Summary of direct educational activities to implement the tasks of the educational areas “Communication” (speech development: literacy training), “Cognition”, “Socialization”
in the preparatory group "Ladybugs"
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Municipal budgetary preschool educational institution "Kindergarten No. 6 of the general developmental type "Firefly""
Summary of direct educational activities to implement the tasks of the educational areas “Communication” (speech development: literacy training), “Cognition”, “Socialization”
in the preparatory group "Ladybugs"
TOPIC: “Living Word” (word and sentence)
Prepared by: teacher S.A. Kuklina
Gadzhievo
08.11.2013
Goal: Continue working to familiarize children with words and sentences.
Tasks:
- Fix the term “word” in an exercise with an object.
- Bring children to understand the term “sentence”, practice children in composing sentences of 2 and 3 words.
- Continue to expand children's vocabulary and promote its activation when composing a story.
- Develop skills in educational activities.
- Cultivate a desire to study at school.
- Develop attention, listening skills and not interrupting others.
Techniques:
1. Leading questions.
2. Collective conversation.
4. Silent polling.
5. Gaming techniques.
Materials: doll, ball, pyramid, toys: cars, dishes, dummies of fruits, vegetables, counting sticks, paper, pencils.
GCD move.
Children enter the group and sit at the tables.
Educator: Guys, the doll Nastya came to us. She will prepare for school with us. Will you accept your new girlfriend?
(children's answers)
Nastya doesn’t yet know about the rules of behavior at school, let’s show Nastya how to sit at the table correctly, raise her hand to answer in class, and keep her hands on the table.
Children show.
Well done! Nastya, our guys know a lot of words and know how to pronounce them correctly. Now they will tell you about it.
Nastya brought the ball with her. Zhenya, repeat this word loudly and clearly. Now this word must be said quietly, but so clearly and distinctly that everyone can hear.
You see how the word “ball” can be pronounced in different ways: loudly and quietly.
Nastya also brought with her... (car). Katya, say this word loudly and clearly, and now quietly and clearly. Well done!
The teacher reads A. Barto’s poems “Word Game”
Say the word "thunder" louder -
the word roars like thunder,
Say quietly “six little mice” -
and immediately the mice will rustle.
Say "cuckoo to the bitch" -
you will hear “Kuk-ku!”
And if you say the word “leaf fall”
and the leaves fall and fly,
And as if in reality you see autumn:
Yellow garden and wet grass...
Educator: so what is a “word”?(children's answers). (The word is everything we say).
Every word we speak matters. We look at an object and can call it a word.
Each word denotes an object, and with another word we can denote a group of objects.
Problem situation: objects are laid out in a chaotic order on the table: dolls, cars, cubes, dishes, models of fruits and vegetables. You need to find a group of objects on the table that can be described in one word. (you can combine cars, cubes and dolls and designate them with the word “toys”, or you can combine them according to other characteristics)
Educator: Guys, pay attention, objects are laid out on the table. Your task is to select items that can be combined into one group and denote this group with one word.
Children do the task
Educator: with the help of a word you can not only designate an object, but also talk about it. Let's try to talk about Nastya.
Children sit on the carpet in a circle, and passing the doll to each other, name words - adjectives, what is it?(beautiful, smart, funny, etc.)
Say one word about Nastya, what she is like, so that she likes it.
Nastya.. beautiful, smart, funny, etc.
Educator: Nastya can do everything the same as you. What actions can Nastya perform?(Children's answers).
Educator: You see, Nastya, how many words the children know, and all about you. But can what you just said be called a story?(children's answers)
Of course, guys, you only named words.
Let's try to talk about Nastya in a few words.
(Children's answers). Nastya wants to go to school.
What did we learn from Yulia’s words? ……
There are counting sticks on the table in front of you; place in front of you as many counting sticks as there are words in the sentence.
Nastya loves to play.
Doll Nastya is dancing.
Nastya reads books.
Doll Nastya went for a walk.
Nastya wants to study.
Fizminutka
One - rise, stretch
Two - bend over, straighten up,
Three - three claps of your hands,
Three nods of the head
Four - arms wider,
Five - wave your arms,
Six - sit on the chair again.
Educator: Nastya wants to play ball with you. Stand in a circle. Whoever Nastya throws the ball to must name what he needs for school: pencils, pen, etc.
Well done! You know what you need to prepare in order to study at school.
Now take your pencils and carefully shade these objects.
Educator:
Let us remind Nastya once again what a word is: (children’s answers) this is everything we say; we can call one object or a group of objects a word. In a sentence, an object is not just named, but something is said about it.
If you make a few sentences about a subject, you get a story.
1. The words in a sentence are related in meaning. To make a sentence out of words, the words need to be changed.
2. The first word in a sentence is written with a capital letter. At the end of a sentence there is a question mark, period or exclamation point.
3. Sentences consist of main and secondary members of the sentence. The main members of the sentence form the basis of the sentence.
4. Pronunciation is the way we speak and pronounce a word. Spelling is how we should write a word.
5. Sounds, during the pronunciation of which only the voice is heard (without noise), and air passes through the mouth freely, are called vowels. A vowel sound forms a syllable. There are six vowel sounds: [a], [o], [u], [s], [i], [e]. There are 10 letters denoting vowel sounds: a, o, u, y, i, e, e, e, yu, i.
6. There is only one vowel sound in a syllable. There are as many syllables in a word as there are vowel sounds: o-sy - [o-sy].
7. Sounds, during the pronunciation of which the air meets a barrier in the mouth (lips, teeth, tongue) and only noise is heard - [s] or voice and noise - [z], are called consonants. Consonant sounds are designated by letters: b, v, g, d, zh, z, j, k, l, m, n, p, r, s, t, f, x, c, ch, sh, sch.
8. Word wrapping. You can transfer words from one line to another only by syllables: morning-ro, cash-sa, magazine-nal. One letter cannot be left on a line or moved to a new line. Translate it like this: radio, ogo-rod. When transferred, the letters -И- and -ь- cannot be separated from the letters in front of them. Translate it like this: tea-nick, build-ka, boy, porch.
9. One syllable in a word is pronounced more strongly than others. Such a syllable is called stressed. the remaining syllables are called unstressed. The accent mark is placed above the letter that denotes the stressed vowel sound. The accent mark is not placed if the word has one syllable or contains the letter -е-.
10. Spelling is the writing of words according to certain rules.
11. First names, patronymics and surnames of people, animal names are written with a capital letter. These are all proper names. The names of streets, villages, towns and rivers are proper names. They are written with a capital letter.
12. There are 33 letters in the Russian alphabet. Each has its own place and name. What are they called correctly:
Aa (a), Bb (be), Vv (ve), Gg (ge), Dd (de), Ee (e), Yoyo (yo), Zh (zhe), Zz (ze), Ii (i), Yy (y), Kk (ka), Ll (el), Mm (em), Nn (en), Oo (o), Pp (pe), Rr (er), Ss (es), Tt (te), Uu (u), Ff (ef), Xx (ha), Ts (tse), Chch (che), Shsh (sha), Shch (sha), ъ (hard sign), Yы (s), ь (soft sign ), Ee (uh), Yuyu (yu), Yaya (ya).
13. The letter -ь- (soft sign) does not indicate a sound. a soft sign shows that the consonant sound in front of it is pronounced softly: coal - coal [l′]. The softness of consonant sounds is also indicated in writing by the letters e, ё, i, yu, ya, ь (soft sign), but only if they are followed by: [l′]ev.
14. The letters e, e, yu, i at the beginning of a word or after a vowel sound indicate two sounds: e - [y′e], ё - [y′o], yu - [y′у], i - [y′ A].
15. We write the letter combinations zhi and shi with the letter - i. This needs to be remembered.
16. We write the letter combinations cha and sha with the letter - a, chu and schu with the letter -u. This also needs to be remembered.
17. In the letter combinations CHK, CHN, SHCHN, the soft sign is not written.
18. Consonant sounds are voiced and unvoiced. voiced ones are pronounced with voice and noise, unvoiced ones with noise. Voiced and voiceless consonants form pairs:
(voiced) [b], [c], [d], [d], [g], [h]
(voiceless) [p], [f], [k], [t], [w], [s].
There are unpaired voiced [r], [l], [m], [n].
Unpaired voiceless: [ts], [ch], [sch], [x].
19. At the end of words, paired consonant sounds are pronounced dull. To correctly identify paired consonant sounds at the end of a word, they need to be checked. To do this, you need to change the word so that after the consonant sound there is a vowel: slolB - table [BY].
20. Our speech consists of sentences. Sentences are made up of words. Words in our language are divided into groups, or parts of speech: nouns, adjectives, verbs, prepositions and other parts of speech.
21. Words can name people and animals, things, natural phenomena, actions and qualities. You can ask them the question WHO? or WHAT? In grammar, such words are called nouns. A noun is a part of speech.
22. Words that denote attributes of objects are adjectives. An adjective is a part of speech.
23. Words that denote the actions of objects are verbs. A verb is a part of speech.
24. The words ON, IN, FROM, ABOUT, BY, FROM, K, U, FOR, O, UNDER, ABOVE, S are prepositions. Prepositions are used to connect words in a sentence. Prepositions are written SEPARATELY from other words. A preposition is a part of speech.
Methods of familiarization with words and sentences when preparing preschoolers for literacy training
Among the prerequisites important for mastering literacy is the child’s awareness of speech reality and its elements: sounds, words. Awareness of linguistic reality is of great importance for the mental development of the individual as a whole, ensures high efficiency of speech development and the success of subsequent systematic study of the native language course. Awareness of speech reality, linguistic generalizations (the verbal and sound composition of speech) occurs in the process of the child’s practical mastery of various language systems already in preschool age. The reader operates with the sound side of the language, and reading is the process of recreating the sound form of a word according to its graphic (letter) model. This implies the need for preliminary acquaintance of children with the sounds of their native language.
Learning to read and write begins not when they try to force a child to remember a letter, but when they tell him: “Listen to how the titmouse sings!” All exercises are carried out in a playful, entertaining form with elements of competition, since gaming techniques and didactic games constitute the specifics of teaching preschoolers. Children learn to come up with a word based on the number of claps or a given syllable, and select pictures whose names contain a given sound or syllable.
Conducting classes using visual aids and game techniques makes it possible to maintain performance within 30 minutes even in children with unstable attention and a quickly exhausted nervous system. Program material is absorbed more easily and quickly, the vocabulary expands, syllables, sound analysis and synthesis, features of the lexical and grammatical structure of speech are more firmly absorbed, and independent thinking is activated.
The methodology for conducting frontal classes involves an integrated approach combined with visual and gaming techniques.
During the lesson, the basic principle of education is implemented - the principle of observing the triune task: education, development, training. The sequence of work on familiarizing yourself with a sentence is similar to the sequence of familiarizing yourself with a word. First you need to isolate the sentence from the stream of speech. For this purpose, a short story based on the picture is offered ready-made or compiled together with the children. (Appendix B).
The story is pronounced clearly, with intonation highlighting each sentence. Next, questions are asked for each sentence. The teacher offers to listen to the story again, says that it contains three sentences, that our speech consists of sentences, we speak in sentences; Every sentence says something.
Then the children themselves make up sentences based on pictures and toys. And every time the teacher helps them establish who or what the sentence is about, i.e. isolate the semantic side of the sentence.
Subsequently, children are trained to determine the number of sentences in the finished text. The text is pronounced with pauses, and children mark the sentences on the diagrams. Then the correctness of the task is checked.
To consolidate ideas about a sentence, techniques such as: coming up with sentences with a given word are used; coming up with a sentence that starts with a certain word; making a sentence based on two pictures; drawing up proposals for “live scenes”.
The syntactic side of speech is improved, first of all, in the process of learning coherent speech and storytelling. While looking at works of art and participating in a conversation about what they have read, the child communicates with an adult, answers a variety of questions that encourage the use of different parts of speech and different sentence structures. Particularly important are the so-called problematic questions (“Why?”, “Why?”, “How?”), which encourage the establishment of cause-and-effect, temporary and other significant connections and dependencies and the use of complex sentences to indicate them in speech. E.I. Tikheeva also suggested using special exercises to expand and complete sentences. These exercises are carried out in a preparatory group for school.
All these techniques are accompanied by highlighting sentences, counting them, and analyzing semantic content. Mastering the word sentence prepares children to analyze the verbal composition of a sentence.
Methodology for familiarizing yourself with the verbal composition of sentences.
In the process of verbal communication, children pay attention, first of all, to the content and meaning of what they hear in the speech of others and what they say themselves. When familiarizing themselves with the verbal composition of a sentence, they begin to understand not only the content of speech, but also its form.
The first classes, in which preschoolers learn to isolate words in a sentence and make sentences from words, are conducted using visual aids - pictures, toys. In the future, oral exercises and speech games occupy an increasingly important place.
Further complicating the work on the verbal composition of a sentence is that children identify words in a four-word sentence, learn to name them sequentially and separately, and also compose sentences from a given number of words (two, three, four). The last form of work is very important, since awareness and arbitrariness in composing a sentence are at a high level here.
It makes sense to use diagrams from the very beginning. Children are explained that they can draw a sentence to find out how many words it contains. The teacher draws lines on the board according to the number of words in the sentence being analyzed and says: “One line means one word. There are three lines here, which means there are three words in the sentence. The first word is indicated not by a simple line, but by a line with a corner, and a period is placed at the end of the sentence.
Gradually, children develop the ability to analyze the composition of a sentence without relying on visual material. The mental action of analysis begins to take place on the internal plane.
Throughout the entire training period, the following techniques are used:
Clear pronunciation of words with a pause;
Pronouncing words while clapping;
Consistent naming of words in a sentence;
In loud speech, to oneself;
Pronouncing words in rows;
Whisper analysis of a sentence;
Making sentences with a given word;
Drawing up proposals for a “live scene”;
Jumping rope;
Tapping on a drum or tambourine as many times as there are words in a sentence.
Thus, special training helps preschoolers overcome the difficulties they experience when isolating words from sentences.
Class: 1
Target: Formation of the concepts “word” and “sentence”.
Tasks:
- Improve the ability to correctly perform sound analysis of a word, coordinate words in a sentence, determine the type of sentences by intonation.
- Develop literate writing skills, attention, logic of thinking, speech and broaden the horizons of students through subject integration.
- Bring up interest in the subject, curiosity, independence, ability to work in a team, sense of mutual assistance.
Methods: search, consultant method
Shapes: individual, frontal, pair work, group work.
Equipment: computer, multimedia projector, slides, task cards, school supplies, colored pencils.
Lesson type: travel lesson.
During the classes
I. Organizational moment
Teacher: Guys, do you like adventures?
Teacher: Do you want to go on a sea voyage?
Teacher: Are you ready to demonstrate your knowledge and skills?
II. Updating knowledge
Teacher: When sailors set sail, they are usually told “Fair winds and clear weather.” Who knows what the word “passing” means?
Children: children's answer options
Teacher: Before us is a sea route. (Slide 2) This is a map of our journey.
– Why do you need a map? (To travel.)
- And for what else? (Find the treasure.)
- Let's try to find him?!
– Before we go on a trip, we need to study the map.
– What islands will we meet on our way? (Island of Sounds and Letters, island of Words, island of Sentences.)
The goal of our journey is to repeat sounds and letters, consolidate knowledge about words and sentences.
- Let's go on a trip. (Slide 3)
-Who is this on our way?
– Our ship is equipped with modern technology. Let's turn to the electronic encyclopedia and find out about this inhabitant.
(Slide 4 with a picture of a sea urchin)
Teacher: Sea urchins belong to the class of invertebrate animals such as echinoderms. The body is spherical, disc-shaped or heart-shaped (diameter from 2–3 mm to 3 cm), covered with plates with movable needles. They live at the bottom of the seas.
– On the way to which island did we meet a sea urchin?
Teacher: What two groups are sounds divided into? (ch., acc.)
– What sounds do we call vowels? Which consonants?
- Well done! You and I will find ourselves on an island if we complete the sea urchin's task.
Exercise 1: Perform a sound-letter analysis of the word sea.
Teacher: Before we begin the analysis, let’s say this word.
- How many syllables are in a word? Say the first syllable, then the second.
– How do we designate vowel sounds in the diagram? How are the consonants? What is the bell for?
And now you have handouts on your desk for creating a sound model of the word. Make a sound model of the word sea.
We work in pairs.
Examination.
(Call the pair that makes a mistake in drawing up the model to the board.)
– Find the error.
Let's look into the error and we prove([m] - agree, tv, ringing, [o] - vl., ud., [r"] - agree, soft, sound, [e] - vl., unud.) How much is in this word How many sounds?
- Now open your notebooks. Find the starting point. Write down the word sea (call a student).
- Here we are on the island of “Sounds and Letters”. And the sounds offer us a little rest. (Slide 5)
Physical education (alphabet)
– Who remembers what the next island is?
- Let's check. (Slide 7)
– What do you know about the word? (What does a word consist of?) When does it consist of sounds? When from letters?
-Who is it that is swimming towards us?
(Slide 8 with an image of an octopus)
Children: Octopus.
Teacher: Who knows why this animal received such a name? Let's turn to the electronic encyclopedia again.
Teacher: Octopuses belong to the order of marine mollusks of the cephalopod class. There are 8 long tentacles (arms) on the head. Body length is from 1 to 60 cm, and with tentacles - up to 5 meters. There are poisonous species that are dangerous to humans.
– Guys, we will find ourselves on the Island of Words if we complete the octopus’s task.
Listen to him carefully.
Task 2:
We are little kids - short ones,
We will be glad if you
Think about it and find out
And the beginning and the end.
Teacher: Guys, before you are words that have scattered. Collect them and write them down. Everyone works independently.
(Consultant introduced)
Examination: correct execution on the board. Compare your work with the option on the board.
Teacher: Well done! Here we are on the island of “Words” (Slide 9)
– What did you do to make the word? (They rearranged the letters.)
– Let’s say again, what do words consist of? When from letters? When from sounds?
– I suggest you rest a little.
Physical education minute- Now I will name the words. If the word is related to the sea theme, then you clap your hands. If not, then you are stomping with one foot.
Water, ship, desk, sailor, teacher, school, sails.
- Well done!
(Slide 11 with the image of a starfish)
Children: Starfish.
– And again we turn to the electronic encyclopedia.
Teacher: The starfish belongs to the class of invertebrate animals such as echinoderms. The body is brightly colored, in the shape of a star (up to 50 rays) or a pentagon. And they live at the bottom of the seas and oceans.
-What other star is there? (star on the tree, in the sky, artists...)
– To get to the island of proposals, we need to complete a task.
Task 3:
Only the letters are those in these lines
Given no more than once, -
They will help you quickly and accurately
Secret carry out the order. (read 2 times)
Teacher: What do we need to do? Who can explain exercise?
Z P S B Z S U P D Z b?
P Z V P R Z P A F F G P P O F M?
M M L Z Z E SCH N E M E I?
(The letters are printed on cards and located on the board. Children choose a letter that is not repeated and place it opposite each line.)
– Read what we got on the first (second, third) line (be the enemy of laziness).
– What is written on each line? (Word.)
– What can be made from words? (Offer.)
– What is a proposal? (A sentence consists of words and expresses a complete thought.)
– Is it possible to form a sentence from these words?
- Make a proposal. Prove that you have received an offer. But I only see 3 words.
– What is the idea behind this proposal? (Children's answer options.)
Teacher: Every person, in order to achieve something in life, must work, and for this he must be the enemy of laziness.
– What three rules about writing a proposal do you know?
1) I write the beginning of a sentence with a capital letter.
2) Words in a sentence are written separately.
3) At the end of the sentence there is a period
Teacher: Write this sentence in your notebook. (One student is called to the board.)
- Here we are on the Island of Proposals (Slide 12)
- I suggest you swim a little with the fish
Physical education minute
“Fish”
The fish swam and dived
In warm, sunny water.
They will shrink, they will unclench,
They will bury themselves in the sand.
– We continue our sea voyage.
- Here comes a new meeting.
- Who is this?
(Slide 15 with a picture of a jellyfish)
– Let’s turn to the electronic encyclopedia.
– The jellyfish has a bell- or umbrella-shaped body, gelatinous, with a diameter ranging from a few mm to 2.5 meters. Along the edges of the umbrella are tentacles that can cause burns.
– Medusa also offers us a task.
Task 4
You need to make a sentence out of words and choose the right sign at the end of the sentence.
Each group was given a set of words and punctuation marks.
Group work
Verification: Representatives from each group place their proposal on the board.
Teacher: What did we make up? (offers)
– Read Group I your sentence.
– Prove that this is a proposal.
– Read Group II your sentence.
– What sign did you put at the end of the sentence? Why?
– Read Group III your sentence.
– What sign did you put at the end of the sentence? Why?
(if you have time: you can write these sentences differentiated and create a problematic situation by removing one word from the sentence.)
- Our journey has come to an end. (Slide 16)
- While we are returning, let's summarize our journey.
III. Lesson summary
– What did they repeat about the word and the sentence?
– What interesting things did you learn during the sea voyage?
– Do you think we benefited from our journey today? Which one?
- Look, our map has changed. Because we found a treasure!
(Slide 17)
- This is your school! Where you can travel and make discoveries. Teachers and books will help you with this.
– And if you want to learn more about marine life, you can take encyclopedias from the library of your school or city.
IV. Reflection
Each student has two yellow and gray starfish on his desk. Who believes that they have benefited from our journey and can distinguish a word from a sentence - pick up the yellow star.
Who else cannot distinguish a word from a sentence, raise the gray star.
Preparing Children for Literacy
A preschool educational institution is NOT obligated to teach children reading and writing. This is not provided for by state requirements, but the preschool educational institution can independently undertake such obligations. The program for teaching and raising children in a speech kindergarten provides for teaching children to read and write.
Purposeful preparation for literacy begins in the preparatory group
The basic principle of preparing children to learn to read and write is teach children to freely decompose any type (segment) of speech into its component parts and, vice versa, to be able to compose a larger speech component from individual elements of speech.
Example.
The ability to decompose speech into components (SPEECH ANALYSIS) - text into sentences, sentences into words, words into syllables, syllables into sounds.
Ability to compose speech components (SPEECH SYNTHESIS) - syllables from sounds, words from syllables, sentences from words, text from sentences.
Conclusion: currently the sound ANALYTICS-SYNTHETIC method of teaching children to read and write dominates.
Areas of work to prepare children for learning to read and write
1. The concept of text (story).
2. The concept of a proposal.
3. The concept of the word.
4. The concept of the verbal composition of a sentence.
5. The concept of a syllable.
6. The concept of stress.
7. The concept of sound.
8. Mastering the writing posture. Students describe it themselves.
9. Mastering writing skills. Students describe and give examples on their own.
Introduction to the concept of “offer”
Sequence of work
1. Isolating a sentence from the stream of speech.
A separate lesson or its fragment is conducted.
We offer the children a short story based on the picture, compiled by the teacher. The story has 3-4 sentences, each sentence has 3-4 words. We pronounce the story clearly, with pauses between sentences.
Example. Apple trees grow in the garden. Children are harvesting. Apples are in a basket.
After reading the story, talk with the children - ask questions about the text. We make up a question for each sentence.
Example. What I said at the very beginning. What did I say about the garden? What I said next. What did I say about children? What did I say about apples?
Then re-read the story, highlighting the sentences with pauses. We inform the children that this story has three sentences. Vocabulary work on the term “sentence” - “Children, what new word did I just say, let’s repeat it in chorus, and now only girls, and now Vasya, etc.”
Continuation of the conversation: “Apple trees grow in the garden” - this is the children’s first sentence, it talks about apple trees. What other sentence is there in my story? What did you just say Vasya (sentence). What does it say? What did Vasya just say?” Etc.
On the first day, this is where you can finish introducing children to the concept of “sentence.”
2. Independent preparation of proposals.
1. We invite children to independently compose a short story based on a picture or toy, listen to the story and analyze it as a story about apple trees, analyzing each sentence. We constantly ask questions so that children use the word “sentence.”
2. We invite children to compose a story based on a picture or toy. Each child must come up with one sentence. We constantly ask questions so that children use the word “sentence.”
3. We put a picture or toy in front of the children and ask questions about it.
Example. What color is the ball? Red. Now answer in a complete sentence. The ball is red. Well done Vasya, he said a complete beautiful sentence. What did Vasya say now? Etc.
4. We are playing the game “Find out where the offer is.” We explain that a proposal is when it is clear what is being said. “I went to the store” is a sentence, since it is clear what is being said. “Marina, compote, crocodiles” is not a sentence, since it is not clear what is being said. Etc. Children themselves decide what they heard - a proposal or not. And they explain why they decided so.
3. Familiarization with the graphical display of the proposal. We explain that a sentence can be represented by one line. We mark the beginning of the sentence with a stick and the end with a dot. Draw a sample on the board. Children try to draw a sentence in their notebook. Then they complete the task of counting and displaying sentences in the text spoken by the teacher.
Introducing children to the concept of “word”
Children are already familiar with this concept, as they are constantly told “Repeat this word, say this word louder,” etc. In the older group, we purposefully introduce children to the concept of “word,” using didactic games to develop speech.
Example. Game "Broken Phone". The main thing is to give the instructions for the game correctly (constantly use the concept of “word”). “I will say some word in Vasya’s ear, he will remember this word and repeat this word in Misha’s ear. Vasya, what will you remember and repeat? Misha, what will Vasya repeat in your ear.” etc. At the end of the game we ask: “What did we say in each other’s ears? What words did we use? Who else knows other words around us?” and so on.
Convenient to use games:
Say the opposite.
- Say it differently
- Call it another word
- Who knows more words about...
- Edible-inedible
The main thing is to give instructions for the game “correctly” (constantly use the concept of “word”).
You can use an artistic word - “The Magic Word” by Oseeva, “Word Game” by Barto, “Give me a Word” by Serova, “Plim” by Tokmakova:
|
A spoon is a spoon The soup is eaten with a spoon. A cat is a cat The cat has five kittens. A rag is a rag |
I'll wipe the table with a rag. A hat is a hat I got dressed and went. And I came up with a word Funny word Plim I repeat again |
Plim-plim-plim Here he jumps and jumps Plim-plim-plim And it doesn't mean anything Plim-plim-plim. |
Familiarization with the sound structure of a word
Children are already familiar with the concept of sound, as they previously received tasks like “Repeat this sound, say it so that I hear the sound...”.
Middle group
Development of phonemic analysis. We attract children to the sound composition of words - highlighting sounds in words with exaggerated pronunciation.
Instead of the word sound, we use the concept “Song”. Snake song - SHSHSHH, mosquito song ZZZZZ, etc.
We invite the children to pronounce the word in such a way that they can hear the song of the bee (ZHZHZH), etc.
By the end of the year, we are beginning to replace the concept of “song” with the concept of “sound.”
We learn to determine the positions of sounds in a word (beginning-middle-end)
We select words that contain the given sound (first using pictures, then from memory).
We introduce children to the concept of hard-soft. (With the help of brothers Tim and Tom. Tim is soft, smiling, fat, in green clothes, we voice him in a thin voice, Tom is hard, frowning, thin, in blue clothes, we voice him in a bass voice. We invite the children to determine who owns what things. We say words starting with consonants. If the consonant is hard, we frown, say in a bass voice and determine that this is Tom’s thing, ask: “So what is the first sound in the word?” (hard), “What color will we denote it with?” d.)).
We introduce the color designation of sounds: hard - blue, soft - green.
Senior group
Improving phonemic analysis and synthesis.
Let's understand the concepts:
- Vowel consonant (Consonant, if the tongue, teeth, etc. have agreed to help pronounce it. All other sounds are vowels. Vowel sounds are indicated in red).
- Hard-soft (see middle group)
- Voiced-voiceless (Determined using the palm located on the neck. If at the moment of pronouncing a sound a bell works in the neck, then the sound is voiced).