How to make sound houses on the wall speech therapist

Do-it-yourself didactic manual “Sound houses for learning consonant sounds”

In group and individual classes in preparation for learning to read and write, speech therapists teach children to distinguish between hard and soft consonant sounds. For children with SLD, consolidation of this material causes difficulties, and at the end of the lesson, the child finds it difficult to answer in which house this or that sound lives. The houses that I propose to make can be touched, crushed softly, or knocked on hard ones. When a child “tests” an object, the characteristics and qualities of the object will be remembered better and easier. When introducing children to a particular subject, it is necessary first of all to ensure its active perception. For these houses you can pick up cards for consonant hard and soft sounds; children, unnoticed by themselves, in games will learn the material that the teacher-speech therapist gives them. What will this give us? Goal: To teach by playing Objectives: 1. The child will consciously develop the perception of consonant hard sounds and soft sounds. 2. Children will learn to correctly use the terms “Hard consonant” and “Soft consonant”. 3. The skill of denoting sounds with conventional symbols is instilled. 4. Develop the skill of sound analysis of words. Materials that we will need to make the houses: • Thick green felt, size A4; • Foam rubber size A5, 5 cm thick; • Pencil, ruler, thread, needle, scissors, stationery knife; • Glue gun and hot glue; • Wooden house blank (sold in art stores, price 180 rubles) • Blue acrylic paint, brush, glossy acrylic varnish. • Zigzag braid, green and blue, 2 meters each.

Progress

Stage I: Take measurements from the wooden house, draw the details on green felt, leaving seam allowances. Trace 1 part of the house on the foam rubber and cut it out using a stationery knife. Indicate all details (sign). Cut out the pieces, then sew the seams facing out with green thread. Glue the roof with a glue gun.

Stage II: Prepare a brush, paint, and a wooden house for painting. The wooden house was painted blue and dried for 2 hours. Then we cover it with acrylic varnish and leave it to dry for 4 hours.

Stage III: When the houses are almost ready, using thermal glue and a glue gun, we hide all the seams of the green house under the green braid. We glue the tape along the outline of the house, and also make the outline of the window. We also decorate the blue house with blue braid along the outline.

Stage IV: The houses are ready and ready to go.

I hope my work will not leave you indifferent, I will be grateful for your vote! I wish you success !

Speech therapist workshop. Manual “House for Sounds”

The work of a speech therapist is a creative search that facilitates and guides the process of developing a child’s speech. To increase the effectiveness of classes, speed up the process of producing sounds, and most importantly, to make learning conscious, non-standard approaches and innovative technologies are needed.

Plasticine therapy promotes the development of motor skills, coordination of movements, and precision in performing actions. In educational activities, ordinary plasticine is used as an element of preparatory work for producing sounds.

During the first two lessons of each new corrected sound, the speech therapist teacher, together with the children, sculpts (models) a plasticine tongue. By performing the tongue model, children stimulate the receptor zones of both hands, which has a positive effect on speech development.

We’ll make a “House for Sounds” from plywood, or from a candy box, but it’s not reliable.

This is the kind of benefit we got.

Our house has 4 windows:

1) voluminous lips

2) voluminous tongue

3) correctable sound, you can also put a strip of pink or blue napkin in the window, depending on the air stream of sound

4) toy - a symbol of sound

“House for Sounds” - for a group of whistling sounds:

When pronouncing the sound C, the first articulatory sign is the lips extended into a smile; the distance between the teeth is 1 mm. The second articulatory feature is the tongue - a slide.

“House for Sounds” for a group of hissing sounds:

When pronouncing the sounds Ш and Ж, the first articulatory feature is the lips extended forward like a “donut”, the distance between the teeth is 4-5 mm. The second articulatory feature is the tongue - the “cup”.

“House for Sounds” for the sound “L”:

A distinctive feature of this model is the lips in an open smile, that is, the distance between them is 1.5 - 2 cm. The tongue is spoon-shaped.

“House for sounds” for the sound “R”:

In the methods of producing this sound, it is noted that if the child pronounces the upper “Sh” and “Zh” correctly. getting fricative P is not difficult. Considering these similarities, the windows of the “House for Sounds” are filled out as follows:

1) voluminous lips model - as for the sound Ш

2) volumetric tongue model - as for the sound Ш

The use of materials from the “House for Sounds” workshop will allow you to conduct an interesting lesson. In the process of modeling, children not only have fun, but also improve their fine motor skills.

On a plasticine tongue you can easily convey the shape and position of the tongue, its dynamics.

"slide" or "cup"

narrow tongue - “needle” or wide tongue - “scapula”

2. Tongue position:

3. Dynamics of language:

how the lateral edges of the tongue are formed

how the tongue rests. pushes off

This homemade manual evokes a lot of positive emotions, classes are held with high motivation.

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Preview:

Didactic manual for the development of phonetic-phonemic concepts “House for Sounds”

Description: A manual for the development of phonetic-phonemic concepts is intended for classes with children 5-7 years old. The game can be used both in subgroup and individual lessons. The use of visualization in the formation and correction of phonemic analysis contributes to a more solid assimilation of the material. Based on sound symbols, children learn to recognize sound as a unit of speech on a visually effective basis. The sound characterization chart helps children learn the term “sound.” During the lessons, children will learn to characterize any sound. Children develop the ability to hear themselves and feel the movements of the organs of articulation. Thus, stable associative connections are formed between the acoustic image of the sound, its articulatory structure and the term.

Goal: Developing the ability to compose a sound characteristic based on a diagram.

1. A set of special symbols to indicate vowels and consonants (manual by T.A. Tkachenko)

2. A set of pictures with symbols of speech sounds (manual by Z.E. Agranovich)

3. Sound house. Preparation method. On an A4 sheet of paper we draw a house on the right, 5 circles on the left and laminate it with transparent self-adhesive.

Using double-sided tape, glue a transparent pocket onto each circle.

4. Pictures-schemes for characterizing sounds.

— Red circle (vowel sounds). — Blue circle with a bell (voiced hard consonant sounds). — Blue circle with a crossed out bell (consonants, dull hard sounds). — Green circle with a bell (consonantal voiced soft sounds). — Green circle with a crossed out bell (voiceless soft consonants).

5. Subject pictures for fixed sounds.

Game "Tell about the sound"

Objectives: Teach children to give detailed descriptions of speech sounds. Teach children to differentiate sounds depending on their characteristics. Task options: 1 task An adult inserts the sound symbol [Zh] (manual by Z.E. Agranovich) into the window of the house and says: Today a funny beetle is flying to visit us and sings a song: “Zh-zh-zh.” Repeat this sound. Today he will live in our house.

When we pronounce the sound [Zh]: - the lips are stretched out like a donut, a mouthpiece, - the tip of the tongue is raised behind the upper teeth, - the lateral edges of the tongue are pressed against the upper molars, - a strong, smooth air stream flows in the middle of the tongue. Now put your hand on the neck and pronounce the sound [Zh]. The neck “trembles”, vibrates: If the neck trembles, then a ringing sound is running. - The sound [Zh] is a consonant, always hard, sonorous. We will denote the sound [Zh] with a blue chip with a bell.

The adult invites the children to repeat the characteristics of the sound, find the desired chip and place it in the pocket above the picture. In this way, any sound can be characterized as it is studied.

Task 2 An adult lays out pictures on the table with symbols of speech sounds (Z. E. Agranovich), oppositional in deafness - voicedness, inserts a chip-scheme into a pocket on the roof and invites the child to choose a picture-symbol of a sound that matches the scheme.

The child gives a detailed description of the sounds, relying on the acoustic-articulatory image of the sound and selects the desired picture.

Task 3 An adult lays out pictures on the table with symbols of speech sounds (Z. E. Agranovich), oppositional in softness - hardness, inserts a chip-scheme into a pocket on the roof and invites the child to choose a picture-symbol of a sound that matches the scheme

The child gives a detailed description of the sounds, relying on the acoustic-articulatory image of the sound and selects the desired picture

Task 4 An adult lays out pictures on the table with symbols of speech sounds (Z. E. Agranovich), oppositional in softness - hardness, deafness - sonority, inserts a chip-scheme into a pocket on the roof and invites the child to choose the sound that matches the scheme

Master class “Sound houses”

Visual and didactic aid “Sound House”

intended for frontal, subgroup and individual work with children 5-7 years old; aimed at developing phonetic-phonemic concepts in preschoolers.

The use of visualization in the formation and correction of phonemic analysis contributes to a more solid assimilation of the material. Based on sound symbols, children learn to recognize sound as a unit of speech on a visually effective basis. A sound characterization chart helps children learn the term “sound.”

. Children develop the ability to hear themselves and feel the movements of the organs of articulation. Thus, stable associative connections are formed between the acoustic image of the sound, its articulatory structure and the term.

Using this manual, the following tasks are solved:

1. Provide children with a system of exciting games and exercises with sounds, their graphic symbols, symbols of vowels and consonants.

“prerequisites for educational activities” in preschoolers

(FSES DO, contributing to:

•mastery of mental operations: analysis and synthesis, comparison, generalization, classification;

• formation of concepts about the mechanism of sound formation and its acoustic features based on visual, auditory, tactile analyzers, the ability to isolate sound in a word;

• mastering and using oral speech to express one’s thoughts, constructing a speech utterance in a communication situation;

• developing the ability to demonstrate strong-willed efforts to complete assigned tasks;

• development of fine motor skills and hand-eye coordination.

3. Provide practical assistance to teachers and parents in their children’s learning

phonetic-phonemic side of speech.

The sound house is made of a sheet of thick cardboard, covered with colored paper.

The color scheme of the sound houses is made in accordance with the generally accepted symbols of vowel and consonant sounds (vowel sounds are denoted in red, hard consonants in blue, soft consonants in green).

Plastic corners are glued to the house, thanks to which the pictures stick well to the aid.

Images of identical houses attract the attention of children, force them to be attentive, looking at it and seeing how they differ from each other (a letter is drawn on the image of smoke)

To complete the task, pictures with the corresponding sound were selected. Mandatory condition: the sound must be emphasized.

Houses are given to children. The teacher first pronounces the word himself, exaggerating the sound so that the children hear it. In subsequent lessons, the children themselves select pictures for their sound house. Game “What sound is lost?”
“Spread the pictures in your houses”
,
“Tell me who settled in your house?”
etc.

Thanks for introducing me to my work.

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Manual 'House of Letters'

Methodological development: Manual “House of Letters” for the development of phonemic processes in preschool children. Abstract: The development of phonemic processes is a necessary condition for the correction of sound pronunciation and a prerequisite for successful literacy acquisition. A good assistant for a speech therapist in this work can be the “Letter House” manual, which creates a playful situation during the lesson and stimulates children’s activity.

The development of phonemic processes is a necessary condition for the correction of sound pronunciation and a prerequisite for successful literacy acquisition. A good assistant for a speech therapist in this work can be the “Letter House” manual, which creates a playful situation during the lesson and stimulates children’s activity.

Description. The manual is a House with a rectangular hole cut in one of the windows. The size of the hole should be such that the child can easily put the picture into it. Above the window there is a plastic pocket - a “balcony”, into which the letter is inserted. The back of the roof is attached to the House using Velcro and folds back when you need to get the pictures.

The house can be used to teach children the following skills:

1) Determining the presence of a sound in a word.

Children are asked to choose “letter gifts” from a set of pictures and place them in the window. The letter “likes” only those gifts that begin with its sound. (Options: end with a given sound, the sound is in the middle of the word)

2) Differentiation of hard and soft consonants.

If there is a letter on the balcony “in a blue dress”, we select words with a hard sound, if in green - “with a soft sound”.

3) Syllable analysis of a word, determination of a stressed syllable.

Children are asked to choose pictures with a certain number of syllables or with a certain stressed syllable (a syllable diagram is placed on the balcony).

4) Sound analysis of the word.

Children are asked to choose pictures that correspond to a specific sound pattern.

In each case, in addition to choosing pictures, it is useful to invite children to come up with a word and draw their own picture.

Children who can read and write can put a card with a written word in the window. Children who have not firmly grasped the image of a letter can be asked to draw and give the letter its portrait.

As an example, we give a plan for a speech therapy lesson in a middle group using the “Letter House”.

Topic: “Sound and letter A.”

1. Introducing the letter A. The letter appears from the house and is placed on the balcony. 2. Introduction to sound A. Characteristics and articulation of sound. 3. Isolating a sound from a series of vowels. Game "Clap your hands when you hear A." 4. Determination of the first vowel sound in a word. Selection of pictures for sound A. Game “Give a gift to a letter.” Children put pictures in the house. 5. Dynamic pause. 6. Recalling words starting with sound A. “What’s in the house?” 7. Development of mental processes (memory, attention). Games with pictures “What’s missing? What changed?" 8. Work on syllable structure. Clap picture names syllable by syllable. 9. Development of phonemic representations. Independent selection of words for the sound A. “Come up with and draw a picture for the letter.” Children put their drawings into the house. 10. Completion of the lesson. Letter A praises the children and hides in the house.

According to our observations, children are attracted both by the play situation and by the process of lowering pictures into the window of the house. Work organized in this way increases the desire to find the right picture, choose a word on your own, and increases children’s interest in the activity as a whole.

Didactic multifunctional speech therapy manual “Houses”

Currently, the number of preschool children with speech development disorders is increasing. Changes in indicators occur both in quantitative and qualitative terms: every year speech defects become more complex.

When entering preschool speech centers, children with delayed speech development sometimes require long-term speech therapy.

Often speech therapists, especially beginners, are in dire need of didactic and gaming aids, since repeated repetitions of the same material tire not only the child, but also the adult. And there is no escape from repetition, especially at the stage of audio automation, which can drag on for several months. And then the speech therapist has to figure out how and how to diversify the classes so that the material being worked on does not bore the child and is interesting for him. After all, only positive motivation will contribute to effective work, which will lead to the desired result.

I consider “Houses” to be one of the manuals that can help in speech therapy work. This manual allows you to solve a number of pressing problems facing the speech therapist teacher at the speech center. The manual is multifunctional, its use depends on the tasks of the speech therapist in a particular lesson.

Using the didactic manual, you can solve the following problems:

-automate the supplied sounds.

-differentiate sounds: soft-hard, voiced-voiceless, mixed in pronunciation.

- determine the place of a sound in a word (beginning, middle, end).

-determine the number of syllables in a word.

-identify a stressed syllable in a word.

-fix the gender of nouns.

The house models are cut out of plywood and covered with self-adhesive paper. Transparent pockets are made of polyethylene film. For work you will need pictures. When playing games (depending on the task), one, two, three or all four houses are used.

With the aid “Houses” the game “Place the inhabitants into your own house” is played.

Goal: development of phonemic hearing, automation of sound [p].

Picture material: pictures with different sounds.

Progress of the game: choose pictures whose names contain the sound [p] and place them in the house.

Goal: To teach children to differentiate the sounds [r] - [l].

Picture material: pictures with differentiated sounds.

Progress of the game: letters indicating sounds are placed on the roofs of the houses. Children need to find among the pictures pictures that contain the given sounds and place them in the appropriate house.

Goal: to develop in children a conscious perception of hard and soft consonant sounds, to teach children to correctly use the terms “hard consonant sound”, “soft consonant sound”, and to develop phonemic hearing.

How to play: Blue and green squares are placed on the roofs of the houses. The child takes a picture, characterizes the first sound in the word and places it in the corresponding house.

Goal: to improve the ability to distinguish between voiced and voiceless consonants by ear, to develop phonemic hearing.

Progress of the game: On the roofs of the houses there is a symbol of ringing sounds - a bell and a symbol of dull sounds - a crossed out bell.

The child takes a picture, characterizes the first sound in the word and places it in the corresponding house.

Goal: To learn to determine the place of a given sound in a word (beginning, middle, end, based on loud pronunciation.

Picture material: pictures with a given sound at the beginning, middle and end of a word.

Progress of the game: On the roof of the house there is a diagram of three squares: in the first house the first square is filled in, in the second - the second, in the third - the third. Children need to place the pictures in the corresponding houses.

Goal: To teach children to determine the number of syllables in a word.

Picture material: pictures with different syllable structures.

Progress of the game: On the roof of the trailer there are diagrams indicating one syllable, two syllables, three syllables. Children are asked to count the number of syllables in a word and place the pictures in the corresponding houses.

Goal: To teach children to identify the stressed sound when pronouncing a word.

How to play: On the roofs of the houses there are diagrams of words with emphasis on the first, second and third syllables. The speech therapist asks the children to determine which syllable the stress falls on, and accordingly, move the residents into houses.

Purpose of the game: teach children to classify objects.

Picture material: pictures with animals, insects, flowers, birds, vegetables, etc.

Progress of the game: The speech therapist offers to help the children place the pictures in the houses so that in one house there are pictures from one “family”, in the second – from another, and in the third – from a third.

Purpose: fixing the gender of the noun.

Progress of the game: on the roofs of the houses there are pictures depicting a boy, a girl, the sun and a boy with a girl. In the girl’s house there are pictures about which you can say “mine”; in the boy’s house there are pictures consistent with the word “my”; my sun"; the boy and the girl are “mine.” Children need to place the pictures in the corresponding houses.

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Fun Velcro Letter Houses

The developmental didactic manual Carpet Designer Houses for Letters with Letters is an excellent opportunity to teach your child to distinguish vowels and consonants in an interesting way and to remember letters. The figures are easily attached to the houses using Velcro. The game has been successfully used in kindergartens for a long time.

Carpet designer - realism and quality:

The set includes:

How to play?

Place the letters in the correct houses: vowels and consonants. You can do this in turns, you can arrange a competition among the children, give each one a house to see who can fill theirs the fastest. Or an adult shows a letter - whoever guesses correctly first takes it. You can also ask about consonants: voiceless-voiced, about vowels: one sound or two.

Letters come to visit

Let's start learning to read. Bring the vowel letter to visit the consonants, let it sing a song paired with each of them. Then, on the contrary, some consonant goes to the vowels in the house. Encourage your child to choose a letter on their own to increase interest in the activity.

A fun game for remembering letter names. We take a few letters and let them out to play on the grass. We pronounce the names of everyone. Next we will attach a cloud, symbolizing the beginning of rain. And now we begin to call the letters to the house by name: “Letter A, run home, it’s starting to rain.” The child will help with the letters. Change places.

We tell a story by adding words made from letters. This can be either a well-known fairy tale or an invented plot. For example, a chicken laid an EGG. The word egg must be completed and written by the child.

Right or wrong

Playing teacher. We post words with mistakes that are funny and understandable to the child: instead of SUP - SIP, let him try to correct them.

Master class on making a didactic game “Sound Houses”

To create a didactic game we will need:

• Letters-sounds printed on thick cardboard (letters in red indicate vowel sounds, blue - hard consonants, green - soft consonants, red-green - letters consisting of two sounds)

• Icons – bells, crossed out and not crossed out – to indicate the ringing and dullness of a sound.

• Ruler, utility knife, scissors and glue stick.

Sounds:

Vowel sounds: [a], [o], [u], [e], [s], [i],

Designate two sounds: [i], [e], [yu], []

Consonant hard sounds: [n], [m], [l], [r], [b], [v], [g], [d], [zh], [z], [p], [f ], [k], [t], [w], [s], [x], [ts]

Soft consonant sounds: [n], [m], [l], [r], [y], [b], [v], [g], [d], [z], [p], [f ], [k], [t], [s], [x], [h], [sch]

Using a utility knife and a ruler, cut out the letters from cardboard.

Using scissors, carefully cut out the letters.

We also use scissors to cut out bell icons, crossed out and not crossed out.

We divide consonant sounds into voiced and voiceless. The following sounds are voiced: [n], [m], [l], [r], [y], [b], [c], [d], [d], [z], [z], The following sounds are deaf: [p], [f], [k], [t], [sh], [s], [x], [ts], [ch], [sch]. We glue the crossed out bell icon to the voiceless sounds, and the uncrossed bell icon to the voiced sounds.

We make “houses”

for sounds. We divide a box of a suitable size into three parts. We highlight each part with the appropriate color: red for vowels and letters consisting of two sounds, blue for hard consonants, green for soft consonants. We make the lid of the box. The didactic game is ready.

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On the topic: methodological developments, presentations and notes

Helps children improve their ability to count the number of sounds in a word in a playful way.

An educational and methodological guide to familiarize preschoolers with musical notation, the development of pitch hearing, musical memory and perception, and color vision of sounds.

The game trains children in the ability to count the number of sounds in a word.

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Source

Game “Where are you, sound?”

An adult hands out pre-cut houses to the players. The parent asks questions like: Sound Zh, where are you? Sound Oh, where are you? Sound L, where are you? Sound Sh, where are you? and so on. The child, having heard a sound whose phonemic characteristics correspond to the symbols on his house, answers: I’m here!

Legend: House 1: Red color – vowel sound. An “open window” means that the air stream leaving the mouth does not encounter an obstacle. "Bell" is a ringing sound.

House 2: Blue color – hard consonant sound. “Closed window” means that the air stream coming out of the mouth encounters an obstacle. "Bell" is a ringing sound.

House 3: Green color – soft consonant sound. “Closed window” means that the air stream coming out of the mouth encounters an obstacle. "Bell" is a ringing sound.

House 4: Blue color – hard consonant sound. “Closed window” means that the air stream coming out of the mouth encounters an obstacle. “Huge ears” is a dull sound.

House 5: Green color – soft consonant sound. “Closed window” means that the air stream coming out of the mouth encounters an obstacle. “Huge ears” is a dull sound.