Compiling stories - descriptions using diagrams. Teaching senior children how to write descriptive stories
Anna Goncharova
Summary of GCD for speech development. Compiling a story based on a series of pictures “Once upon a time in the forest”
Summary of GCD for speech development.
Compiling a story based on a series of pictures
Topic: Once Upon a Time in the Forest
Goal: Continue to teach how to arrange a series of pictures in a logical sequence, united by one theme, and compose detailed stories on this basis. Teach children to come up with a title for a story based on a series of pictures.
Progress of the lesson: An adult shows the children a series story pictures and asks questions about their content.
Material: story pictures, letter, table with 3 color tracks.
Organization Contents
Table with 3 colored tracks.
Children place pictures on the bottom
(from left to right) track.
Game "Time, place, objects".
1. Who do you see in the pictures? (boy, girl, hunter, kitten)
2. What else do you see? (tree with a hollow, butterfly, path, forest clearing, baskets)
3. Where does the action take place? (forest clearing).
4. When does the action take place? (in summer)
Name each picture: who is shown, what they are doing, why they are doing it
2-picture
3-picture
4- picture
Phys. just a minute:
Everyone leaves in order
They do exercises together.
Sit down and stand up, sit down and stand up
And they reached the ceiling
Left - right, left - right
It turns out great!
Get up! Exhale, breathe!
Now it's time for us to hit the road!
Children place pictures on the middle path
Game "Locomotive" ("What's behind what?") Q: Who do you see in the first picture (a boy, a girl - let's give them names)
Q: Where did Katya and Vova go? (in the forest)
Q: Why did they go into the forest? (for berries, mushrooms)
Q: Who is shown in the following picture (tree with a hollow, boy, girl)
Q: What did the children see in the hollow? (burning eyes)
Q: Why were the children scared? (they were scared)
Q: Who is in the following picture? (boy and girl, hunter with a gun)
Q: To whom did Katya and Vova run (to the hunter - let’s call him grandfather Egor)
Q: What was on grandfather Yegor’s shoulder? (gun, backpack)
Q: Where did the children and the hunter go? (to a tree with a hollow)
Q: What did grandfather Yegor do? (aimed the gun at the hollow)
Q: What did grandfather Yegor shout? (“Ah, well, come out, terrible beast!”)
Q: Who crawled out of the hollow? (kitty)
Q: Why did Katya, Vova and grandfather Yegor laugh? (they saw a little kitten)
B. Take the picture that you like and put it on the middle path.
Q. What are the children doing in your picture?
(a boy and a girl go into the forest to pick mushrooms)
Q. What happened then after they came to the forest? (the children approached a tree with a hollow)
(Children arrange the pictures in a logical sequence.)
B. Now let’s all make up a story together based on the pictures.
Children write individual stories
Adults write them down (an adult for each child)
come up with the name of the story collectively Q: what can you call the story? "Terrible Beast"
By time (summer, autumn)
Locally (at the edge of the forest)
By characters (about Katya, Vova, grandfather Yegor and the kitten)
By action (how the children were scared of the kitten)
What proverb is suitable for the title of the story?
(Fear has big eyes).
Reflection What did we do with you?
1) Looked at the pictures
2) Arranged them in order
3) Made up a story
4) They came up with the name “Terrible Beast”
For what? To learn how to write a story based on a series of pictures.
(Offer children coloring pages on the theme: “Autumn in the forest”
Reading stories in free time at the request of the children.
Target:
Tasks:
1.Development of the ability to convey the substantive content of plot pictures, to establish and adequately display in speech the effective basis of each picture and the actions of individual characters
Equipment:
Progress of the lesson
1. Organizational part.
Determining the characters of the future story (guessing riddles).
A ball of fluff, a long ear,
Jumps deftly and loves carrots. (Hare)
The beast is mustachioed, striped,
Sharp teeth, powerful paws" (Tiger)
It weighs three hundred tons,
A ton of ears, a ton of legs
That's how "Kroshka" is!
Ears are like wheels
A trunk instead of a nose" (Elephant)
2. Analysis of the content of each picture.
Who is shown in this picture? Tiger.
Who do you see in this picture? Tiger, bunnies.
How many bunnies are there? There are three bunnies here...
What do bunnies do? The bunnies are dancing (dancing).
Where do the bunnies dance? On the clearing (lawn).
"The bunnies are dancing (dancing) on the lawn."
What else is shown in the picture (indication of a fragment of the picture)? Forest
What is the tiger doing? The tiger runs after the hares.
What did the hares do? The hares ran to the river.
Where did they run?
Who else do you see in this picture? Elephant.
What did the bunnies do? The bunnies jumped on the elephant.
What did the tiger do? The tiger stopped and stood on its hind legs.
Where did the bunnies move to? The bunnies moved to the other side of the river.
What did the elephant do? The elephant doused the tiger with water.
What do bunnies do? They are dancing again.
3. Children place pictures of the series in the desired sequence on the typesetting canvas.
Plot details that are important for composing the story are clarified.
For example, according to the 2nd picture:
What is drawn here? River..
From the 4th picture:
What kind of water did the elephant pour on the tiger? Cold water
Children are asked to make a sentence with the word form “cold”: The elephant poured cold water on the tiger.
4. Children compose statements based on individual picture fragments (in a chain).
Lesson 7.
Topic: “Compiling a story based on a series of plot pictures”
Target: Teaching children to compose a coherent, sequential story based on a series of pictures with the development of the plot action presented in sufficient detail.
Tasks:
1. Development of the ability to convey the substantive content of plot pictures, to establish and adequately display in speech the effective basis of each picture and the actions of individual characters
2. Formation of the ability to combine the actions depicted in the pictures into a common plot situation by establishing the cause-and-effect relationship of the events depicted.
3. Teaching children how to create a plot (“exposition”) for the depicted action.
4.Development of grammatically correct phrasal speech of children in the process of learning storytelling, etc.
Equipment: 4 medium format color pictures, typesetting canvas or display board, tape recorder.
Progress of the lesson
1. Organizational part.
2. Game-exercise “Be careful!” One of the children places pictures of the series on the typesetting canvas in the desired sequence. Then, focusing on the pictures, the children one by one complete the sentence given by the teacher with the correct word.
Three... (bunnies) danced on the lawn; Jumped out of the forest... (tiger); The hares ran to... (river); On the river they saw... (an elephant); The bunnies climbed onto the back of... (the elephant); The elephant took with its trunk... (water); He poured... (water) on the tiger, etc.
3. Writing a story.
§ Compiling an “exposition” of a story on the teacher’s questions:
a) Who came to the lawn one day? One day...
b) What did the bunnies start doing on the lawn?
c) Who was in the forest and heard bunnies playing?
The teacher combines the children's answers into a short text at the beginning of the story.
§ Children compose a story based on two or three fragments of the series, including the compiled plot.
If there are difficulties, help is provided as you compose the story: - stimulating questions (“What happened then?”, etc.), an indication of the corresponding detail of the picture, a hint at the beginning of a phrase-statement ( initial word another in the meaning of the phrase).
4. Coming up with a continuation to the depicted action (based on the teacher’s guiding questions).
a) What do you think the tiger did next?
b) What did the bunnies say to the elephant?
c) What did the elephant say to the bunnies?
(If necessary, a hint is given for a possible answer to the last question: “He probably told them: “If trouble happens to you again, then...”).
5. Compiling a story based on the entire series of pictures as a whole by one of the children according to a preliminary plan (carried out in a stronger group of children).
Story outline:
§ Who was doing what on the lawn?
§ What happened next?
§ Where did the bunnies run?
§ How did they manage to escape from the evil tiger?
§ How did this story end?
As the story progresses, prompting questions and indications of a picture or its detail are used.
6. Exercise in selecting definitions for these words (characteristics of the characters in the story):
bunnies - cheerful, resourceful; tiger - terrible, ferocious (evil); elephant - kind, strong, etc.
7. Supplementation of the compiled story by other children (using a tape recording of the child’s story).
8. Analysis of children's stories. Attention is drawn to the completeness and consistency of presentation, grammatical correctness of speech, and the manifestation of elements of creativity in children's stories.
CONCLUSION
The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. Connected speech is the most complex form speech activity. It is in coherent speech that the main, communicative, function of language and speech is realized.
The formation of coherent speech in older preschoolers with SEN based on game techniques is a special direction in correctional work, promoting the acquisition of full-fledged skills verbal communication, the ability to more freely use a variety of syntactic, grammatical and morphological forms of language.
The study examined the features of the formation of coherent speech in older preschoolers with ODD. Theoretical analysis scientific and methodological literature on this issue showed what is offered various techniques on the formation of a coherent statement in various categories of children. Therefore, the problem of forming a connected monologue speech is one of the most relevant in speech therapy.
The results of the ascertaining experiment in preschool institution showed that older preschoolers with SEN experience significant difficulties in forming and mastering a coherent statement, as a result of which the appearance of a large number of errors during correctional classes. Most older preschoolers with OHP have coherent utterances that are often short, consisting of one or two words; there is inconsistency in statements, even if the child conveys the content of a familiar text; children's statements consist of separate fragments that are logically unrelated to each other;
It should be noted that at present a real contradiction has arisen between the need for effective correction of the coherent speech of children with SLD, the objective increase in requirements for the development of coherent speech of pupils at the time of admission to school, and the insufficiency modern technologies speech therapy work, the lack of correctional techniques, game techniques for the formation of coherent speech, revealing the algorithm for effective correction in speech therapy classes.
There is an obvious need to improve traditional techniques and methods, as well as to search for newer, more effective science-based ways to develop coherent monologue speech in children preschool age with ONR.
4. Writing a story.
The teacher asks the children to carefully look at the picture again. Then he turns to them with the question: “How will you start the story?” The children's answers are compared, and the most appropriate one is selected. Then the teacher invites the children to start the story, but clarifies that they will speak in turns: one starts, and the others continue and finish. First, talk about what happened before the family got together, what they are doing now, and whether it is good to live in such a family.
One story is heard.
5. Physical education minute
6. Children's stories.
Children choose the next storytellers and continue to compose the story.
7. After a collective story telling by 1-2 children, the teacher asks them to compose a story on their own.
Name all the members of the family about whom you wrote the story.
Who is the eldest in this family? And the youngest? What kind of family is this?
8. Homework.
Draw a picture “Me and my family.”
Lesson 17. Compiling the story “Man” based on a series of paintings
1. correctional and educational:
· teach children to compose a story based on a series of subject pictures;
· form correct usage in speech reflexive verbs;
2. correctional and developmental:
· develop in children the ability to logically and correctly structure their story;
· develop the ability to see the main thing in a picture;
· replenish children's vocabulary with adjectives and verbs opposite meaning;
3. correctional and educational: to cultivate self-respect and respect for other people.
Equipment: a series of paintings “Human Development”: from the age of a baby to the age of a grandfather and grandmother.
Preliminary work: Reading works of art by E. Blaginina “Alyonushka” and A. Barto “The Dirty Girl”, L. N. Tolstoy’s fable “The Old Grandfather and Granddaughter”; games: “What does a person need for what?”, “Select an object (part of the body) for action.”
Progress of the lesson
1. Organizing time. Game "Say the other way around"
Young - old. Strong - weak. Big small. Fat slim. Younger - older. The adult is small. Smart - stupid. Cheerful - sad. Kind angry. High Low. Swear - make peace. Famous - unknown.
2. Introductory part.
Game "Lay out the pictures." The teacher asks to arrange the pictures into correct sequence: from the age of an infant to the age of a grandparent.
3. Announcement of the topic.
Today we will learn to compose a story about a person using pictures.
4. Conversation on a series of paintings.
What can you call a child who was recently born? What is he like?
Why should mom and dad take care of the baby?
What do you call children who go to kindergarten?
What is interesting for you in kindergarten?
Where will you go after kindergarten?
What do girls and boys do at school?
What are they called?
What does a boy and girl need to join adult life?
What is the main occupation of men and women?
Why do they need to start a family?
What will they be like in old age?
How do the pictures differ from each other? (The fact that the same people are depicted here, only of different ages.)
5. Game “Name it from the pictures.”
Baby, preschooler, preschooler, schoolboy, schoolgirl, youth, girl, man, woman, grandfather, grandmother.
6. Physical education minute.
Hey guys, why are you sleeping?!
Get ready to exercise!
On the right is a friend and on the left is a friend!
Together everyone is in a fun circle!
To cheerful tunes
Let's turn right, left.
Hands up! Hands down!
Up! And bow again! (I. Lopukhina)
7. Sample story.
The teacher says that he liked the way the children answered the questions. This is how the story turned out.
Sample story based on children's responses
The baby was born. He is small, defenseless, helpless. He needs to be looked after and fed. When he grows up, mom and dad will take him to kindergarten, where he will play with his friends and begin to take care of himself a little. The girl and boy will grow up, become schoolchildren and start learning lessons. After school, the boy and girl will continue their studies, acquire a profession and go to work. Having matured, the man and woman will have a family and children. Then they will grow old and become grandparents.
8. Children's stories.
9. Summary of the lesson.
How should you treat a person while he is small?
What about grandparents?
How would you like to be treated by the guys in your group?
Lesson 18. Retelling the story of E. Permyak “The First Fish”
2. correctional and developmental:
· expand and activate the vocabulary on the topic;
· develop in children the ability to construct their statements grammatically correctly;
3. correctional and educational: to cultivate self-control over speech.
Equipment: text of E. Permyak’s story “The First Fish”, subject pictures depicting a ruffe, sea, river and aquarium fish.
Preliminary work: reading the fairy tale by A. S. Pushkin “The Tale of the Fisherman and the Fish”, N. Nosov’s “Karasik”, Russian folk tale"By magic". Games: “Whose fin, whose gills?”, “Count the fish.”
Progress of the lesson
1. Organizational moment. Game "Who Lives Where?"
The teacher names the habitat of the fish, and the child must select and name the corresponding fish from the subject pictures that are located on the table.
Sea - ... (shark).
River - ... (crucian carp).
Aquarium - ... (gourami), etc.
2. Announcement of the topic.
What is the name of the soup that is made from fish? (Ukha.) Today we will learn how Yura caught fish for fish soup in E. Permyak’s story “The First Fish.”
Who is this story about?
What family did Yura live in?
Where did Yurina's family go?
How many fish did Yura catch?
What did you cook from the fish?
Why did everyone start praising the fish soup?
Why was Yura happy?
4. Physical education minute.
5. Re-reading the story.
After reading the story again, the teacher says that now the children will need to retell it. And you need to retell it like this: first tell about where Yura’s family went, then how many fish they caught and end with what Yura was happy about.
Then the teacher turns to the children: “How will you tell?” (One or two children repeat the retelling plan.)
6. Children's stories.
7. Summary of the lesson.
Lesson 19. Retelling the Russian folk tale “The Fox and the Crane”
(with elements of dramatization)
1. correctional and educational: teach children to compose a retell close to the text and according to roles;
2. correctional and developmental:
· develop children’s ability to construct complex sentences;
· activate vocabulary on the topic;
· develop children's creative abilities and artistry;
3. correctional and educational: instill in children the rules of good manners.
Equipment: text of the Russian folk tale “The Fox and the Crane”, crane and fox masks, dishes.
Pre-work: reading and discussion literary texts K.I. Chukovsky “Fedorino’s grief”, “Tsokotukha fly”, brothers Grimm “A pot of porridge”. Game “Name it correctly” (classification of dishes - kitchen, dining, tea, etc.).
Progress of the lesson
1. Organizational moment. Game “Name the Object”
The speech therapist names the generalizing concept, and the child names the objects included in this concept.
Tableware - tureen, spoons, plates...
Kitchen utensils - kettle, frying pan...
Coffee utensils - coffee pot, coffee cups, saucers...
Teaware - cups, saucers, teapot...
2. Announcement of the topic.
P: If you are expecting guests, how do you prepare for their arrival? (Children's answers.)
3. Game “Set the table for tea.”
Children are offered various dishes, a table, a tablecloth. But children must choose only tea utensils. The teacher covers the table with a tablecloth, and the children put the dishes on it and say: “I will put the sugar bowl on the table, because this is tea utensils,” etc.
4. Reading a fairy tale followed by discussion.
Today we will find out how the Fox and the Crane met each other in a Russian folk tale. The teacher reads the text of the fairy tale and then asks the children questions about the content.
How did the Fox meet the Crane?
Why couldn't the Crane eat the treat?
What did Lisa do?
How did the Crane greet the guest?
Was she able to eat enough?
What do the words “As it came around, so it responded” mean?
Why did the Fox and the Crane stop being friends?
5. Physical education session “Soup”.
Performing movements on the text.
I peel potatoes with my right hand. Finely chop the onion and carrot. I’ll gather it into a handful and chop it up very deftly. I will wash a handful of rice with warm water. I pour rice into the pan with my left hand. Right hand I'll take a ladle. I mix the cereal and potatoes. I will take the lid with my left hand. I will close the pan tightly with a lid. The soup is cooking, bubbling and boiling. Smells so delicious! The saucepan puffs.
(I. Lopukhina)
6. Repeated reading of a fairy tale with the intention of retelling.
After reading, the children choose the Fox, the Crane and the author.
7. Retelling a fairy tale.
For the retelling, fox and crane masks are used, which children put on their heads.
When the first three finish retelling, the children choose the next storytellers.
8. Summary of the lesson.
Who is this tale about?
Did the Fox meet the Crane correctly?
Why didn't the Fox and the Crane become friends?
Lesson 20. Retelling the story of B.S. Zhitkova “How an elephant saved its owner from a tiger”
1. correctional and educational: teach children to retell the story close to the text and according to plan;
2. correctional and developmental:
· develop the ability to construct a statement without reference signals;
· consolidate children's knowledge about animals of hot countries;
3. correctional and educational: to educate children caring attitude to the animals living nearby.
Equipment: text of the story by B. S. Zhitkov “How an elephant saved its owner from a tiger”; subject pictures with images of a monkey, hippopotamus, lion, zebra, camel, giraffe, elephant.
Preliminary work: reading the stories “About the Elephant” by B. S. Zhitkov, D. R. Kipling (stories from “The Jungle Book”). Games: “Name it affectionately”, “Count”.
Progress of the lesson
1. Organizational moment.
Game "Add a Word"
In hot countries live agile, tailed... (monkeys).
In hot countries there live large, thick-legged... (hippopotamuses).
In hot countries live strong, maned... (lions).
In hot countries live shy, fast, striped... (zebras).
In hot countries live humpbacked, long-legged... (camels).
In hot countries live spotted, long-necked... (giraffes).
Huge, strong... (elephants) live in hot countries.
2. Announcement of the topic.
The teacher displays object pictures with images of the named animals and asks the children which of these animals can be pets. (Camels, monkeys, elephants.) The teacher tells the children that today they will learn the story of how an elephant saved its owner. This story was written by B. S. Zhitkov.
3. Reading the story followed by discussion.
Explanation of words: Hindu (a person who lives in India), hit the ground (throw him to the ground with force).
Who was this story about?
Where and why did the owner and the elephant go?
Why did the elephant stop obeying its owner?
What did the owner do with the elephant?
Who appeared from behind the bushes?
What did the tiger want to do?
How did the elephant protect itself and its owner?
Why did the owner begin to repent of his actions?
How should we treat the animals that live next to us?
4. Physical education lesson “Giraffe”.
As the poem progresses, children perform appropriate movements.
Picking flowers is easy and simple
Small children.
But to the one who is so tall,
It's not easy to pick a flower! (S. Marshak)
5. Repeated reading of the story with the intention of retelling.
6. Retelling the story by children.
After re-reading, the teacher asks the children to tell the story like this: first tell where the owner and the elephant went, then who attacked them, and finish with how the elephant saved the owner. P.: “Tell me what you will talk about at the beginning, how you will continue and how you will end your story.” (When answering a question, children consolidate the plan for constructing their statement.)
7. Summary of the lesson.
What was the story about?
How do you feel about your pets?
Lesson 21. Retelling the story by K. D. Ushinsky “Four Wishes”
1. correctional and educational: teach children to retell the story close to the text;
2. correctional and developmental:
· develop in children the ability to logically structure their statements;
· activate the vocabulary of adjectives;
· exercise children in working on deformed phrases;
3. correctional and educational: to cultivate children’s interest in works of art.
Equipment: text of the story by K. D. Ushinsky “Four Desires”, plot pictures depicting the four seasons.
Preliminary work: reading literary texts by A. K. Tolstoy “Autumn! Our whole poor garden is crumbling...", G.K. Skrebitsky's "Winter", I.S. Nikitin's "Admire: spring is coming...", games: "Pick up a sign", "On the contrary".
Progress of the lesson
1. Organizational moment. Game "Pick the sign"
Summer (what?) - hot, warm, sunny, etc.
Winter (what?) - snow-white, fierce, harsh, etc.
Autumn (what?) - golden, rainy, fruitful, etc.
Spring (what?) - long-awaited, warm, early, etc.
2. Announcement of the topic.
The teacher asks the children to name their favorite time of year. (Children's answers.)
Today we will find out what the boy Mitya’s favorite time of year is from the story by K. D. Ushinsky “Four Wishes”.
3. Reading a story.
After reading the story, the teacher asks minimal amount questions. For example:
What was the story about?
Who main character?
4. Game “Make a sentence”.
On, in winter, ride, fun, sledding.
On, well, a meadow, in spring, green.
There are a lot of berries in the forest in summer.
Apples in the fall, and pears ripening.
Physical education minute. Russian song
5. Repeated reading for retelling.
Retelling the story by children.
6. Summary of the lesson.
Who is this story about?
What is Mitya's favorite time of year?
Why did Mitya like all the seasons?
Lesson 22. Compiling the story “Dog the Orderly” based on a series of plot paintings
1. correctional and educational: teach children to compose a story based on a series of plot pictures in a chain and as a whole;
2. correctional and developmental:
· activate and expand the vocabulary on the topic;
· consolidate children's knowledge about military professions;
3. correctional and educational: education of patriotic feelings.
Equipment: a series of narrative paintings “Dog-Orphan”.
Preliminary work: reading literary texts by A. Tvardovsky “The Tankman’s Tale”, A. Mityaev’s “Bag of Oatmeal” with learning to conduct a dialogue based on what was read, modeling on the topic “Border Guard with a Dog”. Meeting with a war veteran or going to the monument to “Defenders of the Motherland.”
Progress of the lesson
1. Organizational moment.
The one who names the military professions will sit down:
Who serve in the artillery (who?) are artillerymen.
In the infantry - ... (infantrymen).
IN tank forces- ... (tankers).
They serve at sea - ... (sailors).
In the air they protect the Motherland - ... (pilots).
At the border - ... (border guards).
IN missile forces- ... (rocket men), etc.
Tasks and methods of studying the coherent speech of children of the sixth year of life. In the experimental part of our work, our goal was to identify the features of coherent speech in children of senior preschool age with general underdevelopment. Objectives: 1. To study the coherent speech of children of the sixth year of life. 2. Determine the level of success in completing the tasks of the methodology for diagnosing coherent speech in children. 3. Identify...
Systemic speech disorder, implementation of the tasks of their full preparation for schooling- determine the particular importance of studying the issues of targeted formation of coherent speech in children with general underdevelopment. 1.4 Peculiarities of work on teaching storytelling to preschool-aged children with special developmental disabilities The methodology for developing coherent speech in preschoolers with special development disabilities is covered in a number of scientific and...
on the topic “Clothing” based on the diagram
Goals:
Teach children how to write a descriptive story;
correctional and developmental:
Expand and activate children’s vocabulary on the topic “Clothing”;
Practice using common sentences;
correctional and educational:
Developing self-care skills.
Equipment: subject pictures: men's shirt, children's dress, jacket for a boy, women's raincoat, beret (selected by a speech therapist); clothing description scheme (according to T.A. Tkachenko).
Preliminary work: games “Which is which - which?”, “Atelier”. Reading fairy tales by G. H. Andersen “The King’s New Clothes”, C. Perrault “Puss in Boots”, “Little Red Riding Hood”, with a discussion of their content.
Progress of the lesson
1. Organizing time.
The game “Which is which is which?” The one who will sit down will say:
Dress made of chintz (what kind?) - chintz.
Silk shirt (which one?) -...
Fur coat (what kind?) - ... etc.
2. Announcement of the topic.
The speech therapist says that before class the postman brought a letter for the children. (Opens the envelope and reads.) The letter came from Carlson. He writes that he found clothes on the roof, but does not know what he can wear and what not, and asks you to help solve this difficult problem.
Today we will try to help Carlson. (The speech therapist displays object pictures depicting items of clothing.)
3. Conversation based on pictures.
How to call these pictures in one word?
For whom is the dress, shirt, jacket, raincoat?
The speech therapist lays out a diagram for describing the clothes and says that the children will need to be told in this order. ( Detailed explanation scheme.)
What colour?
What material?
What parts does it consist of?
When are they worn?
Who wears it?
Can Carlson wear it?
How to care?
(To reinforce the skill of writing a story, one of the children can give an explanation.)
4. Writing a story.
The first story is composed by the child and the speech therapist together (for example, about a raincoat), then the children compose stories independently about the remaining items of clothing.
5. Physical education minute.
6. Children's stories.
7. Summary of the lesson.
Who did you help during the lesson?
What clothes were you talking about? (Male, female, children's.)
Lesson 11.
Compiling the story “Winter Fun”
According to the plot picture
Goals:
correctional and educational:
Teach children to compose a story based on the plot picture “Winter Fun”;
correctional and developmental:
Develop the ability to compose common sentences;
Activate children's vocabulary of adjectives;
Summarize and systematize children's knowledge about winter.
correctional and educational:
To develop in children the ability to spend their free time usefully.
Equipment: story picture“Winter fun” (Fig. 12).
Preliminary work: reading and discussion of works by I.S. Nikitin “Meeting of Winter”, E. Trutneva “First Snow”, G. Skrebitsky “Winter”. Game "Pick related words" (winter snow).
Progress of the lesson
1. Organizational moment.
The one who correctly chooses the word on the topic “Winter” will sit down.
Snowy (what?) - ... Frosty (what?) - ...
Snowy (what?) - ... Icy (what?) - ...
White (what?) - ... Crackling (what?) - ...
Cold (what?) - ... Strong (what?) - ...
2. Announcement of the topic.
Today we will learn to compose a story based on a picture about children's winter activities. (The painting is displayed.) But first we will play a game.
3. Game “Pick up the signs.”
Snow (what?) - white, cold, creaky.
The wind in winter (what?) is prickly, cold, strong.
The air in winter (what?) is fresh, frosty, cold.
Ice (what kind?) - shiny, mirror-like, slippery.
If there are difficulties, the speech therapist helps children with guiding questions. (The snow creaks underfoot, so what is it? - creaking. Ice looks like a mirror. What is it? - mirror, etc.)
4. Conversation based on the picture.
Look at the picture and say:
Where do children go?
What kind of day was it?
What do children do on a clear winter day? (List of games.)
What kind of bushes are there? What about the trees? What about at home?
What can you say about the mood of children?
If you come closer to the slide, what can you hear?
What do you think happened before the children went on the slide? (Referring to changes in nature.)
5. Physical education lesson “Snow”.
Snow, snow is spinning,
The whole street is white!
We gathered in a circle,
They spun like a snowball. (A. Barto)
6. Writing a story.
The speech therapist says that he liked the way the guys answered the questions. It turned out to be a whole story.
Sample story
A white and cold winter has come to earth: with deep snows, bitter frosts and blizzards. It took a long time for the children to have fun on the snow slide. But the blizzard subsided. The sun came out from behind the clouds.
The guys went for a walk with cheerful laughter and shouts. They took sleds, skis and skates with them. It’s so nice to race down a slide or draw a pattern with skates on the ice. The snow molded well, and the girls made molds out of it. big snowman. And the playful boys began throwing snowballs at each other. Fun and interesting on a snow slide!
7. Children's stories.
8. Summary of the lesson.
What time of year were you talking about?
What games can you play in winter?
What can you ride in winter?
Lesson 12.
Compiling the story “Feeding Trough”
Based on a series of narrative paintings
Goals:
Teach children to compose a story based on a series of plot pictures;
Teach children to independently invent events preceding the events depicted;
correctional and developmental:
Clarify children's knowledge about wintering birds;
Develop the ability to construct your statement grammatically correctly;
correctional and educational:
To instill in children a caring attitude towards those who need it.
Equipment: a series of subject paintings “Feeding Trough” (Fig. 13-15), subject pictures depicting wintering birds (selected by a speech therapist).
Preliminary work: reading literary texts by M. Gorky “Sparrow” and I.S. Sokolov-Mikitov “In the den”, “On the forest road”. Games: “They fly away, they don’t fly away”, “Who spends the winter how?” Making bird feeders from scrap materials.
Progress of the lesson
1. Organizing time.
Game “Find out by description”
Pugnacious, cheerful, daring, nimble (who?) - sparrow.
Yellow-breasted, cheerful, nimble (who?) - tit.
Red-breasted, lazy, sedentary (who?) - bullfinch.
White-sided chirper and thief (who?) - magpie.
Red-headed, in a black tailcoat, the tree healer is a woodpecker.
Black, with a powerful beak, glossy feathers, it croaks like a crow.
For each correct answer, the speech therapist displays the corresponding picture.
2. Announcement of the topic.
Speech therapist: What do these birds have in common? (Children's answers.) Today we will write a story about how to help birds in winter.
3. Writing a story.
The speech therapist invites the children to arrange the pictures from the “Feeding Trough” series in the desired sequence. Children look at the pictures and think about what to call the story. From the names proposed by the children, the most suitable one is selected, for example, “Feeder”.
Why did the children decide to make a feeder?
What did they need for this?
Where did the children hang the feeder?
Who happily flew to the feeder?
How should you care for birds in winter?
4. Physical education minute.
As the poem progresses, children perform appropriate movements.
Quiet, quiet, like in a dream
Snow falls on the ground.
All the fluffs are sliding from the sky -
Silver snowflakes.
Spinning over your head
A snow carousel.
Look at the snow -
Bullfinches with red breasts.
5. Children's stories.
The speech therapist asks the children to carefully look at the pictures again and think about how they will tell the story. And then he suggests starting his story with why the children decided to make a feeder.
A harsh winter has arrived. Tanya and Vanya went for a walk in the park. Sad titmice, sparrows and bullfinches sat on tree branches. They were cold and hungry. Tanya suggested that Vanya help the birds. And so the work began to boil: the boy took tools and building materials, and the girl began to help him. When the feeder was ready, the children returned to the park. Tanya handed Vanya a trough with food. Vanya hung it on a tree. Before the children had time to leave, they heard the joyful voices of birds and saw them at their feeder.
6. Game “Count the birds and feeders.”
A feeder made by children is on display.
The speech therapist gives the task to count the birds that fly to the feeder. The sparrow arrives first, then the tit, etc. Children count birds from one to ten. At the end of the game, the speech therapist tells the children that a swallow has also flown to the feeder. Children should note that a swallow cannot be at the feeder in winter because it is a migratory bird.
7. Summary of the lesson.
What was the story about?
What are the birds that stay for the winter called?
How can you help birds in winter?
After the lesson, the children, together with the speech therapist, get dressed, take their feeders made from scrap material, and go outside. On the street, children hang feeders around the kindergarten and put food in them. In the future, children can conduct bird observations.
Lesson 13.
Compiling the story “Where the furniture came to us”
(based on reference pictures)
Goals:
correctional and educational:
Teach children to compose a story using reference pictures and words;
correctional and developmental:
Expand and activate children's vocabulary on the topic;
To develop in children the ability to select antonyms and prefixed verbs;
correctional and educational:
To develop in children the skill of self-control of speech.
Equipment: subject pictures: trees, saw, factory, carpenter, furniture store, buyer, furniture delivery van, house (selected by a speech therapist).
Preliminary work: reading an excerpt from a poem by V.V. Mayakovsky "Who to be?" (about joiners and carpenters). Games: “Who is doing what?” (professions: carpenter, joiner, cabinetmaker, lumberjack); “Master” (formation of adjectives from nouns); writing descriptive stories using a descriptive outline.
Progress of the lesson
1. Organizational moment.
Reading a poem by S. Marshak. "Where did the table come from?"
Take a book and notebook,
Sit down at the table.
Could you tell me
Where did the table come from?
No wonder it smells like pine,
He came from the depths of the forest.
This table - a pine table -
He came to us from the forest.
He came from the depths of the forest -
He himself was once a pine tree.
Oozed from his shaft
Transparent resin...
But here's a hot saw
She went deep into his trunk.
He sighed and fell...
And in the sawmill above the river
He became a log, he became a plank.
Then in the carpentry workshop
Became a quadruped...
There is an inkwell on it,
There is a notebook on it.
We'll work on him during the day,
I will lay out the drawing on it,
When the time will come,
So that later according to the drawing
Build an airplane.
2. Announcement of the topic.
There's a knock on the door. They bring in an envelope. The speech therapist takes pictures out of it and puts them on the board. Then he turns to the children with the question: “Who do you think could send us this letter and what does he want to tell us?” After listening to the children’s answers, the speech therapist reads the return address. It turns out that the letter was sent by the factory workers who made the furniture that is in the office. They ask the children to compose a story using pictures about how everything happened, write it down and send it.
Today we will compose a story based on a series of paintings “Where the furniture came to us from.”
3. Conversation based on pictures.
What trees are furniture made from? (Oak, walnut, pine.)
Who cuts down trees to make furniture? (Lumberjacks.)
Where are trees cut into planks? (At the sawmill.)
What professions do people turn trees into furniture? (Lumberjacks, joiners, carpenters, cabinetmakers.)
What does each of them do?
What needs to be done to turn the boards into furniture? (Draw a drawing, cut out pieces of furniture, cover with paint and
varnish, dry, pack.)
Where is the finished furniture sent?
How does furniture come to our home?
What needs to be done to ensure that there are no fewer trees in the forest?
4. Game “Where do you need what?”
A sofa, armchairs, and coffee table are needed in... (living room).
A dining table and chairs are needed in... (dining room).
Kitchen set, wall cabinets in... (kitchen).
Hanger, mirror in... (hallway).
Bed, wardrobe in... (bedroom).
Children's furniture is needed in... (children's room).
5. Physical education minute .
6. Writing a story.
The speech therapist asks the children to remember everything they talked about in class and compose a story based on the pictures. It is better to compose a story in a chain, but at the same time the speech therapist makes sure that the children logically correctly connect the sentences with each other.
Sample story
A large oak tree grew in the forest. The lumberjacks decided that it would make beautiful furniture. They cut it down and sent it to the sawmill. At the sawmill, carpenters cut the wood into planks. The boards were delivered to the factory. Here the carpenters and cabinetmakers got to work. They sawed and assembled pieces of furniture, coated them with paint and varnish, packaged them and sent them to a furniture store. Buyers wanted to buy new furniture. At the store, the furniture was loaded into a van and delivered directly to the home. This is how the furniture came to us.
The speech therapist writes down the story compiled by the children. At the end of the lesson, the speech therapist and children put the letter in an envelope.
7. Children's stories.
8. Summary of the lesson.
Where is furniture made?
What professions do people work on making furniture?
How to protect the forest from destruction?
Lesson 14.
Retelling of the Russian folk tale "The Fox and the Crane"
(with elements of dramatization)
Goals:
correctional and educational:
Teach children to compose a retelling close to the text and by roles;
correctional and developmental:
Develop in children the ability to construct complex sentences;
Develop children's creativity and artistry;
correctional and educational:
Teach children the rules of good manners.
Equipment:
text of the Russian folk tale “The Fox and the Crane”, crane and fox masks, dishes.
Preliminary work: reading and discussion of literary texts by K.I. Chukovsky’s “Fedorino’s Grief”, “The Tsokotukha Fly”, the Brothers Grimm “A Pot of Porridge”. Game “Name it correctly” (classification of dishes - kitchen, dining, tea, etc.).
Progress of the lesson
1. Organizational moment.
Game “Name the Object”
The speech therapist names the generalizing concept, and the child names the objects included in this concept.
Tableware - tureen, spoons, plates...
Kitchen utensils - kettle, frying pan...
Coffee utensils - coffee pot, coffee cups, saucers...
Teaware - cups, saucers, teapot...
2. Announcement of the topic.
Speech therapist: If you are expecting guests, how do you prepare for their arrival? (Children's answers.)
3. Game "Set the table for tea."
Children are offered various dishes, a table, a tablecloth. But children must choose only tea utensils. The speech therapist covers the table with a tablecloth, and the children put the dishes on it and say: “I will put the sugar bowl on the table, because this is tea utensils,” etc.
4. Reading a fairy tale followed by discussion.
Today we will find out how we met each other
Fox and Crane in a Russian folk tale. The speech therapist reads the text of the fairy tale and then asks the children questions about the content.
How did the Fox meet the Crane?
Why couldn't the Crane eat the treat?
What did Lisa do?
How did the Crane greet the guest?
Was she able to eat enough?
What do the words “As it came around, so it responded” mean?
Why did the Fox and the Crane stop being friends?
5. Physical education session “Sip”.
Performing movements on the text.
I peel potatoes with my right hand.
Finely chop the onion and carrot.
I’ll gather it into a handful and chop it up very deftly.
I will wash a handful of rice with warm water.
I pour rice into the pan with my left hand.
I’ll take the ladle with my right hand.
I mix the cereal and potatoes.
I will take the lid with my left hand.
I will close the pan tightly with a lid.
The soup is cooking, bubbling and boiling.
Smells so delicious! The saucepan puffs.
(I. Lopukhina)
6. Repeated reading of a fairy tale with the intention of retelling.
After reading, the children choose the Fox, the Crane and the author.
7. Retelling a fairy tale.
For the retelling, fox and crane masks are used, which children put on their heads.
When the first three finish retelling, the children choose the next storytellers.
8. Summary of the lesson.
Who is this tale about?
Did the Fox meet the Crane correctly?
Why didn't the Fox and the Crane become friends?
Lesson 15.
Retelling the story
B.S. Zhitkova “How an elephant saved its owner from a tiger”
Goals:
correctional and educational:
correctional and developmental:
Develop the ability to construct a statement without reference signals;
To consolidate children's knowledge about animals of hot countries;
correctional and educational:
To instill in children a caring attitude towards animals living nearby.
Equipment: text of the story by B.S. Zhitkova “How an elephant saved its owner from a tiger”; subject pictures with images of a monkey, hippopotamus, lion, zebra, camel, giraffe, elephant (selected by a speech therapist).
Preliminary work: reading stories by B.S. Zhitkova “About the Elephant”, D.R. Kipling (stories from The Jungle Book). Games: “Name it affectionately”, “Count”.
Progress of the lesson
1. Organizational moment.
Game "Add a Word"
In hot countries live agile, tailed... (monkeys).
In hot countries there live large, thick-legged... (hippopotamuses).
In hot countries live strong, maned... (lions).
In hot countries live shy, fast, striped... (zebras).
In hot countries live humpbacked, long-legged... (camels).
In hot countries live spotted, long-necked... (giraffes).
Huge, strong... (elephants) live in hot countries.
2. Announcement of the topic.
The speech therapist displays object pictures with images of named animals and asks the children which of these animals can be pets. (Camels, monkeys, elephants.) The speech therapist tells the children that today they will learn the story of how an elephant saved its owner. This story was written by B.S. Zhitkov.
Explanation of words: Hindu (a person who lives in India), hit the ground (throw him to the ground with force).
Who was this story about?
Where and why did the owner and the elephant go?
Why did the elephant stop obeying its owner?
What did the owner do with the elephant?
Who appeared from behind the bushes?
What did the tiger want to do?
How did the elephant protect itself and its owner?
Why did the owner begin to repent of his actions?
How should we treat the animals that live next to us?
4. Physical education lesson “Giraffe”.
As the poem progresses, children perform appropriate movements.
Picking flowers is easy and simple
Small children.
But to the one who is so tall,
It's not easy to pick a flower! (S. Marshak)
6. Retelling the story by children.
After re-reading, the speech therapist suggests that the children tell the story like this: first tell where the owner and the elephant went, then who attacked them, and finish with how the elephant saved the owner. Speech therapist: “Tell me what you will talk about at the beginning, how you will continue and how you will end your story.” (When answering a question, children consolidate the plan for constructing their statement.)
7. Summary of the lesson.
How do you feel about your pets?
Lesson 16.
Compiling a story based on the plot painting “Family”
Goals:
correctional and educational:
Teach children to understand the content of the picture;
Teach children to coherently and consistently describe the events depicted;
correctional and developmental:
To develop in children the ability to compose a story collectively;
Teach children to invent events preceding the events depicted;
Activate lexicon;
correctional and educational:
Cultivate a caring attitude towards your family members.
Equipment: plot painting “Family” (Fig. 16).
Preliminary work: viewing the painting “Family” and talking about it; reading literary texts by V. Oseeva “Just an Old Lady”, P. Voronko “Help Boy”.
Progress of the lesson
1. Organizational moment.
The one who correctly selects the signs and actions will sit.
Mom (what?) - smart, kind, caring, etc.
Mom (what does she do?) - cares, cooks, helps, etc.
Dad (which one?) - ...
Dad (what is he doing?) - ...
2. Announcement of the topic.
Every person should have a family so that we can care and help each other. And today we will write a story about the family depicted in the picture.
3. Conversation on the plot picture.
Who is shown in the picture?
What can you call this picture?
What time of day do you think is depicted in the picture? Why?
Name all family members.
What did they do before they got together?
What are you doing now?
What kind of family is this? [Friendly, big, cheerful, etc.)
What is the mood of adults and children?
4. Writing a story.
The speech therapist asks the children to carefully look at the picture again. Then he turns to them with the question: “How will you start the story?” The children's answers are compared, and the most appropriate one is selected. Then the speech therapist invites the children to start the story, but clarifies that they will speak in turns: one starts, and the others continue and finish. First, talk about what happened before the family got together, what they are doing now, and whether it is good to live in such a family.
One story is heard.
5. Physical education minute.
6. Children's stories.
Children choose the next storytellers and continue to compose the story.
A sample story written jointly by a speech therapist and children.
Dad and mom returned from work, Vanya came from kindergarten, and Olya from school. At home they were joyfully greeted by their grandparents and invited to the table. After dinner, everyone did their favorite thing: Vanya brought toys and began to play, grandmother took up knitting, and grandfather decided to read the newspaper. Ole also wanted to play, but he had to solve a difficult problem. Mom and Dad began to help her. How wonderful it is to live in such a family.
After a collective story telling by 1-2 children, the speech therapist asks them to compose a story on their own.
7. Summary of the lesson.
Name all the members of the family about whom you wrote the story.
Who is the eldest in this family? And the youngest? What kind of family is this?
8. Homework.
Draw a picture “Me and my family.”
Lesson 17.
Retelling of the fairy tale “Two Braids”
correctional and educational:
Teach children to compose a retelling logically, consistently and close to the text;
correctional and developmental:
Activate vocabulary on the topic;
correctional and educational:
To instill in children hard work and a sense of pride in their work.
Equipment: the text of the fairy tale “Two Braids” (arranged by K. Nefedova), object pictures depicting the “working braid” and the “loafer braid”, which was lying in a (rusty) barn.
Preliminary work: reading texts by A. Shibaev “You can’t find a better job”, B. Zakhoder “Fitter”, G.A. Ladonshchikov “Scooter”, conversation on the content of the texts. Games: “Who needs what for work?”, “Name the tool.” A conversation about safety precautions when working with different tools.
Progress of the lesson
1. Organizational moment.
The one who will sit down and say who needs what for work?
The mower needs a scythe.
The janitor has a broom.
For the cook - a ladle.
Lumberjack -...
To the postman -...
Dressmaker -...
Hairdresser - ...etc.
2. Announcement of the topic.
Object pictures are displayed: two braids. What is the difference? (Children's answers.) Today, from the fairy tale “Two Braids,” we will learn why these two braids are so different.
3. Reading the story followed by discussion.
Explanation of obscure words and expressions: haymaking time, barn, shed, mow, season of suffering.
What is a braid? What is a braid for?
What did the braids look like in the story?
How are they similar and how are they different?
Why can one braid be called a worker?
Why is the second one a slacker?
Which braid would you choose for your work?
Is it possible to say this about people: a hard worker, a slacker person?
Who is more respected?
4. Physical education lesson “Carpenter”.
5. Repeated reading of the story with the intention of retelling.
6. Retelling the story by children.
7. Summary of the lesson.
Why did the two braids look different?
Explain: which person is referred to as a “hard worker”, and which person is a slacker”!
Lesson 18.
Retelling of E. Permyak’s story “The First Fish”
Goals:
correctional and educational:
Teach children to retell the story close to the text and according to plan;
correctional and developmental:
Expand and activate vocabulary on the topic;
To develop in children the ability to construct their statements grammatically correctly;
correctional and educational:
Develop self-control over speech.
Equipment:
text of E. Permyak’s story “The First
fish”, subject pictures depicting a ruffe, sea, river and aquarium fish (selected by a speech therapist).
Preliminary work: reading a fairy tale by A.S. Pushkin’s “The Tale of the Fisherman and the Fish”, N. Nosov’s “Karasik”, the Russian folk tale “At the Command of the Pike”. Games: “Whose fin, whose gills?”, “Count the fish.”
Progress of the lesson
1. Organizing time.
Game "Who Lives Where?"
The speech therapist names the habitat of the fish, and the child must select and name the corresponding fish from the subject pictures that are located on the table.
Sea - ... (shark).
River - ... (crucian carp).
Aquarium - ... (gourami), etc.
2. Announcement of the topic.
What is the name of the soup that is made from fish? (Ukha.) Today we will learn how Yura caught fish for fish soup in E. Permyak’s story “The First Fish.”
3. Reading the story followed by discussion.
Who is this story about?
What family did Yura live in?
Where did Yurina's family go?
How many fish did Yura catch?
What did you cook from the fish?
Why did everyone start praising the fish soup?
Why was Yura happy?
4. Physical education minute.
5. Re-reading the story.
After reading the story again, the speech therapist says that now the children will need to retell it. And you need to retell it like this: first tell about where Yura’s family went, then how many fish they caught and end with what Yura was happy about.
Then the speech therapist turns to the children: “How will you tell?” (One or two children repeat the retelling plan.)
6. Children's stories.
7. Summary of the lesson.
What was the name of the fish that Yura caught?
Who cooked fish soup for Yura and his family?
Why did Yura like fishing?
Lesson 19.
Compiling the story “Dog Nurse”
based on a series of narrative paintings
Goals:
correctional and educational:
Teach children to compose a story based on a series of plot pictures in a chain and as a whole;
correctional and developmental:
Activate and expand your vocabulary on the topic;
Strengthen children's knowledge about military professions;
correctional and educational:
Education of patriotic feelings.
Equipment:
a series of subject paintings “Dog-sanitary” (Fig. 17-19).
Preliminary work: reading literary texts by A. Tvardovsky “The Tankman’s Tale”, A. Mityaev’s “Bag of Oatmeal” with training in conducting a dialogue based on what was read, modeling on the topic “Border Guard with a Dog”. Meeting with a war veteran or going to the monument to “Defenders of the Motherland.”
Progress of the lesson
1. Organizational moment.
The one who names the military professions will sit down:
Who serve in the artillery (who?) are artillerymen.
In the infantry - ... (infantrymen).
In tank forces - ... (tankers).
They serve at sea - ... (sailors).
In the air they protect the Motherland - ... (pilots).
At the border - ... (border guards).
In the missile forces - ... (rocket men), etc.
2. Announcement of the topic.
Today we will learn about one more military profession- the profession of a nurse. But our orderly will be unusual. This is a dog. We will write a story about her today.
3. Conversation based on pictures.
The speech therapist asks the children to arrange the pictures in the correct sequence. Children look at the pictures in order to give a title to the future story.
When do you think this story happened? (During the war.)
What happened to the soldier?
Where was he wounded?
Who came to the aid of the soldier?
What did the soldier do when the dog approached him?
Why did the dog leave the soldier?
Who did she bring with her?
What did the orderlies do?
What do you think will happen to the soldier?
Who should he thank?
Look at the pictures again and tell me who the soldier was in the war? (Infantryman.)
How can you tell about a soldier what he is like? (Brave, hardy, fearless.)
How can you say it differently: soldier... (fighter).
4. Writing a story.
The speech therapist asks 2-3 “strong” children to compose a story based on the pictures immediately after the conversation.
5. Physical education minute.
6. Children's stories.
Sample story written by children
There was a war going on. The soldier fought bravely for his homeland. But in the battle he was wounded in the leg and could not move. And suddenly he noticed how an unusual orderly approached him. It was a dog. On her back she carried a bag containing a bandage. The wounded man bandaged his leg. And the dog went for help. She returned with three orderlies. They put the fighter on a stretcher and carried him to a safe place. This is how the orderly dog saved the life of the defender of the Motherland.
7. Summary of the lesson.
Who can be called the defender of the Fatherland?
How should war veterans be treated?
Lesson 20.
Compiling the story “An Incident on the Street”
According to the plot picture
(with inventing previous and subsequent events)
Goals:
correctional and educational:
Teach children to compose a story based on a plot picture, inventing previous and subsequent events;
correctional and developmental:
Develop in children the ability to explain their actions in detail;
Develop in children the ability to tell stories according to a plan;
Strengthen children's knowledge on the topic;
correctional and educational:
To educate children in the ability to follow traffic rules.
Equipment: subject painting “An Incident on the Street” (Fig. 20); intersection model from the constructor; three traffic lights, with highlighted red (first traffic light), yellow (second) and green (third) light.
Preliminary work: conduct an excursion to the intersection (observe the movement of vehicles and pedestrians), with further analysis of what was seen; reading literary texts by I. Kalinin “How the guys crossed the street”, M. Korshunova “A boy is driving, he’s in a hurry”; working with a designer on the topic “On the Street” (making a model of an intersection).
Progress of the lesson
1. Organizational moment.
The speech therapist meets the children at a model of an intersection that was built by the children in the group and plays the game “Red, Yellow and Green”: each child has a small car in their hands, and they “drive” through the intersection, and the speech therapist puts traffic lights in front of them. Children must react correctly to the traffic light and explain why they did so: “I stopped because the light turned red,” “I will go further because it turned green,” etc.
2. Announcement of the topic.
Today we will write a story about an incident that happened on the street. The painting is exhibited.
3. Conversation based on the picture.
What season do you think is depicted in the picture? (Spring.)
How can you prove that it is spring? (People are dressed in jackets, jackets, sweaters; they have hats and berets on their heads.)
Why are passers-by surprised and frightened?
Why did the boys decide to ride the car like that?
Do you think the car was standing still or moving?
Is it possible for children (and not only) to do this?
How can such entertainment end?
How did the story of Vitya and Zhenya end?
- Try to come up with an ending to the story.
What advice can you give to other children about behavior on the street?
4. Drawing up a story plan.
The speech therapist asks the children to look at the picture again and asks next questions:
What can we call our future story?
What will you talk about at the beginning of the story?
How will you continue it?
How will you end the story?
Based on the answers, a plan is drawn up, for example:
Spring came.
Walk of friends.
You can't do that!
The plan is repeated by several children, and then, along the chain, the children compose a story.
5. Physical education minute.
Game "Chauffeur" with an imaginary object.
Rotating an imaginary steering wheel with their hands, children quickly “rush” along conditional paths, turning first to the right, then to the left. It’s good if the “driver” is able to react correctly to green, red, yellow light (colored circles).
6. Children's stories.
You can compose stories either in a chain or individually. The main conclusion from the story should be the idea that being naughty on the road is dangerous to life.
Sample story written by children
The long-awaited spring has arrived. Vitya and Zhenya decided to take a walk after school. They went outside and saw a car driving away from the sidewalk. Vitya offered to go for a ride, and Zhenya agreed. As we walked, Vitya jumped onto the car, and Zhenya was a little behind. Vitya began to help him. Then passers-by noticed them. They watched in horror what was happening. Some of the pedestrians began to shout and signal to the driver to stop. The driver realized that something was wrong and stopped the car. He got out of the car, and the frightened children jumped out of the car and began to run away. They became not only scared, but also ashamed of their actions.
7. Summary of the lesson.
What is the name of the story you wrote?
Why can’t you do what Vitya and Zhenya did?
Lesson 21.
Retelling of the story by K.D. Ushinsky "Four Wishes"
Goals:
correctional and educational:
Teach children to retell the story close to the text;
correctional and developmental:
To develop in children the ability to logically structure their statements;
Activate your vocabulary of adjectives;
Exercise children in working on a deformed phrase;
correctional and educational:
Cultivate children's interest in works of art.
Equipment: text of the story by K.D. Ushinsky “Four Wishes”, plot pictures depicting the four seasons (selected by a speech therapist).
Preliminary work: reading literary texts by A.K. Tolstoy's "Autumn! Our whole poor garden is crumbling...", G.K. Skrebitsky “Winter”, I.S. Nikitin “Admire: spring is coming...”, games: “Pick up a sign”, “On the contrary”.
Progress of the lesson
1. Organizing time.
Game "Pick the sign"
Summer (what?) - hot, warm, sunny, etc.
Winter (what?) - snow-white, fierce, harsh, etc.
Autumn (what?) - golden, rainy, fruitful, etc.
Spring (what?) - long-awaited, warm, early, etc.
2. Announcement of the topic.
The speech therapist asks the children to name their favorite time of year. (Children's answers.)
Today we will find out what the boy Mitya’s favorite time of year is from the story by K.D. Ushinsky "Four Desires".
3. Reading a story.
After reading the story, the speech therapist asks a minimum number of questions. For example:
What was the story about?
Who is the main character?
4. Game “Make a sentence”.
On, in winter, ride, fun, sledding.
On, well, a meadow, in spring, green.
There are a lot of berries in the forest in summer.
Apples in the fall, and pears ripening.
5. Physical education minute. Russian song
6. Repeated reading of the story with the intention of retelling.
7. Retelling the story by children.
8. Summary of the lesson.
Who is this story about?
What is Mitya's favorite time of year?
Why did Mitya like all the seasons?
Lesson 22.
Ministry of Education and Science of the Russian Federation
Federal agency of Education
Sharya branch of GOUVPO
Kostroma State University them. Nekrasova
course: Methods of speech development for preschool children
on the topic of: Teaching children senior group writing descriptive stories
Performed:
3rd year student
specialty: “Pedagogy and methodology preschool education»
Tonchavina Evgeniya Valerievna
Introduction
1. Essence, characteristics and structure of descriptive stories
2. Features of descriptive stories of children of senior preschool age. Formation of children's knowledge about structural parts text
Methods of teaching children to describe toys and natural objects
Conclusion
Introduction
The problem of developing coherent speech in children is well known to a wide range of people. teaching staff: educators, specialists, psychologists.
The child’s speech develops in unity with the formation of his thinking. E.I. Tikheyeva wrote: “First of all, and most importantly care must be taken to ensure that by all means, with the support of the word, we contribute to the formation in the minds of children of a rich and lasting internal content, promote accurate thinking, the emergence and strengthening of significant thoughts, ideas and creativity combine them. In the absence of all this, language loses its value and meaning.”
During preschool childhood, changes occur in children's thinking significant changes: their horizons expand, they improve mental operations, new knowledge and skills appear, which means speech improves. However, children acquire thinking and language skills only through communication with others. As the child grows, communication becomes more complex in its content, which in turn leads to the complication of the speech forms in which it occurs.
It has long been established that by older preschool age, significant differences in the level of speech of children appear. My experience shows this too pedagogical activity. The main task development of a child’s coherent speech in at this age is to improve monologue speech.
Monologue speech is psychologically more complex than dialogic speech. It is more comprehensive because it is necessary to introduce listeners to the circumstances of the events, to achieve their understanding of the story, etc. Monologue demands better memory, more intense attention to the content and form of speech. At the same time, monologue speech is based on thinking that is logically more consistent than in the process of dialogue or conversation.
Monologue speech is also more complex linguistically. In order for it to be complete and understandable to the listener, it must use complete, common sentences and the most accurate vocabulary. The ability to narrate plays a big role in the communication process. For a child, this skill is also a means of cognition, a means of testing one’s knowledge, ideas, and assessments.
This problem is solved through various types of speech activity: retelling literary works, compiling descriptive stories about objects, objects and natural phenomena, creating different types creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), writing stories based on a picture and a series of plot pictures.
All of the above types of speech activity are relevant when working on the development of coherent speech in children. But I want to focus on teaching children how to compose descriptive stories, since compiling descriptive stories based on perception is a valuable type of speech activity. Classes of this type help to increase the effectiveness of preparing children for school.
1. Essence, characteristics and structure of descriptive stories
In kindergarten it is given special meaning developing storytelling skills. Children are taught coherent statements that are characterized by independence, completeness, and a logical connection between their parts.
In preschool age, mastery of two types of oral monologue speech occurs: retelling and story (in elementary form).
A story is an independently compiled detailed presentation of a fact or event. Compiling a story (on assignment) is a more complex activity than retelling. The child must determine the content and choose the speech form of the narrative in accordance with the given topic. A serious task is to systematize the material, present it in the required sequence, according to the plan (the teacher’s or his own). It is necessary to show the child that his story is needed, to support the natural need to speak out, the desire to tell listeners something. It is important that children feel joy and satisfaction from their stories and see their benefits.
Stories can be either narrative or descriptive.
Description is a statement of characteristic features separate subject or phenomena. Usually the description is of a business nature, it contains many precise definitions and circumstances, but it is desirable that there are elements of imagery that attracts children so much. In addition, the description should be concise.
A descriptive story has its own structure and composition. At the beginning, the subject is named (or summary paintings), then in accordance with the order of examination are indicated characteristic features, the purpose and relationship of the parts and, in conclusion, the purpose of the object or action with it. Naturally, the description of any labor or other process is based on its sequence (i.e., the sequence of actions performed).
There are types of descriptive stories: comparative and explanatory stories.
In kindergarten, preschoolers are taught to write a description of two objects with contrasting features, based on a step-by-step comparison of their unambiguous features (for example, first by size, then by color, material, details, shape). Explanatory stories with elements of reasoning and evidence accompanied by demonstrations of the named actions are also useful. To explain something to another person means to lead him in a certain sequence to an understanding of the main connections and relationships characteristic of the phenomenon being described. For example, a child can tell and explain to a friend how to use this or that object, toy, or how to play a game.
2. Features of descriptive stories of children of senior preschool age. Formation of children's knowledge about the structural parts of the text
descriptive story speech preschool
It is known that the process of speech development in children occurs under the guidance of an adult. But at the same time, the effectiveness of pedagogical influence depends on the child’s activity in the conditions of speech activity. HE. Somkova, one of the authors of the “Childhood” program, developer of the “Children’s Speech Development” section, writes that research recent years(M.V. Krulekht, G.I. Vergeles, O.V. Solntseva, etc.) indicate that the intensity of child development in activity (in in this case speech) directly depends on the degree to which he has mastered the position of the subject of this activity. The more active a child is, the more he is involved in activities that are interesting to him, the more better result. It is important for a teacher to encourage children to engage in speech activity, to stimulate speech activity not only in the process of daily communication, but also in the process of specifically organized training.
In the older group, children's speech should be more varied, clear, and consistent than in the middle group. However, practice shows that often the stories of children in the older group are not always interesting in content, may not be presented consistently or logically, and may be monotonous. They often consist of simple nominal sentences. There is repetition, monotony in the selection of characteristics of the described objects and objects, the predominance of personal pronouns instead of naming objects. Children do not always use the vocabulary they have correctly. This especially applies to the use of conjunctions, prepositions, incorrect combinations of words in a sentence, wrong order words in a sentence. For example, when describing a spruce, a child says: “ At firstat herthe trunk is thick and brown, and Thenincreasingly thinner and green" - instead of "At the bottom the spruce trunk is thick and brown, higher up it becomes thinner, and at the very top it is thin and green."
Children unjustifiably widely use the definitions: “big” and “small”, often give only an approximate description of color and shape, and rarely use words like “multi-colored”, “monochrome”, “variegated”. (“The cat is white, a little brown. Her tail is white. She also has yellow.”)
These features of children's speech are not a sign of functional imperfection. A developed speech apparatus, existing sensory and speech experience make it possible to improve all aspects of speech. The quality of children’s coherent speech depends on the system of teaching them native language and, first of all, from creating a diverse and wide speech practice. Organization of extensive speech practice is a necessary condition For successful solution tasks of independent creative use of words. In this regard, in order to develop coherent speech, the child must be offered material that requires analysis, generalization, and systematization. Then he will move from monosyllabic statements of a situational nature to complex forms contextual speech communication.
3. Methods of teaching children to describe toys and natural objects
The methods and techniques selected by the teacher for teaching children to compose descriptive stories should ensure the conscious and deep assimilation of the skills acquired by the children. The main direction in the methodology for developing speech and composing descriptive stories is the constant and varied combination of words and images in the child’s mind. Therefore, first of all, methods and techniques are highlighted that are associated with expanding the child’s sensory knowledge. On this basis, children learn to independently describe an object or phenomenon, they develop the ability to use more precise definitions subject. The teacher should strive to ensure that the child accurately conveys the results of his observations.
In teaching storytelling, specific techniques are used, the purpose of which is to obtain a coherent statement or monologue from the child (and not an answer with a word, gesture, or phrase). At the initial stage of the lesson, techniques are used with the help of which children are shown the approximate result of the speech activity ahead of them (what is required of them) and the ways to achieve this result (how it is done).
Methods of teaching storytelling: a sample story, a partial sample of a story, an understudy of a story, analysis of a sample story, providing a story plan, collective analysis of a story plan, collective composing a story, composing a story in parts, finishing a story started by the teacher, suggesting options, involving children in correcting mistakes a child telling a story, a hint with a word or a sentence, an assessment of the story.
Let's take a closer look at the above techniques.
A sample story is a short one, live description any object or event that is accessible to children for borrowing in content and form.
In this case, it is necessary to distinguish the educational story of the teacher, intended for children to listen to, to broaden their horizons, from the sample story - didactic technique, which is intended to be emulated.
A sample story, more than other techniques, facilitates the learning process, since the child is shown the result that he must achieve. In addition, the sample determines the approximate content of children’s future stories, their volume and sequence of presentation, and facilitates the selection of a dictionary.
The model is used at the first stages of education, as well as in cases where a new task is set, to help children who cannot tell.
A sample story can be repeated by 1-2 children who tell a bad story (this will greatly stimulate them - after all, they were the ones who were entrusted with telling the story first!), while direct imitation plays a positive role, causing speech activity. However, one should not strive for verbatim repetition of the sample; on the contrary, elements of independence should be encouraged.
As a direct teaching technique, a sample story is most often used at the beginning of a lesson.
A variation of this technique is the partial pattern. It is used in the process of consolidating the ability to tell stories if children have difficulty completing any task, for example, coming up with the beginning of a story about an object or toy.
The teacher can repeat the entire story or part of it as needed and during the lesson (or involve another child in this), you can include it in the assessment of children’s answers (this technique is used in game form V middle group- for example, on behalf of the bear cub described by children, who praises children for the correct description of its characteristic visual qualities, also works with children of the older group - which I have seen repeatedly in own experience).
As noted above, children need to be shown not only the result of the speech activity ahead of them, but also the means of achieving it. Therefore, as a rule, the sample is used in conjunction with other techniques that clarify it, do not allow mechanical copying and lead to independent creative work thoughts on what is necessary in the process of working with older children. So, you can offer a second version of the story - a duplicate of the sample, when compared with the first one, the general patterns building a narrative. For example, a teacher sequentially describes two different toys and explains required elements these descriptions.
Teachers of the senior group of our kindergarten use this technique, but from a slightly different perspective: children independently consistently describe 2 different toys (for example, 2 toy cats), which serves as an alternative example of composing a descriptive story for other children; then other children compose stories about other toy cats (children are given several toys to choose from) - and since cats have external differences, the story is not the same type, dry, unemotional; on the contrary, children are creative in composing the story).
The conscious selection of speech forms is facilitated by such a technique as analyzing a sample story, which leads to isolating the plan of the statement.
The story plan is 3-4 main questions (points) that determine the content and sequence of presentation. Usually, after one or two lessons with a sample story, the plan becomes an independent, leading teaching technique.
Since children of the older group have (or should already receive in the process of learning within school year) some experience in composing descriptive stories, you can plan - in the form of free explanatory instructions, provide children with a sample story (in this case, children more consciously perceive the rules for constructing statements), but the use of this technique depends on the level of preparedness of the children.
The teacher introduces the plan to the children after the message general theme stories, as well as their character. In order to diversify children's stories, the teacher needs to prepare additional plan points in advance. Changing questions during one lesson activates children and their attention; in addition, it is a means of individualizing tasks.
In the older group, children should be pointed out to the incompleteness or inconsistency of the story (if this occurs), and they should be encouraged to complement each other’s answers.
At the same time, the teacher not only notes the deviation from the plan, but also involves the children in monitoring the children’s stories (What should you talk about now? What is better to tell first, so that everyone understands?). In the senior and preparatory groups, it is useful to use the technique of reproducing the plan by children (children should be involved in this action based on their individual capabilities). The teacher, without using the word “plan,” invites everyone to repeat silently what and how they will talk about now, and calls one or two children to answer out loud). The plan should be communicated clearly, separating one point from another with semantic pauses, emphasizing support words in phrases. Thus, a plan is a common and important technique with the help of which a child learns to describe objects, objects, and to do this without confusion.
Collective composing of a story is a unique technique that is used mainly at the very first stages of teaching creative storytelling. The advantage of this technique is that all children actively participate in the work. In progress joint activities children receive visual representation their imagination gradually takes shape about what it means to make up a story. But this technique also has a drawback: children practice coming up with phrases, choosing words - and speech activity limited, because they practice little in monologue speech.
In some classes, the technique of composing a story in parts is used; it makes the task of storytellers easier, since the volume of tasks is reduced. Thanks to him, the lesson becomes more varied, interesting, and the content of the stories becomes deeper and more complete; besides, I can ask large quantity children.
Questions play a secondary role in teaching storytelling. They are usually asked after the story has been written, to clarify or supplement it. In the process of storytelling, it is better to use a hint of a word or sentence, correction of an error, which will less disrupt the coherence of the story than a question.
Assessment is also a teaching technique. It is used to ensure that children imitate what the teacher praised and avoid what he condemned.
These are the general techniques for learning how to write stories.
Perceptual storytelling has a great influence on a child’s development, including sensory development. Only on the basis of sensations and perceptions do such complex mental processes as thinking, imagination. Psychologists have proven that when perceived objects are named out loud, they differ, are comprehended faster, and are remembered more firmly. A child, naming certain properties of an object, highlights them more clearly, i.e. exercises your sensations and perceptions.
Since children learn to describe objects and objects that they know and have seen, teachers should use these stories for educational purposes. It is necessary that the child reflects the real aspects of the object and correctly determines its purpose; at the same time, you need to teach children how to handle objects (offer to show them how to hold a spoon, how to tie a scarf on a doll, etc.).
Description of toys.
Classes on describing toys should be preceded by classes on examining them, in which children learn to identify the details and qualities of toys and master the appropriate vocabulary. These classes in the middle group at the 1st stage of training have some features. It is advisable to present children with figurative toys, with a bright personality, so that the child has the opportunity to grasp the “state” of the hero (the doll is happy, the duckling is funny, the teddy bear is sad) or demonstrate them in motion. Sometimes it is advisable to bring toys into group room 5 minutes before class, invite the children to look at them, touch them, and at the time of the story in class, do not give them to their hands, since at first this may prevent the child from concentrating on constructing a statement. You can play up the appearance of a familiar toy, and then this character turns to the children with questions and requests to tell something additional (Tell me about my blouse, about my ponytail). The leading teaching techniques are a sample description given by the teacher, a story plan, hints, additions children.
In older groups, such classes are conducted less frequently, and the toys chosen are more complex. It is good if the description of such a toy requires determining the spatial position of its parts, as well as their material and shape (toy watch, telephone, stove, bus). In the same lesson, tasks should be differentiated: children with more high level development can describe not one toy, but a static composition of 2-3 objects, indicating their location on the table, compose a descriptive story of a pair of toys, comparing them by element. In most cases, toys are brought into class closed and presented to children one at a time.
In the first lesson, the teacher gives a sample and outline of the story (What kind of thing is this? What parts does it have? What are they for? Show and explain how this thing is used.). The child, approaching the toy, takes it in his hands, examines it, feels it and begins to tell the story, demonstrating the object of description to everyone present. If the story doesn’t work out, you can offer the same toy for description to other children in order to clearly show how to complete the task.
The teacher is thinking about who to call to describe the next toy, taking into account the difficulty of the task and the interests of the children. Sometimes, to enliven the lesson, he invites the children to choose a toy to describe and encourages them to tell stories at will.
The following techniques help to increase interest in storytelling: the child is asked to put any 2-3 toys nearby and tell about them himself or call any of the children to tell the story.
After classes with general visual material, you can conduct 1-2 with individual handouts. It is permissible to select different toys, but they should be of approximately the same complexity and not large (this will simplify their storage and distribution). The teacher gives all explanations and instructions to the children at the beginning of the lesson, before the toys are distributed; duty officers can be involved in distribution and collection. During the course the lessons are offered Additional tasks, for example, to classify objects by color, purpose, etc. These activities prepare children for didactic games various types.
Description of natural objects.
Classes that offer natural objects that are familiar to children from life practice, that surround them, and that are used in everyday life are of great educational importance. These can be objects of nature (vegetables, leaves, houseplants), tools, etc. Since such classes were preceded by work with demonstration and distribution toys, it is more effective to immediately use sets of objects according to the number of children in the group to distribute to everyone. The senior educator should gradually accumulate such sets, guided by a program for familiarization with the environment. For example, for the older group - washbasins, postal supplies (cancelled envelopes, postcards, stamps), sewing supplies (balls and spools of thread, sets of buttons, patches, scissors, etc.), for preparatory group- school writing supplies, as well as sets of miscellaneous items (keys, cases, notebooks, flashlights, etc.).
While telling the story, the child immediately explains the purpose of the object and the rules for its use, demonstrates actions with it (brush movements when brushing teeth, securing the end of the thread to a spool, etc.). Since each set contains similar items that differ in unimportant characteristics, children can make up their minds about them. comparative stories. Classes are varied by inventing riddles and reading literary texts about objects.
In other classes, as well as on walks, children can become familiar with composing sketch stories. These are small figurative descriptions of especially expressive objects and natural phenomena, works of applied art (a fresh blooming flower, a view of the evening edge of a forest, a lace napkin on a dark background, etc.).
The ability to describe objects is also reinforced in other activities - during construction classes, the child talks about his construction, role-playing game The astronauts report “on the radio” what he sees below on earth.
Conclusion
Thus, in the older group, children learn to describe toys and objects, showing more and more activity. The teacher must professionally and skillfully manage this process.
It is necessary to carry out targeted, systematic work on teaching storytelling using in the classroom more effective, appropriate, interesting, and entertaining for children methodological methods, techniques, means that can contribute to the emergence of interest among students in this species speech activity.
It is very important to provide an atmosphere in the classroom easy communication, create conditions for enriching children’s speech various forms statements, make learning interesting, satisfying the curiosity of older preschoolers, their ever-increasing need for mental activity.
As mentioned above, some teachers believe that children do not like classes in writing descriptive stories about toys and natural objects, while others, on the contrary, indicate that children’s interest in this kind of activity is very great. I believe that, in addition to the fact that the teacher must know and be able to apply the methodology of teaching children to compose descriptive stories, he must convince children of the importance of describing a specific object, put forward such a motive that every child believes in it, make educational process more interesting and exciting.
Bibliography
1.Speech development in preschool children. / Ed. F. Sokhina. - M.: Education, 1984. ? 223 p.
2.Korotkova E.P. Teaching storytelling in kindergarten: A manual for kindergarten teachers. garden - M.: Education, 1982. - 128 p.
.Borodich A.M. Methods of developing children's speech: textbook. aid for students ped. Inst. - M.: Education, 1981. - 255 p.
.Bogush A.M. Speech training children to school. ? K.: Glad. school, 1984. - 176 p.
.Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. ? M.: Education, 1966.
.Gerbova V.V. Classes on speech development in the senior group of kindergarten.
.Raising children in the senior group of kindergarten: a manual for kindergarten teachers. garden / V.V. Gerbova, R.A. Ivankova, R.G. Kazakova and others; comp. G.M. Lyamina. - M.: Education, 1984. - 288 p.
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