A game guide for automating and differentiating sounds [R] - [L]. This manual is convenient in that it does not require special preparation of pictures and allows you to add variety to the protracted stage of automating sounds in dysarthria.
In addition, game tasks are aimed at correcting the grammatical and syntactic structure of speech. The manual must be printed on a color printer, on A4 sheet and inserted into a file or laminated, then it will last more than one year. Attached is a text file with instructions and speech material, and a playing field in jpg format.
Walker. Help Carlson get to the jam.
Automation of sounds [R] - [L].
Purpose: differentiation of sounds [R] - [L] in words and phrases.
We begin to walk through the pictures from Carlson along the arrows to the jar of jam, changing words and coming up with sentences. If you make a mistake (incorrect pronunciation of sounds), you can come up with penalties: make a move back or pronounce a syllable chain, etc. Options: baby throws dice and moves along the arrows in accordance with the dropped number; or several children play, throwing a die and making moves (the one who gets to the jam the fastest wins).
Legend:
| - greedy icon. Make up a phrase with the words my / my / my / mine. | |
| there is nothing? / there is no one? | |
| - come up with a sentence with a given word or phrase | |
| - change the word by answering the question Which? / what? / what? / which? Or whose, whose, whose, whose(formation of adjectives from nouns). |
|
| - change the word by answering the question what did you do? / what did you do? | |
| - change the word by answering the question admiring whom? / what? | |
| - The gnome has a small ... The formation of nouns with diminutive suffixes. | |
| - count the object up to five. For example, one magazine, two magazines…. five magazines | |
| - make a phrase with the words one .... and two... | |
| - change the word: one - many. For example, bucket - buckets |
Consultations for educators
Tutorials for Automating Sounds
Children are always willing to do something, it is very useful, and therefore not only should this not be interfered with, but measures must also be taken to ensure that they always have something to do.. /Jan Comenius/
Today, many children are at the stage of automation of sound in syllables, words and independent speech. Therefore, it became necessary to recommend games that will allow you not only to create a correctional and developmental environment in a group, but also to achieve successful consolidation of sounds in children's speech, because a child must play even when he overcomes difficulties, and correcting speech shortcomings is a huge job for children. child. And therefore, the task of adults is to surround him with the game in such a way that he does not notice that he is actually busy with hard work.
Very interesting and loved by children games - rpg. The purpose of this game can be different, so these games have a lot of options. So, for example, the game - walker "Dasha's Journey" based on the cartoon of the same name. There are letters on the playing field, along which chips should be moved, throwing a die and determining the number of “steps”. Stopping at a letter, the child needs to come up with a word that begins with this letter. If the child finds it difficult, then the move skips. The final of the game - who will be the first to reach the finish line. One of the options for such a game can be to come up with a sentence with a given picture that is next to the letter, or the selection of adjectives for this subject.
The next game isAudio tracks". It aims to automate isolated sound. A child runs a finger along the track, pronouncing the corresponding sound. Various labyrinths, confusions and even simple images of objects that need to be circled with a finger can serve as sound tracks. For the greatest interest, such sound tracks are placed in a multifora and the child can draw on these tracks with a felt-tip pen. And after the game is over, the felt-tip pen is easily removed with a cloth.
One of the games that not only reinforces the sound in words, but also develops fine motor skills is called " Kaleidoscope ". Necks from plastic bottles are glued to the box, and a picture is placed under each cap. The child unscrews the lids and names what picture he has under the lid. One of the options for this game can be the compilation of sound patterns, if the caps are matched to the appropriate color (red - vowels, blue - hard consonants, green - soft consonants)
For the development of fine motor skills and thinking in children with speech disorders, the following manual was invented: four upper parts from half-liter plastic bottles of different colors (pink, blue, green and yellow) with the same corks were attached to a piece of plywood (1030 cm in size). Inside each bottle is the same handkerchief. In the first lesson, the child's task is to open the lids, pull out the handkerchiefs, screw the lids on, then unscrew them again, put the handkerchiefs into the appropriate bottles and screw on the appropriate cap. In the next lesson, the task becomes more complicated: you need to put things in order with handkerchiefs and lids, without seeing the initial version. Then a diagram is laid out in front of the child, on which the color of the bottle is indicated with a large circle, the color of the handkerchief with a square, and the color of the cap with a small circle. It is required to collect the bottles in accordance with the scheme. For example: put a red handkerchief into a blue bottle and screw it with a green cap, put a blue handkerchief into a yellow bottle, screw it with a red cap, etc. At each lesson, the child is offered a new scheme. For independent play, children can be invited to draw up a diagram themselves and arrange the bottles themselves on the instructions of a friend.
When working on the formulation of speech breathing, the device "Magic headband". This is an ordinary girl's headband, to which a thick wire is screwed at a distance of 15-20 cm. Several strings of New Year's rain are tied to the end of the wire. Putting the headband on the child, the speech therapist suggests going on a flight. The most remarkable thing about this device is that it is not necessary to force or correct the child, he himself takes the right position when breathing. Because if you tilt or raise your head incorrectly, the rain is either too close or too far from the lips, and then it is impossible to “launch an airplane or a rocket into flight”.
Given the tendency of preschoolers to imitate, visual forms of thinking, as well as to differentiate sounds in words, such a game is proposed. A staircase in the shape of the letter L and a rainbow are cut out of cardboard. On multi-colored clothespins with double-sided tape, pictures are glued, in the names of which there are these sounds. The task of the child is to construct a rainbow with the help of clothespins where the pictures in the names of which are the sound P and the ladder with pictures for the sound L.
« Sound nonsense» This game consists of 2 plates that are put on pins and can rotate freely. From above it is closed by a box on which the arrow settles down. Paper discs are superimposed on one of the records, which contain pictures for a certain sound. A paper disc is superimposed on another plate, which depicts some kind of action, or objects that can be associated with the first disc. The task of the child is to spin the discs, name the “dropped out” picture and come up with a sentence. For example: "A cat lives in a swamp."
Thus, targeted work on speech correction in children is stimulated by using this small list of games and contributes to a faster and more successful correction of these shortcomings.
Manual for automating sounds [s], [w], [l] and [r]
Kolesnikova Snezhana Anatolyevna, teacher-speech therapist MKDOU "Nikolsky kindergarten» Voronezh regionPurpose: The material will be of interest to speech therapists and interested parents.
Target: automation of sounds [s], [w], [l] and [r] in words and sentences.
Tasks:
- develop visual attention
- teach children to answer questions in full
- to consolidate the ability to use nouns in the accusative case.
After staging the sound, another rather important stage begins - the stage of automation. In order for the sound to appear in phrasal speech, a lot of effort is required. At this stage, a new skill is developed, which requires a long systematic training. Colleagues will agree with me that sometimes putting in a sound can be much faster than introducing it into a child's everyday speech. Children very quickly get tired of reflectively repeating words or naming pictures after adults. As a rule, the majority of speech pathologist children are preschool children. And, as you know, the leading activity in this is the game. Therefore, at the automation stage, the speech therapist and parents are faced with the task of offering the child as many games as possible, playing in which the child will involuntarily introduce the set sound into his speech.
The modern world of computer technology allows you to make various game aids on your own. When creating a manual, I always try to make it as versatile as possible so that I can use it several times in different ways.
Your attention is invited game "Shop", which is designed to automate the sounds [s], [w], [l] and [p]. You can use this game while studying the lexical topic "Shop", "Vegetables - Fruits". The manual helps to develop the visual attention of the child.
Rules of the game.
Start a conversation with the child by asking him leading questions like “What does this woman do?”, “Where does the seller work?”, “What does he do in the store?”, “To whom does he sell goods?”, “The seller sells, but the buyer ...? ". “Who was the first customer in the store today? What did she buy? When asking questions, ask the child to answer with a full detailed answer. Thus, the delivered sound will gradually begin to fall into phrasal speech.
Three customers come to the store in succession, each of whom makes a certain purchase. The task of the child is to name the buyer and the items that he bought.
If you like this tutorial, I can send skinshots to the mail with pleasure, because. when uploading material, the site logo appears on the pictures. You only need to print and, if desired, laminate them.
Shop with sound [S].
speech material: mask, watch, boots, saucepan, cactus, globe, bag, samovar, cabbage, sled. Buyers: fox, snowman, snow maiden.
Shop with sound [Ш].
Speech material: hat, cup, typewriter, bag, cap, jug, tumbler, pillow, shoes, cat. Buyers: cockerel, mouse, grandfather.
Shop with sound [L].
Speech material: flags, an apple, a lamp, a blanket, a spinning top, a Christmas tree, handkerchiefs, towels, wet wipes, a doll.
Buyers: clown, squirrel, elephant.
Shop with sound ohm [R].
Speech material: basket with grapes, carrots, basket with currants, peaches, watermelon, corn, pears, tomatoes, potatoes, cucumbers. .
Buyers: Parsley, Pinocchio, dragon.
I am sure that many of you will find their use in my manual. Good luck!
Soft toy "Sun" is sewn of fabric, inside is synthetic winterizer. The beams are attached with Velcro. Each ray has a transparent pocket.
The manual is used both in the final lessons and in everyday work. At the final matinees, each child takes a ray with a picture, in the name of which there is a sound that he learned to pronounce correctly, and attaches it to the common sun, the speech therapist attaches the last ray with the word "Well done!"
When working with sounds, sound pronunciation, pictures with the studied sound are inserted into the pockets, the rays are distributed to children. The child names the word, determines the place of the sound in the word and attaches his ray to the sun.
When studying the topic "Prepositions", the corresponding cards with prepositions are inserted into the pockets ( WITH boxes, ON box, IN box, etc.).
Options for work: children come up with a sentence with their preposition-beam, look for sentences in the text with a certain pretext, etc. The image of prepositions visually presented in this way contributes to their better memorization and study.
A guide for working on rhythms, the syllabic structure of a word
When working with children who severe violations speech (alalia, speechless children), much attention is paid to work on rhythmic-melodic-intonational basis of the language
, work on the syllabic structure of the word(according to A.K. Markova). This is a long and painstaking work, which the speech therapist helps to diversify allowance "Train".
Equipment: felt with sewn trains and tracks for laying out rhythmic rows, symbols of rhythms (according to the manual of Novikova-Ivantsova T.N.), marbles, object pictures of various syllabic structure.
Additionally, for children of primary school age - name the colors of the droplets, the colors of the train, paths, flowers. You can come up with a story about trains that work so that children learn how to correctly pronounce words of different syllabic structures.
Exercise: 1) Slap the rhythm indicated on the picture-symbol "Kakadu" with "locks" (three syllables with the third stress). 2) Lay out the corresponding track: two small drops, the third is a large one. Pick up pictures or come up with words for this rhythm ( boots, head, sieve, milk).
Similar work is carried out with the second track and with the "Kit" rhythm.
The initial stage of work on the rhythm
(tasks for the smallest or for children with severe intellectual and speech disorders) - laying out a certain rhythmic sequence: fish-bead-fish-bead. The speech therapist lays out the first row, the child independently the second. Additional task: count the fish (development of the skill of matching nouns with numerals: one fish, two fish, one blue bead, two blue beads (or to complicate: one blue fish, two blue fish), you can also work out the concept of left-right (first, fish swim from the left- to the right, then vice versa). preschool age talk about where the fish live, what they eat, etc. 
A fragment of a lesson on the syllabic structure of a word with a 2nd grade student Karina K.
Benefits for the formation of objective activity (sensory development)
("Locks", "Put a Butterfly in Your Path")
The majority of children with intellectual disabilities who have speech disorders do not form visual gnosis for a very long time, to school age children do not distinguish colors, their shades, do not copy the elements of letters.
Equipment : felt, lightning colors of the spectrum.
Tasks: find the right color, open-close the right lock (working out the verb vocabulary, developing fine motor skills of the fingers).
When automating sounds, you can add the following task: open (close) the lock, the color name of which has a sound, for example, R(red, orange) or sound and(yellow orange). You can ask the child to open (close) the fourth (second, fifth ...) lock from the bottom (top), name the color, say that in nature there is the same color.
Equipment: felt, Velcro tape of different colors, sewn in stripes, butterflies cut out of it.
Exercise: put the butterfly on your path (development of visual gnosis, fine motor skills of the fingers).
Additional task: put the required number of butterflies on the path, count the butterflies (coordination of nouns with numerals: one blue butterfly, two blue butterflies, etc.).
Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of objective activity
Equipment : felt, decorative buttons.
Exercise: Didactic game "Who moves how?"
The speech therapist asks to put those who fly in the first row (bird, butterfly, bee, dragonfly), those who creeps, in the second row (snail, worm, lizard, turtle) those , who jumps on third row ( monkey, hare, squirrel, frog). Further, the corresponding semantic work is carried out. Verbal vocabulary is worked out in different exercises in each lesson with children with severe speech disorders, since the verb is necessary to build a phrase, sentence.
If a lesson on sound pronunciation is held, then the squares are filled with objects whose names contain the desired sound.
This manual is also often used to develop attention, thinking in games such as "Find a Pair" (all the squares are filled, for example, with butterflies, two of which are the same and you need to find them), "The Fourth Extra", etc.
Multifunctional speech therapy mat (for the development of objective activities, work on semantics)
Equipment: felt, decorative buttons.
Tasks and exercises:
2. Name the words that answer the question Who? ( fish, girl in red dress, ladybug) , What? ( locomotive, cherry, car, poppy, fly agaric, strawberry, apple).
3. Name the transport ( locomotive, car- what kind of transport is it, water, land?), berries ( cherry, strawberry), fruits ( apple). What can be prepared from apples, fruits?
4. Listen and remember the chain of words, repeat: poppy, apple, strawberry(word order is changed three times). The adult pronounces the word, the child finds the corresponding object on the rug, shows it with his "smart finger", then pronounces the word (at subsequent stages he finds objects only by looking and names them).
5. Guess the object by touch (the child closes his eyes, the speech therapist, if necessary, directs the child's hand to the object).
6. Make a sentence with this subject (if a student, write the sentence in a notebook). Analyze the sentence (how many words, name the first, last, etc.).
7. Name the object that is to the right of the poppy, above the strawberries, to the left of the fly agaric.
8. Remember what color objects you worked with? You can ask the child to name additional items that may be red.
9. Name the red objects in the first row, second, third, fourth.
Similar work can be done when studying other colors..
When working on sound pronunciation, syllabic composition of a word and other speech therapy tasks, exercises are selected in accordance with the topic and goals of a particular lesson.
Speech therapy mats for automating delivered sounds (in isolation, in syllables, words, sentences, coherent speech)
When working on sound pronunciation, despite the fact that the production of sounds (calling) is recommended to be performed in syllables (as in ontogeny), there is very little delay at the stage of sound automation in isolation, often you have to deal with children with whom it is necessary to work out sounds in isolation. Especially if children have severe speech disorders. In speech therapy literature, there are not many manuals for practicing isolated pronunciation of sounds.
Equipment: felt, sewn tracks from braid of different colors, decorative buttons - symbols of sounds (train [h], dog, motorcycle [r], bee [g], angry cat, burst balloon [w], boat [l]
Target: working out the isolated pronunciation of the evoked (delivered) sounds [h, r, w, w, l]
Tasks and exercises:
Help the big engine to get to the little engine. Swipe your "smart finger" along the path, saying clearly: H-W-H.
Other sounds are processed similarly. You can also pronounce the desired sound by going back, for example, from a balloon that has burst and makes the sound sh-sh-sh- to the cat.
You can pronounce the sound in two ways: long, short.
Additionally, you can come up with stories about "heroes": about an angry cat, about a big bee that flew to a small ladybug, etc. With children who do not distinguish colors, work with the color of the tracks, the color of objects.
Target: practicing the pronunciation of evoked (delivered) sounds in syllables, words .
Tasks and exercises:
The child independently chooses the path along which he will go. The speech therapist asks: who will visit whom today? Depending on which sound is being practiced, the child steps with his fingers along the flowers of the selected path, saying, for example: five flowers). Pronunciation in reverse syllables is also practiced.
When working out sound pronunciation in words, the child calls the word and clicks on the flower (you can use one index finger, you can use all five fingers in turn). As an option to complicate the task: the speech therapist calls out a few words (depending on the child’s capabilities and age), the child repeats the words by clicking on the flowers in order, from left to right, then the speech therapist asks to name which word was on the third, second flower. You can ask the child to come up with six words (or three or four, and the speech therapist will help the rest) and then, for example, Mishka will go to his house.
Fragment of the lesson "automation of the sound p in isolation and in syllables"
(using the symbols of Fomicheva M.F.), Artur L.. Grade 3.
Automation of sounds [s], [s "]
Equipment : felt, decorative buttons.
List: pig, elephant, nipple, rhinoceros, watch, plane, stroller, bike, footprints, snowman, dog, pineapple, board, paint, bag, globe, orange, octopus, heart, emoticon.
Tasks and exercises:
1. Name the pictures, pointing to each item with a "smart finger". Clearly pronounce the sounds [s], [s "] in words.
2. Name words of one, two, three, four syllables. Find words of a given rhythm (for example, a two-syllable word with a second stress: footprints).
3. Name the words in which the sound [s] is at the beginning of the word, in the middle, at the end of the word.
4. Listen and memorize the chain of words, repeat the words in the same order.
6. The game "The fourth extra". Name an extra item in each row:
the first row is a nipple, since it is not an animal;
the second row is the clock, because not transport;
third row - pineapple, because sound [s], is at the end of the word, not at the beginning;
the fourth row is a bag, because board, paints, globe - school supplies;
the fifth row is a smiley, because in other words, the sound [s "].
7. Exercise for the development of spatial orientation: What is under the snowman? To the right of the bag? Over the stroller? (children's answers should be in full sentences).
8. Name the words that answer the question Who? What?
9. Name the transport, school supplies, animals, fruits.
10. Close your eyes, remember the color of the globe, bag, etc. Remember which item was the last in the first row, the first in the second row, etc.
11. "Guess by touch." The child closes his eyes, feels the object and guesses it. If necessary, the speech therapist helps, asks leading questions.
12. Compiling sentences with words, writing them in a notebook. Offer analysis.
13. Work on semantics: explain the meaning of the words proposed by the speech therapist. For example, if the lesson is held in winter, the speech therapist asks: Who (what) is a snowman? When is it made? What parts are they made from? Is it round or square? What happens to him in the spring? Why? etc.
Sound Automation [H]
Equipment: felt, decorative buttons.
List: sheep, girls. textbook, turtle, blue ball, kettle, cup. watch, key, black ball, red ball, bee, bat, worm, yellow ball, butterflies.
Tasks and exercises:
1. Name the pictures by pressing the "smart finger" on each item. Pronounce the sound [h] clearly in words.
2. In case of violation of the syllabic structure, slap the words with locks (oh-vech-ka, de-voch-ki, u-cheb-nick). Name long words, short ones (butterfly, ball).
3. In the words kettle, clock, textbook, name only vowel sounds.
4. Recognize the word by vowel sounds: the speech therapist pronounces only vowel sounds in the word, for example, A, S (in this case, you can highlight the stressed sound with your voice), the child guesses the word and pronounces it: hours.
5. Game "Riddles". The speech therapist begins the word, the child finishes, for example, tea- .... (nickname), key- ... (chik).
6. If the child does not have violations of the syllabic structure of the word, then you can play the games "Shifters" and "Additives".
"Shifters". The speech therapist swaps syllables, and the children name the word correctly, for example, la-pche (bee), ka-chash (cup).
"add-ons". The speech therapist adds one extra syllable, the child must name the word correctly, for example: pchemala (bee).
7. Name the objects in the name of which the sound [h] is at the beginning, middle, end of the word.
9. Look carefully ("take a picture") of the objects in the second row and name them from memory (students can write the words in a notebook).
10. Name the objects that answer the questions: Who? What?
11. Come up with a sentence with one of the words, write it down in a notebook, analyze it.
12. For children with dysgraphia (or for the prevention of dysgraphia), draw up a word scheme with subsequent entry in a notebook: teapot, cup, watch.
13. Know the subject by touch.
Sound Automation [R]
Equipment : felt, decorative buttons.
List: rose, ball, giraffe, camel, gift, crab, beaver, fish, cancer, shells, rake, cake, ice cream, grapes, corn, watermelon, carrots, locomotive, pencil, rollers, fly agaric, chamomile, tomato, pear, monkey, heart. crocodile, ship.
Tasks and exercises:
1. Tasks can be similar to those used when working with speech therapy mats for other sounds.
2. Learn tongue twisters, tongue twisters, poems, show the subject in question:
a) a r-ar-ar- beautiful red ball
or-or-or- tomato in the garden
or-or-or-fly agaric in the forest
b) talk with the child at the beginning, who are beavers, crayfish, crabs, where they live, what they eat.
All beavers are kind to their beavers.
The beaver does not have a hole,
Not a lair, not a hole!
He is a worker, he is a creator!
The beaver in the river has a palace!
Once upon a time there were crayfish, crayfish-bullies.
Crayfish lived noisily, started fights.
The brave crab boasted for two days:
"There is no crab braver than me!"
On Mount Ararat
Varvara tears grapes.
Played from morning to evening
Then he took a racket to bed!
After the dew rose rose!
In the darkness, crayfish make noise in a fight.
Cyril bought a rake at the market.
3. Game "One-Many". The speech therapist calls one object, a child, a lot: a red rose - red roses, a big ball - big balls, a tall giraffe - tall giraffes, a humpback camel - humpback camels, an orange racket - orange rackets, an interesting gift - interesting gifts, etc.
About what subject it is impossible to say "one-many" (ice cream, rake).
4. Didactic game "Mine, mine, mine". The speech therapist asks about what objects you can say "My" (if he refers to a girl): my rose, my fish, my carrots, my corn ....
If a speech therapist addresses a boy, he asks: “What items can you say“ mine ”about: my ship, my cake, my grapes, my crocodile ...
The speech therapist asks all the children present at the lesson what subjects can be said "mine" about? (my videos, my rake).
5. Work on semantics. The speech therapist asks: What do cancer and fish have in common? Between carrots and roses? Between cake and ice cream? Between a crocodile and a giraffe?
6. Guess the riddle, count the guess item up to 10:
Under thick sheets,
yellow stones,
elastic, smooth,
Sweet taste! (corn)
7. Count items using numbers, which are laid out in front of each row, for example, in front of a rose -1, in front of a crab-2, in front of a cake - 5, in front of a steam locomotive - 7, in front of a pear - 9 (numbers change at each lesson) .
Score by row: for example, one rose, one ball, one giraffe, one camel, one racket, one gift.
Post count: for example, one rose, two crabs, five cakes, seven locomotives, nine pears.
Counting items in order on cards (forward and reverse): one rose, two roses, five roses, seven roses, nine roses and vice versa.
8. Exercise for the development of spatial orientation .
The speech therapist asks what object is under giraffe, above beaver, between fly agaric and tomato, to the left of ice cream, to the right of grapes, etc.
9. The game "Edible-inedible". The speech therapist asks which items are edible and which are not.
10. Sound-syllabic analysis of words, followed by writing in a notebook: rose, ball, fish, cancer, rake, cake, corn, pencil, rollers, pear, monkey, shell.
11. Compilation of proposals with a complete analysis.
12. Name objects that are red, yellow, brown, etc. You can ask to additionally name objects that can be of such colors.
[P] Sound Automation with Sound Clearings
Equipment: sheets, toys (dogs, tiger, car, motorcycle)
Sheet number 1. Automation of sounds [p, p "] in isolated pronunciation (without reference sounds t, d).
Game "Help the dogs to collect all the bones."
The child chooses a dog, which he will help to collect all the bones in the booth and puts it at the beginning of the path. Going to the "bone", the dog growls [rrrr], near the bone - rests. The exercise is performed on a long sound rrrr-rrrr and short sounds: rrrr.
Two players can play using the game dice.
Sheet number 2. Automation of sounds [p, p "] in isolated pronunciation and in reverse syllables (different tracks - straight lines, with stops).
The game "Visiting" (or the option "Visiting with a song").
The child chooses which of the characters (dog, tiger) will visit.
With isolated pronunciation, moving the toys along curly lines, the child pronounces an isolated sound depending on the figure on the sheet (shortly, abruptly, with stops or long, without stops).
When pronouncing sounds [p, p "] in reverse syllables, "going to visit", we sing songs:
ar-or-ur (first track) - ar-or-ur
yr-er-ir-yur-er-yar (second track) - yr-er-ir-yur-er-yar
er-yar (third track) - er-yar
er-yor-ir-yur-ur (sixth track) - er-yor-ir-yur-ur
If it is difficult for a child to pronounce and remember different syllables, you can sing one or two songs. Follow the correct pronunciation of sounds.
At the initial stage of setting the sound [r], you can use the exercise "Motor". The child pronounces the sound combinations tr, dr (t, d - act as "helper" sounds). In this case, this sheet is used with toy cars and a motorcycle. The child "goes" to visit along the paths-lines, performing the exercise "Motor": long TR-R-R-R; in short: TR-TR-TR-TR.
Hide and seek game. Some dog is sleeping in the booth. If a speech therapist works together with a child, then he can have a dog toy, if this is a subgroup lesson, then the toy is "hidden" by another child.
Another dog came to the clearing to visit the dog that "sleeps", which wakes her up, calls, pronouncing syllables or words, for example:
AR,OR,UR,ER,YR; YAR, YOR, YUR, EP, IR or soft variants of the sound [r] (each pair of syllables is repeated by the child in reflection after the speech therapist, if the pronunciation is clear, correct, the dog in the booth "wakes up" and the toy is given to the child.
Words for "Repeats" are taken at the beginning with a sound at the end of the word, then in the stressed syllable in the middle of the word, then in the reverse unstressed:
Bazaar, tan, mosquito, Makar, samovar, fire, yard, motor, fence, tomato, fly agaric, axe, cord, beaver, actor. carpet, boxer, fitter; carp, park, march, army, barge, velvet, map, stamp, desk, apron, food; watermelon, artist, badger, pocket, cardboard, wind, sugar etc.
All unfamiliar words must be explained to the child.
If we work out a soft version of pronouncing the sound [p "], then we first take the words with an emphasis on the syllable ( row, sea, outfit, snag, order), then without stress on the syllable ( storm, rowan, fried, boiled), then with a confluence of consonants ( cry, mushroom, heating pad, cream etc.).
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INTRODUCTION
Your attention is invited to a set of manuals for the automation of sounds delivered by a speech therapist. It consists of ten albums:
Sound automation WITH in game exercises
Sound automation 3 in game exercises
Automation of sound C in game exercises
Automation of sound Ш in game exercises
Sound automation ^ F in game exercises
Sound Automation H, W in game exercises
Sound automation L in game exercises
Sound automation ^ le in game exercises (Automation of sound R in game exercises Automation of sound ri in game exercises
This album presents a system of exercises for automating the sounds Ch, Sh. The material proposed by the author turns the monotonous and monotonous work on fixing the pronunciation of sounds into an interesting game. Simultaneously with the automation of sounds, the child's reading skill improves, fine motor skills and creative imagination develop.
Work on this manual contributes to faster automation of sounds in spontaneous speech, the development phonemic hearing, improving the syllabic structure of a word, correcting the lexical and grammatical structure of speech, consolidating knowledge about automated sounds and corresponding letters, developing the skill of sound-letter analysis of syllables and words. At the same time, fine motor skills of the fingers are developing; activation of memory, attention, thinking. All this, in turn, is a timely prevention of dysgraphia and dyslexia. Depending on the complexity of the child's speech defect and the stage of corrective work, games and tasks can be used by a speech therapist in combination.
Automation of sounds 4, Щ is carried out according to the traditional scheme in speech therapy. First, a set of exercises articulatory gymnastics. Then exercises are offered to automate sounds 4, Щ in isolation, on the material of syllables, words, sentences, poetic and prose texts.
In order to make the process of automating sounds in words more fun and effective, a number of auxiliary techniques are proposed.
One of them is the use of small volumetric (for example, from kinder surprises) or flat toys, the names of which contain automated sounds *. This technique also helps to activate the child's attention and maximally supports his interest in the material being studied throughout the lesson, bringing the joy of self-expression and, of course, causing positive emotions. The game situation creates a relaxed atmosphere in the classroom, frees the child from constraint, encourages him to communicate, and promotes quick contact with a speech therapist. Work with the toy is carried out during the following games:
These games are recommended to be played with each labyrinth (p. 4-5, 20-21).
If during the passage of the maze the toy lands on a cell with a question mark, the child must come up with a word with an automated sound in a certain position.
Labyrinth. The child, clearly pronouncing the sound being studied, names the pictures presented on each page of the album in the given order, moving the selected toy over them. The movement starts from the cell marked with an asterisk. If the word is called incorrectly by the child, then the next move cannot be made until the word is called correctly.
^
Maze with speaking.
The child, when moving through the maze, must not only name the pictures, but also indicate the direction of the next move. For example, tea - to the right, a seagull - to the right, a teapot - down ... "%
^
Skip maze.
The game is played in two stages. First, the child names all the pictures in order, and then, starting from the picture marked with an asterisk, through one.
^
The maze is the opposite.
First, the child pronounces all the words - the names of the maze pictures. Then he puts the toy on the last picture of the maze and moves in the opposite direction, naming the words.
In the future, the pronunciation of sounds is fixed in phrases, sentences, stories and poetic texts.
Be patient and kind. Then the results of classes with a child will surely please you.
* The following flat toys are presented on the back of the cover: Thumbelina, turtle, puppy, racer.
^ ARTICULATION GYMNASTICS
All exercises are performed in front of a mirror. Exercises 1, 2, 4 involve holding a static posture counting up to 5 (up to 10); exercises 3, 5, b are performed 10-15 times.
2. CUP
1. SPATULA
Mouth open. Put a wide relaxed tongue on the lower lip. Put the "shovel" in your mouth, trying not to strain your tongue.
Open mouth. Raise a wide relaxed tongue to the upper lip. Bend the middle part of the tongue, bending up the side edges.
3. HORSE
4. FUNGUS
Smile (teeth are visible), open your mouth. Suck a wide tongue with the entire plane to the palate and open your mouth.
Suction the tongue to the palate, stretching the hyoid ligament. Click your tongue slowly and strongly. The lower jaw must be motionless!
6. BRUSH YOUR TEETH
First, perform with a closed mouth, then with an open one.
^
5. DELICIOUS JAM
“Clean” the upper teeth from the inside with the tip of the tongue (from left to right, from top to bottom). The lower jaw is immobile!
Open mouth. Lick the upper lip with a wide tongue, making movements from top to bottom. The lower jaw is immobile!
^ Exercise "Steam Train". Help the train to get to the station. Swipe your finger along the path, saying clearly: H-W-H ... (The lips are pushed forward and rounded. The tip of the tongue touches the palate. The lateral edges of the tongue are firmly pressed against the upper molars. The back of the tongue is raised. When pronouncing a sound, the tip of the tongue comes off the palate.)
^
Exercise "Songs".
Thumbelina decided to teach you how to pronounce your favorite sound Ch. To do this, she came up with syllabic songs! Listen carefully and repeat the songs with Thumbelina. Try not to be wrong. (Watch the distinct pronunciation of the sound Ch in the rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)
Maze 1
Before you start working with mazes, read the introduction carefully!
^ Exercise "Living - inanimate" *. First, name the words denoting living objects, and then - inanimate objects.
Exercise "Magic wand" *. Touching the pictures with a magic wand, change their names according to the model. ^ Sample: seagull - seagulls. Which words have not changed?
Exercise "Guess" I will name the word-action, and you choose a suitable word-subject for it and say both words together. ^ Sample: Drink ... (tea).
Exercise "Photographer" *. With the help of a magical camera, “take a picture” (memorize) as many pictures as possible. Close the album and name these pictures.
Maze 2
Exercise "Echo" *. Listen to the words. (An adult names any 2-5 pictures.) Remember them and repeat in the same order with the toy, highlighting the sound Ch.
^ Exercise "What's wrong?" * Look at and memorize the pictures. I will close one picture with a magic screen, and you look and tell me what is gone. (The exercise is repeated several times.)
^ Exercise "Clapperboards" *. Following the maze, name the pictures by syllables, determining the number of syllables with claps. Then I will think of a word, slap it in syllables, and you guess this word.
^
Exercise "Make a proposal" *.
Choose any word-picture and make a sentence with it. Sample: I met a girl in the hospitaldoctor
.
Find an extra picture in each frame and circle it. Explain your choice. Name the extra pictures, clearly pronouncing the sound Ch. 
^
Exercise "Count".
Guests came to Fly-Tsokotukha. Count butterflies, grasshoppers and bees. Sample:
one
butterfly,
two
butterflies...
Who came more? Who is less? Count the insects backwards. Sample:
four
butterflies,
three
butterflies...
^
Exercise "Who has who?"
Complete the sentences with the pictures. Name the baby animals, clearly pronouncing the sound Ch.
^
Exercise "New words".
Cipollino learned that if you replace at least one letter in a word, its meaning will change. Check if it is?
Replace the last sound in the words with the sound Ch. Sample: chalk - ... (sword).
CHALK - ...
ENEMY...
PLAN - ... KULIK - ... GRAM - ...
Replace the first sound in the words with the sound Ch. Sample: bad - ... (miracle).
What words did you get?
HUDO - ... BASS - ...
NUT - ... BALLS - ... STOCKS - ...
^ Make sentences about Vanechka and Tanechka according to the diagrams based on the pictures. Sample: Vanechka... watch. - Vanechka was given a watch.
^
The turtle came up with suggestions. But he mixed up all the words in them. Listen to suggestions. Find and fix turtle bugs.
The post office brought the postman.
The problem was solved by the student.
Sheep graze the shepherd.
Blueberries were picking their granddaughter in the forest.
We took a dacha with things on a suitcase.
Butterfly catches a girl with a net.
The fish caught Vovochka on a bait. 
Misha lives in the village with his grandparents. In the morning he tends the sheep. The lamb has a ringing bell around its neck. Misha is helped by the dog Zhuchka.
In the afternoon, Misha takes a fishing rod and goes with the Beetle to the river. There friends go fishing and play ball.
In the evening, Misha and his grandparents sit down near the stove and drink tea.
^ Exercise "Fold the picture." Guess riddles. Fold from counting sticks (matches) pictures according to the model. Remember and repeat each riddle.
^
What a miracle Here's a miracle: Above the dish, below the dish. There is a miracle on the way. The head sticks out and the legs.
L. Ulyanitskaya
What words with the sound H do you remember from this poem? 
^
From a hot well Water flows over the edge.
A.
Christmas Make a sentence with the word kettle.
^
Exercise "Find the word."
Name the pictures, highlighting the sound Ch. Find the words in which the sound Ch is at the beginning (in the middle, at the end). Match each picture with the corresponding diagram. Make a sentence with each word - the name of the picture. Come up with your own examples of words for each scheme. 
^
^
Sample: cha - teapot, cup, seagull.
^
Help the turtle get home. To do this, read the syllables and words on the magic path. Make sentences with the words you read. 
^
Exercise "Mysterious words".
Put the letters in order. Write down the words that you have. Pictures will help you complete the task. 
^
^
Exercise "Collect the word."
Help Bunny collect words. Write the resulting words in the empty cells. Make up 2-3 sentences with each word.
red star.
The second move is three cells to the right.
Third move - three cells down.
Fourth move - one cell to the right.
Fifth move - three cells up.
Sixth move - three cells to the left.
First move - letter marked
green star.
The second move is one cell down.
Fourth move - two cells down.
Fifth move - one cell to the left.
The sixth move - four cells up.
^ Exercise "Unscramble the words." What words did the butterfly make up? Decipher them. Compose them from the first letters of the words - the names of the pictures - and write them down in empty cells.
^ Exercise "Ladder".
^
Exercise "Let's clean the path."
Help Mother Bear clean the path near the house. Swipe your finger along the path, saying clearly: Shch-Sch-Sch ... - after all, this is the sound that is heard when sweeping with a brush. (The lips are pushed forward and rounded. The tip of the tongue is pressed against the tubercles behind the upper teeth. The lateral edges of the tongue are firmly pressed against the upper molars. The back of the tongue is raised. The tongue is tense.)
Exercise "Songs". Goldfinch loves to sing different syllabic songs. Listen carefully and repeat the songs along with the goldfinch. Try not to be wrong. (Watch the distinct pronunciation of the sound Щ in the rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)
Maze 1
Exercise "Riddles". I will give you words-signs, and you show the corresponding picture and name the word. Sample: reliable, large, beautiful ... - a shield.
^ Exercise "My, my, mine" *. Name only those pictures about which you can say my (mine, mine). (Make phrases according to the model. Sample: my tongs ...)
Exercise "Make it Yourself". Listen to my questions. Match them with as many answers as you can. ^ Sample: What cheek? - Pink, plump, warm...
Exercise "Yesterday, today, tomorrow" *. Choose any word-picture and make sentences with it according to the model. ^
Example: The puppy played yesterday. Today the puppy is playing. Tomorrow the puppy will play.
Maze 2
Exercise "Visiting the gnomes." I'll name the big item, and you name the small one. ^ Sample: things - little things. Are there any words that have not changed?
Exercise "Halves" *. I will think of a word and name its part (beginning or end). And you do-
Add the missing part of the word and say it in its entirety. Sample: me
box, box.
Exercise "Find me" *. Look at the sound pattern and find the right word. (The speech therapist lays out a sound scheme, and the child conducts sound analysis and finds the right word.)
^
Exercise "Change the order of words in a sentence."
Make up a sentence with each picture. Change the word order and name a new sentence. (The exercise is performed based on the diagram.) For example: Vegetables were put in boxes.- Vegetables were placed in boxes.
^
Exercise "The fourth is superfluous."
Find an extra picture in each frame and circle it. Explain your choice. Name the extra pictures, clearly pronouncing the sound SH. 
^
Exercise "Count".
The guests came to the goldfish. Count pike, bream. Sample:
one bream,
two
bream...
Who sailed more? Who is less? Count the fish in reverse order. Sample:
six
bream,
five
bream...
Exercise "Finish the sentences with pictures." Listen (read) the sentences. Finish them with pictures. Repeat the sentences in full, clearly pronouncing the sound Shch.
^
Exercise "Correct the sentence."
Cheerful puppy learned to make sentences. But he mixed up all the words in them. Listen to suggestions. Find and fix the puppy's mistakes.
There is a face on the cheek.
Vegetables are prepared from borscht. The box is in pincers. The brush is dragging the puppy. The cloak puts on Katya. The grove sings in the goldfinch. Things are looking for Vova. 
^ Exercise "Make a proposal." Make sentences about Kolya and Olya according to the diagrams based on the pictures. Sample: Kolya... pike. - Kolya caught pike.
Who did the puppy meet in the yard? Where did you run away from the lizard puppy? Why did Tanya take the puppy home?
^ Exercise "Fun Train" *. Help the passengers go on a journey on a fun train. Name each passenger, highlighting the sound Sh. Clap your hands with the number of syllables in each word, and you will find out who will go in which car (the number of syllables in a word matches the number of windows on the trailer). Draw a line-track from each passenger to his trailer.
^
Exercise "Find the word."
Name the pictures, highlighting the sound Щ. Find the words in which the sound Щ is at the beginning (in the middle, at the end). Match each picture with the corresponding diagram. Make a sentence with each word - the name of the picture. Come up with your own examples of words for each scheme. 
^
Exercise "Color the sound scheme."
Color the sound scheme of each word. Blue for hard consonants, green for soft consonants, and red for vowels. 
^
Exercise "Choose words into syllables."
Read the syllables. Find pictures whose names begin with these syllables. Name these pictures. The arrows will help you. How many arrows come from a syllable, so many pictures begin on this syllable. Sample: shcha - sorrel. Think of more words for each syllable.
^
Exercise "Magic path".
Help the lizard run to the cave. To do this, read the syllables and words on the magic path. Make sentences with the words you read. 
^
Exercise "The word crumbled."
Look at the pictures. In empty cells, write down their names from scattered letters. Think of 2-3 sentences with each word. 
Exercise "Collect the word." Evil Koschei hid the words in the labyrinth. Collect words. Write them down in the empty cells. Make up 2-3 sentences with each word.
First move - letter marked
red star.
The second move is two cells down.
The third move is one cell to the right.
Fourth move - three cells up.
Fifth move - two cells to the left.
Sixth move - one cell to the left.
First move - letter marked
green star.
The second move - two cells up.
The third move is one cell to the right.
Fourth move - two cells up.
Fifth move - three cells to the right.
The sixth move - four cells down.
^ Exercise "Ladder". Look at and name the pictures. Count the number of sounds in each word and write the words in the appropriate cells of the crossword puzzle "stairs".
UDC 376.1-058.264 BBK 74.3 K63
Recommended by the Academic Council of the Pedagogical Society of Russia
Komarova, L.A.
K63 Automation of sounds Ch, Sch in game exercises. Album of a preschooler / L.A. Komarov. - M.: Publishing house GNOM and D, 2009. - 32 p.
15YOU 978-5-296-00931-9
The manual proposes a system of exercises for automating the sounds Ch, Sch for preschoolers 4-7 years old, which turns the monotonous and monotonous work of consolidating the pronunciation of sounds into an interesting game. Together with their automation, the child's reading skill improves, fine motor skills and creative imagination develop.
Automation of the sounds Ch, U is carried out according to the traditional scheme in speech therapy. The effectiveness of correctional work is ensured by the use of a number of auxiliary techniques (working with voluminous and flat toys, counting sticks, creating game situations in class).