Game "Fruit Seller"»
Target: developing in children of the older group the ability to determine the spatial arrangement of objects in a row, using in speech the prepositions for, before, after, between.
Material: seller's cap, silhouette of a monkey, typesetting cloth, cards with images of fruits and coins, wallet.
Progress of the game
The teacher informs him that the child is a “fruit seller” and puts on a special hat for him. On the typesetting canvas - “showcase”, cards with images of fruits are displayed in a row. The child names the fruits in order, from left to right or starting from the given one, and invites them to go shopping. The teacher lays out the silhouette of a monkey and offers to guess the fruit it came for, tells where it is located, using a given preposition, for example: this fruit lies between a melon and a lemon. If the child guessed right, he can sell this fruit to the monkey - put it under or above the silhouette and tell where he put it. The monkey pays with a coin, which is placed on the typesetting canvas. The teacher asks, and the child answers the questions: what did the monkey buy? After what, in front of (between, behind) what was the fruit lying? Where is the coin? Correct answers give you the opportunity to put a coin in your wallet. Next, the teacher asks the child to close his eyes and removes one card with a picture of a fruit. The seller checks whether all the goods are in place or if something is missing, and answers the questions: what is missing? After what, in front of (between, behind) what was the fruit lying? Correct answers give you the opportunity to return the card and continue the game.
Game "House for Words"
Target: to form in children 5-6 years old ideas about a syllable as a part of a word, a skill (part).
Material: typesetting canvas in the form of a 4-story house with 3 entrances, subject cards, the names of which have from 1 to 4 syllables.
Progress of the game
The teacher shows the child a typesetting canvas - a house with empty windows. Offers to count the number of floors and entrances in the house. Then he says that it is necessary to move “tenants” into the house - words denoting the images on the subject cards. In order to find out where the word will “live”, the child needs to “walk” through the floors, pronouncing the word syllable by syllable, the teacher specifies how many parts are in the word and together I conclude on which floor the word “lives”? The correct answer makes it possible to place the subject card in the window of the house.
Game "Collect a flower"
Target: develop the ability to determine the number of syllables in words.
Material: the centers of flowers with 1-4 ladybugs, subject cards in the shape of petals, the names of which have from 1 to 4 syllables.
Progress of the game
The player receives the middle of a flower, with ladybugs. It is necessary to collect a flower with a given number of petals (from 3 to 5). The number of syllables in the words on the petals corresponds to the number of ladybugs in the middle. The player independently selects petals with the required number of syllables, aloud dividing the words into syllables (parts), and makes a flower. The teacher checks the correctness of the task.
Game "Shop"
Target: strengthening the ability to divide words into syllables and correlate the number of syllables with a number.
Material and equipment: subject cards with images of goods (clothing, furniture, products, etc. - depending on the specialization of the store), the names of which have from 1 to 3 syllables, “coins” in denominations of 1-3 kopecks, a toy cash register, a typesetting canvas.
Progress of the game
The teacher reports that the child, a “buyer,” is in a store, on the display window (typesetting) of which goods (subject cards) are displayed. You can buy a product, it will cost as much as the number of syllables in a word. The child says what he wants to buy, divides the word into syllables, selects the desired coin to buy and goes to the cash register. The teacher - “seller” draws attention to the fact that the word has as many vowels as syllables; the clue is “coin”. The buyer and the seller check that the task has been completed correctly, then the seller accepts the coin and hands out the goods from the display case.
To deliver goods to your home, the child is asked to name the vowels that are “hidden” in the word. Words for identifying vowels in them are necessarily those in which the letter corresponds to the sound, for example, a jacket, a sundress, but not trousers, a suit.
Game "Prank Machines"
Target: strengthening in children of senior preschool age the ability to divide a word into syllables, identify and retain in memory the first and last syllables of words.
Material: silhouette of the heroine of the cartoon “Masha and the Bear”, subject cards with images of animals (according to thematic cycles), the names of which have from 1 to 4 syllables, typesetting canvas.
Progress of the game
Subject cards and Masha’s silhouette are displayed on the typesetting canvas. The child is told that she got confused about the names of the animals and made one out of two. We need to help her figure it out and name the animals correctly. For example, lily (fox + deer), meadwolf (bear + wolf), etc. Or: rhinoceros (rhinoceros + giraffe), begedil (hippopotamus + crocodile), etc.
Game "Track"
Target: development of skills to independently determine a given sound and its position in a word, differentiate sounds by hardness and softness.
Material: subject cards, typesetting canvas.
Progress of the game
On the typesetting canvas, the teacher places subject cards so that their names form a track according to the assignment. For example: what is the first sound in the word snail? In the word duckling? We need to help the snail get to the duckling. The snail can move only on those cards whose names have the sound [u] hidden in the middle. The child pronounces the names of subject cards, leaving on the typesetting canvas only those that correspond to the task and guides the snail along them. After the snail has “reached” the duckling, the children are asked to remember the words the snail followed, otherwise it will not get back home. A clue is that in all these words the sound [y] is in the middle of the word. The location of the sound may vary.
In this game, the track can be made up of cards, the names of which are selected depending on the tasks that the teacher solves, for example, when differentiating the sounds [m] - [m′], subject cards are displayed, the names of which contain these sounds, but you can move according to those , in which only one of them is heard, for example, [m].
Game "Picky Doll"
Target: strengthening in children of the older group the ability to determine the presence of a given sound in a word and differentiate paired consonants.
Material: silhouette of a doll, subject cards whose names contain paired consonants, typesetting canvas.
Progress of the game
The doll's silhouette and subject cards are displayed on the typesetting canvas; the doll's name begins with a differentiated paired consonant; the same paired consonants are contained in the names of the objects depicted on the subject cards.
For example: This is a Polina doll. What is the first sound in her name? ([p].) Polina can only select those objects in which the sound [p] is hidden. What will Polya wear, a dress or trousers? What is sewn on her dress, buttons or a bow? Which jewelry will you choose, beads or a chain? What shoes? What fruit does she like? What animal does he care for? Etc. The child pronounces the names of the subject cards, leaves only those corresponding to the task on the typesetting canvas, and then composes a story about a picky doll.
Game "Word Train"
Target: development of skills to determine the position of sound in a word and.
Material: silhouette of a train with two carriages in blue and green colors with pockets at the beginning, middle and end of the carriages, subject cards, the names of which contain the studied consonant sounds with different positions in the word.
Progress of the game
The teacher remembers with the child where the sound can be in a word (at the beginning, middle or end), as well as what color indicates hard and soft consonant sounds: blue - hard as ice; green - soft, like grass.
Controllers at the station
Passengers were checked:
Show your ticket!
Their ticket is your answer.
N. Hilton (revised)
The child examines the silhouette of the train, names the color of its carriages, says that words containing the hard sound being studied will “travel” in a blue carriage, and words containing a soft sound in a green carriage. The child takes an object card, determines the hard or soft sound in the word and its position (beginning, middle, end of the word), and then inserts the picture into the appropriate box.
Game "Under the Roof"
Target: consolidate the ability to divide words of different syllabic composition into syllables, determine the position of a sound in a word, differentiate consonant sounds by hardness and softness.
Material: subject cards, the names of which contain a given hard and soft consonant sound in different positions and consisting of 1-4 syllables, 2 typeset canvases in the form of 4-story houses with 3 entrances with blue and green roofs.
Progress of the game
The child is given subject cards containing the studied consonant sounds with different positions in the word and different syllabic composition. He determines the hard or soft sound in a word (a house with a blue or green roof), its position: beginning, middle, end of the word (first, middle, last entrance), walk along the floors, dividing the word into syllables, and insert a card into the appropriate window .
Games and exercises for the development of syllabic analysis.
Syllable analysis is an important stage in familiarizing a child with the sound side of a word. The syllable acts as a unit of reading and writing. In order to correctly convey the sound composition of a word in writing (without gaps or rearrangement of letters), first of all you need to divide the word into syllables.
Some authors believe that the ability to pronounce a word in syllables is innate, since pronunciation relies on the continuous articulation of a consonant and the following vowel sound (open syllable) or the pronunciation of a vowel and the following consonant (closed syllable). Based on this skill, adults suggest pronouncing the word not together, but in parts. Almost all children manage to complete this task flawlessly.
But often this type of work causes difficulties for children. Therefore, work on the formation of syllable analysis, as well as synthesis and ideas, must be included in literacy classes.
Children get the initial idea that a word consists of syllables by listening to a sample of the teacher’s syllable-by-syllable pronunciation of the word. But before giving a sample, it is very useful to set them the task of such a pronunciation, that is, ask whether it is possible to pronounce the word in parts. This term - “part” - is used in the first lessons instead of the term “syllable”, since children at the beginning of learning usually mix a syllable and a word. (Later, when they learn to carry out basic syllabic analysis of a word, they should begin to use the term “syllable”, explaining it: part of the word is called “syllable” because the word consists of syllables, is composed of them).
The teacher says: “You already know that a sentence consists of words. Lena, say a three-word sentence.(Children sing merrily)... Right. And now you, Sasha, say this sentence not immediately, but separating one word from another, so that each of them is clearly heard.
Now let's listen to how the first word of our sentence sounds:children. Is it possible to pronounce it not at once, but in parts?”
By asking such a question, the teacher activates the children’s attention and sets them the task of pronouncing the word differently from how it is usually pronounced. This makes it much easier to understand the syllabic structure of a word. Children more consciously perceive the teacher’s syllable-by-syllable pronunciation of words. But there is no need to rush to give such an example. Let them first try to pronounce the word syllable by syllable.
Children often cope with this task easily. In case of difficulties, the teacher himself pronounces the word syllable by syllable, giving a sample, after which the children pronounce in parts the two-syllable words he calls(cat, moon, linden and so on.).
You can invite the child to call the girl Masha, who is “lost in the forest”: “Ma-sha!” Please note that the word is divided into two parts. Name the first part of the word separately, then the second. Invite the child to “call” other children: Di-ma, Ka-cha, Sa-sha, Da-sha, Vo-va. Then you can invite the child to look among household items for words with two parts: vase, soap, watch and others.
Training in the analysis of the syllabic composition of a word is carried out on two-syllable and three-syllable words. However, it is necessary to introduce children to monosyllabic words. Naturally, you cannot start with them, since in this case it is impossible to immediately use the term “part”. After all, the term “part” is introduced at the beginning of training to designate precisely the part of a word consisting of several syllables. Only when children have mastered the term “part” can monosyllabic words also be included in the list of words used for analysis(ball, poppy, ball, beetle, cancer and so on.).
A 6-year-old child should know that a word is divided into syllables, that their number varies and that they are arranged in a certain sequence. He must also understand that one of them is pronounced a little longer and louder - this is a stressed syllable.
Isolation of a stressed syllable is a necessary stage in the work of teaching children of senior preschool age. The ability to hear a stressed syllable is necessary when learning to read and write, as well as for spelling unstressed vowels. Hearing a stressed syllable is also necessary for children to correctly understand those words that differ only in stress (lock - castle, cotton - cotton, shelves - shelves, etc.)
The teacher draws the child’s attention to the fact that the syllables in the word sound differently: one of the syllables is necessarily pronounced more drawn out. The teacher deliberately strengthens the first syllable with his voice: fish-ba, sea-re, Da-sha, Ro-ma, so-ki and other. The second syllable is pronounced more briefly, abruptly.
The same work is carried out with words where the stressed syllable is in second and third place: zi-ma, vo-da, ru-ka, mo-lo-ko, ho-ro-sho, da-le-ko.
It is not difficult to teach preschoolers how to pronounce a word syllable by syllable, but the main thing is that the children understand the principle of the syllabic structure of a word. They must learn to hear well and name the first, second, third syllables in a word, and form words from given syllables.
There are many methodological techniques that are successfully used in teaching practice.
For the work, a schematic representation of the syllabic composition of the analyzed word is used (similar to the diagram of the verbal composition of a sentence).
You can use graphic schemes: -, - -, - - -, where each dash indicates a syllable.
Children are given tasks to find out how many syllables there are in a particular word by pronouncing the word syllable by syllable and at the same time walking or clapping their hands. In the preparatory group for school, the rule is learned: “The number of vowel sounds in a word, the number of syllables.”
Consolidation of syllabic analysis operations can be carried out using the following tasks and games:
1. "Telegraph". The child or teacher taps out the syllable structure of the word, the children guess what kind of word it is (from the pictures).
2. Playing with a ball: hit the floor as many times as there are syllables in the word; hits are accompanied by clear pronunciation of the syllables.
3. “The word can be walked.” The child takes a step on each syllable.
4. Dividing words into syllables, pronouncing syllables while simultaneously performing a mechanical action (stringing rings on rods; compare words: where there are more rings, the word is longer.
5. The child writes down (raises) a number indicating the number of syllables in the word.
6. Analysis of a word according to the scheme: how many syllables are in a word, which syllable is first, last, which syllable comes before a given syllable, after a given syllable, between given syllables.
7. Playing with a ball: children pass the ball to each other and at the same time name the syllable of a word; the child who received the ball names the next syllable, etc.
8. Name the extra word:monkey, hippopotamus, giraffe, crocodile.
9. The child is offered a series of words. You need to find the same syllable in all words:pump, back , Panama, cabin, find.
10. “Syllable chain” - teach how to highlight the first and last syllables.
11. Select from sentences words that consist of two or three syllables.
12. Game "Houses". Children arrange pictures under one, two or three-story houses, depending on how many syllables they have.
13. Game "Train". Children are offered a model of a train: a steam locomotive and three carriages with the numbers 1,2,3. In the first carriage it was necessary to place picture words of one syllable, in the second - of two syllables, in the third - of three.
14. Arrange the pictures under the word schemes:
(oak) (pine) (birch)
---- ---- ---- ---- --- ----
Tasks can be selected for a specific sound or on a lexical topic.
1. “Winter pictures”
Select pictures on the theme of winter and invite the child to find words of 2 syllables: winter-ma, san-ki, ski-zhi, hat-ka, snowball.
3. “Find a tasty word.”
Clap your hands when you hear a word with three syllables: waf-li, lollipops, bul-ka, ka-lach, so-lom-ka, sho-ko-lad, hal-va.
4. “Feed the animal”
Name animal food, the name of which has 2 syllables: grass-va, se-no, carrot, lard, meat-so, bone-ti. Indicate who eats what food.
5. “Dress the doll.”
Give names to the dolls and determine the number of syllables: Le-na, Ka-tya, Ta-nya, Na-ta-sha, Ta-ma-ra. Consider doll clothes and choose the following for dolls with two-syllable names: suit, blouse, trousers. And for dolls with names of three syllables: sa-ra-fan, kof-toch-ka, kur-toch-ka.
6. "Zoo".
Place pictures of animals into two houses (draw houses with 2 and 3 windows). Animals from 2 syllables, etc. will live in a house with 2 windows.
Games and tasks for the development of syllabic synthesis
1. Identify a word or sentence pronounced syllable by syllable.
2. Complete the given syllables with the same syllableSHA: MA..., KA..., DA..., PA..., NATA....,; SA: …NI, …DICK, …MOLET, …MOKAT.
3. Complete the word with a suitable syllable:earthlings..., currants...
4. Solve puzzles:
COF. LAS. KOS.
5. Select syllables from the table and make up words:
MA
RA
ON
SHA
LA
SHI
PA
6. " Guess who came to us? Toys are prepared in advance, children guess them by syllables given in disorder (for example: ka - mish, ka - zai, sa - li).
Mixed tasks for analysis and synthesis of words
1. Swap the syllables and make up a word:glad - hole, pine - pump, mouse - reed, jar - boar.
2. "Encrypted word." Select the first syllable from the names of the pictures, combine the syllables into a word (for example:raspberry, tire, pump - car ).
3. One child pronounces the word slowly syllable by syllable:button, and the other pronounces the whole word.
4. Determine which syllable is missing:ko-…-va, sa-…-let.
5. “From syllables - a sentence.” The child isolates the first syllable from a word, composes words from the first syllables, and from them - sentences.
Games and tasks to develop ideas
1. Selection of words with a certain number of syllables: children either remember the corresponding words, or choose from a number of pictures those whose names consist of a given number of syllables. The task is given verbally or using a diagram.
2. Selection of words starting with a certain syllable. The teacher (or child) names the first syllable, the children remember the corresponding words(ma - mom, car and so on.).
3. Selection of words with a certain syllable(ma, boo, pa etc.); the place of the syllable can be specified. (“Remember the word in which the second syllableka » ); The number of syllables in a word can also be specified (“Find a picture whose name consists of three syllables and the last syllable is “ka”).
4. Remember words that end in the syllable -tok: pla-tok, molo-tok, ka-tok.
On the syllable -sok: pe-sok, le-sok, but-sok.
5. Remember words that begin with the syllable –ba: ba-nan, ba-ran, ba-ton, ba-bushka, ba-raban
4. Come up with a pure saying based on the example:sho-sho-sho – good; shi-shi-shi - ...
5. Find a rhyme for the words:bunny - ..., poppy - ... . cat - mouth, lard - little, Masha - porridge, stove - river...
To complete such tasks, the child must do active mental work, use words correctly, selecting the most accurate ones.
The child can also come up with a task - riddles for adults. An adult asks the child to describe an object (a word of 2 syllables) without naming it. The child says: “This is a school subject. It is carried in a briefcase. Its shape is oblong. The name begins with the sound - r, and there are only 2 parts in the word.” An adult guesses: a pen.
Games for the development of syllabic analysis and synthesis
speech therapist - defectologist
Kirsanova Natalya Stanislavovna
Audience: 1st grade students with speech impairments (FFN, ONR)
Purpose of the game: development of phonemic processes (analysis, synthesis, representations)
No. 1. Game "Sea Battle"
Target: teach children to navigate on a plane, improve the ability to reproduce a syllable as an integral unit of reading, develop syllabic analysis and synthesis of words, form an active and passive vocabulary of students.
Game description: children are offered a playing field on which squares are depicted with syllables written in them. The speech therapist names a place on the field, and the children find it and write down the syllable written in the cell. If the ships are named in a certain sequence, then words can be made from the syllables. To do this, the named syllables are written out and then synthesized to form words.
No. 2. Game "Gifts from Dunno"
Target: developing the skills of syllabic analysis and word synthesis in primary school students, improving reading skills and the psychological basis of speech, expanding vocabulary.
Description: Dunno came to visit us with various gifts - goodies, but on the way he met a “syllable eater” and nibbled off one syllable in the words. Determine which syllable is missing in the word, name it, and then name the whole word and count the number of syllables in the word.
Games and game exercises to develop skills in sound-letter and syllabic analysis and synthesis
Speech at the Moscow School of Primary School Teachers
Forming the skills of sound-letter and syllabic analysis and synthesis is the first stage of learning to read and write, which every schoolchild must overcome. For children with normal speech development, this stage does not present any particular difficulties. For first-graders with speech impairments, this is a difficult test that they sometimes cannot cope with without special correctional help. The educational activity of younger schoolchildren is most productive when it is carried out in the form of a game with alternation of various types of work and competitive moments.
A sufficient level of development of sound-letter and syllabic analysis and synthesis is the prevention of writing and reading disorders, which can be manifested by substitutions, rearrangements, omissions of letters and syllables.
In speech therapy classes, I use various multifunctional game methods and techniques that contribute not only to the formation of skills in sound-syllable analysis and synthesis, but also develop students’ cognitive activity (attention, memory, mental operations, self-control skills, hand-eye coordination), as well as stimulate cognitive interest and increasing the speech activity of children. I combine didactic games and game exercises with a common lexical theme of the lesson (integrated game method), using it with a system that is necessary to consolidate acquired skills in children with speech problems.
It should be noted that the game techniques I presented and visual didactic material can be successfully used by primary school teachers in reading and writing lessons as a means of developing sound-letter and syllabic analysis and synthesis.
I. Games and play exercises that help develop skills
Sound-letter analysis and synthesis, reading syllabics and whole words.
1. Purpose of the game “Words are nesting dolls” -
expansion of the visual field
perception, development of attention,
development of reading skills,
activation and enrichment of vocabulary.
and find other words that
"hiding" in them. Simple option -
with picture tips, more
difficult - without them. Next stage -
find words in a continuous set of letters,
Can be offered to students
determine whether words are
nesting dolls are related in everyone
case and why. For example, meth spruce,
snow ir, full name summer vy.
2. Inserting letters into words – a well-known type of tasks that allows you to solve a whole range of
correctional and developmental tasks:
ü formation of reading skills
ü development of sound analysis
ü formation of the concept of meaning-making
the distinctive role of the letter (Art. O l – st at l -
inserting different letters, we get different ones
I offer tasks for inserting letters
children, grouping words by topic,
which, on the one hand, is
hint, and on the other hand contributes
the use of words in active speech -
generalizations. Didactic material
I put it in files for repeated use
use. Inserting letters via
a file with a felt-tip pen helps
for a child to avoid fear
error: it can be done at any time
fix and replay the game.
Options for this type of task can be as follows:
¨ Insert different vowels so that the words are not repeated: L__PA, L__PA, L__PA.
¨ Insert different consonants so that the words are not repeated: __ODA, __ODA, __ODA.
¨ Add a letter to make a new word: cat(p) - mole, table(v) - trunk.
¨ Replace the underlined letter to make a new word: whether With t (elevator), To orona (crow), goro d (peas), etc.
¨ Find words in the sentence that differ by one letter: “Vanya did not hide the fact that he opened the letter”, “Wasps do not like dew.” Underline this letter.
Rug do_ozd _venit _meeting _construction
d_ug dr_zd z_enith all_recha construction
other_g dro_d link_t meeting construction
other_droz_ring_meeting_construction_in
¨ Find the error in the word (the missing letter is not indicated): tomato, red, pgoda. Write without error. In case of difficulty, either the missing letter is called out or the word is pronounced.
¨ Restore the word by adding one or more vowels: lst, grz, grd, brbn.
¨ Find errors (omissions of letters) in a phrase, sentence, text. In case of difficulty, you must indicate the number of errors or limit the field of perception by indicating the sentence (line) with the error. Finding errors in sentences and texts helps develop self-control skills in any lesson. The task becomes more complicated by increasing the number of errors and adding new types of errors.
3. Alphabet href="/text/category/alfavit/" rel="bookmark">alphabet. Then a word or phrase of 2-3 words is invented.
At the signal, the children begin to “type”: the first “letter” in the word claps their hands, then
the second, etc. When the entire word is printed, all the children clap their hands.
6. Isographs – multifunctional gaming aids aimed at
formation of integrity of visual perception, sound-letter analysis
and synthesis, a generalized image of the letter. Isographs represent objects
the images of which consist of modified letters located in
space in a special way. Children must recognize this object, name it,
correctly determine the sound composition of the word - name and find all the letters of this
writing vocabulary words and as a surprise lesson moment that increases
activity of students and helping to maintain their attention.
7.
Composing words and sentences
by the first sounds of words-names
pictures I often use it as
organizational moment of beginning
lesson or its stage (find out the topic,
Such tasks include
sound-letter analysis operations,
synthesis, and also develop auditory
II . Games and gaming exercises that promote the development of skills in syllabic analysis and synthesis, syllabic reading.
1. Working on syllable tables (options are presented in the appendix) contributes to the formation of syllabic reading skills, develops visual memory, and expands the field of visual perception. The child learns to read a whole syllable and form words from syllables using patterns. I do this kind of work in a playful way: children are divided into teams and compete in making up words against a time limit.
2. Composing words from syllables using entertaining didactic
material allows you to practice the skill repeatedly, maintaining
students' attention and interest.
In this version of the game, students
It is proposed to find and connect
Fish so that it turns out
words. Additional tasks:
v How many fish swim to the left? How far to the right?
v Which fish can be swapped? (tea, tea, tea).
3.
Selection of words for a given syllable
(or with a given syllable) - assignment for
vocabulary activation and skill development
syllabic analysis. Children really like it
in the form of a competition (who is bigger?)
A more difficult version of the task:
come up with a word for a given syllable, in
which has already determined the number of syllables.
For example, behind… (2) – castle, fence;
ku... (3) - cuckoo, chicken, swimming.
4. Purpose of the game "Confusion" - composing a word from syllables presented by ear. For
To do this, it is necessary to keep the syllables in memory by swapping them, for example,
ki, ru (hands), you, sli (plums), no, damn (turn black). The game can be played
with throwing the ball.
Another version of the game requires keeping in memory a larger number of syllables and
elementary skills of syllabic analysis. Instructions: listen to the poems, highlighting
the last syllable of the last word of each line (a pause will be made); If you
connect all the syllables, you get the answer to the question:
Hey, grab it! Are they catching a redhead in the forest? su.
Noise and din. There are too many people. Fo screams the loudest ma.
He is without a jacket, without a coat. Instead of a hat, decide That.
From the ravine where the alder is, you can hear the cries of a pet Ha.
It's not bad to catch a fox, but it gets in the way... (commotion).
5. Recently, many ready-made didactic games have appeared to develop
skills of syllabic analysis and synthesis, which I use in class. This series
q "Syllable Domino" - a didactic game for composing words from syllables, designed for different levels of preparedness of students. The game consists of several sets of cards, cut so that each card contains the last syllable of one word and the beginning of another. Having correctly laid out the cards according to the domino principle, we get a chain of words. A lightweight version: in addition to syllables, the cards contain pictures, as well as words cut in half. Complicated version: without pictures, words are composed only by the correct selection of syllables.
q "Syllable cubes" - cubes, on the edges of which there are halves of pictures and syllables from which the names of the pictures are made. When words are composed correctly, one gets solid images of objects that are selected according to thematic groups (animals, vegetables and fruits, toys, furniture, tools, dishes)
q "Syllable Lotto" - didactic game, including 3 options
1) Compiling three-syllable words based on the first syllables of word-names of pictures
2) Compiling three-syllable words based on the last syllables of words-picture names
3) Compiling three-syllable words based on the middle syllables of word-names of pictures
The players’ task is to correctly cover the pictures on individual cards with the corresponding syllables on small cards and read the resulting words.
The game is educational in nature, expands children's understanding of the world around them, and enriches their vocabulary.
q "Making proposals" a game based on the principles of the previous one: words are formed from the initial or last syllables of words and sentences are read.
Thus, using the game method to develop the skills of sound-syllable analysis and synthesis, it is possible to prevent specific errors in writing and reading in younger schoolchildren, develop their cognitive abilities, create positive motivation for learning, which is the key to successful mastery of program material and allows the child to live each lesson brightly and interestingly .
Ekaterina Kozgova
Games for the development of syllabic analysis and synthesis, sound analysis and synthesis, the formation of lexical and grammatical categories
Good speech is the most important condition for a comprehensive child's personality development. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more actively his mental development. Therefore, the search for and improvement of practical techniques and methods for the prevention and elimination of speech defects in preschool children, in speech therapy, psychological and pedagogical practice of speech correction, have not lost their relevance today. I offer speech therapists for work games for the development of syllabic analysis and synthesis, sound analysis and synthesis, consolidation of skills proposal analysis, formation of lexical and grammatical categories, development logical thinking.
"One two Three"
Target: quantity determination syllables in words,
Education of voluntary attention, exercise in building and restructuring.
Equipment: board, large subject pictures
Move games: children walk around in all directions. On signal speech therapist: "Attention"- children look at the picture on the board and line up in a column one at a time, in pairs or threes depending on the number syllables in the name of the item in the picture
Sound analysis and word synthesis
"Ball in the Air"
Target: definition of first and last sound in words
Develop small arm muscles
Equipment: ball
Move games: All players stand in a circle. One stands in the center of the circle, throws the ball high above him, says any word (the ball can only hit the floor once). Another child catches the ball, throws it up and says a word starting with the last sound of the previous word. Children throw and catch the ball in turns, clockwise. Whoever makes a mistake gets out games. The game continues until each child says 2-3 words. Those who remain in the circle are considered winners, those who drop out are considered losers.
"Main letter"
Target: train children to name words given sound
Develop small arm muscles, coordination, precision of movements and dexterity
Equipment: ball, cards with letters
Move games: All players stand in a circle, throw the ball to each other, while saying words to the indicated sound
"Alive sounds»
Target: determination of sequence and quantity sounds in a word
Move games: One child - sound"N", another - "ABOUT", third "WITH". Children playing call these sounds. Then they hide, and the speech therapist invites them to appear one by one, asking the other children which the sound came first, which is the second, which is the last. In what order should the children stand? sounds to make a word? What word did you get?
"Live Arrow" (fastening proposal analysis)
Target: consolidate the ability to come up with sentences with prepositions from pictures, determine the number and sequence of words in sentences; practice running in a circle, stopping at a signal.
Equipment: a hat with an arrow, a bag over the shoulder of the driver, there are plot pictures in it.
Move games: Child pretending "live arrow", is in the center of the circle. He spins to the right, the children run in the opposite direction in a circle with words:
“Arrow, arrow turn around,
Show yourself to all the guys
show us quickly
Which of us is dearer to you!
"Arrow" stops and points to a child. He must come up with a sentence based on the picture he shows "Live Arrow", and determine the sequence of words in a sentence and other tasks
"Catch the Word"
Target: teach children to make a sentence with a given word (optional and according to level development children can be placed task: at the beginning of a sentence a given word, in the middle or anywhere)
Move games: The presenter begins, says his proposal “We have a lot of toys in our group”. Next standing "Catches" the last word with the word toy makes a sentence. Next standing "Catches" his last word in a sentence, etc. along the chain.
"Earth, water, fire, air"
Target: activate children's vocabulary using nouns by topic "Fish", "Birds", "Wild animals" etc. ; learn to throw the ball accurately into your hands and catch it, pressing it to your chest; develop attention, fast response.
Equipment: ball
Move games: The players stand in a circle, the leader stands in the middle (speech therapist or child). He throws the ball to one of the players, while saying one of the following: words: earth, water, air, fire. If the driver said the words "Earth", the one who caught the ball must quickly name some domestic or wild animal; on word "water" the player answers with the name of a fish; on word "air"- the name of the bird. At the word "fire"- everyone should quickly turn around several times, waving their hands, as if trying to put out the fire. The ball is then returned to the driver. The one who makes a mistake is eliminated from games.
"I'm going in circles"
Target: activate children's vocabulary through adjectives and nouns; consolidate the ability to coordinate adjectives with nouns.
Move games: Children holding hands. They go in circles and They say: “I walk in a circle and take it with me”, the speech therapist gives a task - names an adjective (“Sweet (sweet, sweet) Whoever the speech therapist calls, the child takes a step into the circle and answers by agreeing the adjective with the noun ( “I’ll take it with me to the circle...”)sweet apple
"Little Red Riding Hood's Basket"
Target: activate children's vocabulary through adjectives and nouns; development memory abilities, activation of attention.
Move games: The speech therapist starts the game words: “Little Red Riding Hood is going to visit her grandmother. She put a sweet pie in the basket.” The next player repeats what was said and adds something of his own, For example: “Little Red Riding Hood is going to visit her grandmother. She put sweet pie and apples in the basket.” The third player repeats the entire phrase and adds something of his own, etc. You can then ask the children to draw a basket and everything that lies in it.
"Two words"
Target: develop attention, verbal-logical thinking and speech.
Move games: The speech therapist pronounces two words that do not agree with each other, For example: "cat, window" and throws the ball to the child. The child catches the ball and comes up with a phrase from these words: For example: "The cat is sitting on the window". Then the ball gets back to the speech therapist and the situation repeats. The speech therapist pronounces words, the child pronounces a phrase. (Horse, cart. Pencil, table. Pharmacist, medicine. Hat, head. Grandfather, stick.)
“I agree - I disagree”
Target: learn to compare opposing opinions, learn to formulate sentences correctly when answering.
Equipment: ball.
Move games: Children stand in a circle, the speech therapist has a ball in his hands. The speech therapist throws a ball to the children and asks a question. If the child agrees, he begins the sentence with the words “I agree with you because...”. Questions can be on different topics.
1. I believe that the fox is a domestic animal - I disagree with you, because the fox is a wild animal
2. I claim that A is a vowel sound, - yes, I agree with you, sound A is sung, so it's vowel sound
3. I believe that migratory birds do not fly away, but spend the winter - no, I don’t agree with you, because they fly to warmer climes
4. I believe that May is a summer month - ...
"Tic Tac Toe"
Target: consolidate knowledge of general concepts, expand vocabulary, develop phonemic awareness.
Equipment: card - a house with three floors, three windows, one for each child; cards the size of window: X-6 pieces, 0 – 6 pieces.
Move games: Children sit at tables in front of each set of cards. The speech therapist gives the task. The children do it. For example, L: “I will name words if it is an animate word X, if it is inanimate O. I name words if you hear a vowel sound - X, and if there is a consonant - O. I call words: vegetables - X, if fruits - O”, etc.