Compiled by: teacher-speech therapist Elizaveta Anatolyevna Savilova, teacher-speech therapist Gorokhova Irina Nikolaevna. We bring to your attention, from the experience of our speech therapy work, several exercises from the “Homework Notebook for Children 6–7 Years Old with General Speech Underdevelopment.” The effectiveness of the tasks presented in our notebook has been confirmed by many years of practice. The exercises are accessible, entertaining, discipline, and teach the child to perform them independently. After all, it is important for parents to provide assistance to their child in a timely manner to consolidate the results of the work done by teachers.

Working with parents is the most important link in correctional work.

Negative factors such as the passivity of parents and their psychological and pedagogical incompetence play a major role in the appearance of speech development disorders and neurotic speech disorders in children. According to M. F. Fomicheva, I. V. Rozhdestvenskaya, N. S. Zhukova and other authors, parents often do not understand, do not know or underestimate the importance and significance of the development of all aspects of the child’s speech, while ... “the skill of correct speech, like good skills, is acquired in the family.” Systematic, skillful education of speech not only ensures mastery, but also prevents, in most cases, the occurrence of speech deficiencies, and here the help of parents working under the guidance of a speech therapist is especially important.

There are several tasks in working with parents: to develop their readiness for effective pedagogical work with children - to correct the child’s sensorimotor and speech processes, to develop fine motor skills, to help them master the correct pronunciation of the sounds of their native speech, to work on the lexical-grammatical structure of speech and coherent speech, as well prepare the child for literacy, reading and writing. These tasks are implemented through various activities.

When getting to know the family, it is necessary to explain the importance of doing practical homework. First, parents are invited to conversations, consultations and are taught how to work on individual assignments. Attention is drawn to the behavior of parents when doing homework, the peculiarities of their speech, and methods of doing it at home.

Parents aim to work with their child for a long time, which can take place not only at the table, but also on the way home, on a walk, and in various home situations.

Homework book

Dear parents!

In front of you is a notebook for homework with a child in a speech therapy group.

By working with your child, you contribute to:

Development of his attention, memory, thinking;

Development of a child’s visual and auditory attention;

Development of his ability to navigate in space;

Preparing the child's hand for writing;

Replenishment and expansion of the child’s vocabulary;

Formation of coherent speech in him, teaching the child to read and write, read and write;

Developing a child’s ability to communicate with peers and adults.

A kindergarten graduate must have an idea of ​​himself and the world around him; able to solve intellectual and personal problems; manage your behavior; observe the rules of communication and behavior in society; be emotionally responsive, inquisitive, active, and ready for learning activities based on acquired skills and knowledge.

It is better to perform each task in 2-3 steps lasting no more than 15-20 minutes in the suggested sequence.

The child should hear only correct speech in the family. Instill correct speech skills, emphasize successes, praise when he deserves it - this will help strengthen your child’s self-confidence.

We wish you success!

homework

for children 6–7 years old with general speech underdevelopment.

Topic: “Mushrooms and berries”

1 Learn the counting rhyme.

I'm carrying a box

There is a fungus in the box,

And blueberries

Blueberry,

And lingonberries,

Stone berry,

And hazelnut -

Run away, don't stand!

2 Game “Explain the word.”

Example. Boletus - grows under aspen

Boletus ___

Russula___ Boletus___

Boletus___

Fly agaric ___

Oil can___

Volnushka ___

Chanterelle ___

3 What is more in the forest? Berries or lingonberries?

4 What mushrooms are hidden in the picture? Look at them, name the mushrooms, count them.

5 Game "Fourth wheel". What's extra? Why?

Cranberry, swamp, lingonberry, blueberry. ___

Raspberries, basket, gooseberries, currants. ___

6 Game “What juice? What kind of jam? »

Example. From strawberries - strawberry juice, strawberry jam.

From raspberries - ___

From blueberries - ___

From rowan - ___

From cranberries - ___

From blackberries - ___

From currants - ___

7 Color Carlson and two identical jars of jam. *What kind of jam do you like? **Tell me how to make jam.

The letter K and the sounds K, Kь.

1 Shade the letter K according to the pattern. 2 Find and color the letter K.

What color will you paint it? Why?

3 Color the pictures that have the sound K in their names.

4 Type the letters Kk according to the model.

5 Read the encrypted word based on the first sounds of the words naming the drawn objects.

Topic: “Wintering birds”

1 Learn the riddle, draw the answer.

I'm knocking on wood, I want to find a worm. Even though he hid under the bark, he will still be mine.

2 Count from 1 to 10.

One dove, two doves, ___

One crow, two ___

One sparrow, two ___

3 Find the similarities and differences between the crow and the tit.

4 Game “Why is it called that? » Explain the meaning of complex words:

Example. Long-tailed - the bird has a long tail.

Gray-eyed ___

Red-breasted ___

Black-eyed ___

Speckled Head ___

Hardworking ___

Migratory ___

Swiftwing ___

Heat-loving ___ Insectivore ___

Fleet-footed ___

Sharp-billed ___

5 Game “For what? »

Tell me, why does a bird have a beak? ___

Why does a bird need wings? ___

Why do birds need feathers? ___

What does a bird need a tail for? ___

Why do birds have claws? ___

Why do birds have eyes? ___

6 Game “What can birds do? "Name the action words.

Birds can fly, ___

Vocabulary: fly, arrive, fly away, fly in, sing, chirp, shout, wave, curl, lay off, hatch, nurse, destroy harmful insects.

7 Find and color a magpie, a sparrow, a tit.

* Name all the wintering birds in our region.

**What birds come to us in winter? Why?

*The task corresponds to the program content

**Advanced task

Letter M and sounds M, Мь

1 Color the big letter blue, 2 Put dots in the letter

and the small one is green.

M is a consonant.

3 Connect with the letter M only those objects whose names begin with the sounds M or Мь.

4 Make the shapes the same.

5 Cross out the letter that is different from the rest.

6 Write according to the model.

Topic: “Christmas tree holiday. Winter fun"

1. Learn the poems of S. Ya. Marshak

In December, in December

All trees are in silver.

Our river, like in a fairy tale,

The frost paved the way overnight,

Updated skates, sleds,

I brought a Christmas tree from the forest.

The tree cried at first

From home warmth.

In the morning I stopped crying,

She breathed and came to life.

Its needles tremble a little,

The lights lit up on the branches,

Like a ladder, a Christmas tree,

The lights shoot up.

2. Game “One - many”.

The boy is skating. Boys ___

The boy is skiing. Boys ___

A girl is sledding. Girls ___

A girl rides down a slide. Girls ___

3. Please draw the gifts that you want to find under the tree on New Year's Eve.

4. Choose words-signs.

Christmas tree (what) ___

Holiday (what) ___

Christmas decorations (what) ___

Santa Claus (what) ___

Snow Maiden (what) ___

Gifts (what) ___

5. Complete and color the second picture.

* Do you decorate the Christmas tree at home? How do you decorate a Christmas tree?

** Which Christmas tree is better to decorate at home for the holiday, live or

artificial? Why?

*The task corresponds to the program content

**Advanced task

Sound and letter O

1 Color it red 2 Shade it. 3 Find and color

both letters and remember. letter O.

O is a vowel sound.

4 Connect with the letter O only those objects whose names begin with the sound O.

5 Complete the letter O.

6 Cross out the letter that is different from the rest.

7 Write according to the model.

Literature.

1. Agranovich Z. E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg : Detstvo-Press, 2000.

2. Vasilyeva L. A. Grammar and vocabulary in new poems for children 5-7 years old. St. Petersburg : Karo, 2008.

3. Epifanova O. V. Development of speech. The world. Volgograd: Teacher, 2007

4. Karpova S.I., Mamaeva V.V. Development of speech and cognitive abilities of preschoolers 6-7 years old. St. Petersburg : Speech 2007.

5. Krupenchuk O.I. Teach me to speak correctly. St. Petersburg : Litera, 2001.

6. Konovalenko V.V. Frontal speech therapy classes in the preparatory group for children with functional disabilities. M.: GNOM i D, 2003.

7. Lopukhina I. S. Speech therapy: exercises for speech development. St. Petersburg : Childhood-Press, 1997.

8. Smirnova L. N. Speech therapy in kindergarten. M.: Mozaika-Sintez, 2004.

9. Teremkova N. E. Speech therapy homework for children 5-7 years old. M.: GNOM i D, 2005.

10. Yakimovich O. A. Notebook for preschoolers 6-7 years old. Speech therapy games and exercises: homework. Volgograd: Teacher, 2011.

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LEARNING TO SPEAK EXPRESSIVELY

Children of the seventh year of life clearly capture the shades of the mood of adults.

By the tone of your voice, by the intonation, the baby can easily determine your attitude towards him, towards what is happening, feel tension, joy, disappointment. Naturally, the child understands well and distinguishes when you are talking to him with interest and when you are talking formally. The child’s reaction to your words will also be either sincere or formal. If you just pretend that you are listening to some story, description, or impressions of the baby, then the child will try to finish quickly, mumble what he is about to tell, and withdraw.

Communicate with your child more often, show that you empathize with him, want to understand him - and then he will completely open up to you, you will find out how your baby feels, what he is thinking about, why he decided to trust you.

The quality of the baby’s speech depends on how you talk to your child, how intonationally expressive, melodic, and emotionally charged your speech is. Normally, a child of the sixth year of life distinguishes between interrogative, motivating, and narrative intonations, and can convey shades of feelings and emotions with his voice.

Children with speech disorders have disturbances in the intonation expressiveness of speech, the processes of perception and reproduction of intonation structures of sentences.

However, at this age, children may stammer, repeat words, and speak very quickly. To prevent hesitations from becoming permanent and a fast pace of speech from becoming established, adults should not rush the child or speed up his speech, but should allow him to calmly express his thoughts. The following exercises will help make your child’s speech more expressive and emotionally rich.

Read a poem to your child with an expression that contains “sayings” of various animals speaking in different voices:

Who broke the raspberries in the forest? - - Who stole our honey from the hive? -

The hare squeaked subtly. The bees buzzed together.

The hare's ears were moving, what should the poor bees think -

He was trembling all over with fear. The honey was eaten, but they don’t know by whom.

Who stirred up the swamp? - The frog croaked loudly.

From muddy swamp water. The top of her head is barely visible.

Who's dissatisfied with anything here? A menacing roar was heard in the forest.

I ate raspberries to my heart's content! I was trampling in the clearing!

Invite your child to insert the same repeated phrase into the poem, using different intonations:

Vadik woke up in the morning when they had eaten,

And he hurried to find out that Vadik began to play.

Looking slyly at mom: He said, finishing the job:

Shall we go for a walk with you? - Let's go for a walk with you!

Well, let's not wait. Since I promised

Let's go for a walk with you!

(didactic games for speech development)

“Complete the sentence” (using complex sentences)

Mom put the bread... where? (into the bread bin)

Brother poured sugar... where? (into the sugar bowl)

Grandma made a delicious salad and put it... where? (in a salad bowl)

Dad brought candy and put it... where? (into the candy bowl)

Marina didn't go to school today because... (fell ill)

We turned on the heaters because... (it got cold)

I don't want to sleep because... (it's still early)

We will go to the forest tomorrow if... (the weather is good)

Mom went to the market to... (buy groceries)

The cat climbed a tree to...(it was the dogs who saved themselves)

"Who's for a treat?" (use of difficult forms of nouns)

The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain?

Who wants meat? Who wants fruit?

“Name three words” (activation of the dictionary)

The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

What can you buy? (dress, suit, trousers)

What (who) can jump? Etc.

"Who wants to become who?" (use of difficult verb forms)

Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

"Zoo" (development of coherent speech).

Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance;

2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story.

Then, by rotating the arrow, they determine who should guess the animal being described.

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who was who or what was what"

(activation of vocabulary and expansion of knowledge about the environment).

Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

"Name as many objects as possible"

(activation of vocabulary, development of attention).

Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.

“Pick a rhyme” (develops phonemic awareness).

The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.

There was a bug walking along the road,

He sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

LEARNING TO TELL.

The mass phenomenon associated with the low level of speech development of children is due to serious reasons. The computer has widely entered our daily life. Children communicate little, their speech experience is limited, and their language means are imperfect.

The need for verbal communication is not sufficiently satisfied. Conversational speech is poor and laconic. Children's interest in reading has sharply decreased.

Social problems of society do not allow parents to pay enough attention to the comprehensive development of their children.

One of the most important tasks of teaching preschoolers is the development of coherent speech. Every child should be able to express their thoughts meaningfully, grammatically correct, coherently and consistently.

This will help him overcome silence and shyness, be sociable, and confident in his abilities. At the same time, the child’s speech should be lively, spontaneous, and expressive.

After six years, when a child has a fairly large stock of knowledge about the world around him, he begins to invent and compose with pleasure, showing creativity. You can help your child come up with stories and stories in different ways:

• add a word denoting an object to the title of a well-known fairy tale. For example, “The Wolf, the Seven Little Goats and the Computer”, “Tom Thumb and the Engine”, etc.;
• move the plot of a familiar fairy tale to another time and space. For example, “Once upon a time there lived an old man and an old woman in our days,” “Little Red Riding Hood on a desert island,” etc.;
• invite the child to change the ending of the fairy tale, using the technique of introducing an object or phenomenon into the plot narrative. For example, the bear cubs from the fairy tale “Two Greedy Little Bears” eat a greed pill instead of cheese;
• offer a look into the past or future of fairy-tale heroes: what happened before with this or that hero, what may happen later;
• write a letter to your favorite character or author of a fairy tale;
• compose a conversation between fairy-tale characters on the phone (on any topic);
• make up a fairy tale using reference words. For example, swallow, girl, cat;
• tell a story from the perspective of any character or object;
• describe the same event from different points of view. For example, on behalf of a cheerful person and a sad person, etc.

It is very good to make an album of children's stories, give it an interesting name, and invite the child to draw illustrations for each story. This will be an impetus for the development of children's creativity.

LEARNING BY PLAYING.

It is impossible to imagine the world of childhood without a fairy tale. Often in fairy tales there are proverbs and sayings, the meaning of which is not always clear to preschoolers.

Proverbs and sayings are treasures of Russian folk speech and folk wisdom: they are full of vivid images, often built on original consonances and rhymes. They concentrate and generalize the experience of generations and contain the cultural heritage of the people.

A proverb is a short saying with an edifying meaning; A proverb is an expression, mainly figurative, which, unlike a proverb, does not constitute a complete statement and is not an aphorism. It must be remembered: proverbs are built on an antithesis; most often they have a literal and figurative meaning.

Syntactically, they are divided into two parts, and the second part contains a conclusion, a moral, and sometimes an instructive meaning, for example, “Don’t recognize a friend in three days, recognize a friend in three years.” The saying does not have a moralizing, instructive meaning, however, it is characterized by metaphor: “Killed two birds with one stone.

Seven Fridays a week. Got lost in three pines." The child must not only understand these succinct, apt expressions, but also be able to use them in life.

To this end, we invite you to play these games with your child.

Didactic game “I’ll start, and you continue”

Objectives: learn to understand figurative words in proverbs and sayings;

Strong friendship cannot be spilled with water.

Alone in the field - (not a warrior).

Stupid people quarrel, but smart people (agree).

A rolling stone gathers no moss) .

Measure seven times - (cut once).

What goes around comes around) .

Didactic game “Guess.”

Objectives: learn to understand figurative words in proverbs and phraseological units.

What do they hang when they become despondent? (Hang your nose.)

Not flowers, but withering? (Ears droop.)

What can you hear in complete silence? (Like a fly flies by.)

What can you drown in when you are sad? (In tears.)

Which part of the face does one puff up when offended? (Pout lips.)

What can you look for in the field? (Look for the wind in the field.)

Didactic game “In one word”.

Objectives: learn to explain the meaning of proverbs, sayings, phraseological units.

Pout your lips. (Be offended.)

Out of the blue. (Suddenly.)

It slipped my mind. (Forget.)

Material nsportal.ru

There are many problems in children's speech.

Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.

Poverty of speech. Insufficient vocabulary.

Use of non-literary words and expressions.

Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.

Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.

Lack of logical justification for your statements and conclusions.

Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.

Poor diction.

Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developmental for them.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”

In order for a word to begin to be used as an independent means of thinking, allowing one to solve mental problems without using images, the child must master the concepts developed by humanity. Knowledge about the general and essential features of objects and phenomena of reality, enshrined in words, is easier for a preschooler to learn with the help of diagrams, models, mnemonic tables and mnemonics techniques.

FROM THE HISTORY OF THE QUESTION

The words “mnemonics” and “mnemonics” mean the same thing – a memorization technique. They come from the Greek “mnemonikon” - the art of memorization. It is believed that this word was invented by Pythagoras of Samos (6th century BC).

The art of memorization is called the word “mnemonikon” after the ancient Greek goddess of memory Mnemosyne, the mother of the nine muses.

The first surviving works on mnemonics date back to approximately 86-82. BC e., and belong to the pen of Cicero and Quintilian. Mnemotechnics in preschool pedagogy are called differently: Valentina Konstantinovna Vorobyova calls this technique sensory-graphic diagrams, Tatyana Aleksandrovna Tkachenko – subject-schematic models, V.P. Glukhov – blocks-squares, T. Bolsheva. V. - with a collage, Efimenkova L. N - with a scheme for composing a story.

Mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech. Like any work, mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables.

Based on the analysis of scientific literature, we have identified the following

approaches to working with mnemonic technology:

System-technology mnemonics is used in the system of training and education;

Personal – taking into account the capabilities and needs of each child;

Activity - the child’s development occurs in activity, he reads the diagrams and tables proposed by the teacher and composes his own;

Dialogical - the learning process occurs in the form of dialogue;

Cultural - the child expands his vocabulary, develops coherent speech, learns to speak grammatically correct;

An informational child, through diagrams and tables, perceives, processes and reproduces information about the world around him;

Axiological – educational activities are based on the ideas of humanistic pedagogy, subject-subject interaction with children.

Working with mnemonic technology is based on the following principles:

1. The principle of developmental education, according to which the main goal is the development of the child;

2. The principle of scientific validity and practical applicability - the content of the work corresponds to the basic principles of developmental psychology and preschool pedagogy, and has the possibility of implementation in mass practice of preschool education.

There are three types of models in didactics:

1.Object model in the form of a physical design of objects that are naturally connected. In this case, the model is similar to the object, reproducing its main parts, design features, proportions and relationships. For example, a building plan.

2. Subject-schematic model. Here, the essential components identified in the object of cognition and the connections between them are indicated using substitute objects and graphic signs. An example of a simple subject-schematic model can be a model for revealing to children the concept of protective coloring, as a manifestation of the connection of an animal with its environment (a sheet of cardboard of a certain color and the figure of an animal; if their colors match, then the animal is not visible).

3.Graphical models – generally conveying different types of relationships (graphs, formulas, diagrams). This type of model is used in school, although recent research suggests its availability in kindergarten.

In order for a model as a visual and practical means of cognition to fulfill its function, it must meet a number of requirements:

Clearly reflect the basic properties and relationships that are the object of cognition, be similar in structure to the object being studied;

Vividly and clearly convey those properties and relationships that should be mastered with its help;

Be easy to understand and accessible to create and act with;

An atmosphere must be created, freedom of creativity, each child can have his own model - the one he thinks and imagines;

There is no need to abuse this method, to use it unnecessarily when the properties and connections of objects lie on the surface;

It is necessary to create a situation in which children feel the need to create a model and understand that without a model it will be difficult for them.

Work on the development of coherent speech in children of senior preschool age using mnemonics is included in all types of educational and play activities, as well as routine moments.

The technology of the project includes the development of a long-term plan, notes on specially organized activities of the work of a teacher, speech therapist with children, parents of pupils and teachers of the institution.

The relevance of this project is determined by the role played by mnemonics in the development of a child’s speech and thinking.

Problem: consists in substantiating the pedagogical methodology and searching for pedagogical conditions for the development of speech and thinking of children of senior preschool age using mnemonics.

The novelty of the project lies in the fact that the joint activities of the teacher and children are carried out according to the following principles:

1. Principle of integration: integration at the level of content and tasks of psychological and pedagogical work; integration by means of organizing and optimizing the educational process; integration of children's activities.

2. Complex-thematic principle: combining a complex of different types of specific children's activities around a single “theme”; types of “topics”: “organizing moments”, “thematic weeks”, “events”, “implementation of projects”, “seasonal phenomena in nature”, “holidays”, “traditions”; close relationship and interdependence with the integration of children's activities.

The method of organizing work with children is different:

Integrity;

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Speech development games for 6-7 years old

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Games aimed at developing speech in children 6-7 years old

Very soon your son or daughter will go to school. This important stage, for which you have been preparing for so long, will not become difficult and uninteresting for your child. After all, he already knows how to draw conclusions, compose fairy tales, and identify different sounds in words.

Speech is rich in adjectives and verbs; the child easily forms new words using suffixes and constructs his statements grammatically correctly. Great! After all, we still have a whole year ahead of us to bring our child the joy of playing together.

“Chest” Prepare the box and chips. The box is a chest, and the chips are different words that you will put in the chest. Invite your child to add words that end in “yok”, “chka”. Or words must begin with the sound “m”, the syllable “po”, etc.

Vary the tasks depending on the child's developmental level.

"Who was who?" Goal: development of thinking, expansion of vocabulary, consolidation of case endings. Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg

Material detky.info

Speech development at 6-7 years old

Abstract: This article is more relevant for parents. The proposed material briefly reflects the standards for the general development of speech in children aged 6-7 years.

Speech development at 6-7 years:

Normally, by the age of five to six years, the formation of correct sound pronunciation ends. At 6-7 years of age, under conditions of proper speech education and in the absence of organic disorders of the central and peripheral speech apparatus, children correctly use all the sounds of their native language.

The pronunciation of six-year-old children is not much different from the speech of adults; difficulties are noted only in cases where new words or phrases that are difficult for the child are encountered, rich in combinations of sounds that the child has not yet differentiated (S - Sh): “Sasha was walking along the highway.”

At 6–7 years old, children should:

• Correctly distinguish sounds by ear, come up with words for a given sound, or with a given sound. Isolate sounds from words, from a number of syllables and sounds.
• Pronounce complex words with a consonant cluster consisting of three or more syllables (defender, motorcyclist), determine the number of syllables in a word.
• Pronounce long and complex sentences (Apple trees grow in the garden behind a high fence, and rose hips in the bushes).
• Use simple prepositions (in, on, from) and complex prepositions (because of, from under, around, near) in speech.
• Correctly agree in parts of speech (nouns with adjectives, verbs, singular and plural numerals) (For example: Masha and Sasha do not have two ripe apples. The children ate them for lunch.)
• Form words using prefixes and suffixes, as well as adverbs from adjectives (quick - quickly), form comparative degrees of adjectives (long - longer - longest), form verbs of motion with prefixes (walked around, came in, came).
• Understand speech addressed to them in full.
• Understand complex, ambiguous texts.
• The active dictionary is growing rapidly. Children actively use both specific and generic concepts, antonyms, and synonyms. Classify objects.
• Children 6-7 years old can independently compose descriptive stories, detailed and logical in content, and retell fairy tales.
• Express your thoughts logically using complex sentences with the conjunction “A”.
• Understand logical-grammatical constructions (Vanya hit Petya. Who is a fighter?).

By the age of 7, subject to systematic work, all these indicators correspond to children’s speech.

Speech development of preschool children according to the Federal State Educational Standard (6-7 years old)

The correct formation of a child’s personality is not only the task of parents. Educators should also take an active part in its decision.

Introduction of new training standards

In 2013/14, all preschool institutions switched to working according to new standards (Federal State Educational Standards). The reason for this step was the Order of the Ministry of Education and Science of the Russian Federation (No. 1155, 2013) on the need to make adjustments to the work of preschool education in the field of cognitive and speech development of children.

What is the purpose of the Federal State Educational Standard in kindergarten?

The speech development of preschool children according to the Federal State Educational Standard is recognized as a means for mastering the basics of communication as part of the cultural heritage of the nation, as well as the constant replenishment of vocabulary, the formation of competent, coherent monologue and dialogic conversation. To achieve it, you will need creativity, the formation of an intonation and sound culture of dialogue, competent phonetic hearing, the study of children's literature, and the child's ability to distinguish between different genres. The speech development of preschool children according to the Federal State Educational Standard (6-7 years old) forms the prerequisites for further learning to read and write.

Objectives of preschool education

The speech development of preschoolers according to the Federal State Educational Standard sets the following tasks: the formation of not only correct conversation, but also the child’s thinking. Monitoring results indicate that the number of preschool children with significant impairments in the ability to speak correctly has recently increased.

It is important to promptly formulate the speech of preschoolers, take care of its purity, prevent and correct problems that are considered deviations from the generally accepted rules and norms of the Russian language.

Objectives of preschool education (FSES)

The speech development of preschoolers according to the Federal State Educational Standard (goals and objectives are briefly discussed above) is carried out in several directions:

• enriching the cognitive sphere of preschoolers with the necessary information through classes, observations, and experimental activities;
• filling emotional and sensory experience during communication with phenomena, objects, different people;
• systematization of information about surrounding events, formation of an idea of ​​the unity of the material world;
• nurturing a caring attitude towards nature, consolidating positive emotions;
• creating conditions that will help identify and support the interests of a preschooler, the opportunity for him to demonstrate independence in speech activity;
• supporting the formation of cognitive processes in children.

Work of a teacher according to the Federal State Educational Standard

The main task of any teacher is the speech development of preschool children according to the Federal State Educational Standard. Thanks to him, the initial development of the child’s communication skills occurs.

The full implementation of this goal is the formation by the end of preschool age of universal communication between the child and the people who surround him. An older preschooler should have no difficulty in talking with representatives of society different in age, social status, and gender.

Speech development of preschoolers according to the Federal State Educational Standard (6-7 years old) presupposes knowledge of the oral Russian language, orientation during communication to the interlocutor, the ability to select different forms and perceive the content of the conversation.

Directions for the development of a preschooler according to the Federal State Educational Standard

According to the new standards, kindergartens are required to provide preschoolers with the following areas of development:

• educational;

About the features of cognitive development

The Federal State Educational Standard involves dividing cognitive and speech development into two separate areas.

Cognitive development means the formation of curiosity, the development of interest, and activity in learning in preschoolers. The task is to form the consciousness of a preschooler, develop initial ideas about other people, about oneself, about various objects around, relationships, properties of objects (color, shape, rhythm, sound, material, part, quantity, whole, time, rest, space, movement, consequences, causes).

The cognitive development of preschoolers according to the Federal State Educational Standard helps to form in children a love for their Fatherland. Classes form an understanding of the cultural values ​​of the people, traditions, as well as national holidays, and help improve the understanding of planet Earth, natural processes, phenomena, and the diversity of peoples and countries.

Specifics of speech development of preschool children

The speech development of preschoolers according to the Federal State Educational Standard in the 1st junior group poses the task of mastering speech as a necessary means for culture and communication. Classes also help children enrich their vocabulary and develop phonetic hearing.

What points should be taken into account by educators planning the speech development of preschoolers?

According to the Federal State Educational Standard for Preschool Education, in the preschool period, with the help of cognitive culture, the child develops primary ideas about the world around him. As children grow, their image of the world changes.

We should not forget that the path of cognition and development in a small person differs significantly from the ideas of adults, who are able to perceive surrounding phenomena and objects with their own intellect, while children become familiar with various phenomena with the help of emotions. Adults prefer to process information without paying due attention to human relationships. Preschoolers cannot process a large flow of knowledge efficiently and quickly, so for them relationships between people play a very important role.

Features of the development of a three-year-old baby

For a three-year-old child, the detailed content of reality serves as the basis for his worldview. The world of children of this age is specific individual objects, objects, phenomena. Knowledge of the world is carried out according to the principle: what I see, I use, I understand.

The child looks at objects from different sides. He is interested in external (Who? What?), internal (Why?

How?) characteristics of the item. At this age, he is not able to independently comprehend various hidden parameters. The speech development of preschoolers according to the Federal State Educational Standard in the first junior group is aimed at helping in the process of learning new things, phenomena, and searching for relationships between individual natural processes.

Features of the development of a child of the second youngest group

Children of the second younger group are able to establish dependencies and first connections between phenomena and objects, correlate the internal and external characteristics of things, and analyze the significance of individual ones for human life. The full speech development of preschoolers according to the Federal State Educational Standard in the second junior group allows children in this group to communicate with each other and learn to talk with adults.

Features of the development of a four-year-old baby

At the age of four, personality formation undergoes significant changes caused by physiological processes occurring in the cerebral cortex, modifications of mental reactions, as well as an increased degree of speech mastery. There is an accumulation of a full stock of information about the phenomena that happen around the child.

The speech development of preschool children is very important. According to the Federal State Educational Standard, the middle group is the period when the perception of information at the verbal level is activated. Children begin to assimilate and understand various interesting information about the world around them.

This age presupposes the formation of selective interests in preschoolers, and therefore a special development program is necessary.

Features of the development of a five-year-old baby

At this age, the child already has an accumulated amount of information about objects, phenomena, and the world around him; it is important to replenish it in a timely manner. The constant speech development of preschoolers according to the Federal State Educational Standard at this age makes it possible to move on to elementary primary acquaintance with such concepts as “symbol”, “time”, “sign”. They will be very important in further preparation for school.

The teacher introduces such concepts when carrying out the speech development of preschoolers according to the Federal State Educational Standard. Its task is to interest the baby.

For example, to form certain symbols, children work with the globe, traffic signs, months, climate zones, and group icons. “Time” is considered a serious topic at this age.

While the child has no idea what this term means. He is poorly aware of what day it is today, as well as when this or that event occurred. It is important to correctly and clearly explain to him what tomorrow, today and yesterday are.

The speech development of preschoolers according to the Federal State Educational Standard is aimed at composing stories about time and the calendar. The teacher, introducing these concepts to the kids, creates a real “corner of the past” in the group.

As a result, preschoolers deepen and expand their understanding of inanimate and living nature, and the relationship between them. It is important that educators help their students, guide them in the complex process of learning, together establish cause-and-effect relationships, and promote a positive attitude towards the world around them.

An important point that influences the formation of a child’s cognitive characteristics is the presence of motivation. The development of a preschooler's ability to study directly depends on the ability to quickly assimilate the information received.

This is the speech development of preschoolers according to the Federal State Educational Standard. The program “From birth to school” is the key to the successful formation of a child. A child's speech in preschool age develops very quickly - for a six-year-old, a “bank” of 4,000 words is considered normal.

Ways to create a developmental environment for preschoolers

To ensure the formation of the personality of preschoolers, it is important to create a developing subject-spatial environment in all age groups.

The Federal State Educational Standard for Educational Education has clear requirements that help to increase interest among preschoolers. According to the standards, a developing subject-spatial environment must be multifunctional, transformable, rich, accessible, variable, and also safe. In terms of intensity, it fully corresponds to the age characteristics of children, as well as the content of the educational program.

One of the main conditions in the process of creating a developing spatial-subject environment is considered to be complete compliance of the material with the age of the children. It is important and difficult to achieve. Federal State Educational Standards for preschool education require an individual approach to each child, which only the most experienced teacher with significant experience working with young children can fully provide.

It is important to realize that in each subsequent group the child must develop the skills acquired earlier; this is what modern educational programs for preschoolers are based on.

Let's sum it up

Children aged 3-5 years who are in the transition stage from play activities should receive opportunities from the environment to develop basic skills. The patterns of development of memory, thinking, speech, attention require the creation of an environment of objective activity (game situations), as well as conditions for the development and education of the individual.

In the younger group, preschoolers should have a variety of activities and there should be a connection between play and learning. Teachers of younger groups are required to use play, group, and subject-based activities in their work.

The middle group involves a smooth transition from gaming activities to academic studies.

In the older group, role-playing games are of great importance and have special requirements. The teacher is obliged to create a subject-development environment and motivate preschoolers for cognitive activity.

The preparatory group uses teaching methods that comply with the Federal State Educational Standard, which help prepare children for school. Success in further education will depend on the level of preparation of preschoolers.

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Games for speech development for preschoolers of the preparatory group

Game "Make a sentence".

Target: develop the ability to compose sentences from these words and use plural nouns.

Description: invite the child to make a sentence out of words. In the first lessons, the number of words should not be more than three, for example: “shore, house, white.” Sentences can be like this: “There is a house with a white roof on the bank of the river” or “In winter, the roofs of houses and rivers become white from snow,” etc. Explain to the child that the form of words can be changed, that is, they can be used in the plural, changed ending.

Game "Opposites".

Target: consolidate the ability to select words that have opposite meanings.

: chips.

Description: invite the child to come up with pairs of opposite words one by one. For each pair invented, a chip is given out. The one with the most chips at the end of the game wins. In the first part of the game, pairs are made - nouns; then - adjectives, verbs and adverbs (fire - water, smart - stupid, close - open, high - low).

Game "Good and Bad".

Target: develop monologue speech.

Description: invite the child to identify good and bad traits in fairy tale heroes. For example: the fairy tale “The Cat, the Rooster and the Fox.” The rooster woke the cat up for work, cleaned the house, cooked dinner - this is good. But he did not listen to the cat and looked out the window when the fox called him - this is bad. Or the fairy tale “Puss in Boots”: helping your master is good, but for this he deceived everyone - this is bad.

Game "Contradictions".

Target: develop the ability to select words that are opposite in meaning.

Description: invite the child to find signs of one object that contradict each other. For example: a book is dark and white at the same time (cover and pages), an iron is hot and cold, etc. Read the poem:

In plain sight of passers-by

An apple hung in the garden.

Well, who cares?

The apple was just hanging.

Only the horse said that it was low,

And the mouse is high.

Sparrow said it was close

And the snail is far away.

And the calf is worried

Because the apple is not enough.

And the chicken - because it is very

Big and heavy.

But the kitten doesn’t care:

Sour, why is it?

"What do you! - the worm whispers. -

He has a sweet side.”

G. Sapgir

Discuss the poem. Draw the child's attention to the fact that the same object, the same phenomenon can be characterized differently, depending on the point of view, both in the literal and figurative sense.

Game "Who left?"

Target: teach to use proper nouns in the nominative singular case.

Game material and visual aids: chairs.

Description: children spectators sit on chairs. In front of them, on the side, 4 chairs are placed for the participants in the game. The teacher tells the children that now they will guess who left. Summons four children. Three sit in a row, the fourth sits opposite. The teacher invites him to carefully look at who is sitting opposite him, say what their names are, and go to another room. One of the three is hiding. The guesser returns and sits down in his place. The teacher says: “(Child’s name), look carefully and tell me who left?” If the child guesses, the hidden person runs out. The children sit down, and the teacher calls the next four children, and the game resumes.

Game “How do we dress?”

Target: teach the correct use of common nouns in the accusative case, singular and plural.

items of children's clothing.

Description: Each child thinks of an item of clothing, for example: a scarf, a skirt, a dress, gloves, panties, a T-shirt, etc. Then he quietly calls it to the teacher so that the other children do not hear (the teacher makes sure that the children do not choose the same thing ). The teacher begins to talk about something, for example: “Vasya was going sledding and put on...”

Interrupting the story, he points to one of the participants in the game. He names the item of clothing he has in mind. The rest of the children must judge whether the boy is dressed correctly. This game is very fun, as sometimes you get funny combinations.

Game “Who will move the objects most quickly?”

Target: to reinforce in children’s speech the correct use of common nouns in the singular accusative case.

Game material and visual aids: children's dishes and furniture.

Description: children playing sit on chairs, opposite them are two chairs, on which 5-6 items of different categories are placed, for example: children's dishes (cup, saucer, teapot), children's furniture (crib, chair, table). Two empty chairs are placed at a distance. Two children from different teams stand near the chairs and on command: “One, two, three - take the dishes!” - they begin to transfer the necessary objects to the empty chairs standing opposite. The winner is the one who most correctly and earlier than others transfers all the objects belonging to the category named by the teacher and names them. Then the next pairs of children compete.

Sample speech:“I moved the teapot (cup, saucer).”

Game "One - one - one."

Target: teach to distinguish the gender of nouns.

Game material and visual aids: Small items are mixed in the box (pictures):

Masculine

pencil

Neuter gender

towel

Feminine

pot

Description: Children take turns taking objects out of the box, calling them: “This is a pencil.” The teacher asks the question: “How much?” The child answers: “One pencil.” For the correct answer, the child receives a picture, at the end of the game he counts the number of pictures for each child and reveals the winner.

Game "Guess what it is?"

Target: learn to use adjectives in speech, correctly coordinate them with pronouns.

Game material and visual aids: natural fruits (dummies).

Description: The teacher shows the children fruits, then calls the children one by one. The person called is blindfolded and asked to choose a fruit. The child must guess by touch what kind of fruit it is and what its shape is or determine its hardness.

Children's speech sample:"This Apple. It is round (solid).”

Game “What do you love?”

Target: learn to conjugate verbs.

Game material and visual aids: subject pictures on any topic.

Description: one child chooses a picture (for example, with a picture of cherries), shows it and, turning to another child, says: “I love cherries. What do you like?" In turn, the second child takes a picture (for example, with a picture of plums) and, turning to the third child, says: “I love plums. What do you like?"

When playing the game again, you can change the theme of the pictures.

GAMES AND EXERCISES FOR SPEECH DEVELOPMENT FOR CHILDREN

SENIOR PRESCHOOL AGE (6 - 7 YEARS OLD)

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

Progress of the game. An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".

Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.

What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).

Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?

Think about why they call it this: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.

Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.

Name which children's names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).

We will play with words and find out what they mean, how they sound, and what sound they begin with.

"Find the Sound"

Target: find words with one and two syllables.

Progress of the game. - Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)

Which words start with the same sound? Name these sounds.

(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)

Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple, dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

Progress of the game. Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.

How many syllables are there in the words “picture”, “frog”, “rocket”? (Three.)

Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa) .

What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?

The child pronounces all the words and says that each of these words has three syllables.

"We're going, we're flying, we're sailing"

Target: teach children to find a given sound at the beginning, middle and end of a word.

Progress of the game. There are six pictures depicting transport: a helicopter, an airplane, a bus, a trolleybus, a motor ship, a tram.

Name all the objects in one word. (Transport.)

Tell me, how many syllables are there in these words? (All words except the word “tram” have three syllables.) What sound occurs in all these words (at the beginning, middle, end of the word)? (The sound “T” occurs at the beginning of the words “trolleybus”, “motor ship”, “tram”, in the middle of the words “helicopter”, “bus”, at the end of the words “helicopter”, “plane”.)

Make up a sentence with any word (“The plane flies fast”).

Tell me what flies? (Plane, helicopter.) What's coming? (Bus, trolleybus, tram.) What floats? (Motor ship.)

Guess by the first and last sound what type of transport I have in mind: T-S (trolleybus), A-S (bus), S-T (airplane), V-T (helicopter), M-O (metro), T- And (taxi).

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Progress of the game . - Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)

"What do you see around you?"

Target: clarify children's ideas about the names of objects.

Progress of the game. - Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)

If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)

What do the words... “ball”, “doll”, “pen” mean?

I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)

Can you name words that don't mean anything? Listen to Irina Tokmakova’s poem “Plim”:

A spoon is a spoon. And I came up with a word.

The soup is eaten with a spoon. Funny word - plim.

A cat is a cat. I repeat again -

The cat has seven kittens. Plim, plim, plim.

A rag is a rag. Here he jumps and jumps -

I'll wipe the table with a rag. Plim, plim, plim.

A hat is a hat. And it doesn't mean anything

I got dressed and went. Plim, plim, plim.

Come up with words that don’t mean anything (tram-tatam, tuturu).

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

Progress of the game. - Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.

Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).

Name what things in the room are round, tall, and short.

Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).

Help me find words that have opposite meanings in D. Ciardi’s poem “The Farewell Game”:

I will say a word highly, I will tell you a word coward,

And you will answer... (low). You will answer... (brave man).

I’ll say the word far away, Now I’ll say the beginning -

And you will answer... (close). Well, answer... (end).

"Who has whom"

Target:

Progress of the game .

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

Progress of the game.

When we want to talk about a subject, what is it, what words do we use?

Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? There will be no sun today

It's a bad morning, there won't be any sun today,

Today is a boring morning, today will be gloomy,

And it looks like it will rain. Gray, cloudy day.

Why is it a bad morning? - Why won’t there be sun?

Today is a good morning, there will probably be sun,

Today is a cheerful morning, there will definitely be sun

And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,

cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?

There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)

And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

Progress of the game . For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5).

Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.

High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).

In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.

Tell me what you see in these pictures? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)

Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

No one is refused, lunch is served to everyone:

For a dog - in a bowl, in a saucer - for a pussy,

Laying hen - millet in a shell,

And Mashenka - in a plate, in a deep one, not in a shallow one.

What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong); shallow river (has a small depth); light rain (not heavy); fine sand (medium-sized).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

Progress of the game . - Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now

The grapes are ripe here.

Horned horse in the meadow

In summer he jumps in the snow.

Late autumn bear

Loves to sit in the river.

And in winter among the branches

"Ga-ha-ha!" - the nightingale sang.

Quickly give me the answer: is it true or not?

Listen to how other children spoke, think about whether it is possible to say this, and say how to say it correctly:

“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”

Can you come up with tall tales or confusions for other children or adults to untangle?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

Progress of the game . - Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)

Dad made swings in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).

How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).

Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).

Make up sentences with the word "strong".

I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.

Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

"One is many"

Target: practice the formation of the plural and the correct use of words in the genitive case; match words with definitions and actions; find the first sound in words, determine the number of syllables, select words that sound similar.

Progress of the game . - This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)

This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?

Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)

What is this? What is there a lot here?

And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

Highlight the word.

Progress of the game . The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound z (mosquito song) and the sound s (water song). Answers can be group or individual. For individual answers, it is recommended to call those children whose phonemic hearing is not sufficiently developed, as well as those who pronounce these sounds incorrectly.

“Call it in one word”

Target: find words that accurately assess the situation.

Progress of the game . - The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).

How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to raise). What other expressions with this word have you heard?

Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!

Suddenly he stumbled and fell silent. Peas are falling from the sky!”

He waits and sighs: “What an eccentric,” the brother laughs, “

Words are not enough. Your peas are... (hail).”

So that again on a good journey from whom, my friends,

The verse flowed like a river, is there no way to escape?

Help him a little, persistently on a clear day

Give me a word. Walking next to us... (shadow).

Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.

By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

Progress of the game . The child looks at the drawings - animals with babies: a hen and chick are pecking grains (or drinking water), a cat and kitten are lapping up milk (option - playing with a ball), a dog and a puppy are gnawing on a bone (option - barking), a cow and calf are nibbling grass (option - moo), a horse and a foal chew hay (an option is to gallop), a duck and a duckling swim (quack).

Name the animals and their babies.

Find definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

Guess what it sounds like.

Visual material : drum, hammer, bell, screen.

Progress of the game. The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. “What does that sound like?” - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

Wonderful bag.

Visual material : bag, small toys depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc.

Progress of the game. All the toys listed above are placed in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him.

Shop.

Visual material : toys whose names contain the sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.)

Progress of the game. The teacher places toys on the table and invites the children to play. “I will be a seller,” he says and asks again: “Who will I be?” The children answer. “And you will be the buyers. Who will you be? “Buyers,” the children answer. “What does the seller do?” - “Sells.” - “What does the buyer do?” - “Buying.” The teacher shows the toys that he is going to sell. The children call them. Then the teacher invites one child to the table and asks what toy he would like to buy. The child names, for example, bear. The teacher agrees to sell, but suggests asking politely, emphasizing the word please in his voice. The teacher gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all items are sold out.

The teacher makes sure that children correctly pronounce the sounds m - m, p - p, b - b in words, and clearly pronounce words with these sounds.

You can drive or not.

Visual material: box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.

Progress of the game. Children take turns taking pictures out of the box; everyone shows theirs to the group, names the object depicted on it and says whether they can ride or not. The teacher makes sure that children correctly pronounce sounds with (s) in words and clearly pronounce words with this sound.

For a walk in the forest.

Visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, hen, basket, saucer, glass, bus, etc., the names of which contain the sounds s (сь), з (зь), ц.

Progress of the game. The teacher puts toys on the table and asks the children to name them. He then invites the children to go for a walk in the forest and take their toy animals with them. Kids choose the toys they need, name them, put them in the car and take them to a predetermined place. The teacher makes sure that the children select the objects correctly, name them clearly and loudly, and correctly pronounce the sounds s (сь), з (зь), ц.

Tell me how I am.

Target: teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish the degree of loudness of spoken words).

Progress of the game. The teacher invites the children to listen carefully to how he pronounces the words and pronounce (repeat) them in the same way. The teacher makes sure that children pronounce words clearly, with an appropriate level of volume.

Take a toy.

Visual material : toys or objects whose names consist of three or four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.).

Progress of the game . Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table next to the child sitting next to him, then in the same way, in a whisper, he should name it to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.

Find similar words.

Progress of the game . The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.

Guess where the mugs are and where the mugs are.

Visual material: two mugs and two mugs.

Progress of the game . The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks what is on top and what is below. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.

The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly.

Find and say the right word.

Progress of the game . The teacher suggests highlighting and naming only those words that contain the given sounds . "C" sound

Dad bought Lena a sled.

A bus is moving along the road.

In spring nature comes to life.

A house above the river, the bright strip

There was a light in the windows, He lay down on the water.

Sound "Z"

There is a lock on the door.

Storm clouds appeared in the sky.

Why does the dog bark

For someone he doesn't know?

That's why she barks -

Wants to meet.

Who is the best listener?

Progress of the game . Option 1.

The teacher calls two children to him. He puts them with their backs to each other, sideways to the whole group, and gives the task: “I will name the words, and Sasha will raise his hand only when he hears words with the sound sh.” Which sound? And Larisa will raise her hand only when she hears words that contain the sound “w”. Once again, children are asked to repeat who should raise their hand and when. Children count the number of correct answers and mark the incorrect answers. The teacher names words at short intervals (15 words in total: 5 – with the sound “w”, 5 – with the sound “zh”, 5 – without these sounds). The following set of words is suggested: hat, house, beetle, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, castle, puddle, roof.

Everyone monitors whether the children are completing the task correctly, correcting mistakes by pointing out the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.

Option 2.

The teacher calls two children: one of them must raise his hand to words with the sound “w”, the other - with the sound “zh”. Invites the other children to name words in which these sounds occur. At the end of the game, the children name the winner.

Option 3. The teacher asks two children to select words: one with the sound “w”, the other with the sound “zh”. The one who can name the most words without making a single mistake in pronunciation wins.

The same can be done with other pairs of sounds.

Words can sound loud or quiet.

Progress of the game . Children memorize pure speech (taking into account the sound being practiced). For example, when differentiating the sounds “l” – “l”, you can use the following phrase:

Alenka sat down in the corner,

Alenka has a lot to do.

The teacher suggests saying a pure speech first in a whisper, then in a quiet voice, and then louder than usual.

The game “Words can sound fast and slow” is played in a similar way.

What sound is there in all the words?

Target : develop phonemic perception, elements of sound analysis: determine the presence of a given sound in words, highlight the first and last sound in words.

Progress of the game . The teacher pronounces three or four words, each of which has one of the sounds being practiced: fur coat, cat, mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he offers to determine what sound is in all the words below: beetle, toad, skis - “zh”; kettle, key, glasses - “h”; brush, box, sorrel – “sch”; braid, mustache, nose-s; herring, Sima, elk – “s”; goat, castle, tooth – “z”; winter, mirror, Vaseline – “z”; flower, egg, chicken – “ts”; boat, chair, lamp - “l”; linden, forest, salt – “l”; fish, carpet, wing – “r”; rice, strength, primer - "ry".

The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.

Name the first sound in the word.

Progress of the game . The teacher shows a toy, for example, Buratino, and asks him to determine what sound his name begins with. After the answers, the teacher gives the children a task to determine with what sound the names of their neighbors, the names of certain animals and objects begin. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables “ze” in the word Zoya, “ve” in the word Vadik).

Name the last sound in the word.

Visual material : pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.)

The teacher shows the picture, asks to name what is shown on it, and then say what the last sound is in the word. At the same time, attention is paid to the clear pronunciation of isolated sounds, differentiation of hard and soft consonants (in the word door the last sound is “r”, not “r”). When all the pictures have been examined, the teacher suggests putting pictures in which the names of objects end in a hard consonant on one side, and putting them on the other side with a soft consonant. Children who do not clearly pronounce sounds are asked to clearly pronounce the consonant sounds at the end of the word.

Think, don't rush.

Progress of the game . The teacher offers children several tasks for intelligence and at the same time checks how they have learned to hear and isolate certain sounds in words:

Choose a word that begins with the last sound of the word table.

Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...)

Choose a word so that the first sound is k and the last sound is “sh”. (Pencil, reed...)

What word will you get if you add one sound to “but”? (Knife, nose...)

Make up a sentence in which all words begin with the sound "m". (Mom washes Masha with a washcloth.)

Find objects in the room that have the second sound “u” in their names. (Paper, pipe, Pinocchio...)

"What would that mean?"

Target: improvement and development of imagination, logical thinking and speaking skills.

The game shows how important emotional coloring and intonations are in oral speech, with the help of which it can be expressed. It is necessary to explain to the child that often the meaning of a phrase can be understood only by the tone and mood of the speaker.

The essence of the exercise is for the child to explain what this or that expression can mean. A variety of phraseological units, as well as proverbs and sayings, are suitable for this, since they contain, in addition to the main idea, a bright emotional coloring (sadness, condemnation, encouragement, anger, etc.). You should try, together with your child, to understand what expressions such as “hang your nose”, “easier than a steamed turnip”, “knuckle down”, etc. can mean.

Interview

Target: teach the child to give clear, detailed answers and construct correct dialogues, teach the child to formulate questions, expressing the main idea in them.

Progress of the game The adult must be a famous person (doctor, writer, musician, actor), and the child must be a journalist who interviews him. Before starting the game, you should prepare a list of questions with your child. The child should be asked what interests him?

During the exercise, memory develops, social skills appear, vocabulary and the ability to conduct dialogue are improved. The child must learn to ask questions in such a way that the person he is interviewing gives him a detailed, complete answer. You can also switch roles with your child and interview him.

"Big small"

Target : increasing the child’s vocabulary, becoming familiar with synonyms (adjectives, verbs, adverbs, participles, conjunctions, etc.).

A picture book is required for this lesson. There are special books on sale with texts and tasks that help the child better understand new definitions of words.

During the game, you should look at the pictures and ask the child questions.

Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.

For example, the Russian folk song “Rabushechka Hen” is read to children. The adult first reads the entire song to the child, and then the dialogue begins. You can make your child a chicken hat and invite him to answer the following questions:

Little hen, where are you going?

To the river.

Little hen, why are you coming?

For water.

Little hen, why do you need water?

Give the chickens water. They are thirsty.

They're squealing all over the street - pee-pee-pee!

Children are also offered pure sayings and phrases from poems; they pronounce them with different voice strengths (quietly - loudly - whispering) or at different tempos (fast - slowly). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise).

Development of fine motor skills

Progress of the game.

There's a basket full of berries. I'll try a little.

I'll eat some more raspberries. How many berries are there in a cup?

One, two, three, four, five...I'll collect again.

Plants seeds in the ground.

This slice is for the hedgehogs, this slice is for the squeezers,

This slice is for ducklings, this slice is for kittens,

This slice is for the beaver, and the peel is for the wolf.

He is angry with us - trouble. Run away in all directions!

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.

Progress of the game. - Finish the phrase:

1. The pillow is soft, and the bench... (hard).

Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).

Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).

The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).

We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).

In summer we ate fresh cucumbers, and in winter... (salted).

Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.

How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?

Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)

Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).” - Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Progress of the game. - Listen to what I tell you. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

Development of fine motor skills. Coordination of movements in combination with speech

Bend your fingers one by one. How many rows are there in the garden?

In Fedora's garden

Tomatoes grow in the beds,

And in Filat’s garden

Mнoro variety of salad.

At Grandma Fekla's

Four beds of beets.

At Uncle Boris's

There are a lot of radishes.

At Masha and Antoshka's

Two rows of potatoes.

Glad, two, three, four, five

Let us help you reap the harvest.

Repeat the exercise after me.

In it, the sound T came to the garden.

Here's a pumpkin, and here's a tomato.

Here is cabbage, here is lettuce,

Cumin, potatoes, artichoke

And a parsley root.

Everything we grew

We will eat until spring.

Speech exercises.

Target: development of intonation expressiveness of speech

Masha put on her mitten.

Oh, where am I going?

There is no finger, it’s gone,

I didn’t get to my little house!

Masha took off her mitten -

Look, I found it!

You search and search and you will find. - Hello, little finger, how are you?

Development of fine motor skills

Perform actions in accordance with the content of the poems.

I pick berries from the branches and collect them in a basket.

A basket full of berries! I'll try a little.

I'll eat a little more; the path to home will be a little easier.

I'll eat some more raspberries. How many berries are in the basket?

One, two, three, four, five... I'll collect again.

A thick and big finger went into the garden to pick plums.

A pointer from the threshold showed him the way.

The middle finger is the most accurate: it knocks plums off the branch.

The nameless one eats, and the little finger is the master

Plants seeds in the ground.

Alternately bend the fingers of first the right and then the left hand.

We shared the orange, there were many of us, and he was alone.

This slice is for hedgehogs,

This slice is for the squeeze,

This slice is for ducklings,

This slice is for kittens,

This slice is for the beaver,

And for the wolf - the peel.

He is angry with us - trouble.

Run away in all directions!

“Speech development in 6 year old children”

A child is not born with developed speech. It is impossible to unambiguously answer the question of when and how a child masters the ability to speak - to pronounce sounds correctly and clearly, to connect words with each other, changing them in gender, number, case, to construct sentences of varying complexity, to express his thoughts coherently and consistently. Mastering speech is a complex, multifaceted mental process: its appearance and further development depend on many factors. Speech begins to form only when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But, even with a fairly developed speech apparatus, a formed brain, and good physical hearing, a child without a speech environment will never speak. In order for him to develop speech and subsequently develop it correctly, he needs a speech environment. However, this is still not enough. It is important that the child develops the need to use speech as the main way of communicating with peers and loved ones. Speech includes several components: phonemic (sound culture), lexical, grammatical structure, coherent speech. Let's consider the development of speech in children aged 6-7 years (preparatory group).

SOUND CULTURE OF SPEECH. In children of this age, deficiencies in pronunciation are rare, only in isolated cases. Some children continue to incorrectly pronounce hissing, sonorant, whistling sounds, and less often - hard and soft, voiced and voiceless consonants. A speech therapist works with such children individually. Typically, children 6 years old speak clearly and clearly. Errors occur in the correct placement of verbal stress: “understood”, (instead of understood), “shop” (instead of store), etc. An adult always corrects the child, giving an example of how to pronounce the word. In addition, with children who have deficiencies in the ability to control their voice, change the tempo of speech, as well as in mastering intonation expressiveness, the teacher organizes additional classes to develop speech hearing and attention.

GRAMMARICAL STRUCTURE OF SPEECH. In children 6 years old, it is possible to improve speech, especially its syntactic side, through mastering the methods of word formation of all parts of speech, single forms, exceptions. The child’s speech is enriched with grammatical forms and structures. Children aged 6 years correctly change and coordinate words in a sentence and can create difficult grammatical forms of nouns, adjectives, and verbs. They independently form words denoting a person of a certain profession, baby animals, dishes, and select words with the same root. And most importantly, children are able to think critically about their grammatical errors; they, as a rule, strive for correctness and accuracy of speech. They know that the word coat does not change; what to “dress” - whom, and “to put on” - what; and the word want changes differently, depending on whether we are talking about one person or many: I want - we want, etc. Children 6 years old use complex (conjunctive and non-conjunctive) sentences in their speech. They can be asked questions about the grammatical correctness of statements, since they are already able to analyze. If children do not know all of the above, you should understand the reasons for the delay in speech development, then, depending on the reasons, offer the child the most accessible material (that which is recommended for 5 years and earlier) or seek help from a specialist. It is necessary to pay very close attention to all deficiencies in speech development discovered at the end of preschool childhood, as they will negatively affect learning at school.

LEXICAL SIDE OF SPEECH. By the time children enter school, their vocabulary is saturated with generalizing nouns, adjectives denoting the properties of objects and phenomena, names of actions and their qualities, etc. Children use precise expressive words to convey their emotions, impressions, and ideas. Accordingly, their speech is enriched with synonyms and antonyms, children are able to explain unknown and little-known meanings of polysemantic words, they are able to correctly combine words according to their meaning and consciously use specific generic concepts. For example, children correctly use generalizing words like: plants - trees, flowers, shrubs or fruits - grapes, plums, apples, pears and similar ones, knowing at the same time that the concept of “plant” is broad and includes such concepts as “trees” ", "flowers", "shrub"; and the concept of “fruit” is broader than “grapes”, “plum”, “apple”, etc. Children are also able to identify words in sentences that are similar or opposite in meaning. They are able to understand the different meanings of the same word, correctly evaluate the figurative meaning of words (in sayings, proverbs), and choose the most accurate words and expressions suitable for a given situation. If children 6 years old have not mastered the vocabulary of their native language, then the cause of the underdevelopment can be discovered by seeking help from a specialist (speech therapist, psychologist, speech pathologist).

CONNECTED SPEECH. Children aged 6 years have well-developed dialogical speech: they answer questions, make remarks, and ask questions. At the same time, they freely use interrogative and exclamatory intonations and can express surprise or request; accompany speech with gestures and facial expressions. They are already able to construct short statements. Having mastered monologue speech, children construct their speech meaningfully, grammatically correct, consistently and coherently, accurately and expressively during retellings and independent storytelling. Children can retell a literary work, having certain ideas about its composition and linguistic means of artistic speech. In stories based on pictures, children are able to convey the content, compose an independent story, come up with events preceding and following what is depicted, can describe the landscape, convey the mood of the picture, and compare different pictures. When talking about toys, children use the exact names of their qualities (shape, color, size, size) and functional purposes. They actively use definitions in their stories. Children 6 years old are already able to write stories using a set of toys. Children can also tell what happened to them, convey their impressions, their experiences in a coherent narrative, lively and interesting. If children do not have coherent speech at the age of 6, it is worth using recommendations for its development at earlier stages of the child’s development, if this, of course, is associated with some developmental delay for one reason or another (illness, temperament, insufficient attention to the child’s cognitive life and etc.). In other cases, you should contact specialists of a different profile (psychologist, psychotherapist, doctor, defectologist).

LITERACY TRAINING. By the age of 6, a child is able to master the basics of literacy: become familiar with all the letters of the alphabet and know them; conduct sound analysis of words; analyze sentences (by verbal composition) and compose them from words and letters of the alphabet (3-5 words); read simple texts syllable by syllable and whole word by word. If a child does not master all of the above, he should be given additional training. Children of this age are especially drawn to the graphic side of the language, letter symbols and reading. Therefore, it is very easy for a teacher or parent to simply use this high sensitivity to the graphic representation of words and teach children to read. In preschool childhood, naturally, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, or grammatically correct. Enrichment of vocabulary, development of grammatically correct speech, improvement of the ability to express one’s thoughts through speech, interestingly and expressively convey the content of a work of art will continue during school years and throughout life.

“What is a sound, a word, a sentence?”

Target: to clarify children’s ideas about the sound and semantic side of a word.

An adult asks: “What sounds do you know? (Vowels - consonants, hard - soft, voiced - voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)".
- Everything that surrounds us has its own name and means something. That’s why we say: “What does the word mean (or designate)?” The word sounds and names all the objects around, names, animals, plants.
- What is a name? How do we tell each other apart? By name. State the names of your parents, relatives and friends. We have a cat and a dog in our house. What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Let's look around and say: what can move? what might it sound like? what can you sit on? sleep? ride?
- Think about why they call it that: “vacuum cleaner”, “jump rope”, “airplane”, “scooter”, “meat grinder”? From these words it is clear why they are needed.
- Each letter also has its own name. What letters do you know? How does a letter differ from a sound? (The letter is written and read, the sound is pronounced.) From letters we add syllables and words.
- Tell me which children’s names begin with the vowel sound “a” (Anya, Andrey, Anton, Alyosha). What sound do the names Ira, Igor, Inna begin with? Choose names that begin with a hard consonant (Roma, Natasha, Raya, Stas, Volodya) or with a soft consonant (Liza, Kirill, Lenya, Lena, Mitya, Lyuba).
- We will play with words and find out what they mean, how they sound, what sound they begin with.

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

"Find the Sound"

Target: find words with one and two syllables.

Find words with one and two syllables. How many syllables are in the word "chicken"? (The word “beetle” consists of one syllable, “fur coat”, “hat”, “toad”, “fence”, “heron” - of two, “chicken” - of three.)
- Which words begin with the same sound? Name these sounds.
(The words “hat” and “fur coat” begin with the sound “SH”, the words “beetle” and “toad” - with the sound “Zh”, the words “fence”, “castle” - with the sound “Z”, the words “chicken” , “heron” - from the sound “C”.)
- Name vegetables, fruits and berries with the sounds “P” (carrots, grapes, pear, peach, pomegranate, currant), “Pb” (pepper, turnip, radish, tangerine, cherry, apricot), “L” (eggplant, apple) , dogwood), “L” (raspberry, lemon, orange, plum).

"Painting - basket"

Target: find words with three syllables, select words that sound similar.

Together with the child, the adult examines the drawing, which depicts: a picture, a rocket, a frog.
- How many syllables are in the words “picture”, “frog”, “rocket”? (Three.)
- Choose words that sound similar to these words: “picture” (basket, car), “frog” (pillow, tub), “rocket” (candy, cutlet), “helicopter” (plane), “birch” (mimosa ).
- What is the frog doing (jumping, swimming), the rocket (flying, rushing), the picture (hanging)?
The child pronounces all the words and says that each of these words has three syllables.

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"What do you see around you?"

Target: clarify children's ideas about the names of objects.

Name the objects that you see around. How do we distinguish one object from another? (They sit at the table, study, eat, sit on a chair.)
- If two girls stand in front of you, both in red dresses, with white bows. How do we differentiate them? (By name.)
- What do the words... “ball”, “doll”, “pen” mean?
- I have... a pen in my hand. What are they doing with it? (They write.) The door also has a handle. Why are these objects called by the same word? (They are held with their hands.) What does the word “handle” mean, denoting this object? (They write with it.) What does the word “handle” mean (point to the door handle)? (“They open and close the door with it.”)
-Can you name words that don’t mean anything? Listen to Irina Tokmakova’s poem “Plim”:

A spoon is a spoon. And I came up with a word.
The soup is eaten with a spoon. Funny word - plim.
A cat is a cat. I repeat again -
The cat has seven kittens. Plim, plim, plim.
A rag is a rag. Here he jumps and jumps -
I'll wipe the table with a rag. Plim, plim, plim.
A hat is a hat. And it doesn't mean anything
I got dressed and went. Plim, plim, plim.

Come up with words that don’t mean anything (tram-tatam, tuturu).

"Tell me which one"

Target: name the signs of an object and action; enrich speech with adjectives and verbs; select words that are close in meaning.

When we want to talk about a subject, what is it, what words do we use?
- Listen to M. Shchelovanova’s poem “Morning”:

What is it like this morning? There will be no sun today
It's a bad morning, there won't be any sun today,
Today is a boring morning, Today will be gloomy,
And it looks like it will rain. Gray, cloudy day.
- Why is it a bad morning? - Why won’t there be sun?
Today is a good morning, there will probably be sun,
Today is a cheerful morning There will definitely be sun
And the clouds go away. And a cool blue shadow.

What is this poem talking about? (About a sunny and cloudy morning.) As it is said about the first day in the poem, what is it like? (Gloomy, gray.) How can I say in other words about this day? Choose words that are close in meaning (rainy, sad, boring, unfriendly). And if the morning is sunny, how else can you say what it is like? Choose words that are close in meaning (cheerful, joyful, blue,
cloudless). What else could be gloomy? (Mood, weather, sky, person.) What can be sunny?
- There are also words that describe what a person does, what can be done with this or that object. If a person frowns, how can you say it differently? (Sad, sad, upset, offended.)
- And there are words and expressions that do not express the meaning entirely accurately. I heard other children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that? How should I say it correctly?

"Find the exact word"

Target: teach children to accurately name an object, its qualities and actions.

Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” Items may differ from each other not only in taste, but also in size, color, and shape.
- Complete with other words what I start: snow is white, cold... (what else?). Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).
- Name what things in the room are round, tall, low.
- Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (roars), mouse... (squeaks), cow... (moos).
- Help me find words that are opposite in meaning in D. Ciardi’s poem “The Farewell Game”:

I will say a word highly, I will tell you a word coward,
And you will answer... (low). You will answer... (brave man).
I’ll say the word far away, Now I’ll say the beginning -
And you will answer... (close). Well, answer... (end).

Now you can come up with words that have opposite meanings.

"High Low"

Target: learn to compare objects and find words that have opposite meanings.

For this game you need to select pictures: a tall Christmas tree, a long pencil, a wide ribbon, a deep plate of soup, a cheerful face of a girl (laughing or smiling), a boy in dirty clothes, and also: a small Christmas tree, a short pencil, a narrow ribbon, a sad face of a girl , boy in clean clothes, small plate (Fig. 5).
- Look at the pictures. Name words that have opposite meanings. Tell me how similar faces and objects differ.
High - low (Christmas tree - Christmas tree), long - short (pencil), wide - narrow (ribbon), sad - cheerful (girl's face), deep - shallow (plate), clean - dirty (boy).
In the following picture: a big house and a small house, a river - a stream, a strawberry - a strawberry.
- Tell me what you see in these drawings? Make up sentences with words that have opposite meanings. (“I drew a big house and a small house.” “The river is deep, but the stream is shallow.” “Strawberries are large, but wild strawberries are small.”)
- Listen to an excerpt from Silva Kaputikyan’s poem “Masha is having lunch”:

...There is no refusal for anyone,
Lunch served to everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka - in a plate,
In the deep, not in the shallow.

What is deep and shallow? How do you understand the expression: deep river (has great depth); deep secret (hidden); deep feeling (strong).

“Is this true or not?”

Target: find inaccuracies in the poetic text.

Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And in winter among the branches
"Ga-ha-ha!" - the nightingale sang.

Quickly give me the answer: is it true or not?
- Listen to how the other children spoke, think about whether it is possible to say this, and tell me how to say it correctly:
“Auntie, look: the horse has two tails - one on its head, the other on its back”; “Daddy, this is the horse’s soles being beaten”; “Dad, they recently sawed wood here: there are sawmills lying around in the snow”; “I opened my eyes a little and looked in a whisper”; “Mommy, I love you loudly and loudly.”
- Can you come up with tall tales or confusions so that other children or adults can unravel them?

"Find another word"

Target: accurately identify the situation; select synonyms and antonyms.

Dad decided to make a swing for the children, Misha brought him a rope. “No, this rope is no good, it will break.” Misha brought him another one. “But this one will never break.” What rope did Misha bring first? (Thin, shabby.) And then? (Strong, durable.)
- Dad made the swing in the summer. But then... winter came. Misha grew up as a strong boy (healthy, strong). He went out to skate and felt strong ice under his feet. How can I say it differently? (Durable, non-fragile.) The frost grew stronger (became stronger).
- How do you understand the expression “a tough nut to crack”? (It is difficult to break, to break.) This is what they say not only about nuts, but also about people whom no adversity can break. They say about them: “strong in spirit” (meaning a strong, persistent person).
- Explain what the words mean: “strong fabric” (durable), “sound sleep” (deep), “strong tea” (very strong, not diluted with boiling water). What expressions with the word “strong” have you come across in fairy tales and which ones? (In the fairy tale “The Little Goats and the Wolf,” the goat firmly (very strictly) ordered the children to lock the door tightly (very tightly).
- Come up with sentences with the word “strong”.
- I will tell you words, and you tell me words with the opposite meaning: long, deep, soft, light, thin, thick, strong; talk, make laugh, fall, laugh, run.
- Come up with a story so that it contains words that have opposite meanings. You can take the words that we just mentioned.

“Call it in one word”

Target: find words that accurately assess the situation.

The student was solving a problem and could not solve it. He thought for a long time, but finally solved it! What task did he get? (Difficult, difficult, difficult.) Which of these words is most accurate? (Difficult.) What are we talking about heavy, heavy, heavy? Replace the expressions: heavy load (having a lot of weight), heavy sleep (restless), heavy air (unpleasant), severe wound (dangerous, serious), heavy feeling (painful, sorrowful), difficult to climb (difficult to decide on something) ), severe punishment (severe).
- How do you understand the expressions “hard work” (it requires a lot of work), “hard day” (not easy), “difficult child” (difficult to educate). What other expressions with this word have you heard?
- Listen to E. Serova’s poem “Give me a word.” You will tell me the right words.

The verse flowed smoothly, smoothly, I say to my brother: “Oh!
Suddenly he stumbled and fell silent. Peas are falling from the sky!”
He waits and sighs: “What an eccentric,” the brother laughs, “
Words are not enough. Your peas are... (hail).”
To be on a good journey again From whom, my friends,
The verse flowed like a river, Is there no way to escape?
Help him a little, persistently on a clear day
Give me a word. Walking next to us... (shadow).

Come up with a story so that it contains the following words: “big”, “huge”, “huge”; “small”, “tiny”, “tiny”; “runs”, “rushes”, “rushes”; “walks”, “travels”, “drags”.
By developing children’s understanding of the meanings of polysemantic words of different parts of speech (“lightning”, “faucet”, “leaf”; “pour”, “swim”; “full”, “sharp”, “heavy”), we teach them to combine words according to their meaning according to the context.

"Who has whom"

Target: correlate the names of animals and their young, select actions to match the names of animals.

https://pandia.ru/text/80/414/images/image007_6.jpg" width="200" height="130">A child looks at the drawings - animals with babies: a hen and a chick pecking grains (or drinking water), a cat and a kitten lap milk (option - play with a ball), a dog and a puppy gnaw a bone (option - bark), a cow and calf nibble grass (option - moo), a horse and foal chew hay (option - jump), a duck and a duckling swim ( quack).
- Name the animals and their young.
- Choose definitions for the names of baby animals: tell me which chicken (cat, dog, cow, duck, horse), which chicken (kitten, puppy, calf, foal, duckling)?

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"One is many"

Target: practice the formation of the plural and the correct use of words in the genitive case; match words with definitions and actions; find the first sound in words, determine the number of syllables, select words that sound similar.

This is a ball, and these are... (balls). There are a lot of... (balls). What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.)
- This is a poppy, and this is... (poppies). There are a lot of... (poppies) in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “red maiden”? Where does this expression occur? In what fairy tales?
- Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is... (bow). What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)
- What is this? What is there a lot here?
- And if all the objects disappear, how will we say what is missing? (Needles, saws, bears, mice, cones, spoons, legs, cats.)

“Make a description”

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .)
Let's give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.- Finish the phrase:

1. The pillow is soft, and the bench... (hard).
Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep).
Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin).
The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry).
We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale).
In summer we ate fresh cucumbers, and in winter... (salted).
Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows.
- How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)?
- Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.)
- Come up with a coherent ending to the phrases: “Teddy bear, where were you walking? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).”
- Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

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