How to explain syncwine technology to younger preschoolers. Modern technology "Didactic syncwine" in the work of a speech therapist teacher with children

One of effective methods development of a child's speech, which allows you to quickly get a result, is the work on creating an unrhymed poem - syncwine. Sinkwine with French translated as "five lines", a five-line stanza of the poem. With the help of syncwine, you can achieve a deeper understanding of the issue, test the ability of children to briefly and accurately express their thoughts on a given topic.

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Using cinquain technology

in the development of speech of older preschoolers.

One of the effective methods for developing a child's speech, which allows you to quickly get a result, is to work on creating an unrhymed poem - syncwine. Cinquain is translated from French as "five lines", a five-line stanza of a poem.

This technology does not require special conditions for its application and fits organically into the work on the development of lexical and grammatical categories, contributes to the enrichment and updating of the dictionary, clarifies the content of concepts, enables the teacher to assess the level of assimilation of the material studied by the child, has the character of a complex impact, not only developing speech, but contributing to the development of higher mental functions (memory, attention, thinking), allows the child to be an active, creative participant educational process.

Rules for compiling syncwine.

First line - one word, usually a noun, reflecting the main idea.

Second line - two words, adjectives, describing the main idea.

Third line - three words, verbs that describe actions within the framework of the topic.

Fourth line- a phrase of several words showing the attitude to the topic.

Fifth line - words associated with the first, reflecting the essence of the topic (associative series).

This technology is universal.

Target : to achieve a deeper understanding of the issue, to check the ability of children to briefly and accurately express their thoughts on a given topic.

Relevance and expediencythe use of didactic syncwine in speech therapy practice is explained by the fact that:

New technology - opens up new possibilities; modern speech therapy practice is characterized by the search for and implementation of new effective technologies that help optimize the work of a speech therapist.

Harmoniously fits into the work on the development of LGK, the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness.

Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.
- It is a diagnostic tool that allows the teacher to assess the level of assimilation of the material passed by the child.

It has the character of a complex effect, not only develops speech, but contributes to the development of HMF (memory, attention, thinking).

Examples of compiling a syncwine

1. Doll.

2. Beautiful, beloved.

3. Stands, sits, smiles.

4. My doll is the most beautiful.

5. Toy.

1. Machine.

2. Fast, powerful.

3. Rides, overtakes, slows down.

4. I love to ride.

5. Transport.

1. Rain.

2. Wet, cold.

3. Dripping, knocking, pouring.

4. I don't like rain.

5. Water.

Preliminary work on creating a speech base for compiling a syncwine with older preschoolers with OHP is based on that part of the T.B. Filicheva and G.V. Chirkina "Elimination of general underdevelopment of speech in children of preschool age", which concerns the development of lexical and grammatical means of language and coherent speech.

At the end of the first year of study, most older preschoolers gradually master the skill of compiling a syncwine, exercising in the selection of actions and features for objects, improving the ability to generalize, expanding and refining vocabulary, working with a sentence.

Sinkwine can be composed in individual and group classes, classes with one group or in two subgroups at the same time. Children who know how to type can create a syncwine on a piece of paper, those who cannot - in the form of oral compositions based on a diagram. You can give work at home for the joint activities of the child and parents: draw an object and make a syncwine.

The following options can be used:

Drawing up a short story based on the finished syncwine (using the words and phrases that make up the syncwine);

Drawing up a syncwine based on the story you listened to;

Correction and improvement of the finished syncwine;

Analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying a topic, the first line - it must be determined based on existing lines).

It is useful to compose a syncwine to consolidate the studied lexical topic.

Appropriate use of syncwine:

In the classroom to consolidate the studied lexical topic.

1. Birch.

2. Thin, white-barreled.

3. Grows, turns green, pleases.

4. Birch is a symbol of Russia.

5. Tree.

To reinforce concepts learned in literacy classes.

1. Sounds of speech.

2. Vowels, consonants.

3. We hear, pronounce, highlight.

4. Sounds add up to words.

5. Speech.

In the classroom for the development of coherent speech: using words from syncwine, come up with a story.

1. Hare.

2. White, fluffy.

3. Hiding, afraid, running away.

4. I feel sorry for the hare.

5. Wild animal.

A white fluffy hare lives in the winter forest. The hare's life is difficult, he is afraid of the wolf and the fox, when he sees them, he hides or runs away. I feel sorry for the rabbit. It is difficult for wild animals to live in winter.

With the creative use of syncwine in the classroom, it is perceived by preschoolers as an exciting game, as an opportunity to express their opinion, to agree or not with the opinion of others, to agree.

The effectiveness of using syncwine is quick receipt result and consolidating it, facilitating the process of assimilation of concepts and their content, expanding and updating vocabulary, learning to express one's thoughts, choosing the right words, developing the ability to analyze.

Writing a syncwine requires the compiler to implement almost all of his personal abilities (intellectual, creative, figurative). Compiling a syncwine is useful for developing the ability to analyze in children. The use of didactic syncwine in the classroom allows the speech therapist to harmoniously combine the elements of the three main educational systems: information, activity and personality-oriented, which is especially important in the context of working with children with special educational needs.

Various variations for compiling a syncwine contribute to the diverse composition of tasks. At first, when compiling a syncwine, we envisage working with children in pairs, in small groups, and only then individually.

Tips for educators:

1. Starting to teach children to compose syncwines, invite the children to compose a syncwine on a topic that is familiar to them (“Family”, “Kindergarten”, etc.)

2. It is necessary to encourage syncwines, which contain the most accurate description of the various aspects of the topic or subject.

In any directly educational activity, children receive information from us, get acquainted with new terms, learn to draw conclusions, look for relationships. The ability to present information complex ideas, feelings and ideas in a few words is a very important skill. It requires thoughtful reflection based on a rich conceptual stock and meaning.

Sinkwain is not a way to test the knowledge of children, it is a way at any stage of a lesson, studying a topic, to check what the pupils have at the level of associations.

For example:

The beginning of directly educational activities. When starting to study a new topic, we usually ask: “What do you already know about this? What do you think? How do you feel about it? After analyzing the results, we correct the children's ideas about this concept.

The height of directly educational activities.The topic is very difficult to understand. The children are tired. We offer them a cinquain on some well-known section of the topic being studied. Fast way change the type of activity without leaving the study of the topic.

The study of the topic is completed.The quality, depth and strength of our children's knowledge is shown by the final control cut. And now, at the end of the lesson - syncwine. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, value orientations children. Ultimately, with a detailed analysis of syncwines, it is easy to see how much the teacher managed to achieve the planned result.

Can be compiled cinquain is a mystery.

Examples of syncwines-riddles:

1. Invincible, brave - protects, stands guard, fights - if she is strong - the country is invincible - I am proud! (army)

2. Wise, kind - live, remember, grow old - went into battle without sparing themselves - they shielded the country with themselves! (veterans)

Sinkwine for a kindergarten teacher is:

A tool for synthesizing and summarizing complex information,

Means creative expression child,

vocabulary enrichment method

Preparing for a summary

And just an exciting activity, thanks to which every preschooler can feel like a creative genius.

Sinkwines are an excellent way to control.It is impossible to compose a syncwine without knowing the topic, subject or text.

It is good to use this technology as a result of the work of the teachers' council, creating wonderful syncwines that express the essence of the work of the team and the results of the teachers' council.

And also syncwines are very convenient to use for self-control or for mnemonic purposes.If you can easily compose such a poem, then be sure: the topic is well learned. In addition, the syncwine contains your emotional perception of the topic.

Used Books:

Terentyeva N. Sinkwain on "Pit", Magazine "First of September", No. 4 (2006).

Dushka N. Sinkwain in work with preschoolers, Speech Therapist Magazine No. 5 (2005).

Elements innovative technologies(Department of MedBio KSMU).

Akimenko V.M. New pedagogical technologies: Educational method. allowance. Rostov n / D., 2008.

Akimenko V.M. Developing technologies in speech therapy. Rostov n / D., 2011.

Samples of children's compositions of syncwine as part of the study

lexical topics.

Lexical theme "Mushrooms"

1. Mushroom

2. Edible, old.

3. Stands, grows, hides

4. I love fried mushrooms

5. Glade

1. Boletus

2. White, tasty, cold.

3. Lies on the ground, hides, grows.

4. I don't like to eat them.

5. Forest

Lexical theme "Autumn"

1. Leaves

2. Autumn, yellow

3. Fall, fly, grow.

4. I love collecting leaves.

5. Bare trees.

Lexical theme "Vegetables"

1. Tomato

2. Red, delicious

3. Plant, grow, roll

4. He is very handsome

5. Salad

1. Cucumber

2. Juicy, big, green

3. Grows, matures, hangs

4. I love to eat cucumbers

5. Vegetable garden

1. Carrot

2. Delicious, sweet

3. Growing, brewing, sitting

4. I love to eat it

5. Smooth

1. Beets

2. Red, delicious

3. Grows, crawls out of the ground, withers

4. I love to eat it

5. Vegetable garden

1. Cabbage

2. Green, crispy

3. Sold, grows, cook

4. People eat it

5. Patties

Lexical theme "Dishes"

1. Dishes.

2. Clean, transparent.

3. Wash, cook, paint with patterns.

4. Dishes can be rattled.

5. I want to eat.

1. Dishes

2. White, deep

3. Pour, break, put

4. Beware...

5. I want to wash.

Lexical theme "Fruits"

1. Apple

2. Round, juicy

3. Lies on a plate, hangs on a branch.

4. I love apple compote

5. Wood

1. Pear

2. Green, sweet

3. Sold, washed, lies

4. I love to eat it

5. House

1. Orange

2. Orange, delicious.

3. Lie in a vase

4. Divide into slices

5. Table

1. Banana

2. Yellow, sweet

3. Wash, peel, eat

4. I eat it

5. Refrigerator

Lexical theme "animals"

1. Fox

2. Sly, fluffy

3. Catches, eats, walks quietly

4. I don’t like it - it’s cunning and eats mice

5. Ate a kolobok

1. Cat

2. Affectionate, homely

3. Meows, scratches, jumps

4. I love a kitten

5. She has fluffy fur

Lexical theme "Winter"

1. Winter

2. White, magical

3. Winter gave snow, wrapped trees, gives slides

4. I love to ride a hill

5. Cold

1. Winter

2. Cold, snowy.

3. Freezes, comes, comes.

4. I love winter.

5. I build slides, a fortress.

The use of syncwine in the correction of OHP contributes to the successful correction of the entire speech system as a whole: the impressive speech of children develops, the lexical side of speech is enriched and activated, word-formation skills are consolidated, the ability to use sentences of various composition in speech is formed and improved, the ability to describe objects, to compose syncwine according to subject picture (plot) pictures, according to the story or fairy tale heard.

Modern technology"Didactic syncwine" in the work of a speech therapist with children.

“Studying the native language, the child learns not only words,
but also many concepts, thoughts, feelings,
artistic images ... "
K. D. Ushinsky

AT modern world processes of modernization of education are actively taking place. Modern preschool pedagogy cannot remain aloof from ongoing processes.

Speech is the most important means of communication and the pinnacle of cognitive processes. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech. Therefore, the speech development of preschoolers must be considered as the basis of correctional activities.

Speech therapy practice has accumulated a sufficient number of methods, scientific papers, articles on the correction of speech disorders in preschoolers. Today is characterized by the active growth of new developing technologies, many of which can be successfully used in correctional work.

Working with children with speech disorders, I came to the conclusion that it is necessary to use as much as possible all the techniques and methods known in special pedagogy, including modern methods, which would contribute to: the improvement of mental and cognitive abilities, the development of the lexical and grammatical structure and coherent speech of preschoolers. And this means reliance on a personality-oriented, activity-oriented, comprehensive and differentiated approaches, which meets the requirements of the Federal State Educational Standards and the requirements of the modern information society.

The child daily encounters objects and phenomena of the surrounding reality. Before him opens a lot of interesting, new and attractive. He asks questions: “What is this? What is the name of? From what and how is it made? For what?"
And the task of adults is to clearly and correctly answer the child's questions, to help understand the meaning of each word, remember it and use it correctly in speech.

To solve this problem, in my work with children, I use educational technology " Didactic cinquain". Thanks to this technology, conditions are created for the development of a personality that can think critically, cut off the superfluous and determine the main thing, generalize, classify and systematize.

The relevance of the technology "didactic cinquain" is as follows:

Sinkwain is used in classes for the development of speech with children of senior preschool age with speech disorders, as well as with children with a norm speech development.
The compilation of a syncwine is carried out as part of the passage of a certain lexical topic.
Sinkwain improves vocabulary work in corrective work with children with OHP.
Teaches you to define grammatical basis offers.
Develops linguistic flair, formed phrasal speech, associative thinking.
Sinkwain helps to analyze information, summarize ideas, feelings and ideas in a few words.

When learning to compose a syncwine, the following are solved tasks:

Clarification, expansion, activation of the dictionary;
Acquaintance with the concepts: “a word denoting an object”, “a word denoting the action of an object”, “a word denoting a sign of an object”;
Children learn: to select adjectives for a noun, to select verbs for a noun;
Children get acquainted with the concept: proposal. Make sentences on a subject, plot picture, using sentence schemes;
Children express their personal attitude to the topic in one phrase; and also use the knowledge of proverbs, sayings on a given topic.

Children are offered a certain algorithm proposed by the author of this technology V. M. Akimenko, which helps to compose a story on any lexical topic. The lexical topics that the children of the correctional group learn are the topics of syncwines.

Algorithm for compiling a syncwine:

Sinkwine consists of five lines; its shape resembles a Christmas tree:

Line 1 - Title. One word, usually a noun, reflecting the main idea;
2nd line - Description. Two words, adjectives, describing the main idea;
3rd line - Action. Three words, verbs that describe actions within the topic;
4 line - A phrase of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object;
Line 5 - Synonym for the title of the topic. One summary word characterizing the essence of the subject or object (generalizing word).

At the first stage of work, when teaching how to compose a syncwine, the dictionary of preschoolers is specified, expanded and improved.

Children get acquainted with the concepts of “a word denoting an object” and “a word denoting an action of an object”, thereby preparing a platform for subsequent work on a sentence. Giving the concept of "a word denoting a sign of an object", I accumulate material for extending the sentence by definition. Children master the concepts of "living and inanimate" object, learn to correctly ask questions to words denoting objects, actions and signs of an object.

Children draw up their work (syncwines) as in the form graphic drawings, which help preschoolers to more specifically feel the boundaries of words and their separate spelling, and in the form of oral compositions based on the scheme.

Considering that the leading activity of preschoolers is play, it is easier to organize the process of learning new words in the game. And compiling a didactic syncwine is an exciting and interesting game.

It is appropriate to start at initial stage teaching children how to compose syncwine using didactic games and exercises. Card files of didactic games were created in the group: “Pick up definitions”, “Find out the subject by definition”, “Who does what?”, “What do they do with what?”, “Name part of the whole”, etc.

Sinkwine can be composed both in individual, group classes, and in classes with one group or in two subgroups at the same time.

At the second stage, work continues on the enrichment and activation of the dictionary; drawing up a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described object or object, subject (plot) picture. On the this stage it is very important to teach children to express their personal attitude to the topic in one phrase; as well as use knowledge of proverbs, sayings on a given topic.

When compiling a syncwine, you can use such job options as:

compiling a short story based on a finished syncwine (using the words and phrases that make up the latter);
compiling a syncwine based on the story you listened to;
correction and improvement of the finished syncwine;
analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying a topic (first line) - it must be determined based on existing lines).

At this stage, great importance is given to working with parents. After the consultation “Application of the cinquain method in the development of speech of older preschool children”, the master class “Learning to compose cinquain”, parents together with their children are invited to write “Compositions - cinquain” on the theme of the week, which is reflected in the complex thematic planning.

And by the end of the second year of study, children who can read create a syncwine - writing down block letters on a piece of paper.

Didactic syncwine allows you to create conditions for the child to freely choose activities, make decisions, express feelings and thoughts, thanks to him it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is relevant in connection with the introduction of the action of the Federal State Educational Standard of preschool education.

Kuzmenko L.P.,
teacher speech therapist

Elvina Azatovna
The use of technology "Sinquain" in the development of speech of preschoolers

Modern life dictates its own the laws: people's speech becomes businesslike, even in a daily setting, concise, dry, devoid of imagery, brightness. Good command of the word is an art that needs to be learned for more than one year. The social status of a person and a professional career depend on this.

Development cognitive and speech abilities in children is one of the main tasks preschool education. Today - figurative, rich in synonyms, additions and descriptions, speech in children preschool age is very rare. AT speeches there are many children problems: poor vocabulary, inability to compose a story from a picture, retell what they read, it is difficult for them to memorize a poem. Therefore, the pedagogical impact development and speech of preschoolers - painstaking, daily, necessary Job.

Speaking about the forms, methods and techniques of teaching children, one cannot but mention serious changes in the system preschool education that touched both the organizational and content aspects of education. The adoption of the Federal State Educational Standard requires the educator to think more deeply about the methods and techniques for organizing educational activities, since the role of the educator is guiding, developing. The search for approaches to improve the efficiency of the educational process makes it necessary to pay great attention to the use of innovative pedagogical technologies and methods.

For myself, I noted that one of the effective interesting methods that allows you to activate cognitive activity and promotes speech development, is an Job over the creation of an unrhymed poem, cinquain.

The innovativeness of this technique lies in the fact that conditions are created for personal development capable of critical thinking, i.e., eliminating the superfluous and highlighting the main thing, generalizing, classifying.

Sinkwine is used as a method for the development of figurative speech for fast results. Is not contradicts educational and correctional programs DOW.

Relevance and expediency the use of syncwine is explained by the fact that before Total:

New creative intellectual possibilities open up;

Fits harmoniously into work on the development of LGK;

Contributes to the enrichment and updating of the dictionary;

Is a diagnostic tool;

Has the character of a complex effect (develops speech, memory, attention, thinking)

-used to consolidate the studied topic;

i-is a game technique;

With creative using syncwine in the classroom, he is perceived preschoolers like a fun game. But you need to remember that you need to make cinquain only on topics well known to children and be sure to show an example.

Children should have sufficient vocabulary, generalization, concepts: word-object, word-action, word-sign.

Match words in a sentence

Drafting cinquain is used for reflection, analysis and synthesis of the information received.

The most important thing that impresses me very much in this method is that Sinkwine - everyone can do it!

This method can be easily integrated with all educational areas, and the ease of construction cinquain allows you to quickly get results.

When to start acquaintance with this technique? With older children

Dear colleagues, I would like to introduce you to this technique.

Word cinquain(English Cinquain) derived from French word "five", which means "poem of five lines", which are written according to certain rules.

Traditional (classical) cinquain as a genre of poetry, based on the count of syllables in each verse, was invented by the American poet Adelaide Crapsey at the beginning of the 20th century under the influence of Japanese poetry popular at that time.

Didactic rule of composition syncwine was developed much later. in pedagogical and educational purposes as an effective method speech development, intellectual and analytical abilities, cinquain is used in many countries of the world, since the end of the 90s and in Russia.

To the basic rules for compiling syncwine include the following:

1 line - one keyword - title, title, topic, usually a noun that defines the content (name of the object, work, name of the hero, etc.);

Line 2 - two words (adjectives describing the features of an object or its properties.

Words can be combined with conjunctions and prepositions.

3rd line - three words (Verbs). Item actions related to the topic.

4 line - four words - a sentence. A phrase that shows the author's attitude to the topic.

Line 5 - one word - a summary word, an association, a synonym that characterizes the essence of the topic, a philosophical generalization, expresses the author's personal expression and emotion to the topic in the first line, usually a noun.

Strict observance of the rules of writing syncwine is not necessary. To improve the text in the fourth line, you can use three or five words, and in the fifth line - two words. Possible options usage and other parts of speech.

Algorithm cinquain for children who can't read looks like a Christmas tree. Parts speeches can be highlighted in different colors.

Thing (subject)- one noun.

Two adjectives on the topic.

Three verbs on the topic.

Topic suggestion.

Association by topic: one word-subject.

Also in his at work, I use a syncwine composing scheme depicted on slide 11. Slad 11.

Conventions:

words-objects (nouns)

sign words (adjectives)

action words (Verbs)

words-objects (nouns)

To date, dozens of domestic authors point to great help cinquain in the formulation of correctness and meaningfulness speeches for preschool children.

Is it possible to learn how to compose children's syncwines who can't read yet?

Of course you can. Compose cinquain is obtained by everyone. Drafting cinquain looks like a game because writing is fun, useful and easy! The main thing is to start writing and everything will definitely work out. Children who cannot read verbally compose cinquain with question words. About who about what? What, what, what? What did you do, what did you do? With the help of leading questions, children learn to identify main idea, answer questions and, according to a certain algorithm, create their own oral non-rhyming poems.

For example,

Who? Doll

Which? beautiful, beloved

What is he doing? Standing, Sitting, Smiling

Offer. My doll is the most beautiful

Association. A toy

In order to most correctly, fully and accurately express their thoughts, the child must have sufficient vocabulary. So Job begins with the refinement, expansion and self-improvement of the vocabulary.

Introducing children to concepts "a word denoting an object", and "a word denoting the action of an object", we thereby prepare the platform for the subsequent proposal work. Giving Concept "a word denoting a sign of an object", we accumulate material for the distribution of the proposal by definitions. Children realize that the sentence has the main words, without which it cannot be built. If drafting cinquain causes difficulty, you can help by leading questions.

You need to start with simple concepts, a familiar topic.

What a flower does is it grows, blooms, smells, sways, dries up, withers.

A girl and a boy can perform several actions - looks, cries, smiles, shouts, jumps, runs, sits, plays.

What is shown in the picture: the cat is lying, the kettle is boiling.

Several attributes to one object - yellow, sour, juicy, fragrant (lemon).

Children master concepts "living and non-living" subject, they learn to correctly put questions to words denoting objects, actions and signs of objects, to depict them graphically, as well as using pictures-associations or objects. Graphic schemes help children to more specifically feel the boundaries of words and their separate spelling.

cinquain- this is not a way to test the knowledge of children, it is a way at any stage of studying the topic to check what the pupils have at the level of associations.

Method syncwine in work with preschoolers can be used starting from the second half of the year in the senior group, when the children have already mastered the concept "word-object", "word action", "sign word", "offer". The richer the child's vocabulary, the easier it will be for him to build not only cinquain but also retell the text and express your thoughts.

Didactic cinquain it is appropriate to compile at the end of each lexical topic, when children already have a sufficient vocabulary on this topic. At first, it is planned when compiling cinquain work with children in pairs, in small groups and only then - individually. Need to be encouraged syncwines, which contain the most accurate description of the various aspects of the topic or subject.

Tasks for children to compose cinquain can be various:

To one word-subject on a lexical topic

To different words-objects, interconnected by a lexical theme.

Drafting short story according to the finished didactic cinquain using words and phrases included in this cinquain.

Correction and improvement of the finished cinquain

Analysis of incomplete cinquain to determine the missing part (for example, given cinquain without specifying the topic - without the first line, it is necessary to determine it based on the existing ones).

The higher the level of speech child development, the more interesting syncwines. The apparent simplicity of the form of this technique hides a powerful, versatile tool for reflection. After all, to evaluate information, to express thoughts, feelings and ideas in a few words, in fact, is not so easy even for an adult. It is complex and rewarding Job, but poems created by children often become "highlight" direct educational activity.

Can be given work home for joint activities of the child and parents: draw an object and compose cinquain, which does not require a lot of time, this game can be played even on the way to kindergarten. And as a result, when compiling it, almost all the personal abilities of the child are realized. (intellectual, creative, figurative). Parents can make a piggy bank with their child syncwines. According to poems, cartoons, read stories and fairy tales, situations from life ...

Sinkwine for preschoolers is:

A means of creative self-expression of the child;

Game way to enrich vocabulary;

Preparation for a brief retelling;

mastery of concepts: word-object (living-non-living, word-action, word-sign;

The ability to highlight the main idea, formulate an idea, select synonyms, correctly understand and ask questions, coordinate words in a sentence;

A fun activity that makes everyone preschooler can feel like a creative genius.

Educational project »

Ilyashenko Svetlana Valentinovna, teacher

Zubova Elena Leonidovna, teacher - speech therapist

MDOU "Kindergarten No. 94 of a compensating type"

Ukhta Republic of Komi

nomination: "Innovative model of methodological support of educational activities."

Modern pedagogy is in constant, active search for ways to improve and optimize the process of learning and development of children in different age stages and in different educational settings.

This project is aimed at organizing corrective - educational work with children with disabilities.

We believe that this project is relevant in the modern educational space.

Today, there are many technologies aimed at the maximum possible correction of speech disorders.

Working with children with speech disorders, we came to the conclusion that it is necessary to optimally use all the techniques and methods known in correctional pedagogy, including modern teaching methods.

One of the effective methods for developing a child's speech is didactic syncwine - work on creating a non-rhyming poem.

The significance and expediency of our use of the project is explained by the fact that, cinquain:

promotes the development of all components of speech;
there is integration with all educational areas of the program;
used for reflection, analysis and synthesis of the information received;
makes it possible for the teacher to assess the level of assimilation of the material covered;
opens up new creative intellectual possibilities in children;
contributes to the support and development of children's initiative in various types activities;
promotes the cooperation of all participants in the educational process.

The project allows us to solve the problems of ensuring the principles of creating a developing object-spatial environment in the group and other premises of a preschool institution, because work on the project in itself implies the dynamism of the environment, its systematic saturation and transformation, and, consequently, variability.

Project Information Card:

(structure proposed by M. E. Verkhovkina, St. Petersburg Academy of Postgraduate Education)

Subject:"This entertaining useful cinquain».

Zubova Elena Leonidovna - teacher-speech therapist.

Project duration: 7 months (October - April).

Project type: creative.

Project participants: teachers, parents, children of the preparatory group.

Children's age: 6 - 7 years old.

to which the project is directed:

Children with speech pathology experience difficulties in the ability to briefly and accurately express their thoughts on a given topic, in the selection of actions and signs for objects, the ability to generalize.

Justification of the problem:

Solving speech problems is hot topic at preschool age. Sinkwine technology is aimed at the maximum possible correction of speech disorders. She is able to teach children to actualize words from different parts speech within the framework of an independent coherent statement. Sinkwine technology teaches children to draw conclusions and briefly formulate them, develops the ability to analyze.

Project novelty: this project, allows you to move away from the traditional forms and methods of interaction between participants in the educational process for corrective work with children with disabilities of preschool age.

The implementation of the project covers all educational areas prescribed in the Federal State Educational Standard of the Russian Federation, based on the support and development of children's initiatives.

Objective of the project:

Creation of conditions for the development of a person who is able to think critically, that is, to exclude the superfluous and highlight the main thing, to generalize, classify and reason.

Tasks:

for kids:

Learn to compose and recite syncwine.

for teachers:

To systematize and enrich the vocabulary of children of 7 years of age on the studied lexical topics;
Activate cognitive activity;
Form prerequisites search activity;
To develop grammatically correct phrasal speech, associative and visual - figurative thinking, attention, imagination of children.
Develop a visual algorithm for compiling a syncwine;
To instill in children a desire to learn their native language, to instill a love for poetic art.
Organize and conduct joint events of a creative nature to unite the efforts of families and teachers in the formation of language competence in children.

for parents:

To get acquainted with this technology, its significance for the formation of all components of speech in children;
To increase the level of knowledge and practical skills of children on this issue using printed sources, television and the Internet;
Learn how to compose a syncwine.

for social partners:

To replenish the knowledge of children on certain lexical topics, to enrich the speech of children on the material of the excursions.

Form of the final event:

Creative leisure "Poetic Fair".

Project products:

for kids:

Drawings, applications, baby books, crafts from building, natural, additional material; products from plasticine, salt dough.

for teachers:

Abstracts on the topic; algorithm for compiling syncwine, fiction.

for parents:

Making books - babies, helping children in compiling a syncwine, preparing a presentation of the project.

Possible risks:

You need to be prepared for the fact that not all children, and even parents, may like compiling a syncwine, because working on it requires a certain understanding, vocabulary, and the ability to express your thoughts.

Expected results for the project:

For kids:

Children have ideas about syncwine and its different forms. Children have the practical skills of compiling syncwine; a sufficient vocabulary has been formed, the correct use of prepositional constructions, phrasal speech, associative thinking, the ability to control and self-control are developed.

For teachers:

Abstracts of direct educational activities with children, scenarios for joint activities of teachers and children, teachers and parents have been developed and systematized.

The selection of literature on the topic was carried out, the necessary illustrative material was drawn up;

Compiled a card file of various games on the topic.

For parents:

An idea has been formed about the methodology for compiling a syncwine, they have the skills to compile a syncwine.

Project forecasts:

Children will get used to the rules for writing non-rhyming poems, and their compilation will turn into a game. And imperceptibly for the children themselves, playing cinquain will become a fun and entertaining thing for them.

Drawing up a syncwine - as a form of free creativity that requires children to be able to find the most significant elements in the information material, draw conclusions and briefly formulate them, will be in great demand in the modern (school) life of children.

Resource support:

Information resources (methodological and fiction, information from the Internet);

Visual resources (video films, presentations, demonstration paintings, illustrations depicting professional activity adults, uniforms and overalls of parents from the place of work, tools, items for work, photographs from the place of work of parents);

Logistical (didactic, board games, drawing equipment, artificial flowers, laptop, projector, tape recorder, camera).

Summary of the project «"This entertaining, useful cinquain »

Table 1

Project stages	Children's actions	Actions of teachers	Activities of family members and social partners.
Preparatory	Children help the teacher in setting goals, naming the project, solving problems in the implementation of this project.	The teacher formulates the problem; introduces children to the game situation for the implementation of the project. According to the proposed motivation - voices the goal, tasks. Selects information on a topic. Selects fiction and methodical literature, pictorial and illustrative material; plans observations, excursions; determines the methods and techniques of work; talks with parents about the implementation of the project (brings to the attention the purpose and objectives of this project).	Accept the goal; help in the selection of fiction, illustrative material. Agree to participate in competitions in the stages of project implementation.
activity	Participate in direct educational and independent activities on the topics of the project.	Introduces children to the concept of "word - object", "word - denoting action", "word - a sign of an object." Teaches children to select signs, actions to the subject, make common sentences, syncwine by graphical algorithm; Draws up book corner, makes books together with children - babies, a corner children's creativity.	Together with the children and the teacher, they publish books - little ones “My Poems” on various lexical topics. Social partners conduct excursions to the library, museums on various topics.
final		Participate in creative leisure "Poetry Fair".	Participate in creative leisure "Poetry Fair".

System "web" for the project

table 2

cognitive development

Socio-communicative development

Speech development

Artistic and aesthetic development

Physical development

Interaction with parents, social partners

Classes "The child and the world around" on lexical topics according to the annual plan.

Conversations about the rules traffic; formation of the foundations of life safety.

Research activity.

Ball games: "Who, what is this?" "What, what, what"

“What are they doing, are they doing?”, “Pick up as many words as possible to the subject”, “Think up, make up a sentence.”

"Call it differently" and others.

Drafting short stories children about objects.

Performing labor activities on the street, in a group, on duty.

Classes on the development of lexical and grammatical means of the language, on the sound culture of speech and the preparation of children for learning to read and write, coherent speech.

Reading fiction on lexical topics, guessing and inventing riddles. pronunciation of nursery rhymes, proverbs;

Performing finger and breathing exercises.

Drawing, modeling, application of objects, phenomena on the studied lexical topics.

singing songs;

Imitation of movements;

Playing musical instruments.

Physical exercise- imitation of animals, birds, objects.

Parent meeting "Adults and children"; placement of children's poems using cinquain technology on a demonstration stand, making an album of children's creativity; design of articles, folders - movements;

Conducting a master class on this topic.

Creative leisure "Poetic Fair";

Excursions to institutions on some lexical topics.

Project Results"This entertaining, useful cinquain ».

All parents and children of the preschool group are involved in the project. An atmosphere of mutual respect has been created, a positive growth of pedagogical competence among parents; emotional well-being in children.

For children and parents and parents, conditions have been created for creative self-expression, development of initiative, self-realization of the subjects of the educational process through joint parent-child activities.

Children have the practical skills of compiling syncwine; a sufficient vocabulary has been formed, the correct use of prepositional constructions, phrasal speech, associative thinking, the ability to control and self-control are developed.

In-depth knowledge of the technology of didactic syncwine was obtained from parents.

Organized and conducted activities with children and parents:

joint visits to all participants in the educational process of the library, museums; parent meeting in the form of creative gatherings "Adults and Children", a master class "Poems on Sinkwine", a poetry competition "I am a poet", creative leisure "Poetry Fair", making albums of children's poems, baby books.

Work with social partners has been intensified through various events (conversations, quizzes, excursions).

Holding various forms interaction between the preschool educational institution and the family contributed to the rallying of the team of children, parents and teachers of the group.

Conclusion:

The implementation of the project organically fit into the work with children with speech impairments, made it possible for teachers to assess the level of assimilation by children of the material covered, had the character of a complex impact, allowed children to be active, creative participants in the educational process; contributed to the establishment of benevolent relationships in the triad "teacher - child - parent".

The advantage of the work of the project "This entertaining, useful cinquain" can be considered its integration, use in various types of joint activities with preschool children.

Project presentation:

Defense of the project at the Council of Teachers of MDOU "Kindergarten No. 94"
Familiarization of the children's audience of the MDOU "Kindergarten No. 94" with verses in syncwine at the poetry competition "I am a poet".

Methodological materials for the project

Synopsis of the GCD “Journey to winter forest»
Synopsis of the GCD "Differentiation of sounds Z - Zh. Wild animals."

Synopsis of the GCD "Compilation of the story" That's what a snowman! with elements of creativity"
Synopsis of the GCD "Retelling the tale" The Fox and the Crane "
Synopsis of the NOD "In a certain kingdom, in a maritime state"
Scenario of the reading contest "I am a poet"
Synopsis master class for parents "Poems on syncwine"
Leisure scenario "Poetry Fair"

Appendix:

Algorithm, model for creating syncwine
Poems for children on cinquain - technology

SUMMARY OF DIRECTLY EDUCATIONAL ACTIVITIES WITH CHILDREN OF THE GROUP PREPARATORY FOR SCHOOL

COMPLEX LESSON

(Speech development)

Theme: "Walk in the winter forest."

Target:

Drawing up stories about wild animals using syncwine technology, based on a scheme - an algorithm.

Strengthen children's knowledge of wild animals,

continue to teach children to actively participate in the conversation,
clarify children's knowledge about words - signs, words - actions, words - objects,
be able to compose a story about wild animals using syncwine technology, based on a scheme - an algorithm,

improve verbal analysis and synthesis,
develop associative thinking,
to raise interest in creating syncwine; love for nature.
Cards with the image of a squirrel, fox, hare, hedgehog, wolf, bear and their cubs; bear mask.

Preliminary work:

Acquaintance of children with the technology of syncwine, with the algorithm for compiling syncwine, joint production of models (visibility) for compiling syncwine; excursion to the local history museum of Ukhta; reading fiction, examining illustrative material; reading and pronunciation of proverbs, sayings, phraseological units about wild animals ( To catch a squirrel - beat off the legs; A white hare is good, and a brave hunter; The cowardly hare is afraid of the hemp; Feet feed the wolf; The teeth feed the wolf, but the legs save the hare.

Spin like a squirrel in a wheel; Chase two rabbits.)

Course progress.
The teacher brings a telegram:

Help, help!

We are bewitched!

We have forgotten who we are.

Come, reconcile us urgently.

The inhabitants of the forest.

Guys, who sent us this telegram?
The telegram was sent by wild animals. They live in the forest.
How can we help forest dwellers?

Children offer to go to the forest and disenchant the animals.

How can we disenchant wild animals?

(We will write stories about them).

Educator: Guys, I have such a scheme - a hint (an algorithm for creating a syncwine), do you think it will help us in compiling stories? Shall we take her with us?

: What wild animals live in the forest?
A hare lives in the forest. (Squirrel, hedgehog, bear, wolf, fox).

Educator:

let's remember how animals move

(children perform movements).

"Bears walk" - walking like a bear;

"The Fox Sneaks" - walking on toes;

"The Wolf Is Coming" - crawling on all fours;

Educator: Guys, here we are in the woods.

caregiver: Look, guys, carefully. There are trees in this forest, but no animals are visible at all. What are these white cards that lie under the Christmas trees? (Children make their guesses.)

It's hard to guess, I'll take a card and see. (The teacher takes a card, makes a riddle).

cunning cheat,

Red head.

A fluffy tail is a beauty.

Who is it? (A fox)

: How did you guess? (Shows a picture of a fox.)
This is a fox.

Educator: Is the fox an animal?

Children: Fox is an animal.

Educator: Is the fox a wild or domestic animal?

(A fox is a wild animal that lives in the forest).

: What fox? Choose definitions.

(Children choose definitions: cunning, predatory, red, etc.).

Educator: What is the fox doing in the forest?

(hunts, hides, mouses, steals, etc.).

Educator:

Let's tell you which fox, using our hint (an algorithm for creating a syncwine).

(Listen to 1 - 2 stories, the teacher writes down the stories).

(A toy appears - a fox).

Children find the following pictures and make up stories based on them ( Some children can write the title of their own story):

Not a lamb and not a cat,

He wears a fur coat all year round.

Gray coat for summer

For winter - a different color. (Hare).

Sitting on a branch

Not a bird.

Has a red tail

Not a fox. (Squirrel).

(After each story, toys appear).

The teacher conducts finger gymnastics "Squirrel sits on a cart."

Fingers stretched, let's continue to disenchant the animals.

Who lives in the forest deaf

Clumsy, clumsy?

In the summer he eats raspberries, honey,

And in winter he sucks his paw. (Bear).

(Assignments with complication: invite Dima, Vanya, Egor, Dasha V. to compose a story without relying on a diagram).

Guys, all the animals have been disenchanted! Hear how forest animals thank you!

The Komi folk game "Medvedyushko" is held.

You guys are great today. Helped to disenchant the animals. And in real nature, a person should help our smaller brothers, because a person is the strongest and most intelligent inhabitant of our planet.

Now it's time for us to go to kindergarten.

Children walk around the hall to musical accompaniment, say the words:

We all go through the forest

And we get to know the animals.

Well, rather, one, two, three:

Name the animal quickly.

At the end of the phrase, the children stop, the teacher approaches one of the children. The child quickly names some wild animal.

Educator: This is where our walk ended. (The teacher offers to draw wild animals, thereby directing the children to further activities).

ABSTRACT OF DIRECTLY - EDUCATIONAL ACTIVITIES ON THE SOUND CULTURE OF SPEECH AND TEACHING LITERACY IN THE GROUP PREPARATORY FOR SCHOOL

Differentiation of sounds Z - J. Wild animals.

Target: Differentiation Z - Zh in syllables, words, in sentences.

Tasks:

Correctional - educational:

Activate and expand the vocabulary of children on the topic "Wild Animals".
Clarify the articulation and characteristics of these sounds, be able to compare and distinguish these sounds by ear and in pronunciation in syllables, words and sentences.
Continue teaching children how to compose syncwine
To consolidate the skills of reading syllables, words with the letters "З" and "Ж". Spelling Shi, Zhi.

Correction - developing:

1. Improve the ability to conduct sound - letter and syllabic analysis and synthesis.

2. Develop phonemic perception.

3. Develop articulatory, fine and general motor skills.

4. Contribute to the development of imaginative thinking.

Correctional - educational:

Cultivate a caring and attentive attitude towards nature and animals.

Equipment: individual mirrors, symbols of the sounds “З” and “Ж”, subject pictures with the sounds “З” and “Ж” in their names, comparison table sounds, pictures of wild animals (squirrel, hare, hedgehog, fox), cards with story texts, green and yellow envelopes, fleece, cards for syllabic analysis and synthesis, lacing, a graphic scheme for building a syncwine, a board.

Lesson progress:

I stage. Preparatory

Organizational moment. Reading the quatrain:

Every day, always, everywhere

in the classroom, in the game -

we speak clearly, clearly,

so that everyone can understand.

Pictures: BEETLE, KOMAR.

Introduction to the topic:

A beetle crawls along the path. And towards him a mosquito. The beetle decided to get acquainted with the mosquito and sang his song: F - F - F ...

The mosquito was polite and answered with his ringing song: Z - Z - Z ...

So they buzzed, rang, and fled in different directions.

Who met on the path?

How did the beetle meet the mosquito?

Do you also greet each other politely when you meet?

Guess what sounds we'll be working with?

To pronounce words clearly and clearly

do articulation exercises.

Breathing and articulatory gymnastics:

1. Exercise for the development of a long air jet.

"Fluff" - blowing off cotton wool.

2. Exercise for the formation of the correct speech exhalation. Inhale through the nose, exhale through the mouth.

Onomatopoeia: Beetle: w-w-w... Mosquito: h-z-z... (palm control, then without support).

Accompanying finger figures.

“Mosquito - clench your fist. Push the index finger forward - this is the “proboscis”. little finger and thumb, relaxing, lower down - these are “paws”.

"Beetle" - clench your fist. Spread the index finger and little finger apart (“mustache”). Move your "mustache".

3. Exercise to activate the muscles of the lips:

"Smile" - keep strongly stretched lips in a smile.

“Tube” - stretch your lips forward, like an elephant. Alternation.

4. Exercise to activate the muscles of the tongue:

"Cup" - bending the edges and tip of the tongue in the form of a cup. Hold for a count of five.

“Delicious jam” - lick the upper lip with the tongue in the shape of a cup.

Movements are performed from top to bottom.

“Malyar” - with a wide tip of the tongue, stroke the palate from the teeth to the throat. The lower jaw should not move.

II stage. Main part.

Comparison of “З” and “Ж” according to articulatory and acoustic features:

“Z” - lips in a smile, tongue - behind the lower incisors, air from the mouth - cold. Sound "З" - consonant, sonorous.

"F" - lips - with a tube, the tongue is raised up with a "cup", the air from the mouth is warm.

The sound “Zh” is a consonant, voiced.

Working with sounds:

1. Learn the sounds “З” and “Ж” by silent articulation (by the movement of the lips).

2. Determine the sounds “З” and “Ж” by ear.

The game “Clap your hands when you hear the sound “3”, then “F”.

4. Comparative characteristics(table) sounds "З" and "Ж".

The development of phonemic representations and sound - letter analysis.

1. Arrange the subject pictures into envelopes: in green - with the sound "З", in yellow - with the sound "Ж" (skis, castle, umbrella, giraffe, rose, monkey, etc. Determine the place of the sound "З" or "Ж" in the word.

Pure tongues: Speak in a calm, then at an accelerated pace.

“The beetle has fallen and cannot get up,

He is waiting for someone to help him.

(imitation of beetle movements with hands and fingers)

“Hare, hare, what are you doing?

I'll gnaw the stump."

(finger figure of a hare with two hands)

Physical pause: The speech therapist calls words-paronyms.

Children - for words with the sound “Z” - wave their arms like mosquitoes, making the sound “z-z-z ...”, and for words with the sound “Zh” - squats, imitation of the movements of the beetle “zh-zh-zh ...” .

Fire - market; lie - lick;

once - a horn; yawn - chew;

goat - skin; call - wait.

Finger gymnastics:

exercise - "Lacing".

It's raining in the forest, let's show the rain threads.

Sound designation - letter.

1. Finding Z and Zh in the box office letters.

2. Comparison of the image of a letter with objects.

“This letter is wide (letter Zh)

and looks like a beetle.

And at the same time, it’s definitely a beetle

makes a buzzing sound."

“Look at this letter

it is just like the number 3 ”(letter Z)

3. Writing capital letters in the air, hand on the elbow.

Working with syllables:

1 "Remember - repeat." The development of auditory perception by memorizing syllable chains.

for - for - zha; zha - for - zha;

zha - zha - for; for - ms - for;

zu - zhu - zhu; zo - zo - jo.

2. "Mushrooms in the forest" - a task for syllabic analysis and synthesis. The syllables crumbled - collect the word (on the hat the beginning of the word, on the stem of the mushroom - the end of the word).

Work at the word level:

1. Compose a phrase or sentence with the resulting words

(magazine, belly, beetles, teeth, bell, winter, etc.)

2. Spelling ZhI. "One - many" - change of nouns in the plural.

Knife - but zhi, hedgehog - e zhi, puddle - lu zhi, garage - gara zhi.

Laying out words on the board and in notebooks.

Choral pronunciation: ZhI - write with the letter I.

Stage III. Final.

Development of coherent speech: Work with text.

Hedgehog.

Each animal knows how to escape from enemies. The bunny is rescued by fast legs, the squirrel will instantly climb a tree. And the hedgehog has its own protection - thorns.

But not always sharp needles help out of trouble. A cunning fox can roll a hedgehog into a puddle. As soon as he swims, the fox grabs him by the muzzle and eats him.

1. The speech therapist reads the text along the way, exposing pictures:

HARE, PROTEIN, Hedgehog, FOX.

Generalization: - what are these animals? (wild)

2. Development of figurative speech. Compilation and verification syncwine.

Children choose one of these animals (picture) for themselves and compose a mini-description of the story according to a certain plan.

2nd line - two adjectives

3rd line - three verbs

For example,

2. Redhead, cunning.

3. Runs, steals, catches.

4. The fox has little foxes.

Summary of the lesson.

What sounds did you work on in class?

Reflection.

– Let's be polite, like a beetle and a mosquito, and wish each other success in the classroom.

Subject: Compilation of the story "Here, what a snowman!" with creative elements.

Target: Teaching children storytelling with elements of creativity.

Tasks:

Correctional and educational:

To teach children to make a continuation of the story according to the proposed beginning, based on visual material and plan;

To form the ability to focus on the original textual, visual material and plan when compiling the continuation of the story;

Strengthen the ability of children to compose a syncwine.

Correction-developing:

Develop the skill of planning your own story (choosing a plot decision, sequence of presentation, etc.);

Activate the children's vocabulary on the topics: "Winter". " Winter fun and entertainment for children”;

To improve the ability of children to select related words, to coordinate words in a sentence in gender, number, case;

Develop creative imagination, logical thinking, coherent speech of children;

Correctional and educational:

Cultivate initiative, a sense of responsibility for the task.

Equipment:

Snow Maiden toy;
The plot picture "In the winter for a walk";

Preliminary work:

Reading the story of V. Suteev "Yolka";
Examining pictures on the topic "Winter fun and entertainment"
Learning proverbs about winter, frost, winter games and entertainment;
Modeling a snowman and other snowy buildings on a walk.

Lesson progress:

1.Introduction to the topic:

Kids, what time of year is it? (Winter)

Name the words - objects that relate to this time of year. For example, Winter is snow (ice, cold, frost, slide, sled, snowflake, New Year).

And what do we do in the winter for a walk? (We go sledding, we play snowballs on skis, we sculpt and build snow buildings). Name what it is? ( Winter Games and entertainment).

Reading a poem

All snow, yes snow

All snow and drifts.

The whole forest and the whole field is covered in snow.

What word is repeated in this poem? (Snow).

Let's remember the words in which the word is hidden snow(snowflake, Snow Maiden, snowfall, bullfinch, snowdrop,). Along the way, pictures are exhibited: a snowflake, a Snow Maiden, a bullfinch, a snowdrop.

2. Compilation of syncwine

Children choose one of these pictures for themselves and make a mini-description about the subject according to a certain plan.

1 line - noun (subject)

2nd line - two adjectives

3rd line - three verbs

4 line - a phrase (sentence) of 4 words

5 line - noun - conclusion

For example,

1. Snowflake.

2. Beautiful. Easy.

3. Circles. Falls. Melts.

4. A snowflake has a lot of rays.

What can be molded from snow? (Snowman, Snow Maiden).

The arrival of the Snow Maiden.

Came to visit us for a lesson ... (Snow Maiden).

Snow Maiden(toy): - Hello guys! I heard you answered the questions correctly. I have a painting called "Winter Walking". Let's take a look at it.

3. Consideration and analysis of the content of the picture (on issues).

- Who is in the picture?

What did the children blind?

How did they mold it?

What was inserted instead of the eyes, nose?

What are you wearing on your head?

What kind of snowman did the children get?

Snow Maiden(toy): - I invite you to take part in the competition for the best story about the adventure of a snowman.

Guys, do you agree to take part in this competition?

What do we need to do for this? (compose a story)

What do you need to do to write a story? (Discuss and plan the story)

4. Drawing up a story plan.

-Every story has a beginning.

Who is our story about? What snowman? How did the children blind him?

-Then comes the event.

What could happen to the snowman?

- ends the story with an ending

How did it all end?

We made a plan for the story. Now I will tell you the beginning of your story, each of you will have your own continuation and ending.

5. Double reading of the text of the beginning of the story.

-There lived a snowman. The children blinded him. They rolled up three lumps and put them on top of each other. Instead of eyes, coals were inserted, instead of a nose, a carrot. A bucket was put on the snowman's head. Nice snowman! Evening came. The children went home, but the snowman remained standing in the yard...

What could happen to the snowman? Let's talk about the continuation of the story : maybe the Snowman decided to go into the fairy forest, where any miracles can happen ... Or maybe forest dwellers (hares) came to the snowman ... Or maybe Santa Claus was walking in the yard and saw a snowman ...

How will your story end?

What is the title for the stories? (“What a snowman!”, “The Adventure of a Snowman”, etc.)

Don't forget that you are entering a storytelling contest. The Snow Maiden will listen to you, evaluate the stories (gives snowflakes), we will write them down, we will get a book.

6. Physical culture pause "Frost"

I'm not afraid of frost

I'm very close with him.

Frost will come to me

Touch your hands, touch your nose.

So, you must not yawn

Jump, run and jump.

7. Analysis of children's stories.

Children listen to stories compiled by them (2-3 children). The guys and the Snow Maiden evaluate them.

8. Summary of the lesson.

The Snow Maiden thanks all the children. She suggests making a snowman in the kindergarten area. Maybe some story will happen to your snowman.

ABSTRACT OF DIRECTLY EDUCATIONAL ACTIVITIES WITH CHILDREN ON THE DEVELOPMENT OF CONNECTED SPEECH IN THE GROUP PREPARATORY FOR SCHOOL

Subject: Russian retelling folk tale"The Fox and the Crane".

Target: improving the skill of retelling a literary text, close to its content.

Tasks:

correctional and educational:

To teach children to compose a retelling of a fairy tale close to the text and in roles;

To improve the ability of children to compose syncwine.

correctional - developing:

To develop in children the ability to select words - signs, words - actions, build common sentences;

Activate the children's dictionary on the topic "Migratory birds".

correctional - educational:

Teach children the rules of good manners and behavior.

Equipment: the text of the Russian folk tale "The Fox and the Crane", the masks of the crane and the fox, dishes, the algorithm for compiling syncwine.

Lesson progress:

1. Organizing moment: “Who is superfluous?” - starling, a fox, rook, crane;

fox, hare, crane, squirrel.

2.Theme announcement.

Speech therapist: If you are expecting guests, how do you prepare for their arrival? (children's answers)

2.Reading the story followed by discussion.

Today we will find out how the Fox and the Crane met each other in a Russian folk tale.

Reading a fairy tale, questions about its content:

How did you meet Fox Crane?

Why couldn't the Crane eat the treat?

How did Lisa do?

How did the Crane welcome the guest?

Was she able to eat well?

What do the words “As it backfired, so it responded” mean?

Why did the Fox and the Crane stop being friends?

3.Fizminutka.

"Swans"

Swans fly, flap their wings,

Bent over the water

They shake their heads.

Straight and proudly know how to hold on

They sit very quietly on the water.

4.Re-reading the fairy tale with the installation of retelling.

5.Retelling a fairy tale by children

6. Compilation of a syncwine based on a literary work listened to about the heroes of the story.

7. Outcome.

Who is this tale about?

Did you meet the Fox Crane correctly?

Why did the Fox and the Crane not make friends?

SUMMARY OF DIRECTLY EDUCATIONAL ACTIVITIES WITH CHILDREN

INTEGRATED LESSON IN THE GROUP PREPARATORY FOR SCHOOL

(integration of the areas "Speech development", "Artistic and aesthetic development")

Class participants: teacher - speech therapist, educator, children

Lesson topic:"In a certain kingdom, in a maritime state..."

Target: Improving coherent speech and artistic abilities of children in the process of drawing and compiling a syncwine about an object (sea inhabitants) according to their own drawing.

Tasks:

Clarify children's knowledge about the inhabitants of the sea;
Continue to learn how to compose a syncwine based on a diagram - an algorithm using your own drawing;
Exercise in the selection of nouns, definitions, verbs on the topic;
To consolidate the ability to depict objects (the inhabitants of the sea), conveying their characteristic features and details;
To consolidate the technical skills of working with wax crayons;
Develop monologue speech, visual perception, interest in the process and result of drawing;
Cultivate friendliness, a desire to help.

Materials and equipment:

Bottle with a note; wax crayons; landscape sheets of paper with a ready-made background; toy - crab; sea shell; audio recordings with the sound of the sea, the splashing of the waves, the whistle of the ship.

Decoration of the space of the group: there is a background with the image of the seabed; from the builder - a steamboat was built.

Lesson progress:

Children find a bottle in the group, in it is a letter:

"Dear Guys! We are the inhabitants of the underwater kingdom, we ask you for help. We have been bewitched and now we are invisible. But magic spells can be disenchanted. To do this, you need to complete two tasks:

Bring us sea creatures to life with magic pencils. You will find them under the large sink.
Write a story about each of us

Help us! We are waiting for you!

Educator: Guys, who is this letter from?

What happened to the marine life?

How can we help them?

What will we do first?

What then?

What should we get? (We will disenchant the marine life)

Guys, let's try to disenchant the inhabitants of the sea. But for this we need to go to the sea.

Do you agree to go on an unusual journey to the sea?

How can you go to the sea?
Teacher speech therapist: And what we will go on, you will find out if you compose and read the word by adding the letters according to the color of the rainbow. (Children lay out the word "steamboat").

What kind of transport is this?

Educator: Our transport is ready! It's time to sit down!

(Children sit down in the "steamboat").

Teacher speech therapist: Before we press the start button, name the marine life.

Educator: So let's hit the remote! Start! (Heard "the whistle of the steamer", then - "the splash of the waves").

We've arrived! Here we are by the sea! ("Sound of the sea")

(Children went to the board, which depicts the "Sea")

Teacher speech therapist: what is the sea before us? (calm, beautiful, etc.)

Educator: Well done guys, you got it right. But the sea is empty, no marine inhabitants are visible. What should be done now? (Draw).

(Children find wax crayons under the "Sink")

So let's get to the first task. Think about which of the marine inhabitants you will draw? What color would you choose for this?

(Children sit down).

(The teacher conducts finger gymnastics)

"Octopuses":

An octopus lived with his octopus,

They had a few octopuses.

All of them were different colors:

The first is green, the second is purple,

The third is like a zebra, all striped,

Both white - the fourth and fifth,

Sixth - dark blue from nose to legs,

Yellow - preyellow seventh octopus,

Eighth - like ripe berry red…

In a word, not children, but tubes of paint.

(Children sing to the musical accompaniment).

Analysis children's work is carried out sitting at the tables.

(Before starting the analysis, you can play a game of low mobility).

"Flying fish":

I'm jumping, I'm flying (jump around)

I would fly away behind a cloud (jump with a wave of hands)

Yes, I would miss you soon - (they walk in a circle, depicting a swimming fish)

Until then, I love the sea.

Educator:

Who did you draw...?

What color is your dolphin?

What does your starfish have…..?

Children, do you think we have coped with the task?

Teacher speech therapist:

In order for our marine inhabitants to get into their magical kingdom, we need to complete the following task (compose a story about them).

Story plan:

Who is it?
What does he have?
Why does he need these body parts?

And I'll start the story:

Lived - there were marine inhabitants in the underwater kingdom ...

Teacher speech therapist:

About which of the marine inhabitants did we make a syncwine?

Hearing these stories, other sea creatures also came to life.

Who is alive? (the rest of the children hang out their drawings, naming the one they drew).

Educator:

Well done boys! Do you think we helped the inhabitants of the sea kingdom to get rid of the evil spells of the sea sorceress?

What have we done for this?

What helped us to disenchant the marine life?

And now it's time to go back to kindergarten!

(They go to the ship.)

Educator:

Oh, someone grabbed my leg. Yes, it's a sea crab. He thanks you for your help and gives you a sea shell as a gift. She is not simple, but wonderful, because she sings songs of the sea, listen. (Children listen to the "Song of the Sea").

Thank you, crab, and now we have to go. Swim to your home.

Teacher speech therapist:

Guys, before we get on our magic boat, what else are we going to do when we “return” to kindergarten?

(Suggestions of children, teachers direct children to further activities).

(Children "return to kindergarten").

SCENARIO OF THE READING COMPETITION "I AM A POET", DEDICATED TO THE TOPIC "ABOUT OUR LESSER FRIENDS"

The hall is colorfully decorated according to the theme of the competition, cheerful music sounds, the children go into the hall, sit down. Participants of the competition - "readers" - are seated in the first row.

Presenters:

Good morning, guys! Good morning adults!

Presenter 1:

The last week of March of each year in our country is Children's Book Week or Book Week. At this time, book exhibitions are held, children visit libraries and participate in reading contests. In our city, for the fourth year, the competition of readers “I am growing”, dedicated to the work of the children's poetess A. Barto, was held. The children of our kindergarten - Anya, Dasha, Makar, Rodion took part in it and performed with dignity (applause).

Host 2:

Today we invited you to the competition of readers of children in the preparatory group for school No. 4. Our competition is called “I am a poet!”. Who is a poet? Today, children - poets will read their poems to you. But these verses are unusual - verses on syncwine. What is the difference between cinquain and poetry?

The jury will evaluate the performances of the readers:

Irina Vladislavovna - head of the kindergarten

Olga Alekseevna - Deputy Head

Svetlana Grigorievna - physical education instructor

Natalya Ivanovna is a nurse.

Presenter 1:

Our poets have prepared their poems on the topic "About our smaller friends."

Who do you think are our lesser friends? (answers)

Quite right, these are animals, birds, insects.

Host 2:

Pets are different:

Dogs, cats, hamsters,

As well as pigs, mink, fish ...

In all the souls we do not have tea.

Tired of the hustle and bustle of life,

Many are now striving

Keep a pet

He loves you unconditionally.

Animals fluffy skin

A hand reaches out to stroke.

Down with the excitement, boredom disappeared -

It's time to play with your pet.

What if your pet is sick?

The owner is ready to give everything.

May our fluffy be healthy.

Presenter 1:

Now listen and guess what it is about?

This beast lives only at home,

Everyone is familiar with this animal.

He has a mustache like knitting needles

He purrs, he sings a song.

Only the mouse is afraid of him

Guessed? This is…

Host 2:

Now, Daniel will tell about the cat that lives in his house.

Vaska's cats are different. Anya will talk about the cat who stole a sandwich from her dad.

Presenter 1:

All cats are beautiful, but there are also lazy ones among them. Lawrence will read a poem about a lazy cat.

Maxim and Gosha will talk about a harmful cat that interfered with learning lessons.

Our pussies are always neat and clean. Ira will tell us about such a pussy.

Host 2:

Guys, as you know, all cats have kittens. Sasha will tell his poem about kittens.

And Nikita also found a kitten. Listen!

Host 2:

And now we invite you to relax. Let's all stand together near the chairs. Listen carefully to the music and follow the movements.

(Children perform a physical minute “You have, I have”

Presenter 1:

Grumbled a living castle

Lie down at the door across -

Two medals on chest

Better not come into the house! Did you know who it is?

All dogs guard their master's house. Egor will talk about how he met a beautiful, huge dog.

Host 2: Who is it?

The animal runs jumping

Gnawing bark or cabbage with teeth.

It is gray in color

But it also happens to be white.

The eyes are large, oblique,

Ears are long and straight.

That's right, it's a rabbit. He lives in the forest, but by no means a simpleton, because he knows how to confuse his tracks. And about everything else you will learn for yourself from Matthew.

Presenter 1:

The snow is melting, the stream is babbling.

Where are you, screaming sparrow?

Where is the noisy sparrow?

Guys, remember how we took care of the birds with you, did not forget to feed them, because they are cold and hungry in winter. Dima will tell a poem about a bullfinch.

Host 2: Animals, birds, insects bring great benefit for nature and man, so we carefully and reverently treat them.

All people guard animal world planet and protect animal rights.

Almost every family has “smaller brothers”. And we remember that we are responsible for those we have tamed.

Presenter 1: Many thanks to the participants, spectators and jury. Let's wait for the results of the competition.

See you soon!

SUMMARY OF THE MASTER - CLASS "POEMS ON SINKWINE"

Conduct form: Integrated (lecture-practical) lesson.

Audience of listeners and participants: parents of the group preparatory to school, MDOU No. 94, Ukhta.

The purpose of the master class: Clarification of parents' ideas about speech development technology - "Sinkwine"; about the significance of this technology in the enrichment and activation of the dictionary, the grammatical design of the phrase, the development of associative and visual-figurative thinking.

Tasks of the master class:

Introduce parents to pedagogical technology"sinkwine";
To teach parents the didactic method of compiling a syncwine;
Promote development creativity and interest in this technology.

Expected results of the master class:

increasing the creativity of parents;
the possibility of parents using the cinquain method in the upbringing and education of their children;
growth of motivation of MC participants to form their own style in family education;
practical development by MC participants of special knowledge, skills and techniques of the syncwine method;
Methods:
interactive (verbal, visual, practical);
research (the ability to independently distribute the activities of work, the choice of action and its method, freedom of creativity).
Receptions:
explanation;
consultation;
conversation;
creation of syncwines;
Using visibility:
presentation for the master class, made in the program Power Point.

Introduction.

Modern life dictates its own laws: people's speech becomes businesslike, concise, devoid of imagery, brightness. Good command of the word is an art that needs to be learned for more than one year. Both the social status of a person and his professional career depend on this.

One of the effective methods of speech development is the artistic word (poetry, prose).

Today, I want to teach you how to compose poems using the Sinkwain technology.

Each of you tried to compose poetry. Is it difficult or easy to do it?

What did you rely on when writing a poem? (choosing a topic according to mood, to your liking, so that the lines in the poem are logical in meaning and in rhyme).

Each poem has a certain line size. Poetic lines vary in size. It depends on the nature of the work.

One of the elements of verse is rhyme (the consonance of the endings of words at the end of a poetic line). Rhyme is the connecting link of poetic lines.

What is cinquain?

Theoretical part

cinquain– translated from french "poem of five lines", small lyrical poem , no rhyme, which is short, reads slowly.

Sinkwine carries a certain emotional connotation. Composing a syncwine, each of its components realizes its skills and abilities.

To compose a syncwine, you need to learn how to find the main elements in the text, in the material, draw conclusions and conclusions, express your opinion, analyze, generalize, isolate, combine and summarize. This is a form of free creativity.

If the cinquain is compiled according to the rules, then it will definitely turn out to be emotional.

Cinquain - like an unrhymed poem, is pedagogical method , aimed at solving a specific problem, namely, solving the problem of speech, with the help of which it is possible to regulate the process of speech development in children. Relatively recently, teachers began to use cinquain to enhance cognitive activity and began to use it as a method of speech development.

We have also used this technology in our work with children. And in their classes they saw positive result his actions.

Rules for creating a poem:

First line- title, subject. A single word (noun or pronoun) that refers to the subject in question.

Second line two words are adjectives. Signs of an object or its properties, revealing the theme of syncwine.

Third line- three words - verbs or participles. Item actions.

Fourth line is a phrase or a sentence of several words. The personal attitude of the author to the subject.

Fifth line- word - summary. The meaning of a subject or object.

Model for compiling syncwine

Cinquain consists of 5 lines. Its shape resembles a Christmas tree.

1 word 2 words 3 words 4 words 1 word

III. Practical part:

Now we will learn how to compose a syncwine.

We return to the rules for compiling a syncwine, the model for compiling a syncwine will serve as a support for compiling a syncwine. (showing the syncwine algorithm)

1. Collective compilation of syncwine on a subject picture

Who is it?

- Child.

Choose two words - signs.

Which child?

- small, cheerful.

Choose three words - actions.

What is the child doing?
growing, develops, rejoices.

Make up a phrase or sentence, where you express the personal attitude of the author in this case to the object.

The child should grow up in a family.

Now choose a word - a summary that characterizes the essence of the subject or object.

Man.

Questions: Does everyone understand the rules for compiling a syncwine?

Conclusion: So you and I learned how to compose a syncwine from a subject picture.

2.Correction and improvement of the finished syncwine.

Now, I propose to listen to listen to the finished cinquain, and you try to figure out if everything is right here?

Questions: Have you fixed the bugs.

What do you think? Does this help develop the ability to listen to spoken speech, think and quickly select the right words?

Conclusion: This type of work activates the vocabulary of children. Teaches children to be attentive and forms lexical readiness in the selection of words.

3. Analysis of incomplete syncwine (without specifying the topic or defining the name of the topic of this syncwine)

For example, here is a cinquain without specifying a topic, the first line.

–Based on existing strings, it needs to be determined. (The car)

Rides, transports.

Big, cargo, plastic.

The driver drives the truck ____.

Transport.

Conclusion: Sinkwine clarifies the content of concepts. It develops not only speech, but also contributes to the development of attention, memory, thinking.

4. Compilation of a syncwine based on a literary work listened to

Now we will compose syncwines about the heroes of the Russian folk tale "The Cat, the Rooster and the Fox"

Will be working in groups. The first group will make up the syncwine about the cat, second about the rooster, third about the fox.

Questions: Do you think working in groups builds collaboration skills?

Conclusion: Sinkwine teaches you to find the main idea in a large amount of information. In compiling a syncwine, each child can realize his intellectual capabilities.

What can you write a syncwine about?

Its theme can be any: about nature; about the picture and the literary hero; about mom or dad; about mood...

Drawing up a syncwine on the proposed topics (optional): "Kindergarten", "School", "Professions", "Family", "Friendship", "Holidays".

Individual work and verification of finished syncwines.

Questions: Were you interested? Who felt like a real poet or writer? In your opinion, does this form self-confidence, a desire to answer, think, create, reason?

Conclusion: Composing a syncwine is a creative process. This is interesting activity helps children express themselves through writing their own non-rhyming poems. Sinkwine is also a way of control and self-control (children can compare sinkwine and evaluate).

IV. Summarizing.

Sinquay It helps to replenish vocabulary, facilitates the process of mastering concepts.
cinquain teaches summary.
cinquain teaches to find and highlight in large volume eme information home thought, to form a key phrase.
Composing syncwine is a creative process.
This interesting activity helps children express themselves through writing their own non-rhyming poems.
cinquain - this is a way of control and self-control (children can compare syncwines and evaluate them).
cinquain - allows feel yourself for a moment creator, gets everyone.

When compiling a syncwine with preschoolers, you need to remember that it is necessary to compile a syncwine only on topics well known to children and be sure to show a sample.

If compiling a syncwine is difficult, then you can help with leading questions.

Compiling a syncwine is like a game, because composing is fun, useful and easy!

Thank you for your cooperation!

LEISURE SCENARIO IN THE POETRY FAIR GROUP PREPARATORY FOR SCHOOL

Target: combining the efforts of teachers, parents and children to consolidate the skill of writing poetry using syncwine technology.

Location: music hall.

Members: children of the preparatory group for school, teachers of the group, parents.

Event progress

Preparatory stage

Carrying out work with children and parents on the project "This entertaining, useful cinquain."
Compilation of verses on cinquain - technology by children and parents.
Design of books - babies with children's poems on cinquain - technology.
Selection of musical works.

Organizational stage

The hall is colorfully decorated, a computer presentation on the topic of leisure has been prepared.

Leisure stage

(Children and parents go into the hall to the music of "Country Krakowiak").

Leading: I invite you to the fair, where we will perform today, and read poetry for everyone.

Parent:Poems are different.

Good, simple.

Poems are sad

There are also funny ones.

Leading: Unusual poems will be heard at the fair today, poems without rhyme, but very smart, informative, useful. These verses are called SINKWINE.

Child:

Sincwine.

Attentive, helpful.

Teaches, develops, entertains.

We know how to compose syncwine.

Poems.

Leading: For almost a year, we have been learning how to compose syncwine together!

To meet today at the poetry fair, we all worked fruitfully.

Each family got a book - a baby "Poems on Sinkwine", you participated in a master class, a reading competition, played, attended excursions, read, told, drew, sculpted.

Child:We have been working all year

In our lovely garden

We want to show today

What have we learned!

Child:Let the verses sound

Every time in a new way

Compose, write, tell

Sinkwine is GOOD!

(Clowns run out)

Clown 1:People, get ready, fair, open!

Clown 2:Have fun honest people!

The fair is coming.

We go to the market to buy goods for ourselves,

The chambers open

Let's see how rich they are.

Mom (in the costume of "Grandmothers"):Who wants bagels, pies? From the heat of the heat - a dime for a couple!

Clown 1:(fits the toy tray screen)

Oh, you whistle - whistle,

Parsley - nesting dolls,

Philemon with an accordion!

(Children and parents tell cinquain about toys).

Clown 2 :( on the screen - "tray with dishes") Here is the earthenware

wooden spoons,

Choose any one

The most painted!

(Sinkwine sounds about dishes).

Child:We are funny guys

We love to run and play

And we also love

"Boogie - woogie" dance!

(Everyone dances the boogie-woogie dance)

Clown 1:The chamber opens

Look how rich she is.

colorful books,

Adults and children.

From time immemorial

The book raises a person.

(Family demonstration of homemade books with verses - syncwines)

Clown 2:Our hut is full of warmth,

The house is not to weave bast shoes.

The mistress of the house is like pancakes in honey.

She cleans, she waters

She also bakes bread.

Leading: Tell me, who is the mistress of the house? (Mum)

Now we will hold a competition among our dads "Sinkwine about Mom"!

(Dads make up a syncwine. They are evaluated by mothers and children)

Clown 1:Oh, the hostesses are good,

And dads are great too!

Clown 2:Oh, to dress up our hostesses in royal outfits! Yes, it's a pity they don't sell beautiful dresses at our fair.

Leading: Well, let's open a clothing store.

Child:needle, needle,

You are thin and prickly.

Don't prick my fingers

Shay sundresses.

Leading: And our outfits will be unusual.

(The task for the participants is to build an outfit for mom from the available materials! Participants are given newspapers, adhesive tape, paper clips, ribbons, bows and similar props.

Leading: Amazing! We are delighted with the outfits of our mothers. They deserve Paris Fashion Week! Submit your outfits! (Representation of the outfit in the form of a syncwine).

Child:What a glorious evening!

Gather, people, in a round dance!

Let's start a round dance, let's all sing together"

(Game "Burn, burn bright")

Clowns:Our fair is closed! We invite everyone to tea!

Information and methodological support of the project:

Akimenko V.M. Developing technologies in speech therapy. Rostov n/a:

"Phoenix", 2011

Glukhov V. P. Formation of coherent speech in preschool children with general underdevelopment of speech. M.: ARKTI, 2002
Dushka N. D. Sinkwein in the work on the development of speech of preschoolers. Magazine "Speech therapist", №5, 2005
Lapshina G. A. Holidays in kindergarten. Volgograd: "Teacher", 2009
Nishcheva, N.V. The system of correctional work in a speech therapy group for children with general underdevelopment of speech / N.V. Nisheva, - St. Petersburg: CHILDHOOD-PRESS, 2001
Tkachenko, T. A. Learning to speak correctly. Correction system for general underdevelopment of speech in children aged 6: a guide for educators, speech therapists and parents / T.A. Tkachenko. - M .: Publishing house "GNOM and D", 2002
Shulgina E. V. The development of speech activity of preschoolers in the process of working on riddles. St. Petersburg: CHILDHOOD - PRESS, 2011

cinquain

in speech development

preschoolers

(Master Class)

Prepared by a speech pathologist

MKDOU CRR-kindergarten No. 13

Rossosh, Voronezh region

Sibirko N.N.

2016-2017 academic year year

slide 1

Solving speech problems is a hot topic in preschool age. Specialists and teachers working in kindergarten note that older preschoolers often have speech disorders, poor vocabulary, children do not know how to compose a story from a picture, retell what they have read, it is difficult for them to memorize a poem.

Today, there are many methods by which you can regulate the process of speech development in children.

One of the effective interesting methods that allows you to activate cognitive activity and contributes to the development of speech is the work on creatingdidactic cinquain . Sinkwines are often used modern educators in kindergarten and school lessons. Already at preschool age, you can teach children to compose syncwines in the form of a game.

slide 2

The word cinquain comes from the French word "five", which means "a poem of five lines", which is written according to certain rules.

In the methodological literature, syncwine is characterized asan effective method for the development of figurative speech .

The history of the emergence of cinquain is quite young, according to the main version, at the beginning of the twentieth century, this genre of poetry was invented by the American poetess Adelaide Crapsey. In domestic pedagogy, cinquain has been used since the late 1990s.

slide 3

In didactic syncwine, the most important thing is the semantic content and the part of speech that is used in each line.

slide 4

Cinquain consists of 5 lines. The shape is reminiscent of a Christmas tree.

slide 5

ATfirst line - there should be the topic (title) of the didactic syncwine itself, usually this is a phenomenon or an object about which in question. Most often, only one word is written in the first line, but sometimes a small phrase is written. According to the part of speech, it is a noun or a pronoun, and answers the questions: who? what?

Insecond line - there are already two words that describe the properties

and signs of this object or phenomenon. As part of speech, these are usually adjectives or participles that answer the questions: which one? which? which? which?

ATthird line - there are already three words that describe the actions that are common for this phenomenon or object. As part of speech, these are verbs that answer the question: what does it do? what do they do?)

ATfourth line - the child already directly expresses his opinion on the topic raised. It is a phrase or sentence consisting of several words. The most traditional option is when the sentence consists of four words.

Fifth line - the last one. One word (noun) to express one's feelings, associations related to the subject referred to in the syncwine, or a repetition of the essence, a synonym.

It is assumed that with preschool children, strict adherence to the rules for compiling syncwine is not necessary.

It is possible that in the fourth line the sentence may consist of 3 to 5 words, and in the fifth line, instead of one word, there may be two words. Other parts of speech are also allowed.

slide 6

An example of a syncwine: 1. Doll.

2. Beautiful, beloved.

3. Stands, sits, smiles.

4. My doll is the most beautiful.

5. Toy.

Slide 7 Conventional designations.

Slide 8 Model for compiling syncwine.

Slide 9

It is relevant and appropriate to use didactic cinquain in

speech therapy practice, because it organically fits into the work on

the development of lexico-grammatical categories, does not violate the generally accepted system of influence on speech pathology and ensures its logical completeness, contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.

Didactic syncwine can be used as a diagnostic

a tool that gives the teacher-speech therapist the opportunity to assess the level

assimilation by the child of the studied material.

Didactic syncwine contributes to the development of non-speech higher mental functions - thinking, attention, memory, i.e., it has the character of a complex effect.

The application of this method helps to create conditions for the creative development of a person who is able to think critically, that is, to exclude the superfluous and highlight the main thing, generalize, classify.

Provides a personalized, differentiated approach.

Slide 10

This method can be easily integrated with all educational areas. The simplicity of building a syncwine allows you to quickly get the result.

slide 11

The ability to compose a didactic cinquain requires a child some training, but from the teacher-speech therapist of carefully thought-out, systematic work. In order to correctly compose a syncwine, it is necessary

Have sufficient vocabulary within the topic;

Own analysis, generalization, concepts: word-object (living, inanimate), word-action, word-sign;

Be able to choose synonyms;

Learn to understand and ask questions correctly;

Formulate your thought in the form of a sentence, correctly coordinating the words in it.

Therefore, before compiling a syncwine, a preliminary work to create a speech base. This work does not contradict the "Program of speech therapy work to overcome the general underdevelopment of speech in children" by T. B. Filicheva and G. V. Chirkina in that part of it, which concerns the development of lexical and grammatical categories in children with OND,

and serves as a means of optimizing the educational process.

slide 12

Work on teaching preschoolers to compose syncwine is carried out in stages:

I stage – preparatory

(September-December of the first year of study)

The work begins with clarification, expansion and improvement of the dictionary.

Children are introduced to:

"words are inanimate objects"

"words are living things"

"sign words"

"words-actions"

"offer"

By introducing children to the concept of “word-object” and “word-action”, we are thereby preparing a platform for subsequent work on the proposal.
Giving the concept of "word-attribute", we accumulate material for the distribution of the sentence by definitions.

Children master the concepts of "living and inanimate" object, learn to correctly put questions to words denoting objects, actions and signs of an object. This work uses various pictures, objects.

At the initial stage, children are asked to name words that mean

living objects, then non-living ones, name the objects in order and put an appropriate question for each. Then it is proposed to name several actions that the depicted objects can produce. Children name several signs for one subject. After the children have formed an idea of the words denoting the object and its

actions, they are led to the concept of a proposal and begin work on

sentence structure and grammar. Primarily,

children learn to make a simple non-common sentence of different

its definitions, additions. The concept of short words(prepositions), their use in speech. The work ends with the formation of the ability to build common sentences of different structures.

The use of visual-graphic diagrams helps children to quickly learn these concepts.

At this stage of work, you can use the following word games and exercises:

“Pick up signs” - for example, to the word “pear”.

What is she? Ripe, juicy, soft, tasty.

“Recognize an object by sign” (riddles-description) - round, smooth, rubber ... (ball)

"Who's doing what?" - cook ... (cooks, fries, bakes); leaf ... (falls, spins, flies, grows).

"What do they do?" - draw ... with a pencil, chalk, charcoal, felt-tip pen, brush)

“Name a part of the whole” - a tree ... (trunk, branches, root, leaves); and etc.

These games do not require special training, so you can play even in your free time.

Didactic games(desk-printed materials).

(demonstration of clarity: "Speech simulators", "Magic signals")

slide 13

II stage - basic (January - May of the first year of study).

Target: acquaintance with the algorithm for compiling a syncwine, the formation of the initial ability to compose a syncwine (with the help of a teacher).

Didactic syncwine can be used in working with preschoolers with OHP, starting from the second half of the first year of study, when children have already mastered the concepts of “word-object”, “word-action”, “word-sign”, “sentence”. A didactic syncwine is compiled at the end of each lexical topic, when the children already have a sufficient vocabulary on this topic.

Slide 14 ("Children compose syncwines")

1. New Year.

2. Joyful, wonderful.

3. Approaches, amuses, surprises.

4. I love receiving gifts.

5. Magic.

slide 15

Snowman.

Big, funny.

Stands, melts, falls.

I like to build a snowman.

Winter.

slide 16

1. Our group.

2. Cheerful, friendly.

3. We are engaged, we draw, we walk.

4. Our children are the best.

5. Kindergarten.

Slide 17

III stage -practical (until the end of the second year of study).

Target: Formation of skills and improvement of the skill of compiling didactic syncwine.

The theme of syncwine can be anything. It is advisable to use cinquain to consolidate the studied lexical topic; for the development of coherent speech: to consolidate the concepts learned in the classroom in preparation for teaching literacy.

Slide 18

For example, a syncwine about speech sounds:

1. Sounds of speech.
2. Vowels, consonants.
3. We hear, pronounce, highlight.
4. Sounds add up to syllables.
5. Speech.

Slide 19

Tasks for children to compose a syncwine can be different:

To one word-subject on a lexical topic;

To different words-objects interconnected by a lexical theme;

Compilation of a short story based on a ready-made didactic syncwine

using the words and phrases that make up this syncwine.

For example:

Squirrel.

Fluffy. Redhead.

Jumping, Jumping, Harvesting.

The squirrel lives in a hollow.

Wild animal.

A red, fluffy animal lives in the forest. This is a squirrel. The life of a squirrel is troublesome, it prepares its own food for the winter. Dexterously jumps and jumps along the branches. On the big tree she has a hollow. It is difficult for wild animals to live in winter. We feed the squirrel with nuts and seeds.

Correction and improvement of the finished syncwine;

Analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying a topic - without the first line, it is necessary to determine it based on the existing ones).

“Make a riddle”, “Guess a riddle”.

For example: Small, smart.

Runs, pricks, snorts.

In winter, he sleeps in his nest.

Wild animal. Who is this? ... (Hedgehog)

Sinkwine can express the mood of the author, carry a certain emotional coloring.

For example, you can compare: Autumn

Sunny, warm.

Gives, shines, pleases.

Leaves fall in the park.

Gold!

Autumn
Windy, cold.

Rain, rustle, frown.

People look out the windows.

Sadness!

The higher the level of speech development of the child, the more interesting the syncwines are. The apparent simplicity of the form of this technique hides a powerful, versatile tool for reflection.

But! Evaluating information, expressing thoughts, feelings and ideas in a few words, in fact, is not so easy even for an adult. This is a difficult and fruitful work for both the speech therapist teacher and his pupils. After all, children need to find the necessary words-signs, words-actions from their entire vocabulary, make a common sentence with these words, pick up a word that is associated with this concept.

Slide 20

When compiling a syncwine with preschoolers, you need to remember that it is necessary to compile a syncwine only on topics well known to children, and be sure to show a sample.

If compiling a syncwine is difficult, then you can help with leading questions.

You need to be prepared for the fact that not all children may like compiling a syncwine, because working on it requires a certain understanding, a sufficient vocabulary and the ability to express their thoughts. Therefore, it is necessary to help and encourage the desire of children to compose a syncwine or answer questions. Gradually, children will get used to the rules for writing non-rhyming poems, and their compilation will turn into a game.

And imperceptibly for the children themselves, playing cinquain will become a fun and entertaining activity for them.

Children who know how to read by syllable and reading words, who can print, can create their own syncwine on a piece of paper.

Children senior group who do not yet know how to read, compose cinquain orally. With the help of leading questions (About whom, about what? What, what, what? What did you do, what did you do? Children learn to highlight the main idea, answer questions and, according to a certain algorithm, create their own oral non-rhyming poems. You can invite the child to draw an object.

The syncwine technique, of course, in general, contributes to the successful correction of the entire speech system in children with ONR, subject to systematic, daily work in this direction.

Sinkwine can be used in individual, subgroup and frontal speech therapy work, in the classroom of the educator, as well as,

when doing homework with the help of parents.

slide 21

In order for the work on creating didactic syncwine to be successfully carried out not only in kindergarten, but also at home, it is necessary to introduce parents to this technology.

Forms of work with parents:

Thematic consultation;

Information about syncwine at the Speech Therapist's Corner stand;

Workshop.

You can offer parents "reminders" with the algorithm for compiling a syncwine.

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Sinkwain is one of the most effective methods for developing the speech of a preschooler.

What is its effectiveness and significance?

First, its simplicity. Sinkwine can make everything.

Secondly, in compiling a syncwine, each child can realize his creative, intellectual capabilities.

Cinquain is a game technique.

Compiling a syncwine is used as the final task for the material covered.

Composing a syncwine is used to conduct reflection, analysis and synthesis of the information received.

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Findings:

Sinkwine helps to replenish vocabulary.

Cinquain teaches short retelling.

Sinkwine helps develop speech and thinking.

Composing a syncwine is a creative process. This interesting activity helps children express themselves through writing their own non-rhyming poems.

Sinkwine teaches to find and highlight the main idea in a large amount of information.

Sinkwine facilitates the process of assimilation of concepts and their content.

Sinkwine is also a way of control and self-control (children can compare sinkwine and evaluate them).

The use of didactic syncwine in speech therapy practice

allows you to harmoniously combine elements of the three main educational systems in your work: information, activity and personality-oriented, which is especially important when working with children with special educational needs.

Thus, the technology "Didactic Sinkwine" can successfully

applied in speech therapy.

Collective compilation of syncwine about syncwine:

1. Sincwine.

2. Creative, activating.

3. Develops, enriches, clarifies.

4. Cinquain helps you learn.

5. Technology.

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Thank you for your attention!

Akimenko V.M. Developing technologies in speech therapy. - Rostov n / a; ed. Phoenix, 2011.

Dushka N.D. Sinkwain in work on the development of speech of preschoolers.