Speech therapy exercises for the letter sh. Speech therapy exercises on the sound sh for a child

Quite often, parents complain that children encounter problems pronouncing sounds that are difficult for them. As a rule, the greatest difficulty for them is hissing sounds; in particular, parents’ questions are related to how to teach a child to correctly pronounce the letters “s”, “k” and others. You need to pay attention to developing this skill in childhood.

The sound C is problematic in pronunciation

Despite the fact that most parents seek speech therapy help most often when the child is already 5 years old, most pediatricians agree that work on sound pronunciation should begin much earlier.

This will prevent the incorrect pronunciation of the sound from taking hold. To carry out such activities it is not at all necessary to have special skills - it is enough to learn only a few simple techniques.

Tips for pronouncing the C sound

How to properly conduct speech therapy sessions with a child? Tips and tricks for parents

How to teach a child to say hissing words, including the letter s? Any parent can provide simple speech therapy assistance to a child. However, the success of the events will largely depend on how correctly they are carried out.

If the child does not have complex speech disorders and can pronounce most sounds, home correctional classes with a parent will be quite enough to bring sound pronunciation back to normal. In this case, correct sound production will be achieved through automation of pronunciation.

Speech therapy classes should be started sooner

Exercises to develop sound pronunciation skills are useful not only for children who have certain speech problems, but also for completely healthy ones, due to the fact that they perfectly develop the articulatory apparatus, making it more mobile and flexible.

If a child has more serious problems with sound pronunciation, and in speech he makes a large number of grammatical errors, solving the problem on his own is still quite risky. And the sooner parents turn to a speech therapist for help in solving a problem, the more benefits it will bring to the child. And the easier it will be to teach him how to pronounce sounds and speak correctly.

How is work on sound pronunciation organized?

First, you need to find out which speech organs are involved in the pronunciation of sounds that cause problems in the child. You will need to work on them first of all with the help of articulatory gymnastics for one or another letter.
Stage of direct sound production.
The stage of sound amplification and its learning in special speech therapy poems, texts, songs, etc.

Phonetic exercises for the sound C

Let's take a closer look at how to teach a child to pronounce the letter s easily and fluently.

Articulation gymnastics and its features

As a rule, difficulties in pronouncing the sound “s” are associated with insufficient mobility of the organs of the articulatory apparatus. This must be done with the help of specially organized gymnastics. What is the best way to conduct classes?

Articulation exercise in front of a mirror

A strict sequence of exercises and regularity are the main principles that ensure the effectiveness of exercises for the speech organs. It is best to use ready-made sets of exercises that teach you to pronounce certain sounds. They are selected taking into account the age and other characteristics of the child.
In order for the child to participate more willingly in the lesson, it is best to teach him to speak in a playful way, supplementing him with interesting riddles for the desired letter, songs, nursery rhymes and jokes
Do not overload your child with exercises. It is better to do no more than 2-3 in one lesson, but with multiple repetitions - this makes it easier to teach the child new things.
New exercises starting with the letter “c” can be introduced only after the child has already thoroughly mastered all the previous ones and copes with them without much effort.
In order for the child to have the opportunity to see and correctly understand the technique of the exercises proposed to him and pronounce sounds, it is best to use a mirror for practice.
When performing exercises, it is important to monitor the symmetry of the child’s face, the accuracy and smoothness of movements, and the correct pace. Without this, the effectiveness of the exercises will be minimized.

Lessons on pronunciation of the sound C

Helpful advice: Before you begin articulatory gymnastics, you need to do several exercises in order to “warm up” the speech organs: a simple smile, stretching the lips in a tube or ring, lifting the tongue will prepare them well for the exercises and will improve the results of your student.

After this, you can begin the articulatory gymnastics itself (in this case, we will consider the complex of Fomicheva M.V.). Such exercises should teach the child correct sound pronunciation.

List of exercises for whistling sounds

"Put the ball into the goal"

The exercise teaches the child to direct a stream of air and pronounce hissing sounds. An improvised “gate” made of cubes is installed on the table. The child’s task is to push a cotton ball (“ball”) into them, stretching his lips forward and directing a stream of air towards it. It is important that the child does not puff out his cheeks, and that the action is performed in one step.

The exercise allows you to relax your tongue and also form a directed air flow. The child puts his tongue on his lower lip and, keeping his mouth slightly open, says “five-five-five.” It is important that the lip on which the tongue rests does not tuck, and that the air stream flows as smoothly as possible, without interruptions.

Naughty tongue - game description

Wide tongue

The wide edge of the tongue is placed on the lower lip and held in this position for up to 5-10 seconds. The organs of the articulatory apparatus should be as relaxed as possible, and the smile should be free of tension.

Advice for parents: Be patient and try to treat these activities as a fun game.

Remember that your baby is improving, this is something new for him, something he is doing for the first time in his life. Try to understand that for him this involves serious effort, and the more interesting this activity is for him, the greater your chances of a quick result.

Poems and riddles starting with the letter C for repetition

Articulatory gymnastics exercises that teach how to pronounce sounds are quite complex and unusual for a child. That is why you should not expect him to complete them the first time and completely without errors. In order to teach a child to speak correctly, you need to think through a lesson-game plan. And in case of failure, you should not scold him - it is better to support him and offer to try again. Over time, the child will learn both the letter and its corresponding sound.

One can understand the excitement of parents who suddenly discover that their preschool child speaks some sounds of their native language poorly or not at all. In this case, they are faced with the problem of how to teach the child correct sound pronunciation? Is this acceptable at home? Experts say that parents can do a lot to help a preschooler master correct sound pronunciation. You just need to have certain knowledge: about the causes of poor pronunciation, ways to correct it, ways to teach correct diction.

Causes of poor sound pronunciation

According to speech therapy standards, correct pronunciation should be formed by middle preschool age. However, even older preschoolers experience diction disorders. Experts provide evidence that children find it most difficult to pronounce hissing sounds: sh, zh, ch, shch. Imperfect diction can manifest itself in incorrect pronunciation of a sound, replacing one with another (machine-masyn), or skipping it. Experts identify the main reasons for poor pronunciation. These include the structure of the speech apparatus, insufficient perception, and the attitude of parents.

Features of physiology

inactivity of the articulatory apparatus;
improperly formed bite,
short frenulum of the tongue,
high palate.

Immaturity of phonemic perception

The preschooler does not distinguish individual sounds by ear and replaces them.

Adult misbehavior

Give the baby a pacifier for too long, especially during the period when speech is developing (early age);
prolonged use of a pacifier leads to the formation of a malocclusion, which affects the pronunciation of many sounds, especially hissing sounds;
deliberate distortion of speech by adults in order, in their opinion, to become understandable to the baby;
dissatisfaction with the preschooler’s diction and the requirement to speak clearly, without teaching correct articulation;
possible hearing loss not noticed by parents.

How can you test a preschooler’s speech at home?

Having determined that a preschooler cannot speak hissing words, parents should contact a specialist. At home, they can also examine the child’s speech to understand which sibilants are distorted. According to speech therapy rules, the examination begins with a separate pronunciation of a certain sound, then it is pronounced in syllables, words, and only then in sentences. For example:

The parent, asking the child to reproduce the hissing words sh, zh, ch, shch, pronounces them slowly and clearly. It is more interesting to offer a game form in the form of speech exercises: “The snake hissed: sh-sh-sh”, “The bee buzzed: w-w-w.”
To check the state of sound in syllables, the baby is encouraged to repeat syllables, for example, shi-zhi, cha-sha, zhu-shu, chu-shu, ash-azh, ach-ashch, cabbage soup, chuh, shoo, whack. In this case, the sounds being tested must be at the beginning, middle, and end of the syllable.
The next step is to check the pronunciation of sounds in words. For interest, pictures are used where objects are drawn for a given sound (cone, giraffe, hut, teapot, pike and others). In this case, you can use speech therapy visual material, or you can choose pictures in children’s books with your child. The main thing is that they comply with certain rules: hissing words must sound clearly in words, stand at the beginning, middle, end of the word (fur coat, car, reed). Using the same principle, words with other hissing words are selected: beetle, gun, skis, etc. It would be good if the examination took place in the form of game exercises. For example, “How to call it affectionately (bird-bird, goat-goat, beetle-bug, winter-winter, sun-sun)? »
The last stage involves checking the sound in a sentence in which several words with the sibilant being tested are selected. Pure sayings serve this purpose well, for example, “Hush, mice, don’t make noise! Don’t wake up the cat!” The classic ones are suitable for examining hissing ones: “Sasha was walking...”, “Cuckoo cuckoo...”

Important! When examining a child, you need to try to determine the cause of incorrect pronunciation in order to understand what influenced the distortion of diction.

The order of setting hissing

If a child suffers from poor pronunciation of only a specific hissing sound (sh, ch, zh, sch), it is clear that work needs to be done on producing one sound. But, as a rule, preschoolers experience distortion in the pronunciation of several sibilants at the same time. Then it is important for parents to know which sound to start with first. Experts determine the appropriate order and warn that each sound must be played individually, starting with the most accessible, gradually moving on to more complex ones. According to speech therapists, the order of production of several sounds depends on the physiology of preschool children: first the hissing sh is placed, then zh, then ch and shch. However, there may be changes in the sequence of placement, since everything depends on individual characteristics, which only a specialist can determine.

How to properly work on developing sounds?

When setting up hissing sounds, the help of a speech therapist is undoubted. Only a specialist will professionally examine speech, identify violations and offer recommendations for correcting them in home exercises. This needs to be done as quickly as possible, since pronunciation problems interfere with children’s communication, slow down their preparation for literacy, and contribute to the emergence of related problems, for example, psychological complexes, which will have to be eliminated in the future.

Speech therapists note that often the problem when pronouncing hissing words is that the child cannot properly control the speech apparatus. That is why work on each sound must begin with. It is performed using a mirror to see and understand the work of the jaw and oral cavity. In the future, this will have a positive effect on improving phonemic hearing, and therefore on sound pronunciation.

The first stage of working on hissing is preparatory, during which special exercises should be performed (for breathing, lips, tongue). They will help you practice precise movements of the articulatory apparatus and prepare to produce certain sounds. They are performed in the form of game exercises that are easy to do at home.

Stage 1. Breathing training

Articulatory gymnastics involves practicing the movements of the lips and tongue. For her, parents can use generally accepted speech therapy games, or they can come up with similar ones themselves. To interest a preschooler, you can involve him in preparing such games: cut out snowflakes, propellers for airplanes, boats, and colorful autumn leaves from light paper. The main thing is that the adult himself is passionate about the process, then the child will also perform the exercises with interest.

Exercises for breathing development

“Kick the ball into the goal”, a game of unusual football. A gate is built in the center of the table and cotton “balls” are made. Players from both sides blow on cotton balls so that they fly into the goal. The adult monitors the child’s correct articulatory actions: a wide smile, tongue on the lower lip.
"Snowflakes on the nose." Invite the preschooler to blow a cotton ball off his nose using the correct movements of the jaw: a wide smile, tongue on the upper lip, blow so that the ball flies up.
The games “Blizzard”, “Leaves are Flying”, “Ships”, “Planes” are played in the same way.

Stage 2. Gymnastics for the articulatory apparatus

Lip exercises

To warm up your lips, you can use speech therapy exercises:

“We’ll be surprised and laugh.” The preschool child alternately makes a wide and narrow tube with his lips. A wide tube is in the “o” state, a “narrow” tube is in the “y” state. Nothing is said out loud, only the lips work.
"Smile tube" Alternately, the child smiles widely, then makes a movement with his lips like the sound “o”.

Tongue exercises

Classic exercises are also used to train the tongue:

“Delicious jam”, in which the tongue licks the lower lip, now to the left, now to the right.
For the exercise “The Horse Is Galloping,” you need to “click” your tongue, imitating the horse’s step.
“Elephant - frog”: the lips alternately imitate either an elephant’s trunk or a frog’s smile.
“Funny swing”: use the tip of your tongue to reach the upper teeth, then move down to the lower teeth.
“Tick-tock”: with the tip of your tongue, imitating the movements of a watch, move left and right at different speeds.
“Paints”: “color the palate” with the tongue.

All exercises are performed up to 10 times, but it is necessary to ensure that the baby does not get tired and exercises with interest.

A preschooler will quickly master the correct pronunciation of sibilants if the preparatory stage is carried out clearly, so they should not be neglected. The duration of such classes will depend on the individual development of the child and the state of his articulatory apparatus. Experts advise extending them if improvement does not occur after three sessions.

Stage 3. Work on staging hissing

Important! To make a hissing sound in a preschooler, an adult should carefully examine the position of the lips and tongue with correct articulation using a mirror, and only then teach the child.

The next stage, which involves the production of sibilants, requires an established order: first, the sound is fixed in syllables, words, and lastly in sentences. You can use different methods for this:

Repetition of pure sayings, tongue twisters, proverbs, learning small poems that contain hissing sounds. To reinforce the free use of sound in speech, parents can encourage children to tell fairy tales, come up with short texts based on pictures, from the children’s personal experience.
If work on sound pronunciation begins with a hissing “sh,” then the production of the sound “sh” involves the active involvement of preschool children in games to develop phonemic perception, for example, “Butterfly.” Children clap their hands (“catch a butterfly”) when they hear the desired sound in words (toy, baby, tire, potato).
In order to create the sound “zh”, you can invite the preschooler to clap for words with the sound “w”, to raise his hands up for words with the sound “zh” (reed, beetle, mouse, buzzes).
You can easily learn to say the sound “sch” if the sound “sh” is already well established. Parents can use the production of “sh” by imitation, similar to games with the sound “sh” (puppy, sorrel, looking). The game “Exaggeration” helps well: an adult throws a ball with a certain word, a preschooler “returns” the word in an exaggerated form (eyes-eyes, cat-cat, mustache-whiskers, teeth-teeth).
With older preschoolers, parents can play the game “Guess where the sound is?” For which you need to choose words with a hissing sound in different positions. To maintain interest, cards of different colors are selected to indicate the beginning, middle, and end of the word. Then preschoolers need to concentrate and not mix up the colors.
Word creation is widely used to establish sound pronunciation. The game “Say the Phrase” is very popular with children, as it involves the production of sounds and the overall development of speech. The adult comes up with a syllable, the child adds a sentence to the rhyme:

Zha-zha-zha,
We caught a snake.
Sha-sha-sha,
Mom feeds the baby.
Cha-cha-cha
This is our dacha.
Right now
Birch Grove.

Phrases with other syllables are invented in the same way.

Producing the sounds of the native language is necessary not only for the development of correct speech, but also for the formation of the personality of preschool children. If children have good sound pronunciation, it means that they will be able to master the kindergarten curriculum and school material without much difficulty.

Video with articulatory gymnastics for clear pronunciation of hissing sounds (sh, zh, sch, ch):

Preparatory stage

Lesson 1

Spatial orientation
Cross orientation.
- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek.
“We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger.

“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.
Lip exercise
"Astonishment". Round your lips and pull them forward. Make the sound [o].
Tongue exercises
“The tongue is looking for a crack in the fence.” Insert your wide tongue into the gap between your teeth.
"Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of 10.
Coordination of breathing, articulation and phonation
Game tasks
"The boat rocks on the waves." Drawing wavy lines in a box of millet cereals.

Isolation of the sound [ш] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gy. The words hat, lump, fur coat, jar, shirt, raspberry.

Lesson 2

Exercise to develop a long exhalation
"Football". Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.
“Let’s put out the candle.” Exhale evenly and slowly into the candle flame.
Pronouncing the vowel sounds a-i, a-u, e-s-o on one exhalation with exaggerated articulation.
Lip exercises
"Wide tube" Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of 6.
Tongue exercises
"Delicious jam." Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times.
“The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6.
“Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue.

"Conversation between the Cuckoo and the Owl." Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh-uh, uh-uh, uh-uh with a change in intonation.
Development of phonemic awareness
Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee, etc. The child raises his hand or claps his hands if he hears the sound [w].

Lesson 3

Exercise to develop a long exhalation
Close the wide tongue on the upper lip, bring a strip of paper (just above the nose). Blow on a paper plume (the air stream should go obliquely upward).
"The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice.
Lip exercise
Alternating exercises “Smile” and “Pipe”.
Tongue exercises
“The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.
"Let's hide our teeth." Cover the upper teeth with a wide tongue, then the lower ones.
“Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"We play the drum." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands.
Development of phonemic awareness
Definition of the sound [ш] in words. Find toys that have the sound [sh] in their names. (Matryoshka, rattle, Cheburashka, bear, car, ball.)
Determining the position of the sound [sh] in the words ball, bear, baby.

Lesson 4

Exercise to develop a long exhalation
"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.
Lip exercise
"Elephant's trunk". Round your lips and pull them forward. Hold your lips in this position for a count of 6.
Tongue exercises
"Swing". Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum.
Place the tip of your tongue under your upper lip, then tear it off with a click.
"Cup".
- Prepare a “cup”, I will treat you with juice. What juice will you drink?
- Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue.
Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"Conversation between the piglets Naf-Naf and Nuf-Nuf." Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).
Development of phonemic awareness
Find pictures on the topic “Clothing” whose titles contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower.
Arrange the pictures on the typesetting canvas. Place objects in the names of which the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.

Lesson 5

Exercise to develop a long exhalation
“A strong wind blows the leaves.” Place a wide tongue (“spade-toy”) on the lower lip. Blowing with the formation of a “groove” along the midline.
Lip exercise
"The trunk of a large elephant and a small elephant." Alternating wide and narrow “tubes”.
Tongue exercises

"We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click.
"Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation of Hippos." Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation.
Development of phonemic awareness
Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, kre-pysh, shorty, silly, naked.

Lesson 6

Exercise to develop a long exhalation
"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.
"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.
Lip exercises
Repetition of exercises from previous lessons.
Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth).
Tongue exercises
Repetition of exercises from previous lessons.
"Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdia-bde, bde-bdia-bdi.
Development of phonemic awareness
Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].
Sound setting [w]
The position of the organs of the articulatory apparatus when pronouncing the sound [w] correctly
The lips are slightly rounded and extended forward like a tube. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth.
Techniques for sound production [w]
Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia
The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam.
Formation of a visual image of sound [w]
Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth.
Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue.
Plastic image of the shape of the tongue using the hands
With your right hand, draw a “cup” shape of the tongue, and with your left hand, the palate.
Setting the sound [w] according to R.I. Levina (1965)
Setting the sound [sh] by imitation
Raise your tongue to your upper lip and exhale air evenly and forcefully, controlling the air stream with the back of your hand.
Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w].
Arranging the sound [sh] based on the sound [t]
Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.
Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh. Subsequently, the noise lengthens and is freed from the previous sound [t].
Arranging the sound [w] based on the sound [r]
Make a drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r].
Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.
Arranging the sound [w] based on the sound [s]
Place your tongue behind your lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os while simultaneously lifting the tongue with a probe or spatula.
Arranging the sound [w] based on the sound [h]
Make the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.

Automation of the sound [ш] in syllables

Lesson 1

Automation of the sound [ш] in open syllables

Note. In further work, articulation exercises are carried out taking into account the individual characteristics of the child’s motor skills and the nature of his speech impairment.
Development of memory and attention
Memorization and reproduction of syllabic sequences in combination with finger movements.
Game tasks “Fingers walk on the table”:
sha-sha, sha-sha;
sha-sha-sha, sha-sha-sha, sha-sha-sha;
shi-shi, shi-shi.
"Conversation between a mouse and a mouse." Pronouncing syllables with changing intonation:
shi-shi-shi, shi-shi-shi, shi-shi-shi;
sha-shi-sho-shu;
shi-sha-sho-shu.
- Which syllable is extra? Sha-sha-sha-shi, sha-sha-sha-sa.
“Let’s come up with names for the dolls.” Ma...(sha), Da...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katyu...(sha).
- Complete the syllable. We... (shi), small... (shi), kama... (shi), pi... (shu).
- Which syllable is missing? Ma...na (shi).
Analysis and synthesis of syllables
What is the first sound in the syllable sha? Name the second sound.
The sound [sh] alone is boring. Let's invite the sound [u] to it. The sound [w] has become friends with the sound [y]. What syllable did you get?
- Find a picture whose title contains the syllable shu. (Fur coat, joke.)
Introducing the letter sh

Lesson 2

Automation of the sound [ш] in reverse syllables
Development of articulatory motor skills
Working on your voice
Pronouncing the syllables ish-ish-ish, ish-ish-ish, ash-ash-ash, osh-osh-osh, ush-ush-ush on behalf of the heroes of the fairy tale “Masha and the Bear” (with a change in intonation).
Memorization and reproduction of syllable series ish-ish-ash, ish-ish-ash, ish-ish-ash-ush, ish-ish-ash-ush
Analysis and synthesis of syllables
- Repeat the syllables sha-shi-sho. Listen again. Sha-shi. Which syllable disappeared from the series? (Sho.) Sho-shu-shi-sha. Sho-shu-shi? (Sha.)
- Listen and repeat the syllables ish-ish-ish. What new syllable appeared? Ish-ish-ash.
- Let's “make friends” two sounds - the vowel [a] and the consonant [w]. What syllable will be produced if the first sound is [a], and next to it is [w].
Indicate sounds with color symbols (red and blue circles).
- What is the first sound in the syllable ish? What's the second sound?
- Name the second sound in the syllable osh?
Composing the syllables ish, ish, ash from letters of the split alphabet.
Development of phonemic awareness
Game "Speech Lotto". Selection of pictures whose names contain the sound [w] from a number of others. The teacher names the words, and the child finds pictures with the sound [w].

Lesson 3

Automation of the sound [ш] in syllables (intervocalic position)
Development of articulatory motor skills
“The little mice are whispering.” Pronunciation of syllable combinations yshi-yshi-yshi, asha-asha-asha, usha-usha-usha, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the little mice (including facial exercises).
Development of phonemic awareness
- Name the place of the sound in the syllables sha, ash, asha. Where is the sound [w] heard in the words Shun (the nickname of the mouse), mouse, mouse?.
Reading the syllables sha, sho, shi
Development of auditory memory and attention
Follow instructions of 2-3 steps.
- Go to the closet. Take the mouse. Place the mouse between the matryoshka doll and the horse, and then sit down.

Lesson 4

Development of articulatory motor skills
Working on your voice
Memorization and reproduction of syllabic sequences in combination with movement. Game exercise “We are weightlifters.”
Shta-shta, shta-shta;
piece-piece-piece-piece (raise and put down the barbell).
"Conversation between Cheburashka and Tumbler."
- What, what, what. (angrily)
- Pieces-pieces-pieces? (Good-naturedly. Why are you so angry?)
- Wow. (Affectionately. Let's be friends.)
- What-what-what? (Interrogative. Do you agree?)
- What-thing-thing-thing. (Affirmative. I agree.)
Development of phonemic awareness
- Find pictures whose names contain the sound [w], and put them next to the letter w.
Pictures are laid out in front of the child, the names of which contain the sounds [w] and [z]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words.
Reading the syllables ush, shu; oh, sho

Lesson 5

Automation of the sound [ш] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on your voice
Game exercise “Conversation of monkeys.” Memorizing and reproducing syllables with the inclusion of facial exercises.
- Shma-shmo. (sad)
- Shma-isho-shmu (with grief)
- Shma-shmo-shmo-shmy? (interrogative)
- It's a shame. (offended)
- Shna-shno-shnu. (approvingly)
- Shna-shno-shnu-shnu! (joyfully)
Game exercise “Monkeys peel bananas.” Coordination of speech with hand movements - imitation of the movements of monkeys.
Shva-shvo;
seam-shwo-shvu;
seam-seam-seam-seam.
Development of phonemic awareness
- Find pictures whose names contain the sound [w], and put them next to the letter w. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [s]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words.
Composing syllables from a split alphabet. Reading syllables

Lesson No. 6

Automation of the sound [ш] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on voice and facial expressions
Game task “Conversation with aliens.”
- Shka-shko-shku. (surprised)
- Sla-shl-slu-slut. (indignantly)
- Shpa-shpo-shpu-shpa. (with sadness)
- Hey, hey, hey. (with apprehension)
- Shmi-shni-shpi! (joyfully)
Development of phonemic awareness
- Match the pictures to the letters. For the letter w put pictures whose names have the sound [w], for the letter w - pictures whose names have the sound [z], for the letter s - pictures whose names have the sound [s].
The teacher names the pictures, and the child selects the desired picture and places it next to the corresponding letter.
Composing and reading syllables
Tasks used at the stages of sound automation [w]
in words, phrases, sentences and coherent speech

sha, sho, shu, shi, she
Say the words correctly
Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, little mice, horse, chess, champignons.
Driver, rustle, bag, fluff, pot, cockerel, strap, comb, mouse.
Noise, jester, fur coat, joke, teddy bear, screw, scale.
Ears, tire, thorns, awl, sewing, mice, screen, lilies of the valley, reeds, babies, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, rose hip.
Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry.
Tasks
Name the objects. Pronounce the words clearly. Determine the place of the sound in each word.
Divide the words ball, hat, hanger, champignons into syllables.
Guess the word I have in mind. In this word, the first syllable is ve, the last is ka.
Collect words from scattered syllables. The word has the following syllables: sha, we, ta.
Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha.
What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is taller - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has the balls? Who's wearing a hat? Who has a scarf on his neck? Who has the car? Who's standing? Who's walking?
Drawing Sewing machine, passenger car, washing machine. Name the objects in one word. How do you turn the word car into the word tire?
Repeat the words step, steps, step, step. These words are called cognates.
Fill in the missing letter and pronounce the words clearly.
...ar
...arf
...aiba
... ariki
Tell me the right word.
The jumper jumps with... (pole).
The train is driven... (driver).
The hole can be pierced... (with an awl).
We admire... (water lily, lilies of the valley).
Pour the milk into... (jug).
We pour water... (with a ladle).
The driver drives... (the car).
Which syllable is missing? Ti...na (silence), ma...na (car).
Name words with the syllables sha, shi, shu.
Why were bushes and trees called that - rosehip, mulberry? The wild rose has prickly thorns. Silkworm caterpillars (silkworms) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They spin cocoons from silk threads, in which they transform into pupae. Cocoons unravel and weave silk fabrics.
Automation of the sound [ш] in words with syllables
ash, ush, osh, ish, ish, esh
Say the words correctly
Tower, turret, cup, shirt, daisy, bug, pencil.
Shower, mascara, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa.
Finish, little house.
Midge, cat, crumb, windows, peas, basket, palm, potato, okroshka.
Mouse, mouse, baby, reed, donut, tower, lid, baby, monkey, tire.
Nuts, sturdy, rattle.
Tasks
Say it kindly. Cherry is a cherry, a cat is a cat, a mouse is a mouse.
Which letter is lost in these words? Kotka, skein, wash, cone.
Why was the first dish called okroshka?
Rebus. A teapot, a bus, a fur coat, a bush, an orange. Name the objects. Highlight the first sound in the names of objects. Make up a word from these sounds. (Cup.)
Automation of the sound [ш] in words with a combination of consonants
Say the words correctly
Headquarters, rod, trousers, stack, stamp, darning, curtain, corkscrew, steering wheel, thing, bayonet.
Wardrobe, box.
Hat, helmet, boat.
School, student.
Sleepers, twine.
Tasks
Replace the sound [p"] with the sound [t"] in the word spire. What word did you get? (Calm.)
Syllable chain. Mouse - reel - reel.
Say it kindly. Hat - hat, fur coat - fur coat, pants - pants, shirt - shirt, cone - cone, hat - cap, mouse - mouse, ball - ball, reel - reel.
Choose rhymes. Pictures and words. Two columns of pictures.
Mouse - quiet, cat - midge, baby - cat - cloudberry, ka-dushka - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, cone - Quiet, guns - ears, dryers - flies, old woman - cheesecake, window - basket, okroshka - potatoes, cockerel - scallop.
"Is it correct?" The guns are firing, the cannons are baking. A cat grows in a swamp, a cloudberry sits under the table. There are toys on the tree, and cuckoos in the hands of the children.
"Useless and useful advice from the old woman Shapoklyak." Salt frogs in tubs. Place the cuckoo on your pillow to sleep. Throw the coils at the windows of the hut. Place the midge in the basket. Don't litter in the hut. Salt the volushki in a tub. Treat the old lady to cheesecake. Don't kill frogs! Take care of the cuckoos!
Repeat the helpful tips first. Why can other advice be called useless?
What's extra?
Make up the letters for the girl's name and the name of her clothes.
A, K, A, P, M, W, B, L, U, R, F.
- Which letter is missing? ...stranded, Roma...ka, card...ka.
- How are these words different? Moshka is a cat. A hat is a boat. The fur coat is a joke. Sleeper - noodles. How are they similar?
"What's going where?" Little waves in... (the tub), feathers in... (the pillow).
“What to whom?” For the baby - a rattle, for the kids - toys, for the old lady - cheesecakes, for Mashenka - cherries, for Mishenka - pants, a shirt, for the frog - a midge, for Cheburashka - a chamomile, for the cockerel - grains.
Automation of sound [ш] in phrases
Complete the word.
Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good... .
Choose the right words.
What are you doing? Tell me about yourself. I... (walk, breathe, wave); listening music); spoon soup... (stir); problems... (solve); with a needle... (sew).
Tell me about Misha. Misha, with your eyes... (look, blink, look); ears... (listening); with your feet... (you walk, you walk, you run, you walk); with your hands... (catch, throw, wave, do); door... (open, close); ball... (catch); with a doll (playing); with a pencil... (draw); by car... (you drive); on the plane... (flying).
Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You go to the store... (go), groceries... (choose), money... (pay), groceries in the bag... (put), home... (bring), from the bag... ( put it out), in the refrigerator... (put it in).
Tell me about yourself. I will... (write) a letter, (sew up a hole in the dress).
Automation of the sound [ш] in sentences and in coherent speech
Two word sentences
The kids are noisy. The mouse rustles. Natasha writes. Misha is a naughty guy. Ksyusha is big.
Three word sentences
The cat catches up with the mouse. Katyusha buys chess. The cockerel pecks the cherries. Mashenka eats chocolate. Pasha is fixing a hanger. The cat knocked over the jug. Natasha found a pebble. Mashenka was given a scarf.
Make three-word sentences with the following words: cone, cuckoo, Misha, car, top.
If you were an artist, what could you draw with the sound [w]?
Sentences of four to five or more words
Aunt Dasha is sewing a shirt. Grandma is darning Misha's panties. Uncle Pasha is plowing the arable land. Masha puts Mishka on a shirt and pants. The car has rubber tires.
A bug sits on a large daisy. Volnushki are salted in a tub. Frogs croak at the forest edge. A cone fell on the mouse. Peas were scattered on the path.
The bear is sitting in the car. The mouse fell into the mousetrap. The frog jumped onto the water lily. Natasha plays with a teddy bear. Grandfather plays checkers with Misha. Grandfather is lying on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears in the shower. Grandmother and Alyonushka sat down on a log.
Sentences with conjunctions a, and
Dasha and Pasha are playing chess. Alyonushka has a basket, and Mashenka has a mug. Pasha built a turret, and Misha built a house with a roof. The porridge is eaten with a spoon, and the compote is drunk from a cup. Dashenka plays with a matryoshka doll, and Misha plays with a toy car. Alyonushka took the bowl and fed the cat. Yasha went out to the edge of the forest and saw a cuckoo there.
Tasks
Distribution of proposals.
What is Dasha doing? Dasha is sewing.
What does Dasha sew? Dasha is sewing pants.
What does Dasha sew on? Dasha sews pants on a sewing machine.
Who does Dasha sew pants for? Dasha sews pants for a bear on a sewing machine.
Complete the sentences with.
The bunny has long... (ears). Here sits a green frog... (abdomen). The kids are walking to... (school). The pie is good, inside... (curd). Mushrooms in a tub, grandfather in... (hut).
Name the extra word in the sentence.
The rose hips have prickly thorns and bumblebees. A frog sits on a water lily, a tub. The cat rolls a reel, a rattle.
Who can I contact like this? Please do for me... . I ask you, please help... Contact me with a request.
Unprecedented. Figure 14. (See color insert.) Cuckoo in a hood. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear dances with the mouse. The mouse catches the cat.
Come up with fable sentences.
"Learning to think."
Development of cognitive processes.
Find the differences.
Drawing of Confused Masha and a girl dressed correctly. Clothes on girls. Scarf, hat, shoe laces, fur coat, mittens.
What can’t Masha go for a walk without in winter? To the beach? What will Masha wear to kindergarten?
Figure 16. (See color insert.) Cats of different colors, a mouse, a wardrobe. The cat is on the closet, under the closet, behind the closet.
Where does the tabby cat sit? Where is the red cat? Where is the mouse peeking from?
Topics for composing stories and fairy tales
"Birds". Why are they called that? Avocet, pintail, shoveler, broadtail, broadmouth, mockingbird, stonewall. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left and which is on the right?
"Visiting Cheburashka." Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile.
"The Adventures of Sharik and Pushka." Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell.
“Mishutka Toropyzhka is looking for friends.” Key words: mouse, cone, frog, bumblebee, obedient hedgehog, naughty hedgehog.
“How the bear Toptyzhka visited the kindergarten.” Key words: Natasha, Masha, tumbler, matryoshka, machine, ball, naughty, noise, closet, books.
"Teremok". Write your own fairy tale about the little mansion. Use the words frog-frog, mouse-norushka, cockerel-golden comb, bunny-coward.

Speech therapy lesson notes

Automation of sound [sh] based on plot

"Doll Masha's Birthday"
Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash registers, typesetting canvas.
Progress of the lesson
Organizational moment
We brought you gifts.
Whoever wants it will take it.
Here's a doll with a bright ribbon,
Tumbler, airplane.

Depict the actions of wind-up toys: the doll walks, the Teddy Bear dances, the Tumbler rocks, the horse gallops.
Lesson topic message
A doll is brought in. This is Masha.
The sound [sh] is pronounced with emphasis.
- Remember the names that have the sound [sh]. (Sasha, Natasha, Katyusha, Ksyusha.) Say the name Masha affectionately. (Mashenka.) Today Mashenka invites us to her birthday. We will visit her and get acquainted with the new sound [w].

Characteristics of the sound [w] by articulatory and acoustic characteristics
- Mashenka doesn’t know how to pronounce the sound [sh] yet, let’s teach her. What do our lips do when we pronounce this sound? (They stretch out like a tube.) Where is the tongue? What is it - narrow or wide? (The tongue is wide, “cupped.”) How do we pronounce the sound [w] - with or without voice? Does it sound hard or soft? Vowel or consonant sound [sh]? Bend your fingers and repeat what sound [w]. (Consonant, hard, deaf.)
Designation of the sound [ш] with a color symbol.

Pronunciation of the sound [ш] in syllables
- The mice heard about Masha’s birthday and whispered: “Sha-sho-shi (questioningly whether Masha will invite them to his birthday). Shu-sho-shu (with a request). Shta-shto-shtu (affirmative). Shva-shvo-shvy (joyfully).”
Pronunciation of the sound [w] in words. Determining the position of the sound. Case management
- Who did Masha invite to her birthday?
Toys are on display (Cockerel, Parsley, Matryoshka, Tumbler, mouse with little mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w].
- What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. (Balloon, hat, chocolate, scarf, fur coat, curtains.) And now - with the sound [w] in the middle of the word. (A car, a frog, a cup, cherries, a rattle, a reel, a book.) And also name gifts in the name of which the sound [w] is heard at the end of the word. (Ladle, pencil, brooch.)
Development of phonemic awareness. Sound-syllable analysis of the words Masha, porridge
- Mashenka invites us to play the games “Sound Lost”, “Sound Got Lost”. What sound is lost in the words we...ka, ko...ka, lay down...ka, mo...ka?
Children name the missing sound and the whole word.
- What sound got lost and got out of place, what sound was lost in the following words: tkaf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. The “correct” words are wardrobe, mouse, porridge, Masha.) Let’s show Masha how we designate sounds with circles. How do we designate words and syllables?
Children lay out diagrams of the words Masha, porridge.
- How are these words different? How are they similar?
Fizminutka
Children play the game "Cat and Mice".

Pronunciation of the sound [w] in sentences. Addition of offers
- Mishutka offers to play the game “Prompt the Word.” He says two words, and you add another word to make a sentence. Masha - porridge. (Loves. Masha loves porridge.) Misha - a fur coat. (Misha wears a fur coat.) The frog is a midge. (The frog ate the midge.) The cat - the mouse. (The cat caught the mouse.)
Determining the number of words in sentences.
Sound [w] in connected speech
- The guests began to tell different stories. Listen to what Tumbler said about his friend Natasha. Give Natasha a bear. Natasha is walking with the bear. She puts pants on the bear. Natasha loves the bear.
Children restore, correct and retell the text.
Reading the syllables sha, shu, sho, shi
- Remember, the letter w is never friends with the letter s, but only with the letter i. “Write the letter w with i!”
Working with split alphabet. Make up the word tire.
- What syllable is missing in this word to create the new word machine? (Syllable ma.) Make up the word Masha.
Lesson summary

Automation of sound [sh] based on the plot of the fairy tale “The Adventures of the Cowardly Bunny”

Material: toys (Playful Teddy Bear, Cowardly Bunny, Jumping Frog, Little Mouse); subject pictures (cuckoo, bumblebee, cherries, daisies, lilies of the valley, water lilies, porridge, wavelets, russula, egg capsules); images of trees, huts, symbols of sounds and words, split alphabet.
Progress of the lesson
Organizational moment
Psychophysical gymnastics.
Toys are shown.
- This is the Naughty Bear, the Cowardly Bunny, the Jumping Frog, the Little Mouse. Depict the characters' movements with facial expressions and gestures.
Report the topic of the lesson. Characteristics of the sound [w] by articulatory and acoustic characteristics
- What identical sound did you hear in the names of our guests? (Sound [sh].) Today we will repeat the sound [sh] together with them. What sound is this?
Children give a description of the sound [w].
Pronunciation of the sound [w] in syllables. Analysis and synthesis of the word noise
- The little cowardly bunny ran towards us and listened. And the forest rustled: “Ash-osh-ush-shi!” (The bunny became wary.) Wow! (The coward got scared.)” But then the leaves whispered: “Shu-shu-shu.” And the Cowardly Bunny calmed down. What sounds did you hear in the whispering of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word did you get? (Noise.) “Scatter” the sounds of the word noise. How many sounds does it have?
Pronunciation of the sound [w] in words
- The little bunny ran out of the forest and came running to us. Now we will find out who and what he saw along the way.
Pictures of various colors are displayed. On the edge of the forest grew... (daisies, lilies of the valley, porridge), on the river... (water lilies, egg capsules). Guess by the sounds [w], [m"], [e], [l"], who was sitting on the chamomile? (Bumblebee.) On the bank of the river, the Cowardly Bunny saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). Under the bush grew... (wortlings, russula). What bird did the Cowardly Bunny see in the tree? (Cuckoo.)
Determining the position of the sound [ш] in words. Selection of rhymes
- The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: tire... (car), cat... (midge), frog... (pillow), front sight... (gun), mouse... (bear). Where is the sound [w] heard in these words? (In the middle of the words.) And here comes the naughty Bear. He will read “mixed up” verses to you, and you listen and immediately correct the mistakes.
My friend and I played cups... (checkers).
We drank tea from a white checker... (cup).
A cone came out of the hole... (mouse).
A mouse fell on her... (bump).
There were cones sitting under the bush... (mice).
There were mice hanging on the pine tree... (cones).
A cat was flying in the air... (midge).
The midge lapped up the milk... (cat).
There was a cat on the table... (bowl).
There was a bowl sitting on the floor... (cat).
Pronunciation of the sound [w] in sentences. Analysis of the proposal composition
- The naughty bear came up with “confusions” not only in poetry, but also in sentences. "The rails lie on the noodles." What are the rails on? (The rails lie on the sleepers.) How are the words sleeper and noodles similar? Now let’s correct the rest of his confusing sentences. "Natasha carries a boat." (Natasha wears a hat.) “Grandfather is playing with the car.” (Grandfather plays the harmonica.) “The mouse catches the cat.” (The cat catches the mouse.) Come up with your own confusion sentences. Show the naughty Bear how we designate the sentence and words.
Proposal analysis.
Practical mastery of prefixed verbs
- Listen to the story of the playful Mishka about how he came to us.
The speech therapist speaks on behalf of the playful Mishka, and the children help lead the story.
- I was walking through the forest and a wave... (found). Then I went into the forest... (went), into the thicket of the forest... (went) and to the hut... (went), then into the hut... (went), there was nothing there... (found), further... (went). I... (approached) the tree, there I found sweet honey... (found). Along the path... (went) and to your class... (came).
Fizminutka
- Now listen to the poem and do the actions.

We walked through the forest, walked, walked, and only found a pine cone.
The children ran further and met a frog.
Jumping frog - eyes on the top of the head.
Hide from the frog, mosquitoes and flies!

Children pretend to be a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to an activity.
Pronunciation of the sound [w] in poems
- The jumping frog decided to tell us about what recently happened to the naughty bear.

A squirrel from a branch to its little house.
She was dragging a cone.
The squirrel dropped a pine cone
It hit Mishka straight.
Mishka groaned and groaned:
There's a bump on my nose!

Children repeat the poem together with the speech therapist.
Reading and transforming words. Sound-letter analysis of the word bear
- What similar words did you hear? (Bear, cone.) Indicate the word bear with circles. How many syllables and sounds does it have? Make up this word from the letters of the split alphabet. Now make up new words by replacing the letters in the word bear. (Mouse, fly, midge, cat.)
Reading the fairy tale by G. Yudin “How the Mouse Played Naughty”
- And here comes Little Mouse. Who is she with? (With a mouse of Mice.) She wants to tell a fairy tale about her naughty little mouse. Listen carefully and remember words with the sound [w]. Reading a fairy tale.
Development of phonemic representations
- Who remembered the words with the sound [w]? Name them.
Children's answers.
Composing words from the letters of the split alphabet at the request of children
Lesson summary

Svetlana Stolbova
Speech therapy session. Topic: sound and letter “SH”.

Goals:

Develop phonemic awareness

Automate sound [Ш] in words, syllables, text

Ability to find places sound in a word

Reinforce pronunciation sounds in words

Teach inflection

Strengthen the skill sound-letter and sound-syllable analysis of words

Getting to know letter Ш

Development of fine motor skills (learn to accompany speech with hand movements)

Develop attention, thinking, memory

Expand words knowledge

Explanation of the spelling of proper names

Equipment:

Pictures from sound [Ш], envelopes with individual cards, flashlights, diagrams, figures of characters from the cartoon "Masha and the Bear", notepad, pencil, stencils with the image of a hedgehog, " syllabic house"

Progress of the lesson:

1. Organizing moment - name the first one sound in name.

2. Game for attention "The Fourth Wheel".

Four pictures are displayed, of which the “extra” one is sound [Ш], which is in different positions ("tire", "machine", "bucket")

Speech therapist: “Guys, what sound we hear most often in the names of these pictures?”

Lessons on making the sound “sh”

A child's education cannot be achieved without play. First you need to check your attentiveness and clarity of perception. Say words with and without the letter “sh” in any order. Invite your child to clap his hands when he hears words that contain the sound “sh”.

Be sure to praise your child for his successes.

Ask your child to use his hand to depict a hissing snake, which must follow the drawn labyrinth to the goal.

Remember together where else you can hear hissing sounds - the rustling of fallen leaves under your feet, the hiss of a cat, the rustle of a frightened mouse, the rustling of leaves in the wind.

To reinforce the sound, first use syllables and words, and then tongue twisters, children's poems and pure tongue twisters. Pictures depicting objects that have the letter “sh” in their names will be of great help in automating pronunciation.

You need to start learning the correct pronunciation of the sound “sh” with articulation exercises. Then, with the help of games and activities, you can consolidate the achieved result.