Lesson 1
Spatial orientation Cross orientation. - Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek. “We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger. Exercise for developing a long exhalation “Let's warm up our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times. Lip exercise “Surprise”. Round your lips and pull them forward. Make the sound [o]. Exercises for the tongue “The tongue looks for a crack in the fence.” Insert a wide tongue into the gap between the teeth. "Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of up to 10. Coordination of breathing, articulation and phonation Game tasks “The boat rocks on the waves.” Drawing wavy lines in a box of millet cereals. Development of phonemic perception Isolating the sound [w] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gy. The words hat, lump, fur coat, jar, shirt, raspberry.
Lesson 2
Exercise for developing a long exhalation “Football”. Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”. “Let’s put out the candle.” Exhale evenly and slowly into the candle flame. Pronouncing the vowel sounds a-i, a-u, e-s-o on one exhalation with exaggerated articulation. Exercises for lips “Wide tube”. Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of up to 6. Exercises for the tongue “Delicious jam”. Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times. “The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6. “Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Conversation between the Cuckoo and the Owl.” Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh-uh, uh-uh, uh-uh with a change in intonation. Development of phonemic perception Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee, etc. The child raises his hand or claps his hands if he hears the sound [w].
Production of the sound /Ш/ by imitation.
The child raises his tongue into the cup. At the same time, the lips are extended forward, the mouth is slightly open. The speech therapist suggests blowing on the tongue. The sound is /Sh/. If this method does not help, we resort to mechanical production of the sound /Ш/.
Setting the sound /Ш/ from the sound /С/.
The child pronounces the syllable “sa” several times, and while pronouncing it, gradually (smoothly) raises the tip of the tongue towards the alveoli. The syllable “sa” is obtained with the tongue in the upper position. We ask the child to listen to what sound is produced. If necessary, the speech therapist, using a probe (spatula), holds the tip of the tongue in the upper position and adjusts the degree of its elevation until the normal-sounding syllable “sha” appears.
Lesson 3
Exercise to develop a long exhalation: Close your wide tongue on your upper lip, bring a strip of paper (just above your nose). Blow on a paper plume (the air stream should go obliquely upward). "The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice. Exercise for lips Alternating exercises “Smile” and “Pipe”. Exercises for the tongue “The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin. “Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones. “Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Playing the drum.” Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands. Development of phonemic awareness Definition of the sound [w] in words. Find toys that have the sound [sh] in their names. (Matryoshka, rattle, Cheburashka, bear, machine, ball.) Determining the position of the sound [w] in the words ball, bear, baby.
Reasons for violation
This deviation in speech is called sigmatism. Medicine has identified a number of reasons why a child cannot pronounce the sound Sh.
appears if the sound is not solid, but clapping. The reason for this is an open lateral bite. Also if in children
Lateral sigmatism
present
dysarthria
, the muscles of the tongue are poorly developed.- Interdental sigmatism is caused by a too short frenulum located under the tongue. Therefore, the tongue cannot reach the palate. This form of deviation forms a lisp.
- With nasal sigmatism, tension occurs in the tongue muscle in the back of the tongue.
- Labial-dental parasigmatism occurs when a child has an incorrect bite. The cause may also be a problem with phonemic hearing.
- When dental parasigmatism replaces
the sound “sh”
in words a voiceless
“t”. Occurs when language tone decreases. - Whistling and hissing parasigmatism is caused by the replacement of the hard “w” with “s” and “z”.
An important factor is also the manner of communication between parents and the baby. Often adults deliberately imitate a child, considering this pronunciation funny. However, the baby thinks that this is what he should say, so over time he gets used to the incorrect pronunciation.
Doctors and specialists specifically focus on this point and recommend that parents talk to their child correctly.
With poor articulation
there is a decrease in the quality of pronunciation of sounds.
Also, with a short frenulum,
problems arise with the sucking reflex.
Lesson 4
Exercise for developing a long exhalation “Focus”. Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward. Lip exercise “Elephant trunk”. Round your lips and pull them forward. Hold your lips in this position for a count of up to 6. Exercises for the tongue “Swing”. Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum. Place the tip of your tongue under your upper lip, then tear it off with a click. "Cup". - Prepare a “cup”, I will treat you with juice. What juice will you drink? — Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue. Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue “Conversation of the Naf-Naf and Nuf-Nuf piglets.” Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm). Development of phonemic perception Find pictures on the topic “Clothing”, the names of which contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower. Arrange the pictures on the typesetting canvas. Place objects in the names of which the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.
The child does not pronounce the sound [Ш]
A group of hissing sounds steadily enters speech by the age of four. Until this time, absence or distortion is considered a conditional norm. Parents may not always notice that something is wrong.
Classes can be conducted either with a speech therapist or at home
Pronunciation assessment
Pronunciation of any sound may be incorrect. In this case, the simplest option is the absence of the sound [Ш]. Then the child’s speech will sound something like this: apka, ina, maina, etc.
Sound distortion is more common. With buccal pronunciation, the air does not pass through the tongue and lips, but goes into the cheeks. The result is a dull noise at the output. You can visually see how the child’s cheeks are puffed up.
Sometimes a child can pronounce sibilants in the “down” position. In this case, it is not the tip of the tongue that approaches the hard palate, but the middle part of its back. In this case, you get something similar to [Ш].
If the baby manages to pronounce [Ш] the back part of the tongue, which approaches the hard palate. At the exit you can hear something resembling a fricative [X] or a voiced southern Russian [G].
Important! Only a speech therapist can accurately identify the violation.
When a child learns to speak, he can replace one sound with another. Often the hissing group is replaced by whistling ones - up to four years - this is the physiological norm.
If there are problems, the preschooler begins to change [W] to [S]. In this case, instead of “hat” he says “sapka”, instead of “machine” he says “masina”.
Physiological factors
A child can be easily talked into, but he does not always pronounce all the sounds correctly. With sibilants, problems can arise due to a shortened hyoid ligament.
Sometimes problems arise due to enlarged adenoids. In this case, the preschooler has breathing problems.
In severe cases, the child cannot breathe through his nose at all and opens his mouth slightly
A baby may pronounce sounds incorrectly due to minimal brain dysfunction. In this case, there are problems with raising the tip of the tongue, and switching from pose to pose is difficult.
When to contact a speech therapist
You can work with children at home in case of mild disorders. For example, if there are no problems with the dictionary and lexico-grammatical structure of speech. In this case, parents can perform articulation and breathing exercises.
The help of a speech therapist is required in case of general speech underdevelopment and dysarthria. With such violations, there are no quick ways to correct sound pronunciation.
It is easy to identify such problems. When first diagnosed, the child has a poor vocabulary; he may connect words incorrectly and have difficulty forming words.
Frontal speech therapy lesson in the preparatory group
With dysarthria, muscle innervation is disrupted. In this case, it is difficult for the preschooler to pronounce similar sounds, his breathing is weak and he has hypertonicity or hypotonicity of the muscles of the articulatory apparatus.
Important! For any problem, parents are direct participants in the correction process.
With dysarthria and general underdevelopment of speech, not only pedagogical help is needed, but also medical help.
Lesson 5
Exercise for developing a long exhalation “A strong wind blows leaves.” Place a wide tongue (“spade-toy”) on the lower lip. Blowing with the formation of a “groove” along the midline. Lip exercise “The trunk of a big elephant and a small elephant.” Alternating wide and narrow “tubes”. Exercises for the tongue Repetition of exercises from previous lessons. "We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click. "Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Conversation of Hippos.” Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation. Development of phonemic perception Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, kre-pysh, shorty, silly, naked.
Lesson 6
Exercise for developing a long exhalation “The wind is noisy.” Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble. "The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth. Lip exercises Repetition of exercises from previous classes. Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth). Exercises for the tongue Repetition of exercises from previous lessons. "Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue. Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdya-bde, bde-bdya-bdi. Development of phonemic perception Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w]. Producing the sound [sh] The position of the organs of the articulatory apparatus when pronouncing the sound correctly [sh] The lips are slightly rounded and stretched forward in a “tube”. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth. Techniques for producing sound [w] Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam. Formation of a visual image of the sound [w] Showing the articulatory profile. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation. Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth. Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue. Plastic representation of the shape of the tongue with the hands. With your right hand, depict the shape of the tongue as a “cup”, and with your left hand, the palate. Setting the sound [w] according to R.I. Levina (1965) Setting the sound [w] by imitation Raise the tongue to the upper lip and exhale air evenly, forcefully, controlling the air stream with the back of the hand. Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w]. Setting the sound [w] based on the sound [t] Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion. Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh. Subsequently, the noise lengthens and is freed from the previous sound [t]. Setting the sound [w] on the basis of the sound [r] Pronounce the drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r]. Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue. Setting the sound [w] on the basis of the sound [s] Place the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os while simultaneously lifting the tongue with a probe or spatula. Setting the sound [w] on the basis of the sound [h] Pronounce the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.
Sound [sh]
Preparatory stage
Lesson 1
Spatial orientation
Cross orientation.
- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek.
“We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger.
Exercise to develop a long exhalation
“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.
Lip exercise
"Astonishment". Round your lips and pull them forward. Make the sound [o].
Tongue exercises
“The tongue is looking for a crack in the fence.” Insert a wide tongue into the gap between the teeth.
"Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of 10.
Coordination of breathing, articulation and phonation
Game tasks
"The boat rocks on the waves." Drawing wavy lines in a box of millet cereals.
Development of phonemic awareness
Isolation of the sound [ш] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gy.
The words
hat, lump, fur coat, jar, shirt, raspberry.
Lesson 2
Exercise to develop a long exhalation
"Football". Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.
“Let’s put out the candle.” Exhale evenly and slowly into the candle flame.
Pronouncing vowel sounds a-i, a-u, e-s-o
on one exhalation with exaggerated articulation.
Lip exercises
"Wide tube" Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of 6.
Tongue exercises
"Delicious jam." Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times.
“The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6.
“Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation between the Cuckoo and the Owl." Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh, uh, uh
with a change in intonation.
Development of phonemic awareness
Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy.
The words
cuckoo, owl, sparrow, fox, beetle, bumblebee,
etc. The child raises his hand or claps his hands if he hears the sound [w].
Lesson 3
Exercise to develop a long exhalation
Close the wide tongue on the upper lip, bring a strip of paper (just above the nose). Blow on a paper plume (the air stream should go obliquely upward).
"The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice.
Lip exercise
Alternating exercises “Smile” and “Pipe”.
Tongue exercises
“The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.
“Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones.
“Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"We play the drum." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy
with the movement of the index fingers of both hands.
Development of phonemic awareness
Definition of the sound [ш] in words. Find toys that have the sound [sh] in their names. ( Matryoshka, rattle, Cheburashka, bear, car, ball.
)
Determining the position of the sound [sh] in the words ball, bear, baby.
Lesson 4
Exercise to develop a long exhalation
"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.
Lip exercise
"Elephant's trunk". Round your lips and pull them forward. Hold your lips in this position for a count of 6.
Tongue exercises
"Swing". Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum.
Place the tip of your tongue under your upper lip, then tear it off with a click.
"Cup".
- Prepare a “cup”, I will treat you with juice. What juice will you drink?
— Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue.
Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"Conversation between the piglets Naf-Naf and Nuf-Nuf." Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but
with a change in stress and intonation (fearful, confident, angry, calm).
Development of phonemic awareness
Find pictures on the topic “Clothing” whose titles contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower.
Arrange the pictures on the typesetting canvas. Place objects in whose names the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.
Lesson 5
Exercise to develop a long exhalation
“A strong wind blows the leaves.” Place a wide tongue (“shovel”) on the lower lip. Blowing with the formation of a “groove” along the midline.
Lip exercise
"The trunk of a large elephant and a small elephant." Alternating wide and narrow “tubes”.
Tongue exercises
Repetition of exercises from previous lessons.
"We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click.
"Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation of Hippos." Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy
with a change in intonation.
Development of phonemic awareness
Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, strong, short, silly, naked.
Lesson 6
Exercise to develop a long exhalation
"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.
"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.
Lip exercises
Repetition of exercises from previous lessons.
Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth).
Tongue exercises
Repetition of exercises from previous lessons.
"Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdia-bde, bde-bdia-bdi.
Development of phonemic awareness
Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].
Sound setting [w]
The position of the organs of the articulatory apparatus when pronouncing the sound [w] correctly
The lips are slightly rounded and extended forward like a tube. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth.
Techniques for sound production [w]
Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia
The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam.
Formation of a visual image of sound [w]
Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth.
еёё129 Drawings for tasks used at the sound automation stage [с]
Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue.
Plastic image of the shape of the tongue using the hands
With your right hand, draw a “cup” shape of the tongue, and with your left hand, the palate.
Setting the sound [w] according to R.I. Levina (1965)
Setting the sound [sh] by imitation
Raise your tongue to your upper lip and exhale air evenly and forcefully, controlling the air stream with the back of your hand.
Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w].
Arranging the sound [sh] based on the sound [t]
Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.
Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh.
Subsequently, the noise lengthens and is freed from the previous sound [t].
Arranging the sound [w] based on the sound [r]
Make a drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r].
Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.
Arranging the sound [w] based on the sound [s]
Place your tongue behind your lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os
with simultaneous lifting of the tongue with a probe or spatula.
Arranging the sound [w] based on the sound [h]
Make the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.
- Automation of the sound [Сь] in forward and backward syllables
- Sound automation [Сь] in isolated form
- Automation of sound [C] in isolated form
- Automation of the sound [С] in reverse syllables
- Automation of the sound [С] in straight syllables
- Speech material for automating the sound [С] in phrases and sentences
- Automation of sound [С] in words
- Summary of an individual speech therapy lesson Topic: “Automation of the sound [S] in syllables, words, sentences”
- Summary of individual lessons. Topic: “Sound Automation [R]”
- Automation of sound [Ш]
- Sound automation [H]
- Sound automation [F]
- Sound automation [Ш]
- Summary of individual speech therapy sessions. Topic: “Automation of the sound [L] in syllables, words, sentences”
- "Automation of the [S] sound in syllables, words and phrases." Summary of an individual developmental lesson on the correction of rhinolalia
Lesson 1
Automation of the sound [sh] in open syllables Development of articulatory motor skills Note. In further work, articulation exercises are carried out taking into account the individual characteristics of the child’s motor skills and the nature of his speech impairment. Development of memory, attention Memorization and reproduction of syllables in combination with the movement of the fingers. Game tasks “Fingers walk on the table”: sha-sha, sha-sha; sha-sha-sha, sha-sha-sha, sha-sha-sha; shi-shi, shi-shi. "Conversation between a mouse and a mouse." Pronouncing syllables with a change in intonation: shi-shi-shi, shi-shi-shi, shi-shi-shi; sha-shi-sho-shu; shi-sha-sho-shu. - Which syllable is extra? Sha-sha-sha-shi, sha-sha-sha-sa. “Let’s come up with names for the dolls.” Ma...(sha), Da...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katya...(sha). - Complete the syllable. We... (shi), small... (shi), kama... (shi), pi... (shu). - Which syllable is missing? Ma...na (shi). Analysis and synthesis of syllables What is the first sound in the syllable sha? Name the second sound. The sound [sh] alone is boring. Let's invite the sound [u] to it. The sound [w] has become friends with the sound [y]. What syllable did you get? - Find a picture whose title contains the syllable shu. (Fur coat, joke.) Introducing the letter sh
Tips for sound production [Ш]
Learning to pronounce a sound correctly is not so easy and therefore a child needs the support of adults. Every day you need to devote about 20 minutes to the lesson.
General recommendations
Before the lesson, the child must tune in. To do this, sit him in front of a mirror and remove toys from sight. In older preschool age, lesson time should be limited to 10-15 minutes.
Due to their age, children cannot sit in one place and therefore the lesson is kept short
You don't have to do one thing the whole time. You can develop articulation and breathing apparatus, fine motor skills, and speech hearing. All this is important for speech development.
Warm up for tongue and lips
In order to teach a child to speak correctly, his muscles must be prepared. For [Ш] you need to lift the sides and tip of the tongue. The lips are made round, but do not close completely.
Important! You can print out a visual illustration of the articulatory sound profile and review it with your child.
They begin to learn the exercises gradually. Approximate complex:
- With your mouth wide open, place your tongue outstretched on your lower lip.
- Raise the edges of the tongue so that they take the shape of a “cup”.
- Round your lips and hold in this position.
Additionally, you can do an exercise to develop breathing. A small piece of cotton wool is placed on the tip of the nose and the child must blow it upward.
Exercises to determine the position of a sound
In the preparatory group, the basics of sound analysis can be taught. This is a necessary skill for mastering reading and writing. To develop this skill, you will need sound symbols - they can be taken from Agranovich's manual.
You need to start the analysis with vowel sounds - aua, uau, oao, etc. To make it easier for the child to understand about the position, they make a picture of a bird or a car. The beginning is the first sound (the bird's head), the end is the last sound (the tail), everything in between is the middle (the body).
It is better to start teaching children with vowel syllables. Only upon successful completion of this stage do they move on to combination with a vowel. Later, you can use words, but you need to be careful about the correct selection (for example, “mushroom” sounds like “flu” and should not be confused with a preschooler).
Formation of coherent speech in children with general speech underdevelopment
Exercises to practice pronunciation
Parents do not always understand how to teach their child to say the letter Ш at home. After setting the sound, they immediately move on to automating it and for this they use direct syllables: SHA, SHO, SHU, SHI.
Then they move on to the reverse syllables: АШ, ОШ, УШ, ИШ.
Important! The child can lay out pebbles, wind threads and jump.
They move on to words and sentences only after it is possible to achieve the correct pronunciation of the sound [Ш] in syllables.
Tongue Twisters
For an introduction to independent speech, it is useful to pronounce tongue twisters during an individual speech therapy lesson on sound automation [Ш].
Tongue twisters start speaking slowly and gradually increase speed
Games with the letter Ш
After an individual lesson on making the sound [Ш], you can move on to memorizing the letter. To do this, the image is laid out from pebbles, plasticine, and counting sticks.
In preschool age, you can only write in block letters so as not to spoil your handwriting. Additionally, you can search for the letter Ш among the shaded pictures or select images that contain it.
Lesson 2
Automation of the sound [sh] in reverse syllables Development of articulatory motor skills Work on the voice Pronunciation of the syllables ish-ish-ish, ish-ish-ish, ash-ash-ash, osh-osh-osh, ush-ush-ush on behalf of the heroes of the fairy tale “ Masha and the Bear" (with a change in intonation). Memorization and reproduction of syllable series ish-ish-ash, ish-ish-ash, ish-ish-ash-ush, ish-ish-ash-ush Analysis and synthesis of syllables - Repeat the syllables sha-shi-sho. Listen again. Sha-shi. Which syllable disappeared from the series? (Sho.) Sho-shu-shi-sha. Sho-shu-shi? (Sha.) - Listen and repeat the syllables ish-ish-ish. What new syllable appeared? Ish-ish-ash. - Let's “make friends” two sounds - the vowel [a] and the consonant [w]. What syllable will be produced if the first sound is [a], and next to it is [w]. Indicate sounds with color symbols (red and blue circles). - What is the first sound in the syllable ish? What's the second sound? - Name the second sound in the syllable osh? Composing the syllables ish, ish, ash from letters of the split alphabet. Development of phonemic perception Game “Speech Lotto”. Selection of pictures whose names contain the sound [w] from a number of others. The teacher names the words, and the child finds pictures with the sound [w].
Methods for setting the phoneme Ш
Experts use the mechanical formation of the correct sound “Ш” with the help of other phonemes:
Production from the phoneme “s” . At the moment the sound is pronounced, the tongue is raised with a medical probe
, similar to a spatula.
You can also use any sterile stick
.
When the sound “sh” appears in isolation
, you need to try to pronounce it without outside help.- Production from the phoneme "r" . Performed under the condition of a well-pronounced sound. When playing with the instrument, hold the tip of the tongue, eliminating vibrating movements. You can first perform the “sail” exercise with your baby to position the tongue correctly.
- Staging using vowels . The most suitable sounds here are “a”, “s”, “e”. The child is asked to reproduce one of the phonemes and the tongue is raised with a probe. It should look like ash-ish-ash.
Don't miss: Severe speech impairment (SSD) - what is this diagnosis?
Note: the formation of “sh” with the help of vowels is most often used for dysarthria. For severe speech impairments, this option is the most effective, especially if there are very few correctly pronounced sounds in the vocabulary.
Lesson 3
Automation of the sound [w] in syllables (intervocalic position) Development of articulatory motor skills “The little mice are whispering.” Pronouncing syllable combinations yshi-yshi-yshi, asha-asha-asha, usha-usha-usha, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the little mice (including facial exercises). Development of phonemic perception - Name the place of sound in the syllables sha, ash, asha. Where is the sound [w] heard in the words Shun (mouse's nickname), mouse, mouse?. Reading the syllables sha, sho, shi Development of auditory memory and attention Following instructions of 2-3 actions. - Go to the closet. Take the mouse. Place the mouse between the matryoshka doll and the horse, and then sit down.
Lesson 4
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Working on the voice Memorizing and reproducing a syllabic series in combination with movement. Game exercise “We are weightlifters.” Shta-shta, shta-shta; piece-piece-piece-piece (raise and put down the barbell). "Conversation between Cheburashka and Tumbler." - What, what, what. (angrily) - Shty-shty-shty? (Good-naturedly. Why are you so angry?) - Wow. (Affectionately. Let's be friends.) - What-what-what? (Interrogative. Do you agree?) - What-thing-thing-thing. (Affirmative. I agree.) Development of phonemic awareness - Find pictures whose names contain the sound [w], and put them next to the letter w. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [z]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words. Reading the syllables ush, shu; oh, sho
We teach a child to say the sound [Ш] quickly
An individual speech therapy session on sound production [Ш] always begins with articulation and breathing exercises. This is necessary to create a basis for correct pronunciation.
Sound production
A simple way to make the sound [Ш] is from the correct [S]. To do this, you need to take a spatula and ask the child to say “SA-SA-SA”, at which time you need to lift the tongue with the tool.
You can try to act by imitation. They bring their index finger to their lips and say: “When mom is sleeping, the baby says, “quiet, quiet shhhhh.”
After calling an isolated sound, the child is shown the “hissing goose” symbol, which will indicate a new sound.
Automation
Individual lessons on sound automation [Ш] are conducted using different materials. You can add walking games, puzzles and other interesting exercise equipment. All this will diversify the lesson.
Important! It is useful to combine automation with physical exercise. For example, with jumping or active games - leapfrog, ball and others.
The sequence of automation cannot be broken - forward syllables, reverse syllables, words, phrases, sentences, poems and tongue twisters.
Lesson on differentiating sounds [С] and [Ш]
An important step in correcting sound pronunciation is separating similar sounds. To do this, sound symbols must be used. For those who whistle, this is a “pump” or a “kettle”.
Each word can also be designated by a symbol - this will facilitate the memorization process
A lesson on differentiating sounds [С]-[Ш] is carried out on the basis of different materials. The child can be asked to repeat different syllable paths: SA-SA-SHA, SHA-SA-SHA, SHA-SHA-SA, etc. An adult can say the beginning of the word and invite the child to insert the correct sound himself: ma...ina,...ina,...apka, etc.
Establishing and automating the correct sound [Ш] can take a lot of time, but it is best done in preschool age. In this case, the defect will be easy to fix. The baby will be able to pronounce the sound correctly quickly with constant practice.
Lesson 5
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Work on the voice Game exercise “Conversation of monkeys.” Memorizing and reproducing syllables with the inclusion of facial exercises. - Shma-shmo. (sad) - Shma-isho-shmo (with grief) - Shma-shmo-shmo-shmo? (interrogatively) - Shna-shno. (offended) - Shna-shno-shnu. (approvingly) - Shna-shno-shnu-shna! (joyfully) Game exercise “Monkeys peel bananas.” Coordination of speech with hand movements - imitation of the movements of monkeys. Shva-shvo; seam-shwo-shvu; seam-seam-seam-seam. Development of phonemic awareness - Find pictures that have the sound [sh] in their names and put them next to the letter sh. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [s]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words. Composing syllables from a split alphabet. Reading syllables
Lesson No. 6
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Work on voice and facial expressions Game task “Conversation with aliens.” - Shko-shko-shku. (surprised) - Sla-shl-slu-shl. (with indignation) - Shpa-shpo-shpu-shpa. (with sadness) - Shl-shl-slut. (with apprehension) - Shmi-shni-shpi! (joyfully) Development of phonemic awareness - Match the pictures to the letters. For the letter w put pictures whose names contain the sound [w], for the letter w - pictures whose names have the sound [z], for the letter s - pictures whose names have the sound [s]. The teacher names the pictures, and the child selects the desired picture and places it next to the corresponding letter. Composing and reading syllables Tasks used at the stages of automation of the sound [sh] in words, phrases, sentences and connected speech Automation of the sound [sh] in words with the syllables sha, sho, shu, shi, she Pronounce the words correctly Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, little mice, horse, chess, champignons. Driver, rustle, bag, fluff, pot, cockerel, strap, comb, mouse. Noise, jester, fur coat, joke, teddy bear, screw, scale. Ears, tire, thorns, awl, sewing, mice, screen, lilies of the valley, reeds, babies, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, rose hip. Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry. Tasks Name the objects. Pronounce the words clearly. Determine the place of the sound in each word. Divide the words ball, hat, hanger, champignons into syllables. Guess the word I have in mind. In this word, the first syllable is ve, the last is ka. Collect words from scattered syllables. The word has the following syllables: sha, we, ta. Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha. What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is taller - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has the balls? Who's wearing a hat? Who has a scarf on his neck? Who has the car? Who's standing? Who's walking? Drawing Sewing machine, passenger car, washing machine. Name the objects in one word. How do you turn the word car into the word tire? Repeat the words step, steps, step, step. These words are called cognates. Fill in the missing letter and pronounce the words clearly. ...ar...arf...aiba...ariki Tell me the right word. The jumper jumps with... (pole). The train is driven by... (driver). The hole can be pierced... (with an awl). We admire... (water lily, lilies of the valley). Pour the milk into ... (jug). Pour water... (with a ladle). The driver drives... (the car). Which syllable is missing? Ti...na (silence), ma...na (car). Name words with the syllables sha, shi, shu. Why were bushes and trees called that - rosehip, mulberry? The wild rose has prickly thorns. Silkworm caterpillars (silkworms) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They spin cocoons from silk threads, in which they transform into pupae. Cocoons unravel and weave silk fabrics. Automation of the sound [w] in words with the syllables ash, ush, osh, ish, ish, esh Pronounce the words correctly Tower, turret, cup, shirt, daisy, bug, pencil. Shower, mascara, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa. Finish, little house. Midge, cat, crumb, windows, peas, basket, palm, potato, okroshka. Mouse, mouse, baby, reed, donut, tower, lid, baby, monkey, tire. Nuts, sturdy, rattle. Tasks Say it kindly. Cherry is a cherry, a cat is a cat, a mouse is a mouse. Which letter is lost in these words? Kotka, skein, wash, cone. Why was the first dish called okroshka? Rebus. A teapot, a bus, a fur coat, a bush, an orange. Name the objects. Highlight the first sound in the names of objects. Make up a word from these sounds. (Cup.) Automation of the sound [w] in words with a combination of consonants Pronounce the words correctly Headquarters, barbell, pants, stack, stamp, darning, curtain, corkscrew, steering wheel, thing, bayonet. Wardrobe, box. Hat, helmet, boat. School, student. Sleepers, twine. Tasks Replace the sound [p'] with the sound [t'] in the word spire. What word did you get? (Calm.) Syllable chain. Mouse - reel - reel. Say it kindly. Hat - hat, fur coat - fur coat, pants - pants, shirt - shirt, cone - cone, hat - cap, mouse - mouse, ball - ball, reel - reel. Choose rhymes. Pictures and words. Two columns of drawings. Mouse - quiet, cat - midge, baby - cat - cloudberry, ka-dushka - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, cone - Quiet, guns - ears, dryers - flies, old woman - cheesecake, window - basket, okroshka - potatoes, cockerel - scallop. "Is it correct?" The guns are firing, the cannons are baking. A cat grows in a swamp, a cloudberry sits under the table. There are toys on the tree, and cuckoos in the hands of the children. "Useless and useful advice from the old woman Shapoklyak." Salt frogs in tubs. Place the cuckoo on your pillow to sleep. Throw the coils at the windows of the hut. Place the midge in the basket. Don't litter in the hut. Salt the volushki in a tub. Treat the old lady to cheesecake. Don't kill frogs! Take care of the cuckoos! Repeat the helpful tips first. Why can other advice be called useless? What's extra? Make up the letters for the girl's name and the name of her clothes. A, K, A, P, M, Sh, B, L, U, R, F. - Which letter is lost? ...stranded, Roma...ka, carto...ka. - How are these words different? Moshka is a cat. A hat is a boat. The fur coat is a joke. Sleeper - noodles. How are they similar? "What's going where?" Flutters in ... (tub), feathers in ... (pillow). “What to whom?” For the baby - a rattle, for the kids - toys, for the old lady - cheesecakes, for Mashenka - cherries, for Mishenka - pants, a shirt, for the frog - a midge, for Cheburashka - a chamomile, for the cockerel - grains. Automation of the sound [ш] in phrases Complete the word. Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good.... Choose the right words. What are you doing? Tell me about yourself. I... (walk, breathe, wave); listening music); spoon soup ... (stir); problems... (solve); with a needle... (sew). Tell me about Misha. Misha, with your eyes... (look, blink, look); ears... (listening); with your feet... (you walk, you walk, you run, you walk); with your hands... (catch, throw, wave, do); door... (open, close); ball... (catch); with a doll (playing); pencil... (draw); by car... (you drive); on the plane... (flying). Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You go to the store... (enter), groceries... (choose), money... (pay), groceries in the bag... (put), home... (bring), out of the bag... (put out), in the refrigerator... (put). Tell me about yourself. I will ... (write a letter), and sew up a hole in the dress ... (sew up). Automation of the sound [w] in sentences and in coherent speech Sentences of two words The kids are making noise. The mouse rustles. Natasha writes. Misha is a naughty guy. Ksyusha is big. Three word sentences The cat catches up with the mouse. Katyusha buys chess. The cockerel pecks the cherries. Mashenka eats chocolate. Pasha is fixing a hanger. The cat knocked over the jug. Natasha found a pebble. Mashenka was given a scarf. Make three-word sentences with the following words: cone, cuckoo, Misha, car, top. If you were an artist, what could you draw with the sound [w]? Sentences of four or five words or more Aunt Dasha is sewing a shirt. Grandma is darning Misha's panties. Uncle Pasha is plowing the arable land. Masha puts Mishka on a shirt and pants. The car has rubber tires. A bug sits on a large daisy. Volnushki are salted in a tub. Frogs croak at the forest edge. A cone fell on the mouse. Peas were scattered on the path. The bear is sitting in the car. The mouse fell into the mousetrap. The frog jumped onto the water lily. Natasha plays with a teddy bear. Grandfather plays checkers with Misha. Grandfather is lying on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears in the shower. Grandmother and Alyonushka sat down on a log. Sentences with conjunctions a, and Dasha and Pasha play chess. Alyonushka has a basket, and Mashenka has a mug. Pasha built a turret, and Misha built a house with a roof. The porridge is eaten with a spoon, and the compote is drunk from a cup. Dashenka plays with a matryoshka doll, and Misha plays with a toy car. Alyonushka took the bowl and fed the cat. Yasha went out to the edge of the forest and saw a cuckoo there. Tasks Distribution of proposals. What is Dasha doing? Dasha is sewing. What does Dasha sew? Dasha is sewing pants. What does Dasha sew on? Dasha sews pants on a sewing machine. Who does Dasha sew pants for? Dasha sews pants for a bear on a sewing machine. Complete the sentences with. The bunny has long... (ears). Here sits a green frog... (abdomen). The kids are walking to... (school). The pie is good, inside... (curd). Mushrooms in a tub, grandfather in ... (hut). Name the extra word in the sentence. The rose hips have prickly thorns and bumblebees. A frog sits on a water lily, a tub. The cat rolls a reel, a rattle. Who can I contact like this? Please do for me... I ask you, please help... Contact me with a request. Unprecedented. Figure 14. (See color insert.) Cuckoo in a hood. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear dances with the mouse. The mouse catches the cat. Come up with fable sentences. "Learning to think." Development of cognitive processes. Find the differences. Drawing of Confused Masha and a girl dressed correctly. Clothes on girls. Scarf, hat, shoe laces, fur coat, mittens. What can’t Masha go for a walk without in winter? To the beach? What will Masha wear to kindergarten? Figure 16. (See color insert.) Cats of different colors, a mouse, a wardrobe. The cat is on the closet, under the closet, behind the closet. Where does the tabby cat sit? Where is the red cat? Where is the mouse peeking from? Topics for composing stories and fairy tales “Birds”. Why are they called that? Avocet, pintail, shoveler, broadtail, broadmouth, mockingbird, stonewall. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left and which is on the right? "Visiting Cheburashka." Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile. "The Adventures of Sharik and Pushka." Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell. “Mishutka Toropyzhka is looking for friends.” Key words: mouse, cone, frog, bumblebee, obedient hedgehog, naughty hedgehog. “How the bear Toptyzhka visited the kindergarten.” Key words: Natasha, Masha, tumbler, matryoshka, machine, ball, naughty, noise, closet, books. "Teremok". Write your own fairy tale about the little mansion. Use the words frog-frog, mouse-norushka, cockerel - golden comb, bunny-coward.
Automation of sound [sh] based on plot
“Birthday of the doll Masha” Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash registers, typesetting canvas. Course of the lesson Organizational moment We brought you gifts. Whoever wants it will take it. Here is a doll with a bright ribbon, Tumbler, and an airplane.
Depict the actions of wind-up toys: the doll walks, the Teddy Bear dances, the Tumbler rocks, the horse gallops. Message about the topic of the lesson A doll is brought in. This is Masha. The sound [sh] is pronounced with emphasis. - Remember the names that have the sound [sh]. (Sasha, Natasha, Katyusha, Ksyusha.) Say the name Masha affectionately. (Mashenka.) Today Mashenka invites us to her birthday. We will visit her and get acquainted with the new sound [w].
Characteristics of the sound [sh] according to articulatory and acoustic characteristics - Mashenka does not yet know how to pronounce the sound [sh], let's teach her. What do our lips do when we pronounce this sound? (They stretch out like a tube.) Where is the tongue? What is it - narrow or wide? (The tongue is wide, “cupped.”) How do we pronounce the sound [w] - with or without voice? Does it sound hard or soft? Vowel or consonant sound [sh]? Bend your fingers and repeat what sound [w]. (Consonant, hard, voiceless.) Designation of the sound [w] with a color symbol.
Pronunciation of the sound [w] in syllables - The mice heard about Masha’s birthday and whispered: “Sha-sho-shi (questioningly - will Masha invite them to her birthday). Shu-sho-shu (with a request). Shta-shto-shtu (affirmative). Shva-shvo-shvy (joyfully).” Pronunciation of the sound [w] in words. Determining the position of the sound. Case management - Who did Masha invite to her birthday? Toys are on display (Cockerel, Parsley, Matryoshka, Tumbler, mouse with little mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w]. — What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. (Balloon, hat, chocolate, scarf, fur coat, curtains.) And now - with the sound [w] in the middle of the word. (A car, a frog, a cup, cherries, a rattle, a reel, a book.) And also name gifts in the name of which the sound [w] is heard at the end of the word. (Ladle, pencil, brooch.) Development of phonemic awareness. Sound-syllable analysis of the words Masha, porridge - Mashenka invites us to play the games “Sound Lost”, “Sound Got Lost”. What sound is lost in the words we...ka, ko...ka, lay down...ka, mo...ka? Children name the missing sound and the whole word. - What sound got lost and got out of place, what sound was lost in the following words: tkaf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. The “correct” words are wardrobe, mouse, porridge, Masha.) Let’s show Masha how we designate sounds with circles. How do we designate words and syllables? Children lay out diagrams of the words Masha, porridge. - How are these words different? How are they similar? Physical exercise Children play the game “Cat and Mice”.
Pronunciation of the sound [w] in sentences. Complementing sentences - Mishutka suggests playing the game “Prompt the Word.” He names two words, and you add another word to make a sentence. Masha - porridge. (Loves. Masha loves porridge.) Misha - a fur coat. (Misha wears a fur coat.) The frog is a midge. (The frog ate the midge.) The cat - the mouse. (The cat caught the mouse.) Determining the number of words in sentences. Sound [w] in coherent speech - The guests began to tell different stories. Listen to what Tumbler said about his friend Natasha. Give Natasha a bear. Natasha is walking with the bear. She puts pants on the bear. Natasha loves the bear. Children restore, correct and retell the text. Reading the syllables sha, shu, sho, shi - Remember, the letter sh is never friends with the letter s, but only with the letter i. “Write the letter w with i!” Working with split alphabet. Make up the word tire. - What syllable is missing in this word to create the new word machine? (Syllable ma.) Make up the word Masha. Lesson summary
Consolidation
After the child has managed to pronounce the sound “sh”, it is important to consolidate the result and automate the process.
For this purpose, a special task file
for every baby.
You need to start with simple words and phrases
in which problematic sounds are often found.
You can also keep a special home notebook to consolidate
the results, where children, starting from
the 1st grade,
will be able to write down
texts
with abundant content of the letter “w”.
It is necessary that the child not only phonetically
correctly pronounced the sound “sh”, but also used it correctly in
grammar
. If the letter is written and used correctly, the baby will try to use it correctly in conversation.
In such a notebook, you need to give the task of adding endings in the words: Nata...(sha) pi...(shet), Timo...(sha) wants to eat...(sha), Ma...(sha) collects lands...(shi).
You need to teach your child to create a diminutive form of words: uncle - uncle, crumb - crumb, ear - ear, spot - spot.
Expert opinion
Margarita Sergeevna S.
Speech pathologist and speech pathologist with 15 years of experience working in various speech correction centers with children of different ages.
You should compose a text where the letter “w” appears constantly; words should be replaced with pictures. When reading, the child will try to pronounce the words correctly. It is important to maintain an entertaining component for the baby, then he will perceive the activities as a game.
There is a wide selection of poems
and
pure tongues
, which are aimed at establishing the sound “sh” in children.
Expert opinion
Margarita Sergeevna S.
Speech pathologist and speech pathologist with 15 years of experience working in various speech correction centers with children of different ages.
The child should also be able to correctly use the letter “w” in spelling. To do this, he needs to make sentences with problematic sounds. You can start with simple monosyllabic sentences, gradually complicating the task.
Automation of sound [sh] based on the plot of the fairy tale “The Adventures of the Cowardly Bunny”
Material: toys (Playful Teddy Bear, Cowardly Bunny, Jumping Frog, Little Mouse); subject pictures (cuckoo, bumblebee, cherries, daisies, lilies of the valley, water lilies, porridge, wavelets, russula, egg capsules); images of trees, huts, symbols of sounds and words, split alphabet. Course of the lesson Organizational moment Psychophysical gymnastics. Toys are shown. - This is the Naughty Bear, the Cowardly Bunny, the Jumping Frog, the Little Mouse. Depict the characters' movements with facial expressions and gestures. Report the topic of the lesson. Characteristics of the sound [ш] by articulatory and acoustic characteristics - What identical sound did you hear in the names of our guests? (Sound [sh].) Today we will repeat the sound [sh] together with them. What sound is this? Children give a description of the sound [w]. Pronunciation of the sound [w] in syllables. Analysis and synthesis of the word noise - The cowardly bunny ran towards us and listened. And the forest rustled: “Ash-osh-ush-shi!” (The bunny became wary.) Wow! (The coward got scared.)” But then the leaves whispered: “Shu-shu-shu.” And the Cowardly Bunny calmed down. What sounds did you hear in the whispering of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word did you get? (Noise.) “Scatter” the sounds of the word noise. How many sounds does it have? Pronunciation of the sound [w] in words - A cowardly hare ran out of the forest and came running to us. Now we will find out who and what he saw along the way. Pictures of various colors are displayed. On the edge of the forest grew... (daisies, lilies of the valley, porridge), on the river... (water lilies, egg capsules). Guess by the sounds [w], [m'], [e], [l'], who was sitting on the daisy? (Bumblebee.) On the bank of the river, the Cowardly Bunny saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). Under the bush grew... (wortlings, russula). What bird did the Cowardly Bunny see in the tree? (Cuckoo.) Determining the position of the sound [w] in words. Selection of rhymes - The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: tire... (car), cat... (midge), frog... (pillow), fly... (gun), mouse... (bear). Where is the sound [w] heard in these words? (In the middle of the words.) And here comes the naughty Bear. He will read “mixed up” verses to you, and you listen and immediately correct the mistakes. My friend and I played cups... (checkers). We drank tea from a white checker... (cup). A cone came out of the hole... (mouse). A mouse fell on her... (bump). There were cones sitting under the bush... (mice). There were mice hanging on the pine tree... (cones). A cat was flying in the air... (midge). The midge... (cat) lapped milk. There was a cat on the table... (a bowl). There was a bowl sitting on the floor... (cat). Pronunciation of the sound [w] in sentences. Analysis of the composition of the sentence - The naughty bear came up with “confusions” not only in verses, but also in sentences. "The rails lie on the noodles." What are the rails on? (The rails lie on the sleepers.) How are the words sleeper and noodles similar? Now let’s correct the rest of his confusing sentences. "Natasha carries a boat." (Natasha wears a hat.) “Grandfather is playing with the car.” (Grandfather plays the harmonica.) “The mouse catches the cat.” (The cat catches the mouse.) Come up with your own confusion sentences. Show the naughty Bear how we designate the sentence and words. Proposal analysis. Practical mastery of prefixed verbs - Listen to the playful Mishka’s story about how he came to us. The speech therapist speaks on behalf of the playful Mishka, and the children help lead the story. - I was walking through the forest and a wave... (found). Then I went into the forest... (went), into the thicket of the forest... (went) and to the hut... (went), then into the hut... (went), nothing there... (found), then... (went). I ... (approached) to the tree, there I found sweet honey ... (found). Along the path... (went) and to your class... (came). Physical exercise - Now listen to the poem and do the actions.
We walked through the forest, walked, walked, and only found a pine cone. The children ran further and met a frog. Jumping frog - eyes on the top of the head. Hide from the frog, mosquitoes and flies!
Children pretend to be a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to an activity. Pronunciation of the sound [w] in poems - The jumping frog decided to tell us about what recently happened to the naughty bear.
A squirrel from a branch to its little house. She was dragging a cone. The squirrel dropped a cone and hit Mishka straight. Mishka groaned and groaned: A lump jumped up on his nose!
Children repeat the poem together with the speech therapist. Reading and transforming words. Sound-letter analysis of the word bear - What similar words did you hear? (Bear, cone.) Indicate the word bear with circles. How many syllables and sounds does it have? Make up this word from the letters of the split alphabet. Now make up new words by replacing the letters in the word bear. (Mouse, fly, midge, cat.) Reading G. Yudin’s fairy tale “How the Mouse Played Naughty” - And here comes the Little Mouse. Who is she with? (With a mouse of Mice.) She wants to tell a fairy tale about her naughty little mouse. Listen carefully and remember words with the sound [w]. Reading a fairy tale. Development of phonemic awareness - Who remembered words with the sound [w]? Name them. Children's answers. Composing words from the letters of the split alphabet at the request of the children. Result of the lesson.
