Summary of a lesson on the development of coherent speech in children of the preparatory group “Journey to the land of fairy tales. Summary of a lesson on the development of coherent speech in the preparatory group Coherent speech in the preparatory group according to the Federal State Educational Standard

Petrogradsky district, kindergarten No. 15

in the preparatory group with a diagnosis
"General speech underdevelopment"
speech therapist T.M. Panarina

Saint Petersburg

Program for the development of coherent speech

9

Sample survey map

“General speech underdevelopment” 13

References 17

^

Explanatory note

Among the most important tasks of speech therapy work with preschoolers who have general speech underdevelopment is the formation of their coherent, oral (descriptive-narrative, monologue, dialogic) speech. The formation of coherent, oral speech is necessary for the most complete overcoming of speech underdevelopment and preparing children for school. In linguistic and methodological literature, connected speech is considered as the main functional and semantic type of speech of the entire language system. The communicative task of a coherent utterance is to create a verbal image of an object. Main characteristics of a coherent extended statement:

• 
  thematic and structural unity;
• 
  adequacy of the content to the communicative task;
• 
  arbitrariness, planning and conciseness of presentation;
• 
  logical completeness;
• 
  grammatical coherence.

Speech therapy practice shows that children of the sixth year of life, who have a general underdevelopment of speech, have significant difficulties in mastering the skills of coherent speech, which is due to the underdevelopment of the language system - the phonetic-phonemic, lexical and grammatical aspects of speech.
The statements of children with general speech underdevelopment are characterized by:

• 
  violation of the logical sequence of the narrative;
• 
  violation of coherence, omission of semantic links;
• 
  incompleteness of microthemes;
• 
  return to what was said earlier;
• 
  long pauses at phrase boundaries;
• 
  Lexical difficulties are clearly expressed - poor vocabulary, shortcomings in the grammatical design of sentences - incorrect word connections, omissions of words, duplication of phrase elements, errors in the formation of verb forms, etc.

Additional difficulties in mastering coherent speech are associated with the presence in children with general speech underdevelopment of secondary deviations in the development of mental processes of perception, attention, memory, constructive activity skills and the emotional-volitional sphere.
There are a number of methods, methodological developments, scientific works, articles on the development of speech of preschoolers (A.M. Borodich, L.N. Efimenkova, V.I. Seleverstova, G.M. Lyamina, T.B. Filicheva, G.V. Chirkina, E.I. Tikheeva, etc.). But still, the issues of the formation of coherent speech in children with general speech underdevelopment are not sufficiently covered in the literature. Only a few works provide specific forms and techniques for teaching coherent speech to preschoolers and six-year-olds with general speech underdevelopment.
What prompted me to create my own system for teaching six-year-old children coherent oral speech in a specialized speech kindergarten was:

1. 
   Lack of methodological developments and programs for teaching coherent speech, as a particularly functional and semantic type of the entire speech system in children with OSD.
2. 
   The lack of content for speech in children of speech pathologists, their little life experience and general underdevelopment of speech in all its components - phonetics, vocabulary, grammar.
3. 
   The absence of social and living conditions for the life and upbringing of a child, which inhibit the development of coherent speech, because the dependence of children’s speech on the forms and characteristics of the speech of the people with whom they live and communicate is very great.
4. 
   A large amount of practical material I have accumulated on the development of coherent speech in correctional work with children who have general speech underdevelopment.

My system of work on the development of speech in six-year-old children with general speech underdevelopment helps the child acquire content for his speech, accumulate ideas, knowledge, skills, concepts, thoughts. The system is aimed at creating the best conditions for a child to master the most perfect forms of coherent speech possible. It presupposes fluent mastery of the vocabulary and grammatical structure of the language, the ability to establish logical connections and relationships between linguistic forms, compliance with the necessary lexical accuracy, the ability to highlight the main thing, compare, juxtapose, and analyze. The work I am doing on the development of coherent speech using this system helps children master this type of speech activity (teaches children to construct coherent statements), because Without this, it will be difficult for them to learn the basics of science at school.
The program for the development of coherent speech in children of the preparatory group with general speech underdevelopment should be used taking into account age-related development and speech impairment. It implements the basic principle of teaching: a gradual transition from simple to complex, observing consistency and systematicity in the teaching of language material, taking into account the patterns of normal language acquisition.
In the preparatory group, it is necessary to prepare children from the use of colloquial speech to the possible use of a descriptive-narrative style of speech. Work on the development of descriptive-narrative speech, the exercises themselves in description and narration affect the speech and mental development of children, and therefore, teaching this style of speech is of a correctional and developmental nature. Therefore, training in this style of speech is divided quarterly and follows three main directions:

1. 
   Drawing up complete sentences, first simple and then complex structures.
2. 
   Games, exercises in dialogical speech, inclusion of detailed, detailed phrases in the conversation.
3. 
   Exercises in coherent descriptive-narrative speech.

All classes on teaching children descriptive-narrative speech are included in the program according to their degree of complexity:

• 
  children's stories based on a ready-made model;
• 
  stories by perception;
• 
  stories from memory;
• 
  stories from the imagination.

Requirements for children in speech activity:

• 
  Meaningfulness, i.e. full understanding of what they are talking about;
• 
  Completeness of transmission, i.e. absence of significant omissions that violate the logic of presentation;
• 
  Subsequence;
• 
  Wide use of vocabulary, phrases, synonyms, antonyms, etc.;
• 
  Correct rhythm, no long pauses;
• 
  Presentation culture in the broad sense of the word:

• 
  correct, calm posture when speaking, addressing listeners,
• 
  intonation expressiveness of speech,
• 
  sufficient volume,
• 
  clarity of pronunciation.

^

Program for the development of coherent speech
in the preparatory group by quarter

I quarter (period)

1. 
   Making simple sentences based on a story picture based on questions.
2. 
   Compose simple sentences to demonstrate action with and without leading questions.

1. 
   Formation of proposals:

• 
  of three words according to the scheme:
  nominative case + verb + object
  (The boy took the car);
• 
  of four words according to the scheme:
  nominative case of a noun + verb + two additional words.
  (The girl washes her hands with soap.)

1. 
   Formation of sentences with homogeneous:

• 
  adjectives (The pear is yellow, sweet, juicy.);
• 
  verbs (The leaves are spinning, falling, flying.);
• 
  nouns (Pears, apples, plums are collected in the garden).

1. 
   Formation of the structure of complex sentences with the conjunction “a”
   (Pear is sweet and lemon is sour).

1. 
   Compiling a descriptive story about an object based on a picture or the object itself according to a description sample proposed by a speech therapist, which the child repeats.

1. 
   Compiling descriptive riddles with an explanation of their content.
2. 
   Compose a story based on a series (3-4) of plot pictures using questions.
3. 
   Retelling the text using leading questions.
4. 
   Retelling short stories (3-4 sentences) with a broken sequence of sentence members with the task of restoring the sequence: nominative case of a noun + verb + two dependent words.

1. 
   Retelling the text “in a chain”.
2. 
   Retelling the text without asking questions.
3. 
   Memorizing nursery rhymes, tongue twisters, counting rhymes, short stories, riddles, poems, taking into account the children’s abilities due to a specific speech disorder.

1. 
   Strengthening children's ability to understand intonation, catch its shades, the end of a sentence, and distinguish between narrative, interrogative and exclamatory intonation.

1. 
   Memorizing short dialogues.

   Lexical topics:

   II quarter (period)

   (Children are skiing)
   

   1. 
      Extending a sentence by adding words:

   Children are sledding.

   In winter, children go sledding.

   In winter, children sled down the mountain.

   In winter, children sled down the icy mountain.

   1. 
      Drawing up descriptive stories based on a model (graphic plan).
   2. 
      Developing the ability to ask each other questions about the content of the story and the content of the picture.
   1. 
      Retelling texts without asking questions.
   2. 
      Retelling short stories (5-6 sentences), where sentences are given in a broken sequence, based on pictures, with work on a flannelgraph.
   1. 
      Retelling stories, fairy tales, dialogues in person, conveying the characters of the characters.
   1. 
      Improving spoken language. Learning to conduct a simple dialogue, first in short dialogical texts, then in free dialogues on a given topic.
   1. 
      Children compose a story from personal experience by analogy with what they heard.
   2. 
      Continuation of work on the intonation design of phrases, understanding of intonation and semantic expressiveness, interrogative, exclamation, narrative intonation, stress in words.

      Lexical topics:

      III quarter (period)

      1. 
         Making sentences based on supporting words, according to a diagram.
      2. 
         Dissemination of proposals by introducing circumstances of cause, effect, purpose.
      1. 
         Teaching children to express the same idea with different syntactic constructions.
      1. 
         Making sentences with different verbs, prefixes, based on the actions being demonstrated. Correct use of prepositions: “s-so”, “to-ot”, “above-under”, “for”, “from”, “because of”, “from under”.
      1. 
         Independently composing questions based on the text read, finding variable answers to the same question, choosing from several options the most appropriate one for a given situation.
      1. 
         Composing sentences on a specific topic, distributing each sentence and combining them into a short story.
      1. 
         Further strengthening in children the ability to compose a descriptive story based on the demonstrated actions of describing an object. Comparison of two and then three correlated objects.
      1. 
         Training in writing stories based on pictures with additional tasks:
      • 
        Come up with a title for the story;
      • 
        Finish the story;
      • 
        Come up with a beginning;
      • 
        Tell about events in the first, second, third person.
      1. 
         Compiling stories based on a series of plot pictures with additional tasks:
      • 
        determine the sequence of events in the pictures;
      • 
        determine cause-and-effect relationships;
      • 
        highlight the main story.
      1. 
         Compiling stories based on your personal experience with an additional task (changing face, time).
      1. 
         Retelling texts based on children’s knowledge and skills, expressing thoughts coherently and consistently, using the most common words or cliche words (sly face, clumsy bear); children expressing their attitude to the actions of their comrades, comparing their behavior with the behavior of heroes of stories and fairy tales.
      1. 
         Improving spoken language in the form of dialogue (Ask questions correctly and quickly, select the right words in your answers, report on completed assignments).
      1. 
         Improving intonation and semantic expressiveness when reading poetry, riddles, fairy tales, stories.

      Lexical topics:

      ^

      Sample survey map
      conditions of coherent oral speech in children diagnosed
      "General speech underdevelopment"

      I. Vocabulary work

      1. 
         Ability to conduct a simple dialogue (choose the right word correctly and quickly)

      ^ II. The grammatical form of the word

      1. 
         Ability to practically use word formation and inflection skills
      1. 
         Cucumber - cucumbers
      1. 
         Cucumber - cucumbers
      1. 
         Carrots - carrots - carrots - carrots

      2. The ability to distinguish and select perfect and imperfect verbs

      1. 
         Children water (water) the garden bed with water
      1. 
         Peasants dig (dug up) potatoes
      1. 
         Farmers are harvesting a rich harvest
      1. 
         Formation of adjectives from adverbs
      1. 
         Formation of comparative adjectives
      1. 
         Formation of adjectives with opposite meanings
      1. 
         Selection of definitions for objects and identification of an object by description
      1. 
         Tomato (which? ) - . . .
      1. 
         Green, fresh, long, tasty, fragrant, juicy - what? (Cucumber)

      III.Grammatical design of the phrase

      1. 
         Compiling a sentence with homogeneous definitions

      ^ Orange, long, sweet, tasty, big, healthy, hard.

      This is a carrot.

      1. 
         Making a sentence with the adversative conjunction “a”

      ^ The tomato is red and the cucumber is green.

      The cucumber is green, and the cucumber is green.

      First you need to pull out the carrots and then wash them.

      1. 
         Making sentences with the words “first”, “then”

      You have a watering can and a net.

      What will you do first, what will you do next?

      1. 
         Writing sentences to answer the question “why”

      The boy picked a tomato. Why?

      1. 
         Making sentences with the conjunction “to”

      Why did you take a shovel?

      1. 
         Spreading sentences by introducing adjectives, adverbs, and additions into them

      Children harvest. How? (Carefully)

      ^ IV. Formation of contextual speech

      1. 
         Writing a descriptive story
      • 
        By demonstrated actions
      • 
        According to the item description according to plan
      1. 
         Making up a story based on a picture using leading questions
      1. 
         Compiling a story based on a series of pictures (using them to establish the sequence of events, cause-and-effect relationships, and highlight the main thing in the plot)
      1. 
         Retelling a short story (Ability to listen to a story, understand its content, grasp the sequence of actions, ability to express thoughts coherently and consistently)
      1. 
         Telling poems and riddles while observing intonation and semantic expressiveness

      Examination result:

      ^

      Bibliography

      1. 
         Edited by S.S. Lyapidevsky. Raising and teaching children with speech disorders. M. 1968.
      1. 
         D.B. Elkonin. Speech development. M. 1964.
      1. 
         E.I.Tikheeva. Children's speech development. M. 1964.
      1. 
         N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva. Overcoming general speech underdevelopment in preschool children. M. 1990.
      1. 
         F.A. Sokhina. Speech development in preschool children. M. 1984.
      1. 
         M.B.Mezhikovskaya, M.P.Skripchenko. Speech therapy classes in specialized kindergartens. Tashkent. 1989
      1. 
         T.B. Filicheva, T.V. Tumanova. Improving coherent speech. M. 1994.
      1. 
         N.S. Zhukova. Formation of oral speech. M. 1994.
      1. 
         Training and education of preschool children with speech disorders. M. 1987.
      1. 
         A. M. Borodich. Methods for developing children's speech. M. 1981.
      1. 
         R.A. Belova. Speech impairment in preschool children.
      1. 
         Defectology No. 10 - 1990, No. 6 - 1986, No. 4 - 1990, No. 6 - 1987.

Target: practice differentiating clothing by season (summer, autumn, winter, spring), by purpose (holiday, work, sports), by accessory (men's, women's, children's); continue to develop the ability to correctly write a descriptive story about clothing; fix the names of the professions of people who make clothes (fashion designer, fabric artist, cutter, seamstress); development of mental processes: attention, memory, imagination. Development of fine motor skills. Cultivate a caring attitude towards clothing.

Preliminary work. Conversation on the topic of clothing. Examination of fabrics (jeans, synthetics, chintz, fur, drape) from which clothes are made. Looking at illustrations. Solving riddles, learning tongue twisters. A role-playing game was carried out in the “Clothing” and “Atelier” stores.

Org. moment.

The children are in the reception area.

Today we will go to an unusual and very fascinating world, a world in which fashionable and very beautiful clothes are created.

Do you want to go there? I invite you to a lesson.

Progress of the lesson.

The teacher asks the children who the fashion designer is and how his ideas are translated into reality.

Guys, do you know who a fashion designer is?

Guys, do you know how fashionable and beautiful clothes appear?

You want to know?

Then we set off on an exciting journey. Guys, look where we ended up?

Notice who it is?

What is she doing?

Certainly. A seamstress sews beautiful, fashionable clothes according to a designer's sketch. Look at how many different tools, threads, fabrics, and accessories she has.

The teacher invites the children to imitate the sound of a typewriter,

Guys, let’s try to imitate the sound of a machine knocking, knocking your teeth; how scissors cut (articulation gymnastics “watch”); Let's draw a needle.

The teacher draws attention to the mannequin standing nearby.

Well done guys, what do you think this is?

That's right, a mannequin and a ready-made dress on it. Guys, what is it like? Let's touch it and tell you what it feels like.

At each time of the year we wear clothes appropriate to the season. A seamstress sews clothes for different seasons. Which one? (summer-summer clothes, autumn-autumn clothes, winter-winter clothes, spring-spring clothes).

The teacher asks the children the name of the clothes that we wear in summer, autumn, winter, spring.

The teacher differentiates clothes according to their affiliation (men's, women's, children's).

Guys, do people in this profession sew clothes only for adults?

(children's answers)

Show slide show. Children transform words into diminutive forms.

first slide the adult model is wearing a skirt - the girls are wearing a skirt;

on the second slide there is an adult model in a dress - a girl in a dress;

on the third slide, adult models are dressed in shorts - young models are in shorts;

on the fourth slide, the adult model is wearing a raincoat - the young model is also wearing a raincoat;

on the fifth slide the adult model is wearing a scarf and a hat - the boy is wearing a scarf and a hat.

The teacher pays attention to the dim light, the sound of music, the podium, and the fashion show of models.

Guys, do you hear the music playing, where do you think we ended up?

The teacher invites the children to go and sit on the chairs.

Please come in and have a seat. Good afternoon, we are glad to see you at the show of the 2012 summer clothing collection. In the new year 2012, all colors and shades will be relevant. We greet the first model Zuuru with thunderous applause.

The teacher asks the children about the model, its purpose, seasonality, color scheme, texture, and fabric properties.

Guys, look at our model in a beautiful dress. What kind of dress is it? What color scheme? What decorative elements is the dress decorated with? What season do you think this dress would be suitable for?

Thank you, and we meet the second model. Guys, let's describe this wonderful outfit.

The teacher seeks a complete description of the clothes that the model is wearing.

The teacher thanks the models for the wonderful fashion show and the guests (children) for their active participation in the discussion of the models.

Thank you to everyone for your active participation in the summer collection show.

The teacher invites the children to play the role of fashion designers and create their own sketch of clothes.

Today we learned and saw a lot of new things. We visited the workshop and a fashion show. Do you want to be a fashion designer?

But in order for our sketches to turn out beautiful, our fingers need to rest. Get your fingers ready.

Finger gymnastics.

Alenka - little one (Clap hands)

Nimble, fast:

I applied water (Bend your fingers one at a time, starting with big)

I finished the sundress,

Knitted a sock

I picked berries

Finished the song

It ripened everywhere. (Clap hands)

She cares about hunting. (Hit your fists against each other 2 times)

Our fingers have rested, our heads have come up with a sketch of clothes, take your chairs and go to the fashion designers’ workshop. Look on the tables there are a lot of different clothes, colored pencils, choose the clothes you like, sit down at the tables and transfer your imagination to a piece of paper. You can start.

The teacher approaches each child and is interested in the design that will be on his clothes.

After completing the work, the teacher suggests putting all the sketches in an envelope and sending them by mail to the famous fashion designer Vyacheslav Zaitsev.

Well done, everyone managed to make their dreams come true. Now let's put all the sketches in an envelope and send them to the famous fashion designer Vyacheslav Zaitsev. He will probably be interested in the clothes of the children of the preparatory group of kindergarten No. 103. And we will very closely follow the latest fashion news and wait for the presentation of our clothing collection.

At the end of the lesson, a summary is made.

What did we do in class? Where have we been today? What kind of clothes were we talking about, why do we need them? What did you like?

The teacher thanks the children for their activity in class. Everyone was very attentive and tried to answer questions correctly.

Offers to return back to the group.

Coherent speech is a meaningful, detailed statement, a presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively, ensuring communication and mutual understanding.

The goal of developing coherent speech: the development of speech abilities and skills, the culture of verbal communication, the development of ways for preschoolers to master practical communication skills in various life situations, the formation of the prerequisites for reading and writing.

Tasks for the development of coherent speech: the formation of elementary ideas about the structure of the text (beginning, middle, end); learning to connect sentences using different communication methods; developing the ability to reveal the topic and main idea of ​​a statement; learning to construct statements of different types - descriptions, narratives, reasoning; bringing to awareness of the content and structural features of a descriptive, including literary text; compiling narrative texts (fairy tales, short stories, histories) in compliance with the logic of presentation and using means of artistic expression; learning to compose arguments with the selection to prove compelling arguments and precise definitions; the use of different types of corresponding models (schemes) for statements that reflect the sequence of presentation of the text.

Children in the preparatory group should be able to:

Reasonably and kindly evaluate the answer, statement of a peer, participate in the conversation. Compose, based on a model, about a subject, stories based on a plot picture, a set of pictures with a sequentially developing action. Retell short literary works coherently, expressively, consistently, without significant omissions. Use monologue and dialogic forms of speech. Compose stories about events from personal experience, come up with your own endings to fairy tales. Compose short creative stories on a topic suggested by the teacher. Express your point of view, agreement or disagreement with your friend’s answer.

The teacher has a great influence on children's speech. The teacher must educate with his speech.

Requirements for teacher speech:

Accuracy (true depiction of the surrounding reality, selection of words and phrases that are most suitable for the given content);

Logicality (consistent presentation of thoughts);

Clarity (understandability for others);

Emotionality;

Expressiveness.

Methods for developing coherent speech: joint activity, retelling, telling from a picture - from a series of plot pictures - from personal experience; creative storytelling on a given topic - on a poem - on a fairy tale - on a tongue twister; composing a descriptive story, memorizing poems, conversation, role-playing game, speech games, individual work, integration of activities, observations, excursions, dramatization games, dramatization games , puzzles.

Techniques for developing coherent speech:

Visual: compiling stories based on a series of paintings, plot and landscape paintings; writing a story about individual objects.

Stories based on a series of paintings: When working on a series of paintings, children develop an idea of ​​the basic principles of constructing a coherent message; a sequential account of the events that took place. Children compose a story collectively. In addition, such activities develop in children the ability to negotiate with each other and give in to their comrades.

To compose a story based on plot paintings, paintings are used depicting several groups of characters or several scenes within a general plot that is well known to children (“We are on duty,” “Games on the playground,” “Winter fun”). Children are also offered genre painting (“Deuce Again,” “Three Heroes,” “Alyonushka,” “Morning in a Pine Forest”). Landscape paintings (“Golden Autumn” by I. Levitan, “February Azure” by I. Grabar, etc.).

Plan for compiling a story based on the painting: title of the painting, location, time of action, composition of the painting (foreground, central part, background of the painting), characters, actions of the characters in the painting, their clothes, mood and character of the characters, color palette, what feelings the picture evokes in them.

Verbal: Reading and telling a work of fiction, memorizing, composing stories from personal experience; storytelling (with elements of creativity); retelling (in parts and by roles), generalizing conversation. All verbal techniques use visual techniques: showing objects, toys, paintings, looking at illustrations.

Stories from personal experience. This type of storytelling is of great importance in the development of coherent speech. Children become accustomed to extensive verbal communication, develop the ability to use their sensory experience and convey it in a coherent narrative. The ability to clearly, understandably, clearly, and figuratively express one’s thoughts is formed.

The basis for the development of this type of storytelling is the meaningful life of children. Such stories take place in direct communication with others - both adults and peers. Topics for children's stories are suggested by a walk, an excursion, work, a holiday. Frequent observations of objects and phenomena of the surrounding life, accompanied by the reading of poems, excerpts from works of art, didactic games for description, enrichment of children's speech with figurative words and expressions are necessary conditions and prerequisites for the development in children of the ability to talk about incidents from their lives. In the preparatory group for school topics of a more general nature also find their place, requiring a generalization of experience and moral judgments: “Our favorite toys and games”, “What autumn gives to people”, “Who I like to play with”. A unique generalization of natural history knowledge is the solution of speech logical problems, when children have to look for the answer to some question and continue the mystery story about nature started by the teacher.

Writing a creative story. There are different options for creative storytelling.

1) Coming up with a continuation and completion of the story.

2) Coming up with a story or fairy tale according to the teacher’s plan.

3) Coming up with a story on a topic proposed by the teacher (without a plan).

4) Coming up with a story or fairy tale on a independently chosen topic.

Coming up with a continuation and completion of the story.

The teacher tells the beginning of the story, its plot, and the main events and adventures of the heroes are invented by the children. For example, a teacher reads the unfinished story “How Misha Lost his Mitten” by L.A. Penevskaya, after which he asks the children questions: “Do you think Misha found his mitten? How did this happen? Who helped him? Think and talk about it.” Questions spark children's creative imagination. However, the teacher needs to ensure that plausible, real situations are invented and that children’s stories do not repeat one another. If the stories turn out monotonous, he should invite the children to think and suggest different options.

Themes for children's stories can be either realistic (“An Incident in the Forest”, “What Happened to Katya”, etc.) or fairy-tale (“The Hare’s Birthday”, “How the Baby Elephant Went for a Walk”, etc.).

Coming up with a story or fairy tale according to the teacher’s plan requires greater independence, since the plan outlines only the sequence of storytelling, and children will have to develop the content independently.

Coming up with a story on a topic proposed by the teacher (without a plan) gives an even greater impetus to creative imagination and independent thought. The child acts as the author and chooses the content and its form. The wording itself should emotionally prepare children to write a story. Some stories may form a series of stories about one character. Children learn to describe objects visually and figuratively, convey the feelings, mood and adventures of the characters, and independently come up with an interesting ending to the story.

Coming up with a story or fairy tale on a independently chosen topic is the most difficult type of storytelling. The success of children largely depends on how the teacher is able to interest children, create an emotional mood in them, and give impetus to their creative imagination. This type of creative storytelling can sometimes be carried out under the motto: “Whoever comes up with the most interesting fairy tale.”

It is very important to teach children to evaluate stories and fairy tales invented by other children, to see both the positive and negative sides of the stories. The teacher gives a sample assessment, for example: I liked Olya’s fairy tale. It interestingly describes the adventures of a squirrel and her friends. Olya told her tale expressively. She calls the squirrel very well - “red fur coat”.

The teacher needs to pay attention to both the interesting, entertaining content of the story and the verbal form in which it is conveyed; monitor how children use learned words and expressions in independent creative activities.

Gaming. Surprise moment, game character, speech games, role-playing games.

Games to develop coherent speech

Game exercise “Spread the offer”

The goal is to develop the ability to construct long sentences with words-objects, words-features, words-actions.

Children are invited to continue and complete the sentence they have started, based on leading questions. For example: “The children are going... (Where? Why?).” Or a more complicated version: “Children go to school to... . This option, in addition to enriching grammatical experience, can serve as a kind of test to identify a child’s anxiety in relation to various life situations.

Game “Understand Me”

The goal is to develop the ability to compose a short story based on a picture, using different characteristics of the subject.

The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means don’t tell ahead of time). Then the teacher explains that when he approaches someone, this child must close his eyes and, without looking, pull a picture out of the box, look at it, but not show or tell anyone what is on it. This needs to be kept secret. After all the children draw one picture for themselves, the teacher asks the children if they would like to know who got what? The children answer yes. Then the teacher says that you can’t show gifts, but you can talk about them. But the word “gift” cannot be called either. Then the teacher talks about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After this, the children take turns talking about their gifts and, when the gift is guessed, they open their picture. It is better to play this game while sitting on the carpet in a circle.

Game exercise “If…”

The goal is the development of coherent speech, imagination, higher forms of thinking - synthesis, analysis, forecasting, experimentation.

The teacher invites children to fantasize on topics such as:

- “If I were a wizard, then...”

- “If I became invisible...”

- “If spring never comes...”

In addition to its developmental purpose, this game also has diagnostic value.

Game exercise “Finish it yourself”

The goal is the development of imagination and coherent speech.

The teacher tells the children the beginning of a fairy tale or story, and the children are given the task of continuing or coming up with an ending.

Summary of GCD for coherent speech in the preparatory group. Topic: Retelling of K. Ushinsky’s story “Four Wishes”

Author: Anna Samuilovna Voroshilova, teacher of the highest category at the MADOU TsRR kindergarten No. 121, Kaliningrad.
Description of material: I offer you a summary of GCD in the preparatory group (6-7 years old). This material will be useful to teachers working in the preparatory group. This is a summary of a GCD aimed at developing children's coherent speech.

Topic: Retelling of K. Ushinsky’s story “Four Wishes”

Tasks:
1. Learn to convey a literary text consistently and accurately without omissions or repetitions using a mnemonic table.
2. Strengthen the ability to select antonyms for adjectives and verbs;
3. Improve intonation expressiveness of speech, enrich vocabulary, develop speech, thinking, and memory.
Material: K. Ushinsky's story “Four Wishes”, mnemonic tables, pictures depicting different seasons, chocolate medals according to the number of children.

Educator: - Guys, tell me, what time of year is it now? (winter)
- And before winter there was (autumn)
- What time of year will come after winter? (spring)
- And after spring? (summer is coming)
- Tell me, what time of year do you like most? (children's answers)
- Could you tell me why you like this particular time of year that you said? (Yes)
- To make it easier for you to do this, I suggest you go to the chairs and sit down more comfortably. (Children sit on chairs)
Educator: - So, guys, I suggest you tell me what time of year you like and why. Come up with a short and complete story about this. (If you have difficulty, you can give a picture as a hint)
Children tell short stories.
Educator: - Do you guys know that there was one boy whose name was Mitya, and he liked all four seasons? (children's remarks)
- The writer K. Ushinsky wrote a very interesting story about this boy, called “Four Wishes.” Want to listen?
(the teacher reads the story by K.D. Ushinsky “Four Wishes”)
Questions:
-What is this story about?
- Why did Mitya like winter?
- What did he like in the spring?
- What did Mitya remember in the summer?
- What words did the boy say about autumn?
- Why is the story called “Four Wishes”

Physical education minute.

Then the teacher reads the story again with the intention of memorizing and, as the reading progresses, places model cards on the board that correspond to the text of the work.
Educator: - And now, guys, we will try to retell this story. And these cards - models will help you remember everything in order.
Listen carefully to each other, everyone will talk about a certain time of year. One will start, the other will continue, and so on in order. (The story is retold twice).

Game "Opposites".

Educator: -And now, guys, I suggest you play in the opposite direction.
(children stand in a circle, and the teacher throws the ball to the children and says the words. Children throw the ball back and come up with an antonym - a word with the opposite meaning)
- Big small;
- Good bad;
- High - low;
- Far close;
- Dark – light;
- White black.
- Thick - thin.
- Clean - dirty;
- Smart - stupid;
- Chatty - silent
- Open - closed.
- Wet - dry.
- Night Day.
- Cold – hot;
- It’s coming and standing;
- He speaks and is silent;
- Slow – fast;
- Quiet - loud;
- Long short;
- Cheerful - sad;
Result: Guys, you retold the story wonderfully today and came up with excellent opposites. I want to reward you for this. (Give chocolate medals). Thank you.

Project type: cognitive, complex, creative.

Form: search and cognitive activity.

Participants: teacher , children, parents, music director, speech therapist

Age: 5 - 6 years.

Interaction between teachers: teacher, music director, speech therapist, parents

Problem Difficulties in children developing coherent speech, the sequence of stories about the events of their lives, the ability to retell literary works, composing stories based on a picture and a series of pictures, composing descriptive stories. Children's creative abilities are poorly developed.

Project implementation period: academic year (September-May)

Planned results

Increasing the effectiveness of work on the development of coherent speech in children;

Enriching children's vocabulary;

Children’s use of elements of Russian folklore, comparisons, epithets, and other means of figurative expression in their speech;

The ability to play didactic and printed board games, solve and compose your own riddles, solve crosswords and puzzles based on Russian folk tales;

Application of acquired knowledge, skills and abilities in creative activities.

Expected results for the project:

Developing children's interest in works of fiction and Russian folk tales

Consolidating the ability to apply your knowledge in conversation related to statements;

Fostering a sense of friendship and collectivism;

Get an emotional response from your work;

Replenishing the book corner with children's favorite books;

Visual didactic material has been accumulated

Stage 1 - preparatory

Arouse children's interest in the chosen project topic

Stage 2 - main

Implementation of the project plan with children;

Stage 3 is the final stage.

Summing up the results of project activities.

Theatricalization

Children's activity product

The children were interested in and close to the theme of the project, so the children took part in all the events with pleasure. Thus, the work done during the project gave a positive result not only in the cognitive, speech but also social development of children; and also contributed to the emergence of interest and desire among children to take part in the project.

Relevance

Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner. In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school, the ability to communicate with people and general intellectual development depend on the level of mastery of coherent speech. Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Among the many tasks of upbringing and teaching children their native language, the development of speech and verbal communication is one of the main tasks.

The problem of the development of coherent speech has long attracted famous researchers from various specialties, and the fact remains undeniable that our speech is very complex and varied, and that it is necessary to develop it from the first years of life.

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech. By the way children construct a coherent statement, one can judge the level of their speech development.

Observations show that many children have not developed precisely coherent speech, therefore the problem of developing coherent speech is one of the urgent tasks of the educator, to pay attention to the child’s speech development in time, since many problems may arise with the child’s speech by the time he enters school.

The success of pupils in coherent speech ensures in the future and largely determines success when entering school, contributes to the formation of full reading skills and improves spelling literacy. As a teacher, this really appeals to me. After all, work on speech development is the ability to choose the right words and use them correctly in speech, construct sentences and coherent speech.

This topic is important to me because a child’s speech is a key moment in his development.

As practice has shown, children are very fond of creativity, as well as independence and the opportunity to compose and tell their friends, this is evidenced by the work of my work (video) I try to get children to show their attitude to what they saw, what they especially liked and were interested in them and why, what conclusions they made. All this prompted me to pay much more attention to the development of coherent speech in children.

Target: Development of free communication skills with adults and children.

Tasks:

Improve and develop the dialogical form of speech;

Develop a monologue form of speech;

Learn to retell short tales and stories coherently, consistently and expressively;

Teach (according to a plan and model) to talk about the subject, the content of the plot picture;

Compose a story based on pictures with subsequent developing events;

Develop the ability to compose your own stories from personal experience.

I have studied the literature on this topic:

Didactic games and exercises were selected;

Plot pictures for composing stories;

Diagnostics of children on the development of speech skills and abilities was carried out;

Conversations were held with parents: “Cultivating perseverance is an important condition for preparing children for school,” “The role of descriptive stories for expanding children’s vocabulary.”

Every day, work is carried out to teach a coherent, sequential retelling with visual support in the form of graphic diagrams displaying the sequence of events;

Compiling stories from pictures, photographs, drawings, teaching children to look at a picture and highlight its main characteristics, replenish and activate children’s vocabulary;

Memorizing poems

Breathing exercises for the development of the speech apparatus without the use of objects: “Winds”, “Blow on the shoulder”, “Autumn leaves”, “Thrifty hamsters”, “Bubbles”, “Blow up balloons” and others;

Articulation gymnastics;

Didactic games: “Letter of my name”, “Name the words”, “Use of prepositions”, “Words from sounds” (teaching the sound form of a word), “Come up with a new word”, “What’s extra?”, “Make a story based on the picture”;

Work on theatrical activities is carried out weekly;

Consultations for parents: “Age-related characteristics of the perception of literary works by preschoolers, the tasks of familiarizing children with books.”, “Development of speech and personality of a preschooler in fairy tale therapy”, “Cultivating responsibility in children”,

“Shyness”, “The role of fairy tales in the development of children’s emotionality”, “Causes of children’s unpreparedness for school”, “The role of theatrical activities in the development of children”, “Healthy lifestyle in the family”, “Parent survey on the topic: “Family readiness to educate a child” at school”, “Using riddles as a means of expressive speech”, “Speech readiness of a child for school”, “Portrait of a future first-grader”

Enter into the speech zone by the end of the school year:

Didactic games: “Opposites”, “Read by ourselves”, “Read with emphasis”; plot pictures for composing stories (“Winter”, “Winter Fun”);

Add stories to the didactic manual: “Retelling”: “Four Wishes”, “Playing Dogs” by K. Ushinsky, “How Sasha Saw the Plane for the First Time”, “What Are Hands for”, “How Masha Became Big”, “Helper”, “How Misha wanted to outwit his mother” E. Permyak; familiarity with proverbs and sayings about winter, spring and summer;

Reading and memorizing poems: S. Yesenin’s “Winter Sings and Calls”, “Powder”, etc. Reading and discussion, retelling of fairy tales: “Winter quarters of animals”, “Snow Maiden”, V. Suteev “New Year tree”; - add pictures of all sounds to phonetic exercises;

Conversations with parents: “Memo for parents on teaching coherent speech,” “Reading circle for seven-year-old children,” “How to avoid school failures.”

To introduce parents to didactic games and lexico-grammatical games that influence the development of children’s speech.

Forms for presenting the results of self-education: consultation workshop;

Creative report;

Conducting an event (children’s participation in the lesson)

Consultation for parents, message at the parent meeting.