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”.

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Preview:

Abstract speech therapy session 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 most long 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 inedible mushrooms do 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 to 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.

We walked, walked, walked,	Marching in a circle, holding hands
	on the belt.
We found a lot of cranberries.
One two three four five,	They march in a circle again.
We're going to look again.	Leaning over right hand touch-
	raise the toe of your left foot without bending your knees.

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

- additional material on the topic "Mushrooms".

Nouns:

boletus, boletus, boletus, fly agaric, chanterelle,russula, mushroom, leg, hat, forest, clearing,

moss, stump, basket, butterdish, honey fungus, flywheel, milk mushroom, saffron milk cap,wave, toadstool, mycelium, thicket,

basket, mushroom picker,strawberries, currants, gooseberries, raspberries, blueberries,lingonberries, cloudberries, cranberries,

strawberries, compote, jam.

Verbs:

grow, stand, hide, blush, grow, cook,collect, cook, cut, dry, salt,

marinate, get lost, holler.

Adjectives:

white, red, red, small, old, edible,inedible, wormy, mushroom (rain, summer,

clearing, year), raspberry, strawberry, blueberry, lingonberry,cranberry, cloudberry, strawberry.

Adverbs:

near, far, close.

Finger gymnastics

BASKET WITH BERRIES

That's a basket - that's a basket! There are gooseberries in it, There are raspberries in it, And wild strawberries, And garden strawberries, There are lingonberries and blueberries! Come and visit us! The berries that we find in it, There is nothing healthier and tastier! WITH . Vasilyeva

(Feign surprise,spread their arms to the sides.) (Fingers bend, startingfrom large, at the same time on the right and left hands.) (Do invitinggesture - movement of hands on myself.) (Alternately rhythmicallyhit with fist and palm with palm .)

Coordination of speeches with the movement “We are going in the spring” forest"

Goals: teach to coordinate speech movement, developcreative imagination, consolidate in speech

nouns -names of mushrooms, develop fine motor skills.

We are going into the autumn forest. And the forest is full of miracles! It rained in the forest yesterday- This is very good. We will look for mushrooms And collect it in a basket. Here are the butterflies sitting, On the stump - honey mushrooms, And in the moss there are chanterelles, Friendly sisters. “Boletus, milk mushroom, Get into the box! Well, and you, fly agaric, Decorate the autumn forest." I. Mikheeva

(They march in place.) (Spread their hands in sides are “surprised.”) (Shaking palms both hands.) (Clap their palms.) (Place palm toforehead, they look at one,then in the other direction.) (Bring their hands together in front of them- "basket".) (Fold one at a timefinger on both hands simultaneously for eachname of the mushroom.) (They make alluring hand movements.) (They threaten with the indexfinger of the right hand.)

Patter

Goals: develop general speech skills: clarity of diction,correct pronunciation, correct

Progress of the game. The teacher offers the children a competition: whowill pronounce the tongue twister faster and more correctly.

The stumps have five honey mushrooms again.

Dialogue

Goal: develop general speech skills, work onintonation expressiveness of speech.

-Were you and I walking?

- Let's go.

-Have you found the boletus?

- Found.

-Did I give it to you?

- Gave.

-Did you take it?

-I took it.

-So where is he?

-Who?

-Boletus.

-Which?

-Were you and I walking?

- Let's go.

Etc.

Game "Who's Lost?"

Goals: develop auditory attention.

Progress of the game. The teacher says: “Imagine that you and ILet's go into the forest, someone gets lost and shouts “Aw!”

One of the children turns his back to the bone. Children take turnssay "Aw!" with different

Game "In the Forest"

Goals: activate and enrich children's vocabularylexical topic “Mushrooms”.

Progress of the game. The teacher invites the children to listen to the storyand supplement it. You can put it in front

childrenpicturesimage of mushrooms.

Autumn has come. You go into the forest and gasp. Trees inthey stand in golden attire and break through the branches

solar rays. Look around and understand - it’s not for nothing that they say thatautumn forest with gifts

rich. Here red caps flash under the aspen tree. This is friendlyfamily. And under the birch tree there are slender (...)

are standing. You'll go further intoforest and you will see red caps in the moss. You will part the moss with your hands, and there

sisters-(...) hid. What is this mushroomAre they sitting on a stump? Experienced mushroom picker right away

will understand what it is (...). But the luckiest one will be the one who is in the depths of the forest important mushroom

will find - (...).

I. Mikheeva, S. Chesheva

A game “What kind of brew? What compote?”

Goals: develop grammatical speech (educationrelative adjectives, agreement

adjectives withnouns).

Hodigames. The teacher invites the children to answerquestions from the girl Katya. You need to follow

correctness use of endings (raspberry jam, raspberry compote).

Autumn is the time for preparations. Katya and her grandmother decidedstock up on sweet jam for the winter and

fragrant compote.Early in the morning they walked through the forest with berries. The path lay ahead not close.

“Grandma,” asked Katya. “If my malinaLet's put it together, what kind of compote will you get? (...) And the jam

which? (...)

“What if we find blueberries,” Katya continued to think.

What kind of compote will you get? (...) What kind of jam? (...)

Well, what if we come across lingonberries? What kind of compote will we cook?(...) What kind of jam? (...)

My favorite cranberry jam. Guess which one? (...)

And I love cloudberry compote. Guess which one? (...)

So the grandmother and her granddaughter approached the clearing unnoticedke, on which there were apparently strawberries.

Which Grandma will make compote? (...) What kind of jam? (...)

S. Chesheva

Game "Extra Berry"

Goals: learn to recognize familiar berries and assign namesberries to reinforce the concepts of “forest” and

"garden berries"; train in identifying the presence of sound [a] in a word places in it

(beginning, middle, end), develop visual attention.

Progress of the game. The teacher displays pictures withimage of berries (for example: cranberries,

blueberries, strawberries),asks to name the berries and say which berry is the odd one out. Educatorasks every child

explain your choice.

For example:

Extra strawberries, because they are garden berries, and all the rest are forest

The child determines whether the name of the berry contains the sound [a] and vwhat part of the word it is in.

Words: lingonberries, strawberries, raspberries, wild strawberries, cranberries,currants, blueberries, gooseberries.

Game "Make a diagram"

Goals: consolidate the skill of analyzing sentences into words.

Hodigames. The teacher invites the children to listensentences, count the number of words

draw diagrams. Reminds me that sentences may contain “small”words" are prepositions.

For example:

The autumn forest is rich in gifts.

There are a lot of strawberries in the forest clearing. UnderA boletus hid behind a spruce branch. Onsour cranberries are ripe in the swamp.

Game "Collect mushrooms"

Goals: improve phonemic processes, teachselect words for a given sound.

Hodigames. The teacher puts a small box in front of the childrenwritten on it with the letter “n” and suggests

put children in itonly those mushrooms (dummies, pictures) that have a sound in their name[n].

Words: honey fungus, butterfly, boletus, boletus.

Puzzles

Goals: develop auditory attention, auditory memory, teachcoherent monologue statement

(interpretation of the riddle).

Progress of the game. The teacher makes a riddle, the children guess.One of the children explains its meaning.

The rest complement.Then everyone learns any riddle together.

I greet you with a brown hat.

I a modest fungus without any embellishment.

Under I found shelter with a white birch tree.

Tell me, children, what's my name?

(Boletus)

In the autumn forest in September

IN boring rainy day

The mushroom has grown in all its glory,

Important, proud.

His house is under the aspen tree,

He is wearing a red hat.

Many people are familiar with this mushroom.

What should we call it?

(Boletus)

Red hat, polka dots on the hat,

Short skirt with a white leg.

A beautiful fungus, but it won’t deceive you,

Whoever knows about it will not touch it.

All people have known for a long time

That the mushroom is filled with poison... (fly agaric).

Text for retelling

Mitka picked up so many mushrooms that it was impossible to bring himhome. He put them in the forest. At dawn Mitka

I went to get some mushrooms.

The mushrooms were taken away, and he began to cry. His mother told him:

Why are you crying? Or did cats eat our cakes?

Then Mitkes became funny, interpolitsuslezuisam laughed.

L. Tolstoy

Questions:

Why did Mitya leave the mushrooms in the forest?

What happened this morning?

What did mom say?

Text for retelling

BROTHER AND YOUNGER SISTER

Sanka and his little sister Varya are walking out of the forest. We dialedstrawberries are carried in boxes.

My grandmother looked and chuckled:

Well, Sanya... Little Varya has scored more than you!

Still would! - Sanka answers. - She doesn’t have to bend over, that’s it.and gained more.

Sanka and Varya are coming out of the forest again, dragging baskets of mushrooms buttery.

“Well, Sanya,” says the grandmother. “It’s small.” gained more.

Still would! - Sanka answers. - It’s closer to the ground, that’s it dialed.

The third time they go to the forest of Varyai and Sanka.gather. And I went with them.

And suddenly I see Sanka, unnoticed by Varya, pouring her someberries in a box. Varya will turn away, and he will take it

will add...

Let's go back. Varya has more berries, Sanka has fewer.

Grandma meets.

So what? , - says, - Sanya... Raspberries are highgrowing! It’s easier for you to reach, but Varya gained more!

Still would! - Sanka answers. - Varya is a great guy,

Varya is our worker. You can't keep up with her.

According to E. Shim

Questions:

What did Sanka and Varya carry in the box?

What did grandma say?

What did Sanka answer?

What did Sanya and Varya collect in the forest for the second and third time?

What did Sanka answer to his grandmother every time?

Why do you think Sanka slipped Varya some berries?

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 on the 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 high level child's 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 cook 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 - zucchini 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 all make mushroom caviar together: we 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 a 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 many words as possible - descriptions. Help the children choose expressive words, describing 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 frequently hear the correct forms of 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: delicious mushroom salad? No! As we say about salad: delicious mushroom salad. So, what is it?”)

— fresh fragrant delicious - is it a soup or a casserole? Right! What would we say about the casserole? A 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: Also include “penalty” pictures in the set of cards - poisonous mushrooms. If the child finds out inedible 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, with large group 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 counting.

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 prepare many delicious dishes from it: (list of dishes, known to the child). Guess what kind of mushroom this is?” (chanterelle)

First, the adult makes riddles for the child, and then the child can make riddles for you. similar riddles. If it is difficult for him to construct the text of the riddle, then help the baby:

A) by setting the beginning 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 turn out to be 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 sample 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 little story, your little one completes the words to complete 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!

All pictures from this article for games and activities with children on the topic “Mushrooms” can be downloaded for free in 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. File with pictures is called “Theme Mushrooms” (tema-gribi).

I wish everyone an interesting journey into the world of mushrooms with their 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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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 (formation of relative adjectives, antonyms, formation of plural nouns; composing simple sentences and distributing them with adjectives);

Correction and development 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 the 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

Found 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 cheerful "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: choose the opposite meaning of a certain word 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 song “Harvest” 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 placing 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, bright title on the board, autumn outfit 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 subject pictures and special equipment to develop phonemic perception, sound analysis, and tactile perception. These devices are systematically used in correctional classes. The musical accompaniment, thought out and prepared by music teacher M.S. Kanninen, greatly embellished 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 performing 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 lexical and grammatical categories: the 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.

Summary of an integrated lesson in high school speech therapy group"Formation of the lexical and grammatical structure of speech with elements of literacy training with children with special needs" on the lexical topic "Mushrooms."

Mitrokhina Elena Livievna,

teacher speech therapist

highest qualification category

MAUDO of the city of Yalutorovsk

"Kindergarten No. 8"

Correctional educational goals:

1. Clarification, expansion and activation of the dictionary on the topic “Mushrooms” (forest, mushroom, basket, leg, cap, boletus, boletus, boletus, chanterelle, fly agaric, honey fungus, russula, collect, poisonous, edible, mushroom, mushroom, mushroom).

2.Improving the grammatical structure of speech, learning to form nouns with diminutive suffixes;

3.Reinforce the correct pronunciation of the sound [s] in syllables.

4. Reinforce the use of simple prepositions in speech: on, with, in, for, by.

Corrective and developmental goals:

1. Development of visual attention and perception, speech hearing, articulatory, fine and gross motor skills, coordination of speech with movement.

2. Improving the grammatical structure of speech: coordination of numerals with nouns, formation of nouns with diminutive suffixes.

3. Continue working on the formation of correct physiological and speech breathing.

Correctional and educational goals:

Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. Fostering love and respect for nature.

Equipment: basket with dummies of mushrooms, pictures of mushrooms, mushroom hats.

1. Organizing time:

Children enter the hall to the music of the autumn waltz.

The speech therapist meets children with a basket in their hands, in the basket there are dummies of mushrooms.

I picked a lot of mushrooms in the forest. Let's name them (mushrooms on display: boletus, boletus, boletus, chanterelle, milk mushroom).

Take one mushroom whose name you remember

The picture “Mushrooms” is displayed.

Now the one who saw his mushroom in the picture will sit down in his place.

2. A speech therapist’s story about mushrooms.

Mushrooms grow in the forest: in clearings, on the edges, under trees, in the grass and even on stumps. Mushrooms have a cap and a stalk. Mushrooms are edible and inedible (poisonous). What does "edible" mean?

3 . Today we will go to visit Masha and the Bear.

(Russian folk song “Oh, mushrooms, mushrooms, mushrooms”).

The bear sent Masha into the forest. He wanted mushroom pie. Let's help Masha pick mushrooms.

What should you take with you (basket)

4. Finger gymnastics “Mushrooms”

One two three four five! They “walk” their fingers on the table.

We let's go mushrooms search.

This finger went into the forest, They bend one finger at a time,

This finger found the mushroom, starting with the little finger.

I began to clean this finger,

This finger began to fry,

This finger just ate

That's why I got fat.

Masha walks along the path and meets a hedgehog.

And there are no visible mushrooms in the forest. ...

5. Rhythms with singing syllables SA, SY.

6. Game “Collect edible mushrooms in a basket”

The hedgehog says to Masha:

Remember, Masha, you can only collect edible mushrooms.

Children, help Masha. (Children put mushrooms in a basket, naming them). Working with an interactive whiteboard.

What kind of mushroom can be found under an aspen tree? (Children choose boletus)

And under the birch tree? (boletus)

7. Exercise to develop an air stream “Blow on the fungus.”

Children approach a forest clearing

Each of you has a fungus. He hid under a leaf.

A strong cold wind rose in the forest. Smile. Open your mouth slightly, place your wide tongue on your lower lip and blow strongly on the leaves. (S-S-S).

8 . Exercise “Call me kindly.”

Speech therapist: Clouds rolled in and it began to rain Masha was upset.

Don't worry, Masha!

This rain is mushroom.

Useful for mushrooms.

From small mushrooms

big mushrooms will grow.

Call them affectionately.

Before the rain the boletus was... (boletus)

Amanita-...

Honey mushrooms...

9.Song (with movements) Music supervisor:

It's nice in the forest in autumn, the leaves are falling.
Mushrooms gathered in a clearing near a forest. (children wear mushroom caps).

10. Exercise “Be attentive”

Go to the table, take one picture at a time.

Find someone who has the same picture and stand next to it.

Remember what mushrooms grew in the rain? Let's clap the words and find out how many parts they have: bo-ro-vik, mu-ho-mor, ry-zhik, under-be-re-zo-vik, cheese-ro-hedgehog...

Which name has two syllables? Three syllables, four syllables?

Children tie mushroom droplets to clouds.

11 . Reading syllables with familiar letters.

The fox ran and lost the letter. (Zaitsev's cube named S, last name SA-SO-SU-SY)

12.Chant“Sa-sa - sa-sa-sa - the fox came running to us,

Sy-sy - sy-sy-sy - that fox has no mushrooms.

Su-su - su-su-su - I'll bring her a mushroom.

Sy-sy - sy-sy-sy - the fox has chanterelles.

13. Polysemy of words.

- What mushrooms resemble a fox?

14. Count how many chanterelles have grown after the rain:

one chanterelle, two chanterelles... Six chanterelles

The fox collected the chanterelles and ran into the forest.

15. Working with prepositions(children need to be shown a picture corresponding to the words).

Masha decided to play with the mouse.

Now, be careful! Show the picture.

A mushroom is like a home for a mouse.

Where does she sit on it?

Where does he play for mushrooms?

Where is he jumping over the mushroom?

Where does it crawl on the hat?

Where does he hide his paws under the hat?

16. Formation of relative adjectives(mushroom, mushroom, mushroom,

It's time for Masha to return to the Bear.

And how many delicious things did the bear make from mushrooms:

Mushroom soup (what kind?) - ...

Mushroom caviar -…

Mushroom salad -…

Mushroom puree-…

Mushroom pie-

It's time for us to say goodbye!

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