Notebook of interaction between a speech therapist and teacher. Part 1

Talk with children about family. Get answers to the questions: Who do you live with? How many people do you have in your family? Name all the members of your family. Who is the youngest and who is the oldest in the family? Who is the youngest?

Lexical material:

Mom, dad, grandmother, grandfather, son, daughter, love, feed, bathe, put on shoes, dress, grow, red, yellow, green, blue, big, small, round, one, many, me, we, my, mine, good, bad

on approval

noun with adjective. (This exercise is performed using photographs in the album.)

Grandmother (what?) - old, kind, caring and

etc. Grandfather (which one?) - old, wise, kind...

Mom (which one?) - young, beloved, affectionate...

Dad (which one?) - young, athletic, kind,

attentive, cordial...

Dad, mom, brother and I use our right hand to bend one finger on our left hand.

Together a friendly family. Show the tightly clenched fist of the left hand.

One, two, three, four, With the left hand, bend one finger at a time on the right hand.

We all live in the same apartment. Show the tightly clenched fist of the right hand.

The teacher takes out a rattle, shows it to the children, and lets them listen to how it rattles. Each child should hold the rattle in his hands and rattle it. Then the teacher walks around the office and rattles the rattle, now at the window, now at the door, now next to the children's table. Then he invites the children to turn away, listen and

show where the rattle rattled.

Lexical material:

Ball, cubes, doll, car, bear, wheel, circle, head, hand, leg, paw, throw, roll, play, yellow, good, bad, round, you, you, he, she, here, there

The teacher places large and small cubes on the table, shows them to the children and names them, highlighting the words big and small in his voice. Then the teacher invites the children to take turns showing first the big one and then the small one.

cube and, if the children’s speech capabilities allow, name them. Work with large and small bears is carried out in a similar way.

Rain, rain outside the window. Four rhythmic jumps on both legs, keeping your hands on your waist.

The gnome was left in the rain. They squat.

Hurry up, stop the rain, They get up, look up, raise their hands.

We can't go for a walk. They walk in a circle, holding hands.

Clarification of articulation of vowel sounds. Overcoming a solid voice attack.

The teacher shows the children a picture of a mother rocking a child and depicts how the mother sings a song to the baby: a-a-a. Then the teacher hands out dolls to the children and offers to rock them to sleep by singing a song: a-a-a

E. Ilyin “Toys”; L. Tolstoy “Petya and Misha had a horse...”; N. Nishchev “A Tale about Toys.”

Lexical material:

Eye, nose, mouth, ear, back, belly, eat, drink, sit, lie, walk, look, talk, listen, here, here, on, at

Equipment. Scene picture “Children's actions” Description. The teacher shows the picture and comments: “Vova is coming. Katya is sitting. Olya is sleeping." Offers the children the task: “Who’s coming? Show me. Who is sleeping? Show me. Who's sitting? Show me."

If the children’s capabilities allow, you can practice the following dialogues:

- Who is this? (Olya.)

- What is he doing? (Sleeping)

These are the eyes. Here. Here. The left eye is shown first, then the right eye.

These are ears. Here. Here. They take the left ear first, then the right.

This is the nose. This is the mouth. The left hand shows the mouth, the right hand shows the nose.

There's a backrest. There's a belly here. The left palm is placed on the back, the right palm on the stomach.

These are pens. Clap clap. Extend both arms forward and clap twice.

These are the legs. Top, top. Place your palms on your hips and stomp twice.

Oh, we're tired. Let's wipe our brow. The right palm is passed over the forehead.

The teacher invites the children to stand facing him, watch carefully and listen to him clap, so that they can clap the same way later. The teacher claps, and the children repeat after him: ., .., — —, etc.

Lexical material:

Soap, brush, towel, comb, square, wash, comb, hot, cold

Equipment

. Subject picture “Children washing themselves”, several children’s toothbrushes, a glass. (subject pictures)

Description.

The teacher shows the drawing and comments: “Mitya is brushing his teeth.” Asks questions and encourages children to collectively answer:

- Who is this? (Mitya.)

- What is he doing? (Brushing his teeth.)

- What does Mitya have? (Brush.)

Then the teacher takes out a picture of a toothbrush and comments: “One brush.” Then he shows an object picture of toothbrushes. Comments: “Lots of brushes.” After this, he teaches the children an exercise, asking them to repeat movements and words.

This brush is for Andreika. Make two movements with the index finger of your right hand, first along the left, then along the right cheek.

Brush your teeth quickly. Four movements of the horizontal index finger of the right hand up and down.

One two Three. One two Three. Movements of the index finger of the right hand along the lips.

That's how teeth are! Look! Exercise “Smile”.

It is carried out in a similar way to the “Clap Like Me” exercise.

Lexical material:

Pants, shirt, dress, jacket, jacket, hat, scarf, socks, tights, sleeves, pocket, button, dress, put on, mother's, father's, many, few, one, top, bottom, front, back, day, night

Equipment. Scene picture “Clothes for bear cubs” Description. The teacher places a picture on the typesetting canvas and invites the children to show and name the big bear, the little bear. Explains that a big bear needs big clothes, and a little bear needs small clothes. He asks the guys to first choose clothes for the big bear. They show and name the clothes. Then they select clothes for the little bear.

This dress is for Natasha - Four rhythmic turns from right to left, hands on the belt.

Red peas. Four rhythmic jumps on both legs.

And there are two pockets on the dress, two pockets are “drawn” on the tummy.

Let's hide our palms in them. Place both palms on the tummy.

The teacher once again draws the children’s attention to the picture and explains that the bears want to thank the children for their clothes. Bears can't talk, they only growl. The big bear growls in a rough voice (shows as: “O-O-O!”), and the little bear growls in a thin voice (speech therapist shows as: “O-O-O!”). After this, the teacher invites the children to growl along with the bears, now in a rough, now in a thin voice: he points now to a large, now to a small bear, and the children “growl” in a voice of the appropriate timbre.

Lexical material

: Boots, shoes, sneakers, boots, snow, ice, shoe, run, jump, white, one, two, me, me, warm, cold, day, night, in front, behind, above, below

Equipment. Subject picture “Children in the locker room”, The teacher places the picture on the typesetting canvas and comments on it: “Vanya takes off his boots. Olya takes off her shoes. Igor puts on slippers. Vera puts on her shoes." Then the teacher organizes a dialogue: Who puts on the slippers? Show me. What is he doing? (Puts on his shoes.) Who takes off his boots? Show me. What is he doing? (Takes off.)

These are slippers for Antoshka, they stomp rhythmically with each foot twice.

So that your feet don't freeze in them. Four rhythmic jumps on both legs.

Stomp, stomp, stomp, rhythmically stomp each foot twice.

What kind of slippers? Like toys! First, the left foot is placed on the toe, then on the heel, then the same movements with the right.

Equipment. Subject pictures with images of a steam locomotive and a doll (according to the number of children).

Description. The teacher shows the children pictures and asks them to remember how the steam locomotive hums (Oooh!), how the doll cries (Ah-ah!). Then all the children receive a pair of similar pictures, the teacher pronounces the sounds [a], [y] in turn, and the children pick up the corresponding pictures.

Lexical material

: Table, chair, closet, bed, shelf, back, sit, lie, red, yellow, green, blue, big, small, round, square, you, you, above, below, many, few, in, on, at

Equipment. Object pictures with images of furniture (two for each child). One set - with images of furniture for children, the other - with images of furniture for adults.

The teacher lays out object pictures in front of the children and gives tasks: “Take the pictures with tables on them. Take pictures with cabinets drawn on them,” etc. Thus, each child has two pictures. The teacher draws the children's attention to the fact that one picture shows a large object (for adults), and the other picture shows a small object (for children). Next, he invites each child to pick up and name first a picture with a large object, then with a small one: “Big chair, small chair,” etc.

Here is Kiryushkina’s crib, They spread their arms to the sides.

In order for Kiryushka to sleep sweetly, they squat down and place their folded palms under their left cheek.

So that in his sleep he grows up, They rise slowly.

To become big soon. They stand on their toes and stretch their arms up.

Equipment. Object pictures with images of a horse and a train (according to the number of children), a small screen.

The teacher invites the children to remember how a horse neighs (Ee-e-e!) and how a train whistles (Oo-o-o-o!). Then he screens his mouth with a screen and pronounces these sounds in turn, and the children pick up the corresponding pictures.

teacher's aspirations

Lexical material:

Winter, snow, tree, triangle, triangular, Santa Claus, Snow Maiden, gift, decorate, bring, give, cold, receive, a lot, above, below, one, two, three, in, on, at

Equipment. Subject pictures with images of Christmas tree decorations (according to the number of children).

The teacher gives the children pictures of Christmas tree decorations and asks them to first show them and then name them. After this, he asks questions, organizing a dialogue:

— It is round, blue, shiny. Who has it? (I have.)

- What is this? (Ball.)

“It’s yellow, shiny, and rings: “Ding-dong!” Who has it? (I have.)

- What is this? (Bell.)

Our beautiful Christmas tree Children walk in a circle, holding hands.

Rising to the skies. They stop and raise their hands up.

Slender Beauty Walking in a circle again, holding hands

All the guys like it.

The teacher places pictures with images of Christmas tree decorations on the typesetting canvas: a drum, a pipe, a clock. Invites children to listen and repeat the sounds these toys make. Drum: “boom-boom-boom”, pipe: “doo-doo-doo”, clock: “tick-tock”.

teacher's aspirations

Lexical material:

Soup, juice, tea, milk, bread, plate, cup, spoon, fork, knife, eat, drink, sweet, sour, delicious, hot, cold, round, square, triangular, taste-

but, a lot, a little, morning, afternoon, evening, night

The teacher invites the children to stand in a circle and explains that he will throw them a ball and at the same time name different foods. And children need to catch the ball, think and say whether they will eat or drink this product:

- Juice. (I'll drink.)

-Soup. (I will eat.)

This porridge is for Lyubasha. The children hold their hands in front of them, folded in a “bucket”. Steam rose above the porridge. They stretch their arms up.

Where is the porridge? They shake swords.

No! All! They shake their heads negatively and then wave their hands.

some perception. Sound analysis and synthesis.

Equipment. Metal kettle and saucepan with lids, glass with spoon, cup, screen.

The teacher demonstrates how the lids of a saucepan and kettle knock, how a spoon rings in a glass and in a cup. Invites children to try knocking on these objects. Then the speech therapist removes the objects behind the screen and alternately knocks and jingles with hidden objects, and the children guess and name what sounded.

Lexical material:

Plate, cup, spoon, fork, circle, square, triangle, wash, red, yellow, green, blue, big, small, round, square, triangular, short, long, me, me, you, you

Equipment. Subject pictures on the theme of red, yellow, green and blue colors.

Description. The teacher gives the children pictures depicting the same piece of utensils, but in different colors. The dialogue is being processed:

What is this? (Points to one picture.) (Cup.)

What is this? (Points to all the pictures.) (Cups.)

Who has the red cup? (At Vanya's.)

Who has the blue cup? (At Olya's.)

Here is a plate for Valerka - “Draw” a large circle with their hands.

Yellow rings - “Draw” small circles with your index fingers.

For cutlets, for mashed potatoes. With the right hand, bend the fingers on the left hand, starting with the thumb.

For pancakes and buckwheat.

Equipment. Glass glass, porcelain cup, metal mug, wooden stick, small screen.

The teacher demonstrates the dishes to the children, offers to show and name them, then knocks on each item with a wooden stick and invites the children to listen to what it sounds like. Then the kids themselves knock on the dishes with a stick. After this, the speech therapist hides the dishes behind a screen and knocks on each item in turn. Children guess and name what it sounds like. The speech therapist complicates the task, explaining that the knocking will be loud and quiet. Now children say what it sounds and how it sounds (loud or quiet).

N. Nishcheva “The Tale of the Big Blue Cup.”

Lexical material

: Rooster, hen, chick, duck, duckling, goose, tail, wings, day, night, morning, evening, swim, peck, squeak, quack, red, yellow, green, blue, big, small, one, two, three , more, less, in, on, at

The teacher distributes one picture to the children. Children show and name birds. He draws attention to the fact that in all the pictures one bird is drawn, the children repeat after the speech therapist: “One rooster. One duck. One goose. One chicken."

The teacher lays out the second set of pictures on the table and invites the children to choose pictures depicting the birds that they already have. He takes the first set of pictures and asks them to say how many birds are in the remaining pictures: “Two roosters. Two ducks. Two geese. Two chickens."

Duck-duck-ducks waddle in a circle, one after another.

Baby ducks

They swung on the waves and squatted.

They splashed and splashed. They stand up and wave their arms like wings.

The teacher hands out pictures to the children, asks them to show and name them, and then remember how the train hums (Oooh!), how the horse screams (Eeeeee!). After this, the teacher screens his face with a screen and pronounces these sounds alternately , and the children pick up the corresponding pictures.

K. Ushinsky “Cockerel with Family”, Y. Taits “Shoot”, L. Voronkova “Chicken in Trouble”, E. Charushin “Goose”, “Duck”, A. Barto “Who Screams?”

Lexical material:

Cat, dog, kitten, puppy, cow, goat, horns, walk, lie, play, drink, give, big, small, same, tasty, one, two, three, here, there, in front, behind, a lot, little , in, on, at

Equipment. Subject pictures depicting pets

Description. The teacher gives the children pictures of pets and asks them to first show them and then name them. After this he asks questions:

She is big and shaggy. She barks. Who has it? (I have.)

Who is this? (Dog.)

She is big, horned, and gives milk. Who has it? (I have.)

Who is this? (Cow.)

game “Name it affectionately.”

Equipment. Subject pictures of domestic animals.

Description. Offer to affectionately name all the animals shown in the pictures

Description. Children perform movements, imitating the teacher, and pronounce phrases after him.

"Moo-moo-moo! - the cow moos.

I gore Katya and Vova.

Don't you drink milk? Run far away!”

They walk in a circle, making “horns” from their index fingers.

Turn to face in a circle, make two turns to the right and left.

They put their hands on their belts and make an angry face. They scatter around the group.

.

Description. The teacher shows the children animal figures, pronounces their names, emphasizing the stressed syllable with his voice, the children listen and clap the stressed syllable.

Lexical material:

Mom, grandmother, girl, holiday, mimosa, flower, spring, sun, congratulate, love, sing, dance, draw, give, long, short, same, identical

Equipment. Notebooks (albums).

Description. The teacher invites the children to open their notebooks, find a photo of the family in them, show their mother, pronounce this word, clap the stressed syllable in it. Next, the speech therapist asks the children to think about what kind of mother they are. Children select definitions: kind, beautiful, good, beloved.

Mommy, mommy, They walk in a circle, holding hands.

That's how I love you. They stop and press their hands to their chest.

I give you a handkerchief, They stretch their hands forward.

That's how much I love you! They walk in a circle, holding hands.

The teacher hands out pictures to the children, asks them to show and name them, and then remember how the train hums (Oooh!), how the horse screams (Eeeeee!). After this, the teacher screens his face with a screen and pronounces these sounds alternately , and the children pick up the corresponding pictures.

Lexical material:

Cat, dog, kitten, puppy, cow, goat, horns, walk, lie, play, drink, give, big, small, same, tasty, one, two, three, here, there, in front, behind, a lot, little , in, on, at

Equipment. Game "Who's behind the fence?"

Description. The teacher attaches an image of a fence and images of domestic animals (a cat on the fence, a cow behind the fence, a horse near the fence). Invites the children to first show, then name the animals, and then complete the tasks: “Who’s on the fence? Show me. Who's behind the fence? Show me. Who's near the fence? Show me." AND

etc.

Their hooves clatter loudly - They walk in a circle, raising their knees high. The horse goes to the river to drink.

The horse has a fluffy tail. They stop and show the “tail” with their right hand.

Like my pigtail. With the left hand they show a pigtail.

Equipment. Large screen. A set of subject pictures with images of domestic animals.

Description. A screen is installed in the office. The teacher invites one child behind the screen and shows a picture of an animal whose voice he will imitate. He says from behind the screen: “Mu-mu-mu!” The rest of the children listen carefully, guess and name the animal.

L. Tolstoy “There was a fight between Zhuchka and the cat...”, “Rozka had puppies in the yard...”, K. Ushinsky “Vaska”, Z. Aleksandrova “Rabbits”, Nishcheva “Puppy”, “Red Cat”,

Lexical material:

Rook, rook, dove, crow, sparrow, tree, branch, nest, round, fly, feed, grow, warm, cold

The teacher shows the children pictures and offers to show and name the bird, about which one can say mine. Children show and call: “My crow.”

After this, the speech therapist invites the children to show and name the birds about which they can say mine. Children show and call: “My rook.” My dove. My sparrow."

EXERCISE “WHAT ARE THEY DOING?”

Equipment. Paired subject pictures Description. The teacher places the first pair of pictures on the typesetting canvas and asks questions, focusing on the endings of the verbs, and the children answer the questions:

Who is this? (Pigeon.)

What is he doing? (Flies.)

Who is this? (Pigeons.)

What are they doing? (They are flying.)

A crow sat on the lantern and sat down.

I sat and looked. Turn your head left and right.

“Kar! - she said loudly. - They frown and threaten with the index finger of their right hand.

Isn’t Romka being capricious?” They threaten with the index finger of their left hand.

Goals. Formation of phonemic perception, discrimination of vowel sounds [o]—[u] that are similar in articulation.

Equipment. Flags of two colors for each child.

Description. The teacher hands out flags to the children and explains that they need to raise: a red flag if you hear the sound [o], a yellow flag if you hear the sound [u]. Next, he pronounces a chain of 5-6 alternating sounds [u], [o], and the children raise the corresponding flags.

Lexical material:

Wolf, fox, little fox, hare, bear, head, ears, paw, tail, walk, jump, run, growl, big, small, one, two, three, he, she, they, many, few, more, less, in, on, at

The teacher hands out game cards to the children and asks them to show where one circle, two circles, three circles are drawn. After this, the speech therapist puts a stack of subject pictures with images of wild animals on the table and explains to the children that they will take turns choosing cards and, if they depict the same number of animals as circles on the game card, take them. The winner is the one who quickly covers both halves of his game card and correctly names the pictures: “One hare, two foxes. One fox, three hares. Two hares, three foxes."

Bunny in the grass hop-hop.

The bunny jumped behind a bush. The brave bunny is not afraid that the fox will not catch him.

Four jumps in a circle one after another, holding a hook

curvy fingers like ears.

Sit down.

Again four jumps in a circle.

They run away, the teacher catches them.

Equipment. Flags of two colors for each child.

Description. The teacher explains to the children that he will name animals and various objects. If he names an animal, you need to raise a red flag; if he names an object, you need to raise a blue flag. Next, the speech therapist says a couple of words, and the children raise the corresponding flags: “Bear is a bowl, Lisa is a fox, a T-shirt is a bunny, a squirrel is a bun, a hedgehog is a knife.”

E. Charushin “Wolf”, “Hedgehog”.

Lexical material:

Car, bus, tram, trolleybus, steering wheel, seat, circle, round, triangle, road, sidewalk, transition, traffic light, go, go, a lot, a little, here, there, in front, behind, in, on, at

Equipment. Subject pictures for flannelgraph on the topic “Transport”, flannelgraph.

Description. The teacher pins images of transport on a flannelgraph and offers the children tasks: “Where is the plane? Show me. Where's the truck? Show me." It is advisable that children not only show, but also name the pictures. When all the pictures are named, the teacher generalizes: “This is transport.” Then the teacher removes all images of transport from the flannelgraph, except for a passenger car, and gives the children the task: “Place the car near the house. Park the car behind the house,” etc.

The truck is carrying sand. People are surprised:

“This is such a miracle, miracles, There is sand in it under the sky.”

They walk in a circle, pretending to turn the steering wheel.

They stop, turn their faces in a circle, spread their arms, and make surprised faces.

Tilt your head right and left twice.

They stretch on their toes, raising their arms up.

Goals. Development of intonation expressiveness of speech, voice modulation. Description. Children walk in a circle, one after another, imitating the hum of a steamboat: “Oooh!” - at the teacher’s signal, change the sound volume (quiet, loud)

Lexical material:

Summer, sun, dandelion, buttercup, clover, chamomile, flower, leaf, grass, tree, sky, cloud, rain, puddle, day, night, morning, evening, walk, run, jump, watch, red, yellow, green, blue, one, two, three, I, we, you, you, up, down

Equipment. Subject pictures with images of flowers.

Description. The teacher gives the children object pictures with images of flowers, invites them to look at their pictures and the pictures of their neighbors, and then tell what kind of flower the neighbor has: “Vanya has a poppy. Anya has a buttercup.”

Like a balloon on a leg, they stand on their toes, with their hands clasped above their heads.

Dandelion by the path. Bend left and right twice.

Dandelion is a white ball. They rise to their toes again.

I blew and he flew away. They blow with rounded lips, without puffing out their cheeks.

They scatter around the group.

The teacher invites the children to listen carefully and raise their hands up if they hear the name of the flower. Next, the speech therapist pronounces a chain of words: “Poppy, varnish, cancer, poppy, small, Muk, poppy, Masha, porridge, Sashka, porridge.”

Lexical material:

Butterfly, beetle, fly, square, circle, triangle, ball, cube, day, night, fly, look, red, yellow, green, blue, round, square, angular, one, two, three, I, we, you, you, he, she, they, my, yours, yours, ours, above, below

Description. The teacher places a flower on the flannelgraph and invites the children to perform the following actions with the butterfly: “Place the butterfly on the flower. Place the butterfly high above the flower. Hide the butterfly under the flower. Place the butterfly to the left of the flower,” etc.

Like our Anya’s bow, they run in a circle, depicting the flight of a butterfly.

This butterfly is beautiful.

Spinning, hovering over the flowers, spinning in place, flapping their arms like wings.

Where the dew glistens like honey.

Goals. Formation of phonemic perception, discrimination of vowel sounds [o]—[u] that are similar in articulation.

Equipment. Flags of two colors for each child.

Description. The teacher hands out flags to the children and explains that they need to raise: a red flag if you hear the sound [o], a yellow flag if you hear the sound [u]. Next, he pronounces a chain of 5-6 alternating sounds [u], [o], and the children raise the corresponding flags.

A. Fet “Butterfly”, V. Paspaleeva “Bee”, K. Malina “Listen, ladybug”.