Summary of a lesson on correcting dysgraphia for 3rd grade students “Differentiation A – Z”
Diagnosis: Mixed form of dysgraphia.
Speech therapy: “Differentiation A – Z.”
Grammatical: “Unstressed vowels at the root of the word.”
Lexical: “Aliens from the planet Differentiation.”
- Develop higher mental functions (imaginative thinking, visual attention and memory, visual-spatial orientation).
- Fix the articulatory-acoustic image of the sounds [A], [Z].
- Teach children to differentiate sounds and letters A, Z.
- Develop phonemic awareness, analysis (simple and quantitative complex) and synthesis.
- Practice the skill of checking unstressed vowels at the root of a word.
- Enrich the student’s vocabulary on the topic: “Aliens from the planet Differentiation.”
Computer, projector, interactive whiteboard, colored pens.
Lesson plan and course:
Hello guys! – Today in class you need to listen, watch and remember very carefully. Now we will write a dictation in cells. – Open the squared notebooks. Step back 10 cells from the left edge of the sheet, 10 cells from the top, put a dot.
Hello! They put an end to it.
Development of visuospatial cues, visual memory and visual attention.
(A drawing of a robot appears on the board) - slide 2
They draw a robot in a notebook under the dictation of the teacher.
Reporting the lexical topic of the lesson.
Who did we get? That's right, today we will talk about aliens from the planet Differentiation. Who are they?
Work on the connection between letters and sounds.
1. Comparison by articulation. – 3, 4 slide Itself is scarlet, sugar, The caftan is green, velvet.
- What is this? – What is the first sound in this word? – Is the “a” sound a vowel or a consonant? – What letter in the letter represents the sound “a”? Round, ruddy, I grow on a branch. Adults love me, children love me
- What is this? – What is the first sound in this word? – Does the letter “I” indicate a vowel or a consonant? – How many sounds does the letter “I” consist of? – What letter in the letter represents the sounds “Y, A”? Today we will learn to distinguish between the vowels “A” and “I”.
2. Writing the letters a, i in the air.
- Let's write these letters in the air. We took a pencil and seemed to trace the letters “a, z” written on the board.
3. Comparison of letters by style, similarity, difference.
How are the letters a and z similar? What is the difference?
4. Connection with a non-letter image.
The letter “a” looks like an animal with a tail; “I” - to a little man with his leg extended forward. What else?
5. Comparison of the letters a, i by ear. -5, 6 slide
Open your notebooks and write down the number, topic: “A – Z.” The task is written on the board. Name the pictures that begin with the sound [A], [Z]. Listen carefully to the alien and drag him to the corresponding planet: according to this, there is a sound [A] or [Z] in the word. Consonants before the vowel “a” sound hard, and before the vowel “ya” they sound soft.
Watermelon. The first sound is [A]. Vowel. The air stream has no obstacle in the oral cavity, the mouth is open, the lips are freely open. Pronounce the sound [A]. We denote it by the letter A, in red.
Apple. Sounds [Y, A]. Vowel. The letter Y is designated in red. Pronounce the sounds [Y, A]. Consists of two sounds: [Y] - consonant, soft, [A] - vowel. Compare schemes. Trace the letters “a, z” in the air with a pencil. The letter “a” is similar to the letter “i” in that it has the same element – a stick with a curve at the bottom. The difference is that “a” consists of an oval and a stick with a rounded bottom, and “I” consists of an arched element that starts with a curl and ends with an oval, and a stick with a rounded bottom. Name words starting with “a”, “ya”. Seating the aliens.
V. Unstressed vowels at the root of a word – slide 7
1. Correct the word and type it on the interactive board without errors, check it with the yellow button. A drawing of an animal appears. 2. Choose words that are spelled with the letter A, the letter A appears; with the letter I, the letter I appears. Reading the rule - slide 8
Complete tasks on the interactive board.
VI. Vocabulary development. -9, 10 slide
Here is a definition of 3 dictionary words, guess which words are intended. When guessing, an image and a vocabulary word appear. Write them down, underline the vowels with a red pen, hard consonants with a blue pen, soft consonants with a green pen, put emphasis, divide the words into syllables. Check it out.
Guess the vocabulary word, write it down and parse it.
VII. Checking homework.
Checking homework.
“Apple” Stretch out your hand and pick an apple. The wind began to shake the apple tree, It was difficult to pick an apple. I’ll jump up and stretch out my hand - I’ll quickly pick an apple.
Repeat the movement after the teacher.
IX. Continuation of work on the board - slide 11, 12.
Drag the word into the corresponding “vortex” with the vowel “a” - into the right vortex, with “ya” - into the left one. When the task is completed correctly, the words fly away into the “vortex.”
Complete tasks on the interactive board.
X. Continuation of written work - slide 13, 14.
– Complete the task in your notebook and check it. Underline “a” with one line, “I” with two lines. - I thought of a word, the alphabet is in front of you, try to guess my word. If the letter fits, it will automatically fall into place in the word. Write down this word, underline “A” with one line, “I” with two lines.
Students call the letter a or z, the teacher presses it. They guess words by calling them by letter or the whole word at once.
XI. Visual attention training – slide 15
Music sounds, go to the board one by one and find “a” among the letters, then “i”. The letters disappear.
They come up to the board, look for letters, touch the letter “A”, then “Z”.
XII. Continued work on the interactive whiteboard – slide 16, 17, 18, 19, 20. Development of phonemic analysis and synthesis.
Working with a proposal. Complete the task on the board. – Using a cube, select a line number and make a sentence from these words. Where is the sound [A] in words? [I]? - Guess the resulting riddle. Check it out. Are there sounds [A], [I] in this word? Where do they rank in the ranking? – Fill in the missing word in the sentences. Between what sounds is the sound [A], [Z]?
Complete tasks on the interactive board. Choose a line number and compose a sentence from these words. Answer questions.
XIII. Lesson summary.
Today we learned to distinguish what sounds? What is the difference between the letters a and z? – What do they have in common? – How do the letters “a” and “i” differ? – How to check an unstressed vowel at the root of a word? -What new have you learned about aliens? Who are they? What is differentiation?
We learned to distinguish between the sounds [A] and [Z]. These are vowels. Consonants before the vowel “A” sound hard, and before the vowel “I” they sound soft. To check an unstressed vowel in the root of a word, you need to select a word with the same root in which the stress falls on this vowel.
XIV. Organization of the end of the lesson.
– You did a very good job in class. I hope that now you will never confuse the letters “A” and “Z” in writing. Goodbye, guys!
Song “Oh, if only a dream came true”
Speech therapy lesson in 3rd grade (notes)
T. V. NAZAROVA,
teacher-speech therapist GBOU "Academic Gymnasium No. 56" of St. Petersburg
SUMMARY OF Speech Therapy LESSONS ON DYGRAPHIA CORRECTION
WITH A GROUP OF 3rd CLASS STUDENTS
Subject
: Root words, cognate words.
Target
: Strengthen the ability to highlight the root of a word and select related words.
Tasks
:
- Improve the ability to identify the root in a word;
- develop the skill of selecting related words;
- expand your vocabulary by clarifying the meaning of words;
- develop word formation skills;
- develop sound-letter analysis;
- develop auditory, visual attention, thought processes;
- to form personal learning skills: the desire to acquire new knowledge and improve existing ones;
- to form regulatory control systems: control and self-correction, the ability to remember the rule and act in accordance with it;
- form cognitive UUD: independent creation of ways to solve problems of a creative nature;
- form communicative educational activities: planning educational cooperation with the teacher and peers, managing the partner’s behavior - monitoring, correction and evaluation of his actions.
Equipment
: individual task cards, individual boards with markers, interactive whiteboard, 2 games with magnetic fishing rods, colored three-dimensional letters, tokens.
Progress of the lesson
:
1. Organizing children for the start of the lesson:
Each student has a colored letter on their desk.
- The one who correctly names his letter and the corresponding sound that it represents will sit down (Children name the letter and sound and sit at their desks).
2. Introduction to the topic:
- Let's make a word together from your letters, arranging them in the order of the colors of the rainbow.
(Students form the word “ root”
).
-What is a root? (Students offer answers: part of a plant, part of a word).
-What root do you think we will talk about today? (About the root of the word).
Students formulate the topic of the lesson.
- That's right, the topic of our lesson is: “The root of the word and words with the same root.”
The speech therapist invites students to repeat the material from previous lessons, answering the questions: What is the root of a word? Why is it the most important morpheme in a word? What words have the same root? Students are asked to name a synonym for the word “cognate” words (related).
Students have a card with overlaid images on their desks. Slide on the board:
- Name which pictures are layered on top of each other. (Children name the pictures: crayfish, crab, frog, turtle, fish).
- Select the names of the pictures for these diagrams, taking into account the composition of the words. (Match the names of the pictures to the diagrams, name the roots of the words).
- Now guess the riddle and find out who we will catch today.
Glistening in a clean river
The back is silver. (Fish)
—
Trace the picture of the fish on your card. (Students trace the fish with a colored pencil).
3. Selection of related words for the word “fish”:
Students receive a card on which they will write words with the same root.
- Finish the poetic line with a word with the root “fish” and write it in one of the fish on your card:
The speech therapist reads the poem, students finish the last word and write it on their card.
Our fins would grow, we would swim like _______(fish).
I would wave my flexible tail and frolic like a ________ (fish).
A very small ________ (fish) is picking up crumbs from the hook.
A very large _______ (fish) swims out, looking for food.
The fish don’t bite at all, apparently I’m a bad _______ (fisherman).
If you don't mind the bait, there will be excellent _________ (fishing).
Fishing is not a joke, I really love _______(fish).
This is our catch, mother is a nice ______(fisherman).
A fish farmer knows everything about fish, just go to _______ (fish factory).
4. Isolating roots in words, working on individual boards:
— We need to get ready for fishing and take the necessary things with us. I will name an object that will be useful to us when fishing, and you write down only the root of this word on your board.
The speech therapist names the words: fishing rod, bucket, boat, oars, bait, float.
Children write down only the root of the word and show the recording to the speech therapist, holding the board up.
(The recorded roots are checked: ud, bucket, boat, oar, man, plav
).
For each correct answer, students receive a fish token.
- Well done, now we are ready to go fishing.
5. Classification of related words, work by commands:
Students are divided into 2 teams, each team has fishing rods with magnets and a fishing game. There are words written on the fish.
Slides on the board:
— The first team will fish in the river. She must pull out all related words to the word “ river”.
Help each other, catch only words with the same root!
(
The words on the fish are:
river, speech, river, river, beyond the river, speech, river, utter).
—
The second team will fish in the sea.
She must find all related words to the word " sea".
(The words on the fish are:
sea, overseas, wrinkle, seaside, seaside, starve, sailor, hilarious
).
Children use fishing rods to pull out fish with related words. The team that correctly selected related words wins (it receives tokens). Students write down a group of selected related words in their notebooks. The meanings of the words are clarified: utter, speech, riverside, starve, seaside, hilarious.
As they check the completed task, team representatives move the related words they have chosen on the board.
6. Working with a poem, spelling unstressed vowels at the root of a word:
On the board there is a slide with an encrypted quatrain:
- Unscramble the words, writing in the root of the word, insert the missing unstressed vowel.
Children take turns going to the board and writing down the roots; insert unstressed vowels, choosing a test word.
— Copy the poem into a notebook, highlight the roots of the words.
7. Summing up the lesson:
- Guys, our fishing is over! Let's count our catch. (Children put the earned tokens in a bucket and count). That's how many interesting and accurate answers were given in our lesson!
Students answer the questions: What did they do in class? Where can each of them apply the knowledge acquired today? What new words did they learn during the lesson?
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Vowel differentiation A-Z
Summary of speech therapy subgroup and individual lessons for children in grades 1-3 on the topic: “Differentiation of vowels A-Z” with violations of FFNR, FNR, ONR.
In my work, I often encounter the problem of softening sounds in students and poor differentiation between hard and soft consonants. Children cannot understand and correctly distinguish paronymic words that differ by one letter, such as rad-row, bear-mouse, etc. In their perception, these words sound the same. This is a gross violation of phonemic hearing, phonemic perception requires targeted correction.
View the contents of the document "Differentiation of Vowels A-Z"
Topic: “Differentiation of vowels A-Z”
Lesson notes for children in grades 1 – 3: differentiation of vowels A, Z
. Development of phonemic awareness and formation of clear phonemic concepts.
Goal: to teach children to distinguish vowels A-Z orally and in writing.
Equipment: individual mirrors, individual teaching material, table with vowels of the 1st and 2nd rows.
1. Organizational moment. Setting a learning goal.
The speech therapist suggests remembering the vowels of the 1st and 2nd rows.
2. Repetition of previously covered material.
Speech therapist. Guys, how were the vowels of row II formed?
A table with vowels of the 1st and 2nd rows is posted.
3. Working with individual mirrors.
Speech therapist. Guys, each take your own mirror and pronounce the sound [a] clearly and clearly, pay attention to the position of the lips when pronouncing (the mouth is wide open, there is a large distance between the teeth, the tongue is below, its tip is slightly pulled down, towards the lower palate, back).
The speech therapist explains: when pronouncing the sound [a]:
- lips in a calm position;
- teeth at a distance of 1 - 1.5 cm;
- a wide, outstretched tongue rests calmly against the lower teeth. The tip of the tongue touches the lower teeth, the lateral edges of the tongue lightly touch the lower lateral teeth;
- the soft palate is raised and pressed against the back of the tongue, the air stream goes through the mouth;
- the vocal cords are tense, brought together and vibrate, resulting in the formation of a voice.
Now, guys, pronounce the sounds that are indicated in writing by the letter “i” [th, a], and also pay attention to the position of the lips and tongue. What did you observe and note?
Lesson summary on the topic “Differentiation A - Z”
Differentiation of vowels A-Z in words, sentences, and text
Summary of a group lesson for 2nd grade students with ODD, FFND.
Target:
Teach to differentiate the vowels A and Z in words, sentences, and text.
Objectives: Educational:
- improve knowledge of vowels A-Z;
- to develop the ability to distinguish vowels A-Z in words, sentences, and text.
Correctional and developmental:
- develop skills in sound analysis and synthesis;
- develop the ability to compare words by meaning and spelling;
- develop the ability to compose word combinations;
- develop the ability to find the grammatical basis of a sentence;
- develop phonemic hearing, visual perception, attention and memory;
- develop gross and fine motor skills;
- Expand words knowledge;
- develop communication skills;
- develop visual attention and tracking function of the eye.
Correctional and educational:
- developing skills of independence, initiative and goodwill;
- generate positive motivation to participate in the lesson.
Health saving:
- promote the preservation and promotion of health.
Planned results:
- consolidating ways of differentiating vowels A-Z in words, sentences, and text;
- development of sound analysis and synthesis skills;
- improving the ability to compose phrases and find the grammatical basis of a sentence;
- development and enrichment of vocabulary;
- improving communication skills.
Equipment:
individual mirrors, colored pencils, individual notebooks, boards with adhesive tape for the development of fine motor skills, jars of beans, task cards, multimedia presentation “Gymnastics for the eyes”, homework card.
Lesson duration:
35-40 minutes
Progress of the lesson
I. Organizational moment 1. Psychological attitude. - Good afternoon! Let's start the lesson today with a smile on our face and wish each other and ourselves success! Articulation gymnastics. - In order for our tongue to be obedient and pronounce sounds correctly, we will do exercises: “Let’s bite the tongue”, “Spatula”, “Cup”, “Needle”, “Tube”, “Horse”. Game "Guess the sound." The speech therapist names the words: pineapple, apple, lizard, watermelon, bus, box, berry, April, stork. - Name the first letter in the words. Guys, what are the first letters in the words that you highlighted? (Letters A and Z.) Have you guessed what sounds and letters you will learn to distinguish today? (Letters A and Z.) 2. Statement of the topic of the lesson. - Today we will work with the vowels A and Z, learn to distinguish them in words, sentences, and text. II.Main part 1. Analysis and characteristics of sounds [a] and [ya]. 1.1.Working with individual mirrors. Guys, each take your own mirror and pronounce the sound [a] clearly and clearly. Let us characterize the sound [a]. (The mouth is wide open, there is a large distance between the teeth, the tongue is below, its tip is slightly moved down, towards the lower palate, back.) Now, guys, pronounce the sounds that are indicated in writing by the letter I, [ya]. What did you note? (Our tongue was at first at the top, “on the ceiling,” and then sharply went down.) - What conclusion can be drawn? (The articulation of the sounds [a] and [ya] are similar.) - What is the difference? (The letter A is the vowel of the 1st row, indicates the hardness of the consonant in front), (The letter Y is the vowel of the 2nd row, indicates the softness of the consonant in front). 2. Differentiation of vowels A-Z in words. 2.1.Working with cards. The speech therapist gives the students cards and asks them to do the exercise: “Make words from letters.” — Arrange the letters in the correct sequence to form a word. Cards: h, r, b, a, y z, m, l, e, i g, i, o, a, d k, r, t, o, a, n i, b, e, s, n k , r, a, i, o, g s, t, r, a, a d, b, g, o, i, r, a t, k, p, a, e, a - What words did you come up with? Read them. (Watermelon, berry, ash, aster, pharmacy, earth, cardboard, snag, tramp.) 2.2.Working with paronyms. - Look at the board, there are a couple of words written in front of you. Let's read them in chorus. Words: Mal - crumpled, glad - row, blockage - withered, garden - sit down. - Compare the words by meaning and spelling. What letters distinguish these words? Guys, what happens to a consonant when it is followed by the vowel letter I? (The vowel I makes it soft.) 3. Finger gymnastics. Exercise: “Put out the berries.” — Children, in front of you is a board with adhesive tape and cans of beans. Let's post a beautiful berry. — What sounds are found in the word “Berry”? Where are the sounds [ya] and [a]? ([ya] at the beginning of the word, [a] at the end.) 4. Differentiation of vowels A-Z in phrases. Training in composing phrases. (The speech therapist gives the children cards with the task.) - Insert the missing letters into the words and select a suitable word from the right column for each of the left columns. Cards: Cloudy.. b..barrel red..I’m snake.. ..bright..year..dense fox..juicy..weather..cold..cheek..agile..monkey..on - Read the resulting phrases. Write it down in your notebook. Underline the letters A with one red line, Z with two red lines. 5. Physical exercise. - Now we are going to play an interesting game. I will name the words. If the word contains the letter A, then sit down, if the letter Z, raise your hands up. Be careful! Cloak, ball, stork, vase, snake, apple, cherry, fire, hawk. 6. Gymnastics for the eyes. Multimedia exercise /relieving eye fatigue/. 7. Differentiation of vowels A-Z in sentences. Working on a proposal. (The speech therapist invites students to work with cards.) - Guys, read the sentences. Find and write down the grammatical basis of each sentence. - Highlight the vowels A, Z and the consonants before them. Cards: There was slush on the street. The kids were playing hide and seek. Raya hid behind a tree. Olya knitted quickly. Grandma had an old spinning wheel in her closet. Overripe raspberries fell to the ground. 8. Differentiation of vowels A-Z in the text. Working with text /task at the board/. Restore the text. Put the words in the correct order. Correct the mistakes. Students take turns going to the board, restoring the correct sequence of sentences, and correcting mistakes. The vowels A and Z are emphasized. Sentences: walk, Yana, went to the grassland, she saw berries growing there, picked them, she III. Summary of the lesson. - What vowel sounds and letters did we work with today? (Vowels A and Z.) - What do they have in common? (Vowels.) - How do these sounds differ? (Consonants before the vowel A sound hard, and before the vowel I sound soft.) - Which task was the most difficult; interesting? Assessment of children's activities. - Evaluate your work in class. Who worked well and answered a lot? Who will try to work more actively next time? Homework. Do the exercise. Put the words in their place. To “apple” include words with the missing letter I, to “watermelon” - with the letter A. Apple: Watermelon: Words: Sl..kot, k..tok, t..nuchka, cr..sit, gl..det , ..streb, hat..pka, ..watermelon, strawberry... .
Progress of the lesson
Organizing time.
Psychostudy “Smile”
All the children gathered in a circle, (speech therapist and children stand in a circle) I am your friend, and you are my friend! (the speech therapist points to himself, then to the children) Let’s hold hands tightly (hold hands) And smile at each other! (we smile at each other)
– The first to take his place will be the one who recognizes the sound from my lips: (A, O, U, A)
– What sounds did you name?
– What vowels do you still know?
– Collect cut-out pictures and you will find out what vowel sounds we will work with in class.
Pictures: (elephant, goat, ram, elk)
Main part of the lesson
1) Announcement of the topic of the lesson.
– Name the picture, highlight the vowel sounds.
– Which vowels are repeated? (A-O)
– Where can you meet all these animals together? ( In zoo)
– What do you think is the topic of our lesson?
– Today we will distinguish the vowel sounds O-A in syllables and words and sentences. And we'll take a short walk to the zoo. Slide No. 2
2) Analysis of the articulation of vowel sounds A-O
Slide No. 3
Working with mirrors
– Let’s compare the articulation of the sound A and O, how are they different and how are they similar?
A – The mouth is wide open, the tongue lies at the lower teeth. The diagram is a circle.
O – Lips are rounded and slightly extended forward. The diagram is an oval.
3) Breathing exercises.
– You found out that you were going to the zoo and were very happy, let’s show this through an exercise.
Inhale through the nose and exhale for a long time and pronounce the sound AAAAAA - joyfully
Inhale through the nose and exhale for a long time and pronounce the sound OOOOOO - scared
4) Development of phonemic awareness.
- Before we go to the zoo, let's check your attentiveness.
The game “Top-Clap” for the sound A - top with your foot, for the sound O - clap your hands.
A-O-AA-O-AM-MO-TO-OP-AS ELK, BOAR, ELEPHANT, RACCOON, BADGER
5) Development of phonemic analysis and synthesis.
- So, you have proven that you are very attentive. The animals have prepared a task for you: distribute them into two groups Slide No. 4
Exercise : distribute pictures of animals into two groups (GIRAFFE, FOX, BOAR, WOLF, ELEPHANT, RHINO, RRAM, ELK)
– Name the animals with the sound A – badger, fox, wild boar.
– Name the animals with the sound O – wolf, elephant.
– In the name of which animal do we hear the sounds O-A? (rhino).
6) Work on beeches O-A. Clarification of elements of lowercase letters a and o. Differentiation of these letters .
– You hear and distinguish sounds well. Can you recognize the letters well?
– Tell me, how do letters differ from sounds? (We see and write letters, and we hear and speak sounds).
– What elements does the lowercase letter O consist of? A? Slide No. 5
The teacher shows cards with uppercase and lowercase letters A and O.
(The letter O consists of one element - an oval. The letter A consists of two elements - an oval and an inclined line with a curve at the bottom to the right).
– What element do these letters have the same? (Oval).
– How are these letters different? (An inclined line with a curve at the bottom to the right. The letter O does not have it, but the letter A does).
7) Finger gymnastics
These are animals
Animals have four paws (we raise and lower 4 fingers on both hands). Claws can scratch (fingers move like claws). They don’t have a face, but a muzzle (connect the fingers of two hands, forming a ball, separate the fingers in turn, lowering them down). The tail, mustache and nose are wet (wave-like movements with the hand, “draw” a mustache, circular movements with the finger along the tip of the nose). And, of course, the ears (we rub the ears with our palms) Only on the top of the head (we massage two points on the crown).
Corrective test. Working on individual cards .
Circle the letter A in a square, O in a triangle
- Count how many letters a are in 1 line?
– Count how many letters o are in the second line?
9) Syllable analysis.
Game: “Locate the place of the animal” Slide No. 6
Animals offer you to find out who is behind whom, for this you need to divide the names of animals into syllables and determine the place of the sounds O-A (BOAR, WOLF, FOX, ELEPHANT, GIRAFFE)
The first animal in the name has 2 syllables and two vowels a. (boar)
After the wild boar there is an animal whose name has 1 syllable, the sound O is located after the sound B. (wolf)
The third is an animal whose name has 2 syllables, the sound A is after the sound C (fox)
After the fox there is an animal whose name has 1 syllable, the sound O stands between the sounds L, N (elephant).
Well, the last one is an animal whose name has 2 syllables, the sound a in the second syllable (giraffe).
- Well done boys. You most of the animals took their places, but not all. Rhino has prepared your next task.
Physical exercise. Ball game “Name the baby animals”
A lion has cubs, a tiger has a fox, a goat has a wolf, an elephant has cubs, etc.
10) Consolidation of the studied material.
Game "Magic Bag" - find the letter, name it and take it out of the bag.
Letters: (N, O, S, O, R, O, G)
– Collect a word from these letters. Slide No. 7
– Read the word and find the words that are hidden in this word.
– What two words does the word rhinoceros consist of?
– This word consists of two words: nose, horn, o – a connecting vowel. Such words are called compound words.
Summary of a speech therapy lesson on the topic: “Differentiation of vowels O A”
Summary of a speech therapy lesson on the topic “Differentiation of vowel sounds O A”
Development content
Develop optical-spatial concepts and motor skills of the fingers.
Improve the skills of syllabic analysis and synthesis, analysis of sentences by words.
Develop sound-letter analysis skills.
Enrich your vocabulary, develop coherent speech, the ability to compose a story (description of an object) according to a diagram, the ability to explain.
game “Cobweb” (“Words”);
syllabic text (for each child);
a diagram for writing a story about vegetables and fruits;
superimposed images of objects (“Vegetables and fruits”).
I. Organizational moment.
P. Development of optical-spatial concepts, ability to explain.
III. Speech therapy part of the lesson:
Repetition of articulation of sounds [o], [a], writing letters o, a.
Development of optical-spatial concepts, skills of syllabic analysis and synthesis.
Development of skills in syllable analysis, analysis of sentences by words.
IV. Lexico-grammatical part of the lesson.
Classification of names of vegetables and fruits.
Writing a descriptive story about vegetables or fruits.
V. Development of motor skills of the fingers.
VI. Summary of the lesson.
II . Development of optical-spatial concepts, ability to explain
The speech therapist places a card on the board for the game “Letter Chains” (Fig. 5).
— In front of you is a card with letters written on it. Name them (o, a, f, d, b).
Explain how to make another letter from one letter.
What do I need to do? (you can remove or add any element)
This is followed by the children’s explanations (if there is difficulty, the speech therapist helps to give the correct answer).
III . Speech therapy part of the lesson
1. Repetition of articulation of sounds (o), (a), writing letters o, a
What do the sounds [o], [a] have in common? (they are vowels, sung, belong to the 1st row of vowels)
How are these sounds different? (when pronouncing the sound [o], the lips are rounded, and when pronouncing the sound [a], the mouth is wide open)
What do the writing of letters have in common? (both letters contain the element “oval”)
How is the spelling of the letters o different? (the letter “o” includes 1 element
-
“oval”, and the letter “a” has 2 elements
-
“oval” and “stick with a curve at the bottom”),
Write the letter o in the air (children draw a letter in the air),
and now the letter a
.
2. Development of optical-spatial concepts, skills of syllabic analysis and synthesis
On the stand there is a card from the game “Spiderweb” (Fig. 6).
Read the words by connecting the syllables in a web, focusing on the lines. Go out to the board one by one and write down the syllables in the correct sequence.
What words did you come up with? (wasp, dog, cat, mountain, fence, rose, bark, album)
— Is the sound [o] always heard clearly in a word? (No)
Name the words in which the sound [o] is heard as [a]
(wasp, dog, mountain, bark).
— The spelling of the letter o must be checked by selecting a test word. But sometimes it is impossible to find a test word; the spelling of the word should be remembered.
Write these words down. Use code to highlight the letters o, a
-
underline
a “o”
into an oval.
3. Development of syllabic analysis, analysis of sentences into words
The speech therapist distributes cards with syllabic text.
Oh, how the artist did a great job. Painted the leaves on the trees. She worked hard in the fall and gave people a rich harvest.
— The next task is very difficult. There is text on the cards that lie in front of each of you. All words in it are divided into syllables. Try to determine which words are in each sentence in the text.
Write the sentences in the form of diagrams. How many sentences are there in the text? (3)
Insert the letters o, a
into words in a sentence pattern.
For example:
IV. Lexico-grammatical part of the lesson
1. Classification of the names of vegetables and fruits The speech therapist distributes cards with the game “Reader”.
TOMATO PUSTA ORANGE CARROTS GARLIC PERSUME LMEMON POTATO CUCUMBER BEET BLOCK PEAR LUXLIVAREPA EGGPLANT REDDISPPERZZUCCHOCANAPA
The next task, “Reader,” is easier. Divide the notebook sheet in half. Read the words written on the cards. Write the names of fruits in the first column, the names of vegetables in the second column.
Please note that the words in the “Reader” are written together, they need to be separated from each other.
tomato, cabbage, orange, carrot, garlic, persimmon, lemon, potato, cucumber, beetroot, apple, pear, onion, plum, turnip, eggplant, radish, pepper, zucchini, pineapple.
Which suggested vegetables or fruits do not have the letters o in their names?
?
(onion, radish, pepper)
Encrypt the letters o, a
(
o
into an oval, underline the letter
a
with one line)
2. Writing a story about vegetables or fruits
- And now we will try to write a story about a vegetable or fruit. Imagine that someone has never seen or tasted an apple. With the help of our story, maybe someone will want to try an apple. Each of you is offered a diagram with which you can write a story about a vegetable or fruit.
Outline of the story (description of the subject)
. Is this a vegetable or a fruit?
A vegetable grows in a vegetable garden in a garden bed (a fruit grows in a tree in a garden).
DOWNLOAD PRESENTATION
Developed by a teacher-speech therapistVasilyeva Elvira Gennadievna
Cheboksary special (correctional) primary school-kindergarten No. 3 “Nadezhda” of the Chuvash Republic
slide 1
Goal: developing ideas about the content side of sentences to ensure its semantic completeness and communicative expediency
Tasks:
Educational:
1) developing the ability to determine the number and sequence of words in a sentence;
2) consolidation of the skill of grammatical formatting of sentences, coordination of words in a sentence;
3) differentiation of prepositions and prefixes,
Corrective:
4) development of logical thinking, memory, attention;
5) correction of fine and gross motor skills
Educational:
- developing a sense of responsibility and self-confidence;
- formation of personal qualities;
- cultivating a sense of respect for adults, the ability to communicate with teachers and children in a team
Equipment: screen, projector, computer, task cards, notebooks
Progress of the lesson
- Organizing time.
1. Development of visual perception and visual gnosis.
Speech therapist: Guys, what objects are shown on the slide? (frog, reeds, dragonfly - overlaid images) What are words made of? (from syllables)
How many syllables are in each of these words? (3)
slide 2
- Making proposals based on guessed pictures.
Speech therapist: What is a sentence? (words related to each other in meaning)
Make up a sentence with words - names of pictures. (The frog sat in the reeds and looked at the dragonfly.)
Speech therapist: How many words are there in your sentence?
- Formulating the topic of the lesson.
Speech therapist: Who guessed what we will do in class? (work with suggestions)
- Main part
1. Meet the hero.
Speech therapist: We received a mysterious letter. Review the recording. Try to decipher this letter and read it, then you will find out who wrote it. (There is a note on the cards, words in brackets are replaced with pictures)
Text of the letter: I have a (barrel) of honey. There is also a (jar) of jam. I will soon (come) to visit you and bring you a treat. (Winnie the Pooh)
slide 3
- Restoring deformed sentences.
Speech therapist: Winnie the Pooh loves honey very much, but the bees don’t let him get enough of it. Let's help Winnie the Pooh.
slide 4
Speech therapist: Make up sentences from the words the bees brought. Write down the resulting sentences.
Words: - it was summer, sultry (It was sultry summer.)
- jackdaw, on, fence, sat down (A jackdaw sat down on the fence.)
- Kolya, I asked a riddle (Kolya asked a riddle.)
- cat, attic, on, climbed (The cat climbed into the attic.)
- in, flooded, yard, skating rink, big, flooded (In the yard, the children flooded a large skating rink.)
Physical exercise for the eyes ( Masko ophthalmic simulator)
slide 5
- Establishing logical connections between words within sentences.
Speech therapist: Do you know Winnie the Pooh’s friends? (Piglet, Tigger, Eeyore, etc.)
slide 6
Tigger got naughty and rearranged the words in the sentences. Let's together correct logical errors and write the sentences correctly.
slide 7
— In the spring, the meadows flooded the river.
— The goat gave the girl water to drink.
— After summer, the long-awaited spring came.
Speech therapist: Tigger is pleased with your help. He will definitely tell Piglet about this.
slide 8
But suddenly impudent and hungry crows flew at Piglet.
Speech therapist: How to drive them away? (put up a scarecrow, shoot with a slingshot). Yes. But there is another method - birds do not like to exercise. Let's all start doing exercises together with Piglet, Tigger and Winnie the Pooh - the crows will immediately fly away.
slide 9
Physical exercise (with movements)
- Differentiation of prepositions and prefixes in sentences. Strengthening the skill of agreeing words in a sentence.
Speech therapist: The friends were having so much fun that they didn’t notice Eeyore. He is upset: the crows took some words with them. Eeyore just can't cope.
Speech therapist: Let's help the donkey Eeyore: complete the sentences by inserting words that suit their meaning. Think about how to correctly write small words in brackets - together or separately? What is the difference between a preposition and a prefix? (you can insert another word between the preposition and the word). Let's underline the spelling.
slide 10
________ (boy) ran (along) the garden path
_________ (from) swam (from) the shore. (Boat)
Zhenya _________ (on) wrote (on) the address on the envelope. (Petrov)
5. Training in determining the boundaries of sentences.
Speech therapist: While we were choosing words, a wise owl appeared in the clearing. She brought a letter from Christopher Robin .
slide 11
Speech therapist: The owl wrote down everything that the boy wanted to convey to his friends. See why it is difficult to read a letter? What did the owl forget? (put punctuation marks). When should you put a period at the end of a sentence? (when the thought is over)
Speech therapist: Let's correct the mistakes made by the owl. Read and write the text correctly.
Text of the letter:
A fresh breeze blew, the sun rose, the birds sang loudly, who is it that is pouring in the raspberry bushes, how the dew drops glisten, how beautiful the forest is at dawn.
slide 12
Speech therapist: What sentences are found in the text regarding the purpose of the statement? What punctuation did you use? (?, !, .)
Speech therapist: Read the fifth sentence with Eeyore, the first sentence with Winnie the Pooh, and the last sentence from Christopher Robin’s letter with Tigger.
- Summarizing. slide 13
Speech therapist: What is a sentence? Text?
What was difficult in the lesson and what was easy?
