Frontal speech therapy lesson in the preparatory group

What are frontal speech therapy classes?

On January 1, 2014, the Order “On approval of the federal educational standard for preschool education” came into force. The goal of the Federal State Educational Standard for Preschool Education is for preschoolers to receive a quality education. In accordance with this order, the goal of a speech therapist in a kindergarten is the timely identification of speech disorders and assistance in eliminating them.

Important! The new standards for preschool education are based on the principle that the child is also an individual. He is a subject of education and has the right to choose in the learning process.

The Federal State Educational Standard for Education identifies five educational sectors. Speech development - one of these branches - is directly related to speech therapy, the other four (social-communicative, cognitive, artistic-aesthetic and physical development) go in parallel with it.

Frontal speech therapy classes are a system that combines games, articulatory gymnastics, physical exercises and various speech therapy tasks of an oral and written nature. This is the preparatory stage of the transition from kindergarten to school. The tasks are given the same for all children in the group.

Important! Through games, children get acquainted with social norms, try on various roles, and model situations that interest them. In the game, the baby is not afraid to make a mistake, he is relaxed and behaves naturally.

At this time, the speech therapist should monitor the dynamics in speech development. A child may make a mistake and that’s normal, don’t rush him. He is just learning his native language, comparing his pronunciation and the pronunciation of adults.

Examples of frontal exercises

Conducting frontal speech therapy classes can be considered in the example below.

Frontal speech therapy session for children of senior preschool age with special needs development

Goal: teaching the difference between the sounds [T] and [T']

Task:

teach the correct pronunciation of these sounds;
develop teamwork skills;
working out speech breathing;
teach how to correctly identify the sounds [T] and [T'] in words;
develop phonemic awareness;
practice creating diminutive forms of words (shoe, hatchet, TV, etc.)

Preparation for the lesson: cut out pictures with the sounds [T] and [T']. The number of pictures should be equal to the number of children in the group. Place the chest on the table. Write the sounds [T] and [T'] on the board, glue a drawing of the letter T with a picture and a sound profile, prepare puzzles on the topic of the lesson, riddles, games. Prepare chips for correct answers. Divide the children into 2 teams. Explain that they will receive chips for correctly completed tasks. The winner will be the team that collects the most chips.

Important! Before conducting a lesson, a favorable psychological climate should be established. Decide in advance on the topic of the lesson and develop a plan.

Exercise

The speech therapist asks the children: “Who do you think is hiding in my chest?” and shows a photo of his paws.

"What is this?" - asks the speech therapist.

“Paws,” the children answer.

“Now change the first letter in the word to “T”. What happened?".

"Slippers!" - the children answer.

The speech therapist takes slippers out of the chest.

After this, the teacher suggests calling the slippers affectionately (slippers, tapuli, slippers)

Exercise

The speech therapist leads the children to a board on which the sound profile of the letter “T” is drawn.

And it shows what happens to the lips and tongue at the moment the sound is pronounced.

Articulatory profile of the sound T

Exercise

The speech therapist asks the children to tell us what they know about the sound [T] (consonant, unvoiced, hard) and turn it into soft [T'] (Ть). Need to show the sound profile of the sound [T']

Articulatory profile of the sound T'

The speech therapist then asks you to show the letter T using your body and hands.

Exercise

Speech therapist: “I have cards on my table with the sounds [T] and [T']. Whoever has a card with a hard sign sits at the right table, and whoever has a soft sign sits at the left table.”

Exercise

Open lesson on speech development in the first junior group

Speech therapist: “Now come up with a name for your teams. On the right is a command with the sound [T], and on the left with the sound [T'].” Children confer and announce the names of their teams.

Exercise

The speech therapist announces the next game. Children should stomp if they hear the sound [T] and clap if they hear [T'].

Exercise

Speech breathing and voice strength training. The speech therapist asks to start the motor: TTTTTTTTTTTTT... - until the motor stalls.

Exercise

Physical education minute.

Exercise

The speech therapist says it's time to eat. And the children must name what they would eat with the sound [T] and [T'], respectively.

Exercise

Stretch your fingers with finger exercises.

Exercise

The speech therapist thanks the children for their work and counts who earned how many chips.

Important! The number of tasks may be more or less. Themes can be varied: New Year, autumn, spring. Depending on the tasks facing the speech therapist, puzzles and games may be modified.

The feasibility and advantages of frontal exercises over other types of exercises

Frontal speech therapy classes are conducted with all children in the group. They perform the same tasks in such classes. To prepare for frontal classes, children attend individual and subgroup classes. If, when conducting subgroup classes, most of the time is devoted to producing sounds for children with the same speech defects, then a frontal lesson is the next step.

Conducting frontal classes gives the speech therapist greater freedom of choice in setting the goals and content of the lesson. During these classes, sounds are reinforced, exercises are added to expand vocabulary, and grammatically correct speech is taught. Frontal classes are the basis of correctional education and preparing a child for school. They are carried out throughout the entire training period according to a specially developed plan. The undoubted advantage of this type of activity is that children have the opportunity to observe their peers. Social interaction occurs.

Frontal learning allows the entire group of children to work on a single task. Children cooperate with each other. The effectiveness of such training depends on the speech therapist’s ability to create an atmosphere of unified creative work and the importance of each participant in achieving the result. It is important to keep children attentive and active, while taking into account their individual characteristics.

Important! Frontal classes are the final stage in speech therapy training. Subgroup and individual lessons - preparation for frontal ones.

Summary of a frontal lesson in a senior speech therapy group

Summary of the frontal lesson “Kolobok’s Journey” in the senior speech therapy group.

Summary of a speech therapy lesson aimed at developing the phonetic-phonemic aspect of speech in children using health-saving technologies
Author: Marina Alekseevna Durneva, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky. Description: This lesson was conducted in a senior speech therapy group. When preparing the lesson, the emphasis was on the lexical topic “Autumn”. This lesson will be useful for speech therapists and preschool teachers. Goals and objectives: Correctional and educational:
• teach children to characterize the sounds [y] and [a], select words for a given sound.
• introduce children to the sound [p] and the way it is characterized based on articulatory and acoustic features; • introduce the concept of a “voiceless consonant” and the location of the sound at the beginning of a word; • learn to identify sounds in syllables and words. Correctional and developmental:
• develop general, fine and articulatory motor skills of children;
• develop phonemic processes; • develop breathing and voice; • consolidate the concepts: “sound”; • improve children's communication skills; • increase speech activity; • develop melodic-intonation and prosodic aspects of speech; • develop mental processes; • increase performance and endurance. Correctional-educational:
• to develop in children the ability to finish what they start, perseverance and the ability to handle handouts.
Equipment: pictures of fairy tale characters, leaves with pictures, a river, a bridge, counting sticks, pictures for articulation gymnastics, an illustration of the “Letter P,” a tape recorder, a board.
Progress of the lesson:
1. Organizational moment. Speech therapist: To be polite, you need to say hello to everyone you meet - children know this. You say hello, and in response, Children will say: Hello, hello! Speech therapist: Let's say hello to our guests (children say hello). Now let's say hello to each other. Logori (development of communication skills, initiative behavior, speed of reaction).

2. Main part. Teacher: Guess the riddle: I didn’t tremble before the wolf, I ran away from the bear, But I got caught in the fox’s teeth... (Kolobok) Let’s come up with our own fairy tale about Kolobok. Who will help us with this? (smart head) Then let's do some brain exercises. It will help you become attentive, active, relieve tension, fear, irritation and improve your achievements! Kinesiological exercises.
• “Ear – nose – cotton” - with your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.” •“Fist – rib – palm.”

Who else will help us?
(tongue). Articulation gymnastics. Children perform exercises according to the text they heard and the picture they saw:
“We open our mouth - house, who is the boss in that house? The owner in it, the tongue, rested on his lip with a spatula (“Spatula”). The tongue goes out for a walk, it goes around the house (lick lips in a circle). Who is here and who is there? He looks around (“Watch”). He sees: the lips are very flexible, deftly stretching towards a smile (“Fence”), And now, on the contrary, the lips are stretching forward (“Elephant”). The tongue has become a painter, carefully painting the house (“Painter”). He found himself on a swing, flying up and going down (“Swing”). Who could guess? Our tongue is like a fungus! (“Fungus”) The tongue became an accordion, played and did not get tired (“Accordion”). Tired of transformations: Tongue licks jam (“Tasty Jam”). He loves to eat sweets, and then he gallops like a horse (“Horse”).

Well, now are you ready to come up with an interesting fairy tale?
Then let's begin. Grandma baked Kolobok. And now we’ll show you how she baked it. Finger gymnastics “Let’s bake a bun” - development of fine motor skills.
“Collecting flour from bottom to bottom” - children spread their fingers wide, then clench them into a fist.
“Knead the dough” - children move the fingers of one hand over the palm of the other clockwise, then change the position of their hands. “Roll out the dough” - rub your palm against your palm. “Make a Kolobok” - put palm on palm - “roll the ball.” Grandma baked Kolobok. I put it in the window to cool. The bun lay and lay. He jumped off the window and rolled (children perform the movement to the music). Logori (development of communication skills, initiative behavior, speed of reaction).

And there is a river on the way.
How do we get to the other side? Children offer answer options (swim across by boat, on a speedboat, on a ship). Speech therapist: You can walk across the bridge. But the bridge is not simple, this bridge is sound. The one who names words with the sound A or U will pass. Children name the words and walk across the bridge.

He crossed the river, sat down on a tree stump and sang (the children sing to the music): 1. I left my grandmother, I left my grandfather. This is the kind of bun I am, Kolobok is a ruddy side. 2. Oh, how good I am! How I love myself! I hug you tightly and inhale through my nose. Breathing exercise “Hug your shoulders” (according to A. N. Strelnikova).
Children stand straight and straight, their legs are slightly narrower. Than shoulder width apart; arms are bent at the elbows, raised to chest level and spread to the sides. In this case, one hand should be placed slightly lower. On the count of “one”, we hug ourselves so that the elbows are close to each other in one place, the arms form a triangle - inhale! After making 4 inhalation movements, you need to rest for a few seconds and perform this exercise again 4 times. And so 4 times, 4 inhalation movements.

A bunny runs past.
The Hare saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let’s play instead.” The Hare thought and agreed. Game "Collect leaves".
Leaves are scattered around the room, children are spinning like leaves to the calm music. The music stops playing, everyone must take 1 leaf. There is a picture on the reverse side. Look at the picture and say the word. What is the first sound in this word? In all the words we encountered the sound “P”. Let's say it again and watch how we do it. Does the air come out easily or does it meet a barrier? What kind of barrier is this? (lips). So will the sound “P” be a vowel or a consonant? (consonant) Now put your hand on the neck and pronounce the sound “P”. Is the neck silent or trembling? (silent) So this sound is dull. And in writing this sound will be indicated by the letter “P” - showing the letter. Bunny says that he has instructions on how to make the letter “P” from sticks, but he won’t understand anything. Let's help him. The letter P is a doorway. We'll take three sticks. Let's fold the two into a straight path. We'll put the third one on top. Have you figured out how to make the letter “P” from sticks? Then go behind the tables and fold this letter for the bunny.

The hare thanks the children and leaves.
As soon as the hare ran away, the Wolf ran to meet Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.” The wolf thought and agreed. Children repeat the characteristics of the sound “P” - the sound “P” is consonant and unvoiced, denoted by the letter “P”. The Wolf was surprised by Kolobok’s knowledge and said: “Okay, I won’t eat you. But you have to play with me.” Game for the development of phonemic hearing “Clap-stomp”
The wolf thanks the children and leaves.
Only the Wolf ran away, the Bear goes to meet Kolobok and says: “Kolobok, Kolobok - I will eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.” Children repeat the characteristics of the sound “P” - the sound “P” is consonant and unvoiced, denoted by the letter “P”. The Bear was surprised and said: You know about the sound “P”, but not everything. This sound can also be indicated by the color blue because it is a consonant. I won't eat you if you complete my task. Game "How many sounds?"
The speech therapist pronounces the syllables AP, UP. Children name sounds in syllables, characterize them and lay out diagrams.

The bear thanks the children and leaves.
As soon as the Bear has left, the Little Fox comes along. She saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, I’ll tell you a poem”: Pa-pa-pa - there is cereal on the table. Py-p-p-p - no cereal. Oop-op-op - everyone clap their hands. Whoop-whoop-whoop – Vanya’s soup is delicious. Yip-ip-ip - Philip came to us. Whoop-whoop-whoop – we ate the soup. The fox listened to the poem and said: Okay, I won’t eat you, but first let’s play a game. Pa-pa-pa, here comes the fox! Pa-pa-pa, so I’ll eat Kolobok! Py-poy-poy, and I’ll hide from the Fox! Pa-pa-pa, you won’t catch Kolobok! Children, standing in a circle, chant the words. In the center of the circle is the Fox, behind the circle is Kolobok. Having sung all the words, the children raise their clasped hands high up, making “collars.” And the Fox catches up with Kolobok, running after him around the circle. When the music ends, the game stops. Fox Kolobok didn’t catch him, got offended and ran away. Relaxation exercise “Kolobok is resting.”
Children sing the words of Kolobok: Children (sing): I was tired, I was in a hurry, I almost got lost. I’ll lie down in the clearing and look at the sky. If they lose, children lie down on the carpet and rest.

The teacher continues to sing himself: Hush, hush, don’t make noise, Don’t wake up the Kolobochki! The birds will begin to chirp, We will open our eyes, The children open their eyes and stand up. And now it’s time to say goodbye, Let’s say to everyone: “Goodbye! Bye!"

We recommend watching:

Summary of an individual educational activity with a 5-6-year-old pupil for the correction of sound pronunciation. Notes of an educational activity in a senior speech therapy group. Notes of a lesson in a senior speech therapy group. Notes of an individual correctional and developmental speech therapy lesson. Senior group

Speech therapy tales and tongue twisters

Clear pronunciation of sounds is closely related to good diction. Many children of senior preschool age have problems with diction. Speech is often slurred and unclear. The reason for this is sluggish movements of the lips, unenergetic movements of the tongue. The lower jaw is inactive. Due to the fact that the mouth does not open enough, the vowels sound unclear.

All these speech-motor system defects can be corrected with the help of sound combination games. This is easier to do with younger children. For preschoolers with sedentary lips, the learning process is much more difficult. The speech therapist, showing how to pronounce sounds, makes clear movements with his mouth and slightly extends the vowels.

Speech therapy tongue twisters for children 6-7 years old

To improve diction, tongue twisters are used. First, the new tongue twister is pronounced slowly, clearly, highlighting significant sounds. The speech therapist should read it several times, quietly, rhythmically, without sudden changes in intonation. Then the child must try to repeat the tongue twister himself. Slowly and clearly at first, and then speed up the pace over time.

To make it more interesting for children to memorize tongue twisters, they should be funny and amusing. Here are some examples for working out the most problematic sounds:

For children 5-6 years old, you can also use tongue twisters as a method of correcting diction.

Examples of tongue twisters for correcting the pronunciation of specific sounds can be found in the works of Konovalenko V.V., Konovalenko S.V., Zhukova N.S., Kulikovskaya T.A.

The more interesting and understandable the tongue twister, the better and faster the baby will remember it. Parents can independently speak tongue twisters with their child on the way to kindergarten. 5-7 minutes a day will ultimately give noticeable results.

Explanatory and other types of speech as the level of development of a preschooler

Speech therapy tales for speech development

All children love fairy tales. Through fairy tales they learn about the world, the difference between good and evil. With the help of fairy tales, imagination develops and emotions awaken. Logo fairy tales are another entertaining method of working with children with special needs and correcting various speech disorders in preschool children. Thanks to this approach, children perceive learning as a game, they absorb information better.

Important! Children develop emotionally, thanks to communication with a fairy tale, the development of children's speech in monologues and dialogues increases. In addition, children become familiar with the beauty of the artistic word, and a healthy educational atmosphere is created.

A speech therapy lesson in the form of a fairy tale can be carried out in several stages:

The plot of the fairy tale is comprehended. Children learn new expressions and speech turns. By intonation they must guess the mood of the heroes of the fairy tale. The development of the articulatory apparatus occurs due to the intonation of the characters’ voices, the use of onomatopoeic words, and animal voices.
Teaching children to regulate emotions using verbal descriptions. Children retell their favorite episodes. Describe their attitude to certain events in the fairy tale. At this time, the speech therapist monitors the completeness and correctness of the sentences.
The speech therapist invites the children to act out an episode from a fairy tale. The purpose of this task is to teach verbal improvisation, to convey an affective state through facial expressions and words.

The speech therapy teacher can play out speech therapy fairy tales independently in the classroom. Or you can take ready-made ones. Savchenko S. F. and Petrova E. A have a whole series of logo fairy tales. For example, the fairy tale “Teremok” is an excellent guide for children with speech and intellectual development disorders of varying degrees.

You can also perform articulation gymnastics in the form of a fairy tale. There are a lot of fairy tales about the tongue on the Internet, here is an example of one of them:

During classes, based on materials from fairy tales, exercises are practiced to develop the voice, attention, and speech breathing. For greater clarity, toys, pictures, and costumes are used. After the lesson, children can draw a picture on the theme of the logo tale they have just worked on. Children can also be encouraged to tell the story to their parents at home.

Frontal lesson with the preparatory group.

Goal: Automation of sound [p].

Tasks:

Educational:

Development of operations of generalization and specification.
Development of attention, thinking, memory, imagination.

Corrective:

To educate and consolidate the correct pronunciation of [r] in syllables, words and sentences.
Development of phonemic awareness.
Training in initial analysis skills.
Updating the passive dictionary.
Developing skills to change voice strength.
Education of a coherent statement.

Educational:

Cultivating a friendly attitude towards the world around us.
Development of ideas about human moral qualities.

Equipment: presentation with images: rainbows; pencil, backpack (briefcase), felt-tip pens, pens, notebooks; gerberas, daisies, asters, chrysanthemums, geraniums; rockets, rackets, schedules; plot picture of a mole; magpies, crows, sparrows; airplane; rockets; helicopter; meteorites; fish, crayfish, shells; circus arena with acrobats, animals: rabbit, tiger, fur seal, zebra; photo (layout) of the postal envelope.

Self-analysis of speech therapy classes in preschool educational institutions

Self-analysis of speech therapy classes is an important element in the work of a teacher. This is the main way to improve your skills. The quality of self-analysis depends on the critical attitude of the speech therapist to his classes, on the habit of reflecting on his actions.

Criteria and assessments of speech therapy classes

When conducting a self-analysis of a speech therapy session at school or kindergarten, the speech therapist must answer the following questions:

What is the motivation for selecting material for a particular lesson?
Describe the group as a whole
Do the objectives of the lesson coincide with the planned plan?
What is the psychological assessment of the tasks that children performed in class?
What is the pedagogy of the exercises performed
Describe your overall satisfaction with the activity
Evaluate the results and outline measures to eliminate deficiencies

Important! Self-esteem is a condition for the creative work of a speech therapist teacher. A technological map for self-analysis of a speech therapy session will help with self-analysis.

Frontal speech therapy lesson “Voice Fairy Tale”