Speech therapy classes
— a section with notes on group, frontal, individual speech therapy and logorhythmic classes, as well as integrated classes, master classes on non-traditional teaching methods. We are confident that the materials posted here will be interesting and informative not only for specialists in children's educational institutions, but also for parents who show a sincere interest in the development of their child.
Experienced specialists share their knowledge here, and for beginning speech therapists, the presented notes will help them plan their classes correctly and in a fun way.
Classes with a speech therapist. Materials and notes.
Contained in sections:
- The work of a speech therapist. Speech therapy 8564
Includes sections:
- Differentiation and automation of sounds 4159
By groups:
- Senior group
- Preparatory group
- Middle group
- Junior group
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Summary of a speech therapy lesson in the senior group “Magic chest” Topic: “Magic chest speech therapist ”
Goal: increasing skill in creating conditions for the development of fine motor skills in children, so that the hands acquire mobility, flexibility, and stiffness in movements disappears, in unconventional ways. Objectives: - introduce children to effective ways...
Summary of an individual speech therapy lesson on automating the sound [C] in syllables, words Goal: To consolidate the skills of clear pronunciation of the sound [c] in isolation, in syllables, in words. Objectives: Correctional - educational: - To consolidate the correct articulation pattern when pronouncing the sound [c]. - Learn to clearly pronounce the sound [c] in syllables, words - Develop...
Preparatory group. Senior preschool age. Children 6-7 years old
Subgroup lesson at a speech therapy center for children 5–7 years old “Dishes come in different forms” Summary of an open subgroup speech therapy lesson on the lexical topic “Dishes come in different forms”
Conducted by:
teacher-speech therapist Dorozhenko L.V. Topic: Automation of sound [S] in sentences. Lexical topic: “Dishes”
. Age of children: 5-6 years Goal: formation of correct…
Summary of a speech therapy lesson for the preparatory group “Sounds [X] - [X']. Letter X" Summary of a speech therapy lesson for the preparatory group Sounds [X] - [X'], Letter "X"
(topic of the week: pets)
Performed by: Olga Ivanovna Viryasova,
speech therapist teacher Purpose : familiarization with the sounds [X], [X' ], with the letter "X"
. Objectives: Correctional - educational: - teach...
Frontal lesson in a preparatory speech therapy group
Frontal lesson in a preparatory speech therapy group on the topic: “Sound [w]”
Synopsis of a frontal lesson in a preparatory speech therapy group on the topic: “Sound [w]”
Author:
Naletova Ekaterina Anatolyevna, teacher-speech therapist at MDOU combined kindergarten No. 17, Podolsk, Moscow region
Description of the material:
The proposed material can be used in whole or in part by teachers - speech therapists of preschool educational institutions working with children with general speech underdevelopment in the preschool group (6-7 years old).
It's no secret that a child's oral speech deficiencies must be eliminated before school starts. Otherwise, the child is at risk of written language disorders such as dysgraphia and dyslexia. In order to prevent the above violations, the summary describes in detail work with children in a playful way, aimed at automating the sound [w] in preschoolers at different stages, developing general, fine and articulatory motor skills, facial muscles, as well as breathing and voice. Game exercises are presented to develop phonemic hearing and perception, improve the skills of sound-syllable analysis and synthesis, and develop word formation and inflection skills. Goals:
Correctional and educational: - consolidate the concept of the mechanism of sound formation [w];
- continue to teach children to give an acoustic-articulatory characteristic of the sound [w] based on various types of analyzers; - develop word formation and inflection skills. Correctional and developmental: - automate the sound [w] in children in syllables, words and sentences; - develop general, fine and articulatory motor skills; - develop breathing, voice, facial muscles in children; — develop phonemic hearing and perception; — develop sound-syllable analysis and synthesis; — clarify and expand the vocabulary; — develop attention and memory Correctional and educational: — cultivate self-control over speech in children; — to cultivate observation skills in children Equipment:
colored symbols for laying out sound patterns, plot pictures, a profile of the acoustic-articulatory image of sound [w], subject pictures depicting various types of transport and subject pictures for sound [w], sentence diagrams, the “Fun Train” manual ", multimedia board and projector.
PROGRESS OF THE CLASS
Organizing time:
-Today we have guests. Guys, what kind of transport do you think they used to get to our garden? The one who names any type of transport will sit.
1. Message about the topic of the lesson:
Game “4 extra”.
— I will name 4 types of transport, and you, please, select one extra one from them (plane, helicopter, car, hang glider). Explain why? An extra car, because it is ground transport, and an airplane, helicopter and hang glider are air transport. -Today we will go for a ride in a car and at the same time we will constantly monitor the correct pronunciation of the sound [w]. What sound in the word car did I highlight with intonation? -Sound [w]. Characteristics of the sound [w] by articulatory and acoustic characteristics: -What do the lips do when we pronounce the sound [w]? - Lips are rounded. -Where is the tongue? - Behind the upper teeth. —Which language, narrow or wide? -The tongue is wide, cupped. - Is there an obstruction in the mouth? -The tongue creates a barrier, which means the sound [w] is a consonant. -Does [sh] sound hard or soft? -The sound [w] is always hard. -How do we pronounce the sound [w], with or without voice? The sound [w] is a consonant, always hard, dull sound. The child at the board indicates the sound [sh] with a color symbol.
2. Development of phonemic hearing.
Isolating the sound [w] in a series of sounds (зь, сь, ч, Ш, щ, з, s, Ш, ц, Ш...) -I will pronounce similar sounds, and you clap your hands when you hear the sound [w].
3. Automation of the sound [w] in words and sentences.
- I will name the word, and you replace the first sound in it with the sound [w] and name the resulting word. Slipper - hat Heat - jackal Gift - ball Cup - checker Flank - hose Soap - awl Stomp - whisper Joint - bayonet Lips - fur coats Mouse - bump Pity - shawl Magician - step At the same time, the meaning of new words is explained.
4. Determining the position of the sound [ш] in words.
Game "Fun Train". — In the first carriage there will be passengers whose names have the sound [ш] at the beginning of the word, in the second - in the middle, in the third - at the end of the word. In the word cap, the sound [ш] is at the beginning of the word. Game “The Word Got Lost” - I will read poems to you, and if I mix something up, you correct my mistake • My friend and I played ……cups. We drank tea from a white…… checker. • She crawled out of the hole…..a bump and a mouse fell on her. • My sister and I sewed dishes... And washed outfits for dolls... • Weeping bitterly...... the poor balloon The balloon flew away..... Garik The balloon flew away. Let's make a diagram of the last sentence. How many words are there in a sentence? What's the first word? What's the last word?
5. Dynamic pause.
Speech with movement. Cars are rushing madly. -sho-shu palms with a megaphone This is the tire whispering to the tire: “I’m not in a hurry anymore - shu-shu” as you exhale, with a decrease in the strength of the voice
6. Syllable-sound analysis.
- A BEAR came to us in a car whose tire had burst. While the tire is being sealed in the auto repair shop, we will post a syllable-sound analysis of the word BEAR. Child at the blackboard: bear is one word. It has 2 syllables: mish-ka In the syllable MISH-: The first sound [m`] is a consonant, soft, voiced sound. I'll mark it with a green square. The second sound [and] is a vowel sound, I will denote it with a red square. The third sound [w] is a consonant, always a hard, dull sound, I will denote it with a blue square. In the syllable -KA: The first sound [k] is a consonant, hard, dull sound, I will denote it with a blue square. The second sound [a] is a vowel sound, I will denote it with a red square. -How many sounds are there in the word bear? How many syllables? -What needs to be changed in the sound scheme so that we get the word CAT? -We need to remove the first green square and put a blue one, because in the word CAT the first sound is K - a consonant, hard, unvoiced sound.
7. Formation of the lexical and grammatical structure of the language.
There's a knock on the door. They bring an envelope. -Guys, they brought us a letter from Shpuntik. He writes that friends from Sunny City gave him a car along with special pictures. The pictures show actions that the machine can perform. Please help me name these actions. o the car drove up to the house o the car drove into the garage o the car drove away from the house o the car drove up the mountain o the car drove up to the garage o the car drove down the mountain o the car leaves the garage o the car crosses the river o the car comes around the corner Children take turns naming the actions cars that are depicted on the multi-media board. Game "Say the opposite". The children have plot pictures on their tables, and the one with the action opposite to what is shown on the screen answers. On the screen: the car drove down the mountain. The child replies: “My car drove up the hill.” Game "Guess the transport." Guessing objects by the names of their parts. — Body, cabin, wheel, steering wheel, headlights. - This is a car (picture on the screen) - Wings, cabin, tail, engine. - This is a plane. - Deck, anchor, cabin, stern, bow. - This is a ship. — Cars, compartments, electric locomotives. - This is a train. On the children's tables there are object pictures depicting various types of transport. The multimedia contains plot pictures depicting a highway, sea, railway and sky. Children correlate their subject picture with the plot picture on the screen. Child: The car is driving along the road, this is ground transport. A train travels on a railway, it is a railway transport. An airplane (helicopter) flies in the sky, it is air transport. A ship (boat, cutter) floats on water; it is water transport. The train travels to the metro, this is underground transport. A motorcycle (bicycle) rides on the road; it is ground transport.
Lesson summary
- What sound were we talking about today? Describe the sound [w]. — What types of transport do you know? To denote the sound [sh], in the next lesson we will get acquainted with the letter Ш.
We recommend watching:
Summary of educational activities in a compensatory preparatory group with severe speech impairments Summary of a combined speech therapy lesson in a preparatory group Summary of a lesson with children 6-7 years old. Automation of sound [Рь] Summary of an open speech therapy lesson in the preparatory school group “Meeting of Spring”
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Theoretical aspects of speech therapy classes in kindergarten
The goals for speech therapy sessions are usually general:
- Development of articulatory motor skills.
- Formation of pronunciation skills (depending on the stage of work on a particular sound).
- Development of phonemic awareness.
- Development of sound analysis skills.
- Improving lexical and grammatical structures.
- Development of fine motor skills in preparation for writing.
Mastery of the native language is the most important acquisition of a child in preschool childhood.
Children’s speech, which is beautiful in itself, also has scientific value, since by studying it, we thereby discover the bizarre patterns of children’s thinking.
K. I. Chukovsky
The methodological goal of an open speech therapy lesson is to demonstrate what teaching methods and techniques the teacher uses and how the material is presented in an accessible manner. If the lesson is held at the end of the semester, you can see what progress the children have achieved during their training.
Tasks for different age groups
For each lesson, one specific goal and several main tasks are set that will be solved in the process of educational activities.
Tasks for pupils of junior groups of preschool educational institutions:
- Dictionary expansion.
- Development of auditory and visual attention.
- Teaching correct sound pronunciation.
- Development of the ability to distinguish objects and describe their external signs for the ability to compose coherent descriptions.
In the middle group, speech therapy classes solve a number of problems:
- Activation of speech activity.
- Formation of correct breathing when speaking.
- Development of articulation and speech hearing.
- Development of associative thinking (helps to establish connections between various concepts, promoting the development of literate speech and logical construction of sentences).
In communicating with adults and peers, the child masters the rules of human speech and learns new words.
For preschoolers of the senior group, the following tasks will be relevant:
- Development of skills to characterize sounds (long, short, how they are pronounced, in which words they appear).
- Formation of ideas about deaf and voiced sounds.
- Development of dialogical speech.
Examples of tasks for preparatory group students:
- Improving the accuracy of facial expressions and gestures when speaking.
- Improving the ability to answer questions accurately and clearly.
- Development of intelligible, literate speech.
- Formation of the skill of correct speech breathing.
When working with preschool children, the speech therapist keeps records of each child’s speech development
The native word is the treasury of all mental development and the treasury of all knowledge.
K. D. Ushinsky
Table: speech therapy techniques in working with preschoolers
| Reception name | Description | Why it's useful | Relevance of use in open classes | Examples of games |
| "Sand Games" | The choice of games depends on the age of preschoolers. To implement such techniques, the teacher needs to have several boxes one-third filled with sand, sets of small toys (people, vehicles, plants, animals), and you can also get a set of letters made of wood or plastic for word-composing games. Playing with sand is good for introducing sounds and teaching children how to spell words correctly. | During the game, children better remember educational material, learn to independently describe objects from memory, and develop fine motor skills to prepare their hands for writing. In addition, working with sand relieves unnecessary stress and increases the emotional background of children. | Tasks in the form of games help children to distract themselves and relax, since some of them may feel uncomfortable in the presence of strangers in class. On the other hand, this is a good way to let children express themselves, show their independence and imagination. The teacher can also show creativity by showing colleagues various options for educational games that are interesting for preschoolers. |
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| Facial exercises | The reception is suitable for pupils of all age groups. These exercises help develop the mobility of the facial muscles and allow you to further develop clear articulatory movements. | Exercises influence the further development of articulation, help the child control facial expressions during a conversation, so that it is easier for him to explain what he feels. | You can start the lesson with this technique by involving guests. For example, asking children with certain emotions to tell a story to guests, which will help the students not feel uncomfortable in the presence of strangers and will lift their spirits. The more emotions a teacher can use in their work, the better. There is an opportunity to demonstrate to colleagues the collected material, which they can also use in the future (pictures with emotions, images of various animals, “mood clouds”, cards with tasks, etc.). | In the first lessons, everything starts with simple exercises - frowning your eyebrows, opening and closing your eyes alternately, gradually the movements will become more complex (raising your eyebrows together and in turn, smiling broadly, making your lips a “bow”, wiggling your nose, etc.). It is necessary to develop in children voluntary movements and control of facial expressions. It is best to ask preschoolers to depict certain emotions - joy, sadness, surprise, fear, anger, happiness, cheerfulness, jubilation, fatigue, etc. To ensure that children, especially younger preschoolers, do not lose interest in the lesson, visual material with images of emotions is used ( “repeat what’s in the picture”) or the emotional states of animals, which can be given names (sly fox, angry wolf, kind bear). |
| Breathing exercises | Applicable to all age groups in every lesson. Rhythmic noisy breathing helps saturate the body with oxygen and get out of a stressful state. | Helps develop proper breathing when speaking, calms children and sets them up for learning. | It is worth starting a lesson with such gymnastics to make it easier for children to maintain attention and a positive attitude in the future. Habitual activities calm the pupils, despite the presence of strangers. |
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| Massage ball | Suitable for preschoolers of any age. Such balls are used to massage the palms and fingers, promoting the development of fine motor skills and preparing children's hands for writing, increasing the performance of each hand. | Develops fine motor skills, preparing the hand for writing. If children are already practicing with copybooks, then the massage ball can be used at the beginning of the lesson to warm up or in the middle to relieve fatigue. | Demonstration by the teacher of various exercises for children, showing the correct methodological instructions during the lessons. | You can use balls of different sizes to massage not only the entire hand, but also individual fingers, which the child will use to hold writing instruments in the future. |
| "Creating a situation of success" | The technique is suitable for children completing tasks in copybooks. The child writes in the workbook only with a pencil, and the teacher does not correct mistakes, only makes notes in the margins. This will allow the child to erase what he did wrong and correct the work himself. This technique helps to raise the student’s self-esteem, which will give him an additional desire to study. | Helps the child to believe in his own abilities, making him want to work better, try to complete tasks without errors and find flaws in his work himself. | This technique is relatively new, which makes it possible for the teacher to clearly show why it is not worth correcting mistakes for the child on his own and scolding him in case of failure. | |
| "Find the picture" | Images for cards should be selected in accordance with the age of the children and their vocabulary. Each child is given a card with various images (objects, animals, plants). You need to find pictures according to the principle indicated by the teacher. | Develops attention, memory, helps to better assimilate material. | There may be many options for tasks for children to demonstrate their existing knowledge and reveal the topic of the lesson. The teacher demonstrates the material he has collected (the pictures can be thematic, divided by the number of syllables, letters, etc.) and tasks with cards developed for different age groups. | Preschoolers can do a number of different activities with the cards. For example, select pictures whose names contain the letter “r”, select pictures whose names begin with a certain syllable, select pictures ending with a certain letter. |
| Unconventional exercises using health-saving technologies | Suitable for pupils of any age. A series of exercises that will improve the physical and mental state of students, relieve muscle tension and charge them with positive energy. | Exercises allow you to teach children methods of maintaining health, restoring strength, developing switching attention, relieving tension, stimulating performance and thinking. | Exercises allow preschoolers to quickly restore their working capacity, prevent fatigue, which means that children will work actively throughout the entire lesson. |
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| Gaming techniques | Suitable for preschoolers of any age. The leading activity of preschool children is play. In a playful way, children perceive complex and tedious tasks with interest and complete them with pleasure. | They help maintain children’s interest in activities, develop positive motivation and cognitive interest. | Thanks to the game form, students are motivated to complete tasks. |
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Motivating start to class
The organizational introductory stage must be carefully thought through, since the entire future success of the lesson may depend on it. The speech therapist needs to introduce children to the topic, interest them from the first minutes and maintain positive motivation for work until the end of the lesson. There are various methods of motivation and encouragement for this.
At the beginning of the year, a speech therapist can start a diary of his achievements for each pupil, where for each successfully completed task a beautiful sticker will be added, indicating the success of the preschooler. This method is more suitable for children of senior and preparatory groups in order to maintain interest in classes throughout the school year.
The outcome of the event largely depends on the motivation of the students at the beginning of the lesson.
For younger children, at the beginning of the lesson it is good to use wrist puppets, which “came to check” whether the children are ready for the lesson and what their mood is. For example, the teacher puts bear and bunny dolls on the hands, which ask the children questions (“Are you ready to start the lesson?”, “Are you in a good mood?”, “Are you sitting nicely?”, etc.).
In any age group, the lesson can begin with riddles on basic topics, so that the children themselves can guess what they will study today. This will help them immediately get involved in what is happening, start thinking and motivate them to give the correct answer.
From the middle group onwards, the introductory exercise “make a whole from parts” is used. Children are shown a picture with a plot from a familiar fairy tale, and then asked to tell what kind of fairy tale it is, who the characters are, what they are doing, where they are, and what words with the most letters are in this picture. The brighter and more complete the illustrations, the more interest children will have.
Pupils of the senior and preparatory groups can immediately be called into dialogue, for example, start a conversation about what they saw on a walk or on the way to kindergarten, what the weather was like, time of year, whether they saw animals and plants, what they remember most. This encourages children to immediately join the discussion, learn to competently retell what they saw, and clearly construct sentences.
A new interesting game will attract the attention of preschoolers for a long time
At the beginning of an open lesson for children of different ages, you can use an organizational moment with the participation of the adults present. The teacher invites the preschoolers to say hello to the guests, but to do this in an unusual way. Each child receives a face cut out of cardboard depicting a certain emotion. Children say hello with the intonation that best suits their pictures. Senior and middle preschoolers can be asked to write short stories about themselves or each other to introduce themselves to guests. A teacher should help younger children. He can ask the kids to tell the guests where in the group there are objects starting with a certain letter or with a given number of syllables.
Table: examples of motivating start to classes in different age groups
| Age group | Lesson topic | Purpose of the lesson | Example of a motivating start to a lesson | Relevance of the appointment |
| Junior | "In the village at grandma's" | Expand children's knowledge about pets. | A surprise moment at the introductory stage. The speech therapist shows the children a large decorated box and asks them to guess what is in it. Then he takes out a toy steam locomotive from the box and says that he will take the children to their grandmother in the village, where they will get acquainted with domestic animals. While children are “riding” on a steam locomotive, they perform speech exercises, imitating the sounds of riding (chug-chug, tu-tu). | This beginning of the lesson allows you to immediately include breathing exercises and simulating exercises, which will help children work better during the entire lesson. |
| Average | "In Search of Fairy Tales" | To strengthen children's ideas about numbers, time of day, and space. | Surprise moment. The teacher shows the children a book of fairy tales with completely blank pages. Having discovered the loss, you need to invite the children to go in search of fairy tales on the train to the library. The teacher says that the children will travel on tickets, and therefore they need to quickly find tickets that match the color of the train carriages (a didactic game, materials for which must be prepared in advance: tickets made of colored paper and a train made of cardboard carriages). | The game develops attention, logic, and allows you to reinforce the names of colors in a playful way, increasing children’s interest in the lesson and further tasks. |
| Older | "Zimushka-winter" | Summarize and systematize children's knowledge about winter. | Organizing time. Children each stand near their own chair. The speech therapist invites the children to play a game. He will ask riddles about winter, which preschoolers will take turns answering. The one who gave the correct answer sits on a chair. The game helps children engage in the activity with interest; it is necessary to prepare a large number of riddles in advance. | Attention task, development of auditory attention. From the first minutes, children are involved in the process, begin to think about the topic of the lesson, try to give correct answers, and reinforce the correct pronunciation of familiar words. |
| Preparatory | “Composing a story about your favorite fairy tale hero” | Develop logical thinking and competent speech. | Organizing time. There are paintings with images of fairy-tale characters on the board. The teacher says that the characters don’t remember what they look like, so he will name the characters’ names, and the children, without pointing at the picture, must describe the character’s appearance in their own words. | Children learn to compose descriptive stories, reproduce in oral speech what they see, and correctly construct sentences. The task develops attention and observation. |
Speech therapy lessons
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| “Acquaintance with the poems of A. Barto” Goal: to continue acquaintance with the work of A. Barto, to cultivate good feelings and positive emotions. Tasks 12/15/2021 Batishcheva Anzhelika Vladislavovna 41 0 |
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| Combined game-activity “In the country of SHI” The combined game-activity “In the country of SHI” promotes the formation of correct sound pronunciation, the development of phonemic… 12/16/2021 Savina A.N., Chistyakova E.V., Gannochenko T.A 44 0 |
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| SUMMARY OF Speech Therapy Lesson “Automation of the sound Z in words, sentences and games.” SUMMARY OF A Speech Therapy LESSON with a group of 1st grade students, 01/11/2022 Dolmatova Larisa Dmitrievna 21 0 |
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| “Automation of the sound Ш” This development may be of interest to teachers and parents. A correctional and developmental speech therapy session will help consolidate the sound Ш in the child’s speech…. 01/09/2022 Berdnikova Elena Vladimirovna 15 0 |
| Combined game-activity “In the country of ORO” Combined game-activity “In the country of ORO” promotes the formation of correct sound pronunciation, the development of phonemic hearing, skills... 12/17/2021 Savina A.N., Chistyakova E.V., Gannochenko T.A 31 0 |
| Methodological development of correctional and developmental classes in speech therapy "a journey through the poems of a. Barto" Goal: to continue acquaintance with the work of A. Barto, to cultivate good feelings and positive emotions. Tasks 12/13/2021 Batishcheva Anzhelika Vladislavovna 36 0 |
| Summary of speech therapy lesson “Winter” Topic: Winter. Goals: clarifying the idea of winter and its signs; expansion and activation of the dictionary on the topic; improving word formation skills (education from... 12/14/2021 Dikaya Natalya Alexandrovna 103 4 |
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Open lesson for candidates for the first category of speech therapist teacher
Department of Education of the Administration of Dolgoprudny
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL CENTER
INSTITUTION KINDERGARTEN No. 15, Dolgoprudny
(MBDOU kindergarten No. 15)
Outline of an open lesson for competition for the first category of teacher-speech therapist in the senior speech therapy group of a kindergarten
Prepared
: teacher speech therapist
Khristoforova S.V. the date of the
: 20.12.2018
Dolgoprudny 2018
General information about the lesson:
Contingent of children
: The lesson is conducted with a subgroup of children attending the senior speech therapy group of the kindergarten for the first year.
Class time
: December 20, 2022 9.00
Class duration
: 20 minutes The lesson is held within the framework of the N.V. program.
Beggar for children with special needs. In accordance with the calendar-thematic planning and lexical theme of the week. Lesson topic
: “Wild animals in winter” (3rd week of December)
Lesson objectives
Correctional educational tasks
: Consolidating ideas about wild animals, their appearance, lifestyle in winter, habits. Clarification, expansion and activation of the dictionary on the topic “Wild Animals”. Improving the grammatical structure of speech. Development of phonemic representations. Improving the syllabic structure of words.
Corrective and developmental tasks
: Development of coherent speech, speech hearing, sense of rhyme, visual perception and attention, articulatory, fine and gross motor skills, coordination of speech with movement, tactile sensitivity, plane orientation skills.
Educational tasks
: formation of skills of cooperation, mutual understanding, goodwill, independence, responsibility. Fostering love and respect for nature.
Preliminary work:
View images of wild animals in our forests and their young, talk about the life of wild animals in winter. Learning finger gymnastics “Squirrel”. Reading the fairy tale by L. Tolstoy “The Squirrel and the Wolf”, the story by E. Charushin “The Little Foxes”.
Progress of the lesson
: 1. Organizational moment. Announcing the topic of the lesson. Creating an emotionally positive background. Development of fine motor skills, tactile sensitivity.
The speech therapist organizes a greeting with the children and invites them to come in. There is a large container of peas and beans on the table. The container contains flat images of wild animals. Speech therapist. Squat down next to the container and place your hands in it. Find 1 item each. Children complete the task. Speech therapist questions: What did you find? Who are they? Why are they called that?
- children's answers. Speech therapist: “Today we will talk about wild animals, about their life in winter.”
2. Collective drawing of the painting “In the Winter Forest”. Clarification and expansion of the dictionary on the topic “Wild Animals”. Improving the grammatical structure of speech. Development of the skill of orientation on a plane.
The speech therapist offers children figures of wild animals that they need to place in the picture. Speech therapist
: go to the picture. I have already drawn a snow-covered oak tree, a fir tree, bushes and snowdrifts on it. And you place the animal where you see fit and name it - where this animal is located.
Children put the animal in the right place and explain: a squirrel in an oak tree, a bear in a den, a bunny under a tree, a wolf between an oak tree and a tree, a fox behind the bushes, etc. Speech therapist
: tell me, guys, what kind of wolf, what kind of hare, what kind of squirrel, etc. Children tell: big, scary or small, oblique, or red-haired nimble. Speech therapist: you made a beautiful picture, although we did not draw all the animals.
3. Game “Locomotive” Improving the skills of syllabic analysis of words.
Children are given flat images of wild animals. It is necessary to distribute all the animals into carriages: in the first carriage with one window, an animal with only 1 syllable in its name will go. In the second carriage there is an animal whose name has 2 syllables. In the third carriage there is a three-syllable animal.
4. Game "Big and Small". Improving the grammatical structure of speech.
Children stand in a circle. Speech therapist: I will throw you a ball and name a wild animal. You will catch the ball and name the baby of this animal, and then return the ball to me. Let's start: wolf, squirrel, fox, bear, hare, hedgehog, etc.
5. Exercise “Squirrel”. Coordination of speech with movement, development of fine motor skills.
Exercise with a rope with 8 knots tied on it. Children move the strings through the knots rhythmically from top to bottom, pronouncing the text.
There is a hollow in the pine tree, it is light in the hollow. And who lives in the warmth in a hollow? And there lives a squirrel, a little brown squirrel, Fidgety, fidgety, like beady eyes. (A. Prokofiev)
6. Articulation gymnastics. Development of articulatory motor skills.
Children take a mirror and do the exercises. The speech therapist monitors the quality of performance and gives time for rest.
7. Game “Give me a word.” Development of speech hearing, sense of rhyme. The speech therapist makes riddles about animals:
Without paths, without roads A gray ball is rolling It is completely covered in sharp needles Because this is…….. (hedgehog)
I searched for sweet moss all day and chewed it..... (deer)
The foresters won’t want to take her kittens home. You can’t tell her, “Murka, scat,” Because it’s..... (lynx).
8. End of class. Assessment of children's work. The speech therapist invites the children to tell them what they did and evaluates their work.
Open lesson for speech therapist certification
Every teacher in his work is faced with the fact that his work is evaluated. This allows you to confirm his level of professional knowledge.
An open lesson means that other teachers will be present. This allows specialists to exchange experiences. The speech therapist at such an event should demonstrate new technologies.
The lesson should be structured taking into account the individual characteristics of the children
Representatives of the commission evaluate the organization of the lesson, its stages, the didactic activities of the teacher, and the characteristics of the students. Parents can also attend an open lesson with a speech therapist - this allows them to clearly see the details of the training.
Important! A speech therapist should not be afraid of assessments, as the goal is to identify strengths and weaknesses.
Young specialists are exempt from certification for three years. During this time, they must learn how to conduct classes and senior colleagues help them with this. To hold an open event, you need to choose a lesson topic that corresponds to the preschool curriculum.
According to the Federal State Educational Standard, a speech therapist must use the principles of didactics, follow the goals of the lesson, optimally select methods and motivate children.
Such an event allows the teacher to show all his creativity.
Voluntary certification is carried out in the year the qualification category is received. In other cases, once every five years. Therefore, he needs to constantly develop and accumulate class notes.
