Summary of a lesson in preparation for learning to read and write “Sound and letter Ш, Ш.” Summary of a lesson on preparing for teaching literacy in a preparatory group Topic: Consonant sound, letter Ш plan-summary of a lesson on teaching literacy (preparatory group) on the topic Time

Here is the game “Sound and letter Sh”, aimed at preschoolers aged 5-7 years. The game can be used both with a group of children and individually in preschool institutions, as well as at home. The game is convenient in that the teacher can choose any task or game from those proposed in the content, and also easily return to the content. To maintain the interest of preschoolers, the game is equipped with visual and sound effects (by clicking on the pictures with the left mouse button). Each slide contains instructions for completing tasks (“How does a snake hiss?”, “Characteristics of sound” - the slides were voiced by a speech therapist). D/i “We play snowballs and read syllables” – in order for snowballs with syllables to appear, you need to click the left mouse button. To go to the next slide, click on the arrow in the lower right corner - . The game can be completed by clicking on the house in the upper right corner - . You may need to help your child complete assignments by asking guiding questions. Don't forget to praise him for his efforts.

Topic: “The letters Ш, Ш, denoting the consonant sound [ш].”

Lesson type. Studying and primary consolidation of new knowledge.

Lesson objectives:

Educational – introduce children to the letters “Ш”, “ш” and the sound (ш); learn to characterize sound; find the place of sound in words; to develop the skills of conscious, correct, syllabic reading; to develop the ability to express one’s thoughts orally

Developmental – develop coherent speech, phonemic hearing, logical thinking, attention, memory, intelligence; broaden children's horizons, develop the ability to listen and understand others

Educational – to develop the skills of independence, responsibility, hard work, the ability to work in pairs and teams, and to cultivate a healthy lifestyle.

Equipment: textbook for 1st grade “Russian alphabet” authors V.G. Goretsky, V.A. Kiryushkin et al., notebooks for syllable-sound analysis of patterns, cards of syllables, letters, subject pictures.

Technical training aids : audio recording, video recording, PC, projector, screen, presentation PowerPoint.

Organizing time.

We caught up. Today we have to teach literacy and reading lessons together with me. My name is ....., but we also have guests, let's turn and greet them with a bow of the head.

Sit down.

Well, look, my friend,

Are you ready to start the lesson?

Is everyone sitting correctly?

Is everyone watching carefully?

2 .Updating basic knowledge.

What is speech?

What kind of speech is there?

- What does our speech consist of?

What do the proposals consist of?

What are words made of?

What are syllables made of?

What sounds are there?

Tell us what you know about vowels and consonants.

Consonant sounds can be... (hard and soft)

What else do you know about sounds? (we hear them)

What do the sounds in writing mean? (letters)

Look: I show a letter, and you, if it means a vowel sound, clap your hands once, and if it means a consonant, 2 times. (2 vowels, 2 consonants and b)

Why is there silence? Or -Does everyone agree with Petit’s clap?

What is this interesting letter b?

What's special about it?

The song “If only there were no winter” sounds

There is very little time left until the funniest, noisiest and most beloved holiday for children. Which one? Why do children especially love the New Year holiday?

I will tell you a story that happened on the eve of the New Year holiday, listen: (the music “A Christmas tree was born in the forest” sounds, verse 1)

“Recently Seryozhka, Alyonka and Maxim were walking in the yard. Suddenly a truck drove into the yard. He brought a Christmas tree. She was big, furry and smelled so delicious of frost. Alyonka went up to the tree and began to examine it, and suddenly she screamed: “Look, look at the detectives hanging on the tree.”

When Maxim heard it, he fell from laughter and shouted: “Ha-ha-ha!” I'll die of laughter! Detective! Oh, I feel bad! Detective! Ha-ha-ha!

Here Seryozhka joined in. Ha ha ha! The girl is 5 years old, soon to be married, and she is a detective.

Alyonka answers: I said it right! It’s just that my tooth has fallen out and is whistling. I want to say “detective” but it turns out “detective”

And Maxim answered her: - Just think, her tooth fell out! Three of them have fallen out, and two are wobbly. But I still say it correctly. Listen: - “hehes.” Well? It’s really great: I can even sing “hykhki”::

Oh, green hyhechka,

I'm afraid I'll inject myself.

Alyonka even jumped for joy. Wrong! - He shouts, “I need to do detective work,” and she says “hey.” And let them argue. One shouts “hykhki”, the other “detective”. Seryozha looked and looked, and then said: “You weirdos, why are you arguing?” After all, both are wrong. There are no “sleuths”, no “huffs”, just “fuckings”. That's all!

Interesting story? What word could not the children pronounce? Can you guess what sound the kids couldn’t make? Name it.

You probably already guessed what the topic of the lesson is.

Letters Ш,ш.-board

The purpose of the lesson.

We will get acquainted with the new sound Ш and the letters that represent this sound in writing today in the lesson.

Working with sound (board)

Say the word CONES. Name the first sound.

What sound is this? CONSONANT

Why do you think so? (when pronouncing, the air encounters a barrier)

Determine what sound it is by its voicedness and deafness? DEAF

Why do you think so? (consists of noise)

Think about whether this sound has a voiced pair?

What is the pair of the unvoiced consonant sound Ш? (voiced F) DOUBLES

Statement of the problem, discovery of new knowledge.

The sound Ш is not simple, but with a secret.

And you can discover this secret yourself if you complete the following task correctly:

The music sounds “The little Christmas tree is cold in winter” (1 verse) (slide)

So that our Christmas tree is not sad and lonely, we will decorate it with beautiful toys, but not just any toys, but only those whose names contain the sound Ш

Guess the riddles:

fall from the sky in winter

And they circle above the ground,

Light fluff

White snowflakes.

Shall we hang the toy on the Christmas tree?

Why not? (voiced consonant Ж)

They grow on a Christmas tree,

But these are not needles. ( bumps)

Why yes? (voiceless consonant sound Ш)

The branches of the Christmas tree are rustling,

The beads shine brightly

And the toys swing

Flags, stars, firecrackers

What kind of forest animal

Did you stand up like a post under a pine tree?

And stands among the grass,

The ears are larger than the head. (hare)

Variegated threads hanging on the tree tinsel

And colorful balls.

Repeat once again the names of the toys that we hung on our Christmas tree. What do all the words have in common?

Say it slowly:

FLAPPERS

Which sound Ш in all words is hard or soft?

Maybe it happened by chance that the sound Ш is hard?

Try to choose words yourself in which the sound Ш is pronounced softly.

Happened?

So what conclusion can be drawn?

So you have discovered the secret of the consonant sound Ш !SOLID

Working with letters

In writing, the sound Ш is indicated by the letters Ш, Ш (sha)-card

Look at the letter Sha

The letter is very good.

What does the letter look like? (forks, …….) Slide

Let's print this letter in our notebooks (large and small)

Where is the capital letter needed? (personal names)

Ilya will read us a riddle about (cones) spruce trees. (slide)

Listen to the word and name the sounds

We print in notebooks, and one at the board

Cones (card)-----cones (card)

Who has it differently? (with the letter I)

What to do? We have already talked about this secret. What kind of secret is this? (only hard)

What sound indicates softness? (i), but what is here? (does not soften) And why? (sh is not friendly with and and does not obey him) That is. And it doesn’t soften him.

So what should we remember? (that the sound sh is always ONLY HARD, but is written with I)

Let's open. Textbook and find this rule.

Shi write with i. (card)

Why did they type Y after sh in the word some of you? (you can hear y)

Fizminutka

Reading training

Reading syllables with sh

Reading words

Mice

kids

Shi na(board)

What's extra? Why

What do we remember? Write shi with and What sound does and make in combination with shi?

Speech gymnastics.

It's time to do gymnastics, but not simple, but speech.

Sha-sha-sha

Our tree is good.

Sho - sho - sho - we played well.

Repeat the slide with the Christmas tree only with an envelope.

Guys, is there an envelope under the Christmas tree? What do you think is in it? (letter)

Shall we read it?

Congratulations: Santa Claus asks us to work in pairs, for this work he has prepared a surprise

Surprises in the form of small cards with the rule.

Work according to the textbook. The words are black

Make a sentence with proper names and connect with ng

What can be made from a sentence (text)

I have prepared a story for you.

Fun winter days! Fluffy snow all around. The rivers froze. The kids are happy about winter.

How many offers

How did you find out? Based on the picture, guess what it’s about

Reading to the reader.

Conversation over text

Bottom line.

What new did you learn in the lesson?

What discoveries did you make?

What was especially interesting?

What did you find difficult?

What helped you cope with difficulties?

Hissing and whistling sounds are not always easy for growing babies. Some features of the pronunciation of sibilants can persist until the end of primary school, and without the control of teachers - for life.

It is important that the child, under the supervision of parents or a speech therapist, trains in the correct articulation of the sound “sh”, then other difficult sounds will give in under the pressure of exercises.

From this article you will learn

Examination of the pronunciation of the sound “sh”

Usually, problems with pronunciation are indicated by kindergarten teachers or teachers. Parents can attribute much of their child’s speech to individual characteristics and not notice the impending difficulties. It's worth taking a few minutes as part of your daily book exercises to test your child's phonics.

There are at least two ways to do the procedure yourself: observation and exercise. In the first case, it will take quite a long time to notice how the baby pronounces sounds. In the second, you need 25-30 minutes of perseverance and doing several simple exercises.

Invisible test. There is no point in explaining to your son or daughter what to do. The easiest way is to involve the child in the game " Repeaters" Start with words and sounds that are not related to the topic. Then let your child set the tasks themselves. In your next turn, offer one of the blocks.

1. Syllables.

Start with two-letter combinations:

[sha] [she] [shu] [shi] [sho].

Then move on to three-letter ones with two vowels:

[a-sha] [eh-she] [u-shu] [i-shi] [o-sho] [y-shi].

The next block is combinations of “sh” with consonants:

[shka] [ksha] [shki] [kshi].

More complex:

[sshi] [shis] [shish] [shush] and [as-shi] [u-shis] [i-shish] [ush-ush].

Pronounce all sounds clearly, deliberately articulate them so that it is easy for them to repeat after you. As you complete the exercise, notice which combinations are most difficult for your child. They work in a similar way with the sounds “sch”, “zh”, “ch”.

2. Words.

To diversify the lesson a little with a new activity, prepare in advance cards with known objects that have a difficult sound in their names:

• Next to vowels: mouse, reeds, shower, lily of the valley, hat, fur coat, car, galoshes, hut, pencil, overcoat, neck.
• Next to consonants: cat, flip flops, hat, closet, hairpin, bumblebee.
• Occurs twice: cone, checkers, whisper, rustle.
• With another complex sound: ball, scarf, skin.

3. Suggestions.

Automation of the sound “sh” in sentences requires the readiness of the speech apparatus. Therefore, the sentence test will show how much the child has mastered the art of sh-articulation:

• The mouse rustles behind the stove.
• Papa waves his hat to Masha.
• I sewed a shirt for the bear, I will sew pants for him.
• The well-known tongue twister about Sasha on the highway, etc..

If you have any difficulties at this stage, do not try to finish the block. Better return to the phrases from the previous block: cat in a hat, got out of the shower, scarf for Dasha etc. and end the test on a positive emotional note.

Important! In some children with a normally developed articulatory apparatus, the production of the “sh” sound can occur right during test exercises or the first lessons, simply because targeted training is needed to develop the skill. Other children will need to take things step by step over time.

Possible deviations

Pronunciation may differ from ideal. Despite the fact that in the language “sh” is a dull sound, it must be pronounced loudly and clearly. There are speech therapy characteristics of the incorrect “sh”:

• A lisping sound occurs when a child pushes his tongue too far between his teeth. This is an interdental pronunciation.
• A nasal tint (sigmatism) in “sh” occurs when the deep part of the tongue is overly tense, its root seems to be pulled towards the palate, and a deep hissing “x” appears.
• With lateral sigmatism, the sound is like cotton.
• If the tongue rests on the upper incisors, this is called parasigmatism. As a result, “w” is replaced by “t”;
• With labiodental parasigmatism, “w” is forced to turn into “f”. It is worth checking if the baby has bite problems.
• If instead of "sh" the sound is "s", this is whistling parasigmatism.

You need to tell your child how to form his lips correctly and hold his tongue so that the sound comes out correctly. It is best to demonstrate on yourself and use visual analogies.

What to do to make “sh” hiss

Among the methods of stimulating speech development at an early age, we need to talk about the necessary stage of crawling, the dangers of early sitting, and the importance of sensory development. Finger gymnastics, rhymes, nursery rhymes and sand work help the kids.

Even a simple wooden ball is a source of sensory sensations. You can roll it between your palms, with your finger on your palm, hold it in different ways, studying its physical properties is also very useful for broadening your horizons.

Don't limit yourself to making sand pies and don't forbid your child to play with castles in the yard or on the beach. Bury pebbles and small toys in the sand. Ask your child to guess the toy's shape without removing it from the sand. Do the same with other textures: rice, buckwheat, semolina. Any wide container can serve as a sandbox, even in winter.

When it comes to correcting the “sh” sound in a preschooler, fine motor skills and sensory exercises should not be neglected, but you can already include the child in full-fledged structured classes, logarithmics. It is necessary to use tongue twisters, tongue twisters and more complex poems.

Methodological basics for parents

Reluctance to visit a speech therapist may be due to financial difficulties and parental beliefs. In any case, the parent himself needs to know how to teach his child to say the letter “SH”. If you seriously decide to work with your child on your own, do it systematically. It’s a good idea to introduce a kind of preparation ritual for the lesson so that the child is included in it without conflict. The lesson itself should contain:

• 1-2 minutes: organizational moment (activation of the child’s attention). Do not speak " Now you and I will teach...", it's better to say " Come, let's play together!”, because play is the most effective way to teach a child something important.
• 1-2 minutes: introduction (interest activation). Tell us what kind of fun game you offer and why.
• 10-15 minutes: warm-up 2-3 minutes and main part(the actual activity). Every 3-7 minutes, depending on the perseverance and age of the baby, be sure to do physical education. This is necessary to switch attention and relieve tension.
• 1-2 minutes: conclusion: Thank and praise the child for his efforts.

When each activity has a structure, it is easier for parents to navigate the situation, while the child perceives the exercises as a game and is simply happy to communicate with mom or dad. Lessons become welcome. You can build any other home activities using the same structure.

Warm up for tongue and lips

Before practicing at home, you also need to warm up. The child should not be tired, but interested and immersed in a fairy tale or an interesting competition with himself. There are a lot of ready-made warm-up programs based on classical articulatory gymnastics.

Warming up helps relieve tension in the lips and tongue, making them more mobile and obedient. Gradually, warming up will take less and less time and will turn into a fun ritual.

Don’t forbid your child to squirm a little - this will not harm his behavior if it is built into a learning activity. Combine gymnastics with training of emotions (for example, use cards or masks) and intonation range (facial expressions and intonations should be interconnected). Integrated development is more interesting and effective.

Exercises for the main stage of the lesson

Never try to follow the same algorithm. Change speech therapy exercises from time to time. Give them in different combinations and don’t try to do everything in one lesson!

Exercise "Cup"

The lower jaw is relaxed, a flat, wide tongue rests on the lower lip, while the tip and edge are raised, forming a flat bowl. In a similar way, “ Pancake"- the tongue remains flat on the lower lip. It is advisable to periodically alternate the two exercises for 10-15 seconds. If the bowl is lowered and raised without changing its shape, the result will be “ Chatterbox».

Exercise "Focus"

You need to stick the already familiar cup out of your mouth and, without touching your lips, turn the tip of your tongue up. You can put a piece of cotton wool or a napkin on the tip of your nose. As you exhale, the air must be directed precisely at the object.

Exercise "Horse"

All children love to imitate the clatter of horse hooves, but as part of the exercise this must be done not just once, but for 10-15 seconds. Naturally, you can combine speech therapy with a game of knights!

After the exercises, you definitely need to talk: read poetry, train in the speed and purity of pronunciation of sounds. The more often the repetition occurs, the faster the skill will be consolidated.

Exercise "Fence"

Young students really like it. Task: smile widely and fix the smile for a few seconds. This trains the facial muscles of the cheeks.

Other exercises - " tube"(pull your lips forward with a tube and fix them), " Jam"(lick your lips deliciously and widely in a circle), " Swing"(open your mouth wide, and rhythmically move your tongue alternately to the upper and lower teeth) - can be left at the end of the lesson to engage all the muscles in turn.

Remember with your child in what situations the sound “sh” still appears:

• how the trees rustle in the wind
• how an angry cat hisses
• how the leaves rustle under your feet in autumn
• like a punctured wheel hissing
• how the mouse rustles under the table

The child must depict all this using his voice and sound [Ш].

Sound production and automation

With the help of exercises, the correct articulation of the sound “sh” is developed. But skill is a mechanical process that requires practice. It will take time to consolidate. It happens that during a lesson, pronunciation improves, but by the next session it again turns into a lisp or whistling. To prevent the opposite effect from appearing, constant supervision of the skill plays an important role:

• Gently and jokingly remind the student that he needs to watch his tongue.
• Control your own pronunciation.
• Pay attention to the phonemic errors of others and ask your child to pronounce sounds correctly every time. If he is already a schoolchild, let him read aloud with the correct pronunciation.

Try to use a new skill more often. For example, ask questions, the answer to which will be words or sentences with the sound “sh”, learn corrective nursery rhymes instead of regular poems. Pure twisters and tongue twisters in daily household chores starting with “sh” will help you quickly automate the sound:

• Let's knit a hat for the baby, shu-shu-shu, shu-shu-shu.
• We dress the baby, sha-sha-sha, sha-sha-sha.
• Collect your pencils, shi-shi-shi-shi-shi-shi.
• Kids love fairy tales, sha-shu-shi, sha-shu-shi.

You can come up with any simple rhymes and combinations, or your own rhyme. Give one of your favorite toys a special name that will help your child master sound: “ Little Bunny», « Wolf-tail».

Use this name daily in familiar situations to continually refer to the skill. It is important that the parent himself does not feel awkward when using speech therapy techniques. Try to hiss yourself as sincerely as possible.

Important! Throughout the lesson, monitor your voice volume and intonation. Don't forget about physical exercises. And, of course, every lesson should end positively. You can even give ratings if this seems to be an effective technique.

When activities become familiar, add similar sounds to them: “zh”, “ch”, “sch”. Teach your child to distinguish them articularly. This will help you at the same time put in all the difficult sounds and master the Russian alphabet. Pictures and instructions can now be purchased at any bookstore.

Why doesn't the letter "Ш" hiss?

The speech apparatus and the child’s speech itself require time to develop. If a child uses the sound “sh” for the first time, then imperfect pronunciation is normal. The only thing that needs to be done is to correct the children's skill in time.

• Other possible reasons for the incorrect sound may make up a ranking in which the following will appear in first place: physiological characteristics: structure of the bite, tongue, palate, diseases of the oral cavity.
• The second place has a direct relationship with the first place: Sucking on a pacifier for too long. It has long been noted that the bite is sensitive to the presence of the pacifier, and it is hissing and whistling sounds that suffer in speech.
• Parental errors You can give an honorable third place. Think about whether you have “wobbled” and “lisped” the child too much, and whether he is trying to imitate your manner of sound pronunciation. Any speech disorders in adults can be the cause of children's speech therapy errors. Imitation and copying for children are the same ways of learning from the experience of adults as games or directed learning. Watch your own articulation.
• Only in a fifth of cases are we talking about truly significant difficulties for two reasons: general underdevelopment, inhibiting the development of speech; impairment of hearing and sound reproduction apparatus.

Advice. If you suspect that you will not be able to cope on your own, do not put off visiting a specialist. Getting rid of the habit of pronouncing sounds unclearly is more difficult than forming the correct pronunciation right away.

When you can't do without a speech therapist

If a child cannot speak clearly, his speech is incoherent or too illegible, it is worth seeking advice from an educational psychologist, and then from a speech therapist. There are two factors to consider:

• level of formation and readiness of the speech apparatus;
• level of mental development in accordance with age.

Deviations in at least one factor should be considered as a reason to work with a specialist. Visit them at least some of the time and seek parental advice on how to work at home. What exercises to use, how to normalize speech development, communication and development in general.

If there is underdevelopment or defect of the articulatory apparatus, dysfunction of some of its parts, a speech therapist will definitely be needed. Speech therapy massage in combination with articulation exercises is very effective. The speech therapist gives elements of such a massage at home, depending on the problem. Speech therapy probes are only applicable in a specialist’s office.

Sometimes you need to visit a neurologist (for disorders of the nervous system, changes in the brain, autism spectrum disorders and cerebral palsy, disorders of perception and reproduction of information). A method that can be recommended by a neurologist is pharmacological assistance. In some cases, the use of drugs actually gives impetus to the development of the necessary brain structures and, accordingly, speech function.

A special place in the formation of sound pronunciation is given to working with deaf children. Their training is based on a special method; parents are specially taught it as part of rehabilitation courses.

Fortunately, problems of a serious level arise infrequently, and most cases of abnormal hissing can be dealt with at home by purchasing a ready-made set of educational pictures or watching video tutorials.

When working on hissing children, perseverance and attentiveness are required. These are complex sounds. It’s even more difficult for parents: they must maintain self-control, a friendly attitude and restraint, as well as perseverance and methodicality. But the main element in this work is your love and desire to help.

Valuable literature. There are several books with the general title “Help your baby talk.” These manuals provide comprehensive information on how to teach a child to say the letter “Ш” and others.

It is, of course, more correct to correct the pronunciation of each sound in isolation, in a separate exercise. But the best way to reinforce any skill is to transfer it to real life and connect it with others. That is why it all starts with individual sounds, then they are combined into syllables, words, phrases and sentences. In this way, the child understands that everything is interconnected, and everything that adults teach is really necessary.

Do not send your child to a class or group where they study foreign languages ​​until he has mastered the sounds of his native language. Under no circumstances should you form a negative attitude towards speech impairments. This will not only reduce motivation for classes, but can also make the student withdrawn and affect his self-esteem.

IMPORTANT! *when copying article materials, be sure to indicate an active link to the original

This summary of a lesson in preparation for learning to read and write is one of the notes of the work program “From Sound to Letter”, compiled by me, speech therapist teacher N. K. Sazhaeva. The work program for preparing for learning to read and write includes 72 lessons and is designed for senior preschool age . The “Speech Therapy Primer” by N. S. Zhukova was taken as the methodological basis. I have been working with children for more than five years using this teaching aid.

Tasks:

1. Continue learning to navigate in the space-time categories “week”, “season”;

2. Continue to develop the ability to name an object according to its genus and species (“clothing”);

3. Continue to teach inflection techniques, namely: singular and plural nouns, including practicing the plural genitive case of nouns; diminutive suffixes;

4. Continue to introduce children to the concepts of “sound”, “vowel sound”, “consonant sound”, learn to name the characteristic features of vowels and consonants, learn to distinguish them from each other;

5. Continue to develop the ability to name a generalizing concept;

6. Give an idea of ​​the concept of “letter”, continue to teach to distinguish between the concepts of “sound” and “letter”;

7. Give a graphic representation of the letter Ш, Ш;

8. Continue to develop the ability to correlate the letter being studied with familiar objects;

9. Continue to develop the ability to identify a given sound by ear in various positions: beginning, middle, end of a word;

10. Continue to develop the ability to come up with words for a given sound and determine the location of the sound in a word;

11. Continue to develop the ability to work with letters and syllables;

12. Continue to develop fine motor skills of the fingers with the help of finger exercises;

13. Continue to develop gross motor skills through physical warm-ups.

Equipment: subject pictures HAT, SCARF, BALL, MOUSE; “Magic bag”, a cash register of letters, cards for indicating sounds, cards for laying out the syllabic structure of a word, a magnetic board.

Progress of the lesson:

1. Organizational moment.

Greetings. Specifying the day of the week. Saying all the days of the week in forward and reverse order. Story “Days of the Week” (choral recitation).

“I know the seven days of the week: these are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. Monday, Tuesday, Wednesday, Thursday, Friday are working days, and Saturday and Sunday are days off.”

Name the current season and list the autumn months.

2. Checking homework

• “Name the vowel sounds from those passed” (“A, U, O”). “Why are they vowels?” (“When they are pronounced, air passes freely in the oral cavity. They consist of a voice. They form a syllable”).
• “Name the consonant sounds from those passed” (“M, S, X, R”). “Why are they consonant?” (“When they are pronounced, the air in the oral cavity encounters a barrier. They consist of voice and noise.”)
• Reading the page of the ABC book “R” (this is the previous topic of the lesson).

3. Announcing the topic of the lesson.

Pictures from the “Magic Bag”: HAT, SCARF, BALL, MOUSE.

(Words are spoken and pictures are hung on a magnetic board).

“Name the word that means headdress” (“This is a hat”).

“Name a word that refers to a piece of clothing worn around the neck to retain heat” (“It’s a scarf”).

“Name a word that denotes a round object filled with air” (“It’s a ball”).

“Name a word that means a small rodent” (“It’s a mouse”).

• Game "Classification"

“Which pictures can be put together and why?” (“You can put a scarf and a hat together, because they are clothes.”)

• Game “One-many” (“Hat - hats”...).
• Game “Name it affectionately” (“Hat - cap”...).
• Game “Name the huge one” (“Hat – hat”...).
• Game “Who/what is missing”: children close their eyes, and the speech therapist hides the picture (“The hat is missing”...).

Sound stands out from spoken speech. “What sound is heard in all these words?” (“Sound [SH]”). “Today in class we will get acquainted with the sound [Ш].”

4. Analysis of classification characteristics.

Is the sound [Ш] a vowel or a consonant and why?” (“The sound [Ш] is consonant because the air meets an obstacle in the oral cavity”).

“Is the sound [Ш] voiced or unvoiced and why?” (“The sound [Ш] is dull because the throat does not sing - the vocal cords do not work.” Check with tactile-vibration control).

“Is the sound [SH] hard or soft and why?” (“The sound [SH[ is hard because the tongue is straight”).

“The sound [SH] is a hard, voiceless consonant, we denote it with a blue square” (The speech therapist presents a blue square).

5. Development of phonemic hearing and perception.

“Raise your hand if you hear the sound [Ш]:

in the audio range: a, w, r, g, o, m, w, l, s, w, r, w...;

from the syllabic series: sha, ash, sa, zha, shu, sha, ach, shi, sho, sy, then, so, ku, shu...;

from the words: juice, ball, crust, fur coat, samovar, hat, bug, mouse, acorn …».

“Determine the place of the sound in the word” (beginning, middle, end of the word): HAT, SCARF, MOUSE, BALL.

“Come up with your own words with the sound you are studying and determine the place of the sound in the word” (beginning, middle, end of the word).

6. Correlating sounds with letters.

A card with a printed letter (large and small) is presented. “The sound [Ш] is denoted in Russian by the letter “Ш” (sha).”

We hear and speak sounds, we see and write letters.

7. Analysis of the letter image.

“The capital and small letter “Ш” are written the same way.” “What elements does our letter consist of?” “We draw three straight lines from top to bottom at the same distance from each other. Below we will draw one line, only from left to right, it connects all three lines together. The result is the letter “SH” (the speech therapist accompanies writing the letter by showing it on the board).

Fizminutka

Ball

— We quickly inflate the balloon,

(Fingers are gathered into a pinch near the mouth and gradually “expand”)

- He's getting big.

(Hands over the top to the side, describe a circle)

- The ball burst

— The air is out,

(Tilt down, sit down)

- He became thin and thin.

(Stand up with your hands close to your body)

Mouse

- This is mommy mouse.

(Stroke your head)

- She is beautiful like all mice.

(Stroke your face)

- She has big ears

(Stroke the ears)

- She has big eyes
(Stroke the area around the eyes)

- She has soft cheeks

(Stroke cheeks)

- She has a sharp nose

(Stroke your nose)

— She has a toothy mouth.

(stroke lips)

8. Correlating the image of a letter with familiar objects.

— Shura was stirring up the hay,

I forgot my pitchfork in the hay. (G. Vieru)

-What does Sh look like?

On the teeth of this bucket. (V. Stepanov)

- Oh, the stool is good!

Turn it over - and the letter Sh!

“What objects does the letter “SH” look like (children’s answers).

“What letters of the Russian language is the letter “Ш” similar to (children’s answers).

“What numbers does the letter “Ш” look like (children’s answers).

9. Working with the ABC book.

(Pages 29-30). Reading of speech material first by a speech therapist, then by children.

Finger gymnastics

Winter clothes

- Mom will tie it for her daughter

(“Knitting on knitting needles”)

— Scarf

(Run your palm over your neck and move your hand behind your shoulder - “throws a scarf”)

- And socks,

(Point to feet)

- A hat and mittens,

(Point to head and hands)

- So as not to freeze Varyushka.

(Threaten - shake your index finger left and right).

(O. Krupenchuk)

10. Working with a bank of letters and syllables.

Place the letters and syllables in the box:

- capital/capital “Ш”;

- small/lowercase “sh”;

- ASH - SHA - BALL - BALLS

- sha - Masha

- USH - SHU - NOISE - NOISE

- Shu - Shura

- OSH - SHO

There are as many syllables as there are vowels.

“How many syllables are in the words: ball, balls, Masha, noise, noises, Shura?” Accompany the laid out words with cards to indicate sounds.

11. Summing up.

“What sound did you teach?” (collective response of children).

“What letter did they use?”

12. Homework.

Reading the ABC book page (pp. 29-30). Capitalize and lowercase letters Sh, sh. Make up words using the sounds you are learning. Come up with names for boys and girls that contain the sound being studied. Think about what the letter looks like Sh

The schoolboy was getting ready for school

Dressed warmer:

He put on a fur coat, a hat, a scarf -

I walked to school and started sweating.

In reverse syllables:
ash-ash-ash, ish-ish-ish, ash-osh-ush-ish
osh-osh-osh, ish-ish-ish, osh-ush-ish-ash
ush-ush-ush, ush-ush-ash-osh
mouse, mascara, rye [w], already [w], lie [w], silence

1. Find words with the letter Ш (taken and)

4a. Game "On the contrary" ()
Mouse loves the sound Sh very much. She (take a toy and a picture with a mouse) will name a syllable with the letter S, and you need to redo it, replacing the letter S with Ш.
= sa - sha, so - sho, su - shu, se - she
= juice - shock, cape - mouse, mask - Masha, helmet - porridge

4b. “Change the first sound in a word” or the “Magician” game: now we will turn some words into others! You need to replace the first sound with the sound [Ш] and name a new word. (taken from and) (Note: some children have difficulty changing the first sound by ear, so you can write it on a sheet or make slides).
= sorry - ..., soap - ...., joint - ....
= mach - ..., gift - ..., lips - ...
= bull - ..., push - ..., mouse - ...
= slipper - ..., T-shirt - ..., stomp - ..stomp

5. Story - retelling with the letter Sh. Cat and mouse (chain text) (taken from and)

Alyosha has a cat, Masha.
The cat Masha catches mice.
The mice run away from the cat.
The cat is big, agile, she catches up with the mice.

6a. Say the letter! (prepare slides with words)
= karanda..., shala..., landy..., mala..., kama...

6b. Game "Finish the word!" (adult writes on a sheet) (taken)
= with the syllable Ш А: na..., va..., Yes..., Nata..., gru..., kry...,
= syllable Ш И: na..., va..., dy..., kama..., gru..., we..., kry..., pi..., u...

7a. “The juggler is a trickster” - I need to catch only those balls (balls) when I say a word with the sound Ш (if there are no such materials at hand, then you can “take a step forward if you hear the sound Ш (if not, stand still)” )
= cone, hedgehog, car, cat, beetle, bear, hat, giraffe, frog, cherry, ice cream

7b. Game "Clap your hands" (when he hears the sound Ш)
= Sounds: Ш, А, М, Ш, С, О, И, Ш, З, К, М, Ж, Р, Д, В, Ш, Г, Ш, Л, С
= Syllables: SHO, OM, SHA, MA, VU, LO, ASH, NA, KI, OSH, SA
= Words: ball, smoke, porridge, cat, shoes, circle, baby, lips, hat

8. “Clown and balls”: you need to help catch those balls that have the letter Sh on them (draw a string from the balls and lead it to the clown’s hand). And from the balls where there is no letter Ш, draw escaping air. Don’t forget to name all the letters Sh. (idea taken, execution mine (A5))

10. It’s the girl Mash’s birthday today - let’s give her some daisies! (idea taken, file made by myself (A5 format))

12. "Magician's Transformations": we will turn large objects into small ones! (spied)
lid - ...
ball -...
a cap - ...
closet - ...
ear - ...
cat - ...
pot - ...
pillow - ...
curtain - ...
fly -

13. Complete the sentences.
I'm going and you... (you're going). I sing and you... (sing). I lead and you... (lead). I give and you... (give). I eat and you... (eat). I carry it and you... (carry it).

14. Game "Name it kindly"
winter - winter
stone -
Sun -
bread -
hut -
mistress -
trousers -

15. Find the hidden letters Ш (from here)

16. Select and circle the letter Ш (from here)

17. Add the missing part to make the letter Ш (from here)

18. Find the letter Ш in this confusion (from here)

20. The ball burst. He falls and hisses: “Sh-sh-sh.” Hiss with him. Draw a solid line along the dotted line. Don’t stop anywhere and say: “Sh-sh-sh-sh...” (this task and subsequent ones from here)

24. Trace the outlines of the mice at the dots and complete the drawing, repeating the simple saying: “Quiet, mouse, don’t make noise. Don’t wake up our cat.” How many mice did the cat see in her dream?

Masha and Dasha eat millet porridge.

Millet porridge is cooked from millet.

My grandmother bought the millet.

Grandma cooked a pot of millet porridge.

The cat was fed porridge.

28. Lay out the letter Ш from sticks (or pencils, or matches).

29. Look at the pictures and name them. Determine the place of the sound Ш in each of them. (taken)

30. Change the sentences according to the example (taken)
Masha has a fur coat. - This is a fur coat machine.
Misha has a car. -
Pasha has a bag. -
Dasha has chess. -
Sasha has a hat with earflaps. -

31. Game "Memorize and repeat" (taken