The formation of inflection in preschoolers with general speech underdevelopment is carried out taking into account the patterns of normal ontogenesis of interaction in the development of vocabulary, morphological and syntactic systems of the language. In the process of correctional and speech therapy work, a gradual complication of speech forms, tasks and speech material is recommended.

At the initial stage of work, the standardization of inflection in dialogic speech is carried out (at the level of phrases, sentences), and later - the consolidation of inflection in connected speech.

Program for the formation of inflection in preschool children with general speech underdevelopment

Formation of inflection of nouns.

1. Differentiation of nominative singular and plural nouns:

Plural forms with endings -ы, -и, -а, -я.

2. Formation of prepositional constructions of singular nouns:

• accusative case;
• genitive;
• dative;
• instrumental case.

3. Mastery of singular prepositional-case constructions.

4. Consolidation of prepositional plural forms:

• dative;
• instrumental case;
• genitive;
• accusative case.

5. Prepositional-case plural constructions.

Formation of inflection of nouns

1. Differentiation of nominative singular and plural nouns.

The plural form is fixed in the following sequence:

• with ending -ы (table - tables);
• with the ending -i (ball - balls);
• with the ending -a (house - home);
• with the ending -ya (chair - chairs).

The differentiation of nominative singular and plural nouns is carried out on the basis of the game “One - Many”. In this game, the child must necessarily accompany speech with a gesture.

• This is a mouth, and this is... (mouths).
• This is the ear, and this is... (ears).
• This is a stump, and this is... (stumps).
• This is a lion, and this is... (lions).
• This is a brother, and this is... (brothers).
• This is a house, and this is... (at home).

2. Formation of prepositional constructions of singular nouns.

Taking into account the appearance of indirect cases of nouns in ontogenesis, the following sequence is recommended: nominative, accusative, genitive, dative, instrumental cases.

When working with nouns in the nominative case, you should pay attention to the differentiation of the meanings of animateness and inanimateness. Some words can name living objects, and therefore the question is raised to these words: Who? Other words denote non-living objects and answer the question: What?

Game "Living - non-living words"

Children are asked to put a corresponding question to the subject pictures.

What? (Sun, flower, stream...)

Who? (Hedgehog, grandfather, grandmother...)

Game "Who? What?"

Who's worth it? (Boy, grandmother, mother, cow.)

Worth what? (Village, house, tree.)

Game "Be careful"- to form accusative forms

Ironing what? (Skirt.)

Stroked whom? (Kitten.)

Soaped what? (Hands.)

Washed whom? (Puppy.)

When working on forms of the genitive case, the following sequence is recommended:

1. nouns m.r. with the ending -а, -я (ball, bridge, pencil, table);
2. nouns s.r. with ending -а, -я (eggs, rings, buckets);
3. nouns with the ending -и, -ы (moons, desks, girls).

Game "No one?"

Children are asked to answer questions using nouns in the genitive case.

Who was the hostess feeding? (Puppy, kitten, duckling...)

Did the wolf scare anyone in the forest? (Hedgehog, fox, hare...)

When forming a system of inflection for dative case nouns, the following sequence is recommended:

• nouns m.r. with the ending -у, -у (hedgehog, rooster, horse);
• nouns s.r. with the ending -у, -у (window, bucket, ring);
• nouns m.r. with the ending -e and zh.r. with the ending -a, -ya (fox, goat, bee).

Game "Lost and Found"

Who should I give a fox fur coat to? Mane and tail? Spots and fangs? Horns and hooves?

The most productive ending for the instrumental case is -ом, the ending -о appears later, so there is the following sequence:

• nouns m.r. with the ending -ом, -е (key, knife, ax, heat);
• nouns s.r. with the ending -ом, -е (egg, ring, sun);
• nouns m.r. with ending -а, -я in v.p. and f.r. with the ending -oy, -ey (saw, scythe, paw, cloud);
• nouns with the ending -yu (door, notebook, bed).

Game “How can I help?”

Can I cut with what? (Saw.)

What do I eat cutlets with? (With a fork.)

What do I draw with? (Pencil.)

What do I iron things with? (Iron.)

3. Mastery of prepositional-case constructions of singular nouns.

Accusative case

Game "Finish the sentence"

The seller stood behind ... (counter).

The sun hid behind... (clouds).

The boy gets on ... (bus).

The girl put the books on... (shelf).

Dative

Game "Fairy Tale"

You must complete the sentence by correctly using the noun in the dative case.

Piglet came to visit...

The old man came to...

The prince is in a hurry to...

Instrumental case

Game “Who is with whom? Who with what?

The boy goes with... (father).

The girl goes with... (mom).

The girl plays with ... (cat).

The boy plays with ... (car).

Prepositional

Game "Food for Animals"

The bear dreams of... (fish).

The cat dreams of... (milk).

The dog dreams of... (bone), etc.

4. Consolidation of non-prepositional forms of plural nouns.

Dative

Game "Treat the animals"

Let's give a carrot... (to the hare).

Let's offer a bone... (to the puppy).

Let's pour milk... (to the kitten).

Let's pour some grains... (to the chicken).

Instrumental case

Game "Journey"

We will go to Australia for... (crocodiles, kangaroos...).

We will go to Eurasia for... (elephants, tigers...).

We will go to the Arctic for... (polar bears, seals...).

Genitive

Game "Who Lives Where?"

In the north there are a lot of... (bears, seals, walruses).

There are a lot of...

There are a lot of...

Accusative case

Game "Hello!"

Hello, I see... (Kolya).

Hello, I see... (Lena).

Good afternoon, I see... (Tamara).

5. Formation of prepositional-case constructions of plural nouns.

Prepositional-case constructions with plural nouns are of little use and are very difficult for preschoolers with SLD; their assimilation occurs over a long period of time according to the same patterns as mastering prepositional-case constructions of singular nouns.

1. Agreement of 3rd person present tense verbs with nouns:

Differentiation of 3rd person singular and plural verbs.

2. Differentiation of present tense verbs of the 1st, 2nd, 3rd person:

differentiation in the singular;

differentiation in the plural;

differentiation of 1st, 2nd, 3rd person singular and plural.

3. Agreement of past tense verbs with nouns in gender and number:

• agreement of verbs and nouns in the masculine gender;
• agreement of verbs and nouns in the feminine gender;
• agreement between verbs and nouns in the neuter gender.

Formation of verb inflections

Much attention is paid to the formation of inflection of the verb and its agreement with the noun, since the verb in a sentence most often acts as a predicate. In this regard, the following speech material is used in work on the formation of verb inflection in preschoolers with ODD.

1. Agreement of verbs of the 3rd person present tense with nouns in number.

Differentiation of 3rd person singular and plural verbs

Speech material: walking - walking, standing - standing, speaking - talking, silent - silent, singing - singing.

2. Differentiation of present tense verbs of the 1st, 2nd, 3rd person.

Differentiation of singular verbs

Game "Obedient Child"(1st person singular)

Speech therapist. Now I will ask you to do something, and you, an obedient child, answer what you are doing, showing a picture.

Go! - I'm coming!

Stop! - I'm standing!

Run! - I'm running!

Read! - I'm reading! etc.

Game “What did mom ask?”(1st-2nd person singular)

The speech therapist asks questions, and the child answers.

Are you running? (I'm running.)

Are you carrying? (I'm carrying it.)

Are you eating? (I eat), etc.

Game "Tell about him"(1st-3rd person singular)

The speech therapist reads the first couplet to the children and shows how it needs to be changed, then pronounces only the couplet from the first column, inviting the child to change it himself.

I'm running, running, running,

I don't stand still.

He runs, runs, runs,

He doesn’t stand still, etc.

Differentiation of plural verbs

Game "Friendly guys"(1st-2nd person, plural)

We are going and you are going...

We sing and you... (sing).

We take, and you... (take).

We carry, and you... (carry).

3. Agreement of past tense verbs with nouns in gender and number.

Game "He, She, They"

Agreement of past tense verbs in gender and number. By asking a question, for example, “What was the bear doing?” or “What was the doll doing?”, the speech therapist points to the corresponding picture. When a question is asked with the pronouns he, she, they, the speech therapist gestures to show two pictures at once.

What was the bear doing? - He was sleeping.

What was the doll doing? - She was sleeping.

What were they doing? - They were sleeping.

What was the bus doing? - He was driving.

What was the machine doing? - She was driving.

What were they doing? - They were driving, etc.

Formation of inflections of adjectives

1. Correlating masculine, feminine, neuter singular and plural nouns with the pronouns he, she, it, they.

2. Teaching the correct agreement of words.

Automation of speech skill, i.e. strengthening the ability to correctly coordinate words.

Formation of inflections of adjectives

The lack of correct agreement of adjectives with nouns in gender and number can be observed in all children with OHP, without exception. At the same time, agreement with words of the feminine singular is usually rarely violated, but agreement with nouns of the neuter (“blue sky”), masculine (“white bunny” instead of white), and plural (“white bunny”) noticeably suffers. the flags are white" or "the balloons are airy").

The formation of inflection of adjectives in preschoolers with OHP is carried out at a later stage, when children have basically mastered the system of inflection of nouns, since adjectives “take on” one or another grammatical meaning, one or another form depending on the form of the noun.

Difficulties in mastering the system of inflection of adjectives are associated with their late appearance in children’s speech. The work of teaching children to correctly agree words-features with nouns in gender and number can be divided into three stages:

1) preparatory - learn to correlate masculine, feminine, neuter singular nouns with the pronouns he, she, it, they; consolidate the continuous pronunciation of combinations like -ny, -my, etc.;

2) the main one is to teach children the correct agreement of words;

3) final - to consolidate the ability to correctly coordinate words.

At the preparatory stage, work is carried out using objects and toys in the following sequence.

1. Speech therapist. Children, all the names of objects can be divided into several groups; for this you need to learn how to select the appropriate word for the names: he, she, it or they.

First, let's divide the pictures into two groups. (Shows a sample.) Here is a pear. The word “pear” can be replaced with the word she. The items we are talking about will make up the first group. Here's the ball. This word can be replaced with the word he. The items we are talking about will make up the second group.

Further, feminine and masculine singular nouns are divided into these two groups. Initially, in order to help children correctly correlate nouns with pronouns he, she, you can pay attention to the fact that if the word “breaks off” (ball, bunny, closet, etc.), then it can be replaced with the word he (which also seems to “break off”). If the word can be “pulled” (mom-ah, roof-ah), then we replace it with the word she.

2. When children learn the correlation of feminine and masculine nouns with the words he, she, similar work is carried out with neuter nouns (it), i.e. a third group of names is formed. To begin with, you should select pictures whose names have an accented ending (wheel, bucket, window), and then add the rest.

3. After the children correctly divide objects into these three groups (he, she, it), the speech therapist explains that when there are two or more objects, they can be said about them.

Sequence of work at the main stage.

1. First, two groups of pictures are placed in front of the children (he, she). The speech therapist takes a picture from a group of objects (for example, a plate) and asks, emphasizing the ending -ya in his voice: “Plate. What is she like? For the purpose of visual reinforcement, you need to use a conditional graphic record ____I, explaining

that the stripe is a word, and at the end the letter ya is written, since in the word you hear ya. The speech therapist asks you to remember this letter, then places a piece of paper with the letter I under the pictures of the group she.

2. The same work is carried out with a group of objects he and the letter й (___ й) with those children who did not remember the letters used. Outside of class, special work is needed to quickly recognize (read) them. It is important to note that in each lesson, first the entire series of pictures of one group is practiced, for example, he, then a series of pictures of the she group. Only after this will children learn to quickly find the desired form of an adjective. Pictures of these two groups can be shown mixed. This technique allows you to master the coordination system.

3. Work with a group of pictures is carried out according to the same pattern (_____ e). The speech therapist removes the word strip and continues working on the material of some pictures.

4. Similar work is carried out with pictures of the oni group.

Automation of the skill of correctly agreeing adjectives with nouns in gender and number is the task of the final stage.

1. First, the names of the colors are worked out.

Game "Lay out the pictures"

Children put together different object pictures according to the color on the playing field.

2. Using special speech exercises, relative adjectives are practiced.

Game "Scullion"

Let's make some soup from vermicelli? - vermicelli, from peas - pea, from rice - rice, etc. Next, the use of adjectives with opposite meanings is practiced (the game “Everything is the other way around”).

3. Possessive adjectives are practiced using noun phrases to form phrases: tail (masculine), muzzle (feminine), ear, feather (neuter), traces (plural).

4. The skill of agreeing nouns with adjectives in coherent speech is strengthened. For example, children are given a diagram to describe an apple:

“This is an apple. It's red. Small. Round. Solid. Delicious. Fragrant."

Visual material for the formation of inflections is selected taking into account the lexical and grammatical topic; grammatical blocks are distributed from simple to complex and according to the principle of concentricity.

Manual “Magic Cube” (for children 5-6 years old).

Game "Who is bigger?"

Goals: enrich verbal and predicative vocabulary; strengthen the ability to coordinate words in gender and number.

Equipment: cube, subject pictures.

Game “Pick an object by shape”

Goal: to consolidate the ability to coordinate a noun with an adjective.

Equipment: cube, cards depicting geometric shapes.

Game "Make a proposal"

Goals: to strengthen the ability to construct sentences and use prepositions correctly.

Equipment: cube, story pictures.

Game “Who Lives in the House?”(for children 5-6 years old).

Here is the house.

Who lives in it? Gnome?

Or maybe the game lives in it?

It's time for us to look here.

What a gift here!

Listen to the rules of the game!

Game options:

Game “Whose head? Whose tail?(orange, large cube)

Goal: to improve the skill of forming possessive adjectives.

Game "Say it Right"(yellow, large cube)

Goal: to teach correctly, to coordinate nouns with numerals.

Game “Come up with action words”(pink, large cube)

Goal: learn to form verbs from nouns.

Game "Tell a story"(red, large cube)

Goal: to develop coherent speech.

Game "Who does what?"(raspberry, large cube)

Goal: expand the verbal dictionary on the topic “Professions”.

The game “Who moves how?”(blue, large cube)

Goal: expand the verbal dictionary on the topic “Transport”.

Game "Chamomile"(for children 5-6 years old)

Goal: to consolidate general concepts - vegetables, fruits.

Game "Scullion"(for children 4-6 years old)

Goals: to develop word formation skills; activate your vocabulary; expand your understanding of the world around you.

Contents: the speech therapist distributes “pots”, children look at different types of cereals, clarify the names of products and dishes that can be prepared from them; compare how vermicelli differs from pasta, peas from beans, etc., then form adjectives, for example: vermicelli, millet, rice, pea. These adjectives are introduced into sentences of various models: “You can cook pea soup from peas,” “I will put rice in a saucepan and cook rice porridge,” etc.

Game "Sort by color"

Goals: consolidate the name of the colors; learn to agree nouns with adjectives.

Game "Smart Train"

Goal: learn to replace nouns with words he, she, it; distinguish between feminine, masculine and neuter words.

Shamsutdinova L.A.,
speech therapist teacher

Summary of a speech therapy lesson in the senior group on the topic: “Fruits. Genitive case of plural nouns"

Goal: expansion and activation of the dictionary.

Learn to form nouns R.p. plural.

Develop coherent speech, learn to write descriptive stories about fruits.

Develop phonemic awareness and thinking.

Develop fine motor skills.

Develop visual-object gnosis.

Equipment: pictures of fruits, album, pencils.

Progress of the lesson.

Organizational point:

Speech therapist: The one who names the fruits will sit down.

The topic of our lesson is “Fruits”

Now I will display one picture at a time on the panel, and you will answer the questions, which one? which? which?

Lemon – yellow, juicy, sour, oval;

Orange – orange, round, sweet, juicy;

Pear – sweet, yellow, juicy, hard;

Apple – sweet, red, juicy, round;

Plum – blue, oval, sweet, juicy;

Peach – round, juicy, pink, sweet;

Speech therapist: Well done!

Speech therapist: Guys, how can you call apples, oranges, watermelons, plums in one word?

What is this? (fruits)

Guys, where do fruits grow? (on the trees).

What are the names of the trees on which fruit grows? (fruit).

Where do fruit trees grow? (in the garden).

What is the name of a garden in which there are many fruit trees? (orchard).

Speech therapist: - Guys, you completed the task well. Take one fruit at a time and name it. Now take it by the string and blow it. A light breeze rose and the fruits on the branches swayed quietly. And now a strong wind has blown, the fruits on the branches are swaying violently.

(Children blow on fruits cut out of colored paper on strings.)

Speech therapist: Well done!

Speech therapist: Guys, tell me, what is there in the orchard? (fruit)

What is there in abundance on an apple tree? (apples).

What is there in abundance on a pear tree? (pears).

What is there in abundance on a plum tree? (drain).

Finger gymnastics “To the garden for plums”

The finger is thick and large (bend fingers alternately)

I went to the garden to pick plums.

Index from the threshold (and then straighten)

Showed him the way.

The middle finger is the most accurate:

He knocks plums off the branch.

Nameless eats

And the little finger is gentleman

Plants seeds in the ground

Game "Let's count the fruits"

One apple, two apples, three apples, four apples, five apples.

One banana, two bananas, three bananas, four bananas, five bananas.

One pear, two pears, three pears, four pears, five pears.

Speech therapist: You counted all the fruits, well done.

“Guessing riddles about fruits and berries”

It's scarlet and sugary.

The caftan is green, velvet.

A bun hangs on a branch,

His ruddy side shines.

Yellow citrus fruit

It grows in sunny countries.

But it tastes sour,

And his name is...

Children know this fruit

Monkeys love to eat it.

He comes from hot countries

Grows in the tropics...

This fruit tastes good

And it looks like a light bulb.

Game “What can we make from fruits”

Speech therapist: Now I will name the fruit, and you will answer what can be prepared from it:

apple – apple juice, pie, compote;

plum – plum juice, jam, compote;

pear – pear juice, compote;

pineapple – pineapple juice;

orange – (orange juice.);

grapes - (grape juice);

peach – (peach juice, peach jam).

Compiling a descriptive story about fruit according to plan (pictures: orange, grapes, kiwi, cherry)

• What color?

  Where does it grow?

  What shape

  What does it taste like?

  What can you cook from it?

Drawing of fruits.

Speech therapist: And now I suggest you draw your favorite fruits.

(Independent work).

Game. "The Fourth Wheel"

Speech therapist: I will name the words, you will listen and name the extra word.

Pear, potato, apple, peach.

Cucumber, watermelon, zucchini, pumpkin.

Orange, tangerine, tomato, plum.

Apple, pear, onion, plum.

Summary of the lesson.

Speech therapist: Tell me, guys, what did we do in class today?

Spitsyna Margarita Yurievna
Educational institution: MB preschool educational institution "Kindergarten No. 33" Novokuznetsk
Brief job description:
Publication date: 2017-12-18 Summary of GCD on the topic “The use of plural nouns in the genitive case” Spitsyna Margarita Yurievna MB preschool educational institution "Kindergarten No. 33" Novokuznetsk The GCD summary in the senior compensatory group will allow children to work on the category of the genitive plural of nouns within the framework of the lexical topic “Winter fun”.

View certificate of publication

Summary of GCD on the topic “The use of plural nouns in the genitive case”

Subject: The use of plural nouns in the genitive case.

Target: formation of lexical and grammatical means of the language.

Tasks:

Correctional educational:

- teach children to select words with the same root.

Correctional and developmental:

- to train children in using the plural form of nouns in the genitive case and in coordinating them with numerals;

Z strengthen the correct use of the prepositions ON, WITH, IN, IZ, UNDER;

Fasten and differentiate knowledge on the topic “Winter fun”;

Develop the ability to answer questions in complete sentences;

Develop logical thinking, attention and memory;

Develop gross and fine motor skills and coordination of movements with speech;

Improve the dialogical form of speech.

Correctional and educational:

Cultivate interest in winter sports and the changes that occur in nature during the winter.

Equipment: subject pictures: “hockey player”, “figure skater”, “skater”, “skier”, “skier”, “skates”, “sleigh”, “snowman”, “snowflake”; toy snowman, basket; schemes of prepositions ON, WITH, IN, FROM, UNDER.

Progress of the lesson

1. Organizational moment. Game "One - Many"

One skier - many skiers. One skier - many skiers.

One hockey player - many... One hockey player - many...

One luger - many... One luge - many...

One skater - many... One speed skater – many...

One skater – many... One skater – many...

2. Announcement of the topic

Speech therapist: Guys, today in class we will practice changing words and continue talking about winter fun and winter sports.

3. The game “Who or what is missing?”

On the board there are subject pictures of the lesson.

Speech therapist: Now you close your eyes, and I will remove one picture from the board. And you tell me who or what is missing. For example: The figure skater passed away. Children complete the task.

4. Game "Name a few"

Snowflake – snowflakes, two snowflakes, five snowflakes.

Snowman – snowmen, two snowmen, five snowmen.

Hockey player - hockey players, ... . Washer - washers, ... . Stick – sticks, … . Skating rink - skating rinks, ... . Etc.

5. Physical exercise “Games in winter”

Children perform movements according to the text of the poem.

6. Game "Confusion"

The luger has skis - the luger doesn’t have skis, he has a sled.

The snowman has hair -...

The skier has skates - ... .

The skater has a puck - .... Etc.

7. Game “Choose words-relatives”

Snow - snowball, snowman, bullfinches, snowflake, snowball, Snow Maiden, snowfall.

8. Game "Where is the snowman?"

Speech therapist: A snowman decided to come to our lesson and decided to spin around the table The speech therapist moves the snowman, and the children tell where he is. The speech therapist draws the children’s attention to the patterns of these prepositions.

The snowman hid UNDER table He is standing ON the table. Jumped off the table. Snowman in a basket. The snowman got out of the basket. He jumped over FROM table TO chair.

9. AND then classes

Speech therapist: Well done, guys! Today we practiced changing words. And what little words we remembered today? What winter fun do you know? What winter sports do you know? Children answer the speech therapist's questions.

Klygina S.B., teacher-speech therapist, Togliatti, MBU kindergarten No. 69 “Vetochka”.

Subject: Accusative case of singular nouns.

Goal: Learn to use singular nouns correctly

in the accusative case.

Objectives: 1) learning to distinguish between animate and inanimate

singular nouns in the accusative case;

2) learning to change the initial form of nouns by putting them

in the accusative case;

3) consolidation of the skill of composing simple common

sentences of 3 words according to a subject-graphic scheme;

4) consolidation of the ability to isolate a subject in a sentence

message and predicate, i.e., what is communicated about the subject;

5) consolidation of the concepts “sentence”, “word-object”,

“word-action”;

6) development of search activity in children to choose languages

means through associative word games and games like

“semantic absurdities” (“Confusion”);

7) development of dialogical speech;

Equipment: subject picture “Animals and birds in autumn”;

model diagram for drawing up proposals; subject

pictures: birds, south, hare, fur, squirrel, mushrooms, hedgehog, hole,

den, bear; story pictures with a closed part

“Mom is washing...”, “The boy is holding...”; poem

“Gathered and flew” by E. Golovin and the story “In Autumn”.

Progress of the lesson.

1. Org. moment. Associative word game “Name the words”.

L.: Let's remember and say words about autumn. These can be words-objects and words-actions, I start - rain. Who will continue?

D.: falling, not warming, clouds, leaves, etc. (whoever correctly names the word sit down and gets a point-bone on the abacus).

2. Introduction to the topic.

L.: Today we will talk about what animals and birds do in the fall. (The subject picture “Animals and Birds in Autumn” is exhibited).

3. Studying new material.

1) Consideration of the plot painting “Animals and Birds in Autumn.” Finding and naming living and inanimate objects.

L.: This picture shows different objects: living and inanimate. How do we ask about living things?

D: Who is this?

L.: Find them in the picture, ask about them and name them.

D: Who is this? Bear. Who is this? Hare. Etc.

L.: How do we ask about inanimate objects?

D: What is this?

L.: Find inanimate objects, ask about them and name them.

D: What is this? Tree. What is this? Hollow. Etc.

L.: If I ask “What do you see?”, will you have to name living or inanimate objects?

D.: Non-living.

L.: And if I ask “Who do you see?”, what objects should you name: living or inanimate?

D.: Alive.

L.: So, listen to the question carefully and answer with a complete answer. What do you

D.: I see a stump. I see a bush. Etc.

L.: Who do you see?

D: I see a bear. I see a hedgehog. Etc.

2) The use of nouns in the accusative case, consolidation of the work of composing sentences from 3 words according to an object-graphic scheme using object pictures.

L.: Now let’s make sentences about how animals and birds prepare for winter in the fall according to our scheme. (A model-scheme of the proposal is exhibited).

How many words should there be in a sentence?

L.: Show on the diagram where the word-object you will talk about should be. (Children show).

And where should there be an action word that tells about the subject. (Children show).

To make sentences, I have prepared pictures for you. Let's name some of them. What is this?

D.: Burrow, den, mushrooms, south, fur.

L.: Choose 2 pictures that you need to make a proposal, fill out the diagram and “read” your proposal.

(Each child selects the pictures he needs, inserts them into the diagram, voices his sentence, counts the number of words in the sentence, selects the word-object and the word-action in his sentence).

Sample sentences:

A squirrel dries mushrooms.

The hare changes its skin.

The hedgehog makes a hole.

The bear is looking for a den.

Birds fly south.

4. Physical minute.

A) Speech with movements:

L.: Children turn into birds. “Fly” and say the words.

The birds were flying (the children move chaotically around

They sat on the branches in the room and “waving” their arms)

We sat down and sat. (squat down)

B) “Semantic absurdities.” I. “Confusion” (with a ball) to find inconsistencies in the content of a speech message, transform a deformed phrase, consolidate the understanding of the accusative case of nouns.

L.: Correct the sentence if you hear that there is something wrong in it.

The mushroom dries out the squirrel.

The skin changes the hare.

Mink makes hedgehog.

The den is looking for a bear.

The hare catches the fox.

Children correct sentences.

C) Finger gymnastics “Birds”.

L.: Let’s remember finger gymnastics about birds.

Children do the exercise and pronounce the words.

This nightingale bird (children bend one finger on both

This bird is a sparrow, hands, starting with the big one)

This owl bird

Sleepy little head.

This waxwing bird

This carostel bird,

This bird is an angry eagle. (waving crossed arms)

Birds, birds, go home. (waving their hands and running to their chairs)

5. Consolidation of new material.

Associative word games.

1) I. “Guess” - looking at plot pictures with a closed part and composing sentences according to the diagram, coming up with the last word.

L.: Make up a sentence based on this picture and our diagram (a plot picture with a closed part is presented; in the model diagram, “?” is put in place of the last word). Listen carefully to the question. Guess who mom washes?

Children give several answers:

Mom washes the child.

Mom washes her brother.

Mom washes the kitten. Etc.

L.: What does mom wash?

D.: Mom is washing the cup. Mom washes the dishes. Mom is washing the floor. Etc.

L.: Who is the boy carrying? (a plot picture with a closed part is presented).

D.: The boy is carrying a dog. The boy is carrying his little sister. Etc.

L.: What is the boy carrying?

D: The boy is carrying a bag. The boy is carrying a toy. Etc.

2) I. “Give me a word.”

A) L.: I am reading a poem in which some words are missing. Guess which ones and tell me.

Packed up and flew

Birds on a long journey.

Under the roots of an old spruce

The bear is making ... (den).

The hare dressed in white fur,

The bunny felt warm.

The squirrel carries it for a month

Mushrooms in reserve in ... (hollow).

B) L.: I read the story, and you suggest the words that are missing in the sentence.

The autumn sun shines dimly and warms weakly. In autumn, dark clouds cover... Cold autumn drizzles from them... . Yellowed... are falling from the trees. Birds fly away to warm... Animals change summer... The squirrel pinned on a branch... Under the old spruce the bear arranges for himself….

1) A test task to distinguish between the nominative and accusative cases (based on subject pictures for making sentences).

L.: Think and say correctly.

What is this? Who is this? What did the artist draw?

Who is this? Who did the artist draw?

D.: Nora - hole.

Squirrel - squirrel.

Hedgehog is a hedgehog.

Bear - bear.

Den - den.

2) L.: What did you learn today? What will you tell your mom this evening?

D.: I learned to answer questions correctly and find living and

inanimate objects. Etc.

L.: Let's count the bones. (children count the number of tiles collected during the lesson and determine the winners). Thank you for the lesson, you can be free.

Taking into account the constant increase in the number of preschool children with general speech underdevelopment, the problem of forming their lexical and grammatical means of speech occupies the most important place in modern speech therapy, and the question of methods for their development and correction is becoming one of the most pressing.

One of the pronounced features of the speech of children with ODD is a significant, than normal, discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.

Impaired vocabulary formation in these children is expressed in ignorance of many words, as well as in difficulties in finding a known word, and in impaired updating of the passive vocabulary.

A characteristic feature of the vocabulary of children with ODD is the inaccuracy in the use of words, which is expressed in verbal paraphasias. Manifestations of inaccuracy or incorrect use of words in the speech of children with SLD are varied.

In some cases, children use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word. Sometimes children with ODD use a word only in a certain situation; the word is not introduced into the context when verbalizing other situations. Thus, the understanding and use of a word is situational.

Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.

Among the replacements of nouns, replacements of words included in one generic concept predominate (elk - deer, tiger - lion, rook - magpie, magpie - jackdaw, swallow - seagull, wasp - bee, melon - pumpkin, lemon - orange, lily of the valley - tulip, eyelashes – eyebrows, etc.).

Along with the mixing of words based on generic relations, substitutions of words based on other semantic features are also observed:

a) mixing of words in children with ODD is carried out on the basis of similarity based on functional purpose:

Bowl - plate, broom - brush, mug - glass, watering can - teapot;

b) replacing words denoting objects that are externally similar:

sundress - apron, fountain - shower, T-shirt - shirt, window sill - shelf;

c) replacing words denoting objects united by a common situation:

skating rink - ice, hanger - coat;

d) mixing words denoting part and whole:

collar - dress, locomotive - train, body - car, elbow - sleeve, window sill - window;

e) replacing general concepts with words of specific meaning:

shoes - boots, dishes - plates, flowers - daisies, clothes - sweaters;

f) the use of phrases in the process of word mining:

bed - for sleeping, brush - to brush teeth, locomotive - train without windows, stove - gas is burning, flowerbed - digging the ground;

g) replacing words denoting actions or objects with words - nouns:

open - door, play - doll, or vice versa, replacing nouns with a verb:

medicine - to get sick, bed - to sleep, plane - to fly.

In order to correctly form a system of inflection of nouns in children, it is necessary to take into account the sequence of appearance of inflectional forms in ontogenesis and carry out this in the following sequence:

I. Differentiation of nominative singular and plural nouns.

Work on the grammatical form of the plural of the nominative case of a noun is carried out in the following order:

1. grammatical forms with the ending -ы (umbrella - umbrellas; ball - balls);
2. grammatical forms with the ending -i (pear - pears, key - keys);
3. grammatical forms ending in -a (eye – eyes, egg – eggs);
4. grammatical forms ending in -ja (chair – chairs)
5. differentiation of grammatical forms with different inflections.

Game exercises to differentiate singular and plural nouns in the nominative case.

Game "Who came - who left." Consolidating the names of baby animals and birds in singular and plural. For example, a piglet came and the piglets left; the calf came - they left...

Game "Mine - Yours".

The speech therapist names the noun in the singular and throws the ball to the child. The child pronounces the plural form of the given noun and returns the ball to the speech therapist. For example, elephant - elephants.

II. Consolidation of prepositional constructions of singular nouns.

The consolidation of prepositional case constructions of singular nouns is carried out in a similar sequence.

1. Accusative case. In the process of speech therapy work on this case construction, the variability of endings and the difference between the endings of animate and inanimate masculine nouns are taken into account. Therefore, at the beginning of the work, the meaning of animation - inanimateness is worked out.

Children are asked to choose from among the proposed pictures those that answer the question:

a) “Who?”; b) “What?” Then it is clarified that to the question “Who?” the names of animal objects answer, and the question “Who?” - names of inanimate objects.

In the future, work is carried out on each ending of the accusative case form, taking into account the sequence of its appearance in ontogenesis ( null ending, -at , -а/-я).

Approximate speech material for consolidating nouns in the accusative case

The use of nouns in the accusative singular.

Target: the ability to use nouns in the singular accusative case.

Research material: pictures (cat, pineapple, cabbage, saw, dress)

Procedure and instructions.

The speech therapist lays out pictures sequentially in front of the child and asks him to name who (or what) he sees in the picture.

2. Genitive case of singular nouns.

Speech therapy work on this structure is carried out in the following sequence:

A) grammatical forms ending - a/- i;

b) grammatical forms with the ending - and/s.

Approximate speech material for consolidating genitive nouns

The use of nouns in the genitive singular.

Target: the ability to use nouns in the genitive singular.

Research material: pictures (a fish without a tail, a dragonfly without a wing, a bear without a paw, an elephant without a trunk, a bucket without a lid, a trough without water)

Procedure and instructions.

The speech therapist explains to the child that the artist did not have time to complete the pictures. Then he lays out the pictures sequentially in front of the child and asks him to say who (what) doesn’t have something (an elephant doesn’t have a trunk, a bucket doesn’t have a lid, a fish doesn’t have a tail).

3. Dative case of singular nouns.

In the dative case, masculine and neuter nouns have the ending - y/y, and for feminine nouns the ending is - e.

The work begins with securing the ending - y/y, then the ending is processed -e.

Approximate speech material for consolidating dative case nouns

The use of nouns in the dative case singular.

Goal: ability to use nouns in the dative singular .

Research material: Two series of pictures (first series - hedgehog, rooster, squirrel, cow, horse, goat; second series - carrots, grass, hay, apple, nuts, oats).

Procedure and instructions.

The speech therapist invites the child to look at the first series of pictures. “These pictures depict animals. Let’s give food to the animals. To do this, we need to remember who loves what.” Next, the speech therapist offers one picture from one series. The speech therapist asks questions: “Who will we give carrots to? Who likes nuts? Or who will we give hay to?”

4. Instrumental case of singular nouns.

The dominant ending of nouns in the instrumental case of the singular is the masculine ending - ohm / -em, which appears in ontogenesis earlier than the ending - Ouch feminine nouns.

At the initial stages of speech therapy work, tasks are given to clarify the gender of nouns (for example: “Show a picture about which you can say he, she").

Approximate speech material for consolidating nouns in the instrumental case

The use of nouns in the instrumental case singular.

Target: the ability to use nouns in the instrumental case singular.

Research material. Pictures and words (hammer, key, saw, spoon, towel, bucket.

Procedure and instructions. Pictures are laid out in front of the child, then the speech therapist asks to show the picture and answer the question:

How do you hammer nails? How do they lock the door? What do you use to cut wood? What do you eat soup with? What do they wipe with? How do you draw water from a well?

III. Formation of prepositional case singular constructions.

Speech therapy work on prepositional-case constructions takes into account the sequence of their appearance in ontogenesis. Prepositions are worked out first in, on, under, having specific meanings; then prepositions from, behind, before, on, because of, from – under.

When carrying out speech therapy work, it is taken into account that the following case forms are used with prepositions:

1. accusative case with prepositions in, on, behind, under, with action direction values;
2. dative case with preposition by, with the pretext to,
3. genitive case with preposition at, with the preposition with, from;
4. instrumental case with prepositions behind, above, under, in front of, denoting the part of space within which the action is performed, as well as With preposition with with the meaning of compatibility.

In the learning process, work should first be carried out on a separate preposition, then differentiation of prepositions is carried out.

The work is carried out in 3 stages:

a) identification of spatial relationships based on the analysis of a non-speech situation (stage I);
b) clarification of the preposition in impressive speech (stage II);
a) use of prepositions in expressive speech (stage III).

At each stage, correctional speech therapy is carried out in the following areas:

1. clarification of the meanings of the same preposition:
   a) with nouns of the same declension;
   b) with nouns of other declensions;
2. differentiation of different meanings of the same preposition;
3. differentiation of understanding and use of various prepositions with the same general meaning;
4. strengthening the connection between the prefixed verb and the prepositional-case construction, since the meaning of the preposition and the case form of the noun depend on the nature of the verb;

To clarify the meaning of prepositions in correctional work, graphic diagrams are used ( application).

The formation of plural forms of nouns is carried out in the following order:

a) the formation of prepositional constructions of plural nouns;
b) formation of prepositional-case constructions of plural nouns.

The formation of plural forms of nouns is carried out in the following sequence: dative, instrumental genitive, prepositional cases (prepositional constructions)

The sequence of work within each case form is determined by the patterns of appearance of individual forms in ontogenesis. Here, it is taken into account whether a given form is productive and what ending (stressed or unstressed) it has. The following stages of formation of plural forms of nouns are identified:

Stage I – productive forms:

a) with a stressed ending;
b) with an unstressed ending.

Stage II – less productive forms:

a) with a stressed ending;
b) with an unstressed ending.

Stage III – differentiation of grammatical forms.

Approximate speech material for consolidating the case forms of plural nouns.

Initially, correctional work should be aimed at clarifying non-prepositional constructions. In the future, work is carried out with prepositional constructions in a similar sequence.

When working with the above forms in impressive speech, tasks such as “Show a picture (object), bring a picture (object)” are used.

Approximate types of tasks and game exercises for reinforcing case constructions of plural nouns in expressive speech.

a) Complementing a sentence based on a picture. Didactic material - unfinished sentences, subject pictures.

The speech therapist reads the beginning of the sentence and shows a picture. The child finishes the sentence. For example: Zina sews skirts... (for dolls). Dad bought balls... (for his sons). Vitya draws... (with pencils). The boys feed... (puppies). The girl catches... (butterflies). Cats are sitting... (on chairs). The hare runs away... (from the dogs). The boys are standing... (behind the trees), etc.

b) Answers to questions requiring the placement of a given word in a specific case.

The speech therapist shows the child pictures and asks questions. The child answers the questions. For example: Who did Vova draw? - Vova drew hares. Who does Vova admire? - Vova admires the hares. Who did the dog run up to? - The dog ran up to the cats. Who are mice afraid of? - Mice are afraid of cats, etc.

c) Game “What shall we give to whom?”

Consolidating the dative form of plural nouns on the topic “Wild and domestic animals.”

Didactic material - pictures depicting animals and food for them.

The child answers the question: “Who will we give this to?” - and selects the corresponding pictures. For example: Let's give bones to the dogs. We will give mushrooms to the squirrels, etc.

And in conclusion It should be noted that the use of various methods of teaching word formation to children 5-6 years old in the process of everyday life contributes to the development of mental operations (analysis, synthesis, comparison, juxtaposition, etc.), helps children to understand the proposed material more fully and deeply. Mastering word formation methods increases the level of general development of children and promotes the development of speech skills.

References:

1. Alekseev D.A. Abbreviation as a new type of words // Development of word formation in the modern Russian language. M., 1966.\
2. Vershinina, O.M. Features of word formation in children with general speech underdevelopment of level 3 [Text] / O.M Vershinina // Speech therapist. -2006. No. 1. P. 34 – 40.
3. Vinogradov V.V. Questions of modern Russian word formation: Word formation in its relation to grammar and lexicology // Research on Russian grammar. – M., 1975. 4. Efremova, T.F. Explanatory dictionary of word-formation units of the Russian language [Text] / T.F. Efremova – M.: Academy 2006. – 658 p. – ISBN 5-89814-242-8
4. Zhukova N.S. Deviations in the development of children's speech. - M., 1994.
5. Zemskaya E.A. Modern Russian language: Word formation. – M., 1973.
6. Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children (formation of vocabulary and grammatical structure). - SPb.: SOYUZ, 1999. - 160 p.
7. Lopatin V.V., Miloslavsky I.G., Shelyapin M.A. “Modern Russian language: Word formation. Morphology / Ed. Ivanova V.V. – M.: Russian language, 1989.
8. Moiseev A.I. Basic issues of word formation in modern Russian. – L., 1987.
9. Nemchenko V.N. Modern Russian language: Word formation. – M., 1984.
10. Filicheva T.V., Chirkina G.V. Correctional training and education of 5-year-old children with general speech underdevelopment. - M., 1991.