A set of individual lessons on the formation of sound pronunciation is intended for children of senior preschool age with severe speech impairments (dysarthria, alalia) and compiled in accordance with the methodological recommendations of the classics of speech therapy M.E. Khvattseva, R.E. Levina, L. S. Volkova, T. B. Filicheva, G. V. Chirkina
Speech disorders in this category of children are systemic in nature; they affect both the phonetic-phonemic and lexical-grammatical aspects of speech. Therefore, speech therapy is aimed at the speech system as a whole, and not just at one isolated defect. In addition, the entire process of speech therapy work is aimed at the formation of mental operations of analysis, synthesis, comparison, abstraction, and generalization. The features of this complex are the maximum inclusion of auditory, visual, motor analyzers and the maximum use of didactic means.
Didactic material is selected and arranged with maximum consideration of didactic and methodological requirements for speech therapy work with children and in accordance with the laws of Russian phonetics.
The purpose of this complex is to develop a system of classes that includes all stages of work on the sound K, with children with severe speech impairments.
The complex solves the following problems:

• Development of articulatory motor skills.
• Formation of respiratory and vocal functions, prosodic aspects of speech.
• Work on pronunciation (production, automation, introduction to speech)
• Formation of sound analysis and synthesis skills
• Enrichment of the dictionary.
• Formation of the grammatical structure of speech.
• Development of coherent speech.
• Formation of cognitive processes.
• Increasing speech and emotional activity of children.
• Improving personal contact between the speech therapist and the child.

The complex consists of 6 lessons and includes the following sections:

• sound pronunciation correction;
• correction of phonemic processes;
• correctional work at the syllabic and lexical levels;
• correctional work at the syntactic level;
• improving coherent speech.

In children with severe speech impairments, the stages of formation of articulatory motor skills (articulatory structure) and sound automation go through a longer and more difficult path. It is extremely important to diversify this process, to arouse and maintain motivation, and to maintain the interest of children throughout the entire period of correctional speech therapy. The presentations included in the lesson structure serve this purpose.
Due to the fact that the old conditioned reflex connections in children with complex speech pathology are very conservative, it is necessary to carefully work out the stages of consolidating correct speech skills. Hence the frequent repetition of speech therapy exercises, but with the inclusion of elements of novelty in content and form. Given the rapid fatigue of children, frequent changes of activities are carried out, switching the child from one form of work to another.
Lesson 1
Target: prepare the articulatory apparatus for the production of the sound K, consolidate the pronunciation of the sound K in reverse syllables and words, introduce the letter K, develop fine motor skills, and cultivate a positive attitude towards speech therapy classes.
Do you like traveling. I want to make you happy, now we will go on a trip and stop at different stations. And here is our stop. We arrived in the forest. Look, someone is meeting us. And guess who it is?
Mixed with sour cream.
It's cold at the window.
He left his grandfather
He left his grandmother with a round side, a ruddy side
Rolled (Kolobok)

Kolobok came to us. You and I will show the movements of our tongues.
1. Preparatory part. Warm-up and exercises:
A) preparatory articulation exercises: for lips: alternation of movements
A-I, A-U, A-O and vice versa; for language: (Presentation1).
"Spatula
« Pussy is angry":
"Who is stronger?" competition between the child’s tongue and the speech therapist’s finger, pressing on the tip of the tongue and moving the tongue deeper into the mouth (mouth open, lips smiling) (5 times)
"Coil": mouth open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. (5 times)
"Gorka" 1: arching (raising) the back of the back of the tongue, pressing it against the soft palate, the tip of the tongue is slightly pulled away from the lower teeth (the mouth is open, the lips are in a smile). (5 times.)
"Gorka" 2: the same with deflating a cotton ball. (5 times.)
"Slide" 3: the same with a spatula or probe. (5 times)
Breathe through your nose with your mouth wide open.
B) warm-up for hands and fingers + additional exercise “fist-ring” (the fingers of one hand are clenched into a fist, and the other hand alternates with the thumb to form a ring).
Voice exercises: Kolobok heard how “The hen teaches the chickens to say: “Ko-ko-ko.” The chickens repeat: “Ko-ko-ko.” And the smallest chicken says: “Ku-ku-ku.” Mom corrects him: “Not like that.” kuk-ku-ku,” says the cuckoo, and you say “ko-ko-ko.” What do chickens say? What does the cuckoo say?
“Mom has a sore throat and she coughs: “K-K-K-K”
2. Main part. Setting the sound K
1) By imitation. Let’s teach Kolobok to raise the back of his tongue and knock on the ceiling: “In the house he jumps and hops. He knocks on the ceiling, Kolobok cheers: “K-K-K-K”
- development of speech breathing: What time of year is it now? Snow falls in winter. A snowflake fell on Kolobok's mitten. Let's blow a snowflake off the mitten, pronouncing the sound K: “K-K-K-K”
Mechanical method (predominant)
Its basic principle is from the explosive anterior lingual anterior palatal T to the explosive posterior lingual posterior palatal K using a probe, a spatula, the finger of a speech therapist (then the child), pressing on the tip and the front part of the back of the tongue, gradually arching and moving the tongue into the depths of the mouth, while pronouncing TA-TA -TA: TA-TA-TA—TA-TA-TA—KYA-KYA-KYA—KA-KA-KA.
Mechanical assistance is gradually weakened, then completely eliminated.
2) Clarification of articulatory structure: How do we pronounce the sound K? The back of the tongue hits the roof of the mouth deep in the mouth, and the tip of the tongue is located behind the lower teeth. Say the sound K and try to feel it: “K-K-K-K.” Pronounce the sound repeatedly and abruptly.
Sound characteristics: consonant (since the air stream meets an obstacle), voiceless (since the vocal cords are not tense), hard, we will denote it with a blue square.
3. Reinforcing the correct pronunciation of sounds.
Pronounce the syllables by changing the rhythmic pattern “Repeat”
AK-AK - AK-AK-AK AK-AK-AK - AK-AK
OK-OK-OK-OK-OK OK-OK-OK - OK-OK
UK-UK - UK-UK-UK UK-UK-UK - UK-UK
YK - YK - YK-YK-YK YK-YK-YK - YK-YK
IR - IR - IR-IR-IR IR-IR-IR - IR-IR
Introducing the letter K
Listen to a poem about the letter K
Look at the letter K:
There is a leg and there is a hand.
Kostya shouted to the cat: “Shoo!”
It's all in K, baby.
What does the letter K look like? (on the beetle's antennae, beak) Which direction does the letter K face? (to the right) How many elements does the letter K have? Which? (Annex 1)
Let's make a letter for Kolobok and decorate it.
Summary of the lesson. Saying goodbye to Kolobok, we give him a letter made of plasticine.
Lesson 2.
Target: automate the sound K in reverse syllables and words, form phonemic hearing, consolidate the concepts of “letter”, “sound”, develop fine motor skills, cultivate a positive attitude towards speech therapy classes.
Kolobok wrote us a letter
“I’m waiting for you in the forest house, let’s play and relax”
- Shall we go for a visit?
- Yes
Let's go along the path into the forest. We'll find a house in the clearing.
Exercise “knock like I do” - developing a sense of rhythm, auditory attention, and memory. (rhythmic pattern)
Kolobok found out that you were learning to pronounce his favorite sound correctly and decided to invite you over to play with the sound K.
Articulation gymnastics:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count to 6);

« Pussy is angry": mouth open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. (5 times)

"Coil": mouth open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. (5 times)
"Snake"

once.
1. Say syllables and words (2-3 times): auditory attention auditory memory

UK-YK-AK-OK

YK-UK-OK-AK

OK-AK-UK-YK

AK-AK-AK - MAK YK-YK-YK - BULL

OK-OK-OK - Honeydew IR-IR-IR - BROOM

UK-UK-UK - SPIDER
2. Formation of the speaking voice, practicing clear pronunciation and articulation of the sound K. (phonemic hearing) Listen to the nursery rhyme. Listen carefully to what sound I highlight in my voice, name the words with this sound:

Kitty, kitten, cat,

Kitty sharp claw

Learn a nursery rhyme by heart: say the nursery rhyme without a voice, clearly articulating each sound. Now let’s wake up the cat quietly, and now loudly, let’s call the cat for a walk.
3. Reinforcing the sound K in sentences: insert words with the sound K (Presentation 2)

Katya grew (poppy, peony, daffodil) in her flowerbed

Brown (fly agaric, honey fungus) adorned the stump.

There is a (broom, bucket) in the corner

Came down from the ceiling (spider, bee)

At the gate stood a huge (bull, camel).

Name words with the sound K: poppy, honey fungus, broom, spider, bull.

4.Look at the letter K, form it out of sticks, and draw it in the air with the fingers of both hands alternately.

5.

Color the large letter blue and the small letter green and shade it.

6. Summary of the lesson. Farewell to Kolobok.

Lesson 3

Purpose of the lesson: automate sound in direct syllables and words, develop phonemic hearing, and simple sound analysis, develop hand-eye coordination.

1. Preparatory part.

1. Warm-up and exercises:

A) preparatory articulation exercises : for lips: alternating movements A-I, A-U, A-O and back ; for language:

"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count to 6);

"Snake" The mouth is open. Stick your tongue forward, tense and make it narrow. Push the narrow tongue forward as much as possible and then retract it into the back of the mouth.

Tongue movements are performed at a slow pace and are performed 5-6 times.

2. Main part.

1). Kolobok has prepared a lot of tasks and exercises for you today. He invites you to play with pictures: how the chickens cry: “Ko-ko-ko!”, “Where, where!”, the rooster: “Kuka-riku”, the ducks: “Quack-quack-quack!”, the cuckoo: “Koo”. -ku, ku-ku!”, crow: “Kar-kar”

In the cry of which birds is the sound [K] heard? Circle the appropriate pictures.

Isolated pronunciation of the sound K, clarification of articulation:

Open your mouth wide.

Hide your tongue deep in your mouth and squeeze it into a ball.

Tap the palate with your clenched tongue and pronounce the sound K.

Bring your palm to your mouth, feel the movement of air.

Say the sound K loudly and clearly, repeatedly.

Characteristics of sound: consonant, dull, hard.

Development of phonemic hearing

• Identification of sound from a number of others

TO: K, R, G, M, K, F, K, L, K, X, K

• Identification from syllables

Clench your fists tightly when you hear the sound TO: KA, GA, KY, MU, AK, KO, HA, KU

• Identification from words

Clench your fists tightly when you hear the sound TO: LAMP, HAND, HOLE, GOAT, SHELF, HOUSE, CAT, CHOCOLATE, ELEPHANT, STONE, TABLE, GALOSHE.

Remember, repeat the syllables:

KA-KA-KA KA-KO-KU-KY

KO-KO-KO KO-KU-KY-KA

KOO-KOO-KOO KOO-KY-KA-KO

KY-KY-KY KY-KA-KO-KU

Say the words (2 times):

boar bank com

cabin booth con

beech office horse

coffee branch border

stone shirt forge

ditch note comet

captain duck candy

Game "Wonderful bag". Kolobok has a wonderful bag of vegetables (cabbage, potatoes, carrots. The child takes out the vegetables, names them, clarifies that the words contain the sound K (determines the place of the sound in the words). Clearly identifies the sound K intonation.

Selection of vegetable names for possessive pronouns: my cabbage, my potatoes, my carrots

Offers to find the same pictures - outlines and color them. Names vegetables that do not have the sound K in their names: (tomato, cucumber)

Game "Hide and Seek". Kolobok offers to play hide and seek. And the syllable KA will hide from you. Listen carefully to the sentences (number the pictures for the sentences) and try to reconstruct the words: (Appendix 2).

1. Soba (ka) yap (ka) la at fish (ka).

2. (Ka)cha on (ka) the hall make a mischievous kitten (ka)

3. Kosh(ka) la(ka)la milk from a saucer.

4. The little girl cried loudly.

5. Hare (ka) pos(ka) in the garden for (ka) empty.

6. Grandmother (ka) melts her grandson along the steam path.

Sound analysis: a hard consonant is indicated in the sound diagram of the word in blue, and vowel sounds in red:

Repeat the tongue twister“Kitten, kitten, cat. "Kitty's sharp claw"

Draw a loop of a dog near the booth.

Lesson 4.

Purpose of the lesson: continue to automate the sound K in words and sentences, expand the vocabulary for the sound K, develop visual-motor coordination of the hand, cultivate cognitive interest in speech therapy classes, and a positive emotional attitude towards the lesson.

Breathing development

Sit up straight, feet on the floor, hands on your stomach. Close eyes. Imagine that there is a ball in your stomach. We inhale through the nose - the balloon inflates; the shoulders are motionless; exhale through the nose - the ball descends slowly. Now we will “inflate” and “deflate” the balloon. We breathe slowly.

The child sits on a chair, leaning back; performs the exercise at a slow pace 5 times.

Articulatory gymnastics Development of mobility and differentiated movements of the lips and tongue.

• "Frog" - "Proboscis"
• “Shovel” - “Needle”
• "Pussy is angry"
• “Brushing the bottom teeth”
• "Coil"
• "Swing"

A child performs counting exercises in front of a mirror at a slow pace.

Automation of sound [K]. using Sujok

on a long speech exhalation we pronounce the syllables:

[Kk-a-a-kk-o-o-kk-u-u-kk-y-y-kk-e-ek];

During a long speech exhalation, the child pronounces the vowels clearly.

Let's play the game "Repeat" with you

Development of auditory perception, sense of rhythm, rhyme.

Consolidating the skill of correct pronunciation of the sound [k] in straight syllables and words with a straight syllable.

Ka-ka, Ka-ka, Ka-ka,

Porridge, stone, camera.

ka - Ka, ka - Ka, ka - Ka,

flower, turkey, hammer

Ko-ko, Ko-ko, Ko-ko,

Cat, cat, lump

ko - Ko, ko - Ko, ko - Ko,

high, wide, great.

Ku-ku, Ku-ku, Ku-ku.

Chicken, chickens, gossip

Coo-coo, coo-coo, coo-coo.

Eye, mouth, nose.

“Name the pictures.” Memory development. Development of phonemic functions. Activation of the dictionary.

Name the pictures whose names contain the sound [K].

(calf, foal, chicken, horse)

(calf, foal, chicken) what an extra word (horse). Why?

There is no sound (K) in this word.

Make up a sentence using one of the words.

Katya feeds the chicken.

How many words are there in a sentence?

Game "4 extra" (Presentation 3)

Bottom line

What did we do today?

How to pronounce the sound [K] correctly?

Lip position;

Position of teeth;

Tongue position;

What a blast of air.

Remembers activities;

correct articulation of the sound [K].

Lesson 5

Target: automate the sound K in syllables and words with a combination of consonants, work on sentences, formation of the grammatical structure of the language, cultivate a positive attitude towards speech therapy classes.

Kolobok was rolling, rolling along the path and heard someone shouting Kva-Kva. Who is this?

I'm green like grass

My song: “Kwa-kwa.”

Guess a riddle. Circle the answer.

We pull our lips straight to the ears, it turns out - a frog

Articulation gymnastics:

“Smile” - “Tube”, “Spatula” - “Needle”

“Brushing the lower teeth”, “Reel”, “Swing”

Articulation analysis:

• lips slightly open, stretched out in a slight smile;
• teeth open:
• Tip of the tongue lies at the base of the lower incisors,
• front and middle parts dorsum of tongue omitted,
• back of the tongue rises up and rests on the back of the palate,
• side edges the tongue is pressed against the upper lateral teeth;
• soft sky raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity;
• vocal cords not tense, open - the voice is not formed;
• air jet strong, at the moment of pronouncing the sound it passes through the center of the oral cavity, breaking the bridge between the back of the back of the tongue and the palate.

The frog frog was happy to see us and jumped on the pebbles

Automation of the sound [k] in syllables.

Kwa-kwo-kwu	Ska-sko-sku
Kwo-kwo-kwo	Sko-sku-sky
Kwu-kwy-kwu	Sku-ska-ska
Kwa-kwa-kwo	Ska-ska-sko

Kvakushka - square - apartment

Bench - fairy tale - stroller.

Fizminutka: Here are the frogs along the path, jumping with their legs stretched out. They saw a mosquito and shouted: Kwa-Kwa-Kwa! (child imitates a frog)

Development of prosody.

How does a big frog croak? How small?

Game "Guess the riddles." Kolobok asks you to suggest the word at the end of each poem.

Who drags his house on himself

In a dark dungeon

Beautiful maiden

Without thread, without knitting needles,

Knits knits.

(butterfly)

The baby is dancing -

Just one leg.

State budgetary educational institution for children of preschool and primary school age, progymnasium No. 698 of the Moskovsky district of St. Petersburg “Pension”

Integrated speech therapy session for sound pronunciation correction

(sound pronunciation correction + speech development)

Spent:

teacher speech therapist

Sinyavskaya Victoria Alexandrovna

2014

Saint Petersburg

Summary of a subgroup speech therapy lesson for children of senior preschool age on the topic:

“Wild animals and birds. Preparing for winter. Sounds S and S’ in sentences"

(learning new material)

Target: teach to differentiate the sounds S and S in sentences.

Tasks:

Correctional and developmental:

correct pronunciation;

correct and develop coherent oral speech through composing a story - a description according to a diagram;

correct speech breathing;

coordinate and develop auditory and phonemic perception;

correct and develop fine motor skills of the hands (formation of manual skill, development of proportionality of movements);

develop gross motor skills, the ability to coordinate speech with movement;

develop attention, memory, thinking;

correct and develop personal qualities, emotional and volitional sphere

(skill of self-control, perseverance).

Educational:

clarify and expand the vocabulary on the topic: “Wild animals and birds. Preparing for winter." ;

Clarify the pronunciation and correct articulation of the sounds C and C’;

Differentiate the sounds S and S’ in sentences.

Educational:

cultivate interest in classes;

develop cooperation skills and a positive attitude towards participation in the lesson;

cultivate a caring attitude and love for nature.

Health saving:

plan the volume of material taking into account increased fatigue of children;

ensure that children are seated correctly;

contribute to the creation of a favorable psychological climate;

observe the vision protection regime;

alternate statistical and dynamic tasks.

Equipment:

Subject pictures depicting wintering birds and wild animals (N.V. Nishcheva “Wintering Birds”, “Wild Animals” Coloring Book. - St. Petersburg, DETSTVO-PRESS, 2003);

Game “At the Feeding Trough”, flannelgraph;

Letters C (2 pcs.), blue and green chips to indicate hardness and softness;

Blue and red signals;

Scheme for composing a story - description (T.A. Tkachenko “Schemes for preschoolers composing descriptive and comparative stories”, series “Practical Speech Therapy”, M. 2001);

Notebook No. 1 according to the number of children (N.V. Nishcheva Notebook No. 1 for the preparatory speech therapy group", St. Petersburg, DETSTVO-PRESS, 2012)

Colour pencils

Baskets of blue and green flowers,

Subject pictures (owl, fox, tit, bullfinch, goose, elk)

Interactive table.

Masks-caps of wild animals and birds.

A tape recorder (computer) with an audio recording of “Sounds of the Forest.”

Lesson stages

Types of work at the stage

Activities of a teacher

Child activity

What tasks were solved during the tasks?

Organizational- moment

Organize the children. Set up for class. Contribute to the creation of a favorable climate.

Main stage

Repetition of material

The speech therapist suggests naming the first sound from the pictures and characterizing the sounds C and C’

Children answer

Determine the level of children's awareness of the correct pronunciation of sounds and their differences

Updating knowledge

"Signals"

The teacher invites the children to remember which animals and birds with the sounds C and C’ live in the forest, pronounce their names, determine what sound they heard and raise the signal: hard sound C - blue signal, soft sound C’ - red signal).

Children repeat the words, determine the sound by hardness and softness and raise the signal.

Reinforce the correct pronunciation of the sounds S and S’ in words. Develop phonemic awareness.

Learning new material. Report the topic of the lesson.

Interactive game “Complete the picture”

Compiling a story - a description of a wild animal or wintering bird through theatricalization

The speech therapist reports that together they will go to the forest, where they will meet wild animals and wintering birds; asks you to remember the names of these birds and animals and complete the picture.

The speech therapist invites children to “transform” into animals and birds by wearing attributes.

The speech therapist demonstrates a diagram for composing a story - descriptions and asks questions.

The speech therapist invites the children to listen to a story about their animal, and then asks the children to try to talk about the bird animal that he got in turn.

Children remember the names of wild animals and wintering birds and complete the picture.

Children put on masks and hats and remember the names of animals and birds.

Children answer questions and get acquainted with the diagram.

Children listen to the speech therapist's story, and then take turns composing their own stories.

Update your knowledge on the topic of the lesson. Attract children's attention to the activity. Build manual skills.

Develop imagination, attention, memory.

Develop coherent speech. Develop the skill of answering questions in complete sentences.

Develop coherent speech. Enrich your vocabulary on the topic. Develop memory.

Dynamic pause.

Speech motor gymnastics.

Reinforcing the material learned

Outdoor game

" Bear"

D/I "Baskets"

The speech therapist invites the children to perform the exercise together, showing how to perform the movements correctly

The teacher invites the children to place them in baskets: in the blue basket - pictures in the name, which have a hard sound C, in the green basket - pictures, in the name of which there is a soft sound C'.

Children recite the poem and perform movements together with the teacher

Children select pictures with the sounds C and C, name them and put them in baskets

Develop gross motor skills, coordinate speech with movement. Develop creative imagination.

Develop differentiation of sounds C and C in words based on the picture. Reinforce the correct pronunciation of these sounds. Develop the skill of answering in complete sentences

Visual gymnastics

D/I "Birds"

The speech therapist asks the children to follow the bullfinch with their eyes - “where did the bird sit?”

Children follow the bullfinch, describing with their eyes objects with the sounds S and S’, calling them

Follow the eye protection regime. Reinforce the correct pronunciation of the sounds C and C’

Control of knowledge and skills

Work in a notebook (notebook No. 1)

The speech therapist hands out notebooks to the children and asks them to listen to a poem about a bullfinch; asks to decorate the bullfinch with colored pencils.

Children complete the task in a notebook.

Develop fine motor skills.

Lesson summary

Summarizing.

Assessment of children's activities

The speech therapist invites the children to remember what they did during the lesson, what they especially liked during the lesson, whose story about the bullfinch they liked the most.

Children remember what birds and wild animals were discussed in class, what sounds they played with, what games they played, whose story they liked the most.

Summarize the knowledge gained. Develop long-term memory. Assess children's activities.

Sinyavskaya Victoria Alexandrovna

“Integrated speech therapy session on sound pronunciation correction and speech development.”

Subject: Automation of the sound [l] in open syllables, in words, in sentences.

Goals: automate the L sound in open syllables (la, lo, ly), words, sentences.

Tasks:

Correctional and developmental:

correct pronunciation, consolidate the articulatory structure for the sound [l];

correct and develop coherent oral speech through the formation of an answer in a complete sentence;

correct and develop general, fine and articulatory motor skills;

correct and develop speech breathing;

correct and develop the mental activity of analysis and synthesis operations;

correct and develop personal qualities.

Educational:

develop skills in language analysis and synthesis;

introduce the letter L, correlate the sound L with the letter;

Educational:

cultivate interest in classes;

cultivate independence;

cultivate love and respect for the environment.

Health saving:

plan the volume of material taking into account the increased fatigue of children;

observe the correct seating of children;

contribute to the creation of a favorable psychological climate;

alternate static and dynamic tasks.

Equipment:

CD Baby and the Sea. (Series: “Sounds of Nature”);

CD (Zheleznova. E. Finger games. (Series: “Musical tutorials”);

picture material (steamboat, island), paired cards “One - Many”;

cards for articulation gymnastics;

a set of symbols for vowel and consonant sounds;

articulation analysis diagram and cards - symbols depicting the positions of the organs of articulation when pronouncing a given sound;

"Language Model";

clown figurine - from a funny alphabet;

flannelograph;

glove and finger puppet “Monkeys”.

Progress of the lesson:

Lesson stages	Types of work at the stage Activities of a teacher	Child's activities	What tasks were solved during the tasks?
Organizational moment	Conducting psycho-gymnastics	Child’s fulfillment of teacher’s tasks	Organize and set up your child for the lesson.
Main stage.
1. Updating knowledge.	Our activity will be unusual, we will go on a sea voyage. (Music sounds.CD (series sounds of nature) Baby and the sea) (A picture of a steamship opens.)	The child names what is shown in the picture and listens to the sounds of the sea.	Attract the child's attention and arouse interest in the activity. Update your knowledge on the topic of the lesson.
Learning new material. Report the topic of the lesson. Articulation exercises	- Look, there is a big steamer at the pier and it’s buzzing: L-L-L... Today we will continue to learn how to pronounce the L sound beautifully. (Showncards for articulation gymnastics) However, you need to be properly prepared for the trip. Let's “Knead the dough” and bake “pancakes” so that we have something to eat. We’ll take “TASTY JAM” with us for the pancakes. Before going out to sea, let's check how to handle the pitching (exercise SWING). We're not afraid of pitching! However, we need to hurry. Let's run to the pier! (exercise “TURKEY”. Let’s show how the flag develops on our ship (exercise “LET’S BRUSH YOUR UPPER TEETH”). To avoid getting bored on the way, let’s take an accordion with us. Conversation about the sea.	Child doing exercises The child remembers and names the main signs of the sea and marine inhabitants	Development of articulatory motor skills. Enrich vocabulary on the topic of the lesson. Develop the skill of answering a question in a complete sentence.
Consolidating the study of the material. Pronunciation of isolated sound Finger gymnastics D/I “Be careful” Automation of sound pronunciation in words Automating the pronunciation of the L sound in sentences D/I “One-many” Introducing the letter L	The ship hums again: L-L-L, inviting us to come on deck. How does it sound? L-L-L. We go out to the open sea. The teacher asks to characterize the sounds according to articulatory and acoustic characteristics (how they are similar and how they differ). Articulation profile display. Showing the position of the organs of articulation using the fingers using the “Tongue Model”. Characteristics of sound (vowel - consonant, voiceless - voiced, hard - soft). Look, you can see some island ahead (a picture with an image of the island opens). Who meets us on the shore? (The speech therapist puts on a glove puppet - a monkey) Landing on the island (music sounds:CDZheleznovs “Finger Games”, track “Monkeys” Monkeys The monkey went out for a walk(Clench and unclench their fists) The monkey started dancing (Perform the “flashlights” movement) And then she went home to sleep, (Palms pressed against each other, placed under the cheek (“sleeping”) Because I'm tired of dancing. (Perform shaking movements with the hands (“as if shaking off some water”) The monkey wants to play with you and check how attentive you are. When you hear the sound L, pick up the picture of the steamboat. K – L – O – S – L – G – A – L – M The teacher offers to give the monkey shells if the child correctly pronounces words with the sound L. (The speech therapist pronounces the sample and at the same time lays out cards with the image of one object and many more) (teacher) I have a lamp - (child) and I have lamps saw - saws paw - paws doll - dolls shovel - shovels On the ship, passengers are entertained by a clown. (Clown figurine is on display) This clown is so good - It looks like the letter L.	The child remembers how to pronounce the sound L correctly The child answers teacher questions Child doing exercise The child completes the task A child repeats words after a speech therapist A child completes a task with a teacher The child becomes familiar with the letter, then searches for the desired one among the proposed letters.	To determine the level of children's awareness of the correct pronunciation of the sound L Fix the pronunciation of the sound L. Develop fine motor skills Correct and develop phonemic perception and hearing. Reinforce the correct pronunciation of the L sound in words Reinforce the correct pronunciation of the L sound in sentences Learn to relate sounds to letters
Control of knowledge and skills. Compiling a story based on a picture	The teacher invites the child to compose a story based on the picture “Sea” presented. If necessary, helps with guiding questions.	The child composes a story by answering leading questions	to form skills for the development of coherent speech. Check the skill of correct pronunciation of L sounds.
Summary of the lesson.
Summarizing Assessment of student activity	The teacher asks them to remember what they did in class. Announces the end of a sea voyage. What sound helped this journey? Is this sound a vowel or a consonant? Voiceless or voiced? Where does the tongue rise and rest when pronouncing it? The teacher evaluates the child’s work and gives a medal with the letter L printed on it, indicating the sounds that were practiced during the lesson.	The child's answer on the topic of the lesson.	Summarize the topic of the lesson. Summarize the work in class. Develop long-term memory. Assess the child's activities.
Homework	The teacher explains homework on the topic covered.		Consolidate the knowledge and skills acquired in class at home.

Safonova Svetlana Alexandrovna
Job title: teacher speech therapist
Educational institution: MBUDO "Uzunovskaya Children's Art School"
Locality: With. Uzunovo, Moscow region
Name of material: lesson notes
Subject:"Integrated speech therapy session on sound pronunciation correction"
Publication date: 02.09.2017
Chapter: preschool education

Final work

“Integrated speech therapy session for correcting sound pronunciation.”

Topic: “Automation of the sound Ш in syllables and words in a child with dysarthria.”

Target:

Normalization of muscle tone of the articulatory apparatus and facial muscles;

Normalization of motor skills of the articulatory apparatus;

Strengthening the correct pronunciation of sounds

Sh(in isolated pronunciation, in syllables, in

Development of phonemic hearing;

Development of fine motor skills.

Tasks:

develop fine motor skills of the fingers and articulatory apparatus;

develop phonemic hearing, visual and phonemic perception;

consolidate the skill of automating the sound Ш in syllables and words;

increase the overall tone of the body through muscle stimulation.

Equipment:

toy - teddy bear; map “The Journey of a Little Bear”; subject pictures for automation

pictures

articulatory

gymnastics;

stencil

Images

drawn

pictures;

strip boards

subject

images

Progress of the lesson in stages.

Activity

teacher

Activity

What tasks

were decided

execution

Organizational

moment.

Main

Part.

guess

riddle:

From autumn to

colorful

He doesn't eat

(bear)

Execute

correct

articulation of sound

Speech therapist:

call it

Speech therapist:

I'll tell you

m i sh u t k e.

Listen,

"M and sh - sh -

allocated?

sound? We will

Right

P ro w n o s i t

REMEMBER

pronouncing

A little

ROUNDED

nominated

"cup".

Child:

Child:(SH).

consonant,

gather the children

configure and

bring them to

topic and purpose

secure

articulation

1.Articulation

gymnastics:

2.Self-massage

faces

"Naughty

bears."

isolated

utterance

cheeks, lips, tongue

shows and

names a leaf

with drawn on

not a picture, but

finishes

last sound.

Coming out

air

Speech therapist: Today you are with

small

bear

will you go

small

journey.

Look,

drawn?

Speech therapist: In that

awoke,

little window

(exercise

"Spatula")

I had to

blouse

bear drinking tea from

(exercise “Cup”),

fluff

went to the door

teddy bears

"Sail").

NOTE

Speech therapist. Played

dry path

leaves: sh-sh-sh.

Let's go get him and

let's rustle like

leaves. I will

start a word, and you with

rustle the bear

Child:

performs

exercises

pronounces

we strengthen

cheek muscles,

lips, circular

mouth muscle.

secure

automation

sound sh in syllables

Automation

sound sh in words

turn it up so he can

finish:

We... du... kama...

small… karanda….

is there a path? Here

reeds. Teddy bear loves

listen to them

rustling. Listen

reeds and rustle like

And who is hiding here?

reeds? This is a duck.

The duck got scared

flapped her wings.

Show me how she does it

Ash-ash; osh-osh; ush-ush;

Speech therapist. Mishutka

wanted to make friends with

duck and told her

poem, but

got very excited and

got everything mixed up...

Help the little bear

Correct mistakes:

My friend and I played...

We drank tea from white...

Came out of the hole...

A mouse fell on her!

Roosters, having started...Spurs,

They are raising menacingly...

raised

above your head

pronounces

syllabic

pronounces

imitating

clapping

corrects

isolated

utterance

Automated

make the sound sh in

Automated

make the sound sh in

words, teach

determine

presence of sound in

Development

phonemic

lays out

pile of six on the table

pictures.

Me and my sister

dishes..Sewed,

And the dolls' outfits...

The fashionista cheated...Fur coats

Not everyone suits her...

The poor man is crying bitterly...

The air plane flew away...

Speech therapist. Duck

told the bear that

going south. AND

to walk along it,

you only need to select those

pictures in the title

which have the sound Sh.

Choose the one you need

pictures and post them in

in the form of a track.

Here is the little bear's house. But

to get to the house

we need to cross the river.

We approached the river and

no bridge just planks

some are lying. Let's

let's take these boards apart

maybe they can help us

will come in handy. Let's break it down

them like this: put them on the left

those pictures in the title

which sound Ш at the beginning

words, in the center - if

sound in the middle

on the right are the pictures in

whose name is the sound in

end of the word.

posts

track and more

pronounces

working off

we wash with sound.

lays out

Pictures-

depending on

Continue

determine

place of sound Ш in

7.Development

small

motor skills

Lesson summary

Application

geometric

"Bear" figures

Speech therapist:

the walk has come to

end. We took a walk in

autumn forest, and with whom

we today

have you traveled?

Let's lay it out

geometric shapes

Speech therapist. It is time

say goodbye to the little bear.

You are very good today

helped him! Which one then

the sound helped you

our lesson?

applique.

Develop

motor skills

attention.

Define

result-

activity

Organizational

moment.

- guess

From autumn to spring

colorful

He doesn't get up to eat

sucks (bear)

Speech therapist: - How can we call you affectionately?

Mishutka.

Main

Part.

Speech therapist: - today I will tell you

about one little bear. Listen to how

the word sounds:

"Mish-sh-joke."

allocated?

sound? (Always

consonant,

Right

pronounce

pronouncing

rounded

nominated

"cup".

Coming out

air

Articulatory

gymnastics:

small

bear

will you go

small

journey.

Look,

drawn?

Speech therapist: In this

A bear lives in a house behind a high fence.

awoke,

little window

(exercise

"Spatula")

I had to

blouse

"Cup"),

fluff

teddy bears

"Sail").

Self-massage of facial muscles(cheeks, lips), strengthen the muscles of the cheeks, lips, orbicularis

mouth muscle. With increased muscle tone - a spastic form of dysarthria,

tense,

curved,

pronounced, lips tightly closed, tense, active movements of the tongue and lips

difficult, then

massaging

reflexively

relax

muscles of the tongue.

NOTE #1

Self-massage of the face “Naughty bears”.

Grasping the middle of the ear (not the lobes!), pull it forward and then back, counting

slowly up to 10. Do 1 time.

I'll pull my ears forward

And then back.

Like teddy bears

The children are sitting in a row.

Five, and six, and seven.

Don't forget: ear massage

Everyone needs to do it.

I'll pull my ears forward

And then back.

Like teddy bears

The children are sitting in a row.

Using your index and middle fingers, simultaneously intensively “draw” circles on your cheeks. Do 1

And now around the cheeks

Let's rub it together:

So forgetful teddy bears

Let's develop memory.

One, two, three - I'll say four,

Five and six and seven.

Don't forget: cheek massage

Everyone needs to do it!

Using the same two fingers, “draw” circles on the chin, counting to 30. Then - circles on the forehead, also

counting to 30. Do 1 time at a time.

I draw a circle on my chin:

I want to help the bear

Speak clearly and quickly

Pronounce all sounds.

One, two, three - I'll say four,

Five, and six, and seven.

Don't forget: the massage is like this

Everyone needs to do it!

To think better

Naughty bears,

We will stroke foreheads

Plush rogues.

One, two, three - I'll say four,

Five, and six, and seven.

Don't forget: the massage is like this

Everyone needs to do it!

Massage the upper and lower eyelids with two fingers, not behind

covering my eyes. Do 1 min.

So that the bear can see better,

Became more attentive, quicker,

We are magic glasses

Let's draw it quickly.

One, two, three - I'll say four,

Five, and six, and seven.

Don't forget: the massage is like this

Everyone needs to do it!

Nose massage. Using the pads of the index fingers of both hands, press on the indicated points. On

Each point must be pressed and held, without releasing, for a count of up to 20. Do it 1 time.

Point 1 Just below the wings of the nose. Right and left.

We are fingertips

Let's get to the points:

So to the snub-nosed bear

Let's warm up the nose.

One, two, three - I'll say four

Point 2 Just above the wings of the nose, also on the right and left

Five, and six, and seven.

Don't forget: nose massage

Everyone needs to do it!

We are fingertips

Let's get to the points:

So to the snub-nosed bear

Let's warm up the nose.

One, two, three - I'll say four,

Five, and six, and seven.

Don't forget: nose massage

Everyone needs to do it.

We are fingertips

Let's get to the points:

So to the snub-nosed bear

Let's warm up the nose.

Open your mouth and make sharp movements with your lower jaw from left to right and vice versa. Do 10 times.

Bear, bear, open your mouth!

And move your cheek to the left...

Bear, bear, open your mouth!

And move your cheek to the right...

Lean back on the chair, take a long breath and exhale, arms freely lowered along

torso.

Oh, our bears are tired,

They sit quietly in a row.

They know: the benefits of massage

It will be for the guys.

Speech therapist. Teddy bear played with his friends and walked further along the path of dry leaves: shhhhh.

Let's follow him and rustle like leaves. I will start the word, and you and the bear rustle

turn it up louder to finish it:

We... du... kama... small... karanda....

The speech therapist shows and names a piece of paper with a picture drawn on it, and the child finishes

Listen to the reeds and rustle like them:

The child shakes his arms raised above his head and pronounces syllable chains.

Who's hiding in the reeds here? This is a duck. The duck got scared and flapped its wings. Show me how she

this does:

Ash-ash; osh-osh; ush-ush; yush-yy.

The child pronounces the syllables, imitating the flapping of wings with his hands.

Speech therapist. Mishutka wanted to make friends with the duck and told her a poem, but

I got excited and mixed everything up...

Help Mishka correct the mistakes:

My friend and I played... Cups,

We drank tea from white...Checkers!

Came out of the hole...Lump,

A mouse fell on her!

Roosters, having started...Spurs,

They raise menacingly... Disputes!

My sister and I sewed the dishes...

And outfits for the dolls... Washed!

The fashionista cheated...Fur coats

Not everything suits her...Lips!

The poor thing is crying bitterly... Sharik,

The airborne...Garik flew away!

Speech therapist. The duck told the bear that he was going south. And the bear went further along

path, but to go along it, you need to select only those pictures whose names have a sound

Sh. Select the desired pictures and lay them out in the form of a track.

The child lays out a path and once again pronounces the words with the sound being practiced.

Here is the little bear's house. The bear entered the house and began to write poetry. And to make it easier for the bear,

give him the last word.

Kids draw together

They have…..pencils in their hands.

Wears a bright comb

Our cheerful... cockerel.

Here the little girl is running -

Little gray mouse.

The tires rustled quietly -

It's coming towards us... a car.

Lesson summary:

Speech therapist. It's time for us to say goodbye to the bear. You helped him very well today! What sound

helped you in our lesson?

Final work on the topic:
“Integrated speech therapy session on sound pronunciation correction and speech development.”
Lesson topic: “Winter. Sounds [С] – [Сь].”
(group frontal speech therapy session for 1st grade students).
Target:
Teach children to correctly pronounce and distinguish sounds [s - s] in syllables, in words, in sentences by ear, to automate these sounds in coherent speech.
Improve speech motor skills, phonemic hearing, phonemic perception, phonemic analysis and synthesis.
Tasks:
Corrective and developmental:
correct pronunciation;
correct and develop coherent oral speech through the formation of an answer in a complete sentence;
correct and develop auditory perception;
correct and develop the mental activity of analysis and synthesis operations;
correct and develop fine motor skills of the fingers and hands (formation of manual skill and proportionality of movements).
Educational:
systematize and generalize children’s knowledge on the topic “Winter”;
develop skills in language analysis and synthesis.
Educational:
cultivate interest in classes;
cultivate independence;
cultivate moral qualities (respect for benefits, hard work).
Health saving:
plan the volume of material taking into account the increased fatigue of children;
observe the correct seating of children;
contribute to the creation of a favorable psychological climate;
alternate static and dynamic tasks.
Equipment:
computer program for speech development “Learn to speak correctly”, picture “Sasha and the Snowman” from G.A. Tumakova’s “Sounding Word” series, sound symbols, sound houses, stripes for marking sentences.
Progress of the lesson:
Lesson stages
Types of work at the stage
Activities of a teacher
Child's activities
What tasks were solved during the tasks?

Organizational moment
Psycho-gymnastics.
The teacher asks a question about the time of year, asks the children to show how they were cold, warmed up and relaxed. It’s hard for them to depict how children make a snowman and place snowballs on top of each other.
Children answer the question about the time of year and perform the movements.
Organize and set up children for activities.

Main stage.

1. Updating knowledge.
D/i “Seasons” (computer program “Learn to speak correctly”)
The teacher invites the children to look at the image of a winter forest on a computer monitor, name what is depicted, and listen to the sounds of the winter forest.
Children name what is shown on the screen and listen to the sounds of the winter forest.
Attract children's attention and arouse interest in the activity. Update your knowledge on the topic of the lesson.

2.
Learning new material.
Report the topic of the lesson.

Conversation about the characteristics of sounds according to articulatory and acoustic characteristics

Conversation about winter.
The teacher informs the children that today in class they will learn what sounds they will learn to study and pronounce correctly if they guess the riddles:
The kids sat on the ledge and grew all the time downwards.
What sound is repeated twice in this word?
The tablecloth is white, covering all the light.
What is the first sound in a word?
She loves seeds and lard and has been flying around in the yard since morning. This is a small bird. Guess who?
What is the first sound in this word?

The teacher asks to characterize the sounds (how they are similar and how they differ).

The teacher finds out from the children the main signs of winter.

Children guess riddles:
(icicles)

(sound C)

(titmouse)

Children remember how to pronounce the sounds S and S correctly.

Children remember and name the main signs of winter.

Reinforce the pronunciation of the sounds S, S'.
Learn to differentiate sounds. Improve phonemic awareness.

To determine the level of children's awareness of the correct pronunciation of the sounds S, S'.

Enrich vocabulary on the topic of the lesson. Develop the skill of answering a question in a complete sentence.

Active gymnastics for the development of fine motor skills.
Exercises without speech accompaniment:
“Bunny”, “Christmas tree”.
Exercise “Mitten” with speech accompaniment.
The teacher offers to complete the exercises, explaining their implementation.
Children do exercises together with a speech therapist.
Correct and develop fine motor skills of fingers and hands.

2.
Learning new material.
Pronunciation of the sounds S, S in syllables. Synthesis of syllables.
D/i “Catch and collect a syllable.”

D/i "Echo"

Pronunciation of sounds S, S in words.
D/i “Who is bigger?”

Selection of related words.
Word formation.
D/i “Words-relatives”.

D/i “Name it in one word”

Determination of the position of the sounds S, S'.
D/i “Where does sound live?”

The teacher “throws” sounds to the children, and they “return” the syllables:
C, A
Sya, I
S, U

The teacher calls the children syllables with a hard consonant, and the children answer with a soft one:
SA
SU
SY
CO

The teacher displays the picture “Sasha and the Snowman” and asks him to come up with a name for the boy with the sound S, and then with the sound S.
Asks to name the birds in the picture whose names contain the sounds S, S'.

The teacher asks to name similar words from the presented words:
Bullfinches, snow, snowball, snowflakes, snowballs, snowman.

The teacher asks you to make one word out of two given ones:
It's snowing
flies by himself
he rolls himself
dust sucks
name a car that walks in the snow

The teacher names words with the sounds S, S'.

Children's answers:
SA
SI
SU

SY
SJ
SI
SIO

Children complete tasks, coming up with names for the boy.

Children name the birds in the picture.

Children choose and name similar words

Children make up words

snowfall
airplane
scooter
vacuum cleaner

snowmobile

Children determine the position of the sounds in these words and place the symbol in the correct window of the sound house.
Reinforce the correct pronunciation of the sounds S, S in syllables.

Correct and develop phonemic perception and hearing.
Develop phonemic analysis and synthesis.

Enrich vocabulary on the topic of the lesson.

Develop the mental activity of the analysis operation.

Dynamic pause.
D/i “A little white snow fell”
The teacher reads a poem.
Children accompany reading by imitating movements in accordance with the text.
Help relieve general fatigue.
Develop gross motor skills.
Alternate static and dynamic tasks.

3.
Consolidation of the studied material.
Agreement of nouns with adjectives and participles.
Word formation.
D/i “Select, name, remember.”

Working with proposals at the board.
Analysis of one or two sentences.

D/i “Who is attentive?”
The teacher asks the children to choose definition words for the words-objects.
Snow sparkles in the sun, so what is it like?
The snow sparkles and turns silver
crumbles
crunches
What kind of snowflake?

The teacher asks leading questions aimed at using prepositions: Where do the icicles hang from?
What is Sima walking with?
Where do bullfinches sit?
Where is a flock of birds flying?

The teacher reads the poem and instructs the children to name the words they heard with the sounds S, S'.

The children answer.

sparkling, sparkling
sparkling
silver
crumbly
crisp
Crystal, silver, sparkling

Children answer questions. Two children draw a diagram of sentences on the board, the rest lay it out from strips.

Children listen and name words with the sounds S, S'.
Reinforce the pronunciation of sounds in words.
Replenish and enrich children's passive and active vocabulary.

Enrich children's vocabulary on the topic of the lesson.
Strengthen the skill of answering a question in a complete sentence.

4.
Control of knowledge and skills.
Compiling a collective story based on the painting “Sasha and the Snowman.”
The teacher invites the children to compose a story based on the picture presented. If necessary, helps with guiding questions.
Children make up a story and tell it in a chain.
Check the skill of developing the correct pronunciation of the sounds S, S in coherent oral speech.

Summary of the lesson.

1.
Summing up and evaluating student activities
Survey.

Assessment of children's activities.
The teacher invites the children to remember what they did in class.

The teacher evaluates the children's work and gives them a large blue snowflake with the letter C printed on it, indicating the sounds that were practiced during the lesson.
Children's answers on the topic of the lesson.
Summarize the topic of the lesson.
Summarize the work in class.
Develop long-term memory.
Assess children's activities.

2.
Homework
Explanation of homework on the covered topic.
The teacher explains.

Consolidate the knowledge and skills children acquired in class at home.