Hello dear colleagues and all people interested in the topic of my blog! Tatiana Sukhikh greets you. Today we will talk about what a work program for children with ASD is. I think this article will be useful not only for my colleagues, but also for parents who are raising autistic children, it will be useful to know what concepts are valid today in preschool pedagogy in the issue of upbringing autism.

As an introduction to the main topic - a program for children with ASD at a preschool educational institution - I want to highlight for myself and for the readers a few thoughts about the direction in which today's preschool education is moving in relation to children with disabilities. This will help to understand how kids with autism should be taught in kindergartens and if there is any progress at all compared to the last millennium.

Based on the concept of Russian preschool education, every child should receive this very high-quality education, which is impossible with unified approaches to teaching, development and upbringing. Therefore, we, teachers, are given the opportunity to adapt sample programs to the needs of a special child. Although this is not even an opportunity, but our duty, which the ministry imputes to us.

So, they take educational programs, for example, the well-known "From birth to school", and write a new program for children with ASD, which is approved at the level of the kindergarten and local responsible authorities. In the development of the concept of working with autistic kids in kindergarten, even if one autistic attendance is attending the kindergarten, members of the interdisciplinary group are actively involved, or it can be called a council.

The project must strictly comply with the requirements of the Federal State Educational Standard of DO and reflect the subtleties of working with an Authenk, taking into account its features associated with the existing diagnosis. It is not easy to do this, but this right - to study at a preschool educational institution in an individual format - has every kid with health limitations.


The modern approach to preschool education can be characterized as flexible, variable, individualized. The recognition of play as the main method of teaching in kindergarten is considered a big breakthrough in the minds of educators. Exactly the same volitional decision is the transition from unified, identical, standard program documents for all preschool institutions to variable, author's programs.

For about the last decade, in my memory, preschool institutions have been offered a dozen options for complex, about 20 partial, several special programs, which testifies to the non-ossification of our preschool system. We all participate in the innovative movement - the individualization of education at a preschool educational institution.

Learning to program educational activities for FGOS DO

As usual, I could not leave my readers without methodological support, and this is what my favorite "UchMag" offers on our topic:

Advanced training program "Inclusive education: implementation of the social tutoring program and individual rehabilitation and habilitation programs (IPR, IPA)"(72 hours) at a reduced price;

Participation in an offline webinar (volume 2 hours);

Registration of the webinar participant certificate 02/22/2017 "Principles and approaches to the formation of an adapted basic general education program of primary general education for students with autism spectrum disorders"(volume 2 hours);

Special offer for replenishment of a personal account + registration of a webinar participant certificate 12/05/2017 "Correction of the emotional state of children with early childhood autism by means of physical education"(volume 2 hours);

Participation in an offline webinar "Features of deviant behavior of children with autism spectrum disorders and the possibility of their psychological and pedagogical correction"(volume 4 hours);

Special offer for replenishing a personal account + participation in an offline webinar "Disorders of psychological (mental) development in children and adolescents: methods of psychological and pedagogical correction"(volume 4 hours).

Faced with the need to draw up a work program for children with ASD, it is important to remember that it should fully reflect the ideas of the Concept of spiritual and moral development and upbringing of the personality of a citizen of the Russian Federation, as well as another Concept - preschool education. In principle, the ideas of both Concepts are reflected in the model programs recommended by the ministry.


I will list the fundamental provisions that must be observed when writing an adapted educational program for a child with ASD:

  • Preschool childhood is a valuable period in the life of kids, during which the foundations of personal culture and worldview are laid;
  • Play is a leading activity for a preschooler;
  • The consistency and continuity of all components of the work process is the key to high-quality preschool education;
  • The choice of forms, methods, methods of work adequate to the age and capabilities of the kids guarantees the fulfillment of the main condition for the effectiveness of training - an individual approach;
  • Target guidelines for working with special children are the result of joint activities of members of the council or an interdisciplinary group.

Program for children with ASD. Structure of a program document on teaching autistic children

By the way, there is an excellent comprehensive program for the development of preschool children with autism Skripnik T.V., which takes into account current trends in this matter, I listed them above, and demonstrates a new approach to solving educational problems. children with autistic disorder.

In short, there are good examples from which you can "copy" yourself a cheat sheet and your correction program for children with ASD will be based on this cheat sheet.

So, the approximate structure of the "guide" for working with outyats in a kindergarten:

  • Target section - it is completely unified, since it prescribes general goals, objectives, a concept that will be applied in the process of upbringing and development of autistic children.

Here, an explanatory note is drawn up separately, the relevance of the topic, the psychological and pedagogical characteristics of children or an autistic child are highlighted, on the basis of which target guidelines are built - the expected achievements of a child or a group of autistic children.

The sources taken as the basis of the program are also indicated, this choice is argued and the pedagogical expediency of the presented direction of work, the form of work, the timing of implementation, the novelty of the program, content, etc.

  • Content section - here we prescribe everything that concerns, describes the material and technical means, methodological materials, the organization of the subject-developing environment, as well as the content of the activities of the members of the council or interdisciplinary group.

As for the work of the council, it is advisable to formalize it as a subsection "Interaction of specialists of an interdisciplinary group", where an individual correction program for children with ASD is written in different directions, which can be formalized into two sub-points: correctional educational and correctional developmental activities.


The essence of work with parents of autistic children is described separately. This is an important section of the program, because it is necessary to include parents in an interdisciplinary group to ensure full-fledged work with children at home.

I think you will have a general idea of ​​the strategic planning of work with outyats in kindergarten. I know, I know, there are a lot of questions about drawing up an adapted program, but it's impossible to write about everything. People often ask how to formalize the work of an interdisciplinary group: within the framework of the program, or should each specialist have his own strategy? More on this below.

The work of a council or interdisciplinary team

I think that in the adapted program it is not necessary to describe in detail the activities of each participant in the process, it is important to describe the direction of work and methods in each direction, without indicating separately that this is a speech therapist program for children with ASD, for example.

The adapted program reflects the work with outyats in general, globally, but at the same time focuses entirely on each child, literally indicating that the problems of this child will be solved like this, and this one will be like this.

The work under the program is aimed at the formation of an adequate emotional and social sphere in outyats, communicative-speech, artistic-aesthetic, cognitive and physical. In addition, the psychomotor sphere is being corrected. Each specialist works on these issues, but during his studies, which are built according to a separate plan.

Moreover, each specialist necessarily has documentary support for his activities, which does not run counter to the work of the council, but is part of the overall process.

So, speech therapists use the developments of specialists in their field about the development of speech in autistic preschoolers, the correction of speech disorders, etc. And they build their classes in accordance with an individual plan, the main goal of which is to reveal the speech potential.

In the same way, the psychologist's program for children with ASD contains a detailed action plan for the implementation of the tasks set in the adapted program, but with a more in-depth description of methods, techniques, techniques and other tools. The psychologist also draws up a thematic lesson plan for a certain period, reflects the results of research, monitoring, etc.

In turn, the program of a defectologist for children with ASD provides a wide range of corrective techniques and tools aimed at overcoming behavioral disorders in a child.

The work is planned in blocks, while tasks are set specifically for the child's problems, the results of each stage are reflected, all the techniques used are prescribed: sensory, didactic, outdoor games, etc. As a result of the block, a diagnosis of the emotional state and behavioral manifestations of each baby is made.

Instead of a conclusion ...

Thinking about the complexities of upbringing, learning outyats, I thought about the reasons for failures and successes: why some children can be brought to a quite good level of development, which allows him to comfortably coexist in the world with other people, while other kids still live completely dependent lives on their parents, without learning to "peacefully" perceive reality?

I think the reason is that we do not yet have a culture of interaction between parents, educators and the state in the issue of early diagnosis and organization of assistance to the baby and the family. Plus, we, adults, often forget, as Vygotsky taught us, that a child with special needs is, first of all, a child, and then a special one. And you need to educate him on the same principles as ordinary children:

  • Recognition of the authority of an adult, respect for him - every kid should have a "significant adult";
  • Revealing and eradicating manipulative behavior. To be a manipulator does not mean to have a strong character, it means to subordinate other people to your desires. You cannot indulge in such a manifestation just because the child is "unhealthy."

In short, what is forbidden to all normal children without any disorder should not be allowed to children with ASD.

Consistency, intensity and consistency are the three pillars on which work with the outyats should be supported.

I would like to say so much, but I have written so much. I hope that at least 10% I was able to reveal the topic of the program for children with ASD. If the article seemed interesting to you, share it with your friends via social networks. And you can also subscribe to news.

Best regards, Tatiana Sukhikh! Till tomorrow!

Texts with broken word structure

Exercise "What is hidden under the blot?" (3-4th grade)

Goals:

  • Develop language analysis and synthesis.
  • Develop the skill of establishing grammatical links between words in a sentence.
  • Develop spelling vigilance and the ability to apply the learned spelling rules in practice.

Assignment: read the story of little Sergei, copy the text by inserting letters under the blots.
Little Seryozha drew at his brother's table. He was carried away by his work and did not notice that he was dripping paint onto the notebook. The brother who entered the room saw that his entire notebook was covered with blots. "We must rewrite everything!" He exclaimed. But what is hidden under the blots?

Texts with replacement of vowels or letters indicating articulatory similar consonants

Goals:

  • To activate vocabulary.

Place in the system of classes: at the stages of consolidation and control over the state of the ability to distinguish between letters denoting articulatory and acoustically similar sounds. Preparatory work: to distinguish between articulatory and acoustically similar sounds at the level of syllables, words (orally and in writing).

Assignment: read (write off) the text, replacing the letter d with the letter t, and vice versa.


Text with missing letters denoting articulatory and acoustically similar sounds

Goals:

  • To activate vocabulary.
  • Develop phonemic analysis and synthesis.

Place in the system of classes: at the stages of consolidation and control over the state of the ability to distinguish between letters denoting articulatory and acoustically similar sounds; as a diagnostic task to determine the state of the phonemic function.

Preparatory work: tasks for distinguishing articulatory and acoustically similar sounds at the level of syllables, words (orally and in writing). Assignment: read (write off) the text by inserting the letters z or s.



Goals:

  • To activate vocabulary.
  • Strengthen the skills of using spelling rules for correct writing.

Assignment: write down (read) the text, inserting the missing letters, mark (name) the spelling, pick up the test words. Such texts can be used as verification (independently) and training (with analysis and verification) works.

Texts in violation of the structure of the sentence or the whole utterance
Text without division into sentences

Goals:

  • Form and develop the skills of dividing the text into sentences.
  • To teach grammatically correct sentences in writing and intonationally in oral speech.

Assignment: read the text, observing the intonation of the beginning and end of the sentence; write off the text, correctly marking the beginning and end of the sentence.



Goals:

  • To activate vocabulary.

Assignment: read each line to yourself; break it down into words; read the sentence aloud, pausing between words; write down the text by dividing sentences into words.

Goals:

  • To activate vocabulary.
  • Develop visual perception.
  • Form and develop the ability to highlight words in a stream of letters, grammatically form sentences.

Assignment: read each line to yourself, cross out or close the extra letters between words; read the received sentences aloud, pausing between words; copy (retell) or write the text from memory.


Goals:

  • To activate vocabulary.
  • Form and develop the ability to highlight words in a stream of syllables, grammatically correct sentences.

Assignment: read each line to yourself; add words from syllables; read sentences aloud, pausing between words; write off the text by combining syllables and dividing sentences into words.


Goals:

  • To activate vocabulary.
  • Develop visual perception, the ability to grammatically form sentences.

Assignment: read each line to yourself; highlight words, read sentences aloud, pauses between words; write down the resulting text.


Goals:

  • Learn to restore the order of events.

Assignment: read parts of the story; establish in what sequence the events took place; read the parts in the order you established; write down the received text; start each part with a red line.


Goals:

  • Develop logical thinking.
  • Learn to restore the order of statements.

Assignment: read sentences; arrange them in order; read the received text; write it down


Text to restore grammatical links between words in a sentence

Goals:

  • To form and develop the ability to establish a grammatical connection between an adjective and a noun.

Assignment: write off the text, changing, if necessary, the endings of the adjectives in brackets.


Text to restore word order in a sentence

Target:

  • To form the ability to establish the order of words and grammatical connections in a sentence.

Challenge: read the words of each line; change their order so that you get a sentence; write down the resulting text.


Goals:

  • To activate vocabulary.
  • Develop logical thinking.
  • Learn to establish semantic connections between words.

Assignment: read the text; find words that do not fit the meaning in sentences, exclude them; write down (read) the received text; Explain why you have deleted these particular words.

Exercise 111.

- Read the first group of words. What sentence will you make of them? Write it down.

- Analyze the composition proposal. Determine the case form of a noun snow... What nouns have in common snow and rain? (Question.)

- What mistake can be made when determining the case of nouns in this sentence?

The rest of the proposals are made in the same way.

V. Drawing up proposals for schemes.

Do Exercise 109.

- Is it possible immediately, without making sentences, to indicate the case of the additions? Explain.

Vi. Lesson summary.

- What can you say about the accusative endings of nouns?

- What pretexts can be used to determine the accusative case?

- How to distinguish the nominative case from the accusative case of nouns in a sentence?

Homework: exercises 112-113.

Lesson 58

Spelling endings of nouns

In instrumental case

Goals: to consolidate knowledge about the signs of the instrumental case; develop the ability to correctly write the endings of nouns in the instrumental case.

During the classes

P and sm about from memory.

Read the poem.

Who loves dogs

Or other animals -

Serious cats and carefree puppies,

Who can love and donkey, and goat,

He will not make people forever evil.

- Think about the main idea of ​​the poem.

- Write it down from memory, determine the cases of the selected words.

II. Lesson topic message.

A poem is written down on top of it.

Pencil, took paper

And I painted the landscape.

I am a painter! I am a creator!

Wow, what a fine fellow I am!

Front castle the bush blooms

Under snag the serpent lives

Above expensive the falcon flies.

Well turn over the sheet

And I'll start creating again!

My hero is coming war,

He wants to rule country,

Defeat enemies arrow,

Water them from the tower resin.

- Find synonyms for words soars, hit(arrow).

- What unites underlined words?

- What two groups can these nouns be divided into? (Shock and unstressed endings.)

- Today in the lesson we will observe unstressed endings of nouns in the instrumental case.

III. Formation of new knowledge.

1. The work of the table is performed in exercise 114.

They compare the endings of nouns, make a conclusion.

2. Exercise 115 is performed according to the instructions of the textbook:

in a r and a n t I - 1st excerpt;

in a r and n t II - 2nd excerpt.

Check at the end of the work according to the table.

IV. Anchoring.

Exercises 116, 117, 118,

Three students are at the blackboard, the class works in rows:

1st row - declines a noun guest;

2nd row - songstress;

3rd row - Museum.

V. Lesson summary.

- What did you work on in the lesson? (Above the endings of nouns in the instrumental case.)

- What are these endings?

- Continue with the statement from exercise 119.

Homework: Exercise 120.

Lesson 59

Singular

Target: to consolidate the knowledge of students about the endings of nouns in the singular.

During the classes

I. Spelling minute

Recording under dictation.

Lying on the bed, thinking about the writer, sitting on a branch, old-age pension, clothes for autumn, near the path, gave it to my mother, burned with cold, sailed along the Volga.

Indicate the case of nouns, highlight the endings.

II. Working with the tutorial.

1. Exercise 121 is performed according to the instructions of the textbook.

- What preposition is used with only one case? (Pretext on, dative.)

2. Exercise 123 is performed according to the instructions of the textbook.

3. Performing Exercise 122.

- Read the words of each group. Explain the spelling of the missing spelling. Make sentences from each group of words.

Proposals are written on the board and in notebooks, spelling analysis is carried out.

III. Independent work.

I. Indicate the words that have endings in the genitive case - s; -and:

1. Smile. 6. Bookmark.

2. Hello. 7. A train.

3. Torch . 8. Journey.

4. The Rose. 9. Pupil.

5. Celebration. 10. Capital.

II. Indicate the words that end in the dative and prepositional cases - e:

1. A boat. 6. Purity.

2. Ease. 7. Well.

3. Wind . 8. Cone.

4. Rule. 9. Spruce.

5. Path. 10. Grove.

III. Indicate the cases in which the nouns of the third declension in the ending are written - and:

1. Nominative.

2. Genitive.

3. Dative.

4. Accusative.

5. Instrumental.

6. Prepositional.

IV. Indicate words in the endings of which, after hissing and c written - O:

1. Shoulder..m. 6. Borsch ... m.

2. Candle..th. 7. Extraction ...

3. Cloud ... 8. Circus ... m.

4. Birds ... 9. Persons .. m.

5. Strongman ... m. 10. Key..m.

IV. Lesson summary.

- What did you work on in the lesson?

Homework: Exercise 124.

Lesson 60

Dictation

Target: check the mastery of the spelling of unstressed case endings of singular nouns, the ability to determine the declension and cases of nouns.

During the classes

In a forest clearing

The forest clearing was covered with fluffy snow. But the clearing lives on. Here is an old tree stump. In a cozy apartment, insects hid under the bark from the cold. A lizard lies in the burrow between the roots. The beetle lay down in the tiny bedroom. Frogs sleep in a groove on the edge of a clearing under the snow. Nearby, in a heap of brushwood, their enemy, a hedgehog, fell asleep.

Quiet and empty in the clearing. Only a woodpecker sits on a pine tree and drags delicious seeds from a cone. Sometimes a fox or a hare will run across the clearing.

Words: lizard, brushwood.

GRAMMAT and c o e c o e n and e:

1. Indicate the cases of the noun clearing, highlight the endings.

2. Write out one noun of the 1st and 2nd declension from the text.

3. Write down in one sentence why hare are called white hare.

Lesson 61

Work on bugs

Target: develop the ability to analyze spelling and punctuation errors (see Appendix).

Lesson 62

Endings of nouns

Singular

Goals: to consolidate the knowledge of students about the spelling of unstressed endings of nouns; update knowledge about the grammatical features of the sentence.

During the classes

I. Updating basic knowledge.

Record on the board.

- Match the phrases of the left column with stable phrases from the right column. Insert missing endings.

- Write down expressions from the right column, indicate the case, highlight the endings.

II. Working with the tutorial.

1. Performing Exercise 125.

- Find in the poem the word that is used in a figurative sense. Think about what the author is trying to convey to them.

- Explain the placement of punctuation marks. Make sentences.

- Write down the poem and complete the last task for the exercise.

2. Performing Exercise 126.

- Read the poem. Determine how many sentences there are.

- How does it differ from the sentence in exercise 125? Make a diagram of it. What can you tell us about him?

- Complete the last task for the exercise.

III. Visual dictation.

Exercise 128.

- Determine the boundaries of the proposals. Explain the grammatical features of each sentence. Explain the spelling of the missing spelling.

Sentences are recorded under dictation.

- Analyze the proposals for the composition.

IV. Lesson summary.

- What did you work on in the lesson?

Find punctuation errors in the sentence:

He has twenty-five fingers on each hand, ten on his feet.

Homework: Exercise 127.

Lesson 63

Spelling endings

Singular nouns

Target: to consolidate knowledge about the spelling of the case endings of singular nouns, about the grammatical features of sentences.

During the classes

I. Letter from memory.

In a silvery and damp fog ..

Light and empty on the glades ...

From the winter cold .. and brooms ..

The birds flew away long ago.

- What time of year are these lines talking about? Why?

- Insert the endings of nouns, determine the declension, case. Write the poem from memory.

II. Working with the tutorial.

Exercise 130.

- How many simple sentences are there in the text?

- How to make a complex proposal out of them? (connect with unions or commas.)

Write down the text as a complex sentence. Complete the last exercise task.

III. Exercise in writing unstressed case endings of nouns.

Exercise 131. Commented letter.

IV. Working with the table.

Exercise 133.

The teacher prepares individual cards with this table in advance.

Students choose words that can be used to check the spelling of endings, inflect these nouns, and write them down in the endings table.

V. Independent work.

Have blossomed on the willows ..; sat on a stone ..; lingonberry berries ..; smell of gar ..; forgot about fatigue ..; swam to the dams ..; grew up in the city ..; played the accordion ..; was present at the inspection ..; remembered meetings ..; approached the embankment ..; noticed in the well ..; weakened from illness ..; crawling along the sandy shallows ..; lying in bed ...

- Write down phrases in three columns according to the model, indicate the cases of nouns, highlight the endings.

Vi. Lesson summary.

- What skills did you practice in the lesson?

- Analyze what each of you still needs to repeat, learn in order to do the test work well.

Homework: exercises 132 (oral), 135; prepare for the dictation.

Lesson 64

Preparatory dictation

Target: check the assimilation of the spelling of unstressed case endings of nouns.

During the classes

I. Dictation

The teacher dictates the text for exercise 132.

Grammar task:

1. Disassemble by composition:

in a r and n t I - the seventh sentence;

Variation II - the eighth sentence.

2. Write case and declension above the nouns of the third sentence.

II. Vocabulary dictation.

Write it down in one word:

● The visible boundary (line) of the apparent contact of the sky with the earth's surface (horizon).

● Travel or movement on foot in any places, countries (journey).

● A person who travels by any type of transport (passenger).

● A vehicle specially equipped for the carriage of passengers, goods (railway carriage).

● The absence of everything that interferes with life and work, the absence of restrictions (Liberty).

● Not far from something (near).

● Edge of the earth near the water surface (shore).

III. Lesson summary.

- What difficulties did you experience while writing the dictation?

Lesson 65

Case endings

Working with deformed text.

1. Make a sentence from the words of each line. Write down. Give a title to the story.

_____________________

The ground, naked, was frozen.

In the evening, it got warmer, to.

Swirled, large, airborne, snowflakes, in.

More of them, it became, everything.

Flakes, snow, fell down.

2. Determine how many sentences are in the text. Write, correctly indicating the beginning and end of sentences.

Late autumn has come in the forest it has become boring and cold birds fly away to warm countries circling over the swamp cranes they say goodbye for the whole winter to their sweet homeland.

3. Repair the deformed text. Arrange the sentence numbers.

Suddenly a fly flew by and sat on the hat.
The kitten was sitting on the floor and playing with a paper ball.
They gave Lyuba a kitten.
A hat lay on the chair.
Only white legs are visible.
The kitten jumped onto a chair, the hat fell and covered Tishka.
What a rascal!

4. Make sentences from words, head the text and write down the text.

_________________________________

Cautious, and, fox, beast, sly
On, long, wool, and, fluffy, her
Beautiful, u, muzzle, foxes
Nice tail, especially
Red, on, shimmers, the sun, he, sparks.

5. Repair the deformed text. Write down the text.

His father praised him for his truth.

He decided to find out who broke the cup.

The boy told the truth.

Father came.

The boy broke an expensive cup.

6. Read it. Think about the order in which you need to write the sentences to get the text. Write down the text.

Varya asked him to sing.

There he will sing all day.

The siskin lived in a cage and never sang.

Varya had a siskin.

But the siskin wanted to be free.

7. Make sentences from words, head the text. Write down the text.

_______________

By, hare, swamp, galloped

Bump, with, on, bumps, boo, snow, in, yes

Oblique, under what, feels, legs, something, moves

Loud, from under, flapping, steel, snow, with, wings, partridge, break out

Hare, forest, before, scared, death, rushed

In, a flock, in the snow, in live, partridges

They fly out, swamps, they, cranberries, in the daytime, walk, dig

Again, in, they will peck, snow, and

Notice, with snow, who, under, them

8. Make sentences from the words of each line. Title the text you received and write it off.

not quite, yet, dew, gone

like in silver, leaves, sparkle

butterflies, fluttering, fun

businesslike, buzzing, bees

9. Make sentences from the words of each line. Think about where you can insert the sentence "I began to blow with all my might and ... got entangled in the white sails." Write off the text.

the wind, to the sea, to, blue, flew

sailing, swung, waves, boat, on

decided, the wind, to sink

and, by, only, faster, the sea, the boat, rushed

10. Make sentences from the words of each line and write down the text.

Present.

puppy, on, presented, day, Petka, birth

gift, this, dear, was the most

oh, dreams, after all, to a dog, everyone

spoke, in, oh, school, his, Petka, friend, only, and, little

Hurry, called him, he

began to respond, name, to, puppy, immediately, this

in, I had to, guests, ask for it

package, sausages, cat, i, in, and, put, piece, plush

chases her, Hurry, for, let

11. Make sentences from the words of each line. Put signs at the end of sentences. Come up with a title. Write down the text.

  1. in, winding, leads away, path, forest
  2. on, rays, glades, play, sun, emerald
  3. sparkles, is that
  4. trembling, under, sunny, trees, bunnies
  5. full of, in, from, eyes, flowers
  6. in, like, forest, summer, beautiful

12. Read. Number the sentences in order to get the text. Write off the text.

Flowers grow on it. __Large flowers shake their golden heads. __There is a flower bed in our yard. __These small flowers are very similar to butterflies. __And small flowers waving petals. __This is so beautiful!

13. Read. Number the sentences in order to get the text. Write off the text.

It has a blue roof and a long leg. __A there is a funny starling bird living in the house. __ There is a house in our garden. __The starling sings all summer, and flies away in the fall. __Who lives there?


IV. Lexico-grammatical part of the lesson

Formation of skills in syllabic analysis and synthesis

Consolidation of knowledge about articulation and characteristics of sounds (o), (a), about writing letters o, a

III. Speech therapy part of the lesson

P. Development of visual perception

I. Organizational moment

The speech therapist distributes a piece of paper to each school desk (Fig. 19).

Look at the card. Try to determine which of the two images are exactly the same and which are different. Name these differences.

What is common in the articulation of the sounds [o], [a]? (they are vowels, belong to the first row, are sung when pronounced)

- How do they differ? (they have different pronunciation: with the sound [o], the lips are rounded, with the sound [a] - the mouth is wide open)

- How is the spelling of these letters similar? (they include an oval)

Which letter has more elements in the composition? (at the letter "a"). What are these elements? (oval and a stick with a rounded bottom)

Write a letter in the air O, and now the letter a.

The speech therapist puts on the stand a card from the game "Gossamer" (Fig. 20).

Look at the card on the board. Before you is the "Spider Web". Starting with the highlighted syllable, moving from syllable to syllable along the line, read the syllables, combine them into words. From the words you read, you can compose the text of the riddle.

Go to the chalkboard one by one and write down the syllables.

What riddle text did you get? (A giant floats across the ocean, and a mustache in hides his mouth.)

- Who do you think this riddle is about? (O whale)

- Write down the text of the riddle and the answer to it. Highlight the encrypted letters o, a (o we encrypt an oval, a letter a underline with one line).

3. Working with deformed sentences The speech therapist distributes a card to each child.

_______ went to the North Pole. Since childhood, I dreamed of becoming ______________ and sailing the seas. Victoria is one of the largest ___________________ in the world. In the fall, we collect leaves from the ground because _________ makes them fall off. ________ worked in the forest.

Words for reference: navigator, waterfall, icebreaker, leaf fall, lumberjack.

Read the sentences, note that the sentences are missing some words. They need to be inserted, use words for references.

Read the words for references.

Before you are complex words. What does it mean? (words contain 2 roots)(This topic is only discussed with grade 3 students.)

Write down the sentences.

(Students of the 2nd grade use encryption to highlight the vowels about, and; students of the 3rd grade, highlight the prefix, roots, suffix, ending and connecting vowels in complex words.)

The rain has passed. The sun came out, a multi-colored rainbow appeared in the sky. Help me remember the color scheme of the rainbow. The speech therapist writes on the board:



Every hunter wants to know where the pheasant is sitting.

- Each word in this sentence has a corresponding rainbow color. Name these colors. (Red - Orange - Yellow - Green - Cyan - Blue- Violet)

- A now look at a game called Riddles of the Seasons.

The speech therapist distributes to each child a card from the game "Riddles of the Seasons" (Fig. 21) and offers to color the squares in accordance with the recommendations given on the sample.

If we correctly name the color scheme of the rainbow, then we get a text about a certain time of the year. Let's try to guess.

Children choose red squares, make a sentence with words. This is followed by a similar work with all the colored squares of the game.

What is the first sentence? (A golden autumn has come.)

- Second. (The foliage on the trees is colored.)

- Third. (Maple is burning in red.)

- Fourth. (Autumn is not terrible for Christmas trees and pines.)

- Fifth. (The last mushroom hid in the pine forest.)

- Sixth. (The flowers have faded.)

- Seventh. (It often rains, puddles everywhere.)

(2nd grade students write sentences using diagrams, 3rd grade students write sentences under the dictation of a speech therapist.)

Find all the letters o, and in the words, select them.

(Students of the 2nd grade find the place of the letters o, and in the diagrams, students of the 3rd grade, highlight the letters in cipher.)