Summary of the speech therapy game "Autumn Kaleidoscope". Mushrooms. Berries. Forest Description of mushrooms: plan in pictures

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Olga Vladimirovna Pogonshchikova Abstract speech therapy session

in the preparatory group on the topic “Mushrooms” Summary of an open speech therapy lesson in a preparatory group

on the development of lexical and grammatical categories and coherent speech. « Subject» .

Mushrooms Prepared teacher speech therapist

Pogonshchikova Olga Vladimirovna.:

Target Clarify children's knowledge about autumn,;

mushrooms:

Tasks

Summarize previously acquired knowledge on the topic;

Activate the dictionary on this topic

Development of coherent speech on the topic; Correctional - educational:

tasks

Form visual gnosis

Improve your skills of coordinating words in a sentence

Improve the grammatical structure of speech Activate and expand your vocabulary: topic, « Subject» ,

"Autumn"

Stimulate children's speech activity

Work on relaxing muscle tone

Improve speech skills and abilities Correctional - educational:

Correctional and developmental

Develop phonemic awareness

Develop the ability to self-control Develop coordination in the system"eyes - hand"

, i.e. development of synchronicity of movements of the eye and leading hand, as well as strengthening of interfunctional communication

Develop duration and smoothness of speech exhalation

Develop children’s ability to evaluate their activities, generalize, draw conclusions, express their opinions:

Correctional and educational Build collaboration skills class

, the ability to listen to your comrades, respect for the world around us

Develop the ability to behave correctly Health-saving:

1. technologies Breathing exercises

with words

2. Finger play Equipment : subject pictures with the image mushrooms , basket, individual hats - mushrooms

, laptop, sounds of nature on media, tape recorder.

Progress of the lesson

1. Org. moment.: "Sounds of Autumn" speech therapist

offers sounds characteristic of autumn for listening, children listen with their eyes closed, recognize them, and call them a complete answer. What time of year are the sounds you listened to best suited? What smells do we smell in the forest in the fall? : subject pictures with the image) (freshness, rotten grass, moss, Respiratory exercises

: deep inhale through the nose and exhale through the mouth.

2. Main part.

1. Game “Gifts of Autumn”. Laid out on the carpet, "Sounds of Autumn" mushrooms Clarify children's knowledge about autumn,.

names them with children, talks about

"Say the word" Speech therapist reads poetry , children add"lost" "Sounds of Autumn" displays the corresponding picture.

Near the forest on the edge, decorating the dark forest,

It grew up as colorful as parsley, poisonous... (fly agaric).

Look, guys, there are chanterelles here, honey mushrooms there,

Well, these, in the clearing, are poisonous... (toadstools).

There are many white legs along the forest paths

In multi-colored hats, noticeable from a distance.

Don't hesitate to pack, it's... (russula).

2. Receiving feedback to clarify the topic classes:

What do you think we will talk about today? Build collaboration skills?

3. Formation of grammatical categories R. p., plural. numbers:

Guys, let's imagine that we went with you to the autumn forest for mushrooms. What kind of weather do you think "love" Laid out on the carpet? Subject They grow best after rain. (Rain sound starts). Why is there a lot of stuff in the forest?

Working with painting material. Practicing the formation of words R. p., plural, h.

Fly agaric, toadstool, russula.

4. Enrichment of the lexical vocabulary on the topic.

What else mushrooms you know? (putting the corresponding pictures on the board - you named a lot of different : subject pictures with the image, but can a person eat all of them?

5. Game: "Edible-inedible"(children call edible Laid out on the carpet and put the corresponding picture in the basket, inedible mushrooms remain on the carpet).

6. Conversation: “Why do inedible animals exist in nature? Laid out on the carpet?»

There is nothing superfluous in nature, which means they are poisonous mushrooms are also needed in the forest For example, moose and deer specifically look for fly agaric mushrooms in the forest in order to recover from their illnesses.

7. Word parsing "Amanita":

Guys, what two words do you think are hidden in the word "fly agaric"?

Fizminutka

Come into the autumn forest! (children walk in place)

There are many miracles around here! (spread their arms to the sides and

look around)

Here are the golden birches, (raise hands up)

Under the birch trees mushrooms are looking at us. (squat and perform

exercise " Fungus")

They want to jump into the basket. (stand up and do the exercise

"Basket")

Exercise " Fungus" - on a vertically placed cam of one

hands lower the rounded palm of the other, then change hands.

Exercise "Basket" - interlace fingers with a lock, palms

turn up and slightly round, connecting your thumbs over them

(basket handle)

8. Game: « Mushroomer» . Development of coherent speech.

Now you and I will relax and play a game « Mushroomer» .

Children wear hats Laid out on the carpet, mushroom picker takes a cane.

Children move in a circle.

I - mushroomer, and you Laid out on the carpet.

Come on, hide behind the oak trees!

One two three four five.

I'm coming look for mushrooms!

Mushroomer: I like it fly agaric mushroom, he has a red hat, a white leg with a skirt.

9. Development of visual memory

Now we will check how attentive our mushroomer. Come on, Laid out on the carpet, lined up in one row. Mushroomer, remember how ours stand , basket, individual hats -. Now they will change places. Do you remember? Close your eyes.

Mushroom picker closes his eyes.

Discover which ones mushrooms swapped places.

10. Word formation, inflection.

Why do we collect Laid out on the carpet? If we cook them, what will they become? If we dry them, what will they become? If we pickle it, marinate it, fry it.

If we cook a roast from : subject pictures with the image, then what will it be? What if we make soup?

12.. Learning to retell. Ya. Taits “Po mushrooms".

Grandmother and Nadya gathered in the forest Laid out on the carpet. Grandfather gave them a basket and said:

Come on, who gets the most!

So they walked and walked, collected and collected, and went home. Grandma has a full basket, and Nadya has only half. Nadia said:

Grandma, let's exchange baskets!

So they came home. Grandfather looked and speaks:

Hey Nadya! Look, I've gained more than my grandmother!

Then Nadya blushed and said to the quietest voice:

This is not my basket at all... it’s completely grandma’s.

IN: Why did Nadya blush and answer her grandfather in a quiet voice?

Where did Nadya and her grandmother go?

Why did they go into the forest?

What did grandfather say as he escorted them into the forest?

What were they doing in the forest?

How much did Nadya gain and how much did grandma gain?

What did Nadya say to her grandmother when they went home?

What did grandpa say when they returned?

What did Nadya say?

13. Ball game: word formation (diminutive nouns)

Final part

A game "Forest Echo"

As we say goodbye to autumn, let's play with the forest echo.

Forest echo, may I ask?

Children - Ay - ay - ay!

Autumn - Where have the forest leaves gone?

Children - fell - fell - fell.

Autumn - Birds - singers, how long have they been making noise?

Children - They flew, they flew, they flew south.

Bottom line classes.

Guys, autumn is leaving us with all its beauty, she is a little sad, let's try to cheer her up, what do we tell her?

(Children's answers: “Don’t be sad, autumn. We'll see you again in a year! We

We'll be waiting for you!")

Publications on the topic:

Summary of an integrated lesson in the preparatory group “Walk in the forest. Mushrooms" Summary of an integrated lesson in the preparatory group. Topic: Walk in the forest. Mushrooms. Integration educational areas: “Communication”,.

Summary of a speech therapy lexical and grammatical lesson on the topic “Family” (for children with ODD). Correctional educational tasks: - teach.

Summary of a speech therapy lesson on the topic: “Winter” ( preparatory group) Compiled by: Sodnomova Dulmazhab Khanduevna – higher education teacher-speech therapist.

Summary of speech therapy classes in senior group for children with visual impairments on the topic: “Vegetables” Teacher-speech therapist Shilova Irina Sergeevna.

1. Exercise for the development of facial muscles on the topic “Berries”.

Children change their facial expressions according to drawn pictograms depicting different emotions.

There are sweet berries - strawberries, blackberries.

There are also sour ones - cranberries, lingonberries.

And there are very useful ones - blueberries.

2. Finger game for the topic “Vegetables”.

Hey guys! Hey hey!

Cleaning vegetables for cabbage soup! Children clap their hands.

We cut cabbage. Place your palms parallel to each other, fingers straightened.

Alternately raise and lower your palms.

The soup will be delicious.

We peel potatoes, stroke the back of the hand with our fingers

We clean very cleverly

We will grate the carrots. Bend your arms at the elbows, clench your fingers into fists and raise them to your shoulders.

Raise and lower your arms at the same time.

And then, then they tap on the palm with the edge of the other palm

We'll chop the tomato

And the head of an onion,

And a clove of garlic.

We will salt the soup. Finely finger it with your fingers, gathered into a pinch.

Try it, darling! Extend both palms forward.

3. Finger game for the topic “Vegetables”.

Oh-oh-oh – peas are the best.

Children rhythmically connect their thumb and index fingers.

Ha-ha-ha - this is nonsense! They clap their hands.

Or-or-or - all the tastiest tomatoes are hit on the knees with their fists.

Ov-ov-ov - sweet carrots clap their palms on their knees

La-la-la - delicious beets rhythmically clench their fingers into fists.

Oop-op-op - the fragrant dill is rhythmically clenched and unclenched with the fingers, raising the arms up.

4.Motor exercise for the topic “Wild Animals”.

Oh, manners are deceptive, children walk on their toes

Black Panther Predator

Everyone is running away, as if they were running away from a fire, easily on their toes.

The spots saw the jaguar

They walk through the thickets on their entire foot

A fat elephant was walking through the jungle.

This mane of anger is terrible,

The king of beasts, of course, are left-footed from the toe, moving their arms back and stretching their neck

He walks importantly, like a count,

Our giraffe with a long neck

5. “Leaf fall” for the theme “Autumn.”

Need tree leaves

Leaf fall, leaf fall is spinning, depicting leaves

Yellow leaves are flying, throwing leaves up

Underfoot they rustle, rustle, walk on leaves

The garden will soon become bare. They lie on the floor and listen to music.

6.Motor exercise for the topic “Mushrooms”.

When traveling on an electric train, children stand one after another and follow the leading stomping step, speeding up and slowing down in accordance with the tempo of the music and speech.

Volnushki and chanterelles

With girlfriends and friends,

Milk mushrooms.

Wheels with diligence

They rumble along the rails,

Delivery on schedule

The company again.

7. Finger games for the theme “Trees”.

The wind was flying through the forest, the children made smooth movements with their hands forward - towards the chest.

The wind counted the leaves:

Here is an oak one, one by one bending the fingers on the hand.

Here's a maple one

Here is a carved rowan tree,

Here from the birch tree - golden,

Here is the last leaf from the aspen tree

The wind blew it onto the path. Shake your hands.

8. Finger game for the topic “Vegetables”.

Little girl Zinochka has Vegetables in a basket: Children make their hands into a “basket”.

Here's a pot-bellied zucchini

Placed it on the side

Pepper and carrot

She laid it down deftly,

Tomato and cucumber. Bend your fingers, starting with the big one.

Our Zina is great! Show thumb.

9. Finger game for the theme “Fruit”.

Like our Zina’s Fruits in a basket: Children make their palms into a “basket”.

Apples and pears

So that the guys eat

Peaches and plums

How beautiful! Bend your fingers, starting with the little finger.

There is no tastier fruit than ours!

Stroking the belly.

10. “Fruit palm.”

This finger is an orange

He is, of course, not alone.

This finger is a plum

Delicious, beautiful.

This finger is an apricot,

Grew high on a branch.

This finger is a pear

He asks: “Come on, eat it!”

This finger is a pineapple

Alternately extend the fingers from the fist, starting with the big one.

Fruit for you and for us. They point with their palms around and towards themselves.

11. Finger game for the theme “Mushrooms”.

I'm taking a basket to the forest,

I'll pick mushrooms there.

My friend is surprised:

“How many mushrooms are there around here?” They show surprise by spreading their arms to the sides.

Boletus, oiler,

boletus, honey fungus,

Boletus, chanterelle, milk mushroom -

Let them not play hide and seek!

saffron milk caps, volushki

I'll find you at the edge of the forest

I'm returning home

I take all the mushrooms with me.

Alternately bend the fingers on both hands, starting with the little finger of the right hand.

I won't carry the fly agaric.

Let him stay in the forest! The thumb of the left hand is held back and threatened.

12. Finger game for the theme “Berries”.

The berries are gooseberries,

Cranberries, blueberries, lingonberries,

Raspberries, strawberries, rose hips,

Currants and strawberries. Index finger count the fingers of one hand, bending them, on the other hand.

I finally remembered the berries.

What does it mean? They raise their shoulders and are surprised.

I'm done! The thumb is pulled forward.

13. Finger game “Athletes”.

So as not to be afraid of diseases

It is necessary to engage in sports. Raise your arms to your shoulders, shoulders, to the sides.

Tennis player playing tennis

He is an athlete, not an artist

A football player plays football

A hockey player plays hockey

In volleyball - volleyball player,

In basketball - a basketball player.

14. Finger game for the development of word formation.

This house is one-story.

This house is two-story.

But this one is three-story.

This house is the most important:

We have a five-story building.

15. Finger game for the theme “Furniture”.

Chair, table, sofa, bed,

Shelf, bedside table, buffet,

Wardrobe, chest of drawers and stool.

The fingers of both hands are alternately clenched into fists.

He named a lot of furniture - he pinched ten fingers!

Raise your clenched fists up.

16. Finger game for the theme “Dishes”. On word formation.

The girl Irinka was putting things in order. Show thumbs up.

The girl Irinka said to the doll:

“Napkins should be in a napkin holder,

There should be oil in the oil can,

There should be some bread in the bread bin,

What about salt? Well, of course, in a salt shaker!”

Alternately connect the thumb with the rest, starting with the index finger.

17. Finger game for the theme “Dishes”.

Our Antoshka washes the dishes.

Rubbing their palms together

Washes fork, cup, spoon.

I washed the saucer and glass,

Extend the fingers from the fist, starting with the little finger.

And he closed the tap tighter.

Perform a simulating movement.

18. Finger game for the theme “Transport”.

All cars in order

Arriving at a gas station:

Both hands “turn the steering wheel” in front of you.

Fuel truck, garbage truck,

A milk truck with milk,

A bread truck with fresh bread.

And a heavy timber truck.

Fingers alternately, starting with the little finger, touch the palm.

19. Finger game for the theme “Cubs of wild animals.”

This is a bunny, this is a squirrel,

This is a little fox, this is a wolf cub,

Bend your fingers into a fist, starting with the little finger.

And this one is in a hurry, hobbling sleepily

Brown, furry, funny bear cub.

Rotate with your thumb.

20. Finger game for the theme “Insects”.

We count our fingers together -

We call them insects.

They clench and unclench their fingers.

Butterfly, grasshopper, fly,

This is a beetle with a green belly.

Bend your fingers one by one into a fist, starting with the thumb.

Who's calling here? Oh, a mosquito is flying here!

Rotate the little finger.

Hide!

They hide their hands behind their backs.

21. Finger game for the topic “Food”.

Baker, baker, from flour

Bake us some koloboks,

Perform circular movements with the palms - imitation of rolling a bun.

Yes drying - Vanyushka,

Yes, bagels - Tanya,

Yes bagels - Mishka,

Yes, rolls - for Marishka.

Alternately connect the thumbs of both hands with the remaining fingers - the “rings” exercise.

22. Finger game for the theme “Dishes”.

Children make movements corresponding to the text.

One two three four -

We washed the dishes.

Cup, teapot, ladle, spoon

And a big ladle.

We washed the dishes

We just broke the cup,

The ladle also fell apart,

The teapot's nose is broken,

We broke the spoon a little.

This is how we helped mom!

23. Finger game for young children “Body Parts”.

Game "Birds"

Found your “magic fingers”

Let's look at them

So beautiful,

Let's blow on them softly, and the fingers move a little,

Let's blow harder, our fingers move more,

The birds flew in and chirped (the fingers are folded into one point, creating the birds’ beaks)

- "chirp, chirp"

Let's feed the birds (pigeons - "goo, goo", ducks - "goo, goo", chickens - "chick, chick").

The birds have arrived, pecking the grains,

Did you peck everything?

And they flew, they flew, they flew and landed on their heads,

They sat on the cheeks, on the forehead, on the eyebrows, on the chin, on the elbows, on the knees, on the waist, on the back, on the tummy, on the palm of the hand and sang “Magpie”.

24. Theme "Parts of the body."

One two three four five!

We can show you everything!

These are elbows - let's touch them.

To the right, to the left we will swing,

These are the shoulders - let's touch them.

To the right, to the left we will swing.

If we move forward,

Then we will touch our knees.

One two three four five!

We can show you everything!

They clap their hands rhythmically.

Clasp both elbows with your palms.

Place your hands on your shoulders,

Perform tilts to the right and left.

Bend forward and touch your knees.

They clap their hands rhythmically.

Used Books:

1. Artsishevskaya I.L. Psychologist's work with hyperactive children in kindergarten. – M., “Knigolyub”, 2003. – 56 p.

2.Borisova E.A. Finger games for children 4-5 years old // Speech therapist. - No. 1. – 2006. pp. 65-74.

3. Pilipenko L.V. Food. // Speech therapist. - No. 1. – 2006. p. 78.

4. Strelnikova S.I. Dishes. // Speech therapist. - No. 1. – 2006. p. 81.

Theme "Mushrooms": speech games and exercises in pictures for activities with children.

Theme "Mushrooms": speech games and exercises in pictures for activities with children

In this article you will find games for older children preschool age By lexical topic“Mushrooms” and pictures for them. Some of the games - “What is cooked from mushrooms”, “Big and small”, “Guess whose mushroom”, “Ryzhik and Zolotinka” - you can use with children more younger age- 3-4 years (with a high level of child speech development).

Game 1. Grammar game “What is cooked from mushrooms”

The game will teach the child word formation - the ability to form a new word by analogy (following a model), for example:

- soup, sauce, salad - mushroom,

- noodles, filling, caviar, mushroom casserole,

- cutlets - mushroom,

- all dishes that the chef prepares from mushrooms are mushroom dishes (mushroom salads, mushroom sauces, mushroom casseroles).

and also develops the child’s linguistic sense.

Part 1. Invite the children to imagine that they are now not children, but... cooks! You can put a real white cap on the child's head. If you don’t have a cap, you can use a paper chef’s badge on a string (hang the badge around your neck like a medal). You can download the Little Chef Medal. Or you can use “magic”: say “magic words” in unison (“Turn around once or twice. Quickly turn into a cook!”) and even wave your magic wand.

Now we are chefs! The chef knows how to cook different dishes. And every dish he makes is very tasty, beautiful, aromatic. Today, chefs prepare dishes from mushrooms.

What can be made from mushrooms?

Now we will make mushroom soup. It is called…. How? ( mushroom soup ). What do we put in it? (list products). Remember with your children how mushroom soup is cooked.

Ask - is the soup fried or boiled? If it is boiled, then what is it cooked in - in a frying pan or in a saucepan? Is it possible to cook soup in a frying pan? Why? While playing, we depict all the actions: take an imaginary “pan,” cut mushrooms, put them in the pan, etc. We inhale the aroma of the resulting soup and figure out who we will treat it to. You can immediately “pretend” treat the toys and each other and praise the soup (you will find words and descriptions of the dishes a little lower in this article).

You can also make... caviar from mushrooms! What will it be called? Mushroom caviar - what kind of game is this? If the child finds it difficult to answer this question, then tell him: “Caviar from zucchini - squash caviar. Eggplant caviar - eggplant caviar. And mushroom caviar is what caviar is. ..?” (questioning intonation and pause for the child to answer). Correct answer: mushroom caviar.

We depict with actions (pantomime) how we do everything together mushroom caviar: Cut mushrooms and vegetables. fry them, put them in jars, close them with lids, put them in the refrigerator for storage (This is important: all actions are depicted “for fun”, pantomime is a game! In this game, there is no need to require the child to screw real lids on the jar, sign the jar, count , how many pieces of vegetable he put in it - the baby should be focused exclusively on speech and speech tasks. Everything else is done as in a regular game - in a folded form - “as if” we took the jar, “as if” we put it on the shelf)

Today we, the cooks, have one more order to make for kindergarten casserole with mushrooms. What should we call it? Potato casserole is potato casserole, cabbage casserole is cabbage casserole, and mushroom casserole is what kind of casserole? What is it called? ( mushroom casserole ).

The last order is to make a salad with mushrooms for the squirrel’s birthday. Salad with mushrooms is called... what will you call him?( mushroom salad ). Let's figure it out interesting name our mushroom salad: “Squirrel's Joy”, “Mushroom Basket” (come up with a name with your child and the name, and what you put in the salad for the squirrel and depict how you and your child prepare it).

Now let's bake some pies. And we will also have mushroom filling. What is this filling called? Mushroom. This pies with mushroom filling.

You can also make noodles from mushrooms! That's what it's called « mushroom noodles « or cook mushroom sauce - what is it called? ( mushroom sauce) You probably already guessed what the mushroom cutlets are called? Mushroom cutlets!

And the gravy with mushrooms is called... what? ( mushroom sauce)

Mushroom stew - what do you call this stew? ( mushroom stew )

After the children and I have “made” all the dishes, we share our impressions. You can “praise” your favorite dish: “I have mushroom cutlets - delicious, crispy, crispy.” “And I have ready-made pies with mushroom filling, decorated with dough braids,” and so on. You can “brag” one by one, or you can all come up with a way to “praise” your dish, choosing as much as possible large quantity words - descriptions. Help the children find meaningful words to describe these dishes.

An approximate dictionary for describing dishes and developing the expressiveness of children's speech in this game:

hot, warm, soft, fresh, fried, baked, flaky, tasty, rosy, aromatic, fragrant, tasty, crispy, grainy, juicy, sweet, salty.

Useful idea for child development:

Show your child at home how you cook mushroom soup and name all your actions as you go.

Verb dictionary for this comment:

- I wash it, clean it, cook it, put it in, cut it, cut it into pieces, grate it, put it on the fire, remove it, stir it.

- actions with mushrooms: mushrooms are dried, pickled, stewed, cut, salted, fried, and made into soup.

Such commentary will be very useful for the development of the child’s speech. Research shows that children who hear frequently correct forms words, do not make mistakes in their use in speech. The words “rub” (tru - trem -tret), “clean” (clean - clean - clean), “cut” (cut, cut, cut) are not as simple for children as they seem to us. By explaining what you are doing, you simultaneously develop the child’s speech and prevent common speech errors like “rub” instead of “trash”, “clean” instead of “clean”, “knead” / “knead” instead of “mix”, “lay” instead of “put”. Involve your child in your actions and ask: “Do you want to wash with me? What are you doing right now? What am I doing? Yes, you wash, I wash. You and I wash the vegetables together. What kind of vegetable are you? wash? And what vegetable already washed? Which one is it now? will you wash? What a wonderful helper you are! Thank you for your help!".

Part 2. At the end of the game, ask the children a grammatical riddle: “Guess what I asked:

The riddle is aimed at developing linguistic flair and the ability to agree in gender between adjectives and nouns.

—fresh, tasty, aromatic - is it caviar or salad? (If the child answers “Mushroom salad,” then ask him again: “Do we really say that: mushroom salad is delicious? No! How do we say about salad: mushroom delicious salad. So what is this?)

— fresh fragrant delicious - is it a soup or a casserole? Right! What would we say about the casserole? fragrant delicious casserole,

— Mushroom delicious aromatic Are these cutlets or pie?

Helpful Tips:

— Don’t forget to turn the children from chefs back into ordinary preschoolers at the end of the game :). This can also be done with the simplest “magic words”: “One, two, turn around!” Turn into Misha (child’s name) again!” or “One, two, spin! Find yourself home again!”

— When playing with children, do not forget that cooks behave in accordance with their profession and do not behave like children. They can't throw a pan on the floor or chop mushrooms carelessly. Therefore, try to convey the peculiarities of the cook’s movement yourself, and the children will imitate you. The main thing is to treat your child in this game like a real chef - very respectfully, ask him for advice, be interested in his opinion, you can even call him by his first name and patronymic: “Dear Mikhail Grigorievich, can we already start making mushroom caviar? Okay, let's begin then. What do we need? Don't step out of your role!

- If the child begins to behave differently from the cook, remind him that he is not a boy/girl now, but the cook and his dish are very, very waiting (name who is waiting and why his dish is needed). Therefore, you need to try and “cook” it tasty so that people are happy and eat it with pleasure. This is often enough for the child to remember his role in the game.

— Second version of the game: The second time you play this game, change it and play it in the second version.

In the second version of this game, children will learn to use nouns in genitive case: from chanterelles (and not “from chanterelles” - this is a mistake), from boletus, from boletus, from boletus, and so on.

For this option you will need “Mushrooms” cards. You can download them for free in the article

Place the cards face down on the table (You will need edible mushroom cards with several mushrooms on them). The roles of cooks are played by children players in turns.

Step 1. The cook takes a card and names the mushrooms shown on it. Decides what he will make from them: “I will cook mushroom soup.”

Step 2. Everyone guesses what he will use to make mushroom soup (or any other dish he has chosen): “Are you going to make mushroom soup from chanterelles? from champignons? from boletuses? from boletus?” until they guess. Everyone guesses one by one.

When the player has guessed, the presenter shows his card and confirms the correctness of the answer, for example: “Yes, I will cook chanterelle mushroom soup.”

You can introduce the following game rule: add “penalty” pictures to the set of cards - poisonous mushrooms. If the child finds out edible mushroom and will immediately say: “I have a poisonous mushroom. This is...(name of mushroom)", then he can take a new card. And continue to participate in the game. If he does not recognize the poisonous mushroom and “cooks” a soup or other dish from the poisonous mushroom in the game, then he misses his turn in the next round. Or he pays forfeit.

How to introduce your baby to edible and poisonous mushrooms You will learn from the article

The game can be played in pairs, in a small subgroup of children, or with a large group of children. If you play with a large group of children, then the children play as one team. For example, one child - the leader - chooses a card. And the whole group of children guesses what is depicted on it. If the leader, the cook, makes a mistake, then a group of children corrects him, for example: “No, you need to cut it first and then put it in the soup.” Then a new leader is selected by the reader.

Game 2. Grammar game “Guess whose mushroom.”

An adult and a child play in pairs. Or an adult and several children.

Game 6. Speech game “Riddles - descriptions of mushrooms”

This game develops children's coherent speech, teaches them to express their thoughts sequentially, “read” the plan in pictures and compose a text according to the plan.

The usual description of any mushroom can be done according to this plan in pictures

Description of mushrooms: plan in pictures

For example: “This mushroom is called boletus. The boletus can grow very large. His hat is bright orange, very bright, strong, smooth. Like a red cap on your head. That is why it is also called “redhead”. The leg of the boletus is grayish-white, strong, plump. Boletuses grow in the forest under aspen trees. This is an edible mushroom. You can make soup from it, you can fry boletus mushrooms, you can make mushroom cutlets or mushroom gravy, pies.”

Riddle - description differs from the usual description of a mushroom in that the driver does not say the name of the mushroom. You need to guess what kind of mushroom it is from the description.

You can even play the game on the road or in transport. The driver describes a mushroom. Guessers guess what kind of mushroom it is. If the description is not very detailed, then they can ask additional questions to the driver.

To make a wish, you can take a set of pictures “Mushrooms” (the download link is given above).

Plan of the riddle - descriptions of the mushroom

The easiest way for a child to create a riddle is with a plan in pictures:

- what size mushroom is it,

- description of the hat,

- description of the leg,

- where it grows,

- what can be made from it,

- final question: “Guess what kind of mushroom”

An example of a riddle - a description of a mushroom: This is a small mushroom. It always grows next to other similar mushrooms - like a family. The mushroom has a smooth, orange cap with a carved edge. And his leg is thin. This mushroom grows in mixed forest. This is an edible mushroom. You can make a lot out of it delicious dishes: (list of dishes, known to the child). Guess what kind of mushroom this is?” (chanterelle)

First, the adult asks the riddles to the child, and then the child will be able to tell you similar riddles. If it is difficult for him to construct the text of the riddle, then help the baby:

A) by setting the beginnings of phrases:“What kind of hat does he have? And his leg... This is a mushroom..."

b) questions based on pictures - plan:“What kind of cap does this mushroom have? Where does it grow”, etc.

Everything you need for riddles educational information about mushrooms You will find in the article

How to choose the right riddles about mushrooms according to the child’s age, how to compose a riddle about a mushroom together with your child, 95 riddles with answers and pictures can be found in the article

Game 7. What are the names of mushrooms?

This is a game with words that develops a sense of language and allows the child to master the word formation system of the Russian language.

The main thing in this game with words is not to suggest the correct answer, but to allow the child to experiment with the language and come up with it on their own. what would he call such mushrooms? This is a game in which the child acts with words and their parts as with a construction set, from the familiar parts of which a new figure can be assembled.

Very important: If a child comes up with a word in a speech game that is not in Russian, for example, he said that if mushrooms are stewed, then these are “stewed” mushrooms, then do not laugh at his answer. Just tell your child: “You know, such a word could exist in Russian. But people agreed to call such mushrooms differently. They are called “stewed mushrooms”. And other dishes that are stewed are also called. If you stew cabbage, what kind of cabbage is it? Braised cabbage. If you stew carrots. it will work out stewed carrots. And if you stew potatoes, what kind of potatoes will you get? That's right, stewed." The main thing is to give the correct example and its application in different situations in life. A child’s word creation (inventing new words in the Russian language) is a manifestation of that very “linguistic giftedness” of everyone small child, which Korney Ivanovich Chukovsky wrote about in his book “From Two to Five.”

Phrases for the speech game “What are mushrooms called?”:

• If you boil mushrooms, what kind of mushrooms will you get? ( boiled).
• If mushrooms are fried, then these are mushrooms... what kind? what can they be called? ( fried).
• If mushrooms are pickled, then these are mushrooms... what kind? ( pickled)
• If you stew mushrooms, you will get mushrooms... what kind? ( stewed)
• If mushrooms are dried, what mushrooms are obtained... what kind? (dried)
• If mushrooms are salted, what kind of mushrooms will you get? ( salty).

Game 8. Speech game “Ryzhik and Zolotinka”

In this simple a little story The baby completes the words, completing the sentences. At the same time, he learns to coordinate past tense verbs with the pronouns I, you, we, he, she, they.

Text: “Once upon a time there were two squirrels - a brother and a sister. My brother's name was Ryzhik. Have you guessed why it was called that? What other name can you come up with for a red squirrel (Ogonyok, Redtail, etc.). And my sister’s name was Zolotinka, because her fur coat was golden-orange.

Ryzhik was the older brother, and Zolotinka always tried to be like him in everything.

One day Ryzhik and Zolotinka went to pick mushrooms. Ryzhik jumps on the branches, and Zolotinka jumps. Ryzhik jumped on the ground, and Zolotinka too... what did she do? (jumped) on the ground.

Ryzhik found a mushroom, and Zolotinka... what did she do? (found a mushroom). Zolotinka jumps on the ground and sings a song:

“I went into the forest.
I am a fungus... (found).
Ryzhik went to the forest... (went).
Rizhik mushroom... (found).
We are in the forest... (let's go)
We mushrooms... (found)"

Ryzhik picked a mushroom, and Zolotinka picked a mushroom.

Ryzhik brought the mushroom home to the hollow, and Zolotinka too... (brought the mushrooms home) They together - what did they do? (they brought mushrooms)

Ryzhik washed the mushroom, and Zolotinka too...

Ryzhik dried the mushroom, and so did Zolotinka...

And they got dried mushrooms for the winter!

Baby squirrels sit on a branch and sing joyfully:

“We went into the forest.
We found mushrooms.
We brought mushrooms
Dried for winter!

You can download all the pictures from this article for games and activities with children on the topic “Mushrooms” for free at good resolution and quality in our VKontakte group “Child development from birth to school” (see the “Documents” section on the right under the community videos. The file with pictures is called “Theme Mushrooms” (tema-gribi).

I wish everyone have an interesting trip to the world of mushrooms with children! 🙂

You will find more materials for educational and speech activities with children in the sections of the “Native Path” website:

I am always glad to receive your questions and comments! And if you and your children have your own favorite games on this topic or your own experience of introducing your child to the world of mushrooms, I will be glad if you share it below in the comments to this article!

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Educational area: speech development;

Kind of activity: direct educational activities;

Age group: older;

Subject:

Target: Improving vocabulary grammatical structure speeches

Program content:

Correctional educational tasks.

Expand and activate the vocabulary on the topic “Forest. Mushrooms. Berries"

Learn to agree numerals with nouns in gender and number;

Learn to form words with the same root.

Improve the skill of syllabic analysis of words.

Corrective and developmental tasks.

Develop visual attention and perception, speech hearing and phonemic perception, coordination of speech with movement.

Correctional and educational tasks.

To develop cooperation skills in play and in class, independence, initiative, and responsibility.

Equipment. A typesetting canvas, a magnetic board, a tray, large flat images of berries equipped with Velcro, mushrooms, baskets, a container with colored pencils, object pictures on the topic “Mushrooms. Berries",

Preliminary work. Repetition of the game “Berry Picking”.

Download:

Preview:

Summary of a speech therapy lesson on a lexical topic

"Forest. Mushrooms. Berries"

Educational area: speech development;

Kind of activity: direct educational activities;

Age group: older;

Subject:

Target: Improving the lexical and grammatical structure of speech

Program content:

Correctional educational tasks.

Expand and activate the vocabulary on the topic “Forest. Mushrooms. Berries»

Learn to agree numerals with nouns in gender and number;

Learn to form words with the same root.

Improve the skill of syllabic analysis of words.

Corrective and developmental tasks.

- develop visual attention and perception, speech hearing and phonemic perception, coordination of speech with movement.

Correctional and educational tasks.

- - to develop cooperation skills in play and in class, independence, initiative, and responsibility.

Equipment. A typesetting canvas, a magnetic board, a tray, large flat images of berries equipped with Velcro, mushrooms, baskets, a container with colored pencils, object pictures on the topic “Mushrooms. Berries",

Preliminary work.Repetition of the game “Berry Picking”.

Progress of activities.

1. Organizational moment.

The speech therapist meets children at the door of the office with a basket in his hands. The basket contains bright flat images of mushrooms.

Speech therapist. Take one mushroom whose name you know and go to the table.

Children take one mushroom each and stand next to their chairs standing around the table. The speech therapist places a riddle picture on the typesetting canvas (Appendix No. 1).

Speech therapist. Now the one who saw his mushroom in the riddle picture will sit down.

Three children sit down.

Speech therapist. Why didn't you sit down, Arishka?

Child. I have a fox. She's not in the picture.

Speech therapist. Right. Sit down. What mushrooms are there in my picture, but you don’t have them?

Children. There are honey mushrooms in the picture.

Speech therapist. Right. That's how attentive you are! Now divide the names of your mushrooms into syllables and clap them.

2. Exercise “Divide into syllables.”

1st child. Bo-ro-vik.

2nd child. Moo-ho-mor.

3rd child. Po-do-si-no-vic.

4th child. Li-sich-ka.

Speech therapist. Well done. You completed this task too. Which one of you had the longest word? Children. At Masha's.

Speech therapist. Let's slam it all together.

Children. Po-do-si-no-vic.

Speech therapist. How many syllables are in this word?

Children. Five syllables.

Speech therapist. Great. I see that you know the names of mushrooms well and recognize them in the pictures. Today we will start a conversation about the forest, about the mushrooms and berries that it gives us in the fall, about how to behave in the forest.

3. Exercise “For mushrooms”.

The speech therapist places planar images of mushrooms that the children have chosen on the carpet.

Speech therapist. The autumn forest gives us a lot of mushrooms. What other mushrooms do you know?

Children. Boletus, russula, trumpet, milk mushroom.

The speech therapist places planar images of the named mushrooms on a carpet chart.

Speech therapist. Look closely at the pictures of mushrooms. Which mushroom is the odd one out here and why?

Children. There is an extra fly agaric here, because it is poisonous, inedible, and cannot even be touched with your hands.

The speech therapist removes images of mushrooms.

Speech therapist. What other ones? inedible mushrooms You know?

Children. Death cap, gall mushroom, false honey mushrooms.

Speech therapist. Well done. You know edible and poisonous mushrooms well. You can go mushroom picking with you. Now let's count how many and what kind of mushrooms are left in the basket

4. Exercise “Who has how much?”

The speech therapist gives the children a basket containing several mushrooms.

Speech therapist. Count the mushrooms in your baskets and tell them what you collected in the forest. Try to make a good sentence.

1st child. I found three boletus mushrooms.

2nd child. I have two milk mushrooms.

3rd child. I found four waves.

4th child. And I found five chanterelles.

5. Exercise “Gathering a Family.”

The speech therapist invites the children onto the carpet and picks up a ball.

Speech therapist. Let's match the words of one family to the word mushroom. We will throw the ball to each other and choose words. What do you call a small mushroom?

1st child. Fungus.

Speech therapist. What do you call a very large mushroom?

2nd child. Mushroom.

Speech therapist. What is mushroom soup called?

3rd child. Mushroom.

Speech therapist. What do you call a person who picks mushrooms?

4th child. Mushroomer.

Speech therapist. What are the names of the thin intertwined threads that are hidden in the ground and on which mushrooms grow?

1st child. Mycelium.

Speech therapist. How can you affectionately call a mushroom?

2nd child. Mushroom.

Speech therapist. Great. Well done!

6 . Outdoor game “Berry picking”.

The speech therapist invites the children to go onto the carpet and invites them to stand in a circle.

Speech therapist. IN autumn forest we can find not only mushrooms, but also berries. What berries can be picked in the forest in the fall?

Children. Cranberries.

Speech therapist. Let's imagine that we went for cranberries.

Speech therapist. This is how many cranberries we picked. What other wild berries do you know, but they are picked in the summer and not in the fall?

Children. Strawberries, raspberries, blueberries, blueberries, blackberries, lingonberries, cloudberries.

7. Exercise "Cook"

The speech therapist suggests approaching the easel.

Speech therapist. Guys, look how many empty dishes the cook has, and we have a lot of berries, let's help the cook make homemade preparations: fruit drinks, preserves, compotes, jelly, jams.

1st child. I'll make strawberry juice

2nd child. I'll make blueberry jam.

3rd child. I'll make blackberry jelly.

4th child. I'll make lingonberry compote.

8. Game “Give me a word.”

The speech therapist invites the children to sit on chairs.

Speech therapist. Another game for attention and knowledge of the names of mushrooms. It's called "Give me a word." I read you a poem, and you suggest a word that rhymes.

Near the forest on the edge,

Decorating the dark forest,

He grew up as colorful as Parsley,

Poisonous...

Children. Fly agaric.

Speech therapist. Look at this, guys.

Here are chanterelles, there are honey mushrooms,

Well, this is in the clearing,

Poisonous...

Children. Toadstools.

Speech therapist. Along the forest paths

Lots of white legs

In multi-colored hats,

Noticeable from afar.

Collect, don't hesitate,

This...

Children. Russula.

Speech therapist. Very good. What great fellows you are!

9. Working with pencils.

The speech therapist hands out worksheets and places a container with pencils on the table.

Speech therapist. What do you see on the sheet?

Children. We see wild berries.

Speech therapist. List their names

Children. Raspberries, blueberries, strawberries.

Speech therapist. Listen to the riddle. What berry is she talking about?

In a clearing near the path

Red peas.

Who will pass by -

He puts it in his mouth.

Children. This is strawberry.

Speech therapist. How did you guess?

Children. It grows near the path on low bushes and looks like small red peas.

Speech therapist. Take a red pencil and trace the outline of the strawberry, and then color it. In order to color the “collar” of the berry, you will need a green pencil. Complete the task.

Children complete the speech therapist’s assignment, and he evaluates their work.

10. End of class.

The speech therapist invites the children to remember what they did, what they were interested in doing. Then he evaluates the children's work.

application No. 1

Theme: “Autumn Kaleidoscope.”

Target: expansion and activation of the dictionary on the topic “Autumn”.

Correctional educational tasks: consolidation of ideas about autumn and its signs; clarification, expansion and activation of the dictionary on the topic “Autumn”; improving the grammatical structure of speech (education relative adjectives, antonyms, noun formation plural; compilation simple sentences and spreading them with adjectives);

Corrective and developmental tasks: development of coherent speech, visual attention, thinking, fine and gross motor skills, coordination of speech with movement;

Correctional and educational tasks: developing skills of cooperation, mutual understanding, goodwill, independence, responsibility; nurturing love and respect for nature.

Equipment: magnetic board, markers, illustrations of autumn pictures, the month of September, October, November, autumn wreaths, models of fruits and vegetables, basket, cards for structuring sentences, a set for applications, a graphic plan for writing a story, subject pictures.

Preliminary work: classes on the lexical topic “Autumn”, extracurricular activities on this topic.

Preparatory work: each team receives tasks to learn the team name, motto, team greeting, motto, memorize ditties for organizational moment; costumes in Russian folk style.

Participants: two teams (5 students each) from grades 2 and 3; fans - children, teachers.

Progress of the lesson.

To the accompaniment of autumn music, children enter the hall, stand in a semicircle and sing ditties on autumn theme:

Speech therapist: Good afternoon, dear guys, dear guests! Today we gathered for a speech therapy game dedicated to, as you may have guessed, a wonderful time of year - autumn, and the game is called “Autumn Kaleidoscope. Two teams of 2nd and 3rd grade students will take part in the competition. I hope that the game will be interesting and educational. Now let's greet our teams.

We are autumn ditties

Let's sing it for you now!

Clap your hands louder

Have fun!

How beautiful everything is all around

Golden autumn day:

Yellow leaves are flying,

They rustle underfoot!

Autumn is a damp time,

The rain is pouring down from above.

People are more likely to disclose

Multi-colored umbrellas!

Autumn is a wonderful time,

The kids love it very much!

We go to the forest with baskets,

We find a lot of mushrooms there!

We love beets and carrots

And there is cabbage too,

Because vitamins

In vegetables and fruits!

Autumn, golden autumn,

It's good that you came!

You and apples, you and honey,

You brought bread too!

It's getting cold outside,

I need to put on a jacket.

Autumn suggested this

Sing ditties about her.

Speech therapist: To my left is the Dubochki team. Guys, what is your motto?

“We are fighting oak trees,

We love to fight.

And with “Klenochki” we are ready

We compete.

Speech therapist: guys, from what tree did you come to us?

Children: from oak.

To my right is the Klenochki team. What's your guys motto?

We are funny "Klenochki"

Let's not let ourselves get bored.

With pleasure we will

Answer questions!

Speech therapist: What tree did you guys come to us from?

Children: made of maple.

Speech therapist: your fans also prepared parting words:

4th grade:

We wish the guys

Don't be bored and don't yawn,

To questions from a speech therapist

Answer quickly.

Speech therapist: Now I will remind you of the rules of the game, consisting of 7 rounds. For each completed task you will receive a piece of paper; the team that earns the most sheets will be considered the winner.AND So, round 1 – warm-up.

“Pick 5 signs.”( 1 slide – photo of autumn).

What's autumn like? – (children select feature words from the words provided)

Speech therapist: team captain name the words...

Children: the captain names the selected words.

Speech therapist: Now let's move on to the second round of our game. (form possessive adjectives) “Trees and leaves?”

(3 slide: encrypted words)

Speech therapist: guys, the names of the trees are encrypted here. You need to find them and write them down in your notebooks.

Children: (perform the task).

Now I will show each team in turn the leaves, and you must name which leaf it is (for example, a poplar leaf - a poplar leaf):

Birch leaf - ……..

Maple Leaf - ……..

Rowan leaf - .....

Oak leaf - ………

Linden leaf -…….

Aspen leaf -……..

Speech therapist: Round 3 “Words in reverse.” Task: pick up a certain word the opposite meaning and complete the sentence:

In summer the sky is bright, and in autumn ………(gloomy)

In summer the day is long, and in autumn ……….(short)

In summer the clouds go high, and in autumn……(low)

In the summer people raise crops, and in the fall………(clean up)

In summer the wind is warm, and in autumn……..(cold)

In summer people grow crops, and in autumn……. (removed)

Children come out and sing the Harvest song with movements.

Let's go to the garden

we will reap the harvest (steps in place)
We will pull carrots (depict pulling out a carrot)

And we'll dig up some potatoes. (imitate movements)
We will cut a head of cabbage - (depict cutting cabbage)

Round, juicy, very tasty. (shows shape with hands)

Let's pick a little sorrel (they depict how sorrel is torn)

Let's return to the house along the path. (walk in place)

Speech therapist: Round 4 “Unravel the sentence.”

Here are cards with words that are confused. Try to unravel the sentences by arranging the words correctly.

2nd grade:

Autumn has arrived, golden. 2. It’s raining, cold, coming.

3rd grade:

The trees, the leaves, turned yellow. 2. Vegetables in the garden, ripe, healthy.

Speech therapist: Round 5 “Collect vegetables and fruits.”

Guys, in the fall we harvest a very healthy harvest of vegetables and fruits. Now we’ll check whether you can distinguish between vegetables and fruits. The Dubochki team fills the basket with vegetables, and the Klenochki team fills the basket with fruits. The team that completes the task correctly first will win.

Speech therapist: Round 6 “Migratory? Non-migratory?

Speech therapist: round 7 " Make a cut picture “Autumn” from puzzles ».

Speech therapist: Guys,On the table in front of you is everything you need to create an autumn landscape. And when you have a landscape, try to compose a story using a graphic diagram.

Speech therapist: Now let’s look at the landscapes of our teams and evaluate their work.

Speech therapist: Our game has come to an end. Let's summarize.

Speech therapist: thank you guys for good game! Always try to speak beautifully, clearly and clearly! Goodbye friends, see you again!

I consider one of the most important goals of the lesson, and of all correctional work with childrensensory education, the formation of sensory cognition based on the development of sensations and perception. A classroom was specially decorated for the lesson “Golden Sorceress – Autumn”. Yellow autumn leaves, a bright title on the board, the autumn outfit of the speech therapist teacher, objects used during the lesson (a bright scarf, a basket of apples) - all this corresponded to the theme of the lesson. In addition, the lesson used object pictures and special equipment to develop phonemic awareness, sound analysis, tactile perception. These devices are systematically used on correctional classes. The musical accompaniment, thought out and prepared by music teacher M.S. Kanninen, greatly decorated and enlivened the lesson. The musical and motor pauses she prepared corresponded to the theme of the lesson and were performed by the children emotionally and with pleasure.

In the first part of the lesson, I attracted the children’s attention by expressively reading a poem about autumn, while using “magic bags” with bulk products to develop children’s tactile perception. The creation of an emotionally positive background was facilitated by the implementation articulatory gymnastics to musical accompaniment. After that, I tried to convey to the students the goals of the lesson in an accessible and emotional way.

In the second part of the lesson, I activated the children’s attention with correctional and developmental games “Catch the sound in a word”, “How many syllables are in a word?” The purpose of these games was to develop children's sound-syllable analysis and phonemic perception. Students sang a song about autumn with movement exercises aimed at developing gross motor skills. The timely inclusion of logorhythmic exercises for the development of articulatory and finger motor skills contributed to the relief of muscle tension, switching to another type of activity, maintaining interest and a favorable emotional background of the lesson.

In the third part of the lesson, work was carried out on automating the sound L in spontaneous speech. The students took turns reciting poems about autumn. This made it possible to hear that they pronounced the sound L in speech correctly. The “Magic Chest” game had the goal, in addition to the development of phrasal speech, to develop tactile perception and memory. At this stage, work was carried out on the vocabulary - grammatical categories: formation of relative adjectives (weather in autumn - autumn); agreement of adjectives with nouns (good horse, magic mirror); the use of nouns in indirect cases, the use of prepositions. At the end of the lesson there was a mobile music game"Magic scarf"

The surprise prepared at the end of the lesson caused a special emotional uplift among the students. You should have seen the surprise and joy of the children when, at the end of the game, they discovered a basket of ruddy apples under Autumn’s scarf! The little students left the lesson happy and rested.

Traditionally, my main focus is on students in grades 1-2. I try to work with them so that they master literacy as successfully as possible, so that the speech defect does not subsequently affect writing and reading. At the stages of automation and differentiation of sounds, I unite students into groups, while taking into account the structure of their speech defect. Registration and removal of children from speech therapy registration is carried out continuously throughout school year, as their speech improves and corrects. I constantly communicate with teachers, attend lessons, and monitor the process of developing writing and reading. Everyone possible ways I try to get support and help from my parents. The best form here is when a parent comes to me for a conversation or a lesson with their child, and I can show how I practice, what we do, and how to practice at home. And we, together with our little pupils, share the joy of success with their parents in open classes.

Extracurricular speech therapy session "Golden Sorceress – Autumn » for first grade students (1st quarter). Conducted together with a music teacher.