Summary of an individual speech therapy session with a child of senior preschool age. Topic: Sound [z]

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Exercise “Angry Fly”
When a fly gets caught in a spider’s web, it buzzes: “Z-z-z...”.

Automation of the sound [z] in direct syllables ZA – ZA – ZA – ZA – ZA ZY – ZY – ZY – ZY – ZY ZO – ZO – ZO – ZO – ZO ZU – ZU – ZU – ZU – ZU

Automation of the sound [z] in reverse syllables AZZ – OZZ – UZZ – IZZ EZZ – ЁЗЗ – YuZZ – YaZZ

Automation of the sound [z] in intervocalic syllables AZA – AZO – AZU – AZY UZA – UZO – UZU – UZY OZA – OZO – OZU – OZY YZA – YZO – YZU – YZY

Automation of the sound [z] in syllables with consonant clusters ZNA – ZNO – ZNU – ZNY ZMA – ZMO – ZMU – ZMY ZVA – ZVO – ZVU – ZVY ZDA – ZDO – ZDU – ZDY

Automation of the sound [z] in words, the sound at the beginning of ZA: for-za-pad, for-mok, for-vod, for-law, for-kat, for-smell, for-gon, for-run, for -singing, for-howling, for-be, for-ti, for-ka, for-za-nat, for-bo-ta, for-ba-va, for-te-ya, for-vi-tok, for-ku -talk, for-guess, for-think, for-sing, for-ki-give, for-want, for-ki-nut, for-ki-sing, for-pull , for-o-hat, for-e-hat, for-run, for-give, for-yin-ka, for-pon-ka, for-bad-ka, for-vet-ny, for - yes-no-e, for-da-va-ka, for-bi-ya-ka, for-go-to-vit, for-go-tov-ka; ZO: Zo-ya, umbrella, umbrella-tick; ZU: tooth, tooth, tooth, tooth, tooth, tooth; PS: unsteady.

Automation of the sound [z] in words, sound at the beginning, with a combination of consonants Know, sign, ringing, call, heat, sound, bell, zna-mya, called, zna-tok, ring-thread, ring-cue , know, know.

Automation of the sound [z] in words, the sound in the middle ZA: va-za, ba-za, ko-za, na-zad, fa-zan, kazak, smear, e-go-za, me-du -za, mi-mo-za, y-ka-za-za, na-ka-za-za, po-ka-za, mo-za-i-ka, don’t-za-bud-ki, y-ka-za-ni -e. AZ: name, az-bu-ka, name-va-ni-e; ZO: bi-zone, wagon; HP: air-spirit; ZU: ve-zu, ma-zut, down-zu; PS: vo-zy, ta-zy, ko-zy, va-zy, ya-zyk, mu-zy-ka, mu-zy-kant, name-call; FROM: from-ba, from-gib, from-mump, from-tok, from-nan-ka, from-yes-no-e.

Automation of the sound [z] in words with these two sounds Tie, ring, arrogant, bark, cover up, splinter, travel

Automation of the sound [z] in phrases New umbrella, funny bunny, new basins, familiar music, familiar musician, hot day, ringing bell, dinner party, funny kitten, groovy goat, Zoya’s idea, dark nook, dental floss.

Automation of the sound [z] in sentences of 3 words Zoya has a goat. Zoya has an umbrella. Zoya buys the alphabet. Zoya asks riddles. Zoya's dad is a musician.

Automation of the sound [z] in sentences of 4 words Zoya knows a lot of riddles. Zoya is late for class. Zoya shows the alphabet to the bunny. Zoya's bunny's name is Zaznayka. Mom gives Zoya an umbrella.

Automation of the sound [z] in sentences of 5 words Pheasants drink water from a basin. Aunt Zoya rings the bell. Zoya is grazing a goat under an umbrella. They carry a lot of locks on the cart. Aunt Zoe doesn't have an umbrella. Zoya is a bully and arrogant bunny. There are mimosas and forget-me-nots in the vases.

Automation of the sound [z] in sentences of 6 words There are a lot of forget-me-nots and mimosas near the castle. Mom asks Zoya a riddle about a bunny.

Automation of the sound [z] in pure sayings For - for - for, for - for - for there is a goat tied here Z - zy - zy, zy - zy - zy the goat has little grass Zu - zu - zu, zu - zu - zu we untied the goat For - for - for, for - for - for the goat climbs into the garden Zu - zu - zu, zu - zu - zu we tied the goat For - for - for, for - for - for here the goat is tied

For - for - for, for - for - for goes Zoya's goat Zy - zy - zy, zy - zy - zy that goat has a curl Zu - zu - zu, zu - zu - zu I'll give the goat water to drink For - for - for, for - behind - behind the hut in the shade - goat

For - for - for, for - for - for goes the goat, goat - fidget Zoy - zoy - zoy, zoy - zoy - zoy the bunny walks along with the goat Zoo - zu - zu, zu - zu - zu Zoya leads the bunny and the goat

Automation of sound [z] in verse *** Two goats and two bison Trampled all the lawns.

*** Zoya has her own goat. The goat's name is Egoza. Zoya knows no peace with her goat Egoza.

*** Lisa's mom, Zina's mom We visited the store. They bought a bunny for Lisa, and a mosaic for Zina.

*** Zoya knows - sometimes a star falls from heaven. The starfall will surprise those who, when it is dark, do not sleep.

*** Winter has a lot of worries: Letting out snow drifts, blizzards, Sweeping the paths everywhere - No stopping by, no going in.

*** Znayka knows everything about the stars - He is building a spaceship. At sunset the starship will go to the star path. Will reach the given star And will blink to everyone from the darkness.

*** The bear forgets about his worries in winter, He sleeps under the howling of the blizzards. The snowfalls are falling and the snow is blowing, but the bear dreams until spring.

Automation of sound [z] in texts Ring A ringing bell rings. He calls Zoya to class. Zoya has the alphabet. She knows a lot of letters.

Caring housewife Zoya has a goat in her pen. The goat's name is Egoza. Zoya takes care of the goat. The goat always has water in its basin. On a hot day, Zoya grazes a goat under an umbrella.

Funny stars Stars shone in the sky. Zoya and Lisa pulled back the curtain and admired the starry sky. The stars winked at them. “What funny stars!” - Lisa and Zoya laughed. - “So far from the earth, but they can see us!”

Automation of the sound [z] in tongue twisters There are bison in the corral, and goats in the corral. Aunt Zoya will not forget to tell Zoya a riddle. There are basins on the carts, and two goats on the carts. At the hut there are mimosa, at the mimosa there are goats. Aunt Zoya gives Zoya an umbrella from the heat. Goats eat mimosas under the mimosa trees.

Outline of the lesson “Sound production [h] outline of a lesson on speech development

Individual lesson.

Sound setting [z].

Goals:

-continue the formation of a long-lasting directed air stream;

-teach how to pronounce the sound [z] correctly;

- teach to isolate the sound [z] from a number of sounds;

- develop attention and fine motor skills.

Equipment:

An individual mirror, an image with an oval-shaped geometric figure (made with a dashed line), brown buttons, a piece of cotton wool.

Progress of the lesson.

Organizing time.

Today our little tongue will go to visit his grandparents.

Articulation gymnastics.

1) Exercise “Cat”. On the way, Tongue saw a cat. She just woke up and began to stretch. Let's show how the cat stretched. Repeat after me: smile, open your mouth slightly, press the tip of your tongue to your lower teeth, arch the back of your tongue. The lateral edges of the tongue are pressed against the upper molars. Hold in this position for a count of 5. Okay, let's continue the journey.

2) Exercise “Fence”. Having arrived, Tongue decided to help his grandfather fix the fence. He tried very hard. Let's show you what a neat little fence Tongue made. The teeth are tightly clenched. The lips are in a smiling position. Perform the exercise 5-6 times. What a beautiful fence you have, well done.

3) Exercise “Pancakes”. Grandma cooked pancakes for good work. The pancakes are very hot, so you need to cool them, I'll show you how to do it. Open your mouth a little. Calmly place your tongue on your lower lip and, smacking it with your lips, say “five - five - five”

4) Exercise “Breeze”. Suddenly it became dark and the wind rose outside. Let's show what wind has risen. Repeat after me: place your wide tongue on your lower lip and blow on it. Perform for 10 seconds.

5) Exercise “Hide and Seek”. In the evening, friends came to pick up Tongue and invited him to play hide and seek. Let's show how Tongue played with his friends. Repeat after me: smile, open your mouth slightly, press the tip of your tongue to your lower teeth, arch the back of your tongue. The back of the tongue rises and “peeks out” from behind the lower teeth, then lowers and “hides”.

6) Exercise "Focus". Little Tongue showed his friends a trick that his dad taught him. He put a piece of cotton wool on his nose and blew on it so that the cotton wool flew high into the sky. Let's try the same with you. Oh, how good you are doing, well done!

7) Exercise “Meat Grinder”. For dinner, Tongue helped grandma make cutlets. First, he and his grandmother minced some meat in a meat grinder. Let's show how they did it, repeat after me. (Perform the exercise “Punish a naughty tongue”).

Development of fine motor skills.

Then Tongue added spices and helped grandma mix the minced meat. Let's stand up and show how they did it. (Stand up, put your hands on the table, palms down, fingers apart. Clench your fingers into a fist, return to the starting position. Repeat 3-5 times.) And then they began to make cutlets (on the piece of paper there are oval “cutlets” shown with a dashed line; they need to be laid out along outline with buttons.) Mmm, what delicious cutlets we got.

Sound production.

Grandmother forgot to close the window and mosquitoes flew into the room. Let's try to ring like mosquitoes. I will help you. Place one hand on your neck and the other on mine. Listen: ssssss the voice sleeps, sssssss the voice wakes up. Do you feel it? Now try it. Well done, just like a mosquito.

Development of phonemic hearing.

There are some other insects flying with mosquitoes, come on, when you hear mosquitoes flying, you will say “Mosquito”! Listen carefully: [n]; [P]; [z]; [R]; [h]; [With]; [z]; [l]; [z]. That's how attentive you are, well done!!!

Consolidation.

Let's show again how the mosquitoes flew. What do I need to do? Well done, how good you are doing!!!

Development of fine motor skills.

When Tongue was leaving his grandparents, his friends came to say goodbye to him. Let's say goodbye to them. (Alternately connect each finger with the thumb. Do the exercise on both hands.)

Consolidation.

Arriving home, Tongue told his parents how mosquitoes ring. Let's ring like mosquitoes.

Tell me what you liked about our lesson? What have you learned? You tried hard today and for that I will give you a gift.

Summary of GCD in the preparatory group “Sound and letter Z”

Summary of GCD for children in the pre-school group “Sound and letter Z”
Author of the summary of GCD: Galina Borisovna Titarenko, speech therapist, MBDOU MO Krasnodar “Kindergarten No. 68” Objectives of the priority educational area: “Speech development” Formation of lexical and grammatical skills means of language. Improving the sound side of speech in the areas of pronunciation, perception and expressiveness. Mastering the elements of literacy. Development of coherent speech skills (training dialogic and monologue speech). Educational area: “Speech development” Objectives of OO in integration: “Social-communicative”, “Cognitive”, “Speech” Educational: automation of the correct pronunciation of the sound “Z”, improving the skill of syllabic analysis and synthesis, improving the skill of reading syllables and words, improving grammatical structure of speech. Developmental: develop the grammatical structure of speech, phonemic perception, tempo-rhythmic side of speech, develop attention, memory, logical thinking, articulatory, fine and gross motor skills, develop technical skills in working with a pencil. Educational: to form mutual understanding, goodwill, independence, initiative, responsibility. Prerequisites for educational activities: to develop the ability to listen and understand the speech of an adult, the development of attention, memory, thinking, to develop independence in finding ways to solve new problems, to be fluent in verbal means of communication, the ability to adequately perceive the assessment of an adult and a peer, to develop perseverance when completing a task. Equipment for the teacher - speech therapist: magnetic board, typesetting canvas, subject pictures (umbrella, goat, castle, tongue, teeth, bunny, mimosa, catfish), character and attributes of a surprise moment (Dunno, letter, notebook). Equipment for children : cut alphabet, bells, notebook, colored pencils, album sheet. Introductory part (motivational, preparatory stage) Guys, now I’ll tell you riddles (as you guess, the guessing pictures are put on the typesetting canvas): Doesn’t bark, doesn’t bite, and doesn’t let you into the house (lock). Red doors in my cave, White animals sit at the doors. Both meat and bread - all my spoils - I gladly give to the white animals (teeth) The grain scattered by night, They looked in the morning - there is nothing (stars) He reveals himself, He closes you. As soon as the rain passes - It will do everything the other way around (umbrella) - What is the same sound heard in all these words? (sound Z). — clarification of sound articulation; - choral pronunciation of sound; - characteristics of sound (consonant, whistling, hard, sonorous) Main part (substantive, active stage) Knock on the door. Dunno appears with an envelope. - Hello guys! I was told that you are becoming familiar with sounds. -What sound are you familiar with? (with the sound Z) - Is there a Z sound in my name? (yes) Yes, Dunno! Children know and hear sound, look - the sound is distinguished by ear (the bell rings) - in syllables - SA, ZA, AZ, ZHA, ZU, OS - in words - beetle, soup, tooth, hall, vase, castle, scales, bitches Game “4 extra” umbrella – castle – winter – teeth. - Guys, I also want to play with you, repeat after me: Za-za-za - go home goat Zo-zo-zo - Zoya is lucky Zu-zu-zu - I'm herding the goat Zy-zy-zy - we wash the basins. Dunno, but the guys can determine the place of a sound in a word. Pronouncing pictures on a panel, selecting pictures with the sound “Z” - at the beginning, middle, end. Game “Correct the mistake” - a picture with the sound “C” (som). Why doesn't this picture fit? (because there is no sound “Z”) Game “Pick up an object” ringing, ringing, ringing Game “1-2-5” - ringing ringing Physical education minute The hostess threw the bunny (hands to cheeks). The bunny was left in the rain (spread your arms to the sides, palms up). I couldn’t get off the bench, I was completely wet (raise my shoulders). The sun came out from behind the clouds (raise your hands up, rejoice in the sun) Our bunny dried up and off we went. The bunny jumps quickly (jumps on the spot), you catch him (sit down in their seats). Dunno: “Guys, I brought you my notebook, check if I wrote it correctly?” I love to ride...swing. Zoya came today...in a beautiful dress. The dog is sitting...in a booth. Nest...branch. The apples are in the…basket. Guys, I also want to win a prize in the “The Smartest” program, but I can’t cope with your “Confusion” game. Help me please! - Guys, let's help Dunno! Game “Confusion” Sits, bush, behind, bunny - Peeking, from behind, bush, bunny - Behind, goes, winter, autumn - Introducing the letter Z The letter Z and the number three, Like two sisters. Look carefully: We write Z as the number three. Working with a split alphabet: - laying out syllables, words - drawing up diagrams for these words. Development of fine motor skills: I’ll open the notebook and put it in the right way. I won’t hide it from you, I’ll take the pencil correctly. I’ll sit straight, I won’t bend, and I’ll get down to business. - typing letters in a notebook. Dunno, our children can divide words into syllables. Game “Telegraph” - with clapping (children put pictures on the panel, for a given number of syllables).
Checking the correctness of the task Final part (reflective stage)
Game “Say a word” The forests hide many troubles, There is a wolf, a bear and a fox! Our animal lives in anxiety, running away from trouble. Come on, guess quickly, What is the animal’s name?.../bunny/ Mikhail climbed up an oak tree, So that the doctor wouldn’t pull it out.../tooth/ Roof in a fur hat, White smoke overhead. Yard in the snow. White at home. At night.../winter/ The game “Sound Lost” . The hunter shouted: “Oh! The doors (animals) are chasing me!” Words - me. yk, . ont, . uby, co. ah, gne. before, . aika, . amok. Guys, let's give Dunno a drawing where we will depict a letter. Lure this bird to our album page. (children sketch the letter, admire the drawings, then give it to Dunno). Guys, let's repeat Dunno! - What sound and letter did you become familiar with? - What is he like? — What did you like about our work today? Well done to you all today! Clap for yourself!

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Outline of the lesson “Sound production [h] outline of a lesson on speech development

Summary of GCD in the preparatory group “Sound and letter Z”

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