Wood in individual lessons on automation of sounds. Technological map of an individual speech therapy lesson "Automation of sound

16.01.2017

Automation of sound [r] in words, phrases, sentences

Correction of violations of sound pronunciation, grade 1. Routing speech therapy session

Class type: Discovery of new knowledge.

Target: Creating conditions for the productive and effective consolidation of the sound [p] in words, phrases, sentences.

Tasks:

Educational:

Automate Skill correct pronunciation sound [p] in words, phrases, sentences;

To form the assimilation of the forms of inflection of nouns (the instrumental case with the preposition "C");

To consolidate skills in composing phrases and sentences, establishing the connection of words in a sentence;

Corrective:

Improve the function of phonemic analysis and phonemic perception;

Activate vocabulary;

Develop speech breathing through the implementation of special exercises; develop visual perception, spatial orientation;

Develop verbal and logical thinking;

Develop fine motor skills;

Educational:

Motivate to study by involving students in learning activities;

Build a positive relationship with each other.

Molded universal learning activities:

Regulatory UUD:

To form the ability to determine the purpose of the activity;

To consolidate the skill of self-control over the fulfillment of tasks, both in general and step by step;

To form the ability to evaluate the result of their work, to learn to be aware of what has already been learned.

Cognitive UUD:

To form the ability to perform an educational task in accordance with the goal;

To form the ability to extract information from diagrams;

To form skills for solving search problems;

To form the ability to classify, based on the analysis of objects to draw conclusions

Communicative UUD:

Plan your activities together with the teacher;

Monitor, correct and evaluate their actions;

Express your thoughts with sufficient completeness and accuracy;

Consciously build a speech statement, evaluate your actions;

negotiate, come to common decision.

Personal UUD:

Learn to make sense learning activities and responsibility for the final result;

Build positive learning motivation.

Work form:

Frontal, work in pairs, individual.

Equipment:

Speech material (words, phrases, sentences for sound automation [p]);

Handout: Match the Picture game (Appendix 1), Pizza game (Appendix 3), mirrors, tongue twisters (Appendix 5), pencils, notebooks, glue;

Demo Material: diagram for characterizing sound [p] (Appendix 2), file (*.pptx format) “Name the color” (Appendix 4);

Personal computer of a speech therapist, projector, whiteboard.

Purpose: to show the relationship between the correctional and learning processes that contribute to the successful assimilation program material through the formation of UUD.

In the standards of the second generation, the requirements for the results of the development of education - subject, meta-subject and personal - come to the fore.

Speech therapists at school speech centers are also guided by indicators of the activity approach of the second generation standards:

giving the results of education socially and personally meaningful nature;

more flexible and durable assimilation of knowledge by students;

Significant increase in motivation and interest in learning;

providing conditions for general cultural and personal development based on the formation of universal educational activities

The results of the activities of a school speech therapist in correcting oral and written speech directly affect the quality of teaching children-speech pathologists in literary reading, the Russian language, the world around them, and is fundamental for further assimilation of knowledge.

The solution of these problems can be successful with an organized speech therapy escort. Speech therapy support is a help for the teacher and includes in his work, including the formation of meta-subject UUD at all stages of correctional work and in all areas.

The components of speech therapy support are:

prevention of speech disorders;

logopedic diagnostics;

correction of speech defects;

formation of all sides (components) of speech;

development of non-verbal mental functions;

development of the emotional-volitional sphere;

Formation of moral attitudes of the child.

The formation of UUD takes place at the stage of diagnosis and the correctional-developing stage.

The diagnostic stage involves examining the speech of primary school students in order to complete groups, identify children for individual correctional and advisory work.

In the first grades, a speech therapist conducts a two-stage speech therapy diagnostics. At the first stage, express diagnostics is carried out, covering all students and making it possible to judge the level speech development first-graders, about the formation of some universal educational actions in a child (mainly communicative and regulatory). The second stage of diagnostics is an in-depth speech therapy examination, covering all components of the speech system and revealing the formation of all types of universal educational activities.

An important point of this stage is to establish contact with the child. At the same time, the interaction between a speech therapist and a child is aimed at determining the level of formation of language means. The diagnostic stage provides material for further corrective work, so it is necessary to find out the levels of the child's speech activity. What kind of cooperation skills a child has, how he can perceive information and convey it, how accurately he expresses his thoughts in accordance with the tasks and conditions of communication, his command of monologue and dialogic speech, how he manages his activities, how much he gives independent answers.

universal learning activity speech therapy

The correctional and developmental stage is the main one and lasts the entire academic year. . During this period, in individual and group classes on the correction of oral and written speech, the teacher-speech therapist, along with specific speech therapy tasks solves problems on the formation of meta-subject UUD. To do this, a system of tasks and exercises that contribute to the formation of UUD was selected in speech therapy classes.

One of the directions of the correctional-developing stage is individual work on staging sounds involves the formation of regulatory actions (control and correction of one's own speech), communicative, involving active speech activity at all stages: at the stage of staging, automation, differentiation and the introduction of sound into active speech with the construction of free utterance, as a result of work on sound. The formation of cognitive actions, which consist in the ability to formulate a problem, establish cause-and-effect relationships when performing logical operations.

At the stage of formation of phonemic processes and auditory perception work with sound, syllable and word. Children are offered tasks related to the selection, comparison, differentiation, restoration of phonemes. Thus, the development of phonemic processes and auditory perception is aimed at the development of analytical and synthetic operations on speech material. Therefore, we can talk about the formation of cognitive actions (the choice of bases and criteria for comparison, seriation and classification of objects) and regulatory educational actions (correction, goal setting, planning, control in the form of comparing the method of action and its results, managing one's activity).

Next direction speech therapy work formation of the lexical and grammatical structure of speech. This is a very difficult and crucial stage in the development of a child's speech. A large number of children, due to a number of objective reasons, have a limited vocabulary. And they do not know the elementary forms of word formation and inflection. The speech therapist sets himself the task of expanding and enriching the vocabulary in parallel with the expansion of ideas about the surrounding reality, form ideas about word formation and eliminate speech agrammatisms, teach correctly, establish grammatical connections of words in a sentence, consolidate educational terminology, work out morphemic analysis. At this stage, all metasubject actions are formed on the basis of objective ones.

It must be said that at all stages of correctional work, personal UUDs are formed.

Thus, we can conclude that the formation of UUD in speech therapy classes. So:

Personal UUD provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory UUD provide students with the organization of their educational activities.

Cognitive UUD include general educational, logical actions, as well as the actions of setting and solving problems.

Communicative UUD provide social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

In speech pathologist children speech disorders are a serious obstacle in communication, in regulating their activities, in mastering general educational skills, therefore, a speech therapist in his classes needs to work on the formation of all of the above UUD

Thus, the correctional work of the speech therapist teacher is in harmony with the activities of the subject teacher in achieving the educational result planned in the educational program.

Literature

1. Azova T.V. Directions and methods of speech therapy work to eliminate dysorphography // "School speech therapist". - 2010. - No. 1. - P.39-57.

2. Bankrashkova I.V. Modern speech development to overcome lexical and grammatical underdevelopment in the context of the formation of universal educational activities // Special (correctional) education in the context of modern educational policy: Guidelines for the 2010-2011 academic year / Ed. - comp. I.V. Bankrashkova, I.N. Ryazanov. - Khabarovsk: HK IRO, 2010. - 27 p.

3. Bessonova T.P. The content and organization of speech therapy work of a teacher-speech therapist of a general educational institution: Guidelines. - M.: APK and PRO, 2003. - 126 p.

4. Gribova O.E. The main directions of work in speech therapy classes // Modern approaches to the correctional and educational process at school for children with severe speech disorders. - M.: APK and PRO, 2008. - 56 p.

5. The concept of federal state educational standards general education/ Under the editorship of A.M. Kondakova, A.A. Kozlov. - M.: Enlightenment, 2008. - 35s.

6. Neuropsychological diagnostics, examination of writing and reading of younger schoolchildren / Ed. T.B. Akhutina, O.B. Inshakova. - M.: V. Sekachev, 2008. - 128 p.

7. Fotekova T.A. Test method of diagnostics oral speech younger students. - M.: ARKTI, 2000. - 56 p.

8. The fundamental core of the content of general education / Ed.V. V. Kozlova, A.M. Kondakov. - M.: Enlightenment, 2009. - 59 p. - (Standards of the second generation).

PROJECT PASSPORT:

Topic: "Formation of universal educational activities in speech therapy classes with younger students"

Project completion period: 2015/2016

Project developer: teacher-speech therapist

annotation

Section I. INTRODUCTION

Rationale for the relevance of the project

Design object

Design subject

Project Hypothesis

Objective of the project

Project objectives

Section II. MAIN PART

Stages and mechanism of project implementation

Expected results of the project /indicators, indicators, values/

Resources that ensure the implementation of the project

Prospects for the development and implementation of the project

List of used regulatory documents and sources of information

Application

annotation

The concept of development of universal learning activities, which is integral part Federal state standard elementary general education (FGOS), recognizes the purposeful systematic formation of universal educational activities as a key condition for increasing efficiency educational process in the new socio-historical conditions of the development of society. Today, when information is updated so quickly, it is important for a school student not only to acquire a certain amount of knowledge, but also to master universal learning activities. Under the universal educational actions is understood a set of generalized actions of the student, as well as the skills and abilities associated with them. academic work providing the ability to independently master new knowledge and skills.

The formation of UUD in the educational process can be carried out in the context of the assimilation of various academic subjects. Each academic subject, depending on its content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of UUD. The correctional and developmental work of a speech therapist teacher has great opportunities for the formation of UUD, which are integrative characteristics of the educational process.

An analysis of methodological publications on speech therapy allows us to conclude that they have not yet sufficiently covered the problem of the formation of UUD in speech therapy classes in accordance with the requirements of the Federal State Educational Standard.

Project novelty lies in complex use already proven methods and modern educational technologies on the formation of UUD (cognitive, communicative and regulatory) in students in the practice of a school speech therapist.

Manufacturability of the project: The project may be of interest to speech therapists working with children of primary school age with impaired oral and written speech.

Section I. INTRODUCTION

Rationale for the relevance of the project

In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, this term can be defined as a set of student actions, as well as the skills of educational work associated with them, which ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

The main types of universal educational activities include: four blocks:

personal;

Regulatory (including also self-regulation actions);

Informative;

Communicative.

Personal actions provide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior and orientation in social roles and interpersonal relationships).

Regulatory actions provide students with the organization of their educational activities. These include: goal setting, planning, forecasting, correction, evaluation, self-regulation.

Cognitive universal actions include: general education (including sign-symbolic actions), logical, as well as the formulation and solution of the problem.

Communicative actions ensure that the position of other people, partners in communication or activities is taken into account; ability to listen and engage in dialogue; participate in a group discussion.

The peculiarity of speech therapy work is that it is aimed at helping children who experience difficulties in achieving subject results(writing, reading). Thus, timely and effective logo-correctional work prevents or minimizes the difficulties of achieving meta-subject results (the formation of communicative, cognitive UUD).

The teacher-speech therapist should build his work in this way:

To ensure the growth of cognitive motives of children,

In order for the child to learn to plan, control and evaluate learning activities,

So that the child can work in a group, conduct a dialogue - interact with the teacher and peers in the educational process, justify their position, express their opinion.

Design object: Primary school students with speech and writing impairments.

Pupils with OHP who start studying at school have a number of speech and psychological characteristics (according to A.V. Yastrebova), which make it difficult for them to form UUD. Speech features are the result of insufficient formation of the lexical and grammatical means of the language, and they include: insufficient understanding of educational tasks, instructions; difficulties in mastering educational concepts and terms; difficulties in formulating one's own thoughts in the process of educational work; insufficient development of coherent speech. Insufficient formation of psychological prerequisites (unstable attention, low ability to switch, insufficient development of verbal and logical thinking) hinders the formation of learning skills (planning future work; determining ways and means to achieve learning goal; activity control; ability to work at a certain pace). Based on these characteristics of children with OHP, the teacher-speech therapist, along with the task of forming the prerequisites for the full assimilation of the general educational program in the Russian language, faces the task of developing the prerequisites for mastering the full-fledged skills of educational activity and the formation of these learning skills.

Design subject: Universal learning activities (UCA): regulatory, cognitive, communicative.

Regulatory:

Formulate the topic and objectives of the lesson;

Make a plan for solving an educational problem;

Work according to the plan, adjust your activities;

Evaluate your work and the work of your comrades;

To exercise self-control, mutual control.

Cognitive:

Accept and understand verbal or written instructions;

State the content of the text read;

Perform analysis and synthesis;

Establish causal relationships;

Reason.

Communicative:

Consider different opinions;

Formulate and justify your position;

Provide necessary mutual assistance in cooperation;

Express your thoughts orally and in writing;

Adequately use speech means to solve communication problems, to master various types monologue and dialogue;

Express and justify your point of view;

Listen and hear others;

Negotiate and come to a common decision in joint activities.

Project hypothesis: The use of methodological developments of speech therapy classes will improve the efficiency of speech therapy work on the formation of UUD in students.

Objective of the project: creation of methodological developments on the formation of UUD for younger students in the classroom of a speech therapist.

Project objectives:

1. Study periodic literature on the formation of UUD, modern technologies and their application in speech therapy practice.

2. Summarize materials on traditional and innovative technologies, universal educational activities and present them in the form of a technological scheme for use in the formation of UUD for younger students in speech therapy classes.

3. To develop blocks of speech therapy classes, taking into account the formation of UUD in primary school students.

Section II. MAIN PART.

Stages and mechanism of project implementation

1st Stage: Diagnostic

Tasks:

Analysis and problem statement;

The study of literature on the problem.

Stage 2: Prognostic

Tasks:

Setting goals, tasks within the framework of the project;

Project development.

3. Stage: Practical

Tasks:

Implementation of the project in the correctional and developmental process;

Development of a methodological complex for the project;

Primary diagnostics;

Project correction.

4. Stage: Generalizing

Tasks:

Summing up the results of implementation;

Registration of the results of the project;

Further implementation of the project into correctional and developmental work;

Distribution of experience.

Diagnosis is secondary.

5. Stage: Implementation

Tasks:

Use of work experience in the process further work;

Distribution of experience.

Expected results:

Creation of methodological developments on the formation of UUD for younger students in speech therapy classes of a speech therapist teacher;

Learner Mastery lower grades UUD, corresponding to age, psychological capabilities and requirements of the Federal State Educational Standard.

Resources that ensure the implementation of the project:

Technology of explanatory and illustrative education,

ICT technology, gaming technology,

Health-saving technologies.

Prospects for the development and implementation of the project:

Planned:

Continue work to saturate the project with new methodological developments;

Develop maps for diagnosing the level of formation of UUD in primary school students;

Use work experience in their future activities;

Share experience in professional environment.

List of used regulatory documents and sources of information

1. Federal State Educational Standard of Basic General Education / Ministry of Education and Science Ros. Federation. - M., Education, 2011.

2. The concept of the Federal State Educational Standard of General Education / Ed. A.M. Kondakova, A.A. Kuznetsova. - M., Education, 2008.

3. Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide / ed. A.G. Asmolova. - 2nd ed. – M.: Enlightenment, 2011.

4. How to design universal learning activities in primary school: from action to thought: a guide for the teacher / ed. A.G. Asmolov. - M.: Education, 2011.

APPENDIX

Methodological techniques for the formation of UUD in speech therapy classes with younger students

Technologies used in speech therapy classes:

gaming technology,

health-saving technologies,

problem learning technology,

differentiated approach technology,

Technology independent work,

Technology of multi-level education,

ICT technologies,

Elements of research technologies.

Within these technologies, purpose the formation of universal learning activities, the following are used methodical methods:

- Speech therapist sets the goals of the lesson and works with children in the direction of the goals - “in order to achieve something, each participant in the lesson must know the goal”;

Draws attention to the developmental value of any task;

Notes the progress of the child in comparison with his past results;

Shows why this or that knowledge is needed, how it will be useful in life;

Attracts children to the discovery of new knowledge while mastering new material;

Teaches children how to work in groups, shows how to come to a common solution in group work;

- assesses not only himself, but also allows children to participate in the assessment process; at the end of the assignment, at the end of the lesson, together with the children, they evaluate what the children have learned, what they have achieved, and what they have not;

At the lesson, she pays great attention to self-examination of children, teaching them the ability to find and correct mistakes, children learn to evaluate the results of the task according to the proposed algorithm, the speech therapist shows and explains why this or that mark was given, teaches children to evaluate work according to criteria and independently choose criteria for rate;

Teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, teaches them to use different sources used to search for information;

- draws attention to the development of memory and logical operations of thinking, various aspects cognitive activity;

- draws attention to common ways actions in a given situation - and teaches children the use of generalized methods of action;

- teaches children to plan and predict their actions;

- always gives a chance to correct a mistake, shows that a mistake is normal, the main thing is to be able to learn from mistakes;

Teaches the child to set goals and look for ways to achieve them, as well as solve problems that arise;

- teaches children to make a plan of action before starting to do something;

Teaches different ways of expressing one's thoughts, the art of defending one's own opinion, respecting the opinions of others;

- teaches children how to effectively memorize and organize activities;

Gives children the opportunity to independently choose tasks from the proposed ones;

- creates problem situation in the process of goal setting;

Uses schemes, algorithms that allow students to track their growth and determine the tasks and directions of their activities;

- offers tasks by analogy (find patterns and answer the question);

Speech therapist and children work together to solve emerging educational problems.

Examples of exercises aimed at the formation of UUD in younger students

Exercises that develop the ability to accept and understand
verbal or written instruction

Children with writing disorders often surprise teachers by not doing what they were asked to do. They constantly ask the teacher again when he seems to have explained clearly enough. This may be due to both the low concentration of the child's attention, the insufficiency of short-term auditory memory, impaired thinking, and the unformed methods of educational activity. Ability to respond in a timely manner to the teacher's question; the ability to distinguish a new task from an old one, to clearly present what is contained in the instructions - this is what distinguishes a student who knows how to learn.

1. "Explain Brownie Kuze"

The speech therapist gives the students some task. To check how it is understood by the children, he asks one of the students who have difficulty understanding the instructions to repeat it for Kuzi.

2. "Letter with passes"

The speech therapist gives the task: “I will dictate a sentence, and you write it down, but instead of a letter O always make a point." Thus, the children write down 2-3 sentences, and then the speech therapist invites them, for example, not to write the endings of adjectives, but to put an asterisk instead.

Purpose: Reception contributes to the development of concentration and switching of attention, but the main goal for the student is self-regulation of activities, taking into account the changing instructions.

3. "Be careful!"

The speech therapist asks the children to listen to the instruction, repeat it “to themselves”, raise the hand of those who remember and clearly imagine what to do. At the command "Attention!" students begin to complete the task. Task examples:

1). In a small text, all letters FROM underline, and the letters Z - cross out.

Oksana climbed for a red rose,
And Oksana returned with a splinter.

2). In the text, underline all the letters H, and cross out the letters C. After the command “Attention!”, On the contrary, all H are crossed out, and all C are underlined.

The black heron drew with a compass.
Attention!
The heron diligently drove the compass.
Got a very clean drawing..

Exercises that develop the ability to plan actions to fulfill the training instructions and act according to the plan

The most important step in translating a student's external actions into a mental plan that ensures the successful formation of a skill is teaching children to plan.

Teaching management must be flexible. The rigidity of management (a strict sequence of actions set by the teacher) should decrease as students grow. If at the beginning of training, children act according to the patterns and algorithms proposed by the teacher, then at the final stage of speech therapy work, the children themselves plan actions, compose their algorithms.

1. “Tell me about the sound according to the plan-scheme

After 1-2 lessons, the sound characteristic scheme is replaced. Children are invited to tell according to the scheme, where all the characteristics are replaced by colored symbols.

2. « Decide on a course of action".

Students receive a card with complex instructions for the task. It is necessary to put numbers above the words with a pencil, corresponding to the order in which the actions are performed.

For example:

The task for the Russian language exercise contains several actions. It is important not to forget to do any of them. In addition, you need to think about what is more convenient to do first, and what later.

3. "Make an algorithm."

Children are offered to unite in small groups of 3-4 people (you can offer to work in pairs). The task is common for all groups - to create an algorithm for solving a specific educational problem. For example:

- Make an algorithm for parsing a word by composition, etc.

After 5 minutes, each group performs the task of a speech therapist to parse the word using their own algorithm. Thus, it is checked whether this algorithm “works” or not, i.e. whether it is possible, using it, to accurately and quickly complete the task. In the course of completing the task for each algorithm and discussing it, it turns out which group made up a more complete and clear algorithm, whether it needs to be supplemented.

An example of an algorithm compiled by students:

Exercises that develop the ability to exercise final self-control

Students with writing disorders are often unable to exercise final self-control when performing written work. Such children need to be taught control using special methods - systematically, carefully, for a long time. It is important to convince students that self-assessment provides an opportunity to get a higher mark for written work.

For this group of students, such a method of self-control is expedient, in which the test is divided into 3 stages. During each of them, the child's attention is focused on finding specific errors and shortcomings in written work. For each of the stages, a memo has been developed, which gives an algorithm for checking actions and lists groups of errors that should be focused on.

Self Test Steps:

Stage I - the search for specific (dysgraphic) errors in the word that are not related to the assimilation of grammatical norms.

Stage II - the search for spelling errors in the word.

Stage III - the search for punctuation, grammatical and semantic errors in the structure of the whole sentence.

At stages I and II of work, it is possible to use assistive devices that allow the child to select a word from the text and focus his attention on it. Such a device can be test card - a cardboard rectangle the size of half a notebook page, on the upper and lower sides of which “windows” are cut out to highlight a long and short word. Fig.2.

1. "Return to the beginning."

The speech therapist invites students to team up in pairs. Each pair receives a text in which, as the speech therapist explains, only one mistake was made in the word - due to inattention. To find it, you need to use the card - "checker". One student moves the card from the end of the text to the beginning and “catches” whole words in the window. Another student reads the "caught" word syllable by syllable exactly as it is written. It is important not to miss a single word and not to allow reading on a guess. The couple who found the misspelled word first raise their hands.

The exercise is preparatory. It teaches children to use “checker” cards when checking, to read the text from the end to the beginning (this helps to avoid reading by guesswork), to clearly read the written word by syllable. Working in pairs makes the exercise untiring, the search for a single mistake stimulates the attention and pace of children's activity. It is advisable to use this exercise for 3-4 lessons in a row.

Looking for "random" errors.

(Stage I self-test.)

You can work individually or in pairs. The steps for checking the text are similar to those described in the previous exercise, but a very important component is added - a memo card. (Appendix) The ability to use the card on initial stage mastering the skill of self-control makes the test more effective, significantly increases the activity of children. famous psychologist P.Ya.Galperin noted that by taking a card, the student "gets a tool in his own hands" and becomes the master of the situation, while in its absence he is a passive executor of other people's instructions.

Looking for spelling mistakes.

(Second stage of self-examination).

Children check the text for the 2nd time, focusing on finding spelling errors. Another reminder card helps them do this.

Checking offers.

(III stage of self-examination).

The child checks each sentence, starting with the first. Only the reminder is used.

If any errors remain not found by the child, the speech therapist marks them in the margins of the corresponding line with numbers (1,2 or 3, depending on the type of errors).

If in this case the child cannot detect a mistake, then the speech therapist indicates the word or sentence in which it was made.

And only if the error remains undetected, the speech therapist, together with the child, analyzes and helps to find the error.

It is very important that the student tries to find all the mistakes himself.

Exercises that develop the ability to independently evaluate the results of their activities

Important secrets of successful study are: the ability to set goals and achieve them; the ability to see one's own successes and feel joy about it; notice failures and find their causes. To form a child's desire to learn, you can use a variety of techniques - from praise to special symbols that would mark children's achievements.

For self-assessment and fixing the results, the lines of achievements and the ladder of success are used.

Achievement bars help your child see their progress. Unfortunately, a student with dysgraphia in a Russian lesson often has to celebrate his failures. But after all, the mark is not the only result that education gives. Self-confidence, the desire to learn and work on yourself - that's what really comes in handy in life.

Achievement lines allow you to see not so much the improvement in academic performance, but also the efforts that the student has made, and the knowledge, skills and abilities that they have acquired as a result.

one." Achievement line.

The speech therapist invites the children to make marks on the achievement lines at the end of the lesson. Each child is given a card, for example, with the following content:

The student puts a mark-dash on each ruler. This teaches him to think about how he has advanced in mastering knowledge and skills; whether he made efforts for the qualitative performance of the task; predict the grade for completing a task.

2. Map of introspection.

The peculiarity of such a map is that it is compiled and maintained by the student himself. Students, highlighting their own problems (in behavior, in learning, etc.), themselves enter the necessary aspects of observation in their tablets. At the end of each session, students make marks (+ or -) on the map. When the table is filled, it is appropriate to summarize: Who can say that it has become more accurate? Who has stronger willpower? Who noticed that he became more active in the classroom? The student reports his results only if he wants to.

Sample self-observation chart

3. "Ladder of success."

After completing a written task, students draw a 3-step staircase with a pencil. The speech therapist asks each of the children to evaluate the success of this task by drawing a little man on one of the steps of the ladder - himself. If the student believes that he was attentive, diligent and passes the work to the speech therapist without errors, then he draws himself on the top step. Fig.3. The ladder of success allows the speech therapist to find out how objectively children evaluate their writing.

So, having considered the concept of universal learning activities, the characteristics of children with OHP, the directions of the formation of ULA in speech therapy classes and some specific examples of the formation of regulatory actions, we can come to the following conclusion: speech disorders in children are most often accompanied by severe difficulties in the formation of cognitive, regulatory and communicative skills. Consequently, the program of correctional and developmental work with students with impaired oral and written speech should be aimed not only at correcting these disorders, but also at the formation and development of universal learning activities in children.

Literature:

1. How to design UUD in elementary school. From Action to Thought: A Teacher's Guide./ ed. A.G. Asmolov. – M.: Enlightenment, 2010.

2. Logopedic classes with schoolchildren (grades 1–5): A book for speech therapists, psychologists, social educators / Metuss E.V., Litvina A.V., Burina E.D. and others - St. Petersburg: KARO, 2006.

3. Yastrebova A.V. overcoming general underdevelopment speech of primary school students of educational institutions. – M.: ARKTI, 1999.

State educational institution

"Zabaikalsky Center special education and development "Open World"

Stage I (elementary school)

ROUTING

PRIVATE LESSON

on subject"Development of auditory perception and teaching pronunciation"

(2 lessons of 20 min.)

Compiled by:

Prikhodko Olga Sergeevna,

defectologist teacher.

Chita, 2017

Annotation to the technological map

The technological map of an individual lesson was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education for Students with Disabilities, the program for primary classes of special (correctional institutions) for hearing-impaired and late-deaf children, the requirements of the State Educational Institution "Center for Special Education", based on an exemplary program for educational subjects "Primary school".

The technological map was developed for the subject "Development of auditory perception and teaching pronunciation" and is intended for individual lessons with 3rd grade students with hearing impairment.

Lesson topic:

“Automation of sound [C]. Word stress "(Teaching pronunciation),

"Nature. live and not Live nature. Text "Sun" (Development of auditory perception).

The topic of the lesson corresponds to the calendar-thematic planning, compiled on the basis of work program course "Development of auditory perception and teaching pronunciation" (II department), individual lessons.

The speech material of the lesson is compiled taking into account the age and individual capabilities, the existing experience of a student with a hearing impairment.

During the lesson, interdisciplinary connections are observed: with the Russian language - the topic “Noun”, with mathematics - the topic “ Geometric figures”, with OOM - the theme “Nature: living and inanimate”, “Sun and stars”.

The goals and objectives of the lesson are built taking into account the diagnosis, the structure of the defect, the compensatory capabilities of the child, the zone of his current and immediate development, and a student-centered approach.

The content of correctional and developmental activities is built taking into account the leading lines of speech development - phonetics, vocabulary, grammar, coherent speech - and ensures the integration of the speech and cognitive development of the child. The implementation of this attitude is ensured by the flexible use of technologies at different stages of the lesson: problem-dialogical, information-communicative, activity approach to learning, developmental learning, gaming, health-saving (Use of phonetic rhythm, breathing exercises, changing dynamic postures, physical exercises, exercises to relieve eye strain). The use of teaching methods: partial-exploratory; information-receptive, the use of ICT and visualization helps to create student interest in the topic of the lesson; visual presentation of the material; efficiency of control in the performance of tasks.

The structure of the lesson and the method of conducting it correspond to the program requirements for conducting individual classes in RSV and OP.

I. Teaching pronunciation.

The main goal of teaching pronunciation is to consolidate the student's pronunciation skills in the oral speech, improve them and prevent decay.

The task of these exercises is to prepare the student's articulation apparatus for the pronunciation of certain speech material.

2. An exercise in developing auditory differentiations.

The task of the exercises is to clarify the possibilities of perceiving a given sound by ear, the possibilities of using hearing in the process of staging and correcting sound.

3. Working with a schematic sound profile.

The task of this type of work is to form the student's visual representation of the correct position of the organs of articulation at the time of pronunciation of the sound in order to understand the location of the organs of articulation and bring them to the appropriate position.

4. Exercises for the development of articulatory differentiations.

The purpose of these exercises is to master the pronunciation of the sound and introduce it into speech.

5. Exercises to consolidate the pronunciation of sounds without relying on sound amplifying equipment.

II. Development of auditory perception

The purpose of the work is the formation of speech hearing, the creation of inter-analyzer conditioned reflex connections for the perception of oral speech.

The speech material is conditionally divided into sections:

Speech material of an everyday conversational nature related to the organization of educational activities;

Speech material related to the study of general subjects;

During the lesson, the student will master the following UUD:

"Academic Component"

personalresults studying the topic will become skills: to realize the role of language and speech in people's lives; understand the features of oral statements (intonation, pace, tone of speech; choice of words).

The meta-subject results of studying the topic will be the skills:

Regulatory universal learning activities (URL): identify and formulate topics, goals of activities in the classroom with the help of a teacher; be able to express your opinion; be able to work according to the plan proposed by the teacher.

Cognitive UUD: find answers to questions in illustrations, text; draw conclusions as a result joint work with a teacher; convert information from one form to another.

Communicative UUD: formulate your thoughts orally; listen to and understand the teacher's speech; use listening techniques: fix the topic, key words; read the text expressively.

Subjectresults studying the topic will be the formation of the following skills:

perceive by ear, auditory-visual material of a colloquial and everyday nature, general education disciplines, texts performed by the teacher; consciously, correctly, expressively read .

Component "Life Competence"
Personal UUD

The student will learn: to show educational and cognitive interest in new educational material and ways to solve a new problem; focus on understanding the reasons for success in educational activities, including self-analysis and self-control of the result, analysis of the compliance of results with the requirements of a specific task, and understanding the teacher's assessments.

RegulatoryUUD

The student will learn: to adequately perceive the suggestions and evaluation of the teacher; distinguish between the method and the result of an action.

CommunicativeUUD

The student will learn: to formulate his own opinion and position; adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogical form of speech.

The technological map of an individual lesson contains Full description each stage of the lesson, which presents certain questions, tasks offered to the student, the expected actions of the student, ways of interaction between the teacher and the student, as well as the progress of using the presentation and visual aids.

The technological map of the lesson is a modern form of planning pedagogical interaction between a teacher and a student, which makes it possible to reflect the activity component of the interaction of all participants educational process.

TECHNOLOGICAL CARD of an individual lesson

In the new Standard, much attention is paid to the formation of universal educational activities for initial period training, since this period is the foundation for subsequent successful training.

Particular importance is attached to the formation of communicative actions that are necessary for the child to communicate in society (school), with relatives and peers. The formation of communicative UUD determines the development of the child's ability to regulate behavior and activities, to cognize the world.

The peculiarity of speech therapy work is that it is aimed at helping children who experience difficulties in achieving substantive results (writing, reading). Thus, the timely and effective corrective work of a speech therapist prevents, minimizes the difficulties of achieving meta-subject results (the formation of communicative, regulatory and cognitive UUD).

Each speech therapy lesson, depending on its content and ways of organizing the activities of students, reveals certain opportunities for the formation of universal educational activities.

For testing, I chose frontal lesson with students of grade 1 on the topic "Spelling of unstressed vowels at the root of the word." The lesson was held in game form with the aim of introducing students to different ways checking unstressed vowels in the root of a word. During the lesson, the following tasks were completed: To promote the development of the ability to distinguish features in the spelling of words with unstressed vowels; develop logical and thought processes in schoolchildren; to form in students the proof of their point of view, as well as to control and criticize their own and other people's actions and deeds.

Having studied the literature and materials on the Internet on the topic "Formation and development of universal educational activities", I made the following conclusions:

It is necessary to change the attitude of children to the study of the material, to make it more serious and meaningful;

The formation of universal educational activities in speech therapy classes is possible only with the complex use of many aspects of the organization;

A competent approach to the formation and development of universal educational activities contributes to: enhancing cognitive activity, improving the quality of schoolchildren, achieving learning goals with the help of modern teaching materials designed for use in the classroom, the development of self-education and self-control skills in younger students, increasing the level of learning comfort; reducing didactic difficulties among students, increasing activity and initiative in the classroom, the formation of information and communication competence.

Bibliography.

1. How to design universal learning activities in elementary school. A.G. Asmolov and others - M .: Education, 2011.
2. Correction of oral and written speech in children 6-8 years old: speech material, tasks, exercises. A.F. Rybin. - M.: VAKO, 2009.
3. National educational initiative "Our new school". (Approved by the President Russian Federation YES. Medvedev February 4, 2010)
4. Planned results of primary general education. L.A. Alekseeva, S.V. Anaschenkova, M.Z. Biboletova and others; ed. G.S. Kovaleva, O.B. Loginova. - M.: 2011.
5. Federal State Educational Standard for Basic General Education. - M.: Education, 2010.
6. Formation of universal educational activities in speech therapy classes in the context of the introduction of the Federal State Educational Standard.