Designing a speech therapy lesson in accordance with the requirements of the Federal State Educational Standard for Educational Education

Designing a speech therapy lesson

in accordance with the requirements of the Federal State Educational Standard in preschool educational institutions.

Teacher speech therapist:

Seregina T.G.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, abilities and skills, but by a set of personal qualities, including those that ensure the child’s psychological readiness for school.

The Federal State Educational Standard puts at the forefront an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The leading types of children's activities will be: gaming, communicative, motor, cognitive-research, productive, etc.

It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization.

These are: joint (partnership) activities of the teacher and children:

educational activities in special moments;

organized educational activities;

independent activity of children.

Organized educational activity is the organization of joint activities between a teacher and children:

with one child;

with a subgroup of children;

with a whole group of children.

The choice of the number of children depends on:

 age and individual characteristics of children;

 type of activity (game, cognitive - research, motor,

productive);

 their interest in this activity;

 complexity of the material.

But it must be remembered that every child should receive the same

starting opportunities for schooling.

The main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities (classes), increasing the status of play as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, gaming, problem-based learning situations as part of the integration of educational areas.

Thus, “class” as a specially organized form of educational

Kindergarten activities are cancelled. The activity should be a specific children's activity that is interesting for children, specially organized by the teacher, implying their activity, business interaction and communication, the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue to “work” with children. Meanwhile, it is necessary to understand the difference between “old” learning and “new” learning.

If previously organized educational activities were carried out in the form of educational activities, then modern standards suggest teaching children through the organization of children's activities.

When designing corrective classes, the speech therapist must take into account the following important features of modern preschool education, which differ from traditional education:

A child and an adult are both subjects of interaction. They are equal in importance.

Each is equally valuable. Although an adult, of course, is older and more experienced.

The activity of a child is at least no less than the activity of an adult.

The main activities are the so-called children's activities. The goal is the genuine activity (activity) of children, and the development of knowledge, skills and abilities is a side effect of this activity.

The main model of organizing the educational process is the joint activity of an adult and a child.

The main forms of working with children are examination, observations, conversations,

talking, experimenting, research, collecting, reading, doing projects, etc.

Mainly so-called indirect teaching methods are used (with partial use of direct ones).

The motives for learning, carried out as the organization of children's activities, are primarily related to the children's interest in these types of activities.

The main goal of the teacher in the lesson is to form and support the child’s initiative in perceiving new information, searching and processing information, generalizing methods of action, setting an educational task, etc.

So-called free attendance of classes is allowed. Respecting the child, his condition, mood, preferences and interests, the adult is obliged to provide him with the opportunity to choose - to participate or not to participate with other children in a joint business, but at the same time has the right to demand the same respect for the participants in this joint business.

The educational process involves making changes (adjustments) to plans, programs taking into account the needs and interests of children; notes can be used partially to borrow factual material (for example, interesting information about composers, writers, artists and their works), individual methods and techniques, etc. ., but not as a “ready-made example” of the educational process.

Structure of a speech therapy lesson.

Organizing time.

It takes place in the form of preparation for the game (children prepare what they will need during the lesson, under the guidance of adults), they tune in to the game, and do not calm down.

2. Development of visual perception and visual memory.

It takes place in the form of a game, the game material is selected taking into account the individual level of development of each child.

3. Development of visual-spatial orientation:

– development of general motor skills. It takes place in the form of a dynamic pause, without interrupting the gameplay, but before or after it, to change activities.

– development of fine motor skills. There is a choice of using pentagonal pencils, balls, clothespins, rubber bands, cubes, etc.

4. Development of auditory perception, auditory attention, auditory memory.

Provide children with the opportunity to put forward their own assumptions, learn to prove their point of view, form adequate self-esteem, and evaluate their actions, without, for example, identifying one unsuccessful assumption with their own assessment as a whole.

5. Development of articulatory motor skills.

It is necessary to explain not only the technique of performing each exercise, but also the meaning, the meaning of each movement of the organs of the articulatory apparatus, so that the child does not just automatically perform all the exercises, but understands why he is doing each specific movement.

6. Development of breathing and voice.

During exercises performed to develop breathing, the teacher does not show how to perform the exercise, but performs the exercises together with the children, since in the educational process the teacher and students are partners.

7. Announcement of the topic.

It is not the teacher who announces the topic, but the children make assumptions after joint consideration, observation, conversation, conversation, experimentation, research, comparison, generalization (the teacher leads them to this), thereby creating motivation to learn new things. Any assumption of children deserves attention, and not a single hypothesis that is incorrect, in our opinion, should be sharply refuted, thereby humiliating the child and convincing him of his own inferiority. It is necessary to help the student change his point of view through his own logical conclusions.

8. Development of phonemic hearing.

The course of the lesson is accompanied by significant speech practice of the students, which involves communication with teachers and children on equal terms.

9. Work on syllable structure, sound analysis of syllables.

Always accompanied by a visual image, since it is impossible to clearly and correctly reproduce the sound composition of a word without knowing its meaning and not

presenting a visual image.

10. Summary of the lesson.

Summing up the results of the lesson is focused on the formation of adequate self-esteem, assessment of one’s activities and a positive attitude towards the world.

11. Assessing children’s work in class.

What is assessed is not the children’s activity in the lesson, but the extent to which the lesson material helped the children clarify and enrich their knowledge.

Thus, it is clear that the entire system of organizing and conducting

classes. And in connection with this, the image of the teacher must change. The teacher communicates with children on equal terms, his appearance must correspond to the children’s acceptance, that is, in order for the children to accept him as “one of their own,” he must easily enter into cooperation with children at their level.

Development of notes for speech therapy classes according to the Federal State Educational Standard; methodological development for speech therapy on the topic

Development of notes for speech therapy classes according to the Federal State Educational Standard

Guidelines

Explanatory note

An analysis of the methodological work on training speech therapist students during their pre-graduate practice shows that most of them cannot cope with independently compiling lesson notes. Difficulties are expressed in the lack of understanding of the goals and objectives of each stage of work, the inability to select tasks to achieve these goals and objectives, and characteristic methodological errors. A memo and methodological recommendations for taking notes have been developed to help students and speech therapists who are starting to work according to the Federal State Educational Standard at the stage of forming phonetic-phonemic concepts in children with speech disorders.

I. General notes on note-taking

Correspondence of the topic, purpose and content of the summary to the stage of correctional work.
Subordination of all tasks to the main goal of the lesson.
Logical completeness of each task (presence of mini-conclusions).
Smooth transitions from one task to another (predicting children’s answers that can serve as key phrases for moving on to the next task; taking into account the plot and (or) thematic line, if any).
Completeness of presentation of forms of organization, methods and techniques, types of work.

II. Methodological recommendations for constructing work at different stages of the lesson

1. Motivational-target stage

The first stage of the lesson according to the Federal State Educational Standard is called “motivational-target”. Motivation arises when children see a problem, a discrepancy. It is necessary to bring the children to a vision of this problem, and then solve it together with them. For example, let's suggest finding out how the differentiated sounds [l'] - [th'] are similar. By updating the existing knowledge about these sounds, we give them characteristics (for example: consonants, voiced, soft) and draw a conclusion why exactly these sounds “came” to the lesson (they are similar). The purpose of the lesson will follow naturally from the conclusion: since the sounds are so similar to each other, it means they can be confused, so there is a need to learn to distinguish them. The designation of mixed sounds [l'] - [th'] with letters is the next stage (“indicative”), since the letter designation of these phonemes contains a difference, we will also rely on it during differentiation.

Thus, the technology of work at the motivational-target stage may be as follows:

We lead the children to formulate the topic. (What will we study, what will we talk about)
Let's pose a problem. (What might be difficult? What is the danger? What can we do and what can’t we? What do we already know and what don’t?)
We formulate a goal. (The goal follows logically from the problem posed: what we don’t know, we need to find out; what we don’t know how to do, we need to learn. If there is any danger (difficulty), we need to deal with it). Those. To set a goal, it is necessary to update children’s existing ideas.

An example of constructing work at the motivational-target stage in classes on the topic “Sounds [l] - [l']. Letter "l":

Two approaches to posing the problem.

(Easier option) If the topic sounds like “Sounds [l] - [l']”, you can update your knowledge about sounds, namely, determine their general properties (consonants, voiced, tongue raised up, etc.). Then the problem arises - they can be confused and pronounced incorrectly. We set a goal: we will learn to pronounce sounds correctly.
If we write down and formulate the topic as “Sounds [l] - [l']. The letter “l”, then we will update knowledge about sounds (what they are, how they are similar and how they differ) and their letter designation (one letter can represent two sounds). What problem arises from this? (You can pronounce a word incorrectly, read a word, write it). Then the goal: learn to correctly pronounce words with these sounds, read and write them.

In the Instructional and Methodological Letter to A.V. Yastrebova and T.P. Bessonova, the topic is: “Sounds [l] - [l']. Letter "l". In accordance with the sequence of work on overcoming phonetic-phonemic disorders (“phoneme – articuleme – grapheme – kineme”), it will not be a mistake if in the first lesson we teach children to pronounce and distinguish sounds. In the subsequent lesson(s), you can pay attention in the structure of the lesson to studying the writing of the letter “l” and writing it separately from other letters and in merging with them (prevention of optical dysgraphia, since there are frequent cases of adding extra elements to the letter) . In other words, the goal of the first lesson will be to correct sound pronunciation and form phonemic representations, and the main goal of the second (or subsequent lessons) will be to improve sound-letter representations, optical-spatial orientation and grapho-motor functions.

2. Indicative stage

The purpose of this stage is to teach children how to work to achieve their goal. (How to distinguish between sounds and letters; how to correctly pronounce a sound, write and read a letter)

At the indicative stage, you can propose the following task:

—What is the difference between a sound and a letter? (“I hear a sound, I pronounce it, I see a letter, I read it, I write it”).

In this way, we will regulate the children’s activities, suggest a way to solve the task: how to learn to pronounce sounds correctly and denote them with a letter, which organs will be involved in this work.

In classes on differentiating sounds, the indicative stage can be carried out in the form of repetition and consolidation of methods for distinguishing them. Then the main work at this stage will be aimed at solving the question: how to learn to distinguish sounds?

3. Search and research stage

The search and research stage involves identifying unknown information by using existing knowledge and a creative approach to realizing the goal of the lesson.

For example, in a lesson on the topic “Sounds [l], [l'] and the letter “l,” you can invite children to fantasize - what does the letter “L” look like? It is very appropriate to work on the analysis of the components of a letter (how many elements are in a capital letter? What are they? What do they look like? How and where are they connected to each other). As a productive activity at this stage, it is advisable to invite children to either write out a letter or build it from a paper construction set (circle it along the contour, assemble it from pebbles, buttons or other improvised material along pre-prepared contours - there can be many options).

An excellent material for research activities can be a set of pictures depicting the names of familiar articulation exercises. Children are asked to choose only those that will help them learn to pronounce the sound or sounds of the lesson correctly and beautifully. In the process of completing this task, children analyze what these or other articulation exercises are aimed at, and then check the correctness of the task together with a speech therapist. This task is creative, it activates the thinking process: children must figure out for themselves why articulatory gymnastics is actually needed, and what exercises will be useful to them in the current lesson. Another variation of this task could be children working independently (in pairs or in a group) to divide the same pictures into two groups based on the principle of different positions of the tongue, lips, and teeth. This type of task has proven itself well in classes on differentiating sounds [s] - [w], [z] - [zh], [l'] - [th'].

4. Practical stage

The practical stage is the main stage at which new knowledge is consolidated in different types of activities according to the scheme: “Sound - syllable - word - phrase - sentence - text.” In this regard, the speech therapist organizes the educational process in such a way that children can teach each other and (or) themselves with the help of training exercises specially selected by the speech therapist. The system-activity approach is most clearly manifested here, which does not exclude, but, on the contrary, presupposes targeted assistance to children. Individualization occurs through the use of different forms of work organization, selection of material for each child or subgroups depending on the level of mastery of a particular skill.

Here are examples of this type of organization of part of the lesson:

Children who do not experience difficulties in pronunciation and differentiation of sounds independently write out words with the letters they are studying from the text. A less powerful subgroup works with a speech therapist at this time.
Children who do not have the ability to pronounce the given sounds in words practice this skill independently at the syllable level, with the preliminary explanation of the teacher. In parallel, the second subgroup can perform tasks that require consistent coordinated work with the teacher.

It is important to practice pronunciation skills and differentiation of sounds using different lexical material, but use this material to solve several problems simultaneously: practicing the skills of dividing words into syllables, highlighting a stressed vowel, sound-letter analysis, working on intonation expressiveness, filling gaps in lexico-grammatical building, etc.

5. Reflective-evaluative stage

At the last stage, a final conversation is held with the children, aimed at summarizing the tasks completed by recalling and formulating the main goal of the lesson. The main question is not “What did we do today?”, but “What did we learn?” It is this question that helps the child navigate his own system of knowledge and determine what difficulties he encountered, what worked well and what not so well. It would be a good idea to invite children to evaluate their work. This is how motivation and goal setting are formed: “What would you like to do in your next lesson?” To increase the stability of learning motives, it is appropriate to direct children to think about why they need it, where the acquired knowledge and (or) skills can be useful. For example:

- Look at our plan and remember what it helped us with today? (Distinguish between sounds [Z] - [Zh])

— During what work was it easiest to distinguish sounds? And the hardest thing?

- Why, do you think?

- What conclusion can we draw? (You need to learn to follow the pronunciation of sounds in speech)

- Why do we need to be able to pronounce sounds correctly? (to speak, read, write correctly)

— In what lessons will you use today’s knowledge and skills?

- Each person evaluate their work using the table.

- Count the points. What did you see? Well done!

Speech therapy work for preschool children in the conditions of the Federal State Educational Standard

It is preschool childhood that is especially sensitive to speech acquisition. Therefore, it is important for us to consider the process of speech development in modern preschool education as the basis for raising and teaching children. To provide effective speech therapy and psychological assistance, a speech therapist teacher must promptly identify the child’s speech disorders, which negatively affect the child’s entire mental development and affect his activities and behavior.

The problem of thinking and speech belongs to the circle of those psychological problems in which the question of the relationship between various psychological functions and various types of activity of consciousness comes to the fore. L. S. Vygotsky in his book “Thinking and Speech” noted that the central point of this whole problem is, of course, the question of the relationship of thought to word [1, p. 12]. Thus, severe speech impairments inhibit mental development, especially the formation of higher levels of cognitive activity, which is due to the close relationship between speech and thinking and the limitations of social, in particular speech, contacts, during which the child learns about the surrounding reality.

On January 1, 2014, the standard for preschool education came into force (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”), according to which norms and regulations are established that are mandatory for the implementation of the basic general educational program of preschool education, designed to ensure the development of personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics.

The development of methodological recommendations on the problems of speech disorders for the basic general education program was carried out by Filicheva T. B., Kashe G. A., Chirkina G. V., Nishcheva N. V., Lalaeva R. I., Serebryakova N. V., Zorina S. V., etc. In modern preschool education, there were several comprehensive programs, on the basis of which we carried out the educational process in preschool institutions. At the moment, not all of these programs comply with the federal state educational standard for preschool education, which in turn is aimed, first of all, at restructuring the entire educational process in a preschool institution. This includes the abolition of educational activities, and the updating of planning, and its transfer to a comprehensive thematic form, and the integration of educational areas, and the improvement of monitoring. If earlier in a preschool institution we sought to develop in children more knowledge, skills, abilities, then modern requirements are aimed at a qualitative level, at the development of integrative qualities of a preschooler. Now we, teachers, must strive for the development of the preschooler, and not for him to master a large amount of knowledge. In addition, the very approach to organizing the educational process must be reconsidered.

The goal of our work is to reduce the severity of speech and mental disorders in young children, the comprehensive development and correction of the child, taking into account his current and potential capabilities.

Our main goals of speech therapy assistance for preschool children are: developing a healthy lifestyle for children, protecting the lives and strengthening the health of children, ensuring the intellectual, personal and physical development of the child, carrying out the necessary correction of deviations in the child’s development, interaction with the family to ensure the full development of the child. We solve all these problems in an integrated manner during the development of all educational fields, along with tasks that reflect the specifics of each educational field, with mandatory psychological support [2, p. 12].

The activities of a speech therapist teacher in a preschool educational institution are aimed at achieving the goals of mastering constructive ways and means of interaction with people around them, developing children’s cognitive interests, their intellectual development, including children in the system of social relations, developing interest and the need for reading (perceiving) books through solving the following problems:

— development in children with speech pathology of free communication with adults and children;

- development in children of the lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms in frontal, subgroup, individual activities, during routine moments in a group, in play, conversation, discussion, examination, logorhythmic exercises and other forms and types of children's activities;

— practical mastery of speech norms by students, increasing motivation for correct and beautiful speech.

- development of perception, formation of ideas about the external properties of objects, sensory development in games for fine motor skills of the hands;

- development of cognitive research activities, i.e. observation of objects, objects and phenomena, experimentation, targeted walks and excursions together with the teacher, as well as solving various problem situations when composing stories, retelling texts, grammar exercises, etc.;

— formation of a holistic picture of the world, broadening the horizons of children through joint activities with a speech therapist.

— development of children’s play activity in general, the use of role-playing games with rules, communicative games, theatrical play tasks;

- familiarization with elementary generally accepted norms and rules of relationships with peers and adults in everyday life, in public places, playing out various situations, solving problematic social problems;

- formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.

— formation of a holistic picture of the world, including primary value ideas;

— development of literary speech in exercises of retelling, composing stories, fairy tales, and grammatical tasks;

- introduction to verbal art, including the development of artistic perception and aesthetic taste when working with nursery rhymes, tongue twisters, tongue twisters, etc.;

— maintaining and strengthening the physical and mental health of children;

— formation of ideas about situations that are dangerous for humans and the surrounding natural world and methods of behavior in them in thematic conversations during frontal and subgroup work;

— familiarization with the rules of behavior that is safe for humans and the natural world around them, modeling situations, dialogical work;

— transferring to children knowledge about road safety rules as a pedestrian and a passenger in a vehicle.

The educational process of a speech therapist teacher includes three components:

— work with parents;

- joint activity of a child with a teacher, where there is a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of directly organized educational activities); carried out through various types of children's activities (play, communication, cognitive-research, productive, musical and artistic, reading);

- free independent activity of children in the conditions of a subject-based developmental educational environment created by teachers, which ensures that each child chooses activities according to his interests and allows him to interact with peers or act individually. But it is worth paying attention to the fact that children with speech impairments may have difficulty communicating and, because of this, withdraw from others. The psychological state of the child must be monitored by teachers (speech therapist, educator, psychologist) together.

When creating a subject-based developmental environment, a speech therapist teacher must be guided by the multifunctionality, transformability and variability of the environment, and should take into account gender specifics and the principle of integration of educational areas. A properly organized subject-spatial developmental environment in a speech therapy group and a speech therapist’s office creates opportunities for the successful elimination of a speech defect, overcoming delays in speech development, allows the child to demonstrate his abilities not only in organized educational activities, but also in free activities, stimulates the development of creative abilities and independence , initiative, helps to establish a sense of self-confidence, and therefore contributes to the comprehensive harmonious development of the individual [3, p. 18]. The subject-development space should be organized in such a way that every child has the opportunity to practice the ability to observe, remember, compare, and achieve a goal under the supervision of an adult and under his non-directive guidance

Based on the integration of educational areas, educators, speech therapists, and music directors develop comprehensive thematic planning for the year.

The specificity of the integration model is that the solution to the main educational tasks of the field of “Communication” is carried out in all areas of the program, and the child, while staying in a preschool institution, must acquire developed intellectual qualities, the need to acquire new knowledge, developed physical qualities and the need for motor activity, curiosity, activity, independence of action, emotionality, responsiveness, sociability, ability to behave in society and control one’s behavior [4].

In conclusion, I would like to note that teachers currently have a lot of creative work to do. The federal state educational standard for preschool education radically changes the view, approach, and system of work on preschool education. Preschool education must reach a higher quality level. Graduates must have not only a wealth of knowledge, skills, and abilities, but also be able to apply them, look for new ones, and develop those received.

Literature:

1. Vygotsky L. S. Thinking and speech. Ed. 5, rev. - M.: Labyrinth, 1999–325 p.

2. Nishcheva N.V. An approximate adapted program of correctional and developmental work in the speech therapy group of a kindergarten for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years. Ed. 3, rev. - St. Petersburg: Internet link https://www.firo.ru/, 2014–203 p.

3. Filicheva T. B., Chirkina G. V., Tumanova T. V. Correction of speech disorders. Ed. 3, - M.: Enlightenment, 2010–272 p.

4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155. M.: internet link https://www. rg.ru/ Federal State Educational Standard for Preschool Education, 2014

Document for the presentation “Structure of a speech therapy lesson”

Municipal budgetary preschool educational institution branch "Kindergarten No. 43 - Kindergarten No. 40"

Topic: Design of speech therapy classes in accordance with the requirements of the Federal State Educational Standard in a preschool educational institution.

Completed by: Kirst O.A.

Slavgorod 2017

Slide 1

Designing a speech therapy lesson in accordance with the requirements of the Federal State Educational Standard in a preschool educational institution.

Slide 2

Slide 3

It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization.

This:

joint (partnership) activities of the teacher with children:

educational activities in special moments;

organized educational activities;

independent activity of children.

Slide 4

Organized educational activity is the organization of joint activities between a teacher and children:

with one child;

with a subgroup of children;

with a whole group of children.

The choice of the number of children depends on:

age and individual characteristics of children;

type of activity (game, cognitive - research, motor, productive);

their interest in this activity;

complexity of the material.

But it must be remembered that every child should receive the same starting opportunities for school.

Slide 5

When designing corrective classes, the speech therapist must take into account the following important features of modern preschool education, which differ from traditional education.

A child and an adult are both subjects of interaction. They are equal in importance. Each is equally valuable. Although an adult, of course, is older and more experienced.

The activity of a child is at least no less than the activity of an adult.

Structure of a speech therapy lesson.

1. Organizational moment.

It takes place in the form of preparation for the game (children prepare what they will need during the lesson, under the guidance of adults), they tune in to the game, and do not calm down.

2. Development of visual perception and visual memory.

It takes place in the form of a game, the game material is selected taking into account the individual level of development of each child.

3. Development of visual-spatial orientation:

– development of general motor skills. It takes place in the form of a dynamic pause, without interrupting the gameplay, but before or after it, to change activities.

– development of fine motor skills. There is a choice of using pentagonal pencils, balls, clothespins, rubber bands, cubes, etc.

4. Development of auditory perception, auditory attention, auditory memory.

5. Development of articulatory motor skills.

6. Development of breathing and voice.

7. Announcement of the topic.

8. Development of phonemic hearing.

The course of the lesson is accompanied by significant speech practice of the students, which involves communication with teachers and children on equal terms.

9. Work on syllable structure, sound analysis of syllables.

It is always accompanied by a visual image, since it is impossible to clearly and correctly reproduce the sound composition of a word without knowing its meaning and without presenting a visual image.

10. Summary of the lesson.

Summing up the results of the lesson is focused on the formation of adequate self-esteem, assessment of one’s activities and a positive attitude towards the world.

11. Assessing children’s work in class.

What is assessed is not the children’s activity in the lesson, but the extent to which the lesson material helped the children clarify and enrich their knowledge.

The structure of speech therapy sessions for various speech pathologies

structures of speech therapy classes for various speech pathologies.

Structure of an individual speech therapy
session
1. Static and dynamic articulation exercises: lip training exercises; lower jaw training exercise; exercises for language training. 2. Finger gymnastics accompanied by poetic texts. 3. Exercises to develop speech breathing. 4. Exercises to develop facial expression. 5. Exercises to form a speech voice. 6. Education of clear diction and intonation expressive speech. 7. Exercises for the development of auditory attention and phonemic perception. 8. Correction of defective sound pronunciation and automation of correct sound pronunciation in the child’s speech. 9. Correction of violations of the syllabic structure of the word. 10. Formation of lexical and grammatical representations. 11. Teaching elements of literacy. 12. Development of mental processes: voluntary attention, memory, logical thinking. 13. Correction of reading and writing disorders (dysgraphia, dyslexia, dysorthography) in schoolchildren.

Structure of a speech therapy session on sound production

1. Organizational moment with elements of psychotherapy. 2. Articulation gymnastics: general articulation exercises; special articulatory movements; Exercises to develop voice power and air flow. 3. Announcing the topic of the lesson. 4. Sound production. 5. Analysis of articulation according to plan. 6. Consolidation of isolated sound (individual and choral pronunciation, onomatopoeia games). 7. Development of phonemic hearing: identification of sounds from a number of isolated ones, different in articulatory and acoustic characteristics; recognition from syllables; recognition from words. 8. Consolidation of sound in syllables. 9. Consolidation in words. 10. Consolidation in sentences. 11. Homework. 12. Summary of the lesson.

Structure of a speech therapy lesson on sound automation

1. Organizational moment with elements of psychotherapy. 2. Articulatory gymnastics for automated sound. 3. Announcing the topic of the lesson. 4. Pronunciation of an isolated sound (in chorus, group, individually, in a chain). 5. Analysis of articulation according to plan. Algorithm: lips, teeth, tongue, air stream. 6. Characteristics of sound (we talk about hardness and softness only against the background of the word). 7. Connection of sound with letter. 8. Development of phonemic hearing. 9. Consolidation of sound in syllables, sound analysis and synthesis of syllables, graphic recording. 10. Consolidation of sound in words, sound-syllable analysis of words with graphic notation. 11. Fixing sound in a sentence, graphic recording and analysis of the sentence. 12. Consolidation in the text. 13. Homework. 14. Result of the speech therapy session.

Structure of a speech therapy lesson on sound differentiation

1. Organizational moment with elements of psychotherapy. 2. Articulatory gymnastics - only the most basic exercises are planned - modeling the main articulatory movements of both sounds. 3. Announcement of the topic of the lesson. 4. Pronouncing sounds in isolation that are different (choral, individual, etc.). 5. Analysis of the articulation of sounds according to the algorithm, highlighting common and different points of articulation. 6. Characteristics of sounds. 7. Connection of sounds with letters. 8. Development of phonemic hearing. 9. Differentiation of sounds in syllables. 10. Reading syllables from a table or repeating them after a speech therapist, graphic analysis of syllables. 11. Differentiation of sound in a sentence, analysis of a sentence with graphic recording and selection of words containing the sounds being studied, selection of the sounds themselves. 12. Differentiation of sound in text. 13. Homework. 14. Summary of the lesson.

Slide 6
Structure of a speech therapy session for stuttering
1. Organizational moment with elements of psychotherapy. 2. General motor charging. To relieve muscle tension; To instill the ability to regulate tension and relaxation of your body; Overcoming motor tricks. 3. Speech exercises: 4. Education of speech breathing (oral exhalation, long and smooth); 5. Cultivation of easy and timely voice delivery; 6. Education of easy and timely inclusion of appropriate articulatory movements. 7. Coordination of speech with movement (cultivation of appropriate tempo, smoothness and rhythm of speech). 8. Work on consolidating the skills of correct speech: Conjugate phoneme; Reflected phoneme; Question and answer form. 9. Homework. 10. Summing up.

Structure of a speech therapy session for dysarthria

1. Organizational moment with elements of psychotherapy. 2. General relaxation (as needed). 3. Development of general motor skills. 4. Development of fine motor skills. 5. Facial massage. 6. Development of facial muscles. 7. Development of articulatory motor skills (for the development of conditioned reflex movements). 8. Work on the development of breathing and voice (Strelnikova’s technique). 9. Correction of sound pronunciation. 10. Formation of the lexical and grammatical aspects of speech. 11. Homework. 12. Summary of the lesson.

Structure of a speech therapy session for rhinolalia

1. Organizational moment. 2. Normalization of motility of the lower jaw. 3. Massage of the hard and soft palate. 4. Gymnastics for the muscles of the soft palate and the muscles of the back wall of the pharynx. 5. Facial massage. 6. Lip massage (after cheiloplasty). 7. Mimic gymnastics. 8. Articulation gymnastics: for the lips, for the tongue in order to spread the tongue, move it forward so that it is wide. 9. Breathing exercises. 10. Work on your voice. 11. Announcement of the topic. 12. Correction of sound pronunciation (production, automation, differentiation). 13. Development of the lexical and grammatical side of speech. 14. Homework. 15. Result of the speech therapy session.

In the end Thus, it is clear that the entire system of organizing and conducting classes is changing. And in connection with this, the image of the teacher must change. The teacher communicates with children on equal terms, his appearance must correspond to the children’s acceptance, that is, in order for the children to accept him as “one of their own,” he must easily enter into cooperation with children at their level.