Notes on speech development. Compiling a story based on the plot painting “Sasha and the Snowman”

Lesson summary

33 Topic “Sound and letter z"

VISITING ZOYA

Material. Dolls Aza, Lisa, Zoya; objects or their images (vase, umbrella, TV, bell, mosaic); toys (bunny, goat, Dunno); drawings of flowers (roses, mimosa, forget-me-nots); pencil cases with a set for sound analysis of words and verbal analysis of sentences.

Progress of the lesson

Organizational moment

Psycho-gymnastics

Game: "Mosquito". The speech therapist holds a hanging piece of paper representing a mosquito and says: z-z-z-z. Children imitate different states with their facial expressions: “an annoying mosquito”, “we are afraid of a mosquito”, “a mosquito has bitten”, “we are driving away a mosquito”, “we are not afraid of a mosquito”.

2. Isolated sound pronunciation h. Isolating the first sound from a word Zoya. Sound Characteristics

In the morning a mosquito flew in and woke up Zoya: s-z-z-z. How did the mosquito ring? (Z-z-z-z.) What is the first sound in a girl's name? (Sound z.)

3. Pronunciation of sound h in syllables. Analysis and synthesis (logs for, zo, zu

Catch the sounds behind. Which syllable will you return? (Syllable behind.) "Lo- Vite" sounds z, O. What syllable did you get? (Zo.)"Give" me the first sound of a syllable zu ... (h), second... (y).

4. Pronunciation of sound h in words. Determining the position of the sound. Development of phonemic representations

What did mom affectionately call Zoya? (Zoyushka, Zoinka, Zoya-shenka.) Guess what Zoya did in the morning. She pushed... (curtain) bed... (in charge) did... (charging), Ko-Sichki... (braided) bandage... (tied up) cleaned... (teeth). What is the name of the paste used to clean teeth? (Dental.) What about the powder? (Dental.) Then Zoya went to the kitchen... (breakfast). In the morning we... (we'll have breakfast).

Two friends came to visit Zoya. Give them names with sound h. (Lisa, Aza.) Guess what they brought with them.

Objects and toys are displayed.

The first sound in a word m, last - A. What is this? (Mosaic.) First sound V, last - A, name the word. (Vase.) The girls brought... (mosaic, vase, wind-up bunny, toy TV, umbrella) and more flowers... (roses, forget-me-nots, mimosas).

Development of auditory attention and memory

The girls decided to play “Telephone”. You need to convey the following words over the phone: bunny, mosaic, umbrella, vase, and now: forget-me-nots, roses, mimosas.

Children repeat words in a given sequence.

Sound-syllable analysis and synthesis

Aza suggests playing with words in a different way. Place the naked ki on your hands and close your eyes. Aza will say the word, and you will raise as many fingers as there are syllables in the word. Words are called.

Now complete the missing syllables in the words: frost... (sigh), ta...(thank you), diver...(thank you), gr...(behind). Now Aza will name the first syllable, and you will name the whole word: eyes... (eyes), str... (dragonfather for...(castle), be... (birch), behind... (curtain), behind... (fly in), that... (basins).

Zoya and Aza decided to find out how many syllables and sounds there are in a word basins. How many syllables do you think there are in this word? What's the first syllable? What about the second syllable? Indicate the sounds of this word with circles. Name the vowel sounds. How many consonants are there? Where is the consonant sound? h?

Fizminutka

Zoya and Aza invite us to do exercises with them and With a groovy bunny.

The reading of the poem is accompanied by imitation of movements.

Jump-hop, hop-hop, On your toes, pull yourself up!

The bunny jumped onto a stump. We put our paws on the side,

He beats the drum loudly, Skok-skok-skok on his toes.

He invites you to play leapfrog. And then squat down,

Paws up, paws down, So that your paws don't freeze.

V. Volina

8. Pronunciation of sound h in sentences. Making sentences based on supporting words. Practical mastery of verb forms call

Tell us how the children played with toys.

Children talk. Make sentences with words mosaic, bunny, vase.

The speech therapist offers sentence diagrams.

Lisa suddenly remembered what she needed on the phone... (call). And now you, Dima (Mitya), call.

The phone is brought to the child.

What are you doing? I... (calling) I... (I'll call). What did you do? (Called.) You already... (called). We will... (call). We... (we'll call). What have we done? (They called.)9. Pronunciation of the sound z in connected speech Lisa is very fond of pure talk. Let's write pure sayings for her with the word goat.

For-for-for, there is a goat in the meadow.

Zu-zu-zu, together we herded the goat.

Zy-zy-zy, the goat has a bell.

For-for-for, go home, goat.

And here is Zoya's honest talk. Let's repeat them with her.

Bunny Booba has a toothache.

Zoya is the bunny's mistress.

The bunny is sleeping in Zoya's basin.

Zu-zu-zu, zu-zu-zu,

We wash Lisa in a basin.

Introducing the letter z

Do you know what this book is called? (ABC.) Zoya took the alphabet , letter h named in it. Look what the letter z looks like? (//With number three.)

3 - not just a curl,

3 - spring, pretzel, shavings.

B. Stepanov

Look at this letter: It’s just like the number three.

S. Marshak

11. Reading syllables for, zo, zu, zy. Composing words from scattered syllables

Let's read the syllables together with the girls for, zo, zu, zy. And now from the syllables ta, nor, co, would, zu, zy make up words. (Horses, basins, teeth.) Let's help Zoya write out her name from the cut alphabet.

Lesson summary

What sound did we study today? Who helped us? What kind of fat is this? (Consonant, hard, sonorous sound.) Which letter did you meet? (With the letter z.) And what number does this letter resemble? (On the number three.)

34 Topic “Sounds z, z" and the letter z"

FLIGHT ON A STARSHIP

Material. Pictures of a starship, “star men”, a Castle, animals (zebra, bison, dragonfly, monkey, grasshopper, bunny, jellyfish), birds (finch, nuthatch, kingfisher, robin), plants (strawberries, boletus), products (raisins, marshmallows ); objects (lock, nails, basket, curtain); color symbols of sounds, letters.

Progress of the lesson

Org moment.

What planet do we live on? (On the ground.) Who are we? (Earth not, children of Earth.) And who lives on the stars? (Children of the stars.) He" sends us their favorite sounds z, z".

Lesson topic message

The children of the stars sent us star signals: z-z-z-z,z"-z"-z"-z",

3. Characteristics of sounds z, z" according to articulatory and acoustic characteristics. Identification of them by color symbols

Ekaterina Neustroyeva
Summary of educational activities for speech development in the middle group. Compiling a story based on the painting “Sasha and the Snowman”

Target: teach, together with the teacher.

Program content:

1. Learning tasks:

Connected speech:

Learn make up a story based on a picture, together with the teacher, improve dialogical speech, the ability to answer the teacher’s questions (TO).

Grammatical structure speeches. Enrichment dictionary:

Develop the ability to coordinate words in a sentence, learn to select an adjective to a noun. Activate children's vocabulary on the topic "Winter" (TO).

2. Developmental tasks:

Develop speech, memory, attention, fine motor skills; strengthen the muscles of the respiratory system, through breathing exercises (P, K, W).

3. Educational tasks:

Foster culture speeches, responsiveness, ability to listen carefully children's stories(WITH).

Materials:

a bell, a tape recorder with a recording of the song "Chunga-Changa", a balloon, a bucket, beads, painting"Sasha and the snowman".

GCD move:

1. Organizational moment:

The teacher and the children stand in a circle and say words:

All the children gathered in a circle,

I am your friend and you are my friend.

Let's hold hands tightly.

And let's smile at each other.

Our bell is ringing,

He's lazy, he doesn't tell us.

He hurries us to work -

Speech development now.

2. Surprise moment:

Children sit on chairs placed in a semicircle on the carpet. The song "Chunga-Changa" is playing. The teacher asks children:

Who is this who is rushing to our lesson? (children's answers).

The teacher draws the children's attention to a balloon attached to the window.

This is a resident from the island of Chunga Changa, his name is Ali Baba. He traveled in his hot air balloon all over the world, and today he flew to us in the city of Mozhga. I will now invite our guest to group, and you guys don’t come close to the window, because I’ll open the window, and the air outside is cold, frosty.

The teacher brings a balloon with a guest into group.

3. Conversation about winter:

Ali Baba tells the children that he is cold.

Why is it so cold here?

What time of year is it outside?

The teacher tells the children that there is no winter on the island of Chunga-Changa, but summer all year round, so Ali Baba does not know what winter is like.

Didactic game: "Tell me which one?"

What's winter like? (snowy, white, cold, frosty)

What snow? What kind of wind is it? What kind of sun is it?

Ali Baba asks the children what they are doing outside in winter, in such frost. Children hand over the guest's beads and name winter fun.

4. Didactic exercise: "Winter fun"

In winter you can go sledding, skiing, ice skating, play snowballs, build a snow fort, snowman.

The teacher invites the children to show Ali Baba how to sculpt snowman and what kind of snow is needed for this.

5. Finger game Snowman" (standing)

One hand, two hand

We sculpted snowman(show how to sculpt).

We made a snowball

Here it is. (show a big lump,

And then less com

Here it is. (shows a smaller lump)

And they put a small lump on top (show a small lump,

So he came out snowman, snowman.

Snow, a bucket, and a carrot (they bend their fingers,

Yes skill and dexterity

And ready snowman, very cute fat guy.

6. Looking at the painting"Sasha and the snowman" and a conversation about it.

- Our guest is sad: how to sculpt we showed him the snowman and what does it look like snowman - Ali Baba doesn't know. I have prepared for you picture, which is called " Sasha and the snowman". Look at the painting with Ali Baba.

What time of year is it picture?

Who is pictured picture?

What is the boy's name? Are you dressed warmly? Sasha? What did you wear? Sasha? What does Sasha have in his hands? Which Sasha? Is it possible to say about Sasha that he is “red-cheeked?” How do you understand the word “red-cheeked?” Why are his cheeks red? (the air outside is cold, frosty).

What did you blind? Sasha from the snow? How did he turn out? snowman? What do you have snowman?

Did you like it painting?

7. Physical education lesson “A little white snow fell”

A little white snow fell (round).

Let's all gather in a circle (stop).

We sit on the sleigh (squats).

And we rush down the mountain on a sled.

Snow, snow, snow, white snow(stand up, wave their arms).

It spins and falls on everyone.

The children are all up on skis (imitation of skiing).

They ran after each other.

We are from a ball of snow was formed("draw" big circle with hands)

We made a snowman(“draw snowman made of three lumps).

We played, we played,

And we got down to business (go to their seats).

8. Sample teacher's story.

The teacher invites Ali Baba to listen with the children story based on the picture, which turned out.

There was a lot of rain in winter snow. Boy Sasha dressed warmly, took a scoop and sled with me. The snow was sticky and Sasha made a snowman. On my head snowman bucket, eyes - coals, nose - carrots. It turned out beautiful Sasha's snowman!

9. Breathing exercises.

Ali Baba shows children breathing exercises to prepare for storytelling.

9. Children's stories based on the painting.

The teacher asks to repeat the sample stories of several children(2-3) .

10. Reflection.

The teacher invites the children, together with the guest, to evaluate children's stories.

Ali Baba liked everyone stories. Whose story did you like it the most? Why?

11. Summary of the lesson:

Tell me from which painting did we meet today? What did you like about this painting? What new word did you learn? (red-cheeked).

Ali Baba is in a hurry to go home, because he arrived in a hot air balloon. The air will escape from the balloon and it may burst. How then will our guest go home? Ali Baba says goodbye to the children, the teacher accompanies the guest to the door.

Publications on the topic:

Topic: Compiling a story based on the painting “Elephants”. Integration of classes “Speech development”, “Sculpting” and “Acquaintance with the outside world”. Educational.

Summary of an individual lesson in the educational field “Speech Development” in the middle group “Composing a story based on a picture...” KOU "Special (correctional) adaptive school - kindergarten No. 301" Summary of individual lessons in the educational field "Development.

Summary of direct educational activities on speech development. Compiling a descriptive story based on a painting Tasks. Educational. 1. Teach children to compose a short story reflecting the content of the picture, according to the plan proposed by the teacher.

Summary of educational activities for speech development for middle-aged children “Composing a story based on the painting “Dog with Puppies” Educational areas: Cognitive, Communication, Socialization, Health, Artistic and Aesthetic. Authors: Anishchenko's educators.

Summary of a lesson on speech development for children of senior preschool age. Compiling a story based on the painting “Hares” Compiling a story based on the painting “Hares” Tasks: - coherent speech: learn to compose a story based on the painting according to the proposed plan, include in.

The development of coherent speech is the most important condition for a child’s future success in school. Only with well-developed coherent speech can he give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of the child’s coherent speech. The skillful use of technology such as TRIZ in classes on speech development in kindergarten successfully helps develop thinking, ingenuity and, of course, speech in preschoolers.

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Summary of educational activities for speech development in the middle group.

Subject: Teaching storytelling based on the picture “Like a Snowman!”

Educational areas:“Communication”, “Health”, “Artistic creativity”.

Priority task:development of coherent speech.

Educational objectives:clarification and activation of the dictionary on the topic “Winter”; develop the ability to carefully examine a picture, reason about its content (with the help of questions from the teacher); learn to compose a detailed story based on a picture based on a plan; teach the ability to come up with a title for a painting.

Educational: practice solving riddles; develop imagination and creativity; develop fine motor skills of the hands; cultivate independence and accuracy in work.

Educational: cultivate the ability to listen carefully to the stories of your comrades and complement the answers.

Individual work:Alisa, German, Egor. activate children's speech when answering questions.

Equipment: story picture on the topic “That’s how a snowman is!”, pictures about winter, a snowflake with a riddle,

Preliminary work:observing winter phenomena while walking, talking about winter fun, finger gymnastics.

Progress of the lesson.

Children stand in a circle

1. Organizational moment, announcement of the topic of the lesson.

Guys, look at the board, there is a train waiting for us again, on which we travel every day to the land of knowledge.

And what will we do now and will tell us... .

Game "Black Box"

You will find out what lies there when you guess my riddle.

Mystery:

White, but not sour cream

Cold, but not ice cream

It flies and spins, but it is not a butterfly.

What is this? (Snowflake)

Lexico-grammatical work

Game “Words of Winter” (working with a bank of words)

- Guys, passing a snowflake to each other, you will name the words of winter (this includes winter fun, natural phenomena, clothing, everything related to the winter season), and we will collect all these words in our box. The teacher takes the last snowflake in his hands and says the word blizzard, explains the meaning of the word (blizzard with strong destructive winds). “Puts” this word in the box and closes it.

Game “What can a snowflake turn into?

2. part Compiling a story based on the picture.

Looking at the painting “This is a snowman!” and a conversation about it.

The teacher places a picture on the board and organizes a conversation. Gives you the opportunity to look at it and exchange impressions. Then he asks you to come up with a title for the picture. The teacher names the most successful names, explains that they are the most accurate and concise.

“And the artist called his painting “This is a snowman!” Isn’t that a good snowman?

Conversation on the painting:

What time of year is shown in the picture? Why did you decide so?

What did the children make? What was the snowman made from? (what kind of snow was it?)

Look at the snowman and tell him what kind of snowman he is. (The snowman is big, cheerful, has a bucket on his head, coal eyes, a carrot nose...)

Tell us about what is happening around the snowman?

Did you like the snowman?

Then the teacher summarizes:

It was a beautiful winter day, it was very beautiful around. A lot of snow fell. The children and the teacher went for a walk. Sasha was sledding, and Yura and Lena began to build a snowman. The snowman turned out to be big and cheerful. The snowman has a bucket instead of a hat, coal eyes, a carrot instead of a nose, and hair is made from twigs. He is very beautiful.

Fizminutka

One two three four. (Children bend their fingers to count).

We made a snowball together. (They make a pretend snowball).

Round, hard, very smooth. (Children “stroking” the snowball).

And not at all sweet. (“They threaten” with a finger).

One, we'll throw it, two we'll catch. (Imitation of throwing snowballs.

We'll drop three, oh, they broke!)

The teacher invites the children to repeat the story (2-3 children complete the task). Well done guys, you got good stories, and now let's continue the story (TRIZ) (the teacher shows the sad face of the snowman and asks you to come up with a story, why did the snowman suddenly become sad?) Then he changes the snowman's face to a cheerful one, and asks him to come up with and tell why the snowman became so cheerful?

TRIZ “Let’s bring the snowman to life and let him tell about himself”

Summing up the lesson, evaluating the work

children.

So guys, what did we do today? (return to the engine)

What didn't work for you?

Drawing "Funny snowmen."

Educator: Try to draw a snowman.

How many snow globes do you need for a snowman?

What size are these balls and how are they located?

What can serve as a snowman's headdress?(Bucket, cap, pan).

What items of clothing can you draw as a snowman?(Scarf, belt).

What should I give him?(Shovel, broom, hockey stick, Christmas tree).

What kind of facial expression can a snowman have?(Merry).

Summary of directly organized educational activities in the preparatory speech therapy group “Composing a story based on the plot picture “Snowman”.

Program content:

Purpose of the lesson:

children compiling stories about specific objects in the picture using metaphors, presenting them in the past, present and future tense.

Educational objectives:

consolidate children's knowledge about winter, its signs, winter entertainment for children.

Developmental tasks:

consolidate the ability to determine the composition of a picture and model it;
work on establishing relationships between objects in the picture, modeling them;
continue work on learning how to write a story about a specific object, imagining its past and future;
continue work on teaching how to create figurative characteristics of objects by composing metaphors;
develop attention, memory, creative thinking;
continue to work on clarity of diction and intonation expressiveness of speech;
practice in the formation and use of relative and qualitative adjectives, coordinating them with nouns.

Educational tasks:

develop the ability to empathize with the characters in the picture and understand their feelings.

Vocabulary work:

nouns: winter, snow, snowflakes, snowman, lump, snowdrift;
adjectives: snowy, snowy, fluffy, warm, cold, lush, sticky, wet, sweet;
verbs: cover, cover, put on, wrap, sculpt, fall, put, stick.

Equipment: plot painting “Snowman”, felt-tip pen, paper, table with images of objects in the painting, images of wizards, cotton snowball, tablets with pictures depicting similar objects, cards with images of the characters in the painting, medals with images of wizards, small copies of the painting “Snowman” number of children.

Progress of the lesson:

I. Organizational moment.

Not far from those present.

Speech therapist: Children, look how beautiful, smiling, kind guests we have. You need to say hello and get to know them. Anyone I look at and wink at will say hello and get to know one of the guests.

Children say hello:

Good morning! I'm Nikita!
- Hello. I'm Nadya!
- Glad to see you. I am Sasha!
- Greetings! I'm Arseny!
- Have a nice day! I am Polina!

Speech therapist: - Guys, winter holidays are coming soon. What holidays will we celebrate?

Children: – Christmas, New YearChildren:

Speech therapist: - What will you do during the holidays?

Children: - Sledding, skiing, skating.

II Guessing riddles.

Speech therapist: - Guys, guess the riddles.

Two in hands, two on feet,
Don't fall through the snow
And you will pass without difficulty,
There will only be two traces.
(Skis)

We stood all summer, waited for winter,
When the time was right, we rushed down the mountain.
(Sled)

Winter holidays, happy days!
The kids need skis, and sleds, and...
(Skates)

Who can you sculpt in winter?

Children: - In winter you can sculpt a snowman.

III. Determining the composition of the picture.

Speech therapist: - Let's go see, we have this in the picture.

The children sit at the tables. There is a plot picture “Snowman” hanging on the board.

Speech therapist: - A wizard came to us. What's his name?

Children: - Delhi!

Speech therapist: - He will help you identify as many objects in the picture as possible.

Children name the objects depicted in the picture, and the speech therapist marks each word on a sheet of paper with a marker line.

Speech therapist: - Did you name them all? That's how many words we got. And this is a gift for you from the wizard of Delhi. On this table he marked the words from the picture.

The speech therapist puts on the board a table with images of the characters and objects in the picture.

IV. Establishing relationships between objects in the picture.

The wizard Come on (the speech therapist puts his image on the board).

Speech therapist: - What wizard appeared?

Children: - Wizard Come on!

Speech therapist: - What are we going to do with him?

Children: - Combine words!

Children make sentences by combining two objects, the speech therapist combines them on the table with lines.

Snowflakes fall to the ground.
- Snow is on the ground.
- A lump of snow lies on the sled.
- The sled is standing on the snow.
- The bush is standing in the snow.
- The tree is to the left of the fungus.
- The tree is behind the fungus.
- The tree is to the right of the fungus.
- The tree is behind the snowman.
- The ladder is behind the fungus.
- The tree is located to the left of the fence.
- Masha puts a bucket on the snowman.
- The snowman has a carrot instead of a nose.
- Vika and Anya are friends.
- Vika and Anya are rolling a ball of snow.
- Masha made a snowman.
- A crow flies in the sky. A crow walks through the snow.

V. Transformation of objects in time.

Speech therapist: – Meet another guest! This…

Children: - Wizard Leave behind! With him we will find out what happened before.

Speech therapist: - What did the crows do before?

Children: - We were sitting on a tree, bored, looking for something to eat.

Speech therapist: - What did Masha do?

Children: - Woke up, washed, got dressed, had breakfast, went outside. She saw that the snow was sticky and began to make a snowman.

Speech therapist: – What did Vika and Anya do?

Children: - They woke up, washed, got dressed, had breakfast, watched cartoons. Then Vika took the sled, Anya took a shovel, and they went for a walk in the yard. There they saw Masha making a snowman and wanted to make one too.

Speech therapist: - What happened to the snowman?

Children: - He wasn’t there. He was snow in a snow cloud. The wind blew, snow fell from the cloud and lay on the ground. Masha came and made a snowman out of snow.

Speech therapist: - Now meet the new wizard! Who is this?

Children: - Run!

Speech therapist: - What will Masha do when she puts the bucket on the snowman? Children: - Masha will go home for dinner. At home she will tell her mother about the snowman. They and their mother will go into the yard to look at it and take a photo as a souvenir.

Speech therapist: - What will Vika and Anya do?

Children: - They will make their own snowman: they will put a smaller one on top of the largest lump of snow, then the smallest one. The eyes will be made from two coals, the nose from a carrot, the eyebrows and mouth will be drawn with coal, and hair will be inserted from twigs. A bucket will be placed on your head and a broom in your hand. It will work out very well. Vika and Anya will run home and invite mom and dad to look at the snowman. Parents will be very surprised that their little daughters turned out to be a wonderful snowman.

Speech therapist: - What will the crows do when the children go home?

Children: - Curious crows will approach the snowman, realize that he is not alive, although he looks like a person, they will become bolder, begin to peck at him, taste him, and fly up on his head. They will smell the sweet smell of carrots, begin to peck at them, eat their fill and become happy and full.

VI. Dynamic pause.

Speech therapist: - And now this row of children will roll snowballs, and this one will carry the snowballs on a sled. Let's go build a snowman!

Children, imitating movements, go to the middle of the room, the dynamic pause “Snowman” begins.

Come on, buddy, be brave, buddy,
Roll your snowball in the snow -
It will turn into a thick lump
And the lump will become a snowman.
His smile is so bright!
Two eyes,... a hat,... a nose,... a broom...
But the sun will be a little hot - alas! - and there is no snowman.

VII. Selection of objects based on a specific characteristic.

Speech therapist: - Now we’re playing in the snow. Name what else could be the same.

Children stand in a circle. The speech therapist throws a cotton snowball to each child and names the object from the picture. Children select words denoting objects that have the same qualities.

Crows are curious, like... Pinocchio.
- The snow is cold, like... ice cream.
- The snow is fluffy, like... a fur hat.
- The air is fresh, like... tap water.
- The bucket is cold, like... children:
- The fungus is round, like... a wheel.
- The fence is wooden, like... a pencil.
- A lump of snow is round, like... the sun.
- Carrots are sharp, like... a knife.
- The clouds are light, like... fluff.
- The snowdrifts are lush, like… a feather bed.
- The trees are rough, like... a grater.

VIII. Game "Guess the Wizard".

Speech therapist: Guys, the wizards liked the way you chose similar words so much that they decided to all play with you.

The speech therapist demonstrates images of wizards one by one, and children perform movements in accordance with the images.

The last image to appear is the Fairy On the contrary: “Now, slowly and very noisily get up from the tables.” Children should sit quickly and quietly at the tables.

IX Compiling metaphors from pictures.

Speech therapist: - Look at the cards on the tables. Find images of similar objects on them.

What can you call snow on a fence if it is fluffy, like a fur hat?

Children: - The fence has put on fluffy snow caps.

Speech therapist: - What can you call snow on a bush if it looks like a warm fur coat?

Children: - The bush is wrapped in a warm snow coat.

Speech therapist: - What can you call snow clouds in the sky if they look like soft pillows?

Children: – The sky is covered with soft snow pillows.

Speech therapist: - How can you talk about snowdrifts if they are lush, like a feather bed?

Children: - The ground is covered with a lush snow feather bed.

Speech therapist: - How can you talk about snow if it is sticky, like plasticine?

Children: - Children sculpt from snow plasticine.

Speech therapist: - How can you talk about snowballs if they are round, like the sun?

Children: - Children roll snow suns.

Speech therapist: - What can you call a snowman if he is in the yard and has a broom in his hand?

Children: - Snow wiper.

Speech therapist: - What can you call the snowman that Vika and Anya made, if he is very similar to Masha’s snowman, but he is small.

Children: - Son of a snowman.

X. Compiling stories based on a picture about a specific hero.

Speech therapist: - Now fold the cards and put them on the edge of the table. Take the bags and take out the pictures from them. Who is on them?

Children: - Masha, Anya, Vika, snowman, crows.

Speech therapist: - Now we will compose stories based on the picture that hangs on the board, each of you about the hero who is depicted in your pictures. You need to come up with a name for the story, tell it in order: what happened before what was depicted in the picture, what is depicted in it, what will happen after what is depicted; and be sure to use sentences with similar words.

Sample stories:

"Snow Sweeper"

Masha woke up in the morning, washed, got dressed, had breakfast, and went out into the yard for a walk.

Winter is on the street. Cold. Soft snowy pillows of clouds float across the sky. The ground is covered with a lush snow feather bed. The fence has put on fluffy snow caps. The bushes were wrapped in warm snow coats. Masha touched the snow, but it was sticky, like plasticine. So, you can sculpt a snowman. First I rolled up the largest snow sun, then the second - smaller, then the third - even smaller. I placed them on top of each other. She brought the snowman a carrot instead of a nose, coals instead of eyes, twigs instead of hair, a bucket instead of a hat, coals instead of buttons. I drew on the eyebrows and mouth with charcoal. She stuck a broom into her hand.

How alive the snowman turned out - he looks like a janitor.

Masha wanted to tell mom and dad about the snowman, and quickly ran home. Dad looked out the window and said that such a beautiful snowman should be photographed. He took a camera, went out into the yard with Masha and photographed the snowman as a souvenir - after all, he might melt.

"Son of the Snowman"

One winter morning Vika and Anya woke up, washed, got dressed, had breakfast, and started watching cartoons. Then we decided to go outside. Vika took the sled, Anya took the shovel, dressed warmly and went into the yard.

The entire ground in the yard is covered with a lush snow feather bed. There are fluffy snow caps on the fence. There are warm snow coats on the bushes.

The children are watching, and the big girl Masha is making a snowman out of snow plasticine. She made a very good snowman: big, beautiful. Vika and Anya also wanted to build a snowman. They began to roll snow suns - lumps: large, smaller and the smallest. They stuck coals into the snowman instead of eyes, a carrot instead of a nose, twigs instead of hair, a bucket instead of a hat, and coals instead of buttons. We drew on the eyebrows and mouth with charcoal. A broom was stuck in my hand. It turned out to be a very good snowman, similar to Mashin, only smaller. Anya and Vika decided that this would be the son of a big snowman. The little girls were happy because they were making a snowman for the first time.

They ran home to tell mom and dad about the snowman. The parents came out to look at him and were very surprised that their little daughters had such a wonderful snow son.

"Snowman's Birthday"

Winter came. Soft pillows of snow clouds floated across the sky. Many snowflakes were flying in a cloud above the ground. A fresh breeze blew and snowflakes fell to the ground. They covered it with a lush snow feather bed and decorated the fence with fluffy snow caps. They wrapped the bushes in warm snow coats. It was just boring for the snowflakes to lie in one place. They became wet and sticky.

Then children came into the yard and began to roll lumps of snow plasticine - snow suns - first big, then smaller, even smaller. They put the lumps on top of each other - the snow turned into a snowman. The children inserted coals into him instead of eyes, carrots instead of his nose, and twigs instead of hair. We drew on the eyebrows and mouth with charcoal. The buttons were made from coals, and a bucket was put on his head instead of a hat. A broom was stuck in my hand.

Everyone admires the snowman. That's how wonderful he is!

"Delicious carrot"

Winter came. It's cold for the crows. The ground is covered with a lush snow feather bed. No food to be found. Very hungry crows. In the morning they are looking for food, but cannot find it. They are sad and bored. The crows wanted to look for food in the yard, but the children were in the way: they made noise, played around, and sculpted a snowman.

Finally the children left, but the Bigfoot remained. The crows are very interested in what he is like, but they are afraid to approach him. The snowman stands there, not moving. The crows flew closer to him. Doesn't move. Then they became bolder and sat on the snowman’s head. He doesn't move. This means he is not alive, and there is nothing to be afraid of.

Lyubov Kozak
Compiling a story based on the plot painting “Sasha and the Snowman.” Technological map of classes on speech development in the middle group

Technology maps.

Routing

organized learning activities for middle group

I take salads:Educational region: Communication.

Blimderi: Chapter: Speech development.

Tayryb:Subject: Compiling a story based on a plot picture« Sasha and the snowman» .

Masata:Goals: To consolidate children’s understanding of winter and its signs.

Clarification, expansion and activation of vocabulary on the topic "Winter"; reinforce the correct pronunciation of sounds "With" And "R".

Improve grammatical structure speeches(agreement of nouns with adjectives).

Learn make up with the help of a small teacher story based on a picture.

Develop visual attention, thinking, memory, coordination speech with movement.

Develop creativity and imagination.

Continue to cultivate culture speeches, the ability to listen carefully to children's statements.

Szdik zmys. Vocabulary Job: snowstorm.

Aldyn-alu zhmysy. Preliminary Job: targeted walks, daily observations, looking at illustrations about winter, winter phenomena, winter entertainment. Reading works about winter; familiarity with proverbs and poems about winter; solving riddles about winter phenomena.

Zhabdytar. Equipment: snowflake, painting« Sasha and the snowman» , picture of a melting snowman, foam bottles, silhouettes snowmen, lovely pencils.

Bilingual component: Bilingual component: ys - winter, ar - snow.

kezenderi

activities

Trbieshiny is- sketeti

Activities of the teacher

Balalards is- reketi

Children's activities

Motivational-

Motivational

incentive

All the children gathered in a circle,

I am your friend and you are my friend.

Let's hold hands tightly.

And let's smile at each other.

Guys, look, a snowflake has arrived! (takes a snowflake, and something is written on it! Let's read it!

"Hello girls and boys middle group No. 6, kindergarten "Alyonushka"! Writes to you Snowman! I sent you as a gift picture, which shows me and my friend Sasha. I really want you to pay close attention looked at this picture and came up with a story based on it about me and my friend. I love you very much. Snowman».

Well, guys, are you ready to do this? children stand in a circle

hands to chest, arms extended to each other

join hands

smiling

They answer.

yimdastyrushi

Organizational and search

(Shows picture, but nothing is visible on it.)

-The painting is enchanted, but if we try, we can disenchant it.

Guys, what time of year is it now?

Di "Choose a word". (Activate in speeches children adjectives.)

What's winter like? (Cold, snowy, frosty). What snow in winter?. (Cold, white, fluffy) What snowflakes? (Small, cold, white). What kind of snowdrifts? (Large, white, snowy). What kind of wind is it? (Cold, icy).

(Hanging out painting, children must name what doesn’t happen in winter.)

Oh look, what do you see? It seems to me that the artist mixed something up. What did the artist get wrong?

Physical exercise.

Snow, snow, snow, white snow(stand up, wave their arms).

It spins and falls on everyone.

The children are all up on skis (imitation of skiing).

They ran after each other.

We are from a ball of snow was formed("draw" big circle with hands)

We made a snowman(“draw snowman made of three lumps).

We played, we played,

And we got down to business (go to their seats)

On picture of a melting snowman.

Guys, look what's happening to our Snowman? Why is he melting?

Let's create a blizzard.

What is a blizzard?

Maybe then we can save Snowman?

Guys, now we will arrange snowfall in bottles.

Exercise "Snowstorm" Formation of a directed air stream.

The teacher gives the children small plastic bottles filled with grated foam. Each bottle has a cocktail straw in the cap.

The teacher shows how to perform the exercise correctly.

While the children are doing the exercise, the picture opens.

Looking at the painting« Sasha and the snowman» .

What time of year is shown in picture? Why did you decide so? What is the boy's name? How is the boy dressed? What does Sasha have in his hands? Who did the boy blind? What did you make it from? Sasha the Snowman? Look at the snowman and tell me, Which snowman. (Big snowman, snowy, has a bucket on his head, coal eyes, carrot nose). What birds sit on a tree?

Then the teacher summarizes:

There was a lot of rain in winter snow. Boy Sasha I dressed warmly and went outside. He took a shovel and sled with him. The snow was sticky and Sasha made a snowman. Instead of a hat snowman bucket, eyes are coals, instead of a nose there is a carrot. It turned out beautiful Sasha's snowman.

The teacher offers the children tell from the picture(2-3 children complete the task).

They answer. Winter.

They answer by naming adjectives.

They call something that does not happen in winter.

They do physical exercises.

They answer that it is melting.

Because it's warm.

They reason.

Do the exercise.

Looking at the picture.

Answer questions.

Children make up a story based on a picture.