Summary of a lesson on sound culture of speech in a preparatory speech therapy group in kindergarten

Irina Nikolaevna Pozhalyuk
GCD on the sound culture of speech in the preparatory group “Differentiation of sounds [g] and [x]”

Subject: ZKR. Sound differentiation"G", "X".

Goals: 1. exercise children in pronunciation sounds"G" And "X" separately, in syllables and in words; teach to hear sound in a word, determine its position, name the word for a given sound.

2. Improve auditory attention, strengthen the vocal apparatus, improve speech breathing.

3. Foster interest and love for the native language and classes sound culture of speech.

Vocabulary work:

Enrichment: steamboat, sunflower, turtle.

Consolidation: tongue twister, hut.

Activation: halva, rook.

Material for GCD: Double-sided flashlight cards with red and blue sides.

Children, would you like to play a game with me called "Let's ride horses"? When horses walk along the road they clatter their hooves like this (sample). Come on when I say "go" you will open your mouth slightly and click the tip of your tongue, and when I say "stop" you will stop clicking. (Repeat the exercise 2-3 times).

Well done guys, it's a lot of fun to play with you. Tell me what they are sounds? (vowels and consonants). Right. And with what sounds you met in the last lesson (r, l) What are these sounds(consonants). What other consonants? sounds you know? (Children's answers). Today I invite you to meet new sounds"G" And "X". Listen to me say them.

Children, our tongue is behind our teeth. When we say sounds"G" or "X", That sound flies out with the air, we seem to exhale. Let's try to pronounce it first sound"G", and then "x". (Children say sounds) .

Now be very careful. I will pronounce sound"G", and you sound"X" and vice versa. (repeat exercise 2-3 times).

Now let's play another game. I will say a phrase, and you will have to repeat the last syllable of the last word in this phrase several times. Listen. They bought me boots. You repeat gi-gi-gi. Let's continue.

She bought me boots (gi-gi-gi).

One leg (ha-ha-ha).

I'm walking in circles (goo-goo-goo).

I'm sitting upstairs (hoo-hoo-hoo).

Much laughter (ha ha ha).

Fine. And now you will come up with words with sounds"G" And "X". Answers from several children

Fine. Now let's come up with words with you sounds"G" And "X". Children come up with words and get chips for it. The number of chips received determines the winner.

Well done. Listen to what poem I start reading, and you will help me continue it. Be careful. This word must fit the meaning of the poem and it must contain sound"G".

I love my horse

I'll comb her fur smoothly,

I'll comb my tail

And I'll ride on horseback (to visit).

No, we shouldn't have decided

Give the cat a ride in the car.

The cat is not used to riding

Knocked over (truck).

Physical education minute(low mobility game).

And now I want to find out which of you is the most attentive. I will say the word, and you will raise your flashlights with the red side if you hear sound"G" and blue if you hear sound"X".Be careful. ( Words: good, slide, lamp, bread, apple, illness, friend, ear, steamer, currant, top, group).

You guys did a great job with this difficult task. I suggest you now learn a few tongue twisters. At first we will pronounce the words slowly, and then faster and faster.

Egorka quickly says a tongue twister.

There is a grab at the doors of the huts

There is a grab for each house.

You are doing very well. Teach these tongue twisters to your moms and dads at home. And now there will be a task for very smart children. I will ask you riddles, and you must guess them and say which one sounds"G" or "X" is in the answer.

Not a bush, but with leaves

Not a shirt, but sewn

Not a person, but a storyteller. (book).

Bel, but not sugar

No legs, but walking (snow).

Lives calmly, is in no hurry

Just in case, carries a shield,

Underneath, knowing no fear

Walking (turtle).

Dried out in the hot sun

And bursts from the pods (peas).

Remind me which sounds you met today( "G" And "X"). What are these sounds? (consonants).

Well done. Today you answered all my questions well, were attentive and active.

Publications on the topic:

Goal: Consolidation of ideas about the sounds [L]-[L'], [V]-[V'], [H']-[Sh'], [B]-[B'], [D]-[D' ], [C] Objectives: Development of complex syllabic skills.

Frontal lesson “Differentiation of sounds and letters A-Z” in a preparatory school group Goal: to teach children to distinguish vowels A-Z orally and in writing. Objectives: Correctional and developmental: - consolidate children’s knowledge of vowel sounds.

Abstract of the GCD “Differentiation of sounds [S]-[SH] in a preparatory group for school using ICT” Goal: Differentiation of sounds S - Ш in isolation, in words, sentences. Objectives: I. Strengthen the correct articulation of sounds. II. Develop.

Abstract of educational activities for the formation of sound culture of speech in the senior group “Differentiation of sounds [w]-[zh]” Program objectives: 1. Correctional and educational: - learn to differentiate the sounds [zh] and [w] in words, sentences, and phrases; - form.

Abstract of GCD on speech development using ICT “Differentiation of sounds [P]-[B]. Peak and Bim in captivity" Budgetary institution "Preschool educational institution, kindergarten of a general developmental type with priority implementation of the physical.

Speech is the most important achievement of a person. Using sounds, words, expressions, additional gestures and intonation, you can communicate with other people. Correct communication is called This is the ability to express oneself correctly, taking into account certain conditions, the purpose of the conversation, as well as the use of all linguistic means (intonation, vocabulary, grammar). The sound culture of speech has something in common with each other.

What is sound culture of speech?

It is part of human speech communication. The sound culture of speech combines the oral formulation of words. This layer is responsible for the correct pronunciation of sounds, expressions, speed and volume of speech utterances, voice timbre, rhythm, pauses, logical stress, correct functioning of the speech motor and auditory apparatus, as well as the presence of a suitable speech environment.

Nurturing a sound culture of speech contributes to the timely and rapid development of speech skills in preschool children. During speech development, speech therapists simultaneously develop vocabulary and grammatically coherent speech. Classes help children monitor their breathing during pronunciation, correct its clarity, and develop voice control skills in a leisurely and correct intonation manner.

How to develop a sound culture of speech?

Forming correct speech in a child comes down not only to developing the skills of correct pronunciation of sounds, which are dealt with by speech therapists, but also to solving many important problems. Experienced teachers work with children in the kindergarten. As a rule, they develop the sound culture of the child’s speech in the following areas:

• Develop correct sound pronunciation.
• They form clarity and precision in the pronunciation of words that correspond to the linguistic norms of the Russian language.
• In the process of studying, they develop a moderate speech tempo and correct breathing during pronunciation.
• Develop intonationally correct pronunciation of sounds and words.
• Develop auditory attention in children.

The sound culture of speech and its implementation is carried out in two directions: with the development of various perceptions (rhythm, tempo, intonation, strength, speed) and the speech motor apparatus. In order to cultivate a child’s speech culture, teachers choose the following forms of work:

• Independent activities where children communicate with each other.
• Classes with specialists from preschool institutions.
• Work in uniform
• Musical lessons.

The development of sound culture of speech in preschool institutions continues not only in special classes, but also during walks and morning speech gymnastics. Teachers use onomatopoeic words, poems, tongue twisters, visual material, cartoons, presentations and much more.

Age of formation of sound speech in a child

It is best to start working with your child at the age when he begins to actively talk and repeat words. The formation of a sound culture of speech is an important stage. It is important not to miss this moment and help the child, together with kindergarten teachers, comprehend the science of correct sound pronunciation.

Biological hearing

From birth, a person has the ability to distinguish sound vibrations - this is called biological hearing or perception. In humans, sounds are detected using the outer ear, eardrum, auditory ossicles and inner ear. Sound vibrations excite nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps focus on sounds, activities, or objects. For example, when a child focuses his attention on a stimulus, he receives clarity of sound sensations. If auditory perception is impaired in children, this leads to a decrease in attention and curiosity. The child often cries, flinches from sounds and extraneous stimuli.

How to choose the right speech therapist?

Finding a good specialist is not an easy task. Especially if the child has serious speech problems. When choosing a speech therapist, consider the following points:

• Ask a speech therapist about qualifications and experience. Explore the portfolio.
• Ask your speech therapist if he has solved a specific problem.
• Find out the number and cost of classes.
• Try to understand whether the person is at ease and whether the child is comfortable being around the speech therapist.
• How high are the guarantees of a positive result?

Remember that the high price of classes with a speech therapist does not guarantee high-quality work done.

Sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound “u” is taught to be pronounced smoothly and for a long time while exhaling. Teachers make sure that children pronounce it with different volumes and intonations. Sound training classes take the form of games and special exercises that help you learn how to correctly pronounce the sound “u”. Exercise - folding your lips like a pipe and pulling them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

Sound "z". Its development also occurs in the form of games and songs. It is studied after preschoolers learn to cope with the sound “s”. The peculiarity of its study is that, in addition to articulation, the vocal cords are included in the work. Usually, the sound “z” requires training in front of a mirror. While working, the teacher pronounces tongue twisters with the children and makes up sentences. The development of sound culture is closely related to phonemic hearing.

Education of sound speech in preschoolers

The sound culture of speech includes correct diction, sound pronunciation, intonation, tempo, gestures, facial expressions, tone of speech, posture, and motor skills during a child’s conversation. If you systematically educate the pronunciation of sounds, it will be easier for a preschooler to learn in the future. That is why the method of education consists in the teacher solving the following tasks:

• Development of mobility of the tongue and lips during sound pronunciation.
• Formation of the ability to maintain the lower jaw in the desired position.
• Paying attention to breathing while speaking.

As a rule, preschoolers master sound speech without effort if they are educated in time. During this period, children borrow words and sounds using an imitative method. After all, phonetic hearing is developed at an early age. It is important not to miss the moment and direct the child’s development in the right direction.

Secondary group training

The sound culture of speech in the middle group of preschoolers (age 4 to 5 years) consists of speech hearing and breathing, which are the beginning of the emergence of speech. Education in this group begins taking into account the knowledge that was acquired earlier. The primary task of the teacher is to teach children to clearly and correctly pronounce the sounds of the Russian language. The specialist pays special attention to hissing and whistling sounds, teaches how to pronounce phrases and complex words correctly, and develops the skill of intonation expressiveness. In addition, a speech therapist instills in children a high level of development of speech hearing, which will help them independently change the tone of their voice and highlight words in sentences with intonation. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, vocal and articulatory apparatus.

Training in the senior group

The sound culture of speech in the older group (age 6-7 years) continues to develop previously acquired skills. Teachers strive to improve the development of the child’s articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic awareness, teach how to identify sound places in a word, and correctly use intonation and tempo of speech. Speech therapists also eliminate deficiencies in sound pronunciation, improve acquired skills, and study examples of correct literary pronunciation of words in their native language. The sound culture of speech in the senior group should develop in children a good phonemic awareness, teach them to read words, sentences and small texts, understand the differences between terms, independently compose sentences and carry out Completing training in the senior group, children are able to distinguish between vowels and consonants, sounds, their designations. As a rule, teachers prepare preschoolers for the preparatory stage, which begins before entering school.

What is a didactic game?

Didactic games in kindergarten are educational activities that help preschoolers gain new knowledge through exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of problems set by the teacher. There is a whole technique that allows you to develop a child’s phonetic hearing in this form. The didactic method gradually develops the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which boil down to highlighting sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group, supervised by a teacher. The goal of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The presenter needs to think of a word that has a certain sound, for example “z”. Then he throws the ball to the guys in turn, pronouncing different words in which this sound is present. The children's task is to catch the ball with words of the desired sound, and beat off the remaining “words”.

What problems exist in the development of sound speech?

Modern children much more often suffer from problems with the formation of sound pronunciation and speech. The reason for this is computerization and lack of communication with peers and parents. Often parents leave the child to his own devices, as well as toys, TV, and gadgets. Experts advise reading books with children, learning poems, counting rhymes, and tongue twisters. The formation of sound culture of speech is associated with the development of fine motor skills of the fingers. In order to captivate and involve the child in learning, it is necessary to give the child as often as possible tasks to build a house from cubes, assemble a mosaic and a colored pyramid. It is necessary to constantly develop sound speech in a child. In kindergarten, during games, walks in the park. Talk to your baby, pay attention to interesting details, for example, the color of leaves and plants, count birds, look at flowers. Without an integrated approach, the formation of correctly delivered speech is impossible. Both parents and preschool teachers should be involved in this.

tic hearing

2. Reinforce Russian folk tales and main characters

3. Develop the ability to work in a team

4. Cultivate a tolerant attitude towards each other

Equipment: ball, educational cards, balls of different shapes, buckets, cut alphabet, picture of Emelya, multimedia installation

Progress of the lesson

1. Organizing a group to work

2. Updating knowledge

Ball game Name the last sound in the word

Problem situation

Look, I have a word written on my card (THOP), who can tell me how many letters it contains? Sounds? Are there sounds in the word that we have not studied?

That's right, we haven't talked about the sound (Ш) yet.

3. Learning new material

Let's all try to characterize the sound (Ш). Try singing it. (It is not sung. This means that this sound is CONSONANT).

Place your palm on the neck and listen, does the voice ring? (The voice does not ring, which means this sound is DEAF)

Well done! And the sound (Ш) is always soft! Artem, how will we designate the sound (Ш)? (We will denote the sound (Ш) with a green circle.)

Well done! The sound characteristics (Ш) were given correctly!

Guys, listen carefully and guess my riddle.

Gobbling up rolls,

A guy is riding on a stove.

Goes straight to the palace.

Who is this fellow?

That's right, this is Emelya. Who remembers the name of the fairy tale in which Emelya is the main character? (the fairy tale is called “On the Pike”). That's right, remember who helped Emela in this fairy tale and fulfilled all his wishes? (Pike). Well done! Today you and I will visit Emelya and the pike! How many of you remember what magic words Emelya said before making a wish? (At the behest of the pike, at my will!). Right! Let's hope that these words will help us today! At the command of the pike, at my will, turn around and find yourself in a fairy tale! And here are our fairy-tale heroes - Emelya and the pike. Today, together with Emelya, we will get acquainted with a new sound and the letter that represents this sound.

Listen to the proverbs about pike, how do you understand them?

Well done! Nice work today! Emela needs to learn from you! Do you know how to rest? Let's relax a little and tell a short poem about a pike! (Poetry)

Now let’s play a little with our heroes and find out which of you has the most attentive ears. As soon as you hear a word with the sound (Ш), clap your hands! At the behest of the pike, at my will, close your eyes and start playing!

Game: “Attentive ears”

words: pliers, brush, chocolate, tickle, pinch, checkers, soup, tongs, neck, teeth, thicket, question, pike, roll, trainer.

Well done! We completed the task! And now for you the next game “One - Many”.

Game: “One - many”

(I have a pike, and I have a lot of pikes; I have a raincoat, and I have a lot of raincoats. etc.)

Guys, you have completed all the tasks, it’s time for us to rest.

PHYSMINUTE

Let's get acquainted with the letter that represents the sound (Ш). Look, here she is. What does she look like? (Children's answers).

It looks like a comb.

Three teeth in total?

Well then!

4. Consolidation of the studied material

Do you remember what the letter Ш looks like? Then try to find it among other letters. (Children find the letter among other letters of the split alphabet). Well done! Now be careful! Emelya has prepared a tricky task for you! Look how many balls he brought for you! Are the balls the same or different? (Different) How do the balls differ from each other? (They differ in color, shape and size.) Correct. Listen carefully to the task. You must find balls that are the same in shape, size and color and read the words that you get.

Game: “Collect balls” (MUSIC SOUNDS)

Read the words that you got (pike, tongs, thicket, food, vegetables, shields).

Oh! Guys, while we were playing, Emelya prepared these unusual buckets for us! Look at them carefully - the patterns on them are somehow interesting. Do you know what they mean? (They show the place of the sound in the word)

Right! Let's help Emela put the objects that we have drawn in the pictures into the right buckets. Just explain why you chose this particular bucket.

Game: “Lay out the pictures” (MUSIC SOUNDS)

5. Reflection. (Result)

Well done! We completed all the tasks today. Well, now it’s time for us to say goodbye to our heroes. At the behest of the pike, at my will, turn around and find yourself in kindergarten!

Which Emelya task did you like best and why?

Tell me, who found it difficult to complete Emelya’s tasks today? And who doesn't?

Was it interesting for you to study with Emelya today? Will you invite him to visit again?

Evgenia Kravchenko
Summary of a lesson for children of the preparatory group on the topic “Sound culture of speech. Preparing for literacy training"

Summary of continuous educational activities for children of the preparatory group in the educational field “Speech development” on the topic: “Sound culture of speech. Preparing for literacy."

Target: improve sound pronunciation, auditory attention and perception of children.

Tasks:

Educational:

1. Teach the skills of clear pronunciation of sounds (u, (ts) and (r), divide sounds into vowels and consonants

2. Learn to determine the number and order of words in a sentence, introduce the concept of a syllable.

3. Learn to notice the rhythm and rhyme of poetic speech.

Educational:

1. Develop phonemic awareness.

2. Develop cognitive interest and speech.

3. Develop attention.

Educational:

1. Cultivate interest in works of art.

2. Evoke an emotional response from children.

3. Develop listening skills.

Methods and techniques:

1. Visual – long and short strips, looking at pictures, a portrait of the poet A. Pleshcheev.

2. Verbal – artistic expression, teacher’s story, explanation, conversation, choral and individual answers, physical exercises, verbal games: “Say a word”, “Count the words and make a correct sentence”, “Listen and recognize the sound” exercises “Determine the place of the sound in word”, “Count the sounds”, “Determine whether the sound is a vowel or a consonant”, attraction to self-analysis, assessment, result.

Preliminary work: reading and memorizing poems, reading fairy tales, short stories, short retellings based on the stories of N. N. Nosov, composing stories based on the plot paintings “Autumn”, “Walk”, didactic word games.

Equipment: a portrait of the Russian poet Alexei Pleshcheev, a magnetic board, object pictures, red and blue cardboard circles, cards with different numbers of geometric shapes - triangles, long and short strips of cardboard, simple pencils and album sheets, chips.

GCD move:

Educator: guys, look and say what kind of objects are in front of them and why they are needed in a lesson on speech development (pictures, cards with geometric shapes, circles of different colors from math sets, strips of cardboard, sheets of paper, pencils).

Children express their guesses. The teacher monitors the correct use of complex sentences by children.

Fine. Guys, very soon each of you will go to school, but in order to be smart and study well, you must first be able to speak correctly and make interesting sentences. This is necessary so that the people with whom you communicate understand you well. It’s nice to talk to a competent person, isn’t it?

And today, you and I will play various interesting games.

Game: “Listen and recognize the sound”

Educator: you must clap your hands if you hear the sound t in a word, and if it is not there, you put your hands on your knees.

Words: heron, crane, scratched, wounded, blossomed, withered, singer, dancer, ballerina, cow, elephant.

Okay, now let's listen to the sound -u. (iron, spoon, mug, mug, sundress, bag, light, morning).

And listen to one more sound, this is the sound - r. (mouth, mole, fork, slippers, marble, beautiful, broom)

Educator: okay, guys, many completed the task correctly, but I see that some of you are waiting for your comrades’ answer. This answer may be wrong. You must listen carefully and do the exercise yourself. (The teacher makes the same interval between spoken words).

Exercise “Count the sounds.”

Educator: guys, now I’ll read you an excerpt from a poem

G. Lagdzyn “Tell me”, and you listen to him and count the words with the sound “r”, and then show me a card with the same number of geometric shapes - triangles. (Children do the exercise, and the teacher reminds them that they need to work independently).

An excerpt from G. Lagdzyn’s poem “Tell.”

Where are you going, magpie?

Tell!

Our way to the dense forest,

Well done, many of you listened carefully and counted the sounds, and some still need to practice. (If the children did not have time to count, the teacher reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with the sound “r”).

Educator: guys, what is the sound “r”, how to pronounce it? Let's try to pronounce it. (puts pictures on the board: fish, river, crayfish. Children name the sound, “growl”, pronounce the sound together with the teacher, then individually).

Educator: what did you and I do now?

Children: growled.

Educator: That’s right, this sound is called a growling sound. Listen to the riddle:

We walk at night, we walk during the day,

But we're not going anywhere.

We strike regularly every hour,

And you, friends, don’t beat us.

How many words with the sound “ch” are there in the text of the riddle? - Count and show cards with figures. Children count this sound in the same way using cards. (If the children did not have time to count, the teacher reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with the sound “h”).

Educator: now, attention, I will read the sentences to you, and you must add the missing word. Listen carefully.

Game “Say the Word.”

1. He floats on the sheet like a boat on a wave

He is a good friend to housewives, electric (iron)

2. Now autumn has come, the leaves have turned yellow

And with a farewell cry the birds (flew away)

4 The long-awaited bell rang - it’s over (lesson)

5 All the guys from the yard shout to the painters (hurray)

Educator: what sound did you hear at the beginning of each word?

Children: sound - y

Educator: Well done, you listened carefully. Guys, do you know that there are different sounds, they are divided into vowels and consonants? Do you think vowel sounds differ from consonants and how? Listen here. (pronounces the sounds in turn: “u”, “m”, “a”, “k”.)

Children: some drag out, others pronounce quickly.

Educator: that’s right, some are sung, for example: “U-U-U...”, “A-A-A.”, and the sounds “k”, “m” or “d” are pronounced abruptly. Those that are sung are vowels, and those that are pronounced abruptly are consonants.

Let's try to pronounce them. (Pictures are put on the board: duck, chalk, cat, house, children pronounce sounds in turns together with the teacher and individually).

Exercise: “Determine whether the sound is a vowel or a consonant”

Educator: guys, there are circles in front of you on the tables - red and blue. Red ones represent vowels, and blue ones represent consonants. Now I will pronounce words with sounds, and you will show the corresponding circle, red or blue. (children complete the task, the teacher monitors the correct execution and reminds them that they need to complete the task independently).

Okay, well done, we’ll play with you some more in our free time.

Exercise: “Determine the place of the sound in the word”

Educator: Guys, you have sheets of paper and pencils on your tables. Now each of you will draw several grids of three windows - cells to populate the sounds “ch”, “r” and “u” in them. I will name the words, and you must use a chip to determine the place of the sound in the word, and put it in the correct cell. (children do the exercise, the teacher names words with familiar sounds: “ch”, “u”, “r”.)

Educator: hour, cancer, bitch, beam, ball, stream, mouth, world. (children use chips and mark the position of sounds in words; after completing each task, the child removes the chip).

Okay, almost everyone completed the task. In our free time, we will practice some more.

Educator: guys, what is a syllable, who can say?

Children: it consists of letters.

Educator: That’s right, for example: the word cup starts with “cha.” - How many sounds do you hear?

Children: two.

Educator: Name these two sounds. (children's answers).

Educator: two sounds are already a syllable, that is, part of a word. Try to remember words starting with the syllable “cha”.

Children: Tea, kettle, watch, cups.

Educator: what about words starting with the syllable “ra”?

Children: frame, shell, racket.

Educator: what about words with the syllable “mu”?

Children: fly, murka.

Educator: That’s right, there are quite a lot of such words. (the teacher opens the dictionary and reads words starting with the syllable “cha”, for example: seagull, sorcerer, chardash, cha-cha-cha, ditty, palisade. (Similarly with the syllables “ra”, “mu”).

Educator: Now let's imagine that we are airplanes and fly.

Physical exercise "The planes have flown."

Now the motor is turned on, Rotational movements of the arms

The propeller spun in front of itself

W-w-w-w-w-w-w-w-w-w.

We rose to the clouds, alternately raising our knees.

And the landing gear retracted.

Here is the forest - we are here. Swinging with arms apart

Let's prepare the parachute. to the sides

Push, jump, jump up, arms to the sides.

We're flying, buddy.

The parachutes all opened, squatting, arms to the sides.

The children landed softly.

Teacher: okay, sit down, guys. - Tell me, what is a proposal?

Children: that's a lot of words

Educator: That’s right, a sentence is several words connected to each other.

Look, there is a portrait of the Russian poet A. Pleshcheev on the board. (shows the children a portrait).

He has a wonderful poem “Granddaughter”. It begins like this: “Grandma, you were little too...”. Can you count the words in this sentence? - Does it have four or five words? Let's count:

grandma - one, you - two... etc. (children count by bending their fingers)

Educator: now let's say the words in strict sequence one after another. (the teacher points to the child. He says the word, and all the children say his number).

Pasha: Grandma.

If someone was in a hurry and missed a word, everything starts all over again. (play 2-3 times with the participation of other children).

Educator: Guys, look, I have one big stripe on the board - this is a sentence, and the small stripes on my table are words. Now we'll play.

Game: “Count the words and make up the correct sentence.”

Educator: I will name a sentence, and one of you at the board will lay it out word by word, under a long strip.

Go, Slava.

Educator: - Golden autumn has come. (the child counts and lays out the number of stripes), etc. (2-3 more children complete the task)

Okay, now let's play differently.

– You, Katya, have a word - it has come, Vika has a golden word, Tolya has a word - autumn. (hands out strips to the children).

– You guys need to stand at the board in the order in which the words in the sentence are pronounced. (the game is repeated 2-3 times)

Guys, you are great!

Educator: Have any of you, looking at books, noticed that there is always a period at the end of the sentence?

Educator: when you look at the books, pay attention to the dots. You will see that there are long and very long sentences, and there are short and very short sentences. And at the end of each there must be a period. If you find something interesting, share your observations with me, okay?

Result: so guys, what did you learn today, what new things did you learn?

Children: learned to hear words and sounds, became acquainted with syllables, learned that sounds are vowels and consonants, became acquainted with the growling sound “r”.

Educator: Do you think everyone completed the task correctly and listened carefully? (children's answers).

Educator: guys, who didn’t succeed, don’t be upset. We will also practice games with you. I saw that each of you tried and now I am sure that you will go to school as smart and literate children.

Do you want to listen to A. Pleshcheev’s poem “Granddaughter” in full?

Children: yes. (the teacher reads a poem to the children).

Poem "Granddaughter".

Grandma, you too

Were you little?

And she loved to run

And did you pick flowers?

And played with dolls

You, grandma, right?

What hair color was it?

Do you have it then?

So I will too

Grandma and I, -

Is it possible to stay

Can't you go small?

Very my grandmother -

I love my mother’s mother.

She has a lot of wrinkles

And on the forehead there is a gray strand,

I just want to touch it,

And then kiss.

Maybe I am like that too

I'll be old, gray-haired,

I will have grandchildren

And then, putting on glasses,

I’ll tie gloves for one,

And to the other - shoes.

A. Pleshcheeva