Formation of diminutive forms of nouns. Currently, more and more children need correction of speech disorders

Russian language

WORD FORMATION

NOUNS

Lesson 83 (20.01).

Topic: Formation of nouns with diminutive meaning:

Goals:

– development of skills to establish the method of forming nouns, determine the meaning of suffixes, form nouns using suffixes with a diminutive meaning;

– development of a sense of language based on analysis of the structure of words and identification of various shades of meaning.

Teach to form nouns with a diminutive meaning;

Improve the skill of parsing words by composition, morphological analysis and sound-letter analysis of a word;

Development of spelling vigilance, logical thinking;

Enriching students' vocabulary.

Summarize knowledge about a noun as a part of speech;

Lesson steps	During the classes	Formation of UUD, TOUU (technology for assessing educational success)
Ι. Updating knowledge.	- Open your notebook. – What should I write down? (Date.) Commented number entry. – Write the words “Cool work.” Introduction to the section. – Open the textbook on p. 42. Read the title of the paragraph. Which word is difficult in it? – How do you understand the title of the paragraph? (How nouns are formed.) – What parts of a word are used to form new words? (Prefixes and suffixes.) – What meanings can suffixes add to words?	Cognitive UUD 1. We develop the ability to extract information from illustrations and texts. 2. Present information in the form of a diagram. 3. Reveal the essence and features of objects. 5. Summarize and classify according to characteristics. 6. Focus on the spread of the textbook. 7. Find answers to questions in the illustration.
II. Formulating the problem, planning activities.	1 3 3 – Today we will observe what suffixes are used to form nouns with a diminutive meaning. – Formulate the topic of the lesson. (Suffixes of nouns with a diminutive meaning.) The teacher makes a plan together with the children. - What were we doing now? (We formulated the topic of the lesson, made a plan, planned our activities.)	Regulatory UUD 1. We develop the ability to express our assumptions based on working with the textbook material. 2. Evaluate learning activities in accordance with the assigned task. 3. Predict upcoming work (make a plan). 4. Carry out cognitive and personal reflection.
III. Skill development.	3 4 6 1 3 1. Observation of the meaning and structure of nouns. 1. Ex. 264 – observation of words with the same root is organized in order to establish the difference in meaning due to the meaning of the suffixes that form the word. Performed according to instructions. Students observe how they were formed from the basewindtwo other words: wind - breeze; wind - wind. – Why are there so many kind words in this text? (This is a lullaby song. It conveys the love of a mother for her child.) 2. Generalization of information obtained as a result of observations. 1. Working with text in a frame on p. 44. – Read the conclusion in the box on p. 44. – What suffixes were found in the words of the lullaby? – Which ones weren’t in it? – Form using suffixes: - ushk-, -yushk-, -yshk-, -chik-, -yonk-, -onk- new words from the bases of nouns: grass - grass bell - bell field - little pole hut - hut glass - glass hand - little hand – Watch these words. – Which of them has a more affectionate meaning? Which ones are diminutive? – And which ones have both diminutive and affectionate meanings in equal measure? – Pay attention to the words birch tree, raspberry in a lullaby. – What do you think is the meaning expressed in them? (A caress, a tree and a berry are of normal size, but they are spoken about tenderly, with love.) Draw a conclusion: what can the suffixes named in the box express, with the help of which new words are formed - nouns? (Suffixes can have not only a diminutive meaning, but also only a diminutive or only an affectionate meaning.) 2. The answer to the question after the conclusion is in the box (p. 44). 3. Work in the textbook. 1. Exercises in the formation of nouns with a diminutive meaning. A) Ex. 266 – develops the ability to form nouns from nouns using suffixes -k-, -ok-, -ik-, -onk-, determine the meanings of suffixes. Commented recording of words according to the model. Methodical recommendation : It is important when performing this exercise to show that diminutive suffixes in specific words can convey different shades of meaning: pen, small step- rather a diminutive, butlittle eyes, one small step- affectionate, evaluative. In addition, we pay attention to the mandatory highlighting of the stems of both words, as this develops the ability to correctly find suffixes - those elements that are added to the original stems. b) Ex. 267 – develops the ability to form nouns using the suffix -chick-, to determine the shades of meaning that it contributes. Performed independently, followed by mutual testing in pairs. V) Exercise “Tender words”. There are 3 columns of nouns written on the slide (board), from the stems of which you need to form affectionate words using diminutive suffixes. The task can be performed in rows. Pupils from each row read the resulting words. If there are other options for suffixes with the help of which words with an affectionate meaning are formed, the rest of the students from the row complete the answer. oak – ... apple tree – ... spruce – ... fox - ... hare - ... goat - ... sister - ... brother - ... mother - ... sun - ... road - ... grain - ... apple – ... berry – ... hat – ... 2. Vocabulary work. – Write out from the columns of words (exercise “Tender Words”) only those that contain the spelling “Letter of an unstressed vowel in the root, not verified by stress.” Label this spelling. Questions for the student who did the work (the beginning of the formation of a self-assessment algorithm): -What did you need to do? – Did you manage to complete the task? – Did you do everything right or were there any mistakes? – Did you compose everything yourself or with someone’s help? – What was the level of the task? – What skills were developed during this task? – What mark would you give yourself? - Now we are together with... (student's name) learned to evaluate their work.	Communicative UUD 1. We develop the ability to listen and understand others. 2. Construct a speech utterance in accordance with the assigned tasks. 3. Express your thoughts orally. 4. Ability to work in pairs. Personal results 1. We develop the ability to show our attitude towards the characters and express our emotions. 2. O value actions in accordance with a certain situation. 3. F We build motivation for learning and purposeful cognitive activity.
IV. Lesson summary.	4 4 – What was the topic of the lesson? – What new have you learned on this topic? – What did you do best today? – What difficulties did you have? – Who received a mark in the diary today? - For what?
V. Homework.	Ex. 1, 2, p. 55–56.

Goals:

1. Introduce students to suffixes of diminutive meaning; teach how to form nouns with suffixes of diminutive meaning.

2. Develop spelling vigilance.
3. Cultivate interest in the subject.

Equipment: signal cards with vowels, table with suffixes, individual cards.

DURING THE CLASSES

I. Organizational moment.

Well, check it out, my friend,

Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Only a “five” rating.

II. Individual work (using cards):

Exercise 1. Insert missing unstressed vowels:

Br_vno, h_lmy, ch_zhi, p_ro, straight_moy, kitten, fox, l_snoy, line, st_teli, square, autumn, cr_ya, v_lna, v_da.

Task 2. Sort out the words according to their composition:

Sunrises, hikes, travels, inscriptions, departures, raids.

III. Orthographic reading of the date (day, month).

IV. A minute of penmanship:

Task 3. Practice the upper connection in combinations of letters and words. Sort by composition.

-Onk-, -onk-, -enk-, -ok-, -ek-, -ik-, -ok-.

Wind, breeze, picture, picture.

Questions for the assignment:

• 
  What do the words have in common? (Nouns answer the question What?, inanimate).
• 
  What two groups can these nouns be divided into? (Without suffixes, with suffixes).
• 
  What does the combination of letters look like? (These are suffixes).

V. Vocabulary work.

On the desk:

Bed, bed/k/a
V_n_gret, v_n_gret/ik
S_lat, s_lat/ik
St_kan, st_kan/chik
M_lina, m_lin/k/a
L_mon, l_mon/chick

Exercise. Use cue cards to show which vowel letter to write.

Orthographic reading of the noun of the 1st column by boys, the noun of the 2nd column by girls.

Exercise. Write down the nouns of the 2nd column from memory, indicating the spelling and highlighting the suffixes.

One student works at the board. Self-test.

Conclusion: What meaning do these suffixes add to nouns? What are suffixes used for?

VI. Learning new material.

Teacher. Read the title of the section: “Word formation of nouns.” Which word is difficult? Why?
Read a lullaby. What nouns call people and objects affectionately, tenderly?

Exercise. Write down the nouns and observe how they are formed.

Birch tree creaking, creaking,

My daughter is sleeping, sleeping...
My daughter will fall asleep -
Her sleep will take her away
He will take her to the garden,
Under a raspberry bush.
And the raspberry will fall,
It will get in my daughter's mouth.
Sweet raspberry,
Sleep, little daughter.
Birch tree creaking, creaking,
And my daughter sleeps, sleeps...

Sample entry: birch trees A - birch trees onka, daughter - daughter Enka; written on the board indicating the stem, root, and suffix. During recording, spelling words are read.

Questions for the assignment:

• 
  What did you observe while doing this exercise? (Formation of nouns with a diminutive meaning);
• 
  From what stems are nouns formed? (From noun stems).
• 
  Using what suffixes?
• 
  Why are there only kind words in this text? (This is a lullaby. It conveys the love of a mother for her child.)

VII. Physical education minute.

Singing a lullaby known to children.

VIII. Learning new material(continuation).

Teacher. Name those suffixes of diminutive meaning with the help of which we have already formed nouns.( -ok-, -points-, -k-, -hic-, -chick-, -onk-, -enk-).

What suffixes have not yet been formed with the help of? ( -onk-, -ek-, -ushk-, -yushk-, -yshk-, -chik-, -enk-)

Exercise. Using suffixes, form new words from the stems of nouns:

Grass -
Field -

Glass -
Bell –
Izba –
Hand -
Day -

Which word has an unchecked unstressed vowel?

IX. Independent work.

Exercise. Form nouns with a diminutive meaning using a suffix -chick-:

Loaf, bud, jug, orange, tangerine, tomato, lemon, drum, pancake, soup.

Teacher. What spelling did you come across? (LF).

Peer review.

X. Multi-level tasks.(2 minutes).

1. 
   From the bases of the nouns “apple”, “fir”, form nouns with a diminutive meaning.
2. 
   Make up phrases with new nouns.
3. 
   Incorporate phrases into sentences.
4. 
   Indicate suffixes of diminutive meaning.

XI. Examination.

Teacher. Who managed to complete the first task? Read the diminutive nouns orthographically.
Who managed to complete the second task?

Spelling reading.

Teacher. Who managed to complete the third task?

Spelling reading.

XII. Lesson summary.

Teacher. What piece of knowledge will each of you take away from the lesson?

1 Formation of nouns with a diminutive meaning. 2 Formation of nouns that name animals and their young. Assignment for work at the blackboard Assignment for work in the notebook Assignment for work at the blackboard Assignment for work in the notebook continued

3 Formation of nouns that name a person by his actions or activities. 4 Formation of nouns using the suffix –nik-. Assignment for work at the board Assignment for work in the notebook Assignment for work at the board Assignment for work in the notebook

In Russian, using the suffixes -onk-, -enk-, -ok-, -ek-, -ik-, -ochki-, -ushk-, -yushk-, -yshk-, -k-, -chik- from The bases of nouns form nouns with a diminutive meaning. For example: raspberry - raspberry hut - hut

In Russian, using the suffix -nik-, nouns with different meanings are formed: 1) names of people according to their occupations For example: wizard 2) Names of objects according to their purpose For example: coffee pot (for coffee) 3) Names of places where something grows definite Example: spruce forest

Using suffixes, form nouns with diminutive meanings from these words. Highlight the root and suffix. maiden - ……….. street - …….... starling - …... pie - ……… fire - …….. Berry - ……… hut - …….. man - …… notebook - … … field - ……….. maiden - girl street - streets starling - starling pie - pie fire - fire Berry - berry hut - hut man - little man notebook - notebook field - pole

Form feminine nouns from these words using suffixes. Highlight the suffixes. Sparrow - ……….. hare - …………………... bear - ……….. starling - ………... lion – ……………… elephant – ……………. tiger - ……………... Sparrow - sparrow hare - hare bear - she-bear starling - starling lion - lioness elephant - elephant tiger - tigress

Insert words with the suffix nick into the sentences. 1. Andersen H.K. was great...... 2. In the summer, a beautiful …… It helps to keep the street clean… Our neighbor likes to laugh, he is called a joker and ………. 5. Mom prepared ……… for lunch. with cottage cheese. 6. Milk mushrooms and berries grow in our forest, in summer and autumn a lot of …….. and …….. gather here 7. People who travel a lot around the world are called …… Andersen H.K. was a great storyteller. 2. In the summer, a beautiful flower garden was planted near the house. 3. A janitor helps keep the streets clean. 4. Our neighbor loves to laugh, he is called a joker and joker. 5. For lunch, mom prepared dumplings with cottage cheese. 6. Milk mushrooms and berries grow in our forest; in summer and autumn many mushroom pickers and berry pickers gather here. 7.People who travel a lot around the world are called travelers.

Formation of the skill of forming diminutive forms of words in preschoolers

A preschool child’s mastery of full-fledged speech is the most important condition for his successful education at school. Acquiring a sufficiently large vocabulary, the ability to correctly construct and grammatically formulate a phrase, mastery of coherent speech, and the correct pronunciation of all sounds requires systematic training.

Formation of word formation skills and mastery of the necessary rules is a source for a child to independently enrich his vocabulary, as well as a necessary condition for mastering spelling rules in the process of schooling.

R.I. Lalaeva and N.V. Serebryakov proposed a consistent system of work on developing the formation of diminutive forms of nouns in preschoolers, indicating specific lexical material.

Taking into account the order of appearance of suffixes in ontogenesis, as well as their productivity, the sequence of work on the formation of diminutive forms of nouns is given. Each of the points of the system proposed below is filled with specific lexical content, which allows you to use this material in working with children without spending time on labor-intensive selection and search of words.

1. Feminine diminutive nouns with the suffix -k-:

• without changing the stem of the word

Lexical material: cotton wool - cotton wool, paw - paw, cloud - cloud, weight - weight, mountain - slide, hole - mink, shovel - shovel, coin - coin, raspberry - raspberry, newspaper - newspaper, guitar - guitar, galosh - galoshka .

• with a change in the word stem:

• alternation between voicedness and deafness

Lexical material: fish - fish, fur coat - fur coat, head - head, beard - goatee, grass - grass, pyramid - pyramid.

• alternation of sounds at the base of a word

Lexical material: hand - pen, cheek - cheek, bird - bird, pike - pike, blueberry - blueberry, blackberry - blackberry.

• the appearance of a fluent vowel and the alternation of sounds at the base of the word

Lexical material: cup - cup, grater - grater, fork - fork, bowl - bowl, glass - glass, plate - plate, bottle - bottle, pillow - small pillow, shirt - shirt, reel - reel, chamomile - chamomile, hairpin - hairpin , bench - bench, booth - booth, boat - boat, spoon - spoon, pipe - pipe, box - box.

1. Masculine diminutive nouns with the suffix -ok-:

• without changing the stem of the word

Lexical material: lump - lump, forest - forest, smoke - smoke, fan - fan, belt - belt, anchor - anchor, boat - boat, ear - spikelet, sweater - sweater, crest - crest, cast iron - cast iron, boiler - bowler .

Lexical material: tank - tank, bough - knot, fist - fist, shoe - shoe, heel - heel, jacket - jacket.

1. Masculine diminutive nouns with the suffix -ek-:

• with a change in the base of the word: alternation of sounds in the base of the word

Lexical material: lock - lock, bag - bag, sock - sock, wreath - wreath, stocking - stocking, broom - broom, apron - apron, teapot - teapot, pot - pot, scarf - handkerchief, icon - icon, ball - ball .

1. Feminine diminutive nouns with the suffix -ochk-:

• without changing the stem of the word

Lexical material: vase - vase, rose - rose, mountain - hill, bath - tub, willow - willow, wall - wall, desk - desk, cabinet - bedside table, jacket - blouse, ribbon - ribbon, washer - washer, flask - cone , shovel - spatula, palm tree - palm tree, basket - basket, veranda - veranda, flower bed - flower bed, razor - razor.

1. Masculine diminutive nouns with the suffix -ik-:

• with a change in the word stem:

• alternation between hardness and softness

Lexical material: nose - spout, house - house, mouth - mouth, scarf - scarf, hill - mound, cupcake - cupcake, bush - bush, leaf - leaf, bridge - bridge, bow - bow, whip - whip, raft - raft , beret - beret, rope - rope, bag - bag, robe - robe, jacket - jacket, ticket - ticket.

• alternation of sonority - dullness and hardness - softness

Lexical material: forehead - forehead, tooth - tooth, pelvis - basin, cart - cart, watermelon - watermelon, diamond - diamond, beak - beak, eye - eye, pond - pond, plaid - plaid, rhombus - rhombus, pillar - column , service - service, snowdrift - snowdrift, chest of drawers - chest of drawers, vegetable garden - vegetable garden, steamboat - steamboat, steam locomotive - steam locomotive.

1. Masculine diminutive nouns with the suffix -chik-:

• without changing the stem of the word

Lexical material: cabinet - cabinet, fence - fence, shed - shed, screw - screw, case - case, tram - tram.

Lexical material: token - token, glass - glass, lemon - lemon, banana - banana, loaf - bar, pendant - pendant, balcony - balcony, pocket - pocket, tulip - tulip, fountain - fountain, caftan - caftan, van - van , drum - drum, dagger - dagger, jug - jug, cartridge - cartridge, decanter - decanter, bottle - bottle.

1. Neuter diminutive nouns with the suffix -ts-:

• with a change in the base of the word: alternation between hardness and softness

Lexical material: soap - soap, lard - lard, sting - sting, awl - awl, blanket - blanket, mirror - mirror.

1. Neuter diminutive nouns with the suffix -yshk-:

• without changing the stem of the word

Lexical material: feather - feather, grain - grain, nest - nest, spot - speck, log - log, glass - glass.

1. Feminine diminutive nouns with the suffix -ushk-:

• without changing the stem of the word

Lexical material: hut - hut, head - little head, grass - grass, willow - willow, beard - beard,

rowan - rowan.

1. Neuter diminutives

with the suffix -its-:

• without changing the stem of the word

Lexical material: cookies - cookies, dress - dress,

chair - armchair, seat - seat, plant - plant,

gorge - gorge.

It should be noted that the beginning of classes on developing word formation skills should be attributed to the earliest stages of work due to the large volume of material in this section. The work must be carried out consistently and systematically.

Consultation

“Formation in preschoolers of the skill of forming diminutive forms of words”

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

2013

Phonemic hearing is the ability to distinguish speech sounds and identify them.

By the age of 2, a child should be able to clearly distinguish all speech sounds by ear, which indicates a sufficient level of development of phonemic hearing. Persistent sound substitutions appear in words. Sound substitutions are normally explained by the incomplete formation of the articulatory base of sounds (i.e., incorrect position of the organs of articulation when pronouncing sounds).

By the age of 2 years 6 months, a child should be able to clearly distinguish paronymic words (differing in one sound: “kidney-barrel”, “goat-braid”, etc.).

By the age of 3, the child begins to develop speech kinesthesia - a sensation from the movement of the organs of articulation. The moment of awareness of the control of the organs of articulation begins. The child begins to distinguish not only paronymous words, but also words that are similar in pronunciation (“ears-mustaches”).

By the age of 4-5, a child can distinguish all speech sounds both by ear and in pronunciation. In parallel with the development of phonemic hearing, the child develops phonetic hearing (it should be distinguished from phonemic hearing) - general monitoring of the syllabic flow of speech. Thanks to this hearing, the child recognizes the phoneme in various phonetic positions, extracts the phoneme from different syllable sequences, i.e., the child develops practical sound and morphological generalizations. Phonetic hearing also evaluates distorted pronunciation. Phonemic and phonetic hearing together make up speech hearing, which carries out: speech perception; evaluates the correctness of someone else’s speech, exercises control over one’s own speech; under the control of his hearing, the child begins to adapt the organs of articulation to the desired sound, begins to feel the necessary articulatory patterns. These articulatory positions are recorded in the child's memory and reproduced.

After 4 years, primary sound analysis skills begin to appear, which indicates the child’s ability to learn written speech.

Thus, by the age of 5, the child begins to develop his speech through writing and reading. Underdevelopment of phonemic hearing and phonetic hearing can cause impairments in written speech (writing impairment - dysgraphia, reading impairment - dyslexia) when studying at school.

What should you pay attention to in a preschooler’s speech?

How can you develop speech?

From 5 to 7 years is the time to correct problems with sound pronunciation. We remind you that gross violations of sound pronunciation can cause failure in reading and writing.

It is very important to develop fine motor skills (fine movements of the fingers). Here are exercises that are useful for this: finger gymnastics, weaving, modeling, lacing, construction sets, mosaics, cutting out paper and cardboard, drawing various patterns, tracing stencils, shading, drawing with colored pencils.

Teach your child to accurately navigate in space and on a sheet of paper. The baby must clearly know “right-left”, “up-down”; be able to repeat movements by imitation and on command.

Pay special attention to the development of phonemic awareness. Teach your child to identify the first and last sound in a word, determine the place of a given sound in a word, the sequence of sounds in a word, their number, and place in relation to other sounds. Also practice games and exercises such as: selecting words for a given sound, composing words of different sound-syllable structures, transforming words (“chains of words”), solving puzzles, solving crosswords. The child must be able to complete graphic diagrams of words and sentences.

Monitor the correct development of the grammatical structure of speech, correct grammatical errors: incorrect changes in case endings and number of nouns, incorrect agreement in gender, number and case of a noun with an adjective, etc.

Develop and enrich your child's vocabulary. Encourage the use in speech of not only specific, but also generalizing concepts. Encourage the selection of synonyms and antonyms, epithets. Instill an interest in working with dictionaries of all types; Together with your child, compile your own “Explanatory Dictionary”. Solve riddles, teach your child to explain the meaning of proverbs and sayings.

Pay attention to the formation and development of the child’s coherent speech. To do this, make up sentences and stories based on a series of pictures, based on plot pictures, learn to retell texts, cartoons, and events of the past day. Memorize short stories and poems, achieve the correct answer to the question you pose. Encourage children's creativity and imagination.

Readiness for schooling requires multicomponent education. Parents, their first and most important educators, can do a lot for a child in this regard.

A preschool child has truly enormous developmental opportunities and cognitive abilities. It contains the instinct of knowledge and exploration of the world. Help your child develop and realize their potential. Don't waste your time. It will pay for itself many times over. Your child will cross the threshold of school with confidence, learning will be a joy rather than a burden for him, and you will have no reason to be upset about his progress.

To make your efforts effective, use the following tips:

Don't let your child get bored during classes. If a child has fun studying, he learns better. Interest is the best of motivations; it makes children truly creative individuals and gives them the opportunity to experience satisfaction from intellectual activities!

Repeat the exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work out for you, take a break, return to it later, or offer your child an easier option.

Don't be overly concerned about not making enough progress, not moving forward enough, or even regressing a little.

Be patient, do not rush, and do not give your child tasks that exceed his intellectual capabilities.

When working with a child, moderation is needed. Do not force your child to do the exercise if he is fidgety, tired, or upset; do something else. Try to determine the limits of your child's endurance and increase the duration of classes by a very small amount of time each time. Give your child the opportunity to sometimes do something he likes.

Preschool children do not perceive strictly regulated, repetitive, monotonous activities well. Therefore, when conducting classes, it is better to choose a game form.

Develop your child’s communication skills, spirit of cooperation and teamwork; Teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.

Avoid disapproving assessments, find words of support, praise your child more often for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his confidence in his abilities.

And most importantly, try not to perceive working with your child as hard work, rejoice and enjoy the communication process, and never lose your sense of humor. Remember that you have a great opportunity to make friends with your child.

So, success to you and more faith in yourself and the possibilities of your future Benka!

Municipal budgetary educational institution

"Secondary school No. 2" group of general developmental orientation for preschool children

What is “phonemic hearing?”

How and when does it develop in children?

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

2013

For a teacher, expressive reading is not just a skill, it is a skill that has a significant educational impact on children. With the help of expressive reading that meets the requirements of logical and intonation correctness and emotionality, the teacher not only opens up the world of art to preschoolers, but also gives them an example of correct and figurative artistic speech. In preschool age, a child tries to imitate adults, therefore, listening to their expressive reading, he “falls in love” with literary texts - he wants to reproduce them in the same way, with the same intonations, pauses, logical and rhythmic stresses. Thus, children take an important step towards mastering literate, figurative, emotionally rich speech.

That is why the teacher needs to master the art of expressive reading. According to M. Rybnikova, “the performance should have the goal of pronouncing the text with maximum transmission of the theme of the work and its ideological intent. Reading must correspond to the style of the work, its genre features; this performance embodies in the voice the logical and syntactic melody of speech, the music and rhythm of the verse, one or another structure of prose... it must be loud, clear, distinct, conveying to the listener the sounding word with complete clarity.”

Breathing exercises

Speech breathing is different from normal. It occurs on exhalation and through the mouth (the oral cavity works as a voice amplifier). Learning to regulate your breathing means, first of all, learning how to expend air correctly and gently, silently remove it during a pause. Breathing should be easy and natural. You cannot exhale until you have completely “exhaled” and you must not allow too much air.

The kittens washed their eyes and noses,

And cheeks, and foreheads, even mustaches.

And a kind word to each other

They meowed into clean ears.

(O. Alexandrova)

Imagine the picture painted in it. To see it brighter and more fully, reread the poem slowly and more than once. Imagine how the kittens fell into a long sweet sleep, what their breathing became like.

The shepherd played the pipe

So that the birds around became quiet.

Hovering nearby and not ashamed to sing.

(O. Alexandrova)

Imagine the picture created in it. To see it brighter and more fully, reread the poem slowly and more than once. Imagine the singing of a vociferous bird; as you inhale and exhale, imitate it.

Exercise No. 2.

Sit on a chair, straighten your shoulders, raise your head slightly, exhale without making any special effort. Take your time to inhale. Do it through your nose only when you want to inhale. Repeat this several times. Do the exercise with pleasure.

Exercise No. 3.

Correct breathing skills in the process of expressive reading should be developed and strengthened using the material of specially selected poetic texts. As you read them, gradually increase the number of lines spoken in one exhalation. The main task is to recreate the pictures in your imagination and convey them when reading.

Looking at the night, the hares played out

And they almost got into a fight with each other.

The black grouse teacher flew to them

And he said: “Shut up now!

What noise did you make in the forest?

Or have you forgotten about the fox?

(O. Alexandrova)

Tili-bom! Tili-bom!

The cat's house is on fire!

The cat's house caught fire

There's a column of smoke coming out!

The cat jumped out

Her eyes bulged.

A chicken runs with a bucket

Fill the cat's house,

And the horse is with a lantern,

And the dog is with a broom,

Gray bunny - with a leaf.

Once! Once! Once! Once!

And the fire went out!

(Russian folk nursery rhyme adapted by P. Bessonov)

In the middle of the yard there is a mountain.

There is a game going on on the mountain.

Come running for an hour,

Get on the sand:

Clean, yellow and raw,

If you want, swarm

If you want, build it

If you want, bake for the dolls

Golden pies.

Come to us guys

Don't forget to take shovels,

Excavators, shovels,

Buckets and trucks.

Here is a cry, here is a laugh,

And everyone has a job.

(V. Berestov)

When expressive reading, the teacher’s main instrument is the voice: its volume, pitch, timbre, flight, flexibility. When reading expressively, it is necessary to regulate the timbre of the voice and the melody of speech. The fullness and variety of vocal sound is determined by the presence of overtones, so it is necessary to enhance the effect of resonators, nasal, chest, in the oral cavity, and larynx. Special exercises are aimed primarily at developing the nasal resonator, and through it - at the rest. All of them are in constant interaction: the work of the nasal resonator causes the work of resonators in the mouth, larynx, and chest.

Exercise No. 1.

Read an excerpt from S. Marshak’s poem, using intonation to indicate pauses. (In the text, pauses are highlighted as follows: (...). You need to read in different ways, first articulating silently.)

Mixed with smoke

Cloud of dust (...),

Firemen are rushing

Cars (…).

They click loudly (...),

They whistle alarmingly (...),

Copper helmets

They shine in rows (...).

A moment (...) - and they scattered

Copper helmets.

The stairs have grown

Fast, like in a fairy tale (...).

People in tarpaulin -

In sequence (…) -

Climbing stairs (...)

Into flames and smoke.

(S. Marshak. A story about an unknown hero)

Exercise No. 2.

Read the same passage from S. Marshak’s poem in a whisper, highlighting the syllables.

Exercise No. 3.

Read it out loud, emphasizing the rhythm; then read this text several times in a row, all the time, speeding up the pace.

Exercise No. 4.

Read S. Marshak’s poem with a calm intonation, let your voice sound quiet and confidential.

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 (...) -

A very quiet hedgehog (...).

The whole family goes for a walk

At night (...) along the paths:

Hedgehog father, hedgehog mother

And a baby hedgehog (...).

Along the deep autumn paths

They walk quietly (…) – tramp (…) tramp (…) tramp (…).

(S. Marshak. A quiet fairy tale)

Exercise No. 5.

Remember with what intonation and what voice Mikhailo Ivanovich, Nastasya Petrovna, Mishutka said the same phrase in L. Tolstoy’s fairy tale “The Three Bears”: “Who lay in my bed and crushed it!” say it on behalf of each of the heroes.

Exercise No. 6.

Remember your favorite song tunes. Sing them on the sound M. Try to make the sound “come forward and spread around the room.” Increase the volume gradually as you feel that the sound is “asking itself.” Approach higher notes smoothly, without jerking, and approach lower notes without a sharp decline. Achieve an even, smooth sound by relying on breathing.

Exercises to work on diction

When expressively reading a literary text, good diction is important, i.e. clear, precise pronunciation of each sound. This way, the best speech audibility and understanding is achieved. This is especially important when working with preschoolers. Poor diction makes it difficult to listen, understand speech, and respond adequately to it. Check your pronunciation. To do this, record your speech on tape and listen to it several times. And then you yourself will decide what exercises are necessary to correct the shortcomings of your speech: “mumbling”, unclear pronunciation of some sound, “swallowing” the endings of words, etc. Consonants must be pronounced cleanly, easily, without excessive pressure, vowels - freely, vocally, loud enough. Correct selection of vowel sounds in speech makes it harmonious and pleasant to listen to. To improve diction, focusing on listeners—preschoolers—is of great importance: the desire to be understood by them, to interest them in the content of a literary work.

Exercise No. 1.

Say the proverbs, clearly highlighting each part. Then the task becomes more complicated: say the first part of the proverb loudly, the second quietly, then vice versa.

As it comes back, so will it respond.

Living with someone else's mind means no good will come of it.

Don't have a hundred rubles, but have a hundred friends.

Exercise No. 2.

Imagine that you are playing a drum and your hands bounce back easily with each stressed vowel in a word.

The kittens washed their eyes and noses,

A couple of drums

A couple of drums

Pair of reels

Bila

Storm.

A couple of drums

A couple of drums

Pair of reels

Bila

The battle.

(I. Selvinsky)

Exercise No. 3.

Imagine that you are in the forest, enjoying its smells and imitating the cuckoo.

My eyes ran wide

And the heart rejoices

The cuckoo is cuckooing.

Cuckooing?

Cuckooing?

The cuckoo crows

In the forest on a bitch:

Cuckoo! Cuckoo!

Cuckoo! Cuckoo!

How much is the cuckoo

Will it take me years?

Cuckoo! Cuckoo!

Cuckoo!

Everything is cuckoo!

Cuckoos, cuckoos

Cuckoo - cuckoo...

Cuckoos, cuckoos!

A hundred years will get boring

Forest soothsayer.

Exercise No. 4.

Practice the pronunciation of individual sounds by pronouncing tongue twisters and clearly highlighting the repeating sound.

The saw squealed and the bee buzzed.

Two woodcutters, two woodcutters, two wood splitters.

Chitinka flows through Chita.

Forty mice walked, carrying forty pennies, two smaller mice carried two pennies each.

Exercise No. 5.

Read the passage below, clearly identifying the sibilant sounds and emphasizing the rhythm.

...And now brushes, brushes

They crackled like rattles,

And let's rub me

Sentence:

"My, my chimney sweep

Clean, clean, clean, clean!

There will be, there will be a chimney sweep

Clean, clean, clean, clean!”

(K. Chukovsky Moidodyr)

Exercise No. 6.

Read expressively individual poetic stanzas and short poems with a preliminary setting: pronounce each sound clearly, observing the rules of spelling, paying special attention to consonances in rhyming lines.

Baby son

Came to my father

and the little one asked:

What's happened

FINE

and what is

BADLY?

I have

there are no secrets -

listen up kids

this dad's

ANSWER

I place

in the book.

If the wind

The roofs are tearing,

If the hail thundered,

everyone knows - this is it

FOR WALKING

BADLY.

The rain fell

and passed

The sun in the whole world.

THIS IS VERY GOOD

FOR BOTH BIG AND CHILDREN...

(V. Mayakovsky. What is good and what is bad)

Exercises to develop speech hearing

Listening to samples of standard pronunciation in recordings (reading masters of artistic expression) gives an idea of ​​correct diction and contributes to the development of speech hearing. Developing auditory attention and teaching preschoolers to control their speech practice by ear means preventing many errors in pronunciation and intonation.

Exercise No. 1.

Listen to the text of F. Tyutchev’s poem “Spring Waters” (recorded), then S. Rachmaninov’s romance. Try conducting: note the strong one, i.e. elongated and more sonorous notes by moving the hand from top to bottom, and shorter and less full notes by smoothly moving the palm from left to right. Remember how the movement of your hands reflects the ratio of long and short sounds in the melody of the romance.

You can conduct the rhythm of a familiar poem without using music. Try conducting the following lines.

Time to sleep! The bull fell asleep

Lay down in a box on its side,

The sleepy bear went to bed,

Only the elephant doesn't want to sleep.

The elephant nods its head

He bows to the elephant.

(A. Barto. Elephant).

Exercise No. 2.

Compare the sound of poetic and prose texts.

Admire: spring is coming.

The cranes are flying in a caravan,

The forest is buried in bright gold,

And the streams in the ravines are noisy.

(I. Nikitin)

Spring is coming, admire it: the cranes are flying in a caravan, the forest is buried in bright gold, the streams are rustling through the ravines.

Exercise No. 3.

Read the passage. Check the placement of logical stresses: are options possible?

My phone rang.

Who's speaking?

Elephant.

Where?

From a camel.

What do you need?

Chocolate.

For whom?

For my son.

Should I send too much?

Yes, about five pounds

Or six:

He can't eat anymore

He's still small for me.

(K. Chukovsky. Telephone)

Exercise No. 4.

Say the proverb “The crow missed the crow,” using intonation to convey different attitudes towards what happened (statement of fact, regret, joy, anger, surprise).

When reading expressively, it is necessary to remember the dependence of intonation on punctuation marks. Period: The voice is lowered on the last word before the period. Comma: On the last word before the comma, raise your voice slightly. Dash: explanatory intonation, on the last word before the dash there is a slight increase in voice. Colon: enumerative intonation, on the last word before the colon the voice is raised. Ellipsis: intonation of understatement, on the last word before the ellipsis there is a strong rise in voice.

Exercise No. 1.

Paying attention to punctuation marks, prepare an expressive reading of the passage.

...But, like a black iron leg,

The poker ran and jumped.

And the knives rushed down the street:

“Hey, hold it, hold it, hold it. Hold it, hold it!”

And the pan is on the run

She shouted to the iron:

"I'm running, running, running,

I can’t resist!”

So the kettle runs after the coffee pot,

Chatting, chattering, rattling...

The irons run, quack,

They jump over puddles, over puddles.

And behind them are saucers, saucers -

Ding-la-la! Ding-la-la!

They rush along the street -

Ding-la-la! Ding-la-la!

On the glasses - ding! - bump into

And the glasses - ding! - break...

(K. Chukovsky. Fedorino's grief)

Exercise No. 2.

When asking a question, it is important to intonationally emphasize the word that “directs” the answer. These are primarily interrogative pronouns and adverbs, but there may be other parts of speech.

White hare, where did he run?

To the oak forest!

What was he doing there?

Bast tore!

Where did you put it?

Under a bush!

Who stole?

Rodion!

Get out!

(counting rhyme)

Possession of the skill of expressive reading and the ability to apply it when working with preschoolers contributes to the development of children’s speech literacy and teaches them to enjoy correct artistic speech.

Municipal budgetary educational institution

"Secondary school No. 2" group of general developmental orientation for preschool children

Expressive reading and its role in the development of speech in preschool children.

Prepared by:

Datskevich T.N.

teacher speech therapist

Yugorsk

Currently, more and more children need correction of speech disorders. Speech therapy centers and points, speech therapy groups in preschool educational institutions are opening. Speech therapists and teachers of these groups experience certain difficulties in selecting speech and game material, applying methods and techniques of work in the classroom.

This manual makes an attempt to generalize the experience of speech therapists at specialized kindergarten No. 8 “Ivushka” in Yoshkar-Ola for children with speech disorders.

The developed notes represent a system of special speech therapy classes that, along with the correction of various speech disorders, allow developing and improving the mental processes of children.

We tried to combine material already used in speech therapy practice with our own personal developments.

All classes were tested in senior and preparatory school groups of preschool educational institution No. 8 (teachers-speech therapists: L.M. Kuzminykh, G.A. Kolesnikova, V.M. Voronchikhina, V.A. Shishkina).

For children with level 2 OHP, some stages of the lessons will undoubtedly be difficult. In this case, we recommend that the speech therapist present tasks to such children in a simplified version, especially in the first stages of training, select individual types of work for them, and use techniques that allow them to complete the task after more prepared children.

As a result of the work done, we concluded: the main part of the accumulated material successfully combines the requirements of the program, game exercises, and special tasks that contribute to the development of all aspects of speech and mental processes of preschool children.

Based on this manual, it will be easier for speech therapists to determine the tasks of a particular stage of the lesson, distribute the load on different types of children’s analyzers, ensure a change in types of activities, take into account the individual characteristics and level of readiness for mastering the material of a specific group of children.

Some exercises and games are given in several versions, which will allow the teacher to make a choice.

Along with our wishes for successful work, I would like to emphasize that the presented notes of speech therapy sessions are not something standardized. This is just a basis that every speech therapist can use as an option in their work, enriching it with their experience, individuality, and creativity.

Frontal speech therapy sessions

Speech therapy classes in a specialized kindergarten are the main form of correctional education, which involves the development of all components of speech and preparation for school. Frontal classes are conducted throughout the entire period of study in a certain system, according to a single plan for all children, taking into account individual characteristics. All children, without exception, are present. Children are prepared for work in frontal classes in individual and group classes.

Speech therapy classes, depending on the specific tasks and stages of speech correction, are divided into the following types:

1. Classes on the formation of lexical and grammatical means of the language:

On the formation of vocabulary;

On the formation of the grammatical structure of speech.

Main tasks These activities are the development of understanding of speech, clarification and expansion of vocabulary, the formation of general concepts, practical skills of word formation and inflection, the ability to use simple common sentences and some types of syntactic structures.

2. Classes on the formation of the sound side of speech.

Main tasks they are the formation of correct pronunciation of sounds, the development of phonemic hearing and perception, skills in pronouncing words of various sound-syllable structures; control over the intelligibility and expressiveness of speech, preparation for mastering the basic skills of sound analysis and synthesis.

3. Classes on the development of coherent speech.

The main task - teaching children to express themselves independently. Based on the developed skills of using various types of sentences, children develop the ability to convey an impression of what they saw, about the events of the surrounding reality, to present the content of paintings or their series in a logical sequence, and to compose a descriptive story.

The entire process of correctional education has a clear communicative focus. The acquired elements of the language system must be included in direct communication. It is important to teach children to use practiced speech operations in similar or new situations, and to creatively use acquired skills in various activities. Speech therapy classes are built taking into account both general preschool pedagogy and special ones.

The speech therapist determines:

The topic and purpose of the classes;
- subject and verb dictionary, a dictionary of signs that children must learn in active speech;
- work out lexical and grammatical material taking into account the topic and purpose of the lesson, the stage of remedial training;
- identify the main stages of the lesson, showing their relationship, formulate the purpose of each stage;
- emphasize the presence of a teaching moment and the sequence of consolidating new material;
- ensure a gradual change in the types of speech and speech-thinking tasks;
- include in the lesson a variety of game and didactic exercises with elements of competition;
- when selecting material, take into account the zone of proximal development of the preschooler;
- provide techniques to ensure the involvement of children in active speech and cognitive activity;
- include regular repetition of learned speech material.

1st period of correctional education
(September October November)

Frontal classes on the formation of lexical and grammatical means of the language and the development of coherent speech are held 2 times a week.

Development of understanding of oral speech;
- ability to listen attentively to spoken speech;
- highlight the names of objects, actions, signs;
- understanding the general meaning of words;
- preparation for mastering the dialogical form of communication;
- practical mastery of some forms of word formation - using nouns with diminutive suffixes and verbs with different prefixes;
- mastering possessive pronouns “my-mine”;
- practical use of nouns in the accusative, dative and instrumental cases;
- mastering the skills of drawing up simple sentences on questions, demonstrating actions based on pictures, models;
- mastering the skill of writing a short story.

In the first period, 13-14 lessons are conducted on the formation of speech means and 6-7 on the development of initial skills of coherent speech.

2nd period of correctional education
(December, January, February, March)

Frontal classes on the formation of lexical and grammatical means of the language are held 3 times a week. Approximately 14 lessons on the formation of vocabulary and grammatical structure and 12 on the development of coherent speech.

Clarifying children’s ideas about primary colors and their shades;
- practical formation of relative adjectives with different meanings of correlation;
- distinguishing and highlighting the names of features according to the questions: which-which-which;
- mastering the skill of agreeing adjectives with nouns in gender, number, case;
- use of prepositions: in–on–from–under.

Connected speech:

Improving dialogue skills;
- comparison of objects highlighting similar qualities;
- drawing up a simple description of the item;
- consolidation of the skill of constructing a simple sentence;
- dissemination of the proposal by introducing homogeneous members;
- mastering structurally complex sentences;
- compiling short stories based on a picture, a series of pictures, descriptions, simple retellings;
- memorization of simple poems.

3rd period of correctional education
(March April May)

Consolidating the skill of using prefixed verbs;
- strengthening the skill of forming relative adjectives; use of possessive adjectives; formation of adjectives with suffixes -onk, -enk;
- mastering antonym words;
- strengthening the skill of agreeing adjectives with nouns;
- expansion of the meanings of prepositions.

Connected speech:

Improving the dialogical form of speech;
- distribution of proposals;
- compiling a story based on a picture, a series of pictures;
- compiling a story description, retelling;
- mastering the constructions of complex sentences.

Conducting frontal classes requires the speech therapist to organize work with teachers to prepare children for speech therapy classes and practice this material after the class. All types of work are built over the course of a month within the framework of 3-4 lexical topics. Types of work are planned based on the general didactic principle: from simple to complex.

Approximate distribution of topics by month:

• September: “Kindergarten”, “Autumn”, “Parts of the body”, “Wash supplies”.
• October: “Fruit and Vegetables”, “House and Its Parts”, “Clothing”, “Shoes”.
• November: “Furniture”, “Dishes”, “Toys”.
• December: “Pets”, “Food”, “Winter”.
• January: “New Year”, “Wild Animals”, “Poultry”.
• February: “Wild Birds”, “Mail”, “Army Day”.
• March: “March 8”, “Family”, “Spring”, “Adult Labor”.
• April: “City”, “Transport”, “Profession”, “Insects”.
• May: “Forest”, “Field”, “Meadow”.

Conducting frontal lessons taking into account lexical topics requires a large amount of visual material. These are sets of subject pictures, manuals for didactic games, plot pictures, dummies, toys, objects...

Speaking about frontal exercises, it is necessary to note the importance of the stages.

The lesson begins with an organizational moment, its goal is to gather the attention of children and lead them to the topic and purpose of the lesson. This includes exercises for attention and memory development.

The second stage of repetition should be organically connected with new material.

The third stage is educational.

The fourth stage is the consistent consolidation of new material.

The fifth stage is the result of the lesson. Here a differentiated assessment of each child or an exercise can be given that once again confirms that the activity has achieved its goal.

AUTUMN

Theme “Autumn” (lesson No. 1)

Goals:

- practical use of singular and plural nouns;
- use of nouns with diminutive suffixes;
- memorizing a poem.

Equipment: tree leaves.

Progress of the lesson

1. Organizational moment:“The one who has a red piece of paper (green, yellow) on the table will sit down.”

2. Introduction to the topic:“What leaf do you have? And you? Yes, the leaves are different colors, they are colorful. What kind of leaves do we have? (Multi-colored.) Let’s say about the leaves loudly, quietly, in a whisper.”

The speech therapist asks a riddle: “The fields are empty, the ground is getting wet, the rain is falling. When does this happen? (Autumn)." “How can you know that autumn is walking outside the window? (It’s drizzling, the wind is blowing, the leaves are falling, the birds are about to fly south, the children are putting on warm jackets and boots...).”

If the leaves on the trees have turned yellow,
If the birds have flown to a distant land,
If the sky is gloomy, if it rains,
This time of year is called autumn!

Formation of diminutive forms of nouns.

The phone is ringing, says a gnome from the fairy-tale country of Gnome. He reports that autumn has also come to them, and gives the children a task. In their country, everything is small and small and therefore everything is called affectionately. But as? Children should say this:

rain - rain - rain grass - grass
sun - sun cloud - cloud - cloud
leaf - leaf - leaflet branch - twig
forest - little forest - little forest wind - breeze - little breeze

Physical education minute.

Leaf fall, leaf fall, leaves in hand, waving hands alternately,
Yellow leaves are flying, with both hands,
They rustle underfoot squat,
And they fly, fly, fly... throw leaves on the floor.

5. Formation of the plural of nouns. Game "One and Many".

puddle - puddles leaf - leaves tree - trees
branch - branches cloud - clouds bird - birds
flower - flowers rain - rains

6. Development of memory. Poem:

Rain, rain, why are you pouring, won’t you let us go for a walk?
- That’s why I’m going in the morning, it’s time for you to welcome autumn!

7. Summary of the lesson. " What time of year were you talking about?”

Theme “Autumn” (lesson No. 2)

Goals:

Expanding the vocabulary on the topic “Autumn”;
- naming the characteristics of objects, activating the vocabulary of relative adjectives;
- development of fine motor skills.

Progress of the lesson

1. Organizational moment.“Name the signs of autumn.” Children stand in a circle, one child has a maple leaf in his hand, which means he can start the game - name any sign of autumn, after which the leaf is passed to any other child.

2. Development of fine motor skills. Exercise “Grass, bush, tree.”

3. Formation of relative adjectives. The speech therapist invites the children to collect a bouquet of autumn leaves (the leaves lie on the floor). “Let’s imagine that we are in an autumn forest. The leaves are so beautiful that you want to collect a bouquet of them. Which leaf would you like to put in your bouquet? What tree is this leaf from? (From a birch tree).” Consider, call: a leaf from a birch - birch (maple, rowan, oak). “Look, more leaves are falling, more and more. How can you say this in one word? (Leaf fall)."

4. Development of motor skills. The exercise “Leaf Fall” is performed:

Leaf fall, leaf fall, alternately waving your arms,
Yellow leaves are flying, with both hands,
They rustle underfoot squat,
And they fly, fly, fly... spin around and sit down.

5. Expanding the vocabulary of adjectives.“The leaves change in the fall, they are not at all like summer leaves. But not only the leaves have changed, everything around has changed.” Game "The most attentive".

What is the grass like? - yellow, withered, dry...
What is the sky like? - gray, gloomy, low...
What was the wind like? - cold, harsh, impetuous...
What kind of rain did it become? - frequent, cold, drizzling...

6. Fixing the material. Game "Leaf Fall". In a group there are 3-4 hoops on the floor - these are puddles. Next to each of them is a picture of a tree: birch, oak, rowan, maple. Children have the leaves of these trees. At a signal, the children - “leaves” fly, wherever they want, at another signal they must gather at their tree, whose team is faster. “Which tree are you from? (From a maple tree.) So, what kind of leaves are you? (Maple.)". Then the “leaves” fly again, lie on the ground, and “fall asleep.” The speech therapist swaps the pictures of trees.

7. Summary of the lesson.“What game were we playing? (“Leaf fall.”) When does leaf fall happen?”

Theme “Autumn” (lesson No. 3)

Goals:

Expanding the vocabulary on the topic “Autumn”;
- practical use of relative adjectives;
- development of coherent speech;
- development of fine motor skills.

Equipment: tree leaves, subject, subject pictures.

Progress of the lesson

1. Organizational moment.“The one who has a maple leaf (birch, rowan, oak) on the table will sit down. Pick up birch leaves. What leaves did you pick up?”

2. Development of fine motor skills. Exercise “Grass, bush, tree, the wind shakes the branches.”

3. Development of thinking. Puzzles:

Here he is shaking the tree
And the robber whistles,
Here the last leaf is torn off
And it spins and spins (the wind).

I walked across the sky
The sun has closed,
Only the sun hid
And she burst into tears (Cloud).

The leaves are falling, the birds are flying away. When does it rain? (In autumn.)

4. Development of coherent speech (composing a story). Pictures of “autumn”, “sky in clouds”, “the edges of the sun peeking out from behind a cloud”, “rain”, “puddles on the road”, “trees in a golden headdress”, “tree with falling leaves”, “flying” are displayed on the board. flock of birds." For each picture, children make up a sentence (“we must say something beautiful about the picture”).

Autumn has come. The sky is covered with clouds. The sun rarely appears in the sky. It often rains coldly. There are puddles on the roads. The leaves on the trees became colorful. The leaves have begun to fall. Birds fly south (to warmer climes).

The speech therapist reports that the children have a good story about autumn, and invites the children to repeat it again. One child talks about the first three pictures, the second - about the second three pictures, the third - about the rest.

Physical education minute.

Little leaves sit quietly sat down
Eyes closed, fast asleep, repeat
Suddenly a cheerful wind flew in with a noise, running, spinning
And every leaf wanted to go for a walk.
The wind stopped blowing, the leaves were pressed to the ground, sat down

6. They listen to several more stories: children tell in a chain, half of the story together, one completely.

7. Summary of the lesson. Evaluate children's stories.

OUR BODY

“Our body” (lesson No. 1)

Goals:

Development of spatial orientation;
- expansion of the dictionary on the topic “Our body”;
- practical use of words with a diminutive meaning;
- development of attention and memory.

Equipment: geometric shapes, bath, doll, mug.

Progress of the lesson

1. Organizational moment. Laying out a man from geometric shapes according to the speech therapist’s instructions: “Put an oval, a circle on top of the oval, two sticks at the bottom of the oval, a stick on the right and left side of the oval, so that they are on top. Who did you get? (Little man.) What does he have? (Head, torso, legs, arms.).” Everything is done while sitting on the carpet.

2. Introduction to the topic. Children stand in a circle. The speech therapist says the tasks, the children listen and complete them. Assignments: “Raise your leg, lower your leg. Raise both arms, lower your arms. Touch your stomach and chest. Scratch your back, tilt your head forward. Blink your eyes. Why do we need eyes? (Watch.) Touch your ears. Why do we need ears? (Listen.) Touch your nose. Why do we need a nose? (Smell, breathe.).”

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Goals:

• introduce students to one of the ways of forming nouns with a diminutive meaning using suffixes, With promote the acquisition of knowledge on the topic;
• promote the development of spelling vigilance, phonemic hearing, oral and written speech, memory;
• develop the ability to work in a team and communication needs.

Equipment: computer, projector, screen, tables with suffixes, sheets for individual work.

During the classes

1. Organizational moment.

2. Introduction to the topic.

Today we will go on a journey through a small, kind and affectionate country. Fairy-tale characters live there. (Slide 2).

3. Statement of the topic and purpose of the lesson.

The guides on our journey will be the heroes of the novel - Nosov's fairy tales. The first task is offered to us by Znayka.

To get into the world of fairy-tale heroes, we need to answer several questions.

Which part of speech did you study in previous lessons? (Noun)

What parts of a word are used to form new words? (Using prefix and suffix)

- Hint from Znayka « With the help of this part of the word transformations can be made. In the word it is to the right of the root. Sometimes a word can have two or even three such parts.”

- So what part of the word will we talk about in the lesson? ( About the suffix). What transformations did Znayka tell us about using this part of the word? (New words may be formed)

Who guessed what the topic of today's lesson is? (Formation of words using suffixes. SLIDE 4.

- What do you think we will learn?

So, we got a pass to the Flower City. Well done, you did it. Let's go to a small country. The wind will help us get there. What kind of wind do you think blows there?

Wind - breeze; wind - windy.

What are the suffixes in these words? What meaning do they give to words?

4. Observation.

The boat is sailing, sailing
To the west, to the east.
Ropes are webs.
And the sail - petal.

What nouns affectionately name objects? (Boat, cobwebs)(Petal-ok is a leaf from the corolla of a flower; here the suffix –ok- has a different meaning).

What other suffixes can give words diminutive meanings? (Problem)

You and I found ourselves among the heroes of Nikolai Nosov. Who are they?

(Shorties).

Right. They were called shorties because they were very small. And when you and I were little, your mothers called you affectionately, rocked you in their arms and sang lullabies. Guslya invites you to remember one of the lullabies. Please read the text

Berezonka creaking, creaking,
My daughter is sleeping, sleeping...
My daughter will fall asleep -
Her sleep will take her away
He will take her to the garden,
Under a raspberry bush.
And the raspberry will fall,
It will get in my daughter's mouth.
Sweet raspberry,
Sleep, little daughter.
Birch tree creaking, creaking,
And my daughter sleeps, sleeps...

What nouns call people and objects affectionately, tenderly?

Look at the example given in the textbook in exercise 265 on p. 39

(Let's look at the sample)

On the board: The word “cage” - from what basis was it formed? (From the word garden). "Bush" - bush. Highlight the stem, root and suffix in the words.

Write out the rest of the words yourself. (Slide 10)

What did you observe while doing this exercise? (Formation of nouns with a diminutive meaning.)

From the bases of what part of speech are these new words formed? (From the stems of nouns)

Using what suffixes? (Children call) Sheet 1 with suffixes. (-onk-, -enk-, -ok-, -hic-, -points-, -k-.)

5. Working with text in a frame on p. 39.

Read the output in the box.

What suffixes did we not encounter in the lullaby?

Sheet 2 with suffixes. (-onk-, -ek-, -ushk-, -yushk-, -yshk-, -chick-.)

6. Practical part

The next task is offered to you by Vintik and Shpuntik. They love to design and assemble things. They offer you to form new words from the bases of nouns using the suffixes: -ushk-, -yushk-, -yshk-, -chik-, -yonk-, -onk-:

Grass - grass; bell - bell

Field - pole; hut - hut

Glass - piece of glass; hand - little hand.

- When do we use words with such suffixes in speech?

7. Physical exercise.

Doctor Pilyulkin calls us for a physical minute.

Mountain - hill; forest - forest

Field - pole; catfish - somishche

Grandson - granddaughter; city-town

Ball – ball; word is a word.

If I point to a word that doesn't have a suffix, you jump. If a word has a suffix, clap your hands.

Which word with a suffix has a different meaning than all others? (Somishche) Which one? (Meaning of magnification) What is the suffix of this word? (- search-). What suffix will help you name the word affectionately? (–ok - catfish)

8. Assignment from the residents of the Flower City.

Each desk has pieces of paper on which columns of nouns are written.

You work in pairs. In 2 minutes you need to form affectionate words from the bases of these nouns using diminutive suffixes.

Read the words one by one, but don’t repeat yourself.

We check by SLIDES 15, 16, 17 (Do not remove Slide 17)

9. Formation of diminutive forms of male and female names.

Dunno's friends have kind and affectionate names: Syrupchik, Vintik, Shpuntik, Tsvetik, Knopochka, Daisy, Snowflake, Galochka, Kubyshka, Zainka.

Let’s use the suffixes –ok-, -ek-, -ochk-, -echk-, -enk_ to form diminutive forms of people’s names:

Rustam, Dasha, Vitya.

We said that with the help of the suffix -k - nouns with a diminutive meaning are formed. For example: fish-fish, hand-handle.

Let's look at the meaning of people's names with the suffix -k-. (Marinka, Seryozhka, Verka, Irka) (the suffix -k- introduces a connotation of disdain)

Is this a diminutive form of names? (No). When addressing your friends and classmates, try not to use the suffix -k- in their names.

10. Reflection.

Let's turn to our desk neighbor, smile at him and call him affectionately.

What suffixes did you use to address your classmate?

What meaning do these suffixes give to words?

Your homework is written on the board. Try to do it correctly and beautifully.

The heroes of Nikolai Nosov’s fairy tale are very glad that you are such good fellows. You learned a lot in class and answered well.

Sheet 1

Yushk-,
-yshk-,
-chick-

Sheet 2

Literature.

1. Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. 3rd grade.
2. Buneeva E.V. Methodological recommendations for teachers. Russian language 3rd grade.