Speech therapy session"A soft sign at the end of a word."
2nd class
Target : Learn to indicate the softness of a consonant sound in writing using a soft sign.
Tasks:
1) introduce the second method of indicating the softness of consonants;
2) develop the ability to differentiate soft and hard consonant sounds;
3) develop the skill of spelling words with a soft sign at the end of words;
4) develop phonemic awareness, skills sound-letter analysis and synthesis,
5) clarify and enrich vocabulary;
6) develop attention (stability, concentration, switchability), auditory and visual memory, logical thinking (generalization, classification).
Equipment: stylized picture of a soft sign, subject pictures of animals, birds, fish, lake,; sound patterns, flashcards, jumbled letters, pictures (chalk, stranded, pole, six), presentation.
Progress of the lesson
I. Organizational moment.
L. The one who guesses the word and names the last sound in it sits down and gives a description.
– What comes after morning? (After morning comes DAY; the last sound in the word DAY is [N’]; this sound is a consonant, soft)
– How many days a week? (There are SEVEN days in a week; the last sound in the word SEVEN is [M’]; this sound is a consonant, soft)
– What is between summer and winter? (Between summer and winter – AUTUMN; the last sound in the word AUTUMN is [Н’]; this sound is a consonant, soft)
- What is the name of the second day of the week? (The second day of the week is called TUESDAY; the last sound in the word TUESDAY is [K]; consonant, hard)
II. Working on the material.
1. Development of short-term auditory memory and logical thinking (operations generalization, classification), summing up the topic of the message.
L. Remember and say all the words again.
ABOUT. DAY, SEVEN, AUTUMN, TUESDAY
L. What word do you think is superfluous? Why?
ABOUT. Extra word- TUESDAY; this word is superfluous, because the last sound is hard.
L. Guys, why in the words: day, seven, autumn is the last consonant sound soft?
ABOUT. In the words: day, seven, autumn, the last sound is a soft consonant, because after the consonant letter at the end of the word a soft sign is written.
L. What role does the soft sign play in words?
ABOUT. The soft sign serves to soften the consonant sound
L. What will the topic of our lesson be?
2. Statement of the topic and purpose of the lesson.
ABOUT. Soft sign at the end of a word
L. Well done. Today we will talk about the soft sign at the end of a word and reinforce the ability to correctly write and read words with this letter.
Where do we start? Of course with self-massage: 1) Rub your hands - wash ONCE, rub your hands - wash TWO, rub your hands - wash THREE. 2) Rub the ears. (I count ONE, TWO, THREE, FOUR, rubbing the ears in the opposite direction!) 3) Pull the earlobes down (ONE, TWO, THREE, FOUR and again ONE, TWO, THREE, FOUR) Well done!
And in order for you and me to pronounce all the sounds correctly, let’s do articulation gymnastics.
"Smile" (1-2-3-4-5)
"Proboscis" (1-2-3-4-5)
(“Fence”) (1-2-3-4-5)
("Tube") (1-2-3-4-5)
"The house opens"
3. Fixing the image of the letter b, development fine motor skills, visual attention, visual gnosis.
L. Find each letter b on your card and circle it with a pencil.
Write your answer on the card, under the picture. How many letters have you circled?(TWO)
4. Consolidation of knowledge about the soft sign.
L. How does the letter b differ from all other letters?
ABOUT. The letter b differs from other letters in that it has no sound.
5. Make words from letters, match them with pictures and sign them.
R, O, X
E, M, L
U, O, L, G pictures: chalk, corner, choir
Add a soft sign at the end of each word. What words did you come up with? Write them down under your pictures.
Chalk-corner-hor-
L. Let's compare the first pair of words by meaning, sound, and spelling.
– What does the word CHALK mean? stranded?
(Chalk is the material used to write on the blackboard at school; Chalk is a shallow place in a river or sea)
– What is the last sound in the word CHALK; stranded?
(The last sound in the word CHALK is [L], in the word MEL – [L’])
(These words differ in spelling by the last letter - a soft sign in the word MEL)
– How many sounds are in the word MEL? stranded?
(The word CHALK has 3 sounds, the word MEL has 3 sounds)
What does the word CHOR mean? PETORE?
(CHORUS - a group of people who sing together; POLETA - a predatory animal, rodent)
– What is the last sound in the word CHORUS; PETORE?
(The last sound in the word CHORUS is [P], in the word KORH – [P’])
– How do these words differ in spelling?
(These words differ in spelling by the last letter - a soft sign in the word PETTER)
– How many sounds are in the word CHORUS? PETORE?
(The word CHORUS has 3 sounds, the word KORH has 3 sounds)
– What conclusion can be drawn?
ABOUT. A soft sign has no sound. It softens the last sound in a word and changes the meaning of the word.
6. Development of phonemic awareness. (Physical education minute)
L. Guys, the soft sign is a very important letter. I invite you to play and at the same time test your hearing and listening skills. I will name the words, if you hear a word with b - you squat, without b - you jump.
Became , horse↓, manhole, soap, soap↓, whole↓, steam, weight, gave, steel↓, ate, spruce↓.
7. Development of stability, switching and concentration of attention, memory, thinking (generalization, classification), sound-letter synthesis and analysis.
L. We played a little, we continue our lesson.
Look at the pictures and name who is depicted in them.
(Pictures of animals: elk, wolf, deer, lynx, bear.)
ABOUT. The pictures show: elk, wolf, deer, lynx, bear.
L. Label the corresponding picture with the names of the animals.
What words contain b?
ABOUT. The soft sign is written in the words: elk, deer, lynx, bear.
L. Why is b needed in these words?
ABOUT . The soft sign softens the last sound in these words.
L . Which of these animals is the odd one out? Why?
ABOUT. The extra animal is WOLF, because there is no soft sign in this word.
L. Select a word-attribute for each animal from the column on the right and connect the resulting phrases with lines. (Clubfooted bear, gray wolf, spotted deer, cunning lynx, huge elk)
L. What word is “hidden” in the word DEER?
ABOUT. The word LAZINESS is “hidden” in the word DEER.
L. Next task. Make sentences from the words and write them down:
1. the elk disappeared into the forest, more often. (An elk disappeared into the thicket of the forest. The elk disappeared into the thicket of the forest.)
2. grass, branches, elk eats, etc. (The moose eats grass and branches. The moose eats the grass and branches. The moose eats grass and branches.)
3. beast, elk, huge. (Moose is a huge animal.)
Read the resulting sentences.In what words did you find b? (Moose, beast)
III. Summary of the lesson.
L. Guys, what did we cover in class today? (We reinforced the ability to correctly read and write words with b) What did you like today? Evaluate your work in class and raise your chips: green, if I was interested, everything was successful and everything was clear in class; yellow - if it was not very easy for me in class or that I did not understand; red - if it was difficult for me.
Summary of GCD in preparatory group on speech development “In search of treasure”
Integration of educational areas:"Socially - communication development»; « Cognitive development"; "Speech development".
Types of children's activities:gaming, communication.
Goals: developing the ability to work in microgroups and find solutions to posed questions.
Tasks:
Educational objectives:
- form figurative speech.
- ability to select figurative expressions.
- learn to answer questions and express your opinions.
- updating the dictionary on the topic;
- improving grammatical structure (practice in selecting definitions for a given word, learning to form possessive adjectives, expanding vocabulary);
Developmental tasks:
- develop speech and memory.
- imaginative thinking, imagination and creativity.
Educational tasks:
- cultivate aesthetic qualities.
- learn to listen to the statements of comrades.
- Develop the ability to work in a team.
GCD move
Educator. Look out the window and say: what is the weather today?
Children. Cloudy.
Educator. What mood does cloudy weather bring to a person?
Children. Sad, sorrowful, dreary...
Educator. What does a person do in such a mood?
Children. He gets bored, frowns, sometimes cries...
Educator. To prevent a gloomy mood from settling in our group, I suggest you hold hands and say hello, calling each other affectionately and shaking hands (do it.) What is your mood now? How did you feel?
Children. We felt the warmth of our friends' hands. My mood has improved.
Educator. And the group became light, joyful, cozy and warm from your smiles. How else can you say about good mood?
Children. Kind, cheerful, warm, affectionate, joyful...
There is a knock on the door.
Educator. Look, this is what I just found on the doorstep of our group. This is a chest. Let's see what's in it? Note and map. Sit back and read the note.
Everyone sits in a circle and reads.
The teacher reads the note:“Hello, children! Hello adults! I brought the chest, but I don’t know: did I get there or not? I carried him to the preparatory school group. If you are funny, smart, resourceful, then read the letter.”
Educator. Look, there’s something else written here (reads.)“Arrange the letters according to the numbers, 1 to 10, and you have a word.”
Children use cards to form the word “Kuzya”
Educator. Who is the note from? Who do you think this Kuzya is?
Children. From brownie Kuzi. This is Kuzya's brownie.
Educator. Now let's read the letter, what is written in it.
“Guys, Magpie, my good friend, told me that you like to play, solve riddles, solve problems, and read books. They are also smart and hardworking, they are not afraid of any difficulties, and in general they are brave and friendly guys. Therefore, I decided to give you “the most valuable treasure in the world,” and so that Baba Yaga or the harmful and cunning crow would not get it, I hid it in your group. I am sending you a treasure hunt map. Be careful: difficulties await you. If you answer my questions that I hid in the group, you will find a treasure. I wish you luck."
Educator. Guys, what have you decided to look for?
Children. Yes!
Educator. And so, forward. Look on the map where the first task is. There should be a number 1 and a note.
Children go looking for a task. They find a note and a ball.
Educator. Listen to the task: “I offer you a ball game “Whose house?”
Children stand in a circle; The teacher throws the ball one by one and asks questions.
- Whose house is the bear's? - Bearish.
- Whose house is the hare's? - Hare.
- Whose house is the wolf's? - Wolf.
- Whose house is the squirrel's? - Squirrel.
- Whose house is the badger's? - Badger.
- Whose house is the turtle's? - Turtle.
- Whose house is the frog's? – Frog.
Educator. Well done! Oh, look, there's also a "K" with No. 1. What does that mean? Let's move on and find out. The second task, where is it? Let's look at the map. Here, we found it. Listen to the following tasks - questions:
- How many horns do 2 cows have? (4)
- How many ears do 3 mice have?(6)
- How many nuts are there in an empty glass? (none)
- 3 brothers have 1 sister. How many children are there in the family? (4)
Educator. Problems solved. You can go further, but there is a letter here too - this is “N”, with No. 2, we take it with us. Let's look at the map further. Have you found a place with the third task? Found.
Guys, I think we need to rest a little and do a little warm-up.
One is to get up and stretch.
Two – bend over, straighten up.
Three - three claps of hands, three nods of the head.
By four – your arms are wider.
Five - wave your arms,
Six – stand quietly.
Educator. Let's look at what's in our assignment. “Once upon a time there were, but guess who:
I have one habit -
I've been carrying an egg since morning.
Do you think this is easy?
Ko-ko-ko. (Chicken)
He wanders importantly through the meadow,
It comes out dry from the water,
Wears red shoes
Gives soft featherbeds. (Goose)
Educator. What kind of birds are these?
Children. Homemade.
Educator. Listen to more riddles:
She's a little bird
And her name is…..(titmouse)
Red-breasted, black-winged,
Loves to peck grains.
With the first snow on the mountain ash
He will appear again. (Bullfinch)
Educator. What kind of birds are these? Now you have completed the third task. And we found the letter “I” under number 3. Don’t forget it.
Educator. Looking for the fourth task? Let's look at the map. Here is the place with the fourth task. This note contains questions that need to be answered.
Who knows where the squirrel lives? (in the hollow.) Where is the hollow? (on a tree.) Where does the squirrel collect nuts? (under a tree.) Where is she hiding? (behind the tree.) How does the squirrel jump? (from branch, to branch.)
Educator. Well done, you answered all the questions. And we get a card with the letter “G” under No. 4. We hurry on. The last task awaits us. Where is it hidden? Let's look at our map. Let's go check it out. Here is a note, and in it is the game “On the contrary”. We know this game, right?
Children. Yes!
Educator. Let's play, stand in a circle.
The teacher throws the ball to the children and says the words:high - low, wide - narrow, left - right, front - back, big - small, below - up, etc.
Educator. So we have completed all the brownie’s tasks. And with the last task we received the letter “A” with number 5. But why do we need these letters with numbers? Guys, look, there is another letter in the chest. Let's honor him.
"Congratulations! You answered all my questions and completed the tasks, you can take the “treasure”. But to find out what it is, you need to put out a word from letters numbered 1 to 5. This will be the answer. And the answer is... “book”. You can find answers to many questions in it. This is not a simple book, but a “smart book” or “Encyclopedia”. I have also prepared for you medals “For completing a particularly important task.” See you. Your brownie Kuzya.”
Reflection: Did you enjoy today's lesson? What did you like? What was difficult about the tasks? Which tasks seemed easy?
Lesson summary on speech development
in the preparatory group.
Topic: " A package from Winnie the Pooh."
Target: Practice selecting definitions for a given word.
Tasks: 1. Learn to form possessive adjectives;
2. instill syllabic reading skills;
3. expand your vocabulary;
4. educate children to have friendly attitudes towards each other and the world around them.
Progress of the lesson
Children sit on chairs on the carpet.
Educator. Look out the window and say: what is the weather today?
Children. Cloudy.
Educator. What mood does cloudy weather put on a person?
Children. Sad, sorrowful, dreary...
Educator. What does a person do in such a mood?
Children. He gets bored, frowns, sometimes cries...
Educator. To prevent a gloomy mood from settling in our group, I suggest you hold hands and say hello, calling each other by affectionate names and shaking hands.( Execute) What's your mood now? How did you feel?
Children. We felt the warmth of our friends' hands. My mood has improved.
Educator. And the group became light, joyful, cozy and warm from your smiles. How else can you say about a good mood?
Children. Kind, cheerful, warm, affectionate, joyful...
Educator. Look, this is what I found at the door of our group this morning. This is a package. But who is it intended for? Who did it come from?
Children sit at tables and look at and read, together with the teacher, an envelope with an address .
Educator. Our address, but who is it from? Look what it says here: “Arrange the letters according to the numbers - from 1 to 10, and you will get a word.”
Using cards, children make up the word “bear cub.”
Educator. Who is the parcel from?
Children. From a bear cub.
Educator. Now let's see what he sent us?
We open the box, and there is an empty pot and snowflakes with tasks.
“Hello guys! Soroka, my good friend, told me that you love to play, solve riddles, are not afraid of any difficulties, and in general are brave and friendly guys. I have prepared games for you, as well as very difficult tasks. If you do everything correctly, then at the end of the tasks the pot will be full. Your friend Winnie the Pooh bear."
Educator: Look at all the snowflakes with numbers, take out the snowflake with the number 2 and read: “You know the fairy tale “Teremok”, name all the animals in order: who followed whom to the tower - and lay out the cards with images of animals in the same order, and from the letters make up the names of these animals.”
Children complete the task.
Educator. We take out a snowflake with the number 2 . Listen to the task: “I offer you a ball game “Whose house?”
Children stand in a circle, the teacher throws the ball to everyone in turn and asks questions.– Whose house is the bear’s? - Bearish.
Whose house is the hare's? - Hare.
Whose house is the wolf's? - Wolf. etc.
Educator. Well done! What do you think Winnie the Pooh is doing now?
Children. Sleeping.
Educator. What do you think a bear might dream about?
Children. Honey, raspberries, river, sun, green grass...
Educator. Okay guys. Who knows whose tail the bear has? (bearish). Whose paw does the bear have? (bearish), etc.
And here are 4 snowflakes and the task. “Who remembers what Winnie the Pooh decided to use to get to the hollow with honey?” (answers.) That's right, I also suggest taking balloons and inflate them. What do they look like and what color are they?
Children look at the balls and then release them with the sound “SS-SS-s!”
Educator. Here comes the 5th snowflake. There is so much written here... Listen carefully to the questions.
How many horns do 2 cows have?
How many ears do 3 mice have?
What stones are not in the sea?
How many nuts are there in an empty glass? etc.
Educator. So we have completed all the tasks of the bear cub. You can now open the gift pot .
Children open the pot. It contains snowflakes of 2 colors and a note: “If you liked it, take a red snowflake, and if not, take a yellow one.” Children sort out snowflakes.
Educator. Guys, let's prepare gifts for Winnie the Pooh - draw his portraits, and then send them to him in the forest.
Children draw portraits, arrange an exhibition
The lesson is over.
From the author
The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.
The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.
The system of work on teaching children their native language, introducing them to fiction is presented in the works of V. V. Gerbova “Development of speech in kindergarten", "Introducing children to fiction" (M.: Mozaika-Sintez, 2005).
The manual “Classes on speech development in a kindergarten group preparatory to school,” written as part of the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, supplements recommendations in the most important area pedagogical activity– purposeful and systematic training of preschoolers. The practical purpose of the book is to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).
Features of speech development in older preschoolers
In classes on speech development, children in the seventh year of life are taught to understand the teacher’s explanations and reflect in their speech knowledge of a natural history, historical, and mathematical nature; highlight the essential features of objects that preschoolers can understand; compare objects with each other, pointing out distinctive and similar features; identify the cause of the simplest phenomena; group objects that have common characteristics.
A child will be able to make comparisons, analyzes, generalizations, and explain connections between phenomena only if he knows how to use not only simple but also complex grammatical structures in speech and has a fairly rich active vocabulary.
Vocabulary work
In the methodology for developing the speech of preschoolers, there are three main tasks of vocabulary work: enrichment, clarification and activation of children's vocabulary. Solving these problems in older preschool age has a number of features compared to previous age groups.
The enrichment and clarification of the vocabulary is carried out not only through words, the understanding of which is formed in the process of children’s productive activities, but also based on the child’s ideas about the environment.
Although in older preschool age children's vocabulary is quite rich and varied, there is a significant difference between the generally accepted meaning of words and the child's existing ideas. This “semantic microsystem” (definition by A. Leontiev) tends to constantly expand and clarify. But this is only possible if adults provide systematic assistance to children.
At this age, children are introduced to the polysemy of words. Without the help of an adult, they cannot understand this phenomenon. Very unique, for example, children understand the word diploma: “A letter is a book, and in it there are all kinds of different alphabet.”
The works of K. Chukovsky, L. Panteleev, V. Filatov describe examples of how children independently form derivative words, for example: index finger, diving cap(rubber swimming cap), the rain got heavier(goes harder). At the same time, the formation and understanding of related words in older preschool age is difficult.
Sometimes preschoolers replace adjectives with other parts of speech. Children’s ability to use adjectives largely depends on how often this work is carried out in the classroom.
During vocabulary work in the classroom and in the process of communication in everyday life, children encounter the phenomenon of synonymy, when words that sound different have the same or similar meaning. Since synonyms allow us to characterize the same objects from different angles, it is important to teach children to notice the variety of words and select the most appropriate ones in each specific case.
Antonyms are also a means of expressive speech - words that have the opposite meaning. Antonyms attract older preschoolers, and they often use them unconsciously. Working with antonyms promotes the development of thinking, spatial and temporal concepts, and the ability to compare. It should be remembered that pairs of contrasting words must be correlated (that is, denote any one feature, for example, size or spatial relationships, etc.). The development of preschoolers’ ability to select antonyms is facilitated by exercises in which you need to complete a phrase by comparing two features: “This pencil is long, and this one..., This tape is wide, and this one..., This shelf hangs high on the wall, and this one...” For this purpose, they are used and exercise games in which the teacher or child names a word, and a partner pronounces a word with the opposite meaning: winter - summer, right - left, closer - further, soft - hard, wide - narrow etc.
Mastering a dictionary is not only the assimilation of a word and its understanding, but also its active use. Only in this case can we talk about the richness of the child’s vocabulary. Therefore, activating vocabulary is a special task of pedagogical work with children.
The active dictionary includes primarily commonly used vocabulary. But it should also be enriched with figurative expressions that children use when retelling, in dramatization games, etc.
One of the main ways to enrich and activate the vocabulary with adjectives and adverbs, which are few in the speech of preschoolers, should be familiarity with the works fiction. Children of senior preschool age understand mainly those that are characterized by the dynamism of the plot development, the completeness of the actions and deeds of the characters.
Without using parsing techniques artistic details works that clarify and consolidate certain words, many definitions may not become the property of the child’s active dictionary. At the same time, naturally, we should not forget that, in contrast to explanatory reading at school, the main task of reading works of fiction in kindergarten is for children to understand the text as a whole.
Grammatical structure of speech
In order to clarify and activate the speech of children in senior preschool age, special lexical and grammatical games and exercises are used, which are aimed at developing the following skills:
use indeclinable nouns correctly;
use plural nouns correctly genitive case;
agree words in a sentence in gender and number;
form nouns using suffixes and verbs using prefixes.
In the course of everyday and play activities, children do not need to use complex forms of sentences. It is also difficult for preschoolers to borrow them from works of art. Therefore, the teacher must carry out appropriate work aimed at developing in children the ability to construct a variety of (both simple and complex) sentences. With his questions (why? when?), assumptions (what to do in order... if...), the teacher encourages children to give detailed answers and use complex sentences.
Sound culture of speech
IN senior group The children developed the ability to distinguish certain sounds in words by ear and determine the position of a sound in a word. In children of the seventh year of life, auditory attention and phonemic perception are improved. At this age, they should already clearly pronounce all the sounds of their native language. In the pre-school group, children develop a new and quite complex skill - to identify a sound that has changed the meaning of a word (poppy – cancer, whale – cat).
In order to develop auditory attention, children are offered exercises in which they must remember words starting with a certain syllable, and then, following the teacher, say another 10-12 words, which the teacher reads from the dictionary. Then preschoolers try to explain what these words mean.
Preschoolers’ hearing also improves during exercises to select rhymes for poetic lines.
In the preparatory group, tongue twisters are widely used in order to develop children's sound pronunciation. As Z. Savkova rightly notes: “Tongue twisters - this amazing genre of folklore was created folk wisdom not for idle talk, but specifically for training the movements of the speech-forming organ, which would be capable of reproducing all the sounds of the native language.”
However, as a rule, the role of tongue twisters is not limited to this. They can be used with great success to develop different aspects of spoken speech: to overcome lethargy and immobility of the articulatory apparatus (improving the mobility of the muscles of the tongue, lips, lower jaw), strengthening the correct pronunciation of sounds, developing distinct and clear speech (diction).
Connected speech
In the course of working with children of the seventh year of life, the following tasks for the development of coherent speech are solved:
develop the ability to describe interestingly, coherently, consistently simple cases from your life;
learn to follow the logic of plot development;
improve the ability to understand and convey in speech some connections between observed phenomena, draw conclusions;
learn to evaluate the phenomena and actions that peers talk about, to evaluate the behavior of characters in a motivated manner;
learn to speak slowly, loudly enough, without tension; develop intonation expressiveness of speech.
Developing coherent speech - a logically consistent and grammatically correct presentation of thoughts that accurately and figuratively conveys the content - is not an easy task.
Children in the preparatory group for school must independently compose a story based on pictures with a sequentially developing action, use compound and complex sentences in speech, use direct speech and appeals.
Children's stories are not always interesting in content, logical, or imaginative. They often consist of uncommon nominal sentences. In children's stories there are many repetitions and personal pronouns (“he said”, “they went”). Children often incorrectly use direct speech, use conjunctions and prepositions, and inaccurately use verbs in indirect speech.
Preparing Children for Literacy
The literacy preparation program involves developing children's ideas about words and sentences.
When teaching preschoolers to divide sentences into words, the teacher invites them to count the words in a sentence (without conjunctions or prepositions) and report the result in any way (clapping their hands, counting chips, showing cards from a math set with the required number geometric shapes etc.). Next, the teacher asks the children to name the words in the order they appear in the sentence. In order for children to complete this task with pleasure and at a fairly fast pace, the teacher “hands out” words to them, for example: “ Spring– Ole, came- Dima,” etc. If preschoolers named the words in the wrong order, the teacher “distributes” the words to other children.
In the pre-school group, children are taught syllabic and sound analysis of words. (Many children confuse sounds and syllables.) In this regard, the exercise “I to you, you to me,” in which the teacher first asks the children to count and name the parts of a word, and then completes the task formulated by the child, provides invaluable help. (“Valentina Viktorovna, count and name the parts in my word.”) The fact that the child, in his address to the teacher, is forced to operate in terms part of a word, sound, promotes the assimilation of these concepts.
For analysis, the teacher offers children two- and three-syllable words with open syllables; asks to name sounds in words consisting of three or four sounds.
Introducing children to fiction
Senior preschool age experts call it “library” - for the ability of children to show interest in books of a certain subject and a certain genre, for the persistence of some children in finding a book they like.
The list of works for reading in the preparatory group for school includes (as in all previous groups) folklore of the peoples of the world, works of poets and writers of Russia, foreign prose and poetry.
Russian folk poetry is represented by more complex songs, including calendar rituals (Carol, Maslenitsa), jokes, fables, proverbs, tongue twisters, counting rhymes, and riddles.
Among Russian folk tales there are works little known to teachers (“The White Duck,” from the collection of A. Afanasyev; “Son-Philip-ko,” retold by E. Polenova; “The Wonderful Apple,” arranged by L. Eliseeva, etc.). It is recommended to introduce children to the epics: “Ilya Muromets and the Nightingale the Robber”, recording by A. Hilferding (excerpt); “Dobrynya and the Serpent”, retelling by N. Kolpakova; “Sadko”, recording by P. Rybnikov (excerpt).
To program list poetic works included poems by A. Pushkin, A. Blok, M. Voloshin, A. Remizov, P. Solovyova and other poets.
Recommended literary tales domestic (P. Ershov, A. Remizov, K. Ushinsky, K. Paustovsky, etc.) and foreign (A. Lindgren, B. Potter, S. Tonelius, etc.) authors. The list includes novels and short stories that, as our observations indicate, appealed specifically to children aged 6–7 years (A. Kuprin, “Elephant”; N. Teleshov, “Ukha” (abbreviated); K. Korovin, “Squirrel” "; stories by Yu. Koval, etc.).
When introducing children to fiction, a number of points related to age characteristics should be taken into account:
children's sustained interest in books designed for long-term reading;
the presence of the ability to aesthetically perceive a work of art;
noticeable increase in interest in poetic word;
Some children's ability to read independently.
The methodology for working with this age group differs little from the methodology for working with children 5–6 years old. True, teachers, when talking with preschoolers about the content of works of art, provide more complex questions than before and approve of more thoughtful, reasoned answers.
The group library should be completed with the participation of children; together with them you need to decide which books can be transferred to the teaching room and given to children middle group. The procedure of handing over books brings a lot of joy to both sides.
The book corner should contain children’s favorite books (for example, fairy tales by A. Pushkin, G.H. Andersen, D. Mamin-Sibiryak, etc.), as well as dictionaries, anthologies, children’s encyclopedias, for example, from the series “I explore the world” , that is, books that the teacher often turns to. Children also have the right to take them at any time.
Book exhibitions are periodically organized in the school preparatory group. Their topics are very diverse: original books, for example fairy tales by A. Pushkin; books designed by a famous children's artist, for example V. Chizhikov; different editions of the same tale, illustrated by different artists; Russians folk tales; collections of poems about nature; books with funny stories, etc. The themes of exhibitions are determined by the availability of books in preschool institution. In addition, a book that interests children can be borrowed (ordered) from the library (at the same time, preschoolers are introduced to the work of the library and the librarian).
When instilling interest in looking at books, we must not forget that in the preschool group, many children try to read. When looking at a book, they strive to obtain information that is different from before: they try to read the title of the book and the captions under the pictures; Having made sure that the book has a table of contents, they try to find out whether this or that work is in it and on what page it can be found. This requires effort from the child, and timely assistance from the teacher. With the help of the teacher, preschoolers continue to learn to purposefully look at illustrated books (uniform design style: endpapers, ornaments, drawings).
Children's literary baggage varies. Preschoolers of the sixth year of life can name from two to eleven works of different genres and from one to five names of writers. Along with A. Pushkin, K. Chukovsky, S. Marshak, children name M. Zoshchenko, N. Nosov, D. Kharms, A. Milne, G. Snegirev. Many children have favorite books.
The works that the teacher intends to introduce children to must be read in advance and preferably out loud, which teachers, unfortunately, do extremely rarely. The culture of reading aloud, on which a child’s first impression of a book largely depends, is determined by the teacher’s perception of the text and his attitude towards the work. The emotional experiences of children are directly related to the so-called tonality of the work, which must be given to them to feel. If for some reason the teacher does not like the work, it is better not to read it to the children (the choice of program works is quite large).
Before reading a book, the teacher should say kind words about it and its author, emphasizing that he personally liked the heroes of this work. If the works of this author are already familiar to children, you should definitely remind them of this. Before offering children a book for independent consideration, the teacher must carefully examine it himself: determine what preschoolers themselves will not pay attention to (for example, how the artist conveys the joy or despair of the characters using color).
The system of work to familiarize older preschoolers with works of fiction includes:
daily, as in all previous groups, reading fairy tales, stories, poems; independent viewing of books by children;
special classes;
free communication between the teacher and children based on works of fiction.
The list of works for reading to children 6–7 years old is impressive. It is also expected to repeat already familiar works. Therefore, it is advisable to combine works into blocks based on genre and alternate reading stories, fairy tales, poems, and book chapters throughout the month.
Many works of fiction, in particular poems, are associated with a particular time of year, and sometimes with a month. Because climatic conditions Different regions of our country differ, educators need to familiarize themselves with our recommendations in advance in order to promptly change some classes.
During free communication with children, the teacher can offer them the type of activity that currently particularly attracts them: looking at books, dramatization, puppet show, reading a work in person, joint reading of a fairly large poem or fairy tale in verse (children, guided by pauses when an adult reads, finish words and individual phrases), illustrating a favorite book, telling poems with gestures (the teacher very slowly reads a poem familiar to children, and they react to almost every word with a gesture: “Five... cheerful... brownies... got naughty... very..."), etc.
The exercises from the book “Tell Poems with Your Hands” are very popular abroad. A similar book was also published in Russian: “Tell poetry with your hands. Based on English folklore" (free retelling by V. Egorov. - M., 1992). Such exercises help develop imaginative thinking, freedom of movement. Older preschoolers find very precise and expressive gestures when reading Russian folk songs, poems by D. Kharms, S. Cherny, and excerpts from fairy tales by K. Chukovsky.
The main goal of communicating with children through fiction is to provide every child with the opportunity to try themselves in different types activities and experience joy, a sense of satisfaction from your efforts, enrich your literary experience.
In all age groups, the teacher periodically checks whether children know fairy tales, short stories, and poems. When conducting cross-sectional work, you should avoid questions such as: “What fairy tales (stories) do you know? Name them”, “What poems do you remember?” It is advisable, focusing on the list of works for a given age group, take a sample of 5-6 works of different genres and remind the children of the beginning of the work or an excerpt from it. If a child knows a fairy tale (story), he will remember its name (in his version) and content. If we are talking about a poem, then the adult should start reading it himself, and then invite the child to continue reciting it.
So, raising a reader capable of perceiving work of art in all its richness, the process is long and difficult. But if the initial stage of introducing a child into book culture is successful, the number of people who are unable or unwilling to join the spiritual experience of humanity through books will be significantly reduced.
Lesson Plans
August – September
During these months, before going for a walk, as well as during a walk (southern regions of the country), children are read poems about the coming autumn, program fairy tales by A. Pushkin (“The Tale of Tsar Saltan ...”, “The Tale of dead princess and seven heroes"). After reading fairy tales, it is advisable to listen to these works in audio recordings at a time favorable to this process.
Children should also read the fairy tale by J. Rodari “The Magic Drum” (from a series of fairy tales that have three endings). Then you can invite preschoolers to write their own ending to the fairy tale.
If in kindergarten there is a tradition of reading to children before bed, it is better to choose small, quiet works that are most often read in the same key. These can also be books that are read chapter by chapter: A. Gaidar, “Chuk and Gek”, A. Lindgren “Carlson, who lives on the roof, has arrived again” (translated from the Swedish L. Lungina), T. Enger, “Adventures in the forest of Elki-na-Gorka” (translated from Norwegian by L. Braude), etc.
Children should be introduced to new games
Place a shallow bowl on the floor. Each player must throw three tennis balls into it from a distance of five steps. They throw in turns, one after another. The one who throws the most balls wins.
September
Lesson 1. Preparations
Target. Talk to the children about what their group is now called and why, find out if they want to become students. Help children construct sentences correctly.
Progress of the lesson
“You are now the oldest in kindergarten,” the teacher begins the conversation. – What is the name of our group? Preparatory for school.
What do you think you need to be able to do to make it easier to study at school? Do not forget to control your speech when answering questions. Now you can do it. So, what, in your opinion, does a future student need to be able to do?”
The teacher listens to the children's answers and involves them in discussing the statements of their peers. The teacher reminds that it is advisable to use such forms of address in speech as: “I think that...”, “It seems to me that...”.
“This will allow you not to offend your friend by expressing doubts about the correctness of his judgment,” explains the teacher.
“They will definitely teach you how to read and write at school,” the teacher continues the conversation. – And now we need to learn to listen and hear teachers; work without distractions; sensibly, clearly talk about something, retell; be independent in your judgments and actions. Can we handle it? Let's see if you can listen and hear."
The teacher reads the first two lines from M. Lapygin’s quatrain:
GBOU School 1375 DO No. 6 Moscow.
"Autumn"
Lesson summary of speech development in the preparatory group... Goal: enrich children's speech...
Summary of a lesson in the preparatory group on speech development on the topic “Autumn”
Goals:
1. Improving the ability to perceive objects and phenomena surrounding reality through coherent speech, logical thinking, articulation, fine and gross motor skills, coordination of movements.
2. Systematize and consolidate children’s ideas about autumn and autumn natural phenomena.
3. To instill in children an interest in seasonal changes in nature.
Progress of the lesson:
Educator: Hello, good afternoon guys. Please come to me.
All the children gathered in a circle,
I am your friend and you are my friend.
Let's hold hands tightly
And let's smile at each other.
Guys, now I’ll read you a poem, and you think and tell me what time of year the poem is talking about.
The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Here and there through the foliage
Clearances in the sky, like a window.
The forest smells of oak and pine,
Over the summer it dried out from the sun,
And autumn is a quiet widow
Enters his motley mansion.
(I. Bunin)
Children: It's autumn!
The melody of P. I. Tchaikovsky “Autumn” sounds
Educator: Listen to what beautiful, calm music it sounds. Composer Pyotr Ilyich Tchaikovsky called this melody “Autumn.” Today we will try to remember the important, beautiful and interesting things about autumn.
And now I invite you on an excursion to the park and let’s see with you what happens in nature in the fall.
The children sit down.
Conversation on slides (9 pcs.).
– What time of year is shown in the picture? - Autumn.
— What autumn months do you know? – September, October, November.
– What kind of leaves are on the trees? - Yellow.
– Why is the picture called golden autumn? - Everything is yellow like gold.
What happens with the arrival of autumn in the lives of animals? (All animals are preparing for winter. Some hibernate, for example, a bear, a hedgehog, a badger. Others make supplies for the winter, such as a squirrel, a hamster)
- Anyone else want to add anything? (In autumn, animals molt: they change their summer coats to warmer winter ones)
— Amphibians and insects probably also make provisions for the winter? (No, amphibians and insects hibernate until spring)
— What changes in the life of birds with the arrival of autumn? (there are birds that fly away to warmer climes for the winter)
—What are the names of the birds that fly away from us for the winter? (Such birds are called migratory)
- Why do they fly away? Crows, jackdaws, and sparrows remain with us all year round. (And in the fall the sun heats up little, it becomes cool, there are fewer insects)
- How do the birds remaining with us survive? (These birds live next to humans, and to prevent them from starving or freezing, you need to feed them and build feeders)
- Right. Such birds are called wintering birds. And, of course, they expect help from us in winter. And you and your mothers and fathers must build feeders for them.
– Is it cold or warm in autumn?
Educator: I want to play with you. I name the beginning of the sentence, and you finish it according to the meaning. Summer has been replaced by...(autumn) In autumn they are falling...(leaves) Cold is blowing...(wind) Creeping...(fog) Growing in the forest...(mushrooms) Light drizzle...(rain) The sun peeps out from behind...(clouds) less and less often ) Birds gather in flocks and ... (fly away to warmer climes) - Well done! You completed the sentences correctly!
Educator: Now we’ll take a rest and do some physical exercise.
- Look at me and repeat the movements after me
- Let's repeat it again, now remember the movements.
The wind blew (lips in a tube - blow)
The leaves rustled (rubbing palms)
The hedgehog fell asleep (put their hands under their head)
It's drizzling with rain (they tap their fingers on the table)
The birds flew…………………(waving their palms)
- Do you remember? And now I say and you show...
The wind blew, the hedgehog fell asleep, etc.
Educator: Now we will play the game “Pick up the action.”
Guys, you said that the wind often blows in autumn. Today it has been blowing since the morning, I met him on the road, and he gave me a magic ball.
The ball is autumn and magical,
He will jump into your arms
And ask questions.
- Guys, let's go to the autumn meadow and play a game.
I throw a ball to one of you and ask a question, and you catch the ball and answer.
Leaves in autumn (what do they do?) - Leaves turn yellow in autumn, fall off, etc.
Rain in autumn - Rain in autumn drizzles, falls, etc.
Harvest in autumn - Harvest is harvested in autumn.
Birds in autumn - Birds fly away in autumn.
Trees in autumn - Trees shed leaves in autumn.
Animals in autumn - Animals in autumn prepare for winter, change their coats
- After autumn comes... (Winter)
- And after winter... (Spring)
- After spring comes... (Summer)
- And after summer comes... (Autumn)
- Then everything repeats itself in nature.
— What autumn months do you know? (September, October, November)
— Name the 2nd autumn month (October)
— Name the 3rd autumn month (November)
— Name the first autumn month (September)
— Between September and November, what is the autumn month? (October)
Educator: - Now let's play the game “Autumn Words.” I will call keyword, but must come up with words of adjectives or nouns that are close in meaning.
Keywords: Autumn, Mood, Leaves, Sky.
Children: - Autumn (golden, sad, mischievous, sorceress, artist, rainy, cold); Mood (cheerful, sad, joyful, sad festive),
Leaves (variegated, golden, autumn, crimson, crimson, carved, purple, burgundy), Sky (gray, gloomy, rainy, cloudy, clear, clean, blue, transparent)
Educator: What were the autumn months called in the old days? Who knows?
Nobody? Then listen!
1. September – fieldfare. Why do you think it was called the fieldfare? (because rowan appears at this time).
2. October is a deciduous month (because the leaves fall).
3.November – winter road (it becomes cold, like in winter).
Educator: I suggest playing the game “Choose action words.” (learn to select action words for the names of plants and birds)
The leaf (What is it doing?) - turns yellow, withers, falls, dries, rustles, rustles.
Birds (What are they doing?) - fly away, fly over, chirp, sing.
Rain (What is it doing?) - drizzling, pouring, falling, dripping.
The wind (What is it doing?) – disperses the clouds,
Educator: Game “Close Words”. (Goal: to strengthen children’s ability to select synonyms for words; to develop accuracy in expressing thoughts when composing sentences)
In autumn, the days are cloudy, ..... (gray, dull ...)
In autumn the weather is often cold,….. (windy, rainy…)
In autumn the mood is sad,….. (sad, dreary…)
In autumn, rains are frequent, ….. (cold, torrential…)
The sky is covered with gray clouds, ..... (dark, rainy ...)
At the beginning of autumn there are clear days, ..... (cloudless, bright ...)
In late autumn it is cold outside, ..... (cloudy, windy ...)
Educator: Let's do some physical exercise
Educator: We continue our conversation about autumn. Now we are going to play a guessing game. Guys, listen carefully and guess the riddles.
1. There was a pillow with needles lying between the trees.
She lay quietly, then suddenly ran away. (hedgehog)
2.Who gnawed a pine cone on a branch and threw the scraps down.
Who deftly jumps through the trees and flies up into the oak trees?
Who hides nuts in a hollow and dries mushrooms for the winter? (squirrel)
3. Grandma is sitting in the beds,
She's all covered in patches,
And you tear off the patch -
You will cry and leave. (Onion)
4. Born to glory,
Round, white, curly.
Who loves cabbage soup very much,
Find me in them. (Cabbage)
5.Green striped ball,
With scarlet filling like heat,
Lying in the garden like a load
Tell me what it is. (Watermelon)
6. Boxers know everything about her
With her they develop their blow.
Even though she's clumsy
But it looks like a fruit. (Pear)
7.Who beats on the roof all night,
Yes he knocks
And he mumbles and he sings,
Lulls you to sleep? (Rain)
8.No arms, no legs,
Does it open the windows? (Wind)
Educator: Well done! We have solved all the riddles. Now we will play with our fingers.
Finger game “Autumn Bouquet”:
Guys, let's collect an autumn bouquet.
One, two, three, four, five-
We will collect leaves (children clench and unclench their fists).
Birch leaves,
Rowan leaves,
poplar leaves,
Aspen leaves,
Oak leaves (bend fingers alternately)
We'll collect it.
Autumn for mom
We’ll take the bouquet (they clench and unclench their fists).
— Guys, today we talked about autumn, we remembered a lot. We have listed many signs of autumn. How did you guys work all autumn? (And we removed leaves on the site to help the janitor, so that it would be clean)
Now pay attention to your tables. There are leaves on them. We took the hands correctly, straightened the backs, we draw beautifully, slowly.
Let's trace the dotted lines and collect the leaves into a pile.
Educator: Well done guys, you did such a great job.
"YES or NO Game"
- I will read the questions, if the answer is “yes”, you need to clap your hands, and if the answer is “no”, put your hands on your belt.
Do flowers bloom in autumn?
Do mushrooms grow in autumn?
Are the clouds covering the sun?
The prickly wind is coming?
Are there frosts in the fall?
Well, do birds build nests?
Do the bugs fly?
Do animals close their minks?
Is everyone getting the harvest?
Are flocks of birds flying away?
Does it rain often?
Is the sun shining very hot?
Can children sunbathe?
Well, what should you do - put on jackets, hats?
Educator: Guys, what did we talk about today? Did you like the lesson?