"Pool"
Target. Activation of vocabulary, automation of individual sounds, development of phonemic hearing
Game material. Filled with peas, small object pictures, small toys.
Description of the game. Children take turns catching various objects with a fishing rod. They call them. Determine the presence or absence of the required sound in the name and its place in the word. For the correct answer, the child receives a point. The one who scores more points wins.
"Miracle Tree"
Target. Finding sound in words perceived by ear.
Game material. Cardboard tree, leaves with pictures.
Description of the game. The speech therapist asks the child to carefully look at the pieces of paper with pictures, pronounce the word and determine which word contains the given sound. If the word contains the given sound, the children must tear off the piece of paper.
"Wonderful bag"
Goal: Learn to hear and identify the first and last sounds in words.
Game material: Bag, small toys.
Description of the game. All toys are put in a bag. The speech therapist, holding a bag, approaches the children and offers to take out one toy from there, show it to everyone, asks them to name what is depicted on it, and then determine the first or last sound in the word.
"Gold fish"
Target. Learn to determine the place of the sound “S” in words.
Game material. A fish made of colored cardboard, divided into three parts by bright lines.
Description of the game The speech therapist names the word. Children determine the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the letter is placed on the first, last or middle part of the strip. At first, children determine the place of the sound only at the beginning, then at the end of the word. And only when they have mastered all this can they take words in which the given sound is in the middle.
"Where is the sound?"
Target. Finding the place of a sound in a word.
Game material. A strip of colored cardboard, divided into three parts by bright lines, object pictures with a given sound.
Description of the game. The child takes a picture, names it and determines the place of the given sound in the word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the picture is placed on the first last or middle part of the strip.
"Kangaroo"
Target. Finding the place of the sound “R” in words.
Game material. A strip of colored cardboard, divided into three parts by bright lines, a butterfly attached to a thread.
Description of the game. The speech therapist calls the word. The child determines the place of a given sound in a word. Depending on whether the sound is heard at the beginning of the word, at the end or in the middle, the butterfly is placed on the first, last or middle part of the strip.
"Chamomile"
Game material. Chamomile made of colored cardboard, pictures on pieces of paper.
Description of the game. The speech therapist suggests assembling a chamomile from petals with a given sound.
Target. Determine the presence or absence of sounds in words.
Game material. Cardboard house.
Description of the game. Pictures are distributed, the child must choose only those pictures that have a given sound and place them in the house.
"Caterpillar"
Target. Exercise children in determining the number of sounds in words.
Game material. Caterpillars made of cardboard of different colors and lengths, subject pictures containing in the names from two to five sounds: hedgehog, grass snake, poppy, crayfish, beetle, cheese, catfish; fish, vase, rose, fox, duck, bag, hat, cup, cat, mouse.
Description of the game. Pictures are distributed to the players. The card with the pyramid lies in the middle of the table. “We will build this pyramid from pictures. At the very top we should have pictures with short names consisting of only two sounds, below - with three, even lower - with four sounds, and at the base of the pyramid there should be pictures with five sounds." Children determine the number of sounds in the names of the objects depicted on their pictures, and put these pictures on the corresponding squares.
“Who can pack their things faster?”
Target. Exercise children in differentiating sounds.
Game material. A large map with 2 suitcases in the middle. Drawn in a circle are items of clothing whose names contain the sound “S” or “Sh”: fur coat, cap, hat, earflaps, scarf, shawl; sweater, sundress, boots, sandals, suit, shirt. Between the objects there are circles from one to four; 2 chips of different colors, a cube; 10 squares of different colors.
Description of the game. Two children are playing. One child must collect things in a suitcase that have the sound “S” in their names, the other - things with the sound “Sh”. Children take turns throwing the dice and moving their chip by as many circles as are indicated on the top edge of the cube. If the chip lands on an object that has the sound the child needs in its name, he places a cardboard square on his suitcase. The one who packs the most things into his suitcase wins.
This material offers sample exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of phonemic awareness. Exercises can be used in lessons, during dynamic breaks and in other routine moments:
3. Speech therapy work on differentiation of phonemes (using the example of differentiation [c]-[w])
Introduction:
PHONEMATIC PERCEPTION – special mental actions to differentiate phonemes and establish the sound structure of a word.
Phonemic awareness disorders are observed in a very large number of children entering school and in almost all children with speech disorders.
The development of differentiated auditory and phonemic perception is a necessary condition for children to successfully learn to read and write. A child’s readiness to learn to write and read is inextricably linked with the ability to hear individual sounds in a word and their specific sequence. Teaching children to distinguish sounds helps develop attention and auditory memory. Normally, the process of phonemic discrimination, like the process of pronunciation differentiation, ends in preschool age. Insufficient development of phonemic processes, even with full compensation of pronunciation defects, can lead to difficulties in mastering writing and reading skills.
Thus, timely formed phonemic perception will prevent the possible appearance of secondary speech defects (these are phonetic-phonemic underdevelopment, lexical-grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of dyslexia and dysgraphia.
In recent years, there has been an increase in the number of first-graders entering school with unformed or insufficiently formed phonemic perception; an increasing number of younger schoolchildren need speech therapy help, which is not always possible.
This collection offers exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of
phonemic perception. Exercises can be used in lessons, during dynamic breaks and in other routine moments.
Games for developing phonemic awareness
By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them.
But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others. To develop phonemic awareness, children of this age are offered games and exercises in which they need to identify words with given sounds from phrases and short poems.
Highlight the word.
Invite the children to clap their hands (stomp their feet, hit their knees, raise their hands up...) when they hear the words with the given sound.
What sound is there in all the words?
An adult pronounces three or four words, each of which has the same sound: fur coat, cat, mouse, and asks the child what sound is in all these words.
Think, don't rush.
Offer children several tasks to test their intelligence:
- Choose a word that begins with the last sound of the word table.
- Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...)
- Choose a word so that the first sound is k and the last sound is a.
- Invite your child to name an object in the room with a given sound. For example: What ends with "A"; what starts with “S”, in the middle of the word there is a sound “T”, etc.
Option: The same task with pictures from the lotto or a plot picture. Illustrations may be used.
Jokes are just a minute.
You read lines from poems to children, deliberately replacing the letters in the words. Children find a mistake in the poem and correct it. Examples:
Tail with patterns,
boots with curtains.
Tili-bom! Tili-bom!
The cat volume caught fire.
Outside the window is a winter garden,
There the leaves sleep in the barrels.
Boys are a joyful people
Skates cut honey noisily.
The cat is swimming on the ocean
A whale eats sour cream from a saucer.
Having dropped the doll from my hands,
Masha rushes to her mother:
There are green onions crawling there
With a long mustache.
God box, fly to heaven,
Bring me some bread.
The article presents:
1. Ball games aimed at developing phonemic processes.
2. Didactic games for the development of phonemic awareness.
3. Speech therapy work on the differentiation of phonemes (using the example of differentiation [c]-[w]).
4. Lesson notes on sound differentiation. (Differentiation [c]-[w]).
1. GAMES WITH A BALL AIMED AT THE DEVELOPMENT OF PHONEMIC PROCESSES.
1. Game “We hit the ball with our palm, repeat the sound together”
Speech therapist: When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A
2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head.”
Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.
Speech therapist: I will name vowel sounds. Throw the ball when you hear the sound [E].
A-U-O-E-U-I-O-E-Y-I-A
3. Game "Knock".
The sounds I want to say
And I hit the ball
Goal: development of phonemic awareness, training of clear pronunciation of vowels
sounds.
Progress of the game: Children and speech therapist sit in a circle. The ball is sandwiched between everyone's knees. The speech therapist pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example:
A E U
AA EE UU
AAA EEE UUU
4.Game “Quiet - Loud”
We rode through the mountains
Sang here and sang there
Goal: strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.
Progress of the game: Singing a given sound as demonstrated by the speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, downwards (downhill) it decreases. When the hand with the ball moves horizontally, the strength of the voice does not change. In the future, children independently assign tasks to each other.
5. Game with passing the ball “Pass the ball, say the word”
Goal: development of phonemic awareness, reaction speed.
Progress of the game. The players line up in one column. The players standing first each have one large ball. The child says the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the given sound and passes the ball on.
6. Game with passing the ball “Sound chain”
We will knit a chain of words
The ball won't let you put a point.
Goal: development of phonemic awareness, activation of vocabulary.
Progress of the game. The speech therapist says the first word and hands the ball to the child. Next, the ball is passed from child to child. The ending sound of the previous word is the beginning of the next one.
For example: spring-bus-elephant-nose-owl...
7. Game with throwing the ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only with this one.
Goal: development of phonemic concepts, imagination.
Progress of the game. The speech therapist throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].
Example:
What is your name?
Ira.
What about the last name?
Ivanova.
Where are you from?
From Irkutsk
What's growing there?
Figs
8. Game with throwing the ball “Catch the ball and throw the ball, name how many sounds”
Goal: determining the sequence and number of sounds in a word.
Progress of the game. The speech therapist, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number.
2. DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC PERCEPTION
1. "FISHING".
Target. Develop physical expression skills, train children in choosing words with the same sound, and consolidate sound analysis skills.
Progress of the game. The instruction is given: “catch words with sound (L)” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap. Number of players: one or more people.
2. “TV”.
Goal: to develop physical expression skills, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia against the background of FFN. Practice reading skills.
Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child(ren) correctly named the word, the TV screen opens.
For example: month is a hidden word
Pictures: bear, spruce, dog, apple, heron.
Number of players: one or more people.
3. "ANIMAL COUNTRY".
Goal: to train children in differentiating oppositional sounds, to develop
phonemic hearing.
PROGRESS OF THE GAME. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, place them in the windows with slits. For example: houses with the letters C and Sh. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. The number of players is 1-2 people (or the whole class divided into two teams).
4. “CHAIN OF WORDS”
Goal: to develop physical function, exercise children in differentiating sounds, and practice the skills of sound analysis of words.
Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with exactly this sound, which ends the previous word, etc. Number of players: one person or more.
5. “COLLECT A FLOWER”
Goal: to practice differentiation of oppositional sounds, to develop phonemic hearing and analytical-synthetic speech activity in students.
Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it, for example, “C”. “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s]. The number of players is 1-3 people (or the whole class divided into two teams).
6. “DUNNAKA WITH A POCKET”
Goal: to develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.
Progress of the game. Option 1. The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)
Option 2. The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern. Number of players: one or more people.
7. “FIND THE ERROR”
Goal: to teach children to distinguish between vowel and consonant sounds and letters, hard and soft consonant sounds, to improve the skills of sound-letter analysis of words, to develop physical function and attention. Prevention of dysgraphia.
Progress of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any. Number of players: 1-4 people (or the whole class divided into groups or teams).
8. “COLLECT A BOUQUET”
Goal: to develop phonemic hearing, to exercise and differentiate sounds [R] - [L], to train children in the difference between primary and tinted colors.
Progress of the game. In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you need to put flowers with the sound [L], and which one with the sound [R], blue - [L], pink - [R]. Nearby there are flowers of different colors: green, blue, black, yellow, etc. Students arrange flowers. The blue flower must remain. Number of players: 1-2 people (or the whole class divided into two teams).
9. “SPEECH LOTTO”
Goal: to develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.
Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes. Number of players: 1-18 people (can be played in pairs or groups).
10. “SPEECH LOTTO”.
Goal: to develop phonemic and visual perception, develop sound-letter analysis of words, teach to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN. Development of reading speed.
Progress of the game. Option 1. Children are given cards with six words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (who has the floor?)” The first one to fill out the card without errors wins.
Option 2. The children are given cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns. Number of players: 1-8 people (can be played in groups).
11. “MAGIC CIRCLE”.
Goal: to train children in selecting words that differ from each other in one sound, to develop phonemic awareness, and to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.
Game progress: 1st option. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object to which the other arrow points (all words are first spoken out.) The rest of the children mark the correct answer with a clap.
For example: fishing rod - duck, bear-mouse, goat - braid
poppy-crawfish grass – firewood kit-cat
reel - reel mustache-ears house-smoke
Option 2. Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops. Number of players: 1-2 people or more.
12. “FIND THE WORDS IN THE WORD.”
Goal: expand the vocabulary, consolidate the spelling of words.
Understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.
Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”
Number of players: 1-3 people or more.
13. "MATHEMATICAL GRAMMAR"
Goal: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.
Progress of the game. The child must perform the actions indicated on the card (“+”, “-“) and, using addition and subtraction of letters, syllables, words, find the desired word. For example: S+TOM-M+FOX-SA+CA = ? (capital). Number of players - 1-2 people or more.
14. “ADD A WORD.”
Goal: Automation of sounds, development of physical functions, processes of analysis and synthesis, understanding of the meaningful function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.
Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.
For example: The sparrow flew higher.
You can see everything from the high _____(roof).
Number of players 1-2 people or more
3. FORMATION OF PHONEMATIC PERCEPTION (PHONEME DIFFERENTIATION)
Speech therapy work on phoneme differentiation
Impaired auditory differentiation of speech sounds manifests itself in the failure to learn letters,
in replacing phonetically similar sounds when reading. The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the differentiation disorder. The use of kinesthesia in differentiating sounds quite often requires preliminary work to clarify and develop kinesthetic sensations based on visual and tactile sensations.
The ability of kinesthetic discrimination is practiced in exercises to identify various speech organs (lips, tongue, vocal folds) during the pronunciation of speech sounds. The ability to distinguish the position of the lips is trained initially on the sounds [I] - [U], since the difference in the position of the lips when pronouncing these sounds is significant.
Exercises can be as follows:
1. Say the sound [I] in front of the mirror and say in what position your lips are. If there are difficulties in answering, the speech therapist can ask an additional question: “Tell me, when pronouncing the sound [I] are your lips stretched in a smile or pulled forward?”
2. Say the sound [U] in front of the mirror. Answer in what position the lips are in this case.
3. Pronounce the sounds [I] [U] together. Determine whether the position of the lips is the same when pronouncing these sounds.
4. After independently pronouncing the sound [I], determine what position your lips were in (without looking in the mirror).
5. Pronounce the sound [U], determine the position of the lips when pronouncing it (without looking in the mirror).
6. Pronounce the sounds [I] - [U] in sequence and answer which sound the lips stretch when pronouncing.
7. Pronounce the sounds [I] - [U] and determine which sound the lips are extended forward when pronouncing.
8. Determine sound by silent articulation, i.e. according to the position of the speech therapist's lips.
9. Determine the first and last sound by the silent articulation of the rows [I][U], [U][I].
In a similar way, differences in the position of the lips are practiced when pronouncing vowel sounds [I]-[A], [U]-, consonants [M] (lips closed) and [L] (lips open), etc.
Differentiation of sounds С Ш in syllables
The differentiation of these sounds in syllables is also carried out in terms of auditory and pronunciation comparison.
Exercises for pronunciation differentiation:
1. Repetition of syllables with the sounds S and Ш, first with the same vowel, then with different vowels. (SU-SHU, SHU-SU, SU-SHA, SHU-SA, SA-SHI, SHA-SY. SAS-SHAS, SOSH-SHO, SUSH-SHUS, SHO-SUSH, SHIS-SOSH, etc.)
2. Reading syllables, recording syllables under dictation.
1. Raise the letter S or Ш after pronouncing syllables with the sounds [С] and [Ш]:
SA, SHA, SO, SHU, SHI, SY, SHI, SHE.
2. Come up with syllables with the sounds [S] and [SH].
3. Transform the syllables by replacing the sound [S] with the sound [Ш] and vice versa. SA - SHA, SHO - SO. USH - US, etc..
4. Dictation of syllables with sounds [S] and [Ш].
Differentiation of sounds [C] and in words
Differentiation of sounds in words is carried out against the background of clarification of the sound structure of the word. Various tasks are used to form phonemic analysis: establishing the presence or absence of a sound in a word, identifying the first and last sound, determining the sequence, quantity and place of sound in a word.
1. Determine which sound - [S] or [SH] - in the word. The speech therapist names words in which the sounds [С] and [Ш] are found at the beginning, then in the middle of the word and, finally, at the end of the word. For example: elephant, bag, ball, fur coat, tablecloth, rat, sausage, horse, pump, vacuum cleaner, pencil, baby.
1. Determine the place of sounds [С] and [Ш] in words (beginning, middle, end). First, it is clarified what sound is in the word ([S] or [Ш]), then its place in it is determined. Example words: chair, bench, scarf, driver, reed, sled, braids, mouse, forest, oats, bowl, car, roof.
2. Choose words with the sound [С] or [Ш] at the beginning of the word.
3. Choose words with the sound [С] or [Ш] in the middle of the word.
4. Choose words with the sound [S] or [SH] at the end of the word.
5. Place pictures with the sounds [С] and [Ш] under the corresponding letters.
6. Write down the words in two columns: in the first - words with the sound [S], in the second - with the sound [Ш].
7. Working with words - quasi-homonyms. It is proposed to determine the meaning of the words roof, rat, and then compare the sound of these words and say what their difference is.
8. Game "Clock". Children are offered a “watch” (with a dial) in two colors, for example, green and blue. The speech therapist names the words. Children determine what sound is in a word by choosing a clock of a certain color (green for the sound [С], blue for the sound [Ш]). Next, children determine the place of a given sound in a word (first, second, third, etc.) and place an arrow on a certain number.
1.
Graphic dictation. The speech therapist names a word with the sound [S] or [SH]. Children write down the corresponding letter (С or Ш), as well as a number indicating
what is the number of this sound in a word? For example: scarf C3, hanger - ШЗ, pencil - Ш8, sausage - С6, chamomile Ш5, reed - Ш5, dishes - СЗ, etc.
2. Make graphic diagrams of words. Mark on the diagram in blue the circle corresponding to the sound [Ш], in green - the circle corresponding to the sound [S]. Example words: cheese, ball, porridge, braids, table, curtain, helmet, chestnut, suit, rat, roof, cat, chamomile, cabbage.
3. Lotto game. Cards with pictures for words with sounds [С] and [Ш] are offered. The game can be played in two versions:
a) The children are given cards and the letters S and Sh. The logoped calls out the word. Children must find the corresponding picture on the card, determine what sound is heard in the named word, and cover the picture with the corresponding letter.
b) Children are given lotto cards and paper strips, each divided into three parts. On two strips the letters S and Ш are written respectively in the first part of the strips, on the other two - in the middle, on the rest - at the end. The speech therapist names the word, the students determine what sound is in the word ([S] or [SH]), its place in it (beginning, middle, end) and cover the picture with the corresponding strip.
1. Insert the missing letters S and Ш in the words.
2. Dictations of words with sounds [S] and [SH].
3. Composing words with the sounds [S] and [Ш] from letters of the cut alphabet.
4. Solve riddles. Determine the place of the sound [С] or [Ш] in the answers.
There's a hole in the sky, a hole in the ground,
And in the middle - fire and water. (Samovar)
New dishes, but all with holes. (Colander)
Antoshka stands on four legs. Antoshka has soup and spoons. (Table)
I live in the yard, I sing at dawn,
There is a comb on my head, I am loud-mouthed... (Cockerel)
The muzzle is mustachioed, the fur coat is striped,
He washes his face often, but doesn’t know how to use water. (Cat)
It sleeps during the day, flies at night and scares passers-by. (Owl)
The tail is long, the crumbs themselves are very afraid of cats (Mice)
In the meadows, little sisters have a golden eye and white eyelashes. (Daisies)
It's a crackling sound, not a grasshopper; it flies, not a bird; it carries, not a horse. (Airplane)
I'm sitting astride - I don't know who,
If I meet an acquaintance, I’ll jump off and greet him. (A cap)
The living castle grumbled and lay across the door. (Dog)
c) Differentiation of sounds [С] and [Ш] in sentences.
1. Based on the plot picture, come up with a sentence that contains words with the sound [S] or [SH]. Name words in a sentence with the sounds [S] and [SH]; determine what sound it is and its place in the word.
2. Repeat sentences with words that include the sounds [S] and [SH]. Name words with sounds [S] and [SH].
A pine tree rustles in the forest. Delicious pears ripened on the trees. The fox has a fluffy tail. Natasha has long braids. Sveta put on a red shawl. Fragrant lilies of the valley grow in the forest. The shepherd brought a large flock. Grandmother gave Sasha a soldier. Grandfather brought a big catfish.
1. Come up with sentences based on object pictures for words with the sounds [S] and [SH]. Example pictures: bush, reel, scoop, garden, bear, car. At the beginning, it is asked to determine which sound - [S] or [SH] - in the names of the pictures.
2. Complete the sentence with a word. Sentences are offered that can be supplemented with words - quasi-homonyms. Determine what sound is in the word.
Mom cooked delicious... (porridge). The money is paid into (the cash register).
Dasha is rolling... (a bear). Flour was poured into... (bowl)
The (roof) is leaking in the barn. There's a rat in the basement
The baby is eating delicious... (porridge). The soldier put a helmet on his head... (helmet).
You can use pictures for words - quasi-mononyms. Pictures are offered in pairs.
1. Come up with sentences for words - quasi-homonyms. Determine which words contain the sound [С] or [Ш], name the place of this sound (before which sound, after which sound is this sound heard in the word).
2. Insert the missing letters S and Ш.
There is a suit in the closet. Under.the.ur.at.earth’s feet there are.thya. In.hell, apples and gr.i.sang. Poppies grew on the field. Halo.and.stand in the corner. It's.in.the closet. We bought.yr, .liver and some.
3. Selective dictation. Choose from the sentences and write down words with the sounds [С] and [Ш] in two columns.
The sun is shining brightly. The pine trees rustle in the wind. Grandpa is sleeping on the couch. Misha picks pears. Sonya feeds the cat. There is a red pencil in the pencil case. The fox caught the mouse. Petya brought cones to school.
d. Differentiation of sounds [С] and [Ш] in connected speech
1. Compose a story based on a series of plot pictures using words that include the sounds [S] and [SH].
1. Make up a story based on the plot picture using words that include the sounds [S] and [SH].
2. Insert the missing letters S and Ш into the text.
In the garden.
Hell is beautiful in hell. The red vi.s.sang. There are painful groups on the branches. Grandpa takes good care of hell.
3. Dictation of texts with words including sounds [С] and [Ш].
In our room.
Our room is big. There is a closet against the wall. There are coats, suits and dresses hanging in the wardrobe. There is a table in the corner. There are toys on the table. There is a chair at the table. Grandma is sitting in a chair.
Fox and mouse.
There was a mouse in the hole. The mouse came out of the hole. The fox saw the mouse. The fox began to catch the mouse. The mouse went into the hole.
In a similar way, work is carried out to differentiate voiced and voiceless ones, as well as affricates and the sounds that make up them.
List of used literature
1. V.I. Seliverstov Speech games with children. M.: VLADOS, 1994
2. R.I. Lalaeva Reading impairments and ways of their correction in primary schoolchildren. SPb.: SOYUZ, 1998
3. R.I. Lalaeva Speech therapy work in correctional classes. M.: VLADOS, 1999
Natalia Glotova
Didactic games for the formation of phonemic processes.
The use of gaming technologies in the work on the formation of phonemic processes in children of senior preschool age in a speech center.
To overcome phonetic-phonemic disorders, the development of phonemic perception and hearing is necessary.
Phonemic hearing– ability for auditory perception of speech, phonemes. Phonemic hearing is of utmost importance for mastering the sound side of a language; phonemic perception is formed on its basis.
Phonemic awareness is the ability to distinguish speech sounds and determine the sound composition of a word.
Developed phonemic processes are an important factor in the successful development of the speech system as a whole.
The immaturity of phonemic hearing negatively affects the formation of sound pronunciation; the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.
Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates incomplete mastery of the sound side of the language, negatively affects the formation of children's readiness for sound analysis of words, and causes difficulties in mastering reading and writing.
Formed phonemic perception is the key to clear pronunciation of sounds, construction of the correct syllabic structure of words, the basis for mastering the grammatical structure of a language, successful development of writing and reading skills, therefore it is the basis of the entire complex speech system.
Sound pronunciation is closely related to speech hearing. To do this, it is necessary to develop good diction in children, that is, mobility of the articulatory apparatus, ensuring clear and precise pronunciation of each sound individually, as well as correct and unified pronunciation.
The child must understand the sound structure of the language - this is the ability to hear individual sounds in a word, understand that they are located in a certain sequence. A child with a lack of pronunciation does not have this readiness.
A game - the leading type of activity in preschool age.
With the help of gaming means, a gaming situation is created, children’s knowledge is updated, rules are explained, additional stimulation of gaming and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.
The use of gaming technologies in the work of a speech therapist makes it possible to increase the success of learning for children with speech disorders.
To determine the direction of correctional work, a thorough examination of the phonemic processes of children enrolled in a speech center is necessary. Without a thorough examination of phonemic hearing, effective correctional work is impossible.
An analysis of the state of phonemic perception in children from school No. 69 of JSC AVISMA, enrolled in a speech center at the beginning of the school year, showed that out of 26 children, 16 had underdevelopment, which amounted to 61% of the total number of children.
The children had difficulty repeating rows of their 3 syllables with consonant sounds that were opposed in terms of voicedness and voicelessness. Errors included substitutions and mixtures of sounds, changes in the structure of a row, and transfer of syllables and words from the previous row to the one being pronounced.
When recognizing a given sound in a series of other sounds, the pupils coped with the task; difficulties were noted when recognizing a given sound in a series of syllables. Recognizing sounds in a series of words proved too difficult for children.
From all of the above we can conclude:
1. Children were found to have a low level of development of phonemic awareness. They are characterized by disturbances in the perception of not only sounds that are disturbed in pronunciation, but also correctly pronounced ones. Differentiating consonants that are oppositional in terms of voicedness and voicelessness is more difficult for children than distinguishing consonants in terms of hardness and softness, or by place and method of formation.
2. The greatest difficulties were caused by tasks on recognizing a given sound in syllables and words, as well as tasks on distinguishing the correct and incorrect sounds of words and phrases.
3. The formation of phonemic perception in pupils is secondarily influenced by deficiencies in sound pronunciation, as well as a low level of development of speech attention.
She outlined correctional work to overcome developmental disorders of phonemic perception in children of senior preschool age with phonetic-phonemic underdevelopment of speech in a preschool speech therapy center in three stages. At each stage, she determined the use of games and gaming techniques to increase the effectiveness of corrective action.
Stage 1(preparatory) – development of non-speech hearing.
At this stage, exercises are conducted to distinguish non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.
Games used in correctional work at stage 1.
- discrimination of non-speech sounds.
Game "Silence"
Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.
Game "Guess what I'm playing on"
Goal: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.
The speech therapist puts musical toys on the table, names them, and makes sounds. Then he invites the children to close their eyes (“night has fallen,” listen carefully, find out what sounds they heard.
Game “Find out by sound”
Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)
Game "Noise Jars".
Purpose: to practice identifying the type of cereal by ear.
- differentiation according to the method of reproduction (claps, stomps)
Game “Where did they clap?”, Game “Where did they call”
Goal: development of the focus of auditory attention, the ability to determine the direction of sound.
This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”.
- differentiation by tempo (fast - slow)
"Who is faster?"
- differentiation by rhythm (rhythmic patterns)
Game "Polyanka".
Goal: recognize the rhythmic pattern.
Wild animals gathered in the clearing. Each of them will knock differently: the hare 1 time, the bear cub 2 times, the squirrel 3 times, and the hedgehog 4 times. Guess who came to the clearing by the knock.
- differentiation by sound strength (loud - quiet)
Game "High - Low"
Children walk in a circle. The musician plays low and high sounds (on the button accordion). When children hear high sounds, they rise on their tiptoes; when they hear low sounds, they squat.
Game "Quiet and Loud"
It is carried out similarly to the previous one, only the sounds are produced either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.
Stage 2 - development of speech hearing.
Games used in correctional work at stage 2.
- distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice
Game "Blizzard"
Goal: to teach children to change the strength of their voice from quiet to loud and from loud to quiet with one exhalation.
The snowstorms swept away and began to sing their songs: sometimes quiet, sometimes loud.
Game "The Wind Blows".
A light summer breeze is blowing: ooh-ooh (quietly-quietly)
A strong wind blew: U-U-U (loud) Pictures can be used.
Game "Loud and Quiet".
Paired toys: large and small. Big ones pronounce words loudly, small ones - quietly.
Game "Three Bears".
Say one of the phrases for the bear, she-bear and cub in a voice that varies in pitch.
Game "Close - Far".
The speech therapist makes various sounds. The child learns to distinguish where the steamboat is humming (oooh) - far away (quietly) or close (loudly). Which pipe is playing: a big one (in a low voice) or a small one (in a high voice).
- differentiation of words that are similar in sound composition:
Game "Right and Wrong".
Option 1. The speech therapist shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I’m wrong, clap your hands.
Option 2. If the child hears the correct pronunciation of the object shown in the picture, he should raise a green circle; if incorrect, he should raise a red circle.
Baman, paman, bana, banam, wavan, davan, bavan.
Vitanin, mitavin, fitamin, vitanim, vitamin, mitanin, fitavin.
Game "Listen and choose".
In front of the child are pictures with objects whose names are similar in sound:
cancer, varnish, poppy, tank
house, lump, scrap, catfish
goat, braid
puddles, skis
bear, mouse, bowl
The speech therapist names 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.
Game" "Which word is different?"
Of the four words spoken by an adult, the child must choose and name the word that is different from the rest.
Com-com-cat-com
Ditch-ditch-cocoa-ditch
Duckling-duckling-duckling-kitten
Booth-letter-booth-booth
Screw-screw-bandage-screw
Minute-coin-minute-minute
Buffet-bouquet-buffet-buffet
Ticket-ballet-ballet-ballet
Dudka-booth-booth-booth
- differentiation of syllables
Game "Same or Different".
A syllable is spoken into the child's ear, which he repeats out loud, after which the adult either repeats the same thing or says the opposite. The child's task is to guess whether the syllables were the same or different. Syllables must be selected that the child is already able to repeat correctly. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.
Game "Let's Clap"
The adult explains to the child that there are short and long words. He pronounces them, separating the syllables intonationally. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, clapping the syllables. A more difficult option: invite the child to clap the number of syllables in the word on his own.
Game "What's extra?"
The speech therapist pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”... The child should clap when he hears an extra (different) syllable.
Game "Alien"
Goal: differentiation of syllables.
Equipment: alien cap.
Hod: Guys, a sleepwalker has come to us from another planet. He doesn't know how to speak Russian, but he wants to make friends and play with you. He speaks, and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of the alien is played by an adult, then by a child.
-differentiation of phonemes.
Recognition of a sound against the background of other sounds, against the background of a word.
Isolating vowels from a number of sounds.
Recognition of vowels against the background of syllables and monosyllabic words.
Recognition of vowels against the background of polysyllabic words.
Isolating consonants from a number of other sounds.
Recognition of consonants against the background of polysyllabic words.
Air flows freely through the mouth,
The sound is vowel
Those who agree would be glad to sing,
But there are only obstacles in the mouth:
Whisper, whistle, buzz, roar
Language gives us.
Game “What the Mouse Asks”
Goal: learn to identify words with a given sound. Develop phonemic analysis and synthesis.
Equipment: “bi-ba-bo” toy – hare, food models.
Procedure: Show the children the toy and say, pretending to be him: “I’m very hungry, but I’m afraid of the cat, please bring me foods that have the sound A in their names.” Same with other sounds.
Game “Say the Word.”
The speech therapist reads the poem, and the child finishes the last word, which matches the meaning and rhyme:
There's not a bird on the branch -
Small animal
The fur is warm, like a hot water bottle.
His name is. (squirrel).
Game "Sound Lost".
The child must find a word that does not have a suitable meaning and choose the right one: Mom went with the barrels (daughters)
On the road along the village.
Game "Catch the Sound". "Catch the Song"
Clap your hands if the sound “m” is heard in the word.
Poppy, onion, mouse, cat, cheese, soap, lamp.
Game "Find the Sound"
1 Select subject pictures whose names contain the given sound. Previously, the pictures are called adults.
2 Based on the plot picture, name the words in which the given sound is heard.
Ball game.
The speech therapist pronounces various syllables and words. The child must catch the ball at the given sound; if he does not hear the sound, then hit the ball.
Stage 3 Development of skills in elementary sound analysis and synthesis.
This stage has a certain sequence:
Determining the number of syllables in words of varying complexity
Highlighting the first and last sound in a word
Selecting a word with a suggested sound from a group of words or from
offers.
Distinguishing sounds according to their qualitative characteristics (vowel-
consonant, deaf - voiced, hard - soft);
Determining the place, quantity, sequence of sounds in a word
Creative tasks (for example, come up with words with given sounds)
Building models
The word is divided into syllables,
Like slices of an orange.
If the syllables come next to each other -
The resulting words are:
You- and –qua-, and together “pumpkin”.
So- and -va- so, “owl”.
Stressed syllable, stressed syllable
It’s not called that for nothing...
Hey, invisible hammer,
Tag him with a strike!
And the hammer knocks, knocks,
And my speech sounds clear.
Game "Tapping Syllables"
Goal: teaching syllabic analysis of words
Equipment: drum, tambourine.
Game description: Children sit in a row. The speech therapist explains that each child will be given a word that he must tap or clap. Pronounces a word clearly loudly, for example wheel. The called child must tap out as many times as there are syllables in a given word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.
Game "Guess the word"
Goal: compose words with a certain number of syllables
Description of the game: children are sitting at the table. The teacher says: “Now you and I will guess the words. I won’t tell you what they are, I’ll just tell you by telegraph, I’ll knock them out, and you have to think and say what these words might be.” If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The person called must guess the word that will be tapped out to him, name it and knock out. When the children have mastered the game, you can choose one of the children as the leader.
Game "Syllable Train".
Steam locomotive with three carriages. On the 1st, the pattern is 1 syllable, on the 2nd - from 2 syllables, on the 3rd - from 3 syllables. Children need to “place the pictures in the correct carriage.
Game "Pyramid".
Goal: to train children in determining the number of syllables in words.
Equipment: image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. There are pockets under the squares. Subject pictures.
Procedure: put the pictures in the correct pocket depending on the number of words.
Game “Find a pattern for the word”
Purpose: to train children in dividing into syllables.
Subject pictures, diagrams for one-syllable, two-syllable, three-syllable words.
Match the word with the diagram.
Game "Chain of words".
in words.
Equipment. Cards with subject pictures.
Progress of the game. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is placed by a child whose name of the depicted object begins with the sound that ends with the word - the name of the first object. The winner is the one who lays out all his cards first.
Train game
Goal: to practice the skills of identifying the first and last sound in a word.
Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, places a suitable one on the outermost picture, that is, one whose first sound in the name is the same as the last sound in the given outermost card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left pictures the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.
Game "Wonderful fishing rod"
Purpose: To train children in identifying the first and last sound
in words.
A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod behind the screen, where there are several pictures with metal clips attached, the child takes out the picture and names the first and last sound.
Game "Find the place of the sound in the word."
Equipment. Cards with diagrams of the location of sounds in words.
Progress of the game: Each child receives a card. The speech therapist shows pictures and names words. If a given sound is heard at the beginning of a word, you need to place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of a word, the chip is placed in the third cell. The winner is the one who made no mistakes.
Game "Find a place for your picture."
Goal: learn to differentiate sounds in words. (sh-zh, b-p, r-l, sh-s, g-k, g-z, z-s).
2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)
Game "Be careful".
Goal: distinguishing sounds [d] - [t] in paronyms.
Point-daughter, sense-duty, reel-reel, water-cotton wool, melancholy-board, rafts-fruit.
Game "Help me pack my things"
Purpose: distinguishing sounds [z] – [zh]
A mosquito and a beetle are going on a journey. Help them pack their things for the trip. The mosquito needs things with the sound [z]. and to a beetle with the sound [zh].
Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.
Game "Suitcase and Briefcase".
Purpose: distinguishing sounds [w].– [zh]
Hide objects that contain the sound [zh] in your suitcase. and in the briefcase with the sound [w].
Game "Gifts"
Purpose: distinguishing sounds [l] – [l*]; [r] – [r*]
Zvukovichok decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.
Tiger - objects with the sound [r], and tiger cub with the sound [r*].
Game “What the boy collected in the garden with the sounds [r] - [r]
[r] tomato, dill, carrots, peas, potatoes.
[p*] cucumber, radish, turnip, radish.
Game “Find in which words the song of the big mosquito sounds, and in which of the small one.
Purpose: distinguishing sounds [z].– [z*]
Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisin.
Game "Which picture to whom"
Purpose: distinguishing sounds [g] – [k]
Dove - pictures with sound [g];
Leopold the cat - pictures with sound[k].
Phonetic lotto “Voiced – Deaf.”
Goal: To learn to pronounce sounds correctly and differentiate phonemes by voicedness and deafness.
On a card with a yellow rectangle, pictures are laid out in which words begin with a voiced consonant, and on a card with a lilac rectangle, pictures are laid out in which words begin with a voiceless consonant.
Phonetic lotto “Hard - soft”.
Goal: To learn to pronounce sounds correctly and differentiate phonemes by hardness and softness.
On a card with a blue rectangle, pictures are laid out in which words begin with a hard consonant, and on a card with a green rectangle, pictures are laid out in which words begin with a soft consonant.
Game "Zvukoedik"
Goal: determining the place of a sound in a word.
Game material: doll.
Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks around the group with a doll in his hands and says: ... Ivan, ... tul, ... forehead,. kno (sto, stu, albo, okn), etc. What did the doll want to say?
Game "Catch the Sound"
Goal: to teach how to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)
How to play: Children stand in a circle, the leader has the ball. He pronounces a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.
Game "Traffic Light".
Purpose: To train children in finding the place of sound in a word.
The adult names the words. The child places a chip on the left red, middle yellow or green right side of the strip (“traffic light”), depending on where the given sound is heard.
Game "Houses".
Goal: Developing the ability to differentiate similar sounds and find the place of a sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).
Progress of the game. The child takes a picture, names it, determines the presence of a sound (for example, Ш or Ш, its place in a word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task.
Game “Every sound has its own room”
Goal: to teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.
How to play: Players receive houses with the same number of windows. Residents - “words” - must move into the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. Such a tenant is sent to live on another street, where words with a different number of sounds live.
“How many rooms are there in the apartment?”
Goal: to teach how to determine the number of sounds in words without relying on a ready-made diagram using chips.
How to play: Word houses are used for the game, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The presenter has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then put the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, and the children analyze the word again. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.
Game "Telegraphers"
Goal: developing skills of sequential sound analysis based on presentation; training in sound synthesis of words.
Progress of the game: Two children are playing; they are telegraph operators, transmitting and receiving telegrams. The content of the telegram is set by the presenter, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the word - the name of the picture by sound. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.
Game “Match the picture to the diagram”
Goal: to teach how to determine the place of a sound in a word (beginning, middle, end) by representation.
Progress of the game. Children have diagrams of words (rectangles divided crosswise into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those suggested by the presenter. The presenter shows the pictures (a letter is placed in the upper right corner of each picture, and the children must ask for those that contain the sound they have chosen, and put these pictures to the desired diagram. The first one to collect three pictures for each scheme will win. Then the children change letters and the game continues.
Game “Living sounds, syllables”
GOAL: Learn to synthesize individual sounds (syllables) into a word.
PROGRESS OF THE GAME: Call the children and tell them who will turn into what sound. For example:
Misha, you are turning into the first sound, the word “donut”.
Katya, you are becoming the last sound of the word “mol”.
Olya, you are the main sound “and”.
Vera, you are the second sound of the word “bottom”
Children line up. They hold circles in their hands that match their sound (blue, red or green). Children have a “living” model of the word in front of them. Children-sounds name each sound. The rest can guess what word it turned out to be.
Game "Funny Balls"
Goal: to develop sound analysis skills.
Equipment: cards with syllables, multi-colored balls with transparent pockets.
My cheerful ringing ball,
Where did you run off to?
Red, blue, light blue-
Can't keep up with you.
Funny balls want to play words with you, but you need to put them together from syllables and arrange the balls so that you get a word.
Game "Collect the word."
Goal: to teach children to lay out words based on the first sounds in small pictures.
Progress: children are given one large card and several small ones.
Lay out the word car, highlighting the first sounds from the pictures on small cards.
MASHANA: poppy, watermelon, hat, willow, socks, stork.
Game “Read the word by first letters”
Goal: to practice identifying the first sound in a word, consolidate the ability to compose words from highlighted sounds, and read words.
Procedure: The speech therapist displays pictures and asks them to name the first sound in each word and make a word from these sounds.
Game “Come up with words with given sounds”
1 Name dishes, flowers, animals, toys that begin with the given sound.
2 Based on the plot picture, select words that begin with the given sound.
Game "Change the first sound"
The speech therapist calls the word. Children determine the first sound in it. Next, they are asked to change the first sound in the word to another. Com-house.
Goal: to consolidate the reading of words united by a common beginning. Develop phonemic awareness.
Equipment: cards with pictures of animals and birds and printed words that these animals or birds say.
Map– ta Sh-arf mu-ka z-avod kva-drat zh-aba me-shok ga=zeta pi-la
Skin pi-la cu-bik r-fish blouse.
Literature:
1. Vakulenko L. S. Correction of sound pronunciation disorders in children: a reference book for a beginning speech therapist: [Text] Educational manual. / L. S. Vakulenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.
2. Volina V.V. Learning by playing. [Text] / V.V. Volina - M.: New School, 1994.
3. Kolesnikova E. V. Development of phonemic hearing in preschool children. [Text] / E. V. Kolesnikova - M.: Gnom i D, 2000.
4. Maksakov A. I., Tumanova G. A. Teach while playing. LLC PUBLISHING HOUSE "CHILDHOOD-PRESS", 2011. A. I., Maksakov G. A. Tumanova - M., 1983.
5. Tumanova G. A. Familiarization of a preschooler with a sounding word. [Text] / - G. A Tumanova - M. 1991.
6. Shevchenko I. N. Lesson notes on the development of the phonetic-phonemic aspect of speech in preschoolers. [Text] / I. N. Shevchenko - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.
Annotation. This article is addressed to parents, speech therapists, and educators. It talks about the importance of developing phonemic hearing and phonemic perception in children of senior preschool age with any level of speech development, defines these terms in a form accessible to a wide range of readers, and also provides a system of step-by-step work on the formation of phonemic skills in children with the help of special games and exercises.
One of the important components of successful schooling is mastering literacy, i.e. fluent conscious reading and error-free writing. In order to master literacy, it is necessary to have well-developed phonemic awareness and phonemic awareness. Moreover, they need to be developed long before entering school, starting from early childhood.
What is phonemic hearing and phonemic awareness?
Phoneme is a sound that gives a word a certain meaning. Let's take, for example, a couple of words: catfish - house. They sound similar, they differ in just one phoneme, but it is precisely because of this difference that similar-sounding words have completely different meanings: catfish - fish, house - building.
Thus, phonemic hearing is understood as an innate ability that allows:
- recognize the presence of a given sound in a word;
- distinguish between words consisting of the same phonemes, for example, bank - boar, cat - current;
- distinguish words that differ in one phoneme (as discussed above): bowl-bear, wheelbarrow-dacha, etc.
Phonemic perception refers to the mental actions of isolating phonemes from a word, distinguishing them, determining their position in a word (beginning, middle, end), as well as establishing the sequence of sounds in a word.
The highest stage of development of phonemic perception is sound analysis and synthesis, i.e. the ability to determine the sound composition of a word (“parse a word into sounds”, “assemble a word from sounds”). Only by mastering sound analysis can one master reading and writing, since reading is nothing more than synthesis, and writing is analysis.
When reading, the child merges letters into syllables, syllables into words; when he writes, he performs another operation: first he analyzes what sounds the word consists of, in what sequence they are pronounced in the word, then he correlates them with letters and writes them down. From all of the above, it becomes clear how important it is for children to develop phonemic hearing and phonemic perception even in preschool childhood.
The initial, and therefore the most important, link in this work is the development of phonemic hearing. It is customary to distinguish five main stages of this work:
- recognition of non-speech sounds;
- distinguishing the height, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases;
- distinguishing words with similar sound composition;
- syllable discrimination;
- phoneme discrimination.
Each stage has its own games and exercises. The main thing is to be able to interest the child and unobtrusively involve him in the game. Here are examples of some games and exercises at each stage.
I. Recognition of non-speech sounds.
1. Game “What did it sound like?”
On the table there are several sounding toys: a tambourine, a rattle, a bell, a whistle, etc. The adult asks the child to listen and remember the sound of each object. Next, the objects are covered with a screen and the child is asked to determine what sounds only by ear, without visual support. The number of toys can be gradually increased (from three to five).
2. Game "Guess what I'm doing?"
In front of the baby are objects that are familiar to him, for example, a pencil, scissors, paper, a glass of water, etc. Next, the objects are put away behind the screen, the adult performs certain actions with them: cutting the paper, crumpling the paper with his hand, pouring water from one glass to another, etc. After each action performed by an adult, the child talks about it, due to his speech capabilities. In this game you can change roles: first the adult performs the action, then the child, etc.
II. Distinguishing the pitch, strength, timbre of the voice on the material of identical sounds, sound complexes, words, phrases.
1. Game “Recognize by voice.”
The whole family can play this game. The child is asked to turn away and guess which family member called him. First, the child is called by name, then short sound complexes are pronounced, for example, AU. The same adult, in order to complicate the game, can change the strength of his voice: speak in a low, then high, then medium voice.
2. Game "Echo".
A group of children or adults pronounce some kind of onomatopoeia (a dog barks: aw - aw!, a cow moos: mouu!, a cat meows: meow!, etc.). The child determines by ear whether the onomatopoeia was pronounced loudly or quietly and repeats it with the same force.
3. Game “Tell me how I am.”
An adult pronounces the same sound with different timbre and emotional coloring, and then asks the child to repeat after him.
III. Distinguishing words with similar sound composition.
1. Game "Traffic Light".
The child has red and green circles. An adult shows a child a picture, for example, and asks him to raise a green circle if he hears the correct name of the object depicted in the picture, and a red circle if the name of the object sounds incorrect: baman - paman - banana - banam - bavan - davan - vanam. Next, the adult loudly and slowly pronounces the word - the name of the picture.
2. Game “Slam - Stomp”.
The adult invites the child to clap if the words from the pair sound similar, to stomp if they don’t sound similar:
house - com tank - cube Mike - cod bush - banana cloud - pen
Tanya - Vanya carriage - heat note - steam card - book stick - jackdaw
3. Game "Correct the mistake."
The adult invites the child to listen to the poem, find the wrong word in it and replace it with another that is suitable in meaning and sound composition.
Mom with BARRELS (DAUGHTERS) went
On the road along the village.
Barbos the dog is not stupid at all,
He doesn't want fish oak (SOUP).
Lots of snow in the yard -
TANKS (SLEDGES) are driving along the mountain.
4. Exercise “Which word does not fit?”
The adult invites the child to listen to a series of words and name the one that is different from the rest:
Ball - heat - broom - steam
Roller - skein - flow - smoke
Porridge - gnome - Masha - Dasha
5. Game “Say the Word.”
The adult invites the child to “turn into a poet” by choosing a suitable rhyming word in each couplet.
Gray wolf in a dense forest
I met a redhead... (FOX).
The yard is covered in snow, the houses are white.
Came to visit us... (WINTER).
Bee - beep - beep - the car hums
- I won’t go without... (GASOLINE)!
IV. Distinguishing syllables.
1. Game “Repetition”.
The adult invites the child to repeat the syllable sequences after him:
- with a change in stressed syllable: ta-ta-ta, ta-ta-ta, ta-ta-ta;
- with a common consonant and different vowels: yes-dy-do, you-va-wu, etc.;
- with a common vowel and different consonants: ta-ka-pa, ma-na-va, etc.;
- with paired voiced - voiceless consonants, first two, then three syllables: pa-ba, ta-da, ka-ga; pa-ba-pa, ta-da-ta, ka-ga-ka, etc.;
- with paired hard - soft ones: pa-pya, po-pyo, pu-pyu, py-pi, etc.;
- with the addition of one consonant: ma-kma, na-fna, ta-kta, etc.
2. Game "Signalman".
The adult asks the child to give a pre-agreed signal (clap, hit the table with his hand, etc.) when he hears a syllable that is different from the others: pa-pa-ba-pa, fa-wa-fa-fa, etc.
3. Exercise “Tap the word.”
The adult explains to the child that words consist of parts - syllables, that a word can be clapping, tapping and finding out how many parts it has: lo-pa-ta, hat-ka, mo-lo-tok, etc.
The adult first pronounces the word together with the child, dividing it into syllables, then the child divides the word independently.
V. Discrimination of phonemes.
You need to explain to your child that words are made up of sounds and you can play with them.
1. Game “Catch the Sound”.
The adult pronounces a sound several times, which the child must remember and “catch” (clap, hit, stomp, etc.), then slowly and clearly pronounces the sound sequence: A-L-S-D-J-I-A-F -X-U-A, etc. Consonant sounds must be pronounced abruptly, without adding the sound “e” (not “se”, but “s”).
2. Game “Guess who it is?”
An adult says to a child: a mosquito calls like this: “zzzz”, the wind howls like this: “oooh”, a beetle buzzes like this: “zhzhzh”, water flows from the tap like this: “ssss”, etc. Next, the adult pronounces a sound, and the child guesses who makes the sound.
3. Exercise “Repetitions”.
The adult offers to repeat after him combinations of vowel sounds, first in twos, then in threes: AO, UA, AI, YI; AUI, IAO, OIY, etc.
From early childhood, a person develops all his personal qualities: tastes, habits, character. And speech plays a huge role in the development of personality.
Speech is a complex function, and its development depends on many factors. The influence of others plays a significant role - the child learns to speak from the example of the speech of parents, teachers, and friends. It is very important that from an early age the child hears correct, clearly sounding speech, from which his own speech is formed.
In preschool children, speech develops very quickly: vocabulary increases, the sound design of words improves, phrases become detailed. After all, from birth, a child is surrounded by a wide variety of sounds. The child hears speech and non-speech sounds. Speech sounds are words; they are the most significant for a child. With the help of words, a child communicates with adults, receives the information he needs, gets involved in activities, and masters norms of behavior.
When a child listens attentively to the words spoken by adults, compares their sounds and tries to repeat them, he learns not only to hear, but also to distinguish the sounds of his native language.
Not all children have a good level of speech development by the age of three: some children, at this age, already pronounce words clearly and correctly, others still do not speak clearly enough and pronounce individual sounds incorrectly, and there are a lot of such children. Most often, errors such as omission and replacement of sounds, rearrangement of sounds and syllables, violation of the syllabic structure of the word (abbreviation of the words “piakhodil” instead of “crocodile”), incorrect stress in words, etc. are encountered. But already at 3-4 years old, children begin to notice the incorrect speech of their friends, they try to correct them, although they themselves still pronounce the words incorrectly. By the age of five, a child can already be critical of his speech. He may understand that he is speaking incorrectly and is embarrassed by it. This can cause a child to refuse to communicate with peers; the child withdraws into himself. He tries to talk less, answers questions in monosyllables and does not take part in speech games. Practice shows that criticizing children about incorrect pronunciation can also cause an aggressive reaction in them. Children attack their offenders with fists. Therefore, I work with students not only on the formation of correct sound pronunciation, but also pay attention to the formation of friendly relationships between children, explaining that comments must be made kindly and correctly. If you do not correct sound pronunciation in preschool age, then later, at school, this can also affect the mastery of written speech - reading and writing.
The correctness and purity of speech depends on various factors: on the development of speech hearing, speech attention, speech breathing, voice and speech apparatus. At the initial stage, it is necessary to teach children to hear and distinguish between speech and non-speech sounds. Since preschoolers’ voice is still unstable, they speak either very quietly, barely audible, or loudly. Therefore, you need to draw children’s attention to the fact that words can be spoken at different volumes (whisper, quietly, moderately, loudly). Teach children to distinguish by ear when others and themselves speak loudly. Learn to control the power of your voice. All this suggests that you need to interest the child so that he himself wants to participate in speech correction. Specially selected games allow you to solve pedagogical and correctional problems in natural conditions for the child - in the game.
In targeted correctional pedagogical work, I successfully use both traditional and my own original games. I use the games proposed below to develop auditory attention and correct speech perception in children 5-6 years old. At this age, children can already pronounce almost all sounds, because their articulation apparatus is already ready to pronounce even the most difficult sounds. But the problem of developing phonemic hearing remains relevant. Games introduce and teach children to listen to the sounds of the surrounding nature, to the sounds of “house”, “street”, listen to the sound of words, establish the presence or absence of a particular sound in a word, differentiate sounds, pronounce one-, two-, three- and four-syllable words, answer questions. The purpose of these games and exercises is to develop auditory attention and phonemic awareness.
1. “Ears - rumors”
Target: consolidate the ability to differentiate sounds, develop auditory attention.
The speech therapist shows wooden and metal spoons and crystal glasses. Children name these objects. The teacher offers to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
2. “Who said “Meow?”
Target: improve the ability to distinguish the voices of domestic animals by ear.
Material: tape recorder, audio recording with the sounds of pets' voices.
3. “Who is standing at the traffic light?”
Target: develop auditory attention, recognize and name types of transport.
Material: tape recorder and audio recording with street noise.
The speech therapist plays an audio recording with street sounds. Children listen to sounds and name vehicles stopped at a traffic light (car, truck, tractor, motorcycle, cart, tram).
4. “Where is it ringing?”
Target: develop auditory attention, the ability to navigate in space with eyes closed.
Children stand with their eyes closed. A speech therapist with a bell moves silently around the group and rings. Children, without opening their eyes, point their hand in the direction of the sound source.
5. Finger game “Thunderstorm”
Target: coordinate the movement with the text, taking into account changes in the dynamics and tempo of the sound.
The speech therapist reads the words of the game, and the children perform movements according to the text.
Drops dripped (knock on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tapping loudly with four fingers).
It started hailing (knock their finger bones, knocking out a fraction).
Thunder (drum your fists on the table).
Lightning flashes (draw lightning in the air with your fingers, make the sound sh).
Everyone quickly runs home (clap your hands, hide your hands behind your back).
The sun is shining brightly in the morning (describe a large circle with both hands).
6. Listen and say the right word.
Target: improve phonemic awareness, learn to name words with a certain sound in the text.
The speech therapist reads a poem or story filled with a certain sound, the children must name words that contain a given sound.
AND A beetle is buzzing in an iron can -
The beetle doesn't want to live in a tin.
The life of a beetle in captivity is bitter.
I feel sorry for the poor beetle.Z- Hare, hare,
What are you doing?
– Kocheryzhku
I'm gnawing it.
- Why are you, hare?
Glad?
– Glad the teeth
They don't hurt.
7. Jokes for a minute
Target: Improve the ability to distinguish by ear words that sound incorrect. Develop phonemic awareness. Develop a sense of humor
The speech therapist reads lines from poems to children, replacing letters in words. Children find a mistake and correct it.
Tail with patterns,
Boots with sh T orami.
TO O t floats on the ocean,
TO And He eats sour cream from a saucer.
God's Koro b ka, fly to the sky,
Bring us some bread.
8. Quiet - speak loudly.
Children learn pure speech (taking into account the sound being practiced).
For example, when practicing the sound l, you can use the following phrase: “Mila was sailing in a boat, drinking Coca-Cola.”
Offer to pronounce the speech first in a whisper, then in a quiet voice, and then loudly.
By the age of seven, children in the speech therapy group should already have almost normal speech development. But some children may still experience underdevelopment of phonemic hearing and sound pronunciation. Therefore, I make sure that children clearly and correctly pronounce words in isolation, then in phrases and sentences.
Here are several games and exercises that help develop phonemic perception, teach children to do sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words.
1. Name the same sound in words.
Target: develop phonemic awareness, hear and name words with the same sound.
The speech therapist pronounces three or four words with a given sound: sled, bone, nose - the children must name the same sound (s) that is in these words.
2. Name the first sound in the word.
Target: develop phonemic awareness, learn to determine the place of sound in a word.
The speech therapist shows a toy, for example, a dog, and offers to determine what sound this word begins with. Then he shows the toys of other pets and asks: “Name the first sound in the word.” Draw children's attention to the fact that sounds must be pronounced clearly.
(The game “Name the last sound in the word” is played in a similar way.)
3. Answer – slowly.
Target: improve phonemic awareness, name words with a certain sound, determine the place of sound in a word, select words in a sentence with the same sound.
Offer several tasks for intelligence, check how children have learned to hear and highlight certain sounds in words.
- Think of a word that starts with the last sound of the word palace
- Remember the name of pets, which would have the last sound of the word nose(dog, pig...)
- Choose a word so that the first sound is m, and the last sound is A(Masha, car, fly...)
- What word will be obtained if to the syllable ro add one sound? (Mouth, rum, horn...)
- Make up a sentence in which all words begin with a sound r (Petya gave Pavlik a pyramid.)
- Find objects in the group that have a sound in their names To(pencils, book, pen, cubes...)
4. Correct Dunno's mistakes.
Target: develop phonemic awareness, distinguish words pronounced incorrectly by ear, determine the place of sound in a word, divide words into syllables, come up with simple and complex sentences.
Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes.
Co. With and jumped over the fence.
Co. l ova produces delicious milk.
R The horse is chewing juicy grass.
Co. h ka catches the mouse.
Soba X and guards the house.
Now we will find out if you are ready to go to school? We answer the questions:
- What is the first (last) sound in the word dog?
- Name a pet that has a sound in its name Sh where is this sound located?
- How many syllables are in a word cat (cow)?
- Come up with a 2, 3, 4 word sentence about pets.
5. Spider.
Target: consolidate the ability to divide words into syllables, develop phonemic awareness.
The speech therapist reads a poem, and the children answer questions.
On an invisible path
Oh, look, cobwebs.
This is a cunning spider
I hung my hammock.
And our spider called
All friends to the hammock
We came to the spider
Moths, grasshoppers,
Bees and bumblebees,
Beautiful butterflies,
Flies and beetles.
We played, we laughed,
And then everyone ran away.
1, 2, 3, 4, 5 – I invite everyone again.
Let's check how you can divide words into syllables.
- Butterfly, how many syllables, which is the first, which is the last?..
- Bug, how many syllables (one), which syllable is the first, which is the last?
- What is the same syllable in words bees and bumblebees(CI)?
- Name insects whose names have 1, 2, 3 syllables.
Target:
Speech therapist: all the words crumbled into sounds. I will name the sounds, and you make a word from them: K-O-M-A-R - mosquito, ZH-U-K - beetle, O-S-A - wasp, M-U-H-A - fly, B -A-B-O-C-K-A – butterfly...
7. Scatter the word.
Target: develop skills in sound analysis and synthesis.
The speech therapist invites the children to divide the words into sounds themselves: porridge - K-A-SH-A, house - D-O-M, paper - B-U-M-A-G-A...
8. Tic Tac Toe
Target: develop auditory attention and memory, spatial orientation.
Progress of the game: The children have a square drawn on a piece of paper, as for playing “Tic Tac Toe”. The players agree in advance what sound they will play with. If the speech therapist pronounces a word with a given sound, then the children put X, if the word does not have the specified sound – ABOUT. Explain that the cells are filled horizontally. The winners of the game are those children whose playing field matches the speech therapist’s example. The sample is displayed after filling all the cells.
| X | ABOUT | X |
| X | X | X |
| ABOUT | X | ABOUT |
These games, which I use, in combination with traditional teaching methods and techniques, increase the effectiveness of work on the formation of phonemic awareness. They contribute to the comprehensive solution of correctional problems: they develop communication skills, auditory attention and memory, coordination of movements, general and fine motor skills, allow them to freely navigate in space, independently change the strength of their voice, pronounce words quietly - loudly, form a sense of rhythm and timbre hearing, and cause positive emotions.
Games on the formation of phonemic awareness were presented at the workshop and received a positive assessment from speech therapists.