Article:
1. Lotto “Identify the first sound in a word”
GOAL To train children in identifying the first sound in a word.
GAME MATERIAL Cards with subject pictures according to the number of children. Each card has 4 or 6 images (animals, birds, household items, etc.). The leader has circles (for children in speech therapy groups - cards with letters - 4 for each letter). Subject pictures on cards:
- a - bus, stork, pineapple, watermelon
- y - fishing rod, mustache, duck, iron
- and - oriole, needle, turkey, frost
- n - tent, saw, dress, briefcase
- ts - heron, compass, numbers, chicken
- h - teapot, clock, bird cherry, cherry
- k - pencil, kitten, grasshopper, paints
- x - robe, cotton, hockey player, hamster
- s - hay (tog), lilac, starling, dog
- h - castle, hare, umbrella, strawberry
- g - acorns, giraffe, beetle, crane
- w - hut, rose hip, cone, closet
- l - swallow, ladder, skis, frog
- r - crayfish, radish, lynx, rowan
The combination of items on the card can be different:
a) objects whose names begin with vowels (bus, iron, needle, wasps);
b) objects whose names begin with consonants that are easy to pronounce (saw, cat, robe, dress);
c) pictures of whistling and hissing sounds (lilac, compass, dog or: hat, beetle, cone, giraffe, etc.).
An approximate set of cards: 1) pineapple - turkey - perch - frog - clock - paints;
2) iron - briefcase - lilac - castle - hut - beetle; 3) watermelon - robe - starling - numbers - rowan - teapot; 4) pineapple - fishing rod - frost - saw; 5) cherry - heron - radish - swallow; 6) dog - umbrella - rosehip - giraffe - mustache - wasp; 7) grasshopper - hamster - hat - crane - bus - frost; cotton - kitten - compass - bird cherry - crayfish - ladder, etc.; 9) bus - mustache - needle - oats - hat - crane; 10) heron - turtle - swallow - crayfish - hare - scarf. Under each image there is a strip of three identical cells.
PROGRESS OF THE GAME 4-6 children play. The teacher distributes cards to the children. He asks who has the name of an object with the sound a (u, o, i, p...). To the one who correctly names the object, he gives a circle (in the senior group) or a card with the corresponding letter (in the preparatory group for school), which the child places on the image of the object. If by the end of the game some children have unclosed pictures, the teacher offers to name them and determine what sound the word begins with. The one who covers all the pictures wins. Later, children in the preparatory group can play this game independently.
2. Chain of words
GOAL To train children in identifying the first and last sounds in words.
GAME MATERIAL Cards with subject pictures (pencil - cabinet - flag - bush - ax - rocket - bus - bough - key - kettle - cat - pineapple - catfish - poppy - crocodile - onion). The size of the activity cards is 12 x 7 cm (10 x 6 cm). The back side of the cards is glued with velvet paper or flannel. The cards are laid out on flannelgraph. For a board game, the size of the cards is 8 x 5 cm.
PROGRESS OF THE GAME The children have cards on their tables (one for two). The teacher has a card with a picture of a pencil. Teacher (explains): “Today we will lay out a chain of objects. Our chain will begin with the word pencil. The next link in the chain will be a word that begins with the sound that ends with the word pencil. Which of you will find an object with this name in your picture, go to the board, attach your picture to mine and name your object so that the last sound in the word is clearly heard. If you children find two objects at once, the one who found it first will attach a picture. And attach the remaining picture later, when you again need a word with that sound for the chain.” When the entire chain has been laid out (it can be placed on a flannelgraph in a circle), the teacher invites the children to name the objects in chorus, starting with any one indicated, slightly emphasizing with their voice the first and last sounds in each word.
PROGRESS OF THE GAME OUTSIDE CLASS 4-6 children play. The cards (face down) lie in the middle of the table. Everyone takes the same number of cards (4 or 2). The one with the star on the card begins to lay out the chain. The next picture is attached by a child whose name of the depicted object begins with the sound that the word ends with - the name of the first object. The winner is the one who lays out all his cards first.
4. Match the word to the diagram
GOAL To train children in finding the place of sounds s or sh in a word (at the beginning, middle or end).
GAME MATERIAL Cards with patterns for the location of sounds in words (one cell is colored at the beginning, end or middle of the pattern). Subject pictures: bag, bowl, ear, catfish, cabbage, pineapple, scoop, scales, bus, bench, fox, forest, hat, bear, shower, fur coat, chamomile, pencil, hat, cherries, lily of the valley, ball, cup, reeds .
PROGRESS OF THE GAME
Option 4. 4-6 children play. The presenter gives them one card each. Explains what a shaded cell means. Then he takes one picture from the stack, names it, slightly emphasizing the sound s or w with his voice, and the children determine the position of the sound in the word. If the location of the sound matches the pattern on his card, the child takes the picture and places it on his card. The one who never makes a mistake wins.
Option II Having received the card, the child selects 3 words with the sound s or w, focusing on the shaded square.
5. Who lives in the house?
GOAL To train children in selecting words with a certain sound.
GAME MATERIAL
- Cards (made of paper) in the form of flat houses with four windows. Under each window there is a pocket where... a picture is inserted (if the game is played with children in class). There is a letter on the attic window.
- Subject pictures: K 3 s c f Cat hare elephant circus giraffe Goat zebra Dog chicken crane Rabbit goat Magpie heron hedgehog Kangaroo monkey Bullfinch chicken toad Crocodile winter Fox sheep beetle R elk crab horse fish squirrel tiger wolf crow oriole sparrow mole When the houses will be occupied , the teacher asks: Maybe some of the animals or birds want to live next to other neighbors? Can some residents change houses?” Children determine that the chicken from the house with the letter c can move to the house with the letter k, and the rabbit can move to the house with the letter l, away from the toothy crocodile.
PROGRESS OF THE GAME OUTSIDE CLASS Three or four children play. Each player receives a house. The teacher takes a picture of an animal from the pile, names it, and the children determine in which house it should live. If an animal can live in different houses (for example, a giraffe lives in house p), then the child who first said that that animal should live in his house gets the picture. If it turns out that some animal has nowhere to live because the house assigned to it is already occupied (for example, a cat can only live in house k), the teacher invites the children to think about where other animals can be moved to make room for it.
PROGRESS OF THE GAME The teacher places 2-3 houses on the board, and puts object pictures on the table (or hangs a typesetting canvas with pictures). He says: “They built houses for animals and birds. Let's, children, help the animals settle down. In the first house those animals can live whose names have the sound k, in the second - those who have the sound z in their names. Each house has four apartments. Find four animals and move them to the house.” When called by the teacher, two children select the necessary pictures, insert them into their pockets, and then say who they put in the house. The rest of the children check whether the task was completed correctly.
7. Store
GOAL To train children in differentiating the sounds r - l, s - sh.
GAME MATERIAL
- A large map divided into 3 horizontal stripes - “shelves”. The stripes are drawn into squares in which items of clothing and dishes are drawn. On the first two “shelves” there are clothes, on the third there are dishes. The names of all objects contain the sounds s, sh, r, l. Items whose names contain 2 sounds (with n r or and w) are presented in two versions (2 sweaters, 2 sugar bowls, etc.). There are squares drawn under the pictures (players will put “money” on the square).
- Money - paper cards with the letters s, w, r, l. Each letter must be in six or more copies. With coins you can buy: a sugar bowl, a glass, a frying pan, a sweater, a sundress; for coins w - a shirt, a hat, a jug, a cup; for coins - sugar bowl, sweater, shirt, etc.
PROGRESS OF THE GAME
Option I Four children are playing. (The moves are made alternately.) The teacher gives each person 6 squares with any one letter, explains the rules of the game: “I will be the seller, and you will be the buyers. With your money, each of you can buy six different items in the store. With money c you can buy those items whose names have the sound c, with money p you can buy things with the sound p. Place the coin on the square with the number you need. If you pay correctly, I will sell you the goods." The one who spends his money faster wins.
Option II “Money” - letters - lie on the table with the images down. Each player takes any 6 coins and buys the corresponding product.
8. Collect a bouquet
GOAL To train children in distinguishing a given sound in words.
GAME MATERIAL
- Cards with vases (applique, drawings). Each vase contains stems with flower heads attached to the ends. The vases have pockets.
- Cards with letters or flowers drawn on them (inserted into pockets).
- Multi-colored flowers cut out of paper (it is advisable to present each color in several copies). Below are the colors with the sounds s, l, r, zh, s in the names: s p. R g - z blue blue red orange lilac white pink yellow red purple orange green gray green lilac pink yellow gray To play in the lesson, follow the ends of the stems Glue on mugs made of velvet paper or flannel, and cover the flowers on the back side with velvet paper.
PROGRESS OF THE GAME The teacher places 2 or 3 cards in front of the children, which depict vases with stems, a flannelgraph with flowers of different colors. Explains: “Today, children, we will make bouquets of flowers of different colors. In a vase with a lily of the valley in its pocket, there should be flowers of a color whose name contains the sound l. In a vase with a daisy on it, there should be flowers of the same color and shades, the name of which contains the sound r. One flower must be attached to each stem.” Having completed the task, the child names the color, highlighting the desired sound with his voice, and the others check the correctness of the answer. For example: “The bouquet contains red and pink flowers. I added orange" (sound).
PROGRESS OF THE GAME EXERCISE OUTSIDE CLASS The composition of the players is up to five. Everyone receives a card with a vase. The teacher shows the flowers one by one and names their colors. If the name has the right sound, the child says: “A blue (white, green, etc.) flower is suitable for my bouquet.” The teacher hands the child a flower, who places it at the end of the stem. (Cards and flowers for the board game are made in smaller sizes and without lining with velvet paper or flannel.)
9. Find a match
GOAL To train children in selecting words that differ from each other in one sound, to develop phonemic awareness.
GAME MATERIAL
- A disk divided into 2 halves, along the edge of which an equal number of circles of velvet paper (5-7 pieces each) are glued in the upper and lower parts. A double arrow is attached to the disk, which is convenient to move.
- Subject pictures (on circles the same size as the circles on the disk), glued on the reverse side with velvet paper or flannel: goat - braid, bear - mouse, whale - cat, grass - firewood, roof - rat, mustache - wasp, reel - tub, helmet - mask, lump - catfish, duck - fishing rod, poppy - crayfish, house - smoke.
PROGRESS OF THE GAME The teacher places a disk with pictures (in the upper half) on the flannelgraph. The rest of the pictures are located on the flannelgraph or lie on the table. The teacher invites the children to play the game “Find a Pair”. Explains: “This disk is divided into two parts. The top half contains different pictures. One arrow points to the picture, and the second arrow points to the empty circle below. On this circle you need to place a picture with an object; its name sounds similar to the name of the object that the top arrow points to.” The teacher calls the children to the board. Having picked up the picture, the child pronounces both names, emphasizing their similarities and differences (“Scythe - goat”). Then the teacher moves the arrow to the next picture.
PROGRESS OF THE GAME OUTSIDE CLASS Each player receives one or two pictures. The teacher places one arrow on a picture and names the object depicted on it. Children look at their pictures and choose the one they want. The one who has the picture left loses.
11. Pyramid
GOAL To train children in determining the number of syllables in words.
GAME MATERIAL 1. Image of a pyramid of squares (in 3 rows): at the bottom - 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - 1 for one-syllable words. There are pockets at the bottom of the squares. 2. Subject pictures: • for one-syllable words: catfish cancer bow lynx chair ball cheese goose key, etc. • for two-syllable words: goat cat toad squirrel sheep ram teapot cup, etc. • for three-syllable words: dog pelican plate raspberry cow parrot bus boots Leo beetle tiger wolf ball fish penguin pitcher bag crow kangaroo locomotive chicken
PROGRESS OF THE GAME
Option I Teacher (explains): “Today we will build a pyramid from pictures. In the bottom row of the pyramid you need to place pictures whose names consist of three parts, for example: ma-li-na; in the second row - of two parts: fish; in the top square - a picture whose name is not divided into parts (a one-syllable word), for example, goose.” The teacher calls the child to the board and gives him several pictures (3-4). One with a one-syllable word, two with two-syllable words, and one with a three-syllable word. The child pronounces the names of objects syllable by syllable and inserts pictures into the correct pockets. All other children check whether the pyramid is built correctly. The next child gets new pictures.
Option II The teacher calls three children at once and invites one child to choose from the pictures laid out on the table (or from the pictures inserted into the typesetting canvas) pictures for the bottom row of the pyramid, the second - for the middle, the third - for the top.
PROGRESS OF THE GAME EXERCISE OUTSIDE CLASS For the board game, cards are made with the image of a pyramid of squares (without pockets). (Children place pictures on squares.) Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” a pyramid. The teacher checks how the task is completed.
14. Turn on the TV
GOAL To train children in identifying the first or last sound in words, in composing words from highlighted sounds (three or four), in reading words of three or four letters (in speech therapy groups).
GAME MATERIAL
- A table on which there are 2 long pockets pasted on the left, one under the other, for subject pictures and letters, and on the right - an image of a TV; behind the screen there is a pocket (for displaying pictures).
- Subject pictures and cards with letters.
- Pictures for the TV screen: ball, lump, catfish, crayfish, whale, cat, for, vase, duck.
PROGRESS OF THE GAME The teacher explains to the children: “To turn on our TV and see the image on its screen, you need to identify the first sound in the words - the names of the pictures placed in the top pocket. Using these sounds you will create a new word. If the word is spelled correctly, the corresponding object will appear on the TV screen.” The teacher inserts object pictures into the upper pocket, for example: matryoshka, stork, cat, asks the children to name the first sound in each of these words (m, a, k) and guess what word can be made from these sounds (poppy). Then he shows a picture of a poppy on the screen. Children in the speech therapy group designate the highlighted sound with the corresponding letter and read the resulting word. Words that can be formed from the first sounds: com (cat, donkey, poppy), cat (key, hoop, ax), crayfish (fish, watermelon, chicken), ball (cone, watermelon, fish), catfish (sleigh, wasp , hammer), rose (lynx, hoop, hare, bus), vase (wolf, orange, castle, pineapple). Words that can be made using the last sounds: com (lock, bucket, catfish), cat (hammer, chair, plane), cancer (axe, saw, wolf), ball (lily of the valley, spinning top, tractor), catfish (bus, coat , com), duck (kangaroo, helicopter, sock, boat).
15. What are their names?
GOAL To strengthen in children the ability to identify the first, last, second and third sounds in words, as well as to form names from them.
GAME MATERIAL 1. Table with images of children: girls and boys (four to five). At the top there are 4-5 long pockets for subject pictures, at the bottom there are pockets for letters. 2. Subject pictures and cards with the letters a, y, o, s, l, m, w, r.
PROGRESS OF THE GAME
Option 1 The teacher suggests finding out the names of the girls and boys shown on the table. He explains that to do this, you need to identify the first sounds in words - the names of objects drawn in pictures in the upper pockets. The children name horse, watermelon, crayfish, aster - and come to the conclusion that the girl’s name is Lara. Subject pictures for reading (composing) the name Shura: ball, duck, fish, orange; named Masha: mouse, bus, cone, antenna; name Rozha: hand, wasps, poppy, car.
Option II Children make up names based on the last sounds in words: Shura (reed, kangaroo, ball, vase); Lara (table, cat, axe, duck); Masha (house, bag, lily of the valley, fork); Roma (mosquito, wheel, catfish, saw).
III option Names are composed according to the second sound in the words: Lara (elephant, cancer, watermelon, poppy); Shura (ears, chickens, rook, sleigh), etc.
IV option Names are composed according to the third sound in words: Lara (wolf, rook, brand, crane); Roma (brand, elephant, lamp, dress); Shura (bear, trumpet, stamp, crab).
16. Train
GOAL To teach children to determine the presence of the specified sound in words. Practice determining the number of sounds in words. Practice determining the number of syllables in words.
GAME MATERIAL 1. A long panel depicting a steam locomotive and three carriages. Each carriage has 3 windows (squares with pockets at the bottom), there are slots on the roofs of the carriages into which signs with circles are inserted to indicate the number of sounds in words (from 3 to 5) or to indicate the number of syllables in words (from 1 to 3), and also signs with letters to determine the presence of sounds in words. 2. Subject pictures of the same size as windows with images of animals (beasts and birds) (you can use pictures from the set for the game “Who Lives in the House?”). Pictures for one given sound with: elephant, elk, lynx, dog, owl; h: hare, zebra, goat, monkey; w: cat, mouse, horse; g: giraffe, crane, hedgehog, toad; l: fox, lion, wolf, camel; r: crow, sparrow, chicken, crocodile. Pictures for 3 given sounds: beetle, crayfish, catfish, bull. For 4 sounds: elephant, fox, wolf, toad. On 5: cat, mouse, ram, zebra. Pictures for monosyllabic words: elk, lynx, bull, elephant, lion, wolf; for two-syllable words: giraffe, cat, toad, goat, hare, ram; into three-syllables: crow, chicken, dog, sparrow, crocodile.
PROGRESS OF THE GAME
Option I The teacher shows the children a steam locomotive and 9 pictures of animals, explains: “The train for animals and birds has arrived. It has three carriages. Each animal can only travel in the carriage assigned to it. Animals whose names contain the sound s..." will travel in the first carriage, etc. The teacher calls three children and invites one child to select passengers for the first carriage (sound), another - for the second carriage (sound), and the last - for third car (sound/)). Then he invites three more child controllers (or one child) who must check that the passengers are in their seats. Next, the teacher changes the signs on the cars, and the children select animals, focusing on names with the sounds 3, Ш, Л.
Option II The teacher inserts signs with circles into the slots on the roofs of the cars and offers to select passengers based on the number of sounds in the words. Calls the child, gives him a picture of an animal. The child clearly names it so that every sound in the word can be heard, then says how many sounds there are in this word, and inserts a picture into the pocket of the corresponding carriage: “The bull must ride in the first carriage, because the word bull has three sounds: b, s , k", etc.
Option III The teacher inserts new signs with circles into the slots on the roofs of the cars. Explains to the children that the first carriage should contain animals whose names are not divided into parts (one-syllable words); those animals whose names can be divided into 2 parts will travel in the second carriage, etc. You can assign a child to the role of cashier and give him number cards with one, two and three circles. Children will come up to him one by one with pictures and tell him: “I am a wolf. Give me a train ticket." The cashier determines the number of syllables in a word and gives a number card: “Wolf, you will go in the first carriage”; “Fox, you will go in the second carriage,” etc.
