Sound tracks exercises for kids. Didactic manual "Tactile-sound tracks
“To make a serious occupation entertaining for a child is the task of initial education”
K.D. Ushinsky
annotation: GEF DO as a priority task has identified the development of all components of the oral speech of children, including the practical mastery of pupils with the norms of speech. Per last years the number of children with speech disorders of various etiologies and complexity has increased, the information density of the preschool stage of teaching children and preparing them for school is so great that they require a speech therapist to search for such forms and methods of work to correct speech disorders that would be effective, but not overloaded would be a child.
Recently, parents have begun to complain that children are increasingly reluctant to study at home. Automation of sounds is difficult and difficult. I decided to suggest a way out of this problem. Based on the principle of interaction between parents, as the legal representatives of the child in preschool. She made her parents not only her allies, but also competent assistants, drew their attention to correctional problems.
The multifunctional didactic manual "Soundtrack" is an author's development, it was made at a master class together with parents.
The proposed material can be used both in speech therapy and in ordinary groups. kindergarten for subgroup and individual lessons with children. Parents when performing homework. To improve the effectiveness of correctional and educational work with children aged 5-7 years. V game form complex and, at times, uninteresting speech therapy exercises become an exciting task for the child.
Target:
- To consolidate the correct pronunciation of the delivered sounds, automation and differentiation of the delivered sounds.
Tasks:
- – Automate sounds in syllables, words, phrasal speech;
- - Fix the correct pronunciation of the set sounds in phrases and sentences;
- – Develop sound analysis of words;
- - To form the child's skills of self-control over speech;
- – Development of fine motor skills;
- – Stimulate the development of mental and cognitive processes;
- – Maintain emotionally positive comfort.
Material: The manual is made of dust wipes according to caterpillar and rocket patterns. With buttons sewn on them, embellished waste material. With pictures for different sounds, pictures on ribbons, clothespins.
Usagegame data: Suitable both for the prevention of speech disorders, and for the correction of sound pronunciation, and general underdevelopment of speech in children in kindergarten.
Game task:
On "Soundtracks" we can hone every sound,
Fix in syllables, in words and in the text.
Speech will become more correct, more beautiful and richer.
"Tracks" will help us only in this way! No other way!
Methodology for conducting games using the multifunctional didactic aid "Soundtrack"
Game options:
one. " Rhythmic journey»
Purpose: the formation of a rhythmic pattern in a series of syllables for the correct perception of intonation expressiveness.
Description of work: The speech therapist offers the child to "walk" with his fingers on the buttons. At the same time, pronounce or sing different songs: Ms. Ms. Ms., sa-sa-sa… (using pictures-symbols)
2. “Say it right ”
Purpose: automation of delivered sounds. The child clearly and correctly pronounces the set sound and puts a chestnut on the button (Marbles balls, chips, etc.)
3. “Divide words into syllables” Purpose: to determine the number of syllables in a word.
The child determines how many syllables are in a word and attaches it with a clothespin to a rocket, a caterpillar next to each button.
4. " Whose song?»
Purpose: We learn to differentiate the delivered sounds according to the scheme. Two words with sound W-, two words with sound - F-. Or alternating - a tooth, a beetle, a fence, a toad, etc. Children walk their fingers, or pronounce words - according to the scheme.
5. A) " The caterpillar crawls the sound "Ch" is lucky on itself»
B) “The rocket flies into space pictures with the sound “C” takes away”
Purpose: Find pictures for a given sound.
The child is offered pictures on ribbons. Children choose and put on a button. Check by clearly pronouncing the words.
6. " I walk - I call the word»
Goal: Clearly pronounce the sound "R" in sentences. Invite the child to repeat the sentence, stepping on the buttons for each word: Yura dropped the pen, Raya plucked the rose (there was a button, ask the question - which one? - a red word with a sound - P -), etc.
7. " I walk deftly with my fingers, I repeat the tongue-twister» Purpose: Automation and differentiation of fixed sounds.
The child, walking his fingers over the buttons or putting chips on them mechanically, without hesitation, pronounces a tongue twister, a tongue twister, etc.
It has been proven: Speech is improved under the influence of kinetic impulses from the hands, more precisely from the fingers, therefore, games with this didactic aid "Soundtrack", with the help of the development of fine motor skills, allow you to automate sound and increase the level of speech development.
Soft toy "Sun" is sewn of fabric, inside is synthetic winterizer. The beams are attached with Velcro. Each ray has a transparent pocket.
The grant is used as final lessons as well as in daily work. At the final matinees, each child takes a ray with a picture, in the name of which there is a sound that he learned to pronounce correctly, and attaches it to the common sun, the speech therapist attaches the last ray with the word "Well done!"
When working with sounds, sound pronunciation, pictures with the studied sound are inserted into the pockets, the rays are distributed to children. The child names the word, determines the place of the sound in the word and attaches his ray to the sun.
When studying the topic "Prepositions", the corresponding cards with prepositions are inserted into the pockets ( WITH boxes, ON THE box, V box, etc.).
Options for work: children come up with a sentence with their preposition-beam, look for sentences in the text with a certain pretext, etc. The image of prepositions visually presented in this way contributes to their better memorization and study.
A guide for working on rhythms, the syllabic structure of a word
When working with children who have severe speech disorders (alalia, speechless children), much attention is paid to working on rhythmic-melodic-intonational basis of the language
, work on the syllabic structure of the word(according to A.K. Markova). This is a long and painstaking work, which the speech therapist helps to diversify allowance "Train".
Equipment: felt with sewn trains and tracks for laying out rhythmic rows, symbols of rhythms (according to the manual of Novikova-Ivantsova T.N.), marbles balls, subject pictures of different syllabic structure.
Additionally, for children of primary school age - name the colors of the droplets, the colors of the train, paths, flowers. You can come up with a story about trains that work so that children learn how to correctly pronounce words of different syllabic structures.
Exercise: 1) Slap the rhythm indicated on the picture-symbol "Kakadu" with "locks" (three syllables with the third stress). 2) Lay out the corresponding track: two small drops, the third is a large one. Pick up pictures or come up with words for this rhythm ( boots, head, sieve, milk).
Similar work is carried out with the second track and with the "Kit" rhythm.
The initial stage of work on the rhythm
(tasks for the smallest or for children with severe intellectual and speech disorders) - laying out a certain rhythmic sequence: fish-bead-fish-bead. The speech therapist lays out the first row, the child independently the second. Additional task: count the fish (development of the skill of coordinating nouns with numerals: one fish, two fish, one blue bead, two blue beads (or complicate: one blue fish, two blue fish), you can also work out the concept of left-right (first, fish swim from the left- to the right, then vice versa). preschool age talk about where the fish live, what they eat, etc. 
A fragment of a lesson on the syllabic structure of a word with a 2nd grade student Karina K.
Benefits for the formation of objective activity (sensory development)
("Locks", "Put a Butterfly in Your Path")
The majority of children with intellectual disabilities who have speech disorders do not form visual gnosis for a very long time, to school age children do not distinguish colors, their shades, do not copy the elements of letters.
Equipment : felt, lightning colors of the spectrum.
Tasks: find the right color, open-close the right lock (working out the verb vocabulary, developing fine motor skills of the fingers).
When automating sounds, you can add the following task: open (close) the lock, the color name of which has a sound, for example, R(red, orange) or sound well(yellow orange). You can ask the child to open (close) the fourth (second, fifth ...) lock from the bottom (top), name the color, say that in nature there is the same color.
Equipment: felt, Velcro tape different colors, sewn in stripes, butterflies cut out of it.
Exercise: put the butterfly on your path (development of visual gnosis, fine motor skills of the fingers).
Additional task: put the required number of butterflies on the path, count the butterflies (coordination of nouns with numerals: one blue butterfly, two blue butterflies, etc.).
Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of objective activity
Equipment : felt, decorative buttons.
Exercise:Didactic game"Who is moving?"
The speech therapist asks to put those who fly in the first row (bird, butterfly, bee, dragonfly), those who creeps, in the second row (snail, worm, lizard, turtle) those , who jumps on third row ( monkey, hare, squirrel, frog). Further, the corresponding semantic work is carried out. Verbal vocabulary is worked out in different exercises in each lesson with children with severe speech disorders, since the verb is necessary to build a phrase, sentence.
If a lesson on sound pronunciation is held, then the squares are filled with objects whose names contain the desired sound.
This manual is also often used to develop attention, thinking in games such as "Find a Pair" (all the squares are filled, for example, with butterflies, two of which are the same and need to be found), "The Fourth Extra", etc.
Multifunctional speech therapy mat (for the development of objective activities, work on semantics)
Equipment: felt, decorative buttons.
Tasks and exercises:
2. Name the words that answer the question Who? ( fish, girl in red dress, ladybug) , What? ( locomotive, cherry, car, poppy, fly agaric, strawberry, apple).
3. Name the transport ( locomotive, car- what kind of transport is it, water, land?), berries ( cherry, strawberry), fruit ( Apple). What can be prepared from apples, fruits?
4. Listen and remember the chain of words, repeat: poppy, apple, strawberry(word order is changed three times). The adult pronounces the word, the child finds the corresponding object on the rug, shows it with his “smart finger”, then pronounces the word (at subsequent stages he finds objects only by looking and names them).
5. Guess the object by touch (the child closes his eyes, the speech therapist, if necessary, directs the child's hand to the object).
6. Make a sentence with this subject (if a student, write the sentence in a notebook). Analyze the sentence (how many words, name the first, last, etc.).
7. Name the object that is to the right of the poppy, above the strawberries, to the left of the fly agaric.
8. Remember what color objects you worked with? You can ask the child to name additional items that may be red.
9. Name the red objects in the first row, second, third, fourth.
Similar work can be done when studying other colors..
When working on sound pronunciation, syllabic composition of a word and other speech therapy tasks, exercises are selected in accordance with the topic and goals of a particular lesson.
Speech therapy mats for automating delivered sounds (in isolation, in syllables, words, sentences, coherent speech)
When working on sound pronunciation, despite the fact that the production of sounds (calling) is recommended to be performed in syllables (as in ontogeny), there is very little delay at the stage of sound automation in isolation, often you have to deal with children with whom it is necessary to work out sounds in isolation. Especially if the children have severe speech disorders. In speech therapy literature, there are not many manuals for practicing isolated pronunciation of sounds.
Equipment: felt, sewn paths from braid of different colors, decorative buttons - symbols of sounds (train [h], dog, motorcycle [r], bee [g], angry cat, burst balloon [w], boat [l]
Target: working out the isolated pronunciation of the evoked (delivered) sounds [h, r, w, w, l]
Tasks and exercises:
Help the big engine to get to the little engine. Swipe your "smart finger" along the path, saying clearly: H-W-H.
Other sounds are processed similarly. You can also pronounce the desired sound by going back, for example, from a balloon that has burst and makes the sound sh-sh-sh- to the cat.
You can pronounce the sound in two ways: long, short.
Additionally, you can come up with stories about "heroes": about an angry cat, about a big bee that flew to a small one. ladybug etc. With children who do not distinguish colors, work with the color of the tracks, the color of objects.
Target: practicing the pronunciation of evoked (delivered) sounds in syllables, words .
Tasks and exercises:
The child independently chooses the path along which he will go. The speech therapist asks: who will visit whom today? Depending on which sound is being practiced, the child steps with his fingers along the flowers of the selected path, saying, for example: five flowers). Pronunciation in reverse syllables is also practiced.
When working out sound pronunciation in words, the child calls the word and clicks on the flower (you can use one index finger, you can use all five fingers in turn). As an option to complicate the task: the speech therapist calls out a few words (depending on the child’s capabilities and age), the child repeats the words by clicking on the flowers in order, from left to right, then the speech therapist asks to name which word was on the third, second flower. You can ask the child to come up with six words (or three or four, and the speech therapist will help the rest) and then, for example, Mishka will go to his house.
Fragment of the lesson "automation of the sound p in isolation and in syllables"
(using the symbols of Fomicheva M.F.), Artur L.. Grade 3.
Automation of sounds [s], [s "]
Equipment : felt, decorative buttons.
List: pig, elephant, nipple, rhinoceros, watch, plane, stroller, bike, footprints, snowman, dog, pineapple, board, paint, bag, globe, orange, octopus, heart, emoticon.
Tasks and exercises:
1. Name the pictures, pointing to each item with a "smart finger". Clearly pronounce the sounds [s], [s "] in words.
2. Name words of one, two, three, four syllables. Find words of a given rhythm (for example, a two-syllable word with a second stress: footprints).
3. Name the words in which the sound [s] is at the beginning of the word, in the middle, at the end of the word.
4. Listen and memorize the chain of words, repeat the words in the same order.
6. The game "The fourth extra". Name an extra item in each row:
the first row is a nipple, since it is not an animal;
the second row is the clock, because not transport;
third row - pineapple, because sound [s], is at the end of the word, not at the beginning;
the fourth row is a bag, because board, paint, globe school supplies;
the fifth row is a smiley, because in other words, the sound [s "].
7. Exercise for the development of spatial orientation: What is under the snowman? To the right of the bag? Over the stroller? (children's answers should be in full sentences).
8. Name the words that answer the question Who? What?
9. Name the transport, school supplies, animals, fruits.
10. Close your eyes, remember the color of the globe, bag, etc. Remember which item was the last in the first row, the first in the second row, etc.
11. "Guess by touch." The child closes his eyes, feels the object and guesses it. If necessary, the speech therapist helps, asks leading questions.
12. Compiling sentences with words, writing them in a notebook. Offer analysis.
13. Work on semantics: explain the meaning of the words proposed by the speech therapist. For example, if the class is held in winter time, speech therapist asks: Who (what) is a snowman? When is it made? What parts are they made from? Is it round or square? What happens to him in the spring? Why? etc.
Sound Automation [H]
Equipment: felt, decorative buttons.
List: sheep, girls. textbook, turtle, blue ball, kettle, cup. watch, key, black ball, red ball, bee, bat, worm, yellow ball, butterflies.
Tasks and exercises:
1. Name the pictures by pressing the "smart finger" on each item. Pronounce the sound [h] clearly in words.
2. In case of violation of the syllabic structure, slap the words with locks (oh-vech-ka, de-voch-ki, u-cheb-nick). Name long words, short ones (butterfly, ball).
3. In the words kettle, clock, textbook, name only vowel sounds.
4. Learn the word by vowel sounds: a speech therapist pronounces only vowel sounds in a word, for example, A, Y (you can highlight the stress sound with your voice), the child guesses the word and pronounces it: hours.
5. Game "Riddles". The speech therapist begins the word, the child finishes, for example, tea- .... (nickname), key- ... (chik).
6. If the child does not have violations of the syllabic structure of the word, then you can play the games "Shifters" and "Additives".
"Shifters". The speech therapist swaps syllables, and the children name the word correctly, for example, la-pche (bee), ka-chash (cup).
"add-ons". The speech therapist adds one extra syllable, the child must name the word correctly, for example: pchemala (bee).
7. Name the objects in the name of which the sound [h] is at the beginning, middle, end of the word.
9. Look carefully ("take a picture") of the objects in the second row and name them from memory (schoolchildren can write the words in a notebook).
10. Name the objects that answer the questions: Who? What?
11. Come up with a sentence with one of the words, write it down in a notebook, analyze it.
12. For children with dysgraphia (or for the prevention of dysgraphia), draw up a word scheme with subsequent entry in a notebook: teapot, cup, watch.
13. Know the subject by touch.
Sound Automation [P]
Equipment : felt, decorative buttons.
List: rose, ball, giraffe, camel, gift, crab, beaver, fish, cancer, shells, rake, cake, ice cream, grapes, corn, watermelon, carrots, locomotive, pencil, rollers, fly agaric, chamomile, tomato, pear, monkey, heart. crocodile, ship.
Tasks and exercises:
1. Tasks can be similar to those used when working with speech therapy mats for other sounds.
2. Learn tongue twisters, tongue twisters, poems, show the subject in question:
a) a r-ar-ar- beautiful red ball
or-or-or- tomato in the garden
or-or-or-fly agaric in the forest
b) talk with the child at the beginning, who are beavers, crayfish, crabs, where they live, what they eat.
All beavers are kind to their beavers.
The beaver does not have a hole,
Not a lair, not a hole!
He is a worker, he is a creator!
The beaver in the river has a palace!
Once upon a time there were crayfish, crayfish-bullies.
Crayfish lived noisily, started fights.
The brave crab boasted for two days:
"There is no crab braver than me!"
On Mount Ararat
Varvara tears grapes.
Played from morning to evening
Then he took a racket to bed!
After the dew rose rose!
In the darkness, crayfish make noise in a fight.
Cyril bought a rake at the market.
3. Game "One-Many". The speech therapist calls one object, a child, a lot: a red rose - red roses, a big ball - big balls, high giraffe - high giraffes, humpback camel - humpback camels, orange racket - orange rackets, an interesting gift - interesting gifts etc.
About what subject it is impossible to say "one-many" (ice cream, rake).
4. Didactic game "Mine, mine, mine". The speech therapist asks about what objects you can say "My" (if he refers to a girl): my rose, my fish, my carrots, my corn ....
If a speech therapist addresses a boy, he asks: “What items can you say“ mine ”about: my ship, my cake, my grapes, my crocodile ...
The speech therapist asks all the children present at the lesson what subjects can be said "mine" about? (my videos, my rake).
5. Work on semantics. The speech therapist asks: What do cancer and fish have in common? Between carrots and roses? Between cake and ice cream? Between a crocodile and a giraffe?
6. Guess the riddle, count the guess item up to 10:
Under thick sheets,
yellow stones,
elastic, smooth,
Sweet taste! (corn)
7. Count items using numbers, which are laid out in front of each row, for example, in front of a rose -1, in front of a crab-2, in front of a cake - 5, in front of a steam locomotive - 7, in front of a pear - 9 (numbers change at each lesson) .
Score by row: for example, one rose, one ball, one giraffe, one camel, one racket, one gift.
Post count: for example, one rose, two crabs, five cakes, seven locomotives, nine pears.
Counting items in order on cards (forward and reverse): one rose, two roses, five roses, seven roses, nine roses and vice versa.
8. Exercise for the development of spatial orientation .
The speech therapist asks what object is under giraffe, above beaver, between fly agaric and tomato, to the left of ice cream, to the right of grapes, etc.
9. The game "Edible-inedible". The speech therapist asks which items are edible and which are not.
10. Sound-syllabic analysis of words followed by writing in a notebook: rose, ball, fish, cancer, rake, cake, corn, pencil, rollers, pear, monkey, shell.
11. Compilation of proposals with a complete analysis.
12. Name objects that are red, yellow, brown, etc. You can ask to additionally name objects that can be of such colors.
[P] Sound Automation with Sound Clearings
Equipment: sheets, toys (dogs, tiger, car, motorcycle)
Sheet number 1. Automation of sounds [p, p "] in isolated pronunciation (without reference sounds t, d).
Game "Help the dogs to collect all the bones."
The child chooses a dog, which he will help to collect all the bones in the booth and puts it at the beginning of the path. Going to the "bone", the dog growls [rrrr], near the bone - rests. The exercise is performed on a long sound rrrr-rrrr and short sounds: rrrr.
Two players can play using the game dice.
Sheet number 2. Automation of sounds [p, p "] in isolated pronunciation and in reverse syllables (different tracks - straight lines, with stops).
The game "Visiting" (or the option "Visiting with a song").
The child chooses which of the characters (dog, tiger) will visit.
With isolated pronunciation, moving the toys along curly lines, the child pronounces an isolated sound depending on the figure on the sheet (shortly, abruptly, with stops or long, without stops).
When pronouncing sounds [p, p "] in reverse syllables, "going to visit", we sing songs:
ar-or-ur (first track) - ar-or-ur
yr-er-ir-yur-er-yar (second track) - yr-er-ir-yur-er-yar
er-yar (third track) - er-yar
er-yor-ir-yur-ur (sixth track) - er-yor-ir-yur-ur
If it is difficult for a child to pronounce and remember different syllables, you can sing one or two songs. Follow the correct pronunciation of sounds.
At the initial stage of setting the sound [r], you can use the exercise "Motor". The child pronounces the sound combinations tr, dr (t, d - act as "helper" sounds). In this case, this sheet is used with toy cars and a motorcycle. The child "goes" to visit along the paths-lines, performing the exercise "Motor": long TR-R-R-R; in short: TR-TR-TR-TR.
Hide and seek game. Some dog is sleeping in the booth. If a speech therapist works together with a child, then he can have a dog toy, if this is a subgroup lesson, then the toy is "hidden" by another child.
Another dog came to the clearing to visit the dog that is "sleeping", which wakes her up, calls, pronouncing syllables or words, for example:
AR,OR,UR,ER,YR; YAR, YOR, YUR, EP, IR or soft variants of the sound [r] (each pair of syllables is repeated by the child in reflection after the speech therapist, if the pronunciation is clear, correct, the dog in the booth "wakes up" and the toy is given to the child.
Words for "Repeats" at the beginning are taken with a sound at the end of the word, then in the stressed syllable in the middle of the word, then in the reverse unstressed:
Bazaar, tan, mosquito, Makar, samovar, fire, yard, motor, fence, tomato, fly agaric, axe, cord, beaver, actor. carpet, boxer, fitter; carp, park, march, army, barge, velvet, map, stamp, desk, apron, feed; watermelon, artist, badger, pocket, cardboard, wind, sugar etc.
All unfamiliar words must be explained to the child.
If we work out a soft version of pronouncing the sound [p "], then we first take the words with an emphasis on the syllable ( row, sea, outfit, snag, order), then without stress on the syllable ( storm, rowan, fried, boiled), then with a confluence of consonants ( cry, mushroom, heating pad, cream etc.).
Maria Vasilika
Formation of the correct sound pronunciation (automation of sounds in isolation and syllables).
Formation of the skill of making simple sentences on questions;
Development of the ability to listen to the addressed speech, answer questions with full answers;
Development of tactile - kinesthetic sensitivity, memory;
Development of manual motor skills;
Development of visual perception;
Development of spatial orientation skills on the plane;
Clarification of the existing dictionary of nouns and its enrichment;
The practical use of simple prepositions in speech: on, in, for, at, to, from, by.
Improving the health of children.
GAMES USED WHEN WORKING WITH THE MANUAL.
The game "The kettle boiled."
The child is invited to whistle like a kettle and at the same time run his finger along the path.
The road to the garage game.
The child is invited to start the engine of the tractor and drive into the garage, at the same time run his finger along the path.
Game "Flight of Carlson".
The child is invited to fly with Carlson and buzz like his motor, at the same time run his finger along the path. After the flight, the child names what Carlson flew around.
Ship game.
The child is invited to sail on a boat to the port, pronouncing the sound L, at the same time run his finger along the path.
Game "Pip".
The child is invited to hiss and at the same time run his finger along the path.
The game "Grows".
The child is invited to growl and at the same time run his finger along the path.
The game "Who sits where?".
The child is invited to run his finger along the path and say what the insect is sitting on.
Related publications:
Didactic game - manual "Colorful paths" The manual is recommended for educators, teachers preschool institutions to work with children.
For the prevention and correction of dysgraphia and dyslexia in my work, I use games to form the syllabic structure of words, the skill of selection.
Didactic guide designed in such a way that it can be used for the development of speech, coordination of visual and tactile analyzers.
Tasks: - to form phrasal speech; -expand and activate the dictionary on the topic: "Wild animals"; - to form a generalizing concept of “wild.
1. Photo of a handmade educational aid. The game manual includes: A set of chips different color: green, red,.
IMG]/upload/blogs/detsad-386189-1446512855.jpg Health paths for children. From buttons of different sizes, and different colors. On the.
perevodtsev's faith
Suggested practice material « audio tracks» - created for fixing the delivered sounds in children with dyslalia or dysarthria (4-5 years, to stimulate speech in speechless children(with alalia). Audio tracks focused on the active connection of prosodic components speeches: change the rhythm, tempo and strength of the voice. In some cases, you can connect work on intonation when consolidation isolated vowels sounds or consonants in syllables. All tasks must include game moments. Two tasks:
Working out the given sound;
The formation of phrasal speech without taking into account the normative pronunciation practiced in audio tracks, sound.
« Audio tracks» - these are lines of different variations (from straight to wavy or broken, from continuous to intermittent, displaying the duration of pronunciation sounds. Founding lines are: ___ (long pronunciation without stops and pauses, ___ ___ (with forced stops between segments of the trajectory - the duration of the pronunciation corresponds to the segment tracks, _ _ _ (with more frequent forced stops between segments of the trajectory - the duration of the utterance corresponds to the segment tracks, O O - with a short pronunciation sounds. Usage different thickness and the length of the lines of the trajectories will diversify the gameplay. Swiping across finger tracks, a child or an adult pronounces the practiced sound over the entire path of the track as follows:
At consolidation vowels - unmodulated, monotonous (straight continuous and discontinuous trajectories) or modulated and intoned - with alternating voice strength, quietly or loudly (wavy, zigzag, spiral, etc.: upward trajectory - intonation, downward trajectory - intonation);
At consolidation consonants - changing the strength of the voice and the duration of pronunciation sound.
After a child or an adult, a finger of one or two hands draws along a trajectory with simultaneous pronunciation fixed sound, moreover, not meaninglessly pronouncing the work being done sound, but included in the gameplay, originally set by a specialist who focuses on pictures tracks. Passing, swimming, jumping with the appropriate practiced sound by« tracks» different trajectories, children not only train the correct articulatory posture in isolation, but also
Develop logical and associative thinking (finding a logical connection, associations between pictures, putting them in pairs);
Contribute concentration of attention;
Develop or improve eye-motor function (tracking);
Develop fine motor skills (finger motor skills);
Improve coordination, accuracy and differentiation of finger movements (in the process of holding a finger along tracks of varying difficulty);
Develop or improve grapho-motor skills;
Develop switching ability;
Contribute stimulation of interhemispheric interactions;
They allow the child to work independently, that is, they develop independence;
As well as:
Fasten supplied isolated sound;
Improve the diction of the child;
Improve grammatical structure speech;
Develop phrasal and connected speech;
Enrich active and passive vocabulary;
They allow you to learn letters with enthusiasm and teach reading by syllables;
Improve the arbitrariness of the respiratory act, form a long speech exhalation;
Help in solving problems of differentiation sounds;
That is, they also solve correctional and developmental tasks of a speech therapy orientation.
Related publications:
SOUND CLOCK » Purpose: - Development of the ability to determine the first sound in a word. - Development of the ability to determine the place of sound in a word. - Development.
"Sound Clock" In this manual, the teacher's tasks are designed for children to perform various actions with words - listening to.
Phonemic hearing is the main component of speech perception. Phonemic hearing refers to the ability of a person to hear individual phonemes.
Didactic game manual for children of primary preschool age "Colorful paths" Author of the work: teacher Tyrina Olga Nikolaevna.
With the aim of cognitive development children was made a didactic manual "Colored Paths". The didactic kit includes:
Filin's love
I bring to your attention a didactic manual (the well-known "Soundtrack") in my own performance.
Purpose: Automation of sounds
The manual is represented by large maps with paths depicting objects in the name of which the practiced sound occurs, diagrams of the place of sound in a word, a cube with the number of dots on each face from 1 to 6, chips.
The game can be played by 2 or more people.
Game progress:
The child, throwing the die, takes as many steps as the number of dots on the die. Having stood on the division of the track, the child names the picture, while trying to correctly pronounce the sound being worked out. Determines the place of the given sound in the word. If the chip stands on a division with an image of a diagram of the place of sound in a word, then the child must pick up a word for the sound being worked out in this position in the word (beginning, middle, end).
Didactic manual "Hedgehogs are looking for mom"
Goal: Sound Automation [f]
Didactic manual "To meet the sun"
Purpose: sound automation [l]
Didactic manual "Help the student get to school"
Purpose: automation of sound [w]
Didactic manual "Caterpillar"
Purpose: automation and differentiation of sounds [p], [p "]
Expand and activate the lexical dictionary;
Automate the sounds delivered by the speech therapist;
Differentiate practiced sounds according to softness and hardness;
To consolidate the ability to determine the place of sound in a word;
Exercise in the selection of words with a given sound in different positions (beginning, middle, end) in a word;
Exercise in the selection of words with practiced sounds with a given number of syllables (diagram of the syllabic structure of a word);
Exercise in making sentences with a given number of words, using the name of any picture you like from the "sound track".
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