GCD for speech development in the senior group Topic: “Drafting a descriptive story about domestic animals based on mnemonic cards”

Familiarization with fiction using the mnemonic table “On domestic and wild animals”

Nadezhda Baynazarova

Familiarization with fiction using the mnemonic table “On domestic and wild animals”

Thematic week: “Animals”

Theme of joint activity of the teacher and children:
“About
domestic and fairy-tale animals ” Age: middle preschool Direction of development: speech
(reading
fiction ) Integration of educational areas:
“
cognitive development ” ,
“speech development”
,
“physical development”
Tasks: Speech development: Develop coherent speech, memory, thinking.
Cognitive development : Develop the ability to simultaneously identify three properties of geometric shapes (shape, size and color)
.
Physical development. Stimulate physical activity through physical education. Methods and techniques: visual: Kuzya doll (brownie, chest, mnemonic table; verbal : conversation, questions. practical: physical education minute, didactic game. Materials and equipment: Demonstrative material: Kuzya doll (brownie, chest, mnemonic table “Winter”
, to the fairy tale
“Winter Hut”
; pictures depicting
wild and domestic animals (squirrel, hare, wolf, bear, bull, ram, cat, pig, rooster)
; a set of geometric shapes of different colors; three hoops Forms of organization of joint activities: motor: play exercises perception
of fiction : reading, discussion
Logic of joint activities of the teacher and children

1. Working with the mnemonic table “Winter”

.

Kuzya the brownie appears and invites everyone to go to the book corner. Kuzya: Today I was walking through the forest and saw completely incomprehensible things: the hare turned white, the squirrel also changed its fur coat from red to silver, and the bear generally fell asleep. What happened to him? The children explain to Kuza why this happened to the animals.

-How did the animals know that winter had come? Working with the mnemonic table “Winter”

. Children look at the pictures in the table and describe the signs of winter.

Kuzya: Thank you guys for explaining everything to me. I’ll give you a new fairy tale for this. The animals there are domestic , unusual, fabulous, so they were able to survive in the forest even in winter. (Takes out a mnemonic table )

Let's first remember what
domestic and wild animals we know . (Children answer first according to the fairy tale mnemonic table , and then according to sets of pictures). But before reading a new fairy tale, we will warm up .
Physical education: Once upon a time, along a forest path, the animals were going to a watering hole . The elk calf was stomping behind the mother moose. A little fox was sneaking behind the mother fox, A hedgehog was rolling behind the mother the hedgehog, A bear cub was following the mother bear, The squirrels were jumping after the mother squirrel, The squirrels were jumping after the mother squirrel, The slanting hares were following the mother hare, The she-wolf was leading the wolf cubs - All mothers and children want to get drunk

3. Introduction to the fairy tale “Wintermovie”

Reading a fairy tale; joint telling of a fairy tale using a mnemonic table .

Questions: What animals live in this fairy tale ? How many were there? Think about when these animals were small , what they were called (Bull-calf, etc.)

4. Game “Hide a fairy tale inside geometric shapes”

.

There are three hoops on the floor, with a set of geometric hoops inside them. The teacher suggests dividing into 3 teams to stand around these hoops. Among the geometric figures we will find the heroes of the fairy tale. For example: The bull is large and brown, which means the bull is a large brown rectangle, the ram is a gray square, the smaller pig is a pink oval, the cat is a small white oval, the rooster is a blue triangle.

Kuzya. Guys, what would happen if the animals built a house separately , like in the fairy tale “The Three Little Pigs”? (Children's guess)

That's right, that means they say that if you live in friendship, no one will win. Well done guys, you are real friends.

6. Reflection. - Guys, what did you like about the fairy tale?

Business game for educators “Introducing preschoolers to fiction” Business game for educators “Introducing preschoolers to fiction” Senior teacher of MDOU kindergarten No. 4 “Solnyshko”, Furmanov.

Consultation “Introducing preschoolers of the seventh year of life to fiction” The intellect of children of this age is sufficiently developed to perceive many problems of life and art that are interesting and attractive to them.

Familiarization with fiction. Reading the fairy tale by K. Chukovsky “Chicken” Goal: to introduce children to the literary work of K. Chukovsky “Chicken” Objectives: Developing free communication with adults and children.

Familiarization with the fiction of children with mental retardation. Fairy tale by V. Suteev “The Ship” Objectives: to introduce the content of a modern fairy tale; learn to listen to a short fairy tale; continue to learn to distinguish between literary ones.

Familiarization with the fiction of children with mental retardation. Fairy tale by V. Suteev “Under the Mushroom” Objectives: to introduce the content of a modern fairy tale; learn to listen to a short fairy tale; continue to learn to distinguish between literary ones.

Familiarization with fiction and speech development Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. She develops.

"Unknown Soldier". Introducing children to fiction (using ICT) I would like to share with you my presentation “The Unknown Soldier”. On the eve of the celebration of the 70th anniversary of the Great Victory, many events were organized.

Source

MAGAZINE Preschooler.RF

Compiled by teacher: Haleva E.A. Slavyansk-on-Kuban 2021 MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION kindergarten No. 4 “FAIRYTALE CITY”

Topic: Drawing up a description of animals from a picture using a mnemonic table.

Tasks:

1. coherent speech: learn to write a description from a picture, name an object, its properties, characteristics, give it an assessment;
2. vocabulary and grammar: learn to compose complex sentences;
3. sound culture of speech: consolidate the correct pronunciation of the sound (u).

Materials: puppy toy. toy Parsley. (mnemonic table “Dog” ), box, brushes (tooth and clothes). treat for children.

Methods: verbal (guessing riddles, conversation, questions for children, visual (mnemonial table “Dog” ), physical education, outdoor game “Shaggy Dog” ,

Progress of the lesson.

1. Organizational moment: Psycho-gymnastics.

Good morning! A new day has come. I will smile at you, and you will smile at each other. And think how good it is that we are all here together today.. Now wish good morning to each other and the guests! Well done.

2. Whoever wants to talk must pronounce everything correctly and clearly, so that everyone can understand.

— Guys, Parsley came to visit us and he was very upset.

Parsley: Guys, I need your help, my faithful friend and I were playing hide and seek, and he got lost. And to find out who I'm talking about, guess the riddle:

This animal, seeing a cat, barks loudly at the window. Red with spots always spins around his feet... (Puppy)

Will you help him get back? (Children's answers)

And I have a hint. It's on the board.

look at the picture and describe the puppy

Educator: That's right, guys, a dog is a pet and it has an owner - a person. Now I invite you to remember the poem and play.

Physical education minute.

The cheerful dog barks loudly, the children pronounce words loudly and cheerfully,

with a joyful expression on his face.

“Woof, woof, woof” says to everyone. They pronounce the words loudly.

He gets bored without his owner, makes a sad expression on his face, says

spoken quietly, in a sad voice,

lowering your head and shoulders.

And whines quietly: Pronounced with intonation

“Oooh, ooh, ooh, ooh, ooh!” voice, turning his head then

to the right, then to the left.

Now the dog's owner has returned - They raise their heads and straighten their shoulders.

The dog seemed to smile. They smile.

He wags his tail, shows by moving his hand to the right -

Meets the owner! to the left, like a dog wagging its tail.

Educator: guys, look, Parsley didn’t come to us empty-handed. What is this? (children's answers) That's right - a box, but why does Parsley need a box? What's in the box? (Brushes). I suggest you tell Petrushka what these brushes are for. (children's answers)

Audio recording of a puppy's voice

Educator: Guys, you helped the puppy find his way. Look what he is like (children's answers).

Parsley: Thanks guys for your help. Do the puppy and I want to play a game with you? (Yes)

Pi "Shaggy Dog" .

Number of players: 10 people.

Instructions. A “dog” is chosen from among the players . He sits on the side. Other children slowly walk towards him, saying:

Here is a shaggy dog ​​sitting with his nose buried in his paws.

Quietly, peacefully he sits, either dozing or sleeping.

Let's go up to him, wake him up and take a look.

What will happen?

The children quietly come up and clap their hands. The dog jumps up, growls, barks and catches the children. The caught player becomes the leading "dog" .

Educator: Result. Reflection

— What did you like about the lesson?

— Show your mood at the end of the lesson.

- Well done guys, you did a good job in class.

- Thank you very much.

"Wild animals". Summary of a lesson on writing a descriptive story based on a mnemonic table

Marina Banshchikova

"Wild animals". Summary of a lesson on writing a descriptive story based on a mnemonic table

«Compiling a descriptive story based on a mnemonic table»

Planned results: knows and names forest animals , has an idea about their life, has, makes up a related story using a mnemonic table .

Integration of educational areas: cognition, communication, socialization, artistic creativity.

Organized structure of a game lesson

Stage 1: Motivational incentive

Guys, look what a beautiful ball flew to us. Look at what's hanging on the string. This is a letter from a baby elephant. Guys, the letter is not simple, it is written with icons and shows the letter to the children: After all, the baby elephant does not know how to write or read. But you and I know how to decipher letters. Let's try to do this together. Sit more comfortably near the colored circles.

(solve the text of the letter)

Stage 2: Organizational and search

“Hello, I'm a baby elephant, I live in Africa. We have many different animals . But, unfortunately, I have never seen taiga animals and I don’t know what they look like. Therefore I ask for your help. Could you tell me about these animals and send me your stories ? I will be very glad if you can fulfill my request. Goodbye".

Summary of joint activities using mnemonic tables “From the life of wild animals”

Vera Novotnaya

Summary of joint activities using mnemonic tables “From the life of wild animals”

Tasks:

1. To consolidate children’s knowledge about the wolf (appearance, habits, lifestyle , features of hunting in winter and summer, benefits and harm from the wolf.

2. Continue to develop logical and imaginative thinking, attention and imagination, auditory and visual memory; ability to establish associative connections; learn to cut a literary text.

3. Learn to compose descriptive stories, develop coherent and demonstrative speech; enrich children’s vocabulary using the words “leader”

,
“flock”
,
“den”
.

Material:

mnemonic tables : “ Wild animals ”

,
“Wolf”
, pictures depicting
wild animals : fox, wild boar, hedgehog, bear, hare, squirrel, elk, wolf; cards (photos)
with graphic images of these
animals , pictures depicting tracks (man, dog, wild boar, horse, hare, wolf, game letter with tasks, postcards - 10 pieces, a poem about the forest, simple pencils, sheets of paper for cutting the poem .

Luponos Zoya Nikolaevna, teacher – speech therapist, MDOU kindergarten No. 1 “Alyonushka”

There is no area in human activity where speech is not used. It is needed everywhere. And especially at the learning stage. The success of his education depends on the quality of a child’s speech, so the main task of parents, educators and speech therapists is speech development. Pure, correct speech is one of the most important conditions for normal human mental development. With the help of speech and communication, the child easily and imperceptibly enters the world around him, learns a lot of new and interesting things, and can express his thoughts, desires, and demands. Unfortunately, these days children are becoming more and more speech impaired, which severely limit their communication with people around them. Inadequate speech development also affects the formation of non-speech mental processes: insufficient stability of attention is observed, verbal memory is reduced, and memorization productivity suffers. Corrective action should be based on the maximum use of the child’s capabilities. When teaching coherent speech, I use mnemonic techniques in my work. Mnemonics, or mnemo technique a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Since preschoolers’ memory is involuntary: they remember facts, objects, and phenomena better, my teaching material is mnemonic tables—diagrams that contain certain information. Mastering the techniques of working with mnemonic tables significantly reduces training time and at the same time solves problems aimed at:

1. development of basic mental processes - memory, attention, imaginative thinking;
2. development of fine motor skills of the hands with partial or complete graphic reproduction of the text.

Using supporting drawings to teach memorizing poems captivates children and turns the activity into a game. The visual image that the child retains after listening, accompanied by viewing the drawings, allows him to remember the text much faster. To learn each poem, I develop and compile my own mnemonic table. First, I select supporting elements and fragments of the picture for the selected poem (preferably for each line), scan and, using a computer, process individual fragments to create a picture. And so, step by step, a mnemonic table is created. During the period of my work as a teacher-speech therapist, I created a series of mnemonic tables on poems on various topics: “Bread”, “Spring has come”, “Snow Woman”, “In the Forest”, “Defenders”, “My Mother” and many others. The next stage of working with the mnemonic table is an emotional, expressive reproduction of the text of the poem. Then I conduct vocabulary work on the work, a conversation on the meaning of what was read, and provide the opportunity for children to reproduce the text based on the drawings. The table-drawing hangs in a prominent place in the speech therapist’s office. Summary of a lesson on speech development in the preparatory group.

Topic: Life of wild animals in winter.

Correctional and educational goals: Consolidating ideas about wild animals, their appearance, lifestyle in winter, habits. Clarification, expansion and activation of the dictionary on the topic “Wild Animals” {animal, beast, bear, wolf, fox, squirrel, hedgehog, fur, skin, paw, den, hole; wild, predatory,). Teaching children to memorize a poem based on visual images (mnemonics). Improving the grammatical structure of speech (the use of nouns with the suffixes -onok-, -enok-, -am-, -yat. Corrective and developmental goals. Development of coherent speech, speech hearing, sense of rhyme, visual perception and attention, articulation, fine and gross motor skills , coordination of speech with movement. General speech skills, sound pronunciation, clarity of diction, intonation expressiveness. Correctional and educational goals. Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. Fostering a love of reading fiction, poetry; respect for nature . Equipment. Computer, dry pool (beans), animal figures, plumes for breathing exercises, mnemonic table for the poem “Bear in the Forest”, pyramid of games, P. I. Tchaikovsky’s work “Seasons. Winter” (recorded). Preliminary work Learning the finger massage “Bear.” Reading M. Rapov’s fairy tale “The Hedgehog and the Squirrel”, V. Bianchi’s stories “Preparing for Winter”, “Adapted”.

LESSON PLAN

1. Organizing time. Announcing the topic of the lesson. Creating an emotionally positive background.
2. Development of fine motor skills, tactile sensitivity. Working in a dry pool (beans or peas) Search for planar figures.
3. Writing a descriptive story. Description according to the diagram of the appearance and characteristics of wild animals (found in a dry pool).

Ask 3-4 children.

1. Expressive reading of L. Kvitko’s poem “Bear in the Forest”
2. Vocabulary work. Work on phrases and words: “Cold on the nose”, “The forest is almost completely stripped”, “The wind blows and sows”, “The evening has fallen”.
3. Conversation on content.
4. Repeated reading of the poem with the intention of memorizing.
5. Independent reading of a poem by children (1-2 children).
6. Physical exercise. Breathing exercises.
7. Reading the poem to the other children. (Analysis and evaluation of the narration of the poem - after each reading by the child).
8. The game is a labyrinth: “Help the bear get to the den”, “What animals are hiding?”
9. Summary of the lesson.

Progress of the lesson

1. Organizational moment. The speech therapist organizes a greeting with the children, invites them to the office beans on the floor. It contains flat images of wild animals. Speech therapist. Go to the dry pool and put your hands in it and find one object at a time. Children complete the task. Speech therapist . What did you find? Children. We found figures of a squirrel, a bear, a fox, and a wolf. Speech therapist. Who are they? Children. These are wild animals. Speech therapist. Why are they called that? Children. They live in the forest, build their own housing and get food. Speech therapist. In today's lesson we will talk about wild animals, their life in winter, and I will also tell you a story that happened to one of the animals. 2. Main part Speech therapist. Guys, now you will write a story - descriptions of those animals whose figurines were taken out of the pool. First, you will say the name of your animal and then follow the scheme for describing the animal (Appendix 3). 1st child . A squirrel lives in a hollow tree. She has a long fluffy tail and tufted ears. By winter, the squirrel stores nuts, cones, and mushrooms. The squirrel does not scream, but clicks “tsk-tsk-tsk.” Her cub is a baby squirrel. 2nd child : The wolf is a predatory animal, lives in a den that it suits. Outwardly he looks like a dog, his fur is gray; he runs fast. Wolves hunt deer and large animals only in packs, and individually hunt small animals. A wolf cub is a wolf cub, baby wolf cubs look like puppies. 3rd child : The fox is a predatory animal, taller than a cat, but smaller than a dog, lives in a hole; There are claws on the paws, a long fluffy tail - the beauty and pride of the fox. Its body is covered with fluffy, brown or red fur. She has a very good instinct: she finds small animals by their tracks - a mouse, a hedgehog, a hare. 4th child: This is a bear, a wild animal. He lives in the forest and sleeps in a den in winter. It's big and brown. He has thick fur, a huge head, strong paws, and a small tail. His cubs are cubs. The bear can growl in a rough voice. The bear loves honey and raspberries, eats roots, and destroys anthills. The speech therapist praises each child for writing a story.

3. Reading the poem by L. Kvitko: “Bear in the Forest” Speech therapist: Guys, now, I’ll tell you a story that happened to a bear at the very beginning of winter, when he was preparing for hibernation. This is a poem , and it was written by the poet L. Kvitko. (Children sit on chairs, and the speech therapist demonstrates a presentation on L. Kvitko’s poem “Bear in the Forest.” The slide show is accompanied by an expressive, emotional reading of the poem by heart).

L. Kvitko “Bear in the Forest”

A bear walks through the forest, A bear wanders through the forest - Cold, cold on the nose - It’s very cold in the forest! The forest is almost completely stripped: There is no nest, no bird. Only the wind moans and groans, driving leaves along the paths, here and there. The bear stood on tiptoe, the bear stretched out its paws: “Wind, wind, don’t whistle!” A cloud of snow is coming! Powder all the trees, Powder all the bushes! The wind blows, blows, blows. It sows and sows with warm snow, Pooh and fluff - White all around. It immediately became quiet. The snow lies like a blanket. Evening fell to the ground... And where did the bear go? The worries are over - Sleeping in his den

4. Conversation based on content. Vocabulary work

Speech therapist. Children. Did you like the story about the bear?

Children. Yes.

Speech therapist. Tell me, guys, how do you understand “Cold on the nose”?

Children. – My mother says: the report is coming.

Speech therapist. That's right guys, this means it will soon be cold. What does it mean, “The forest is almost completely “stripped”?

Children. – Leaves are the clothes of the trees, and the wind blows the leaves and, as it were, “undresses” the trees.

Speech therapist. Right. Children, tell me, who was the bear talking to?

Children. - With the wind.

Speech therapist. What did the bear ask the wind?

Children. “No matter what he whistled, he covered everything with snow.”

Speech therapist. How did he ask?

Children. The bear stood on tiptoe, the bear stretched out its paws...

Speech therapist. Let's ask the bear for the wind: ( Choral repetition of the bear's request)

Children. - Wind, wind, don’t whistle! A cloud of snow is coming! Powder all the trees, Powder all the bushes!

Speech therapist. Guys, do you think the wind fulfilled the bear’s request?

Children. Having completed this, he began to slowly winnow and sow snow, and poured snow on it as a “blanket.”

Speech therapist. Well done, the wind fulfilled the bear’s request. Tell me, children, what does it mean that the snow lies like a “blanket”?

Children. It’s warm under the snow - and the ants and mice and roots don’t freeze.

Speech therapist: Well done! Sasha, you understand correctly. And who can say how evening fell to the ground?

Children . In winter, the days are short, the sun sets and it gets dark quickly. So they say that evening has fallen - it quickly got dark.

Speech therapist. Right! Guys, listen to this poem again.

5. Repeated telling of the poem with the intention of memorizing the poem. (Set up a mnemonic table) The speech therapist reads poems emotionally, expressively correlating each part with the picture of the mnemonic table, showing the sequence with a pointer.

6. Physical exercise. Children imitate:

• bear gait,
• standing while asking:

- the bear stood on tiptoe, - the bear stretched out its paws.

• Sleeps in a den.

7. Breathing exercises. To the music of P.I. Tchaikovsky "Seasons. Winter" children perform gymnastics exercises:

• Wind: - whistles,

- groans

• Storm
• It blows

8. Repeated telling of the poem with the intention of memorizing the poem. Speech therapist. Children, I will read the poem again. Try to remember the intonation, the pitch of the voice with which I pronounce the words of the poem in each picture. (The poem is read by a speech therapist based on the pictures of the mnemonic table).

9. Reading a poem by children. Children recite a poem based on mnemonic table pictures, a speech therapist helps children with different levels of speech development using techniques: prompting the first words of a line, difficult words, conjugate speech techniques, and more. 10. Analysis of children's reading of the poem. After each reading of a poem by children, an analysis of the story follows, involving children with a good memory.

11. Game. Guys, the bear left his supplies for you and me, but to get to them you need to complete tasks: first, find all the animals that are hidden in the picture (children are offered riddle pictures “What animals are hidden here?”) Appendix 4 . Second task: Game - labyrinth “Help the bear get to the den.” Appendix 3.

12.Result of the lesson. Speech therapist: Guys, what new did we learn in class? Children: - A story about a bear that happened to him at the beginning of winter. — we helped the bear get to the den and completed the correct drawing of the letters that we know. — found hidden animals in the picture and described them according to the diagram. — learned a new poem. Speech therapist: Well done guys, we managed to do and learn a lot today in our lesson. And most importantly, we learned L. Kvitko’s poem “The Bear in the Forest”; was it difficult to memorize it? Children: No. With tables we learn poetry quickly.

Annex 1

Appendix 2 Scheme for describing animals .

1. What is it called? 2. Is this a wild or domestic animal? 3. Where does it live? What is the name of his home? 4. What size is it? 5. What color is it? 6. What is his body covered with? 7. What body parts does he have (their features)? 8. What are the baby animals called? 9. What sounds does the animal make? 10. What does it eat?

Appendix 3 Game - labyrinth

Appendix 4 Picture - a riddle What animals are hiding here?

Mnemonic tables for describing forest animals

Irina Suslova
Mnemotables for describing forest animals

Dear colleagues, nowadays preschoolers are increasingly experiencing problems such as: a poor vocabulary, inability to coordinate words in a sentence, impaired sound pronunciation and attention. When the teacher asks to talk about someone or something, the child very confusingly, tongue-tiedly describes the object , toy, animal . Descriptions fail because children find it difficult to build a chain of stories. One of the methods in the development of children's speech is the method of mnemonics . I offer you several tables to help you write a descriptive story about a forest animal . These tables can be used in middle preschool age. I used them in the GCD “ Forest Animals ”. Like any work, mnemonics are built from simple to complex. mnemonic tables in GCD .

Attached files:

“Mnemotables for learning poems with middle-aged children.”
I have been using mnemonics in my work for several years now. Now I have children 4-5 years old. All the poems we learn, we try. Mnemonic tables for memorizing poems Master class: “Mnemonic tables for memorizing poems” Today I would like to present to your attention the mnemonic tables that we made. Mnemonic tables for memorizing poetry with children aged 2–4 years Karepova L.Yu. teacher of the preschool institution “Raadiku”, Tallinn, 2021 Predominant among children of preschool and primary school age. Pedagogical project for children 5–6 years old “Children about forest animals” municipal budgetary preschool educational institution “Kindergarten No. 78 “Istok” in the city of Smolensk Pedagogical project for children.

"Striped towels for forest animals." Summary of direct educational activities Educational field: artistic and aesthetic development. Integration of educational areas: speech development, social and communicative.

Drawing up a mnemonic table for effective memorization of a poem Hello, dear colleagues! On the eve of the “Cosmonautics Day” holiday, I bring to your attention a mnemonic table for memorizing a poem.

Dance of forest animals for boys of middle groups “Come on, Christmas tree, brighten up” Dance of forest animals for boys of middle groups “Come on, Christmas tree, brighten up” Introduction boys form a circle 1. Along the paths in the snow, along.

Technological map “Treats for forest inhabitants” for the first junior group Technological map of organized educational activities first junior group Educational area: Communication, creativity Section:.

Lesson “Visiting forest animals” for the younger group Integration of educational areas: speech development, social and communicative development, cognitive development, physical development.

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