Tsareva Maria
Long-term planning for the development of speech in the middle group

References:

1. V. V. Gerbova "Classes on speech development in kindergarten» .

2. T. R. Kislova "On the way to the alphabet", parts 1 and 2. Moscow "Balass", 2007.

3. M. A. Vasil'eva and V. V. Gerbova "Integrated lessons in middle group d / s» . "Teacher", 2010, Volgograd.

4. N. F. Vinogradova "Mystery stories about nature". "Ventana-Count", 2007.

5. N. V. Novotortseva "Literacy Education". "Academy, k.",1999.

6. T. A. Torygina "What are the months of the year?", speech development in kindergarten. Moscow, 2000.

town Pristan-Przhevalsk

2016-2017 academic year G.

September

Getting to know our heroes. "Toys"

GOAL: To teach children to write descriptions of toys. Develop cultural communication skills, activate vocabulary; use antonyms plural genitive case of nouns. To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Fix the rules for handling toys. Develop focus.

memorization: "Ball" S. Ya. Marshak

GOAL: Help children memorize and expressively read a poem; practice speech breathing (pronouncing the sound sh on one exhalation); develop dramatization skills. Exercise children in the use of verbs with prefixes.

"Fruits vegetables"

GOAL: To acquaint with the name of vegetables, with the place of their cultivation; learn to describe vegetables; solve riddles; exercise in the use of diminutive affectionate words, as well as in the use of plural nouns.

Introduce children to the name of fruits, learn to describe fruits, compare; guess riddles, agree on definitions and nouns;

develop speech. To replenish the knowledge of children about how people store the harvest of fruits and vegetables, how they prepare food for the winter; activate dictionary; build communication skills speeches.

"Reading poems about late autumn"

GOAL: Introduce children to poetry. Help memorize passages of poetry.

"Classes on speech development» V. V. Gerbova page 37

Learning the nursery rhyme "Pussy"

GOAL: To teach to help children remember the nursery rhyme, pronounce it expressively.

"Classes on speech development» V. V. Gerbova page 29

Reading the fairy tale by K. Chukovsky "Telephone"

GOAL: To please children by reading a fairy tale. Exercise in staging excerpts from the work.

"Classes on speech development» V. V. Gerbova page 30

"Retelling the tale "Turnip"

GOAL: To form an idea of ​​what a folk tale is. To form the ability to retell a familiar fairy tale together, according to "chain". Develop attention, memory. Cultivate the ability to listen to each other, carefully follow the story.

Fairy tale retelling "Teremok"

GOAL: Generate a representation of such a feature folk tales like observation. To form the ability to retell a familiar fairy tale with the help of models. To form the ability to select substitute items based on hallmark(a value characteristic of the appearance character. Exercise in the ability to guess riddles, based on the visual image of animals, to argue your answer.

"Autumn"

GOAL: To consolidate knowledge about the autumn months, about the signs of autumn. Develop attention, creativity, the ability to guess riddles; develop correct speech.

Storytelling in a picture "Autumn Day" Exercise in a purposeful examination of the plot picture, in answering questions about its content.

"Shadow-shadow"

GOAL: Help children remember and expressively read the song.

"Classes on speech development» V. V. Gerbova page 32

"Vegetables and fruits. What has autumn given us?.

GOAL: Guessing riddles about vegetables and fruits. Expand children's ideas about vegetables and fruits, teach group items, name vegetables, fruits, mark their qualitative characteristics.

"The story from personal experience on the topic "My Pets"

GOAL: Storytelling by painting "Dog with Puppies" Learn to talk on a topic from personal experience proposed by the teacher. Learn to name animals correctly, their body parts. Continue to work on deepening knowledge about animals. 2. Learn to describe the picture in a certain sequence.

"Classes on speech development» V. V. Gerbova page 37

Speaking from personal experience on the topic "My native land" GOAL: 1. 1. Learn to name your native village, street. 2. Learn to name the street on which the kindergarten stands. 3. Introduce sights native land. 4. Raise pride and love for the native village.

"Classes on speech development» V. V. Gerbova page 33

"House"

GOAL

Sound culture speeches: sounds "h" and "z*".

GOAL: Exercise children in the pronunciation of an isolated sound "h" (in words, syllables); learn to pronounce the sound "h" hard and soft; distinguish words with sound "h" and "z*".

"Classes on speech development» V. V. Gerbova page 31

"Change in Nature in October"

GOAL: Learn to talk about changes in nature in October, describe nature in October; agree on nouns and definitions.

"Forest in autumn"

GOAL: Did. Upr-e How many words are in a sentence Help children perceive the poetic description of autumn nature; form elementary representation about the offer; activate dictionary. memorization by heart: A. Pleshcheev "Autumn" To learn to characterize the signs of late autumn when looking at paintings and illustrations, to recognize these signs in poems; help memorize the poem by A. Pleshcheev, expressively read it.

"Furniture"

GOAL: Exercise in the use of the pronouns MY, MY, as well as words in the plural; introduce the name of the furniture and its components; learn to compare individual pieces of furniture, describe furniture

"Family"

GOAL: Introduce different houses, learn to describe houses; Practice using plural nouns.

"Dishes" Sound culture speeches: sound "C" GOAL: 1. Fix the generalizing concept: dishes. Get to know the classification crockery: kitchen, dining room, tea room. Set rules for table manners.

2. Exercise children in pronouncing a sound "C" in isolation, in syllables, in words. "Classes on speech development» V. V. Gerbova page 35

"Clothing"

GOAL: Learn to describe items of clothing, select clothes for the season. Improve skills speech communication; enrich your understanding of the environment.

"Beasts"

GOAL: Enrich children's knowledge of wild animals. Consolidate knowledge about environment habitats for wild animals;

"Pets"

GOAL: Exercise in the use of plural nouns, learn to compare animals, describe them; develop children's speech

"Sister Chanterelle and the Gray Wolf"

GOAL: To introduce children to a Russian folk tale (arr. M. Bulatov, to help evaluate the actions of the heroes, to dramatize an excerpt from the work.

"Classes on speech development» V. V. Gerbova page 42

Game - incineration "We have a teddy bear visiting us"

GOAL: Teaching children to notice in group presence stranger to greet and talk to him in a friendly way.

Classes for speech development» V.V. Gerbova page 60

"Winter"

GOAL: Clarify and summarize the children's ideas about winter, about the winter months. To consolidate knowledge about the signs of winter. Improve verbal communication skills

Storytelling in a picture "Winter entertainment» learn liaison speeches, use complex sentences, describe changes in nature in winter.

memorization: I. Surikov “Winter

GOAL: Help to feel the beauty and lyricism of the work of I. Surikov. Learn to expressively read a poem by heart.

"Compiling a Narrative Story" "Masha's adventure in the forest".

GOAL: To form the ability to compose a joint narrative story using the utterance scheme set by the educator. To form the ability to adhere to the storyline when compiling a story. Exercise in the selection of signs for an animal, as well as select verbs denoting the characteristic actions of animals. Develop a sense of humor.

Christmas tree "K. Chukovsky

GOAL: Help comprehend and memorize a new poem; work out intonation expressiveness speeches.

Narrative storyline "Winter"

GOAL: Reading and memorizing a poem about winter. Learn to make sentences according to the plot picture, coordinate words in a sentence, determine and name the location of an object (left, right, next to, about, between, time of day, characterize the mood and state of people. Introduce children to poetry.

"Classes on speech development» V. V. Gerbova pp. 43, 45

Reading and memorizing a poem about Pleshcheev's winter « White snow fluffy…". GOAL: Introduce children to poetry. Help memorize and expressively read the poem.

"Classes on speech development» V. V. Gerbova page 43

Reading a Russian folk tale "Zimovye".

GOAL: Help children remember Russian folk tales they know. Introduce the fairy tale "Zimovye"

"Classes on speech development» Sokolova-Mikitov) V. V. Gerbov p. 47

Painting storytelling training "Tanya is not afraid of frost"

GOAL: To learn to consider a picture and tell about it in a certain sequence; learn to come up with the name of the picture.

"Classes on speech development» V. V. Gerbova page 50

Making a story from a picture "In the woods"

GOAL: Help to consider and describe the picture in a certain sequence. Continue to learn to come up with a name for the picture.

"Classes on speech development» V. V. Gerbova page 55

Sound culture speeches: sound "SH".

GOAL: Show children the articulation of sound "SH", to learn how to pronounce the sound in isolation, in syllables, in words.

"Classes on speech development» V. V. Gerbova p.

Sound culture speeches: sound "F".

GOAL: Reading your favorite poems. memorizing a poem by A. Barto "I know what needs to be done". Exercise in the correct and clear pronunciation of sound "F" isolated in onomatopoeic words; ability to identify words with sound "F"

"Classes on speech development» V. V. Gerbova pp. 48, 51

Sound culture speeches: sound "H"

GOAL: Explain how to pronounce the sound correctly "H", exercise in pronouncing a sound in isolation, in words, in verses.

"Classes on speech development» V. V. Gerbova page 53

"Animals of hot countries"

.GOAL: To give an idea of ​​the animals of hot countries. Activate children's vocabulary.

GOAL: Learn to describe poultry; introduce antonyms; to activate children's knowledge about the appearance of poultry, their habits. Cultivate interest and love for birds

Mini-quiz based on the fairy tales of K. Chukovsky. Reading a work "Fedorino grief"

GOAL: Help remember the names and content of K. Chukovsky's fairy tales. Introduce the fairy tale "Fedorino grief".

"Classes on speech development» V. V. Gerbova page 52

"Fish"

GOAL: Introduce children to fish, their habitat; learn to guess riddles;

Practice using plural nouns.

"bread products"

GOAL: Introduce children to products made from flour; learn to describe one product; develop speech

"Milk products"

GOAL: To acquaint with dairy products, their benefits for the body; Practice using plural nouns.

"Transport"

GOAL: Clarify children's knowledge of transport means, replenish the dictionary by the names of cars. Get to know common words. To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story together with the teacher. Introduce children to water transport, activate in speeches the corresponding words. To consolidate the ability to combine objects in pairs according to the material. To acquaint with air transport, their components, describe them; Practice using plural nouns develop speech.

"Spring"

GOAL: Learn to describe spring, give knowledge about seasonal changes associated with the first months of spring; Practice using plural nouns.

Getting ready to welcome spring and International Women's Day

GOAL: Introduce children to the poem by Pleshcheev A. "Spring". Exercise in the ability to congratulate on the holiday.

"Classes on speech development» V. V. Gerbova page 59

"Traffic Laws. Traffic lights"

GOAL: Introduce the designation of road signs, traffic signals; develop speech; activate children's vocabulary.

"Theatre, musical instruments"

GOAL: Introduce theater and musical instruments. Continue to teach children to divide words into parts.

"Sport"

GOAL: Introduce different sports; develop children's speech; Continue to acquaint with single-root words; activate children's vocabulary.

Sound culture speeches: sound "SHCH"

GOAL: Exercise in the correct pronunciation of sound "SCH" and differentiation of sounds "SCH" and "H".

"Classes on speech development» V. V. Gerbova page 60

Drawing up stories from the picture

GOAL: Check if the children are able to follow a certain sequence, making up a story based on a picture; whether they understood what it means to title a picture. "Classes on speech development» V. V. Gerbova page 62

Reading the fairy tale by D. Mamin-Sibiryak “The Tale of Komar Komarovich - Long nose and about Shaggy Misha - Short tail "

"Classes on speech development» V. V. Gerbova page 63

"Kindergarten"

GOAL: Form children's perception of employees kindergarten; labor processes performed by each of them; educate respect for the work of adults; Practice using plural nouns develop speech

"Professions"

GOAL: To teach children to answer the teacher's questions with a full answer; to enrich and clarify children's ideas about the professions of adults; learn to guess riddles about professions; educate respect for the work of adults; activate children's vocabulary.

"Forest. Trees. "Fruits, seeds."

GOAL: .Introduce the name of some trees, the components of the tree, the benefits of trees; solve riddles; activate the vocabulary of children., learn to describe the fruits of berries; introduce the fruits of trees and shrubs;

"Houseplants"

GOAL: Introduce the name of indoor plants, ways to care for them; learn to describe houseplants

Sound culture speeches: sound "L-L*"

GOAL: Exercise children in clearly pronouncing a sound "L" in sound combinations, words, phrasal speeches. improve phonemic perception- learn to identify words with sounds "L-L*"

"Classes on speech development» V. V. Gerbova page 63

storytelling training: work with the picture-matrix and handout pictures.

GOAL: Learn to create a picture and talk about its content. Develop creative thinking.

"Classes on speech development» V. V. Gerbova page 65

Memorizing a poem by Yu Kushak "Deer" Learning a Russian folk song "Grandfather wanted to cook an ear"

GOAL: Help children memorize and expressively read the poem.

"Classes on speech development» V. V. Gerbova page 66

"Victory Day. Military equipment»

GOAL: Give an idea about the Victory Day holiday; learn to tell, answer questions; develop children's speech.

Sound culture speeches: sound "R, R*"

GOAL: Exercise children in clear and correct pronunciation of sound "R" in isolation, in pure phrases, in words.

"Classes on speech development» V. V. Gerbova page 69

"Insects"

GOAL: Introduce the name of insects, their features; use plural nouns.

"Summer"

GOAL: Introduce seasonal changes in nature in summer. Learn to describe a summer day; activate children's vocabulary.

"Berries"

GOAL: Introduce the name of the berries; learn to compare berries by color, size; Practice using plural nouns.

The leading task of the pedagogical work of kindergarten teachers is the formation of high level native language proficiency. Developed speech is a necessary condition for harmonious socialization, comfortable mental well-being, building full-fledged relationships with peers and surrounding adults, achieving excellent results learning. Mastering the word is very important for the development of thinking, gaining creative freedom of self-expression and knowledge of the world around. The sooner, taking into account age characteristics, we help the child learn to express his thoughts competently and fully, the freer and more confident he will feel in the future.

Speech development in the middle group of kindergarten

Work on speech development is a complex pedagogical process based on a complex methodological techniques and special exercises aimed at improving the speech skills of the child and the formation of a high culture of speech in him: the ability to listen, restrain spontaneous emotional reactions, show tact and friendliness.

One of the main tasks for preschool age is the development of speech and communication skills, including the development of a clear pronunciation of sounds and words, vocabulary enrichment

GEF requirements for speech development

Public and private educational organizations should be guided by the program requirements specified in the Federal State Educational Standards related to the field of speech development:

Tasks include simultaneously solving different problems that are closely intertwined: after determining the sound or syllabic composition of the word

Age-related psychological characteristics of children in the middle group of preschool educational institutions

When selecting tools, the teacher must take into account the normative age characteristics of his pupils:

1. The skills of sensory-spatial orientation are being improved - the understanding of the sensory standard is gradually fixed in children, younger preschoolers four years can identify more than five object shapes and more than seven colors.
2. The ability to memorize and retain information in memory develops, random memorization, children can complete the memorization task.
3. Speech is being improved - the process of acquaintance with the names of surrounding objects continues, situational and business communication with adults becomes more complicated, in addition, the lexicon is enriched, the basic grammatical constructions of sentence construction are mastered and complicated, the vocabulary.
4. The ability to concentrate and hold attention steadily increases, the duration of the period of conscious concentrated activity increases to 15–20 minutes.
5. The degree of development of figurative thinking and imagination allows children to compose logically coherent, consistent, plot-organized stories by the age of five. It is worth paying attention to the fact that the imagination will actively develop only with social and pedagogical organization and stimulation.
6. The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
7. Children of this age experience difficulties in coordinating complex grammatical constructions, it is difficult for them to express detailed judgments and at the same time track grammatical literacy.

As a rule, the educator conducts special scheduled classes for the development of speech, provided for by general educational programs. The recommended norm according to the standards is once a week for 20 minutes. However, pedagogical work on the development of speech is not limited to these frameworks. It also goes during classes of a cognitive, artistic and aesthetic nature, communication with children during walks, physical education breaks, as well as the labor or play activity of the child, which is modeled by the teacher. A broad outlook, logical thinking, aesthetic perception of the world contribute to the formation of figurative, lexically rich and grammatically correct speech.

Organization of a speech therapy group

If a speech pathology is detected in a child during a speech therapy examination (primarily children 5–6 years old, the rest of the pupils during the year), correctional classes will be conducted by a speech therapist teacher. Speech therapist deals exclusively with children with speech defects.

A good specialist will help the child eliminate or compensate for speech defects

At a preschool institution, the work of a specialized speech therapy group(no more than 12 children) or a speech therapy center (20-25 children during the year). The composition of the pupils involved in the speech therapy center may change, classes are held every day in an individual or subgroup form, the duration depends on the individual needs of the children. For his correctional work, the speech therapist teacher takes the children from any class that the main educator conducts.

The functioning of a separate speech therapy group is regulated by an independent regulation, prepared and signed in the form of an internal order by the head of the kindergarten. They differ from ordinary groups in the kindergarten, firstly, in less content, which allows for a full-fledged individual approach, and secondly, together with two teachers, a speech therapist teacher works daily, who conducts independent classes with children and provides advisory assistance educators. Enrollment in a specialized group is based on the application of the parents and the conclusion of the PMPK (commission consisting of a psychologist, physician, teachers). For each pupil, a separate card is assigned indicating the period and plan for carrying out the necessary corrective measures, depending on the complexity of the situation.

Reasons for enrolling in a speech therapy group:

• violations of the correct pronunciation of several (more than 2–3) sounds;
• insufficient level of coherent speech skills, gross lexical or grammatical errors;
• deficit of emotional-personal and socio-communicative development.

Methodical means

The seriousness of the tasks facing the teacher within the framework of the requirements of speech development forces the most thoughtful approach to the means used.

Basic pedagogical techniques

• Teaching a story based on several plot pictures. The teacher offers such a task to a subgroup of four to five children. Thus, during the year, pupils are trained to retell the heard literary work, fairy tale, entertaining history, cognitive information, personal life experience or own emotional impressions.
• Daily reading of fiction provided educational program, teaching the ability to carefully listen to fairy tales, works of various authors. Reading can be accompanied by a demonstration of visual material, showing toy characters, game improvisation with a request to continue, repeat, retell what was heard, or describe the picture in words. It is worth noting that the teacher also needs to gradually accustom children to perceive a work of art without the additional participation of visual aids.

  

  The level of speech development is an important indicator of the mental state of the child, mastering speech is the key to successful adaptation of the baby in society.

• Work in the format of a conversation (domestic and wild animals, plants, clothes, seasons, my family, professions, etc.), discussion of illustrations and pictures, which will contribute to the development of imaginative thinking and the ability to independently formulate their own thoughts, ask questions and answer to the teacher's questions. It is inappropriate for four-year-old children to stand up when answering, because a lot of time is wasted. Also, kids learn to reasonably express their opinion and convey it to other children, choosing the right phrases. It is necessary to strive to create a favorable psychological and pedagogical environment for active, natural communication between children, to set them up for a good-natured perception of each other's answers, to help overcome shyness, insecurity, to notice and approve even a small progress of each baby.
• The use of gaming technologies (role-playing and didactic), playing imaginary situations, theatrical improvisations as a means of training sound pronunciation, dialogue speech, methods of psychological and intellectual emancipation, development of initiative and creative activity. ( Role-playing games"Shop", "Polyclinic", didactic games "Clock", "Transport", etc.).

  

  Didactic game helps to teach children to find a given sound in a word at the stage of loudly pronouncing the word by the child himself, to teach to attribute single objects to certain thematic groups

• Repeated repetition of a new word with a pronounced intonational emphasis on it and an explanation of its meaning, as well as the possibilities of using it in various speech turns. (“Guys, did you hear the word that I underlined with my voice? Scalded - doused with boiling water, like Ivan, who bathed in a vat of boiling water in the fairy tale “Humpbacked Horse”).
• Periodic change of choral (it is possible to work with small subgroups on any basis, for example, only boys or girls) and individual forms of answers, thanks to which it is possible to use most children at work, creating conditions for speech practice for each child.
• Motivation to complete a learning task, when the teacher uses situations that are significant for the child, for example, asks someone to save, rescue, help. When evaluating answers, it is advisable to emphasize a successful turn of phrase or an exact image found by the child in the process of storytelling. (“What a beautiful comparison of winter drawings on glass with lace weaving you got!”).

  

  Correct speech helps the child to get used to society

• Physical education minutes, which are also an educational task, therefore, it is necessary to set up children for a serious attitude to physical education pauses and their diligent implementation. Game gymnastics - several imitative tasks to imitate the movements of animals, athletes, create the image of a plant ("swimmer", "rose", "skier", etc.). Perfection fine motor skills hands Scientific research by V.M. Bekhterev discovered a deep relationship between the flexibility and dexterity of the fingers and the activity of the higher nervous system. Finger gymnastics will relieve mental stress, mimic clamp, relax muscles. speech mechanism directly depends on the development of manual skills.

Games for speech development

By the age of five, it is important for a child to learn the correct pronunciation of all sounds; to achieve this goal, it is necessary to practice breathing exercises daily (5–10 minutes during a physical education session), which will allow for greater articulatory mobility of the vocal apparatus. As a breathing exercise, you can use the following exercises:

• blow on cotton balls, snowflakes suspended on a string;
• races of paper boats in a basin of water, when players blow on their boats without puffing out their cheeks;
• blow up balloons together
• a game of pencil races: whose pencil will be the first to roll off the surface of the table under the influence of a jet of exhaled air;
• children's musical toys (pipes, whistles) will become excellent simulators, they will allow you to work out the strength and smoothness of exhalation;
• In addition to breathing exercises, games resembling chanting can become voice exercises for training pronunciation on a long exhalation of vowels, consonants can be gradually connected. It is advisable to start with sounds that the baby pronounces unmistakably.

The formation of grammatically correct speech includes exercises for consistency, while it is necessary to notice and correct the child's mistakes, train and consolidate the correct answer through repeated repetition.

Examples of games for training and consolidation:

• "More less". I have a book, and you have books; I have a pencil, and you have pencils, etc.
• "Call it kindly." Toy - toy, apple - apple, etc.
• "I, you, he, she ..." (conjugations in the present tense). I paint, you paint, he paints, they paint, we paint.
• "Continue the offer."
• "Counting" - the coordination of numerals with nouns. One dice, two dice, three dice, etc.
• “Whose description” is the agreement of adjectives with nouns. Choose a word for the words summer, summer, summer.
• "Whose toy?" - agreement of possessive adjectives with nouns.
  - Ira has a doll.
  - Whose doll is this?
  - This is Irina doll.
• "Which?" - formation of relative adjectives. Strawberry ice cream - strawberry ice cream.

Video: games for the development of speech

Speech corner equipment

According to the requirements of the Federal State Educational Standard for children, it is necessary to create a comfortable and aesthetically attractive environment, a special subject-developing environment that will stimulate independence, as well as informal playful communication of children. Didactic and visual aids and materials the educator uses during classes, sports and recreational activities, organization of games. In their free time, children can play on their own in a speech corner, but it is necessary to cultivate a careful attitude to board games, to teach kids to keep order.

It is advisable to place the speech corner in a well-lit place, somewhat remote from the playing area

Table: filling in the speech corner by section

Chapter	Content
Articulation gymnastics in pictures	Pictures for articulation exercises, sets of exercises for articulation in pictures-tables. They can be made independently, and the description can be taken from methodological literature. For example: T. A. Kulikovskaya “Articulation gymnastics in verses and pictures”, “Articulation gymnastics in counting rhymes”, V.V. Konovalenko, S. V. Konovalenko "Articulation, finger gymnastics and breathing-voice exercises."
Breath	Spinners, pipes, balloons, bubbles, air jet games, etc.
fine motor skills	Spinning tops, dry pool, lacing, mosaics, puzzles, stencils for hatching, internal and external strokes, pencils, etc.
Higher mental functions	Split pictures, dominoes, "The fourth extra", "Color and shape", "Learn by the contour" and others. It is advisable to discuss the content of this section with a psychologist.
phonemic hearing	Sound differentiation games - for example, games with paired cards Z.T. Bobyleva;
Sound pronunciation	Albums on automation of sounds by V.V. Konovalenko, S.V. Konovalenko; game exercises L. A. Komarova; games for automating sounds: “Speech therapy lotto”, “Speech therapy domino”, “Steam locomotive”, “Pick and name”, etc.);
Vocabulary	Pictures reflecting the studied lexical topic (plot and subject); educational puzzles, games: lotto, “Pick up a couple”, “Who will name more”, “Part and whole”, etc.;
The grammatical structure of speech	Games E.M. Karpova, E.V. Solovyova, V.V. Konovalenko, S.V. Konovalenko, the game “Whose tail?”, “One is a lot”, “Call it affectionately”, “What is not?” and etc..
Connected speech	Story pictures, “Guess by the description”, “When does it happen?”, “We play in the profession”, etc.
Diploma	Schemes of words, sentences, games: “Pick a word for the scheme”, “Make a sentence according to the scheme”, “Add the word”, crossword puzzles, rebuses, etc.

Games that help consolidate the acquired knowledge in your free time

Speech development programs

Online Federal Institute development of education (FIRO) hosted projects of more than twenty programs preschool education. Each of the recommended programs is developed in accordance with all the necessary requirements of the educational standard, formulates the task of developing the speech culture of preschoolers, while having its own characteristics in terms of the scale of the content and priority focus. Education Act" Russian Federation emphasizes that the teaching staff of the preschool educational institution has the opportunity to independently give preference to any of the available programs if it most fully complies with the principles and conditions of work of this educational institution. All programs can be conditionally divided into two large typological groups.

The work program for the implementation of the general education program is developed by teachers of a preschool institution on the basis of one of the complex or partial programs and is approved by the head of the kindergarten.

Comprehensive speech development programs

The compilers of comprehensive programs adhere to the principle of the integrity of the approach to education, taking into account existing psychological and pedagogical norms, i.e. training, education and development are carried out in all directions, contributing to the comprehensive and harmonious development of pupils.

These programs include:

• "Dialogue" (the head of the team of authors - O.L. Soboleva) is the latest program that covers all educational areas, but emphasizes the priority of speech development with a pronounced emphasis on speech creativity, as well as the prevention and correction of speech defects. The core of the program is the development of creative imagination, stable motivation for cognitive activity by means of modern gaming pedagogical technologies based on a fairy-tale metaphor, around which the scenario of a developmental lesson is built.
• "From birth to school" - new edition A model program of education and training in a preschool educational institution in 1985, developed taking into account modern scientific achievements and experience of domestic and foreign preschool education. The program is based on the principles of a humane-personal attitude towards the child, and is aimed at the harmonious all-round development, formation and development of spiritual universal values. The developing model of education dominates, calling on the teacher to focus on the individual characteristics of the pupil, this approach corresponds to the modernized "Concept of preschool education" (V.A. Petrovsky, V.V. Davydov, etc.) about the significance and value of the preschool stage of childhood. The principle of cultural conformity is basic in the construction of the program as a whole. The leading type of activity in preschool childhood is the game.
• "Origins" (T.I. Aliyeva, T.V. Antonova and others) - special attention is paid to personal development child in accordance with age characteristics. The authors consider seven main personality characteristics that are important to form in a child.
• "Childhood" (T. N. Babaeva, Z. A. Mikhailova and others) - developed as a program of a multilateral, enriched intellectual, emotional and physical development child in various activities.
• "Development" (L. A. Venger, O. M. Dyachenko, etc.) - the program is based on a set of scientific theoretical and experimental author's methods, as well as the psychological concept of L. S. Vygotsky, according to which the formation of human consciousness is a defining direction its development.

The program of speech classes is expanding, as a result, the child develops the purity of sound pronunciation, and also learns the rules of speech behavior

Partial programs

In partial programs, the emphasis is on one direction in the education and upbringing of the child. With this approach, the teacher will be faced with the task of implementing a competent combination of several narrow targeted programs. Examples:

• "The development of speech of preschool children in kindergarten" (O.S. Ushakova) - is aimed at developing speech skills, coherent utterance skills, understanding the relationship between structural parts story and individual phrases;
• "Slovechko" (L.A. Efrosinina) - adheres to the principle of integration of various educational areas. He sees the main tasks of the communicative educational field in the development of free communication skills with children and adults, the improvement of all components of oral speech (lexical, grammatical, pronunciation), coherent speech (dialogue, monologue) in various types of children's activities.

Speech development aids based on the state standard

Methodological aids are developed in order to help the educator, especially the beginner, in organizing his work. In addition, all of them are peer-reviewed, correspond to the modern level. scientific knowledge in the field of child psychology and physiology, general educational programs and the requirements of the state standard for preschool education. As a rule, methodological recommendations are an addition to a specific complex or partial program, therefore it is advisable to give preference to author's manuals included in a single educational and methodological complex along with the general educational program on which the kindergarten works. Benefits are advisory in nature, therefore, are optional (only mandatory regulations), the teacher can freely choose benefits based on the priority educational tasks that the preschool institution solves.

It is worth noting, however, that the teaching aids are designed to greatly facilitate and speed up the process of preparing a teacher for classes, saving him from the need to spend time searching for and working through a large amount of information. The most successful developments that have proven their effectiveness in practice, young teacher usually a more experienced colleague advises, for example, a senior educator who is responsible for the sector of methodological literature and completes the methodical corner.

Table: benefits for the development of speech in preschoolers

Author and title of publication	annotation
Efrosinina L.A. From letter to letter. Allowance for children 4–5 years old. In 3 parts. Moscow: Ventana-Count	The manual introduces children of 4–5 years of age to the Russian alphabet. Toddlers will learn to correctly name letters, recognize them in a word and write in block type. Exercises are aimed at developing speech, attention, thinking and memory of children. The first part of the manual presents the letters from A to Z; in the second - from I to C; in the third - from T to Z.
Veraksy N.E., Komarova T.S., Vasilyeva M.A. Comprehensive classes according to the program "From birth to school". Middle group. Moscow: Mosaic - Synthesis	The manual offers comprehensive classes with children of the middle group for the entire academic year, which will help teachers build a system of developmental education based on the requirements of the Federal State Educational Standard. Organized content educational activities, which includes games, listening, reading and discussing program works, observing, etc.
Ushakova O.S. Methods for the development of speech of preschool children: a teaching aid for preschool educators. M.: Humanitarian ed. VLADOS Center	The manual reveals the methodology for developing the speech of children in all age groups of a preschool institution. All the main aspects of speech work are presented: the formation of a dictionary, the formation of the grammatical structure of speech, the formation of sound pronunciation, the development of coherent speech, etc.; exemplary course outlines are given.
Gerbova V.V. Classes for the development of speech in the middle group. Moscow: Mosaic - Synthesis	The manual presents approximate plans classes on the development of speech and the familiarization of children 4–5 years old with fiction; recommendations on the organization and conduct of classes are given.
Nishcheva N.V. If the child does not speak well. SPb.: LLC "Publishing house "Childhood - Press"	After reading the book, mothers and fathers of preschoolers will learn how a child’s speech develops in the first six years of life, what are the causes of speech development disorders, where to go if the baby’s speech development is clearly not up to standard, what research is being done by specialists in order to identify the causes of violations. The manual is also useful for teachers of preschool educational organizations, both educators and speech therapists.
Kalmykova L.N. Hello finger! How are you? Volgograd: Teacher	The card file of finger games proposed in the manual is focused on the leading activity of the child - playing. The planning of the work of a teacher for the development of children is carried out through the material systematized in thematic blocks: “Me and my family, name”, “Seasons”, “Wild animals”, “Pets”, “Fruits”, “Funny account”, “Fairy tales, fairy tale characters"and others. By organizing games with fingers, the teacher will be able to effectively and entertainingly develop mental processes associated with the formation of speech.
Stefanova N.L. Complex classes with children 3–7 years old: the formation of fine motor skills, the development of speech. Volgograd: Teacher	The manual presents the experience of building correctional and educational work with preschoolers on the formation of fine motor skills, discloses a pedagogical system for increasing the level of speech development of children in preparing the hand for writing by means of modern didactic games and exercises, finger gymnastics and massage techniques.
Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. In 2 books. Moscow: AST	The book can be used for daily reading to children. All material in the book is divided into three parts: the first - for children of four or five years, the second - up to seven years. The reader is compiled in accordance with the State standards, each section is equipped with a methodological apparatus: introductory articles intended for adults, control questions for children and methodological advice for adults.

Speech development classes: structure, planning, examples

Planning both a single lesson and annual rate guidelines must be followed.

Lesson structure

1. The organizational introductory part of a motivating and stimulating nature, which includes reading a poem or a riddle, the teacher sets the children to work, arouses interest in the topic of the lesson.
2. The practical part, when the teacher sets the task, explains the meaning of the task that the children must complete, for example, make a continuation of the story at its beginning, describe the plot picture, name objects on a specific topic, etc.
3. The active work of children to complete the task can take place in the form of a game or perform an exercise during a physical culture break. Verbal assessment of children's activities.
4. Summing up, when the teacher draws the attention of children to the results of the completed lesson, emphasizes and repeats the main skill that the children should have mastered or consolidated.

The purpose of this exercise is to develop consistency in the pronunciation of words and movements.

Table: "Winter fun" (summary of a lesson on speech development, author L. N. Slatnikova)

Tasks	Development of dialogue skills. Learning to compose a short story in three or four sentences. Training for creative tasks. Teaching the ability to solve riddles. Learn to highlight the first sound, select words for the proposed sound.
Lesson progress
Introduction	Children look at an illustration with a winter landscape and answer questions from the teacher. What season is in the picture? - On what basis did you guess that it was winter? (Snow). - What snow? (White, fluffy, shiny, cold, silver). - Name the snow affectionately. (Snowball). - What do we call the natural phenomenon when the snow falls? (Snowfall). - And if there is a huge pile of snow, what will we call it? (Snowdrift). - And when the snow falls and the wind blows, how to call this phenomenon? (Snowstorm, blizzard). What happens to snow in winter? (Falls, spins, flies, flutters, pours, melts). - What is the holiday in winter? (New Year). - Do you like this holiday? How? (Fairy-tale heroes come, Santa Claus and the Snow Maiden bring gifts, put on beautiful costumes, etc.) Why do you still love winter? (Children begin to fantasize about what can be done in winter, despite the frost and cold, and as a result, it turns out that winter is the most interesting and fun of all seasons.
Picture story	Children are shown several pictures depicting winter games and fun, they are offered to compose a story. Sample: “The picture shows a boy. He is skiing. It is best to do this in winter, when frost and fluffy snow. The boy is wearing a light jacket and knitted hat. If he had put on a fur coat, he would have been very hot and also uncomfortable to move.”
Physical education minute	We put on skis (Children follow each other) And let's go for a ride. (Imitating the movements of skiers) Look how they are You can run fast. Sledge from an icy hill (They are divided into pairs, one child stands in front, the other behind) The sled runs fast. (Children join hands and run after each other) Big ditch ahead Bach! - the sleigh got stuck. (stop and sit down)
Riddles	The old joker does not order to stand on the street, Pulls home by the nose. (Father Frost) The white blanket is not made by hand.- Not woven and not cut, It fell from heaven to earth. (Snow) 5. Finger game. We sculpted a snowball (Imitation of movements) Ears made later (Show ears) And just instead of eyes (To touch with index fingers) We have coals. (corners of eyes) The bunny came out alive! (Squeeze your arms to your chest, hands down) He has a tail and a head! (Show the tail, then put both hands on the head) Don't pull on your mustache (Wag your finger) They are from straw! Long, shiny (Spread hands from nose to side) Exactly real! (Shake your head)

Table: “Description of winter clothes” (summary of a lesson on speech development, author L. N. Slatnikova)

Tasks	Learn the correct name and purpose of winter wardrobe items. Learn to match nouns with adjectives. Develop the skill of competent construction of phrases. Develop auditory attention and memory.
Methodological support	Illustrations and silhouette pictures of winter clothes, dolls, winter things, snowflakes.
Lesson progress
Introduction	Reading a poem about winter. Conducting a conversation: What season is this poem talking about? Why do you think it's winter? (because everything is covered with snow and there is ice on the river). Is it warm or cold in winter? (Coldly) What do people do to keep warm? (put on warm clothes)
Acupressure massage of hands and feet	(Coordination of words and movements) We bought Varenka (stroking the right, then the left hand) Mittens (from fingers to wrist) And felt boots (simultaneous stroking of the legs from the bottom up). Put on a warm coat (imitation of movements) And let's go for a walk.
word memory game	- Hat, coat, scarf, pants, mittens, felt boots. The teacher asks two or three children. - Our dolls Tanya and Vanya are going for a walk, and we will help them. What clothes should they wear to keep them warm? (Legging pants, blouse, hat, scarf, fur coat, jacket, mittens, felt boots).
Breathing exercises	Breathing exercise "Flight of snowflakes". Children are given "snowflakes" - small pieces of cotton wool suspended on a thread. Children, depicting the wind, calmly blow on snowflakes.
ball game	Children form a circle in the play area. The teacher picks up the ball and stands in the center of the circle. Teacher: Now we will play a game. I will throw the ball, and the catcher will tell you what to do with the clothes. The teacher throws the ball into the hands of the children in turn. Children answer (buy, crush, lose, tear, repair, give, hang, wash, clean, etc.)
A game to reinforce new words	Educator: I have pictures that show items of winter clothing. Consider them. The artist forgot to draw some details. Draw them.

Video: "Wild Animals" (a lesson on the development of speech using information and communication technologies, ICT)

Lesson planning

For the purpose of long-term planning, the teacher develops plans. Calendar plan covers a short time period (from one lesson to one week) and includes:

• indication of program objectives;
• formulation of educational tasks;
• indication of methodological techniques;
• list of necessary didactic aids.

Long-term plan - strategic distribution educational process for a long time period (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Table: example of a long-term plan for two months

the date	Subject	Program content
September	"Our group"	Introduce children to the group room. Teach children to navigate in a group space. Develop a sense of love and pride for your group. To educate in children the desire to reckon with the interests of each other.
	“Introducing doll Dasha to our group”	Teach children to write a short story together with the teacher; learn to correctly name objects, coordinate a noun with an adjective in gender and number; fix the correct pronunciation (d), (d`).
	"Our Kindergarten"	Expand and systematize ideas about kindergarten, instill in children love for their kindergarten, sympathy for comrades. Expand vocabulary through nouns; enter adjectives into the children's dictionary, activate the verb dictionary; introduce children to the preposition "between". Improve sound pronunciation - reproduce onomatopoeia and isolated sounds. Develop auditory attention and memory.
	"Autumn picture"	Systematize ideas about the seasons, introduce the signs of autumn, the names of the autumn months; expand vocabulary with verbs; at the expense quality adjectives and possessive adjectives, put into speech children compound word"leaf fall". Learn to write a collective story based on a picture; distinguish sounds close in sound (s) and (sh); develop the ability to solve riddles.
October	"Visiting Cipollino"	Introduce the names of vegetables; introduce Gianni Rodari's fairy tale "Cipollino"; Expand vocabulary with nouns, adjectives and verbs. Learn to coordinate nouns with numerals; to consolidate the use of the prepositions "in" - "from" and "on" - "from"; learn to compose a story according to a picture plan.
	"In the Cherry Garden"	Introduce children to fruits expand vocabulary with nouns, adjectives and verbs. Learn to form the plural of nouns in the nominative and genitive cases, form nouns and adjectives using diminutive suffixes. Learn to build sentences with homogeneous members; compose a story according to a picture plan.
	"Visiting Lesovichka"	Introduce children to the names of mushrooms and berries; Expand vocabulary with adjectives and antonyms. Learn to form adjectives from nouns, coordinate adjectives with nouns; clarify the meaning of the prepositions "on", "under", "behind", "between", "before" and "around". Encourage children to pronounce onomatopoeia with hissing sounds.
	"Musical toys"	Reinforce children's knowledge of the location of each toy. Remember the rule: "Each toy has its place." Teach children to master elementary role-playing and story games. To cause a humane attitude towards toys. Develop children's imagination. Make up descriptions of toys, using the plan proposed by the teacher.
	"Fire engine"	Teach children to coherently answer the questions of the educator; correctly use the names of objects in speech. Fix the sound pronunciation of sounds (w), (r), (y). Activate the use of prepositions, verbs in sentences.

Motor gymnastics is a full-fledged part of the lesson

Video: speech development in the middle group of kindergarten

Verification of the results of work on the development of speech

Thematic check of work teaching staff speech development is carried out by the administration of the kindergarten, a psychologist and a speech therapist three times during the academic year. In September, monitoring of the starting level of children's speech development and verification of documentation (planning) is carried out, in the middle - the dynamics are clarified and analyzed, at the end - the results are summed up, conclusions are drawn about the degree of effectiveness of the pedagogical work done. The tasks of the check are:

• analysis of the quality of planning work on speech development;
• creation of the necessary developmental environment conducive to the improvement of children's speech skills;
• the level of professional competence of teachers;
• diagnostics of the level of development of speech in pupils.

Forms of control:

• express survey of educators, verification of documentation;
• visiting open classes;
• testing children to determine the level of speech competence (conducted by a speech therapist, psychologist and senior educator).

The examination is carried out strictly individually with each child for 15–20 minutes, the answers are recorded in the protocol and evaluated. The final scoring will determine the level of speech development of the baby (high, medium, low). Based on the test results, recommendations are prepared for educators and parents, indicating the problematic aspects that should be paid attention to. the pupil shows independence and activity in playing activities, solving everyday problems through communication with adults and other children, freely expresses his emotional state, formulates desires and requests, tries to avoid conflict, demonstrates politeness and good breeding in speech;

feels comfortable psychological well-being in a conversation, adequately responds to questions, asks counter questions, freely uses simple means explanatory speech;

pronounces sounds cleanly, without distortion, emotional and figurative expressiveness is inherent in speech;

has the skills of independent retelling of the plot of a fairy tale or a children's story, with the help of an adult (leading questions, tips) comes up with a plot continuation of the story or descriptive characteristics of the characters;

understands the difference between the concepts of "word" and "sound", highlights initial sound in a word, can identify vowels and consonants by ear.

By the end of the school year, children should have a certain set of skills.

Vocabulary:

• know and use generalizing words (animals, plants, clothes, etc.);
• independently select words that characterize the attribute, quality of the subject;
• compare objects by shape, color, size.

Grammar Skills:

• coordinate nouns and adjectives by gender, number, case;
• make simple and complex sentences;
• operate with verbs in the imperative mood (say, write).

Phonetic structure of speech:

• to pronounce all the sounds of native speech clearly;
• hear and identify sounds in a word;
• show emotional expressiveness, use the correct intonation and a moderate pace of speech.

Connected speech:

• retell short fairy tales or literary works with an unknown plot;
• compose a descriptive story based on a picture depicting an object, illustration or about a toy with the help of a teacher;
• independently use words and phrases that are part of common culture behavior, courtesy.

The success of pedagogical efforts aimed at the speech development of pupils largely depends on the organization of the life of the kindergarten and the atmosphere in which the kids are; from a carefully crafted and thoughtful development environment. Children of this age are extremely active, open to learning new things, but often show haste, so they make mistakes and at the same time they perceive it rather painfully. critical appraisal. Therefore, it is important for the teacher to show patience, friendliness and tact in relation to children, which, in turn, will cause the child to respond to the desire to work and achieve a high educational result.

operate with language units: sound, syllable, word, phrase, sentence.

extension the world around, the phenomena of reality based on the life experience of the child.

development of communication skills with adults, with peers, the ability to see the world through the eyes of another person;

formation of learning motivation and interest in the learning process itself;

the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments;

formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design;

development of memory, attention, creativity, imagination, variabilitythinking.

Month

Subject

Target

September

Getting to know our heroes. "Toys"

Teach children to write descriptions of toys. Develop cultural communication skills, activate vocabulary; use antonyms, the plural form of the genitive case of nouns.

"Composing stories about toys" (Cat, dog, fox)

To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher. Fix the rules for handling toys. Develop concentration.

Learning by heart: "The ball" S.Ya.Marshak

Help children memorize and expressively read a poem; work out speech breathing (pronouncing the sound sh on one exhalation); develop dramatization skills. Exercise children in the use of verbs with prefixes.

"Retelling of the tale" Turnip "

To form an idea of ​​what a folk tale is. To form the ability to retell a familiar fairy tale together, along the “chain”. Develop attention, memory. Cultivate the ability to listen to each other, carefully follow the story.

October

"Autumn"

To consolidate knowledge about the autumn months, about the signs of autumn. Develop attention, creativity, the ability to guess riddles; develop correct speech.

The story of the painting "Autumn Day"

Exercise in a purposeful examination of the plot picture, in answering questions about its content;

"Vegetables"

To acquaint with the name of vegetables, with the place of their cultivation; learn to describe vegetables; solve riddles; exercise in the use of diminutive affectionate words, as well as in the use of plural nouns.

Fruits"

to introduce children to the name of fruits, to teach how to describe fruits, to compare; guess riddles, agree on definitions and nouns;
develop speech

"Fruits vegetables

To replenish the knowledge of children about how people store the harvest of fruits and vegetables, how they prepare food for the winter; activate dictionary; develop communication skills.

"Change in Nature in October"

Learn to talk about changes in nature in October, describe nature in October; agree on nouns and definitions.

"Forest in autumn"
Did. Exercise "How many words in a sentence"

Help children perceive the poetic description of autumn nature; form an elementary idea of ​​the proposal; activate dictionary.

Learning by heart: A. Pleshcheev "Autumn"

To learn to characterize the signs of late autumn when looking at paintings and illustrations, to recognize these signs in poems; help memorize the poem by A. Pleshcheev, expressively read it.

November

"Riddle-Description"

To teach children to compose and guess riddles-descriptions; to cultivate the ability to compare, argue; develop creative imagination; improve communication skills.

How the mouse outwitted the cat. Storytelling through a series of pictures with a common plot

Learn to compose a story based on a plot picture, answer questions about its content. Enrichment active dictionary.

"Late fall"

Learn to describe nature in November, build complex sentences with the wordbecause

"House"

Introduce different houses, learn to describe houses; Practice using plural nouns.

"Furniture"

Exercise in the use of the pronouns MY, MY, as well as words in the plural; introduce the name of the furniture and its components; learn to compare individual pieces of furniture, describe furniture

"Family"

Introduce different houses, learn to describe houses; Practice using plural nouns.

"Dishes"

Expand the vocabulary on the topic "Dishes"; to get acquainted with the constituent parts of objects; learn to use objects in the singular and plural in the nominative and genitive cases, describe the object

Fairy tale "Rukovichka"
retelling

Repeat a fairy tale already familiar to children, improve the ability to answer questions from the teacher; tell a story by roles.

December

"Hats"

Introduce the name of clothing items, hats; to teach to compare objects, to acquaint with the constituent parts of objects; develop speech.

"Clothing"

Learn to describe items of clothing, select clothes for the season. Improve verbal communication skills; enrich your understanding of the environment

"Compilation of a story based on the painting "Dog with puppies"

To form the ability to carefully consider the characters in the picture, answer questions about its content. Encourage creativity when trying to understand the content of the picture. To form the ability to be included in a joint storytelling with the educator. Develop memory, attention. Cultivate the ability to listen to each other without interrupting.

Learning by heart: I. Surikov “Winter

Help to feel the beauty and lyricism of the work of I. Surikov. Learn to expressively read a poem by heart.

"Compilation of the narrative story" Masha's Adventure in the Forest ".

To form the ability to compose a joint narrative story using the utterance scheme set by the educator. To form the ability to adhere to the storyline when compiling a story. Exercise in the selection of signs for an animal, as well as select verbs denoting the characteristic actions of animals. Develop a sense of humor.

"Winter"

Clarify and summarize children's ideas about winter, about the winter months. To consolidate knowledge about the signs of winter. Improve verbal communication skills

The story of the painting "Winter entertainment"

Learn coherent speech, use complex sentences, describe changes in nature in winter.

"New Year"

Learn to describe a picture, fantasize, make a sentence using key words.

January

"Christmas tree" K. Chukovsky

Help comprehend and memorize a new poem; to develop intonation expressiveness of speech.

"Beasts"

Enrich children's knowledge about wild animals. To consolidate knowledge about the habitat of wild animals;

Fairy tale "Spikelet"
Retelling (excerpt)

To teach children to retell the text without gaps and long pauses, to convey direct speech; improve the intonational expressiveness of speech; develop a sense of language.

"Pets"

Exercise in the use of plural nouns, learn to compare animals, describe them; develop children's speech

The story of the painting "Cat with kittens"

To form the ability to carefully consider the characters in the picture, answer questions about its content. To promote the manifestation of elements of creativity when trying to understand the content of the picture. Fix in speech the names of animals and their cubs. Activate in speech the words denoting the actions of the animal. Cultivate a desire to help each other in case of difficulties; follow the rules of the game.

"Animals of hot countries"

Give an idea of ​​the animals of hot countries. Activate children's vocabulary.

Birds"

Learn to describe poultry; introduce antonyms; to activate children's knowledge about the appearance of poultry, their habits. Cultivate interest and love for birds

Drawing up stories from the picture on the topic "New Girl"

Exercise children in examining and describing individual pictures of a set and then compiling a holistic story; develop speech.

February

"Fish"

Introduce children to fish and their habitat; learn to guess riddles;
Practice using plural nouns.

"bread products"

Introduce children to products made from flour; learn to describe one product; develop speech

"Milk products"

To acquaint with dairy products, their benefits for the body; Practice using plural nouns.

Retelling of the fairy tale "Teremok"

To form an idea of ​​such a feature of folk tales as observation. To form the ability to retell a familiar fairy tale with the help of models. To form the ability to select substitute items based on a distinctive feature (value) characteristic of the character's appearance. Exercise in the ability to guess riddles, based on the visual image of animals, to argue your answer.

"Ground transport"

Clarify children's knowledge of vehicles, replenish the dictionary with the names of vehicles. Get to know common words.

"Composing stories about toys" (car and truck).

To form the ability to consider objects, highlighting their signs, qualities and actions. To form the ability to compose a descriptive story about toys together with the teacher.
Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention. Fix the rules for handling toys. Cultivate respect for toys.

"Water transport"

Introduce children to water transport, activate the appropriate words in speech. To consolidate the ability to combine objects in pairs according to the material.

"Air Transport"

To acquaint with air transport, their components, describe them; exercise in the use of plural nouns, develop speech.

March

"City"

To acquaint children with the city, with city buildings; find the difference between the city and the village; learn to describe the city

"My city is Kazan"

Learn to talk about your city, introduce the history of the country; Practice using plural nouns.

"Traffic Laws. Traffic lights"

To acquaint with the designation of road signs, traffic signals; develop speech; activate children's vocabulary.

"Theatre, musical instruments"

Introduction to theater and musical instruments. Continue to teach children to divide words into parts.

"Sport"

Introduce different kinds of sports; develop the speech of children; Continue to acquaint with single-root words; activate children's vocabulary.

"Spring"

Learn to describe spring, give knowledge about seasonal changes associated with the first months of spring; Practice using plural nouns.

"Let's sit in silence"
memorization

Exercise children in differentiation sounds h-sh; learn to divide words into syllables. Sounds, improve expressive reading skills.

"Professions"

Teach children to answer the teacher's questions with a full answer; to enrich and clarify children's ideas about the professions of adults; learn to guess riddles about professions; educate respect for the work of adults; activate children's vocabulary.

April

Kindergarten"

Form the idea of ​​​​children about the employees of the kindergarten; labor processes performed by each of them; educate respect for the work of adults; exercise in the use of plural nouns, develop speech

"Migratory birds"
Making up a story from a picture.

Learn to describe birds, compose a story from a picture; develop speech; clarify children's ideas about seasonal changes in the life of birds.

"Forest. Trees"

Introduce the name of some trees, the components of the tree, the benefits of trees; solve riddles; activate children's vocabulary.

"Fruits, Seeds"

learn to describe the fruits of berries; introduce the fruits of trees and shrubs;

"Mushrooms"

Learn to describe mushrooms; exercise in the use of prepositions in speech; develop attention, logic; learn to classify into edible and inedible.

"Houseplants"
"Violet"

Introduce the name of indoor plants, how to care for them; learn to describe houseplants

"Description of Trees"

Learn to compare trees, describing them, passing characteristics the external structure of different types of trees; activate children's vocabulary.

"Darling fairy tale hero»

Develop attention, thinking, memory, ability to transmit character traits fairytale hero.

May

"Turtle"

Give an idea of ​​the appearance of the turtle; learn to describe a turtle, clearly pronounce words; activate children's vocabulary.

"Victory Day. Military equipment"

Give an idea about the holiday Victory Day; learn to tell, answer questions; develop children's speech.

"Garden Flowers"

Introduce the name of garden flowers, their structure; Practice using plural nouns.

"Wildflowers"

Introduce the name of wild flowers, their structure; exercise in the use of plural nouns; learn to describe flowers

"Insects"

Introduce the name of insects, their features; use plural nouns.

"Summer"

To acquaint with seasonal changes in nature in summer. Learn to describe a summer day; activate children's vocabulary.

"Berries"

Introduce the name of the berries; learn to compare berries by color, size; Practice using plural nouns.

"Letter to Friends"
Composing stories.

To teach children to compose interesting stories about group mates (descriptions of appearance and character, some cases that are interesting and typical of a child’s behavior); cultivate interest and kindness towards each other.

Used Books :

V.V. Gerbova"Classes on the development of speech in kindergarten."

T.R. Kislova"On the way to the alphabet", parts 1 and 2. Moscow "Balass", 2007.

M.A. Vasilyeva, V.V. Gerbova"Complex classes in the middle group of preschoolers". "Teacher", 2010, Volgograd.

N.F. Vinogradova"Stories-riddles about nature." "Ventana-Count", 2007.

N.V. Novotortseva"Literacy Education". "Academy, K.", 1999.

T.A. Torygin “What are the months of the year?”, the development of speech in d / s. Moscow, 2000

Long-term plan for the development of speech in the middle group.

I period
September
Goodbye, Summer	Kindergarten	Toys	My family
Teach: children answer the questions of the teacher. Lead the children to compose a small coherent story from personal experience, teach children to agree on adjectives and nouns, activate verbs in speech. Fix the pronunciation of the sound "F", learn to pronounce it on the exhale D / and "Who will name more" Summer breeze game	D / and "What is there a lot in the group?" Purpose: to teach to form a noun. R.p. plural D / and "Call it affectionately" Purpose: to learn to form diminutive forms of nouns. D / and "One - many" Purpose: to teach to form a noun. plural from the only	D / and "Why do we need toys?" Purpose: to learn to coordinate verbs with nouns in speech. D / and "Toys have arrived" Purpose: development of a passive and active vocabulary on the topic, the formation of a simple sentence D / and "Guess by the description" Purpose: to develop understanding of speech, to exercise children in choosing the right subject, by eliminating these signs	D / and "Who left?" Purpose: to activate the vocabulary on the development of visual memory and attention D / and "Show the picture" Purpose: to teach to distinguish between the names of actions that denote similar situations. D / and “Who to whom who?” Purpose: to activate the subject dictionary denoting family relationships, to develop thinking D / and "Name the action" Purpose: to activate the verb. dictionary on the question: "what does he do?"
October
Man, his body parts	Shoes	clothing	Autumn
D / and “Name whose?” Purpose: to learn to coordinate the names of body parts with pronouns and possessive adjectives. D / and "Big - small" Purpose: to continue to teach to form the mind-weasel. noun form. unit D / and "Help Dunno" Purpose: practical assimilation of a simple sentence distributed by homogeneous predicates D / and "Fix the doll" The goal is to activate the vocabulary of nouns. on the topic, learn to use nouns correctly. in V.p. singular, develop attention, visual memory	Y/and "What's missing?" Purpose: to activate the vocabulary of nouns. on the topic, develop visual memory and attention D / and "Help mend shoes" Purpose: to activate the vocabulary of nouns, to develop visual perception, Attention D / and "Find the right item" Purpose: to learn to distinguish between nouns that are the same in sound, but different in meaning, to develop a linguistic guess D / and "Show the correct picture" Purpose: to teach children to determine, by the grammatical form of the verb, who owns the action being performed - one or many	D / and “What did the artist forget to draw?” Purpose: to activate the vocabulary of nouns denoting part of the whole, the development of visual perception, attention D / and "Find by description" Purpose: to develop understanding of speech, to expand the vocabulary of nouns, adj., denoting color. Develop auditory perception and attention, learn to distribute attention D / and "Show and name the picture correctly" Purpose: to teach to form a noun. plural from units noun D / and “Name whose, whose, whose, whose?” Purpose: to teach to coordinate noun. with pronouns in gender and number	D / and "Big - small" D / and "Show the correct picture" Purpose: to teach children by the verb of the past tense, to determine the person to whom the action belongs D / and “From which tree, which leaf?” D / i The story "Autumn" Purpose: To consolidate the skill of compiling a story based on a plot picture based on subject pictures
November
Vegetables	Fruits	poultry	Migratory birds
D / and "Find out by description" Purpose: to teach how to write a simple descriptive story through a simple common sentence D / and "Vegetable salad" Purpose: to teach to coordinate nouns in speech. with adj. D / and "Let's count the vegetables in the basket" D / and "Help the children" Purpose: to teach to coordinate places. masculine and feminine with noun.	D / and "The fourth extra" Purpose: to activate the subject dictionary, to teach children to distinguish their essential features in objects and to make the necessary generalizations on this basis D / and “Name what juice?” Purpose: to teach to coordinate noun. with adj. D / and "One - many" Guessing riddles based on subject pictures Purpose: clarification qualitative features fruits when guessing riddles	Y/n "What happened?" Purpose: to activate the subject vocabulary on the topic, develop visual memory and attention D / and "Fix the mistakes" Purpose: to teach children to use nouns correctly. in Dt.p. singular, to learn to hear grammatical errors in the speech of others D / and “Who helps whom to swim across the river?” Purpose: to learn to make a sentence of three words on a question based on a picture, to use noun correctly. in Dt.p. unit D / and The story "Ryaba the Hen" Purpose: to teach how to compose a story based on a plot picture based on subject pictures	D / and "Fly away - do not fly away" Purpose: to activate the subject vocabulary, develop visual memory and attention D / and “Who lives where?” Purpose: to activate the vocabulary of nouns. D / and "Make an offer" Purpose: to teach children to make sentences using four-word reference pictures
II period
December
Visiting Moidodyr	Pets	Wild animals	Winter, Christmas
D / and "Wonderful bag" Purpose: activation and enrichment of the dictionary, development tactile sensations learn to answer questions The game "What we saw - we will not say, but what we did - we will show" Purpose: to learn how to make a simple sentence Y/and “What’s gone?” Purpose: activation of the vocabulary of nouns. development of visual attention and memory Riddles	Purpose: to learn to form verbs from nouns. D / and “Children are lost!” Purpose: to teach children to use noun. in R.p. unit D / and "Guess the riddle" Purpose: to learn to use nouns in speech. R.p. unit D / and “Who has what?”	D / and "Who lives in the forest?" Purpose: to activate the vocabulary of nouns, to learn to generalize objects D / and "Find your house" Purpose: to clarify the name of animal dwellings " D / and “Whose tail?” Purpose: to clarify the signs of the appearance of wild animals, to learn to use nouns in speech. R.p. unit D / and "Make an offer" Purpose: to teach children to make sentences on subject pictures to correctly use the preposition "U" in speech	D / and "Where is the snow?" Purpose: to learn to use the preposition "On" as part of a simple sentence D / and "Name in order" Purpose: to activate the subject vocabulary, develop visual memory, auditory memory and attention D / and “What messed up the artist?” Purpose: to learn to use noun. in units V.p. and Im.p. plural, activate the subject dictionary D / and "Guess the riddle" Purpose: to activate the vocabulary of nouns, to learn to guess the riddle
January
New Year	House	Furniture and parts	Dishes
D / and “What toy?” Purpose: to teach to coordinate noun. with adj. in units D / and "One - many" Purpose: to teach to form a noun. plural from units D / and "Masks" Purpose: to learn to agree on a verb in the future tense with a noun. unit Tv.p. in a simple sentence D / and “What did Santa Claus give?” Purpose: harmonization of noun. in case as part of a sentence	D / and "Show correctly" Purpose: to learn to distinguish between words that are the same in sound, but different in meaning, to develop a linguistic guess D / and "On the contrary" Purpose: to activate the vocabulary of signs, to learn to select words with the opposite meaning D / and “Name what house?” Purpose: to teach children to form relative adj. from nouns denoting material House of Naf-Naf Purpose: to teach children to coherently tell in the wake of a conversation in a plot picture	D / and "Big - small" Purpose: to teach to form mind-caresses. noun form. D / and “What messed up the artist?” Purpose: to learn to use noun. in R.p. with the preposition "Without" D / and "Let's count" Purpose: to teach to coordinate noun. with num. Y/and “What’s gone?” Purpose: to learn to use noun. in R.p. unit noun	D / and "Remember - repeat" Purpose: to activate the subject vocabulary on the topic, develop auditory memory and attention D / and "Fix the dishes" Purpose: activation of noun words denoting part of the whole, and a passive vocabulary of verbs, to develop visual perception, attention D / and "Fix the mistake" Purpose: to learn to coordinate adj. with noun. in m., f., cf. sort singular Im.p. and V.p. D / and "Name what dishes" Purpose: to teach to coordinate noun. with adj. in speech
February
Food	wintering birds	Defender of the Fatherland Day	Professions
D / and "Remember - repeat" Purpose: to activate the vocabulary of nouns, develop auditory memory and attention Y/n “What dish is this?” Purpose: to learn to form relative adjectives D / and “What did Vanya eat for lunch?” Purpose: to teach how to make a simple sentence, extended by additions D / and "Treat" Purpose: to learn how to use nouns correctly in speech. in Tv.p. as part of a proposal	D / and "Call it affectionately" Purpose: to teach to form mind-caresses. noun form. Purpose: to learn to form a number. with noun. D / and "Where is the bird sitting?" Purpose: to learn how to make a simple sentence with the preposition "On"	D / and "Who will you be?" Purpose: to consolidate the ability to use noun. in Ex. in a simple sentence D / and “Who has what?” D / and "Speak the word" Goal: develop verb vocabulary D / and "One - many" Purpose: to teach to form a noun. plural	D / and "Our educators" Purpose: to learn to use nouns in speech. plural D / and "It is possible - it is impossible" Purpose: to develop dialogic speech D / and “What does anyone need?” Purpose: to continue to teach the use of noun. in D.p. unit D / and “Who is doing what?” Purpose: to activate words - actions, to teach understanding of the meanings of words, based on the subject speech context
III period
March
Women's Day	Spring	Transport	indoor flowers
D / and "Call it affectionately" Purpose: to continue to teach to form the mind-weasel. noun form. D / and "Fix the mistake" Purpose: to learn to distinguish by ear the forms of the same verbs in speech Purpose: to teach children to tell in the wake of the conversation in the story picture	D / and “End with one word” Purpose: to activate the subject vocabulary, develop a language guess D / and "Pick a word - action" Purpose: to activate the verb. vocabulary D / and "On the contrary" Purpose: to activate the vocabulary of adverbs, to learn to select words with the opposite meaning D / and “Which, what, what?” Purpose: to learn to coordinate adj. with noun. in gender and number	D / and “What rides, flies, swims?” Purpose: to learn how to make a simple sentence and its distribution by the circumstance of a place with a preposition D / and "Find the mistake" Purpose: to learn how to write a simple common sentence D / and “Why is it called that?” Purpose: to learn to form complex words D / and “Who works on what machine?” Purpose: to activate the subject dictionary on the topic	D / and "Find out by description" Purpose: to activate the subject dictionary D / and “Who is doing what?” Purpose: to activate the verb dictionary D / and "Make an offer" Purpose: to learn how to make a simple sentence from a picture D / and "Where is the flower?" Purpose: to learn to use the preposition "On" in speech
April
Journey to the Land of Colored Pencils	These are not toys, they are dangerous.	Kind and polite words	Forest. Trees
Objectives: to develop dialogue and monologue. children's speech, lead to an independent continuation of the fairy tale begun by the teacher. Learn to use adjectives correctly in speech, form words with the help of suffixes, continue to work on a clear pronunciation of words and phrases	Objectives: to teach children to listen carefully, retell the text of the poem expressively. Build communication skills	Goals: continue to develop dialogic speech, teach children to come up with simple phrases and use polite words. Learn to retell the text of poems without the help of a teacher. To develop the ability to understand the shades of meanings of words	D / and "Show correctly" Purpose: to teach to distinguish between objects that are the same in sound, but different in meaning, the development of language conjecture D / and "Change the word" Purpose: to learn to form relative adj. from noun. denoting trees D / and "Make an offer" Purpose: to learn to build sentences of 4-5 words, based on plot pictures and the use of relative adjectives.
May
Mushrooms	Fish	Insects	Summer is coming
D / and "Remember and repeat" Purpose: to activate the subject vocabulary, develop auditory memory and attention D / and "Find the right item" Purpose: to develop an understanding of the figurative meaning of words, to develop a linguistic guess, to activate the dictionary D / and "Confusion" Purpose: to teach to notice illogical situations, explain them correctly, building a common sentence D / and “Who with what?” Purpose: to teach to use the preposition "C" with noun in speech. Tv.p. unit m.r.	D / and "Confusion" Purpose: to consolidate the ability to independently use simple sentences of 4-5 words in speech with the necessary prepositions D / and "Cat - mischievous" Purpose: to activate the vocabulary of nouns, to reinforce the use of possessive adjectives. D / and "Make a riddle" Purpose: to activate the dictionary app. D / and "Count the fish" Goal 6 to teach to coordinate numbers. with noun.	D / and "Remember - repeat" Purpose: to activate the subject vocabulary, develop auditory memory, attention D / and "Pick a word - a sign" Purpose: to activate the dictionary adj., consolidate acc. adj. with noun. in Im.p. m., f., cf. kind, to teach to form a compound sentence with the unions "I", "A" D / and "Choose the right word"	D / and "Guess" Purpose: to activate the passive vocabulary on the topic, to teach to understand the figurative meaning of words, to develop logical thinking, memory D / and "The fourth extra" Purpose: to teach children to distinguish their essential features in objects and to make the necessary generalizations on this basis, to activate the subject dictionary D / and “Call me a coca, which one, which one?” Purpose: to activate the dictionary of signs, to consolidate the skill of matching adj. with noun. in kind

Bibliography:

Petrova T.I., Petrova E.S. Games and activities for the development of speech of preschoolers. (Program "I am a man"). Book 1. Junior and middle groups. - 2nd ed. Ster. - M.: School Press, 2009. - 128 p.

Kurdvanovskaya N.V. Planning the work of a speech therapist with children 5-7 years old. - M.: TC Sphere, 2006. - 128 p. (Speech therapist at preschool educational institution).

Gromova O.E., Solomatina G.N. Lexical topics for the development of speech of children 3-4 years old: Methodological guide. - M.: TC Sphere, 2008. - 128 p. (Speech therapist at preschool educational institution).

Gromova O.E., Solomatina G.N., Kabushko A.Yu. Summaries of classes on the development of speech of children 4 - 5 years old Methodological guide. - M.: TC Sphere, 2008. - 192 p. - (Speech therapist at preschool educational institution).

Agranovich Z.E. Collection of homework to help speech therapists and parents to overcome lexical and grammatical underdevelopment of speech in preschoolers with ONR. - St. Petersburg: DETSVO-PRESS", 2001. - 128 p.

Bochkareva O.I. Game activity in speech development classes. Middle group. - Volgograd: ITD "Coripheus". – 96 p.

Zhukova R.A. The development of speech. Middle group. Lesson development. II part. Ed. 2nd, revised. - Volgograd: ITD "Coripheus". – 96 p.

Berlibo E.P., Petrenko V.Kh. Didactic material on the formation of lexical and grammatical categories of language and coherent speech for children with OHP - III level. I year of study. I period. - Volgograd: ITD "Coripheus". – 96 p.

Berlibo E.P., Petrenko V.Kh. Didactic material on the formation of lexical and grammatical categories of language and coherent speech for children with OHP - level III. I year of study. II period. - Volgograd: ITD "Coripheus". – 96 p.

Berlibo E.P., Petrenko V.Kh. Didactic material on the formation of lexical and grammatical categories of language and coherent speech for children with OHP - level III. I year of study. III period. - Volgograd: ITD "Coripheus". – 96 p.

forward planning

Educational area: "Speech development"

MIDDLE GROUP

September

p/p

Subject

Program content

materials

Didactic games and exercises

Physical education minutes

art word

1.

Description of toys - cats and dogs

Learn to write a story about toys with a description of their appearance. Activate words denoting actions and state (verbs); Learn to agree adjectives with nouns in gender and number.

To consolidate the pronunciation of the sounds “u, a, g, k, c”, learn to pronounce the sounds “s” - “s” correctly in words, highlight words with these sounds in speech; to consolidate ideas about the meaning of the terms "word", "sound"; learn to listen to the sound of words.

Develop an interest in animals.

Cultivate perseverance.

Toys - cat, dog, car, elephant, fox, goose, frog.

Target: to fix

sound pronunciation.

(Ushakova O.S. “Speech development classes for children 3-5 years old”, M .: TC Sphere, 2009, p. 107)

d / and “Who will go by car?”

Target: learn to highlight words with the sound "s".

Invite the children to ride animals in the car, in the name of which there is a sound “s” (dog, elephant, fox)

“And how do puppies wake up, They love to stretch very much, They will definitely yawn,

Deftly wagging their tail! And the kittens arch their backs And inaudibly jump from their place.

Before taking a walk, they begin to wash themselves"

Riddles:

"At the threshold is crying,

hides claws,

Quietly enter the room

Murmurs, sings,

"A house has been built in the yard,

On the chain is the owner in it "

Poems:

"The dog guards the house,
Without a gun, but alone!
In the cold, wind, rain, frost
The dog serves people faithfully.
The dog has a keen ear
And a great, subtle scent,

“You can’t do without a cat:
He is the first enemy of mice.
Pretend to be asleep
He is watching closely.
Sharpens claws and fangs -
He loves BBQ very much.”

2.

Drawing up a story based on the painting "Cat with kittens"

To learn to compose a story based on a picture together with a teacher and independently; learn to compose a short story on a topic from personal experience (by analogy with the content of the picture). To learn to correlate the words denoting the names of animals with the names of their cubs; activate in speech words denoting actions (verbs).

Develop an interest in making up stories based on the picture.

Develop the ability to listen carefully to the stories of other children.

Painting "Cat with kittens", toys (cat and kittens, dog and puppies, chicken and chickens, duck and ducklings), magpie (picture).

d / and “Who is screaming?”

Purpose: to fix the sound pronunciation.

How does the cat speak?

How does the dog speak?

What does the chicken say?

What does the duck say?

d / and “Who is with whom?”

Purpose: to teach to name animals and their cubs in the plural

Dog with ... puppies,

Cat with ... kittens,

Hen with ... chickens,

Duck with ... ducklings.

"Fluffy lumps

Washed cheeks with a paw,

Washed the nose with a paw,

Washed the eye with a paw -

right eye,

Left eye.

Washed the ears with a paw -

right ear,

Left ear.

And the ears of the kittens are like houses"

Poem:

“The kitten is fiddling with a ball:
That creeps up to him secretly,
Then he will start throwing himself at the ball,
Push him, jump to the side...
Can't guess at all
That this is not a mouse, but a ball"

(A. Barto)

3.

Description of toys - dogs, foxes. Drafting plot story by set of toys

To teach when describing a toy to name its signs, actions, to connect sentences with each other.

To consolidate the ability to correlate the names of animals with the names of their cubs, to exercise in the use of forms of units. and many others. the number of nouns denoting baby animals; to form ideas about the prepositions "for, under, on, in", the skills of their use in speech. Practice the skills of the correct pronunciation of the sounds "s" - "s" isolated, in words and phrases; to learn to pronounce the sound “s” for a long time, on one exhale, to pronounce the words clearly and distinctly.

Develop auditory attention.

Pictures with images of objects and animals, in the names of which there is a sound “s” (8 pcs.) And there is no this sound (8 pcs.); toys (dog, fox, squirrel and squirrels, elephant and baby elephants, rabbit and rabbits, pig and piglets); screen; big cube.

d / and "Compare a dog and a fox"

Target: learn to compare animals.

Let's compare a dog and a fox (in appearance, where they live, what they eat).

d / and "Hear the sound"

Target: learn to name objects and animals, in the name of which there are sounds "s" - "s".

Offer to show pictures that have the sound “s” or “s” in their names.

d / and "Hide and Seek"

Target: learn to use prepositionsin, on, for, under.

The teacher hides the animals, the children look for and name the place where they found them (the squirrels hid behind the cube, the piglets hid under the table, the elephants hid in the closet, the rabbits hid on the shelf).

Now turn on the pump

We pump water from the river.

Left - one, right - two.

Water flowed in a stream.

S - s - s - s - s!

One two three four -

Well we did our best"

Riddles:

"Friends with the owner,

The house guards

Lives under the porch

Ring tail,

"The tail is fluffy,

golden fur,

AT the forest lives,

He steals chickens in the village.

Clean tongue:

“Sa-sa-sa - Katya has a fox.

Su-su-su - I give Sasha a fox.

Sa-sa-sa - I have a fox.

Patter:

"Sonia and Sleigh's sledges go fast."

4.

Writing a descriptive story about pets

Learn to write a description of a toy, name characteristic features and actions, lead to compiling a short story on a topic from personal experience.

Enrich the dictionary with the correct names of the surrounding objects (toys), their properties, actions that can be performed with them; Learn to agree adjectives with nouns in gender and number.

Continue to introduce the term “word”, consolidate the pronunciation of the sound “s” in words and phrases, learn to select words with the sound “s” and listen to their sound.

Develop attention, memory.

Cultivate love for animals.

Toys - cat, dog.

d / and “What? Which"

Target: Learn to agree adjectives with nouns in gender and number.

What can be saidlarge …, small... big... , small…

d/and “Who can do what?”

Target:

What can a cat do? (meow, lap milk, catch mice, play with a ball, etc.)

What can a dog do? (bark, gnaw bones, growl, wag tail, guard the house, etc.)

Finger game:

"The dog has a sharp nose,

There is a neck, and there is a tail.

And the cat has ears on top,

To hear better

Mouse in her hole"

Riddles:

"Soft paws,

And in the paws of the tsap-scratch,

"Lives in the yard,

In his house - a kennel,

For everyone he doesn't know

She growls and barks"

Pure tongues:

"Sa-sa-sa, sa-sa-sa,

Wasp bitten in the nose.

Co-co-co, co-co-co

My nose has become like a wheel!

Sy-sy-sy, sy-sy-sy,

I'm not afraid of the evil wasp!

Su-su-su, su-su-su,

I carry a wasp in my hand!

Patter:

"A wasp does not have a mustache, don't have a mustache, but a mustache"

October

1.

Drawing up a plot story based on a set of toys "Tanya, Bug and Kitten"

Learn to compose a story based on a set of toys. Activate in speech words denoting the qualities and actions of objects; learn to agree adjectives with nouns in the plural form.

Fix the correct pronunciation of the isolated sound "h", learn to distinguish by ear different intonations, use them in accordance with the content of the statement.

Develop a desire to talk about toys.

Toys - doll, kitten, dog, saucer.

d / and “Who says what?”

Target: learn to distinguish between different intonations and use them in accordance with the content of the statement.

How plaintively does a kitten meow?

How happy is the kitten meowing?

How angry does a kitten meow?

How cheerfully does a dog bark?

d / and "Hear the sound"

Target: learn to distinguish the sound "z" in words.

The teacher calls the words, and the children clap their hands when they hear the sound “z”: bunny, bear, umbrella, vase, cat, castle, bell, tank, goat, pencil, car.

“And how will the puppies wake up,

They love to stretch

Will definitely yawn

Deftly wagging their tail!

And the kittens arched back

And inaudibly jump from a place,

Before you take a walk

Begin to wash"

Poem:

"If someone moves,

The kitten will jump on him.

If something rolls

For him, the kitten will grab.

Jumping gallop! Tsap-scratch!

You won't get away from our paws!"

Rhythm:

“1-2-3-4-5!

Bunny, umbrella, kite, basket,

Vase, air and rubber,

Teeth, goat and basins,

Zoo, plant, vases.

Calculate, don't be lazy

Look, make no mistake"

2.

Retelling of the fairy tale "Bubble, straw and bast shoes"

Learn to retell short story, expressively convey the dialogue of the characters.

Learn to correctly name the cubs of animals, use the form imperative mood verbs.

To develop the ability to understand and evaluate the actions and characters of the characters, the figurative content and idea of ​​the work.

toys - a dog, a hare, a crocodile, puppies, rabbits, crocodiles, hippos (2 each); toy ladder with three steps.

d / and "Orders"

Target: learn to use the imperative mood of verbs.

Children ask animals:

Bunny, jump, please.

Puppy, sing, please.

Hippo, lie down, please.

Doggy, jump, please.

Then the children ask each other for toys:

Olya, give me a crocodile, please.

Thank you.

Zhenya, give me a puppy, please.

Thank you.

d/and “Who got lost?”

Target: learn to form single-root words, select synonyms for given words, make false sentences. (Ushakova p.119)

p / and "Bubble"

"Inflate a bubble, inflate a big one,

stay like this

And don't crash.

The bubble burst!

Shhh!”

Poem:

"Bunny, bunny, bunny -

Brave beast and even too much.

The bravest animal in the forest.

He is not afraid of the fox,

He is not afraid of the wolf either.

He will confuse the tree

The trace of your reliable feet

And rides through the snowdrifts -

Skok yes skok "

November

Learn to ask and answer questions on your own. Activate in speech words denoting the qualities and actions of objects, learn to select accurate comparisons.

Learn to understand and actively use the intonation of surprise, joy, question in speech, listen to the sound of words, highlight the given sound in words.

Toys - goat, kid, cow, hare.

d / and "Call it affectionately"

Target: learn how to form nouns diminutive suffixes.

Name affectionately a hare, a goat, a cow, a goat.

d/and “Who can do what?”

Target: learn to select verbs denoting the characteristic actions of animals.

What can a bunny do? (jump, run, gnaw a carrot, wiggle your ears, etc.)

What can a goat do? (butting, jumping, walking, chewing grass, etc.)

What can a cow do?

What can a goat do?

« Our bunny goes to friends -

Mice, squirrels, sparrows...

He washed his neck and ears,

Combed his crown,

Washed paws thoroughly

Wiped them carefully.

Dressed up - and lope - lope,

Jump faster over the threshold "

Poem:

« Quiet, quiet, Zoya is sleeping,

But the angry mosquito flies.

Zoya will be bitten

And he won't let Zoya sleep.

We will drive away the mosquito:

"Fly away from the yard."

An evil mosquito flies from us,

Flying and buzzing.

Z-z-z! Z-z-z!"

Pure tongues:

“For-for-for - a gray goat.

Zy-zy-zy - the horns of a goat.

Ze-ze-ze - I will give grass to the goat.

Zu-zu-zu - I graze a goat "

Patter:

“Zoya is a hare's mistress. Sleeping in the basin of Zoya Bunny"

2.

Coming up with riddles-descriptions about toys

Learn to describe an object without naming it; learn to ask and answer questions. Activate verbs, adjectives in speech; exercise in the formation of the names of young animals in the nominative and oblique cases. Continue to introduce the term "word", learn to listen to the sound of words.

Develop dialogic speech.

Cultivate respect for toys.

Screen, Petrushka; toys - ball, matryoshka, drum, car, doll, cow, duckling.

d / and "Petrushka, guess my toy"

Target: learn to describe the toy.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.123)

d / and “Guess who is gone?”

Target: learn to form nouns in the genitive plural.

Kittens - kittens

Cows - cows

ducklings - ducklings,

Goats - goats.

"Pinocchio stretched,

Once, bent over

Two, bent over

Three, bent over

Raised hands to the sides,

Apparently the key has not been found.

To get us the key

Gotta get on your toes"

Mystery:

« He is with a bell in his hands,

In blue and red pants.

He is a fun toy

And his name is ... (Petrushka)

Poem:

« Look at the store

All toys on display:

clockwork bunnies,

Dolls and balls

fluffy kittens,

Matryoshkas, bear cubs -

Everyone is sitting on the shelves

They want to play with us."

(N. Voronina )

3.

Drawing up a story-description on the lexical topic "Furniture"

Learn to speak on a topic from personal experience proposed by the teacher.

Learn to correctly name pieces of furniture, introduce them to their purpose; clarify the concept of "furniture"; learn to use prepositions and adverbs with spatial meaning correctly in speech:in the middle, near, at, side, in front of ; activate complex sentences in speech.

flannelgraph; planar geometric shapes made of paper for the design of doll furniture.

d / and "Let's arrange a room for the doll"

Target: learn to name pieces of furniture, its purpose.

The teacher shows pieces of furniture, the children call them, what they are for, where they need to be put.

d / and "Name it in one word"

Target: learn to classify objects (furniture, dishes, toys).

Tanya has a closet, a bed, a table, a chair, an armchair in her room ... How to call all these items in one word? What furniture is in your room?

Our Tanya loves to play. Name the toys. What are your favorite toys?

Tanya is waiting for guests. What will she put on the table? How to call these objects in one word?

"Girls and boys

Bouncing like balls

Hands clap,

They stomp their feet,

blinking eyes,

Rest afterwards"

Poems:

"The table has four legs.

Top cover, like a palm, "

"Legs, back and seat -

Here's a surprise chair for you."

Game "Tell me a word":

If you want to sleep

In the bedroom waiting for you ... (bed).

To rest your feet

Sit down on ... (chair).

Sweater, jacket, warm scarf

Fold carefully in ... (wardrobe).

Let's drink tea with pies

At the dining ... (table)

4.

Drawing up a story based on the painting "Dog with puppies"

Lead to compiling a short story based on the picture; learn to compose a short story on a topic from personal experience (by analogy with the content of the picture).

Learn to form the genitive case of nouns correctly; activate verbs in speech.

Develop connected speech.

Cultivate respect for animals.

The painting "Dog with puppies", toys - a dog and puppies, a duck and ducklings, a rabbit and rabbits, a magpie (picture).

d / and "One - many"

Target: learn to use plural nouns in speech. h.

Puppy - puppies

sparrow - sparrows,

Duckling - ducklings,

wolf cub - cubs

Teddy bear - cubs.

d/and “What’s missing?”

Target: learn to form noun forms in R. p.

Sparrows have feathers, but puppies don't have...feathers.

Sparrows have wings, but puppies don't have…wings.

“Friendly puppies run merrily.

friendly puppies

They sing merrily.

And then suddenly

They wanted to dance

Showed paws,

The springs showed

Spin around merrily

Well done!!!"

Poem:

“No, not just a gift,

Given on a birthday

Very nice puppy!

He's still tiny...

He goes funny, funny,

Entangled in paws.

My puppy will grow up -

He's real, he's alive."

(I. Tokmakova)

December

Learn to write a short descriptive story about a toy.

Learn to focus on the endings of words when agreeing adjectives with nouns in gender; form words using suffixes with diminutive and augmentative meanings. Learn to hear and correctly pronounce the sound "sh", isolated, in words and phrases; correctly regulate the tempo and strength of the voice; learn to listen to words, select words that are similar in sound.

Develop auditory attention.

Cultivate perseverance.

Big bear (soft toy); pictures with objects that have the sound “sh” in their names: a cup, a jug, a frog, a horse, a pear, a cherry, a cupboard.

d / and "What, what, what"

Target: learn to agree on nouns and adjectives in gender and number.

What can you say about:

Fluffy, big, woolen? (bear or cat)

Cheerful, funny, brown? (bear or monkey)

Big, brown, wool? (bear or mouse)

Clubfoot, big-footed, furry? (bear or bear)

d / and “Who will say more words?”

Target: learn to name the qualities, signs, actions of animals. (UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.131)

“Bears walked through the forest, Bears were looking for berries. Sweet berry raspberry Put all in a basket. As they treated themselves to raspberries, Everyone fell apart on the grass. And then the Bears danced, Paws raised up»

Mystery:

"Master of the forest

Waking up in the spring

And in winter under a blizzard howl

Sleeping in a snow hut"

Pure tongues:

Sha-sha-sha - I have noodles,

Sho-sho-sho - summer is good,

Shu-shu-shu - I wave the flag,

Shi-shi-shi are babies.

Patter:

"I will not find the ears of our frog"

2.

Write a story about your favorite toy

Learn to describe and compare dolls; correctly name the most characteristic features, build complete sentences. Activate adjectives in speech, learn to use words with the opposite meaning, consolidate ideas about the concept of "furniture".

Develop expressiveness of speech.

Bring up caring attitude to toys.

Two dolls - large and small (dolls have different colors and hair lengths); two sets of colored pencils and paper.

d / and "Compare dolls"

Target: to learn to correlate objects with different characteristics, to use these characteristics in the description.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 132)

d / and "Let's arrange a room for dolls" Target: learn to name pieces of furniture, their purpose.(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 133)

« Raises the hand puppet

Up down,

Up down.

And then she dances

Spin around, spin around!

After the dance to all the guys

Bow down, bow down!"

Poem:

"Our Masha got up early,

She counted all the dolls:

Two nesting dolls - on the window,

Two Tanyas - on a pillow,

Two Irinkas - on a featherbed,

And Parsley in a cap -

On an oak chest"

(E. Blaginina)

Mystery:

"She closes her eyes,

She tells stories

Maybe Mom! scream

And lie down in a wheelchair "

3.

Compilation of a story-description on the lexical topic "Winter clothes"

Learn to describe winter clothes.

Learn to correctly name winter clothes, form an idea of ​​\u200b\u200bits purpose; to consolidate the concept of "clothes"; learn to use complex sentences in speech; agree adjectives with nouns in gender and number.

Learn to distinguish by ear and correctly pronounce the sound “g”, isolated, in words and phrases; select words for a given sound.

Develop interest in the activity.

Cultivate perseverance.

Doll; winter doll clothes; pictures - beetle, hedgehog, bear cub.

Target: learn to name items of clothing.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 135)

d / and “What are the needles?”

Target: introduce multiple meaningsneedle ; exercise in the selection of single-root words.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 137)

d / and "Find the sound in the word"

Target: develop auditory attention.

The teacher pronounces the words, the children, having heard the word with the sound “g”, clap their hands.

« To the meadow, to the meadow

Quietly the snow falls

Snowflakes are spinning

White fluffs.

They flew, they flew

And lay down under the tree

The snowflakes have fallen

White fluffs»

Poems:

"As on a hill - snow, snow,

And under the hill - snow, snow,

And on the tree - snow, snow,

And under the tree - snow, snow.

A bear sleeps under the snow.

Hush hush. Keep quiet!"

(I. Tokmakova)

“The hedgehog and the Christmas tree have

Very sharp needles

The rest of the tree hedgehog

Doesn't look like it at all"

Riddles:

"Flies - howls,

And he sits down - he digs the earth ”;

"The crawler is crawling,

Needles are lucky";

Sleeping in winter

In the summer the hives stir"

4.

Retelling of the story by Y. Tayts "Train"

Learn to retell short story, read for the first time in class, expressively convey the direct speech of the characters. Exercise in the formation of the genitive plural form of nouns. To consolidate ideas about the meaning of the terms "word", "sound"; learn to independently select a word with the sound "s".

Develop the ability to listen carefully to the teacher.

Cultivate interest in literature.

Pictures with images of winter clothes: felt boots, mittens, socks, scarf, coat, fur coat, hat; painting "Sasha and the snowman".

d / and "Let's dress the doll for a walk"

Target: learn to name items of clothing; choose clothes according to the season.

Consider doll clothes, name it, offer to choose for the doll the clothes that are worn in winter.

d / and "Find the word"

Target: learn to choose words with a given sound.

The teacher invites the children to consider the plot picture and name the words with the sound "s". For each correctly named word, the child receives a chip. The one with the most chips wins.

p / and "Train":

"Children our train is lucky

In the woods and in the meadow.

Children will walk there

Meet a bunny.

"So-so-so, so-so-so",

All the wheels are rattling

"Gu-gu-gu"

We will meet a squirrel and a fox.

We go, we go faster

We are not afraid of animals.

The steam locomotive is moving slowly.

Stop close.

"Gu-gu-gu, stop!"

Poem:

"The steam locomotive roared

And the wagons were taken:

"Choo-choo-choo, choo-choo-choo!

I'll go far!"

Green trailers

Run, run, run.

And round wheels:

"Knock-Knock,

Knock-Knock!"

(T. Volgina)

Patter:

“Sonia’s sleigh rides down the hill themselves”

January

Encourage the compilation of short stories based on a set of toys.

Learn how to use prepositions correctlyin, on, under, between ; to consolidate the ability to form the names of young animals. Fix the correct pronunciation of the sound "g" in words and phrases; to learn to highlight this sound in words, to clearly and clearly pronounce words and phrases with this sound; learn to use intonation correctly (interrogative, narrative), speak loudly enough.

Cultivate interest in the activity.

doll boy; toys - two Christmas trees, hedgehogs and hedgehogs; pictures - beetle, giraffe, scissors, flag, dog, cube, watering can, bucket.

d / and "Gather a family"

Target: Learn to name animals and their babies.

Hedgehog - hedgehog - hedgehog,

Bear - she-bear - cubs,

Wolf - she-wolf - cubs,

Hare - bunny - bunnies,

Fox - fox - cubs.

d / and "Hide and Seek"

Target: learn to use prepositions that have a spatial meaning correctly.

The teacher hides the toys in different places of the group and invites the children to find them. The child must say where he found the toy.

(I found the bunny on the shelf. I found the car under the table. I found the flag behind the books, etc.)

d / and "Find a picture"

Target: learn to find a picture with a given sound.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 141)

"I found myself a beetle

On a big daisy.

I do not want to hold in my hands -

Let it lie in a pocket.

Oh, my beetle fell, fell,

Nose covered in dust.

My Maybug has flown away

Wings buzzed"

Poem:

"You will read this fairy tale

Quiet, quiet, quiet...

Once upon a time there was a gray hedgehog

And his ... (hedgehog).

The gray hedgehog was very quiet

And the hedgehog too

And they had a child

Very quiet ... (hedgehog).

The whole family go for a walk

At night along the paths

Hedgehog-father, hedgehog-mother

And the child ... (hedgehog) "

Clean tongue:

“Zha-zha-zha - the hedgehog has needles.

Zhu-zhu-zhu - let's give milk to a hedgehog.

Zhi-zhi-zhi - swifts scatter "

Patter:

"A hedgehog has a hedgehog, a snake has a snake"

2.

Drawing up a story based on the painting "Tanya is not afraid of frost"

To teach to compose a short story reflecting the content of the picture, according to the plan proposed by the teacher.

Learn to define wordssnow, winter, snowflakes . Continue to learn to highlight sounds in a word, select words for a given sound.

Develop connected speech.

Painting "Tanya is not afraid of frost"; paper snowflakes on strings.

d / and "Pick up the words"

Target: learn to match adjectives with nouns.

What snow? (fluffy, white, cold, soft, etc.)

What winter? (cold, frosty, angry, long, etc.)

What snowflakes?(prickly, delicate, carved, light, white, etc.)

d / and "Name the words to the sound"

Target: learn to name words with a given sound (“s”).

The teacher asks the children to name “winter” words with the sound “s” (snow, icicle, bullfinch, Snow Maiden, titmouse, etc.)

d / and "Let's dress the doll for a walk"

Target: learn to name items of clothing, select it according to the season.

The teacher offers a set of clothes for a walk, the children must choose and dress a doll for a walk.

"To the meadow, to the meadow

Quietly the snow falls

Snowflakes are spinning

White fluffs.

They flew, they flew

And lay down under the tree

The snowflakes have fallen

White fluffs»

Mystery:

“What kind of stars are through

On a coat and on a scarf?

All through, cut,

And you take it - water in your hand "

Poem:

"We danced along snow

snowy blizzards.

Bullfinches for snowmen

The song was whistled.

At snowy rivers

AT snowy lane

Ringingly worn snowballs,

cutting ice Snow Maidens »

(S. Pogorelovskiy)

3.

Inventing a continuation of the story "Squirrel, Hare and Wolf"

To teach, based on a set of toys, to compose a short story together with the teacher.

To teach to understand the meaning of riddles, to correctly name the qualities of objects; to learn to use complex and simple common sentences in answers to the questions of the educator.

Learn to distinguish and clearly pronounce the sound “h” in words and phrases, select words for a given sound.

Develop dialogic speech.

Cultivate curiosity.

Toys - Christmas trees, wolf, squirrel, bunny.

d / and “Say it differently”

Target: learn to replace polysemantic words in phrases. (UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.146)

d / and "The animals boasted"

Target: learn to name signs of animals according to the model of an adult.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.147)

“Physical exercise squirrel is not lazy

Do all day long

From one branch, jumping to the left,

She sat down on a branch.

Then jumped to the right

Circled over the hollow.

Left and right all day long

The squirrel is not too lazy to jump"

Riddles:

« long ear,

A ball of fluff.

Jumping smartly

Loves carrots,

From twig to twig

Jumping, frolicking.

light, nimble,

Not a bird"

Who is cold in winter

Wandering angry, hungry?

"Knock, knock, do not order to be bored,

They go, they go, and everyone is here and there”

4.

Drawing up a description of the appearance

Learn to write descriptions of each other's appearance, clothing (color, finish).

Learn to form the singular and plural forms of the verbto want, imperative forms of verbsdraw, dance and others. To give an idea that the sounds in words follow each other in a certain sequence.

Develop speech activity.

Cultivate interest in the activity.

Petrushka doll, demonstration ruler.

d / and “Describe, I will guess”

Target: learn to describe the appearance of each other.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 147)

d / and "I want - we want"

Target: to want .

The teacher begins with the words: “I want ...”

Children answer: "We want ..."

(I want to jump - We want to jump,

I want to sit down - we want to sit down;

Then the child can start with the words: "I want ...", the rest of the children answer: "We want ..."

"Everyone clapped their hands -

Friendly, more fun!

Our feet pounded

Louder and faster!

Let's hit the knees - Hush, hush, hush. Handles, handles raise - Higher, higher, higher. Our handles spun, Lowered again. We circled on the spot and stopped"

Poem:

« There are three Katyushas in the village
Picked up three coils
Shura sewed a sundress,
They sewed a caftan for grandfather,
We sewed a jacket for my grandmother,
We sewed a vest for my uncle.
And girls and boys
To all Andryushkas and Natashas,
Sew bright pants
Sewed colorful shirts "
(A. Straylo)

Mystery:

"My outfit is colorful,

My cap is sharp

My jokes and laughter

Cheer up everyone"

February

Exercise in compiling a story about objects and actions with objects. Exercise in the formation of the names of dishes.

Learn to pronounce the sound "h" correctly, pronounce words clearly with this sound.

Develop an understanding of the immediate environment.

Cultivate curiosity.

Dishes and products - a bread box and bread, a sugar bowl and sugar, a candy bowl and sweets, napkins in a napkin holder.

d / and "Who can be stroked"

Target: introduce polysemantic verbiron.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.149)

d / and "Help Tanya set the table" Target: learn to name the items of utensils, their purpose.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.149)

"We sharpen the knife!

Let's sharpen the knife!

He will be very good.

He will cut supplies:

Butter, lard, bread, sausages,

Tomatoes cucumbers…

Help yourself, well done!"

Clean tongue:

“Cha-cha-cha - I went to the doctor.

Choo-choo-choo - I want to swim in the river.

Chi-chi-chi - rooks flew to us.

Che-che-che - we dream of the ball "

Patter:

"Four turtles have four turtles"

2.

Retelling of E. Charushin's story "The Hen". Comparison of subject pictures

Learn to retell a story.

Learn to compare objects in pictures by size, color; select definitions, antonyms; agree adjectives with nouns in gender and number.

Learn to choose words that are similar and different in sound.

To develop the ability to holistic perception of the story.

Cultivate love for the environment.

Pictures with images of chickens and chickens.

d/and “Guess who it is?”

Target: learn to guess the bird according to the description.

Big, kind, motley, caring. Who is it?(hen)

Small, yellow, fluffy? Who is it?(chick)

Big, important, loud, beautiful. Who is it?

(cockerel)

d / and “Who has what kind of bird?”

Target: learn to describe the toy in phrases.

The teacher and the child each describe their own toy.

I have a chicken.

And I have a chicken.

The chicken is small.

And the chicken is big.

Chicken is yellow.

And the chicken is slick. Etc.

P / and "Chicken"

"The chicken went out for a walk,

Pinch fresh grass

And behind her the guys -

Yellow chickens.

Co-co-co, co-co-co,

Don't go far

Row with your paws,

Looking for grains!

Ate a fat beetle

earthworm,

We drank some water

Full trough "

Mystery:

"Cough, cackle,

Calls the children

He takes everyone under his wing"

Poem:

“They are looking for grains of a girlfriend
With tufts on top.
Not far from the porch
resounds: "KO-KO-KO!"

3.

Description of lost bunnies from pictures

Learn to write a description of the object drawn in the picture, highlighting the essential features. Practice matching the verb to the noun.

Learn to clearly pronounce the sound "u" correctly, to highlight this sound in words.

Develop interest in the activity. Develop the ability to listen carefully to other children.

Pictures with images of different rabbits; three brushes - tooth, shoe, clothes.

d / and “Describe, we will guess”

Target: learn to describe an object and guess it.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.152)

d / and "Big - small"

Target: learn to form noun forms using diminutive suffixes; pronounce the sound "u" correctly.

Puppy, puppy

box - box

Sliver - sliver

Cheek - cheek,

Pike - pike,

A brush is a brush.

"Come on, bunny, jump, jump,

Tap, tap, tap.

You fall on the grass, fall

Lie down and rest, rest.

Take a rest, now get up

Jump again!

Quickly run to the Christmas tree

And hurry back jump"

Poem:

“I brush my teeth with this brush,

This brush - shoes.

I use this brush to clean my pants.

I need all three brushes"

Pure tongues:

“Scha-scha-scha - give me borscht,

Shch-shch-shch - I'm looking for you,

Shchi-shchi-shchi - we cooked cabbage soup "

4.

Drawing up a story based on the painting "Mom washes the dishes"

Learn to write a story from a picture.

To consolidate the ability to form nouns - the names of dishes.

To fix the pronunciation of the sound "u", the idea that the sounds in the word are pronounced in a certain sequence.

Develop voluntary attention.

Cultivate perseverance.

The painting "Mom washes the dishes", doll dishes; painting "Lost".

d / and "Say the opposite"

Target: learn to choose antonyms.

Wide - narrow

Thick - thin

Deep - shallow

High - low

Dull - sharp

Big - small

Strong - fragile.

d / and "Catch the sound"

Target:

The teacher pronounces the words, if the children hear the sound "u" - they clap their hands, if there is no sound "u" - they hide their hands behind their backs.

“We are now sawing a log,

We saw, we saw,

We drink, we drink.

One-two! One-two!

There will be firewood for the winter!

Sh-sh-sh! Shhhh!”

Poem:

“Washing the dishes is not a trifle.
Wet saucers slide
Spoons, falling, ring,
Helping our mother
We wash our own dishes.
We wipe the cups
We put them on the shelves
We choose together
On the floor then ... fragments "
(T. Petukhova)

March

To learn how to write a description from a picture, name an object, its properties, signs, actions, evaluate it.

Learn how to make complex sentences.

Fix the correct pronunciation of the sound "u", learn to highlight this sound in words; to consolidate the ability to distinguish between hard and soft sounds.

Develop speech activity.

Cultivate perseverance.

Puppy, Parsley, hare, cube; objects - a box, brushes, pincers, a screen; flannelograph and images of a fox, a bow, a mallet, a wheel, a leaf.

d / and "Describe the animal"

Target: learn to describe animals.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p.155)

d / u "Guess the sound"

Target: develop auditory attention.

(Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 155)

“Homka, hamster, hamster - Striped barrel. Homka gets up early, washes his cheeks, rubs his neck. Homka sweeps the hut, and goes out to exercise. 1-2-3-4-5! Homka wants to become strong"

Poem:

"Two puppies cheek to cheek

Pinch the brush in the corner.

Yes at the broom

The stick is above the head.

Stick click puppies from the shoulder,

The two puppies left grumbling"

(S. Mikhalkov)

2.

Drawing up a description on the lexical topic "Vegetables"

Learn to describe vegetables, correctly name them. Clarify ideas about vegetables; learn to highlight certain properties in vegetables, correctly classify vegetables. Continue to learn to listen to the sound of words, to distinguish sounds in words by ear, to find words that are similar in sound.

Cultivate kindness towards each other.

Dish with vegetables (dummy) or pictures: carrots, tomatoes, cucumbers, onions, beets, cabbage, radishes, potatoes, turnips; different fruits (2-3 copies); "Brother and Sister" painting.

d / and "Wonderful bag"

Target: learn to describe vegetables.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.156)

d / and "What grows in the garden"

Target: learn to name vegetables, place of growth.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.157)

Finger game:

"We chop cabbage, chop,

We three, three carrots,

We salt cabbage, salt,

We press cabbage, we press.

Everything was rammed into a tub,

Pressed on top with a weight "

Riddles about vegetables.

Poem:

“There are many ridges in the garden,
There are turnips and lettuce.
Here and beets, and peas,
Are potatoes bad?
Our green garden
We will be fed for a whole year"
(A. Prokofiev)

3.

The use of words with spatial meaning in speech

Continue to learn to write descriptions of objects, toys. To learn how to use words denoting spatial relationships correctly(closer - farther, in front - behind). To teach clearly and correctly to pronounce the sounds "l - l", to distinguish these sounds in words by ear, to select words with the sounds "l - l", to consolidate the ability to emphasize the sound in a word, to distinguish between hard and soft consonant sounds, to determine the first sound in the word.

Develop memory, attention, the ability to answer the teacher's questions.

Cultivate perseverance.

Toys whose names contain the sounds "l - l": horse, fox, calf; pictures with images of domestic and wild animals - horse, calf, elephant, lion, camel, deer, elk, fox, wolf.

d / and "Who stands where" Target: learn to use words denoting spatial relationships.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.158)

d / and "Name the first sound"

Target: develop phonemic awareness.

The teacher offers toys to the children and asks them to name the first sound.(Parsley, fox, plane, wolf)

“The animals went to the watering hole.

A moose calf stomped behind the moose mother,

A fox cub crept behind the mother fox,

A hedgehog was rolling behind the mother-hedgehog,

A bear cub followed the mother bear,

The squirrels rode behind the squirrel mother, the slanting hares followed the hare mother,

The she-wolf led the cubs.

All mothers and children want to get drunk"

Poem:

"I love my horse

I will comb her hair smoothly,

I stroke the ponytail with a scallop

And I'll go on horseback to visit"

(A. Barto)

Pure tongues:

La-la-la - Lena helped mom,

Ly-ly-ly - Lena washed the floors,

Lo-lo-lo - deftly washed the glass.

La-la-la - green fields,

Lu-lu-lu - I'm sawing a log,

Li-li-li - we carried water.

4.

Retelling of N. Kalinina's story "Helpers"

To teach to retell the story, to notice inconsistencies with the text in the retellings of comrades. To consolidate the ability to form the names of dishes by analogy; pay attention to the dissimilarity of some names. To consolidate ideas about the sound composition of a word, about a certain sequence of sounds; learn to independently select words with certain sounds - “s”, “sh”.

Develop listening skills.

Cultivate interest in literature.

A shelf with doll utensils: two sugar bowls, two bread bowls, two napkin holders (different in shape, material, size), a cookie dish, two crackers, two salt shakers; painting "Sasha and the snowman"; audio demo.

d / and "Shop of dishes"

Target: learn to name items of utensils, form names by analogy.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.161)

d / and "Name the words"

Target: learn to name words with a given sound.

The teacher offers to name words that begin with the sound “s” for girls, for boys - with the sound “sh”.

"We sharpen the knife!

Let's sharpen the knife!

He will be very good.

He will cut supplies:

Butter, lard, bread, sausages,

Tomatoes cucumbers…

Help yourself, well done!"

Poem:

"Here's a big glass teapot,
Very important as a boss.
Here are porcelain cups,
Very fragile, poor thing.
Here are porcelain saucers,
Just knock - they will break.
Here are the silver spoons
Head on a thin stem.
Here is the plastic tray.
He brought us dishes."
(N.Nishcheva)

Continue writing item descriptions. Exercise in the formation of verb formswant (I want - want, want - want). To consolidate the correct pronunciation of the sounds “l - l”, isolated, in words and phrases, to learn to highlight this sound in speech; use interrogative and affirmative intonations correctly; highlight certain words logical stress); continue to learn to identify the first sound in a word; to consolidate the ability to intonationally highlight a given sound in a word, to select words for a given sound.

Develop an interest in the environment.

Cultivate the ability to listen to the stories of comrades.

Pictures or toys - a horse, a wolf, a fox, a goat, a squirrel, a donkey, a goat, a foal, a kitten, a bear cub, a dog; a picture of a mother and a girl; Christmas tree (from flannel) and toys for it - a ball, a pyramid, a tumbler, a nesting doll, a dog, a fungus; chips.

d / and "Zoo"

Target: learn to compose a story about an animal, highlight a given sound.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.162)

d / and "Pick a word"

Target: exercise in the formation of verb formsto want .

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.164)

d / and "Hear the sound"

Target: learn to choose words for a given sound.

The teacher suggests naming words that begin with the sound "m", then with the sound "m". For each correctly named word, the child receives a chip. At the end of the game, the chips are counted, whoever has more wins.

Finger game:

"Two kittens met,

Meow meow meow meow.

Two goats met, Me-me, me-me. Two foals met, Igo-yoke, yoke-yoke. Two puppies met, woof-woof, woof-woof. And two donkeys - Eeyore. So the game is over."

Poem:

“Mom bathed the baby in the bathroom.

Soap, washcloth washed a pebble.

Mila stood next to her mother,

She poured warm water over the baby "

(G. Lagzdyn)

Pure tongues:

La-la-la - paw, lamp, varnish, saw,

Ly-ly-ly - skis, kids, tables,

Lo-lo-lo - boat, elbow, spoon, crowbar.

2.

Drawing up a story based on the painting "Chickens"

Learn to write a short descriptive story based on a picture.

Learn to compare (in appearance, behavior) a rooster and a chicken, a chicken and chickens.

To consolidate the ability to independently select words that are similar and not similar in sound; the idea that sounds in a word follow each other.

Develop observation.

Cultivate interest in the activity.

Picture "Chickens", sound clock, demonstration ruler.

d / and "Compare the birds"

Target: learn to find similarities and differences.

The teacher offers to compare the rooster, chicken, chicken.

He asks how they are similar to each other (birds, have wings, a beak, live with people, etc.), how they differ (size, color, habits)

d / and "Find a couple"

Target: exercise in the selection of words that differ from each other by one sound, develop phonemic hearing.

(Shvaiko G. S. "Games and game exercises for the development of speech",

M.: Enlightenment, 1988, p. 53)

P / and "Hen - Corydalis"

“The corydalis hen came out,

With her yellow chicks,

The chicken cackles: “Ko-ko! Don't go too far"

(children pretend to be chickens - waving their arms, pecking food)

On a bench by the path

The cat lay down and dozes.

…The cat opens its eyes

And the chickens are chasing"

Riddles:

« scarlet scallop,

Ruffled caftan,

double beard,

Important walk.

Gets up first of all

"Cough, cackle,

Calls the children

Collects under the wing,

"Was White House

A wonderful house.

And something rattled in him,

And he crashed, and from there

A living miracle ran out -

So warm

So fluffy and golden."

Learn how to describe things.

Learn to choose the right words for the meaning; to consolidate the assimilation of generalizing concepts: "vegetables", "clothes", "furniture".

To teach clearly and correctly to pronounce the sounds "r - r", to select words with these sounds; pronounce words and phrases clearly, using appropriate intonation; continue to cultivate the ability to identify and name the first sound in a word, to select words for a given sound.

Develop attention, memory.

Raise cognitive interest in Russian folk tales.

A picture depicting a tiger; flat or voluminous toys - the characters of the fairy tale "Teremok", small toys - chips.

d / i Name it in one word "

Target: learn to classify things.

Radish, carrot, cucumber, tomato, onion - how to call it all in one word?(vegetables)

Sundress, shirt, trousers, dress - this is ...(clothes)

Wardrobe, table, chair, bed, armchair - this is ...(furniture)

d / and “Who is screaming?”

Target: fix sound imitation.

The crow croaks…

The duck is quacking…

The rooster crows...

The sparrow chirps...

The pig grunts...

Tiger growls...

d / and "Say a word"

Target: learn to choose words - rhymes.

-Who, who lives in the teremochka?

Who, who lives in the low?

- I'm a mouse ... (norushka)

- I'm a frog...

- I'm a bunny...

- I'm a fox...

- I'm wolf…

Finger game:

"Two tiger cubs met,

Rrr, rrr!

Two ducklings met

Quack-quack, quack-quack!

Two kittens met

Mur-mur, mur-mur!

Two hedgehogs met

Fr-r-fr-r, fr-r-fr-r!

And two sparrows

Chirp-chirp!

So the game is over."

Poem:

“Terem, terem, teremok.

Animals built a house -

carved stakes,

The doors are painted.

The bear came

Started to roar:

- Let me go into the teremok,

Open the doors!

The animals came out

They opened the doors.

Look at the bear:

- You are too big!

Teremok break,

You scare the animals!

Go away, bear!

Stop crying!"

2.

Determination of specific features of an object

Learn to write a description of a toy, naming its characteristic features. Exercise in the formation of forms of the genitive plural of nouns. To consolidate the idea that words sound, consist of sounds, that the sounds in the word are different; the ability to independently finish the word (determine the last sound), named by the educator.

Develop auditory attention.

Cultivate the ability to listen to each other.

Doll, matryoshka, chip, pyramids, ribbons, balls, horses, rings, turrets (2 copies each); painting "Hut on chicken legs".

d / and "Find out by description"

Target: learn to describe a toy.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.170)

d / and "What's wrong?"

Target: learn to form plural forms of nouns. h. R.p.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.171)

d / y "Say the sound"

Target: learn to finish the word, develop attention.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 172)

Finger game:

“Guests gave me 5 toys on my birthday.

One is an eared gray hare.

Two - I have a pipe.

Three - now I will show you a black-maned horse.

My brown bear is four,

Red squirrel - five.

I just can't count all my toys."

Poem:

"Look at the store

All toys on display:

clockwork bunnies,

Dolls and balls

fluffy kittens,

Matryoshkas, bear cubs -

Everyone is sitting on the shelves

They want to play with us."

(N. Voronina)

3.

Definition of an object by its specific features

To consolidate the ability to write a description of an object, talk about its appearance, qualities and properties. Learn the agreement of nouns, adjectives and pronouns in gender. To consolidate the correct pronunciation of the sounds "r - r", learn to hear these sounds in words, select words with these sounds, pronounce words and phrases saturated with "r - r" clearly and clearly, pronounce the tongue phrase clearly with different loudness and tempo.

Develop the ability to listen and understand the questions asked.

Cultivate an interest in the environment.

A bag with vegetables and fruits (carrots, cucumbers, apples, oranges, radishes, lemons); toys and objects whose names contain the sounds "r - r": fish, chicken, pencil, bucket, etc.

d / and "Wonderful bag"

Target: learn to guess objects by touch, describe them.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.172)

d / and “Who is screaming?”

Target: fix sound imitation.

Tiger growls...(rrrr)

The cat is purring...

The duck is quacking…

The rooster crows...

The sparrow chirps...

The pig grunts...

« We are now turning on the pump,

We pump water from the river,

Left - one, right - two,

The water flowed!

One two three four-

We all watered the vegetables!”

Clean tongue:

« Ra-ra-ra - the mouse has a hole.

Re-re-re - we carry water in a bucket.

Ry-ry-ry - mosquitoes sting strongly.

Ri-ri-ri - bullfinches on the branches.

Ar-ar-ar - our samovar is boiling.

Ar-ar-ar - a lantern hangs on the wall "

Patter:

"Three Crows at the Gate"

4.

Description of the appearance of baby animals

Continue to teach to give a description of the appearance of objects, their characteristic features.

Learn to use exact names for naming baby animals; pay attention to the fact that not all the names of the cubs sound the same as the names of adult animals of the same species.

To consolidate the idea that sounds in words are pronounced in a certain sequence; continue to cultivate the ability to independently find different and similar-sounding words.

Develop active speech.

Cultivate the ability to listen.

Toys - a bear cub, a fox cub, a squirrel cub, a chicken, a puppy, an elephant calf, a foal, a lamb; counting ladder; paintings "Lost", "Sound Clock"; individual sound lines; demo sound bar, customized sound clock.

d / and "Kids"

Target: learn to describe baby animals.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009, p. 174)

d/and “What has changed?”

Target: develop visual memory.

(UshakovaO.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009,p.174)

"We have a nice posture,

We brought the shoulder blades together.

We walk on socks

And then on the heels.

Let's go softly like foxes

And like a clubfoot bear,

And like a hare-coward,

And like a gray wolf.

Here is a hedgehog curled up in a ball,

Because he is cold.

The ray of the hedgehog touched

The hedgehog stretched sweetly"

Poem:

"The camel has a hunchbacked camel,

The gray mouse has a little mouse,

The cat has fluffy kittens,

Squirrels have red squirrels,

The rabbit has downy rabbits,

The dog has playful puppies,

The cow has an affectionate calf,

The pig has a frisky piglet,

The horse has a foal

The goat has a funny kid,

Sheep have curly lambs,

And mom has freckled guys "

Bibliography:

Ushakova O.S. Speech development classes for children 3-5 years old. M.: TC Sphere, 2009

Gening M.G., German N.A. “Education of correct speech in preschoolers. A manual for kindergarten teachers, ”- Chuvash book publishing house, 1971 - 130 p.

Eliseeva L.N. "Anthology for the little ones and older", M .: Knowledge, 1996 - 384 p.

Elkina N.V., Tarabarina T.I. “1000 riddles. A popular guide for parents and educators, Yaroslavl: Development Academy, 1997, - 224 p.

Lopukhina I.S. “Speech therapy, 550 entertaining exercises for the development of speech: A guide for speech therapists and parents”, - M .: Aquarium, 1995 - 384 p.

Seliverstov V.I. "Speech games with children", - M .: VLADOS, 1994 - 344 p.

Ushakova O.S., Strunina E.M. “Methodology for the development of speech of preschool children: a teaching aid for educators of preschool educational institutions”, - M .: VLADOS Humanitarian Publishing Center, 2003 - 287 p.

Ushakova O.S. "Classes on the development of speech for children 3-5 years old", M .: TC Sphere, 2009 - 192 p.

Ushakova O.S. "Classes on the development of speech for children aged 5-7 years", M .: TC Sphere, 2009 - 256 p.

Cherenkova E.F. "Developing games with fingers", - M .: RIPOL classic: DOM, 21st century, 2010 - 186 p.