Summary of a speech therapy lesson for 1st grade students with OHP
Subject: Speech. Offer. Word. Consolidation.
Target: consolidate students' knowledge on the topic.
Tasks:
Educational:
consolidate students' knowledge on the topic “Speech. Offer. Word".
Educational:
develop the ability to compose sentences from a picture, as well as to compose sentences from words given in the initial form.
develop the ability to answer in complete sentences.
develop auditory attention, the ability to grasp intonation completeness, differentiate a set of words and sentences by ear.
activate the ability to distinguish between interrogative, exclamatory and narrative intonation;
work on improving the intonation side of speech;
develop fine motor skills.
Educational:
Cultivate accuracy and the ability to organize one’s own activities.
Equipment: mirrors; individual story pictures; numbers 3, 5, 6 for each child; individual strips for drawing up sentence diagrams; individual cards with a dot; incentive stickers.
Progress of the lesson
Organizational moment (1 min).
The speech therapist welcomes the children. Clarifies the purpose of mirrors.
Articulation gymnastics (3 min).
The exercises are selected in accordance with the phonetic impairments of the group (the majority have impaired sound [r]).
Lip exercises:
“Smile”, “Tube”, “Window”, “Smile - tube - window” (5 times).
Exercises for the tongue:
“Let’s brush the upper teeth”, “Sail”, “Painter”, “Fungus”.
Children perform each exercise 3 times.
Main part (8 min).
A) Review conversation.
Let's remember what our speech is? /Conversation, question, story – this is our speech/.
What does our speech consist of? /Our speech consists of sentences/.
What do the proposals consist of? /Sentences consist of words/.
How are the words connected in a sentence? /The words in the sentence are related in meaning/.
How do they stand in a sentence? /They appear in order in the sentence/.
What signs can appear at the end of a sentence? /At the end of a sentence there may be a period, a question mark or an exclamation mark/.
When do we put a question mark at the end of a sentence? /When we ask/.
When do we put an exclamation mark? /When we rejoice/.
B) Dividing the story into sentences.
The speech therapist gives the children cards with a dot.
The speech therapist reads the story without pauses.
It was deep autumn. The forest looked gloomy and inhospitable. It rained almost every day. Low clouds crawled over the treetops. The cranes and storks have long since flown south. The forest was empty, dull and very quiet.
Did you like the story? Was everything clear to you? Did I read it well? /No/.
What was wrong? What did I do wrong? /There were no pauses/.
Yes. Now listen carefully to the story again and raise the period at the end of each sentence. Do you understand the task? /Yes/.
How do we determine the end of a sentence by ear? What will we listen to? /There will be a pause and the voice will lower./.
Fine. We listen carefully and raise the period at the end of each sentence.
The speech therapist reads the story.
Children complete the task.
The speech therapist gives the children cards with numbers.
Well done. Has anyone counted how many sentences are in the story? /No/.
Then I will read the story again, and you count how many sentences there are in it and show the number.
Re-reading the story.
Children show a number indicating the number of sentences in the story.
What were we listening to now? /We listened to the story/.
What was this story about? /About autumn./
Right. What does every story necessarily have that ours doesn’t? /Title/.
Let's come up with a name for it together. /Autumn/.
Fine. Well done. What does the story consist of? /The story consists of sentences/.
How are the sentences in the story? /The sentences in the story are in order/.
How are they related to each other in the story? /They are interconnected in meaning/.
How to determine the boundaries of a proposal? / There will be a pause and the voice will lower.
Finger gymnastics (2 min).
Now let's relax and exercise our fingers!
“Hooks”, “Fists”, “Shake off droplets of water”, “Fingers say hello”, “Hedgehog”, “Castle”.
Main part (continued) (11 min).
B) Riddle. Work in a notebook. Drawing up diagrams.
1. – Okay, well done! Let's open the notebooks, but we won't write anything in them yet!
Listen and guess the riddle.
Yellow leaves are flying.
They rustle underfoot.
The sun is no longer hot.
When does all this happen?/Autumn/
2. – Now listen again and remember the first sentence.
The speech therapist reads a riddle.
Who remembered? /Yellow leaves are flying/.
Yes, let's draw a diagram for this proposal.
Children draw a diagram in notebooks, a speech therapist draws a diagram on the board.
Where do we start drawing? /From the corner/.
What does corner mean? /The beginning of a sentence, we write with a capital letter/.
How do we separate words in a sentence? /We separate words with a space/.
How many words are there in a sentence? /There are three words in the sentence/.
Yes, how are words written in a sentence? /Words in a sentence are written separately/.
Right. Therefore, how will we draw them on the diagram? /We will draw with a space/.
What does the dot mean? /The period means the end of the sentence/.
And the arrow? / The arrow indicates a decrease in voice/.
Fine. What will be the first word in the sentence? /Leaves/.
What's the last word? /Flying/.
What about the second word? /Yellow/.
3. Independent work.
Well done. I’ll read the riddle again, and now you remember the second sentence.
The speech therapist reads a riddle.
Who remembered? /They rustle underfoot/.
Okay, now draw a diagram of this sentence yourself.
Children complete the task.
4. – Listen to the fourth sentence. What does it sound like? /With a question/.
Yes. Now everyone take turns saying this sentence. /When does all this happen?/.
I'm asking? /Yes/.
What sign should we put at the end? /Place a question mark/.
Draw a diagram of this proposal.
Children draw a diagram on their own.
Now let's say the same sentence so that our voice lowers so that it becomes declarative. /When all this happens/.
Physical exercise (2 min).
Now let's rest a little. Everyone got up.
Game “If it’s a word, we’ll clap, if it’s a sentence, we’ll stomp.”
If you hear a word, clap, and if you hear a sentence, stomp.
Day. A light rain began to fall. Month. Autumn. We are going to walk. The sun is shining. Mushrooms. You like autumn? I like summer. Sheet. What a nice weather! Clouds. Many clouds appeared in the sky.
Let's sit down. How did you determine where the word is and where the sentence is? /There are many words in the sentence/.
7. Main part (continued) (11 min).
D) Did. game “Is this a proposal?”
- Can what I say be called a proposal? Does it sound nice? /No/.
And make it sound beautiful.
Boy, open the door.
Sit, titmouse, on a branch.
Pear, grandmother, granddaughter, give.
Vitya, mow, grass, rabbits, for.
Petya, buy, ball, red, mom.
Girl, put a book, table, on.
Children make sentences correctly.
Guys, why can’t what I called be called a proposal? /The words there are not connected in meaning or order/.
D) Didactic game “Make a sentence.”
Now come up with a sentence that contains 2 words.
Children come up with suggestions.
Summary of the lesson (2 min).
What did we do in class today?
What did we remember in class today?
What did you like about the lesson?
The speech therapist evaluates the performance of each student and distributes incentive stickers.
Municipal educational institution
"Basic School No. 3"
Summary of a subgroup speech therapy lesson with students with
intellectual disabilities, 5th grade
Lesson topic: “Making sentences in different ways”
Purpose of the lesson: to consolidate the ability to construct sentences correctly.
Lesson objectives:
Educational:
Summarize knowledge about the “supply”;
Strengthen the skill of making proposals on issues based on
picture;
Strengthen the skill of writing sentences by rearranging words;
Strengthen the ability to correctly write a sentence.
Correctional developmental:
Develop grammatically correct speech in children (the ability to coordinate words
different parts of speech);
Develop skills in language analysis and synthesis;
Develop the ability to analyze a sentence (determine the number of words in
sentence, determine the sequence of words);
Develop reading skills;
Expand active and passive vocabulary on the topic “Spring”;
Develop logical thinking;
Develop auditory perception;
Develop fine motor skills.
Educational:
Develop the ability to listen to the speech therapist teacher and act in accordance
with instructions;
Develop the ability to act in a group;
Cultivate interest in the activity;
Cultivate friendly relations between students during the lesson.
Formed basic educational activities:
Cognitive:
make simple generalizations, compare using visual material;
read; write;
work with information that is simple in content and structure (understand
image, text, oral statement presented on paper
media).
Communication
:
communicate and work in a team;
ask for help and accept help;
listen to and understand instructions for a learning task in different forms
activities.
Regulatory:
show cognitive initiative in educational cooperation.
adequately observe the rituals of school behavior (raise your hand,
get up and leave your desk, etc.);
accept goals and voluntarily engage in activities, follow
the proposed plan and work at a general pace;
actively participate in activities, monitor and evaluate their
actions and activities of classmates;
correlate your actions and their results with given patterns,
accept an assessment of activities, evaluate it taking into account the proposed
criteria, adjust your activities taking into account the identified
shortcomings.
Personal:
awareness of oneself as a student, classmate, friend;
positive attitude towards the surrounding reality, readiness for
organization of interaction with it and its aesthetic perception;
independence in completing educational tasks,
agreements;
instructions,
understanding of personal responsibility for one’s actions based on
ideas about ethical standards and rules in the classroom.
Equipment: sentence diagrams, plot pictures on the topic “Spring”,
picture of a snowdrop, task cards, beans.
Lesson stage
Teacher's actions
Activity
students
1.Organizational
stage
2.Updating
knowledge
Good afternoon Sit down on
places. Tell me what it is now
season? let's do it again
remember and name the signs
arrival
Which
changes have occurred
V
nature?
Now let's remember what we're talking about
spoke at previous
classes? What they were doing?
spring.
What is an offer? Of what
does it consist? Let's remember the rule
writing a proposal.
Children
called
signs of spring,
changes
V
nature.
answer
Children
(were
offers,
determined
number of words).
on
Answer
questions.
Remember
writing rule
offers
(First word
written with a capital
letters,
at the end
offers
a period is put)
Children make up
proposal for
picture,
laying out the diagram
offers for
desk,
respectively
number of words.
Then
every
reads out his
offer,
indicates how much
there are words in it.
One writes down
offer
on
board, the rest on
notebooks, using
writing rule
offers.
Then
second
student writes down
offer for
board, the rest on
notebooks.
3. Goal setting and
lesson objectives.
4.Repetition
generalization
passed
material
Today we will continue
make up
offers
in different ways to determine
number of words in a sentence,
Right
write down
offers. Since it came
spring,
we will have suggestions
compose on the theme “Spring”.
1. Let's start by making up
proposal for
questions using
pictures (I give everyone their own
picture).
I go up to everyone, I observe,
help
I provide
at
compilation,
definition
number of words.
Cards
(issued
pictures):
together
questions
With
1. Who? What did you do? Where?
What?
2. Who? What are they doing? Which?
What?
3. Who? What did you do? What?
4. Where? Who? What are they doing?
What?
5. Who? What did you do? Which?
What?
Offers:
Children hanged on a tree
birdhouse.
The guys are throwing out paper
boats.
Students
birdhouse.
On the site, children plant
trees.
The girls found the first flowers.
Let's
offers.
made
let's write down
Children read from
queues every
your proposal,
then call him
Right,
lay out a diagram
on the table.
2. Now let's play the game
"Find the mistakes." I will read
suggestions for you, think about it
how to rearrange words.
Tell the sentence correctly.
I'm reading out
To each
offers,
where is it violated
logical sequence
words
The nimble little ones peck
sparrows
Fast ones run along the streams
streets.
The roof is dripping with icicles.
Countries are returning from
warm birds.
The first ones appear on the kidneys
trees.
If necessary, I provide
V
help
drawing up
offers,
laying out
schemes
Physical education minute
Guys,
3.
we are with you
remembered that it was melting now
snow and streams flow along the paths,
and you can launch boats.
Let's build a boat from
beans.
4. To do the following
task, you need to divide into 2
teams.
I give words to each team
on the cards from which you need
put together a sentence.
They bloom on the hills
first flowers.
It's heard over the fields
the buzz of the first bugs.
Children post
boat
from
beans.
his,
Each team
makes up its own
offer.
Reads out
calls
number of words in
proposal. One
of the students of the first
teams
Abstract: A report from the experience of working with children in a speech therapy group. The system of work is aimed at developing coherent speech in early preschool age and includes learning to compose sentences based on demonstrated actions, pictures, and subject pictures that are related to each other in meaning.
All great events begin with communication.
(Skilef)
One of the main tasks of raising and teaching preschool children is the development of speech and verbal communication. Connected speech is the most complex form of speech activity. It has the character of a consistent, systematic, detailed presentation. In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident.
The basis for the formation of coherent speech is the ability to correctly compose sentences and use them in everyday life.
The speech of preschool children develops rapidly, its semantic content is enriched, its vocabulary expands, and grammatically it begins to obey the norms of the language. From this time on, the child receives knowledge about surrounding objects, phenomena, and events not only visually, but also through verbal explanations from adults.
Using speech, a child can come into contact with other children and play with them, which also contributes to his development. Thus, speech contributes to the development of the child’s personality as a whole, expands his knowledge, his horizons, helps to communicate with others, and understand the rules of behavior.
The development of grammatical structure and coherent speech occurs simultaneously with the development of the child’s active and passive vocabulary and the formation of correct sound pronunciation. That is why the main task of teachers is to develop the skills of constructing different types of sentences and the ability to combine them into a coherent statement.
Therefore, in correctional and speech therapy work in kindergarten, close attention is paid to teaching children how to write sentences. This problem is solved through a variety of methods and techniques: drawing up proposals for demonstrated actions, pictures (several subject pictures interconnected), reference words, samples, etc. Forms of organization for the implementation of these methods can be educational activities, routine moments, games, productive activities, etc.
Working on a proposal begins with working on a simple, uncommon sentence. At this stage, children learn to feel the syntactic basis of a sentence, i.e. subject and predicate. Further work is aimed at the distribution and grammatical design of sentences. By developing in a child the ability to fully and grammatically correctly express his thoughts, we lead him to mastering coherent speech.
- Subject and predicate.
- Distribution of offers
- Grammar
- Mastering coherent speech.
Exercises for making sentences based on pictures (subject, situational, etc.) can be carried out using different methodological techniques. For exercises, two types of pictures are used:
1) pictures in which you can highlight the subject and the action he performs;
2) pictures depicting one or more characters and a clearly designated location.
Using them, children practice sequentially composing sentences of various semantic-syntactic structures. Let us give examples of sentence structures compiled from pictures depicting actions.
According to the pictures of the first type:
§ subject - action (expressed by an intransitive verb), for example: The boy is running, The plane is flying;
§ subject - action (expressed by an indivisible predicate group): Children plant trees; A girl rides a bicycle;
§ subject - action-object: A girl reads a book;
§ subject - action - object - instrument of action: A boy hammers a nail.
According to the pictures of the second type:
§ subject - action - place of action (tool, means of action): The guys are playing in the sandbox; The boys are skiing down the hill.
Junior preschool age.
We begin to develop in children the ability to correctly compose sentences from the younger group. The speech of three-year-old children is situational, so we teach the child to construct phrases from two or three words (simple sentences). Already in the fourth year of life, the ability to construct sentences of different types - simple and complex - develops. For this purpose, pictures, communicative situations, didactic games, routine moments, and dramatization games are used. The material can be toys, clothing, dishes, shoes, food.
The most common methods we use are: making a proposal based on the action being demonstrated and on the picture.
Drawing up a proposal for a demonstrated action is possible both in specially organized activities and at special moments, in dramatization games.
Making a sentence based on a picture is made easier by the fact that the action does not change, it is fixed. In dramatization games and routine moments, the word is combined with movement, the demonstrated action helps the child construct a sentence. Sentences drawn up based on the actions demonstrated are spoken out by the children.
You can teach children how to construct phrases in any game situation.
For example:
Looking at the picture, first we teach the child to answer the questions in monosyllables:
- What does mom do? (Is reading)
- What is the dog doing? (Barks)
- What are the children doing? (Sing)
Then, we teach children to form simple sentences by answering questions completely so that the child feels the basis of the sentence - the subject and the predicate. (It is possible to compile both from the picture and from the demonstrated action)
- What is Ksyusha doing? – Ksyusha is drawing.
- What are the guys doing? - The guys are playing.
Work on the grammatical design of the sentence and its distribution is carried out in parallel.
The formation of the ability to construct common sentences is facilitated by tasks like “finish the sentence”: according to the picture and according to the action demonstrated (The teacher or speech therapist begins to voice the sentence, and the child finishes) For example:
- Nastya is watering what? (Flowers)
- The postman delivers what? (Letters, newspapers)
- Masha catches what? (Ball)
- Who is the doctor treating? (Sick)
When looking at the picture, children spread the sentence with the help of a speech therapist or teacher.
- For example: Who is this? - Cat.
- What cat? Cat. - says the teacher, lowering his voice...
- ... fluffy,” the children finish.
- What does a fluffy cat do?
- Fluffy cat. lies on the rug.
- That's right, a fluffy cat is lying on the rug.
A similar technique can be reinforced with the help of a demonstrated action. For example:
Who is this?
Is Vanya happy or sad?
Funny!
What is cheerful Vanya doing?
Cheerful Vanya is sitting on a chair.
5) In the younger group, we also teach children how to spread sentences at the expense of homogeneous members.
In front of the children I lay out sets of pictures: vegetables (carrots, onions, cucumbers, potatoes), fruits (apples, oranges, lemons), animals (cat, dog, cow, calf), furniture (tables, chairs, cabinets).
First, we make simple sentences about what (who) is drawn in the picture.
Then I start a sentence and the children continue:
- Mom bought carrots and onions at the store.
- Grandmother has a cat, a dog, a cow and a calf in her village.
Children practice using generalizing words before homogeneous members of a sentence. The teacher begins:
- New furniture was brought to the kindergarten: tables, chairs, cabinets.
- The greengrocer sells delicious fruits: lemons, apples, oranges.
Children first continue the sentence, and then repeat it after the teacher or speech therapist.
6) A plot picture provides more opportunities for composing a sentence than a subject picture, because it is, as a rule, dynamic. For example, I ask a child the question “What do children do?” and thus I lead him to the construction of a simple sentence, to an awareness of the syntactic basis of the sentence. In his answer “The children go to the forest” there is a subject, a predicate and an adverbial.
At a younger age, we already begin to teach children to make sentences not only based on the action being demonstrated and one picture, but also based on two pictures that are related to each other in meaning. For example: bear and honey, cat and milk, flowerbed and watering can, doctor and syringe, etc.
The structure of the work of composing sentences based on two or more subject pictures related in meaning is the same as listed above.
At first, children simply name each picture individually. And then, using questions, they create a proposal. For example, based on two subject pictures: a bear loves honey, a doctor gives an injection, etc. Based on three subject pictures: bear, honey, tree - The bear climbed up the tree for honey.
To exercise children in constructing sentences, you can use the following games-exercises) in accordance with the lexical topic of the week (based on the actions demonstrated, pictures)
For example: “Doll Day” - Lexical topic: “Furniture” or “Dishes”. (What is the doll doing? The doll is sleeping on the bed. The doll is drinking tea. The doll is sitting on a chair. The doll is eating with a spoon. etc.)
“The Day of the Bear Cub” - Lexical topic “Wild Animals” (The bear cub loves honey. The bear cub plays in the clearing. The bear cub is looking for its mother).
A walk gives especially a lot for the development of speech: preparation for it, organization of observations and speech activity during the walk, appeal to impressions. Unlimited opportunity to create proposals for demonstrating action!
So, when getting the children together for a walk, we make sure to talk to the children: “Now we’ll go for a walk. Where will we go? (We'll go for a walk outside) Take the hat out of the closet. Give me your hat. Let's put it on our head. (I put on a hat) Look how beautiful your hat is (I have a beautiful hat).”
While walking, you need to constantly pay attention to the beauty of the surrounding nature, teach children to observe the weather and changes in nature. For example: “The clouds are floating”, “The wind is rustling”, “The trees are swaying”, “The trees are waving their leaves”, “Beautiful flowers are blooming”, “The little ant is crawling”, “The butterfly is fluttering”, etc.
The dynamics of the game action promotes children's interest and facilitates the solution of the didactic task.
Thus, we can trace the sequence of work on the formation of syntactic skills in young children: children learn to answer questions in monosyllables, construct a simple sentence, formulate and distribute it (with the help of the teacher) using homogeneous members, and then use generalizing words before homogeneous members ; finally they are brought to the composition of complex sentences.
Middle and senior preschool age.
In the speech of children of middle and senior preschool age, the number of simple common and complex sentences increases.
Work continues on the grammatical design of the sentence and its distribution.
The use of nouns in indirect cases - accusative, dative, instrumental, genitive - without prepositions and accusative, dative, instrumental, genitive, prepositional cases with prepositions:
a) nouns in the accusative case without a preposition after transitive verbs: Tanya washes the floor; Mom bought a toy; I watch TV.
b) nouns in the dative case: Seryozha gave a pencil to Petya; Tanya helps the nanny;
c) nouns in the genitive case without a preposition: this is Igor’s hat, this is Mishka’s house, his brother’s book; I brought one pencil, two pencils; He ate three pears; Petya gave Tanya four cubes (stamps, pencils);
d) nouns in the instrumental case without a preposition (instrument of action): I draw with a pencil, chalk; Children wash their hands with warm water; Tanya brushes her teeth with toothpaste; You need to dry your hands with a towel;
e) nouns with prepositions in, on, with, at, by, under, above, which serve to express spatial relationships, composing phrases that answer the questions where? Where? where from?: I’m going to kindergarten (to?); I was in kindergarten (where?); I’m coming from kindergarten (why?); The bear climbed a tree (why?); A bear sits on a tree (where?); The bear climbed down from the tree (from where?); A bird sits on a branch (where?); The bird flew away from the branch (why?); Katya entered the forest (why?); Katya was in the forest (where?); Katya came, returned from the forest (where?); Children walk in the park, through the park (where?); The truck drives through puddles (where?); I was on the street (where?); Walked around the garden (where?); The cabinet is located by the window, against the wall (where?).
f) nouns with prepositions to, from, serving to express spatial relations, corresponding to their questions where? where from?: Petya went up to the tree (to the tree?); Petya moved away from the tree (what?).
Matching prefix and preposition.
2. Verbs: a) verbs of movement: go, ride, run, etc.; b) state verbs: sleep, eat, talk; c) action verbs: draw, sculpt, touch, etc.; d) prefixed and non-prefixed verbs: went to... - came to...; painted - painted; ask for... - ask for...; e) reflexive verbs: prepare a matinee - prepare for a matinee; lift a toy - climb the stairs, take the elevator.
3. Adjectives denoting color, shape, material; adjectives in the comparative degree: less, more, narrower, higher, shorter, longer, etc.
4. Unions of composition and submission. The use of coordinating conjunctions (a, but, and, that), which serve to connect words in a sentence and to connect sentences, and subordinating conjunctions (that, that, because, if, when, since) to connect sentences.
For example, I offer the children several pictures:
1) the girl washes the floor with a brush;
2) the boy makes a boat for the girl;
3) the girl draws a clown.
When answering questions (who? is doing what?), children first build two-word sentences, then use auxiliary questions to expand them.
1. The boy makes a boat.
A boy makes a boat for a girl.
A boy makes a paper boat for a little girl.
2. The girl draws a clown.
The girl draws a clown with pencils.
A girl draws a clown with colored pencils.
For the correct construction of sentences, mastery of verbal vocabulary is essential. In the process of teaching children to compose phrases and sentences with verbs, the child is led to construct a coherent statement. For this purpose, we use “Complete the Sentence” exercises or specially created everyday situations.
- Masha took the iron, she will (iron the clothes).
- Dima took a saw, he will (cut a log).
- Yura took an ax and he will (chop).
- Dad bought Alyosha a bicycle, Alyosha will (ride a bicycle).
- Productive exercises are those in which the child must answer questions in complete sentences.
- Who is taken to kindergarten?
- Whom does the teacher teach?
- What does the artist draw?
Let's move on to complex sentences. Mastering the skills of constructing complex sentences requires understanding the meanings of composition and subordination conjunctions.
You can introduce conjunctions into speech through exercises in which you need to answer questions with a whole sentence or complete a sentence. Such exercises help develop the ability to use complex sentences.
“Finish the sentence.”
Little Nastya slid down the hill on a sled, although (she was scared).
Tanya was given a doll because... We went for a walk outside when... The children went to school to. That's why Nadya didn't listen to her mother. It started to rain, but we...
"Answer the questions".
Why do birds fly south in the fall? When can you cross the street? What is a vacuum cleaner for? Why did Misha go to the library?
Questions “why?”, “when?”, “why?”, “for what?” develop in the child the ability to establish cause-and-effect, temporary, target connections and relationships.
The appearance of complex sentences in children’s speech indicates the child’s knowledge and understanding of the connections and relationships that exist in real life.
Selection of homogeneous definitions to coordinate a noun with an adjective in gender and number.
- What is the weather today? (Good)
- Why good? (The sun is shining, it's warm, there's no wind, there's no rain)
- What day is it like when it's warm? (Warm)
- What day is it like when the sun is shining? (Solar)
- And when there is no wind? (Windless) Etc.
Listening to sentences and composing answers to questions with the correct use of prepositions.
Offers
- The children were at school. The boy went behind the house.
- There was snow on the roof. The cat crawled under the floor.
- The sparrow was sitting on the fence. The swimmer dived under the water.
- Motor ships dock at the pier. The man turned the corner.
- The dishes were placed on the table.
- Where did the children come from? (From) Where did the boy come from? (Because of)
- Where did they dump the snow from? (C) Where did the cat come from? (From underneath)
- Where did the sparrow come from? (C) Did the swimmer surface? (From underneath)
- Where do the ships depart from? (From) Where did the person come from? (Because of)
- Where did the dishes come from? (So)
The teacher begins the phrase, the children finish it.
- Today you need to wear galoshes, because... (there are puddles in the yard).
- Seryozha took a pencil to... (draw).
- Seryozha can’t reach the bell because it’s... (small).
- Children water carrots so that... (they grow well).
“One starts, the other continues.”
The teacher invites the children to continue the sentence:
- Mom bought Kolya... a red flag.
- In the morning the children go... to kindergarten.
The teacher begins. In our flowerbed. Who wants to continue? Galya. The red carnation blossomed. Educator. Can we continue? Vitya. She smells very good. Educator. Now say it all at once.
Galya. A red carnation has blossomed in our flowerbed and it smells very good. And so on.
Exercises for constructing sentences with subjunctive verbs.
“Finish the sentence.”
- We will go for a walk if... (it doesn’t rain).
- Flowers will dry out if... (they are not watered).
- If I had not helped Natasha, she would... (could have fallen).
- The cup will break if... (drop it).
Consolidation of these communication skills is carried out by children systematically repeating various interrogative sentences according to the given instructions, the teacher’s speech pattern, as well as by correcting the child’s statements by the teacher and other children in the process of live speech communication.
Emelyanova E.S.,
teacher speech therapist
Russian language lesson UMK OS "School 2100"
Primary school teacher, Municipal Budgetary Educational Institution Secondary School No. 3, Ardon
Kalaeva Svetlana Soslanbekovna
The lesson was taught using the activity method technology
Lesson type: OZ
Discovery of new knowledge
Subject: Drawing up proposals based on schemes.
Target: development of skills to read and draw up sentence diagrams and construct sentences using diagrams; development of the ability to compose sentences from words.
Equipment:Computer.
Regional component. Song soundtrack “Hike Song” by R. Ilurov, Zh. Gabueva
Russian language textbook (R.N. Buneev, E.V. Buneeva) 2nd grade
During the classes
1.Self-determination for educational activities.
“Where there is a will, there is a way!”
Motivating students for learning activities through analysis of the lesson motto ( creating an emotional mood for joint collective activities).
Why do we have such a motto today? (We will discover new knowledge.)
Yes, you guessed it, today we have a lesson in discovering new knowledge, which means that you and I will be engaged in educational activities.
- Are you ready to go? Then let's go!
Wish each other good luck!
(The phonogram of the song “Marching Song” by R. Ilurov, Zh. Gabuev sounds)
I. Updating knowledge.
Cognitive UUD:
1) we develop ability to extract information from diagrams, illustrations, texts;
2) present information in the form of a diagram;
3 ) identify the essence and features of objects;
4) draw conclusions based on the analysis of objects;
5) generalize and classify according to characteristics;
6) navigate the spread of the textbook;
7) find answers to questions in the illustration.
– Open your notebook.
– What should you write down? (Date.)
Commented number entry.
– What entry should be made next?
– Write the words “Cool Job.”
1. Copying from the board. Creative task: add words that suit their meaning.
After the rain it started to shine... ( Sun ).
Appeared in the sky... ( rainbow ).
What a good... ( weather )!
Questions and tasks:
– What did you end up with while recording? (Sentences, text.)
– What signs of proposals can you name? (The words are related in meaning, the first word is written with a capital letter, and there is a period or exclamation mark at the end.)
2. Vocabulary work.
– Underline the vocabulary word in the last sentence.
Working with the word weather in the “Spelling Notebook” on p. 29.
3. Checking homework.
– How many sentences from ex. 14 did you write out? (3.)
– What are these offers called? (These are proverbs.)
– What do they have in common? (These are proverbs about work.)
P.– Has anyone written down a proverb with the same or similar meaning?
Children read proverbs they found at home.
P.– What other proverbs did you find?
– Find the vocabulary word among the unwritten words. ( Job .)
– Write it down and highlight the dangerous part.
II.Problem formulation, activity planning.
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 task;
3) predict upcoming work (make a plan);
4) carry out cognitive and personal reflection.
The diagrams on the board are:
– What is shown on the board? (Word scheme and sentence scheme.)
– How did you tell them apart? (In the word scheme there is no capital letter, there is no sign at the end of the sentence; in the sentence scheme there are several words, the first is with a capital letter, at the end of the sentence there is a period.)
– Which of the sentences written on the board and in notebooks does this diagram fit to? (1 and 2.) Why? (They have four words.)
– Try to compose a sentence yourself using the same scheme. ( A dog jumped out of the house. It is raining outside. )
– How does a scheme differ from a specific proposal? (There is only one scheme, but many proposals can be made for it.)
– Formulate the topic of the lesson. (“Scheme of words and sentences. Composing sentences using schemes”.)
– What actions will we perform, what skills will we develop? (Make diagrams of words, sentences; make sentences using diagrams.)
– Let's make a lesson plan.
Plan ( exemplary).
Repeat patterns of words and sentences.
Learn to write sentences using diagrams.
Learn to write a sentence correctly.
– What were we doing now? (We were planning our activities.)
ΙΙ I. Development of skills – application of new knowledge.
Communication UUD:
1) 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.
Work according to the textbook.
Ex. 16 (develops the ability to distinguish between word patterns and sentence patterns)
Make sentences based on the diagrams based on the pictures.
Ex. 17 (develops the ability to read sentence patterns and determine the number of words in them)
Make up your own sentences based on the diagrams.
Questions after completing the task.
Personal results:
1) We develop the ability to show our attitude towards the characters and express our emotions;
2) evaluate actions in accordance with a specific situation;
3) we form motivation for learning and purposeful cognitive activity.
– Exiled, what should have been done?
– Were you able to put together a proposal?
– Have you made any interesting proposals?
– Did you put it all together yourself or with the help of a friend?
– Well done! You not only composed the proposal correctly, but also objectively assessed your work.
Ex. 18 (speech and communication skills develop)
Match pictures, visual information with words and sentences, argue your position, make sentences from words.
Text on the board:
The bunny was jumping around the clearing. He saw a tree stump and mistook it for a wolf. The cowardly bunny got scared and ran away.
2. Auditory dictation.
The teacher reads words and sentences, and students make diagrams for them by ear.
Spring... The holidays will begin soon. Will we go to Kosta Khetagurov’s homeland? The excursion was wonderful!
– What work were we doing now?
– What did you study?
– Who dealt with it easily?
– Who has had a hard time so far?
– Who or what helped you cope?
– What were we doing now?
– What skills did you develop? (Ability to work with information.)
Ι V. Lesson summary. Reflection.
– Read the lesson plan points.
Great hard work and your thirst for knowledge helped us overcome all difficulties and make a discovery in the lesson.
- What have you learned?- Are you satisfied with your work?- Based on the table, complete the sentences. Today I found out... How read and diagram sentences and construct sentences using diagrams. Now I can... make up a sentence made of words. V. Homework. Prepare for a vocabulary dictation using exercise. 19.Ex. 18 – write down 1–2 sentences from the words chosen for the drawing (you can use the sentences you made in class) and make diagrams for them.
Speech therapy lesson in 1st grade
Topic of speech therapy lesson :
“Composing sentences from individual words given in disorder”
We looked to the left, we looked to the right.
They lowered their eyes down. And now they raised it up.
We looked at each other…..set to work!
1.- I’m reading a quatrain to you, and you can guess from the description what letter we’re talking about and find this letter on the table:
The letter is very important, I imagined it was terrible.
The chest is a wheel, the stomach is inflated. As if there is nothing more important here. /IN
This letter is like a bookshelf…..shouts after everyone:
Friends, don’t rush, you put the books on my shelf...”/E
The crescent moon was melting in the sky, the crescent was bending towards damage.
And that’s why the letter shone for us from heaven.../WITH
I suddenly developed a song about this letter:
NNNNNNN - it turned out to be a song /N
Everyone knows the letter..., the letter is very nice.
And besides, this letter is the main one in the alphabet/A
- What word can be made from these letters? / SPRING
Today we will talk about spring, perform interesting tasks with letters and words.
2. Characteristics of sounds. Place the colored pebbles on the corresponding letters and explain why you placed them that way.
How many letters and sounds are there in this word? How many syllables? What question does this word answer, who or what, why?
3. Game for auditory attention “Rattle…”
And now we’ll play, I’ll tell you the words, if the word fits the description of spring, you’ll rattle it with a rattle, if not, you’ll rest: affectionate, warm, gloomy, sunny, frosty, dark, noisy, talkative, babbling, vociferous, boring, cloudy , snowy.
One of the signs of spring is the return of birds to their homes. And I suggest you build a birdhouse. And who will live in it? (starling)
4. Task for the development of fine motor skills: “Building a birdhouse”
We will build a birdhouse from colored lids: thumb and index finger, thumb and middle finger, thumb and ring finger, thumb and little finger.
Physical min. "Birds"
5. Word game “I, you, we, you, they” - changing a sentence by adding a pronoun:
I'm building a birdhouse. You are building a birdhouse…….
And now say the opposite with passing the ball:
In winter the snow is clean, but in spring it is…..dirty.
In winter the days are cold, and in the spring they are…….. warm.
In winter the sun is dim, and in spring –……. bright.
In winter the weather is often cloudy, and in spring it is…….. sunny.
6. Dynamic pause. Vision correction “Birds” /on a computer.
7. Working on a proposal: “Make a sentence from the given words.”
I have many different words. Are you ready to understand them?
Whether you read a story or a poem, I am definitely in them!
But if you mix up all the words, you won’t be able to understand me.
A strong, gusty spring wind blew and mixed up all the words.
(An early, warm spring has arrived,long-awaited.
Nests , hatch, chicks, and, birds, hatch)
B) Make a sentence diagram (magnetic strips).
C) Find the main members, determine what questions they answer, put the appropriate symbols (m.r, zh.r, action word + underline with 2 sticks, attribute word)
8. -And now for a minute of penmanship: add letters to the words of the sentence you composed. Read the sentence (printed on the card)
Which tasks in the lesson were interesting to you and which were difficult?
This is a surprise from the starling in gratitude for the birdhouse you built. Thanks for the lesson.
At__dup__la to__year-oldvein.
Birds they make nests and hatch chicks.
P__ile__ay__ migratory__p__its.
Go__littles came running from the mountainshandle_yk__.