Open correctional speech therapist session for preschoolers. Notes of individual speech therapy sessions plan-summary on the topic

Arouse in children the need to communicate with people. Develop the ability to listen and hear the teacher. Activate active and passive vocabulary on the lexical topic: “Pets.” Ability to recognize and name animals from pictures.
Form a holistic perception of objects (images of animals).
Development of speech breathing, general and fine motor skills. Development of visual and auditory attention. Development of thinking. Improving the grammatical structure of speech. Development of coherent speech. Tasks are implemented through game situations.

A lesson summary on the topic "T-D differentiation" is presented as part of a modern speech therapy lesson. In the course of work, elements of project activity are used: the ability to follow instructions, compare the result with what was required to be completed; inclusion of individual tasks depending on the zone of proximal development of each child. The development will be useful for speech therapists working in schools.

Target audience: for speech therapist

A lesson summary on the topic “Letter to Santa Claus” is presented with elements of brain gymnastics. During the working hour, an atmosphere of interest and mystery is introduced. There is an introduction to the rules of writing letters, and attention is also paid to Ozhegov’s dictionary. Children are active partners of the teacher throughout the entire correction. This approach meets modern requirements.

Target audience: for speech therapist

A lesson summary on the topic “Differentiation of sounds S-Sh” is presented using accompaniment techniques using motor correction methods. Ensuring the interaction of the right and left hemispheres is the basis of intellectual development. During the lesson, children formulate the topic of the lesson, accept and save the learning task, and search for the necessary information. They form self-esteem based on successful activities.

Target audience: for speech therapist

Summary of an individual lesson on differentiation of sounds zh-sh. Designed for children of middle school age. A colorful presentation helps maintain the child’s interest and attention throughout the lesson. During the lesson, the child has the opportunity to independently complete tasks on the computer.

Target audience: for speech therapist

SUMMARY OF A SUB-GROUP Speech Therapy Session on the Correction of Sound Pronunciation Disorders
Topic: differentiation of sounds [p] and [p’] in words.
Lexical topic: journey to the city of professions.
Technologies: gaming (travel activity), information and communication.
Goal: to develop the ability to distinguish between the sounds [p] and [p’] based on words.
Tasks:
Educational:
- train to distinguish between the sounds [р] and [р’] in words;
- develop auditory attention, phonemic analysis, synthesis and representation;
- update and clarify the meaning of words on the lexical topic “Professions”;
- develop the skill of word formation in a suffixal way;
Correctional and developmental:
- develop logical thinking, communication skills;
Educational:
- cultivate curiosity, cognitive activity and interest in learning activities in general.

Target audience: for 4th grade

Summary of an individual lesson on automating the sound Ш in the middle of a word. Designed for children of senior preschool and primary school age. The desire to help and treat Stepshka with carrots maintains the child’s interest and attention throughout the entire lesson. Special tasks for schoolchildren train reading and writing skills.

Lexical

• activation and enrichment of the vocabulary on the topic “Ground transport”;
• clarification and consolidation of knowledge about the main purposes of transport (passenger, cargo, special);
• repeating the meaning of traffic lights;
• updating of words denoting the components of a truck.

Grammar

• development of skills in constructing statements and reasoning;
• an exercise in the formation of plural nouns, strengthening the ability to coordinate a numeral with a noun.

2. Corrective and developmental:

• development of children's mental activity;
• development of fine and gross motor skills;
• development of ingenuity and intelligence in children;
• development of memory and attention;
• development of coordination of speech with movement;
• development of dialogical speech (ability to answer teacher’s questions).

3. Educational:

fostering independence and activity in the classroom.

Equipment:

• demonstration material - drawings depicting ground transport;
• circles made of colored cardboard: YELLOW, RED, GREEN;
• a cardboard truck for repeating “The Joke” using a poster;
• a poster depicting the components of a truck;
• markers.

Lexical material:

Ground transportation: passenger car, bus, trolleybus, tram, train, truck, excavator, fire truck, ambulance

Priority educational areas:"Cognition", "Communication"

Expected result (for a speech therapist teacher): Organize activities for students to consolidate knowledge about ground transport.

Expected result (for students): Consolidate knowledge about ground transport, improve the grammatical aspect of speech using the material of this topic.

Lesson time – 30 minutes

Progress of the lesson:

I. Organizational moment

Target: Activate substantive vocabulary on the topic “Transport”.

Speech therapist: Hello guys, today we have a very interesting lesson, and you will soon understand for yourself what it is dedicated to. Today you will not just be students, you will be car drivers! Take one upside-down card each and get into your cars (they sit at desks, with images of ground transport on the back of the chairs).

Speech therapist: Now, one by one, we will name who has what is shown in the picture. I will begin. I have a truck...(The children continue along the chain.) What is the name of all this, in one word?
Children: Cars, transport.

Speech therapist: That’s right, so you named the topic of the lesson yourself, it’s transport! This is exactly what we will talk about.

II. Main part

Conversation with children on the topic “Types of transport”

Purpose of the conversation: Review the main types of transport.

Speech therapist: In the last lesson I told you about types of transport. Which ones do you remember? I'll help: what kind of transport is it that moves underground? — underground; transport that moves on what water?, on the sky? — air, on the ground? – ground.
Children: Ground, air, water and underground.

Speech therapist: Well done, you tried to remember all types of transport, but today we will talk about one of them that surrounds us every day - ground transport.

Speech therapist: So, guys, the transport that moves on the ground is ground. Name the ground transport that you see every day on the streets of our village.

Children: Cars, trucks, buses, etc. What other ground transport do you know? Those who find it difficult to answer, look at your chairs, there are clues there!

Children: trolleybuses, trams, etc. (if there is difficulty, images are shown).

Speech therapist: Well done guys, you were attentive and accurate. So, we named: cars and trucks, buses, trams, trolleybuses.

Physical education lesson “Machine”

Target: Practice coordination of speech and movement.

Speech therapist: Let's stand at our seats and repeat after me.

Doesn’t fly, doesn’t buzz, (We push our hands forward twice, then put them on our belts.)
A beetle is running down the street. (We extend our arms to the sides twice, then place them on the belt.)
And they burn in the beetle’s eyes (We push our hands up twice and place them on our belts.)
Two shiny lights (Sit down.)

Speech therapist: Think and tell me, what is transport needed for?
Children: It transports people and goods.

Speech therapist: Well done, every day we see different vehicles on the streets that transport goods and people. But cars are created not only to drive or transport goods. There are cars that are designed to provide assistance in various situations. They are called special or service vehicles. Garbage trucks remove garbage, snow plows and sprinklers clean roads, ambulances help people who have had an accident or those who need medical help, etc. To help us remember some of these cars, I suggest you guess the transport that I encrypted for you. Two people will need to rearrange the letters on the board in reverse order, and the rest will check!

Special equipment:

YSCHOMOP YAROX Ambulance
ANISHAM JANRAJOP Fire truck

Traffic signals

Speech therapist: You cope well with tasks. And now we will repeat the traffic lights. Do you know what the red signal means? Children (...) And yellow, green? (Children answer).
Speech therapist: Right. The red light tells us: - Stop! Dangerous! The path is closed! Yellow: Wait for the signal to move. The green light is open for us.

Speech therapist: Guys, imagine yourself as drivers for a few minutes. Rotating an imaginary steering wheel with our hands, we will quickly rush along conditional paths, turning left and right. And you, as drivers, must react correctly to green, red, yellow signals. When I show the red circle, you “freeze” (you can call the presenter)

And at the end of our lesson, in order to better remember transport, I suggest you connect the drawn car and its outline (individual cards are offered on which it is proposed to connect drawings of transport and their silhouettes with lines)

III. Bottom line

Speech therapist: What did we talk about today?
Children: About ground transport.

Speech therapist: What other groups can transport be divided into according to purpose?
Children: For passenger, cargo and special.

Summary of the frontal lesson "Kolobok's Journey" in the senior speech therapy group.

Summary of a speech therapy session aimed at developing the phonetic-phonemic aspect of speech in children using health-saving technologies

Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.

Description: This lesson was conducted in a senior speech therapy group. When preparing the lesson, the emphasis was on the lexical topic “Autumn”. This lesson will be useful for speech therapists and preschool teachers.

Goals and objectives:
Correctional and educational:
teach children to characterize the sounds [y] and [a], and select words for a given sound.
introduce children to the sound [p] and the method of its characterization based on articulatory and acoustic features;
introduce the concept of a “voiceless consonant” and the location of the sound at the beginning of a word;
learn to isolate sounds in syllables and words.

Correctional and developmental:
develop general, fine and articulatory motor skills of children;
develop phonemic processes;
develop breathing and voice;
consolidate the concepts: “sound”;
improve children's communication skills;
increase speech activity;
develop melodic-intonation and prosodic aspects of speech;
develop mental processes;
increase performance and endurance.

Correctional and educational:
to cultivate in children the ability to finish what they start, perseverance and the ability to handle handouts.

Equipment: pictures of fairy tale characters, leaves with pictures, a river, a bridge, counting sticks, pictures for articulation gymnastics, an illustration of the “Letter P,” a tape recorder, a board.

Progress of the lesson:

1. Organizational moment.
Speech therapist: To be polite, you need to say hello
Everyone I meet, children know this.
You say hello, and in response it will sound

Children: Hi Hi!

Speech therapist: Let's say hello to our guests (children say hello).
Now let's say hello to each other.

Logorhythmics “Hello palms” (development of communication skills, initiative behavior, speed of reaction).

2. Main part.
Teacher: Guess the riddle: I didn’t tremble before the wolf,
Ran away from the bear
And the fox's teeth
Still got caught... (bun)

Let's come up with our own fairy tale about Kolobok.

Who will help us with this? (clever mind)

Then let's do some brain exercises. It will help you become attentive, active, relieve tension, fear, irritation and improve your achievements!

Kinesiological exercises.
“Ear – nose – cotton” - with your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”
"Fist - rib - palm."

Who else will help us? (tongue).

Articulation gymnastics.

Children perform exercises according to the text they heard and the picture they saw:
“We open our mouth - home, who is the boss in that house?
The owner in it, the tongue, rested on his lip with a spatula (“Spatula”).
The tongue goes out for a walk, it goes around the house (lick lips in a circle).
Who is here and who is there? He looks around (“Watch”).
He sees: the lips are very flexible, deftly reaching for a smile (“Fence”),
And now, on the contrary, the lips stretch forward (“Elephant”).
The tongue has become a painter, carefully painting the house (“Painter”).
He found himself on a swing, flying up and going down (“Swing”).
Who could guess? Our tongue is like a fungus! ("Fungus")
The tongue became an accordion, played and did not get tired (“Accordion”).
Tired of transformations: Tongue licks jam (“Tasty Jam”).
He loves to eat sweets, and then he gallops like a horse (“Horse”).

Well, now are you ready to come up with an interesting fairy tale? Then let's begin. Grandma baked Kolobok. And now we’ll show you how she baked it.

Finger gymnastics “Let’s bake a bun” - development of fine motor skills.

“Collecting flour from bottom to bottom” - children spread their fingers wide, then clench them into a fist.

“Kneading the dough” - children move the fingers of one hand over the palm of the other clockwise, then change the position of their hands.

“Roll out the dough” - rub your palm against your palm.

“Make a Kolobok” - put palm on palm - “roll the ball.”

Grandma baked Kolobok. I put it in the window to cool. The bun lay and lay. He jumped off the window and rolled (children perform the movement to the music).

Logorhythmics “Let's take a walk” (development of communication skills, initiative behavior, speed of reaction).

And there is a river on the way. How do we get to the other side?
Children offer answer options (swim across by boat, on a speedboat, on a ship).

Speech therapist: You can walk across the bridge. But the bridge is not simple, this bridge is sound. The one who names words with the sound A or U will pass. Children name the words and walk across the bridge.

He crossed the river, sat down on a tree stump and sang (the children sing to the music):
1. I left my grandmother
I left my grandfather.
That's what kind of bun I am,
Kolobok is a ruddy side.
2. Oh, how good I am!
How I love myself!
Many hugs,
I inhale through my nose.

Breathing exercise “Hug your shoulders” (according to A. N. Strelnikova).
Children stand straight and straight, their legs are slightly narrower. Than shoulder width apart; arms are bent at the elbows, raised to chest level and spread to the sides. In this case, one hand should be placed slightly lower.
On the count of “one”, we hug ourselves so that the elbows are close to each other in one place, the arms form a triangle - inhale!
After making 4 inhalation movements, you need to rest for a few seconds and perform this exercise again 4 times. And so 4 times, 4 inhalation movements.

A bunny runs past. The Hare saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let’s play instead.” The Hare thought and agreed.

Game "Collect leaves".
Leaves are scattered around the room, children are spinning like leaves to the calm music. The music stops playing, everyone must take 1 leaf.
There is a picture on the reverse side.
Look at the picture and say the word.
What is the first sound in this word?

In all the words we encountered the sound “P”. Let's say it again and watch how we do it.
Does the air come out easily or does it meet a barrier?
What kind of barrier is this? (lips).
So will the sound “P” be a vowel or a consonant? (consonant)
Now place your hand on the neck and pronounce the sound “P”. Is the neck silent or trembling? (silent)
This means that the sound is dull.
And in writing this sound will be indicated by the letter “P” - showing the letter.

Bunny says that he has instructions on how to make the letter “P” from sticks, but he won’t understand anything. Let's help him.

The letter P is a doorway.
We'll take three sticks.
Let's fold the two into a straight path.
We'll put the third one on top.

Have you figured out how to make the letter “P” from sticks? Then go behind the tables and fold this letter for the bunny.

The hare thanks the children and leaves.

As soon as the hare ran away, the Wolf ran to meet Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.” The wolf thought and agreed.

The Wolf was surprised by Kolobok’s knowledge and said: “Okay, I won’t eat you. But you have to play with me.”

Game for the development of phonemic hearing “Clap-stomp”

The wolf thanks the children and leaves.

Only the Wolf ran away, the Bear goes to meet Kolobok and says: “Kolobok, Kolobok - I will eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.”

Children repeat the characteristics of the sound “P” - the sound “P” is consonant and unvoiced, denoted by the letter “P”.

The Bear was surprised and said: You know about the sound “P”, but not everything. This sound can also be indicated by the color blue because it is a consonant. I won't eat you if you complete my task.

Game "How many sounds?"
The speech therapist pronounces the syllables AP, UP. Children name sounds in syllables, characterize them and lay out diagrams.

The bear thanks the children and leaves.

As soon as the Bear has left, the Little Fox comes along. She saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, I’ll tell you a poem”:

Pa-pa-pa - there is cereal on the table.
Py-p-p-p - no cereal.
Oop-op-op - everyone clap their hands.
Whoop-whoop-whoop – Vanya’s soup is delicious.
Yip-ip-ip - Philip came to us.
Whoop-whoop-whoop – we ate the soup.

The fox listened to the poem and said: Okay, I won’t eat you, but first let’s play a game.

Pa-pa-pa, here comes the fox!
Pa-pa-pa, so I’ll eat Kolobok!
Py-poy-poy, and I’ll hide from the Fox!
Pa-pa-pa, you won’t catch Kolobok!

Children, standing in a circle, chant the words. In the center of the circle is the Fox, behind the circle is Kolobok. Having sung all the words, the children raise their clasped hands high up, making “collars.” And the Fox catches up with Kolobok, running after him around the circle. When the music ends, the game stops.

Fox Kolobok didn’t catch him, got offended and ran away.

Relaxation exercise “Kolobok is resting.”

Children sing the words of Kolobok:

Children (singing): I was tired, I was in a hurry,
I almost got lost.
I'll lie in the clearing
And I'll look at the sky.

If they lose, children lie down on the carpet and rest.

Article from work experience. At a speech therapist's lesson.

teacher - speech therapist, Svetlana Vyacheslavovna Klokova, MBDOU d/s. No. 39, Arzamas, Nizhny Novgorod region.
Description: This article describes what a speech therapist does in classes with children. Designed for parents, teachers - speech therapists, high school students (for choosing a future profession).
Target: familiarization with the components of a speech therapy session.
Tasks:
- introduce the work of a speech therapist with children;
- increase interest in the profession of speech therapist;
- help young professionals when planning classes.

What parts do speech therapy sessions consist of?
Any speech therapist, after a comprehensive examination of the child, begins his work in different directions.
Development of articulatory motor skills in children:

- massage and self-massage of articulation organs (tongue, lips, cheeks, forehead, ears, cervical collar area);
- articulatory gymnastics to strengthen and develop the accuracy of movements of the muscles of the tongue, lips, soft
palate, lower jaw.
Development of speech breathing:

As you inhale, inflate your tummy, as you exhale, deflate it;
- learning to breathe deeply through the nose and mouth;
- development of correct extended exhalation through the nose and mouth;
- training in prolonged strong exhalation in the “tube” lip position;
- learning to exhale for a long time with a protruding tongue.
Development of phonemic functions:
- recognition of non-speech sounds;
- recognition of speech sounds;
- isolating a sound from a number of other sounds, syllables, words;
- distinguishing vowels and consonants;
- selection of words for a given sound;
- determining the place of sound in a word;
- analysis and synthesis of words.
Development of mental functions:

- perception;
- auditory and visual attention;
- auditory and visual memory;
- thinking;
- imagination.
Development of fine and gross motor skills:

- finger gymnastics;
- grapho-motor skills;
- speech with movement;
- constructive praxis;
- orientation in the diagram of one’s own body and in space.
Vocabulary enrichment:
- various parts of speech (nouns, adjectives,
verbs, numerals...);
- prepositions;
- generalizing concepts;
- antonyms;
- synonyms;
- homonyms.
Formation of the syllable structure of a word:
- rhythm reproduction;
- laying out chips according to the number of syllables;
- repetition of different syllables (direct, reverse, with confluence);
- repetition of words of different syllable structures;
- repetition of sentences of different syllable structures;
- repetition of tongue twisters and tongue twisters.
Development of grammatical structure of speech:

- changing nouns, adjectives, verbs by gender,
numbers, cases;
- agreement of nouns with adjectives, numerals;
- enriching speech with prepositions and prefixes;
- formation of relative, possessive adjectives;
- formation of nouns with diminutives
suffixes.
Development of coherent speech:
- drawing up proposals;
- retelling using mnemonic tables;
- retelling short stories;
- writing descriptive stories;
- compiling stories based on a plot picture, a series of plot pictures;
- inventing riddles, stories, fairy tales on your own (parts);
- learning poetry, dialogues;
- learning to ask and answer questions.
Reading training:

- familiarity with letters;
- merging of reverse syllables;
- merging of straight syllables;
- composing and reading words;
- writing and reading proposals;
- reading short texts.

Victoria Maygurova
Summary of an open lesson for a speech therapist teacher “Journey to the Land of Sounds”

Notes of the teacher-speech therapist Maigurova V.V.

Topic: “Journey to the Land of Sounds”

Objectives: To introduce children to the concept of “sounds”, their varieties, methods of education; give the concept of “letter”, form phonemic perception, develop skills of sound analysis and synthesis, enrich and clarify children’s vocabulary on the topics: “Transport”, “Organs of speech”, exercise children in selecting words - antonyms, develop skills of correct speech breathing, improve fine and articulatory motor skills, coordination of movements with speech pronunciation, develop prosodic components of speech. Develop a psychological speech base (attention, memory, logical thinking, imagination, cultivate a friendly attitude with peers in joint activities, activate the cognitive interest of children.

Material: multimedia equipment, screen, Zvukovichok doll, individual mirrors, according to the number of children. a bell, a set of cards with vowel letters, symbols of vowel sounds, a carpet, circles with numbers from 1 to 10

Progress of activities:

Speech therapist: - Guys, Zvukovichok came to visit us. Children, do you like to travel? Would you like to go on a trip? I invite you to a magical land.

Guys, what types of transport do you know?

Children's answers: ground, air, water, magic.

Speech therapist: - And we will go on a carpet airplane.

Children, take tickets with seat numbers. Please proceed and take your seats according to your ticket number.

Wind chimes sound.

Speech therapist: - So that we can quickly get to a magical land. and during the flight we were not afraid, we will perform relaxation breathing exercises.

“Deep breath through the nose” (Left hand control on the stomach)

“Long exhalation through the mouth” (Right hand control at the mouth)

Children, close your eyes, open them. When we hear the sound of a bell.

Physical education minute “Curious Varvara”

Speech therapist: - Children, we have arrived in a magical land. Let's see where we end up.

Curious Barabara

Looks left

Looks to the right

Looking up

And looks down

Neck muscles tense

Let's go back

It feels so good to relax.

(We return to the starting position).

Speech therapist: - Children. Was it quiet during the journey or did you hear something? How do we distinguish sounds?

Children's answers: - We distinguish sounds with the help of our ears - the organs of hearing.

Experimental work

Children, look at the screen (letters appear on the screen).

Now let’s come to me and close our eyes (at this moment speech sounds are heard).

Speech therapist: - What did you see on the screen?

Children's answers: - We saw letters on the screen. But they didn't hear. Letters are a visible image.

Speech therapist: - What did you hear?

Children's answers: - We heard sounds, but did not see.

Speech therapist: - Children, we are going to the city of Zvukograd. The sounds of our speech live there.

"We are in the city of speech sounds

Let's go and wait to meet you

With native sounds

They live there after all

And we have a desire

speak beautifully

And everyone without exception

Surprise today"

Guys, people have an invaluable gift - Speech. Animals can make sounds, but this is not speech; they cannot talk to each other.

Working with mirrors (familiarization with the speech organs)

How do we make sounds? Guess the riddles.

You can pull them with a pipe

Or just open them

Even our teeth are begging

Open wider - (lips)

When we drive, they work,

When we don't eat, they rest,

We won't clean them. They will get sick - (teeth).

He's used to jumping in his mouth

Our naughty (language).

Game “What sounds are there” (selection of antonym words)

The sounds are:

high - low,

quiet - loud,

rough - tender

long - short,

There are also sounds:

warm - cold

Bring the back of your hand to your mouth and blow on it while singing the “Snakes” song:

Shhhhhhhhhhhhhhhhhh….

Children, what kind of air flow?

Children's answer: The air stream is warm

Now raise your palm and sing the “Pump” song.

What air stream?

Children's answers: The air stream is cold.

Finger gymnastics.

I'll rub my palms hard,

I'll twist each finger,

(Rubning the palms; grab each finger at the base and with a rotational movement reach the nail phalanx.)

I'll say hello to him,

And I'll start pulling out.

I'll wash my hands later

(Rub your palm against your palm.)

I'll put a finger in a finger,

I'll lock them up

(Fingers in the “lock.”)

And I'll keep it warm.

I'll let my fingers go

(Unlock your fingers and move them.)

Let them run like bunnies.

Speech therapist: - Children. In order to speak beautifully and clearly, we need to train our speech organs. Let's do some articulation gymnastics (gymnastics are done at a table in front of a mirror)

1) – Name the first sound in the words:

“I open my mouth wide, I hum a cheerful sound” - aaaaaaaa.

2) – Name the first sound in the words:

“Our lips make a wheel sound” - oooooh.

3) – Name the first sound in the words:

“I stretch my lips like a trumpet and sing the sound” - uuuuuu

4) – Name the first sound in the words:

And - And - And

“Pull your lips to your ears and you will get a sound” - aiiiiii

5) – Name the first sound in the words:

E – E – E

“Ege - gay! The sound guy is screaming, his tongue is sticking out of his mouth” - uh

6) – Name the last sound in the words: cats, tables,

Y – Y – Y

“Well, show your teeth and sing quickly” - yyyyy

Speech therapist; - The sounds were all different, but very friendly, since they all loved to sing. Their voices sounded beautiful and clear.

Let's try to sing like them. (Children sing together with a speech therapist, who accompanies the singing of vowels by moving his hand in the air along a horizontal line).

Sounds walked around the world and sang loudly. For this they began to be called VOWELS and were given red shirts. If the sounds were put on these shirts, then they became visible and turned into letters. But as soon as the shirts were taken off, the sounds became invisible again.

Choose symbols for each - a sound, its letter.

Children match letters to sound symbols.

Speech therapist: - Guys, our journey ends. What have we learned about sounds?

Children's answers: - We hear and pronounce sounds, but we do not see them.

Speech therapist: - What have we learned about letters?

Children's answers: - We see and write letters, but we don’t hear them.

Speech therapist: - Children, let's say thank you to Zvukovich for the educational journey. Now we take our places, close our eyes, count to 10 and back.

Here we are back at kindergarten! Did you enjoy our trip?

Children's answers.

Publications on the topic:

The use of musical exercises and songs in the process of automating sounds in the work of a speech therapist teacher at a speech center Automation of assigned sounds is one of the urgent tasks in the work of a speech therapist in the sound culture of speech. I am active in my classes.

Summary of an integrated lesson by a teacher-defectologist and a teacher-speech therapist in a preparatory group for children with mental retardation GBOU Gymnasium No. 1748 "Vertical" JV DO "Teremok" SYNOPSIS OF AN INTEGRATED LESSON FOR A SPECIFIC DEFECTOLOGIST AND A Speech-Language Pathologist TEACHER IN A PREPARATORY ROOM.

Summary of the open integrated lesson “Journey to the Land of Sounds” Summary of an open integrated lesson. Senior group. (Compiled by O.V. Melnichenko) Topic: “Journey to the Land of Sounds” Purpose: Consolidate.

Summary of a lesson on speech development “Masha’s Journey to the Land of Sounds” Goal: development of auditory attention and phonemic perception. Objectives: Educational: - introduce vowel sounds; - secure.

Summary of joint activities of a speech therapist teacher with children with special needs “Journey to the autumn forest” Correctional educational goals: to introduce the sound “I”. Correct articulation of the “I” sound. Be able to determine the place of sounds in words. Expand.