Summary of direct educational activities in the preparatory school group “Composing a story based on a plot picture”
Educational field: “Speech development”
Type of lesson: integrated
Type: lesson on a topic proposed by the teacher.
Subject:“Compiling a story based on a plot picture”
Children's age: preparatory group for school (6 years).
Method of organizing children: group lesson
Preliminary work with children: learning the poem “Duty Corner”; role-playing game “We are on duty”: the plot “Planting a plant” (2 children participate), familiarization with the names of indoor plants: Philodendron, violet, birch, fern, begonia, tradescantia, chlorophytum; familiarization with the name of the item for spraying flowers - sprayer
Educational area: Speech development
Program content: teach children to compose a story based on a plot picture.
Tasks:
Educational
- Teach children to look at a picture and answer questions correctly; form grammatically correct speech, activate the vocabulary;
- to train children in the correct selection of synonyms.
Educational:
- Develop the ability to invent previous and subsequent events;
- develop attention, memory, logical thinking, fine motor skills.
Educational:
- Create a positive emotional mood;
- cultivate perseverance and caring attitude towards plants
Equipment and materials:
Demo: story picture “We are on duty”; indoor plants (flowers)
Dispensing: watering can with water, aprons (2 pcs.), a pot of soil, a shoot of a Crassula flower, spatulas for the soil, a watering can with water, a jug of water for washing hands, a towel
Vocabulary work: introducing children to the name of the plant Crassula (Crassula)
Interaction with other areas:
1. Speech development: Introductory conversation with children about the lesson, question-and-answer work; reading the poem: “Duty Corner”
2. Physical development: dynamic pause “Chok, chok, heel”, gymnastics for the eyes “Maple” », finger gymnastics “Hey, brother Fedya...”
3.Social and communicative development: Introductory conversation with children about work in class, question-and-answer work on the poem “We are on duty”
work activity: Story/role-playing game “Duty in a corner of nature: plot “Planting a shoot of the Crassula flower.”
4. Cognitive development: introducing children to the name of the Crassula flower, looking at illustrations of this plant; planting a plant.
5. Artistic and aesthetic development: reading the poem “We are on duty”
Methods and techniques: gaming, visual, practical, verbal, use of artistic words; surprise moments (planting the Crassula plant; gifts for children from the teacher at the end of the lesson (medals).
Progress of the lesson
I. Organizing time
Educator: Hello guys! Let's say hello to the guests and start our lesson (children with a teacher sit on chairs on the carpet in a semicircle).
Educator: Guys, today our lesson is devoted to speech development. Who among you can tell us what we do in speech development classes? ( children's answers)
Educator: Right! We learn to speak correctly and beautifully, develop our speech.
But to get to your seats, you need to complete the task. I suggest you choose a word close in meaning to the word work. To work means what to do? (to work, to work). By the way, communicate? (talk, converse, chat). By the way, guys? (kids, children) ( children's answers).
Educator: Well done! We completed the task. Go to your seats. Oh, I completely forgot! Guys, this morning I received a parcel and a letter, but look, it’s all wet, probably the postman who brought the letter got caught in the rain. I wonder who wrote it. Are you curious to know who it is from? (children: yes!). I'll read it now. Reading the letter: “Hello, guys! My name is Masha, I go to kindergarten in the preparatory group. I want to tell you what the kids and I do in kindergarten and how we help the teachers. There are a lot of people in our group...” Oh! And then, guys, you can’t read the letter, all the sentences are blurred by water. It is not clear what is written. But you can look at the picture that Masha sent along with the letter; nothing happened to the picture. I invite you to think for yourself about what might have been written in the letter and write a story about it. (the teacher places a picture on the board)
But first, I suggest you listen to the poem that Lera will tell (the child goes to the board and recites the poem “Duty Corner”
Today we came to the garden,
We went into the duty corner.
Let's see who's on duty
We decided for ourselves:
Who will water the flowers now?
Who will collect the dishes?
Who will help in class?
Who will put away the toys?
We were on duty, tired,
We removed all the toys
And we collected the dishes.
We managed to water the flowers,
Helped during classes
And then we went to play.
II. Main part
Educator: Well done Lera, take your seat. Children, you listened to the poem “Duty Corner.” Tell me, what do we do every day in kindergarten? (children's answers: we are on duty!)
Educator: Right! What types of duty are there? (children's answers: duty in the dining room, in the nature corner, in the book corner, during classes).
Educator: Correct! How can you use another word for the word - to be on duty? (children's answers: work, labor).
Educator: Well done! Today we will compose a story based on the picture that Masha sent. Look at the picture that you see on the board and tell me who is depicted in this picture? ( children's answers: children)
Educator: Where are the children? (in kindergarten)
Educator: Where are the children in the group room? (children's answers: in the duty corner)
Educator: How did you guess? What objects depicted in the picture confirm this? ( children's answers: flowers, aquarium).
Educator: Okay, well done! What are the children doing ( answers: watered, fed).
Educator: Two words - water and feed - can be replaced with one. What word do you think? (children's answers: they work).
Educator: And also? (children's answers: they are on duty).
Educator: And if the children are on duty, then who are they, what do we call the children who are on duty? (answers: duty officers).
Educator: Guys, think and tell me what we can call the picture? (children's answers)
Educator: Correct! What do they have in the corner of nature (children's answers).
Guys, let's compare the corner of nature depicted in the picture with our corner of nature. What flowers are shown in the picture? (children's answers)
And in our corner? (children name flowers)
Then the teacher offers to guess a riddle about a flower in the group
The top of the wall is steep,
On cast concrete
The centipede crawls
He carries leaves with him (children's answers: Ivy)
Educator: Which flower drawn in the picture is in our group? (children: violet).
Educator: Guys, tell us about the children. First, let's name the children. Let's name the girl who is closer to us in the picture (the teacher points at the picture) with a name that begins with the sound "m" (children: Masha!)
Educator: Fine! What kind of girl is this, what is she holding in her hands) And what is Masha doing? (children's answers: Masha is going to spray the flowers).
Educator: Guys, we studied and then repeated the names of indoor plants. What is the name of the indoor plant that Masha is going to spray?
Listen to the riddle and name this flower:
To the sun through the glass
It wasn’t hot outside our window,
I'll hang a curtain
On a white spacer
Not crocheted wicker-
Alive and green
(children's answers: Tradescantia)
(If the children find it difficult, the teacher names the first sound in the name of the plant)
Fine! What can you say about her? What is she like? (children's answers: neat, diligent).
Educator: What object depicted in the picture tells us about this (children's answers: bullet gun).
Educator: Right! Why is it needed? (children's answers: spray flowers)
Educator: What other flowers do you see in the picture? Name them? (children name the names of colors)
Educator: Tell us about this boy. Let's call him a name that begins with the sound “v” (children: Vasya)
Educator: OK! What is he doing? (children: feeds the fish)
What fish do you see in the aquarium? (children: goldfish)
Educator: Right! What tells us that these are goldfish? (children: color!)
Educator: Is the aquarium shown in the picture different from our aquarium? (children's answers).
Educator: Now tell me about this girl. We will call her a name that begins with the sound “N” (children: Nadya) What is Nadya doing? (children's answers)
Educator: Does anyone know the name of this plant? (children: no!)
Educator: Now let's rest! (the teacher invites the children to go out onto the carpet and stand in a circle). Now we will imagine that we are in a meadow where there is a lot of grass and flowers. Follow the text
Chock, chock, heel! (stomp your feet)
A cricket spins in a dance. (spin around)
And the grasshopper is without a mistake (movements with hands, as when playing the violin)
Performs a waltz on the violin.
Butterfly wings flicker (we wave our arms like wings)
She flutters with an ant (spin in circles)
Curtsying (curtsy)
And again he spins in the dance (spin around)
Under a cheerful hopper (dance movements, like in hopak)
The spider dances wildly.
Hands clap loudly! (clap your hands)
All! Our legs are tired! (sit down and lean forward, arms hanging down)
(The teacher draws the children’s attention to the photo with the image of Krasulla and talks about this plant) A little later we will return to the conversation about this plant.
The teacher draws the children's attention to the picture. Now you need to come up with a story based on this picture. Think about where the children were before kindergarten? Where did they come? What they were doing? How do they work? What did the children do then?
What should you talk about? Repeat again (children repeat in chorus)
Techniques for calling children:
INcaregiver: 1) choose the first narrator: tell; 2) the one whose name begins with the sound G (A,...); 3) a child in a (blue) T-shirt; 4) and the one who comes up with a word with the sound “U” will continue the story (Children’s stories)
(Children's assessment of stories)
Educator: Let's rest and do a warm-up for our hands and fingers (the teacher reads a poem and performs movements according to the text).
The sun has risen (sipping)
Morning has come (they make the sun out of their hands)
Hey, brother Fedya (show thumb)
Wake up your neighbors!
Get up, Bolshak (thumbs up),
Get up, Pointer (showing index finger),
Get up, Seredka (showing middle finger)
Get up, Orphan (showing middle finger),
And you, Kroshka - Mitroshka (showing little finger)
Hello, palms!
Educator: Well done children! We completed the task. I suggest you collect pictures of flowers that are on your tables. One picture for two! You need to quickly and correctly assemble the puzzle and name the flower that is shown in the picture. I'll give you a hint: we already talked about these flowers today and they are in this room and in the picture.
(Children complete the task)
Educator: Let's take a rest and do some eye exercises. Together with me, pronounce the words of the poem clearly and correctly and look at your fingers with your eyes.
Here is a clearing, and around
The linden trees lined up in a circle.
The linden trees are rustling,
The winds hum in their leaves
After rain and thunderstorms
The linden trees shed streams of tears.
Drip and drip, drip and drip
How weak is the leaf?
He will wash himself with the rain.
It will get stronger every day.
Educator: Well done! And now I propose to return to the conversation about the Krasulla plant. Look at the screen. This is how this plant, or rather a tree, can grow. Beautiful? (children: Yes!) Do you want this to happen in our group? (children: Yes, we want).
(The teacher suggests planting this tree and calls 2 students to the prepared workplace)
Educator: I need two assistants. The one who says what is red will go (children's answers).
Educator: Fine. And one more person. The one who comes up with a word with the syllable RA will go (children's answers)
After planting the tree, the teacher thanks the children and invites them to sit in their places.
III. The final stage
Summing up the lesson.
Educator: Who did we talk about today? (children: we talked about the guys being on duty in a corner of nature).
Educator: That's right! What else did we do? (children's answers)
Educator: Well done! Guys, tell me what new things did you learn in our lesson and what did you like most? (Children answer one by one, raising their hand)
Educator: I wish you to always take care of plants, trees and flowers. And now I have a surprise for you! Now I would like to present commemorative medals to the following children..... (the teacher names the child and gives him a medal) (the children thank the teacher: “Thank you!”)
Application to the lesson
(with one closed fragment)
Goals:
correctional and educational:
- teach children to compose a story based on a series of plot pictures with the addition of subsequent events (on a closed fragment);
Teach how to draw up a plan; correctional and developmental:
Develop in children the ability to tell stories according to a plan;
Develop children's imagination and creativity;
correctional and educational:
- instill in children accuracy and a sense of responsibility for their actions.
Equipment: a series of plot pictures (Fig. 28-30), two briefcases, school supplies and toys.
Preliminary work: reading and discussion of literary texts by L.N. Tolstoy “Filipok”, A.L. Barto “First Lesson”, Z.N. Alexandrova “To school”, explanation of the meaning of proverbs: “Learning is the path to skill”, “Learning is light, ignorance is darkness.” Game “Fourth odd” (pen, eraser, ball, pencil case; briefcase, notebook, textbook, apple).
103
Progress of the lesson
/. Organizational moment. Game "Collect a briefcase".
Children are divided into two teams and compete to collect a school bag. Among the school supplies there are items that cannot be put in a schoolbag - toys, etc.
2. Announcement of the topic.
The speech therapist displays pictures and at the same time says that today the children will compose a story based on a series of pictures, but the third picture is closed, and they will have to compose the ending of the story.
3. Conversation based on pictures.
What time of day is it in the first picture?
Where does the boy go: to school or kindergarten?
How can you prove this?
Call the boy by name.
What is Misha going to do?
What is the situation in his room?
What do you think: is Misha ready to go to school?
How is the first picture different from the third? (Time of day.)
What can you say about the mood of the boy in the third picture? What is he like? (Sad, worried, sad, angry, lost.)
What is he concerned about?
Was the boy preparing for school correctly?
104 Lesson notes on the development of coherent speech
4.Physical training.
Every morning before school we do exercises. We really like to do it in order: Walk merrily, merrily walk, Raise your hands, lower your hands, Squat and stand, squat and stand. Jump and jump, jump and jump.
5.Drafting a story plan.
Invite children to title each picture with short sentences expressing their main idea. The third point of the plan is called by the speech therapist.
Rough plan
After drawing up a plan, the children come up with a title for the future story.
6. Children's stories.
It is necessary to remind children that they need to start composing a story with a title, and then follow the plan. At the discretion of the teacher, you can start the story. It depends on the number of children.
Example of a story written by a child
Vasya came home from school and sat down at the computer
play games. When it got dark, he remembered that
didn't do homework. Vasya laid out books and notebooks
and began to do his homework. He is very
Lesson notes on the development of coherent speech 105
tired, and he didn’t have the strength to put all his things in his briefcase. In the morning, Vasya spent a long time looking for the things he needed. When he arrived at school, the children were sitting at their desks. It was a lesson. Vasya felt very ashamed that he was late. He promised himself that he would not do this again.
7. Examination of the missing fragment. The speech therapist opens the third picture, and the children compare the endings of their stories with those shown in the picture.
8. Summary of the lesson.
Whose story ending did you like best?
What can you name the boy Vasya?
What can’t you do like Vasya?
Lesson 32. Compiling the story “How I will spend the summer”(on a given topic)Goals:
correctional and educational:
- teach children to compose a story on a given topic;
correctional and developmental:
Replenish and activate children’s vocabulary on the topic “Summer”;
Develop the ability to logically structure your statements;
correctional and educational:
Develop the ability to properly and profitably spend free time.
106 ______________ Lesson notes on the development of coherent speech
Equipment: plot paintings on the theme “Summer” and “Summer Vacation” (selected by a speech therapist).
Preliminary work: On instructions from the speech therapist, children talk with their parents about where they will spend the summer. Teachers conduct conversations on the given topic.
Progress of the lesson
/. Organizing time. Game "Guess the riddles."
I am made of heat,
I carry the warmth with me.
I warm the rivers.
"Take a bath!" - I invite you.
And love for it
You all have me. I - ... (Summer.)
Game "Pick the sign"
Summer (what?) - ...
Sun in summer (what?) - ...
Sea (what?) - ...
Forest (what?) - ...
River (what?) - ...
2. Announcement of the topic.
Today we will come up with a story called “How I will spend my summer.” Each of you should think about how he would like to spend the summer and write a story.
3. Conversation on the topic.
- How many of you are looking forward to summer?
Lesson notes on the development of coherent speech 107
Why are you waiting for him?
Who will you spend the summer with?
Where are you going on vacation?
How should you prepare for the trip?
Where do you think is the best place to relax in the summer?
If you stay at home and don't go anywhere, what will you do?
Look at the pictures and tell me how the children relax? The speech therapist evaluates children's answers to questions and analyzes them. Then he turns to the children: “Imagine that you and your family will spend the summer at sea (emotional pause).
Now start writing your story. Think it through from start to finish. It’s best to start with how you will prepare for the trip, what will happen when you arrive at the sea and finish with what pleased you with the summer and the sea.”
If one of the children wants to talk about their vacation with their grandmother, then such an initiative should be encouraged.
4. Children's stories.
The speech therapist can offer his own start to the story, or he can rely on the help of a “strong” child who will come out to tell the story first. We also need to remind children that the stories should not be similar to each other.
2-3 stories are heard.
5. Physical education minute.
We mowed hay, mowed, mowed,
Lesson notes for developed Iu coherent speech
We carried hay
Wore, wore.
We collected hay
Collected, collected.
We are very tired, tired, tired.
Our body has rested
Well, let's get down to business.
6. Writing stories for children ( P continuation)
7. Ito g z activity.
What time of year were you talking about?
What's the best way to spend your summer?
What do you love most about this time of year?
TEXTS OF STORIES AND FAIRY TALES
Man and bear
Russian folktale
A man went into the forest to sow turnips. He plows and works there. A bear came to him:
Man, I'll break you.
Don’t break me, little bear, better let’s sow turnips together. I’ll take at least the roots for myself, and I’ll give you the tops.
“Be so,” said the bear. - And if you deceive me, then at least don’t go to the forest with me.
He said and went into the oak grove. The turnip has grown large. A man came in the fall to dig turnips. And the bear crawls out of the oak forest:
Man, let's divide the turnips, give me my share.
Okay, little bear, let's divide: the tops for you, the roots for me. The man gave all the tops to the bear. And he put the turnips on a cart and took them to the city to sell. A bear meets him:
Man, where are you going?
I'm going to town, little bear, to sell some roots.
Let me try - what's the root like? The man gave him a turnip. How the bear ate:
Ahh! - roared. - Man, you deceived me! Your roots are sweet. Now don’t come to my forest for firewood, otherwise I’ll break it.
The next year the man sowed rye in that place. He came to reap, and the bear was waiting for him:
Now, man, you can’t fool me, give me my share. The man says:
Be so. Take the roots, little bear, and I’ll take at least the tops for myself.
Texts of stories and fairy tales
They collected rye. The man gave the roots to the bear, put the rye on a cart and took it home. The bear fought and fought, but could not do anything with the roots. He got angry with the man, and from then on the bear and the man began to have enmity.
Bone
L.N. Tolstoy The mother bought plums and wanted to give them to the children after lunch. They were still on the plate. Vanya never ate plums and kept sniffing them. And he really liked them. I really wanted to eat it. He kept walking past the plums. When there was no one in the upper room, he could not resist, grabbed one plum and ate it. Before dinner, the mother counted the plums and saw that one was missing. She told her father.
At dinner my father says:
Well, children, did anyone eat one plum? Everyone said:
Vanya blushed like a lobster and said the same:
No, I didn’t eat. Then my father said:
What one of you ate is not good, but that’s not the problem. The trouble is that plums have seeds, and if someone doesn’t know how to eat them and swallows a seed, he will die within a day. I'm afraid of this.
Vanya turned pale and said:
No, I threw the bone out the window. And everyone laughed, and Vanya began to cry.
Texts of stories and fairy tales 111
Cranes fly away
I.S. Sokolov-Mikitov
On golden autumn days, the cranes were preparing to fly away. Preparing for a long journey, they circled over the river, over their native swamp. Having gathered into slender shoals, they reached out to distant warm countries.
Through forests, through fields, through noisy cities, cranes flew high in the sky. In a deep forest, on the edge of a swamp, we stopped to rest.
Even before dawn, sensitive cranes woke up.
An early dawn is just breaking over the river, over the black forest tops. The dense forest seems dark and gloomy at this time. One by one the cranes rise from the swamp. At this early hour, birds wake up in the forest, agile waders run along the shore. Soon the cheerful sun will rise over the river and forest. Then everything will shine, everything will change in the dark autumn forest.
The cranes will rise high. From the high clear sky we will hear their farewell voices.
Goodbye, goodbye, cranes! See you in the spring!
Mushrooms
V.P. Kataev
Cousin Innochka came from the city to stay with Zhenya and Pavlik.
Well, children,” said mother, “there is no need for you to sit idle.” Go to the forest to pick mushrooms. Let's see which of you picks mushrooms better.
“I’m the best at collecting,” said Pavlik.
No, I’m better,” said Zhenya. But Innochka remained silent.
Texts of stories and fairy tales
Texts of stories and fairy tales 113
The children ran into the forest and dispersed in different directions. They return in an hour.
I collected the best! - Pavlik shouts from a distance. - I have the most mushrooms of all, look: a full bucket!
Mom looked and smiled:
No wonder you have a full bucket: not a single good mushroom, only toadstools. It doesn't matter if you pick mushrooms, Pavlik.
Yeah! - Zhenya shouts. “I told you that I’m the best at picking: look, I have the biggest and most beautiful mushrooms - red ones with white polka dots.” No one has such beautiful mushrooms!
Mom looked and laughed:
Silly, these are fly agaric mushrooms! Although they are beautiful, they are no good. You're not good at picking mushrooms either, Zhenechka.
And Innochka stands aside and remains silent.
And you, Innochka, why are you silent? Show me what you collected.
I have very little,” says Innochka. Mom looked into Innochka’s box, and there were ten
excellent, strong, pot-bellied boletus in velvet caps.
Bathing the cubs
V. V. Bianki Our familiar hunter walked along the bank of a forest river and
suddenly I heard a loud cracking of branches. He got scared and
climbed a tree.
A large brown bear came ashore from the thicket
and with her two funny little bears. The bear grabbed
grab one bear cub by the collar with your teeth and let's dip it in
The cub squealed and floundered, but the mother did not let him go until she rinsed him thoroughly in the water. Another bear cub was frightened by the cold bath and started to run away into the forest.
His mother caught up with him, gave him spanks, and then - into the water, like the first.
Finding themselves back on the ground, both cubs were very pleased with their swim: the day was hot, and they were very hot in their thick shaggy fur coats. The water refreshed them well. After swimming, the bears disappeared into the forest again, and the hunter climbed down from the tree and went home.
Fox and Crane
Russian folktale
The fox and the crane became friends. So the fox decided to treat the crane, and went to invite him to visit her:
Come, crane! Come, dear. This is how I’ll treat you!
The crane is coming to a dinner party. And the fox cooked some porridge and spread it on the plate. Served and served:
Eat, my darling, I cooked it myself! The crane slapped its nose on the plate. Knocked, knocked
Nothing hits. And the fox licks himself and licks the porridge. So I ate all the porridge myself. And how the fox ate the porridge and said:
Don't blame me, dear guest. There is nothing else to treat.
Thank you, little fox, and that’s it. Come to me now.
The next day the fox comes to the crane. And the crane prepared okroshka and poured it into a tall jug with a narrow neck. He put the jug on the table and said:
Eat, little fox! Really, there’s nothing else to regale you with.
Texts of stories and fairy tales
The fox is spinning around the jug. And he’ll come in like this, and like that, and lick him, and sniff him, but he won’t get anything. My head won't fit into the jug. And the crane stands on high legs and carries okroshka from the jug with its long nose. He pecked and pecked until he ate everything.
Well, don’t blame me, little fox, there’s nothing else to treat him with,” he says.
The fox went home without a slurp.
Since then, the fox and the crane have been apart in their friendship.
Target:
Tasks:
1.Development of the ability to convey the substantive content of plot pictures, to establish and adequately display in speech the effective basis of each picture and the actions of individual characters
Equipment:
Progress of the lesson
1. Organizational part.
Determining the characters of the future story (guessing riddles).
A ball of fluff, a long ear,
Jumps deftly and loves carrots. (Hare)
The beast is mustachioed, striped,
Sharp teeth, powerful paws" (Tiger)
It weighs three hundred tons,
A ton of ears, a ton of legs
That's how "Kroshka" is!
Ears are like wheels
A trunk instead of a nose" (Elephant)
2. Analysis of the content of each picture.
Who is shown in this picture? Tiger.
Who do you see in this picture? Tiger, bunnies.
How many bunnies are there? There are three bunnies here...
What do bunnies do? The bunnies are dancing (dancing).
Where do the bunnies dance? On the clearing (lawn).
"The bunnies are dancing (dancing) on the lawn."
What else is shown in the picture (indication of a fragment of the picture)? Forest
What is the tiger doing? The tiger runs after the hares.
What did the hares do? The hares ran to the river.
Where did they run?
Who else do you see in this picture? Elephant.
What did the bunnies do? The bunnies jumped on the elephant.
What did the tiger do? The tiger stopped and stood on its hind legs.
Where did the bunnies move to? The bunnies moved to the other side of the river.
What did the elephant do? The elephant doused the tiger with water.
What do bunnies do? They are dancing again.
3. Children place pictures of the series in the desired sequence on the typesetting canvas.
Plot details that are important for composing the story are clarified.
For example, according to the 2nd picture:
What is drawn here? River..
From the 4th picture:
What kind of water did the elephant pour on the tiger? Cold water
Children are asked to make a sentence with the word form “cold”: The elephant poured cold water on the tiger.
4. Children compose statements based on individual picture fragments (in a chain).
Lesson 7.
Topic: “Compiling a story based on a series of plot pictures”
Target: Teaching children to compose a coherent, sequential story based on a series of pictures with the development of the plot action presented in sufficient detail.
Tasks:
1. Development of the ability to convey the substantive content of plot pictures, to establish and adequately display in speech the effective basis of each picture and the actions of individual characters
2. Formation of the ability to combine the actions depicted in the pictures into a common plot situation by establishing the cause-and-effect relationship of the events depicted.
3. Teaching children how to create a plot (“exposition”) for the depicted action.
4.Development of grammatically correct phrasal speech of children in the process of learning storytelling, etc.
Equipment: 4 medium format color pictures, typesetting canvas or display board, tape recorder.
Progress of the lesson
1. Organizational part.
2. Game-exercise “Be careful!” One of the children places pictures of the series on the typesetting canvas in the desired sequence. Then, focusing on the pictures, the children one by one complete the sentence given by the teacher with the correct word.
Three... (bunnies) danced on the lawn; Jumped out of the forest... (tiger); The hares ran to... (river); On the river they saw... (an elephant); The bunnies climbed onto the back of... (the elephant); The elephant took with its trunk... (water); He poured... (water) on the tiger, etc.
3. Writing a story.
§ Compiling an “exposition” of a story on the teacher’s questions:
a) Who came to the lawn one day? One day...
b) What did the bunnies start doing on the lawn?
c) Who was in the forest and heard bunnies playing?
The teacher combines the children's answers into a short text at the beginning of the story.
§ Children compose a story based on two or three fragments of the series, including the compiled plot.
If there are difficulties, help is provided as the story is composed: - stimulating questions (“What happened then?”, etc.), an indication of the corresponding detail of the picture, a hint at the beginning of a phrase-statement (the initial word of the next phrase in meaning).
4. Coming up with a continuation to the depicted action (based on the teacher’s guiding questions).
a) What do you think the tiger did next?
b) What did the bunnies say to the elephant?
c) What did the elephant say to the bunnies?
(If necessary, a hint is given for a possible answer to the last question: “He probably told them: “If trouble happens to you again, then...”).
5. Compiling a story based on the entire series of pictures as a whole by one of the children according to a preliminary plan (carried out in a stronger group of children).
Story outline:
§ Who was doing what on the lawn?
§ What happened next?
§ Where did the bunnies run?
§ How did they manage to escape from the evil tiger?
§ How did this story end?
As the story progresses, prompting questions and indications of a picture or its detail are used.
6. Exercise in selecting definitions for these words (characteristics of the characters in the story):
bunnies - cheerful, resourceful; tiger - terrible, ferocious (evil); elephant - kind, strong, etc.
7. Supplementation of the compiled story by other children (using a tape recording of the child’s story).
8. Analysis of children's stories. Attention is drawn to the completeness and consistency of presentation, grammatical correctness of speech, and the manifestation of elements of creativity in children's stories.
CONCLUSION
The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. Connected speech is the most complex form of speech activity. It is in coherent speech that the main, communicative, function of language and speech is realized.
The formation of coherent speech in older preschoolers with ODD on the basis of game techniques is a special direction in correctional work that contributes to mastering the skills of full speech communication, the ability to more freely use a variety of syntactic, grammatical and morphological forms of language.
The study examined the features of the formation of coherent speech in older preschoolers with ODD. A theoretical analysis of scientific and methodological literature on this issue showed that various methods are proposed for the formation of a coherent statement in different categories of children. Therefore, the problem of forming coherent monologue speech is one of the most pressing in speech therapy.
The results of the ascertaining experiment in a preschool institution showed that older preschoolers with SLD experience significant difficulties in forming and mastering a coherent statement, as a result of which a large number of errors appear during correctional classes. Most older preschoolers with OHP have coherent utterances that are often short, consisting of one or two words; there is inconsistency in statements, even if the child conveys the content of a familiar text; children's statements consist of separate fragments that are logically unrelated to each other;
It should be noted that at present a real contradiction has arisen between the need for effective correction of coherent speech of children with special needs, the objective increase in requirements for the development of coherent speech of pupils at the time of admission to school, and the insufficiency of modern technologies for speech therapy work, the lack of correctional techniques, game techniques for the formation of coherent speech , revealing an algorithm for effective correction in speech therapy classes.
There is an obvious need to improve traditional techniques and methods, as well as to search for newer, more effective, science-based ways to develop coherent monologue speech in preschool children with SLD.
Vera Vasilyeva
Lesson on speech development “Composing a story based on the plot picture “True Friend”
Target: teach children compose a story based on a plot picture.
Tasks:
1. Cognitive development
Teach children logically and consistently compose and tell a narrative story based on a plot picture, based on the sample and questions from the teacher.
Strengthen the correct use of words in the children's dictionary "bike", "trunk", "frame".
2. Speech development.
Develop study skills activities: ability to answer questions with complete answers, control the sounds given.
3. Social and communicative development:
Cultivate the desire and desire to help in difficult situations other people;
Develop the ability to listen carefully to your comrades and not interrupt.
4. Artistic and aesthetic development:
Develop the skill of listening carefully to a work of poetry and reacting to it emotionally correctly;
5. Physical development:
Develop general motor skills through physical exercises, develop tempo-rhythmic abilities of children.
Equipment: letter, "seven-flowered flower", painting by Tkachenko« A true friend» , circuits for analysis story, pens, colored pencils.
I. Org. moment.
Speech therapist: “Whoever names any type of transport will sit.”
II. Main part.
Speech therapist: “Guys, I received a letter this morning, but look, it’s all wet. Probably the postman who brought it accidentally dropped it into a puddle. I wonder who wrote it. Are you guys curious to know who it's from? I'll read it now.
"Hello guys! My name is Olya. I go to first grade. There is one wonderful boy in our class. I want to tell you about him tell. His name is Alyosha. He - a true friend, a very kind person. He always comes to the aid of children and adults in difficult times, when they feel bad and hard. And Alyosha helped me when I was feeling bad. This is what happened one day"
Oh, and then, guys, you can’t read the letter, all the sentences are blurred by water, it’s not clear what is written. But you can look at picture, which Olya sent along with the letter. WITH nothing happened picture. I suggest you look at it for yourself picture and think about it what happened to Olya and write a story about him.
Speech therapist: “Guys, who do you think can be called true friend? (the one who comes to to help another, does not leave him in difficult times, does not stand aside).
Now look at picture and answer questions:
When do you think this was?
Where are the guys? (in the courtyard)
Why did the boy stop and get off his bike?
What happened to the girl?
How could Olya hurt her leg?
Does she have a serious wound? Why do you think so?
What is the boy pointing to? Why?
Which part of the bike can a boy put a girl on? (on the trunk, on the frame)
Is it easy for a girl with a wound on her leg to walk? Why?
How is Alyosha doing? (okay, right)
What can you call such a boy? (true friend)
III. Fizminutka
Get up kids, stand in a circle
I am yours friend and you are my friend.
Turn left, turn right,
AND smile at each other.
Hands stretched to the sun,
They caught the rays and pressed them to their chest.
With this ray in my chest
Look at the world more clearly
IV. Speech therapist: “listen story which I composed about Alyosha and Olya. and then you tell us about these guys.
Sample story:
“It was a warm summer day, a sunny day, Olya and her friends I went out into the yard for a walk. In the summer, many children gathered in the yard. The boys played in the sandbox, and the older guys rode bicycles. Olya and the girls decided to play a game "cat and mouse". "Cat" was Lena, and the mouse "Olya". Olya, running away from "cats"- Lena, she tripped over a stone and fell. The girl cried bitterly, she was in great pain, and blood appeared on her leg. At this time, Alyosha rode up to the girls on a bicycle; he saw what happened and could not stay away. Alyosha offered Olya his help, took a handkerchief from his pocket, wiped the blood on the girl’s leg and helped Olya climb onto the trunk of the bicycle. The boy took the girl home. That's what they do real friends».
V. Children's stories.
Teacher speech therapist: “Guys, first you give the name story, then, talk about when this incident happened, where; how a wound appeared on Olya’s leg; at the end tell the story about it how Alyosha helped the girl. let's choose the first one counting story teller:
Hedgehog, hedgehog, weirdo,
He took off his scratchy jacket
We have to choose a driver."
Children's stories. (grade stories according to the scheme)
Teacher speech therapist: “Children, look what else Olya sent us. This is the flower of friendship. Now I will give you a petal each, and you will write wishes or draw a flower, a sun, or just a smile for our boys who have been sick for a long time. and when they recover and come to us, we will give them a gift.
Well done to all of you!”
Publications on the topic:
Compiling a story based on the plot painting “Red Summer Has Come” Goals: activation and updating of the dictionary on the topic; improving the skill of composing a story based on a plot picture; development of coherent speech.
Integrated lesson in the preparatory group “Composing a descriptive story based on the plot painting “Golden Autumn” Topic: Compiling a descriptive story based on the plot painting “Golden Autumn”. Objectives: Continue to develop the ability to write a story.
Abstract of the GCD examination and compilation of a story based on the plot picture “Family” REVIEW AND COMPILATION OF A STORY BASED ON THE PLOT PICTURE “FAMILY” Middle group. Goal: To develop the ability to tell stories based on the content of the story.
Abstract of the GCD “Composing a story based on the plot painting “Early Spring” Summary of direct educational activities with children of the preparatory group for school. Topic: Compiling a story based on a plot picture.
Summary of a lesson on speech development “Composing a story from a picture” Goal: to teach children to write a short descriptive story based on the picture. Objectives: introduce to domestic animals, learn to compare the rooster and.
Objectives: To cultivate the desire to compose a story based on the picture. Teach children to compose a story based on a picture, including the most accurate words in it.
Compiling a story based on a series of plot paintings.A series of story paintings designed for children to independently compose stories.
Balloon.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers and compose a story independently
1. Answer the questions:
Who lost the balloon and where?
Who found the ball on the field?
What kind of mouse was he and what was his name?
What was the mouse doing on the field?
What did the mouse do with the ball?
How did the ball game end?
2. Write a story.
Sample story "Balloon".
The girls picked cornflowers in the field and lost a balloon. The little mouse Mitka was running around the field. He was looking for sweet grains of oats, but instead of them he found a balloon in the grass. Mitka began to inflate the balloon. He blew and blew, and the ball became bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the ball and carried him over the field.
House for a caterpillar.
1. Answer the questions:
Who are we going to write a story about?
Tell me, what was the caterpillar like and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar crawl one day? What did you see there?
What did the caterpillar do with the apple?
Why did the caterpillar decide to stay in the apple?
What did the caterpillar make in its new home?
2. Write a story.
Sample story "House for the Caterpillar."
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Once upon a time there lived a young, green caterpillar. Her name was Nastya. She lived well in the summer: she climbed trees, feasted on leaves, and basked in the sun. But the caterpillar didn’t have a house and she dreamed of finding one. Once a caterpillar crawled onto an apple tree. She saw a big red apple and started gnawing on it. The apple was so tasty that the caterpillar did not notice how it had gnawed right through it. The caterpillar Nastya decided to stay and live in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its home. It turned out to be a wonderful house
New Year's preparations.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
What holiday was approaching?
Who do you think bought the Christmas tree and put it in the room?
Tell me what the tree was like.
Who came to decorate the Christmas tree? Come up with names for the children.
How did the children decorate the Christmas tree?
Why did they bring a ladder into the room?
What did the girl attach to the top of the spruce tree?
Where did the children put the toy Santa Claus?
2. Write a story.
Sample story "New Year's Preparations."
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
The New Year holiday was approaching. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the Christmas tree. Pavel took out a box of Christmas tree decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the spruce tree and asked Pavel to bring a ladder. When Pavel installed the ladder near the spruce tree, Lena attached a gold star to the top of the spruce tree. While Lena was admiring the decorated Christmas tree, Pavel ran to the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the tree and ran away from the hall happy. Today parents will take their children to the store to choose new costumes for the New Year's carnival.
Bad walk.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where was the boy walking with his dog?
What did the dog see and where did it run?
Who flew out of the bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after the bee sting?
Tell me how the boy helped his dog?
2. Write a story.
Sample story “A Bad Walk.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Stas and the dog Soyka were walking along the alley of the park. The jay saw a bright flower and ran to smell it. The dog touched the flower with its nose and it swayed. A small bee flew out of the flower. She was collecting sweet nectar. The bee got angry and bit the dog on the nose. The dog's nose was swollen and tears flowed from his eyes. The jay lowered its tail. Stas became worried. He took a bandage out of his bag and covered the dog’s nose with it. The pain has calmed down. The dog licked Stas on the cheek and wagged its tail. The friends hurried home.
How a mouse painted a fence.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with a nickname for the mouse you will talk about in the story.
What did the little mouse decide to do on his day off?
What did the mouse buy in the store?
Tell me what color the paint was in the buckets
What paint did the mouse use to paint the fence?
What color paints did the mouse use to paint flowers and leaves on the fence?
Come up with a continuation of this story.
2. Write a story.
Sample story “How a mouse painted a fence.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
On his day off, the mouse Proshka decided to paint the fence near his house. In the morning, Proshka went to the store and bought three buckets of paint from the store. I opened it and saw: in one bucket there was red paint, in the other there was orange paint, and in the third bucket there was green paint. The mouse Prosha took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted the leaves with green paint. When the work was done, the mouse's friends came to visit him to look at the new fence.
Duckling and chicken.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year is shown in the pictures?
Where do you think the duckling and the chicken went?
Tell us how your friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chicken swim to the other side?
How did this story end?
2. Write a story.
Sample story "The Duckling and the Chick".
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
On a summer day, Kuzya the duckling and Tsypa the chicken went to visit the turkey. The little turkey lived with his father, a turkey, and his mother, a turkey, on the other side of the river. Kuzya the duckling and Tsypa the chicken approached the river. Kuzya plopped into the water and swam. Chick didn't go into the water. Chickens can't swim. Then Kuzya the duckling grabbed a green water lily leaf and put Tsypa on it. The chicken swam on a leaf, and the duckling pushed him from behind. Soon the friends crossed to the other side and met the turkey.
Good fishing.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and dog.
What did your friends take with them?
Where did the friends go fishing?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the caught fish?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog still go fishing together?
2. Write a story.
Sample story “Good Fishing”.
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
One summer, the cat Timofey and the dog Polkan went fishing. The cat took the bucket, and the dog took the fishing rod. They sat down on the bank of the river and began to fish. The float went under water. Timofey began to shout loudly: “Fish, fish, pull, pull.” Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the fishing rod into the water for the second time, but this time he caught an old boot. Seeing the boot, Timofey decided not to share the fish with Polkan. The cat quickly picked up the bucket and ran home for lunch. And Polkan poured water out of his boot, and there was another fish there. Since then, the dog and cat have not gone fishing together.
Resourceful little mouse.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with a name for the girl, nicknames for the cat and mouse.
Tell me who lived in the girl’s house.
What did the girl pour into the cat's bowl?
What did the cat do?
Where did the mouse run out from and what did he see in the cat's bowl?
What did the mouse do to drink milk?
What was the cat surprised when she woke up?
Come up with a continuation of this story.
2. Write a story.
Sample story "The Resourceful Mouse".
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Natasha poured milk into a bowl for the cat Cherry. The cat lapped a little milk, put her ears on the pillow and fell asleep. At this time, the mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed onto a chair and pulled a long pasta out of the box. The mouse Tishka quietly crept up to the bowl, dipped the pasta in the milk and drank it. The cat Cherry heard the noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.
How a crow grew peas.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel bring home?
Who noticed the cockerel?
What did the crow do to eat the peas?
Why didn't the crow eat all the peas?
How did the bird sow the pea seeds in the ground?
What appeared from the ground after the rain?
When did the pea pods appear on the plants?
Why was the crow happy?
2. Write a story.
Sample story “How a Crow Grew Peas.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
In early spring, a cockerel walked across a field and carried a heavy bag of peas over his shoulders.
The cockerel noticed the crow. She poked her beak into the bag and tore off the patch. Peas fell out of the bag. The crow began to feast on sweet peas, and when it was full, it decided to grow its own crop. The bird trampled several peas into the ground with its paws. Rain is coming. Very soon young pea shoots appeared from the ground. In mid-summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.