Summary of classes in speech therapy in elementary school. Sound and letter "Sh" in syllables and words. How to teach a child to say the letter "Sh" without the involvement of specialists
Synopsis of a frontal speech therapy lesson on teaching literacy: “The sound [Ш] and the letter “Ш”
Explanatory note
All children with speech disorders studying in correctional schools of the VIII type have a logopedic psychological and pedagogical diagnosis - systemic underdevelopment of speech. Learning to read and write for these children is a very difficult process. Therefore, for a more solid assimilation of the program by the pupils, a method is used in practice when a speech therapist teacher conducts frontal classes dedicated to introducing students to a new letter and classes on differentiating letters, and further work is carried out by a primary school teacher.
Synopsis of a frontal speech therapy lesson on teaching literacy.
Systemic underdevelopment of speech,IIIlevel. 1 class. 35 minutes
Topics: educational: “The sound [Sh] and the letter “Sh””;
lexical: "Pets".
Goals: I. Correctional and educational:
1. Formation of ideas about the articulum of sound [w].
2. Formation of ideas about the letter "Sh".
3. Formation of a connection between the acoustic-articulatory image of the sound [w] and the visual, graphomotor images of the letter “Sh”.
4. Formation of the skill of sound analysis and synthesis of syllables, words with the sound [w].
5. Enrichment of the dictionary on the topic "Pets".
II. Correction-developing:
1. The development of phonemic hearing on the material of syllables, words with the sound [w].
2. Development of articulatory, manual and general motor skills.
4. Improving the grammatical structure of speech (the formation of words - antonyms).
5. Development of visual attention and perception.
III. Correctional and educational:
1. Education of a humane attitude towards animals.
2. Raising a caring attitude to equipment.
3. Development of the speech skill of attention to one's own speech and the speech of the interlocutor.
Equipment: 1) scheme "Vowel sound"; 2) scheme "Consonant sound"; 3) phoneme articulation profile [w]; 4) the scheme of articulation of the phoneme [w]; 5) the scheme of the characteristics of the phoneme [w]; 6) card "Letter" Ш ""; 7) the game "Let's go to the landmarks"; 8) demonstration letters of the split alphabet "Sh", "A", "X", "O", "U", "U", "M"; 9) pictures "Bukvograd" No. 1, No. 2; 10) illustration to the verse “Tili-bom, tili-bom…”; 11) a card with the image of contours of domestic animals superimposed on each other (according to the number of children); 12) strips of paper (according to the number of children); 13) counting sticks; 14) red chips, 2 for each child; 15) blue chips, 2 for each child; 16) envelopes (according to the number of children); 17) ball; 18) picture “Find the letter “Sha” (according to the number of children); 19) card "Ladder of vowel sounds"; 20) the letters of the split alphabet "M", "a", "w", "a" in a set for each child; 21) picture for reflection "Tree and birds"; 22) individual mirrors according to the number of children; 23) pictures depicting pets or toys for performing articulatory gymnastics (goat, kitten, puppy).
Preliminary work : learn with the children the verse “The long-awaited call is given ...”, place in individual envelopes for students one strip of paper, 2 red chips, 2 blue chips, split alphabet letters: uppercase M, lowercase a, a, w. Lay out the cards (equipment 11) face down and prepared envelopes on the desks.
Lesson progress
1. Organizing time
Children greet the speech therapist teacher while standing, reciting the verse:
The long-awaited call is given,
The lesson starts.
Let's sit straight, don't bend over
We'll get to work.
Teacher speech therapist: Hello. Sit down. Today we will continue our journey through the country of knowledge and the city of Bukvograd.
2. Activation of knowledge
Teacher speech therapist: Let's remember which letters we have already settled in our houses (a speech therapist shows a picture, or a slide: equipment 9, No. 1).
Children: A, O, U, ES, Ha, uh.
Teacher speech therapist: What sounds do these letters represent?
Children: A, O, U, C, X, X, X, M, M.
Teacher speech therapist: We settled them in different houses: why?
Children: Because the sounds A, O, Y are vowels and are indicated in red, the sounds M, C, X are hard consonants and are indicated in blue, and the sounds M, S, X are soft consonants and are indicated in green.
Teacher speech therapist: And how did we determine that these are vowel sounds, and these are consonants?
(The speech therapist shows a picture, or a slide: equipment 1, 2).
"Vowel" scheme "Consonant" scheme
Children: When we pronounce vowel sounds, the air stream passes through the oral cavity (mouth) freely and does not encounter obstacles (barriers), and when we pronounce a consonant sound, the air stream meets an obstacle.
Teacher speech therapist: Well done. That's right.
Teacher speech therapist: Hear a song coming from the red house. Let's sing the song of the vowel sounds AOUUA.
(Rev. 19, while singing (softly-louder-loudly-quietly-quietly), draw a ladder in the air with your hand, going first up, then down, emphasizing the change in voice).
Children: AOOOA, AOOOA, AOOOA.
4. Special articulation gymnastics
Teacher speech therapist: In Bukvograd, as in any other city, animals live: cats, dogs and others. Here is a kid pulling sponges.
(Equipment 22, 23. First, the speech therapist shows a picture or a toy, then demonstrates the exercise, after which the children perform the exercises in front of a mirror. Exercises for lips : "Proboscis", "Tubule", "Speaker" counting up to 7 each).
Exercises for the lower jaw :
Teacher speech therapist: Let's show the kid how we can open and close our mouths. First, we open our mouth a little and hold it in this position - one, two, three, four, five. Now open your mouth wide and hold - one, two, three, four, five. Now let's cover our mouth a little - one, two, three, four, five. Now let's close. And all over again. (The exercise is performed 3 times).
Exercises for language :
Teacher speech therapist: Here is a tired dog, look at her tongue. Let's show the dog how the tongue can rest (Spatula exercise counting up to 7 three times). But the kitten bent the edges of the tongue up, and it turned out to be a cup (exercise "Cup" counting up to 7 three times). This kitten is drinking milk. Repeat after him (exercise is performed 3-5 times).
Exercise for the formation of a long air jet :
Teacher speech therapist: But a fly flew in and sat on the puppy's nose. You need to blow it off. Remove a strip of paper from your envelopes. Take it by one end, and attach the other to your nose, like me. From the tongue we will make a “cup” and blow. The air will rise up through the tongue and blow the fly off the nose, and the paper will show us whether we are doing the exercise correctly or not.
(The exercise is performed three times. The speech therapist monitors the correctness of the children's performance of all exercises).
5. Theme announcement
Teacher speech therapist: Blow off the fly. A fly flew over Bukvograd. Flies, flies and hears such words. And you listen, and then tell me, what sound do you hear more often than others? U on shhh she lo shhh adki shhh color brushing shhh okraki.
Children: Sound [w].
Teacher speech therapist: That's right, now think and say (formulate) the topic of our lesson, what sound will we talk about today?
Children: Today we will talk about the sound [w].
Teacher speech therapist: Yes. Today we will analyze the sound [w] and get acquainted with the letter that stands for the sound [w].
6. Isolated sound pronunciation
Teacher speech therapist: Let's all hiss together like a goose. Sh-sh-sh.
(The speech therapist teacher with his right hand depicts a goose opening and closing its beak). Teacher speech therapist: Sh-sh-sh.
(The speech therapist teacher with his left hand depicts a goose opening and closing its beak. The children do everything together with the speech therapist teacher).
7. Analysis of sound articulation
Teacher speech therapist: And how do we get the sound [w], how do we pronounce it? Say the sound [w] in front of the mirror, pay attention to your lips, teeth. Let's analyze the articulation of the sound [w].
(The speech therapist shows a picture, or a slide: equipment 3, and in the course of the explanation correlates the information with the image).
Phoneme articulation profile[w]
Teacher speech therapist: When we pronounce the sound [w], our lips Teeth close, but not closed. Language wide, in the form of a cup raised up.
(For an additional demonstration, we use a manual model, that is, we depict a cup with a hand).
Teacher speech therapist: The tip of the tongue is behind the upper teeth and slightly pulled back. The lateral edges of the tongue are pressed against the upper molars. vocal folds open, no vibration.
(We use tactile control: we press the back of the hand to the throat). Teacher speech therapist:air jet wide, long. Sh-sh-sh, sh-sh-sh, sh-sh-sh. (Equipment 4)
Phoneme articulation scheme [w]
8. Sound characteristic
Teacher speech therapist: And tell me, please, when we pronounce the sound [w], do we create a barrier to the air stream?
Children: Yes, we bring our teeth together, raise our tongue.
Teacher speech therapist: And if there is an obstacle, then the sound according to the characteristic ...... ..
Children: consonant.
Teacher speech therapist: And it is marked……..
Children: in blue.
Teacher speech therapist: Correctly. The sound [w] is consonant in characterization, always solid, the sound [w] is deaf, since the vocal folds are open, so we did not feel the vibration in the throat. Sh-sh-sh-sh-sh.
(Speech teacher shows picture: equipment 5)
Phoneme characteristics scheme [w]
Children: Sh-sh-sh-sh-sh.
9. The relationship between sound and letter
Teacher speech therapist: We have analyzed the sound [w]. But what does the letter that stands for the sound [w] look like? Look.
(Equipment 6).
Teacher speech therapist: It is called the letter [sha]. Together…
Children: Letter [sha].
Teacher speech therapist: What elements does the letter [sha] consist of?
Children: From sticks.
Teacher speech therapist: And how many sticks and how are these sticks arranged? Look: one, two, three - three sticks are located from top to bottom, vertically, and one is located horizontally, from left to right. Let's write the letter "Sh" in the air.
Teacher speech therapist: Now take out the counting sticks and build the letter [sha] on the desk. (Children lay out the letter "Sh". The speech therapist monitors the correctness of the assignment by the children).
Teacher speech therapist: What letter did you post?
Children: The letter [sha].
Teacher speech therapist: And what is the characterization of the letter [sha]?
Children: The letter [sha] is a consonant, solid and is indicated in blue.
Teacher speech therapist: Everything is correct. Well done.
10. Development of visual-spatial orientation (fine motor skills). Dictionary Refinement
Teacher speech therapist: Various animals live in the open spaces of the city of Bukvograd, and each animal gives a voice in its own way. (A speech therapist teacher in the text depicts each animal with a hand, and the children repeat).
Teacher speech therapist: The cat meows: "Meow, meow." What is the cat doing?
Children: The cat meows.
Teacher speech therapist: The dog barks: "Woof, woof." What is the dog doing?
Children: The dog barks.
Teacher speech therapist: The cow lows: "Moo-oo-oo." What is the cow doing?
Children: The cow is mooing.
Teacher speech therapist: The goose cackles: "Ha-ha-ha." What is the goose doing?
Children: The goose cackles.
Teacher speech therapist: The horse neighs: "Y-hoo." What is the horse doing?
Children: The horse neighs.
Teacher speech therapist: The goat bleats: "Me-uh-uh." What is the goat doing?
Children: The goat is bleating.
Teacher speech therapist: The chicken cackles: "Ko-ko-ko." What is the chicken doing?
Children: The chicken cackles.
Teacher speech therapist: And what do we call all these animals together?
Children: Pets.
Teacher speech therapist: Correctly.
11. Development of phonemic hearing
Teacher speech therapist: Each of you take out a blue chip from your envelope. I will name sounds, syllables, words, and if you hear the sound [w], then raise the blue chip.
A, O, W, M, H, W, T, R, W
TA, MA, AM, ASh, SHA, OK, OSH
MOUTH CAT BALL POCK NOISE
HORN GRASS LILY OF THE VALLEY.
(Students do the task).
12. Work on the syllabic structure. Sound analysis of a syllable
Teacher speech therapist: Imagine: air has accumulated in the hose, and now it comes out and makes a noise Shhhh. In the word shshshshlang the first sound ... ..
Children: Sh-sh-sh.
Teacher speech therapist: Let's build the letter [sha] from the fingers, which means the sound [sh].
(The speech therapist, turning his back to the pupils, demonstrates a manual model of the letter “Sh”. From the clenched fist of the left hand, turned with the back to the face, straighten three fingers up: index, middle and ring fingers. From the clenched fist of the right hand, straighten the index finger to the left We put the index finger of the right hand on the base of the fingers of the left hand. Pupils repeat all the actions after the speech therapist teacher).
Teacher speech therapist: Look at your letter. Let's call her.
Children: The letter "Sh".
Teacher speech therapist: Now take out the red and blue chips from your envelopes (Equipment 14, 15).
Teacher speech therapist: We denote the syllable ША by chips. What is the first sound in this syllable? Sh-sh-sh-a.
Children: The first sound is [w].
Teacher speech therapist: What chip will we designate it?
Children: Blue chip.
Teacher speech therapist: Why?
Children: Because he agrees.
Teacher speech therapist: Correctly. Listen, what is the second sound? W-A-A-A.
Children: The second sound [a].
Teacher speech therapist: What chip will we designate it and why?
Children: A red chip because it's a vowel.
Teacher speech therapist: Are there other sounds in this syllable?
Children: No. The syllable Sha has two sounds.
13. Dynamic pause
(Equipment 10). The speech therapist asks the students to rise from their seats.
Teacher speech therapist:
Tili-tili-tili-bom! ( We depict with our hands raised up, as we beat the bells).
The cat's house caught fire. ( Straightened palms are reduced above the head, connecting the fingertips and depicting the roof of the house).
The cat jumped out Jump in place).
Her eyes popped out. ( We bring clenched fists with the back of the hand to the eyes. Then, from the eyes, we throw our fists forward, straightening our arms in front of us and opening our fist, that is, straightening our fingers).
A chicken runs with a bucket
Fill the cat's house, ( We take our hands to the sides, depicting a rocker, and jump from foot to foot in place).
A horse with a lantern, ( We walk in place, arms extended forward, as if holding an imaginary lantern in our hands.).
And a dog with a broom, ( Tilt forward. Hands down, swing your arms left and right).
Gray hare with a leaf. ( Straightened up. Hands in front of you at chest level. Putting the palms of the hands together - sheet).
Once! Once! Once! Once! ( Hands are lowered along the body. Mahi with straight arms in front of you: down, up, down, up).
And the fire went out. ( We slowly squat, depicting a fading fire).
(The teacher-speech therapist asks the students to take their places).
14. Classification of objects
Teacher speech therapist: Consider the picture.
(Equipment 10).
Teacher speech therapist: Does the picture show a cat, a chicken, a dog, a horse and a hare? Who do you think is superfluous and why?
Children: An extra hare, because it belongs to wild animals, and the rest of the animals are domesticated.
Teacher speech therapist: Correctly.
15. Sound-syllabic analysis of a word with a graphic notation
Teacher speech therapist: One girl lives in Bukvograd, and her name is Masha. Let's analyze the word MASHA.
(A speech therapist teacher on the board performs a graphical recording of the word I_____).
Teacher speech therapist: Masha is the name of a girl, it is always written with a capital letter. Let's count how many syllables are in the word "Masha". Ma-sha.
(Children slap the syllables).
Children: Two syllables.
Teacher speech therapist: Name the first syllable.
Children: The first syllable is MA.
Teacher speech therapist: Name the second syllable.
Children: Second syllable Sha.
(The speech therapist on the board indicates the number of syllables. Graphic recording is carried out with pronunciation).
(Children lay out the word scheme on the desk with the help of counting sticks).
Teacher speech therapist: The word "Masha" has two syllables. The first is MA, the second is SHA.
Let's take the first syllable. M-M-M-A. First sound...
Children: The first sound [m], consonant, is indicated by a blue chip.
(A speech therapist teacher draws a blue circle on the board under the line indicating the first syllable (instead of drawing a circle, you can use a blue magnet). Students, respectively, place a blue chip on the desk).
Teacher speech therapist: M-A-A-A. Second sound...
Children: The second sound [a], a vowel, is indicated by a red chip.
(The speech therapist on the board under the line indicating the first syllable draws red next to the blue circle. Students on the desk next to the blue chip put a red one).
Teacher speech therapist: How many sounds are in the first syllable?
Children: Two sounds: first [m], second [a].
Teacher speech therapist: Name the second syllable in the word "Ma-sha".
Children: In the word "Masha" the second syllable is SA.
Teacher speech therapist: Let's take a look at the second syllable. (The second syllable is parsed similarly).
Teacher speech therapist: You and I already know the letters that stand for all these sounds, and we can print the word "Masha". Take out the letters of the split alphabet from the envelopes and make the word "Masha" (op. 20). Remember that names are capitalized.
(Children lay out a word from the letters of the split alphabet. The speech therapist monitors the correctness of the assignment).
Teacher speech therapist: Let's read in unison: Masha.
(The speech therapist teacher asks the students to remove the chips, the letters of the split alphabet in an envelope, fold and remove the counting sticks).
16. Graphical analysis of a sentence with a record
Teacher speech therapist: Our Masha loves animals very much. She takes care of them, takes care of them. What does it mean? What she does?
Children:(Answers of children. For example, feeds, walks, grazes, bathes, washes, combs, heals, plays, etc.)
Teacher speech therapist: Masha is feeding the cat. This is an OFFER! Let's make a diagram of this proposal in a notebook.
(The speech therapist teacher asks students to open notebooks for printing, take a pencil, count the required number of cells and put a point from which students will start writing in notebooks).
Teacher speech therapist: Let's count how many words are in the sentence: "Masha feeds the cat."
Children: There are three words in this sentence.
Teacher speech therapist: First word….
Children: The first word is Masha.
Teacher speech therapist: Written with...
Children: It is written with a capital (capital, capital) letter.
(The speech therapist teacher makes a graphical entry on the board, and the students in the notebook I____)
Teacher speech therapist: Second word....
Children: The second word is "feed".
Teacher speech therapist: Remember that words are written separately from each other.
I____ _____)
Teacher speech therapist: Third word....
Children: The third word is "cat".
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I____ _____ _____)
Teacher speech therapist: End of our offer?
Children: Yes. You need to make a point.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I____ _____ _____.)
Teacher speech therapist: We have drawn a SCHEME OF THE OFFER.
Teacher speech therapist: Which words of the sentence "Masha feeds the cat" have the sound [w]?
Children: Masha, cat.
Teacher speech therapist: Where does the word "Masha" stand in the count?
Children: At the first place.
Teacher speech therapist: We mark it with a flag.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I__ F_ _ ____ ____.)
Teacher speech therapist: And where is the sound [w] in the word "Masha"? In what syllable?
Children: In the second syllable.
Teacher speech therapist: Where in this syllable?
Children: On the first.
(The speech therapist teacher on the board completes the graphic record, and the children in the notebook
I___ F____ _______ ______.)
Teacher speech therapist:“Masha feeds the cat.” Where does the word “cat” stand in a row?
Children: On the third place.
Teacher speech therapist: We mark it with a flag.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook
I___ F____ _______ __F_ ___.)
(The speech therapist asks the students to put away their notebooks and pencils).
17. Development of higher mental functions (attention, thinking)
(Equipment 7). 
Teacher speech therapist: Look. Our Masha walked, walked and came to a crossroads. What is a "crossroads"? This is when at first there was one road, and then it split into several (we show in the picture), for example, as in the picture into three, and maybe two and four. Let's say together: CROSSROADS. Let's go with Masha along the paths and read the words. Find the way according to these landmarks (cards are displayed at the top - landmarks of the route, children choose the road according to the landmarks and read the word).
(Route: bush, tree, house. The speech therapist calls the student to the picture, offers to take a pointer, leading the pointer along the road to read the word and explain his choice. Then the speech therapist asks the student to go to his place and explains the meaning of the word, for example, show is a bright variety performance or entertainment program, this performance is very colorful and interesting, for example, a performance in a circus. A speech therapist changes the cards indicating the route: a bush, a mushroom, a house. A road with the word "NOISE". Similar work is being carried out. The speech therapist changes route: bush, house, tree. Road with the word "SHAH". Similar work is being carried out).
(Example of explaining the meaning of words: SHAH - a rich, revered nobleman in eastern countries, a ruler. An action in the game "Chess", when an attack by some opponent's piece creates a threat to the king; NOISE - sounds that have merged into a discordant, usually loud sound: from movement e.g. train noise ; from voices - screams, quarrels of discussion).
18. Development of visual attention and perception
Teacher speech therapist: Well done all the tracks passed. Now take the cards that are on your desk, turn them over and carefully examine the image (r. 11). Masha got to her house. Decided to feed the animals. She shows concern for them. And all people should take care of the animals, be responsible for those who were taken to live in the house. If you have an animal, you take care of it all its life. Now find the mother of the puppy in the picture. It….
Children: dog.
Teacher speech therapist: Circle her. (Children trace the outline of the image of the animal with a small pointer or finger). Now find the mother of the lamb. It….
Children: sheep.
Teacher speech therapist: Circle her. Now find the mother of the calf. It….
Children: cow.
Teacher speech therapist: Circle her.
Children: Horse.
Teacher speech therapist: Circle her. What is the name of the baby horse?
Children: Foal.
Teacher speech therapist: What other animals do you see in the picture?
Children: Goat.
Teacher speech therapist: Circle her. What is the name of the baby goat?
Children: Kid.
Teacher speech therapist: What other animals do you see in the picture?
Children: The cat.
Teacher speech therapist: Circle her. What is the name of the baby cat?
Children: Kitty.
Teacher speech therapist: There is one more animal left in our picture.
Children: This is a pig.
Teacher speech therapist: Circle her. What is the name of the baby pig?
Children: Piglet.
Teacher speech therapist: All these animals belong to the same group. Name this group.
Children: This is a group of pets.
19. Improving the grammatical structure of speech
Teacher speech therapist: Correctly. Well done. Now let's play the reverse game.
(Equipment 17. The speech therapist takes turns approaching the students, asks a question and throws the ball. The student answers the question and throws the ball back to the speech therapist. The speech therapist throws the ball to the next one, etc.)
Teacher speech therapist: The cat has long hair, and the cow ... (we throw the ball to the student).
The child who was thrown the ball: short (throws the ball to the speech therapist).
Teacher speech therapist: The horse is big, and the cat .... (small). The bull is strong, but the calf .... (weak). The horse is tall, and the dog .... (low). In a goat, the hairs of the wool are straight, and in a sheep .... (curly). The lamb is thin, and the pig .... (fat). The cow's hair is short, and the cat's ... (long). A lamb has soft wool, and a pig has a bristle ... (hard). The cat's claws are sharp, and the dog's ... (blunt). The kitten's paw pads are soft, and the foal's hooves ... (hard).
20. Homework
Teacher speech therapist: Listen to the homework. Think of words that start with the sound [sh], or that have the sound [sh] in the middle or at the end of the word. Find all the letters "sh" that are hidden in the picture among the objects. (Equipment 18).
21. Summary of the lesson
Teacher speech therapist: Today we met with the letter "Sh". Let's put it together with our fingers. (Students together with a speech therapist perform the task)
Teacher speech therapist: Let's write the letter "Sh" in the air.
(Writing in the air with pronunciation).
Teacher speech therapist: What is the sound of the letter "sha"?
Children: sound [w].
Teacher speech therapist: Let's remember the articulation of the sound [w]. (Analysis of articulation together with children based on the articulation scheme). When we pronounce the sound [w], our lips rounded and slightly pushed forward. Teeth close, but not closed. The tongue is wide and raised. The tip of the tongue is behind the upper teeth and is slightly pulled back. The lateral edges of the tongue are pressed against the upper molars. vocal folds open, no vibration (tactile control). air jet wide, long. Sh-sh-sh.
Teacher speech therapist: Describe the sound [w].
Children: The sound [w] is consonant, hard and deaf.
Teacher speech therapist: and is marked……..
Children: in blue. (Rev. 5)
Teacher speech therapist: Correctly. The sound [w] is consonant, deaf, the vocal folds are open, there is no vibration, and it is always solid. And the letter "Sh" is a consonant, solid. Let's populate the letter "Ш" in our house (op. 9 No. 2).
22. Reflection
Teacher speech therapist: One tree grows in Bukvograd, to which birds flock. (Equipment 21).
Teacher speech therapist: Listen carefully: to whom everything was NOT UNDERSTOOD in the lesson, he will plant a bullfinch with a red breast on a tree. Whoever understood something in the lesson, did not understand something, will plant a titmouse with a yellow breast on a tree. And to whom everything was UNDERSTOOD in the lesson, he will plant a sparrow with a green twig on a tree.
(Children come up, choose birds and plant birds on a tree). 
Teacher speech therapist: That's how many birds flew to our tree (The number of bullfinches, tits, sparrows is counted).
23. Evaluation of the work of children in the classroom
Teacher speech therapist evaluates the work of children in the classroom. For example: - I really liked how they worked at the lesson today (names the children). And ……… could work better. I think that by the next lesson you will catch up, and everyone will work for five. Our work with you is over. Now you and ... (the teacher's name is called) will practice reading the letter "Sh".
The speech therapist leaves, and the class teacher spends a dynamic pause with the students and consolidates the skill of reading words with the letter “Sh” in the primer.
Speech therapy subgroup lesson on the correction of sound pronunciation
Teacher speech therapist: N.V. Abashina
Topic: Automation of sound [w] in words of different syllabic structure
Conduct form: Game - Journey
Tasks:
- Educational:
- consolidation of knowledge about the articulatory features of sound [w];
- consolidation of the concept of "consonant sound";
- formation of skills of sound analysis and synthesis of disyllabic words.
- Correction-developing:
- exercise in the correct pronunciation of sound in isolation, in syllables, in words;
- development of articulatory motor skills by performing articulatory gymnastics;
- the formation of phonemic perception and the development of phonemic hearing through exercises in isolating a given sound;
- development of speech-auditory attention through an exercise in reproducing a given number of words;
- development of motor memory through exercises in the reproduction of given articulatory positions according to symbols and instructions;
- development of fine and general motor skills through exercises for tactile sensations, dynamic pauses;
- development of the correct (long smooth) exhalation through breathing exercises;
- development of visual perception and memory through exercises in memorization and reproduction.
- Correctional and educational
- cultivating the desire to speak beautifully, correctly.
- vocabulary activation: sound, animals
Preliminary work:
articulation exercises;
breathing exercises;
sound setting [w];
games and exercises for the development of phonemic hearing;
learning to analyze direct syllables.
Equipment: mirrors, pictures-symbols for articulation gymnastics , a set of pictures with the sound “sh”, symbols of sounds (sounds), boxes with cereals, a set of letters, a sound analysis scheme, a sound articulation scheme, a set for sound-syllabic analysis, cartoon characters and pictures of animals, plot pictures for a given sound, a pan layout with magnetic letters, didactic games, computer with audio recording, eye gymnastics.
Lesson progress
I.Organizing time. Preparation of the articulatory apparatus.
Speech therapist: Guys, let's start our lesson! Today we will learn to pronounce sounds and words beautifully, for this we will perform gymnastics for the lips and tongue. (pictures on the computer screen, the speech therapist accompanies the performance with rhymes)
Articulation gymnastics.
Pictures symbols (with words)
"Proboscis"
I imitate an elephant, I pull my lips with a proboscis
And now I'm letting them go, and I'm returning them to their place
Lips are not tense and relaxed
"Spatula"
Put the tongue with a spatula
And keep it under his account,
One, two, three, four, five.
The tongue needs to be relaxed.
"Cup"
Put your tongue wide
And lift up the edges.
The tongue lies wide
And, like a cup, deep.
Pictures without verbal instruction
"Swing", "Delicious jam"
So, we have prepared our language for work!
II. Statement of the purpose and topic of the lesson.
Speech therapist: I will now read a poem to you, listen carefully to which sound is repeated more often than others:
I'll lie down w ka, mi w ka, we are a couple w at
Travel on the road w they want food.
Sat by the eye w ka,
Are waiting w grind, lo w hell, to w ku.
Marches are here w ka arrived in time
I also wanted to go.
"Ti w e, ti w e!” - w we eat w ka,
"Not w mind if w com!
Ma w inist gives signals,
Is everyone ready to ride with us?”
What sound is often repeated?
All the animals that were discussed in the poem, you see in the train cars.
So, today we will continue to learn how to pronounce the sound [sh].
To do this, we will go on a journey with animals that have this sound in their names.
III. Knowledge update.
Before we start our journey, let's show the animals that we know about their favorite sound:
Let's remember how we pronounce the sound [w].
1) articulation of sound by symbols: (children show)
lips with a tube;
teeth fence, slightly open;
tongue wide, calyx, behind upper teeth;
the air jet is warm (symbols).
What is the [w] sound?
2) Sound characteristic (according to the scheme):
vowel or consonant (why);
hard or soft;
voiced or deaf.
So, what photo of sound do we choose today (blue sound, without a bell): consonant, hard, deaf.
3) letter designation
It remains for us to remember what letter denotes this sound:
show sounds and letters in the city;
we find the letters in the croup and determine the letter “Sh” among them.
Well done boys! Our animals have made sure you are ready for the journey.
And today we will go to the village where the cartoon characters live. And what kind of village it is, and who is waiting for us in it, you will find out later.
To get to the village and meet the heroes, we will complete tasks along the way, if we cope with the tasks, we will arrive at the destination.
- So we're on our way
4) Breathing exercises
inhale through the nose exhale with the words:
Choo-choo-choo, depicting the movement of the wheels with his hands
5) Speech gymnastics
To make it more fun to go, let's say amicably pure words:
Sha-sha-sha - the road is good
Shu-shu-shu - I'm in a hurry to visit
Sho-sho-sho - go well
Our first stop on our way.
6) Listening exercise
Close your eyes and listen to the sounds, guess where we left off.
(audio recording: forest sounds)
IV. Automation of sound in words.
Stop "Forest clearing" (we plant squirrels and hares in a clearing)
See what animals meet us: hares and squirrels. What are these animals? Our bear offers to treat the animals.
Game "Feed the hares"
- What do rabbits eat? Do they stock up for the winter? How do they winter?
Hares miss juicy and healthy food, treat them with carrots:
If you hear the sound [Ш] in the word, give a carrot to a hare (each child has a hare and carrots): hat, Bowl, cat, jug, helmet, fur coat, car, mask, acorn, porridge, bear.
The game "Treat the squirrels"
What do squirrels eat? Do they stock up for the winter? The winter has been long and the squirrels are out of stock, give them a treat:
Squirrels love mushrooms, nuts (subject pictures of squirrels and stocks: mushrooms, nuts, subject pictures are pasted on the back of each mushroom and nut, in which there is a sound [w]), pictures were hidden in the stocks. When you give a treat to a squirrel, correctly name what is shown, follow the correct pronunciation of the sound [w], if you name it correctly, you will replenish the squirrels.
The game "Settled the clearing."
Hares and squirrels with treats run away into the forest, and you are offered to populate the clearing:
Choose only those items that have the sound [w] in their names (each child is given a set of cards with items, work independently, then go to the board and place pictures)
Children check each other
So, we successfully completed all the tasks and learned to find words with the sound [w].
Fizminutka "Funny monkeys" (computer)
Next stop "Flower meadow"
In this clearing, a bee is waiting for us. Our animals are asked to determine where the sound [sh] is in the name of each of them. I name the animal, and you determine where the sound is: at the beginning, in the middle, at the end. (scheme)
We plant a bee on the desired flower.
(bumblebee, cat, mouse, bear, horse, frog)
So, we have learned to determine where the sound [w] stands in words: at the beginning, in the middle or at the end.
Destination "Prostokvashino Village"
The villagers have been waiting for you and offer us to play:
A) Find words with the sound [Ш] in the village, call them in turn and get tokens from the heroes; count the mice: one mouse, two mice... count the balls.
B) Remember the items that are in the chest, take a picture of them, I will close it, and you name it from memory; what was gone
Visual gymnastics (sun in Prostokvashino, computer)
C) Help Galchonok get to the nest (read the words by the arrows)
So, the cartoon characters heard how you can pronounce the sound and are very glad that everything is working out for you.
E) Homework: Sharik has prepared his photos from the hunt for you, you will need to find objects with the sound [w] and color them, complete the tasks.
V. Sound analysis and synthesis of the word "porridge".
Today everyone traveled a lot, played and got hungry. You need to cook dinner
There are letters in the pan, you need to “cook” dinner
Children form the word "porridge" from magnetic letters.
Name the 1st sound, 2nd, 3rd, 4th.
What word came out? (porridge)
How many sounds are in this word? (four)
Name the sound that we repeated today. Where does he stand?
VI.Syllabic composition of words
It's time to head back. It turns out that while the animals were driving, they mixed up their places, seat them correctly:
1st car - animals whose name consists of one syllable (bumblebee);
2nd car - ... from two syllables (cat, bear, mouse);
3rd car - ... from three syllables (horse, frog, monkey)
Everyone has taken their seats and we're off...
We arrived .. we land the animals on the board, we call each animal, pronouncing the sounds correctly
VI. Summing up the lesson.
What sound did we make more often than others today? ([w]).
VII. Evaluation of the child's work. Reflection
Animals are happy that you have learned to pronounce their favorite sound. Did you enjoy the trip? Choose balls with the mood that you had in class.
Olesya Morozova
Synopsis of the speech therapy lesson "Sound and letter Sh"
Goals: 1. Introduction to sound <;Ш>, its characteristic features, with letter W.
2. Fixing the correct pronunciation sound <;W> in syllables, words.
3. Phonemic development hearing: ability to highlight sound <;Ш> by ear and in pronunciation from a number of others sounds, syllables, words and position sound in a word.
4. Exercise in reading syllables, words with letter W. Acquaintance with the rule of writing the syllable SHI.
5. Education of the desire to correctly pronounce the set sounds.
Equipment: mirrors, demonstration subject pictures (cornflowers, daisies, bumblebee, bee, lily of the valley, violet, shirt, T-shirt, trousers, shorts, slippers, sandals, chocolate, sweets, hut, house, pen, pencil, individual subject pictures, 2 for each child (watch, reed, bow, horse, ring, closet, sled, cannon, pipe, ball, plane, cat, hare, hat, umbrella, mouse, toy Shurshunchik, sound houses, sets for word schemes, consonant lock letters, demo card letters SH, reading cards, worksheets Primer with the letter Sh, containers with colored pencils, presentation to occupation, a computer.
Plan lessons:
I. Organizational moment.
Speech therapist: Before the beginning lessons a communication game
"Good morning":
Morning has come again. I will smile at you and you will smile at each other.
Well done! I hope you will lesson also attentive to each other, as well as during this game.
II. Topic message lessons.
Speech therapist: Guys, today we will meet new sound and letter. But with which ones, my friend Shurschunchik will tell us about this.
III. Articulation gymnastics.
Speech therapist: Let's say hello to Shurshunchik.
Children: Hello, Shurshunchik.
Shurshunchik: Wait, guys!
Speech therapist: Oh, Shushunchik! What is it with you?
Shurshunchik: I don't know!
Speech therapist: Did you do exercises for the tongue today?
Shurshunchik: Not!
Speech therapist: Well, then I understand everything. Your tongue has not woken up, and therefore you cannot pronounce everything correctly sounds. But we'll fix that now.
Guys, so that the words sound smooth,
Let's do exercises for the tongue.
- "Smile":
We wake up early in the morning
Let's smile at mom and dad.
- "Fence":
Look out the window into the courtyard
And we'll see a fence there.
- "Painter":
To keep the house clean
Paint the ceiling with a brush.
- "Cup":
And now we'll rest
Let's take a cup of tea.
- "Delicious brew":
Let's drink tea with jam.
- "Horse":
Along the narrow, smooth path
We will ride a horse.
- "Fungus":
The path has an oak tree,
A fungus grows under an oak tree.
- "Harmonic":
We are a little happy
Let's play the harmonica.
Shurshunchik: Ouch! And, indeed, it helped. That's it sounds are obtained!
IV. Selection<Ш>from the name. Characteristic sound.
Shushunchik, but what sound are we going to study today?
How have you not guessed yet? This sound hid at the beginning and middle of my name!
Guys, you guessed what it is sound?
- Sound Sh.
Correctly. Speak sound Sh and look at yourself in the mirror. Is there an air blockage? So this is what sound: vowel or consonant? The children answer.
Put your hand on your neck, say sound. Does the voice sing? Means sound Sh: deaf or voiced? Children's answers.
Yes guys sound Sh - consonant, deaf, and yet he is always solid. And he lives in the blue wing of the castle of consonants.
Let's recap sound Sh.
Children repeat: Sound Sh - consonant, hard, deaf.
Shurshunchik: Oh, what good fellows!
V. Game "Catch sound Sh» .
Speech therapist: Yes, Shurshunchik, my guys are very smart and attentive.
Shurshunchik: Oh, I want to believe if they are really that attentive. I suggest you play the game "Catch sound Sh» .
Speech therapist: And what? A good idea! Hands prepared. If you hear sound <;Sh>, clap hands:
A) W, S, M, W, W, H, S, W
B) ASh, USh, MA, SHO, SHI, SHE, CO
C) GARDEN, POPPY, NOISE, HAMster, JOKE, PENCIL, TABLE, CAT
Shurshunchik: Well done, you did it!
VI. Pronunciation sound in syllables, words. Choice of words from sound Sh.
Shurshunchik: Guys, I dream of becoming a writer. And I decided to write a story about how I went to visit the Hamster in the summer. But I want the story to have as many words as possible with sound <;W>. Can you help me find them?
Tatyana Anatolyevna is well acquainted with this story. So let her talk and I'll write it down.
Speech therapist: Deal. Well, let's start.
One fine summer morning, Shurschunchik decided to go to visit his friend Hamster. As he got ready, he hummed cheerful songs under his breath. I ask you now to listen to them carefully and without making mistakes. repeat: SHA-SHO-SHU
And from now on, we need help choosing words with sound <;W>.
So, Shurshunchik decided to dress up. He put on (a shirt or T-shirt, (trousers or shorts). He put on comfortable feet (sandals or slippers). And, closing the door tightly, he walked along the path. Along it bloomed beautifully (cornflowers or daisies, and above the flowers buzzed (bumblebees or bees). At the very edge of the forest grew fragrant (dandelion or lily of the valley). An interesting bird was sitting on a branch of a tall pine tree. It was (cuckoo or oriole). How beautiful it was in the forest! Here and there in the grass could be seen (mushrooms or champignons). Going out into a wide clearing, Shurschunchik saw (hut or house) Hamster. He was very happy to see his friend. Shurshunchik brought as a gift (pen or pencil). And the Hamster treated the guest (chocolate or candy). And then friends decided to play a game "Sit down sound sh in the house» .
VII. The game "Sit down sound <;W> to the house".
Let's play this game guys.
Speech therapist calls the words from the board (the words that the children chose, and the guys on sound houses determine the position sound sh in them.
Shurshunchik: Ha! It is easy for everyone to play this game together. You can also look at your neighbor.
Speech therapist: Well. Let's see how the guys can cope with this task on their own. You have 2 pictures on the tables. Take them, choose a picture from sound Sh and locate sound in it.
The children are doing the task. Then they explain it out loud.
Shurshunchik: Well done!
VIII. Fitness minute.
Speech therapist: Shushunchik! And the guys and I know the game about your friend Hamster. Would you like to have a look?
Shurshunchik: With pleasure!
Children along with speech therapist perform a physical minute "Hamster":
Hamster, hamster, hamster -
Striped barrel.
Hamster gets up early
Washes cheeks, rubs ears.
Homka sweeps the hut
And goes to charge.
One, two, three, four, five -
Homka wants to become strong.
IX. Acquaintance with letter W.
Shurshunchik: Oh, how interesting! And you know, when I went home, the hamster gave me the letter Sh. If you want, I'll give it to you.
Speech therapist: Thank you, Shurshunchik!
Look at the letter Sh -
The letter is very good.,
I wrote the letter W:
Three poles and a sleeper below.
Speech therapist shows the children a demonstration card with letter W.
Then, explains how to spell this letter.
X Reading syllables and words on cards:
ASH SH SH SH
SHA SHO SHO SHI
STEP NOISE SHOCK SEAM
WU-SHI SHI-NA KA-SHA SHU-BA
XI. Work on Worksheets primer.
Speech therapist: Guys, to better remember letter Sh and did not confuse it with others letters, Shurshunchik and I invite you to color the letter Sh on the sheets of the Primer. What color will you paint letters? Why? Children's answers. Paint letters should only be in blue, because it denotes one solid consonant sound Sh.
children coloring letter.
XII. Outcome lessons.
Speech therapist: Guys, do you remember which sound and letter we studied today?
The children answer.
Shurshunchik: Well done! Thank you guys for your help! Goodbye!
Speech therapist: Goodbye, Shurshunchik!
Abstract of an individual speech therapy lesson. Subject: "Sh" sound
Program content:
Automate sound (sh) in syllables, words, text.
Learn to agree nouns with numerals.
To fix the names of wild animals and their cubs.
Develop fine motor skills (learn to accompany speech with hand movements).
Equipment:
Flannelgraph: wild animals on magnets; two sheets of paper; two markers; two frogs (toys).
Lesson progress:
Speech therapist:
Hello. Today we will continue to learn beautifully, to pronounce the sound (Ш). First you need to prepare the tongue for the lesson and perform articulation exercises: A fence, a tube, a wide tongue, blow on a wide tongue, a horse, a fungus, an accordion, a cup, a cup on the upper teeth, hiss like a snake.
Finger game "Playing the piano"
When pronouncing the syllables sha - sho - shu - shi - she, the child imitates playing the piano, pressing each finger in turn to the surface of the table, starting with the thumb and vice versa.
Finger game "Hello finger"
(Left hand - ashka - oshka - ear - yshka -, right hand - oshta - ushto - ishty - ashty), each finger touches the thumb.
Speech therapist:
Repeat the words after me: closet, school, box, corkscrew, pants, bayonet, headquarters, darn, curtain, bumblebee. Finish the word the same way: Babu - shka; grandfather -; mi -; pu-; katu—; under -; to -; mo - ; py -; oops - ... .
Speech therapist:
Mom darns the teddy bear's pants.
Game: "I - you - he - we - you - they"
Darn panties
Teddy bear.
Speech therapist:
Guess a riddle.
Jumping animal -
Not a mouth, but a trap.
Will fall into a trap
And a mosquito and a fly.
Who is it?
Child.
Frog.
Speech therapist:
That's right, frog.
Count how many of them sit in the swamp?
Now tell me about two frogs.
Child:
They live in the swamp
We saw -
The children came
They admired
The heron crept up to -
She wanted to eat
The children talked about
Teacher speech therapist.
And let's play with our frogs.
A dialogue is played out between the child and the teacher - a speech therapist.
Where are you coming from
Frog frog?
- From the market home,
Dear friend!
- What did you buy?
- A little bit of everything:
I bought kvapusta, kvasol and kvartoshka.
Speech therapist:
Imagine that this is a swamp in the forest. Look, the animals are in trouble in the forest. They lost their babies. Help the cubs find their parents.
Didactic game "Animals and their cubs"
There is a didactic game. Well done. Now we will make a gift to each other. Take a marker and a sheet of paper. Repeat everything I say and draw exactly like me (with your right hand).
Speech therapist:
Lived, there were two brothers. One was named Mishka, the other Timoshka. They dug a well. Covered with straw to keep warm. They surrounded him with a fence. Two pipes protruded from behind the fence. There is a stove, nothing to heat. Mishka goes to the forest for firewood. Rides, rides, thump in the hole, rides, rides, thump in the hole. Lost. Climbed up the tree. Looks: two pipes are visible. Get off the tree and go home. Hello Timoshka. Here's a cat for you.
Summary of the lesson:
Tell me what did you do in class? Thank you so much today, you're great!
About everything in the world:
In 1930, the film "The Rogue Song" about the kidnapping of a girl in the Caucasus mountains was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
OBJECTIVES: clarification of sound articulation "SH" , fixing the correct pronunciation of the sound "SH" in syllables, words, sentences; highlighting words with sound "SH" from a number of others; determining the place of sound in a word; strengthening the skill of forming prefixed verbs; development of attention, memory.
EQUIPMENT: game exercises in the form of a presentation in the Power Point program "Let's help Masha" , interactive whiteboard, projector, laptop.
STUDY PROCEDURE.
- Org. moment.
- Repetition of the past.
Remember the names of summer clothes (winter, demi-season).
3. Post subject.
Acquaintance with the topic at the end of the game "Guess the Riddles"
(presentation - slide number 2)
The text of the riddle appears on the screen, the speech therapist reads the riddle.
The children are asked to solve the riddle. A picture appears on the screen.
Guessing pictures: hat, fur coat, lily of the valley, bump.
Name all the clues. What is the common sound in these words? (W)
Let's get to know the sound today. "SH" .
4. Refine articulation of sound "SH" .
Visit "comes" Masha (presentation - slide number 3)
Let's help Masha learn how to pronounce the sound correctly "SH" .
The lips are slightly extended forward, we raise the tongue by the upper teeth: Sh-Sh-Sh ...
(Children in front of the mirrors make a sound "SH" ) .
Let's blow balloons together with Masha: Sh-Sh-Sh ... (Slide number 4)
The balls have flown away.
Sound characteristics are given "SH" - consonant, deaf.
Children remember that the sound "SH" always solid.
5. Development of phonemic hearing.
A) Presentation is used "Let's help Masha" (slide number 5)
The speech therapist names the pictures shown on the slide. Children should clap their hands when they hear a word with a sound "SH" .
The correctness of the task is checked by pressing "mice" to the image on the screen. (Applause sounds).
6. Fixing the correct pronunciation of sound "SH" in syllables, words.
a) D / and "Speak a word" (presentation - slide number 9-11)
The speech therapist begins the word, the children, with the help of a picture, finish with a syllable with sound "SH" :
WE-… (SHI) MA - ... (SHA) MI-… (Shka)
HALO - ... (SHI) KA - ... (SHA) PU-… (Shka)
KAMS - ... (SHI) PA-… (SHA) KO-… (Shka)
SHI-… (Shka)
B) - Remember which words with sound "SH" did you catch?
(Hat, bear, hat, shower, car).
Let's help Masha determine the place of the sound "SH" .
Determine the location of the sound "SH" (beginning, middle, end of word)
(The correctness is checked using slides No. 6-10 by pressing "mice" on the
1st, 2nd or 3rd box under the picture - respectively the beginning, middle or end of the word).
7. Physical Minute.
Children form a small circle holding hands. The speech therapist says that it is a small ball. into words "big ball" The children form a large circle, taking small steps back. into words "ball burst" children put their hands down, squat down and say: "Shhh" .
The game is repeated two or three times.
8. Fixing the correct pronunciation of sound "SH" in offers.
Di "Studio" .
Children are invited to go to the studio.
On the board is a poster depicting an atelier.
What do they do in the studio? (Sewn in the atelier).
Who sews clothes? (A seamstress sews clothes in the atelier).
Our seamstress's name is Masha.
What objects with sound "SH" in the title you see in the atelier? (Wardrobe, sewing machine, spools, hangers…)
Masha has a lot of orders today, but first of all she will sew only those clothes that have a sound in their name "SH" .
On the board pictures: fur coat, felt boots, shirt, pants, dress, hat, coat, jacket, cloak, T-shirt, sweater, shorts, tights, varez (w) ki, scarf...
What clothes will Masha sew? (Children answer with a full sentence. Sample answer: "Masha will sew a fur coat" .)
9. Formation of words with the help of prefixes.
Let's go back to the studio and help Masha sew. Now Masha will sew a fur coat.
So, you need a fur coat ... (STITCH).
For this sleeve in a fur coat you need ... (SWITCH).
The hem on the fur coat is necessary ... (HEM).
Buttons for a fur coat are necessary ... (SWIN ON).
The pattern on the fur coat is necessary ... (EMBROIDE).
If the fur coat is large, you need it ... (SUIT).
If you don't like the coat, you can ... (RESOLVE).
If suddenly the fur coat breaks, it can be ... (SWITCH).
What sound did you learn in class? What is this sound?
Remember words with sound "SH" that we spoke in class.
