The program of the circle "Country of Beautiful Speech" with children of the preparatory group for school. The work plan of the “abvgdeyka” circle in the preparatory (speech therapy) group Speech circle in the preparatory group

The program of the speech therapy circle "Rechevichok" for children of the speech therapy preparatory group of the kindergarten.

The program is intended for teachers-speech therapists and educators of speech therapy groups. This material will help to form the correct sound pronunciation in speech pathologist children.

“You need to be able to correctly pronounce sounds, words, phrases.
Having learned this so that it all becomes a habit, you can create”
K.S. Stanislavsky

Explanatory note

Preschool age is an important and unique period in the development of a child, especially in terms of the development of his speech. Without the formation of pure and correct speech, it is impossible to acquire communication skills and learn to build relationships with the outside world. With normal development, mastering the correct sound pronunciation in preschool children ends by 4-5 years. But sometimes, for a number of reasons, this process is delayed.
In our age of "high technology" and the global computerization of society, the level of development of speech and communication skills of preschoolers leaves much to be desired.
We often observe children whose speech is little understood by others: individual sounds are not pronounced, skipped or replaced by others, the child does not know how to correctly construct a phrase and, moreover, compose a story from a picture.
Very often, a speech disorder, being a primary defect, entails a noticeable lag in mental development. Violation of the pronunciation side of speech requires special speech therapy assistance.
Currently, there is an inexorable increase in the number of children with various speech disorders. Therefore, the problem of early prevention and early correction of speech disorders seems to be relevant today.
Circle speech therapy work is propaedeutic before classes for the correction of sound pronunciation at senior preschool age, it makes it possible to cover the entire group of children with speech therapy and start the mechanism of self-correction.
This program has been compiled taking into account and using modern innovative technologies and methods in the field of prevention and correction of speech disorders in children.
The basis for planning the classes of the circle is a complex thematic principle, the lexical material of each topic is consolidated through a variety of speech games and exercise.
The work of the circle is to form the correct pronunciation of sounds:
- development of movements of the organs of the articulatory apparatus (articulatory gymnastics);
- mastering the phonetic system mother tongue;
-prevention and elimination of speech disorders in children.
Purpose of the circle: creating favorable conditions for improving sound pronunciation in a preschool institution.
Tasks:
o Develop articulatory, general and fine motor skills, auditory attention and perception, breathing, phonemic hearing in the process of systematic training;
o To increase the effectiveness of sound pronunciation correction in children by means of health-saving technologies.
o To form the ability to regulate the strength of the voice and the correct sound pronunciation;
o Develop intonational expressiveness of speech (use of logical pauses, stress, melody, tempo, rhythm, timbre).

Expected results:
o Psychophysiological health will be preserved and strengthened in children;
o General, fine and articulatory motor skills will develop, speech breathing, intonational expressiveness of speech, prosodic side of speech;
o The correction of sound pronunciation will increase;
o Children will learn to expressively read poetry, observing intonation, expressiveness of speech;
o The syllabic structure of the word is formed.
Periodicity: Once a week, in the afternoon (Tuesday).
Duration: 30 minutes.
Form of organization of children: frontal.
The lesson is built in the form of a single storyline. Main character classes of the circle and the favorite of children is the Rechevichok doll.
Involving children in the plot becomes emotionally significant for them, allows them to reveal their personal qualities, overcome speech negativism, and fosters a sense of mutual assistance.
Frequent change and, accordingly, the novelty of tasks increase the concentration of attention, reduce the fatigue of babies; the dosage of tasks contributes to the strength of assimilation of the material.
The content of the course includes the following types of work:
Articulation gymnastics, self-massage of organs of articulation.
Development exercises auditory perception, phonemic processes, attention, memory using health-saving technologies.
Breathing exercises.
Games and exercises for the development of fine motor skills of the hands, self-massage of the hands.
Relaxation exercises (relaxation).
To improve children's health, relieve muscle and nervous tension, non-traditional methods are used, such as elements of Su-jok therapy, self-massage of the palms, massage balls, games with clothespins, and a dry pool.
This program can be recommended for use both in the correctional and developmental classes of a speech therapist teacher, and for the work of educators of general developmental groups in order to prevent speech deficiencies in children.

The protagonist of the classes is Speech.

Thematic planning

September
1 Week:
2nd week: Diagnostics. Filling out speech cards and routes.
3 week: Topic: "How the tongue drank tea with friends." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 6-7).
4 week: Topic: "Articulation massage according to V. V. Emelyanov." Purpose: development of the articulatory apparatus.

October
1 Week: Topic: "How the tongue visited his beloved pets." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 11-12).
2nd week: Topic: "Morning with the cat Muzik" (speech gymnastics). Purpose: development of the articulatory apparatus.
3 week: Topic: "How the tongue found a friend." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 19-20).
4 week: Topic: How Mishka was looking for honey. Purpose: development of the articulatory apparatus. (N.V. Ryzhova
pp. 22-24).

November
1 Week: Topic: "How the tongue walked in the forest" Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 24-25).
2nd week: Theme: "Guess". Purpose: development of fine motor skills of fingers, imagination (dry pool).
3 week: Topic: "How the tongue rode a bicycle." Purpose: development of the articulatory apparatus. (N.V. Ryzhova, pp. 30-31).
4 week: Topic: "How the tongue built the house." Purpose: development of the articulatory apparatus. (N.V. Ryzhova pp. 37-39).
December

1 Week: Topic: "How the tongue celebrated a birthday." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.6-7).
2nd week: Topic: "How the tongue went to visit the squirrel." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p. 8-9).
3 week: Topic: "How the tongue cooked mushroom soup." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.10-11).
4 week: Topic: "How the tongue played with friends in winter." Purpose: development of the articulatory apparatus. (N.V. Ryzhova p.12-13).

January
1 Week: Holidays.
2nd week: Holidays.
3 week: Topic: "How the tongue saved the crow from the cat." Purpose: development of the articulatory apparatus.
(N.V. Ryzhova, pp. 40-41).
4 week: Topic: “Sounds [m] - [m`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova pp. 42-43.)

February
1 Week: Subject: My bear. Purpose: development of memory, rhythm, voice power, expressiveness when learning a poem from a mnemonic table (Z. Aleksandrova).
2nd week: Topic: Sounds [p], [p`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 44-45).
3 week: Theme: "Naughty Bears". Purpose: development of memory, facial muscles during self-massage. (abstract).
4 week: Topic: Sounds [b], [b`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 46-47).

March
1 Week: Topic: "Acupressure according to A.A. Umanskaya." Purpose: development of memory, the ability to do acupressure on their own.
2nd week: Topic: Sounds [d], [d`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova p. 49).
3 week: Theme: "Antoshka's mood." Purpose: development of motor skills, memory, attention, facial muscles. (Mitten Puppet Theatre).
4 week: Topic: Sounds [n], [n`]. Purpose: development of the correct pronunciation of sounds. (N.V. Ryzhova, pp. 50-51).

April
1 Week: Theme: "Hedgehog and the sea." Purpose: development of attention, general motor skills, fine motor skills, memory, imagination (fairy tale therapy based on the fairy tale by S. Kozlov).
2nd week: Topic: Sounds [k], [k`]. Purpose: development of the correct pronunciation of sounds (N.V. Ryzhova pp. 52-53).
3 week: Theme "Travel Rechevichka". Purpose: development of general motor skills, imagination, fantasy when compiling stories about the hero.
4 week: Topic: "Resonator massage according to V. V. Emelyanov." Purpose: development of attention, voice during independent massage.

May
1 Week: Theme: Letters. Purpose: development of fine motor skills, memory when typing letters. (croupotherapy).
2nd week: Topic: “Tempering breath according to A. Umanskaya and K. Dineika. Alphabet of body movements. Purpose: development respiratory organs, plastics, general motor skills (compendium).
3 week: Diagnostics. Filling out speech cards and routes.
4 week: Diagnostics. Filling out speech cards and routes.

Literature:
1. Galkina V. B., Khomutova N. Yu. Self-massage of the hands and fingers.
2. Emelyanov VV Articulation massage.
3. Zinkevich-Evstigneeva T. D. Collection of programs for fairy tale therapy. Fairy tale therapy training. S-P, 2004.
4. Ryzhova N. V. Articulation gymnastics, -M, 2013.
5. Umanskaya A., Dineiki K. Tempering breath.
6. Umanskaya A. A. Acupressure.

Circle work on teaching the Russian language

in preschool group

"SITTINGS"

Supervisor:

Russian language educator MBDOU "Kindergarten of combined type No. 6 of Aktanysh village"

Aktanyshsky municipal district Republic of Tatarstan

Vakhitova Guzeliya Kharisovna

Explanatory note

Introduction to the Russian language, Russian culture is one of the most important aspects of teaching and educating non-Russian children, preparing them for schooling. In kindergarten, children learn Russian from the middle group. By the preparatory group for school, children are laid correct pronunciation, the primary stock of vocabulary is accumulated, allowing children to understand Russian speech and speak Russian within the limits of the topics studied. Oral folk art is of great value in teaching children the Russian language. Therefore, I decided to organize a circle of the Russian language "Gatherings" with the children of the preparatory group for school. Riddles, nursery rhymes, songs, fairy tales make it possible to teach children the Russian language in an accessible form. Colorful illustrations from the Learning Russian language kits help keep children interested in learning the language.

Classes are held once a week for 30 minutes. In the classes of the circle, children get acquainted with Russian folk tales, nursery rhymes, games, riddles, proverbs and sayings. Develop oral language.

Purpose of the circle: mastering the Russian language as a means of communication through folklore.

The purpose of the circle program isto give initial language knowledge and prepare the child for the process of further language education At school. Children learn to understand Russian speech by ear and speak Russian according to the model. Learn by heart a lot of nursery rhymes, games, songs. Playing out stories. We actively use the material studied by children in circle classes during entertainment, open classes.

Tasks:

Develop speaking skills in a non-native language,

To teach to tell fairy tales, nursery rhymes, poems, counting rhymes, to sing songs.

To teach to play fairy tales, to cultivate expressiveness of speech,

Thematic planning of study groups

Subject	Tasks	Material
1. Oral folk art (introductory conversation)	Give the concept of Russian folk oral art. To expand the knowledge of children about the peoples living in our republic. Encourage the desire to get acquainted with Russian folklore.	Dolls in national costumes, illustrations for folk tales.
2. Russian folk tale "Kurochka Ryaba"	Recall a fairy tale, teach it to retell. Develop monologue speech.	"Chrestomathy for the little ones", illustrations by UMK
3. Learning the nursery rhyme "Ribushechka chicken"	Develop dialogic speech. Expand children's vocabulary.	"Christomathy for the little ones" Page 16
4. Finger games "Forty white-sided", "Finger boy"	Recall familiar finger games. Show a desire to learn the game. evoke joy	plot pictures
5. Russian folk tale "Turnip"	Cultivate attention, perseverance. Expand words knowledge. Reading. Dramatization of a fairy tale. Invoke joy.	subject pictures, models of vegetables. "Chrestomathy for the little ones". Page 32, illustrations UMK
6. Nursery rhymes "Ladybug", "Snail, snail"	Learn jokes. Arouse interest in the Russian language. Expand words knowledge.	"Chrestomathy for the little ones" pp. 73,79
7. Russian folk tale "Teremok"	Get interested in the story. Learn to use in speech means of expression. Set up a puppet theater.	puppet characters
8. We love riddles	Recall familiar riddles. Continue learning to solve riddles. Introduce (familiar) and new riddles. Raise interest in oral folk art.	subject pictures, toys
9. Russian folk tale "Kolobok"	Learn to retell the story. Set up a tabletop theatre. Cultivate independence. The development of dialogic speech.	table theater characters, UMK illustrations
10. Russian folk tale "Kids and the wolf"		masks
11. We learn proverbs and sayings.	Introduce proverbs and sayings about labor, about human affairs. Expand words knowledge.	illustrations, subject pictures
12. Nursery rhymes.	To get acquainted with the nursery rhymes “There is a horned goat”, “Our ducks in the morning”. Expand vocabulary, develop dialogical speech.	illustrations
13. Songs	Introduce the songs "Funny Geese", "Okay, okay." Cultivate interest in songs.	geese masks, UMK illustrations
14. Fairy tale "Masha and the Bear"	Introduction to fairy tales. Cultivate perseverance, interest in a fairy tale. Learning the words of the characters. Develop speech.	fairy tale illustrations
15. Rhyme "Tili-bom caught fire in the cat's house", "Like our cat"	Generate interest in jokes. Develop Russian speech.	WMC illustrations
16. Russian folk tale "Zayushkina's hut". Rhyme "Hare walk"	Introduce new fairy tale and fun. Continue to develop spoken language.	fairy tale illustrations
17. Who is the smartest?	Develop ingenuity. Continue learning to solve riddles.	subject pictures
18. Russian folk tale "The Fox and the Crane"	Learn to retell the story. Develop expressiveness.	fairy tale illustrations
19. Gatherings	Repetition of learned proverbs, nursery rhymes, songs.	illustrations, masks
20. Folk holidays. Maslenitsa.	Tell children about national holidays. Give an idea of ​​Maslenitsa.	Presentation
21. Wide Maslenitsa.	Introduce children to the games and songs of the Maslenitsa festivities. The song "Pancakes". Game "Fight of roosters"	Masks, tape recorder, audio recording of the song "Pancakes"
22. Hello Maslenitsa (open entertainment)		Costumes, masks, attributes for games.
23. Appeal to natural phenomena.	Acquaintance with appeals to nature "Sun", "Rain". Studying the song "There was a birch in the field."	illustrations, plot pictures. "Christomathy for the little ones"
24. Visiting a fairy tale	Repetition of learned stories.	illustrations, masks, costumes.
25. Russian folk tale "Geese-swans"	Introduction to fairy tales. Learning the characters' words. Develop Russian speech.	fairy tale illustrations
26. Ukrainian folk tale "Mitten"	Dramatization. The development of dialogic speech.	masks
27. Finger games	Repetition of learned games. Introduction to a new game.	illustrations
28. Russian folk tale "Three Bears"	Introduction to a new story. Extension vocabulary. The development of dialogic speech.	masks, illustrations
29. Nursery rhymes “Vanya, where did Vanya go?”, “Where are you going to Thomas?”	The development of dialogic speech.	illustrations, basket. "Chrestomathy for the little ones". Page 214, 217
30. Nursery rhymes.	Acquaintance with nursery rhymes "You geese, geese, legs, legs." Learning "Hare-coward".	"Chrestomathy for the little ones" p. 219
31. Lullabies.	Learning lullabies. "Hush, Little Baby, Do not Say a Word"	"Chrestomathy for the little ones" p. 221
32. Russian folk tale "The Fox and the Geese"	Introduction to fairy tales. Learn to retell. Dramatization. Rhyme "Cockerel"	fox and goose masks
33. Russian folk tale "The Fox and the Goat".	Dramatization. The development of dialogic speech.	masks
34. We love fairy tales.	Repetition of learned stories.	masks, illustrations
35. Proverbs and sayings.	Repetition of what has been learned.	Pictures
36. Gatherings (reporting event)	Systematize children's knowledge. Develop Russian speech. Invoke joy.	Costumes, masks, attributes for games, audio recordings of songs

(Document)

Karpova S.I., Mamaeva V.V. The development of speech and cognitive abilities of preschoolers 6-7 years old (Document)

Lisina M.I. (ed.) Communication and speech: Development of speech in children in communication with adults (Document)

Plan-program of corrective speech therapy work for children of the older group, calendar plan for frontal speech therapist classes (Document)

Mikheeva I.A. Chesheva S.V. The relationship in the work of the educator and the teacher-speech therapist. Card file of tasks for children 5-7 years old (Document)

n1.doc

"SMART ASS"

(speech development and educational games)
Explanatory note
Everyone knows that correct speech is one of the essential conditions successful personal development. The more developed a child’s speech is, the wider his ability to know the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical development, since speech occupies a central place in the process mental development child and is internally connected with the development of thinking and consciousness in general. Therefore, it is very important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations.

This system of classes contains a set of exercises aimed at developing the lexical and grammatical structure of speech, the formation of the skill of building a coherent statement. Each lesson focuses on a specific lexical topic. All topics resonate with the requirements of the Praleska program, which creates continuity in the work of the educator and the leader of the circle, and this, in turn, increases the effectiveness of classes.
TargetAnd:

• 
  to develop coherent speech of children 4-6 years old using educational and didactic games on topics;
• 
  develop cognitive processes children (memory, thinking, imagination).

Tasks:

• 
  to form the lexical and grammatical structure of speech;
• 
  to form the skill of constructing a coherent statement;
• 
  to form the cognitive activity of children;
• 
  teach effective communication skills.

The system of classes is designed for children of middle and senior preschool age.
The frequency of meetings is 2 times a week.
The number of children in the group is 10 - 14 people.
The duration of one lesson is 25-30 minutes.
The criterion of efficiency is the implementation of the tasks set.
Expected results:

• 
  increasing the level of cognitive activity of children, the formation of the ability to independently plan practical and mental actions;
• 
  enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;
• 
  the ability to independently build a coherent statement;
• 
  to cultivate a culture of speech communication as part of speech etiquette.

Criteria for selecting children - based on the request of the parents.

Approximate tthematic lesson plan

TOPIC OF THE LESSON	TIME SPENDING	NUMBER OF HOURS
FRUITS	4th week of September
VEGETABLES	1st week of October
GARDEN GARDEN	2nd week of October
AUTUMN	3rd week of October
MIGRATORY BIRDS	4th week of October
TREES	1st week of November
FOREST	2nd week of November
DISHES	3rd week of November
FOOD	4th week of November
WINTER	1st week of December
WINTER BIRDS	2nd week of December
WINTER ENTERTAINMENT	3rd week of December
NEW YEAR'S CELEBRATION	4th week of December
CLOTH. SHOES	1st week of January
HATS	2nd week of January
FURNITURE	3rd week of January
TRANSPORT	4th week of January
TOYS	1st week of February
WILD ANIMALS	2nd week of February
PETS	3rd week of February
OUR TOWN	1st week of March
MARCH 8	2nd week of March
SPRING	3rd week of March
POULTRY	4th week of March
HUMAN	1st week of April
FAMILY	2nd week of April
PROFESSIONS.	3rd week of April
TOOLS	4th week of April
FLOWERS. INSECTS	1st week of May
FISH	2nd week of May
SUMMER	3rd week of May
SCHOOL	4th week of May

Theme: FRUITS

Exercise 1

Name the fruits you know.

Exercise2

Name the color of the fruit according to the model: red apple, ... etc.

Exercise3

Name the shape of the fruit according to the model: "Orange round."

Exercise4

"What are we going to cook?"

From an apple - apple jam; from banana - banana puree; from lemon - lemon juice; from a pear - pear compote.

Exercise5

Exercise "Tell me!": Make up stories about fruits according to the proposed visual plan.

Exercise6

Exercise “Draw”: Draw a branch for each pear, a plum for each branch with a leaf, and color the apples. Don't forget that these fruits come in different colors.

Theme: FRUITS

Exercise1

"What do you like?" Making suggestions from pictures. Each child has pictures of fruits on the table. Children choose their favorite fruits and say: “I love banana (pear)”, etc.

The exercise is complicated by answers like: "I love a banana, and Vitya loves a pear."

Exercise2

Exercise "From what - what?": What kind of juice is it (jam, pie, compote)? (Apple pie. Plum jam, etc.)

Exercise3

Name the fruits. Draw fruits in the table. Make phrases according to the model: “A lot of lemons. Little Lemon."

Exercise4

"Make an offer." There are three pictures of fruits on the board. The speech therapist asks the children a question: “What will you eat yourself, what will you give to a friend, and what will you put in a vase?” Children take turns answering: “I’ll eat the apple myself, give the pear to a friend, and put the banana in a vase,” etc.

Exercise5

"The Fourth Extra". Assimilation of nouns in genitive case. Use in speech complex sentences. Development of logical thinking.

On the playing field - pictures or a bowl of fruit. The speech therapist asks: “What should not be in the vase?” Children answer: “There should not be a tomato in the vase, because it is a vegetable”, etc.

Exercise6

The development of coherent speech Story-description “Lemon”: “Lemon is a fruit. It grows on a tree. Lemon is round, yellow, firm, sour. It has bones inside. The lemon is covered with a peel. He's useful. They put it in tea."

Theme: VEGETABLES

Exercise1

Pictures of fruits and vegetables are laid out on the table. More needs to be determined.

Exercise2

Name the shape of each vegetable according to the model: "Oval cucumber."

Exercise3

Greedy game: Imagine that these are your vegetables. Answer the questions: Whose cucumber is this? (My cucumber.) Whose cabbage? (My cabbage.) Etc.

Exercise4

Tell the child what is cooked from vegetables. The game "What juice? What kind of casserole? What kind of puree? ”: Tell me, what is another name for juice (casserole, mashed potatoes) from carrots? (Carrot juice; carrot casserole; carrot puree.) Etc.

Exercise 5

Name the vegetables. Draw the vegetables on the table. Make phrases according to the model: “A lot of tomatoes. Little tomato."

Theme: VEGETABLES

Exercise1

Exercise "Cook": Tell me what you need to do to make soup? (Vegetables are washed, peeled, cut, boiled.) Juice? Puree?

Exercise2

Exercise "Tell me!": Make up stories about vegetables according to the proposed visual plan.

Exercise3

"Make an offer." Children must complete the sentence, and then repeat it completely (in chorus and individually).

The tomato is round, and the carrot..

An oval cucumber, and a pumpkin ... A bitter onion, and a carrot ... A green cucumber, and a beet ... A small radish, but a radish ... A large zucchini, and a pumpkin ... A sour tomato, and garlic ... Carrots in earth, and a tomato ...

Exercise4

"Make an offer." The use of sentences with the meaning of opposition in speech. Agreement of adjectives with masculine and feminine nouns.

The tomato is round, and the carrot ... (oblong).

The tomato is red and the carrot...

The tomato is soft, and the carrot...

Tomatoes are sour, and carrots...

Tomatoes have seeds inside, and carrots ...

A tomato grows on the ground, and carrots ... (in the ground).

Exercise5

The game "Hide the syllables in the palms." Slamming the syllabic structure of words: in-mi-dor; radish; ka-ba-chok, etc.
Theme: GARDEN - GARDEN

Exercise1

Exercise "Guess riddles, draw riddles." Guess riddles, draw riddles in empty "lambs". This item is yellow, oval, sour, juicy. (Lemon.) Blue uniform, yellow lining, and sweet in the middle. (Plum.) This item is yellow, round, bitter, juicy. (Onion.)

A red barrel, just about the size of a fist, if you touch it with your finger - it's smooth, and if you take a bite - it's sweet. (Apple.) This item is burgundy, round, sweet. (Beets.) Unsightly, lumpy, but when she comes to the table, the guys will say cheerfully: “Well, crumbly, tasty!” (Potato, potato.)

Exercise2

Exercise3

Exercise "The Fourth Extra"

Exercise4

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise5

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan.

Sample response:

Theme: GARDEN - GARDEN

Exercise 1

Tell the child what grows in the garden on a tree, and what grows in the garden in the garden. Draw lines: from fruits to trees (garden), from vegetables to beds (garden).

Exercise2

Exercise "The Fourth Extra"

Exercise3

Correct mistakes.

Potato grows in the swamp.

An apple grows under a bush.

Eggplant grows on a bush.

The pear grows in the forest.

The peach grows on the tree.

Exercise4

Exercise "Tell me": Make up stories about vegetables and fruits according to the proposed visual plan. Sample response:

“An apple is a fruit. It is red (green, yellow), round, sweet, juicy, growing in the garden. The apple is firm and smooth to the touch. It is eaten raw, jam is made from it, delicious juice is prepared.

Z
hell5

Storyline work

Theme: AUTUMN

Exercise 1

Look at the pictures with your child. Remember the names of each season. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask the child to name the season preceding autumn; following the fall. Tell the children about autumn changes in nature.

Task 2

Look at the pictures with images of autumn and summer. Name the signs of these seasons. Compare these pictures.

Task 3

Say the opposite exercise: Help Tanya complete the sentences.

In summer the sun is bright, and in autumn ...; In summer, the sky is bright, but ...; In summer the day is long, but...; In summer, the clouds go high, but ...; In summer, birds teach chicks to fly, and ...; In summer, people dress lightly, but ... ; In summer, children relax, swim, sunbathe, and ...; In summer, people grow crops, but ...; In summer, the trees stand dressed in green foliage, and ...

Task 4

Exercise "Pick, name, remember": Name as many definition words as possible; action words.

a) The sky in autumn (what?) - gloomy, gray, dull.

Sun in autumn (what?) - ... Rain in autumn (what?) - ...

Wind in autumn (what?) - ... Leaves in autumn (what?) - ...

b) In autumn, the leaves (what do they do?) - turn red, turn yellow, wither, dry, fall, spin, rustle.

Rain in autumn (what does it do?) - ...

In autumn the sun (what does it do?) - ...

In autumn, birds (what are they doing?) - ...

In autumn, collective farmers (what are they doing?) - ...

Task 5

Exercise "Find mistakes": Determine what does not happen in the fall.

Children sunbathe, swim, wear light clothing.

Dry leaves crunch underfoot.

Buds swell, leaves bloom on the trees.

People harvest vegetables and fruits.

Wild animals do not store food.
Theme: AUTUMN

"Make an offer." Working with deformed sentences.

Blowing, autumn, wind, cold. Leaves, trees turn yellow. Earth, grass, on, fade. Fly away, south, on, birds. Small, autumn, drizzle, rain.

Task 2

"Guess the word". The use of singular and plural verbs in speech. Verb endings are highlighted in voice.

The wind blows and the winds...

The flower fades, and the flowers...

The bird flies away, and the birds ...

The cold is coming, and the cold...

The leaf turns yellow, and the leaves ...

The harvest is ripening, and the crops...

It's raining and it's raining...

The leaf falls, and the leaves...

Task 3(for children 5-6 years old)

Compilation of a coherent story “Autumn” according to the first words in the sentence: “Summer has passed, and it has come ... The days have become ... It has blown ... It has become ... People dress ... On the trees ... On the ground ... It is drizzling ... Fading ... To the south ... People are gathering ... Coming soon ... "

Children repeat the story without the help of an adult.

Task 4

Exercise "Dress Tanya": Tell the child what clothes, shoes and hats are worn in the fall.

Autumn came, it got colder. Tanya is about to go to the park for a walk, but she does not know how to dress. Help Tanya. Outline the autumn clothes, shoes and headdress with a red line. What clothes, shoes and hats are not suitable for autumn? Why?

Task 5

Exercise "Bouquet for Mom": In the park, Tanya collected a beautiful bouquet of colorful leaves and fruits for her mother. Circle the leaves and fruits on the dots. Color them and tell what leaves and fruits Tanya made a bouquet of.

Theme: MIGRATING BIRDS

Exercise 1

Look at the pictures with the children. Introduce the names of migratory birds (rook, swallow, stork, cuckoo, nightingale, starling). Explain why these birds are called migratory. Fix in the dictionary the general concept of "migratory birds".

Task 2

Show by pictures and name the body parts of migratory birds (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Task 3

Exercise "Say the opposite": Complete the sentences. The stork is large, and the nightingale .... The stork has a long neck, and the cuckoo .... The nightingale has a gray breast, and the swallow .... The stork is white, and the rook ....

Task 4.

Exercise "Pick, name, remember": Finish the sentences (pick up and name as many sign words and action words as possible).

Cuckoo (what?) motley, .... Black rook ... Important stork, .... Swift-winged swallow, ....

Task 5

Didactic game "What is missing?" The speech therapist exposes the silhouettes of birds (without a beak, paws, wings, eyes, tail, etc.). Children should say what the birds are missing.

Task 6

Didactic game "Compare Birds" The sparrow has a small body, and the heron ... The sparrow has a small head, and the heron ... The sparrow has a short beak, and the heron ... The sparrow has narrow wings, and the heron ... etc.
Theme: TREES

Exercise 1

Exercise “From which tree is the leaf, twig?”: Color the leaves and twigs located above. Draw a line from each of them to the corresponding tree. Name the leaves and twigs. (Birch leaf - birch. Etc.)

Task 2

Exercise "What happens to the leaves?" Make up a story based on the pictures and key words.

Task 3

Exercise "Count and name": Connect trees of the same type with lines of the same color. Tell me, what kind of trees are many (a lot of oaks, firs ...). Count (write in circles or draw the number of dots) and name them. (One birch, two birches, ..., five birches).

Task 4

Exercise "Tell me the words": Insert the missing words (the text is read by an adult). The squirrel sat (on) a tree and gnawed nuts. Suddenly one nut fell and the squirrel descended (from) the tree. The nut lay (under) the leaf. The squirrel grabbed the nut and hid (behind) the tree. Children walked by and saw that (because of) a tree a squirrel's tail was peeking out. The boys came closer (to) the tree. The squirrel heard footsteps and instantly climbed (up) the tree. She hid (in) a hollow.

Task 5

The fourth is redundant.
Theme: FOREST

Exercise 1

"Which!" Selection of adjectives for the word forest (large, green, beautiful, dense, native, beautiful, rich, useful, fabulous, young, old, lively, noisy, quiet, shady, magical, naked, birch, pine, oak, coniferous, deciduous, mixed, dense, light, dark, winter, autumn, spring, summer).

Task 2

Examining the illustration "Forest" and compiling a story based on it. “Children, look carefully at the picture. In front of you is a forest. There are many different trees in the forest. There are coniferous trees - fir tree, pine, and there are deciduous trees - birch, aspen, linden, oak, maple. The tree has a trunk, it is covered with bark. Branches with leaves - this is the crown. And the tree has roots, they feed the tree with juices from the earth. But - bushes, they are lower and thinner than trees. There are many different plants on the ground: grass, flowers, moss.

The forest is a home for animals, birds and insects. The forest benefits us: it gives wood, medicines, mushrooms, berries, nuts. In the forest we rest, enjoy nature.

The speech therapist invites the children (using leading questions) to tell what they remember about the forest.

Z
assignment 3
Theme: FOREST
Anya, Mitya and Kitty were already in the forest, and they did not see any wild animals, although they dreamed of meeting a hare, a hedgehog, a wild boar or a badger.

• 
  Where are the animals? - the children were surprised, looking around at the stumps and fallen trees.
• 
  Where there are many people, there are no animals. They go further away, into the depths of the forest, - Mom explained.
• 
  And what kind of animals can be found in our forests?

It must be said in secret that Anya, Mitya and Kis asked the artist E. Viktorov to draw them so that the animals were not afraid, did not run away from them, but believed in their good intentions and allowed them to be examined.

Do you think the artist succeeded?

Look and tell me who is next to Anya and Mitya.

Who does Kiss help?

Who cut the branches so neatly for him and the beaver?

Where are Kitty and the beaver carrying these twigs?

Say what you know about beavers. Pay attention to their beautiful fur.

Almost in the center of the picture is a giant oak. A squirrel jumps along its branches, under an oak a boar hunts with boars. What are they looking for under the oak tree?

Nearby is a huge she-bear with little cubs.

The fox behind the trees froze in surprise. He sees the hare, but he cannot catch it. It's a shame!

The handsome moose went out into the clearing, resting. And the horns, what luxurious horns!

A curious badger leaned out from behind a Christmas tree, stretched out all over, trying to figure out why this hedgehog and a hare were so brave, they came very close to human cubs.

And beauty all around! Forest! Trees! River! Grass and mushrooms!
Theme: WARE

Exercise 1

Look at the pictures with your child. Introduce him to the names of dishes and ask him to show the following parts: spout, lid, handles, edges (walls), bottom ... Fix the general concept of "utensils" in the dictionary.

Task 2

To acquaint the child with the concepts of "tea utensils", "dining utensils", "kitchen utensils".

Task 3

Exercise "Helper": Help the girl Tanya put the tea utensils on the tray, the dining room on the dining table, and the kitchen utensils on the cabinet. Draw colored lines from the corresponding dishes to the tray, table and cabinet.

Task 4

Exercise "Help Mom": Mom asked me to help her decompose salt, sugar,

Exercise 5

"Where do the products live?" The speech therapist explains to the children that each product has its own house and asks the children to guess the name of the house.

Sugar lives in ... (sugar bowl). Salt lives in ... (salt shaker). Rusks live in ... (rusks). Oil lives in ... (oiler). Pepper lives in ... (pepper box). Tea lives in ... (teapot). Coffee lives in ... (coffee pot). The herring lives in ... (herring). Sweets live in ... (candy bowl). Salad lives in ... (salad bowl).

Task 6

"Cup and Saucer". Children follow the instructions of the speech therapist and comment on their actions.

Put the cup on the saucer. - I put the cup on the saucer.

Take the cup from the saucer. - I took the cup from the saucer.

Place the cup next to the saucer. I put the cup next to the saucer.

Place the cup to the right of the saucer. - I put the cup to the right of the saucer.

Hold the cup over the saucer. - I hold the cup over the saucer.

Put the cup in front of the saucer. I put the cup in front of the saucer.

Put the cup under the saucer. I put the cup under the saucer.

Take the cup from under the saucer. I took the cup from under the saucer.

Give Tanya the cup, and take the saucer from her. - I gave Tanya a cup, and I took a saucer from her. Etc.
Theme: WARE

Z
task 1

Work based on the fairy tale "Fedoreno grief"

Fedora was very happy about the return of the dishes. She cleaned it, washed it, and called it affectionately. Name each item of utensils affectionately (cup - cup, etc.).

Task 2

Tell the child what materials the dishes are made of. Explain the meaning of the word fragile. Exercise "From what - what?": Complete the sentences: If the fork is made of plastic, it is plastic. If the knife is made of steel, it is.... If the plate is made of cardboard, it is....

If the spoon is made of metal, it is.... If the cup is made of porcelain, it is....

If the jug is made of clay, it ... . If the saucer is made of glass, it ....

Task 3

Exercise "Tell me": Make up stories about the items of utensils according to the proposed visual plan.

Task 4

"What doesn't happen?" The speech therapist shows any part of the dish, and the children comment. There is no kettle without ... (spout). There is no grater without ... (holes). There is no pan without ... (lid). There is no pan without ... (bottom). There is no coffee pot without ... (handles). There is no sieve without ... (holes). There is no knife without ... (blade), etc.

Task 5

"The Tale of the Teapot":

“Once upon a time there was a kettle. He had a family - dishes. The teapot was pot-bellied. It had a handle, a lid, and a small spout with one nostril. The kettle was iron and very useful. People loved it and drank tea from it.”

Questions to the fairy tale: “Who did the teapot live with? What size was he? What parts does a teapot have? What is the kettle made of? Why did people love him?
Theme: FOOD

Exercise 1

Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).

Task 2

Exercise3

Exercise "From what - what?": For cooking, the chef uses different types oils. Name them. Sample: What kind of sunflower oil? (Sunflower.) Corn oil - .... Olive oil - .... Soybean oil - .... Cream butter - .... Name the dishes correctly. Sample: Vegetable salad - vegetable. Buckwheat porridge - .... Cottage cheese casserole - .... Berry puree - .... Fruit juice - ....

Exercise4

Exercise5

Exercise6

Theme: FOOD

Exercise 1

Introduce the child to the names of the departments of the grocery store (dairy, meat, grocery, vegetable, fish).

Task 2

Consider pictures. Connect flour with products from it with yellow lines, milk with products from it - blue, meat with products from it - red. What are these products? (Flour, dairy, meat.)

Task 3

Exercise "From what - what?": For cooking, the cook uses different types of oils. Name them. Sample: What kind of sunflower oil? (Sunflower.)

Corn oil - .... Olive oil - ....

Soybean oil - .... Cream butter - ....

Name the food correctly. Sample: Vegetable salad - vegetable.

Buckwheat porridge - .... Cottage cheese casserole - ....

Berry puree - .... Fruit juice - ....

Task 4

Exercise "Look and name": Look at the picture. What items are hidden? Name and circle them with colored pencils.

Task 5

Exercise "Say the other way around": Complete the sentences with words-signs.

Task 6

Prepare your favorite meal. There are pictures of food on the table. The child himself chooses which dish he will cook and selects pictures for this.
Theme: MUSHROOMS

Exercise 1

Look at the pictures with your child. Name edible and poisonous mushrooms. Note the features of their structure (hat, leg). Tell the child where the mushrooms grow (in the forest, more often, on a stump, in the grass). Fix in the dictionary the general concept of "mushrooms".

Task 2

Tell the child what is prepared from mushrooms (salad, caviar, casserole, soup) and how.

Task 3

To acquaint the child with polysemantic words, explain the difference in the meanings of these words.

Task 4

Name mushrooms. Draw the mushrooms in the table. Make phrases according to the model: “There are three chanterelles in the meadow among the grass, and after the rain five chanterelles grew up.”

Task 5

Exercise "Hedgehog-mushroom picker": Look at the picture. Find and circle all the mushrooms. Tell me where the hedgehog dried the mushrooms (watch for the correct use of prepositions in the child's speech). (The hedgehog was drying mushrooms under the table. Etc.)
Theme: BERRIES

Exercise1

Name the color of the berries according to the model: green gooseberries, ... etc.

Exercise2

Exercise “Wild berry, garden berry”: Connect the wild berries with the “forest” picture, and the garden berries with the “garden” picture with lines.

Exercise3

Tell the child what is prepared from berries (juice, drink, compote, jelly, jam, jam, syrup, jelly). The game "What juice? What kind of jam? ”: Tell me, what is another name for strawberry juice (jam)? (Strawberry juice; strawberry jam.) Gooseberries? (Gooseberry juice, gooseberry jam.) Etc.

Exercise4

Exercise "Tell me": Make up stories about berries according to the proposed visual plan.
Theme: FURNITURE

Exercise1

Tell your child about who makes and repairs furniture. Exercise "Look and name": Look at the picture. Name the items shown. Circle with colored pencils the objects that the carpenter uses when repairing furniture.

People carried broken furniture to the carpenter's workshop. The carpenter repaired the furniture, and it returned to its owners. When the carpenter was not in the workshop, the furniture talked to each other.

Exercise2

Exercise "From what - what?": And the stool remembered that when it was new, everyone paid attention to its beautiful shiny metal legs. Finish the sentences.

Metal stool legs. They (what?)...

Glass cabinet doors. They (what?)...

Plastic door handles. They (what?)...

Table top made of wood. She (what?)...

Upholstered in leather armchair. She (what?)...

Exercise3

Exercise "Name it affectionately": The bookshelf had nothing to brag about. But she remembered that the owners often called her affectionately - a shelf. Name affectionately and other furniture.

Shelf - shelf Chair - .... Wardrobe - .... Armchair - .... Table - .... Bed - ....

Exercise4

Exercise "Say in one word": Complete the sentences.

A table for newspapers and magazines is called a coffee table. The table at which they dine is called .... The table for the computer is called .... The table at which they write is called .... The shelf for books is called ....

The wardrobe is called .... The bookcase is called ....

Exercise5

Exercise "Say the opposite": Complete the sentences. The wardrobe is tall, and the bedside table.... The sofa is soft, and the stool.... The wardrobe is large, and the shelf.... The armchair is soft, and the table....

Exercise6

“What is “friends” with what and with whom?” Children must give a complete answer.

Is the chair "friends" with a crib or a notebook?

Is the table "friends" with the chair or dough?

Is the cabinet "friends" with a shelf or a needle?

Is the armchair “friends” with the sofa or Ivan?

Is the sideboard "friends" with Lyuda or dishes?

Are the shelves "friendly" with a book or a lid?

Is a stool "friendly" with a chair or a mule?

Is the sofa "friends" with a couch or candy?

Exercise7

"Fix the bug":

at the chair - a cover;

at the TV - back;

at the sofa - a screen;

closet has an armrest, etc.
Theme: CLOTHING

Exercise1

Look at the pictures with the children. Introduce them to the names of the items of clothing. Fix in the dictionary the general concept of "clothes".

Exercise2

Exercise “Let's help Tanya and Vanya get dressed Make sentences according to the model: “These are Vanya's trousers. This is Tanya's skirt.

Exercise3

Introduce the child to the details of clothing.

Exercise4

Show and name the details of your clothing (collar, cuffs, trouser leg, sleeve, pockets, etc.).

Exercise5

Tell the child about who sews clothes. What tools and materials are used in the work?
Theme: CLOTHING

Exercise1

Learn about the materials from which clothes are made. Introduce children to their names. Make phrases according to the model: leather coat, fur collar, etc.

Exercise2

Exercise "Tell me": Make up stories about garments according to the proposed visual plan.

Exercise3

"Speak the word." Assimilation of the vocabulary on the topic under study: brut ..., shirt ..., skirt ..., hat ..., fur coats ..., panama ..., tights ..., hats ..., dress ..., cap ..., tufa..., sapo..., pal..., bootin... etc.

Exercise4

"Say the opposite." Assimilation of the verb dictionary on the topic under study: put on - take off, shoe - take off shoes, buy - sell, tie - untie, fasten - unbutton, iron - wrinkle, hang - take off, put on shoes - take off shoes.

Exercise5

"Choose a word." Selection of verbs for the word clothes: put on, wear, take off, buy, sew, knit, dress, fasten, iron, sew up, darn, mend, patch, wash, dry, hang, etc.
Theme: SHOES

Exercise 1

Look at the pictures with your child. Introduce him to the names of different types of shoes. Fix the general concept of "shoes" in the dictionary.

Exercise2

Tell me what kind of shoes you can buy in the store.

Exercise3

Show the details of the shoe: shaft, sole, heel, straps, laces, tongue.

Exercise4

Exercise "Say the other way around."

Exercise5

Exercise "Tell me": Make up stories about various types shoes according to the proposed visual plan.

Exercise6 (for children 5 - 6 years old)

"Fix the mistake." The speech therapist pronounces words with shifted stress. Children must correct the mistake: blouse, mitten, dress, shirt, sundress, apron.
Theme: WINTER

Exercise 1

Look at the pictures with your child and remind him of the names of the seasons. Determine the sequence of seasons.

Task 2

What season is it now? Name the season that precedes winter and the season that follows winter. What changes have occurred in winter in nature?

Task 3

Exercise "Say the opposite": Complete the sentences. The days are hot in summer and cold in winter.

In summer the sky is bright, and in winter - ....

In summer the days are long and in winter ....

In summer the sun is bright, and in winter - ....

In spring, the ice on the river is thin, and in winter - ....

The snow is soft and the ice is....

Some icicles are long, while others are ....

Task 4

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible).

Winter (what?) - cold, snowy, frosty, long.

Snow (what?) - ....

Snowflakes (what?) - ....

Ice (what?) - ....

Weather (what?) - ....

Snowflakes in winter (what do they do?) - fall, curl, spin, sparkle, shine, melt.

Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - ....

Children on winter walk(What are they doing?) - ....

Blizzard (what is he doing?) - ....

Exercise5

Exercise "Help Tanya": Choose winter clothes, shoes, hats. Tell me what you wear in winter.
Theme: WINTER

Task 1 (for children 5 - 6 years old)

"Finish the sentence." Compilation of complex sentences with the meaning of opposition.

Children must complete the sentence and then repeat it completely.

It snows in winter and in autumn...

It snows in winter and in summer...

Snow falls in winter, and in spring...

In the winter they go sledding, and in the summer...

In winter, the forest sleeps, and in spring ...

Ice skating in winter and summer...

It's cold in winter, but in summer...

Trees are white in winter, but in autumn...

In winter, snowdrifts grow, and in summer they grow ...

In winter, they make a snowman, and in summer ...

In winter, insects hide, and in spring ...

Task 2

Guess a riddle. Remember poems and riddles about winter.

What kind of stars are on the coat and on the scarf?

All through, cut, And you take it - water in your hand. (Snowflakes)

Task 3

Circle the picture along the dotted lines and connect all the numbers in order with lines. What happened?

Task 4

Color the picture. Draw snowflakes flying in the air.

Task 5(for children 5-6 years old).

Think of a story about a snowman.
Theme: WINTER ENTERTAINMENT

Exercise 1

Color the picture. Make up an interesting story about it.

Task 2

What can be done from snow and ice in the winter on the street? (Snowman, fortress, snow city, ice figures, skating rink).

Task 3

Explain the meaning of the words "snowfall, ice." Make up sentences with these words.

Task 4

Choose, name and circle items that are suitable for winter outdoor activities.

Task 5

Exercise "Choose, name, remember": Finish the sentences (pick up and name as many words-definitions and words-actions as possible). Winter (what?) - cold, snowy, frosty, long. Snow (what?) - .... Snowflakes (what?) - .... Ice (what?) - .... Weather (what?) - .... Snowflakes in winter (what do they do?) - fall, curl, swirl, sparkle, shine, melt. Ice in the sun (what does it do?) - ....

Frost (what is he doing?) - .... Children on a winter walk (what are they doing?) - .... Snowstorm (what is he doing?) - ....
Theme: NEW YEAR'S HOLIDAY

Task 1 (for children 5 - 6 years old)

"Fix the mistake." Working with deformed sentences. The mask loves to put on Masha. The Christmas tree is dancing near the Snow Maiden. The children decorated the toys with Christmas trees. The tree was lit up with light bulbs. Santa Claus brought a bag of gifts, etc.

Exercise2

Color the balls on the widest tree with a red pencil, blue on the highest. Color the stars to the right of the month with a yellow pencil, and to the left with orange.

Task 3

"What will you do?" The use of verbs in the form of the future simple and compound tenses with and without the particle sya.

At the holiday I will have fun - I will have fun - I will play, I will ride - I will ride, I will boast - I will boast, etc.).

Task 4

"What will happen after this?" Drawing up sentences on plot pictures.
Theme: HEADWEAR

Exercise1

Look at the pictures with your child. Introduce him to the names of hats. Fix in the dictionary the general concept of "headgear".

Exercise 2

Look at and show the details of the hats: fields, ribbons, pompom, visor.

Exercise3

Exercise "Look and name": What color are these hats? Make sentences according to the model. (This is a red hat. This is a white cap. Etc.)

Exercise4

Name the hats. Draw them in a table. Make sentences according to the model: “There are a lot of hats in the store. I have small hats.

Exercise5

Exercise "Tell me": Make up stories about hats according to the proposed visual plan.
Theme: TRANSPORT

Exercise1

Look at the pictures with your child. Introduce him to the names of various vehicles and ask him to show the following parts from the pictures: wheels, headlights, seat, oars, body ... Fix the general concept of “transport” in the dictionary.

Exercise2

To introduce the child to the types of transport: ground, underground, water, air.

Exercise 3

Circle the dots on the pictures. Name each item affectionately.

Exercise4.

Exercise "Say the opposite": Complete the sentences:
The train is long and the bus is ....

The plane is fast, and the steamer is .... The tram is heavy, and the bicycle is ....

Exercise5.

Consider and name the parts of the transport. About what subject can you say: "new", "new", "new"? Exercise "From what - what": Finish the sentences.

Door made of metal (what?) - metal.

Plastic steering wheel (what?) - ....

Seat trimmed with leather (what?) - ....

Rubber wheel (what?) - ....
Theme: TRANSPORT

Exercise1

Transport talk. What do you think we will talk about in class today? What types of transport do you know? (Air, water, land, underground, passenger, cargo, passenger, etc.). What do you think the name of the transport depends on. (From what it rides, flies, rolls.)

If by water - water. By air - air. On the ground - ground.

Exercise2

Didactic game "Correct answer". Program tasks:

A) air passenger transport (steamboat, plane, train);

B) water freight transport (barges, tankers, aircraft);

C) underground passenger transport (train, metro, bicycle);

D) land passenger transport (boat, bus, plane).

What else can be attributed to passenger transport? (Bus, trolleybus, metro, taxi.)

Exercise3

"Say the other way around":

Departed - drove up; flew out - flew in; entered - moved out; took off - landed; left - drove in; drove off - rolled; flew away - arrived; swam - swam, swam - swam; Speech therapist. What can be said about this?

Exercise4

"Finish the sentence." Formation of the comparative degree of adjectives. Children pronounce the sentence, first in full in chorus, and then in turn.

The plane flies high, but the rocket is higher. The plane flies far, but the rocket goes farther. The plane flies fast, but the rocket is faster. The plane is powerful, but the rocket is more powerful. The plane is big, but the rocket is bigger. The plane is heavy, but the rocket is heavier. The plane is spacious, but the rocket is more spacious. The plane is long, but the rocket is longer. The plane is fast, but the rocket is faster.

Exercise5

WITH

equal in size
Subject: WINTER BIRDS

Exercise1

Look at the pictures with your child. Introduce him to the names of birds (sparrow, titmouse, magpie, woodpecker, crow, dove). Fix in the dictionary the general concept of "wintering birds".

Exercise2

Explain to the child why these birds stay for the winter. Tell him about what winter birds eat and how adults and children help birds survive the cold winter.

Exercise3

Show the body parts of birds (body, head, tail, beak, wings, etc.). Remember their names.

Exercise4

Exercise "Look and name": Look at the picture and answer the questions.

Who is on the tree branch? - Sparrows. Who is under the feeder? - .... Who is on the tree trunk? - ....

Who is at the feeder? - .... Who flies to the feeder? - .... Who is next to the tree? - ....

Exercise5

"Call it kindly." Formation of words with diminutive suffixes:

Black feather - black feather, gray back - gray back;

Motley wings - mottled wings, white neck - white neck;

Red chest - red breast, cute eyes - pretty little eyes;

Sharp claws - sharp claws, long tail - a long tail;

White fluff - white fluff, round head - round head;

Nimble paws - nimble paws, soft feathers - soft feathers.

Exercise6 (for children 5-6 years old).

Compilation of a story-description "Sparrow" according to reference subject pictures:

The sparrow is a wintering bird. He has a head, beak, body, wings, tail, paws, claws. The body of the bird is covered with gray feathers. The sparrow can fly, jump, peck, chirp, sit. The sparrow feeds on insects, crumbs, grains, seeds. The sparrow is man's friend because it destroys harmful insects."

The speech therapist invites one of the children to repeat the story.
Theme: TOYS

Exercise1

Look at the pictures with your child. Name the items shown. What parts does each toy consist of? (Minds - head, ears, eyes, nose, mouth, torso, paws. Etc.) Fix the general concept of "toys" in the child's dictionary.

Exercise2

Teach the child to answer in full the answer to the questions of an adult. For example: Which toy has wheels? (Wheels by the car.) What are the stripes on? (Stripes on the ball.) Etc.

Exercise3

Exercise "From what - what?": Finish the sentences.

Bus made of metal (what?) - metal. Plush bear - .... Rubber donkey - ....

Leather ball - .... Wooden pyramid - .... Plastic house - .... Iron bucket - ....

Exercise4

Game exercise "What has changed?" (a car is placed between the ball and the pyramid)

Exercise5

Exercise "Tell me": Make up stories about toys according to the proposed visual plan.

Theme: WILD ANIMALS

Exercise1

Look at the pictures with your child. Introduce him to the names of wild animals of our forest. To consolidate the general concept of "wild animals" in the dictionary.

Exercise2

Show the body parts of animals (body, head, tail, horns, hooves, etc.). Remember their names.

Exercise3

Exercise "Guess": Complete the sentences:

Legs, hooves, horns - at ... (moose). Tassels on the ears - at ... (squirrels, lynxes). Needles on the body - at ... (hedgehog).

Exercise4

Tell the child about what the wild animals of our forests eat and where they live (in a hole, lair, den, hollow, etc.).

Task 5

Guess and repeat"

Angry, hungry, gray ... (wolf). Cowardly, long-eared, gray ... (hare). Cunning, red, predatory ... (fox). Red, small, fast ... (squirrel) Big, brown, clumsy ... (bear).

Task 6

"Wild or Domestic". Ten pictures are arranged in a row on the board: a dog, a fox, a hedgehog, a cat, a sheep, an elk, a horse, a pig, a bear, a cow. Children comment: “A dog is a domestic animal, a fox is a wild one,” etc.

Task 7

Where is whose house?
Theme: WILD ANIMALS

1 option

Looking at this picture, Anya, Mitya and Kis thought: “What is it that the artist Evgeny Vitalyevich Viktorov depicted?”

• 
  This is Africa, Africa! - Kisis purred, I see a monkeys, an elephant and quietly: a girl and a boy.
• 
  No, this is probably Australia, - Anya entered the conversation, - because in the lower right corner of the picture there are a kangaroo and a koala bear cub. They are found in Australia. Mom told us about this recently.

- This is some kind of strange picture, - said Mitya. - Here is Africa, and Australia, and the North, and something else.

Mitya thought for a moment, and then suddenly suggested:


And then suddenly upset:

• 
  I would like to be next to a tiger, not a bear. I'm also a tiger, but only very small.
• 
  The artist depicted everything correctly, - Anya objected to Kisu.

- Why? Explain, - demanded Keys.

Anya complied with his request, and Keys agreed with her arguments.

What would you guys say to Keith?

And where would you like to be? Why?

Finishing the conversation with the children, read the first part of the text again to them (up to the words: “Oh, and we are ...”), read it slowly, show the animals and children that were discussed.

2nd option.

Oh where are we? - Kis was frightened, looking at the picture. - Oh, a huge bear took us prisoner. Guard! Anya and Mitya ran to his cry. They began to look at the picture with surprise, trying to figure out where they got to thanks to the artist's imagination.

Guard! - already quieter, but still with despair meowed Kis- We are in captivity! We are dead!

What a huge, but what a kind bear! It seems that we persuaded him to take a picture with us, - Anya spoke up.

Where are we? Mitya thought.

• 
  As where? In the forest, in the dense forest, far, far from home, visiting a bear. We left on a fast train, - the cheerful Kis began to explain to Mitya.
• 
  Why is Africa here? And the North?

-Where is Africa? Where is the North? Where is India? - Kees was taken aback.

Now all three are deep in thought. Come on, guys, let's figure out where the bowls of the heroes ended up.

You can use one of the options. Another option can be applied to fix the material. It is easier for children to talk about what they know less. Do not forget that your goal is verbal communication with children using a picture.
Theme: PETS

Exercise1

Look at the pictures with your child. Name the animals and their babies. Tell what pets are fed, what benefits they bring to a person, how he cares for them. Fix in the dictionary the general concept of "pets".

Exercise2

Pay attention to distinctive features animals. Exercise: “What does anyone have?”: Show from the pictures and name the body parts of pets.

A cow has horns, .... A horse has a mane, .... A pig has a piglet A dog has paws, ....

Exercise3

At

exercise "What did the artist forget to draw?": Whom did the artist draw? What is missing in every animal? (The rabbit is missing ears. Etc.) Help the artist. Draw the missing parts of the body.

Exercise4

The cow is mooing. Cat - .... Dog - .... Horse - .... Pig - ....

Task 5

Where are the pigs hiding?

Task 6

Activity "Tell me": Make up stories about pets according to the proposed plan
Theme: OUR CITY

Exercise1

"Where do you live?" Each child names his address (street, house and apartment number, floor); tells what institutions are near his house.

Exercise2

"Unravel the offer." Working with deformed sentences.

Located, house, square, front.

The house, near, a cinema, is.

Kindergarten, corner, stands behind.

Nearby, a hairdressing salon, a house, built.

Nearby, market, with, house.

Exercise3

What are the houses?

Exercise4

"Say the opposite." Assimilation of antonyms. The speech therapist starts the sentence, and the children finish.

My street is new... and my street is old.

My street is long...and my street is short.

My street is light...and my street is dark.

My street is dirty... and my street is clean.

My street is "happy" ... and my street is "sad".

My street is quiet... and my street is noisy.

My street is big...and my street is small. Etc.

Exercise5

The story "Children on the street":

“Children go to school along a wide street. They are walking on the sidewalk. On the right side of the street - a grocery store, it sells groceries. There is a cinema next to the store, they watch movies here. There is a hospital near the cinema where people are treated. There is a hairdressing salon next to the hospital where hair is done. And here is the crossroads. There is a traffic light at the intersection. The red light is on. The children are waiting for the cars to pass by. The light turned yellow and then green. Children cross the road. Here is the school. Children study here.
Subject: MARCH 8

Exercise1

The speech therapist exposes plot pictures, children should name only those that relate to spring and the holiday of March 8.

What season do you think these pictures belong to? (To spring.)

P After what season does spring come?

What is the name of the first month of spring?

What holiday do we celebrate in March?

Whose holiday is this?

Exercise2

Children's stories about mom What is mom's name?

Where does he work? By whom? What kind of work does it do?

What does he do at home? How do you help mom?

What gift did you prepare for your mother?

Exercise3

Children's stories "How I help my mother, grandmother"

Exercise4

Didactic game " Beautiful words about mom"

Mom - what? - kind, beautiful, patient, elegant, modest, cheerful, affectionate, smart, gentle.

Task 5

We draw a gift for mom.

A bouquet of flowers is a wonderful gift for any occasion. Color the bouquet and tell what flowers it was made of.
Theme: SPRING

Exercise1

Look at the pictures with your child. Remember and name the seasons. Determine the sequence of seasons. Ask the child if he knows what season it is now? Ask them to name the time of the year preceding spring and following spring. Watch with your child the spring changes in nature

Task 2

Look at the pictures of winter and spring. Name the signs of these seasons. Compare them with each other according to the model: In winter the sun is dim, and in spring it is bright.

Exercise3

Exercise "Pick up, name, remember": Name as many words-signs as possible; action words.

A) Spring (what?) - early, warm, long-awaited. Sun (what?) - .... Kidneys (what?) - ....

Leaves (what?) - ....

B) The sun in the spring (what does it do?) - warms, bakes, caresses, warms. Leaves on the trees (what are they doing?) - .... Streams (what are they doing?) - ....

Exercise4

Exercise "Hide and Seek":

What items are hidden in the picture? Name them and circle them with colored pencils. How do people use these items in spring?

Exercise5

Didactic game "Say kindly"

The formation of nouns with a diminutive suffix:

Stream - stream, puddle - ..., snow - ..., sun - ..., tree - ..., bud - ..., cloud - ... etc.

Exercise6

Didactic game "Say a lot of things" Formation of nouns plural:

Puddle - puddles, drops - ..., snow - ..., cloud - ..., tree - ..., stream - ..., thawed patch - ... etc.
Theme: SPRING

Exercise1

"Choose a word." Selection of adjectives for the word spring: early, late, friendly, beautiful, long-awaited, rainy, dry, sunny, noisy, cheerful, sonorous, blooming, cold, warm.

Exercise2

"First Signs of Spring". With the help of leading questions, a speech therapist finds out spring signs in children: the day has increased, a warm wind has blown, the sun is warming; the snow darkened, swelled and began to melt; thawed patches appeared; ice melts and cracks on the rivers; drops.

Exercise3

"Why". Establishment of elementary cause-and-effect relationships.

Why does snow melt in spring?

Why do streams run?

Why is ice melting?

Why does ice crack?

Why do buds swell?

Why do kidneys burst?

Why are flowers blooming?

Why is the grass breaking through?

Why do insects appear?

Why do birds fly?

Why do animals wake up from hibernation?

Why are people happy?

Why do people dress lighter?

Exercise4

"Fix the mistake." The use of complex sentences with the union because.

The sun shone because it was warm. Spring has come because the rooks have arrived. Snow melts because streams flow, etc.

Exercise5

Exercise "Saw, did not see": Tanya and Vanya walked in the park. Draw in the table the objects that they saw there. Complete the sentences according to the model. (Children saw three birdhouses, but did not notice five birdhouses.)

Item name

draw three... (three birdhouses, etc.)

draw five... (five birdhouses, etc.)

Theme: POULTRY

Exercise1

Look at the pictures with your child. Introduce him to the names of poultry. Talk about the benefits of birds. How does a person care for them, what does he feed and where does he keep them? Fix in the dictionary the general concept of "poultry".

Exercise2

Show from the pictures and name the body parts of poultry (paws, neck, head, beak, tail, etc.). What is the body of birds covered with?

Exercise3

Exercise "Name it right": Name the father, mother and baby of each bird. Rooster, hen, chick. Goose, goose, gosling. Drake, duck, duckling. Turkey, turkey, turkey.

Exercise4

Turkey - chatters. Chicken - ... Rooster - .... Duck - .... Goose - ....

Exercise5

Exercise "Say the opposite": Complete the sentences.

The duck is big, and the duckling is .... The goose has a long neck, and the chicken has ....

The chicken is young, and the rooster is .... The chicken has paws without membranes, and the duck has ....

Exercise6

Exercise "Tell me": Make up stories about poultry according to the proposed visual plan.
Theme: MAN

Exercise1

Look at the picture with your child. Show and name parts of the face and body first on yourself and then on the doll.

Exercise2

Tell me how many ears, eyes, tongues, noses, cheeks, legs, arms, stomachs you have. show me left hand, right hand (left eye, right ear, right leg, etc.).

Exercise3

Exercise "Say the opposite":

Pierrot has a sad face, while Pinocchio has ... Malvina has blond hair, and Karabas Barabas has ... Karabas Barabas has long hair, and Piero has ... Malvina has curly hair, and Piero has ... Pinocchio has kind eyes , and Karabas Barabas ... Pinocchio has a long nose, and Malvina ...

Exercise4

Exercise "Pick, name, remember": Name as many action words as possible:

Eyes are needed in order to see, look, consider, read ... The nose is needed in order to .... Ears are needed in order to .... Language is needed in order to ....

Hair is looked after like this: they are washed, combed, wiped, dried ... They take care of their teeth like this: .... They take care of their face like this: ....

Exercise5

Exercise "One - many": Choose the words according to the model. (Eye - eyes, ear - ears, etc.)

Exercise6

Exercise “What for what?”: Answer the questions: What do we see? What are we listening to? What do we like? What do we eat? (We see the picture with our eyes. Etc.) Connect the objects and the corresponding sense organs with lines.
Theme: MAN

Exercise1

Exercise "Help the Artist": Look at the portraits. What did the artist forget to draw? What parts of the face were the puppet characters left without? (Pinocchio was left without a nose. Etc.) Draw the missing parts of the faces of the heroes of the fairy tale and paint the portraits.

Exercise2

Didactic game "Pick up the words" The speech therapist asks the children questions in turn:

What eyes do you have? (My eyes are beautiful, gray, large, etc.).

What kind of hair do you have? (My hair is thick, long, shiny, etc.)

What are your nose, mouth, ears like? (Similar work is being done.)

Exercise3

Didactic game "What things a person needs to be clean and tidy"

Various items are laid out on the table: a toothbrush, soap, an iron, a washcloth, etc.

Children choose any subject and make sentences.

For example: A person needs a comb to comb his hair, etc.

Exercise4

"Find the mistake." Use grammatical category dative case.

The eyes need nostrils. Ears need eyelashes. The chin needs a fist. Legs need elbows. Neck needs knees. The head needs nails. The back of the head needs heels. The shoulder blades are needed by the stomach, etc.

Exercise5

"Think and answer." Agreement of nouns with numerals. Children must give a complete answer to the speech therapist's question.

How many eyes do two children have? (Two children have four eyes.)

How many ears do three boys have?

How many paws do two chickens have?

How many paws do two cats have?

How many fingers are on two hands?

How many ears do two boys have?

How many ears do two dogs have?

How many toes are on the right foot?

How many noses do four boys have?

Exercise6

Fairy tale "The Giant and the Gnome". Formation of words with magnifying and caressing shades.

“Once upon a time there was a Giant.

He didn’t have a nose, but ... (nose),

Not eyes, but ... (eyes),

Not lips, but ... (lips),

Not hands, but ... (hands),

Not fists, but ... (fists),

Not elbows, but ... (elbows),

Not a leg, but ... (knives),

Not nails, but ... (nails).

The Giant did not have a house, but ... (house). And next to it stood the house in which the Gnome lived. He did not have a nose, but ... (nose), etc.

The Giant was huge, and the Dwarf was tiny. But they lived happily and were close friends.”

Exercise7

Exercise "Tell me": Describe the portrait of your favorite fairy tale hero according to the proposed visual plan.

Short description

In circle activities, children will develop the ability to navigate in the sound-letter system of their native language, and phonemic processes will be formed. Specially selected creative and didactic games, exercises and tasks allow you to expand the vocabulary of children, teach you how to build phrases correctly, express your thoughts, show your creativity, in a word, develop the child's literacy.

Description

MBDOU "KINDERGARTEN OF THE COMBINED VIEW No. 27" G.ACHINSK ADVANCED PLANNING OPTIONAL EDUCATIONAL ACTIVITIES GROUP PREPARATORY FOR SCHOOL CIRCLE "GRAMOTEYKA"
Educator: Mitrokhina Lyudmila Vladimirovna
Explanatory note IN last years many teachers primary school and school speech therapists note the large growth of children with writing and reading disorders (dysgraphia, dyslexia). In my opinion, this is due to the lack of formation of phonetic-phonemic perception and hearing in older preschoolers. In this regard, I believe that much attention should be paid to the formation of a sound culture of speech and the element of preparation for teaching literacy among older preschoolers. Preparation for literacy is closely related to sound culture speech. If the child does not pronounce sounds correctly, cannot distinguish and highlight them, select words with a certain sound, then the process of mastering the initial elements of literacy will be difficult. In circle activities, children will develop the ability to navigate in the sound-letter system of their native language, phonemic processes will be formed, i.e. the ability to hear, distinguish and differentiate the sounds of the native language; the sound side of speech, i.e. the child must have the correct, clear pronunciation of the sounds of all phonemic groups (whistling, hissing, sonors). Specially selected creative and didactic games, exercises and tasks allow children to expand their vocabulary, teach them to build phrases correctly, express their thoughts, show their creativity, in a word, develop the child's literacy. The literacy preparation course lasts one year.
The program includes one lesson per week in the afternoon. The duration of the lesson is 30 minutes. Purpose of the program- to form in children the necessary readiness for learning to read and write. Main tasks educational program mug "Gramoteika": Ø formation of orientation to the sound side of speech: - development of the ability to listen to the word; - own sounds; - select sounds; - to distinguish sounds similar in sound; - divide the speech stream into sentences, sentences - into separate words, make a graphical notation simulating the sequence of words in offer. Ø development of skills to navigate in the sound composition of the word: - consistently select sounds; - establish their place in the word. The effectiveness of this program by the end of the year:
1. children are well oriented in the sound side of speech;
2. own the action of sound analysis of words consisting of 3-5 sounds;
3. characterize sounds, differentiating them into vowels and consonants
(hard and soft);
4. compare words of different sound structures using
simulation action; 5. select words according to a given model;
6. analyze the speech stream, isolating sentences in it and graphically recording them.
children should know:
- differences between sounds and letters; - Differences between vowels and consonants.
children should be able to: - identify individual sounds in words;
- determine the number of sounds in words and their sequence;
- distinguish between sounds and letters, vowels and consonants, hard and soft
consonant sounds;
- determine the number of syllables in a word;
- determine the place of stress in a word;
- determine the number of words in a sentence and the number of sentences
in the text.

Time holding	Subject	Goals and objectives	Usage games
September	The concept of the word.	The development of ideas about the diversity of words. Consolidation of the concept of "word".	"Name the toy" "Child's world"
September	So different words	The development of ideas about the word. Development of the ability to compare words by sound (the word sounds different and similar); measure their length (long and short words).	"Name delicious words" "Words Friends"
September	word, syllable, sound	Fix the terms "word", "syllable", "sound". Development of the ability to determine the number of syllables in words; intonation to distinguish sounds in a word. Perfection is the ability to select words with a given sound.
September	syllable, sound	Development of the ability to determine the number of syllables in words; intonation to highlight a given sound in a word. Improve the ability to select words with a given sound.	"Name the words"
October	syllable - part words	Mastering the sound analysis of words; drawing up a scheme of the sound composition of a word; determining the number of syllables in words. Acquaintance with the graphic notation of syllables.	"Telegraph"
October	word, sound	Mastering the sound analysis of words. Improving the ability to select words with a given sound.	"Live Sounds" “Name the words with the sounds “d”, “d”.

October	Sounding words		Mastering the sound analysis of a word, comparing words by sound composition (the ability to find the same and different sounds in words). Acquaintance with the semantic-distinctive function of sound. Improving the ability to select words with a given sound.	"Live Sounds" "Name the words with the sounds "m" and "m"
October	Sounding words		Mastering the sound analysis of words. Acquaintance with the semantic-distinctive function of sound. Improving the ability to select words with a given sound.	"Live Sounds" ""Find the lost sound"
November	Sounding words		Mastering the sound analysis of words. Acquaintance with the semantic-distinctive function of sound. Improving the ability to select words with a given sound.	"Name a Couple" "Live Sounds"
November	What is this sound?			"What a sound got lost" "Name the words"
November	word, syllable, sound		Mastering the sound analysis of words; determine the length of words and make their graphic record. Improve the ability to select words with a given sound.	"Live Sounds" "Let's build a house"
November	Vowel sounds		Introduction to vowel sounds. Improving the ability to select words with a given sound.	"Name the words"
December	Word analysis. Vowel sounds		Mastering the sound analysis of words. The development of ideas about vowel sounds. Acquaintance with the syllable-forming function - the function of a vowel sound. Developing the ability to distinguish vowels from consonants.	"Live sounds" "Find a vowel sound"
December	Words and sounds		Continue to teach children to hear different sounds, be able to distinguish them; divide words into parts, change words.	"Change the Word"
December	Consonants sounds are solid and soft		Mastering the sound analysis of words. The development of ideas about vowel sounds. Acquaintance with the differentiation of consonant sounds into hard and soft.	"Name a Couple"
December	Vowels and consonants		Mastering the sound analysis of words. Strengthening the ability to select words with a given sound. Distinguish between vowels and consonants (hard and soft).	"Live Sounds" "Name the words"
January	impact sound		Mastering the sound analysis of words. Distinguishing sounds according to their qualitative characteristics. Developing the ability to distinguish percussive sound in a word. Consolidation of ideas about the length of words, the semantic function of sound.	"Which sound got lost?" "Look for words"
January	Stressed syllable and stressed sound in a word		Development of the ability to conduct a sound analysis of words, qualitatively characterize sounds, select words for given sounds. Mastering the ability to highlight the stressed sound in a word. Acquaintance with the meaningful role of stress.	"Name the words"
January	Sound analysis words		Development of the ability to perform sound analysis of words; distinguish between hard and soft consonants, stressed and unstressed vowels. Improving the ability to select words with a given sound.	"Say the words with the sound" h "
January	In the land of words and syllables. stress.		Develop the ability to determine the number of syllables in words. Mastering the ability to highlight the stressed sound in a word.	"Divide the words into parts" "Hammers"
February	Word and sound			"Name the words with the sounds g and g"
February	Sound analysis words		Development of the ability to perform sound analysis of words using a sound-letter model. Development of the ability to select words for a scheme consisting of three sounds.	"Name the words"
February	Sound analysis words		Development of the ability to perform sound analysis of words. Development of the ability to name words with a given sound.	"Name the words with the sound sh"
February March	Pick a word Change the word		Improving the ability to perform sound analysis of words using a sound-letter model. Development of the ability to select words for a three-sound model.	"Name the words" "Name a Couple"
March	impact sound		Development of the ability to conduct a sound analysis of words and qualitatively characterize sounds. Mastering the ability to highlight the stressed sound in a word. Perfection is the ability to select words with a given sound.	"Living words" "What sound got lost?"
March	name the word		Improving the ability to perform sound analysis of words. Mastering the action of changing words. Development of the ability to name words with a given sound.	"Find your home" "Name the words"
March	Offer		Acquaintance with the sentence, the rules for writing it, dividing the sentence into words and composing it from words. Teaching the ability to make a graphic record of a sentence. Development of the ability to select words for four - sound model.	"Live words" "Name the words"

April	Offer		"Live words" "Name the words"
April	Make an offer	Working with a sentence: analysis, repetition of writing rules, graphic notation. Development of the ability to select words for four - sound model.	"Name the words"
April	Offer and word	Improve the ability to analyze the proposal. Development of the ability to name words with a given sound.	"Telegraph"
April	sentence, word, sound	Improving the ability of children to analyze a sentence and make it graphic diagram. Improvement of the ability to compose words according to the sound model.	"Telegraph" Mystery game
May	Offer	Improve the ability to make sentences of 2-3 words; determine the sequence of words in a sentence research institutes.	"Word-sentence"
May	Make a proposal	Exercise in drawing up proposals according to schemes. Consolidation of the ability to make a graphic record of the proposal.	"Name the Word"
May	Sound, word, sentence	To teach children to independently select words with the sounds "s", "sh". Strengthen the ability of children to divide words into parts; independently transform words consisting of two syllables. To consolidate children's knowledge of the composition of sentences (two to four words).	"Name the Word"
May	Smarties and smarties	Create a joyful mood for children from the game. Consolidate acquired skills.	“Live words” “Hammers” “Look for words” “What sound got lost?”

Municipal budgetary preschool educational institution № 165

"Kindergarten of a general developmental type with a priority implementation of activities in the artistic and aesthetic direction of the development of pupils"

WORKING PROGRAMM

circle for the development of speech "Talkers"

Kemerovo

APPROVED

"___" ____________ 2016

at the pedagogical council

MBDOU No. 165

Compiled by: Soboleva A.V., educator MBDOU No. 165

The work program of the circle for the development of speech "Govorushki", 2016,

This program can be used by educators preschool institutions when working with children on the development of speech.

1. Target Section

Explanatory note

This work program has been developed in accordance with federal law"On education in Russian Federation» dated December 29, 2012 No. 273-FZ, Federal State Educational Standard for Preschool Education.

The program provides the development of personality, motivation and abilities of preschoolers 4-5 years old in various activities: gaming, communicative, perception fiction and folklore.

The program covers the speech direction of development and education of children.

The purpose of the program- the development of coherent, grammatically correct dialogic and monologue speech.

Tasks:

• the child's mastering of coherent monologue speech: the ability to compose descriptive stories about objects and objects, descriptive stories from pictures;
• develop dialogic speech: the ability to formulate questions, use elements of explanatory speech when answering questions;
• develop children's vocabulary by introducing children to the properties and qualities of objects, objects and materials and performing research activities;
• develop the ability to clearly pronounce the complex sounds of the native language, the correct pronunciation;
• to cultivate the desire to use the means of intonational expressiveness in the process of communicating with peers and adults.

• the principle of developing education;
• the principle of combining scientific and practical applicability;
• the principle of integration of educational areas;
• complex-thematic principle.

The program is addressed to preschoolers 4-5 years old. The content of the program takes into account such age psychological features children of this age, as the need for active speech development, which at this age is characterized by an increase in vocabulary not only due to nouns, but also verbs, pronouns, adjectives, numerals.

The duration of the program is 1 year. The age of children is 4-5 years old, middle group. The main form of organization of educational activities for the development work program- classes. The frequency of classes is 2 times a week, lasting 30 minutes.

Planned results of mastering the work program

Targets: the child is quite good at oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy.

Methods for mastering the content of this program:

Visual: observations; the use of illustrative and visual material, the use of ICT.

Verbal: teacher's story, conversation with children, reading children's literature.

Practical: figurative games- imitations, dramatization, game situations; didactic games; plot-role-playing games.

Thematic work plan of the circle "Talkers"

	Subject	Qty classes	Month
	"Hello, autumn!"		September
	"Bunny visiting children"		September
			September
	"I am human"		September
	Retelling of the fairy tale "Bubble, straw and bast shoes"		October
			October
	"Gifts of Autumn"		October
	"We were tamed by man"		October
	"My small homeland"		november
	Storytelling in a picture		november
	"Polite Words"		november
	Learning a poem		november
			December
			December
	Fairy tale retelling		December
	"My favorite toy"		January
	"How the Bunny Found Mom"		January
			February
	"In the world of professions"		February
	Description of subject pictures		February
	"Defenders of the Fatherland Day"		February
			March
	Fairy tale retelling		March
			March
	"Lessons of Moidodyr"		March
	Description of objects and toys		April
	Making up a story		April
			April
	"In the world of transport"		April
	"Victory Day!"		May
	"Family"		May
	"Visiting Mukha - Tsokotukha"		May
	"Literary Kaleidoscope"		May

	Subject	Target	Means of implementation
	"Hello, autumn!"	Encourage children to answer questions with simple full answers, ask questions and listen to the answers of comrades, maintain a general conversation; speak in turn without interrupting each other.	Illustrations "Autumn", didactic game "Make a picture"
	"Bunny visiting children"	Encourage children to write a descriptive story, when describing animals, name them characteristics and signs, actions, connect sentences.	Algorithm for compiling a descriptive story. Toys: hare, hare, fox, wolf, squirrel, bear, hedgehog, ball. Audio recordings with children's songs; basket.
	The story of the painting "Cat with kittens"	Encourage the children to write a short coherent story as well as a short story based on personal experience.	Painting "Cat with kittens", flannelograph, pictures of dogs, ducks, magpies, puppies, calves, ducklings. A ball of thread.
	"I am human"	Continue to encourage children to compose a descriptive story about a person, his body parts, differences from each other.	The poem "Parts of the body", the didactic game "What a person has two", riddles about the parts of the human body, didactic cards "How a person works."
	Fairy tale retelling.	Encourage children to retell the tale, expressively conveying the dialogue of the characters.	Russian folk tale "Bubble, Straw and Lapot". Toys: squirrel, dog, crocodile, giraffe; counting ladder.
	Formation of dialogic speech skills.	Develop dialogic speech, encourage them to ask questions and answer them on their own.	Toys: goat, hare, goat, cow, doll.
	"Gifts of Autumn"	Continue to develop dialogic speech, encourage children to continue the story started by the teacher.	Pictures: "Harvesting in the garden", "Vegetables", "Fruits, berries", 2 baskets.
	"We were tamed by man"	Continue to develop dialogic speech, encourage children to answer questions; to form in children the ability to form the plural form of nouns denoting cubs of animals in the nominative and accusative cases(foals, kittens, puppies, etc.)	Illustrations of pets; audio recording of the voices of pets; riddles about pets; didactic games: “Who has who?”, “Who eats what?”. Mobile game "Mousetrap"
	"My small homeland"	Encourage children to compose a short coherent story about their city, based on the questions of the teacher and personal knowledge.	ICT: virtual journey in the city of Kemerovo. Didactic game "Similar - not similar", Outdoor game: Freeze
	Storytelling in a picture	Lead the children to compose a small coherent story based on the picture. To form the ability to correctly form the forms of nouns in the genitive case.	Painting "Dog with puppies". Toys: a dog with puppies, a duck with ducklings, a rabbit with rabbits, a picture of a "magpie".
	"Polite Words"	Continue to develop dialogic speech.	Dramatization of the fairy tale "The Kind Mouse", attributes and scenery for the fairy tale, a toy - a bear cub.
	Learning a poem		Poem by E. Blaginina "Let's sit in silence", didactic game "Say kindly"
	Description of objects by their characteristics	To form the ability to describe an object without naming it. To intensify the use in speech of words denoting actions (verbs) and qualities of objects (adjectives).	Screen, Petrushka. Toys: ball, matryoshka, drum, car, doll, cow, duckling, sultans.
	Description and comparison of toys (dolls)	To form the ability to describe and compare dolls, correctly naming the most characteristics; speak in complete sentences.	Two dolls - big and small, with different colors and long hair. Mobile game "Dolls".
	Fairy tale retelling	Continue to develop the ability to conduct a dialogue, expressively conveying the conversation of the characters.	Dramatization of the fairy tale "Zayushkina's hut", attributes and scenery.
	"My favorite toy"	Develop coherent monologue speech by compiling a descriptive story using a toy while clearly naming its signs and actions.	Toys of choice for children, an algorithm for compiling a descriptive story.
	"How the Bunny Found Mom"	To form the ability to compose a collective narrative story; Encourage children to continue the story started by the teacher.	A toy - a bunny (big and small), a word game "Tender words", a finger game "Salting cabbage".
	Description of objects by pictures	Continue to form the ability to describe the object drawn in the picture, highlighting the most essential features; pronounce the sound “u” clearly and correctly, hear this sound in words, highlight it.	Pictures depicting different rabbits; three brushes: tooth, shoe, clothes.
	"In the world of professions"	Continue to develop the ability to conduct a dialogue, answer the teacher's questions in full sentences.	Projector, laptop. Slides: professions, stations. Pinocchio toy, cards depicting professions, "Professions" scheme, subject pictures of labor tools
	Description of subject pictures	Continue to form the ability to answer questions coherently in two or three sentences, naming the subject, its signs and actions.	Toys: puppy, duck, cube, hare. Items: box, brushes, tongs, screen, dishes. Flannelgraph.
	"Defenders of the Fatherland Day"	The development of speech through the unity of the development of the dictionary with the development of perception, ideas, thinking.	Slides with the image of the military (sailor, tanker, border guard, pilot). Pictures depicting various types of troops. Sound recording "Military sounds".
	Compilation of a descriptive story "My mother"	Continue to develop coherent monologue speech by compiling a descriptive story.	Didactic and word games: “Say kindly”, “What kind of mother?”, “Name the cub”. Algorithm for compiling a descriptive story.
	Fairy tale retelling	Continue to encourage children to retell the tale; develop monologue speech, focusing on the picture plan.	Andersen G. H. "The Ugly Duckling", picture plan, duckling toy.
	"Sound culture of speech: sounds u - h"	Preparing children for sound analysis words. To form the correct pronunciation of the sounds "sch-h" in syllables, words, sentences.	Poems: Marshak S.Ya. “About everything in the world”, Selvinsky I. “What is right?”. Proverb: "Schi and porridge are our food."
	"Lessons of Moidodyr"	Improve your dialogue.	Chukovsky K.I. "Moydodyr", didactic game "Wash properly", outdoor game "Even circle". cat toy.
	Description of objects and toys	Continue to form the ability to describe objects, toys; form a clear and correct pronunciation of the sound "l" (l)	Toys with the sound “l” in the name, pictures of domestic and wild animals.
	Making up a story	To form the ability to create a picture and talk about its content.	Flannelgraph, a set of pictures, matrix pictures.
	Consolidation of general concepts	Continue to form the ability to describe objects, choosing the words that are necessary in meaning; form a clear and correct pronunciation of the sound "p" (p)	Painting depicting a tiger, characters from the fairy tale "Teremok", toy chips.
	"In the world of transport"	Improve your descriptive storytelling skills.	Pictures "Transport" or toys, signal cards "Traffic light"
	"Victory Day!"		Illustrations "Victory Day", a poem by Belozerov T. "Victory Holiday".
	"Family"	Continue to develop the ability to conduct a dialogue; form ideas about the family and its members.	ICT: presentation "Family - kindergarten", didactic games: "Hello guys! ","Assemble the whole from the parts"; ball of thread.
	"Visiting Mukha - Tsokotukha"	To improve the skills of conducting a dialogue, the ability to write a descriptive story.	Screen, toy Fly - Tsokotuha, samovar, picture "Insects in the forest". Chukovsky K.I. "Fly Tsokotukha".
	"Literary Kaleidoscope"	Find out if children have favorite poems, fairy tales, stories; Do they know riddles and rhymes?	A conversation about what works children know.

3. Organizational section

The working program is provided with means of training and education, including methodical and children's fiction, audio-video aids, didactic games. In addition, the implementation of the content of the program is ensured at the expense of material and technical means and features of the organization of the developing object-spatial environment.

Methodical literature

	Title	City, publisher, year of publication.	Publication type
Loginova V.I., Babaeva T.I. and etc.	"Childhood: Program for the development and education of children in kindergarten"	St. Petersburg, Accident, 1997	Program
Ushakova O.S., Strunina E.M.	"The development of speech of children 4-5 years old"; program, guidelines, summaries of classes, games and exercises.	Moscow, publishing center "Ventana-Graf", 2010	Toolkit
Ushakova O.S., Strunina E.M.	"Methods for the development of speech of preschool children"	Moscow, VLADOS Humanitarian Publishing Center, 2004	Toolkit

Audio - video aids

Audio recordings: Shainsky V. - Plyatskovsky M. "Smile"; Shainsky V. - Nepomnyashchaya D. "Mammoth Song" about mother; Tukhmanov D. - Entin Y. "Brave Bunny"; VIA "Masterok" "Everything comes true in the world"; voices of animals and birds; Mikhalkov S. "Song of Friends"; sound recording "Military sounds".

Multimedia presentations:"Family - Kindergarten", « Virtual tour of the city of Kemerovo.

visual material

Paintings, pictures, silhouette figures, dummies.	Models, signal cards.	Literature for children
1. Demo pictures: "Seasons" "Animals" "Birds" "Harvesting in the garden" "Vegetables" "Fruits, berries" "How Man Works" Pictures depicting various types of troops. "Transport" "Rules of safe behavior on the road" Illustrations "Victory Day" "Insects" 2. Pictures: "Cat with kittens", "Dog with puppies", "Insects in the forest". 3. Models of vegetables and fruits.	1. Algorithm for compiling a descriptive story. 2. Pictures - matrices for compiling stories. 3. Traffic lights.	Russians folk tales: "Teremok", "Geese - swans", "Zhikharka", "Winter hut for animals", "Fox with a rolling pin", etc. Poems: Barto A.L., Blaginina E., Aleksandrova Z. and others. Stories: Zoshchenko M., Charushin E., Tolstoy L. and others. Tales: Chukovsky K.I., Zhukovsky V., Odoevsky V., Pushkin A.S. and etc.

List of works of children's fiction

No. p / p		Name
	Russian folktale Blaginina E. Danko V.Ya. Marshak S.Ya. Selvinsky I. Chukovsky K.I. Belozerov T. Chukovsky K.I. Akim Ya.L.	"Bubble, Straw and Bast Shoes" "Let's sit in silence" "Good Mouse" "About everything in the world" "What is right?" "Moydodyr" "Celebration of Victory" "Fly Tsokotukha" "First of May" - excerpt

Speech development games

Didactic games	Role-playing games	mobile games, game exercises
"Make a Picture" "What a person has two" "Tops-roots" "What is the salad made of?" "Tops-roots" "What of what?" "Who has who?" "Who eats what?" "Similar - not similar" "Say kindly" "Where is the sound "s" hidden? "Help the Sun" "Sweet words" "The Fourth Extra" "Who to be" "Who needs these things?" "Tell me about the military profession" "Which mother?" "Name the baby" "Name the items that will be needed for washing" "Wash properly" "Connecting Thread" « Assemble the whole from parts»	"Daughters - mothers" "Vegetable shop" "How a hare was looking for mom" "chauffeurs"	Physical minutes: "We chop cabbage" "Hares Jump" "Sun" "Salting cabbage" "Let's go, let's go by car" Outdoor games: "Mousetrap" Freeze "Dolls" "Sun Bunnies" “Where we were, we will not say, but what we did, we will show” "What changed? » "Airplane" "Shark" "Smooth Circle" "Traffic light" "Sky, sea, earth, rails" "Burners"

Logistics. Basic training equipment

	The name of thematic corners in the group	List of main equipment
	theater corner Corner of children's fiction. Safe traffic area.	Screen. Various types of theaters: table, finger, etc. Attributes and decorations for fairy tales. Masks, masks-caps for fairy tales. Literature for reading, storytelling, memorization, examination. traffic lights, didactic material: "Carriageway", "Rules of conduct on the road", etc.