A system of games and gaming exercises that promote the development of coherent speech. Methods for developing coherent speech in preschool children, examples of effective exercises

Work on coherent speech involves teaching children long-term speech utterances and is implemented through a series of game exercises. Easier for children to understand educational material through the game.
Here are some games that are aimed at enriching and activating the vocabulary, forming the grammatical structure of speech. They are proposed to be carried out during basic speech therapy classes.

Game "Why"
Goal: To teach how to use the conjunction “because.”
- The children ask the speech therapist. The speech therapist answers children’s questions using the conjunction “because.”
- The speech therapist asks the children, demanding the use of this conjunction.
Sample questions: Why did the doctor come? Why do people take umbrellas? Why do birds fly away? Why can't you swim in winter? Why do you need to be attentive in class?

Game: “Compare and Tell”
Goal: To teach children to find distinctive details of an object and compare two objects.
Children are given separate types of doll clothes made from fabrics of different materials and colors.
The speech therapist asks you to compare two skirts (two aprons, two trousers, etc.) and tell them how they differ.
Sample answers: This skirt is red and made of silk. And this is a blue skirt, made of chintz, with a blue pocket.

Game: "The Fourth Wheel"
Purpose: To learn to classify an object according to its characteristic feature or purpose.
Children determine which picture is odd and why. The material is selected according to the lexical topic.

Game: “One – Many”
Goal: Practice writing simple sentences. To consolidate knowledge about the habits of wild animals and the names of their cubs.
Children put on masks. “Bear” says: “I am a bear, I live in a den. Who are my children? Other children run out and say: “We are your little bear cubs.”

Game: “Mashenka’s treat”
Goal: Practice writing simple sentences and using nouns in indirect cases.
Masha came to the forest and called the animals to her, offering them food. “Animals” must name themselves and tell what they eat: a bear - honey and berries, a hedgehog - berries, snails and mushrooms, etc.
A similar game can be played when introducing the topics: “Pets”, “Poultry”.

Game: “What did the artist forget to draw?”
Purpose: To practice using nouns in the Genitive case.
Children are given figures of animals, birds, objects that are missing individual parts (an eagle has a wing, a rooster has a beak, etc.) Children must name what is missing.

Game "True - false"
Goal: Finding words or phrases in the text that do not fit the meaning, replacing them with suitable ones.
The speech therapist reads a poem, the children say what is true and what is not.
Warm winter Now,
The grapes are ripe here.

Horned horse in the meadow
In summer he jumps in the snow.

And in winter among the branches
“Ha-ha-ha,” the nightingale sang.

Quickly give me the answer -
Is this true or not?

Game "Who is bigger?"
Goal: Learn to select words that are close in meaning to what was said.
Example words:
Fox - little fox, gossip, little fox-sister, vixen, Patrikeevna...
Baby - baby, toddler, crumb, child...
Blizzard - blizzard, blizzard, blizzard, blizzard...
Wet - wet, damp...
Beautiful - wonderful, wonderful, good...

Ball game "Say the opposite"
Goal: Find words that have opposite meanings. An adult throws a ball and says a word. The child names the antonym.
Example words: clean, wide, healthy, cheerful, slow, soft, sharp, angry, sweet, hot, brave, tall, affectionate, summer, light, old.

Game "What is this?"
Goal: Finding a generalizing word for a given series of words.
Example words: Body, cabin, wheels, steering wheel, headlights - car.
Trunk, branches, twigs, leaves - tree
Dial, hands, pendulum, mechanism - clock.

Game "What's extra?"
Goal: Find a word in the series that does not fit in meaning, but is consonant with the others.
Example words:
Goose, caterpillar, goose.
Sick, big, hospital.
Lamb, lamb, lamb.
Rain, rainy, wait.
Sea, carrots, sailor.
Find out why given word superfluous.

Have you noticed that some people speak easily and with enthusiasm, while others squeeze the words out of themselves, and it’s hard to listen to them. To speak vividly, clearly, emotionally, a person must master coherent speech. There are two types of connected speech: dialogue and monologue. Coherent speech in the form of dialogue begins to form in a child from the moment he begins to actively use speech for communication. This is usually around 2 years of age. Coherent speech in the form of a monologue is formed in children by the age of 5–6 years.

Having not learned to speak coherently in preschool childhood, then every year it will be more and more difficult for children to catch up. Let's look at how a child's coherent speech is formed, what conditions influence this, how parents can help their child master coherent speech, and what games you can play with your child at home.

How is coherent speech formed?

There are several key points in the formation of a child’s coherent speech:

1. coherent speech is formed simultaneously with the child’s mastery of phonetics, vocabulary and grammar of his native language;
2. coherent speech is an indicator of thinking, as we think, so we express it;
3. the development of coherent speech can be significantly accelerated by teaching a child to write;
4. The child masters the ability to conduct a dialogue mainly in the process of communication (with relatives, in kindergarten, on a walk); in order to develop coherent monologue speech, targeted lessons with the child are necessary;
5. mastering monologue speech, the child goes through several stages: first he learns to retell, then to tell; first learns to describe an object, then talk about an event and then reason.

Let's consider each of these points in more detail and select suitable games and everyday situations in which you can practice development of a child’s coherent speech.

Aspects of speech and their complex development

The formation of coherent speech occurs in close connection with the development of all aspects of speech (you can read about the norms of child speech development):

• phonetic;
• lexical;
• grammatical.

Phonetic side of speech and coherent speech. If the child hears and understands speech well, and does not cause difficulties, he will feel more confident in the conversation. A child who knows how to use timbre and intonation in his speech will be listened to more attentively and will also feel more comfortable communicating.

Lexical aspect of speech and coherent speech. If a child has a sufficient vocabulary, he will be able to describe an object: identify the characteristics of the object and its parts, use synonymous words, select the right word.

The grammatical aspect of speech and coherent speech. Coherent speech is impossible without the grammatically correct connection of words with each other (in numbers, gender, cases, tenses, persons), the use of prepositions and conjunctions, the use of syntactic constructions of the language (complex and complex sentences, homogeneous members of the sentence, phraseological and other phrases).

The ability to speak coherently is the last stage in a child’s acquisition of his native language. A child’s coherent speech shows how well he has mastered his native language. You can read about what to do if your child does not speak.

Coherent speech and thinking

Coherent speech is an indicator of thinking. As we think, so we speak, we present. In fact, a child’s connected speech is not just a chain of sentences connected to each other, but a chain of logically constructed thoughts. If a person speaks very poorly, he cannot think. Features of thinking are also very clearly visible in speech: one child emphasizes more external signs object or phenomenon, and the other always tries to connect something with something, to find a reason.

On the other hand, when talking about something, a child mentally builds his story: what he will say, how he will construct a sentence, what he will say at the beginning and what at the end. That is, by teaching a child simple storytelling, we teach him to think.

As you can see, connected speech is multi-step operation. It is necessary to teach the child to perform a sequence of actions that make up one operation, to train switching attention, and to develop memory. Both everyday situations and specially organized games will help with this.

We're setting the table

Ask your child to help you set the table or set the table for toys. You need to take a tablecloth out of the closet, lay it on the table, take out plates, spoons and forks from the kitchen cabinet, place the plates on the table, put a napkin, spoon and fork next to each plate. Usually children really like to set the table, arrange holiday dinners more often and ask your child to help you. This could be new family tradition.

Getting dressed

Let's go for a walk. We need to pack a backpack with toys that we will take with us on a walk. Ask your child to take out the things he needs from the closet and arrange them in the order he will wear them. Now we get dressed, put on our shoes, take a backpack, close the door - and go for a walk!

We are looking for treasure

Give your child the task: “You need to go into the room and find an object. Bring the item and take the “treasure.” Gradually the game can be complicated:

• the item can be moved to another place or moved to another room and placed in a certain place;
• rooms, places and objects may not be named directly, but described in the form of a riddle or signs outlined (for example, “put the object under what has four legs and on which there is a book”);
• increase the number of actions that the child must do.

Who's behind whom

Place several toys one behind the other - these are the animals going to the lake for a swim or a hike (you can come up with something of your own). Ask your child to name the animals and remember who is behind whom. Halt: the animals are running around the clearing. You have rested - now you need to continue the hike: ask the child to arrange the animals in the order in which they were. Start the game with 2 – 3 animals and gradually increase their number.

To prevent sequence games from causing a negative reaction in your child due to the fact that he cannot remember everything, consider the following in your games:

• for children 2–3 years old, start with 2–3 actions and gradually increase their number;
• if a child has forgotten something, tell him directly or, better yet, by asking a leading question;
• You can draw a hint diagram. If the child forgets something, he can see for himself. Children really like such hint diagrams, especially those made in a humorous style. You can make diagrams and tips for the morning ritual, getting ready for a walk, putting away toys, going to bed in the evening, and so on. By doing things himself according to such schemes, the child also learns to be independent.

Connected speech and written speech

According to many teachers, the development of coherent speech can be significantly accelerated by teaching written speech, since written speech is more developed and conscious.

You can start learning to write at the age of 3 years. Of course, at the age of 3, a child still cannot write himself, but he can compose a letter himself. At 3 years old, you compose a letter with your child; at 4–5 years old, the child expresses his thoughts and wishes, and you write it down. You can use these types of games.

Letter to Santa Claus

Invite your child to write a letter to Grandfather Frost. “What should we write to him? What are we really looking forward to? But first you need to greet him, and at the end you need to say goodbye. Do you also want to write about gifts that you would like to receive? Fine". Here's what you might end up with:

Hello Dedushka Moroz! We are looking forward to seeing you. I want a truck and a construction set. Thank you very much. Goodbye.

Mailbox

Set up a mailbox at home: cover the box with blue paper and add the inscription “MAIL”. Make two slits in the box: a narrow one at the top for dropping letters, and a larger one at the front for removing letters and postcards. For older children, you can write your home address on the mailbox. You can write letters and sign postcards to family members and soft toys that you have at home.

When you are composing a letter with your child, draw his attention to the fact that writing is a serious matter: you need to think carefully about what you are going to write, how best to express your thoughts.

Postman

This game is closely related to the previous one. We wrote a letter and put it in the mailbox. Then the child can turn into a postman, take the letter out of the mailbox, put it in his “shoulder bag” and take it to the addressee. What if the bear to whom the letter is addressed cannot read? What should I do? Let the toy ask the child to “read” the letter: if the child reads, he can read the letter himself, if not, help the child retell the letter from memory.

Games for the development of coherent dialogic speech

Dialogue is a conversation between two or more people, the purpose of which is to ask about something and provoke an answer or induce some action. Dialogue is, first of all, spoken language: simple words, simple verbal constructions (incomplete sentences, monosyllabic answers, short questions), exclamations, more facial expressions, gestures, emotions. Often, dialogic speech is situational, that is, understandable only in a certain context.

The child hears dialogic speech in the family from birth and assimilates it faster. At 2 years old, a child can give a monosyllabic answer to an adult’s question: “Yes,” “No,” “I will.” At 3 years old, he already answers in detail, can ask a question himself, and expresses his emotions in speech. By the age of 4, a child is fluent in dialogue and initiates communication with both adults and peers.

To develop your child’s dialogue skills, try to talk more with your child: at home while doing household chores, on the way to the store or from kindergarten, or while walking. Comment on your actions. To ensure your child understands you, try to speak in simple sentences and use mostly words that the child knows. Interrupt your speech more often and ask your child questions; if the child does not speak yet, answer for him (this way the baby will learn speech patterns faster). When you read a book to your child, stop sometimes: you can ask the child about who the characters in the book are and whether he likes their actions, discuss the illustrations. If the child cannot answer you, answer for him.

The time when you and your child are walking somewhere, driving or waiting in line can also be used to develop the child’s speech. Here are two games suitable for these occasions.

I think about…

Make a wish for some object that the child also sees. Start with one attribute of this subject: “I am thinking about something lofty...”. Your child lists the tall objects he sees and asks follow-up questions to guess what you are thinking about. Then you can change roles with your child. Gradually, the game can be complicated: make wishes for objects that are not in sight, make wishes for book or cartoon characters.

Let's talk

Take two items that you have on hand. It can be sticks, pebbles, a comb and a mirror, small pictures – anything. If you have a pen or felt-tip pen, draw eyes and a mouth on them. Start a conversation between them: “Hi! I'm a comb. I live in this bag. And who are you?" and so on. Encourage your child to gradually join the conversation on behalf of one of the characters.

In the development of dialogic speech, role-playing games are of great importance, since usually in these games the characters talk a lot among themselves.

Let's go visit

Take two toys. Build two houses for them and a path between the houses. Toys can visit each other: knock, ask if they can come in, find out how things are going, and even treat themselves to tea and cookies.

Do you want to play with your child easily and with pleasure?

Shop

Set up a small store. Anything can be sold there: fruits and vegetables, books, cubes, cars, etc. At first, the child can act as a buyer. Mom or toy will be the seller. A child comes to the store, says hello, and says what he wants to buy. The seller can clarify something, for example, ask what kind of apples are needed: green or red, then he says how much it will cost. If there are no toys paper money, any money can be used small items: cubes, lids, buttons.

Doctor

Set up a small medical office. Can buy ready set doctor or use what is at hand (bandage, cotton wool, adhesive plaster, small jars). Animals will come to see the child’s doctor. Encourage your child to ask what hurts the animal and tell the toy how he will treat it.

See how the role-playing game “Hospital” is carried out in middle group kindergarten, you can in this video:

You can also play with a hairdresser, shoe repair shop, etc.

Games for the development of coherent monologue speech

Mastering monologue speech, children first learn to retell, then tell. While learning to tell, children consistently master three types of monologue:

• description (characteristics of an object),
• narration (a story about some events),
• reasoning (presentation of material in the form of evidence).

They begin to teach a child monologue speech at the age of 2, when the average child begins to speak. Nursery rhymes and nursery rhymes are read to the baby. He memorizes them, then he can finish the last words in lines, individual lines, and, finally, the entire nursery rhyme or poem in its entirety.

At 3 years old, a child can pronounce 3–4 sentences coherently and describe the subject: at first only its external signs (color, shape, size), later he will be able to tell what this object does and how it is used, and even later - about what parts the object consists of.

From 4 years old a child can retell fairy tales, short stories. Let's take, for example, the fairy tale "Turnip". The child first learns to retell with the help of leading questions from an adult (“Did your granddaughter call Zhuchka?”), then direct ones (“Who did the granddaughter call?”). After 5 years, a child can retell a short story without leading questions, repeating the author’s words, and convey the characters’ lines expressively. At this age, the child is taught to break the text into logical passages: they give him beacons - what to say after what. This is a kind of logical plan for the answer, which the child is already beginning to retain in memory.

By the age of 4, a child can talk about some event from his life. Talk about what is happening in the picture, what could have happened before, what will happen next. Closer to 5 years of age, a child consciously uses synonyms, antonyms, and comparisons in his speech (if he was specifically taught to look for comparisons in texts and come up with his own).

If up to 4 years of age the child’s speech is situational, and real objects or subject and plot pictures are used to teach coherent speech, then by the age of 5 the child masters contextual speech (which is understandable in itself) and can retell fairy tales, short stories, and recite poetry. Stories that are offered to a child for retelling should be short and have a simple plot. Great for this purpose Little fairy tales by Gennady Tsyferov And stories by L.N. Tolstoy for children.

At 5–6 years old, a child can be taught reason. When helping him tell, don’t just ask questions: who? Which? what did you do? what happened next?, and ask: why? How? For what? This way the child will learn to look for reasons, build cause-and-effect relationships and reflect them in his story.

Several games to help your child learn describe objects.

What's happened? Who it?(from 2 years old)

Without naming the item, describe it. For example, “heavy, dad hammers nails with it.” Ask your child to guess. If the child does not speak yet, you can offer him 2 - 3 pictures to choose from, he can point with his finger. With children over 3 years old, you can then switch roles. The child describes, the mother or the toy guesses. You can start the following ritual at home: dad comes home from work in the evening, and you and your baby have already prepared a riddle for him. If dad doesn’t immediately guess, and even with emotions, the baby will wait every evening when he will be able to tell dad a riddle.

We help and tell(from 3 years old)

Ask your child to tell Grandma what a microwave is (if she doesn't already have one) or how to use the TV remote. You can tell dad what it is sewing machine. For a little brother or sister - about what juice or cookies are. Soft toy- about what a car is, you can at the same time ride a toy in a car.

School for animals(from 3 years old)

Organize a school for animals. The child can act as a teacher. Prepare several pictures with objects, different or on the same topic. For example, what is in the house. Ask the child to tell the animals what is in the house, because the animals used to live in the forest, and they did not have any houses - only minks, nests and dens. Give your child pictures to describe one at a time and gently help him return to describing the item if he gets distracted.

These types of games are perfect for teaching your child how to talk about events.

What's happened?(from 4 years old)

Show your child a picture with a story. It is better if it is a picture that, in your opinion, should interest your baby. Soviet postcards are perfect if your parents or grandmothers still have them. Ask your child to tell you what happened. At first, you will first have to tell yourself what happened in the picture; the child will repeat your example. Gradually lead him away from repetition. This can be done by asking a question that will lead the child a little away from your option.

Then you can discuss with your child what happened before and what may happen later.

Stories from pictures(from 4 years old)

Children love stories based on pictures. You can select suitable pictures from children's magazines (in old Soviet magazines there were even separate sections for them), use the book "Stories in Pictures" or didactic materials for speech development, of which there are now a great many (for example, like these ones). First, tell the story yourself, let the child insert individual words first, then phrases and sentences. At some point he will be able to tell the whole story.

We write stories and fairy tales(from 4 years old)

Offer your child several objects that can be combined into one story. You can use pictures instead of objects. Ask them to come up with a story about what could have happened. For each picture you can ask your child a question. For example, from the pictures “duckling - river - frog - mother duck”, you can come up with the following story: “One day a duckling went to the river to swim. There he saw a big frog. The frog croaked loudly. The duckling got scared and ran away to its mother.”

For children over 5 years old, Propp cards are perfect for this game. They will also allow you to introduce the child to the main parts of a monologue: beginning, action, ending.

To develop a child's skills reasoning you can play these games with him.

Comparing items

Offer your child two objects (real or pictures). Ask them to tell you about them: how they differ and what they have in common (the second is usually much more difficult for children).

What first, what then(from 5 years old)

Prepare several pictures reflecting some process in its development. For example, the growth, flowering and wilting of a flower or the growth, flowering and ripening of a berry. Ask your child to put the pictures in order and tell him why he arranged them that way. You can intentionally hide one picture and ask the child if everything in the chain is correct.

In order for your child to happily accept games for the development of coherent monologue speech, follow several principles:

1. give it to the child speech sample: If you ask your child to describe an object or talk about some event, give your version first. At first, the child will repeat your pattern, but gradually learn to invent it himself;
2. use reflection technique: you start a sentence - the child finishes;
3. use questions. At first, the child’s entire story or retelling will be based on your leading questions, then on direct ones. Gradually reduce the number of questions; by the age of 5–6 years, the child will learn to do without leading questions. It will only be enough for him beacons, what to talk about and in what sequence, at the beginning of the story;
4. use those objects, pictures, texts that evoke strong feelings in the child emotions: Children speak better when they are impressed.

Development of coherent speech with pleasure

During the day, while playing with your child or doing ordinary things, try to remember the points that affect speech development. Turn on the mini games to develop coherent speech into your everyday games. You can suddenly forget something and ask your child to continue for you. If you watch a cartoon together, get distracted towards the end and then ask your child to tell you how it all ended. Every day a little in the form of a game and with positive emotions is much more effective than a special lesson once a week.

Moreover, for development of coherent speech, as well as for speech development in general, turns out to be very effective. To develop coherent speech, you can do the following:

1. hang it up at home posters on the walls: you walk by, talk a little about one subject - that’s already good;
2. tie speech mini-lessons for everyday affairs: When preparing dinner, act out a scene between a fork and a spoon. Your baby's laughter is guaranteed, and after a while you will see that he himself will be able to arrange a dialogue between two completely inappropriate objects;
3. create a family speech traditions: in the morning a riddle from mom to the baby, and in the evening a riddle from the baby to dad; in the morning on the way to kindergarten - discussion of plans for the evening; in the evening on the way from kindergarten - exchange impressions about how the day went; go to the store with your child - try to find something unusual and ask the child how this could happen; family theater on weekends and more. You can come up with many options for such traditions; choose what is convenient for you and evokes positive emotions;

Municipal budget educational institution « high school No. 2 of the city of Dimitrovgrad, Ulyanovsk region"

Bagaudinova Nailya Rafikovna

Exercise card

Development of speech of primary schoolchildren through a system of exercises

Work on the ability to highlight the features of a sentence, determine the boundaries of sentences in oral speech intonation begins in 1st grade, during the period of learning to read and write. Every teacher has in his arsenal special exercises and tasks that help first-graders quickly and deeply master the concepts of “text” and “sentence” and develop the skills of constructing an independent written statement. I offer the guys the following tasks.

Exercises for the development of phonemic processes.

Exercise No. 1 “Name the words”:

Name words that begin with the sound A (t, o, r etc.);

Name words that end with the sound P (and, oh, with etc.);

Name the words that have a sound in the middle l (n, e, g etc.).

Exercise No. 2 “Clapping”:

Now I will tell you words, and as soon as you hear a word that begins with the sound With (c, o, d etc.), immediately clap your hands: dacha, cat, hat, fox, road, beetle, window, hair etc. Task options: “catch” the sound with which the word ends or which we hear in the middle of the word.

Now I will tell you words, and as soon as you hear a word that has a sound To, clap your hands once, and if the sound G- 2 times: cow, jelly, mountain, mink, guitar, boot, bitch, hand, caught up etc.

Exercise No. 3 “Playing with the word”:

Come up with a word that begins (ends) with the same sound as in the words “frog”, “flag”, “table”;

Name the first (last) sound in the words “ray”, “force”, “sofa”;

Name all the sounds in order in the word “sky”, “cloud”, “roof”;

What sound in the word “fish” (“chair”, “carpet”) comes second, fourth, first, third?

Exercise No. 4 “New word”:

I will now tell you a word, and you will try to change the second sound so that you get a new word: smoke, juice, drank, chalk.

I will now tell you a word, and you will try to change the first sound so that you get a new word: point, bow, varnish, day, pedal, layout.

I will now tell you a word, and you will try to change the last sound so that you get a new word: cheese, sleep, poppy, stop.

Exercise No. 5 “Circles”:

Now we will write down a few words, but not in letters, but in circles. There are as many sounds in a word as there are circles: grass, paper, bun, star, tablet.

Exercise No. 6 “Longer - shorter”:

We will compare words. I will say two words at a time, and you will decide which one is longer. Just remember that you need to compare words, not the things they mean: table - table, mustache - mustache, dog - dog, tail - tail, snake - snake.

Exercises for development

lexico-grammatical structure and coherent speech.

Exercise No. 1 “Second Half”: When reading, only the second half of the word is pronounced. The mental dividing line runs approximately in the middle of the word. This allows us to emphasize the end of the word as an essential part that needs the same accurate perception as the beginning: honortion , Thatonly , trAva , solohm , crowat , casterulya , Creestarted .

Exercise No. 2 “Guess”

I'll look out... the suns... Obrado... young... sinich..., zap... and gathered... into the forest. Old sparrow... wow... it's early bird... it's early... there will still be frosts....

Exercise No. 3 “Make a sentence”:

Make up sentences using the following phrases: funny puppy, ripe berry, forest lake.

The words in the sentence are mixed up, we need to put them in their place: smoke, coming, pipes, from; stand, vase, flowers, in.

Exercise No. 4 “Missing words”:

Now I will read you a story, but some words are lost in it. Try to find them.

Silence reigns in the dense _____. Black _____ covered the sun. The birds fell silent. _____ is about to go.

Exercise No. 5 “Find the error”:

Listen to the sentences and tell me if everything is correct:

In winter, apple trees bloomed in the garden. In response, I nod my hand at him. I soon succeeded by car. The boy broke the ball with glass.

Exercise No. 6 “Action”:

I will name the words, and you will say what this item can do: blizzard - blowing, thunder, wind, snow, rain, sun. It is important to select as many words as possible that denote the action. “What else does the sun do? It doesn’t just shine, does it?”

Exercise No. 7 “Sign”:

If an object is made of iron, what kind is it: iron, paper, wood, snow, fluff, glass.

Exercise No. 8 “Words-buddies”:

How can you say differently about a sad person? Valuable – what is it? Hard?

Which word is missing: sad, sorrowful, dejected, deep; weak, brittle, long, brittle.

Exercise No. 9 “Enemy words”:

Say it the other way around: cold, dull, spacious, raise, low, spring.

Exercise No. 10 “One and Many”:

I will name one object, and you change the word so that it becomes many: lake, name, friend, person, table.

I will say a word that denotes many objects, and you will say one: leaves, well done, claws.

Exercise No. 11 “Reduction”:

Tell me what the small object will be called: ball – ball, hand, flag, hat, sun, chair.

Exercise No. 12 “Explain the word”: letter, nail, brave, umbrella, diamond.

EXERCISE: determine by ear and show (you can use a signal card) how many sentences are in the text.

Goal: to teach to determine the boundaries of sentences in oral speech by intonation and pauses, to determine the number of sentences in the text.

(The text is read by the teacher.)

Winter.

The guys cleared the skating rink. Kids ride in pairs. Cheerful voices are ringing. Good in winter!

Repeat the sentence I read with feeling. What feeling did I convey?

How many words are in the given sentence?

What sentence consists of one word?

How did you determine how many offers there are? (By pauses, by intonation).

How do we find the end of a sentence in spoken language? (By intonation, by voice).

Are these sentences related in meaning and what do they say?

How else can you title the text?

Goal: to develop the skills of identifying features of a coherent written text, naming it, and to give a first idea about text editing.

Fox.

A fox was walking through the forest. Suddenly she smelled meat. The fox ran towards the smell. And the trap grabs the fox by the paw! (According to P. Afanasyev).

Who is this talking about?

What two pictures can you draw to accompany the text?

What happened to the fox at first? From what sentence did you learn about this? Read it.

What happened next? Read it.

How did it all end? Read it.

Does the title match the content of the text?

Does it fit the content of each sentence?

What happened to the fox?

Which sentence contains the main idea of ​​the story?

Choose from these sentences the one that is suitable for the title: “An incident in the forest”, “I enjoyed it!”. Justify your choice. What title can you suggest?

In a story (coherent text), all sentences must be united by a common meaning and can be titled. The title should fit the entire content and cover all sentences. Read the sentences and name the one that matches the content of the story:

- “The forest was thick. The fox was hungry."

Will this sentence help you better understand the overall meaning of the story?

Where should it be inserted?

Why is the sentence “The forest was thick” unnecessary and should not be included in the story?

Read the supplemented text. What did you notice? (The word “fox” is repeated several times.)

What words can be used to replace this word to avoid repetition? (she, the redhead, poor thing)

Have we got a coherent text, a story? Prove it. (All sentences are connected by a common meaning, some incident is reported, everything is told in order: what happened first, then, how it all ended). The edited text is read by students and written down (you can use cheating techniques, dictation, copying with an assignment, and other types of work with text.)

Creating a riddle text in a circle

This type of multifunctional text exercises can be used during the introduction of a new vocabulary word and at other stages of the lesson. Each student is presented with the text of a riddle that he must guess, or a word is encrypted that he must define. The specifics of performing this exercise are as follows:

The first student reads the words written on the board, for example: bear, fox, hare, and one of the words is highlighted based on an independently found feature.

The same student justifies his choice: “You can highlight the word fox, because it has three syllables. It is feminine. It contains voiced and voiceless consonants, and words bear And hare - masculine, disyllabic, and all consonants in them are voiced"

The second student, having read the riddle, guesses it, but does not write down the answer, but folds the text - the riddle of the first student - onto the back side. Below he writes his riddle about the same animal. For example:

With a fluffy tail, but not a squirrel.

Fiery, but not flame.

Likes to steal eggs, but not a chicken.

And so on in a circle. The last student must write down his riddle and
the answer.

The cheat approaches the tree on tiptoes, twirls his tail, does not take his eyes off the crow

And he speaks so sweetly, barely breathing...

Who is this heroine? (Fox)

The review is carried out collectively, or the written versions of the texts are changed between groups. The participants' task is to guess the riddles and determine the encrypted word. An important role in this type of exercise is played by the first student, who must correctly determine the principle of isolating an encrypted word.

Creation two texts from the same source material.

The teacher offers educational material representing a combination of two incomplete texts:

Birds build nests. The nests are made of grass, roots, and moss. Inside they are lined with soft fluff. In the spring, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole.

Teacher(U): Read the entry. Having established its feature, formulate a task for the exercise.

Children(D).\ The recording is a combination of two texts: the first is about birds, the second is about frogs. Both texts need to be restored.

U.: Read each of the passages and prove that these are different texts

D.:(reading excerpts): These are different texts, since they have different themes: the first one talks about birds’ nests, the second one talks about the birth of a frog

U: What parts of the texts are given?

D.: The first text has a beginning, the second has a beginning and a middle.

Next, the teacher suggests distributing these texts with new sentences that can be placed in any part of the source text. Students express their suggestions, and the teacher writes on the board. Then students choose to write down and complete one of the texts. This is what happened after doing the work:

Caring parents.

Birds build nests. The nests are made of grass, roots, and moss. Inside they are lined with soft down. This is very hard work! Soon the chicks are born. The female and male teach them how to fly and bring them food. They will not abandon their chicks. What caring parents!

How a frog is born.

In the spring, when the bright sun comes out, the female frog lays many eggs. They are called caviar. Each egg turns into a tadpole. After a few days, the tadpole grows legs and a tail. After four months, the tadpole turns into a frog.

Compiling two texts based on the identified word.

The source material is written with omissions of the same word that is replaced symbol. A diagram is offered as an additional entry.

For example:

lives on a rug, protects his belly in the form of a wheel

The “tail” doesn’t let me crawl far away from me, I draw

Not only a complex device, but also a useful animal

helps to work on the computer and maintain the ecosystem.

U.: Read the entry. Carefully look at the diagram for it. Formulate the task for the exercise.

D.: It is necessary to determine who or what the text is talking about. Based on this, compose two texts.

U.: Right. What did you get?

D.: The word mouse is missing from the text -

1) a computer device used to enter information and move the cursor;

2) small rodent.

Students find out and analyze semantic errors in the text, supplement it with new sentences, choose how to write texts, and formulate additional tasks themselves.

Exercises for the development of communicative qualities of junior schoolchildren. (1st grade)

TOPIC: FRUITS.

Consider natural fruits with your children: apple, pear, peach, plum, grapes, apricot, orange, tangerine, lemon. Specify how all this can be called in one word (“fruit”). Tell them that lemon, orange, tangerine, and grapefruit are citrus fruits. Help me remember information.

pay attention to characteristic features fruit: taste, color, shape, smell.

Ask the child if he knows where fruits grow (in the garden, on a tree).

Find out if the child knows what can be made from fruits.

Exercise "Name the color, shape" to agree nouns with adjectives.

Plum (what kind?) - blue, oval.

Lemon (which one?) - ...

Apricot (which one?) - etc.

Exercise "Count" to coordinate numerals with nouns.

1 lemon, 2 lemons, 3..., 4..., 5 lemons.

1 plum, 2..., 3..., 4..., 5...

1 apricot, 2 ..., 3 ..., 4 ..., 5 ...

1 pear, 2 ..., 3 ..., 4 ..., 5 ... etc.

Exercise "Call me kindly" on the formation of nouns using diminutive suffixes.

Plum - cream, apricot - apricot, etc.

Exercise "One-many" on the use of nouns in the genitive plural.

One orange - many oranges.

One pear - many pears, etc.

An exercise to form the plural of a noun in the nominative case.

Plum - plums.

Apple - apples.

Pear - pears, etc.

Exercise "Complete the sentence" on the use of case forms of nouns.

Mom bought fruit, washed it, and put it on a plate. We ate them with pleasure. We ate apples. There wasn't a single... (apple) left on the plate. We ate everything... (apples). We ate pears. There wasn't a single... (pear) left on the plate. We ate everything... (pears). We ate plums. There wasn't a single... (plum) left on the plate. We ate everything... (plums). We ate cherries. There wasn't a single... (cherry) left on the plate. We ate everything... (cherries).

Exercise "Name the jam"(learning to form relative adjectives).

The jam was made from apples, it will be called...

The jam was made from pears, it will be called...

The jam was made from peaches, it will be called...

The jam was made from cherries, it will be called...

The jam was made from plums, it will be called... etc.

Exercise "What fruits will there be?"(learning to form verbal adjectives).

If you boil fruits, they will be boiled.

If you freeze fruits, they will become...

If you bake apples, then they will turn out...

If you dry pears, then they will become...

Practice the exercise using all the fruits as an example.

Exercise "What grows where?" on the formation of cognate words.

Apples grow on an apple tree.

Pears grow on...

Plums grow on... etc.

Development of coherent oral speech.

A) Making sentences from words.

apples, lie, apple tree, under.

pear, grow, garden, in.

B) Compiling complex sentences (exercise “Complete the sentence”)

Mom picked apples from the garden to...

Mom washed the pears so...

Mom bought plums at the store so that...

C) Compiling complex sentences based on the model.

The plum is blue and the apple is green.

Lemon is sour, and pear is... etc.

Development of fine motor skills.

Exercises for fingers.

We will cook compote,

You need a lot of fruit. Here.

Let's chop apples

We will chop the pear.

Let's squeeze it out lemon juice,

We'll put in some drainage and sand.

(bend your fingers one at a time, starting with thumb)

We cook, we cook compote.

Let's treat honest people.

(hold your left palm with a “bucket”, index finger right hand"stir" the compote)

Development logical thinking (learning to solve riddles).

In a yellow skin, it is sour,

It's called...

In a golden skin,

Sweet and fragrant.

(Orange)

It looks a little like beads,

Each leaf is like a palm.

He was green, but he ripened -

Became amber, blue, white.

(Grape)

Development of auditory memory.

Learn a poem (any).

The apple is ripe, red, sweet,

The apple is crunchy, with smooth skin.

I'll break the apple in half

I'll share an apple with my friend.

Ours is beautiful autumn garden.

It contains plums and grapes.

On the branches like toys

And apples and pears.

And by night the chill blows

And the yellow leaf rustles at my feet.

We will collect the fruits in the morning

And we'll call all our neighbors.

And let's wave to the sun,

"Thank you, autumn!" - let's say.

The age of 5-6 years is one of the most crucial periods in a child’s life, since now is the time of active preparation for school. It is important for parents to pay attention to the development of correct and coherent speech in older children preschool age, using every free minute for studying - asking the child to do useful exercise while walking or standing in line. This will help brighten up your time and bring both pleasure and benefit.

Norms for child speech development at 5-6 years old

Let’s not forget that every preschooler is, first of all, an individual who develops according to his own laws, so what is easy and accessible for one child may still pose insurmountable difficulties for another. However, experts have identified certain speech skills that children who have reached this age should already possess.

• Correct pronunciation of all sounds.
• Speech should be coherent - an older preschooler should be able to describe the picture shown to him, using complex common constructions, talk about how his day went, what he did, what emotions he experienced. The narrative should be understandable to the listener and consist of a number of consistent sentences.
• By the age of 6, a child knows a large number of words and actively uses synonyms and antonyms. Vocabulary – 3000 words or more.
• Not only concrete words appear in speech, but also abstract ones. The child understands what a “general word” is and can say that rose, peony and daffodil are garden flowers, and cornflower and chamomile are wildflowers; explains why. The development of speech skills is closely related to the knowledge of the world.
• Various intonations are actively used; during the game, a child can “speak in different voices,” giving each game character own speech style.

It is during this period that internal speech is formed, which will later help the child both in school and in life. adult life. Also, the baby must be able to determine by ear the number of syllables in a word, understand which of them is stressed, and distinguish between soft and hard versions of consonant sounds. It is also important that the preschooler be able to understand whether there is any specific sound in a particular word and determine this by ear. Some grammatical errors are acceptable (for example, saying “towels” instead of “towels”).

A harmoniously developing preschooler will retell the text without any problems and will be able to answer questions about it.

How to develop the most significant areas for a child in 20-30 minutes a day

• Three ready-made scenarios for comprehensive developmental classes in pdf format;
• Video recommendations on how to conduct complex games and how to create them yourself;
• A plan for creating such activities at home

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About the importance of training

Coherent speech of preschoolers is one of the key conditions indicating that the child is ready for first grade. What is meant by this term? This is a form of sentence construction in which each subsequent fragment is a logical continuation of the previous one, that is, the child’s ability to competently, clearly and consistently express his thoughts and construct texts.

Distinctive features of coherent speech:

• subsequence;
• consistency;
• emotional coloring;
• the presence of words of all parts of speech, including function ones;
• use of complex, common, interrogative sentences.

This skill is very important, because if a preschooler cannot compose a coherent story, he may not be accepted into a general education institution or sent to a correctional class, which will leave its mark on his future life. But this could have been completely avoided by conducting regular training at the age of 5-6. It is important for parents to understand: if previously it was possible to turn a blind eye to some of the child’s developmental delays, not to put pressure on him, forcing him to perform exercises several times to produce a “complex” sound, now there is no such opportunity. They have about a year left to completely solve all the problems and prepare their son or daughter for a full-fledged school life.

It has been proven that those children who master the skill of coherent speech quickly master school curriculum, show better academic performance than those who are still very poor at constructing texts. In addition, children who speak well feel more confident, they are sociable, open to the world, while children with speech defects often become inhibited and complex. Childhood problems in the future will not allow you to lead a normal life, to join society as a full member. Therefore, it is very important to pay attention to the full development of speech and the elimination of defects.

Development of sound analysis ability

To form normal speech and subsequent learning to write and read, it is important that children are able to recognize sounds by ear. You can play a simple game with them: the parent will show the child cards that depict various animals familiar to him, and also clearly pronounce their names. The child’s task is to clap his hands at the moment when the name of the animal begins with a certain sound, for example [k]. Therefore, when the mother shows a picture and says “cat,” the child must clap, but he hears “dog” and doesn’t clap: although there is a [k] sound in the word, it is not the first.

There are a few more effective exercises for the development of speech hearing.

• Pronouncing the same text (tongue twisters or phrases, for example: “dust flies across the field from the clatter of hooves”) loudly and quietly, quickly and slowly.
• You can help your child show artistry by asking him to say a phrase the way a cat, pig, or favorite cartoon character would say it.
• Reading or reciting nursery rhymes, counting rhymes, small poems will help you work on your intonation.

Classes of this kind should be carried out regularly, since they prepare the child for first grade and help him learn to perceive sounds by ear. This will help him further distinguish them from letters.

Development of lexical richness

Classes on speech development are best conducted using a playful method, giving the child the opportunity not only to gain useful knowledge, but also to have fun. You can invite a fairy-tale character to visit and ask your child all sorts of riddles. For example, today Mishka came to see us, it’s his friend Marten’s birthday today - let’s come up with as many as possible kind words for the birthday girl. The child tries to select various epithets that characterize the animal by color, appearance, character traits, behavior.

• If the cat cannot find his house, we... (try to help him);
• If the flower has withered, then... (it needs to be watered);
• But the fox is bored, she... (needs to be cheered up). How are we going to make her happy? (Let's tell her a poem). Next, a poem is woven into the lesson, in which there are many words with a certain sound, the child’s task is to recite it expressively.

Now Mishka is wondering what the child was doing on the street yesterday. The child’s task is to compose a short coherent story about how he played in the sandbox or fed the pigeons.

It is important for parents to offer a topic for the story so that the child will be pleased to remember it. So, if yesterday another child broke his favorite toy, then it is better not to remind him of this event, but to offer to talk about something positive.

The bear must definitely thank the child for his efforts, but experts do not advise crushing a gift, even sweets, because otherwise The child may develop the habit of associating his work with a reward and not trying if there is none.

Troubleshooting Defects

Preschoolers aged 5-6 years may have difficulty pronouncing the sounds [l] and [r], as well as other problems that parents need to solve together with specialists, asking the child to perform tasks from speech therapy: breathing and articulation exercises, pronouncing pure words, in which words with problematic sounds are presented. Also, defectologists advise performing various exercises.

"Fruits"

You can play anywhere, while walking or at home. The adult shows the child a series of cards depicting fruits and asks them to name them. If the lesson is held outdoors, cards are not required; you can simply ask them to list familiar fruits.

• What is the name of apple juice? (Apple). And from peach, orange? This exercise helps to develop the ability to form words independently.
• Now imagine that all these fruits belong to you. What do you say? (my apple, my tangerine). Children learn to correctly agree between pronouns and nouns.
• Let's compose a story about fruit according to plan: color - shape - taste. Describe an apple.

You can also draw at home. The mother draws one fruit, for example an orange, asks the child to draw several and name the drawing correctly, thus recognizing the concepts of “one and many.” Next, he asks to draw a large orange and a small one, helping the child understand these categories and subsequently use them in speech.

The parent looks at pictures with the child that depict representatives of different professions, talks about what they do and what benefits they bring. They also talk about their own work - position, responsibilities. The rest of the exercise can be done anywhere.

• The parent asks questions about the professions studied: who treats people, what does a teacher do, what professions do you know in kindergarten, what is the peculiarity of a particular profession?
• Who works for whom? A great option for playing while walking. When passing by a store, you should ask your child: “Who works here, what is the name of the profession?” Similarly, it is proposed to clarify the names of the professions of hairdresser, doctor, driver, janitor and others who met.
• Mindfulness exercise “Correct the mistakes.” An adult constructs an incorrect sentence; the child’s task is to understand what is wrong and correct it. For example, a seller sells vegetables, and a librarian sells books (necessary - gives out books).

Such didactic exercises are very diverse; any parent can choose material that contains words with problematic sounds, this will help improve their pronunciation.

Retelling training

The most important stage in the development of competent, coherent speech in older preschoolers is training their ability to retell the text they have read.

Experts advise using this sequence of work.

1. Introductory conversation. The parent needs to explain the task, inform the child that a certain fragment will now be told to him, the task is to listen to it. You can also show a picture related to the story, such as an illustration of a fairy tale. This will help create the necessary emotional background.
2. Expressive reading of a passage or an emotional story.
   

   The child must fully hear the entire text, which is selected so that it is interesting to the older preschooler.

3. Conversation based on what you read or heard. An adult needs to ask two groups of questions. The first ones help the child remember what the story was about (for example, where the action took place, how many characters there were, what the character’s name was). And the second group of questions is aimed at developing the ability to think (for example: “Why do you think he did this? What character traits does this hero have? Can he be called a coward?”).
4. Drawing up a retelling plan. The child or children, with the help of an adult, identify the main structural elements of the text that will help them present its content. For 5-6 years old, there should be no more than 4-5 points in the retelling plan, depending on the child’s preparation.
5. Repeated reading or narration of the text.
6. Retelling by a child.

While creating coherent texts, it is not at all necessary to home environment. You can conduct classes outside, having previously told the child: “Yesterday we read a fairy tale - tell me what you managed to remember.” The parent can also ask clarifying questions, ensuring that the child gives logical and understandable answers.

Working with illustrations

Working with pictures also contributes to the development of coherent speech in older preschoolers. You can choose a colorful reproduction for your child and offer to compose a coherent story based on it. It could be:

• a detailed description of what is depicted, using adjectives to describe it (big, beautiful, yellow), verbs to help convey the action, and adverbs (close, far);
• coming up with a coherent story with the characters drawn by the artist. For example, you can invite the child to speculate about why they found themselves in such a situation, what preceded it, and how they relate to each other.

The parent’s task is not just to give a task and listen to the child’s story, but also to help him. So, the first story based on the picture can be composed together. Mom or dad comes up with and tells the child several versions of the first word or phrase: “Once upon a time,” “Once upon a time,” “They were born in a big forest,” “It was in a mysterious forest.” This will help the baby make sure that the same thing can be said in various ways. If the child is at a loss, his storyline has reached a dead end, then the parent needs to give a little guidance, help the plot go further, but then again give the preschooler the reins, not interrupt or rush him.

The child’s first experiences may not please the parents at all, but do not be upset, you need to be patient - only regular systematic training will bear fruit.

Reading – to expand your vocabulary

For preschool children special meaning has listening to a sample of correct speech, so parents should constantly read rhymes and fairy tales to them. You can do this at night or during the day, for example during a walk in the park. Children aged 5-6 years have phenomenal memory, so if a child without speech therapy problems knows few words, then the reason for this is most likely to be blamed on his parents, who did not give him the opportunity to get acquainted with the richness of his native language. The time has come to correct this by reading works of fiction to the child, as well as stories and documentary essays about animals, looking at pictures with them, talking about what they heard. This will help expand the preschooler's passive and active vocabulary.

If there is a word in the text whose meaning the child does not understand, you should explain it and visualize it (show a picture or the object itself, depict an action). This will speed up memorization.

The development of coherent speech of an older preschooler is a very important stage in preparation for school, so parents should regularly conduct classes, using all kinds of exercises, games, talking with the child more often, conscientiously answering his questions, without brushing aside. Only in this case can you count on success.

Ministry of General and Vocational Education

Sverdlovsk region

GBPOU SO "Revda Pedagogical College"

“We play together - we develop speech”

games and exercises for the development of coherent speech in children of middle preschool age

“We play together and develop our speech.” Games and exercises for the development of coherent speech in children of middle preschool age

Collection of games and exercises. / Comp. E.A. Ryabukhina. - Revda, 2016.

This collection of systematic games and exercises can be used in work with preschool children by teachers of preschool institutions, methodologists of preschool educational institutions when planning, parents of kindergarten students in joint activities with children at home for the development of coherent speech, training in the correct presentation of their thoughts, which in the future is an integral part for the successful performance of children in school.

© GBPOU SO "Revda Pedagogical College", 2016

Explanatory note
Educational games with pictures
Who will notice more fables?
Where does the story begin?
Find a place for the picture
Correct the mistake
Which picture is not needed?
Guess it
Draw a fairy tale
Photographer
What doesn't happen in the world
How do you know
“And I would...”
Make up two stories
Finding missing parts
Spread the offer
Understand me
Paint a picture with words
Make up a fairy tale
Magic bag
Developmental exercises
What can I do?
Words backwards
Comrade words
One is many
Because…
Explain...
Who was who
Generalizing concepts
Animals and their babies
Who talks how?
Give me a word
Who lives where
Say it kindly
What happens in nature
Who moves how?
Who can perform these actions
What is it made of
Catch and throw - name the colors
Fourth wheel
What's round
Fun account
Good bad
Funny rhymes
We'll put everything in place
Who is bigger
Chain of words
Applications

Explanatory note

To date modern society We need inquisitive, active, physically developed, capable of solving intellectual and personal problems, members of society. Modern standards require educators to develop a holistic picture of the world in preschoolers and broaden their horizons. And solving these problems is possible through gaming activities.

Pedagogical and methodological literature offers a huge number of games, including those for the development of coherent speech, but it is difficult for educators and parents to navigate the variety of literature on choosing games for outings, joint activities, and leisure activities. Therefore, a need arose for a collection of “games and exercises for the development of coherent speech.”

The proposed collection contains a variety of games and exercises for the development of coherent speech in children of middle preschool age, which are grouped into sections: games with pictures and simple speech exercises. Given for each game guidelines on carrying out.

Games used in modern conditions preschool, will help the teacher correctly and effectively organize work with preschoolers, teach the child to apply existing knowledge in practice.

“Who will notice more fables?”

Target: teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.

Equipment: poem "Confusion", chips.

Progress of the game:

Children sit down so that they can put chips on the table.

The teacher explains the rules of the game: - Now I will read you an excerpt from Korney Chukovsky’s poem “Confusion.” There will be many fables in it. Try to notice and remember them. Whoever notices a fable will put down a chip, notice another fable, put a second chip next to it, etc. Whoever notices the most fables wins. The chip can only be put down when you yourself have noticed the fable.

First, a small part of this poem is read, slowly, expressively, places with fables are emphasized. After reading, the teacher asks the children why the poem is called “Confusion.”

Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time.

Then the next part of the poem is read. We must ensure that children do not get tired, because... the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing.

At the end of the game, those who noticed more fables and explained them correctly should be praised.

Other examples of fables:

A village was driving Past the man. Suddenly from under the dog The gates are barking. He grabbed the club Chopped with an axe. And about our cat Ran through the fence.

It was in January First of April. It was hot in the yard We're numb.

Over the iron bridge Made from boards A tall man was walking Short in stature. There was a curly man with no hair, Thin as a barrel. He didn't have children Only son and daughter.

“Where is the beginning of the story?”

Target: teach to convey the correct temporal and logical sequence of a story using serial pictures.

Equipment: serial pictures. ( Appendix No. 1)

Progress of the game:

The child is asked to compose a story based on the pictures. The pictures serve as a kind of outline for the story, allowing you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are combined into a coherent story.

“Find a place for the picture”

Target: teach to follow the sequence of action.

Equipment: serial pictures. ( Appendix No. 2)

Progress of the game:

A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he can find the right place for it. After this, the child is asked to compose a story based on the restored series of pictures.

"Correct the mistake"

Target: teach how to establish the correct sequence of actions.

Equipment: serial pictures. ( Appendix No. 3)

Progress of the game:

A series of pictures are laid out in front of the child, but one picture is in the wrong place. The child finds the mistake, puts the picture in the right place, and then makes up a story based on the entire series of pictures.

“Which picture is not needed?”

Target: teach to find details that are unnecessary for a given story.

Equipment: serial pictures. ( Appendix No. 4)

Progress of the game:

A series of pictures are laid out in front of the child in the correct sequence, but one picture is taken from another set. The child must find an unnecessary picture, remove it, and then make up a story.

"Guess it"

Purpose of the game: teach children to describe an object without looking at it, to find significant features in it; recognize an object by description.

Equipment: colored pebble.

Progress of the game:

The teacher reminds the children how they talked about familiar objects, made and guessed riddles about them and suggests: “Let's play. Let the objects in our room tell us about themselves, and we will guess from the description which object is speaking.

We must follow the rules of the game: when you talk about an object, don’t look at it so that we don’t guess right away. Talk only about the objects that are in the room.”

After a short pause (children must choose an object to describe and prepare to answer), the teacher places a pebble on the lap of anyone playing. The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to another player so that he can guess.

An approximate plan for describing an object: “It is multi-colored, round shape. You can throw it up, roll it on the ground, but you can’t play it in a group, as it can break the glass.”

"Draw a fairy tale"

Target: teach how to make a drawing plan for a test and use it when telling stories.

Equipment: sheet of paper, pencil.

Progress of the game:

The child is read the text of the fairy tale and asked to write it down using drawings. Thus, the child himself makes a series of sequential pictures, based on which he then tells a fairy tale. The story should be short. Of course, you can help the child. Show how to schematically draw a person, a house, a road; Determine with him which episodes of the fairy tale must be depicted, i.e. highlight the main plot twists.

"Photographer"

Target: teach how to write a description of a painting based on fragments of this painting.

Equipment:Appendix No. 5)

Progress of the game:

The adult asks the child to look at the big picture, as well as the small ones. subject pictures next to her. “The photographer took many pictures of one sheet. This is the overall picture, and these are parts of the same picture. Show where these fragments are located in the overall picture. Now tell me what this picture is about. Don’t forget to describe those details that the photographer photographed separately, which means they are very important.”

“What doesn’t happen in the world”

Target: teach how to find and discuss errors when looking at an absurd picture.

Equipment: absurd pictures. ( Appendix No. 6)

Progress of the game:

After looking at the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is wrong. Then it will work out Full description paintings, and even with elements of reasoning.

"How do you know?"

Target: learn to select evidence when composing stories, choosing essential features.

Equipment: objects or pictures, chips.

Progress of the game:

In front of the children are objects or pictures that they have to describe. The child chooses any object and names it. The presenter asks: “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named attribute, he receives a chip. The one who collects the most chips wins.

“And I would...”

Target: development of creative imagination, training in free storytelling.

Equipment: fairy tale text.

Progress of the game:

After reading a fairy tale to your child, invite him to tell him what he would do if he found himself in this fairy tale and became one of the main characters.

"Make two stories"

Target: teach to distinguish the plots of different stories.

Equipment: two sets of serial pictures. ( Appendix No. 7.1)

Progress of the game:

Two sets of serial pictures are placed in front of the child mixed up and asked to lay out two series at once, and then write stories for each series.

"Search for missing parts"

Target: teach how to write a description of a picture based on fragments of this picture.

Equipment: big picture, fragments of this picture. ( Appendix No. 8)

Progress of the game:

“The photograph has deteriorated, some fragments have been erased from the large picture. It's good that small photographs were preserved. Place each fragment in the right place and describe the picture that the photographer shot.”

"Spread the offer"

Target: development in children of the ability to construct given sentences with words-objects, words-features, words-actions.

Equipment: colored pebble

Progress of the game:

Children are invited to continue and complete the sentence started by an adult, based on leading questions. For example, a teacher begins a sentence like this: “Children go... (Where? Why?)” Or a more complicated option: “Children go to school to...” This option, in addition to enriching grammatical experience, can serve as a test to identify a child’s anxiety in relation to various situations.

"Understand me"

Target: developing in children the ability to compose a short story based on a picture, using different characteristics of the object.

Equipment: box with pictures of items.

Progress of the game:

The teacher shows the children a beautiful box and says that this box is not simple, but magical. It is prepared for children various gifts. Only those who know how to keep secrets can receive a gift. What does it mean? (This means don’t tell ahead of time).

Then he explains to the children that when he approaches someone, this child must close his eyes and, without looking, pull a picture out of the box, look at it, but not show or tell anyone what is on it. This needs to be kept secret.

After all the children have drawn one picture for themselves, the teacher asks the children if they would like to know who got what? The children answer yes. Then the adult says that you can’t show the gifts, but you can talk about them. But the word “gift” cannot be called either.

Then the adult talks about his gift, showing the children how to do it correctly, and the children guess what he got. After this, the children talk about their gifts one by one and, when the gift is guessed, open their picture.

It is better to play this game while sitting on the carpet in a circle.

"Paint a picture with words"

Target: develop imagination, the ability to use words and figurative expressions that are accurate in meaning.

Equipment: a poem about spring (summer, winter, etc.).

Progress of the game:

An adult addresses the children: “Do you want to become extraordinary artists who draw not with paints and pencils, but with words? Then get ready to draw.

I will read you a gentle poem about spring, and you close your eyes and try to imagine what I will read about. Then tell us what kind of picture you got. But you need to tell it in such a way that everyone can mentally see your picture.”

Children can then paint illustrations for their stories.

"Make up a fairy tale"

Target: independently select expressive means to compose a fairy tale or story on a given topic.

Equipment: a picture with a winter landscape (spring, summer, autumn, etc.).

Progress of the game:

The teacher offers to compose a fairy tale “What trees dream about in winter” for children after they look at a picture of a winter landscape and hear a poem or story about the first month of winter.

"Magic bag"

Target: develop the child’s speech, teach children to describe an object, learn the endings of nouns in the dative case.

Equipment: bag with toys: vegetables, fruits, berries, sweets.

Progress of the game:

An adult takes a picture out of the bag and says: “Here is cabbage. What is she like? Who will we give it to?" The child tells what cabbage is like and who likes to eat it.

Simple speech exercises for developing coherent speech

Such exercises do not involve any expenses or preparations; you only need desire and imagination. Use such speech games to entertain your child and teach new and useful things. These exercises can be performed with a ball. The adult speaks and throws the ball, the child responds and throws the ball back.

Which?

Target: enrich the child’s speech with adjectives.

Progress of the game:

The adult invites the child to give as many answers as possible to the question “Which one?”

What ball? – big, small, round, rubber, elastic, red, leather.

What kind of snow? – white, cold, sparkling, beautiful, fluffy, light.

What kind of wardrobe? What kitten? What table? Etc.

What can they do...?

Target: enrich the child’s speech with verbs.

Progress of the game:

The adult invites the child to give as many answers as possible to the question “What can he do?”

What can a dog do? - bark, walk, run, bite, guard, guard, eat, growl...

What can a frog do? What can hands do? etc.

Words backwards

Target: consolidation in the child’s imagination and vocabulary of opposite signs of objects or antonym words.

Progress of the game:

Ask your child to choose antonyms for the following words: joy, morning, sat down, brave, enemy, stand, hard, took, wet, clean, deep, high, narrow, close, back, far, etc.

Summer - winter, hard - soft, found - lost.

Comrade words

Target: develop the child’s speech, enriching it.

Progress of the game:

Invite your child to name words that sound different but mean the same thing. They help to better describe an object or thing.

For example: Cold - icy, frosty, icy. Smart - wise, intelligent, quick-witted. Etc.

One is many

Target: consolidation in children's speech various types endings of nouns.

Progress of the game:

“We are little wizards: there was one, but there will be many.” An adult names singular nouns. Children name nouns in the plural.

Example:

table – tables	piece - pieces
chair – chairs	day - days
mountain - mountains	jump - jumping
leaf – leaves	yard - courtyards
house - houses	feather - feathers
sock – socks	wing - wings
eye - eyes	sleep - dreams
gosling - goslings	coat-coat
forehead - foreheads	tiger cub - tiger cubs
leg legs	hole - holes

Because…

Target: learn to include conjunctions and prepositions in speech in order to make speech smooth, logical, and integral.

Progress of the game:

The adult invites the child, using reasoning, to answer the question with a complete answer.

I wash my hands because... Why are you going to bed? etc.

Explain

Target: develop children's speech, teach them to reason logically.

Progress of the game:

An adult gives a task to a child: “I will now say a sentence, and you will answer my question.”

The dog goes to the kitchen. She drinks the cat's milk. The cat is unhappy. Explain why the cat is unhappy?

Who was who?

Target: development of thinking, expansion of vocabulary, consolidation of case endings.

Progress of the game:

An adult names an object or animal, a child, and answers the question of who (what) the previously named object was:

Example:

Chicken - egg	Wardrobe - board
Horse - foal	Bicycle - iron
Cow - calf	Oak - acorn
Oak - acorn	Shirt - fabric
House - brick	Butterfly - caterpillar
Strong - weak	Adult - child
Fish - caviar	Boots - leather
Bread - flour	Apple tree - seed

Generalizing concepts

Target: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts .

Progress of the game:

The adult names a generalizing concept. The child must name objects related to that generalizing concept.

Example:

Adult	Children
	potatoes, cabbage, tomato, cucumber, radish.
	raspberries, strawberries, blackberries, watermelon, blueberries.
	birch, spruce, pine, oak, linden, poplar, walnut.
Pets	cow, horse, goat, sheep, rabbit, ram, cat, dog
Migratory birds	swift, swallow, rook, starling, stork, heron, crane
Wintering birds	dove, crow, magpie, sparrow, woodpecker, owl
	chair, table, armchair, sofa, wardrobe, bed, sofa
	plate, spoon, fork, knife, teapot, cup, saucer
	coat, dress, sweater, skirt, trousers, T-shirt, briefs
	shoes, boots, boots, slippers, sandals.
	doll, car, bear, pyramid, spinning top, ball.
Wild animals	tiger, lion, wolf, fox, squirrel, hare, bear, elk.
	apple, pear, lemon, orange, apricot, plum.
Tools	saw, axe, drill, plane, hammer, pliers
Transport	tram, trolleybus, bus, train, plane, ship

Option 2.

The adult names specific concepts, and the children name generalizing words.

Animals and their babies

Target: consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.

Progress of the game:

The adult names an animal, and the child names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.

Group 1.

Group 2.

Group 3.

Who's talking?

Target: expansion of vocabulary, development of reaction speed.

Progress of the game:

An adult, taking turns naming the animals. Children - somehow or another animal gives a voice.

Example:

Cow moos	Duck - quacks
Wolf howls	Pig - grunts
Tiger - growls	Dog - barks
Snake hisses	Mosquito - squeaks

Option 2.

An adult asks: “Who is growling?”, “Who is mooing?”, “Who is barking?”, “Who is crowing?” etc.

Give me a word

Target: development of thinking, reaction speed.

Progress of the game:

An adult asks: “The crow is croaking, and what about the magpie?” The child must answer: - The magpie is chirping.

Example:

An owl flies, but a rabbit?	The frog croaks, and the horse?
The cow eats hay, but what about the fox?	The cow has a calf, and the sheep?
The mole digs holes, but what about the magpie?	The bear cub has a mother bear, and the baby squirrel?
The rooster crows, and the chicken?	The dog lives in a kennel, but what about the mouse?

Who lives where?

Target: consolidating children's knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.

Progress of the game:

The adult asks the children a question one by one, and they answer. It is necessary to monitor the correct use of prepositions.

Option 1.

Example:

Adult	Children
Who lives in a hollow?
Who lives in a birdhouse?
Who lives in the nest?	Birds: swallows, cuckoos, jays
Who lives in the booth?
Who lives in the hive?
Who lives in the hole?
Who lives in the den?
Who lives in the den?

Option 2.

Option 3.
Work on correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”

Say it kindly

Target: strengthening the ability to form nouns using diminutive suffixes, developing reaction speed.

Progress of the game:

The adult names the first word (for example, ball), and the child names the second word (ball). Words can be grouped by similar endings.

Example:

table - table	squirrel - squirrel
key - key	spoon - spoon
hat - cap	picture – picture
book - little book	mirror - mirror
head - head	beets - beets
soap - soap	braid - braid
doll - doll	beetle - bug
water - water	oak - oak
cherry - cherry	tower - turret
dress - dress	armchair
feather - feather	glass - piece of glass
watch - watch	panties - panties

What happens in nature?

Target: strengthening the use of verbs in speech, agreement of words in a sentence.

Progress of the game:

An adult asks a question, and the child must asked question answer. It is advisable to play the game by topic.

Example: Theme "Spring"

Adult	Children
The sun - what does it do?	It shines, it warms
Streams - what are they doing?	They run and murmuring
Snow - what does it do?	It's getting dark, melting
Birds - what are they doing?	They fly in, build nests, sing songs
Drops - what does it do?	Ringing, dripping
Bear - what is he doing?	Wakes up, crawls out of the den

Who moves how?

Target: enrichment of children's verbal vocabulary, development of thinking, attention, imagination.

Progress of the game:

The adult names an animal, and the child pronounces a verb that can be attributed to the named animal.

Example:

Adult	Children
	stands, sits, lies, walks, sleeps, barks, serves
	meows, caresses, scratches, laps
	rustles, squeaks, gnaws, hides, runs away
	crawls, hisses, wriggles, stings, attacks

Who can perform these actions?

Target: activation of children's verbal dictionary, development of imagination and memory.

Progress of the game:

The adult names the verb, and the child names the noun that matches the named verb.

Example:

Adult	Children
	man, animal, train, ship, rain...
	stream, time, animal, person, road...
	bird, butterfly, dragonfly, fly, beetle, plane...
	fish, whale, dolphin, boat, cloud, man

What is it made of?

Target: consolidating the use of relative adjectives and methods of their formation in children’s speech.

Progress of the game:

The adult says: “Boots are made of leather,” and the child answers: “Leather.”
Example:

Adult	Children
Fur mittens
Copper basin
Crystal vase	crystal
Wool socks	woolen

Catch and throw - name the colors

Target: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.

Progress of the game:

An adult, throwing a ball to a child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

Example:

Adult	Children
	poppy, fire, flag
Orange	orange, carrot, dawn
	chicken, sun, turnip
	cucumber, grass, forest
	sky, ice, forget-me-nots
	bluebell, sea, sky
Violet	plum, lilac, dusk

Fourth wheel

Target: consolidating children’s ability to identify common features in words and develop the ability to generalize.

Progress of the game:

An adult names four words and asks them to determine which word is the odd one out.

For example:

blue, red, green, ripe.
Zucchini, cucumber, pumpkin, lemon.
Cloudy, stormy, gloomy, clear.

What is round?

Target: expanding children's vocabulary through adjectives, developing imagination and memory.

Progress of the game:

An adult asks a question, the child must answer it.

What is round? (ball, ball, wheel, sun, moon, cherry, apple...)
-What is long? (road, river, rope, tape, cord, thread...)
-What is high? (mountain, tree, rock, person, pillar, house, closet...)
-What is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...)

Fun account

Target: strengthening the agreement of nouns with numerals in children’s speech.

Progress of the game:

The adult pronounces a combination of a noun with the numeral “one”, and the child responds by calling the same noun, but in combination with the numeral “five”, “six”, “seven”, “eight”.

Example:

One table – five tables	One chicken - five chickens
One elephant - five elephants	One hare - five birds with one stone
One crane – five cranes	One hat – five hats
One swan - five swans	One can - five cans
One nut – five nuts	One button – five buttons
One cone - five cones	One button – five buttons
One gosling - five goslings	One hat - five hats
One book – five books	One candy - five candies

Good bad

Target: introducing children to the contradictions of the world around them, developing coherent speech and imagination.

Progress of the game:

The adult sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in weather phenomena.

Adult: Rain.
Children: Rain is good: it washes away dust from houses and trees,
good for the land and the future harvest, but bad - it gets us wet, it can be cold.

Adult: City.
Children: It’s good that I live in the city: I can travel by subway, by bus, a lot good shops, it’s bad - you won’t see a live cow or rooster, it’s stuffy, dusty.

Funny rhymes

Target:.

Progress of the game:

The players choose rhymes for the words. Candle - ..., stove, pipes - ..., lips, racket - ... pipette, boots - ... pies, etc. With selected rhymes you can compose small poems, for example:

I put on my boots

I brought you some pies.

Let's put everything in its place

Target: development of coherent speech, attention and memory.

Progress of the game:

Listen to the messed up story and then tell it correctly.

I'll give you a task now

Put everything in its place:

The sparrow was dozing in the gazebo,

Dalmatian sat on a branch

The old man at this time

The neighbor barked loudly.

I'm confused again

Help me take it apart.

The Dalmatian was dozing in the gazebo,

The old man was sitting on a branch,

Sparrow at this time

The neighbor barked loudly.

Who is bigger?

Target: development of fantasy, coherent speech and word formation

Progress of the game:

One of the players guesses any letter - this can be done using a book, pointing at the letter with your eyes closed, you can “encrypt” the letter - page 3, line 5 from the top, letter 3 from the right.

You can pronounce sounds “to yourself” until one of the players says “stop” and name the letter. Each player takes turns pronouncing a word that begins with a given sound until all options are exhausted.

Chain of words

Target: development of fantasy, coherent speech and word formation

Progress of the game:

One of the players names any word, the next one must choose a word that begins with the last sound of the previous word, etc. You can limit the “field” of searching words and select only edibles or animals.

The result may be: candy - pineapple - soup - pie - pear - watermelon - plum, etc.

Appendix No. 1

“Where is the beginning of the story?”

Appendix No. 2

“Find a place for the picture”

Appendix No. 3

"Correct the mistake"

Appendix No. 4

“Which picture is not needed?”

Appendix No. 5

"Photographer"

Appendix No. 6

“What doesn’t happen in the world”

Appendix No. 7

"Make two stories"

Appendix No. 8

"Search for missing parts

Used sources

Gerbova V.V. Compilation descriptive stories[Text]/ Gerbova V.V. // Preschool education. - 2010. - № 9.

Gerbova V.V. Learning to speak [Text]/ Gerbova V.V.// - M.: Education, 2006.

Kozyreva O.A. Lexico-grammatical games [Text]/ Kozyreva O.A. // Speech therapist. - 2012. - No. 6.

Petrova T.I. Games and activities for the development of speech in preschoolers. Senior group[Text]: Toolkit/ Petrova T.I. - M.: School Press, 2008.