Drawing up a descriptive story. In a story picture

Consultation for educators, speech therapists and parents, revealing methods and techniques for compiling descriptive stories in the process of exhibitions. The unconventional and interesting form of work is presented, which allows to achieve high results in the preparation of descriptive stories.

Improving the coherent speech of children - This is one of the leading development tasks in preschool age.

In the fifth year of life, there is a complex form of a connected speech - "Message in the form of a monologue, a story about the experience and seen." (D, B. Elconin). At this age it is necessary to pay attention to learning to tell.

For full speech communication with all types of monologists' stories are equally important. It is easiest to start working with describing toys, items, in other words, with the formation of the skill to characterize a single object. The ability to accurately, economically and figuratively describe the subject, is the condition for improving speech and human thinking, facilitates the process of information sharing in various activities.

"There is no doubt that the Word plays a crucial role in visual-effective thinking and that only the reflection in speech of certain items allows the child to make differentiated submissions about them and operate with these ideas in a mental plan or in the imagination plan." (A. Zaporozhets).

The experience of my work, the analysis of literature, observation, conversations shows that the ability to describe the subject is formed in children slowly. The skills acquired when describing one related group of objects (for example, dishes), children are not always transferred to the activities of describing a different group of items (such as clothing, furniture). It is easier for joint activities to prepare a description plan, joint drawing up with a teacher. But the independent compilation of stories by children is tedious to children. Sustainability is reduced in cases when peers are told. The speech therapist needs to find the tricks all the time to activate their attention.

When the purpose of the direct activity and the game exercise should not be forgotten about motives. After all, it is the motives that encourage people to activities. It is necessary to motivate children. You can include a business motive: "You can buy a toy if you compose a story about her." The formulation of a cognitive task is not yet sufficient to intensify mental activity. It is necessary that the task is not only adopted, but also touched upon his interests. It is also necessary to take into account the following points: the desire of children to tell and listen to the stories of peers, the number and quality of the composed stories.

I decided to conduct an experiment during the game: "Your advice is urgently needed." The attention of the children offered five glazers and explained: "Relozem must buy new glasses to kids. The store suggested the samples that are now in the store. Help choose the right glasses, just consider the glass for the baby should be light and of course beautiful. Have a handy handle. Before you will express your opinion, do you have any questions for me. "

Questions were:

Do you really choose those cups that we choose? (Of course, otherwise why would we start this conversation?).

The asked questions have already indicated that the children are interested. Later, appreciating this work, the children expressed satisfaction with the fact that they had a real case, rejoiced to business cooperation with adults.

How was the game? An explanation of the task, including the goal, the motive of activity, the description of the cup description took 7 minutes, the number of hearing stories is 9 minutes. Raded the fact that the children were reflected, starting to the description. (I liked this glass, but I have not checked yet, whether he is suitable for babies.) It is easier than usual, they started to tell. And the first phrase was not stereotypical, as often happens when drafting descriptive stories according to plan.

Teaching a child speech, it is necessary to create such conditions such as the same type with natural so that his speech statements come close to those that exist in life when the need for communications is satisfied.

When working on the preparation of descriptive stories, it is necessary to eradicate the main disadvantage: children listen more than say. In the business community with adults and peers, the child is no longer satisfied with the activity of others, claims an active role. It is necessary to build the game process in such a way that the learning process sufficiently satisfy the curiosity of the child and the need for mental activity. It is necessary to support the atmosphere of relaxed speech communication. We must try so that there are no silent children or those who have nothing to say.

Work on the preparation of descriptive stories can also be carried out in the process of "exhibitions". Interest in playgrounds, it is so great that they play exhibitions on a walk, at home, demanding that the parents not only listened to, but also asked questions.

How does the leading task be solved in exhibition games - drafting a descriptive story? To this end, I analyzed the stories - the result speech activity Senior preschoolers, according to the traditional methodology and in the game exhibition. I basically focused on two parameters:

• consuming complex proposals
• using adventures and adjectives.

Monologists in the process of the game "Exhibitions" turned out to be volumetric, describing the exhibit children more often used complex proposals, especially complex, consumed the most diverse adhesions and adjectives. In their stories, adjectives accounted for 21% of the number of all the words used, 6% - the shorter. When, when describing such objects outside the exhibition situation, the same children used only 14% of adjectives and 3% of the inferior. Informativeness, leading sign of text, spoke more clearly. In the stories of children's guides, such signs of text as focus, the relationship between the descriptions of the description and between proposals was also clearer.

What is even positively characterized in the process of the exhibitions:

• Reproduce situations in which the statements of children and their behavior are as close as possible to life.
• Meet the needs of senior preschoolers in an active business community with others.
• Take a culture of communication. The child remembers the roles taken by himself and acts in accordance with it.
• The behavior of children confirms the position of LS. Vyshkotsky that in the game the child becomes a head above himself and can solve more difficult tasks.
• The attention of children is supported by alternating monologues (more tedious times) and dialogues (revitalizing moments).
• The ability to ask questions, the ability to formulate a question more interesting extremely activates the thought and speech of the child.

During the preparatory work to the exhibitions, questions and answers of children in the mass of their simple and stereotypes. However, in the process of the game, the statements that cause joy are heard.

Observations show that after closing the exhibitions, interest in exhibits is preserved within 6-8 minutes, and in the case when clockworking toys are exhibited, interest does not fade in 10-15 minutes.

Exhibitions can be carried out using different toys and objects. This allows you to solve the problem of interdisciplinary links in a certain way. So exhibitions solve integrative tasks. Help to clarify the ideas of children about the environment.

IN senior group Successful descriptions of such exhibition specimens, like tea and dining room, dolls in national costumes, various cars, trays, books.

IN preparatory group Children with hobby characterize the products of Khokhloma, Dymkov toys.

The exhibition games help to achieve a high result, are built with a support for motivated activities, the emotional-willed scope of the child's personality and his creative imagination.

The stories of children recorded with the traditional methodology.

Exhibition Games (2).

Natasha T., 5 years 7 months.

1. Summer suit boy.

This is a suit for the summer. Red shirt, on the shoulders wide blue stripes. There is a pocket, another pocket. And pants. Suit sews soft fabric. (Further silent, it makes it difficult. Waiting for leading questions). Shirt sewn with collar.

2. Summer dress girls.

This is a dress for summer. The girl bought to wear in the heat. The dress has a white collar and gold buttons. Short sleeves. There is a lounge on the dress, and on the belt buckle. Sithzen dress. Very beautiful.

Denis Sh., 5 years 6 months.

1. Khokhlomskaya Plate.

This is a plate, she is black. And inside the golden. Here is a pattern, berries and three leaves. Again berries and again three leaves. And at the top of some sheets. The plate is small.

2. Khokhloma plate.

This is a big beautiful salad plate. Inside, it, like many khokhlomsk plates gold, and outside black. A beautiful gold pattern is drawn, which consists of branches and berries similar to rowan. And above the leaves - flowers. The plates have a regular form. Round. There is a red rim. Very beautiful.

1. Toy vacuum cleaner.

This is a vacuum cleaner. He made a gray plastic. Up is opaque, and the bottom is transparent. Seen yellow balls. It is probably garbage. There is also a hose and brush. There is a button. You press it, and the vacuum cleaner turns on.

Inna Voronina
Development of connected speech through training of stories in the picture and series of scene paintings

PRESENTATION

Development of connected speech

through learning

compilation of stories

by picture I.

series of scene paintings

Educator: Voronina Inna Vladimirovna

2. "If you work with children, from which it is difficult to achieve a word ... - Start showing pictures,

and they will speak free, ease ... "

K. D. Ushinsky

3. One of the necessary conditions development of competent connected childthat develops from the moment of birth throughout the preschool period, and then school age, is visibility.

Great Russian teacher K. D. Ushinsky substantiated value pictures meaningthat the image excites the thought of the child and causes the expression of this thought in "Independent Word".

The main goal is pursued by scene pictures for making a short story- the desire for development of speech and thinking of children. Looking at pictureguys try to describe the depicted on it seeking to compilation of onelogically connected story.

In the work of the development of Speech very important stage is child learning to draw up stories. Start best with drawing up stories on a series of pictures. You can play the game "What is first-what then"holding a logical chain from picturesAnd then proceed to their description. I offer several options with the task « Make a story on pictures» You can start with simple suggestions that describe what is happening on picture. Perhaps baby tell only"Who?" and "What is he doing?". Our task is to pay attention to the signs of objects, thus making story Read more and more interesting.

4. The task of teachers and parents is

to help children

learn to set out your own thoughts connected and quite fully,

understand the question of the interlocutor

i.e. to keep a meaningful dialogue

5. B. teaching children telling

by the painting is made to allocate

several stages:

IN younger aged A preparatory stage is carried out, which is intended to enrich the dictionary, intensify the speech of children, teach them consider painting And answer questions.

In the middle preschool age children teach make stories first on issuesand then independently. Questions must be formulated so that, answering them, the child has learned to build deployed connected statements. Excessively fractional issues teach children to single-catching responses. Infectious questions also inhibit development In children of speech skills.

Older preschool age characterized by the increased speech and mental activity of children, so the child can independently or with a small help of an adult make up Not only descriptive story, but also narrative story, invent the beginning and end picture plot.

6. Based on studies in the picture Lies to the perception of children of the surrounding life.

Picture not only expanding and deepens children's ideas about public and natural phenomena, but also affects the emotions of children, causes interest in telling, encourages to speak even silent and shy

7. Views Telling

BY Picture

1. Description of subject pictures are connected Consistent description depicted on picture objects or animals, their qualities, properties, actions

2. Description scene painting - This is a description depicted on picture of the situationnot beyond the limits pictures.

3. Story According to consistent scene series of pictures: baby tells About the content of each scene Pictures from the series, communicating them into one story.

8. Requirements for selection Paintings(You can read on the slide)

9. Structure composing story(on the slide).

10. Picture"Red cat drinks milk"

Who drinks milk? Who is drawn? What does the cat do?

What color is the cat? What kind of cat?

What drinks a red cat?

And where in a plate of milk?

11. Conversation series of pictures- They should be no more than three. Considering And each is described picture from the series, then the statements of children are combined into one plot.

Where did the boy go? - Come up with a name for the boy. - Who met on his way? - What decision did the boy accepted? - Why did the boy decided to take a puppy? - How did Vasya called his puppy? - How did the boy care about the puppy? - What was the puppy? - What can you say about the time of year on the first, second and third pictures?

12. It must be remembered that it is not inherited. The child adapts the experience of speech communication from others, that is, the speech mastering is directly dependent on the surrounding speech environment. Therefore, it is so important that adults create this speech environment for permanent communication with the child.

THANKS FOR ATTENTION.

Publications on the topic:

The problem of the development of a coherent speech is due to the fact that there are no such area in the activities of people, where it would not be used, it is necessary everywhere.

The abstract of frontal classes on the development of a connected speech "Drawing up a story on a series of plot paintings" Talka " Correctional educational purposes. Activation and actualization of the dictionary on "Pets". The formation of a holistic impression of about.

Node abstract in the preparatory speech therapy group "Drawing up a story on a series of scene paintings" Abstract Node for the development of connected speech in children in the preparatory speech therapy group. Topic: "Drawing up a story on a series of scene paintings."

The design of preschoolers learning to compose creative stories in the picture TRIZ methods "Successful fishing" The design of the organization collaboration educational activities According to PM. 03 "Organization of classes in basic general education programs.

Speech is one important acquisition of a child in preschool childhood. If a certain level of development oral speech Not achieved by the time.

Development of the speech of children 3-4 years by considering scene paintings Development of children's speech 3-4 years by considering scene paintings. Consider specifically created for kindergartens of plot.

on the topic "Clothing" based on the scheme

Objectives:

Teach children to compile a descriptive story;

correctional-developing:

Expand and intensify the children's dictionary on the topic "Clothing";

Exercise common proposals;

correctional-educational:

Education Self-service skills.

Equipment: Subject pictures: men's shirt, baby dress, jacket for a boy, female raincoat, takes (picks up a speech therapist); Scheme of clothing descriptions (according to TA Tkachenko).

Preliminary work: Games "What of what is what?", "Atelier". Reading the fairy tales of the city of X. Andersen "New Outfit King", Sh. Perro "Cat in Boots", "Red Hap", with the discussion of their content.

Structure occupation

1. Organizing time.

"What about what is what?" Some who will say:

Sitz dress (what?) - Sitsevoy.

Silk shirt (what?) - ...

Fur fur coat (what?) - ... etc.

2. Announcement theme.

The speech therapist suggests that before the date, the postman brought a letter for the guys. (Opens the envelope and reads.) The letter came from Carlson. He writes that he found clothes on the roof, but he does not know that he can be worn, and what not, and asks you to help solve this difficult task.

Today we will try to help Carlson. (The speech therapist presents object pictures with the image of clothing items.)

3. Conversation by pictures.

How to name these pictures in one word?

For whom dress, shirt, jacket, raincoat?

The speech therapist exposes the clothing description scheme and says that in such a sequence, children will need to tell. (Detailed explanation of the scheme.)

What colour?

What material?

What parts is?

When are wearing?

Who wears?

Can Carlson wear?

How to care?

(To secure the skill of the story, the explanation can spend someone from the children.)

4. Drawing up the story.

The first story make up a child and speech therapist together (for example, about a raincoat), then about the rest of the items of clothing, children make up the stories on their own.

5. Fizkultminutka.

6. Stories of children.

7. Outcome classes.

Who helped in class?

What clothes did you say? (Male, Women, Children's.)

Lesson 11.

Drawing up the story "Winter fun"

In a story picture

Objectives:

correctional educational:

Teach children to draw up a story on the story picture "Winter Fun";

correctional-developing:

Develop the ability to draw up common sentences;

Intensify in children a dictionary of adjectives;

To summarize and systematize the knowledge of children about the winter.

correctional-educational:

Rise in children the skill with benefit to spend free time.

Equipment: Status painting "Winter fun" (Fig. 12).

Preliminary work: Reading and discussing works by I.S. Nikitina "Meeting of the Winter", E. Trutneva "First Snow", G. Szrevitsky "Winter". The game "Pick Real Words" (Winter, Snow).

Structure occupation

1. Organizational moment.

The one who correctly selects the word on the topic "Winter".

Snow (what?) - ... Frosty (what?) - ...

Snow (what?) - ... Ice (what?) - ...

White (what?) - ... Crack (what?) - ...

Cold (what?) - ... strong (what?) - ...

2. Announcement theme.

Today we will learn to make a story in the picture about the winter entertainment of children. (Picture is exhibited.) But before we play the game.

3. The game "Pick-up signs".

Snow (what?) - White, cold, creaking.

Wind in winter (what?) - spiny, cold, strong.

Air in winter (what?) - Fresh, frosty, cold.

Ice (what?) - Brilliant, mirror, slippery.

With difficulties, the speech therapist helps children with entry issues. (Snow under his feet creaks, which means what? - creaking. The ice is like a mirror. What? - Mirror, etc.)

4. Conversation in the picture.
Consider the picture and tell me:

Where do children walk?

What was the day?

What are the children busy in a clear winter day? (Game enumeration.)

What are the bushes? And trees? And at home?

What can be said about the mood of children?

If you get closer to the hill, what can you hear?

Do you think that happened before the children went on a slide? (Mean changes in nature.)

5. Fizkultminutka "Snow".

Snow, snow is spinning,

White all street!

We gathered in a circle,

Completed like a snowball. (A. Barto)

6. Drawing up the story.

The speech therapist says he liked how the guys answered questions. It turned out a whole story.

Approximate story

White and cold came to the ground Winter: with deep snow, cracked frost and blizzards. For a long time, it was not possible to break down on a snow slide. But the blizzard subsided. Due to the clouds, the sun was looking for.

Guys with a cheerful laughter and shouts went for a walk. They took with them sledges, skiing and skates. It is so nice to rush from the slide or draw the pattern of ice skates. The snow was well frowning, and the girls were blinded from him a large snowman. And the perky boys began to throw in each other in the snow. Fun and interesting on a snowy hill!

7. Children's stories.

8. Outcome classes.

What time of year was told?

What games can you play in winter?

What can I ride in winter?

Lesson 12.

Drawing up the story "Feeding"

According to the series of scene paintings

Objectives:

Teach children to draw up a story on a series of scene paintings;

Teach children independently invent events preceding the events;

correctional-developing:

Clarify the knowledge of children about the winter birds;

Develop the ability to grammatically correctly build their statement;

correctional-educational:

Rail in children a caring attitude to those who need it.

Equipment: A series of scene paintings "Feeding" (Fig. 13-15), subject pictures depicting winter birds (selecting the speech therapist).

Preliminary work: Reading artistic texts M. Gorky "Vorobanyishko" and I.S. Sokolova-Mikitova "In Berorog", "On the Forest". Games: "Fly, do not fly away", "Who is like winter?" Making feeders for birds from a girlfriend.

Structure occupation

1. Organizing time.

Game "Find out the description"

Drawn, cheerful, removed, smart (who?) - Sparrow.

Yastogoldy, cheerful, yurt (who?) - Tit.

Krasnogruda, lazy, sedentary (who?) - bullfinch.

Belobokkaya Straktunya and the thief (who?) - Forty.

Redogol, in black trick, leakage of trees - woodpecker.

Black, with a powerful beak, glossy feathers mi, frames - crow.

Each time the correct answer, the speech therapist sets the appropriate picture.

2. Announcement theme.

Speech therapist: What is common in these birds? (Answers of children.) Today we will be a story about how to help birds in winter.

3. Drawing up the story.

The speech therapist offers children to decompose the pictures of the "Feeding" series in the desired sequence. Children view pictures and think about how to call the story. Of the names offered by children, the most appropriate, for example, "feeder" is selected.

Why did children decide to make a trough?

What did they need for this?

Where did the children hung the feeder?

Who gladly flew to the trough?

How to take care of birds in winter?

4. Fizkultminthka.

In the course of the poem, children perform the corresponding movements.

Quietly, quiet, as in a dream

Snow falls on earth.

From the sky, all the gunki slide -

Silvery snowflakes.

Spin over the head

Carousel snow.

On the snow, see, -

With Red Breast Snegiri.

5. Children's stories.

The speech therapist asks for children to carefully look at the pictures and think about how they will tell. And then suggests starting his story since why the children decided to make a trough.

Save winter has come. Tanya and Vanya went out to walk in the park. On the branches of trees sat sad cinemas, sparrows and bullfinches. It was cold and hungry. Tanya suggested Wana to help birds. And now the work boiled: the boy took the tools and building material, and the girl began to help him. When the feeder was ready, the children returned to the park again. Tanya served Wan feeder with food. Vanya hung her on a tree. They did not have time to move away, as the joyful voices of birds heard and saw them on their feeder.

6. The game "Count the birds and feeders."
An exhibited feeder made by children.

The speech therapist gives the task to count the birds that fly to the trough. The first "arrive" the sparrow, then the tit, etc. Children recalculate birds from one to ten. At the end of the game, the speech therapist tells the children that the swallow flew to the feeder. Children should noted that the swallow can not be in the winter at the feeder, because it is a migratory bird.

7. Outcome classes.

What did the story amounted to?

What are the birds that remain wintering?

How can I help birds in winter?

After classes, children together with the speech therapist are dressed, take their feeders made from the girlfriend, and go out. On the street, children hang feeders in the territory kindergarten And put food in them. In the future, children can conduct bird watching.

Lesson 13.

Drawing up the story "From where the furniture came to us"

(by reference pictures)

Objectives:

correctional educational:

Teach children to make a story on supporting pictures and words;

correctional-developing:

Expand and intensify the dictionary of children on the topic;

Develop the ability to select antonyms and console verbs;

correctional-educational:

Rail in children Self-monitoring for speech.

Equipment: Skinny Pictures: Trees, Saw, Factory, Carpenter, Furniture Store, Buyer, Furniture Shipping, House (picks up speech therapist).

Preliminary work: Reading Fear from the poem V.V. Mayakovsky "Who to be?" (About the joiners and carpenters). Games: "Who does what?" (Professions: Carpenter, Stolar, Master-Poulthers, Lesorb); "Master" (education adjectives from nouns); Drawing up descriptive stories using a description scheme.

Structure occupation

1. Organizational moment.

Reading the poem S. Marshak. "Where did the table come from?"

Take a book and notebook,

Sit down at the table.

And you could tell

Where did the table come from?

No wonder he smells of pine,

He came from the wilderness of the forest.

This table is a pine table -

I came to us from the forest.

He came from the wilderness of the forest -

He himself was once pine.

Oozed from his barrel

Transparent resin ...

But the hot saw

He entered the trunk deeply.

He sighed - and fell ...

And in the sawmill over the river

He became a log, he became a board.

Then in the joiner's workshop

The four-legged became ...

It is the inkwell on it,

Lies on him a notebook.

Behind him will work in the afternoon

I will decompose the drawing on it

When it comes,

To then drawings

Build a plane.

2. Announcement theme.

Knock on the door. Envelope make. The speech therapist pulls out pictures from it and puts them on the board. Then turns to children with a question: "What do you think, who could send us this letter and what does he want to tell us?" After listening to the answers of children, the speech therapist reads the return address. It turns out that the letter sent employees of the factory workers who made furniture that stands in the office. They ask for children to make a story on the pictures about how everything happened, write down and send it.

Today we will make a story on a series of pictures "From where the furniture came from us."

3. Conversation by pictures.

What trees make furniture from which trees? (Oak, nut, pines.)

Who rubs trees for the manufacture of furniture? (Loggers.)

Where are the trees on the boards? (On the sawmill.)

What professions turn trees to furniture? (Loggers, carpentry, carpenters, craftsmanship masters.)

What does each of them do?

What needs to be done in order for the boards to turn into furniture? (Draw drawing, cut the pieces of furniture, cover paint and
lacquer, dry, pack.)

Where are the finished furniture send?

How does the furniture come to our house?

What do you need to do so that the trees do not get less in the forest?

4. Game "Where do you need?"

Sofa, chairs, coffee table are needed in ... (living room).

The dining table and chairs are needed in ... (dining room).

Kitchen set, hinged cabinets in ... (kitchen).

Hanger, mirror in ... (hallway).

Bed, wardrobe in ... (bedroom).

Children's furniture is needed in ... (children's room).

5. Fizkultminutka .

6. Drawing up the story.

The speech therapist asks to remember the children, what they talked about in the classroom, and draw up a story, with a support in the pictures. To make a story better in a chain, but at the same time the speech therapist ensures that children logically connected proposals among themselves.

Approximate story

Rose into the forest large oak. Lesorba decided that it would get beautiful furniture. They saw him and sent it to the sawmill. On the sawmill, carpenters saw a tree on the boards. The boards were delivered to the factory. Here, joiners and craftsmanship masters began to work. They drank and collected parts of the furniture, covered their paint and varnish, packed and sent to the furniture store. Buyers wanted to acquire new furniture. In the store, the furniture was immersed in the van and delivered straight home. So furniture has reached us.

Composed by children story speech therapist writes. At the end of the lesson, the speech therapist and children invest in the envelope.

7. Children's stories.

8. Outcome classes.

Where are the furniture make?

People, what professions work on the manufacture of furniture?

How to protect the forest from destruction?

Lesson 14.

Retelling Russian folk fairy tale "Fox and Zhuravl"

(with elements of dramatization)

Objectives:

correctional educational:

Teach children to draw up retells close to the text and on the roles;

correctional-developing:

Develop the ability to build complex suggestions;

Develop creative abilities and artistry in children;

correctional-educational:

Relief in children the rules of good tone.
Equipment: The text of the Russian folk fairy tale "Fox and Zhuravl", crane masks and foxes, dishes.

Preliminary work: Reading and discussing artistic texts K.I. Chukovsky "Fedorino Mountain", "Muha-Costochuha", Brothers Grimm "Pot". The game "Name Right" (Classification of dishes - kitchen, dining room, tea, etc.).

Structure occupation

1. Organizational moment.

Game "Nazis Item"

The speech therapist calls a generalizing concept, and the child - the items included in this concept.

Dining room dishes - Satcher, spoons, plates ...

Kitchenware - kettle, frying pan ...

Coffee tableware - coffee pot, coffee cups, saucers ...

Tea tableware - cups, saucer, welding kettle ...

2. Announcement theme.

Speech therapist: If you are waiting for guests, how do you get ready for their arrival? (Children's responses.)

3. "Cutting table to tea" game.

Children are offered various dishes, table, tablecloth. But children must choose only tea dishes. The speech therapist covers the table with a tablecloth, and the children put the dishes on it and say: "I will put the sugarian on the table, because it is tea tableware", etc.

4. Reading a fairy tale with a subsequent discussion.
Today we learn how to meet each other

Fox and crane in the Russian folk tale. The speech therapist reads the text of the fairy tale, and then sets children questions in content.

How did you meet Lisa Zhuravl?

Why caravel could not eat treat?

What did Lisa do?

How did the crane met the guest?

Was she able to eat plenty?

What do the words mean "how did you get it, and responded"?

Why stop friends Fox and crane?

5. Fizkultminutka "SIP".
Performing movements by text.

The right hand cleaner Potatoes.

Finely nailed onions and carrots.

In a handful of Colcho, I will see very deftly.

Warm water handful of rice will wash.

Land in a saucepan rice with left hand.

Right hand take the chamber.

I mix the croup and potatoes.

I'll take the lid to the left hand.

I'll close the pan tightly with a lid.

Cooking the soup, boils and boils.

Smells so tasty! Salaucer puffs.

(I. Lopukhina)

6. Repeated reading a fairy tale with a retelling installation.

After reading, the children choose a fox, crane and author.

7. Retelling fairy tales.

Fox and crane masks and crane masks are used to retrace.

When finished retelling the first three, children choose the following narrator.

8. Outcome classes.

Who is this fairy tale?

Corrected Fox Crane?

Why did not get friendship in Fox and Crane?

Lesson 15.

Retelling story

B.S. Zhitkov "How the elephant saved the owner from the tiger"

Objectives:

correctional educational:

correctional-developing:

Develop the ability to build a statement without reference signals;

Consolidate knowledge about animal hot countries in children;

correctional-educational:

Rail in children a caring attitude towards animals living nearby.

Equipment: Text of the story B.S. Zhitkov "How the elephant saved the owner from the tiger"; Subject pictures with images of monkey, hippopotamus, lion, zebra, camel, giraffe, elephant (picks up a speech therapist).

Preliminary work: Reading stories by B.S. Zhtkov "About Elephant", D.R. Kipling (stories from the jungle book). Games: "Nazis Laskovo", "Corresponding."

Structure occupation

1. Organizational moment.

Game "Add Loudly"

In the hot countries live deft, tailed ... (monkeys).

In hot countries, large, thick-legged ... (hippos).

In the hot countries live strong, grivasty ... (lions).

In hot countries, gravily live, fast, striped ... (zebras).

In hot countries, humpbacks live, long-legged ... (camels).

In hot countries, spotted, long-haired ... (giraffes).

In the hot countries live huge, strong ... (elephants).

2. Announcement theme.

The speech therapist presents object pictures with images of these animals and asks children, which of these animals can be home. (Camels, monkeys, elephants.) The speech therapist tells children that today they will learn a story about how the elephant saved his owner. This story was written by B.S. Allians.

An explanation of the words: Hindu (a person who lives in India), to hit las (with force to throw to the ground).

Who was said in this story?

Where and why did the owner of the elephant set off?

Why did the elephant stop listening to the host?

What did the owner come with an elephant?

Who appeared because of the bushes?

What did the tiger want to do?

How did the elephant defend himself and his owner?

Why did the owner become repent of his act?

How to treat animals that live next to us?

4. Fizkultminutka "Giraffe".

In the course of the poem, children perform the corresponding movements.

Tear flowers easily and just

Children of small growth.

But someone who is so high

It is easy to disrupt the flower! (S. Marshak)

6. Retelling the story by children.

After re-reading the speech therapist offers children to tell this: first tell me where the owner went with an elephant, then who attacked them, and finish how the elephant saved the owner. Speech therapist: "Tell me what you will tell at first, how to continue and what finish your story." (When answering a question, the children secure the plan for building their statement.)

7. Outcome classes.

How do you feel about your pet pets?

Lesson 16.

Drawing up a story on the story picture "Family"

Objectives:

correctional educational:

Teach children to understand the content of the painting;

Teach children are connected and sequentially describing the depicted events;

correctional-developing:

Develop in children the ability to make a story collectively;

Teach children invent the events preceding the events shown;

Activate vocabulary;
correctional-educational:

Rail a caring attitude towards members of their family.

Equipment: Scene painting "Family" (Fig. 16).

Preliminary work: viewing the picture "Family" and a conversation on it; Reading artistic texts V. Oseva "just an old woman", P. Voronko "Boy-Help".

Structure occupation

1. Organizational moment.

Someone who correctly select signs and actions.

Mom (what?) - Smart, kind, caring, etc.

Mom (what does it do?) - cared, prepares, helps, etc.

Dad (what?) - ...

Dad (what does?) - ...

2. Announcement theme.

Every person should have a family so that we can take care and help each other. And today we will be a story about the family, which is depicted in the picture.

3. Conversation in the story picture.

Who is depicted in the picture?

How can I call this picture?

What do you think what time of day is shown in the picture? Why?

Name all family members.

What they did before they were going together.

What are busy now?

What is this family? [Friendly, big, cheerful, etc.)

What is the mood in adults and children?

4. Drawing up the story.

The speech therapist asks for children to carefully consider the picture. Then turns to them with the question: "How will you start a story?" The answers of children are compared, of all the most suitable is selected. Then the speech therapist offers children to start a story, but clarifies that they will say in turn: one starts, and others will continue and finish. First, tell us about what happened before the family gathered what they were busy now, and whether to live in such a family.

One story heard.

5. Fizkultminutka.

6. Stories of children.

Children choose the following narrator and continue to make a story.

A sample of the story drawn up jointly by the speech and children.

Dad and Mom returned from work, Vanya came from kindergarten, and Olya from school. At home they happily met grandfather and grandmother and invited to the table. After dinner, everyone engaged in his favorite thing: Vanya brought toys and began to play, the grandmother took up the knitting, and grandfather decided to read the newspaper. Ole also wanted to play, but it was necessary to solve a difficult task. Dad and Mom began to help her. How wonderful to live in such a family.

After collective telling of 1-2 children, the speech therapist asks to draw up a story independently.

7. Outcome classes.

Name all family members about which a story was made.

Who is the oldest in this family? And the youngest? What is this family?

8. Homework.

Draw a picture "I and my family."

Lesson 17.

Retelling Fairy Tales "Two Spines"

correctional educational:

Teach children to make retelling logical, consistently and close to the text;

correctional-developing:

Intensify the dictionary on the topic;
correctional-educational:

Rail in children hard work and a sense of pride in their work.

Equipment: The text of the Fairy Tale "Two Spit" (in the processing of K. Nefedova), subject pictures with the image of "braid-workers" and "braids-idle", which lasted in Saraj (Rusty).

Preliminary work: Reading Texts A. Shibayeva "Better Affairs is not found", B. Skoderika "Locksmith", G.A. Swimmer "Scooter", conversation in the content of texts. Games: "Who needs what to work?", "Name Tools." Conversation about safety technique when working with different tools.

Structure occupation

1. Organizational moment.

Sit down who will say to whom you need to work?

Careloy is needed - Spit.

Janitor - broom.

Cook - Cooking.

Logger - ...

Postman - ...

Cail - ...

Hairdresser - ... etc.

2. Announcement theme.

Subjects are exhibited: two braids. What is the difference? (Children's responses.) Today, from the fairy tale "Two Spines" we learn why these two braids are so different.

3. Reading the story with the subsequent discussion.
Explanation of small-faceted words and expressions: hayway, shed, canopy, cops, stratic time.

What is braid? What is the braid?

What did braids look in the story?

What they look like, and what are different?

Why can one braid be called a worker?

And why in the second - idleness?

What braid to work would you choose yourself?

Is it possible to say so about people: a man-worker, a loafer man?

Who else respect?

4. Fizkultminthka "Carpenter".

5. Re-read the story with the retelling installation.

6. Retelling the story by children.

7. Outcome classes.

Why did two braids look different?

Explain: what kind of person say "worker", and about what a slacker "!

Lesson 18.

Retelling the story E. Formika "First Fish"

Objectives:

correctional educational:

Teach children retell the story close to the text and according to plan;

correctional-developing:

Expand and intensify the dictionary on the topic;

Develop in children the skill grammatically correctly build their statement;

correctional-educational:

Raise self-control over speech.
Equipment: Text of the story E. Permyak "First

fish », Skinny pictures with the image of the hesh, sea, river and aquarium fish (selecting the speech therapist).

Preliminary work: Reading a fairy tale A.S. Pushkin "Tale of fisherman and fish", N. Nosova "Karasik", Russian folk fairy tale "By whining omen". Games: "Whose fin, whose gills?", Count Fish. "

Structure occupation

1. Organizing time.

The game "Who lives?"

The speech therapist calls fish habitat, and the child must choose and call out of the subject patterns, which are located on the table corresponding to the fish.

Sea - ... (shark).

River - ... (crucian).

Aquarium - ... (guers), etc.

2. Announcement theme.

What is the name of the soup, which is boiled from fish? (Ear.) Today we learn how I caught fish for the oars of Yura in the story of E. Permyak "First Fish".

3. Reading the story with the subsequent discussion.

Who is the saying about this story?

In which family did Jura live?

Where did Yurina family set down?

How many fish caught Yura?

What was welded from fish?

Why did everyone start to praise the ear?

What was Jura rejoiced?
4. Fizkultminthka.

5. Re-reading the story.

After re-reading the story, the speech therapist says that now the guys will need to retell it. And you need to retell like this: first to tell about where Yurina family went, then how many fish they caught and finish what Jura was happy.

Then the speech therapist appeals to the children: "How will you tell?" (Once or two children repeat the plan of the recovery.)

6. Stories of children.

7. Outcome classes.

What was the famous fish that Yura caught?

Who cooked uhu for Yura and his family?

What did Yure fishing like?

Lesson 19.

Drawing up the story "Dog-Sanitary"

according to the series of scene paintings

Objectives:

correctional educational:

Teach children to make a story on a series of scene paintings along a chain and in general;

correctional-developing:

Intensify and expand the dictionary on the topic;

Consolidate children's knowledge about military professions;
correctional-educational:

Education of patriotic feelings.
Equipment: A series of scene paintings "Dog-Sanitary" (Fig. 17-19).

Preliminary work: Reading artistic texts by A. Tverovsky "Tankista's story", A. Mityaev "Bag of oatmeal" with learning to conduct a dialogue on the read, modeling on the topic "Border Guard with a dog". Meeting with a veteran of war or campaign to the monument to "Defenders of Motherland".

Structure occupation

1. Organizational moment.

Summates the one who will name the military professions:

In artillery serve (who?) - Artilleryrs.

In the infantry - ... (infantrymen).

In tank troops - ... (tankers).

The sea is serving - ... (sailors).

In the air guard their homeland - ... (pilots).

On the border - ... (border guards).

In rocket troops - ... (rackets), etc.

2. Announcement theme.

Today we will learn about one military profession - the profession of Sanitar. But we will have an unusual sanitary. This is a dog. We will make a story about it today.

3. Conversation by pictures.

The speech therapist offers children to decompose the pictures in the desired sequence. Children view pictures in order to give the name to the future story.

What do you think when this story happened? (During the war.)

What happened to the soldier?

Where was he wounded?

Who came to help the soldier?

What did the soldier do when a dog approached him?

Why did the dog leaving a soldier?

Who she led to them?

What did Sanitars do?

What do you think will be with a soldier?

Who should he thank you?

Look again in the pictures and tell me who the soldier was in war? (Infantryman.)

How can I say about the soldier, what is he? (Brave, hardy, fearless.)

As you can say differently: Soldier ... (Fighter).

4. Drawing up the story.

The speech therapist asks 2-3 "strong" children immediately after the conversation to make a story on pictures.

5. Fizkultminutka.

6. Stories of children.

Exemplary story

War went. Soldier bravely fought for his homeland. But in battle, he was wounded in his leg and could not move. And suddenly he noticed how an unusual santic approached him. It was a dog. On his back, she carried a bag in which there was a bandage. The wounded knocked his leg. And the dog went for help. She returned with three senses. They shifted the fighter onto stretcher and attributed to a safe place. So the santic dog saved the life of the defender of the Motherland.

7. Outcome classes.

Who can be called the Defender of the Fatherland?

How to treat veterans of war?

Lesson 20.

Drawing up the story "Case on the street"

In a story picture

(with inventing preceding and subsequent events)

Objectives:

correctional educational:

Teach children to make a story in a storyline, with the inventing preceding and subsequent events;

correctional-developing:

Develop the ability to explain in detail their actions in detail;

Develop in children the ability to talk according to plan;

Consolidate knowledge on the topic;
correctional-educational:

Rail in children the ability to follow the rules of the road.

Equipment: Scene painting "Street" (Fig. 20); Model intersection from the designer; Three traffic lights, with a selected red (first traffic light), yellow (second) and green (third) light.

Preliminary work: hold a tour of the intersection (observe the movement of transport and pedestrians), with further analysis of the seen; Reading artistic texts I. Kalinina "How the guys passed the street", M. Korshunova "Rides, hurries a boy"; Working with a designer on the topic "On the street" (Production of the Crossroad model).

Structure occupation

1. Organizational moment.

The speech therapist meets the children from the crossroad model, which was built by children in the group and holds the game "Red, Yellow and Green": every child in his hands on a small typewriter, and they "pass" the crossroads, and the traffic panel exposes traffic director. Children should correctly react to the light of the traffic light and explain why they did it: "I stopped, because the red color was lit", "I will go further because green burns", etc.

2. Announcement theme.

Today we will make a story about the case that happened on the street. Picture is set.

3. Conversation in the picture.

What do you think, what time of year is depicted in the picture? (Spring.)

What can you prove that this is spring? (People are dressed in jackets, jackets, sweaters; on their heads they have hats and berets.)

What are surprised and frightened passersby?

Why did the boys decide to ride the car?

What do you think the car stood on site or moved?

Is it possible to do this to children (and not only)?

How can such entertainment end?

And what ended the story of Viti and Zhenya?
- Try to come up with the end of the story.

What advice can you give other children about behavior on the street?

4. Drawing up a story plan.

The speech therapist asks for children to once again consider the picture and asks the following questions:

How can I call our future story?

What will you speak at the beginning of the story?

How do you continue it?

How do you finish the story?

The answers are drawn up a plan, for example:

Spring came.

Fresh walk.

So you can not do!

The plan is repeated by several children, and then along the chain, children make up a story.

5. Fizkultminutka.

The game "Chauffeur" with an imaginary subject.

Rotating the imaginary steering hand, the children quickly "rushing" along the conditional paths, turning it right, then to the left. Well, if "driver" will be able to properly react to green, red, yellow light (colored circles).

6. Stories of children.

You can make stories as a chain and individually. The main conclusion from the story should be the idea that it is dangerous to stale on the road for life.

Exemplary story

The long-awaited spring has come. Vitya and Zhenya after school decided to walk. They went out on the street and saw the car that drove away from the sidewalk. Vitya suggested riding, and Zhenya agreed. On the move, Vitya jumped into the car, and Zhenya lagged a little. Vitya began to help him. Here they noticed passersby. They watched what was happening with horror. Some of the pedestrians began to shout and feed the signs to the driver to stop. The driver realized that something was wrong, and stopped the car. He came out of the car, and the frightened children jumped off the car and began to run away. They became not only scary, but also a shame for their act.

7. Outcome classes.

What is the name of the story that you composed?

Why can not be done as Vitya and Zhenya did?

Lesson 21.

Retelling the story k.d. Ushinsky "Four Desires"

Objectives:

correctional educational:

Teach children retell the story close to the text;

correctional-developing:

Develop in children the ability to logically build their statement;

Intensify the adjectives;

Exercise children in work on a deformed phrase;

correctional-educational:

Rail in children interest in artwork.

Equipment: Text story k.d. Ushinsky "Four Desires", plot pictures with the image of four seasons of the year (selecting the speech therapist).

Preliminary work: Reading artistic texts A.K. Tolstoy "Autumn! Out of our poor garden ... ", G.K. Squirt "Winter", I.S. Nikitina "Adjust: Spring is coming ...", games: "pick up a sign", "On the contrary".

Structure occupation

1. Organizing time.

Game "Pick up a sign"

Summer (what?) - Roast, warm, sunny, etc.

Winter (what?) - Snow-white, juice, harsh, etc.

Autumn (what?) - Golden, rainy, yield, etc.

Spring (what?) - long-awaited, warm, early, etc.

2. Announcement theme.

The speech therapist asks for children to call her favorite season. (Children's responses.)

Today we will find out what a favorite time of the year at the boy of Mitya from the story K.D. Ushinsky "Four Desires".

3. Reading the story.

After reading the story, the speech therapist sets the minimum number of questions. For example:

What was said in the story?

Who the main character?

4. Game "Make an Offer".

On, in winter, ride, fun, sledding.

On, well, meadow, spring, green.

Many, in, summer, forest, berries.

Apples, autumn, and, sleep, pears.

5. Fizkultminutka. Russian song

6. Re-read the story with the retelling installation.

7. Retelling the story by children.

8. Outcome classes.

Who is this story?

What is the favorite time of the year at Mitya?

Why did all the time of the year Mitya liked?

Lesson 22.

For a group discussion of life experience. Discuss how important it is to determine the basic language of the love of your children and tell them about the concept of five languages