

Oral and written speech. Expressiveness of speech. Ability to regulate voice volume and pitch. Knowledge of tongue twisters. Ability to collectively mark up text for expressive reading; discuss the timbre, pace of reading, place pauses, highlight logically stressed words and combinations of words, think over the melody of reading.

Word.

Repetition of what was learned in 1st grade. Word. The word matters. Synonyms. Homonyms. Multiple meaning words. Figurative means of language: comparison, personification. Polite words.

Acquaintance with dictionaries: explanatory, spelling. The ability to determine the lexical meaning of a word from the dictionary, context, and based on word-formation analysis.

The ability to highlight words with a figurative meaning in a text, compare direct and figurative meanings, and determine the basis for transferring meaning. The ability to construct a figurative expression (comparison, personification) based on a model from words given by the teacher, the ability to use words with a figurative meaning when composing sentences, texts of a descriptive and narrative nature.

Improving the skills defined by the 1st grade program.

Sentence and phrase.

Offer. Types of sentences according to the purpose of the statement and intonation. The ability to establish connections between words in phrases and sentences. The ability to edit simple and complex sentences: correct the order of words or the order of parts, distribute parts of a sentence, replace poorly used words. The ability to correctly read (pronounce) sentences of various types intonationally.

Text.

Text. Types of texts: reasoning, comparative description, narrative.

Ability to edit text in terms of vocabulary and grammar. Restore deformed text.

The topic and main idea of ​​the text. The ability to determine the main idea of ​​a text.

Text outline. Types of plans. Ability to draw up various types of plans.

The connection between sentences in the text. The ability to establish the type of connection between sentences in the text, to create chains of connections from key words.

The ability to write a creative presentation with language analysis, an essay based on a given beginning and supporting words, based on observations.

Writing riddles.

Communication culture.

Magic words: words of greeting, farewell, apology and so on. The ability to use polite words taking into account the speech situation with the necessary intonation and facial expressions.

By the end of year 2, students should

know:

Polysemantic words, antonyms, synonyms, proverbs, riddles, phraseological units;

Fine and expressive means of language: metaphors, comparisons, personification, epithets;

Speech styles: colloquial and bookish;

be able to:

Recognize text types;

Establish connections between sentences in the text;

Recognize speech styles;

Highlight polysemantic words and phraseological units in the text.

Restore deformed text

Establish connections between words in phrases and sentences.

Make plans of various types.

3rd grade

Technique and expressiveness of speech.

General concept of speech culture. Basic qualities of speech: correctness, accuracy, richness. Expressiveness of speech. Intonation: strength, tempo, timbre, melody of speech. Monologue and dialogue.

The ability to independently prepare for expressive reading of a work. Ability to read text expressively after self-preparation.

Word

The word, its meaning. Words are neutral and emotional and emotionally charged. Introduction to the dictionary of synonyms. Fine and expressive means of language: metaphor, epithet, comparison, personification. The ability to highlight them in the text, determine their meaning and purpose, and use them when creating text in an artistic style.

Winged words. The ability to determine the meaning of a stable expression and use it in a given speech situation.

Scientific words. The ability to highlight them in the text, explain the meaning using an explanatory dictionary, and use them in a scientific style text.

The life of the word. Where do words come from? How do words live? The main sources of vocabulary replenishment. Introduction to the elements of word formation.

Acquaintance with the origin of some anthroponyms and toponyms.

Outdated words. The ability to highlight them in the text, determine their meaning and stylistic affiliation.

Sentence and phrase

Offer. The ability to edit a simple sentence: correct the order of words and the order of parts, replace poorly used words, eliminate unnecessary and restore missing words, distribute sentences.

Text

Theme, microtheme, main idea of ​​the text. Key words. Text structure. Plan, types of plan.

Speech styles: colloquial and bookish (fiction and scientific). The ability to determine the stylistic affiliation of texts and compose text in a given style.

Types of text. Narration, description, reasoning. The ability to write descriptions of objects and phenomena, reasoning in artistic and scientific styles. Ability to write a narrative with descriptive elements.

The connection between sentences in the text. Chain and parallel connections. Means of communication in the chain construction of text. Means of communication in text with parallel construction. Aspectual correlation of verbs, uniformity of syntactic structures.

Communication culture

Magic words: words of greeting, farewell, requests, gratitude, apology. Ability to debate, use polite words in dialogue, taking into account the speech situation.

By the end of the 3rd year of study, students should

know:

Polysemantic words, homonyms, homoforms, homophones, phraseological units;

Fine and expressive means of language: metaphors, comparisons, personification, epithets;

Speech styles: colloquial and bookish;

be able to:

Recognize text types;

Establish connections between sentences in the text;

Recognize speech styles;

Identify polysemantic words, homonyms, homoforms, homophones, phraseological units in the text.

4th grade

A culture of speech.

Basic qualities of speech: correctness, accuracy, richness, expressiveness. The ability to improve (correct, edit) your speech, work on the most common grammatical and speech errors.

Monologue and dialogue as a type of speech. The ability to compose a text - a monologue and a text - a dialogue, and correctly format them in writing. Dramatic improvisations.

Expressive reading, intonation. The ability to independently prepare for expressive reading of a work. Ability to improvise. Ability to stage dialogue.

Word.

Repetition of what was learned in grades 1–3.

Lexical meaning of the word. Polysemantic words and homonyms. Puns. The ability to determine the meaning of polysemantic words and homonyms using an explanatory dictionary; distinguish polysemantic words from homonyms.

Direct and figurative meaning of the word. Paths. Comparison, metaphor, personification, epithet - comparative characteristics. Winged words and expressions. Proverbs, sayings, aphorisms.

Foreign borrowings. New words. Stationery.

The ability to highlight stylistically colored words in the text; determine speech styles taking into account the lexical features of the text.

Linguistic dictionaries. Ability to use an explanatory dictionary.

Speech etiquette: forms of address.

Sentence and phrase.

Offer. Simple and complex sentence. Offer with comparative turnover.

The ability to edit a simple and complex sentence: correct the order of words and the order of parts, replace poorly used words, distribute the sentence...

The ability to compose a simple complex and complex sentence with a defining, explanatory, cause-and-effect, comparative connection. Ability to correctly read different types of sentences intonationally.

Text.

Text. Theme, microtheme, main idea of ​​the text. Key words and key sentences. Plan. Types of plan (question, quotation, picture, mimic).

Speech styles: conversational, bookish (scientific, journalistic, business), artistic. The ability to determine the stylistic affiliation of texts and compose text in a given style.

Types of text: narration, description, reasoning, assessment of reality. Correlation between text type and speech style. The ability to compose an artistic description of nature with elements of assessing reality, a description of an animal in a scientific - journalistic style, an artistic narrative with elements of description.

The connection between sentences in the text. Chain and parallel connections. Lexical, thematic, grammatical and intonation means of communication. The ability to identify means of connection between sentences in the text. Temporal correlation of verbs. Using verb tense in a figurative sense. The ability to construct a text according to a given time scheme, carry out lexical and grammatical editing. The ability to transform text with parallel construction into a sentence with homogeneous members and vice versa.

Composition of the text. Commencement, development of action, climax, denouement. The ability to identify elements of composition in a given text, to compose a text with a given compositional structure. The ability to restore deformed text based on knowledge of composition and means of interphrase communication.

By the end of the 4th year of study, students should

know:

Polysemantic words, homonyms, homoforms, puns;

Fine and expressive means of language: tropes, metaphors, comparisons, personification, epithets; popular words and expressions;

Foreign borrowings. New words. Stationery.

be able to:

Recognize text types;

Establish connections between sentences in the text;

Recognize a sentence with a comparative phrase; compose simple, compound and complex sentences.

Determine the stylistic affiliation of texts; determine the means of communication of sentences in the text; transform text with parallel construction into a sentence with homogeneous members and vice versa.

Restore deformed text based on knowledge of composition and means of interphrase communication.

Thematic plan for 1 year of study

Thematic plan for 2 years of study

Thematic plan for 3 years of study

Thematic plan for 4 years of study

Expected results of the program implementation

By the end of the course “Speech. School of Speech Development" students must

know:

Polysemantic words, homonyms, homoforms, homophones, phraseological units;

Fine and expressive means of language: metaphors, comparisons, personification, epithets;

Speech styles: colloquial and bookish;

Types of texts;

be able to:

It is appropriate to use the studied means of communication in oral statements (gestures, facial expressions, body movements, intonation);

Determine the degree of polite behavior, take into account the communication situation;

Make contact and maintain it, the ability to thank, greet, say goodbye, using appropriate etiquette forms;

Be a good listener;

Determine the lexical meaning of a word;

Distinguish a text as a thematic and semantic unity from a set of sentences;

Edit offers;

Determine by the title what is said in the text, highlight key words in the text;

Compose based on this plot, using means of expression.

Recognize text types;

Establish connections between sentences in the text;

Recognize speech styles;

Studying the course forms the following universal learning activities:

communicative:

Students will learn:

Engage in dialogue (answer questions, ask questions, clarify anything unclear);

Negotiate and come to a common decision, working in pairs;

Participate in a collective discussion of an educational problem;

Build productive interaction and cooperation with peers and adults;

Express your thoughts with age-appropriate completeness and accuracy;

Be tolerant of other opinions and take them into account when working together.

Formulate your thoughts orally and in writing, taking into account speech situations;

Adequately use speech means to solve various communicative tasks;

Master monologue and dialogic forms of speech.

educational:

Students will learn:

Search for the necessary information to complete educational assignments using reference materials;

Model various language units (word, sentence);

Use logical thinking techniques at an accessible level (analysis, comparison, classification, generalization)

Isolate essential information from small readable texts.

Read all types of text information: factual, subtextual, conceptual;

Use dictionaries and reference books;

Build reasoning.

personal:

Students will develop:

Orientation in the moral content and meaning of actions of both one’s own and those around them (at a level appropriate to age);

Awareness of the role of speech in human communication;

Understanding the richness and diversity of linguistic means for expressing thoughts and feelings; attention to the melody of folk speech;

Sustainable educational and cognitive motivation for learning, interest in studying the course of speech development.

Sense of beauty - be able to feel the beauty and expressiveness of speech, strive to improve speech;

Interest in learning the language.

Regulatory

Students will learn at an accessible level:

Adequately perceive the teacher’s assessment;

Make necessary additions and corrections to your work;

In collaboration with the teacher, set a specific educational task based on the correlation of what is already known and learned, and what is still unknown.

Draw up a plan for solving an educational problem together with the teacher;

In dialogue with the teacher, develop evaluation criteria and determine the degree of success of your own work and the work of others in accordance with these criteria.

Forms and types of control

During the implementation of the program, the following forms are used:

Game (business, role-playing, educational)

Project method

Excursion

Solving situational problems

Quiz

Description of the material and technical support of the educational process.

The program of the speech therapy circle "Speech" for children of the speech therapy preparatory group of the kindergarten.

The program is intended for speech therapists and speech therapy groups. This material will help to form correct sound pronunciation in speech-language pathologist children.

“You need to be able to pronounce sounds, words, phrases correctly.
Having learned this so that it all becomes a habit, you can create.”
K.S. Stanislavsky

Explanatory note

Preschool age is an important and unique period in the development of a child, especially in terms of the development of his speech. Without the formation of pure and correct speech, it is impossible to acquire communication skills and learn to build relationships with the outside world. With normal development, mastery of correct sound pronunciation in preschoolers ends by the age of 4-5 years. But sometimes, for a number of reasons, this process is delayed.
In our age of “high technology” and global computerization of society, the level of development of speech and communication skills of preschoolers leaves much to be desired.
We often observe children whose speech is little intelligible to others: certain sounds are not pronounced, are skipped or replaced by others, the child does not know how to correctly construct a phrase and, even more so, compose a story from a picture.
Very often, a speech disorder, being a primary defect, entails a noticeable lag in mental development. Violation of the pronunciation aspect of speech requires special speech therapy assistance.
Currently, there is an inexorable increase in the number of children with various speech disorders. Therefore, the problem of early prevention and early correction of speech disorders seems relevant today.
Speech therapy circle work is propaedeutic before classes on correcting sound pronunciation in older preschool age; it makes it possible to cover the entire group of children with speech therapy and launch a self-correction mechanism.
This program was compiled taking into account and using modern innovative technologies and techniques in the field of prevention and correction of speech disorders in children.
The planning of the circle’s lessons is based on a comprehensive thematic principle; the lexical material covered for each topic is consolidated through a variety of speech games and exercises.
The work of the circle is to form the correct pronunciation of sounds:
-development of movements of the organs of the articulatory apparatus (articulatory gymnastics);
- mastering the phonetic system of the native language;
-prevention and elimination of speech disorders in children.
Purpose of the circle: creating favorable conditions for improving sound pronunciation in a preschool setting.
Tasks:
o Develop articulatory, general and fine motor skills, auditory attention and perception, breathing, phonemic hearing in the process of systematic training;
o Increase the effectiveness of sound pronunciation correction in children using health-saving technologies.
o Develop the ability to regulate voice strength and correct sound pronunciation;
o Develop intonation expressiveness of speech (use of logical pauses, stress, melody, tempo, rhythm, timbre).

Expected results:
o Children’s psychophysiological health will be preserved and strengthened;
o General, fine and articulatory motor skills, speech breathing, intonation expressiveness of speech, and the prosodic side of speech will develop;
o Correction of sound pronunciation will increase;
o Children will learn to read poetry expressively, observing intonation and expressiveness of speech;
o The syllabic structure of the word is formed.
Periodicity: Once a week, in the afternoon (Tuesday).
Duration: 30 minutes.
Form of organization of children: frontal.
The lesson is structured in the form of a single storyline. The main character of the circle activities and the children's favorite is the Rechevichok doll.
Involving children in the plot becomes emotionally significant for them, allows them to reveal their personal qualities, overcome verbal negativism, and fosters a sense of mutual assistance.
Frequent changes and, accordingly, novelty of tasks increase the concentration of attention and reduce the fatigue of children; The dosage of tasks contributes to the strength of mastery of the material.
The content of the classes includes the following types of work:
Articulation gymnastics, self-massage of articulation organs.
Exercises to develop auditory perception, phonemic processes, attention, memory using health-saving technologies.
Breathing exercises.
Games and exercises for the development of fine motor skills of the hands, self-massage of the hands.
Relaxation exercises.
To improve the health of children and relieve muscle and nervous tension, non-traditional methods are used, such as elements of Su-Jock therapy, self-massage of palms, massage balls, games with clothespins, and a dry pool.
This program can be recommended for use both in correctional and developmental classes of a speech therapist teacher, and for the work of teachers of general development groups in order to prevent speech deficiencies in children.

The main character of the classes is Speechman.

Thematic planning

September
1 Week:
Week 2: Diagnostics. Filling out speech cards and routes.
Week 3: Topic: “How the tongue drank tea with friends.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 6-7).
Week 4: Topic: “Articulation massage according to V.V. Emelyanov.” Goal: development of the articulatory apparatus.

October
1 Week: Topic: “How the tongue visited its beloved pets.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 11-12).
Week 2: Topic: “Morning with the cat Muzik” (speech gymnastics). Goal: development of the articulatory apparatus.
Week 3: Topic: “How the tongue found a friend.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 19-20).
Week 4: Topic: How Mishka looked for honey. Goal: development of the articulatory apparatus. (N.V. Ryzhova
pp. 22-24).

November
1 Week: Topic: “How the tongue walked in the forest” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 24-25).
Week 2: Topic: "Guessing game." Goal: development of fine motor skills of the fingers, imagination (dry pool).
Week 3: Topic: “How the tongue rode a bicycle.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 30-31).
Week 4: Topic: “How the tongue built a house.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 37-39).
December

1 Week: Topic: “How the tongue celebrated its birthday.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 6-7).
Week 2: Topic: “How the tongue went to visit the squirrel.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 8-9).
Week 3: Topic: “How the tongue cooked mushroom soup.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 10-11).
Week 4: Topic: “How the tongue played with friends in winter.” Goal: development of the articulatory apparatus. (N.V. Ryzhova pp. 12-13).

January
1 Week: Holidays.
Week 2: Holidays.
Week 3: Topic: “How a tongue saved a crow from a cat.” Goal: development of the articulatory apparatus.
(N.V. Ryzhova pp. 40-41).
Week 4: Topic: “Sounds [m]-[m`]. Goal: development of correct pronunciation of sounds. (N.V. Ryzhova pp. 42-43.)

February
1 Week: Topic: My bear." Goal: development of memory, rhythm, voice strength, expressiveness when learning a poem using a mnemonic table (Z. Aleksandrova).
Week 2: Topic: Sounds [p], [p`]. Goal: development of correct pronunciation of sounds. (N.V. Ryzhova pp. 44-45).
Week 3: Topic: “Naughty bears.” Goal: development of memory, facial muscles through self-massage. (abstract).
Week 4: Topic: Sounds [b], [b`]. Goal: development of correct pronunciation of sounds. (N.V. Ryzhova pp. 46-47).

March
1 Week: Topic: “Acupressure according to A.A. Umanskaya.” Goal: development of memory, ability to do acupressure on your own.
Week 2: Topic: Sounds [d], [d`]. Goal: development of correct pronunciation of sounds. (N.V. Ryzhova p. 49).
Week 3: Topic: “Antoshka’s mood.” Goal: development of motor skills, memory, attention, facial muscles. (mitten puppet theater).
Week 4: Topic: Sounds [n], [n`]. Goal: development of correct pronunciation of sounds. (N.V. Ryzhova pp. 50-51).

April
1 Week: Topic: “Hedgehog and the sea.” Goal: development of attention, general motor skills, fine motor skills, memory, imagination (fairytale therapy based on the fairy tale by S. Kozlov).
Week 2: Topic: Sounds [k], [k`]. Goal: development of correct pronunciation of sounds (N.V. Ryzhova pp. 52-53).
Week 3: Theme: “Rechevichka’s Travels.” Goal: development of general motor skills, imagination, fantasy when composing stories about the hero.
Week 4: Topic: “Resonator massage according to V.V. Emelyanov.” Goal: development of attention and voice when performing massage independently.

May
1 Week: Topic: "Letters". Goal: development of fine motor skills, memory when typing letters. (croup therapy).
Week 2: Topic: “Tempering breathing according to A. Umanskaya and K. Dineika. Alphabet of body movements." Goal: development of respiratory organs, plasticity, general motor skills (compendium).
Week 3: Diagnostics. Filling out speech cards and routes.
Week 4: Diagnostics. Filling out speech cards and routes.

Literature:
1. Galkina V. B., Khomutova N. Yu. Self-massage of hands and fingers.
2. Emelyanov V.V. Articulation massage.
3. Zinkevich-Evstigneeva T. D. Collection of programs for fairy tale therapy. Fairy tale therapy training. S-P, 2004.
4. Ryzhova N.V. Articulation gymnastics, -M, 2013.
5. Umanskaya A., Dineiki K. Tempering breathing.
6. Umanskaya A. A. Acupressure.