Speech development work program. Explanatory note on the development of oral speech for correctional schools (grade 4) Explanatory note for a lesson on the development of speech

Psychological game for
older preschoolers and younger students

O One of the most important characteristics of children aged five to seven is the growing importance of the role of peers. As V.S. Mukhina, in a child "the need for recognition appears in two ways: on the one hand, the child wants to" be like everyone else, "and on the other," to be better than everyone else. " The consequence of this is the appearance of a feeling of envy in the form of specific symbolic actions (for example, the statement: "You will not get in! Past!" - as an accompaniment to the game of another), schadenfreude, neglect, boasting. This negatively affects the atmosphere of the group, requires serious educational work to form group cohesion.
Most effective way work in this direction is the game as the leading activity of preschool children and first graders. We have chosen and modified the game "All Together" for preschoolers (authors MA Stupnitskaya and VA Rodionov). The game can be carried out both in the preparatory group of a kindergarten as the end of the annual cycle of psychological studies, and in the first grade at the initial stage of education. At the same time, one must be sure that children have the following skills: the ability to read, knowledge of letters and numbers, the ability to distinguish and display basic emotions in the drawing (joy, anger, surprise, fear).

Purpose of the game: Formation of group cohesion.
Carrying out conditions: the game is best done in a gym.
Equipment: 2 easels, crayons, 12 meters of rope or braid, pins, a bell, a candle in a candlestick, matches, a hoop or rope with tied ends, a map of the route on a sheet of Whatman paper, small sheets depicting stages, gifts, forms "Certificate of completion of the School of Wizards" - by the number of participants.
Time spending: 1 hour.
Tips for the presenter: for the game, the most important thing is to create a "magical" atmosphere, the presenters dress like wizards (cloaks, hats, etc.), they are assigned "magical" names (for example, Milenius and Astorius), "magical" attributes are placed in the hall, corresponding stages of the game.

PROGRESS OF THE GAME

The game begins with the director of the School of Wizards (teacher or psychologist) inviting children to play.
Director.Dear Guys! Only today we have a School of Wizards. I am its director. I invite you to study at our school and see if you can become wizards.
Children, accompanied by an adult, go to the gym. There they are met by two “magicians” teachers.
Director.Please stand in a circle. So, we are glad to welcome you to our school. This is our magic bell, its ringing will mark the end of one lesson and the beginning of another. Let me introduce you to my two assistants - teachers Milenius and Astorius. They will be teaching the class.
Milenius (first presenter). Let's start our lesson with a greeting. Real wizards know how to understand each other without the help of words, now we will practice this with you. Each of us, in turn, will greet only with gestures. We all become his mirrors. Our task is to replicate his greeting movement as accurately as possible. Let me start ...
The facilitator shows an intricate greeting movement, the group repeats. Then the participants perform the task in a circle.
Astorius (second presenter).How many of you would like to be a wizard, raise your hands. Good. Now raise your hands for those who have already talked to wizards. Fine. Now raise your hands for those of you who have done something magical in your life. Well done!
Milenius. And a distinctive feature of real wizards is the ability to see with closed eyes. Let's try with you. Close your eyes. Chur, do not peep! Now find yourself a mate. I count to three: one, two, three. We open our eyes ... Let's see what we got.
And now we close our eyes again and build three people each. I count to three: one, two, three. We open our eyes. Did everyone succeed? And now we close our eyes and build along ...(called the figure corresponding to the number of half of the children in the group). We got two teams. Think about how you will name your team and choose a captain. You have one minute.
Children, with the help of the facilitators, come up with the names of the teams. We had such names: "Thermonses", "Dynamo Sharon", "Laggi", "The Magic of Exposure", "Sim-Sim", "The Wizard Praying Mantis".
Astorius.Now come and take a look at our map. You see what path we have to go. Where will our lessons take place?
Children read the names of the stages, places where lessons will take place ("Cave", "Bridge", "Swamp", "Castle").
Astorius. Find where our journey will begin.
Children find a picture of the stage in the gym (it is glued to the wall or stands on a stand).
Astorius.That's right, this is a cave. So the 1st lesson begins.(The bell rings.) Now stand up according to the commands so that you get two trains. Please tell me is it light in the cave? That's right, it's dark there and narrow passages. You and I need to transfer a magic spell, and then we can get out of the cave and get to the second lesson. I will write this spell on the back of the last one. He must understand what I am writing and pass it on in the same way. The one who stands first will name the spell aloud. If it turns out to be correct, the walls of the cave will move apart and we can get out. And the signal will be the ringing of the bell.
The spells can be letters or numbers. If the children confuse and distort the initial "spell", they are given another try. It may happen that the children do not guess the "spell", then the presenter announces that they are given another chance. In the cave it becomes brighter for a second, and the team members have the opportunity to see the "spell". The presenter draws a spell in the air in front of all the children. Their task is to guess what it is and say it out loud. After the children have passed the first stage, the director rings the bell, beckoning to the map.
Milenius. So, we left the cave. What is in front of us now? That's right, the bridge. But the bridge is not simple, but magical. The evil sorceress Gurgulin cast a terrible spell, and the bridge was divided into two halves. To get to the other side, you need to complete the next task.
Captains, come up to me and take a card for your team(on the cards - the names of emotions). After you read the card, draw on your easel a magical portrait of the person experiencing the emotion written on your card. When creating a portrait, each team member must draw some detail. The portrait should be large enough so that the other team members can see and guess what you are drawing.
If both teams correctly understand and name the encrypted emotions, the halves of the bridge will connect and you can go further.
At this stage, it is advisable to place the easels at some distance so that the team members do not interfere with each other. Children paint portraits, show and guess "encrypted" emotions. Here, facilitators can help children in accurately identifying emotional states. After the stage is passed, the bell rings, the children are called to the map.
Astorius. Look, we passed the cave and the bridge with you, what is ahead of us? That's right, it's a swamp.
The presenter and the children are approaching the Swamp stage. It is a square lined on the floor (or laid with a rope / braid and pinned on the carpet) (see fig.).

Astorius. Our task is to get to the other side of the swamp. It's difficult. There are bumps here that you can step on, but if you step past, you can drown. Look, the bumps are not visible in our swamp. We will have to find the bumps by trial and error and establish a safe route. Let's start moving in turn from the lower left square..
If there is a bump at this place, then Milenius and I will be silent, and if there is no bump, then we will say: "Bull!" This means that this student cannot continue to move. He gives up his place to the next, and he himself gets up last. You can only go to the adjacent square. Everyone should carefully monitor and remember where the saving bumps are located so that you can go through yourself and help your friends. So here we go ...
The presenters help the children to follow the order, remind the rules, encourage them to memorize the saving bumps without stepping on dangerous "swampy" places again. If one of the players has difficulty remembering the route, other children are asked to help, tell their friends where to step.
When the crossing over the "swamp" is completed, a bell rings, again inviting everyone to come to the map.
Milenius.Look at the map. Where should we go now? ..(Children answer). Find the location of our last lesson.(Everyone approaches the "Castle".) A fiery test awaits you here. I have a magic hoop in my hands(if there are many children, you can use a looped rope). To become real wizards, you all need to stand together in a hoop when I put it on the floor. At this moment, a magical fire will flare up around. It will burn for 1 minute. All this time you need to stand inside the hoop without leaving it. Let's practice first. Let's be attentive to each other. Do not push, support those standing nearby, otherwise you will not be able to resist this test.
Children, under the guidance of both leaders, try to fit inside the hoop.
The hoop or rope must be large enough to all group children with some difficulty could fit inside.
Milenius.Well done! The training was successful. Now, at my signal, when I start counting: one, two, three, ”we go into the hoop.
The facilitators check the accuracy of the instructions, and also make sure that the children take care of each other. If you can't do it on the first try, you should provide a second one. When all the children are inside the hoop, the presenters begin to depict a rapidly flaring fire, running around, imitating the sound of a blazing fire and waving the edges of their cloaks. After about a minute, the presenters show that the flame is dying down. Children can get out of the circle. The bell rings, indicating that the test has been passed.
Astorius. Well, you managed to cope with all the tests. What qualities do you think helped you in this?(Children answer. Most often they talk about mutual support, help, that they were friendly.)
Now let's try ourselves at magic. What kind of wizards would you like to become: good or evil?(The children answer, in our case all together, that they would like to be kind.) Do you know how good wizards differ from evil ones? Yes, good wizards do people only good. Now we are going to perform good magic.
(The leader lights a candle. To comply with safety rules at this stage of the game, the leader must move in a circle from participant to participant, controlling the transfer of the candle.) In a circle, I will pass the candle of spells, and each of you will wish something to our group, the children of our kindergarten or all people. And if the spell is kind and from a pure heart, it will definitely come true. The ringing of our magic bell will inform you about this. Just pass the candle carefully and carefully so as not to extinguish its magic fire.
This is one of the most dramatic moments in the game. Most often, children express their most cherished desires, give their dream to everyone. In our case, there were such wishes: “For all dads to become kind”, “For all parents to love each other and not swear,” “To make everyone's cherished dream come true”, etc.
After the circle of wishes is completed, the director rings the bell, the children are lined up.
Director. Dear Guys! Congratulations, you have successfully completed your training at our School of Wizards. Now each of you is a bit of a magician. Our school gives all your group this certificate that you graduated from the School of Wizards. And also each of you receives a small gift from a student of the School of Wizards.
Then one of the leaders in turn calls the name of each student, they go out and receive gifts, everyone else claps. It is desirable to associate gifts with the theme of the game. This can be, for example, notebooks and pencils for writing down "magic spells", proof-reading pens (one side writes, the other erases), etc.
Milenius.Now stand again in the circle. The study at our school has come to an end. Let's say goodbye magically. To do this, let's join hands and all together say: "Goodbye!"
Everyone is talking loudly.
Milenius and Astorius.This closes our school. Happily!

Elena LANGUEVA,
Anna FOMINA,
psychologists, preschool educational institution number 1599, Moscow

LITERATURE

1. Mukhina V.S. Developmental psychology: Phenomenology of development, childhood, adolescence. - M., 2002.
2. Rodionov V.A. Me and everything, everything, everything. Training sessions on the formation of social skills for students in grades 5-9. - Yaroslavl, 2002.

Explanatory note

The program is based on the "Programs of special (correctional) educational institutions of the VIII type of preparatory and 1-4 grades, edited by VV Voronkova, Moscow," Education ", 2006.

This academic subject is specific for teaching young mentally retarded schoolchildren. Its introduction into the curriculum of special (correctional) educational institutions of the VIII type is due to the significant lag of mentally retarded first-graders in general and speech development from their peers with normal intelligence. Classes in this academic subject are integrative in nature, are considered correctional. Their goal is the directed correction of defects in the general and speech development of children, their cognitive activity.
Students form elementary ideas and concepts necessary for teaching other academic subjects, expanding and enriching the idea of the immediately surrounding world, they get some ideas about the world that is outside the field of their sensitive experience.
Learning the ability to see, compare, generalize, concretize, draw elementary conclusions, establish simple cause-and-effect relationships and patterns contributes to the development of analytical and synthetic activity of students, correction of their thinking.
In connection with the expansion and clarification of the range of ideas about objects and phenomena of the surrounding reality, the vocabulary of students is enriched: the corresponding terms are introduced, the meaning of words is clearly differentiated (stem - trunk, grass - bush - tree), the difference between a specific and generic concept (rose - flower ), students practice in an adequate and more accurate combination of words denoting objects, their signs and actions. In the process of direct observation of reality, the vocabulary of students is enriched, when organizing a conversation, it is activated, that is, the learned words are included in speech.
Spoken oral speech is a complex type of speech activity. It includes answers to questions and dialogue, a description of objects and phenomena, their own actions and impressions, etc. The main method of teaching is conversation. Conversations are organized in the process of familiarization with objects and phenomena of the surrounding reality in subject lessons, excursions, while observing seasonal changes in nature and human labor, based on experience, practical work, demonstration of educational films, filmstrips, subject and plot pictures.
The main component of the conversation is the speech of the students themselves. The teacher guides the speech activity of children, activates it, corrects mistakes, teaches you to focus on certain objects and phenomena, correctly observe and establish connections, express your impressions and judgments in verbal form. When formulating answers to questions, students gain the ability to correctly construct sentences; describing objects, phenomena, talking about what they saw, they learn a coherent statement.
On excursions, students get acquainted with objects and phenomena in a natural setting; in subject lessons - based on direct sensory perceptions. By observing, children learn to analyze, find similarities and differences, and draw the simplest conclusions and generalizations. Practical work helps to consolidate the acquired knowledge and skills. Observing the weather and seasonal changes in nature expands our understanding of the world around us, develops attention, observation, and sensory perception. The correct organization of classes, specific methods and techniques of teaching contribute to the development of speech and thinking of students.

Targets and goals:

1. Expand and clarify children's ideas about objects and phenomena of the surrounding reality.

2. Enrich the vocabulary of students.

3. Activation of speech activity.

4. Develop attention, observation, sensory perception, speech and thinking.

(68 hours; 2 hours per week)

Seasonal changes in nature (17 hours). Weather (clear, cloudy, rain, thunderstorm, wind). The height of the sun at different times of the day. Signs of summer: the sun is very hot, hot, dew, fog, there are clouds and clouds in the sky, summer rain, downpour, hail, thunderstorm (lightning, thunder). Summer works in the village. The name of the summer months. Signs of autumn: a cold wind blows, it often rains, it gets colder, the leaves on the trees turn yellow, fall off, buds remain on the branches, birds (rooks, starlings) gather in flocks, fly away to warm lands, frosts. Autumn work in the field. The name of the autumn months. Signs of winter: snowfalls, frosts, blizzards, in frosty weather the snow will hold together underfoot, sparkles beautifully in the sun, in winter the sun rises late, sets early, days are shorter, nights are longer, the shortest day, the longest night, frozen ponds, ice on the river hard, slippery, the birds are hungry, they fly to houses, look for food, people take care of the birds. Human labor. The name of the winter months. Signs of spring: the sun rises higher, warms more and more, ice drifts, floods, the first thawed patches, the first grasses and flowers, buds swell on trees and shrubs, leaves and flowers bloom, bloom fruit trees, on the street and in gardens, people plant trees and shrubs, in vegetable gardens and flower beds they sow seeds, insects appear, birds fly. The name of the spring months.

Seeds of flowering plants (1 hour). Collection and storage of seeds. Practical work on growing flowering plants from seeds (nasturtium, marigolds, sweet peas,

Clothes (5 hours). How we dress at different times of the year: summer, winter, demi-season clothes. What our clothes are made of. Garment care (cleaning, drying, airing, storage).

Shoes (3 hours). What shoes are made of. Leather, rubber, felted, textile footwear. Caring for different types of shoes.

City, village, village (4 hours). The main street of a city, village, an institution of a city, village, village (post office, telegraph, telephone center, shops, market, hospital, pharmacy, etc.)

Road traffic (1 hour). Traffic rules: correct street crossing (all cases).

Vegetables, fruits, berries (1 hour). Definition and distinction.

Nuts (2 hours). Hazelnut, walnut, pine nut. Distinguishing by appearance, taste.

Migratory and wintering birds (4 hours). Time of arrival and departure of different birds.

Pets (3 hours). Horse, cow, pig, etc. Features of appearance. Food. Care and maintenance. Benefit to people.

Wild animals (3 hours). Elk, deer. Appearance, food, habits.

Wild birds (1 hour). Goose, swan, etc. Appearance, habitats, food.

Poultry (1 hour). Goose, turkey, etc. Appearance, food, habits. Benefit to people.

Apartment, room (2 hours). Dining room, bedroom, kitchen, etc. Appointment.

Furniture (2 hours). Furniture for dining room, bedroom, kitchen. Appointment. Furniture care.

Dishes (3 hours). The name of the cookware. Tableware, tea, kitchen utensils. Care and storage.

Houseplants (4 hours). Tradescantia, begonia, geranium, aloe (optional). Parts of plants. Practical work on growing indoor plants from cuttings.

Trees (4 hours). Fur tree, pine tree. Recognition. Parts of the tree: root, trunk, branches, leaves, needles. Seeds in cones. Spruce, pine - conifers.

Field plants (1 hour). Rye, corn, oats, other local ones. Parts of these plants: root, stem (straw), leaves, ear (panicle, ear), grains. How these plants are used. Autumn work in the field.

Mushrooms (1 hour). Parts of the mushroom. Mushrooms are edible and not edible.

Insects are harmful and useful (2 hours). Butterflies, beetle, bee, ant, fly.

Fish (1 hour). What is the body of the fish covered with. How do they move, What and how do fish eat. Caring for fish in the aquarium.

Health protection (2 hours). Rest and work at home. Sleeping mode. Diet.

Excursions, observations and practical work on topics

Daily observations of the weather. Systematic observation of seasonal changes in nature. Nature excursions for these observations (8 excursions per year). Maintaining a seasonal calendar of nature and labor.
Excursions along the main street of the city, village, village, school workshops, shops, vegetable garden, garden, park or forest, to a flower bed, a zoo, to a livestock farm, fur farm, poultry farm (based on local conditions).

Practical work on the care of clothes and shoes, for indoor plants, on growing flowering plants from seeds (11 practical works).

Basic requirements for the knowledge and skills of students

Students should be able to:

Name and characterize objects and phenomena, compare and classify, establish elementary dependencies;

Actively participate in the conversation;

Express yourself coherently on the proposed topic based on the observations made;

Carry out practical work on home care, planting plants in the school and experimental plot, harvesting;

Observe the rules of personal hygiene;

Observe traffic rules;

Students should know:

Name and properties of the studied objects, groups of objects, natural phenomena;
- traffic rules, all cases of correct street crossing.

List of educational and methodological literature

1.Khudenko E.D., Baryshnikova D.I. Lesson planning, the development of speech in the 4th grade SKOU of the VIII type. - M.: ARKTI, 2003.

2. Elkina N.V., Marinicheva O.V. Teaching children to observe and tell - Yaroslavl: Academy of Development, 1997.

3.Usvayskaya A.V. The study of nature in the lower grades of h / w. - M .: Education, 1978.

4. Borodich A.M. Methodology for the development of children's speech. - M .: Education, 1981.

5. Khudenko E. D., Ostanina E. V. A practical guide to the development of speech. - M .: Russiko, 1994.

6. Kostina E.P., Morozova S.A. Speech development of primary school students: Teaching aid - Krasnodar: Krasnodar textbook -2001.

7. Ed. Petrova V.G. Teaching students in grades 1 - 4 of the auxiliary school. A guide for teachers - M., 1986.

8. Nefedova E.A., Uzorova O.V. Getting ready for school (a practical guide for preparing children). - M .: Aquarium, 1997.

9. Ed. Voronkova V.V. Programs of preparatory and 1 - 4 grades of correctional educational institutions of the VIII type - M .: Enlightenment

EXPLANATORY NOTE

EDUCATIONAL AREA

"SPEECH DEVELOPMENT" PREPARATORY GROUP

“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy ”.

Main goals and objectives.

Development of speech. Development of free communication with adults and children, mastering constructive ways and means of interacting with others.

Development of speech.

(from 6 to 7 years old)

Developing speech environment. To teach children - future schoolchildren - to take initiative in order to acquire new knowledge.

Improve speech as a means of communication.

Find out what children would like to see with their own eyes, what they would like to know, what board and intellectual games they would like to learn to play, what cartoons they are ready to watch again and why, what stories (what) they prefer to listen to, etc. the experience of children and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers.

Clarify the statements of children, help them more accurately characterize the object, situation; teach to make assumptions and make the simplest conclusions, express your thoughts clearly for others.

Continue to develop the ability to defend your point of view.

Help to master the forms of speech etiquette.

Continue meaningfully and emotionally to tell children about interesting facts and events.

Teach children to make independent judgments.

Formation of the dictionary. Continue work on enriching the everyday, natural history, social science vocabulary of children.

Encourage children to be interested in the meaning of the word.

Improve the ability to use different parts of speech in strict accordance with their meaning and the purpose of the statement.

Help children learn the expressive means of the language.

Sound culture of speech. To improve the ability to distinguish by ear and in pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations.

Improve phonemic hearing: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of a sound in a word.

Practice intonational expressiveness of speech.

The grammatical structure of speech. Continue to train the children to agree on words in a sentence.

Improve the ability to form (by model) single-root words, nouns with suffixes, verbs with prefixes, comparative and superlative adjectives.

Help build complex sentences correctly, use language tools to connect their parts (so, when, because, if, if, etc.).

Coherent speech. Continue to improve the dialogical and monologue forms of speech.

To form the ability to conduct a dialogue between the teacher and the child, between children; to teach to be friendly and correct interlocutors, to foster a culture of verbal communication.

Continue to teach meaningfully and expressively to retell literary texts, to dramatize them. To improve the ability to compose stories about objects, about the content of a picture, by a set of pictures with a consistently developing action. Help plan the story and stick to it.

Develop the ability to compose stories from personal experience.

Continue to improve the ability to compose short stories on a given topic.

Preparation for literacy training. Give an idea of the sentence (without grammatical definition).

Exercise in writing sentences, dividing simple sentences (without conjunctions and prepositions) into words, indicating their sequence.

To teach children to divide two-syllable and three-syllable words with open syllables (na-sha Ma-sha, ma-li-na, be-re-za) into parts.

Learn to make words from syllables (orally).

Learn to highlight a sequence of sounds in simple words.

Fiction.

School preparatory group

(from 6 to 7 years old)

Replenish the literary baggage with fairy tales, stories, poems, riddles, counting rhymes, tongue twisters.

To educate a reader who is able to feel compassion and sympathy for the heroes of the book, to identify himself with the character he loves. Develop a sense of humor in children.

To draw the attention of children to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; instilling sensitivity to the poetic word.

Continue to improve the artistic and speech performance skills of children when reading poems, in dramatization (emotionality of performance, natural behavior, the ability to convey their attitude to the content of a literary phrase with intonation, gesture, facial expressions).

Help children explain the main differences between literary genres: fairy tale, story, poem.

Continue to acquaint children with illustrations by famous artists.

EXPLANATORY NOTE

EDUCATIONAL AREA

"SPEECH DEVELOPMENT" SENIOR GROUP

Main goals and objectives.

Development of speech. Development of free communication with adults and children, mastering constructive ways and means of interacting with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogical and monologic forms; vocabulary formation, education of sound culture of speech.

Practical mastering of speech norms by pupils.

Fiction. Fostering interest and love for reading; development of literary speech.

Fostering the desire and ability to listen to works of art, to follow the development of the action.

Development of speech.

Senior group

(from 5 to 6 years old)

Developing speech environment. Continue to develop speech as a means of communication. Expand children's ideas about the diversity of the world around them. Offer for viewing products of folk crafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material), illustrated books (including familiar fairy tales with drawings by different artists), postcards, photographs with the sights of his native land, Moscow, reproductions of paintings (including those from the life of pre-revolutionary Russia).

Encourage the child's attempts to share a variety of impressions with the teacher and other children, to clarify the source of the information received (TV show, the story of a loved one, visiting an exhibition, children's play, etc.).

In everyday life, in games, suggest to children forms of expression of politeness (ask for forgiveness, apologize, thank, give a compliment).

Teach children to resolve controversial issues and resolve conflicts with the help of speech: persuade, prove, explain.

Formation of the dictionary. Enrich the speech of children with nouns denoting objects of everyday life; adjectives characterizing the properties and qualities of objects; adverbs denoting the relationship of people, their attitude to work.

Exercise children in the selection of nouns for an adjective (white - snow, sugar, chalk), words with a similar meaning (mischievous - mischievous - mischievous), with the opposite meaning (weak - strong, cloudy - sunny).

Help children use words in exact accordance with the meaning.

Sound culture of speech. Reinforce the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s - s, s - c, w - z, h - c, s - w, z - z, l - r.

Continue to develop phonemic hearing. Learn to determine the place of sound in a word (beginning, middle, end).

Practice intonational expressiveness of speech. The grammatical structure of speech. Improve the ability to coordinate words in sentences: nouns with numerals (five pears, three guys) and adjectives with nouns (frog - green belly). Help children to notice the incorrect setting of stress in a word, an error in the alternation of consonants, and provide an opportunity to correct it on their own.

To acquaint with different ways of forming words (sugar bowl, bread box; butter dish, salt shaker; educator, teacher, builder).

Exercise in the formation of single-root words (bear - bear - bear - bear), including verbs with prefixes (ran - ran out - ran across).

Helping children use nouns correctly plural in the nominative and accusative cases; imperative verbs; comparative adjectives and adverbs; non-declining nouns.

Learn how to model simple and complex sentences.

Improve the ability to use direct and indirect speech.

Coherent speech. Develop the ability to maintain a conversation.

Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend's answer.

Develop a monologue form of speech.

To teach coherently, consistently and expressively retelling small fairy tales, stories.

To teach (according to the plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with a consistently developing action.

Develop the ability to compose stories about events from personal experience, come up with your own endings to fairy tales.

To form the ability to compose small stories of a creative nature on a topic proposed by the teacher.

Fiction

Senior group

(from 5 to 6 years old)

Continue to develop children's interest in fiction.

To teach attentively and with interest to listen to fairy tales, stories, poems; memorize rhymes, tongue twisters, riddles. To instill an interest in reading large works (by chapters). To contribute to the formation of an emotional attitude towards literary works.

Encourage people to talk about their perception of a specific act of a literary character. Help children understand the hidden motives of the behavior of the heroes of the work.

Continue to explain (based on the work read) the genre features of fairy tales, stories, and poems available to children.

To cultivate sensitivity to the artistic word; read out excerpts with the most vivid, memorable descriptions, comparisons, epithets. Learn to listen attentively to the rhythm and melody of a poetic text.

Explanatory note

V senior group kindergarten provides 2 lessons on the development of speech per week for up to 30 minutes in the morning.

Adult speech remains the main source of speech development in preschoolers.

Method of work. Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy ”.

Goals: Continue to develop free communication as a means of communication with adults and children. In everyday life, in games, suggest to children forms of expression of politeness (ask for forgiveness, apologize, thank, give a compliment).

To develop all the components of children's oral speech: the grammatical structure of speech, coherent speech - dialogical and monological forms; to form a dictionary, to bring up the sound culture of speech.

Enrich the speech of children with nouns denoting objects of everyday life; adjectives characterizing the properties and qualities of objects; adverbs denoting the relationship of people, their attitude to work. Use special didactic games and exercises: "Tops and roots", "Who is superfluous and why", "What's wrong", "What has changed?"

Reinforce the correct, distinct pronunciation of sounds. Continue to develop phonemic hearing.

To acquaint with different ways of forming words, (sugar bowl, bread box; butter dish, salt shaker; educator, teacher, builder). Exercise in the formation of single-root words (bear - bear - bear cub - bear).

Help children use plural nouns correctly in the nominative and accusative cases.

Develop the ability to maintain a conversation. Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend's answer. Develop a monologue form of speech.

To develop the ability to compose stories about events from personal experience, to come up with your own endings to fairy tales, to come up with fables.

To form the ability to compose small stories of a creative nature on a topic proposed by the teacher

Continue work on enriching, clarifying and activating the dictionary, improving the sound culture of speech;

Achieve correct and clear pronunciation of words;

Help to actively participate in a conversation on a given topic, compose stories from personal experience about a toy, according to a plot picture;

Form the need to share your impressions with friends and adults (what and where you saw; who bought the new thing);

Exercise appropriate forms of verbal courtesy.

Learn to determine the place of sound in a word (beginning, middle, end). Practice intonational expressiveness of speech.

Learn to model simple and complex sentences. Improve the ability to use direct and indirect speech.

Encourage children to actively use the simplest types of compound and complex sentences in speech. ...

Teach children to resolve controversial issues and resolve conflicts with the help of speech: persuade, prove, explain.

To teach coherently, consistently and expressively retelling small fairy tales, stories.

Help kindly, communicate with each other.

For the successful solution of problems, games are held: board, verbal, mobile. Word games stimulate children's speech and thinking

“What will turn out, will turn out”, “Who was that?”, “Tie a chain”, etc. In the older group, two lessons are held per week (72 lessons per year) lasting 25 minutes.

Forms of control and accounting of pupils' achievement: diagnostics, monitoring (September, December, May)

By the end of the year, children in the older group can:

Significantly increase your vocabulary, in particular, at the expense of words denoting objects and phenomena that did not take place in the child's own experience.

Model simple and complex sentences.

Actively use words in speech that mean: emotional condition (angry, sad), ethical qualities(cunning kind, aesthetic characteristics, various properties and qualities of objects. Understand and use words antonyms; form new words by analogy with familiar words (sugar bowl - rusk).

To tell about the subject, the content of the plot picture, to compose stories about events from personal experience, to compose small stories of a creative nature.

It makes sense to work on your own pronunciation, to highlight the first sound in a word.

Educational-methodical kit, additional literature:

Approximate general educational program of preschool education "From birth to school" edited by: N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva. 2014;

Paintings;

Toys;

V. V. Gerbova "Classes on the development of speech in the senior group of kindergarten";

O.S. Ushakova "Classes on the development of speech for children 5-6 years old" (2014);

Reader for older children

Technical means of education:

A computer;

Multimedia systems;

Visual Aids: Posters

Download:

Preview:

Municipal preschool educational institution

"Kindergarten No. 7" Zhuravushka "

G. Rtischevo, Saratov region

Adopted by the pedagogical council. Approved. Head of MDOU No. 7

MDOU №7 Moskvicheva OV

Working programm

Speech development

(name of the subject)

2014 - 2015 academic year

(program implementation period)

Based on the sample program

"From birth to school"

Approximate basic general education program

preschool education

(program name)

Edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva

Skorokhodova Tatyana Alekseevna, educator

(Full name of the teacher (s) who compiled (their) work program)

Rtischevo 2014

Calendar-thematic planning

Speech development

Chapter

Development of speech

Dominant area

Senior group

Educator Skorokhodova Tatyana Alekseevna

Number of classes _______ 72 _______________

Total per year

Per week ______ 2________

Scheduled lessons _______ 72 ______ tests _____ 8_____

The planning has been drawn up on the basis of the Approximate Basic General educational program preschool education

"From birth to school" Moscow 2014

(program)

Explanatory note

In the senior group of the kindergarten, 2 speech development classes are held per week for up to 30 minutes in the morning.

Adult speech remains the main source of speech development in preschoolers.

Method of work . Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy ”.

Goals: Continue to develop free communication as a means of communication with adults and children. In everyday life, in games, suggest to children forms of expression of politeness (ask for forgiveness, apologize, thank, give a compliment).

Reinforce the correct, distinct pronunciation of sounds. Continue to develop phonemic hearing.

Help children use plural nouns correctly in the nominative and accusative cases.

To develop the ability to compose stories about events from personal experience, to come up with your own endings to fairy tales, to come up with fables.

To form the ability to compose small stories of a creative nature on a topic proposed by the teacher

Tasks:

Continue work on enriching, clarifying and activating the dictionary, improving the sound culture of speech;

Achieve correct and clear pronunciation of words;

Help to actively participate in a conversation on a given topic, compose stories from personal experience about a toy, according to a plot picture;

Form the need to share your impressions with friends and adults (what and where you saw; who bought the new thing);

Exercise the appropriate forms of verbal courtesy.

Learn to determine the place of sound in a word (beginning, middle, end). Practice intonational expressiveness of speech.

Learn how to model simple and complex sentences. Improve the ability to use direct and indirect speech.

Encourage children to actively use the simplest types of compound and complex sentences in speech. ...

Teach children to resolve controversial issues and resolve conflicts with the help of speech: persuade, prove, explain.

To teach coherently, consistently and expressively retelling small fairy tales, stories.

Help kindly, communicate with each other.

For the successful solution of problems, games are held: board, verbal, mobile. Word games stimulate children's speech and thinking

“What will turn out, then it will turn out”, “Who was that?”, “Tie a chain”, etc. In the older group there are two lessons per week (72 lessons per year) lasting 25 minutes.

Forms of control and accounting of pupils' achievement: diagnostics, monitoring (September, December, May)

By the end of the year, children in the older group can:

Significantly increase your vocabulary, in particular, at the expense of words denoting objects and phenomena that did not take place in the child's own experience.

Model simple and complex sentences.

Actively use words in speech that mean:emotional condition(angry, sad),ethical qualities(cunning kind, aesthetic characteristics, various properties and qualities of objects. Understand and use words antonyms; form new words by analogy with familiar words (sugar bowl - rusk).

To tell about the subject, the content of the plot picture, to compose stories about events from personal experience, to compose small stories of a creative nature.

It makes sense to work on your own pronunciation, to highlight the first sound in a word.

Educational-methodical kit, additional literature:

Approximate general educational program of preschool education "From birth to school" edited by N. Ye. Veraksy, T. S. Komarova, M. A. Vasilyeva. 2014;

A computer;

Paintings;

Toys;

Dummies;

V. V. Gerbova "Classes on the development of speech in the senior group of kindergarten";

O.S. Ushakova "Classes on the development of speech for children 5-6 years old" (2014);

Reader for older children

Technical means of education:

A computer;

DVD;

Screen;

Multimedia systems;

Visual Aids: Posters

Calendar-thematic planning for the development of speech (senior group)

Theme, goals

Number of lessons

Forms of organization of GCD duration

Subject-spatial developmental environment

the date of the

Application

"Autumn"

Topic: "Our toys"

Diagnostics

(Cognitive interests)

Tasks. Educational. Reveal a general idea of \ u200b \ u200bthe toys highlighting, their signs of quality and action; compose a descriptive story; use prepositions consistent with the noun.

Develop memory for auditory attention; fix the rules for handling toys;

Bring up. respect for toys.

Game is motivation

"What is friendship?"

Cognitive game "Listen carefully, clean carefully"

Talking about toys

Situation resolution

Game "Shop"

Game "Take the toy that I will name"

5 Bottom line: What games did we play?

What were they talking about?

Frontally

Integrated

Toys

2. 09

Test number 1

Diagnostics

Topic: "We are pupils of the senior group"

Tasks.

Educational: Determine children's skills

use complex and complex sentences in speech; and distinct pronunciation of sounds and their differentiation.

Develop: attention, memory, speech.

Educational. Give children the opportunity to feel proud that they are now older preschoolers.

My group is the oldest!

Older children - who is this? (- conversation - reasoning)

“Where did I spend my summer vacation?

Game - "Hello!"

D / And "Clap your hands"

Bottom line :: What new have you learned?

Group travel

Photos of children on summer vacation

(Or illustrations)

4. 09

Test number 2

Theme. Retelling of the fairy tale "Hare is a bouncer"

Tasks:

Educational Teach the children to plan a retelling. Teach to retell a fairy tale, adhering to a plan.

Developing. To improve the intonational expressiveness of speech; exercise in the formation of nouns with the suffix –isch.

To cultivate courage, determination.

1. Reading a fairy tale

2. Conversation on a fairy tale.

Explanation of incomprehensible words

D / and "Small, large, very large"

3 Drawing up a plan - retelling.

(What should be told first, then, next?)

4 retelling according to plan

5. Bottom line, what game did you play?

What fairy tale did you meet?

6 Outcome :.

traditional

Illustrations for the fairy tale

9.09

Test number 3

Topic: Retelling of the fairy tale "Hare is a bouncer"

Tasks

11.09

Test number 4

Theme: "Autumn has come"

Tasks: Educational. Teach children to tell (personal experience), focusing on the plan; exercise in the use of simple, compound and complex sentences, in the selection of synonyms and antonyms, adjectives and adverbs in comparative... Differentiation of sounds [Z], [S]

Develop a perception of poetry about nature

To cultivate the ability to admire the beauty of autumn.

1. What is a collective, meaningful story?

2. Making a plan

3.D / and "Find and name the signs of autumn"

4. Composing a story with the help of a teacher.

5 Reading poems about autumn.

5 D / game "Tit or mosquito" [W], [C]

6 Summary. What games did you play?

What they were doing? What have you learned?

traditional

Pictures and toys in the names of which there are sounds [S] [Z].

11.09

Test # 4

Topic: Poem by I. Belousov "Autumn"

Tasks.

Educational. Learn carefully, listen. Enrich the speech of children with adjectives.

To improve: the dialogical form of speech; intonational expressiveness of speech.

Help children memorize a poem.

Develop attention and memory.

The game "Breeze" for the development of breathing

To cultivate the ability to listen to the rhythm and melody of a poetic text

1D / game "Find the signs of autumn"

What are we going to talk about today?

2 Reading the first quatrain.

Conversation: “The kindergarten was ...

(happy)

Why was the kindergarten fun?

Who changed the fun garden?

Repetition of the quatrain

Reading by children

3 Clarification ... the poet saw a completely different garden and was surprised

Reading the subsequent quatrain

What wind?

Which tracks?

Exercise "Breeze"

4 Reading a poem (very quiet), a teacher with children

5. Exercise Say the word "Wait" - in the affirmative and in a chant.

Reading at will with the help of a teacher.

7 Outcome: What did we do today? What have you learned new?

Integrated

Illustrations

To the poem

Sultans for the exercise "Breeze"

18. 09

Theme. Consideration of the painting by I. Levitan "Golden Autumn" and compilation of stories based on it

Tasks.

Educational. To learn to draw up sentences with homogeneous members, to disseminate sentences by introducing them, definitions, additions, circumstances.

Improve the ability of children to compose, stories, adhering to the plan.

Develop speech, attention.

To cultivate the ability to listen to the stories of comrades, the ability to admire the beauty of nature.

2nd half of the day

To acquaint with the poem by Z. Fedorova, I. Bunin, A. Pleshcheev To educate the ability to admire nature.

1 Making a riddle

About autumn. What are we going to talk about today?

2. Acquaintance with Examination of the painting "Golden Autumn" I. Levitan

3 Conversation on the painting

How would you name this picture?

What time of year and time of day did the artist depict?

How to say about it in one phrase.

4 Composition of the story according to the picture.

Musical study "Autumn"

5A teacher's story

6 Outcome: What did we learn to compose? What time of year was the story about?

Integrated

Painting "Golden Autumn"

23.09

Theme Funny stories.

"Live Hat", "Entertainers"

Tasks.

Educational. To acquaint children with the new work of N. Nosov

Learn to analyze the character and actions of the heroes; develop the ability to compare, generalize, draw conclusions.

Cultivate an interest in literature for reading.

1 Reading stories by N. Nosov

2 Conversation on the read.

"Living Hat"

1. Recall the titles of N. Nosov's works. (according to the illustrations)

2. Reading the story of N. Nosov

"Live Hat" and "Zateynik"

Do you like the stories?

Who liked what story?

Where did the action take place in the story “Living Hat?

Which passage would you like to hear again?

(using a hat)

Outcome:

Integrated

Illustrations for the work

25.09

National Unity Day

Topic Lexical exercises. Reading of S. Marshak's poem "Poodle".

Tasks.

Educational. Activate nouns and adjectives in the speech of children; to acquaint with the upside-down work

Teach children to differentiate sounds [S], [C] Teach to understand the questions: what ?, which one? who? And it is wise to choose words that answer these questions.

Develop attention, thinking.

Foster curiosity.

1 D / game "Travel"

2 Game: How much "

3 Reading the poem "Poodle" What is it - a reality or a fable?

4 Conversation on the work.

5 Find the words that answer the question what?

6 Guess "squirrel" or "water"

Bottom line: who did we read the work about? What words have we learned to find?

Travel

Illustrations to the works of S. Ya. Marshak.

30. 09

Topic: "Learning politeness"

Teach children to understand the meaning of polite words, to use them meaningfully in everyday life
Strengthen the rules of polite behavior
Arouse the desire to conduct a dialogue and listen to the interlocutor
to form the ability to comply with the norms of speech etiquette.

To foster positive character traits, to encourage good deeds and actions.

1 Advice of Baba - Yaga.

2 The flower of polite words

3 Pictures from a kind wizard. Children's story by pictures.

4 Proverbs about kindness and politeness

5 Fairy tale "Kolobok"

What does the fairy tale teach?

Obedience and kindness.

6 Treat people the way you would like to be treated.

7 Differentiation of sounds C and C

Game "Water or squirrel"

Game "Kind words"

8 Outcome:

Integrated

Doll - Baba - Yaga

Flower,

Illustrations- pictures

2. !0

Theme: " Learning storytelling: describing the dolls "

Purpose: To help children make a plan for describing the doll; teach preschoolers by writing a description guided by a plan

Differentiate sounds: distinguish sounds in words [S], [Ts]

Develop the ability to dress with taste.

1 Organizational moment

Who came to visit us?

2Be careful!

Composing a descriptive story.

The teacher describes one doll, and the children another.

3Fizzy. "Our doll"

4 Children talk about the doll to the schoolgirl, and the teacher about the baby.

5 D / game "Clap your hands

6 Summary

Complex

Doll - the same age, schoolgirl, baby

7. 10

Theme: Examination of the painting "Hedgehogs" and compilation of a story on it

Tasks

Educational. Help the children view and caption the painting. Learn to independently compose a story based on a picture, adhering to the plan, to talk about its content; exercise in the selection of words that are close in meaning; in guessing descriptive riddles on a given topic.

Develop attention, memory

Differentiation of sounds [S], [Ts], select words with a given sound from phrasal speech

To cultivate the ability to listen carefully to comrades, not to interrupt; respect for animals

1 Making a riddle.

2The painting is exhibited

Caregiver review

Who is depicted in the picture?

How can they be called?

Where are they located?

What forest? Etc.

3 Musical game "Don't let go" music, T. Lomova

3 Composing a collective story based on the picture

According to plan

4 Summary. What picture were we looking at?

Complex

Painting "Hedgehogs"

Recording for music., Game.

Pyramids.

9.10

Topic: “Vocabulary and grammar exercises. Reading the fairy tale "Winged, hairy and oily"

Tasks.

1 Educational. Exercise children in the selection of nouns for adjectives. To acquaint with the Russian folk tale “Winged, hairy and oily. (processing by Karnaukhova), to help understand its meaning.

2 Develop attention, memory, speech

3 Cultivate interest in Russian fairy tales

1Exercise What? (what?, what?)

2 The game is a task. Think about whom and about what, winged, winged? (shaggy, shaggy, is who, what?)

3Fizminute

4 Reading a fairy tale.

5 Conversation on what was read

- “Do you understand what happens when one nods at the other, does not want to do his job?

6 Repetition with the children of the ending of the fairy tale "This is how they live ... ..."

7 Outcome:

Complex

Fairy tale with illustrations.

14. 10

Topic: Learning to be polite

Memorizing the poem by R. Sefa "Council"

Tasks.

1 Educational Continue to train children to be polite. To help memorize R. Sefa's poem "Council", to teach him to read it in an extravagant way.

2 Develop phonemic hearing through play.

3 To cultivate the ability to correctly express your opinion.

1 Exercises "What will I do"

2 Playing the situation.

3 Reading the poem "Council"

4 Repetition with children (3-4 p)

5 Reading a poem by heart, (learn to express your opinion in the correct form.)

6 The opinion of children. Who read it better?

7 If there is time left Game "Say fast, slow, loud, quiet"

8 Result:

Complex

Pictures with situations.

16.10

Topic: "Literary Kaleidoscope"

Purpose: To find out from children what literary works they remember.

Teach: think logically, guessing riddles.

Development of fine motor skills

Cultivate interest in folk wisdom.

1 A journey through familiar fairy tales.

Educator in the role of a storyteller.

With the help of a familiar counting rhyme we find ourselves in a fairy tale.

2 "Once upon a time"

3 Name a fairy tale. Illustrated story.

Read the poem.

4 Guess the riddle.

5 Hatching in notebooks.

6 Outcome:

Integrated

Illustrations for fairy tales, stories

Printed notebooks.

21. 10

TOPIC: “Reading poetry about late autumn. Didactic exercises complete sentences "

Objectives: To introduce children to poetry, develop poetic ear.

Exercise in the preparation of complex sentences.

To foster love for Russian nature.

1 Specify the time of year

22 An introductory speech by the educator about autumn.

3 D / game "Finish the sentence"

4 Reading the poem by I. Bunin "Leaf fall"

Verse by A. K. Tolstoy "Autumn"

5 Musical pause.

Free dance with leaves.

6 Outcome:

Integrated

Illustration "Falling leaves"

Works by A. K Tolstoy, I. Bunin, A. Maikov

Musical record "Autumn"

23.10

Topic: Storytelling a picture "

Purpose To teach with the help of handout cards and the basis - matrix to independently create a picture and compose a story based on it

Learn correctly, build a sentence
develop coherent speech, imagination

Practicing clear pronunciation of sounds

[W] [W]

To cultivate the ability to listen to your comrades.

1 Guess what we are going to talk about today

2 Flonelegraph assignment, place pictures and compose a story. “Once, having gone down under the water, I saw….”

3Some topics, for example "Forest."

4 Familiarity with sounds. Repeat the heard sound game

5 Outcome: We learned how to create pictures and tell from them.

Classic

Pictures for flannelgraph on the theme of the sea, and the forest. (you can change the topic)

Flanelegraph.

28.10.

Topic: "Reading the Russian folk tale" Khavroshechka "

Purpose: To recall well-known Russian folk tales. To acquaint with the fairy tale "Khavroshechka", to help remember the opening phrase and ending of the work.

Develop the ability to distinguish fabulous situations from real ones. Replenish vocabulary by familiarizing yourself with fairytale words and expressions, with words and phrases of folk speech ..

Differentiation of sounds [W] [W]

Bring up: kindness, hard work, attention to others

1 "Magic Chest"

2 "There are good people in the world, there are worse ...." How do you understand the meaning of the expression. Reasoning

3 Reading a fairy tale.

4 Explanations of unfamiliar words

4 Conversation on a fairy tale.

5 And she began to live well, dashing not to know "

6Guess the Sound

6 Outcome:

Traditional

30.10

NOVEMBER

Topic "Storytelling training"

Purpose: To teach children creative storytelling while coming up with an ending to the fairy tale “Ayoga

Learn to find words with sound in rhymes

[W], [F]

Develop thinking, speech, memory.

Raise responsibility in children

1 Acquaintance with the Nanai fairy tale "Ayoga"

Reading the fairy tale "Ayoga" to the words. Mother took a cake and gave it to a neighbor's girl. "

2 Children inventing the ending of a fairy tale

The teacher suggests options for which events may develop.

3D / Game "Find words with sound [W] [W]

4 Give an assignment at home: retell a fairy tale at home to adults and complete it together.

5 Summary

Complex

work

6.11

Topic "Completion of work on the fairy tale" Ayoga "OBJECTIVES: To teach children responsibly to the tasks of the teacher To teach to understand the figurative meaning of proverbs, sayings.

Develop coherent speech

Learn to understand the figurative meaning of proverbs, sayings.

Promote reasoning skills.

Foster a negative attitude towards laziness.

1 Homework

2Children's stories (the ending of the fairy tale invented at home) Whose fairy tale did you like? Why?

3 Sayings and sayings about work, obedience.

4Fizminute

5 Reading fairy tales entirely

Homework to draw a girl Ayoga

6 Outcome:

Complex

Work, illustrations for the fairy tale.

11.11.

Topic: Reading the story of B. Zhitkov "How I Caught Little Men"

Tasks: Acquaintance with the story.

Help to understand the hidden motives of the heroes' behavior. Encourage people to talk about their attitude to the heroes, promote the ability to reason. Improve the intonational expressiveness of speech.

Foster good relationships.

1 Find familiar stories from illustrations in the book corner. Name them.

2Reading the work of Boris Zhitkov "How I Caught Men"

3 An active game for the teacher's contemplation (Physical minutes) "Cranes - cranes"

4 Conversation on the content of the story

5What can you call Borya? What does the story teach?

6 "The cat went to market" - say changing the logical stress.

7 Result:

Complex

Books familiar to children

13.11

Topic "Retelling of V. Bianchi's story" Bathing Bears "

Tasks: Teach children to retell the literary text consistently and logically, trying to build sentences correctly.

To enrich and clarify children's knowledge about bears, their habits, the ability to adapt to their environment

Enrichment of the vocabulary (sultry, pestun)

Promote the development of artistic creativity

Foster good feelings for wildlife

1 Ask what the children know about the life of bears.

2 Reading the story of V. Bianchi "Bathing Bears"

3What does sloaa mean: pestun, sultry .. Repetition of words.

Physical minute. "Bear cubs"

4Retelling in parts.

5 Draw a teddy bear (if time remains)

6 Outcome:

Integrated

»A selection of illustrations about the life of bears

The work of V. Bianchi "Bathing Bears"

18.11

Topic: "Consideration and description of the painting by I. Shishkin" Rye "(room - 112)

Objectives: to learn to use difficult forms of the genitive plural (shoes, stockings, socks, slippers, mittens)

Exercise in the selection of synonyms and antonyms.

To develop the ability to come up with endings to stories. To cultivate patriotic feelings

1 Small homeland.

2 Talking about hometown

3 Examination and description of the picture

4 Reading of A Fet's poem "Rye ripens over a hot cornfield."

Hearing of V. Kalinnikov's first symphony.

5 Outcome:

Complex

Shishkin's painting "Rye"

Object pictures

20.11

Topic: "Composing a story from the experience" Grandmother has a lot of trouble with us "(room - 103)

TASKS.

Educational. Learn to pronounce a phrase with different intonation (question, surprise, resentment, discontent) Exercise in the pronunciation of phrases and tongue twisters for the sounds [S], [C], [W], [U] at different rates and with different voice strengths Improve the ability to compose a short story about your family members

Develop intonational expressiveness of speech.

To cultivate love and respect for grandmothers, mothers. To teach to be friends, to respect the senior.

1 Organizational moment.

2Reading a poemL. Kvitko "I am with my grandmother ..."

3 Conversation on what was read

4 physical minutes "My family"

5 Guess the riddle about family members

6 Draw a family.

7 Outcome:

Integrative

Painting "Family"

The presence of riddles about the family.

25.11

Topic: "Retelling of E. Charushin" Foxes "(Gerbova)

Tasks

Teach children to retell a literary text consistently and logically, trying to build sentences correctly.

Strengthen the ability to pronounce sounds correctly

[S] [W], drawn out on one exhalation To enrich and clarify children's knowledge about foxes, their habits, the ability to adapt to their environment.

Develop observation skills,

1 Organizational moment.

"Guess the animal"

2 Reading E. Charushin "Foxes"

3 Retelling the story.

4Facial. "We are foxes"

5 Word game

6 Drawing foxes

6 Outcome:

Complex

Illustration "Foxes"

27.11

Topic: Reading the story "Camel mitten" by G. Snegirev. (Gerbova)

Tasks. Reveal in children knowledge about pets Why are they called that?

Check how they learned the new information. offer to prove that the camel is a pet. Strengthen the ability to correctly pronounce sounds [S] [W],

Develop curiosity., Small hand speech.

Raise a love for animals

1 Viewing pictures from the series "Pets" Why are they considered pets?

2 Interactive game "Who is superfluous?"

3 The camel is a pet. Why?

4Novel game for development h, k, r,

5 Task in a notebook (hatching)

6. Outcome:

Integrative

Illustrations: “Pets

Interactive game "Who is superfluous?"

2.12

DECEMBER

Topic "Reading poems about winter"

Tasks. To acquaint children with poems about winter, to introduce them to high poses ..

Learn to build sentences correctly.

with homogeneous members; disseminate proposals by introducing certain additions, circumstances

Clarify knowledge about artists and poets.

Develop observation, teach to admire pictures, artistic words, develop aesthetic taste.

Consolidate knowledge about the sequence of seasons, times of day.

To cultivate the ability to listen to the answers of comrades

1A guided tour of the art gallery.

What time of year are we going to talk about today?

2 The educator's introductory remarks about winter.

3 Reading the poem by I. Bunin "First Snow"

Clarify and explain words incomprehensible to children When is sunset: in the morning or in the evening? The day is sunny and frosty, what does the sunset look like? (Bright purple)

4 Reading An excerpt from the novel by A. Pushkin "Eugene Onegin".

Here is the north, catching up with clouds ...

5 Reading by I. Nikitin "Winter Meetings"

6Interferentiate with children who liked which poem?

7 Drawing to the music of PI Tchaikovsky "The Seasons" "Winter" (if time permits)

6 Outcome:

Integration

Pictures, illustrations

4.12

Topic "Didactic exercises" Hockey "," Cafe ".

Tasks.

Educational. teach children to navigate the flatness of a paper sheet; practice the use of words for spatial reference points; continue to acquaint with the rules of conduct, activate the appropriate dictionary; form the grammatical correctness of speech. Exercise children in the ability to distinguish and perform tasks for the spatial movement of an object ("Hockey"); conduct a dialogue, using generally accepted appeals to the waiter. ("Cafe")

Develop memory, speech, attention.

To cultivate the ability to communicate politely.

1 Making riddles about hockey players

Hockey player - who is this? What does he do? What is a commentator?

2 We, athletes! Explanation of the assignment.

3 Game.

4 Game "Cafe" "Polite words"

5 Return to the "hockey field"

6 A game to distinguish sounds.

6 Outcome:

Integrated

A blank sheet of paper, a circle of cardboard for each child.

9.12

Topic: "Retelling of the Eskimo fairy tale How the fox offended the bull"

Tasks:

Educational. To help children understand and remember the content of the fairy tale "How the fox offended the bull", to teach to retell it.

Continue to acquaint with the map of Russia. Developing. Improve children's listening comprehension through exercise.

Cultivate friendliness.

1 Acquaintance with a new fairy tale How the fox offended the bull "

A) Who offended whom? Who is a bull? What does he look like?

B) Do you want to know where it happened and how?

2 Reading a fairy tale. Did you like the fairy tale?

3 Conversation on the read

A) Show on the map, (north where the Eskimos live)

B) What goby is in this tale?

C) And what is the chanterelle in this fairy tale? Etc.

4Re-reading.

5 Minute: "Sea wave" (pronouncing the sound [Ш] loudly, quietly, in a whisper. [C]

6) retelling in parts. If time remains, you can stage

7 Summary ..

Integrated

Work, illustration - a bull.

11.12

Topic: "Reading the fairy tale by P. Bazhov" The Silver Hoof "(divide the tale into two lessons)

Tasks. To acquaint children with P. Bazhov's fairy tale "The Silver Hoof" To teach to perceive the figurative content of the fairy tale.

Teach correctly, build a sentence by answering questions. Improve the auditory perception of children with the help of exercises to distinguish sounds [S] [W].

Raise a love for animals

1Remember the fairy tale "Mistress of the Copper Mountain"

2Reading the tale of Pavel Bazhov "The Silver Hoof"

A) What is the name of the tale, an excerpt from which I read?

C) Name the characters in the tale ..

3 Playing to distinguish sounds [S], [W]

4 Physical minutes

5 Outcome:

Integrated

Portrait of the Writer Illustrations for the fairy tale (possibly showing the film "The Mistress of the Copper Mountain" on the eve of the lesson.)

16.12

Topic: "Reading the tale of P. Bazhov" The Silver Hoof "(continue reading the tale)

Purpose To continue to acquaint with the fairy tale by P. Bazhov's fairy tale "The Silver Hoof"

Improve the auditory perception of children with the help of exercises to distinguish sounds [S] [W].

Raise a love for animals

1 continue reading the fairy tale

2 a) Did you like the fairy tale?

b) What passage did Kamu like?

3Fizzy.

4 Game for distinguishing sounds [S], [W]

5 Outcome:

integrated

Portrait of the Writer Illustrations for a fairy tale

18.12

Topic: "Conversation on the tale of P. Bazhov" The Silver Hoof ". Listening to the poem by K. Fofanov.

Purpose: Expand the creative imagination of children, help build statements in a logical and meaningful way.

Develop interest and love for music that accompanies the reading of a poetic work.

1 Let us recall the read tale of P. Bazhov

2 Conversation on a mysterious tale:

- Where did this tattered, skinny cat Murenka come from? Etc.

The teacher teaches to build sentences literally.

3Fizminute

4 Conversation about the forest beauty

5 Reading the work of K. Fofanov "Dressed up a Christmas tree ..."

"What does the tree remember?" The pcdagog is interrogated.

6 Outcome?

integrated

Illustrations:

to the fairy tale "The Silver Hoof"; coniferous forest, an elegant tree.

23.12

Topic: "Memorizing the poem by S. Marshak" The young month is melting "

Purpose: To recall the works of S. Ya. Marshak with children. Help to understand to remember and to read the poem "Is the young month melting away?" Learn to select words that are close in meaning.

To educate the manifestation, sensitivity to the xk-divine word.

1 Remember and name the works of S. Ya. Marshak.

2Reading the poem "The young month is melting"

Repeated reading.

3 Analysis and memorization of a poem. Pronunciation of the first two lines. D / game "Pick a word"

(Choral and 2-3 individual answers)

What kind of gate is this? Children learn to convey the solemn exit of the sun by intonation.

4 Reading the entire poem.

5 Outcome:

traditional

Works of S. Ya. Marshak

25.12

Test # 5

Topic: "Didactic word games"

(Diagnostics)

Purpose: To teach children to correctly characterize spatial relationships, to select rhyming words.

Learn to determine the position of the sound in the word [S], [W]

Educate: the ability to listen carefully to the answers of your comrades.

1 D / game "I'll start, and you continue"

2 "Pick a rhyme", "Word games"

3Fizminute

4 Development of fine motor skills (see the picture)

5 Sound position.

6 Summary

complex

Material for games

Notebooks.

30.12.14

Test # 6

Topic: Conversation on the topic: "I dreamed ..."

Didactic game"Pick a rhyme"

Objectives: To teach children to participate in a group conversation, helping them to construct meaningful statements.

Develop imagination, creativity. memory, attention, coherent speech.

1Learning to Speak Correctly

2 a) Remember and tell about the new year. (Past holidays)

b) draw a picture on the topic.

3Fizminute

4 D / game "Pick a rhyme"

5 Reflection

complex

Photos of the last matinee, family new year. (material to help the child remember the past holidays)

13. 01.15

Topic: Reading the story of S. Georgiev "I saved Santa Claus"

Purpose: To acquaint children with a new piece of art. Help understand why this is a story and not a fairy tale.

Improve the auditory perception of children with the help of exercises to distinguish between sounds [H] [F]

Develop imagination

Foster a love of books.

1 Practical work in the book corner: "Where are fairy tales, where are stories, and where are poems."

2Tales in verse.

3Fizminute

4Reading the story "I saved Santa Claus" by S. Georgiev

5 Fairy tale or story

6 Game to distinguish sounds [Z], [F]

7 Reflection

... complex

Familiar works in the book corner.

15.01.15

Topic: Teaching storytelling based on the painting "Winter Fun".

Purpose: To teach children purposeful viewing of the picture (targeted perception, sequential consideration of individual independent episodes, assessment of the depicted)

Develop attention, memory

Develop the ability to write a logical, emotional and meaningful story.

1 "Winter is a wonderful time of the year!"

2Demonstration of the painting "Winter entertainment

3 Conversation on the picture:

-What can you call a picture?

-What was the weather on that winter day? Sequential examination and telling of individual episodes by children.

4 Physical minutes.

5 Composing a story about the picture as a whole with coming up with an ending.

6 Guess the riddle

7 Summary.

complex

Painting "Winter Fun"

20.01.15

Theme. Reading a fairy tale Shergin "Rhymes", poems by E. Moshkovskaya " Polite word»

Tasks. To acquaint children with an unusual fairy tale by B. Shergin "Rhymes" and a poem by E. Moshkovskaya "A polite word". Enrich children's vocabulary with polite words Improve children's auditory perception through sound discrimination exercises [H] [F]

Develop: attention.

Foster a love of books

1D / game "Rhymes"

2 Reading B. Shergin "Rhymes"

3 Conversation on the read.

4 Physical minutes

6 Work in notebooks

6 Summary

complex

Fairy TaleB. Shergin "Rhymes", poems by E. Moshkovskaya "A polite word"

Printed notebooks.

. 22.01.15

Retelling of E. Shim's fairy tale "The Nightingale and the Voronenok"

Tasks. Teach children to retell the text (entirely and by role)

Enrich speech with nouns for birds. Improve the auditory perception of children with the help of exercises to distinguish between sounds [H] [F]

Develop an interest in literature.

1D / game "Name the bird"

2 Reading the fairy tale by E. Shim "The Nightingale and the Voronenok"

3 Conversation on the read.

4Fizminutka "Owl"

5Read

6 Retelling. (If time remains, then retelling by roles)

7 Playing to distinguish sounds [Z], [F]

8 Outcome

traditional

Illustrations: Nightingale and Voronenka.

27.01.15

Theme. Reading a poem about winter.

Memorizing the poem by I. Surikov "Childhood"

Tasks. Introduce children to the perception of poetry. To help memorize and expressively read the poem by I. Surikov “Childhood (abridged). Improve the auditory perception of children with the help of exercises to distinguish between sounds [H] [F]

Foster a sense of beauty.

1 Reading a poem by A.S. Pushkin Winter Evening ", I. Surikov" Winter "S. Yesenin" Winter sings ... "(excerpt at the teacher's choice)

Explanation of incomprehensible words, reading out the lines you like.

2 a) Reading the poem by I. Surikov "Childhood"

b) Conversation on the content of the poem

3 Memorizing a quatrain.

4. Whose recitation do you think is more convincing?

5 Game to distinguish sounds [Z], [F]

6 Work in notebooks

Bottom line.

traditional

Illustrations about winter ..

29.01.15

Topic: Teaching storytelling. Didactic exercise "What is this"

Tasks. Exercise children in creative storytelling; in the ability to use generalizing words.

To develop: imagination, thinking, speech, creativity, small fingers.). Exercise children in the ability to distinguish by ear sounds similar in sound [Ч] [Щ]

Develop the ability to listen to the stories of your friends.

1 Consider the familiar pictures of "Inhabitants of the Deep Sea"

2 a) Creating a picture on a flannelgraph.

b) Finger gymnastics.

c) Drawing a picture on paper

3 Telling from pictures.

- "Once from the bathyscaphe I saw such a picture ..."

D / game "Who? What?"

5 Outcome:

travel

Illustrations, pictures, inhabitants of the sea depths.

Z.02.15

Topic .. Conversation on the topic: "About friends and friendship"

Tasks: To continue to help children learn the norms of behavior, to teach goodwill.

Develop oral speech; enrich vocabulary.

Educate moral deeds.

1Conversation: “Who is a friend?

- I am a good friend?

2 a) The story of the bear

- what would you do?

b) A case from the life of children

- Why did Sasha whimper?

v). A story from the life of Yura

- What do you think Yura did the right thing?

Repeat the words with which Yura consoled Olya.

d) Proverbs and sayings about friends.

3 Pronunciation of speech. "We are all friendly guys" (page 231 - complex lessons)

4. Outcome

integrated

Pictures reflecting the actions of children

5. 02 15

Theme "My favorite toy" Didactic exercise "Suggest a word" Suggest a word "

Tasks. Educational. Teach children to compose stories on topics from personal experience.

Exercise: in the formation of words - antonyms; in the ability to ask questions to the narrator. Exercise children in the ability to distinguish by ear sounds similar in sound [Ч] [Щ]

To cultivate the ability to listen carefully to the stories of friends, to treat toys well.

. .

1 Introductory part (to make a riddle about toys)

2 A story about your favorite toy. (3-4 storytellers)

a) Questions from the children to the narrator

b) the teacher's questions to the narrator.

3 Word game: "Say the opposite word"

4 Playing to distinguish sounds [H], [U]

5 result:

complex

Ball to play

10.02.15

Topic Reading of the Russian folk tale "The Frog Princess" (in M. Bulatov's processing)

Purpose: to acquaint children with the Russian folk tale "The Frog Princess"

Exercise children in the ability to distinguish by ear sounds similar in sound [Ч] [Щ] Work in notebooks

Foster a desire to listen to a fairy tale

1 Organizational moment.

2 Reading a fairy tale.

3 Questions about a fairy tale.

4 Playing to distinguish sounds [H], [U]

5 Outcome:

complex

Illustrations for the fairy tale

Printed notebooks.

12. 02. 15

Theme. Retelling of the tale by A. N. Tolstoy "Hedgehog"

Target. Educational. Teach children to retell a fairy tale, keeping some of the author's turns; Developing. To improve the intonation expressiveness of speech.

Foster a love for animals.

1 Organizational moment

2 Reading a fairy tale

b) Questions. The children's answers are close to the text. (Choral answers and individual ones.

c) Repeated reading of a fairy tale with a setting for retelling.

3Retelling

4 The game is dramatization.

5 Outcome: "And the glory went about the courage of Yezhov ..."

complex

Work.

17. 02.15

Subject Reading of the poem "Freaks" by Yu. Vladimirov

Tasks. Educational. Improve the ability to read a poem by roles.

Develop logical thinking. Activation of the dictionary "sash", "cap" Exercise children in the ability to distinguish by ear sounds similar in sound [Ч] [Щ]

1 Organizational moment

2Reading the poem "Freaks"

3 Dramatization of the poem "Freaks" (2 - 3 times)

4Children's assessment of improvisation

5 Game "Finish the phrase"

6 Guess the Sound Game

7 Summary

Complex

origin

19. 02.15

Topic: Learning to tell the story of the painting "Hares".

Tasks. Continue teaching children to talk about the painting (painting "Hares" from the Wild Animals series by P. Menshikova). To activate the same root words in the speech of children; to educate the ability to establish cause and effect relationships and formulate the simplest conclusions; find successful comparisons for characteristics natural phenomena; tell the story consistently, vividly, adhering to the plan

To foster a respect for nature.

1 Organizational moment Demonstration of illustrations of hares in the summer and winter seasons.

- What do you know about hares? What do they look like? Where do they live? What do they eat?

2 a) Examination and title of the painting by children.

b) Children's story about a forest glade;

- What did the hare look like?

- What did the hare see?

- Describe the hares at the time of the meeting.

c) Writing stories by children

d) Sample story by the teacher

3 The game "Wolf and hares"

7 Summary

Complex

Painting "Hares" from the series "Wild Animals" by P. Menshikova.

24.02.15

Based on the painting "We are for dear mommy ..."

Objectives To help children compose pictures with consistently developing action. Contribute to the improvement of dialogical rkchi.

To cultivate an attentive attitude, a caring attitude towards the mother.

1 Organizational moment

2 a) Game: "Detectives"

b) Come up with a name for the three pictures.

c) Drawing up stories for each picture

d) Clarifying questions on pictures

e) Physical minutes

3Compose a story without skipping pictures.

4 Gift shop.

5 Summary

Complex

Pictures for the lesson

26.02.15

Topic Conversation on the topic "Our mothers". Reading the poem by E. Blaginina "Let's Sit in Silence" and A. Barto "Before Sleep"

Objectives: To help children understand how much housework takes a mother's time and energy; point out the need for help to mothers:

Teaching. Teach children to differentiate the sounds [Ts], [H].

Developing. Develop attention, memory.

Educational. To cultivate a kind, attentive, respectful attitude towards elders.

1 Organizational moment. The most the best word in the world - mom!

2 Examining photographs.

a) Children's story about mom. (4-5 children)

b) How and how can you help mom at home?

c) Take care of your mom.

3 Reading the poem "Let's sit in silence"

- Tell us about whom you read the poem?

4 Reading the poem "Before bedtime"

5 Game: "Name the sound correctly"

6 "Surprise for Mom" (you can cook in your free time)

7 Summary

integrated

Origin

Material for a surprise.

3.03.15

Topic Conversation Composing a story based on pictures "We bought a puppy"

Tasks

Teaching Teach children to work with pictures with consistently developing actions Teach children to differentiate sounds [Ts], [H].

Develop coherent speech, attention, memory.

Develop the ability to listen to the narrator.

1 Organizational moment -. What interesting things did the postman bring?

2 a) Examination of pictures.

b) Restore order

c) Come up with a title for each picture.

d) A story of four children from pictures

3Composition of the story. Tell me and don't miss the picture.

4 Name the sound game

5 Summary

complex

Pictures for classes

5.03.15

Topic A story on the topic: "How we congratulated the kindergarten staff on International Women's Day" Didactic game: "Where we were, we won't say ..."

Tasks. Educational. Teach children to compose detailed and interesting stories on topics from personal experience;

Develop initiative, the ability to improvise.

Foster a caring attitude towards adults.

11 Organizational moment. Memories of the spring holiday.

2 Children's story: “How we congratulated the kindergarten staff.

3 Didactic game: "Where we were, we will not say

4 Summary

complex

If possible, then photos of the holiday.

10.03.15

Topic Reading a story from the book by G. Snegirev "About penguins". Didactic game "Finish the sentence"

Tasks.

Educational. Learn to build complex sentences.

Develop logical thinking. Expand knowledge of the environment through fiction.

Raise: good feelings for nature; interest in fiction.

11 Organizational moment. Guess a riddle.

2 a) Examination of the picture: "Penguins"

b) picture conversation

3 Reading chapters from the book "About penguins" by G. Snegirev: "Penguin Beach", "Curious", "Brave Penguin", "Pebbles".

a) What do you remember from what you read? Read the episodes you like.

e) Physical minutes "Penguin"

4 D / game. "Complete the sentence"

5 Summary

integration

Work; picture "Penguins"

12.03.15

Theme. Retelling of stories from the book by G. Snegirev "About penguins". Didactic game.

Tasks

Educational. To teach children, without repetitions and unnecessary words, retell episodes from the book by G. Snegirev "About penguins" (of your choice)

Develop oral speech; shallow hand speech; the ability of children to differentiate the sounds [Ts], [H] by ear. Determine the sound in a word ..

Raise interest in the animals of the north.

1 Organizational moment. a) Name and tell about the animals of the North.

b) G. Snegireva "About penguins", is it a fairy tale or a story?

2 remember who the stories are about what happened to the penguins.

3 a) Create conditions for retelling.

b) hearing 4-5 children.

4Facial.

5 Drawing "Animals of the North"

D / game "Name the sound"

4Total

complex

Invite someone from the staff to the lesson.

17.03.15

Topic Reading the story of V. Dragunsky "Childhood friend"

Tasks:

Educational. To acquaint with the story of V. Dragunsky "Childhood friend", to reveal the character of the main character Deniska; help them evaluate the boy's deed.

Develop oral speech. shallow hand speech; the ability of children to differentiate the sounds [Ts], [H] by ear.

Upbringing

1 Organizational moment. Find out from the children who they wanted to be and why.

2 Reading a story

3 Conversation:

- Who are the heroes of the work?

- What moments, episodes of the story do you especially remember, did you like?

- What is Deniska's mood?

- Why did Deniska cry?

- What Deniska?

4D / game "Define the sound in the word"

5 Summary

complex

Portrait of the writer.

19. 03 15

Topic Reading the fairy tale "Sivka - Burka"

Tasks. To recall the magical Russian folk tales. Introduce the fairy tale "Sivka - Burka"

Teaching To perceive the figurative content of a fairy tale, the characters of the characters. Learn to pick up the same root words. Dictionary activation: "Barked"

Develop oral speech; the ability to express your attitude towards the heroes.

Raise interest in Russian folklore.

1 Organizational moment. "What means - fairy tale, then in them? ... "

2 "... the number three is constantly present in the tale." Why? Be careful, and in this tale everything is repeated three times.

3 Reading a fairy tale.

4. Conversation on a fairy tale.

a) What happened three times in the tale?

b) Why is it called magic?

5 D / game "Find the word"

6 Summary

complex

Selection of Russian folk tales. Illustrations fairy tale

24.03.15

Theme Memorizing the poem by I. Belousov "Spring Guest" Application. "Fairy bird" (which-278)

Tasks.Help to remember the poem

Educational. Help to understand figurative expression; teach to convey the image of a fairy bird

To develop memory, attention, imagination, the ability to highlight beautiful works., To develop motor activity in the game.

Reinforce the ability to cut out parts of an object of different shapes

Raising feelings of beauty

1 Organizational moment. Guess a riddle.

2 Memorizing the poem by I. Belousov "The Spring Guest"

a) viewing the swallow in the picture.

b) How to distinguish it from other birds?

3 P / game "Bees and a swallow"

4 Application "Fairy bird"

5 Summary

integrated

Illustration "Swallow"

Colored paper, scissors, glue, a sample of a fairy bird.

26.03.15

Topic Reading the poem by G. Ladonshchikov "Spring" Decorative painting: Painting dishes for dolls. (Which is 280)

Tasks:

Educational. Learn to listen to poetry, determine what time of year to talk about; build sentences correctly.

Develop aesthetic perception, sense of rhythm, attention, creative imagination

Strengthen the ability to work with gouache paints, prepare the desired shades of colors on the palette.

Foster a sense of beauty

11 Organizational moment “Guess the riddle.

2 Reading a) poem by G. Ladonshchikov "Spring"

3 Conversation on a poem

- What time of year does the poem say?

- What signs of spring are named in the poem?

- what other signs of spring do you know?

4 Dynamic pause with the ball. "Spring words"

5 Game "Finish the sentence"

6 Painting dishes "

7total.

integrated

Painting "Spring Landscape"; gouache, palette, silhouettes of dishes, brush

31.03.15

Theme. "Reading poems about spring." Didactic game "Guess the Word"

Tasks:

Educational: To learn to ask questions and look for the shortest ways to solve.

Developing. Continue to introduce children to poetry; Sound culture of speech: differentiation of sounds [R], [L].

Raising

1 Organizational moment. "A wonderful month April!" Recall the verse “Autumn” by I. Belousov.

2 Reading poems about spring.

3Find out which poem you liked?

4 Word game "Guess the word"

Game "Name the sound correctly"

Outcome

tComplex

Landscapes about spring

2.04.15

Topic: Storytelling training

Municipal budgetary educational institution "Baltasinskaya gymnasium"

« Approved by"The pedagogical council protocol No. _____ dated ____ _________ 2012

Introduced by order No. ______

dated ____ ________________ 2012

Head teacher

___________________ Shakirov V.G.

signature full name

Working programm

on subject speech development for class 2 A

Compiled by:Kuzmina Ilmira Gadnanovna, primary school teacher of the 1st qualification category

smt. Baltasi

Explanatory note

In connection with the introduction of the new Federal State Educational Standards (FSES) of the second generation into the educational process of primary schools, with the priority of primary general education, the main priority tasks are changing. The main tasks of education are the formation of the ability to learn in junior schoolchildren, the creation of conditions conducive to the realization of the potential of students, ensuring their personal growth. And the main mechanisms of systemic renewal in education are: updating the content, the formation of universal educational actions, modern teaching technologies, a new system for evaluating results.

Subject work program Speech development compiled on the basis of the Federal State Educational Standard of Primary General Education (approved by order of the Ministry of Education and Science of Russia No. 373 dated October 6, 2009, registered with the Russian Ministry of Justice on December 22, 2009, registration number 17785);

Of the law Russian Federation"On Education" (as amended);

Order of the Ministry of Education and Science of the Russian Federation dated January 31, 2012 No. 69 "On Amendments to the Federal Component of State Educational Standards for Primary General, Basic General Secondary (Complete) General Education";

SanPiN 2.4.2.2821-10 Sanitary and Epidemiological Requirements for the Conditions and Organization of Education in General Education Institutions "(approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation No. 189 of December 29, 2010, registered with the Ministry of Justice of Russia on March 3, 2011, registration number 19993 );

Collection of working programs. System of textbooks "Perspective". 1 - 4 classes, Moscow, "Education", 2011;

curriculum for schools with in-depth study of the Russian language and culture;

Charter and basic educational program of MBOU Baltasinskaya gymnasium.

In grades 2-4, a system of strengthening the gymnasium component of education has been developed and is operating through the introduction of the course "Informatics in games and tasks", courses "Rhetoric" and "Development of speech" into the curriculum at the expense of the school component.

The courses "Rhetoric" and "Development of Speech" have been introduced into the system in order to prepare primary school students for testing and final certification in the programs of primary general education.

The program is developed on the basis of the Model programs in the Russian language and literary reading of the Federal State Educational Standard of Primary General Education, the program of the UMK "Perspective" course.

The working program is provided with the educational and methodological set "Perspective": "Russian language". Grade 2. Textbook for educational institutions. In 2 parts. Authors L.F.Klimanova, T.V. Babushkina. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2011; L.F.Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2. M. "Education", 2012; "Literary reading". Grade 2. In 2 parts. Textbook for educational institutions. Authors L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky. ; L.F. Klimanova, T.Yu. Kochi. "Literary reading". Creative notebook. Grade 2. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2012; Klimanova L.F. and etc. on the development of speech... Grade 2. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2012

The program involves the teacher's independent selection of speech and literary material, a creative approach to organizing classes in order to maximize the development of students' speech activity.

The selection of material for the lessons of speech development in the program corresponds to the subject area "Philology" - a close relationship of Russian language lessons with literary reading. Consequently, speech development lessons are conducted in order to generalize the knowledge gained in these lessons.

The developed program allows you to use in your work textbooks on the Russian language and literary reading of the UMK "Perspektiva", which ensure the achievement of personal, meta-subject and subject results of the Federal State Educational Standard.

Place of the subject in the curriculum

On the subject Speech development according to the curriculum for the 2012/2013 academic year, 1 hour per week is allocated, 34 academic weeks - 34 hours.

general characteristics academic subject

In the new Federal State Educational Standards (FSES) of the second generation, the main directions of work on development of speech and it is directly stated in the program that "the directions of work on the development of speech include, as a mandatory component, work on the prevention and elimination of speech errors." In this regard, the work on familiarizing students with the conditions for using the lexical and grammatical means of the language in a specific speech situation acquires particular importance.

The culture of speech - both oral and written - in our gymnasium, unfortunately, remains low. This is evidenced by a wide variety of stylistic errors that are encountered in everyday oral and written speech of students. Therefore, the main task of the teacher is to develop the speech of a younger student - a complex, creative process that is impossible without emotion, without enthusiasm.

Speech development Is consistent, ongoing learning work that needs to be planned for each lesson.

The main means of communication is speech. She helps the child not only communicate with other people, but also learn about the world. Mastering speech is a way of knowing reality. The richness, accuracy, meaningfulness of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, as it develops, speech needs not only linguistic, but also factual material. The student will tell or write well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be significant (socially or personally significant). It is also a prerequisite for the speech development of students.

So the lessons speech development become an integral part of an integral system of legal education. This is especially important in primary school, since psychologists have found that primary school age is characterized by susceptibility external influences, by faith in the truth of everything that is taught and said, in the unconditionality and necessity of moral norms, children at this age are distinguished by their uncompromising moral requirements for others, spontaneity in behavior. These features are the key to the learning and educability of younger students.

The selection of material for the lessons of speech development, presentation texts, essay topics are aimed at the formation of humanistic orientations in schoolchildren, contribute to their moral education. Consequently, the lessons of the development of speech create conditions for the gradual formation of life orientations of primary schoolchildren, manifested in an emotionally experienced attitude to life phenomena and in a conscious moral choice of the line of their behavior, methods of action, actions.

The main task speech development lessons is to teach children to freely and correctly express their thoughts orally and in writing. A specific solution to this problem is carried out by the formation of a set of speech skills in students that allow them to perceive a statement, convey its content and create their own.

Work on the development of speech requires a variety of techniques and tools. When conducting speech development lessons, much attention should be paid to various forms of working with text: to form the ability to compose an oral or written text, edit it, check spelling. The predominance of oral exercises at the initial stage is achieved through the ability to retell what has been read, compose stories based on observations, dramatization, improvisation, verbal drawing, etc.

Children need to master a variety of language tools. Choosing words, turns of speech and sentences, pondering the composition of a story, selecting material, establishing logical connections, checking spelling - all this complex complex of actions requires a high tension of all his creative powers from the child. But it is precisely creative work that requires the student's independence, activity, enthusiasm, the introduction of something of his own, personal in the text. It contributes to the development of the student's personality.

Content values

Communication and cognitive orientation The programs and the system-activity approach implemented in it aim the younger students at the joint study of the language system and understanding the ways of functioning of these linguistic units of oral and written speech, in various communication situations and various texts.

Cognitive focus The programs ensure the assimilation of the language as the most important tool of human cognitive activity, as a means of cognition of the surrounding world and the development of verbal thinking.

Aesthetic and spiritual and moral activities The program is aimed at the development of artistic and aesthetic activities, the formation of moral and ethical ideas and the activation of the creative activity of students by means of fiction.

Culture verbal communication The program is focused on improving all types of communicative speech activity: the ability to read and write, listen and speak, use various types of speech activity in different communication situations.

Speech development training based on this Program has a personality orientationoval character, since it is built taking into account the level of development of the child's interests and his cognitive capabilities.

An appeal to the semantic side of the language creates conditions for the harmonious development of figurative and logical thinking. At the same time, the speech activity and functional literacy of children increase, interest arises and a respectful attitude to the Russian language, its richness and expressiveness appears, the speech thinking of students develops.

Course learning outcomes

Personal results

– be aware the role of speech in people's lives;

– evaluate some statements of people from the point of view of their relevance, tact in a given situation;

– explain some rules of polite, appropriate behavior of people when communicating (rules for talking, greeting, apologizing, etc.).

Metasubject

– follow some rules of polite communication in lesson and extracurricular activities;

– realize a simple statement on a given topic;

– navigate in your knowledge system: give examples of successful and unsuccessful communication in your life and the lives of those around you;

– work independently with some tasks of the textbook, realize the lack of information, use school explanatory dictionaries;

- study agree on the distribution of roles in the game, work in joint activities;

– make simple conclusions and generalizations as a result of class collaboration.

Subject results

– making a difference oral and written communication;

– making a difference verbal and non-verbal communication, to be aware of the role of non-verbal communication in the interaction of people, the appropriateness of using different tempo, volume, some gestures and facial expressions in different situations;

- appropriate use some non-verbal means in your speech;

– analyze the relevance, effectiveness of the implementation of speech genres of greeting, farewell, gratitude, apology in various communication situations;

– to produce appropriate, effective etiquette genres of greeting, farewell, gratitude, apology in relation to different situations of communication;

– recognize and lead etiquette dialogue;

– differ text from a set of sentences written as text;

– find by indentation, semantic parts of the text;

– choose a suitable heading from the proposed options, come up with headings for small texts;

– be aware the role of keywords in the text, highlight them;

– highlight initial and final sentences in the text, to be aware of their role as important components of the text;

– to compose simple fairy tales based on initial sentences, pictures, key words;

– to compose and to execute rhymes, pick up simple rhymes in a poetic text;

– evaluate the degree of politeness (your own and other people) in some communication situations.

Main content

The main content lines of the Program include:

Assimilation literary language;

Mastering reading and writing;

Improving the speech of students, increasing its culture.

Types of speech. Speech can be external and internal.

External speech It is subdivided into oral speech (sounding) and written (graphically recorded). There are also dialogical and monologic speech.

Inner speech - this is mental speech, flowing without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms.

Inner speech plays an especially important role in preparation for a written composition, presentation or recording of individual sentences. The student composes a sentence and whole fragments of the text initially in the mind, i.e. at the level of inner speech. It is important that the student, starting to write a sentence, mentally prepare it in its entirety and know how to finish it.

If inner speech is speech for oneself, then outer speech is for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. Therefore, the requirements for it are high.

Types of speech activity include all types both in the study of the Russian language and in the study of literary reading: with peeling;speaking; hting both aloud andinwardly; work with different types of text;Rwork with a work of art;work with educational, popular science and other texts .;culture of writing;literary propaedeutics; creative activity.

The purpose of the first lessons in the program is to reveal the basic functions of speech to children. Students realize that speech is the most important means of communication, the exchange of thoughts and feelings between people, a means of transmitting certain information.

Students get acquainted with the forms of speech: oral and written, learn to distinguish oral speech from sounded written, oral (written) from internal; determine the pace of oral expression, speech volume; to evaluate the correspondence of the tempo and loudness of speech to a certain communication situation; evaluate the behavior of the interlocutor during a conversation, the use of facial expressions, gestures. Children learn the ability to listen to the interlocutor, the ability to behave during a conversation.

From the first days of training, work begins on the culture of speech: children learn how to speak at school, in class, begin to understand that not every expression of thought will be correct, that thought should be expressed clearly, clearly, understandable to others, they learn to self-control and to observing the speech of other children, learn to correct the shortcomings of someone else's speech. From the first days of a child's stay at school, he must be taught to be attentive to the word, to search for the most expressive words. Students get acquainted with the explanatory dictionary, learn to explain incomprehensible words, use words in exact accordance with their meaning.

Students get acquainted with the types of speech that seem to serve one or another sphere of activity, communication of people: the sphere of everyday communication - colloquial speech, the sphere of science - scientific speech, the sphere of official business relations - official business, the sphere of the art of words - artistic.

The following types of work are offered to students: drawing up proposals based on pictures (about plants, about animals, about the rules of caring for animals, stories about the teacher's questions on the topics "Treasures of spiritual folk wisdom"; "Autumn in works of art and paintings"; "Epithets and comparisons ";" Learn a fairy tale "; composing stories from paintings V. Polenov. A. Kuindzhi, plot pictures "Hare's hut"; compilation of stories on the given beginning about behavior on the street; stories based on memories, based on creative imagination, based on excursions to the park; memorizing poems on the themes "Golden Autumn" and "Meeting Winter"; working with proverbs and sayings about friendship, partnership, health, learning tongue twisters; telling fairy tales about animals: "Ide", "Sister Alyonushka and brother Ivanushka", dramatization of the fairy tale "The Fox and the Crane".

Retelling what they read, children enrich their vocabulary at the expense of the vocabulary of the sample, observe the sequence of the text, imitate the syntactic structure of the original source, convey emotional content and ideological meaning story.

The story being composed or its presentation is constantly corrected, the most suitable words are selected, their meaning and the appropriateness of their choice in this situation are explained, the proposal is being worked on, details and details are introduced, the sequence of events is clarified, the simplest causal justifications are introduced.

Studying the topic, students get acquainted with such basic features of the text as thematic unity, heading, and the main idea of the text. Students develop the ability to distinguish a text from a group of sentences, the ability to formulate the topic of the text, the ability to head it, to compose an answer to a teacher's question.

The following types of work are offered: restoration of deformed text, restoration of text with missing words, presentation of the text on questions for each sentence, compilation of a story based on a series of plot pictures and on questions, compilation of a story based on a watched video or cartoon.

Texts by writers and poets such as D. Karme, K. Chukovsky, E. Uspensky, A. Gaidar, illustrations for works, paintings of artists for the types of work proposed above correspond to the topic of the lessons, which allows the teacher to solve important educational tasks: fostering a good attitude towards people around you, striving to observe the rules of politeness, fostering respect for everything that is created by work, fostering diligence; the desire to comply with the rules of conduct in society that help people live together, communicate, act.

It is important, when discussing what you have read with children, to introduce work on proverbs, riddles, sayings, phraseological units. They teach children to speak brightly, figuratively and simply, help to understand the accuracy of the Russian word, enrich children's memory with pearls of their native language, develop thinking and intelligence. In the lessons, proverbs are used that teach to value the word, to treat it with care.

When teaching students how to write statements, it is necessary to form the ability to divide the text into parts, build sentences depending on the context, determine the main idea of the text and reflect it in the heading, highlight parts of the text when recording, communicate the text coherently, write the text in accordance with the plan. Analyzing the work, it is necessary to correct errors in the content of the text and in its speech design, to accurately determine the words in the text.

The following types of work are offered: presentation on generalized questions, presentation of text by key words, presentation by questions and by key words, restoration of deformed text from a series of pictures, presentation by a collectively drawn up plan and by key words.

The subject of presentation texts, the selection of visual aids and electronic educational resources allows you to create a situation of empathy in the classroom and, on the basis of this, solve the following tasks deeper: fostering in students love for their native country and city, the desire to live in peace and friendship with people of other nations and countries, education feelings of deep respect for people of different nationalities, the desire to maintain public order, to preserve the beauty of their native city. Highly artistic texts written by outstanding masters of the word contribute to the formation of correct speech among students, instill an artistic taste, and develop a linguistic flair.

Basic requirements for the knowledge and skills of students by the end of grade 2

By the end of the second grade, students should know the types of speech: colloquial, scientific, official-business and artistic speech, the signs of the text and its difference from a set of sentences.

Students should be able to make sentences based on plot pictures, a story about a teacher's questions on a specific topic, orally compose a story on a given beginning, choose a title for a given text, write a presentation under the guidance of a teacher (in the amount of 30-40 words). Under the guidance of a teacher, compose and write down short stories about your games, work, friends, family.

Literature and teaching aids, including electronic educational resources

Ladyzhenskaya T.A. Speech, speech, speech. - M., 2000.

Shukeylo V.A. Russian language in primary school. Combination of traditional and non-traditional forms of education. - SPb: 1998.

Lvov M.R. Methodology for the development of speech in primary schoolchildren. - M .: 1985.

Shchegoleva G.S. Lessons in the development of coherent speech in elementary school.- SPb: 1996.

Maksimuk N.N. Collection of presentations on the Russian language: grades 2-4. - M .: VAKO. 2009.

E.A. Nefedova, O.V. Uzorova Reference manual for the Russian language. Russian language lessons, grades 2,3,4.-M .: 2006.

"Learning to think about ourselves and others" St. Petersburg, "Special Literature", 1997.

Collection of programs of the system of textbooks "Perspective". M .: Enlightenment, 2011

"Literary reading". Grade 2. Textbook for educational institutions. In 2 parts. Authors L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2012;

L.F. Klimanova, T.Yu. Kochi. "Literary reading". Creative notebook. Grade 2. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2012

Klimanova L.F. and etc. The magic power of words. Workbookon the development of speech... Grade 2. Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2012

"Russian language". Grade 2. Textbook for educational institutions. In 2 parts. Authors L.F.Klimanova, T.V. Babushkina; Russian Academy of Sciences of Russian Academic Education, M .: "Education", 2011;

L.F.Klimanova, T.V. Babushkina. Russian language. Workbook. Grade 2. In 2 parts. M. "Education", 2012

L.Yu. Komissarova "Didactic material on the Russian language" Moscow "BALASS", 2011

15. Fairy house: folk tales. Electronic collection of fairy tales of the peoples of the world (http://www.skazkihome.info/)

16. Russian proverbs: an interactive test (test for knowledge of Russian proverbs, tasks of various difficulty levels for different age groups of schoolchildren) (http://www.kokch.kts.ru/stars/ind8r.htm)

17. Electronic libraries (www. Gnpbu. Ru.);

18. Russian virtual library. www. rvb. ru

19. Twice five: children's library.

(Digital library for children: a collection of children's fairy tales, stories and poems.) http://ten2x5.narod.ru/biblio.htm

20. "General text" (www. Text. Net. Ru.)

Calendar-thematic plan for the development of speech for grade 2 A

Kuzmina Ilmira Gadnanovna teachersprimary grades for the 2012/2013 academic year

№ p / p	The section under study, topic of teaching material	Number of hours.	timing	Universal learning activities	OUUN	Counter. mater.
	Speech functions. Types of speech. (10 hours)
	Treasures of spiritual folk wisdom. J. Moritz. Hardworking old lady. Proverbs and sayings about good. The main idea of the poem.			Personal Cognitive Communicative Formulate your own opinion and position.	Work paired, listening to each other's opinions. Explain the meaning of proverbs about books. To consider illustrations famous artists to children's books. Correlate illustration and content.
	Autumn in art and painting. V. Polenov. A. Kuindzhi. WITH. Samples. Glass pond. Comparative analysis					Draw your drawing for a poem
	Epithets and comparisons. I. Nikitin. Winter meeting. I. Bunin. Leaf fall A. Maikov. Summer rain
	Learn a fairy tale Rus. bunk bed fairy tale... Hare's hut. Restoration of a fairy tale based on drawings.			Cognitive Work with information presented in different formats (figure, diagram). Personal Build the ability to self-esteem. Communicative Build a monologue statement, master the dialogical form of speech.	Speak out about his attitude to folk tales. Restore fairy tale events based on drawings. To tell a tale using key words. Compare heroes, fairy tale events. independently evaluate their achievements.	Compose your own fairy tale. Draw an illustration for fairy tales.
	Self-reading. Khanty tale. Ide. The main idea of the tale.
	Family reading. Russian folktale. Sister Alyonushka and brother Ivanushka. Analysis of the tale by questions.
	Our theater. Staging a fairy tale. Fox and crane.
	Text. Signs of text (9 hours)
	B. Kustodiev. Pancake week. Oral essay on the painting			Cognitive Summarize the concept based on object recognition. Communicative Build reasoning in the form of a connection of simple judgments about an object, its properties and connections. Use speech means to solve communication problems. Personal Accept and maintain the learning situation. Orientation towards understanding the reasons for success in a learning situation. Regulatory To form a motivational basis for educational activities. Establish analogies. Summarize, highlight essential features. Assess the correctness of the action.	Find questions to be answered while reading the section. To distinguish concepts: call, fable .. Check yourself and yourself evaluate their achievements. Discuss Explain the meaning of the proverbs about friendship. Discuss problem class “How to find friends”. "Did the heroes of A. Gaidar's story act correctly?" Make up retelling plan; compare the invented plan with the plan in the textbook.
	Self-reading. D. Karme. Cheerful old man. Unbelievable.
	Family reading. K. Chukovsky. Confusion. Fiction.
	Proverbs and sayings about friendship.
	Come up with your own story based on situational drawings.
	Self-reading. E. Uspensky. Crocodile Gena and his friends. Discussion of the problem "How to find friends"
	Family reading. A. Gaidar. Chuck and Huck.
	Presentation of the text and its editing (15 hours)
	Feast of the Nativity of Christ. Sasha Black. Rozhdestvenskoe. K. Fofanov. Those stars have not gone out yet ... Holiday story.			Cognitive Work with information presented in different formats (text, picture, diagram). Personal Installation on healthy image life. Communicative Cognitive Work with information. Personal Accept and save the learning task. Communicative Use speech means to solve a variety of communication tasks. Ask questions necessary to organize your own activities. Communicative Use speech aids. Build a monologue statement, master the dialogical form of speech. Personal To form the inner position of the student, the ability to navigate in the moral content and sense of the actions of both their own and those of those around them. Regulatory Plan your action in accordance with the task and the conditions for its implementation. Cognitive Build a verbal utterance.	Find in the text of the poem means of artistic expression: epithets, comparisons, personifications. Come up with your comparisons, pick up epithets, impersonations; try to write your poem. Guess riddles, correlate a riddle with a solution. Come up with your comparisons, pick up epithets, impersonations. Work in a group, distribute tasks in a group, negotiate with each other. Check yourself and yourself evaluate their achievements. Be able to orally compose a story on behalf of one of the heroes according to a given plan, selectively retell. Be able to describe the dwellings and speeches of the hero. Be able to compose a story based on a picture of artists. Make up retelling plan; juxtapose an invented plan with a plan in the textbook. Discuss with other meanings of concepts: benevolence, patience, respect.
	Riddles of winter.
	I am a poet. Attempt at writing.
	My favorite writers. The tales of A.S. Pushkin
	Tales of C. Perrault. Cinderella Discussion of the miraculous transformation.
	Self-reading. K. Chukovsky. From the book "The Adventures of Bibigon".
	Family reading. L. Tolstoy. Two brothers.
	Spring in a painting A. Kuindzhi. Comparison through verses about spring.
	Oral essay based on the painting by I. Levitan "Early Spring".
	Family reading. A. Maikov. Christ is risen
	K. Kryzhitsky. Early spring. A story about spring based on a picture.
	Harmony and harmony in the family
	Family reading. L. Tolstoy. Father and sons. Old grandfather and granddaughter.
	Self-reading. Little stories N. Sladkova.
	Discussion on the topic "What does it mean to act according to conscience"
	TOTAL

Psychological game for older preschoolers and younger students

PROGRESS OF THE GAME

Elena LANGUEVA, Anna FOMINA, psychologists, preschool educational institution number 1599, Moscow

LITERATURE

Download:

Preview:

Popular

Psychological game for
older preschoolers and younger students

Elena LANGUEVA,
Anna FOMINA,
psychologists, preschool educational institution number 1599, Moscow