Nowadays, many teachers complain that children who come to first grade cannot coherently compose a story on a given topic, and there is a reason for this. Somehow the modern one missed preschool education this topic. Now we teach children preparatory group read, count and write before telling, and this is wrong. A child should be able to tell stories by school. And the teacher must teach him this. Not to make him a writer, no, but at least to give him algorithms, diagrams, mnemonic tables that the child will keep in his head and compose a more or less coherent story from them. And, of course, it takes practice. This also applies to parents. Print out such algorithms and occasionally ask your child to tell what he knows about some object or animal, following the diagram. And here are the diagrams themselves.

Schemes (mnemonic tables) for compiling descriptive stories on various lexical topics

(Toys, Transport, Wintering and migratory birds, Vegetables, Fruits, Domestic and wild animals, Family, Seasons).

Target:

Development of vocabulary, grammar and coherent speech in children.

Scheme of a descriptive story on the topic “Toys”

1. Size.
2. Form.
3. Color.
4. What is the toy made of?
5. Components (parts) of the toy.
6. How it is played.

Sample answer:

This is a pyramid. She is medium size triangular shape. Multi-colored pyramid. It is made of plastic rings. Rings need to be put on a stick. First put on big ring, then smaller and even smaller.

Scheme of a descriptive story on the topic “Transport”

1. Purpose of transport (passenger cars, cargo, passenger, special).
2. Type of transport (water, air, land, land).
3. Who drives the transport (specialty, profession).
4. What does this vehicle carry?

An airplane is a passenger air transport. The plane is controlled by a pilot. The plane transports people and their luggage over long distances. It can also transport cargo.

Scheme of a descriptive story on the topic “Wintering and migratory birds”

1. Type of bird (wintering or migratory).
2. Size.
3. feather color, appearance.
4. How it moves, behavioral features.
5. Where he lives.
6. What does it eat?

The starling is a migratory bird. He small size, a little larger than a sparrow. The starling's feathers are black and shiny. He flies and runs quickly on the ground. Starlings build their nests on tree branches, in old hollows, or in human-made birdhouses. Starlings eat insects and worms.

Scheme of a descriptive story on the topic “Domestic and wild animals”

1. Type of animal (domestic, our forests, hot countries).
2. Animal size.
3. The color of the animal's skin or fur, body features.
4. What does the animal eat?
5. Where does he live (habitat).
6. Ways of movement, behavior.
7. Dangerous or not dangerous to humans.
8. Benefit for humans (for pets only).

The fox is a wild animal of our forests. She is medium size. The fox has a red fur coat, and the tip of its tail and chest are white. The fox has a long tail and sharp, sensitive ears. The fox is a predator. It feeds on small animals. A fox lives in a hole in the forest. The fox runs fast. She has a good sense of smell. A wild fox is dangerous; you should not get close to it.

Scheme of a descriptive story on the topic “Family”

1. What is your name (First name, last name, patronymic).
2. Home address.
3. Who do you live with (list all members of your family).
4. A story about each family member (Name, patronymic, where he works).
5. How many people in total?
6. What does the family do when they get together (hobbies, family traditions).

My name is Ivanov Ivan Ivanovich. I live in the city of Krasnodar, on Krasnaya Street, in house number 8. I have a mother, father and brother. My mother's name is Elena Petrovna. She works as a kindergarten teacher. My dad's name is Ivan Petrovich. He works as an engineer at a factory. My brother's name is Vadim. He goes to school. There are 4 of us in the family. When we get together, we like to play dominoes and watch movies on TV.

Scheme of a descriptive story on the topic “Vegetables. Fruits"

1. Color.
2. Form.
3. Magnitude.
4. Taste.
5. Place of growth (where it grows).
6. Method of consumption (what is done with this product).

Apple is a delicious fruit. Apples are red or green. They come in big and small. Apples taste sweet or sour. Apples grow on apple trees. Apples are eaten raw, made into desserts, and made into compote or jam.

Scheme of a descriptive story on the topic “Seasons”

1. States of the sky and sun in given time of the year.
2. The state of nature at a given time of year (precipitation, grass, trees).
3. How people dress at this time of year.
4. Bird behavior at this time of year.
5. Animal behavior at this time of year.
6. Children's entertainment and adult activities at this time of year.

In winter, the sun is low above the ground and does not heat well. The trees are bare. Everything is covered with snow. People wear for walking warm clothes- fur coats, fur hats, winter boots, mittens. Migratory birds fly south in winter. Many animals hibernate. Although it is cold in winter, you can skate and ski, build a snowman and play snowballs.

Any algorithm can be supplemented to make the story more voluminous and interesting. In any case, familiarity with such schemes will suit the child for good.

Preschool education No. 10 for 1990 pp. 16 - 21

Brief description of the technique

One of the main tasks of children's educational institutions is the formation of coherent speech in a preschooler, that is, the ability to clearly, logically, consistently talk about events and phenomena, easily combining individual sentences into a single semantic and structural whole. Among all types of coherent speech special place occupy descriptive stories. Such stories are characterized by the creation of a verbal image of an object in a static (motionless) state. The lack of dynamics significantly complicates planning for the child, and, consequently, the formulation of a detailed statement.

Let's imagine that a kindergarten teacher shows preschoolers an ordinary tomato and asks them to write a story about it - a description. What should you tell your child about if no action happens? What are the characteristics of a tomato? In what order should these signs be listed? How to keep the intended sequence of presentation in memory? What sentences should I use to make the story coherent and clear? Not only for preschoolers, but also for ordinary students primary classes It’s not easy to cope with such tasks...

Many years of experience practical work convinces that in case of spontaneous speech development the child is not able to master composing descriptive stories. For such activities, the most favorable speech environment is not enough. Targeted, scientifically based, systematic training under the guidance of a specialist is required, as well as the use special visual aids.

As a universal aid for preschoolers to model a descriptive story, readers are offered graphic plans - diagrams, which were developed, refined and applied by the author in practice since 1983 ( first publication of schemes in the magazine “Preschool Education” No. 10 for 1990).

Scheme for describing and comparing toys

Scheme for describing and comparing dishes

It is characteristic that without visual support (in the absence of a diagram) ordinary preschooler(without speech disorders) is unable to retain in memory the outline of a story - a description consisting more than 4 points. It is obvious that writing descriptive and comparative stories in traditional version(without diagrams) not available to children with special needs.

The proposed schemes allow the child to constantly adhere to graphic plan a story consisting of 6 - 8 points. In addition, diagrams help a preschooler to: highlight certain qualities of an object, visually represent their quantity and sequence, maintain this sequence when presenting a descriptive story and thereby make it more complete, accurate, coherent, and continuous.

Considering the above, descriptive and comparative stories using the author’s schemes can be used when correctional education children with special needs at the start-up stage.

Our diagrams reflect the most characteristic features objects related to the main thematic groups from State program preschool education: toys, clothes, dishes, food, vegetables, fruits, pets, wild animals, birds, people's professions, seasons.

Scheme for describing and comparing vegetables and fruits

Scheme for describing and comparing birds

Each feature is represented in the diagrams by special symbolic images accessible to children preschool age. According to psychologists, mastering various signs and symbols helps a child not only analyze, compare, and generally perceive reality, but also increases mental age child, contribute to the transition of his thinking to a higher level.

Scheme of a descriptive and comparative story about people's professions	Scheme for description and comparison of clothing
Scheme for describing and comparing seasons	Scheme for describing and comparing animals

Compiling stories - descriptions using diagrams

Learning to write descriptive stories is very important for a child's development because... the ability to accurately, concisely and figuratively describe a subject is a condition for improving speech and thinking and facilitates the process of information exchange.

One of the factors that makes writing descriptive stories easier is diagrams.

Write a story - a description using the "Insects" scheme

Write a story - description on the topic "Fruit":

Write a story - description on the topic "Animals":

Write a story - description on the topic "Poultry":

Write a story - description on the topic "Wild Animals":

Write a story - description on the topic "Trees":

Write a story - description on the topic "Flowers":

Write a story - description on the topic "Buildings"

Write a story - description on the topic: "Furniture"

Write a story - description on the topic " Appliances":

Write a story - description on the topic "Dishes":

Final lesson on the topic "Autumn"

Tasks:

1.Development of general speech skills

Teach children to arbitrarily change the strength of their voice.

2.Vocabulary

Systematize children's knowledge about autumn, about autumn phenomena nature.

Reinforce the concepts: “Vegetables”, “Fruits”, “Mushrooms”, “Berry”, “Migratory birds”, “Wild animals of our forest”.

Expand your active vocabulary on these topics.

3.Teaching coherent speech.

Improving the skill of writing stories based on a picture and a series of paintings.

Learning to construct sentences with the meaning of opposition.

4.Develop grammatical structure speeches

Improve children's ability to form and use singular and plural nouns in speech.

To teach the agreement of adjectives with nouns, the use of relative and possessive adjectives in speech.

Use of simple and compound prepositions in speech.

Improve the ability to coordinate the numerals two and five with nouns.

5.Development of spatial, temporal and elementary mathematical concepts.

Develop the ability to concentrate attention and isolate 1 object from several images of objects superimposed on each other.

6.General and fine motor skills

Games to develop coordination of speech and movement.

Finger gymnastics.

Game "Magic Laces".

Equipment:

Picture material on lexical topics: “Early autumn”, “ Late fall", "Migratory birds"; Handout: laces of three colors (green, orange, yellow), circles of colored cardboard of two colors (red, green); for flannelgraph: a card with the image of the contours of vegetables superimposed on each other, a card-diagram for constructing sentences with the meaning of opposition, cards - a series of paintings “Autumn”; soft toy cat, wonderful bag.

Previous work:

Learning poems: S. Yesenin “The fields are compressed...”, T. Trutneva “Autumn”, N. Nishcheva “Everyone has their own home.”

Conversations on the above lexical topics.

Preparation of a retelling of the texts: “How apples are picked” by B. Zhitkov, “They mowed it a long time ago...” by I. Sokolov-Mikitov, “Autumn Rains” by G. Skrebitsky, “The first to hit the road” by G. Skrebitsky, “The Last Berries” by I. Pavlova, “Bear” after A. Klykov.

Progress of the lesson

Children stand next to their desks.

Educator. The one who stands for... (child's name) will sit down.

Before…

Near…

The children take their places.

The teacher asks a riddle

Empty fields

The ground gets wet

The rain is pouring down.

When does this happen?

Children. In autumn!

Educator.

Guys, do you hear the sound?

I think it's a knock.

We have guests!

Let's open the door and ask you to come in.

The teacher opens the door, behind the door is a soft toy cat with a “wonderful bag”.

Didactic game: "Say the opposite"

Educator . A cat named Vice versa came to visit us. Tell the cat " Big house, - will answer - No, little one! If you tell the cat, “It’s a deep river,” he will answer, “No, it’s shallow!” Guys, what will the cat answer if you tell him:

Educator. Sad mood

Children. No, fun mood

Educator. It's a nasty day

Children. No, it's a sunny day

Educator. Long nights

Children. No, short nights

Educator. Cold weather

Children. No, warm weather

Educator. Poisonous mushrooms

Children. No, edible mushrooms

Educator. Sour berries

Children. No, sweet berries

Educator. deep puddles

Children. No, small puddles

Educator. Early autumn

Children. No, late autumn.

The cat “leaves”, forgetting his bag.

Development of coherent speech

Educator. Guys, can anyone tell me what time of year it is now?

Children. Late fall.

Educator. That's right, late autumn. But let's talk first about early autumn.

The teacher invites one of the children to recite a poem about early autumn.

One of the children names the signs of early autumn from the painting “Early Autumn”.

Educator.

Well done boys! It's time to get some rest. Imagine yourself as autumn leaves.

The teacher turns on the music and invites the children to go to the carpet.

Physical education " Autumn leaves»

Autumn leaves are quietly spinning (Spinning on tiptoes, arms to sides.)

The leaves lie quietly at our feet (They crouch.)

And under your feet they rustle, rustle, (Move your hands to the right, left.)

As if they want to get dizzy again. (Rise and spin around.)

Children go to the tables.

Educator.

Guys, autumn is rich not only bright colors, In the fall, vegetables and fruits are harvested.

Didactic game “Tell about vegetables”

On a flannelgraph there are cards with a picture of a tomato, block letter Ah, carrots. The teacher calls one of the children and explains the rules of the game using an example: “The tomato is red, and the carrot is orange.” The teacher asks questions: what vegetables taste, shape, how they grow, what they feel like.

Didactic game “Disguised Objects”

On a flannelgraph there is a card with the image of the contours of vegetables superimposed on each other. The teacher calls one of the children and asks questions: “What did you see in the picture? Trace the outline of each object. Count the same objects."

Educator. Children, it seems the cat, on the contrary, forgot his bag. Want to know what's in it? The cat, on the contrary, whispered to me what was in the bag interesting game for you children.

Game "Magic Strings"

The teacher opens the bag and gives the children colorful laces.

Educator. Guys, these are magic laces, and you are little wizards. Turn strings into your favorite fruit.

Children complete the task, lay out the outlines of fruits from strings on the tables.

Educator. Now, let's put our “fruits” back into the bag and count them.

Children. There is one banana in the bag,... there are five bananas (oranges, pears) in the bag.

Educator. Guys, we remembered what fields, vegetable gardens and orchards are rich in in the fall - vegetables and fruits. What is he rich in? autumn forest?

Children. Mushrooms and berries.

Game "Edible - Inedible"

Edible - children pick up a green circle.

Inedible - children raise a red circle.

Words for the game: boletus, russula, fly agaric, fly agaric, cranberry, wolfberry, lingonberry, boletus, toadstool, honey mushroom, aspen boletus, raven's eye, chanterelle.

Exercise “What can be cooked from mushrooms and berries?”

The teacher asks the children questions: “What will you cook from mushrooms, what will you cook from berries?” Children begin their answer with the words: “I will cook from mushrooms...”.

Educator .

White snowstorms coming soon

The snow will be lifted from the ground

They fly away, they fly away

The cranes have flown away...

The teacher exhibits the painting “Birds of Migratory”.

Educator.

Guys, what are the names of the birds that fly away from our region in the fall and return in the spring?

Children. Migratory birds.

Educator.

Children, now imagine that each of you has turned into migratory bird... Let each of you say your name.

Children's answers . Praise.

Educator. Tell me, how do birds fly away?

Children. In a string, in a flock, in a wedge, individually.

Finger gymnastics “Birds”

This bird is a nightingale, (Children bend one by one

This bird is a sparrow, a finger on both hands.)

This bird is an owl

Sleepy head

This bird is a waxwing,

This bird is a corncrake.

This bird is an angry eagle. (Waving their palms folded crosswise.) Birds, birds, go home! (They wave both hands like wings.)

Educator.

Look out the window! No golden foliage or cheerful leaf fall to be seen. After all, it’s already late autumn outside!

The teacher displays the painting “Late Autumn” and invites one of the children to recite a poem about late autumn.

One of the children names the signs of late autumn.

Educator. The frost hit and warm houses I don't want to leave. Guys, what about our smaller brothers - wild animals? Do they have a warm one? cozy home?

Children

1st child

At the fox in the deep forest

There is a hole - a reliable home.

2nd child

Snowstorms are not scary in winter

A squirrel in a hollow on a spruce tree.

3rd child

A prickly hedgehog under the bushes

Rakes leaves into a pile.

4th child

From branches, roots, bark

Beavers make huts.

5th child

A clubfoot sleeps in a den

He sucks his paw there until spring.

6th child

Everyone has their own home

Everyone is warm and comfortable in it.

Educator. So this is how the animals of our forest spend the winter!

And now, children, I suggest you complete the last task - write a story about the passing time of autumn.

The teacher calls 2 children, each of them makes up a story based on a series of paintings displayed on a flannelgraph.

Lesson summary

The speech therapist asks several children what they liked about the lesson. Praise every child.

Summary of a lesson on speech development in middle group"Visiting the forester"

Tasks :

1. Learn to distinguish words with a certain sound by ear. Practice changing words using suffixes.

2.Develop phonemic awareness, children's dictionary.

3. Foster a love of nature.

Progress of the lesson:

Educator

"All the children gathered in a circle,
I am your friend and you are my friend.
Let's hold hands tightly.
And let's smile at each other"

Educator: - Guys, look, he came to us balloon!
- Look, there's a letter here. Let's read it!

“Hello girls and boys!

I invite you to visit. I will be very glad to meet you!”

Forester.

It turns out that the forester invites you to visit him.
- Do you know who the forester is? Where does he live? What is the name of
his house? (gatehouse)
(A forester is a person who watches over the forest so that no one offends animals in the forest, throws garbage, breaks trees, or picks flowers)
- Do you agree to go visit?
- Who will show us the way there? Look, bee. Let's ask her

"Bee, bee - show me,
Bee, bee - tell me.
How to find a path
To the forester's lodge?"

Bee: - I'll show you, of course. But I wanted to ask you, do you know the songmosquito(z-z-z-z), beetle song(w-w-w-w) , wind(sh-sh-sh-sh) , some water(ssssss) .
Let's play. I will say the words and you should clap your hands if you hear
mosquito song (Z) - zebra , car,umbrella, winter, snow;fence. song of a beetle (F) - belly, giraffe, house, apple,bug , hedgehog, knife ;
song of the wind (Ш) - hat, fur coat, candy,bump, car ;
water song (C) - table chair, hand,elephant, plane, tree.
- What great fellows you are! Further on your way you will meet a squirrel, she will show you the way.
Educator: -Look, here’s a squirrel. Let's ask her.
"Squirrel, squirrel - tell me,
Squirrel, squirrel - show me,
How to find a path
To the forester's lodge?"
Squirrel: - I'll show you. Just play with me.
D/i "Name in one word "

Butterfly, beetle, mosquito, fly, bee, dragonfly - insects;

Birch, oak, spruce, maple, pine, cedar - trees;

Starling, bullfinch, owl, magpie, cuckoo, swallow - birds;

Lingonberries, strawberries, raspberries, currants - berries;
- chamomile, bell, rose, lily of the valley, cornflower - flowers;

Fox, wolf, bear, hare, squirrel, hedgehog - animals

Well done! Now play a game with me " Small big"
"A hedgehog has small paws, but a bear has big pawspaws.
A hedgehog has a small nose, but a bear has a big oneconk.
A hedgehog has small eyes, and a bear has big ones.eyes.
A hedgehog has a small head, and a bear has a big onehead "

Fizminutka

Are you probably tired? Then everyone stood up together.

One - squat, two - jump, this is a rabbit exercise...

Educator:

"Bunny, bunny - show me,
Bunny, bunny - tell me,
How to find a path
To the forester's lodge?"

Bunny:

Certainly! If you play with me.

D/i "Call me affectionately"
Leaf -leaf ,

mushroom -mushroom ,

branch -twig ,

bush -bush ,

berry -berry ,

grass -grass ,

caterpillar -caterpillar ,

bug -bug ,

Christmas tree -Christmas tree,

flower- flower.
rain -little rain .

Sl./i "Who was who?"
Fox -little fox ,

wolf -wolf cub ,

bear -teddy bear ,
squirrel -little squirrel ,

hedgehog -baby hedgehog ,

tiger -T marigold ,

elephant -baby elephant ,

a lion -lion cub ,

hare -little bunny ,

mouse -little mouse.
- Well done! I really enjoyed playing with you. Go further, meet a hedgehog there, he will show you the way. Bon Voyage!

Educator:

Look, hedgehog. Let's ask him.
"Hedgehog, hedgehog - tell me,
Hedgehog, hedgehog - show me,
How to find a path
To the forester's lodge?"
Hedgehog:

I'll show you and tell you. Just answer my questions:
- Who lives in the forest?- What are the names of the animals that live in the forest?- Do you know which animal changes its winter coat for a summer one?- What do birds do in the spring?- What benefits do birds bring?- How do people take care of birds?- Which trees are green in summer and winter?- What can’t you do in the forest?
- Well done! You know a lot. Go quickly to grandpa the forester, he’s probably already tired of waiting for us.
Forester:

- Hello guys! What a great fellow you are for coming to visit me. And for me, my forest dwellers They have already conveyed by mail that you played with them and did not offend them. Please tell us who you met in the forest? What games did you enjoy playing?
- Thank you for coming to visit me. I will treat you to honey that the bee collected.

Speech development in children

Doctors and child psychologists always advise parents to communicate with their child before his birth or immediately after. How more parents react to the sounds he makes in the first months (crying, smiling), the more they communicate with him, the sooner he begins to speak. After just three months of such communication, parents usually understand the sounds made by their child, for example, by the nature of the crying they determine what happened to him and what he wants. However, parents should know that it depends not only on him and his age, but largely on them. And this is not only constant communication with the child, but also much more.

What does speech development depend on?

This is influenced by many factors, namely:

Connecting with parents on an emotional level. Her influence is very great. A child usually speaks well and freely if he feels loved and protected. But given a tough upbringing, built on many prohibitions, the child can be withdrawn and uncommunicative.

The child's constant need for attention and communication. A child, having learned to pronounce certain words and phrases, seeks communication, and above all, with people close to him. Therefore, do not be lazy and maintain a conversation with your baby, explain something to him, tell him something interesting. At the same time, remember to be careful in your expressions, because children most often copy the communication model of their parents.

Speech therapists and pediatricians rate this factor most highly. fine motor skills needs to be developed from the very birth of the baby, massaging his fingers, playing finger games using special items and materials. It will be very useful and interesting for a child to play with different cereals. For example, playing with beans, when the baby puts his hands into a container of beans and moves his fingers there. Allow your child to collect matches in a box with you, play with knots on a rope, roll a nut with his palms or a round hair brush. For the development of motor skills, it is very useful or test to play with cubes. Practice shows that the more parents play with their children and communicate with them, drawing their attention to surrounding objects, the more more like a child will speak.

Characteristics of speech of a child of the first year of life

Most children begin to pronounce their first words at the age of 12-14 months. Before this, the child is observed to have sound activity preceding speech, manifested in the form of a cry, similar to crying, or “humming.”

Crying is a signal for parents asking for help. There are four reasons why a baby cries:

he's hungry

he is cold,

he needs to change his underwear,

he is not feeling well.

A mother can learn to determine the nature and cause of a child’s cry. When the reasons are eliminated, the child will stop screaming.

When the baby is well-fed, healthy, dry, comfortable and warm, then relatively early, somewhere in the third month of life, he begins to show sound activity, namely “booming.” “Agu” is the sound a child makes when he is happy and completely satisfied with everything.

Scientists note that addressing a child with speech, even when he does not yet understand it, contributes to his positive mood, which becomes even brighter when they playfully talk to him and smile. This is precisely the reason why a child’s speech must be addressed from the very beginning of his life. You need to talk to him constantly. When you pick him up to feed him, say out loud: “Now mommy will feed you.” Talk while you change his diapers, do hygiene procedures when he just lies in, awake. Humming a lullaby before falling asleep promotes speech development, because it is important that the child hears and perceives human speech from the very beginning of life.

From word to sentence, from sentence to story.

Methodological development: Development of coherent speech of preschoolers with OHP using schematic plans.

From the experience of a speech therapist at NDOU " Kindergarten No. 140 JSC Russian Railways - Elena Mikhailovna Pokatilova.

Based on the results of speech therapy diagnostics, I found that children make little use of phrasal speech in the process of learning and play activity, experience difficulties in composing detailed syntactic structures, there is no independence in composing stories, the logical sequence of presentation is disrupted, and semantic gaps are observed.

Among the skills and abilities that need to be developed in preschoolers are: Special attention deserve the skills and abilities of coherent speech, since the further development of the child and his acquisition of educational knowledge in the school system.

Coherent speech presupposes mastery of the richest vocabulary of the language, assimilation of language laws and norms, i.e. mastery grammatical structure, as well as their practical application, the practical ability to use the acquired language material, namely the ability to fully, coherently, consistently and understandably convey the content of the finished text to others or independently compose a coherent text. Coherent speech is a way of forming thoughts, a means of communication and influencing others.

Having studied the works of A.K. Markova, Vorobyova, I chose schemes for structuring simple sentences, which children with special needs must master in the first stages of work when composing narrative stories.

Children are offered picture images of objects and subjects (pictures cut out along the contour). Schematic images of verbs (arrows), adjectives (wavy line), prepositions (schemes proposed by Tkachenko) are introduced.

Using the first model, children name words - actions, and display a schematic image of a verb (an arrow).

On at this stage, it is necessary to teach the child to compose a simple unexpanded sentence according to the proposed scheme. Subject + predicate verb. The main focus at the first stage is on action words. The lexical meaning of verbs is clarified and attention is drawn to the correct agreement of the subject with the predicate in a two-part sentence. (The magpie chatters. The magpie flies. The magpie looks around. The magpie sits. The magpie looks out. The magpie jumps).

Children are offered two object pictures. For example: magpie, bracelet. An analysis is carried out - a comparison of whether the proposal worked out or not. To construct a sentence, you need to add an action word. At this stage, we teach children to select words-actions that are close in meaning or select verbs, developing a logical chain of actions. For example, a magpie saw (noticed, noted, found, picked up, carried away, dropped) a bracelet.

The next stage of work includes the selection of adjectives for the noun, denoting it with a graphic (wavy) line. A sharp-sighted (white-sided, long-tailed, nimble, cunning, young...) magpie found the ring. The child comes up and replaces the card (graphic image) and says his word. Says the entire sentence with the chosen word.

When using the fourth model, children are asked to choose an adjective for the object of the action.

Magpie stole a beautiful bracelet.

Magpie stole a new bracelet.

A magpie stole a shiny bracelet.

The magpie stole the sparkling bracelet.

5. Model. Subject – predicate – object of action

(using prepositions)

Using the fifth model, children select action words by pronouncing a sentence according to the pattern.

Sentence with the preposition POD.

• The rubber ball rolled under the table.
• A rubber ball lies under the table.
• A rubber ball was found under the table.

Sentence with the preposition OVER.

• A beautiful butterfly fluttered over a flower.
• A beautiful butterfly circled over a flower.
• A beautiful butterfly flew over a flower.
• A beautiful butterfly flew (fluttered, circled, flew) over a flower.

After children have mastered the training exercises and learned to compose sentences using models, they can move on to coherent narrative stories consisting of 6 to 7 sentences. Children are introduced to the pictorial and graphic scheme of a narrative story. They are taught to retell a short text using a chain story scheme.

Children are read a short text, this work have a conversation. They select subject pictures and put them on the panel to compose a story about the chain organization of sentences. They are asked to retell the text using connecting words - actions.

To complicate the story with common sentences, models “ beautiful words” (qualitative adjectives).

When working with text, we teach children to replace nouns with pronouns and select synonyms.

You can ask children to independently arrange object pictures into open “windows” after reading the story. Retell the text based on a graphic diagram.

A subject-graphic scheme helps children better and faster remember a story they hear and retell it.

Children are invited to independently create a logical chain using a picture-graphic diagram, selecting the necessary words and actions. To make the story beautiful, lively and colorful, the child is asked to select adjective names, having previously placed the graphic image of the adjective into the picture-graphic diagram of the story.

Let's consider this stage in composing the story “How Little Frogs Appear.”

"How baby frogs are born"

Alla was catching tadpoles in the pond. They were small, with big head, big eyes And long tail. Alla placed them in a shallow bath. The tadpoles swam and wagged their tails. Alla watched the tadpoles for a long time.

Two weeks later, Alla saw little dark frogs near the bathtub. They moved away from Alla deep into the forest towards the swamp. Alla learned that frogs emerge from tadpoles.

According to the picture-graphic plan, the child can independently compose a short story.

Diana (7 years old):

Alla was playing in the pond. Tadpoles swam in the pond. Alla transferred the tadpoles into the bath. Little frogs appeared in the bathtub. The frogs jumped out and moved towards the forest. Behind the forest there is a swamp. Frogs live in the swamp. Frogs emerge from tadpoles.

All the narrative stories that the children composed as part of the lesson can be played out with the children in free activity. Using numerous sets of pictures, the child composes his own stories.

Stages of work on writing descriptive stories and stories - comparisons.

Writing descriptive stories is a more complex process than writing a narrative story. When writing descriptive stories, it is necessary to carry out preliminary work on the accumulation of a child’s vocabulary.

Preparatory stage. Enriching children's vocabulary.

Before starting work according to the scheme proposed by T. A. Tkachenko, children should be able to identify the most essential features description object. In the classroom, the teacher teaches how to group objects by shape, color, size, etc. When composing stories about fruits and vegetables, children play games “Recognize by touch”, “Recognize by taste”, “Collect fruits by color”... When composing stories about animals, the teacher reads educational stories to children from children's encyclopedias.

IN preparatory stage includes work on the ability to reveal the plan, understanding what this or that symbol means.

Stage 1. Collective compilation of a descriptive story according to the scheme.

At the first stage it is used ready-made diagram. We compose the story collectively, each child voices only his part of the story according to a picture-graphic scheme. We explain to the child that the story can be started with any picture diagram. Describes the appearance of the object. Let's look at the example of descriptions of fruits and vegetables. An analyzer is drawn on each card. We can see – size, color, shape. To the touch – hard, soft; smooth, rough; light heavy. The taste is sour, sweet... The smell is aromatic, fragrant, spicy...

With children who have difficulty remembering a statement, we play the game “Let’s tell it together.” The speech therapist and the child compose the story in parts, naming the same signs.

Stage 2. Writing descriptive stories by each child.

Children independently compose stories - descriptions, using a diagram.

The proposed scheme tells the child the sequence of the story.

The teacher must show that there is no rigid program in the story; we begin the story with any diagram map and tell it in any sequence.

The task can be varied. In addition to composing stories, children make up riddles - descriptions based on the diagram, and also guess riddles using independently posed questions based on the diagram.

Lera (6 years old):

I have a vegetable in the box. He white, triangular in shape, small in size. It feels hard to the touch. It tastes bitter. It smells very strong. He's very helpful. It can be eaten raw, and it is also added to cucumbers and tomatoes in jars and salads. What it is? (Garlic).

Data sets of pictures-schemes are attached to each lexical topic. When describing toys and household items, characteristics of the action with this item, components, and material are added. When describing animals and birds, a diagram card is added with auditory analyzer, which children use to describe who makes what sounds.

Stage 3. Collective drawing up of a diagram-plan for drawing up a descriptive story.

At the next stage of learning to compose a descriptive story, we continue to use diagrams, but not ready-made ones, but drawn up in class by the children themselves. And here we see that not only the diagram that will be used to compile a descriptive story is important, but the process of compiling this diagram itself is of great pedagogical importance:

Children themselves determine the sequence of presentation;

1. Select and propose ways to designate a particular characteristic.

Thus, at the stage of collective diagramming, further development of independence in composing a descriptive story occurs.

Stage 4. Independent drawing up of a plan and story.

At this stage, we invite children to independently compose a descriptive story and its diagram at home. Children bring their diagrams to class and use them to compose stories on a given topic.

This is the stage individual compilation scheme.

Thus, the transition to each new stage is expressed in increasing independence in composing a descriptive story, and all the work done prepares children for composing an independent descriptive story, without relying on a diagram. And at this stage, abandoning the scheme no longer has a big impact on the quality of the descriptive story.

Stage 5. Compiling comparative stories.

In addition to diagrams for describing one object, we collectively draw up diagrams for a sequential comparative description of two objects, where children first identify similar features of the object and discuss how to designate them. Then the children identify distinctive features.

Before we begin a comparative description of two objects, we conduct the following game exercises with children: “Prompt the word”, “Find the differences”, “Say the opposite”, “Two objects”, “How are they similar, how are they different”...

We teach children to identify general signs: general concepts, shape, color, taste. If the story is about an animal - habitat, food, appearance, etc. Then we tell how these objects differ.

As a result of working with picture diagrams, children can independently compose their own descriptive story about any subject. A child can fantasize with mom and dad. Sketch your own diagrams and express your creativity in composing stories.

Pokatilova Elena Mikhailovna,
teacher speech therapist,
NDOU "Kindergarten No. 140 JSC Russian Railways",
Perm

Integrated educational areas: “Communication”, “Cognition”, “Reading” fiction", "Socialization", "Health".

Types of children's activities: communicative, reading fiction, gaming, motor.

Target: development of coherent speech.

Tasks:

• Develop the ability to write descriptive stories about people of different professions using a plan diagram.
• Expand and activate the vocabulary on the topic “Professions”.
• Practice using nouns in the genitive and dative cases in speech; in the selection of action words.
• Improve the ability to listen attentively to the poetic text of a riddle.
• Strengthen the skill of self-control of pronunciation in independent speech.
• Develop memory, attention, thinking.
• Develop skills of cooperation, mutual assistance, goodwill and initiative.
• Create an emotionally prosperous climate and provide the necessary physical activity.

Equipment:

• demonstration pictures depicting people of different professions
• handouts depicting tools
• diagrams for writing descriptive stories
• computer presentation
• Dunno doll

Previous work:

• Conversations “Professions of our mothers and fathers.”
• Reading V. Mayakovsky “Who to be?”, E. Permyak “Mother’s Work”.
• Games “Riddles about professions”, “How to say otherwise”, “Say the word”.
• Excursions to a construction site, a store, a hospital.

GCD move

Organizing time.

Game exercise"Who is this? Who hid (who was missing?)"

Computer presentation of riddles.

Introduction to the topic.

Educator: Today I met a boy on the street. He answered all questions “I don’t know”, “I don’t know”. Can you tell me who this is and what his name is? (Dunno). I invited him to join us.

A doll is brought in.

Dunno: What are you talking about here?

Children: About people's professions.

Dunno: I also know many professions and even know who does what.

Game exercise “Who does what?”

Invite the children to listen to Dunno talk about what people of different professions do. Decide whether he is speaking correctly and correct Dunno if necessary.

The doctor is making soup.

A teacher teaches children at school.

The cook heals people.

The driver is cleaning the yard.

The janitor drives the car.

The seamstress is mending boots.

The shoemaker sews clothes.

The seller sells products.

A builder cuts people's hair.

The hairdresser builds houses.

Dunno thanks the children for the correct answers and invites them to play the next game.

Game exercise with a ball “Who works where?”

Children stand in a circle.

The driver is on the road.

The cook is in the dining room.

A builder is at a construction site.

The doctor is in the hospital.

The seamstress is in the studio.

Salesman in the store.

Hairdresser - in a hairdressing salon.

Kindergartener.

Dunno invites you to help figure out who needs what for work.

Game exercise “To whom what?”

Work in micro groups. Children match the picture with their profession with tools.

Children are then asked to decide what they would like to be when they grow up. Schemes for composing stories are distributed.

Learning new things.

Compiling a descriptive story using a diagram.

Plan:

Name of profession. (Who is this?)

Place of work. (Where does he work?)

What does a person in this profession do?

(What does he do at work?)

What does he need to work?

(What items does he need for work?)

Sample story:

- This is the seller. The seller works in a store (supermarket, department store, etc.). He sells food, clothing, furniture, etc. To work, he needs a counter, scales, a cash register, food, and clothes.

Children's independent stories.

Fixing the material.

Game exercise “Make a sentence”

Dunno suggests finishing the sentence based on the pictures.

The doctor treats...

The cook is cooking...

The builder is building...

The seamstress sews...

The teacher educates...

The driver transports...

The hairdresser cuts...

The seller sells...

Bottom line.

- What did you learn today?

— What did Dunno learn from your stories?