Workshop-speech therapist teacher for educators

Workshop-speech therapist teacher for educators

Municipal budgetary educational organization Child Development Center kindergarten No. 17 “Vasilyok”

Workshop for educators on the topic:

“Aspects of the formation of sound culture of speech through didactic games.

Compiled by:

Teacher speech therapist

Fedorova I.A.

13.10.2022

Lobnya.

Workshop for educators on the topic:

“Aspects of the formation of sound culture of speech through

didactic game.

Target:

increasing the competence of teachers in working with children on speech sound culture through didactic games.
Tasks:

• update the work experience of teachers;
• introduce teachers to techniques that help overcome various types of difficulties in the development of speech sound culture;
• gain practical experience in teamwork;
• to form professional motivation of teachers.

Equipment:

a “bee” toy, strips of napkins, a mirror for everyone, clothespins, music, a strip diagram, object pictures with the sound C, a maple leaf, a ball, reminders, a large sheet of paper with a sun, a pen.

PROGRESS OF THE SEMINAR

Introduction

Speech therapist:

Good evening, dear teachers! I suggest being active, listening carefully, expressing your opinion. I would like to start our meeting with an interesting game!

Game "Name".

Exercise:

we pass the bee to each other. The one who has a bee in his hands says his name and an adjective starting with the first letter of his name, which would characterize him as a person. For example, IRINA IS INTERESTING.

Updating knowledge

Teachers sit at tables.

1. Articulation exercises.

   Working on articulation develops the mobility of the tongue, jaws, lips, and strengthens the muscles of the pharynx.

The Tale of the Merry Tongue. These are all kinds of stories from the life of Tongue (“Morning of Tongue,” “Kitten,” “Horse” and other stories).

— Presentations of articulation exercises for a specific sound.

— Articulation gymnastics for girls and boys. To increase the interest of girls and boys in performing boring exercises, I suggest going on a journey through various fairy tales .

Girls will meet Cinderella, Little Red Riding Hood, Mashenka and other fairy-tale characters.
The boys will go on a trip by car .
— Articulation gymnastics to music .

I use a different musical repertoire (children's songs, modern melodies).

Children enjoy doing gymnastics.

Speech therapist:

There is a specific set of exercises for each sound. Exercises are performed in front of a mirror with the child. We make sure that the exercises are performed correctly. Now we will try the following exercises. “Spatula”, if this exercise does not work, we use “Slap on the tongue”, “Cup”, “Mushroom”, “Accordion” - we do it to the music.

Teachers stand in a circle

.

1. Breathing exercises.

   Exercises are used to develop diaphragmatic-abdominal breathing and develop prolonged speech exhalation.

Speech therapist:

I would like to introduce you to some gaming techniques of breathing exercises. Let's start with the youngest children. Breathing exercises are performed with poetic and musical accompaniment. I offer one of many sets of exercises: “THE CLOCK” The clock moves forward, Leading us with it. IP - standing, legs slightly apart. 1- swing your arms forward “tick” (inhale) 2- swing your arms back “tock” (exhale)

“THE STEAM LOGO” The locomotive is moving, the locomotive is moving He brought the children to kindergarten. Children move in a circle. The arms are bent at the elbows and pressed to the body, the fingers are clenched into fists. Making the appropriate movements, children say “chuh-chuh-chuh.” The exercise is performed for 20-30 seconds.

Speech therapist:

And now I suggest you get acquainted with gaming techniques for older preschoolers.

Exercise “Hamster” - sniff your nose, mouth closed (count up to 5). 3 approaches.

Exercise “Let's catch the ray” - [and].

I.p. – standing, arms down – inhale. Hands smoothly rise up - exhale: “and-and-and.”

Exercise "Snake".

Teachers sit at tables

.

1. Fine motor skills exercises

   :

Exercises with clothespins.

To develop finger motor skills, it is good to use various lacings, fasteners, braids, mosaics and other small objects (buttons, cereals, peas, beans), counting sticks, strokes, hatching and much more. You can devote a separate conversation to the development of fine motor skills, since there are a huge number of games and play exercises. I would like to focus on using clothespins.

1. Clothes pins are good for self-massage of your fingertips. We bite each finger with a clothespin and say the words:

The silly kitten bites hard,

he thinks it's not a finger, but a mouse.

Stop biting you stupid baby

and if you bite, I’ll tell you, shoo!

1. Game “Make sure you don’t make a mistake”!»

   - Name pictures with the sound “S”, and determine where it is located (at the beginning, middle, end of the word). Attach a clothespin to the diagram.

2. I use clothespins to carry out syllabic analysis of words. The child attaches as many clothespins to the picture as there are syllables in the given word.

1. Exercises to develop phonemic awareness

Speech therapist:

And now we will play the
ball game “Name the words.”
Exercise.

I say the word “
Mac
” and throw the ball opposite my neighbor, and he must say the word to the last sound, and so the game continues.

1. Automation of sounds.

Ball game "Say the opposite."

Exercise:

Everyone sat down on the floor. Whoever has the ball say the syllable SA, and rolls it to the neighbor opposite, and he must say the opposite AS. Etc. All together with me: SU, YS, SO, OS, etc.

Game with a ball “Name words for objects that start with the sound Z”, “Name words for actions”, etc.

4. Summing up

Game "Sun"

Progress:

All participants take turns writing their name above the rays, and under the rays write wishes and compliments. The sun, having completed a circle, returns to its owner.

Photo material from the master class.

GAME "Name"

Articulation exercises

Exercises with clothespins;
Game “Make sure you don’t make a mistake !”, sound analysis of words.

Breathing exercises.

Exercises to develop phonemic hearing:

Game with the ball “Name the words”, “Say the opposite”, “Name words and objects that start with the sound Z”.

WORKSHOP FOR TEACHERS Teacher – speech therapist Kaplina T.V. - presentation

WORKSHOP FOR TEACHERS Teacher – speech therapist Kaplina T.V.
* The entire process of learning to read and write is based on the child’s ability to analyze each sound in a word and distinguish it from other sounds.

* firstly, literacy training is based on students’ live speech, on existing speech skills, and includes a system of measures to develop students’ speech; * secondly, sound is taken as the basis for teaching literacy; hence the enormous attention to the isolation of sounds, sound analysis and synthesis, articulation of sounds, and the development of phonemic hearing in children; * thirdly, the syllable is taken as a reading unit; hence the great attention to syllabic work: reading syllables, syllabic tables, etc.

Developed auditory function (including the ability to clearly differentiate acoustically close sounds, as well as initial forms of sound analysis and word synthesis). Sufficient level of formation of visual-spatial representations. Good command of oral speech (sound pronunciation, vocabulary, grammatical structure, coherent speech). Developed fine manual motor skills. Prerequisites formed in preschoolers and necessary for successful mastery of written language:

When phonemic hearing is impaired, we observe incorrect pronunciation in children aged 4 years and older. Phonemic hearing impairment manifests itself in the fact that a child, when reading, confuses the names of letters, misses letters in words and does not notice this. And in the letter there is a replacement of letters denoting voiced sounds with unvoiced ones - deafening and vice versa voicing (barrel-kidney, bunny-bunny, house-tom), replacement of hard ones with soft ones and vice versa (uncle-dada, door-door, love-lubov ).

1) Voiced - voiceless (P-B, T-D, K-G, F-V, S-Z, Sh-Zh); 2) Soft - hard (B-B, V-V, G-G, D-D, Z-Z, K-K, L-L, M-M, N-N, P-P, R-R, S-S, T-T, F-F, X-H); 3) Whistling (S, Z, C) – hissing (Sh, Zh, Ch, Shch). Substitutions within groups of whistling and hissing sounds are also common; 4) Sonorant consonants (P, Pb, - L, L) and J.

A small child does not know how to compare sounds, but he can be taught this. The purpose of exercises for the development of phonemic awareness is to teach the child to listen and hear. Elementary forms of phonemic analysis (singling out a sound against the background of a word) appear spontaneously in a preschool child. The most complex form of phonemic analysis (determining the sequence, quantity and place of sounds in relation to others) is mastered by preschool children only in the process of special education.

Development of auditory attention and memory. Development of simple forms of phonemic analysis. Development of complex forms of phonemic analysis. Development of phonemic synthesis. Development of phonemic representations. Exercises to strengthen phonemic analysis skills.

* Guess what it sounds like. It is necessary to show children what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to play sounds behind the screen. And the children should try to guess what object makes such a sound. * Sun or rain. The teacher tells the children that they are now going for a walk. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then he says that it started to rain (at the same time he hits the tambourine and asks the children to run up to him - to hide from the rain). The teacher explains to the children that they need to listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.” Such outdoor games can be played while walking.

Conversation in a whisper. The point is that the child, being at a distance of meters from you, hears and understands what you say in a whisper (for example, you can ask the child to bring a toy). It is important to ensure that the words are pronounced clearly. We hear the ringing and know where it is. Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand. Adult or baby? When imitating the voices of animals, pronounce the same onomatopoeia (for example, MEOW) in different sequences, either in a lower or a higher (“thin”) voice. Children determine whether this voice belongs to a cat or a kitten. It's the same with the voices of other animals. This task is designed to distinguish sounds by pitch.

Find out by voice. Children, holding hands, walk in a circle; the driver, blindfolded, walks in the middle of the circle. The child who is touched by the driver must say the name of the driver or ask: “Who am I?”, and the driver must recognize him. The one whose voice he recognizes becomes the driver. Then the game becomes more complicated: the children no longer call the driver by name, but say the same word “ay!”, and the driver guesses who said it. And the last, most difficult option is that the driver either loudly or quietly says “ay!”, and the children must guess whether he is calling them from afar or close. Three bears. Children are shown a picture of three bears - large, medium and small. Then, telling an abbreviated version of the tale of the three bears, the teacher pronounces lines and corresponding sounds during the story in a very low, medium-pitch and high voice. Children must guess and show which bear could say that.

Whose voice? The driver stands with his back to the children, and all the children read a poem in chorus, the last line of which is pronounced by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver. We'll play a little, How you listen, we'll find out. Try to guess who called you, find out! (Name of the driver.) Here is a frog jumping along the path, legs outstretched. She saw a mosquito and screamed: “Kva-kva-kva!” A cuckoo has flown into our garden and is singing. And you, (Vitya), don’t yawn, guess who’s crowing! “Cuckoo! Ku-ku!

* Make no mistake. The children are shown a picture and its name is pronounced loudly and clearly, for example, CAR. Then the children are offered the correct or incorrect sound of this word, the children must clap their hands as soon as they hear the error: “Wagon, wagon, wagon, wagon, facon, wagon...”. The complexity of such games-exercises occurs due to the children’s reaction to an incorrectly pronounced word. For example, a green circle is raised for a correctly pronounced word, a red circle for an incorrect one.

Put them in order. Pictures are placed in a row on the board, the names of which sound similar: lump, house, catfish, crayfish, poppy, tank, onion, bough, goat, scythe, puddles, skis. Then the words are pronounced in a certain sequence of 3 - 4, and the children must select pictures and arrange them in the order of pronunciation. Say the word. Lots of dresses, lots of crunch. What is her name? …Cabbage. They put on white hats at home, They are cold - winter has come.

Rhymes. The presenter asks the word, and the children come up with rhymes as many as possible. Find a pair. Children are offered pictures, some of which are very similar in sound. Children must match each picture. For example: poppy – cancer, T-shirt – nut, spoon – cat, onion – beetle, cage – branch, stove – river...

There are no mistakes in tongue twisters. Practicing clarity of articulation. Each team receives a tongue twister from the leader. Children rehearse in a whisper, practicing its correct pronunciation. Then the players from each team come out in turn and pronounce their tongue twister. Correct, clear, competent pronunciation is assessed with points. The team that scores the most points wins. Sample material. A weaver weaves fabric onto a Tane scarf. Mom washed Mila with soap, she didn’t like Mila soap. Tanya’s saucers often break. Lara plays the piano at Valya's. The hedgehog has a hedgehog, the grass snake has a snake. Senya and Sanya have a catfish with a mustache in their nets. On the window, a cat deftly catches a tiny midge with its paw.

Work on distinguishing phonemes of your native language should begin with the differentiation of vowel sounds. Pull up the picture. First, children become familiar with vowel sounds and their sound correlates with the sound of the world around them: “A” - the girl is crying, “U” - the train is buzzing, “I” - the bird is singing. Children have pictures of a train, a girl and a bird. The teacher pronounces sounds alternately, and the children pick up the corresponding picture. The game can become more complicated in the following way: instead of pictures, children raise circles of three colors (and then letters). Children should not react to other sounds.

Work on the differentiation of consonant sounds is carried out in a similar way. The sound “Zh” is a beetle buzzing, “Z” is a mosquito ringing, “S” is water flowing, “Sh” is a goose hissing, “Shch” is a snake hissing, “R” is a motor humming, etc. Children are asked to complicate the task - to respond to two sounds at once. For example, raise the letter Z or Z if they hear the corresponding sound. Among the words you can include those that contain both sounds at once (IRON, LIFE).

Draw the child’s attention to the movement of the lips of the singing frog (when we pronounce the sound “a” - the mouth is wide open; when we pronounce “o” - the lips look like an oval; when pronouncing “u” - the lips are folded into a tube; when pronouncing “i” - the lips are elongated into a smile...).

Game options: “IN A CAREFUL BABY” The speech therapist names the sound, and the child must show the frog with the corresponding symbol. “HORIST” Together with the frog, we sing the given sound with different intonations, with different pitches and strength of the voice. “IN THE FUNNY CHOIR” In front of the child, 2 (or more) frogs are located in a row. The child names the sounds one by one, “reading” from left to right, and sings them. (“ay”, “aui”, ...)

"WHAT'S THE SONG?" The teacher silently articulates vowel sounds. Children guess which frog sings this vowel sound. Then you can switch roles. “Z SOUND SONGS” The speech therapist invites the child to compose sound songs like “A - U” (children screaming in the forest), “U - A” (the child is crying), “I - A” (the donkey is screaming), “O - O” ( we are surprised). First, the child determines the first sound in the song, singing it drawn out, finds the “singing” frog, then the second sound and the corresponding frog. Then he lays out this song from sound symbols - frogs and reads the compiled diagram.

"WHAT'S THE PICTURE?" Children have pictures with little frogs (first 1 picture at a time, then the number can be increased). The speech therapist shows children pictures of objects whose names begin with the vowel sounds “A”, “U”, “O” or “I”. Children must clearly name what is drawn in the picture, highlighting the first sound in their voice (for example, “U-U-U-DUCK”), determine whose picture this is, which frog. For the correct answer, players receive chips. “L Frogs LEARN TO READ” The child is asked to choose his own letter for each frog. “What letter represents the sound “a” in writing?” Etc. Letters are laid out under each frog. And children can read combinations of vowel letters by swapping frogs and the corresponding letters.

What sound do we hear most often? The teacher recites a poem, and the children in chorus name the sound that they heard most often. Senya and Sanya have a catfish with a mustache in their nets. Goose Goga and Goose Gaga Not a step without each other. Zoya's bunny is called Arrogant. White snow, white chalk, The white hare is also white. The student learned his lessons - His cheeks were stained with ink. Walruses are not afraid of frost, Walruses frolic in the cold. The rooster sings about colorful birds, about lush feathers, about down.

Catch the sound! The teacher shows the picture and names it. Children clap their hands if they hear the sound they are studying in the name. At later stages, the teacher silently shows the picture, and the children pronounce the name of the picture to themselves and react in the same way. Then children determine only by ear whether there is a sound in a syllable or word.

Sound analysis is the highest level of phonemic perception. Sound analysis develops more successfully the better children master spatial concepts, orientation in the environment, ordinal and quantitative counting, and words denoting spatial relationships. When preparing for sound analysis, the concept of “row” becomes central.

First, the concept of “Row” is formed, which is reinforced by the arrangement of illustrative material in various classes: in visual arts, in mathematics: arranging objects by color, shape, size, and also with the help of the “Turnip” tabletop theater. Having built such a row, you need to teach children to answer questions indicating the sign, to highlight the object at the beginning of the row, in the middle and at the end. After this, you should proceed directly to sound analysis.

Shop. Determination of the first stressed vowel in a word. Pay with the first letter in the name of the purchase. Catch the ball, throw the ball, call the first sound. Live sounds. Children stand one after another. Chain. One of the children (or the teacher) names a word, the person sitting next to him chooses his word, where the initial sound will be the last sound of the previous word. The next child in the row continues, and so on. The task of the series is not to break the chain. The game can be played as a competition. The winner will be the row that “pulled” the chain the longest.

Where was the sound hidden? The teacher has a set of subject pictures. Each child has a card divided into three squares and a colored chip (red - if the work is with a vowel sound, blue or green - with a consonant). The teacher shows the picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of three squares with a chip depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.

Pathfinders, detectives. Children are asked to find sounds in words using pictures, and show pictures with sounds, for example, [p], [p']. Say where you hear a given sound. Dreamers. Come up with words with the sound “P” and another with the sound “B”. Etc. Who is bigger? A picture is shown and the student is asked to name those words that contain a certain sound. Guess what word is intended? Children are asked to catch the sounds and pronounce the word: “D”, “Y”, “M”. “Replace Y with O. What word will you get?”

Using the first sounds of words - names of pictures, form new words, find out the names of the children. M A S H A G E N Y

* Exercises to consolidate the skills of phonemic analysis and synthesis.

When teaching a child to read and developing phonemic awareness, you should remember: Our speech consists of sentences. A sentence is a complete thought. Sentences are made up of words. Words are made up of sounds. Sound is what we hear and pronounce. A letter is what we see and write. A sound in a letter is indicated by a letter.

The sounds are vowels and consonants. Vowel sounds are sounds that can be sung with the voice, while the air coming out of the mouth does not meet an obstacle. There are six vowel sounds in the Russian language: [a] [u] [o] [i] [e] [s]. In the diagrams, vowel sounds are indicated in red. There are ten vowel letters: “a” “u” “o” “i” “e” “s” “ya” “yu” “e” “e”. Six vowel letters - “a” “u” “o” “i” “e” “y” - correspond to sounds.

The four vowel letters - “ya” “yu” “e” “yo” - are iotized, that is, they designate two sounds: (“ya” - [ya], “yu” - [yu], “e” - [ye], “ё” - [yo]) in the following cases: at the beginning of a word (yama, yula); after a vowel sound (lighthouse, zayushka); after soft and hard signs (family, rise). In other cases (after consonants), iotized vowel letters indicate in writing the softness of the preceding consonant sound and the vowel sound: “ya” - [a], “yu” - [u], “e” - [e], “e” - [o] (birch, ball).

Consonant sounds are sounds that cannot be sung because the air coming out of the mouth when pronouncing them meets an obstacle. The deafness and voicedness of consonant sounds are determined by the functioning of the vocal cords and checked with a hand placed on the throat. Voiceless consonant sounds (vocal cords do not work, that is, the throat does not tremble): [k] [p] [s] [t] [f] [x] [ts] [h] [sh] [sch]. Voiced consonant sounds (vocal cords are working, that is, the throat is trembling): [b] [c] [d] [d] [g] [h] [y] [l] [m] [n] [r].

The hardness and softness of consonant sounds are determined by ear. Always hard consonants: [zh] [sh] [ts]. Always soft consonants: [th] [h] [sch]. Hard consonant sounds are indicated in blue in the diagrams. Soft consonant sounds are indicated in green in the diagrams. When choosing words for playing with sounds, you should remember that voiced consonants are deafened at the end of words (mushroom) and before voiceless consonants (mug).

Workshop for speech therapists and educators

Dear colleagues, I bring to your attention a workshop-seminar “Application of TRIZ technology in the development of speech of preschool children.” T-creativity, R-development, I-inventiveness. TRIZ technologies help develop flexibility and agility of thinking in a child; these are systems of games and activities that are designed to maximize the effectiveness of learning and development of preschoolers. You can use this material to conduct it within your preschool educational institution, as well as as an open city event. The seminar is compiled in the original author's style; educators, speech therapists, children of senior and preparatory groups can be invited to participate in it.

Workshop for speech therapists and educators “Application of TRIZ technology in the development of speech in preschool children”

1. Organizational part “Friendly communication”

Psychology faculty

• Psychological training “Let’s get to know each other”
• Organization of creative laboratories

2. Main part “Use of TRIZ technology in the development of speech of preschool children”

Faculty of Development

• Blitz survey “In the land of literacy”
• Speech training “The Magic World of Words”

Faculty of Creativity

• Sample task “Draw a poem”
• Scheme of creative approach “Land of Opposites”

Faculty of Ingenuity

• Author's developments: “Funny Tables”
• Interactive approach to the development of coherent speech “Portrait”

3. Summing up the work

• A schematic “portrait” of the work of each creative laboratory.
• Conclusions of the Academic Council
• Feedback

Objectives of the workshop:

Teacher speech therapist:

— Dear colleagues, on the basis of kindergarten No. 18, the “Research Institute of Innovative Technologies for the Development of Speech Development in Preschool Children” is opening its work.

Like every research institute, the institute has its own scientific council , which is represented by:

Methodist of GROOO (full name)

Head of the methodological association of educators (full name)

Our research institute today employs experts: Educator-methodologist (full name) Educator-methodologist (full name) Teacher-speech therapist (full name)

Faculties of our institute:

- Faculty of Psychology - Faculty of Development - Faculty of Creativity - Faculty of Ingenuity

Methodological composition of faculties:

teacher-methodologist (full name) teacher (full name) music director (full name) music director (full name) teacher-speech therapist of the highest category, teacher-methodologist Vinogradenko I.M.

All workshop participants will conduct their research work in creative laboratories, which will be organized later.

Organizational part.

Teacher-speech therapist: - And now, friends, you will undergo training at the psychology department of our research institute. Let's get to know you. I invite everyone to stand up and form a circle. Colleagues, let's hold hands and give each other smiles, because a good mood today is the key to our success!

1. Psychological training “Let's get to know each other” is aimed at: establishing emotional contact between participants, creating a positive mood, overcoming shyness, freeing oneself from negative emotions, and setting up the group to work together.

Speech therapist teacher: (brings in a magic casket with two locks and two keys to them)

— Let’s add a little magic to our wonderful mood: in front of us is a fabulous casket of knowledge with two locks and two keys, let’s try to open it. The first lock will open after we get to know each other better, so my name is Irina, your name? (the seminar participants say their names, after which the speech therapist opens the first lock)

- The second lock will open when you tell us why you are here? I'm here to inspire you to achieve new creative achievements in your speech work. And you? (the seminar participants talk about the purpose of their visit, after which the speech therapist opens the second lock)

— The magic casket of knowledge is open, and in it is this seven-flowered flower, which is the emblem of our seminar and represents our motto !

Develop! Develop! Get inspired! Inspire! Create! Be in love! Want to know everything! To become the best teacher!

Teacher speech therapist:

- And in order to become the best, you need to work creatively and efficiently, which we will do now, I suggest you organize several creative laboratories and choose names for them, today you are all researchers, I wish you pleasant, high-quality and interesting work (the seminar participants are divided into groups - creative laboratories).

— Dear colleagues, we are glad to see you as participants in the workshop, the topic of which is: “Use of TRIZ technology in the development of speech in preschool children.”

- So, friends, now you will take a course of study at the Faculty of Development. And our first laboratory work is called “In the Land of Literacy”, this is a quick survey that will help determine the general level of knowledge of our participants.

Main part.

Faculty of Development

Each researcher is given a blitz survey card.

Blitz survey “In the land of literacy”

1. Complete the sentences by choosing the right words: 1.1. We (what do we do?)… (hear and pronounce sounds) 1.2. We (what are we doing?) letters... (we see and write)

2. After the correct option put + (plus), after the incorrect one - (minus)

2.1 I put a hat on the doll. (-) 2.2 I dress the Natasha doll. (+) 2.3 I put a hat on the doll. (+) 2.4 I put a hat on the doll. (+) 2.5 I put a hat on the Natasha doll. (-)

3. Determine the last sound in words and write it in accordance with the rules of transcription:

3.1 cat...[t] 3.2 grandfather...[t] 3.3 horse...[n'] 3.4 pillar...[p] 3.5 mouse...[w] 3.6 skis...[s] 3.7 knife...[w] 3.8 tooth...[p]

4.Answer the questions.

4.1 Which sound never occurs in the position “at the beginning of a word”? ([s]) 4.2 How many vowel sounds are there in the Russian language? (6) 4.3 What sounds are not soft? (sh, zh, ts) 4.4 Which letters are not indicated by sounds? (ь, ъ) 4.5 Name the hissing sounds (sh, zh, sh', h)

Teacher speech therapist:

— Dear scientific council! Your task today is to observe, evaluate, and draw conclusions. Your goal in this task is to identify the general level of knowledge of the audience.

A team of experts evaluates the participants' work.

Methodology of expert analysis: assessment based on the total number of questions, P – correct answers; H - partially correct answers; N - incorrect answers;

Expert conclusion: assessment of the general level of knowledge.

Teacher speech therapist:

— Dear researchers, I offer you a short speech training “The Magic World of Words.”

Speech training “The Magic World of Words”

1. Game: “Choose the word”

Labs receive cards with words and reference sounds.

Task: you need to choose words that are suitable for practicing the correct pronunciation of the specified sound (put +) and explain your choice.

Expert assessment methodology: determining the number of correct answers for each laboratory; for the highest score assigned, the creative laboratory receives a sun, for the average – a flower, for the low – a gray cloud.

Teacher-speech therapist: - And now, friends, let's play wonderful interactive speech games - we will activate our speech and thinking.

2. Game: “Similar words.”

Task: match nouns to adjectives by association. There is a sweet word - candy, There is a quick word - rocket, There is a word with a window - carriage, There is a sour word - lemon! Now don’t yawn, pick your words word by word!

Quick words - (rocket, plane, tiger, eagle).

Sweet words – (sweets, cake, pastries, sugar).

Funny words - (holiday, clown, gift, music).

Task: name objects that simultaneously have two characteristics.

Bright yellow - (light, lemon, sun, cherry, lamp).

Sweet and light - (cotton wool, cherry, life, smell, victory).

Expert assessment methodology: determining the number of correct answers for each laboratory; for the highest score assigned, the creative laboratory receives a sun, for the average – a flower, for the low – a cloud.

3. Game: "Cat"

Task: choose as many verbs as possible for the noun.

- What can a cat do? (run, jump, sleep, meow, sit, stand, bite, scratch, eat, drink, hiss, purr, hunt, shake off, wash, tumble, swim)

Task: choose a noun by association.

Researchers make a figurine out of their fingers - a cat.

Cat:

from fingers - ...a figurine, from caramel, toffee - ...a candy, from clay, plasticine - ...a craft, from dough - ...cookies, from paper -...applique, from plush, rubber, plastic -...a toy, from threads -...embroidery, from a fairy tale -...a hero.

Expert assessment methodology: determining the number of correct answers for each laboratory; for the highest score assigned, the creative laboratory receives a sun, for the average - a flower, for the low - a cloud.

4. Game: “Brainstorm”

Assignment: why this happened, suggest versions.

— The owner was sitting on the grass during the harvest. Why did it happen?

(Tired, rested, had lunch, hid from the rain under an umbrella, sorted through the harvest, watched the sunrise, sunset, counted boxes, sharpened a shovel, repaired a bucket handle, called the customer on the phone, waited for the car).

5. Game: “Vocabulary Assault”

Task: choose nouns, verbs, adverbs.

- How did I get into the house? (bought, gifted, treated). What am I? (yellow, long, soft, sweet, aromatic, tasty). What can I do? (grow, ripen, turn yellow, fall, lie, rot). What can you do with me? (buy, wash, peel, cut, dry, eat, package, weigh, give). Who loves me most? (children, adults, monkeys, flies, wasps). What do I love most? (sun, breeze, rain). What subjects am I good with? (with water, knife, plate, vase, grater, pan, juicer, yogurt, ice cream, cake, pastry, candy, jam, juice, marmalade, drink). I look like? (delicious, wonderful, wonderful, magical).

Expert assessment methodology: determining the number of correct answers for each laboratory; for the highest score assigned, the creative laboratory receives a sun, for the average - a flower, for a low one - a cloud.

6. Game: “Polysemantic words.”

Labs receive cards with words that have multiple meanings.

Task: to prove the polysemy of words: pipe, star, needles, elastic band, frame, key.

Ambiguous words

Expert assessment methodology: determining the number of correct answers for each laboratory; for the highest score assigned, the creative laboratory receives a sun, for the average - a flower, for the low - a cloud. Evaluation criteria: speed of reaction, correctness of answers, interesting solutions, original approach.

Teacher-speech therapist: - Our training at the Faculty of Development is completed, and I am transferring you to the Faculty of Creativity.

Faculty of Creativity

Assignment – ​​sample “Draw a poem”

There are various techniques that allow you to develop a child’s ability to successfully memorize and reproduce texts, both prose and poetic. In all memory development techniques, the main thing is the use of support. Support is a visual-spatial model, the ability to encode text by using pictures, words, letters, symbols, pictograms, diagrams. The purpose of such coding, by correlating words from the text with the support, is to reproduce the given text as completely and accurately as possible.

But there is another goal - creating a zone of success in the child, that is, self-confidence, the ability to successfully perform such complex activities as storytelling. The reasons that the support allows you to better remember the text are as follows: - a given model helps to concentrate the child’s attention on the voluntary execution of the task of reproducing the text, and to plan this activity; - involving several analyzers in the perception of the text allows you to more fully use the child’s abilities in memorization; - choosing the right type of support helps to find a personally oriented way to solve the problem facing the child.

1. The support can be the actions that are mentioned in the poem, the so-called “tell poems with your hands” technique.

2. A plot picture that illustrates the poem can also serve as support.

3. The support can be a mnemonic table with pictures, symbols, pictograms reflecting the main words in a poem or text. Mnemonic tables are especially effective when learning poems. The point is this: for each word or small phrase a picture (image) is invented, thus the entire poem is sketched out schematically. After this, the child reproduces the entire poem from memory, using a graphic image.

Let's try, colleagues, to put this wonderful memorization method into practice.

Labs receive cards with poems.

Task: depict the poem in drawings, diagrams, pictograms, symbols for children to successfully and quickly memorize this poem.

We bought boots for the cat for the holiday. They combed her mustache and sewed new panties. Just how to put them on, the tail has nowhere to go

Ira asks: “Hedgehog, hedgehog, will you sew me a dress?” The hedgehog answered from under the tree: “There are no threads - only needles!”

At the market the hedgehog bought some boots. Boots for my feet, a little smaller for my wife, with buckles for my son, with clasps for my daughter, and put everything in a bag.

Expert assessment methodology: analysis of the presented drawings, diagrams, tables; for the highest score assigned, the creative laboratory receives a sun, for the average – a flower, for the low – a cloud.

Evaluation criteria: sufficient number of items, correct location, availability of graphic images.

Scheme of creative approach “Land of Opposites”

Speech therapist teacher: - Dear colleagues, today we want to introduce you to a diagram of a creative approach to the study of opposites. Before introducing children to contradictions, it is worth working on the very concept of “opposite.” It must be borne in mind that for children with speech development disorders, it is important first to act, and only then to express it verbally.

1. Draw the opposite: (color) a cheerful clown - a sad clown, a young tree - an old tree, winter - summer, night - day, etc.

2. Show the opposite: write - erase, take - give, greet - say goodbye, speak - remain silent, quarrel - make up, etc.

3. Touch the opposite: soft - hard, smooth - rough, rare - thick, fresh - stale, etc.

4. Lay out the opposites: on two areas of contrasting colors (black - red, black - white), children lay out pairs of pictures, toys, objects that have opposite properties, then explain their choice, games with throwing a ball from the teacher to the child and back.

5. Climb the ladder of opposites: for the exercise you need to have a flat ladder cut out of thick paper, 2 figures of men and a small paper flag. Children, naming opposite words, raise their little men up the steps of the stairs, passing each other a flag for each answer, and place a friendship flag in the middle at the top.

6. A journey to the fairyland of opposites can be the result of the work. Good and evil heroes, smart and stupid, live in the country, there is a clean stream and a dirty pond, a gloomy forest and a sunny meadow. At this level, children can also solve creative problems, for example: how to make a forest friendly, a pond clean, evil heroes good.

Speech therapist teacher: - Friends, we are moving to the “Ingenuity” department.

Faculty of Ingenuity

Speech therapist teacher: - I would like to introduce you to the author’s developments, the so-called “Fun Tables”, which help develop phonemic processes in a child. What games do you think can be played with such a table?

1. Author’s development for the development of phonemic hearing and sound analysis skills “Fun tables” - cardboard flat objects with pictures glued on the back side for a reference sound, for example: ball - [w], ship - [k], etc. Suggested games : “Find a common sound”, “Identify a reference sound with a voice”, “Name pictures with a reference sound”, “Determine the position of a sound in a word”, “Find objects in which a given sound is in a given position”, “Find words from 2- x, 3 syllables."

2. Interactive approach to the development of coherent speech “Portrait”

Speech therapist teacher: — Colleagues, one of the most difficult aspects of speech development is coherent speech. Ensuring that a child communicates not only freely, but also beautifully, is not easy. We use a variety of interactive methods for developing coherent speech, one of them is “Portraits of the Seasons,” which allows you to compose a story more fully, colorfully and expressively.

There are many things in nature and in our lives that always happen in a certain sequence and never happen otherwise. For example, the change of seasons. In our vernissage, each season presents its own portrait.

Here is a snowy crystal winter.

And this is a beautiful blooming spring.

Cheerful colorful summer.

And the golden sorceress autumn.

Speech therapist teacher: - In our vernissage, each season presents its own portrait. Guess where and whose portrait?

Spring Gallery

Spring has arrived - it's red! She herself is constantly changing and changing everything around her. Three young beauties awaken nature, warm the earth, and bloom with delicate colors.

Spring in March! - a gentle beauty who fights winter and defeats it. Icicles were hanging on the roofs, they were already dripping, drops were ringing, the sun appeared from behind the clouds.

All the snowstorms have died down, And the frosts are not crackling. Drops dripped from the roofs, and icicles hung in a row. The March days have become more cheerful and warmer. In the park, square and alleys, thawed patches are already visible.

Spring is in April! - the sorceress, so timid, comes carefully, as if asking: “Can I?” And only then does it release a snowdrop, a green sprout, young grass, inflate the buds on the trees, and release light clouds into the sky. The sky is getting brighter, bluer, the sun is warming the earth stronger and stronger. And now the strict white and yellow daffodils, the children of the sun, are opening their petals.

Spring in May! – the most beautiful, brave, strong, joyful! The sun is getting brighter and hotter, fragrant lilies of the valley are blooming, slender tulips are burning scarlet. Multi-colored moths and cheerful bees circle over the flowers, collecting fragrant nectar. All nature is fragrant, singing, having fun, blooming and rejoicing!

Summing up the work

A schematic “portrait” of the work of each creative laboratory.

Teacher-speech therapist: - Dear colleagues, you have completed a course of study at our research institute, and I suggest you evaluate your course of study using the typed evaluation symbols, make a picture of them and see how you worked today.

Researchers create a “portrait” from collected evaluation pictures – suns, clouds, flowers, and based on the resulting picture, they themselves evaluate their work.

Feedback.

All seminar participants receive paper larks, on which they are asked to write how this meeting was useful for them, to express their wishes and suggestions.

Conclusions of the Academic Council.

• Experts sum up the work of creative laboratories, evaluate knowledge, command of the native language, manifestation of a creative approach, activity, originality, speed of reaction, evaluate bold decisions and unconventional approaches.
• The Academic Council evaluates the content of the seminar, methods of delivery, and the work of the author.

Evaluation criteria: usefulness, variety, practicality, initiative, prospects.

Author of the material: teacher-speech therapist of the highest category, teacher-methodologist: Irina Mikhailovna Vinogradenko

Also on topic:

Plan for interaction between teachers and participants in the correctional pedagogical process