The final parent meeting of a speech therapist in the preschool. Gift

Starostenkova O.A., city ​​of Uray.

Lesson objectives:

• Correction-developing: consolidate knowledge about the vowels A - Z; to teach children to differentiate vowels A - Z in syllables and words; develop sound skills syllabic analysis and synthesis, phonemic perception; development fine motor skills; development of auditory and visual attention and memory; development of creative abilities.
• Educational: to improve the ability to make phonemic models of sounds; identify common and features the sound composition of the letters A and Z; consolidate knowledge of the sound composition of the word.
• Educational: to cultivate a sense of camaraderie, interest in schooling, the ability to interact with peers in various situations, to explain their actions.

Equipment: symbol houses for building a phonemic model of sounds (see photo), for role-playing: letters A and Z, a consonant letter (optional) in A4 format, medallions of blue (for hard consonants), green (for soft consonants) and red (for vowels) colors; cards with consonants, cards with syllables, glue, disk "Interactive speech games" speech therapy service, Uchitel publishing house, hedgehog balls, coloring pictures, coins with the letters A, Z, A Z.

Lesson progress

Differentiation of vowels of the first and second row Lesson summary

Topic. Differentiation of vowels of the first and second row. Target. To teach children to distinguish vowels - both orally and in writing.

Equipment. The text of the poem by S. Pogorelovsky "Oh, and problems in Mishka's notebook", a table with vowels of the first and second row

Move for him and me

I. Organizational moment.

The speech therapist invites students to remember and name the vowels of the first and second rows.

II. Repetition of previously covered material.The speech therapist invites students to remember how vowels of the second kind are formed. Posts a table with vowels of the first and second row.

Offers to compare pairs of vowels: a -I, o - e, u - u, s - e, s -and. The similarity of these pairs in articulation and the difference in spelling are revealed.

“These vowels are called paired. In order not to confuse them when writing, we will learn to distinguish between them, ”says the speech therapist.

III. Poem work.

The speech therapist reads a poem.

What do you see, cow, Bear through the "s",

Strict and harsh? Teach Mishka -

Teddy bear through "a" Turn into a mouse.

Posted by a cow. Grab the cat and mouse!

Write you Will quitter know.

The speech therapist invites children to compare words bear and mouse meaning and writing. Write these words on the board. Asks what letters the spelling of these words differs in.

IV. Differentiation s - and in syllables.

1. Listen to the syllables. Say which vowel you hear.

a) Py. you, we, sy, ry, dy, would, ky;

b) pi, ti, mi, si. ri.di. bi, ki

“How do you pronounce the consonants you heard first and then? (hard, soft)

What sound here denotes the softness of consonants? - asks the speech therapist.

2. Repeat the syllables after the speech therapist.

Py - pi - pi, ti - you - ti sy - sy - si ri -ry -ry dy - di - dy.

3. Write the syllables in two lines: with s - in the first, with and - in the second.

We, si, sy, mi, ry, ri, ti, you, ky, ki, li, pi, py, ly.

Task 4. Complete the words by inserting the syllables given in brackets.

Gri ... (would), whether ... (py), le ... (pi), bo ... (would), ru ... (ki), ry ... (would), la ... (py), but ... (gi), books ... (gi), so ... (you), ke ... (dy), be ... (gi), ke d ... (ry), ko ... (you), ka ... (tee).

V. Summary of the lesson.

The speech therapist asks the question: “What sounds and letters did we learn to distinguish today?”

Training exercises

Exercise 1.Insert the missing letter y or u. Write down the words. Read them.

R ... s, m ... s, m ... r, s ... r, k ... t, r ... s, b ... t, m ... lo, l. ..pa, L...yes, k...but, R...ta, s...ro, s...la, m...l..., v...l.. ., in...l...,

l...s..., r...l..., n...l..., n...... .

Task 2.Complete the words by adding the letter and or and.

Legs..., table..., books..., poppy..., cheese..., scrap..., ball..., san..., beads..., chickens..., sol..., sor... .

Task 3.Change the words according to the model. Name the last syllable in the resulting words, then last letter.

Sample: garden - gardens, dy, s. "

Goat - ..., owl - ..., fly - ..., game - .... wasp - ..., rose - .... lemon - ..., boot - ..., dog - ..., glass - ..., bush - ..., lynx - ..., ship - ..., table - ..., pile - ... .

Task 4. Write down the words, dividing them into syllables. Underline the syllables with ы, and different pencils.

Mountains, flies, cinema, fish, vari, sori, mosquitoes, lanterns, crackers, fishermen, markets, whales, fish, fish.

Task 5.Write the words graphically s, w. The speech therapist calls the word, the students depict it graphically, given the number of syllables, write a letter above the corresponding syllable s,

or and.)

Juices, soap, geese, damp, honeycombs, pitchforks, pieces, bushes, stamps, cards, goats, boots, fishermen, leaves, wagons, crackers, patterns, lessons, music, bubbles, motors.

Task 6.Make words with letters s, i. Compare these words in meaning and sound. Make a verbal sentence with each word:

S s s s

Task 7.Write the words, underline s, and different pencils. Explain why after the letters w, sh they wrote the letter and (remember the rule).

Mice, reeds, tires, skis, knives, fats, cars, extinguished, galoshes, decided, width, survived, mushrooms, mugs, springs, silence, height, burned out, embroidered.

Goals:

Educational:

• consolidation of knowledge about speech units - sounds [a], [i] and letters “A”, “I” in a syllable, word, sentence, text.

Correction-developing:

• enrichment and activation of the dictionary on the topic: “Family”;
• development of fine motor skills;
• development of visual modality functions (visual forms of attention, memory, thinking, perception).

Educational:

• creating a situation of success.

1. Organizational moment.

Hello guys! Prepared for the job. They looked into each other's eyes and smiled.

Today we will make a trip across the tundra by helicopter, we will visit our closest relatives. Here is our route map - travel map:

2. Introductory conversation.

Guys, tell me, please, who can live in a family? (children's answers)

How can dad and mom be called in one word? (parents)

Who is a girl for parents? (daughter)

Who is a boy for dad and mom? (son)

How can a son and daughter affectionately call their parents? (mommy and daddy)

How can mom and dad affectionately call their daughter? (daughter)

What do parents affectionately call their son? (son)

Guys, everyone you named: mom, dad, daughter, son, grandmother, grandfather, brother and sister are the closest relatives - the family. And we're going on a journey...

Clarification of the pronunciation of sounds [a], [i].

First you need to get into the helicopter, and for this we must give our last name, first name and patronymic, and also introduce our parents. (The teacher is the first to complete the task and listen to the children's answers) Well done!

So, go! In order for our helicopter to soar into the sky, it is necessary to remember how the sounds [a], [i] are pronounced.

Open your mouth wide;

Lay your tongue calmly down;

Hold the tip of your tongue behind your lower teeth.

We sing a song: a!-a!-a!-a!-a!-a!-a!-a!-a!-a!-a!-a!

Combine two sounds [th] and [a].

Bend the back of the tongue in a steep slide and with force, exhale sharply, and then [a].

3. Finger gymnastics.

So we took off into the sky. We have a long flight, let's take advantage of this and have a rest. A very interesting poem will help us with this. We put the handles on the elbow and prepared the fingers:

This finger mommy
This finger daddy
This finger is a grandmother,
This finger is grandfather,
This finger will be me
That's my whole family!

4. Differentiated spelling of the letters "A" and "I".

Oh, what do I see… Fishing boats are seen in the distance. These are fishermen going fishing.

Help the fishermen catch the fish. To do this, you need to finish the lines.

Let's get to know your family.

What are your grandparents' names?

Who is a girl for grandparents? (granddaughter)

Who is the boy for grandparents? (grandson)

Who is the grandmother for mom and dad?

Who is the grandfather for mom and dad?

5. Differentiated search for the letters "A" and "Z".

We fly up to the camp and visit the reindeer herders.

You have uncles and aunts who are engaged in reindeer herding. What are their names? They, too, can't wait to see what you've learned in school.

At the beginning, listen to the poem "Mother's Hands" by Olga Aivasedo:

Your hands are like a life map
Read your fate through them
They have corns, scars and wounds -
I will bring them to my lips.
Sometimes they are rough, chilly,
You keep your good in them.
But there is nothing more tender and pleasant,
Than mother's hands are warm.
Comb your daughter's hair
Braid beautifully,
Throw firewood smartly into the stove
And gently sing a song.
All right, they all know how:
Iron, wash and sew,
And sickness and pain they will dispel,
Learn to love life with your heart.

And now in the poem, underline the letter “A”, and cross out the letter “I”.

6. Reading syllables.

Below you can see a tower, is oil being produced here? What are the names of the people who do this? That's right, we flew to visit the oilmen.

To meet them, we need to land successfully. The landing strip is made up of syllables. Let's read them. Our helicopter will help us with this. (The teacher draws the attention of the children to correct pronunciation consonants - softness and hardness when pronouncing consonants.)

BA VA GA YES JA PER KA LA MA ON THE PA RA SA TA F HA CA CA USA

AB AB AG HELL AJ AZ AK AL AM AN AP AR AC AT AF OH AC AF AS

BYA VYa GJ DYA JY WL EP LA MJ AE PJ OC SA TU FYa XY CYA CJ WYA

I WOULD I'M IN YAG POISON IL YAZ YAK YAL NM YAN JP YAR I'M WITH YAT JF I YAC YACH YASH

Happy landing, guys! Let's get to know who works here:

7. Repetition and generalization of the material.

It's time to return. Let's remember all our stops and those we talked about today.

Reading and writing the letters "A" and "Z".

Familiar words are written on the cards. Substitute the letter "A" or "Z" where necessary:

berries

AT

mushrooms.

tundra

a lot of

and

a lot of

AT

fish.

Pur

river

Work on the text.

The game "Who is with whom." The pictures are of relatives. They live very friendly, and everyone helps each other. Consider the drawings carefully.

1. Who is in the picture?
2. What are they doing?
3. Who is older and who is younger?

8. The result of the lesson.

Well done, our helicopter landed in our native village of Samburg.

We did a very good job today.

What tasks did we do?

Emotional self-esteem.

Analyze and choose which assessment suits you best, and stick it in your notebook.

9. Homework.

Card assignment.

Underline who is older.

grandfather or grandson

dad or son

Grandpa or dad

grandmother or granddaughter

Mom or daughter

grandmother or mother

Underline who is younger.

grandson or grandfather

dad or son

dad or grandpa

granddaughter or grandmother

Mom or daughter

Mom or grandmother

Literature:

1. Baranova E.E., Razumovskaya O.K. How to teach your child to read. M., “Literate”, 2004
2. Purovskie placers. 2002
3. Epifanova O.V. speech therapy. Volgograd, 2004

Sections: Informatics , Primary School

Tasks: consolidate knowledge about vowels of the 1st and 2nd series; learn to differentiate vowels A-Z in syllables, words, sentences, texts; develop skills sound analysis and synthesis, phonemic perception; develop attention, expand vocabulary students.

Lesson progress:

1. Organizational moment. Psychogymnastics. Finger gymnastics.

A speech therapist conducts psycho-gymnastics: rubbing the palms in order to activate the brain; wave-like movements of the hands - the development of both hemispheres; circular movements on the palms - the development of attention; massage of the top of the head - increases efficiency.

2. Formulation of the topic of the lesson.

Guests came to visit us. Guess who it is: first I, then N, then O, then P, then L, then A, then N, then E, then T, then I, then N, then I, then N. absolutely right, this is Alien A and Alien Me. Why are they called aliens? What are the two parts of this word? (another planet). Do you know our full address? (Galaxy, solar system, planet Earth, Eurasia, Russia, Udmurtia, Mozhga). Why do our guests have only one letter in their first name? What command should be executed if Alien A speaks? (read firmly). What work needs to be done if the ET says I? (read softly). Formulate the topic of the lesson.

3. Development of phonemic perception.

Aliens are very glad that they came to visit you and really want to say hello to you in their language. Let's say hello. Think about how Alien A, Alien I will greet you (L. - M. - D., Z. - S. - B.). How will you read? (A and I give the command to consonants: read hard and read softly).

4. Development of sound-letter analysis.

The aliens came from other planets. AT solar system 9 open planets. Decipher some of these planets (assignment on cards for each student).

MA + RA - A + C \u003d?

HEP - R + PO - O + TUNG = ?

Z + E + M + STRAP - MCA \u003d?

What planet do you think Alien A came from? Why? (in the name of the planets must be the letter A). From what planet could the Alien I come from? Why? (in the name of the planets must be the letter I).

5. Interactive educational game - simulator (Appendix 1. The application must first be rewritten to your computer, open the archive, and then run the simulator.)

6. Differentiation A - Z in sentences, texts.

Each of you is offered a description of one of the planets. What do you need to do? (insert missing letters), guess which letters to insert? (a or me). (cards are offered to students individually).

Card 1. Venus.

This planet is close in size to the Earth. atmosphere. Venus reflects the light of the Sun. Like a huge mirror. Therefore this planets. it shines very brightly in the sky and it can be seen with the naked eye. The surface of Venus is dotted with rocks and looks like a gloomy orange desert. Planet, eat, on, clouds, from, acid, sulfuric. Rains fall out of them, which would burn all life, if it were there.

Card 2. Mars.

M.rs is visible to the naked eye. He looks like N. .bright orange-red star. This planet. very dusty. Its surface resembles orange dunes dotted with thousands of stones. Powerful storms often sweep over M. rs, raising a cloud of dust. They can last for weeks.

Card3. Saturn.

S.turn - the second largest area of ​​​​aneta. It is often called a ringed planet because of the powerful rings surrounding it. Rings. They consist of particles ranging in size from small dust particles to large ice blocks. S.turn - gas gig.nt.

Card 4. Uranus.

The level is quite accurate and is visible to the naked eye, if you know exactly where. watch. He changes his position among the stars and looks like stars himself, though. and does not flicker. This planet. has rings., consisting of dust. There is a lot of helium in the upper atmosphere of Ur., because of this planets. looks blue-green. U, there is, small, core, small, planet.

Did you notice anything strange in the texts? (not all sentences in the texts are written correctly). On the reverse side cards have tasks that you need to complete.

Card 1. Compose and write a sentence from words.

Card 2. Correct the mistakes in the sentence and write it down.

Card 3. Title the text.

Card 4. Make a sentence out of words and write it down.

In the texts, cross out the letter A, underline the letter Z.

7. Development of coherent speech.

You have learned enough about Aliens. They want to get to know you better, to know your hobbies and interests. Write a story about yourself. (children who find it difficult to write a story about themselves are offered a story plan.)

Story plan:

1. My name is________.
2. I am ______ years old.
3. I love __________ the most.
4. I don't really like __________.

8. Summary of the lesson. Ladder of success.

Target: teach children to distinguish between vowels A-Z orally and in writing.

Tasks:

Correction-developing:

- to consolidate children's knowledge of vowel sounds and letters A-Z;

- introduce children to comparative characteristic sounds, the norms of their articulation;

- learn to distinguish sounds [A], [Y, A] in words, phrases and sentences, correlate sounds with letters and symbols;

Educational:

- develop the skills of sound-letter analysis and synthesis;

- form arbitrary auditory and visual perception, attention and memory;

- develop vocabulary in expressive speech lexical topic: " A family".

- to develop the ability to compose phrases, to consolidate knowledge of spelling norms;

Educational:

- develop self-control skills;

- improve the ability to evaluate the results of work on the assignment;

- develop a culture of behavior front work and individual work;

Methods: productive and reproductive, partially exploratory, visualization, problem statement, solution search, leading dialogue, method of control and self-control.

Techniques: activating attention, motivating reception, game

Equipment

Whiteboard, video projector, computer, multimedia presentation, workbooks, pencils, pens, individual cards.

DURING THE CLASSES

1. Organizational moment.

Hello guys! Prepared for the job. They looked into each other's eyes and smiled.

And now the one who will call his name will sit down

Guys listen to the riddle

Everyone knows this word
Will not change for anything!
To the number "seven" I will add "I" -
What will happen?

2. Introductory conversation.

Guys, tell me, please, who can live in a family?(answers

How can dad and mom be called in one word?(parents)

Who is a girl for parents?(daughter)

Who is a boy for dad and mom?(son)

How can a son and daughter affectionately call their parents?(mommy

How can mom and dad affectionately call their daughter? (daughter)

AND TODAY OUR LESSON WILL HELP US BE HELD BY THE GUESTS OF THE CARTOON PROSTOKVASHINO.

Today in our lesson we will perform their tasks.

1 Clarification of the pronunciation of sounds [a], [i].

What is the last letter of the word family?

Work with individual didactic material.

Guys, what did we find out by comparing paired vowels in the table?

These vowels are spelled differently.

What did you find out when pronouncing the sound [a] and the sound [th, a]?

These vowels differ in spelling but are similar in pronunciation.

Remember the formation of the letter "I".

Today in the lesson we will learn to distinguish between the letters A-Z.

2 MAIN PART

3 Development of phonemic analysis and synthesis. Game: Say the opposite.

Task from Sharik and Uncle Fyodor

ma-mya sya-sa wa-vya ka-kya da-da fa-fya

cha-ta la-la pya-pa za-za ba-ba gya-ha

How do consonants sound before a vowel a? (Firmly)

How do consonants sound before the vowel i? (Soft)

4 Development of the spelling skill of writing

Task from the Pope

Let's get to know your family.

What are your grandparents' names?

Who is a girl for grandparents?(granddaughter)

Who is the boy for grandparents?(grandson)

Who is the grandmother for mom and dad?

Who is the grandfather for mom and dad?

5 Differentiated search for the letters "A" and "Z".

And now the task from the postman Pechkin. He brought a letter, and in it a poem about my mother.

At the beginning, listen to the poem "Mother's Hands"

Mom's hands

Ready to hug at any moment.

And now in the poem, underline the letter “A”, and cross out the letter “I”.

6 Fizminutka.

7. Development of syllabic analysis and synthesis

Reading syllables, words.

Do you guys like to play snowballs in winter?

Exercise "Snowball game"

And now we're going to play snowballs. Find half of the word. (Cards).

Collect at the board

Open your notebooks and write down the number.

Read the names of the children, write down with a comma and highlight the letters of the lesson.

List the names of your brothers and sisters.

8 Compilation of phrases

Assignments from Galchonka. He has been learning to read for a long time and asks you to help him.

Find two words (cards) in each line

B l r p d v a l s kov a y d l d p m a m a z d

S p f k c s s t i l l v p a p a

L o f h e l y p k c y d e d u s h k a v k

J

And now let's read them. Write down the phrases in your notebook, underline the letters of the lesson and the consonants in front of them with a blue and green pencil.

Make up your own phrases about your relatives.

9 Working at the supply level

Task from Pechkin

Fill in the missing letters A-Z.

- Write the second sentence in your notebook. Underline the vowels A and Z.

What do you think a family should be like?

10 task.

Pechkin brought us a message, but it is encrypted. Here is the code for you.

Family consent is the most expensive

Guys, read what you got?

Why do you think they say that?

Summary of the lesson.

Today we completed all the tasks of our heroes

Tell me what tasks you did.

Pechkin sent us a package, and it contains a gift for you.

APPS

Connect the picture with the letter, make captions for the pictures.

CARD 1

Mom's hands

Mom, like the sun, has warm hands,
So gently they know how to caress,
Heal the pain, relieve the boredom
Ready to hug at any moment.
Playing, my hair will gently ruffle,
They bake pies on the weekend in the morning,
And fun legs tickle in bed,
When I don't want to wake up myself.
Iron all dresses, shirts and trousers
And then another job will be found ...
I stroke my mother's tired hands, -
Let them get some rest.

CARD 2

Underline two words in each line.

B l r p d v a l s kov a y d l d p m a m a z d

S p f k c s s t i l l v p a p a

L o f h e l y p k c y d e d u s h k a v k

J

CARD 3

Fill in the missing letters A-Z

When one day the children were asked what is seven_, their answer was this: “Seven_ is such a community of people in which happiness lives.” In this community there is no r_indulgence_, _ there is love, kindness and help.

snowballs

O-

KOLYA

THEN-

VA-

MI-

PA- -SHA

SA-

GO-

BUT-

MA- -NYA

TA-

CO-