Card file on speech therapy on the topic: speech therapy notebooks.

▫ - Do you feel? Around the spring Green thrill of expectation And incomprehensible desire She spilled in the air. “Listen, this is all a hoax, funny inventions of poets. What from it, as a result, to us? It doesn't matter spring and summer - You understand, in the spring I breathe as if in a different way I wander around the house in excitement, And I wonder what happened to me! - Probably beriberi Eat fruits, wake up later, or maybe it's from mimosas, be careful with allergies. - I am very happy about the spring And I feel its whirling, The warmth of the rays, the movement of the planets, Both day and night in a dream. - Do not score your brains, Think better about the salary, or drink a beer with anguish. And talk about it is enough We do not understand the world of a stranger - Everyone has their own mentality. But the air is filled with spring And this is the main reality! Petr Davydov 6056349-a1238795 Good evening, Ninochka! This is the first Moscow primrose, and we still have snowdrifts and sub-zero temperatures! Thank you for visiting my page my faithful friend!
▫ Politics, of course! For example, state policy in the field of education. There are so many things - you will listen and your head will shake. From new and from introductions. From the flight, so to speak, of someone's thoughts and the fulfillment of someone's dreams. Through the prism, again, so to speak, of objective reality. Why not a theme for the pedagogical Portal? For example: liquidation of educational institutions in Karelia. Here it is not necessary to complain - here `deeds` are announced! Network publicity sometimes confuses some drivers so much, it confuses them so much that they even begin to hide from reports. So it works! Network publicity is on! Or take, for example, religion. Why not discuss the themes of her and her adherents of coexistence in the world around us? There is no reason not to discuss. And reasons not to make public (if anyone does not remember - then in Russia there is freedom of speech. A constitutionally enshrined right, yes)) - reasons not to make public the essence and essence of the one whose `foundations` are studied in schools and not only. And even more: some really want it to be studied for a long time ... All school life! - Why? - That's why! - But... How so?! - But like this! Why not discuss the relevance of the stated goals - and the actual implementation of these `statements`, huh? It's interesting! This is right on the edge of the basic law of the Russian Federation! This, I would say, is the civic duty of all of us - to evaluate our existence through the prism of laws ... right? What about complaints about life? This is completely natural: people want to live normally, but here they are, take it out in the style of `Well, we wanted the best ... And someone else turned out, as always ...`. Any reason to complain? Why isn't there?! So they share sore - among the citizens of our society. So it’s absolutely wonderful that there is where, there is something and there is someone to say.

Dear parents and teachers!

We bring to your attention a notebook with speech therapy tasks for consolidating the sounds [r] and [r "] in speech]. The notebook can be used to work with preschoolers and younger students.

Classes with the child must be carried out systematically, at least three times a week, consolidating the studied material in everyday life.

Before the start of the lesson, create a positive emotional mood in the child, at the end, be sure to praise for the effort.

Encourage the child to clearly and distinctly pronounce the sounds in the proposed words, independently naming the pictures or repeating the words after the adult.

We hope that the notebook lessons will help children overcome the shortcomings of sound pronunciation and make speech more clear and correct.

We wish you success!

Language exercises.

"CLOCK", "PENDULUM". The mouth is open. Lips stretched into a smile. With the tip of a narrow tongue, alternately reach for the corners of the mouth.

"SNAKE". The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.

"SWING". The mouth is open. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.

"HIDE THE CANDY". The mouth is closed. With a tense tongue, rest against one or the other cheek.

"BRUSH YOUR TEETH". The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.

"COIL". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue "rolls out" forward and retracts deep into the mouth.

"DELICIOUS JAM". The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.

"HORSE". Suck the tongue to the palate, click the tongue. Click slowly and strongly, pull the hyoid ligament.

Repeat the words. Find a suitable picture for each of them. The world around us

Ra-ra-ra - It's time for Masha to sleep.

Ro-ro-ro - Tanya has a new bucket.

Ru-ru-ru - the mouse hid in a hole.

Ry-ry-ry - we have balloons.

Re-re-re - the dog is sleeping in a kennel.

Ri-ri-ri - the lanterns lit up.

Ryu-ryu-ryu - I'll look out the window.

Rya-rya-rya - we caught a minnow.

Pronounce the sound [r] firmly and softly. The big tiger growls rrrr, and the small one rrrr; in a big car, the engine starts rrrr, and in a small car, rrrrr.

Name the pictures with sound [p]. Color it.

How can these objects be called in one word? (fruits) Color only those fruits whose names contain the sound [p].

What is in these pictures? (products) Color only those products whose names contain the sound [p].

What is shown on this page? (geometric shapes) Color only those whose names contain the sound [r].

How to name these objects in one word? (toys) Color only those in the names of which there is a sound [p].

Where is the [r] sound in these words? Draw pictures yourself, in the names of which the sound [p] in the middle of the word.

Where is the sound [r] in these words. / draw pictures yourself, in the names of which the sound is in the names of the pictures: at the beginning, in the middle or at the end? Draw arrows to the diagrams.

Say the words with the sound [p "]. Circle the letter p.

Where is it located (beginning, middle, end)?

FIG TIME PRIMER

IRIS TOURIST spectators

MANE RUNS HELLO

Scream Feather Warmer

CREAM KORYAGA gingerbread

Say the words with the [r] sound. Circle the letter R. Where is it located (beginning, middle, end)?

FLAT

Pronounce all the words in the sentence correctly, clearly highlighting the sounds [p], [p "]. Look at the pictures and color.

A mole digs a hole near the barn.

Cacti and roses grew on the window.

Larisa colored the picture with paints.

Early morning. The duck quacks in the pond.

Magpies crackle on the fence,

Marina was picking mushrooms in a basket.

Consider pictures. Color them. Name the objects with the sound [p]. Make up a story using these words.

Consider pictures. Where do these people work? Name these jobs. Write a story for each picture.

Write in the crossword the words that begin with the sound [p]. Color the pictures.

Guess riddles, draw riddles.

I'm not sitting on horseback, but on the back of a tourist.

(backpack)

new dish,

And all in holes.

(sieve)

Bitter in haymaking, Sweet in frost.

What is this berry?

(Rowan)

Runs in summer

Sleeps in winter.

Spring has come -

She ran again.

You enter one door

and get out of three.

Think you got out

actually entered.

(shirt)

Guess riddles, draw riddles. Round, not a month, i

Yellow, not butter, Sweet, not sugar, With a tail, not a mouse.

(turnip)

I walked along the path in the meadow, I saw the sun on a blade of grass. But the white rays of the Sun are not at all hot. (chamomile)

I walk and wander not through the forests, But through my mustache, through my hair, And my teeth are longer than those of wolves and bears.

(comb)

What a miracle - beauty! Painted gate Appeared on the way! Neither enter nor enter them. (rainbow)

Wags its tail back and forth - And it's gone, And there's no trace.

(fish)

Read the short sentences.

Valerka took a plate, Valerka took a tray. Valerka brought me a plate on a tray.

Clusters of mountain ash are burning in the sun. Ripples from mountain ash In the eyes of the guys.

Crayfish caught on the river

There was a fight over cancer. This is Lera the bully

Threw cancer into the river again.

An old mole is digging the ground, Ruining the garden.

Notebooks with speech therapist homework for parents

How to design notebooks for speech therapist homework? Each child should have their own notebook, where the content is recorded. speech therapy work. Parents are explained how to draw up this notebook, examples of homework are given (sketches of objects, sticking decals, writing poems, stories, etc.).

The tasks of the speech therapist for parents include the main sections: Articulatory gymnastics, which includes exercises that prepare the articulatory structure for staging missing sounds. AT further work automation exercises are added ( correct pronunciation set sounds in syllables, words, phrasal and independent speech of the child). These exercises should be performed at home daily 3 to 5 times a day. Exercises are performed in front of a mirror (so that the child can control himself). It is necessary to achieve a clear, precise, smooth execution of movements.

Task for the development of phonemic perception and education of the basics of sound-syllabic analysis and synthesis. A series of lexical and grammatical tasks is aimed at enriching the passive vocabulary, and most importantly, at stimulating and using the acquired knowledge in the active speech of the child, through exercises on word formation, changing by gender, numbers and cases, to harmonize adjectives and numerals with nouns; inflection with the help of prefixes, suffixes, combination of bases; selection of related, generalizing and clarifying words. Tasks for the development of coherent speech: this is the construction of simple and complex common sentences with and without prepositions (according to the scheme); these are stories-descriptions according to plan and scheme; according to a series of plot pictures and one plot picture each, based on subject pictures and on presentation, using key words; retelling and independent creative stories of children; memorization of verses selected for the child. Tasks for the development of fine motor skills and preparing the hand for writing: tracing along the contour, drawing elements, hatching in various directions different ways according to the sample; work with stencils and templates; cutting and pasting pictures; drawings, applications, graphic dictations; typing letters, syllables, words and sentences and small connected texts.

Parents on inside The first cover gives advice on homework with the child. For example: "It is better to perform each task in 2-3 sessions lasting no more than 15 - 20 minutes in the proposed sequence."

Speech therapist's memo to parents (rules for classes with a child at home).

Take care of your child at home every day. Conduct classes in a calm, friendly atmosphere. Time for classes 10-15 minutes. Praise the child for every, even a small achievement. Perform articulation exercises in front of a mirror so that the child can control himself. All tasks (except graphic ones) are performed orally, and the adult enters the child's answer. Graphic tasks the child performs independently under the obligatory supervision of an adult. It is very important to monitor the accuracy of the tasks. Do only what is required in the task.

On the topic: methodological developments, presentations and notes

Homework speech therapist for parents

Task for improving lexical and grammatical categories. Designed for home use....

A complex of articulation gymnastics in a notebook for homework

A set of articulatory gymnastics is presented, which is conveniently placed in a child's homework notebook....

Speech therapist's homework file for children and their parents "Sounds of S-S"

Speech therapist's homework file for children and their parents "Sounds of Z-Z, differentiation of S-Z"

The card index is presented in the form of A5 cards. The tasks gradually become more complicated and correspond to the stages of staging and automating these sounds: syllables, words, phrases, tongue-twisters, sentences...

Modern correctional education, like general education, should be not only effective, but also comfortable. To optimize the learning process, improve the effectiveness of the latter, developed special means. One of these is workbooks. They are used in almost all subjects. Speech therapy in kindergarten and school also provides for work with notebooks.

Features of working speech therapy notebooks

Special notebooks on speech therapy, like all the others, have two goals:

• optimization of the task execution process (taking into account the number of tasks and the minimum time required to solve them);

• thematic evaluation. In relation to speech therapy, an effective result comes first. Completed tasks are of great diagnostic value. They point to corrective dynamics, and are mostly not evaluated in numerical terms.

Each speech therapy notebook, which you can buy in the Shopmatic online store, has a well-balanced structure. For her, specialists in the field of speech therapy selected the necessary exercises and tasks for a joint solution with a teacher and an independent solution.

How to use a notebook?

A speech therapy notebook, unlike a classical subject notebook, does not refer directly to a particular textbook, does not guide work with it. It is an additional practical guide. You can buy such a notebook inexpensively, and it will bring a lot of benefits.

The use of a practical printed tool in conjunction with other remedial learning tools allows not only to optimize studying proccess and speed up results. A speech therapy workbook serves as a kind of simulator for a child with a speech disorder. It ensures the consistency of practice, which increases the effectiveness of remedial training in general.

A wide range of speech therapy notebooks is available for ordering at Shopmatic. They are designed for students of all ages. You can also order speech therapy workbooks focused on the correction of various disorders. Thematic materials will provide a quick and sustainable learning outcome.

All special correction aids in Shopmatic are offered with delivery. The method is chosen by the buyer. Deadlines are set by the service provider (courier service).

Recently, more and more attention has been paid to the relationship between the kindergarten and the family, since the personality of the child is formed, first of all, in the family and family relationships. AT preschool institutions conditions are created that imitate homework, parents who participate in the classes are involved in the educational process, sports holidays, quizzes, leisure evenings, theatrical performances. Teachers are working to create a single community that unites adults and children.

In the speech therapy group, a speech therapist and other specialists conduct open and joint classes for parents, try to involve parents in correctional and developmental work through the system guidelines. Parents receive these recommendations orally on evening receptions and weekly on Fridays in writing on cards or in special notebooks.

Notebooks with speech therapist homework for parents

How to design notebooks for speech therapist homework? Each child should have their own notebook, where the content of speech therapy work is recorded. Parents are explained how to draw up this notebook, examples of homework are given (sketches of objects, sticking decals, writing poems, stories, etc.).

The tasks of a speech therapist for parents include the main sections:

1. Articulatory gymnastics, which includes exercises that prepare the articulatory structure for staging missing sounds. In further work, automation exercises are added (the correct pronunciation of the set sounds in syllables, words, phrasal and independent speech of the child). These exercises should be performed at home daily 3 to 5 times a day. Exercises are performed in front of a mirror (so that the child can control himself). It is necessary to achieve a clear, precise, smooth execution of movements.
2. Task for the development of phonemic perception and education of the basics of sound-syllabic analysis and synthesis.
3. A series of lexical and grammatical tasks is aimed at enriching the passive vocabulary, and most importantly, at stimulating and using the acquired knowledge in the active speech of the child, through exercises on word formation, changing by gender, numbers and cases, to harmonize adjectives and numerals with nouns; inflection with the help of prefixes, suffixes, combination of bases; selection of related, generalizing and clarifying words.
4. Tasks for the development of coherent speech: this is the construction of simple and complex common sentences with and without prepositions (according to the scheme); these are stories-descriptions according to plan and scheme; according to a series of plot pictures and one plot picture each, based on subject pictures and on presentation, using key words; retelling and independent creative stories of children; memorization of verses selected for the child.
5. Tasks for the development of fine motor skills and preparing the hand for writing: tracing along the contour, drawing elements, hatching in different directions in different ways according to the model; work with stencils and templates; cutting and pasting pictures; drawings, applications, graphic dictations; typing letters, syllables, words and sentences and small connected texts.

Parents on the inside of the first cover are given recommendations for homework with the child. For example: "It is better to perform each task in 2-3 doses lasting no more than 15 - 20 minutes in the proposed sequence."

Speech therapist's memo to parents (rules for classes with a child at home).

• Take care of the child at home daily.
• Practice in a calm benevolent environment
• Lesson time 10-15 minutes
• Praise your child for every, even a small achievement.
• Perform articulation exercises in front of a mirror so that the child can control himself.
• All tasks (except graphic ones) are performed orally, and the adult enters the child's answer.
• The child performs graphic tasks independently under compulsory adult supervision.
• It is very important to monitor the accuracy of the tasks.
• Do only what is required in the task.

A speech therapist's homework notebook for parents should always be neat and well-designed. This is also one of the moments of pedagogical influence.

The special importance of parents in correcting speech pathology lies in the fact that, using the proposed material home, they get the opportunity to consolidate the child received on speech therapy classes speech skills and abilities in a free speech communication- during games, walks, excursions, trips to the store, to the market, to the library, etc., that is, in everyday life.

It should be noted that the success of corrective speech therapy work largely depends on how conscientiously the parents of speech pathologists treat the speech therapist's "homework". Only close contact in the work of a specialist and the child's parents can help eliminate speech disorders in preschool age, and hence further full-fledged schooling.

AT last years there has been a significant increase in the number of children experiencing various learning difficulties in primary school. The most important of these is the ability to read. The problem of violation of writing and reading is one of the most relevant for school education.

Persistent and “absurd” mistakes in writing are based not on the child’s personality traits, but on serious objective reasons: unformed mental and phonemic processes, lexical and grammatical side, visual analysis and synthesis, spatial representations. In addition, the development of graphic skills depends on the quality of small movements of the fingers, hands, muscle training, accuracy and coordination of movements, the ability to observe, compare, creative imagination, and the child's interest in work.

Preparing and teaching reading and writing requires special pedagogical influence, built into a system of special exercises and tasks.

N. V. Nishcheva, especially for parents whose children attend speech therapy groups, developed a series of home notebooks “We study together”. These teaching aids allow to combine the efforts of teachers and parents in the education of a harmoniously developed personality.

The methodological recommendations given in home speech therapy notebooks will tell parents at what time it is better to conduct classes, what and how to do with the child, and help organize joint activities. They will give the child the opportunity to take an active position, enter into a dialogue with the outside world, find answers to many questions with the help of an adult.

So, parents will be able to offer their child to play various outdoor games, do finger gymnastics, read and offer to learn poetry, help learn how to sculpt and draw, compose stories and guess riddles.

Performing the proposed tasks with the child, observing, examining, playing, adults will develop his speech, visual and auditory attention, memory and thinking, which will be the key to the successful education of the child at school.

In addition, the rich illustrative material of the manuals will free parents from searching for the necessary pictures and help make classes more interesting and vivid.

Completing these tasks will arouse interest in children, relieve mental stress caused by deficiencies in pronunciation, allow them to quickly and easily learn lexical material, automate the pronunciation of sounds, master reading and writing skills.

These tasks will help consolidate the knowledge gained in kindergarten. Lack of repetition at home and consolidation of acquired skills leads to a significant decrease in the effectiveness of corrective work and lengthening of the correction period.

The tasks of the manuals are selected in accordance with the lexical topics studied in speech therapy groups of the kindergarten and the requirements of the program. For each age group the features of the development of children of this age are taken into account.

So, children of four years of age for the first time begin to show a desire for intellectual communication with adults, they ask many problematic questions. Parents should take into account this feature of the kids and not disregard their questions. This is especially true for children with speech pathology, who speak poorly and little. Parents should support and stimulate the speech activity of such children in every possible way. This will strengthen the child's trust in the surrounding adults, direct him cognitive activity in the right direction, instill in him confidence in own forces and opportunities that will help overcome the lag in speech development.

For children of the senior speech therapy group, parents should strive to create situations that will encourage children to apply the knowledge and skills available in their life baggage. Relying on the knowledge that was formed in the previous age group should be one of the foundations homework with kids. Parents should stimulate the cognitive activity of children, create creative game situations.

In turn, work with children of the seventh year of life is based on the systematization of previously acquired knowledge, which will create the prerequisites for successful preparation children to school.

These features of the organization of homework with children of each age group of parents should be aimed by specialists at their consultative receptions, in materials on stands and in the “Experts Advise” folders.

In the process of teaching children, parents and teachers must observe the following regulations:

1. You can’t force a child to study! Classes give greatest effect if they are held in a playful way and are interesting to the child.

2. Prepare a comfortable place for the child to practice, adequately and properly lit.

3. Check if your child is sitting correctly, putting down a notebook, holding a pen or pencil.

4. Before starting any work, you should carefully read the task, discuss and talk with the child about its implementation.

5. For one lesson, you should not give more than 2-5 lessons (depending on individual opportunities child), you should not rush the child during the performance of tasks.

6. The duration of one lesson should be no more than 20-25 minutes, it is important to follow the sequence of tasks.

7. You can proceed to the next tasks only after a solid assimilation of the content of the previous material, as well as the ability to apply it in practice.

8. Parents and educators should coordinate all work on the formation of phonemic perception in a child with a speech therapist, contact him with all difficulties.

By observing the successes and failures of the child in completing assignments, you can determine how prepared he is for school and which aspects of preparation should be given special attention.

We remind you once again: do not rush, do not strive to teach the child everything at once, master each task gradually, only when the previous one has been mastered. Do not forget to praise the child not only for good luck, but also for efforts.

Memo to consolidate the vocabulary of the week.

1. Name 10-12 items on the topic.

2. Choose words for these objects - signs, characterizing the color, shape, size or size, material (what it is made of).

3. Pick up words - actions.

4. Name objects affectionately.

5. Name the plural of objects (one - many)

6. Pick up possessive pronouns(say with the words: mine, mine, mine).

7. Make sentences using the listed words.

8. Write a descriptive story about one of the items.

Sample assignments on lexical topics

Lexical theme “Autumn. Signs of autumn”

1. Answer the questions:

What season is it now?
- Name the autumn months.
- What's the weather outside?
- When is it warmer - in summer or autumn? When is it colder?

2. Exercise "Name the weather." What is the weather like in autumn if:

It's raining - rainy (weather)

It's cold outside - overcast
Gloomy - damp -
Clear - the sun is shining -

3. Didactic game: “Call me affectionately”

Sun - sun leaf -
Drop - cloud -
Rain - tree -

4. Didactic game: "One - many"

Cloud - clouds cloud -
Leaf - drop -
Puddle - tree -
Rain is a bird

5. Exercise: “Counting objects”

One oak, two oaks, three oaks, four oaks, five oaks.
One linden, …………………………………………………………………….
One tree, …………………………………………………………………

6. Didactic game: "Pick up objects to the signs"

Autumn day…………………………………………………..
Autumn weather, …………………………………………….
Autumn - the sky, ……………………………………………….
Autumn - rains, …………………………………………….

7. Guess the riddle and learn it.

The fields are empty, the earth is wet,
The rain is pouring.
When does it happen?

8. Didactic game: “What trees do you know? Name them." (While walking, consider the leaves of various trees and dry them for a herbarium)

Lexical theme “Vegetables. Garden"

Consider natural vegetables at home with your child: potatoes, cucumbers, carrots, cabbage, beans, beets, pumpkins, radishes, peas, onions, peppers;

Explain that all this can be called in one word “vegetables”;

Pay attention to the following signs of vegetables: color, shape, taste;

If possible, tell and show the child where and how vegetables grow, what they cook from them (soup, salad, vinaigrette ....);

Cook any vegetable dish with your child.

Task 2. Consider pictures of vegetables.

Task 3. Didactic game: "Big - small"

Cucumber - cucumber tomato -……………..
Radish - …………. peas -………………….

Task 4. Didactic game: "One - many"

Cucumber - cucumber tomato - ……………
Cabbage - …………. beet - ………………
Radish — ………….. pumpkin — ……………….

Task 5. Make a descriptive story about vegetables (optional), according to the following plan:

What's this? Where does it grow? Which one has appearance(color, shape, size)? What does it taste like? What is prepared from it?

Task 6. Didactic game: “Name the color”

Carrots (what?) - orange,
Tomato (what?) -………………..
Cucumber (what?) -…………………..
Potato (what?) -……………….

Task 7. Make a sentence from words.

Potato, grow, vegetable garden, c.
Cabbage, cabbage soup, boiled, from.

Task 8. Guess the riddle and learn it.

I'm long and green, tasty and salty
Delicious and raw, who am I?

Task 9. Didactic game: “Tell me a word”

Although I am called sugar, but I did not get wet from the rains.
Large, round, sweet in taste, you know? I………(beets).

Lexical theme “Garden. Fruit"

Consider natural fruits with the child and explain that all this can be called in one word “fruits”;

Emphasize on characteristics fruits: color, shape, taste;

If possible, show and tell the child where and how fruits grow (in the garden, on a tree, on a bush);

Tell and show the child what can be prepared from fruits.

Task 2. Consider fruits in illustrations in books, magazines.

Task 3. Didactic game "One - many"

Apple - apples pear - ……………
Plum — ………… peach — …………..
Banana – ………… lemon – ……………

Task 4. Didactic game "Big - small"

Apple - apple lemon-……………
Banana -…………. orange - ………
Pear -…………… plum - ……………..

Task 5. Didactic game "Funny score"

One apple, two apples, three apples, four apples, five apples.
One lemon,…………………………………………………………………………..
One plum, ……………………………………………………………………………

Task 6. Didactic game “Name the juice, jam”

Apple juice - apple, apple jam - apple
Pear juice — ………………, pear jam — ……………..
Orange juice – …………, orange jam – …………

Task 7. Compose a descriptive story about fruits, according to the following plan:

What's this? Where does it grow? What is the appearance (size, shape, color)? What does it taste like? What is prepared from it?

Task 8. Compose compound sentences with union a according to the model:

Lemon is sour and apple is sweet.
The lemon is oval, and the apple is ……………. .
The lemon is yellow, and the apple ……………… .. .

Task 9. Guess a descriptive riddle.

This is a fruit. It grows on a tree, round, sweet, ruddy. (Apple)

The theme is “Our city. My street. My house"

Tell the child what the city (village) is called, where he lives, in whose honor the city (village) is named, what he is famous for;

Consider illustrations, photographs and postcards depicting our city (village);
- pay attention to the main street of the city (village), what houses are built on it;

While walking around the city (village), pay attention to various buildings, houses (single-storey, multi-storey, stone, wooden), as well as on architectural monuments;

Explain to the child the concept of "street", tell that each street has its own name, and each house has its own number;

Learn your home address with your child.

Task 2. Compose the story "The house in which I live" (an arbitrary story of the child).

Task 3. Draw a picture of "Houses on my street."

Task 4. Didactic game "One - many" (formation of the genitive case plural noun): one house - many houses, one street .., (village, city ...).

Task 5. An exercise in word formation using suffixes.
House - house, house, house. City - town, small town, settlement.

Task 6. Exercise for fingers "House and Gates".

There is a house in the meadow,
("House" to depict with two hands, the roof of the house - the fingers of the left and right hand touch each other)

Well, the way to the house is closed.
(Right and left hand turned palms towards you, middle fingers touch each other, thumbs up ("gate")

We open the gate
(Palms turn parallel to each other)

We invite you to this house.

Task 7. Build from building material(cubes) city.

Lexical topic "Parts of the body and face"

1. Show and name the parts of the body and face, first on yourself, and then on the doll.

Body parts: head, neck, torso, shoulders, abdomen, back, arms, fingers, legs.
Parts of the face: eyes, nose, mouth, ears, cheeks, forehead, chin.

2. Game: "One-Many"

Tooth-teeth leg -
Ear - hand -
Eye - head -
Cheek - finger -

3. Game: "The fourth extra"

Leg, hand, glove, finger.
Head, forehead, cheeks, hat
Ear, eye, handkerchief, nose

4. List what they do:

teeth bite, chew, …………
eyes look,………………….
holding hands…………………
legs walk,…………………..

5. Invite the child to complete the task on a verbal command:

Stomp your feet. - Touch your nose.
- Raise your hands. - Open your mouth.
- Close your eyes. - Grab your ears.
- Stroke your tummy. - Stroke your forehead.

a) Two mothers b) One says, two look,
Five sons each. The two are listening.

Lexical theme "Toiletries"

1. Every day, helping the child to wash and comb his hair, call him toiletries: soap, toothbrush, toothpaste, towel, hairbrush. Activate the child's speech. You can pretend to forget the names of some toiletries. Ask your child to remember their names. Surprised that the baby remembers everything well. Praise him.

2. Game "One-Many"

toothbrush - toothbrushes
toothpaste -…………………..
a piece of soap -……………………
soap dish -…………………….
comb -……………………….

3. Exercise "What can you do"?

wash your face with water brush your teeth -…………………..
wipe off -………………. combing-………………..

4. Exercise “What is he doing? What did you do?"

cleans - brushed combs -…………………….
washes -……………. wipes - ……………………….

5. Learn a Russian folk rhyme with your child.

Water, water,
Wash my face.
To make your eyes sparkle
To make cheeks burn
To laugh mouth,
To bite a tooth.

6. Guess riddles. Draw or glue pictures.

1) Escapes like a living thing, 2) I walk, I wander not through the forests,
But I won't let him out And by the mustache, by the hair,
It foams with white foam, And my teeth are longer,
Don't be lazy to wash your hands. Than wolves and bears.

Lexical theme "Clothes"

1. Make sure that the child is familiar with the names of clothes, whether he knows how to dress and undress on his own. Encourage the independence of the child, train him in fastening and unbuttoning buttons.

Each time, helping the child to dress and undress, name the items of clothing and comment on your actions: “We will put on a shirt. Let's zip up our trousers. Let's tie a hat." Etc. encourage the child if he tries to name clothes and explain his actions.

2. The game "One - many"

shirt - dress shirts - ……………….
scarf -…………….. shirt -…………………
sock -…………….. jacket -…………………

3. Invite the child to complete the task on a verbal command:

Take off your socks. - Put on a hat.
- Button up your trousers. - Tie a scarf.
- Wear a shirt or dress. - Take off your gloves.

4. Have an outdoor game with your child. First read the text, and then show the movements.

This dress is for Natasha - (Four rhythmic turns of the body to the right and left, holding hands on the belt)
Red peas. (Four rhythmic jumps on both legs)
And there are two pockets on the dress, (Draw two pockets on the tummy)
Let's hide our hands in them. (Put both palms on the tummy)

5. Draw with mom or glue pictures of clothes.

Lexical theme "Shoes"

1. Make sure the child knows the names of the shoes, knows how to pronounce them correctly and can put on and take off shoes himself. Train your child in tying and untying shoelaces. Learn to lace up your shoes: first tie at least knots on the laces, and then move on to tying bows.

2. Invite the baby to show and name the shoes that he has. Play with him the game "What's wrong?" To do this, put three pairs of shoes in a row: slippers, shoes, boots, show and name them. Then invite your child to do the same. After that, ask him to turn away and hide one pair of shoes. When the child turns, ask him questions; let him answer by guessing what you hid.

What did I remove? - What was there?
- Slippers. - Shoes.
- What was there?
- Boots.

3. Invite the child to listen and repeat the little rhymes with you. If you do this daily, then in two days the baby will be able to tell them on their own.

a) Here are the boots for Yegorka, c) New shoes for Valya,
You can ride them down the hill. Haven't worn them yet.
b) Here are sneakers for Andrey, d) For Arishka - sandals,
To run faster. To run on the track.

4. Every time helping a child put on shoes, tell him a Russian folk amusement. Try to insert the name of your baby into the nursery rhymes, and you will see how surprised and proud he will be that poems tell about him.

bayu-bayu-bayinki,
I roll up boots.
I roll up boots
small, small
Mashenka on legs
Run along the track.

5. Draw with mom or glue pictures of shoes.

Lexical topic: "Furniture"

1. Consider with your child the furniture that you have at home. Practice the child in the name of the furniture. Show and name it: “This is a table. This is a closet. This is a bed." praise the baby if he repeats the names of the furniture after you. Talk about the purpose of furniture. Explain to the child: “They are sitting on a chair. They sleep on the bed. Clothes are stored in the closet.

2. Review with your baby high chair, show its parts, clearly pronouncing the names of each of them: “This is a seat. This is the back. These are legs. The chair has four legs. Let's count: one, two, three, four." Exercise the child in naming the parts of the chair: “Show me where the seat is. Show me where the back is. Show me where the legs are. How many legs? Count. What's this? (Seat). What's this? (Back). What's this? (Legs)."

3. Perform a moving exercise with your baby.

This is a chair. Seat, backrest, (To straight right palm attach a bent left to get a "high chair")
And on the back there are two pictures, (Show two fingers on the right hand)
And four more legs, (Show two fingers on both hands)
To sit under a chair for a cat. (Sit down, make “ears” out of the palm)

4. Using pictures of furniture or toy furniture, play with your child the games “What disappeared?”, “What appeared?”. (The technique for playing the game "What is missing?" is described in the previous topic "Shoes".)

Game "What's up?" carried out in a similar way. Place a toy table, chair, and crib in front of your child. Offer to show and name them, ask the child to turn away. Put another item in a row, for example, a locker. When the child turns back, ask him what appeared.

5. Draw with mom or glue pictures of furniture.

Lexical theme "Aquarium fish"

Pay attention to the peculiarities of living, feeding, structure and breathing of fish;
- answer the questions: what do fish have instead of legs? Why can they breathe in water?;
- consider illustrations of fish with the child;
- talk about aquarium fish, their names, how to care for them.

Task 2. Guess and explain to the child riddles about fish.

There are no legs, but it moves, there are feathers, but it does not fly, there are eyes, but it does not blink.
Parents and children have all clothes from coins.
Shine in the river with a clean silvery back.

Task 4. Choose related words: fish - fish, fisherman, angler, fish.

Task 5. Didactic game "Count the fish."

One fish, two fish, etc.

Task 6. Didactic game "Choose the right action"

Fish to stone.... (sailed, swam)
Fish from the shore.... (floated, swam away)
Fish all over the river.... (floated, swam)

Task 7. Lay out the figure of a fish from matches.

Lexical theme "Cosmonautics Day"

Explain to the child why Cosmonautics Day is celebrated, what kind of holiday it is;
- explain to the child what space is and how you can get there;
- consider pictures and illustrations in books depicting space, astronauts and space technology;
- tell the child about the first cosmonaut - Yu. Gagarin.

Task 2. Explain to the child the meaning of the words: takeoff, landing, start; landing, space suit, helmet, orbit, satellite, comet, etc. d.

Task 3. Choose related words for the word space (cosmic, astronaut).

Rocket, space, fly, c.

Task 5. Didactic game "Tell me a word."

Rushed to another planet
Astronauts on ... ... ... (rocket).

Task 6. Didactic game "Pick up a sign": astronaut (which one?) - (brave, courageous) ......

Task 7. Guess the riddle.

There are no wings, but this bird will fly and land on the moon.
(Rocket).
Task 8. Learn a poem.

A rocket shot up into the sky,
In it, the astronaut sits strong and courageous.

Task 9. Lay out a figure from matches according to the model.

Lexical theme "Where did the bread come from"

Tell the children how important bread is for all people, how many people different professions they work so that bread appears on our table, that bread must be protected;
- explain to the children the expression "Bread is the head of everything";
- go to the store with the child, see what bakery products are;
- having bought bread, pay attention to its taste, smell, tell what bread is baked from;
- consider wheat grain, flour;
- talk with the child about the work of collective farmers who grow bread.

Task 2. Didactic game "Where did the bread come from." (Adult asks a question, and the child answers)

Where did bread come from? - From the store. - How did you get to the store? - From the bakery.
- What do they do in the bakery? - They bake bread. - Of what? - From flour.
- What is flour made of? - From grain. Where is the grain from? - From an ear of wheat.
- Where does the wheat come from? - Grew up in the field. Who sowed it? - Collective farmers.

Task 3. Find related words for the word bread.

(Bread box, bread, bread).

Task 4. Didactic game "Pick up a sign": bread (what?) -………..,
roll (what?) -……….., cookie (what?) -………, bagel (what?) -………. .

Task 4. Make a sentence from words.

Bread, oven, flour, out.

Task 5. Change the word bread in the context of the sentence.

I know the proverb about ….. . Mom bought wheat ……. . Children eat soup with …….
Vanya went to the store for ... . I don't like to eat soup without…. I don't have a home…….

Task 6. Guess the riddle.

The house grew in the field, the house is full of grain. (Ear)

Lexical topic "Mail"

Show the child the correspondence that you take out of the mailbox: newspapers, magazines, letters, postcards;

Consider them with the child;

Show the child a letter, postage stamp, envelope, telegram, read where the letter, telegram came from;

Tell how the letter and telegram got to your house from another city;

Show how the written letter is put into an envelope, sealed, the address is written on the envelope, the letter is put down with the child in the mailbox;

Show the child the parcel;

Tell about the professions of postal workers (postman, telegraph operator);

Invite the child to independently remove the correspondence from the mailbox and say what came in the mail;

Together with the child, go to the post office, where to draw his attention to the work of postal workers.

Task 2. Didactic game "Finish the sentence."

The postman brought a letter (to whom?) - to mother, sister …….., ……….., ………., ……….
What did we find in the mailbox? - newspaper, postcard, …………., ………., …….
What's missing in the mailbox? - newspapers magazines, ………, ………, ………. .

Task 3. Didactic game "Pick up a sign."

Postcard (what?) - festive, congratulatory, ………., ………., ……….. .
Letter (what?) - postal, registered, ………., ……….., …………, …………...
Phone (what?) - home, city, …………, ………, ……….., ………. .

Task 4. Didactic game "Form a new word."

Telephone - telephone operator, telephone operator, …….., …………., …………….., ………...
Telegraph - telegraph operator, telegraphist, …………….., …………….., …………….
Mail - postman, postal, …………., ……………, ………………., ………….

Lexical topic "Rules of the road"

Watch with the child on the street for the movement of various vehicles;
- have a conversation with the child about the rules of the road, show a traffic light during a walk, paying attention to its light and specifying when it is possible to cross the street and when not;
- repeat with the child the rules of behavior on the street;

People can only walk on sidewalks.
You can't play or run on the sidewalks.
The street can only be crossed at the crossing green light traffic light, holding an adult by the hand.
In transport, you can not make noise and push, older people need to give way.

Task2. Learn a poem with your child and divide the words pe-she-go and pe-re-go into syllables.

What are the white stripes
On the corner at the crossroads?
Every pedestrian knows:
This is a zebra crossing.

Task 3. Choose a verb that is suitable in meaning with a prefix from the verb "to go."

Garage car……. Car to the house……. Car from home ………. Car home ……….. . The car from the bridge ……….. . Car at the gate …………….

Task 4. Solve the riddle and explain the meaning of the colors of the traffic light.

If the light turns red, then it is dangerous to move.
Yellow is a warning, and green says:
"Come in, the way is open."
(Traffic light)

Task 5. Didactic game "Pick the item to the sign":

old…….., new………., small………., powerful………., long………., cargo………, three-wheeled…………, high-speed………, flying……… ….

Task 6. Make a sentence from the words:

People, street, on, pass, light, green, traffic light.

Task 7. Make a descriptive riddle about any type of transport. (optionally).

Lexical theme "Toys"

1. Answer the questions:

Why are toys needed?
- Where are they sold?
- What toys do you have at home?
How should toys be handled?

2. Guess the riddles, and draw the riddles or stick pictures.

Growth different girlfriends
But they are similar to each other.
They all sit next to each other
And just one toy. …
Throw in the river - do not drown.
You hit the wall - you don't groan.
You will throw on the floor -
Will fly to the top. …
I put the doll in bed
But the doll does not want to sleep.
Then I shake it
I cover with a blanket.
The doll does not want to lie down,
Sings songs and laughs.
The cat Yashka is surprised:
"What kind of doll?"

3. What is the name of a toy made of different materials:

rubber - rubber
from glass -
from plastic -
from wood -
from paper -
from cardboard
from fur -
from iron -
from clay -
plush -

4. "One - many and affectionately":

doll - doll - doll
ball -
car -
jump rope -

Lexical theme “Spring. Meadow and Garden Plants»

Talk with the child about what changes occurred in nature in the spring, what flowers appeared, explain that the first spring flowers are called primroses;

Remember what flowers appeared in May, consider their parts: flower, stem, leaf, root (in the picture and in nature); pay attention to the color and smell of flowers.

Task 2. Didactic game "Whose leaf, whose flower" (recognition of flowers by their individual parts from nature).

Task 3. Guess the riddle.

Elegant sisters meet guests all day, treat them with honey.
(Flowers)

Task 4. Didactic game "Pick up a sign" (coordination of adjectives with nouns):

dandelion (what?) - ..., coltsfoot (what?) - ..., forget-me-nots (what?) - ....

Task 5. Draw spring flowers that bloom in spring in the garden (optional).

Task 6. Exercise for fingers.

Our scarlet flowers open their petals (Smoothly open your fingers)
The breeze breathes a little, the petals sway. (Wave hands in front of you)
Our scarlet flowers close the petals, (Gently squeeze your fingers)
They fall asleep quietly, shake their heads. (Slowly lower them onto the table)

Task 8. Cut out pictures of primroses and paste them into a notebook.

Lexical theme "Insects"

Task 1. It is recommended to parents: in the park, in the square or in the yard, together with the child, find and examine insects: a bee, an ant, a grasshopper, a dragonfly, a butterfly, a ladybug, beetles, a fly, a mosquito, a spider; tell the child about the benefits these insects bring, teach the child to respect nature; explain that a fly is a harmful insect.

Task 2. Look at the illustrations of insects and discuss their appearance.

Task 3. Didactic game "Finish the sentence"

An ant was sitting near ...., ladybug crawled along….., the beetle hid under….., the ear sat on……, the caterpillar sat on……, the fly crawled along………….

Task 4. Guess the riddle with the child and learn by choice.

Not a beast, not a bird, but a nose like a knitting needle.
(Mosquito)

Many craftsmen cut down the hut without corners.
(Ant)

The flower was sleeping and suddenly woke up: I didn’t want to sleep anymore,
Moved, startled, soared up and flew away.
(Butterfly)

In the autumn it will clog into the gap, and wake up in the spring.
(Fly)

Task 5. Make a descriptive riddle about an insect (optional).

Task 6. Didactic game "It happens - it doesn't happen."

The girl is catching a butterfly. The girl is caught by a butterfly. Butterfly caught by a girl. Butterfly catches a girl. The girl caught a butterfly. The butterfly caught the girl.

Task 7. Didactic game "Pick up a sign"

Butterfly (what?) - …….., ant (what?) - ………

Salikhova Alsu Khurmatullovna, teacher-speech therapist
MBDOU Kindergarten No. 9, the city of Agryz