What are the tasks of developing the sound culture of speech of children 5-7 years old? “To develop phonemic perception, pronunciation and intonation of speech. To learn to differentiate by ear and correctly pronounce sounds that are close in articulation and acoustic terms (hard and soft, deaf and sonorous, whistling and hissing, sonorous). Exercise in the correct pronunciation of sounds in words and tongue twisters, short poems. Learn to arbitrarily regulate intonation, tempo and volume of pronunciation. (From the basic program for the development of a preschool child "Origins".)
In this book, poems, tongue twisters, exercises, and tasks are selected in such a way as to encourage the child to select and pronounce words with a certain sound, find the place of this sound in a word (at the beginning, middle, end), activate thinking and enrich coherent speech. Tasks can be diversified by inviting the child to ask questions about the pictures himself, come up with one short sentence of 3-5 words for each illustration, or short story, pronounce a tongue-twister or rhyming lines at a slow and fast pace, with increasing or decreasing voice power.
This album is for speech therapy examination state of the phonemic system in children with disorders of oral and writing. Visual material makes it possible to determine the ability to differentiate phonemes by ear according to various phonemic features and to reveal the child's ability to pronounce words that have a different sound-syllabic structure.
The album contains: a card index of subject pictures, the names of which are words-quasi-homonyms. With the help of such pictures, the ability of auditory differentiation of phonemes is checked according to the signs: voiced - deaf (Fig. 1-2), oral - nasal (Fig. 3-4), hard - soft (Fig. 5-6), anterior-lingual - back-lingual (Fig. .7-8), anterior lingual - middle lingual (Fig. 9), middle lingual - posterior lingual (Fig. 10), labial - anterior lingual (Fig. 11), labial - labial - dental (Fig. 12), anterior lingual stop - anterior lingual fricative (Fig. 13-14), whistling - hissing (Fig. 15-18), hissing affricates - hissing fricative (Fig. 19-20), hissing affricates - obstructed anterior lingual (Fig. 21), whistling affricates - whistling fricative ( fig. 22), vibrants - occlusively - through mouth (fig. 23-25).
A set of subject and plot pictures to check the state of the sound syllabic structure words: monosyllabic words with a confluence of consonants (Fig. 26-29), two-syllable words with a confluence of consonants (Fig. 30-33), polysyllabic words without a confluence of consonants (Fig. 34-39), polysyllabic words with a confluence of consonants (Fig. 40 -45), plot pictures, the naming of which requires the use of words of a complex syllabic structure (Fig. 46-48).
The use of visual symbols (signs) by a preschooler:
- improves the perception of speech sounds;
- contributes to the normalization of pronunciation;
- provides persistent skills sound analysis and synthesis;
- improves attention and memory;
- Increases readiness for reading and writing.
Konovalenko V.V., Konovalenko SV.
Express examination of sound pronunciation in children
preschool and younger school age.
A guide for speech therapists. - M .: "Gnome-Press", 2000., color insert.
The manual is intended for an operational mass examination of sound pronunciation in children of preschool and primary school age in order to identify those in need of speech therapy assistance.
The manual presents: a plan for examining sound pronunciation, practical verbal and picture material for its implementation.
The manual is published compactly for convenient use in non-stationary conditions. It contains sufficient verbal and pictorial material for a preliminary examination and analysis: a general picture of sound pronunciation, the state of phonemic hearing, readiness for sound analysis, the level of mastery of the child's sound-syllabic structure of the language, the degree of formation of phrasal speech.
Recommended for preschool and school speech therapists.
Introduction
The problem of violations of written speech, low literacy and poor progress in the Russian language has not lost its relevance, despite significant achievements both in its theoretical coverage and in practical correctional and speech therapy work.
For a number of objective reasons, it is becoming more and more acute, presenting significant difficulties in mastering literacy, preventing successful assimilation children of the Russian language in general, Russian grammar in particular, and requiring enormous efforts from both teachers and children to resolve it.
A number of leading specialists of our country in the field of psychology and speech therapy devoted their works to covering in theory and practice the problems associated with violations of written speech, ways and means of overcoming them: A.F. Luria, L.N. Efimenkova, G.A. Kashe, R.I. Lalaeva, N.A. Nikashina, L.G. Paramonova, I.N. Sadovnikova, L.F. Spirov and others.
This manual is purely practical in nature and is a set of didactic material mainly for individual exercises aimed at developing phonemic perception, sound analysis, distinguishing between paired voiced and voiceless consonants in pronunciation and writing, learning in practice the spelling of words with dubious voiced - voiceless consonants, and practical mastery of various ways to check the correct spelling of these words children aged 6-9 years.
The proposed exercises combine the interaction of speech, speech motor, auditory, visual, motor analyzers: clapping, clenching fists, arching and bending the palms, stomping, drawing the contours of letters in the air, on the table with fingers, palms, tracing the contours of letters, shading with pencils, etc. contribute to the distinction between paired voiced - deaf consonants B - P by ear and in pronunciation and letters B - P in writing.
A significant place in the manual is occupied by exercises that directly develop visual and auditory attention and memory, training the pace of execution. mental operations, reinforcing various ways of word formation, enriching the active vocabulary, thereby contributing to the successful mastery of the Russian language in general and Russian grammar in particular.
All this serves not only to prevent violations of written speech and academic failure on Russian, but can be used to eliminate them both in individual and group work with dysgraphics (mainly acoustic and agrammatic dysgraphia) of different ages.
The duration of the lessons is determined by the teacher depending on from age children and their level of development (from 15 to 30 minutes).
1. Acquaintance with the sounds and letters B, P
(1) Put your hand to your throat. Pronounce the sounds B - P several times in turn. When pronouncing which sound does the throat tremble?(B.) When pronouncing what sound does the throat not tremble?(P.)
(2) Outline the letters. Color the letter B with a blue pencil, and P with blue.
- "Write" palms in the air, first the letter B, then the letter P.
- Circle the contours of the letters B and P with each finger of the dominant hand. Execute hatching the letter B with a blue pencil, and the letter P - blue as a pattern.
(5) Circle all the letters in the cells with dots: B - in blue pencil, and P - in blue.
(6) “Draw” the letters B and P on the table with each finger of your dominant hand. Hatch the letter B with a blue pencil, and the letter P with blue according to the pattern.
(7) Look at and name the pictures. If the word has a sound B - clap, if the sound P - clench your fists.
(8) Name the pictures again. Determine the place of the sound B or P in the house of the word.
(9) Close the page and name from memory first the pictures for the sound P, then for sound B.
(11) Recall and name the pictures from the exercise 7 (p. 3). What changed? What pictures are missing? What appeared?
(12) Count from 1 to 10 and back with wordsbalalaika, Panama.
(13) Consider pictures. Name the pictures first for the sound B, then for the sound P. Remember and name the pictures from exercise 10 (p. 4). Which pictures disappeared, which remained, and which appeared?
(14)
(15) Look at the pictures again. Close the page. Name the pictures for sound B.
(16) Determine the place of sound B in wordsdrum, butterfly, bagel.
(17) Look at and name the pictures. Remember and name the pictures from exercise 13 (p. 5). Which pictures disappeared, which remained, and which appeared?
(18) Decide which picture is "extra". Underline it and explain why it doesn't fit with the other eight?
(19) Look at the pictures again. Close the page. Name from memory the pictures for the sound P.
2. BA, PA at the beginning and middle of a word
(1) The game "Clap top". Listen to the words. Clap your hands on BA, stomp on PA.
memory pool passenger soldering iron
ballet barkas password shepherd
badminton parquet sail beam
bazaar shoe barometer plowman
apiary shell kayak parachute
front garden eggplant ballad fringe
park spider parade tower
baggage fable velvet partisan
desk battery barge panther
(2) Fill in the missing BA or PA. Read the words.
(3)
Listen to the words from exercise 1 (p. 7) again. Compare them with
you from exercise 2 (p. 7). Find and name the changed words
va. Sample:memory is a memorial.
Tip for adults:memory is a monument, ballet is a ballerina, a shepherd is a shepherd, a sail is a sailboat, a beam is a balcony, a shoe is a shoe, a spider is a cobweb, a tower is a turret.
(4)
parachute, skydiver,
parachutist.Why are these words called related?
(5) Listen to the words. Raise your hands up on BA, lower them down on PA.
Nabat swimming pool packaging swimsuit
wild boar harvester chimpanzee sausage
fisherman trumpeter leopard starfall
lampshade hostel bather smell
shirt attack apparatus west
danger double bass bather fun
additive snowfall dog herbarium
troubadour spade stock slippers
blockhead acrobat late decline
scoop planer albatross tobacco
zoo allowance compass cypress
shepherd falling leaves tentacles flounder
trap waterfall bathing zucchini
(6) Listen to the words from exercise 5 again. Remember and repeat related words to the word bathe.
(7) Count from 1 to 10 and back with wordstrumpeter, bath.
buy a swimsuit
Sample:
i buy a bathing suitwe buy a swimsuit
you buy a bathing suityou buy a swimsuit
he (she) buys a swimsuitthey buy a bathing suit
3. BO, PO at the beginning and middle of a word
(1) Fill in the missing words BO or PO. Read the words and memorize their spelling with BO or PO.
disease, patient, hospital.
(h) From exercise 1 (p. 9) pain. Close the page. Recall and repeat a group of related words.
(4) Fill in the missing words BO or PO. Read the words. Remember their spelling.
(5) Read the words from exercise 4(p. 10) again. Match related words to wordsboots, freedom, work.Make sentences with the chosen related words.
4. BY, PY at the beginning and middle of a word
(1) Fill in the missing words BY or PY. Read the words. Related words to the word dust underline with a blue pencil, by the way fast - blue.
- Remember and name, without peeping, both groups of related words.
- Count from 1 to 10 and back with wordsfiction, strong man, event.
14. BU, PU at the beginning and middle of a word
- Find related words for the word empty. Memorize them and repeat from memory. Make sentences with each of these words.
- Fill in the missing words BU or PU. Read the words.
(5) Conjugate in the future tense
wake up Cheburashka
Sample:
I will wake Cheburashkawe wake up Cheburashka
you wake up Cheburashkayou wake up Cheburashka
he (she) wakes up Cheburashkathey wake up Cheburashka
(6) Consider pictures. Namefirst pictures for sound B, then for sound P
6. BRA, BRO, BRU, BRA - PRA, PRO, PRU, PRA at the beginning, middle and end of the word
- Remember and name without peeking, related words to the word jump. Compose with eachof which offer.
- Conjugate in the future tense
jump over the bar
Sample:
I will jump over the barwe will jump over the bar
you jump over the baryou will jump over the bar
he/she will jump over the bar they will jump over the bar
7. BLA, BLO, BLU, BLY - PLA, PLO, PLU, PLY at the beginning, middle and end of the word
- Find related words for the word to swim.
- Conjugate in present tense
breaststroke
Sample:
I swim breaststroke we swim breaststroke
you swim breaststroke you swim breaststroke
he/she swims breaststrokethey swim breaststroke
(4) Count from 1 to 10 and back with wordsswimmer, swimmer, cloud, scarf.
8. Words with several missing consonants B, P
(1) Insert the missing letters B, P into the words and read the words.
(2) Count from 1 to 10 and back with wordsdrummer, drummer, drummer.Why are they called relatives?
9. Word formation of various parts of speech
(1) Form nouns from these words, denoting people according to their occupations. Sample:piano - pianist.
Piano mail double bass trumpet
machine gun button accordion violin fire
boots drum parenting help
sports volleyball basketball fight
running riot plumbing rescue
boxing fight travel bath
release parachute car football
parquet sideboard magic infantry
chat buy experience write
ache command teach jump
sing bind translate plunder
herd invent sell conquer
work observe deceive clean
- Make up sentences with formed words (optional).
- Form adjectives (signs) from these words. Choose the appropriate nouns (objects) for them. Sample:field - field flower.
Field lips trolleybus passenger
stock victory bus bread
teeth buffet pair danger
kapron park hospital luggage
infantry volleyball spring barrier
linden mail security dispute
bath bronze parquet tower
desert football fun freedom
bamboo parachute drum ability
parade care velvet paper
poplar ballet fisherman ship
ram boulevard benefit banana
bathing brother sport cotton
sail boots test true
(4) Make sentences with the resulting phrases. Sample:wild flower - There is a bouquet of wild flowers in a vase.
(5) Form nouns from the given verbs according to the model. Sample:conquer - conquest.
Conquer Remind Obey
manage wander celebrate
approximate erroneous observe
ponder try to experience
jump over appear nurture
rescue swim toss
observe mumble squirt
wake up smell resist
resume form attack
thank connect stay awake
to teach to chant
butt convert scatter
strum
manage acquire remember
- Count from 1 to 10 and back with wordstest, attack, delusion.
- Conjugate in present tense
observe spelling rules jump over barriers
Sample:
I follow the rules...we follow the rules...
you follow the rules...you follow the rules...
he/she follows the rules...they follow the rules...
10. Pairs of words on B - P
11. Doubtful consonants B, P at the end
and in the middle of a word
Remember!
B sound at the end the words are deafened and sound like the sound P. In order not tomake a mistake in spelling, you need to choose a test word. ATtest word after a doubtful consonant sound B or P should be a vowel sound.
- Change every word by pattern to test a doubtful consonant in the end of the word. Sample: gri... - mushroom mushroom.
(h) Choose related words for each word to check for a doubtful consonant. Sample: ry ... ka - fish ba, fish on, fish to fish, fish, fish, fish, fish, fish bolov, fish, fish, fish ... -› fish. After checking, insert the missing letters B or P.
12. Recovery of deformed words
(1) Guess the words by putting the syllables in the right order (based on the pictures). Sample:la, oh, ka - clouds.Match each word with the correct picture.
La, ob, ka tank, fish, ka, lava
ba, ka, chok pa, lam a, kos, brie
(2) Guess the words by putting the syllables in the correct order. Sample: ket, boo - bouquet.
Ket, boo ka, bull la, po, na ta, bro, do
ba, tru ta, par ma, boo, ga kam, pad, not
rus, pa ba, zha te, pan, ra li, pad, one hundred
bra, ko vlin, para ra, ba, ban poo, ka, shin
ha, pur buk, bam su, po, yes pru, na, zhi
pa, tro con, ball pa, lo, that shka, boo, ka
tone, ba vie, bro ba, so, ka move, ro, pa
uk, pa ka, shap dor, mi, po bo, yes, ro
then ran, boom ma, na, pa le, po, but
ba, shu wa, buk ka, rear, boo bli, ki, boo
13. Anagrams * with letters B, P
Reference words:start, bug, cook, linden, bale, crowds, sickle; ax, slaves, park, trails, wild boar, brass, bar (slave); file, set, stick, camp, fisherman, cliff, boat; button accordion, furnace, crab, barrel, fingers, noodles, booths.
* Anagram - a word or phrase formed by a permutation of letters or syllables.
(2) Read the suggestions. Correct semantic errors by replacing the given words in brackets with anagrams. Sample:A mirror floats in the pond (park). - A mirror carp swims in the pond.Write the appropriate words next to the anagrams.
A mirror (park) floats in the pond.
Sitting in the sea under a stone (marriage).
Baba Yaga instead of an airplane (grazing).
(Fish) threw a net into the sea.
The kitchen has a table, cupboard, chair and (pay).
The cat (drops) with scratchy claws.
A gypsy (sack) roams the steppe.
Borscht and porridge in the kitchen cooks (right).
The command ("stingy") is distributed -
and the rocket soars into the sky.
Shepherds (stupa) herds in pastures.
There are many lindens in the park and one (cube).
In the refrigerator (boar) with jam.
Dad put on a raincoat, boots and (dance).
14. Compilation of sentences on key words
(1) Read the verbs. Choose the right nouns for them. Put the number of the desired verb in the empty rectangle in front of the selected noun.
(2) Read the pairs of words from exercise 1 again. Make up and write sentences with them. Sample:congratulations, victory - Children congratulated Happy Veterans Day Victory.
15. Crosswords on B, P
(1) Guess the reference consonants and write the names of vegetables horizontally in the cells of the crossword puzzle and read the name of the vegetable in the highlighted column vertically.
References
- Efimenkova, L.N.Formation of speech in preschoolers / L.N. Efimenkov. - M.: Enlightenment, 1985.
- Kashe, GA.Preparation for school of children with speech impediments / G. A. Kashe. - M.: Enlightenment, 1985.
- Konovalenko, SV.How to learn to think faster and remember better / Svetlana Konovalenko. - M.: Eksmo, 2002.
- Konovalenko, SV.How to prepare a child for school / Svetlana Konovalenko. - M.: Eksmo, 2004.
- Konovalenko, V.V.Related words: issue 1.2 / V.V. Konovalenko. - M. : GNOM i D, 2005.
- Lalaeva, R.I.Diagnosis and correction of reading and writing disorders in junior schoolchildren/ R.I. Lalaeva, L.V. Benediktov. - St. Petersburg. : Soyuz, 2003.
- Levina, R.E.Fundamentals of the theory and practice of speech therapy / R.E. Levin. -(M. : Education, 1968.
- Ozhegov, S.I.Dictionary of the Russian language / SI. Ozhegov; edited by N.Yu. Shvedova. - M.: Russian language, 1986.
- Paramonova, L.G.Spelling step by step / L.G. Paramonov. - St. Petersburg. : Soyuz, 2004.
- Paramonova, L.G.Prevention and elimination of dysgraphia / L.G. Paramonov. - St. Petersburg. : Soyuz, 2004.
- Pay, E.F.Correction of pronunciation deficiencies among schoolchildren / E.F. Pay, V.I. Christmas. - M.: Enlightenment, 1969.
- Sadovnikova, I.N.Written speech disorders and their overcoming in younger schoolchildren / I.N. Sadovnikov. - M.: Vlados, 1995.
- Vocabularycompatibility of Russian words. Nouns. Adjectives. Verbs / State Institute Russian language them. A.S. Pushkin. - M.: Astrel, 2002.
- Explanatorydictionary of the Russian language / edited by D.N. Ushakov: in 4 volumes - M .: Soviet Encyclopedia,1947.
- Edigei, V.B.Learn to read, baby! / V. Edigey. - Kyiv: Grand, 1994.
- Edigei V.B.Passion for reading. Lessons in the development of thinking and reading techniques / V.B. Edigey. - M. : Enlightenment, 1997.
- Encyclopedicdictionary: in 3 volumes - M .: Bolshaya soviet encyclopedia, 1953.
UDC 376.1-053.264 BBK 74.3 K64
Series "Prevention and correction of violations of written speech in children" Edition of developmental education
Konovalenko, V.V.
K64 Paired voiced - deaf consonants B - P. Album of graphic, phonemic and lexical and grammatical exercises for children aged 6-9 years / V.V. Konovalenko, SV. Konovalenko. - M.: Publishing house GNOM and D, 2009. - 32 p. - (Prevention and correction of violations of written speech in children).
ISBN 978-5-296-01062-9
The manual is purely practical (it is based on the experience of working on the prevention and correction of dysgraphia with children aged 6-9 years) and consists of graphic, phonemic and lexical and grammatical exercises to distinguish between sounds B - P by ear and in pronunciation and letters B - P on a letter.
The manual is aimed at solving the following tasks: the development of phonemic perception, quantitative and qualitative enrichment of the dictionary, the consolidation of various ways of inflection and word formation, the practical assimilation of the spelling of words with paired consonants B - P.
Designed primarily for individual work with a child or small group children (2-3 people) and can be used by both teachers (speech therapists, teachers, tutors) and parents.
UDC 376.1-053.264 BBK 74.3
Publisher -A.P. KazakovEditor -N.E ArbekovaIllustrations and cover -D.R. Kudryakovoriginal layout -N.M. Kudryakova
OOO Publishing House GNOMandD"Tel.:8-926-215-10-05, 8-926-046-44-46. Email mail:[email protected]
Sanitary and epidemiological conclusion N ° 77.99.60.953.D. 006471.06.08 dated 06/25/2008
Signed for publication on 10.06.2009. Offset printing. Volume - 2 p.l. Format 70x100/16. Circulation 2000 copies. Order№464,6
Printed in accordance with the quality of the transparencies provided
inJSC "Moscow Printing House No. 2" 129085, Moscow, Prospekt Mira, 105. Tel.: 682-24-91.
© Konovalenko V.V., Konovalenko SV., 2009
ISBN 978-5-296-01062-9© Design. LLC "Publishing house GNOM and D", 2009
Available in formats: epub | PDF | FB2
Pages: 32
The year of publishing: 2016
Language: Russian
The manual is purely practical in nature (it is based on the experience of working on the prevention and correction of dysgraphia with children 6-9 years old) and consists of graphic, phonemic and lexical and grammatical exercises to distinguish between sounds D - T by ear and in pronunciation and letters D - T on a letter. The manual is aimed at solving the following tasks: the development of phonemic perception, quantitative and qualitative enrichment of the dictionary, consolidation of various ways of inflection and word formation, practical assimilation of the spelling of words with paired consonants D - t. It is intended mainly for individual work with a child or a small group of children (2-3 person) and can be used by both teachers (speech therapists, teachers, tutors) and parents.
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Available in formats: epub | PDF | FB2
Pages: 32
The year of publishing: 2016
Language: Russian
The manual is purely practical in nature (it is based on the experience of working on the prevention and correction of dysgraphia with children 6-9 years old) and consists of graphic, phonemic and lexical and grammatical exercises to distinguish between sounds V - F by ear and in pronunciation and letters V - F on a letter. The manual is aimed at solving the following tasks: the development of phonemic perception, quantitative and qualitative enrichment of the dictionary, consolidation of various ways of inflection and word formation, practical assimilation of the spelling of words with paired consonants V - F. It is intended mainly for individual work with a child or a small group of children (2-3 person) and can be used by both teachers (speech therapists, teachers, tutors) and parents.
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Ilya, Tyumen, 28.06.2017
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3. In which program to open the PDF file?
You can use the free Acrobat Reader to open the PDF file. It is available for download at adobe.com.