“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".
- Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.
- What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?
- Think about why they call it this: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.
- Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- Tell me which children’s names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)
- Which words begin with the same sound? Name these sounds.
(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)
- Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple) , dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words “picture”, “frog”, “rocket”? (Three.)
- Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa ).
- What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?
The child pronounces all the words and says that each of these words has three syllables.

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"What do you see around you?"

Target: clarify children's ideas about the names of objects.

Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)
- What do the words... “ball”, “doll”, “pen” mean?
- I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)
-Can you name words that don’t mean anything? Listen to Irina Tokmakova’s poem “Plim”:

A spoon is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

Come up with words that don’t mean anything (tram-tatam, tuturu).

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? There will be no sun today
It's a bad morning, there won't be any sun today,
Today is a boring morning, Today will be gloomy,
And it looks like it will rain. Gray, cloudy day.
- Why is it a bad morning? - Why won’t there be sun?
Today is a good morning, there will probably be sunshine,
Today is a cheerful morning There will definitely be sun
And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)
- And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

I will say a word highly, I will tell you a word coward,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And in winter among the branches
"Ga-ga-ha!" - the nightingale sang.

Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to educate). What other expressions with this word have you heard?
- Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “What an eccentric,” the brother laughs, “
Words are not enough. Your peas are... (hail).”
To be on a good journey again From whom, my friends,
The verse flowed like a river, Is there no way to escape?
Help him a little, persistently on a clear day
Give me a word. Walking next to us... (shadow).

Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

https://pandia.ru/text/80/414/images/image007_6.jpg" width="200" height="130">The child looks at the drawings - animals with babies: a hen and a chick pecking grains (or drinking water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and calf nibble grass (option - moo), a horse and foal chew hay (option - jump), a duck and a duckling swim ( quack).
- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

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"One is many"

Target: practice the formation of the plural and the correct use of words in the genitive case; match words with definitions and actions; find the first sound in words, determine the number of syllables, select words that sound similar.

This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)
Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.- Finish the phrase:

1. The pillow is soft, and the bench... (hard).
Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).
Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).
We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).
In summer we ate fresh cucumbers, and in winter... (salted).
Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

IN

the adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".
- Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.
- What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?
- Think about why they call it this: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.
- Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- Tell me which children’s names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

- Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

-Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

- Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)
- Which words begin with the same sound? Name these sounds.
(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)
- Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple) , dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

"We're going, we're flying, we're sailing"

Target: teach children to find a given sound at the beginning, middle and end of a word.

The figure shows six pictures depicting transport: helicopter, plane, bus, trolleybus, motor ship, tram (Fig. 4).
- Name all the objects in one word. (Transport.)
- Tell me, how many syllables are in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound “T” occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.)
- Make up a sentence with any word (“The plane flies fast”).
- Tell me, what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship.)
- Guess by the first and last sound what type of transport I have in mind: T-S (trolleybus), A-S (bus), S-T (airplane), V-T (helicopter), M-O (metro), T -And (taxi).

"What do you see around you?"

Target: clarify children's ideas about the names of objects.

- Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)
- What do the words... “ball”, “doll”, “pen” mean?
- I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)
-Can you name words that don’t mean anything? Listen to Irina Tokmakova’s poem “Plim”:

L ozhka is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

- Come up with words that don’t mean anything (tram-tatam, tuturu).

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

- When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

-What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)
- And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

- Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

WITH I say the word highly, I say the word coward to you,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

- Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

TO In this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl, boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

- What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

- Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

-Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

-Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

- The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to educate). What other expressions with this word have you heard?
- Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

-Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

R The child looks at the drawings - animals with babies: a hen and chick peck grains (or drink water), a cat and kitten lap milk (option - play with a ball), a dog and puppy gnaw a bone (option - bark), a cow and calf nibble grass (option - play) moo), a horse and a foal chew hay (an option is to gallop), a duck and a duckling swim (quack).
- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

"One is many"

-This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

- Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)
Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

1. The pillow is soft, and the bench... (hard).
Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).
Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).
We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).
In summer we ate fresh cucumbers, and in winter... (salted).
Now the collar is fresh, but tomorrow it will be... (dirty).

-Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

Authors and compilers: teacher-speech therapist Elizaveta Anatolyevna Savilova, teacher-speech therapist Gorokhova Irina Nikolaevna. We bring to your attention, from the experience of our speech therapy work, several exercises from the “Homework Notebook for Children 6–7 Years Old with General Speech Underdevelopment.” The effectiveness of the tasks presented in our notebook has been confirmed by many years of practice. The exercises are accessible, entertaining, discipline, and teach the child to perform them independently. After all, it is important for parents to provide assistance to their child in a timely manner to consolidate the results of the work done by teachers.

Working with parents is the most important link in correctional work.

Negative factors such as the passivity of parents and their psychological and pedagogical incompetence play a major role in the appearance of speech development disorders and neurotic speech disorders in children. According to M. F. Fomicheva, I. V. Rozhdestvenskaya, N. S. Zhukova and other authors, parents often do not understand, do not know or underestimate the importance and significance of the development of all aspects of the child’s speech, while ... “the skill of correct speech, like good skills, is acquired in the family.” Systematic, skillful education of speech not only ensures mastery, but also prevents, in most cases, the occurrence of speech deficiencies, and here the help of parents working under the guidance of a speech therapist is especially important.

There are several tasks in working with parents: to develop their readiness for effective pedagogical work with children - to correct the child’s sensorimotor and speech processes, to develop fine motor skills, to help them master the correct pronunciation of the sounds of their native speech, to work on the lexical-grammatical structure of speech and coherent speech, as well prepare the child for literacy, reading and writing. These tasks are implemented through various activities.

When getting to know the family, it is necessary to explain the importance of doing practical homework. First, parents are invited to conversations, consultations and are taught how to work on individual assignments. Attention is drawn to the behavior of parents when doing homework, the peculiarities of their speech, and methods of doing it at home.

Parents aim to work with their child for a long time, which can take place not only at the table, but also on the way home, on a walk, and in various home situations.

Homework book

Dear parents!

In front of you is a notebook for homework with a child in a speech therapy group.

By working with your child, you contribute to:

Development of his attention, memory, thinking;

Development of a child’s visual and auditory attention;

Development of his ability to navigate in space;

Preparing the child's hand for writing;

Replenishment and expansion of the child’s vocabulary;

Formation of coherent speech in him, teaching the child to read and write, read and write;

Developing a child’s ability to communicate with peers and adults.

A kindergarten graduate must have an idea of himself and the world around him; able to solve intellectual and personal problems; manage your behavior; observe the rules of communication and behavior in society; be emotionally responsive, inquisitive, active, and ready for learning activities based on acquired skills and knowledge.

It is better to perform each task in 2-3 steps lasting no more than 15 - 20 minutes in the suggested sequence.

The child should hear only correct speech in the family. Instill correct speech skills, emphasize successes, praise when he deserves it - this will help strengthen your child’s self-confidence.

We wish you success!

homework

for children 6–7 years old with general speech underdevelopment.

Topic: “Mushrooms and berries”

1 Learn the counting rhyme.

I'm carrying a box

There is a fungus in the box,

And blueberries

Blueberry,

And lingonberries,

Stone berry,

And hazelnut -

Run away, don't stand!

2 Game “Explain the word.”

Example. Boletus - grows under aspen

Boletus ___

Russula___ Boletus___

Boletus___

Fly agaric ___

Oil can___

Volnushka ___

Chanterelle ___

3 What is more in the forest? Berries or lingonberries?

4 What mushrooms are hidden in the picture? Look at them, name the mushrooms, count them.

5 Game "Fourth wheel". What's extra? Why?

Cranberry, swamp, lingonberry, blueberry. ___

Raspberries, basket, gooseberries, currants. ___

6 Game “What juice? What kind of jam? »

Example. From strawberries - strawberry juice, strawberry jam.

From raspberries - ___

From blueberries - ___

From rowan - ___

From cranberries - ___

From blackberries - ___

From currants - ___

7 Color Carlson and two identical jars of jam. *What kind of jam do you like? **Tell me how to make jam.

The letter K and the sounds K, Kь.

1 Shade the letter K according to the pattern. 2 Find and color the letter K.

What color will you paint it? Why?

3 Color the pictures that have the sound K in their names.

4 Type the letters Kk according to the model.

5 Read the encrypted word based on the first sounds of the words naming the drawn objects.

Topic: “Wintering birds”

1 Learn the riddle, draw the answer.

I'm knocking on wood, I want to find a worm. Even though he hid under the bark, he will still be mine.

2 Count from 1 to 10.

One dove, two doves, ___

One crow, two ___

One sparrow, two ___

3 Find the similarities and differences between the crow and the tit.

4 Game “Why is it called that? » Explain the meaning of complex words:

Example. Long-tailed - the bird has a long tail.

Gray-eyed ___

Red-breasted ___

Black-eyed ___

Speckled Head ___

Hardworking ___

Migratory ___

Swiftwing ___

Heat-loving ___ Insectivore ___

Fleet-footed ___

Sharp-billed ___

5 Game “For what? »

Tell me, why does a bird have a beak? ___

Why does a bird need wings? ___

Why do birds need feathers? ___

What does a bird need a tail for? ___

Why do birds have claws? ___

Why do birds have eyes? ___

6 Game “What can birds do? "Name the action words.

Birds can fly, ___

Vocabulary: fly, arrive, fly away, fly in, sing, chirp, shout, wave, curl, lay off, hatch, nurse, destroy harmful insects.

7 Find and color a magpie, a sparrow, a tit.

* Name all the wintering birds in our region.

**What birds come to us in winter? Why?

*The task corresponds to the program content

**Advanced task

Letter M and sounds M, Мь

1 Color the big letter blue, 2 Put dots in the letter

and the small one is green.

M is a consonant.

3 Connect with the letter M only those objects whose names begin with the sounds M or Мь.

4 Make the shapes the same.

5 Cross out the letter that is different from the rest.

6 Write according to the model.

Topic: “Christmas tree holiday. Winter fun"

1. Learn the poems of S. Ya. Marshak

In December, in December

All trees are in silver.

Our river, like in a fairy tale,

The frost paved the way overnight,

Updated skates, sleds,

I brought a Christmas tree from the forest.

The tree cried at first

From home warmth.

In the morning I stopped crying,

She breathed and came to life.

Its needles tremble a little,

The lights lit up on the branches,

Like a ladder, a Christmas tree,

The lights shoot up.

2. Game “One - many”.

The boy is skating. Boys ___

The boy is skiing. Boys ___

A girl is sledding. Girls ___

A girl rides down a slide. Girls ___

3. Please draw the gifts that you want to find under the tree on New Year's Eve.

4. Choose words-signs.

Christmas tree (what kind) ___

Holiday (what) ___

Christmas decorations (what) ___

Santa Claus (what) ___

Snow Maiden (what) ___

Gifts (what) ___

5. Complete and color the second picture.

* Do you decorate the Christmas tree at home? How do you decorate a Christmas tree?

** Which Christmas tree is better to decorate at home for the holiday, live or

artificial? Why?

*The task corresponds to the program content

**Advanced task

Sound and letter O

1 Color it red 2 Shade it. 3 Find and color

both letters and remember. letter O.

O is a vowel sound.

4 Connect with the letter O only those objects whose names begin with the sound O.

5 Complete the letter O.

6 Cross out the letter that is different from the rest.

7 Write according to the model.

Literature.

1. Agranovich Z. E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg : Children's Press, 2000.

2. Vasilyeva L. A. Grammar and vocabulary in new poems for children 5-7 years old. St. Petersburg : Karo, 2008.

3. Epifanova O. V. Development of speech. The world. Volgograd: Teacher, 2007

4. Karpova S.I., Mamaeva V.V. Development of speech and cognitive abilities of preschoolers 6-7 years old. St. Petersburg : Speech 2007.

5. Krupenchuk O.I. Teach me to speak correctly. St. Petersburg : Litera, 2001.

6. Konovalenko V.V. Frontal speech therapy classes in the preparatory group for children with functional disabilities. M.: GNOM i D, 2003.

7. Lopukhina I. S. Speech therapy: exercises for speech development. St. Petersburg : Childhood-Press, 1997.

8. Smirnova L. N. Speech therapy in kindergarten. M.: Mozaika-Sintez, 2004.

9. Teremkova N. E. Speech therapy homework for children 5-7 years old. M.: GNOM i D, 2005.

10. Yakimovich O. A. Notebook for preschoolers 6-7 years old. Speech therapy games and exercises: homework. Volgograd: Teacher, 2011.

www.maam.ru

LEARNING TO SPEAK EXPRESSIVELY

Children of the seventh year of life clearly capture the shades of the mood of adults.

By the tone of your voice, by the intonation, the baby can easily determine your attitude towards him, towards what is happening, feel tension, joy, disappointment. Naturally, the child understands well and distinguishes when you are talking to him with interest and when you are talking formally. The child’s reaction to your words will also be either sincere or formal. If you just pretend that you are listening to some story, description, or impressions of the baby, then the child will try to finish quickly, mumble what he is about to tell, and withdraw.

Communicate with your child more often, show that you empathize with him, want to understand him - and then he will completely open up to you, you will find out how your baby feels, what he is thinking about, why he decided to trust you.

The quality of the baby’s speech depends on how you talk to your child, how intonationally expressive, melodic, and emotionally charged your speech is. Normally, a child of the sixth year of life distinguishes between interrogative, motivating, and narrative intonations, and can convey shades of feelings and emotions with his voice.

Children with speech disorders have disturbances in the intonation expressiveness of speech, the processes of perception and reproduction of intonation structures of sentences.

However, at this age, children may stammer, repeat words, and speak very quickly. To prevent hesitations from becoming permanent and a fast pace of speech from becoming established, adults should not rush the child or speed up his speech, but should allow him to calmly express his thoughts. The following exercises will help make your child’s speech more expressive and emotionally rich.

Read a poem to your child with an expression that contains “sayings” of various animals speaking in different voices:

Who broke the raspberries in the forest? - - Who stole our honey from the hive? -

The hare squeaked subtly. The bees buzzed together.

The hare's ears were moving, what should the poor bees think -

He was trembling all over with fear. The honey was eaten, but they don’t know by whom.

Who stirred up the swamp? - The frog croaked loudly.

From muddy swamp water. The top of her head is barely visible.

Who's dissatisfied with anything here? A menacing roar was heard in the forest.

I ate raspberries to my heart's content! I was trampling in the clearing!

Invite your child to insert the same repeated phrase into the poem, using different intonations:

Vadik woke up in the morning when they had eaten,

And he hurried to find out that Vadik began to play.

Looking slyly at mom: He said, finishing the job:

Shall we go for a walk with you? - Let's go for a walk with you!

Well, let's not wait. Since I promised

Let's go for a walk with you!

(didactic games for speech development)

“Complete the sentence” (using complex sentences)

Mom put the bread... where? (into the bread bin)

Brother poured sugar... where? (into the sugar bowl)

Grandma made a delicious salad and put it... where? (in a salad bowl)

Dad brought candy and put it... where? (into the candy bowl)

Marina didn't go to school today because... (fell ill)

We turned on the heaters because... (it got cold)

I don't want to sleep because... (it's still early)

We will go to the forest tomorrow if... (the weather is good)

Mom went to the market to... (buy groceries)

The cat climbed up the tree to...(it was the dogs who saved themselves)

"Who's for a treat?" (use of difficult forms of nouns)

The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain?

Who wants meat? Who wants fruit?

“Name three words” (activation of the dictionary)

The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

What can you buy? (dress, suit, trousers)

What (who) can jump? Etc.

"Who wants to become who?" (use of difficult verb forms)

Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

"Zoo" (development of coherent speech).

Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance;

2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story.

Then, by rotating the arrows, they determine who should guess the animal being described.

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who was who or what was what"

(activation of vocabulary and expansion of knowledge about the environment).

Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

"Name as many objects as possible"

(activation of vocabulary, development of attention).

Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.

“Pick a rhyme” (develops phonemic awareness).

The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.

There was a bug walking along the road,

He sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

LEARNING TO TELL.

The mass phenomenon associated with the low level of speech development of children is due to serious reasons. The computer has widely entered our daily life. Children communicate little, their speech experience is limited, and their language means are imperfect.

The need for verbal communication is not sufficiently satisfied. Conversational speech is poor and laconic. Children's interest in reading has sharply decreased.

Social problems of society do not allow parents to pay enough attention to the comprehensive development of their children.

One of the most important tasks in teaching preschoolers is the development of coherent speech. Every child should be able to express their thoughts meaningfully, grammatically correct, coherently and consistently.

This will help him overcome silence and shyness, be sociable, and confident in his abilities. At the same time, the child’s speech should be lively, spontaneous, and expressive.

After six years, when a child has a fairly large stock of knowledge about the world around him, he begins to invent and compose with pleasure, showing creativity. You can help your child come up with stories and stories in different ways:

add a word denoting an object to the title of a well-known fairy tale. For example, “The Wolf, the Seven Little Goats and the Computer”, “Tom Thumb and the Engine”, etc.;
move the plot of a familiar fairy tale to another time and space. For example, “Once upon a time there lived an old man and an old woman in our days,” “Little Red Riding Hood on a desert island,” etc.;
invite the child to change the ending of the fairy tale, using the technique of introducing an object or phenomenon into the plot narrative. For example, the bear cubs from the fairy tale “Two Greedy Little Bears” eat a greed pill instead of cheese;
offer a look into the past or future of fairy-tale heroes: what happened before with this or that hero, what may happen later;
write a letter to your favorite character or author of a fairy tale;
compose a conversation between fairy-tale characters on the phone (on any topic);
make up a fairy tale based on reference words. For example, swallow, girl, cat;
tell a story from the perspective of any character or object;
describe the same event from different points of view. For example, on behalf of a cheerful person and a sad person, etc.

It’s very good to make an album of children’s stories, give it an interesting name, and invite the child to draw illustrations for each story. This will be an impetus for the development of children's creativity.

LEARNING BY PLAYING.

It is impossible to imagine the world of childhood without a fairy tale. Often in fairy tales there are proverbs and sayings, the meaning of which is not always clear to preschoolers.

Proverbs and sayings are treasures of Russian folk speech and folk wisdom: they are full of vivid images, often built on original consonances and rhymes. They concentrate and generalize the experience of generations and contain the cultural heritage of the people.

A proverb is a short saying with an edifying meaning; A proverb is an expression, mainly figurative, which, unlike a proverb, does not constitute a complete statement and is not an aphorism. It must be remembered: proverbs are built on an antithesis; most often they have a literal and figurative meaning.

Syntactically, they are divided into two parts, and the second part contains a conclusion, a moral, and sometimes an instructive meaning, for example, “Don’t recognize a friend in three days, recognize a friend in three years.” The saying does not have a moralizing, instructive meaning, however, it is characterized by metaphor: “Killed two birds with one stone.

Seven Fridays a week. Got lost in three pines." The child must not only understand these succinct, apt expressions, but also be able to use them in life.

To this end, we invite you to play these games with your child.

Didactic game “I’ll start, and you continue”

Objectives: learn to understand figurative words in proverbs and sayings;

Strong friendship cannot be spilled with water.

Alone in the field - (not a warrior).

Stupid people quarrel, but smart people (agree).

A rolling stone gathers no moss) .

Measure seven times - (cut once).

What goes around comes around) .

Didactic game “Guess.”

Objectives: learn to understand figurative words in proverbs and phraseological units.

What do they hang when they become despondent? (Hang your nose.)

Not flowers, but withering? (Ears droop.)

What can you hear in complete silence? (Like a fly flies by.)

What can you drown in when you are sad? (In tears.)

Which part of the face does one puff up when offended? (Pout lips.)

What can you look for in the field? (Look for the wind in the field.)

Didactic game “In one word”.

Objectives: learn to explain the meaning of proverbs, sayings, phraseological units.

Pout your lips. (Be offended.)

Out of the blue. (Suddenly.)

It slipped my mind. (Forget.)

Material nsportal.ru

There are many problems in children's speech.

Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.

Poverty of speech. Insufficient vocabulary.

Use of non-literary words and expressions.

Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.

Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.

Lack of logical justification for your statements and conclusions.

Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.

Poor diction.

Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developmental for them.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”

In order for a word to begin to be used as an independent means of thinking, allowing one to solve mental problems without using images, the child must master the concepts developed by humanity. Knowledge about the general and essential features of objects and phenomena of reality, enshrined in words, is easier for a preschooler to learn with the help of diagrams, models, mnemonic tables and mnemonics techniques.

FROM THE HISTORY OF THE QUESTION

The words “mnemonics” and “mnemonics” mean the same thing – a memorization technique. They come from the Greek “mnemonikon” - the art of memorization. It is believed that this word was invented by Pythagoras of Samos (6th century BC).

The art of memorization is called the word “mnemonikon” after the ancient Greek goddess of memory Mnemosyne, the mother of the nine muses.

The first surviving works on mnemonics date back to approximately 86-82. BC e., and belong to the pen of Cicero and Quintilian. Mnemotechnics in preschool pedagogy are called differently: Valentina Konstantinovna Vorobyova calls this technique sensory-graphic diagrams, Tatyana Aleksandrovna Tkachenko – subject-schematic models, V.P. Glukhov – blocks-squares, T. Bolsheva. V. - with a collage, Efimenkova L. N - with a scheme for composing a story.

Mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech. Like any work, mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables.

Based on the analysis of scientific literature, we have identified the following

approaches to working with mnemonic technology:

System-technology mnemonics is used in the system of training and education;

Personal – taking into account the capabilities and needs of each child;

Activity - the child’s development occurs in activity, he reads the diagrams and tables proposed by the teacher and composes his own;

Dialogical - the learning process takes place in the form of dialogue;

Cultural - the child expands his vocabulary, develops coherent speech, learns to speak grammatically correct;

An informational child, through diagrams and tables, perceives, processes and reproduces information about the world around him;

Axiological – educational activities are based on the ideas of humanistic pedagogy, subject-subject interaction with children.

Working with mnemonic technology is based on the following principles:

1. The principle of developmental education, according to which the main goal is the development of the child;

2. The principle of scientific validity and practical applicability - the content of the work corresponds to the basic principles of developmental psychology and preschool pedagogy, and has the possibility of implementation in mass practice of preschool education.

There are three types of models in didactics:

1.Object model in the form of a physical design of objects that are naturally connected. In this case, the model is similar to the object, reproducing its main parts, design features, proportions and relationships. For example, a building plan.

2. Subject-schematic model. Here, the essential components identified in the object of cognition and the connections between them are indicated using substitute objects and graphic signs. An example of a simple subject-schematic model can be a model for revealing to children the concept of protective coloring, as a manifestation of the connection of an animal with its environment (a sheet of cardboard of a certain color and the figure of an animal; if their colors match, then the animal is not visible).

3.Graphical models – generally conveying different types of relationships (graphs, formulas, diagrams). This type of model is used in school, although recent research suggests its availability in kindergarten.

In order for a model as a visual and practical means of cognition to fulfill its function, it must meet a number of requirements:

Clearly reflect the basic properties and relationships that are the object of cognition, be similar in structure to the object being studied;

Vividly and clearly convey those properties and relationships that should be mastered with its help;

Be easy to understand and accessible to create and act with;

An atmosphere must be created, freedom of creativity, each child can have his own model - the one he thinks and imagines;

There is no need to abuse this method, to use it unnecessarily when the properties and connections of objects lie on the surface;

It is necessary to create a situation in which children feel the need to create a model and understand that without a model it will be difficult for them.

Work on the development of coherent speech in children of senior preschool age using mnemonics is included in all types of educational and play activities, as well as routine moments.

The technology of the project includes the development of a long-term plan, notes on specially organized activities of the work of a teacher, speech therapist with children, parents of pupils and teachers of the institution.

The relevance of this project is determined by the role played by mnemonics in the development of a child’s speech and thinking.

Problem: consists in substantiating the pedagogical methodology and searching for pedagogical conditions for the development of speech and thinking of children of senior preschool age using mnemonics.

The novelty of the project lies in the fact that the joint activities of the teacher and children are carried out according to the following principles:

Principle of integration: integration at the level of content and tasks of psychological and pedagogical work; integration by means of organizing and optimizing the educational process; integration of children's activities.

2. Complex-thematic principle: combining a complex of different types of specific children's activities around a single “theme”; types of “topics”: “organizing moments”, “thematic weeks”, “events”, “implementation of projects”, “seasonal phenomena in nature”, “holidays”, “traditions”; close relationship and interdependence with the integration of children's activities.

The method of organizing work with children is different:

Integrity;

More details nsportal.ru

Speech development games for 6-7 years old

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Games aimed at developing speech in children 6-7 years old

Very soon your son or daughter will go to school. This important stage, for which you have been preparing for so long, will not become difficult and uninteresting for your child. After all, he already knows how to draw conclusions, compose fairy tales, and identify different sounds in words.

Speech is rich in adjectives and verbs; the child easily forms new words using suffixes and constructs his statements grammatically correctly. Great! After all, we still have a whole year ahead of us to bring our child the joy of playing together.

“Chest” Prepare the box and chips. The box is a chest, and the chips are different words that you will put in the chest. Invite your child to add words that end in “yok”, “chka”. Or words must begin with the sound “m”, the syllable “po”, etc.

Vary the tasks depending on the child's developmental level.

“Who was who?” Goal: development of thinking, expansion of vocabulary, consolidation of case endings. Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg

Material detky.info

Speech development at 6-7 years old

Abstract: This article is more relevant for parents. The proposed material briefly reflects the standards for the general development of speech in children aged 6-7 years.

Speech development at 6-7 years:

Normally, by the age of five to six years, the formation of correct sound pronunciation ends. At 6-7 years of age, under conditions of proper speech education and in the absence of organic disorders of the central and peripheral speech apparatus, children correctly use all the sounds of their native language.

The pronunciation of six-year-old children is not much different from the speech of adults; difficulties are noted only in cases where new words or phrases that are difficult for the child are encountered, rich in combinations of sounds that the child has not yet differentiated (S - Sh): “Sasha was walking along the highway.”

At 6–7 years old, children should:

Correctly distinguish sounds by ear, come up with words for a given sound, or with a given sound. Isolate sounds from words, from a number of syllables and sounds.
Pronounce complex words with a consonant cluster consisting of three or more syllables (defender, motorcyclist), determine the number of syllables in a word.
Pronounce long and complex sentences (Apple trees grow in the garden behind a high fence, and rose hips in the bushes).
Use simple prepositions (in, on, from) and complex prepositions (because of, from under, around, near) in speech.
Correctly agree in parts of speech (nouns with adjectives, verbs, singular and plural numerals) (For example: Masha and Sasha do not have two ripe apples. The children ate them for lunch.)
Form words using prefixes and suffixes, as well as adverbs from adjectives (quick - quickly), form comparative degrees of adjectives (long - longer - longest), form verbs of motion with prefixes (walked around, came in, came).
Understand speech addressed to them in full.
Understand complex, ambiguous texts.
The active dictionary is growing rapidly. Children actively use both specific and generic concepts, antonyms, and synonyms. Classify objects.
Children 6-7 years old can independently compose descriptive stories, detailed and logical in content, and retell fairy tales.
It is logical to express your thoughts using complex sentences with the conjunction “A”.
Understand logical-grammatical constructions (Vanya hit Petya. Who is a fighter?).

By the age of 7, subject to systematic work, all these indicators correspond to children’s speech.

Speech development of preschool children according to the Federal State Educational Standard (6-7 years old)

The correct formation of a child’s personality is not only the task of parents. Educators should also take an active part in its decision.

Introduction of new training standards

In 2013/14, all preschool institutions switched to working according to new standards (Federal State Educational Standards). The reason for this step was the Order of the Ministry of Education and Science of the Russian Federation (No. 1155, 2013) on the need to make adjustments to the work of preschool education in the field of cognitive and speech development of children.

What is the purpose of the Federal State Educational Standard in kindergarten?

The speech development of preschool children according to the Federal State Educational Standard is recognized as a means for mastering the basics of communication as part of the cultural heritage of the nation, as well as the constant replenishment of vocabulary, the formation of competent, coherent monologue and dialogic conversation. To achieve it, you will need creativity, the formation of an intonation and sound culture of dialogue, competent phonetic hearing, the study of children's literature, and the child's ability to distinguish between different genres. The speech development of preschool children according to the Federal State Educational Standard (6-7 years old) forms the prerequisites for further learning to read and write.

Objectives of preschool education

The speech development of preschoolers according to the Federal State Educational Standard sets the following tasks: the formation of not only correct conversation, but also the child’s thinking. Monitoring results indicate that the number of preschool children with significant impairments in the ability to speak correctly has recently increased.

It is important to promptly formulate the speech of preschoolers, take care of its purity, prevent and correct problems that are considered deviations from the generally accepted rules and norms of the Russian language.

Objectives of preschool education (FSES)

The speech development of preschoolers according to the Federal State Educational Standard (goals and objectives are briefly discussed above) is carried out in several directions:

enriching the cognitive sphere of preschoolers with the necessary information through classes, observations, and experimental activities;
filling emotional and sensory experience during communication with phenomena, objects, different people;
systematization of information about surrounding events, formation of an idea of the unity of the material world;
fostering a caring attitude towards nature, consolidating positive emotions;
creating conditions that will help identify and support the interests of a preschooler, the opportunity for him to demonstrate independence in speech activity;
supporting the formation of cognitive processes in children.

Work of a teacher according to the Federal State Educational Standard

The main task of any teacher is the speech development of preschool children according to the Federal State Educational Standard. Thanks to him, the initial development of the child’s communication skills occurs.

The full implementation of this goal is the formation by the end of preschool age of universal communication between the child and the people who surround him. An older preschooler should have no difficulty in talking with representatives of society different in age, social status, and gender.

Speech development of preschoolers according to the Federal State Educational Standard (6-7 years old) presupposes knowledge of the oral Russian language, orientation during communication to the interlocutor, the ability to select different forms and perceive the content of the conversation.

Directions for the development of a preschooler according to the Federal State Educational Standard

According to the new standards, kindergartens are required to provide preschoolers with the following areas of development:

educational;

About the features of cognitive development

The Federal State Educational Standard involves dividing cognitive and speech development into two separate areas.

Cognitive development means the formation of curiosity, the development of interest, and activity in learning in preschoolers. The task is to form the consciousness of a preschooler, develop initial ideas about other people, about oneself, about various objects around, relationships, properties of objects (color, shape, rhythm, sound, material, part, quantity, whole, time, rest, space, movement, consequences, causes).

The cognitive development of preschoolers according to the Federal State Educational Standard helps to form in children a love for their Fatherland. Classes form an understanding of the cultural values of the people, traditions, as well as national holidays, and help improve the understanding of planet Earth, natural processes, phenomena, and the diversity of peoples and countries.

Specifics of speech development of preschool children

The speech development of preschoolers according to the Federal State Educational Standard in the 1st junior group poses the task of mastering speech as a necessary means for culture and communication. Classes also help children enrich their vocabulary and develop phonetic hearing.

What points should be taken into account by educators planning the speech development of preschoolers?

According to the Federal State Educational Standard for Preschool Education, in the preschool period, with the help of cognitive culture, the child develops primary ideas about the world around him. As children grow, their image of the world changes.

We should not forget that the path of cognition and development in a small person differs significantly from the ideas of adults, who are able to perceive surrounding phenomena and objects with their own intellect, while children become familiar with various phenomena with the help of emotions. Adults prefer to process information without paying due attention to human relationships. Preschoolers cannot process a large flow of knowledge efficiently and quickly, so for them relationships between people play a very important role.

Features of the development of a three-year-old baby

For a three-year-old child, the detailed content of reality serves as the basis for his worldview. The world of children of this age is specific individual objects, objects, phenomena. Knowledge of the world is carried out according to the principle: what I see, I use, I understand.

The child looks at objects from different sides. He is interested in external (Who? What?), internal (Why?

How?) characteristics of the item. At this age, he is not able to independently comprehend various hidden parameters. The speech development of preschoolers according to the Federal State Educational Standard in the first junior group is aimed at helping in the process of learning new things, phenomena, and searching for relationships between individual natural processes.

Features of the development of a child of the second youngest group

Children of the second younger group are able to establish dependencies and first connections between phenomena and objects, correlate the internal and external characteristics of things, and analyze the significance of individual ones for human life. The full speech development of preschoolers according to the Federal State Educational Standard in the second junior group allows children in this group to communicate with each other and learn to talk with adults.

Features of the development of a four-year-old baby

At the age of four, personality formation undergoes significant changes caused by physiological processes occurring in the cerebral cortex, modifications of mental reactions, as well as an increased degree of speech mastery. There is an accumulation of a full stock of information about the phenomena that happen around the child.

The speech development of preschool children is very important. According to the Federal State Educational Standard, the middle group is the period when the perception of information at the verbal level is activated. Children begin to assimilate and understand various interesting information about the world around them.

This age presupposes the formation of selective interests in preschoolers, and therefore a special development program is necessary.

Features of the development of a five-year-old baby

At this age, the child already has an accumulated amount of information about objects, phenomena, and the world around him; it is important to replenish it in a timely manner. The constant speech development of preschoolers according to the Federal State Educational Standard at this age makes it possible to move on to elementary primary acquaintance with such concepts as “symbol”, “time”, “sign”. They will be very important in further preparation for school.

The teacher introduces such concepts when carrying out the speech development of preschoolers according to the Federal State Educational Standard. Its task is to interest the baby.

For example, to form certain symbols, children work with the globe, traffic signs, months, climate zones, and group icons. “Time” is considered a serious topic at this age.

While the child has no idea what this term means. He is poorly aware of what day it is today, as well as when this or that event occurred. It is important to explain to him correctly and clearly what tomorrow, today and yesterday are.

The speech development of preschoolers according to the Federal State Educational Standard is aimed at composing stories about time and the calendar. The teacher, introducing these concepts to the kids, creates a real “corner of the past” in the group.

As a result, preschoolers deepen and expand their understanding of inanimate and living nature, and the relationship between them. It is important that educators help their students, guide them in the complex process of learning, together establish cause-and-effect relationships, and promote a positive attitude towards the world around them.

An important point that influences the formation of a child’s cognitive characteristics is the presence of motivation. The development of a preschooler's ability to study directly depends on the ability to quickly assimilate the information received.

This is the speech development of preschoolers according to the Federal State Educational Standard. The program “From birth to school” is the key to the successful formation of a child. A child's speech in preschool age develops very quickly - for a six-year-old, a “bank” of 4,000 words is considered normal.

Ways to create a developmental environment for preschoolers

To ensure the formation of the personality of preschoolers, it is important to create a developing subject-spatial environment in all age groups.

The Federal State Educational Standard for Educational Education has clear requirements that help to increase interest among preschoolers. According to the standards, a developing subject-spatial environment must be multifunctional, transformable, rich, accessible, variable, and also safe. In terms of intensity, it fully corresponds to the age characteristics of children, as well as the content of the educational program.

One of the main conditions in the process of creating a developing spatial-subject environment is considered to be complete compliance of the material with the age of the children. It is important and difficult to achieve. Federal State Educational Standards for preschool education require an individual approach to each child, which only the most experienced teacher with significant experience working with young children can fully provide.

It is important to realize that in each subsequent group the child must develop the skills acquired earlier; this is what modern educational programs for preschoolers are based on.

Let's sum it up

Children aged 3-5 years who are in the transition stage from play activities should receive opportunities from the environment to develop basic skills. The patterns of development of memory, thinking, speech, attention require the creation of an environment of objective activity (game situations), as well as conditions for the development and education of the individual.

In the younger group, preschoolers should have a variety of activities and there should be a connection between play and learning. Teachers of younger groups are required to use play, group, and subject-based activities in their work.

The middle group involves a smooth transition from gaming activities to academic studies.

In the older group, role-playing games are of great importance and have special requirements. The teacher is obliged to create a subject-development environment and motivate preschoolers for cognitive activity.

The preparatory group uses teaching methods that comply with the Federal State Educational Standard, which help prepare children for school. Success in further education will depend on the level of preparation of preschoolers.

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Games for speech development for children 6-7 years old.

Games for the development of phonemic analysis and synthesis, the formation of phonemic hearing.

1 ) Game “Make a chain of words”

Objective: to teach children to identify initial and final sounds in words, expand their vocabulary, and develop auditory attention.

Description. You can play alone or with a group of children and adults. One of the players names any word - a noun in the singular and nominative case, the second - comes up with a word based on its last sound, the third - on the last sound of this word, etc., as if building a chain of words. For example: Alya - apples - turkey - whale - torso - bag, etc.

2) Game “Living Words”

Objective: to consolidate the skills of sound-letter analysis.

Equipment: cards with letters, pictures.

Description. The adult shows the picture and names the word that the children will make up. The role of each letter will be played by children who have cards with letters attached to the front. Children line up in a row so that they can read the given word. It is better to choose simple words. For example, poppy, whale, smoke, mouse, table, etc.

3) Game “Find the pictures”

Objective: to teach children to choose a picture with a word that begins with a given sound, to expand their vocabulary, and to develop visual attention.

Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.

Description. An adult lays out pictures on the table and gives instructions to the child that he must choose those pictures that depict words for a certain sound, for example the sound [t]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cake, whale, bridge, water, etc.)

4) Game “Raise your right hand - raise your left hand”

Task: to teach the child to distinguish sounds that are similar to each other.

Description. The game is played by ear. The adult tells the child: “Today we will learn to hear sounds and distinguish them from each other. For the task, sounds are selected that are somehow similar to each other: for example, O-U, Y-I, M-N, K-T, P-T, etc. - for children 5 years old, pairs of consonants due to deafness -voice (V-P, D-T, G-K, V-F) and hardness-softness (M-M", T-T", K-K", etc.) - for children 6-7 years old .

First, the game is played on individual sounds, then on syllables and words. The adult selects speech material and pronounces it clearly, and the child, following the adult’s instructions, raises his right hand to one of the sounds, and raises his left hand to the other.

For example, the sounds [D-T] are different.

Sounds: O, D, N, D, O, Y, T, U, A, M, U, T, O, etc.

Syllables: ON, UD, PO, UT, KO, NU, MO, UP, MU, etc.

Words: House, tank, bush, salt, bridge, etc.

5) Game “Find a house for words”

Task: to teach children to identify the initial sound in a word.

Equipment: subject pictures with words starting with different sounds, several pictures for each of them, 2 houses.

Description. The adult lays out the pictures on the table, names them, then gives instructions to the child that he must populate the pictures into different houses according to the initial sound.

For example:

[M] - bridge, bears, lighthouse, etc. [N] - nose, sock, rhinoceros.

6) Game “Find tricky words”

Task: to train children in sound analysis, teach them to identify given sounds in words.

Equipment: series of words prepared by an adult, most of which contain a given sound, and the rest do not. The game uses words with vowels (A, O, U, I, Y) and consonant sounds that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonant sounds [D], [B], [G], [V], the use of words in which these sounds come at the end and are deafened is not allowed. Hard and soft pairs of sounds are distinguished separately from each other. The vowel sound [O] can only stand out in those words in which it is stressed, since in other cases it turns into the sound [A]. The vowel sound [ы] is emphasized only in the middle and end of the word.

Description. The adult pronounces a series of first 5^6, then 8-10 words and gives the child the task to remember and repeat only those words that contain a certain sound, for example, the sound [N]. The following series of words is given: nose, Nastya, knife, carriage, lemon, bag.

7) Game “Find the tricky sound”

Objective: to teach children to hear the initial and final sounds in words, to develop their auditory attention.

Equipment: pictures for a specific sound.

Description. The game can be played with one child or with a group of children.

The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [B]: water, enemies, wolf, and the children must answer with a complete answer: “All these words have the sound [B].” Next, they must remember the words with the sound [B] named by the adult and come up with a few of their own words with this sound.

8) Game “Sound Lotto”

Objective: to train children in determining the location of a given sound in a word: at the beginning, middle or end.

Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; subject pictures with words for certain sounds: vowels and voiceless consonants - beginning, middle, end; sound [s] - middle, end of a word; voiced consonants are the beginning and middle of a word.

Description. The child examines and names the picture with the given sound, then places it on the first, second or third square in the strip, depending on its location in this word. For example, a child is given pictures with the sound [k]. On the strip they are arranged in squares in the following sequence: cat - bag - trick.

9) Game “Find all the words with a tricky sound?”

Task: teach children to find words in a picture or come up with words with a given sound. Equipment:

Option 1 - a picture in which many objects with a given sound are collected.

Option 2 - object pictures with words that contain a given sound; chips.

Description. You can play with one child or with a group of children.

Option 1. An adult shows a story picture and invites the child to find as many words with a given sound in it as possible.

For each word the child receives a chip. The one who collects the most chips wins.

Option 2. The adult names the sound to the children and shows pictures with words that contain this sound.

Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and calling words with the agreed sound.

10) Game “Name the vowel sounds”

Task: to train children in isolating vowel sounds from words.

Description. An adult pronounces words syllable by syllable, highlighting and extending vowels. Then he pronounces only the vowels in the order in which they appeared in the word.

For example, fish - y-a; ba-ran - a-a; cough-ka-a-a; etc. Next, the child tries to independently draw out the vowels in the syllables and name them in order.

If necessary, an adult helps him in correctly dividing words into syllables. First, two-syllable words with straight syllables are selected for the game, in which vowel sounds do not change depending on stress or spelling rules, i.e. the words are written and pronounced the same (words like wasp, road are excluded), then one- and three-syllable words containing consonant cluster.

Speech games: interesting speech games with words for preschool children.

Speech games: playing with polysemantic words

Playing with words: words “with a secret”

Speech games with words- This is a very important and useful activity for children - preschoolers. They develop children’s speech and mental abilities, teach them to listen to words, isolate them from the flow of speech, and be aware of semantic nuances. I will tell you in this article how to make speech games with words interesting and exciting for children.

In it you will find games with one of the groups of words in the Russian language - with polysemantic words. It is these words that allow the child to develop his linguistic sense, linguistic and mental abilities. What are ambiguous words are words that have many meanings. For example, we can use the word "fresh" in different meanings - "fresh wind", "fresh news", "fresh shirt", and "fresh air". Moreover, a fresh shirt is a clean shirt. But a fresh wind is by no means a clean wind, but a cool wind. And we will try to catch these nuances of the meanings of words in speech games together with the children.

In this article I will talk about several interesting speech games with polysemantic words.

Playing with the word "go"

First, ask your child a riddle.

I have no legs, but I walk.
I have no mouth, but I will say,
When to sleep, when to get up,
When to start work. What is this? (Watch)

The clock is ticking even though it has no legs! Is it possible? How else can you say what a watch does? (They don’t walk like people, but tick and work)

Tell the children that there are special words in the Russian language - words with a secret. The same word can mean completely different things. For example, the word “go”. The clock is ticking, working. And what else is coming - let's choose the words together with the children.

The bus is coming - what does it mean? Does it also tick and work? No, the bus is moving - this means that it is moving, approaching the stop.
The baby is walking - how else can you say it? (he walks, learns to walk)
It's raining - say it differently. What is he doing? (It pours, drips, knocks on the roof, rustles on the leaves)
Water comes from the tap - how can I say it differently? What is she doing? (flows).
Time passes quickly - how can I say it differently? (time flies, passes quickly)

Useful advice from my practical collection: After this game, while walking with your child, you can observe and name what and who is walking.

— Is the dog walking (or is it actually running now)?

- Grandma is coming.

— The tram is coming.

- Time goes by quickly.

- It is snowing.

Try to type as many of these phrases as possible with your children. You can also make combinations of fables and discuss together whether and when this can happen. For example:

- The house is coming - can this be? And if in a fairy tale, then how can the house go?

— Autumn is coming—can this happen? Yes? What does this mean (autumn is approaching, will come soon). How do we know that autumn is coming? (leaves begin to turn yellow and fall off, it becomes colder, the grass begins to turn yellow, it rains more often and other signs of the approaching autumn).

Such exercises with words in the course of ordinary activities teach the child to listen to the word and peer into the world around us. And sensitivity to the meanings of words, to their semantic nuances, the ability to select the most accurate words in meaning is the basis for successful teaching of the Russian language at school and the basis for a child’s successful mastery of not only his native, but also foreign languages, as well as his intellectual development.

We play with the word “flies”.

Time flies. What else can fly? How can I say it differently?

Let's play with the word "flies". I wrote this poem myself for speech games in my classes with children.

Leaves fly in autumn
The leaves are rustling.
And in winter the snow flies,
It spins and shines.
A flock of birds flies quickly
High in the sky.
Suddenly a helicopter flew by
Somewhere far away.
Our train flies like an arrow,
It buzzes merrily.
The train is rushing at full speed,
The locomotive is chugging.
And balloons
They fly merrily.
Flying over the ground
To the delight of the guys.
Time flew by quickly
It's time for us to go home.
Well, let's get back to the games
New day off. (Valasina A.)

Speech game with poem

How to conduct a speech game with this poem:

First, invite your child to listen to the poem and guess what word you hid in it. The hidden word appears very often in this poem. In this task, we develop the child’s attention and his ability to listen attentively to an unfamiliar text. Children quickly determine that this word is “flying.”

Then, together with your child, try to “collect” from the poem all the phrases that contain the word “flies”. To do this, ask your child, what is flying? Name the phrases from the poem together with your child and choose how you could say it differently, for example: “The balls are flying - what are they doing?” How else can you say it? (float through the air, soar in the sky). Leaves are flying - what are they doing, how can I say it differently? (They twist in the wind, they spin in the sky, they dance on the paths, they fall from the trees).” The child will need your help. He will choose some words himself, and some you will need to suggest.

You can find all the words in the picture and name the word combinations together with your child. A picture card for activities with your child will help you, which you can download and print for free for speech games with your baby. And find in the pictures what is flying. The card includes tasks for the first and second games of this article. This is what a card for a speech game looks like.

You can make a mini-book (sew several together with a piece of paper), where you and your children will sketch everything that can fly - everything you see during the day on a walk, on TV, at a party, at home. Look for such items.

It is not at all necessary to play in such detail with all the ambiguous words. The main thing in speech games with words is the child’s interest in the game, the development of the child’s linguistic sense, and the child’s attention to words.

Speech games: my game collection of interesting techniques for developing children's speech.

Idea "Chest". I usually conduct speech games with words like this. I take a beautiful box (from tea or a chest from a New Year's gift). And we begin with a child or a group of children to fill our magic chest with words. If you find a word, then we put a candy wrapper (a pebble, a shell, or whatever you have on hand) in our chest. At the end of the game with words, we have a whole bunch of candy wrappers in the box! That's how many words we have chosen! That's how great we are! When conducting a speech game in this way, children see a clear result of their actions: one word is one candy wrapper. In addition, they themselves often know “where whose word lies in the chest” (this is Mashina’s word, and this is Petino’s). If you just choose words, then children often lose interest in the exercises.

Idea "Ladder". There is another gaming technique - before conducting a speech game, draw a ladder of steps on a piece of paper (for example, 20 steps - depending on the number of tasks and the number of children). Each chosen word is one step up. Our task is to reach the very top of the stairs, where the prize awaits us, that is, to find a lot of words. The prize can be a sticker, a rebus, a riddle, a prize, a funny face, a small piece of paper with a coloring book - think of what your baby will be happy about.

You will find more ideas for interesting speech games with children in the articles on the site:

How and from what to make popcorn at home

How to make delicious okroshka with kvass

French potato gratin

Easter cottage cheese cake

Game for speech development 6 7 years old. Fun word games for kids and teens

“What is a sound, a word, a sentence?”

"Tell me more precisely"

"Find the Sound"

"Painting - basket"

"What do you see around you?"

"Tell me which one"

"Find the exact word"

"High Low"

“Is this true or not?”

"Find another word"

“Call it in one word”

"Who has whom"

"One is many"

“Make a description”

"Make up a story"

“What is a sound, a word, a sentence?”

"Tell me more precisely"

"Find the Sound"

"Painting - basket"

"We're going, we're flying, we're sailing"

"What do you see around you?"

"Tell me which one"

"Find the exact word"

"High Low"

“Is this true or not?”

"Find another word"

“Call it in one word”

"Who has whom"

"One is many"

“Make a description”

"Make up a story"

Speech development games for 6-7 years old

Games aimed at developing speech in children 6-7 years old

Speech development at 6-7 years old

Speech development at 6-7 years:

Speech development of preschool children according to the Federal State Educational Standard (6-7 years old)

Introduction of new training standards

What is the purpose of the Federal State Educational Standard in kindergarten?

Objectives of preschool education

Objectives of preschool education (FSES)

Work of a teacher according to the Federal State Educational Standard

Directions for the development of a preschooler according to the Federal State Educational Standard

About the features of cognitive development

Specifics of speech development of preschool children

Features of the development of a three-year-old baby

Features of the development of a child of the second youngest group

Features of the development of a four-year-old baby

Features of the development of a five-year-old baby

Ways to create a developmental environment for preschoolers

Let's sum it up

Speech games: playing with polysemantic words

Playing with words: words “with a secret”

Playing with the word "go"

We play with the word “flies”.

Speech game with poem

Speech games: my game collection of interesting techniques for developing children's speech.