Educational field: “Speech development”.
Tasks:
- To develop the ability to compose a Russian folk tale from pictures with sequentially developing action (mnemonics).
- Teach children to transfer the plot of a fairy tale into a game.
- Develop the ability to select nouns.
- Strengthen the ability to create a whole from parts.
- Cultivate empathy for a fairy tale character.
Targets:
- carefully examines the pictures based on the plot of the fairy tale, remembers and tells it;
- makes a whole from parts;
- reads poems by heart.
Integration of educational areas:
- "Social and communicative development."
- "Artistic and aesthetic development."
- "Cognitive Development".
- "Physical development".
Activities:
- speech;
- gaming;
- educational and research;
- communicative;
- motor.
Preliminary work:
- reading the Russian folk tale “The Three Bears”;
- acting out, dramatizing a fairy tale;
- board and printed games.
Means of implementation:
- mnemonic table for the Russian folk tale “The Three Bears”;
- bear tracks cut out of paper;
- illustrations for a fairy tale;
- cut-out pictures from the series “Family of Bears”;
- doll Masha;
- sports equipment - braids, exercise mats (according to the number of children), a door key;
- pictures of raspberries (according to the number of children).
Do-it-yourself mnemocard index for speech development of preschoolers “Favorite Tales”
Yulia Fedoseeva
Card index of do-it-yourself mnemotables for the speech development of preschoolers “Favorite fairy tales”
Relevance: Currently, modern technologies are taking over our lives; we can hardly imagine our day without gadgets and the Internet. The main and distinctive feature of modern society is the fact that gadgets have replaced live communication, which is becoming rare, and we are immersing ourselves deeper and deeper into the virtual world. Our phones are no longer just accessories, but psychologically powerful devices that change our lives and ourselves. In the modern world, unfortunately, parents often do not devote enough time to their children, leaving them to themselves or to electronic games that are specially given to them, while the goals can be different: the development of the child, suppressing his whims and hysterics, long waits in line, or to find some free time for yourself. All this negatively affects the development of a child’s speech, because mastering speech at an early age occurs only through live, direct communication, when the baby not only listens to living words, but also responds to another person, he himself is included in the dialogue, with all his actions, thoughts, feelings, hearing, articulation.
The time has come to admit: the use of technologies, from which we have become very vulnerable, can lead to very serious consequences; children already have the following problems:
— Poor vocabulary;
— Inability to construct a monologue, for example, a plot or descriptive story, retelling a text;
- Monosyllabic speech consisting of simple sentences (inability to construct a sentence grammatically correctly);
— Poor logical speech (inability to correctly construct a question, construct a short or detailed answer);
— Memorizing poems causes difficulties, rapid fatigue and negative emotions.
The most difficult aspect of speech is coherent speech. It is characterized by a semantic, structural and linguistic connection of parts; this is the most difficult section of training. It is quite justified, along with generally accepted techniques and principles, to use original, innovative technologies and creative methods, the effectiveness of which is obvious.
One of these innovative technologies is the use of mnemonic techniques.
Mnemonics is the most significant and effective system of various techniques that allows children to more easily perceive and process visual and auditory information, store and reproduce it through the formation of additional associations.
When familiarizing yourself with fiction and when teaching how to compose stories, I widely use mnemonics in my work. Together with the children, we talk through the text, look at the illustrations and track the sequence of a pre-prepared mnemonic table for this work. Mastering the techniques of working with mnemonic tables is built from simple to complex, and significantly reduces training time.
Applying this technique in life, the child:
Develops imaginative thinking
Developing coherent speech skills
Learns to build logical chains
Develops speech and significantly expands vocabulary
The child will be able to easily remember information
In middle and older preschool age, children's vocabulary significantly expands, and they can explain the meaning of many words. They develop coherent speech skills. Now the child not only retells what he heard, but also expresses his thoughts, reasoning and objections. It's time to consolidate and develop new speech skills by introducing children to the mnemonic table.
Dear colleagues, I present to your attention a card index of mnemonic tables “Favorite Fairy Tales”, which I developed and made with my own hands for the project on speech development “Children and Fairy Tales”
Having mastered the techniques of working with mnemonic tables , positive results will appear - children will expand their vocabulary, learn to construct a monologue, acquire skills in descriptive storytelling and retelling of text, and their cognitive activity will increase. Thus, systematic work on the formation of coherent speech in children using non-traditional techniques and methods will yield results.
Thank you for your attention!
Summary of an integrated educational activity for drawing “Favorite fairy tales” for older preschool children Integrated educational activity for artistic creativity (drawing) On the topic “Favorite fairy tales” with children of older preschool age Goal: Enrich.
Card index of games for the speech development of children in the second junior group “GUESS THE TOY” Goal: to develop the ability to find an object, focusing on its signs and actions. An adult shows 3-4 toys, a.
Do-it-yourself card index of mathematical games Goal: To develop children's interest in mathematics through play, to enable the child to grow and develop at his own pace. Mathematical. Abstract of the GCD on speech development for the senior group “The Journey “In Search of Kolobok” using mnemonic tables Topic: The Journey “In Search of Kolobok” using mnemotables. Goal: Creating a social situation of development through cognitive. Abstract of the OOD on speech development “We compose fairy tales” in the preparatory group of children with mental retardation Municipal budgetary preschool educational institution, combined kindergarten No. 3, Dankov, Lipetsk region.
Abstract of OD on speech development “Visiting a fairy tale” in the older group of children with mental retardation Municipal budgetary preschool educational institution “Kindergarten of a combined type No. 3”, Dankov Abstract of OD on speech.
Source
Wednesday, April 4, 2022
"Three piglets"
S. Mikhalkov fairy tale “The Three Little Pigs”
Genre: author's tale about animals
The main characters of the fairy tale “The Three Little Pigs” and their characteristics
What does the fairy tale “The Three Little Pigs” teach?
This fairy tale teaches us that it is better to work well once, but do a good thing, than to quickly do something that will break in an hour. It’s better to spend money once and buy something good than to buy something cheap that you’ll have to throw away in a week. This tale teaches forethought and thoroughness. Teaches you to correctly assess your capabilities and needs.
Review of the fairy tale “The Three Little Pigs”
I liked this fairy tale because its main idea is very reasonable. Not only a pig's house should be a fortress. Everything that surrounds us should be good and reliable. The piglets in the fairy tale were very different, and if Naf-Naf understood that the house should be good, then everything was done at random. If the wolf had not blown their houses away, they would have frozen in the winter.
Proverb for the fairy tale “The Three Little Pigs”
Labor feeds, but laziness spoils. Labor conquers everything. Haste does not help matters.
Summary, brief retelling of the fairy tale “The Three Little Pigs”
Once upon a time there were three little pigs who were having fun in the summer. But then autumn came and the most sensible of the piglets, Naf-Naf, suggested building a house because he was shivering all over from the cold. Nif-Nif and Nuf-Nuf refused and remained idle for a long time. But when ice began to cover the puddles, they nevertheless began construction. Nif-Nif, without hesitation, made a house out of straw, Nuf-Nuf decided to build a warmer house, and made it from branches and twigs. The piglets went to see what kind of house Naf-Naf was building and saw that he was kneading bricks and installing an oak door. Naf-Naf believed that the pig's house should be his fortress and protect him from the wolf. Nif-Nif and Nuf-Nuf laughed and began to sing songs about the wolf, and so loudly that they woke up the wolf. The ox decided to eat the piglets and opened his mouth. The piglets ran away. Nif-Nif was the first to run into his house, but the wolf blew three times and his straw house scattered. Nif-Nif ran to Nuf-Nuf's house. The piglets locked themselves in the house. First, the wolf put on sheep's clothing and pretended to be a sheep. But the piglets recognized the wolf when they opened the door and managed to slam it. Then the wolf blew three times and the house made of branches fell apart. The piglets rushed to Naf-Naf and he let them in and closed the door. The wolf decided that he would now eat all the piglets and began to blow, then shake the door, then scratch the walls, but the stone house stood dead. Then the wolf climbed onto the roof, deciding to get inside through the pipe. Naf-Naf heard the wolf and opened the lid on the pan with boiling water. The wolf fell into it, but as soon as he jumped up, he flew back through the pipe. And the piglets began to live together.
Drawings and illustrations for the fairy tale “The Three Little Pigs”
Source
Using mnemonic techniques to work on fairy tales (middle group)
Rizida Faradisovna Khakimzyanova
Using mnemonic techniques to work on fairy tales (middle group)
Lately I have been very interested in the topic of MNEMOTECHNIQUES. It is her techniques that I try to include as much as possible in my work with preschoolers.
Goal: to facilitate a simplified process of memorizing the content of fairy-tale works by consistently reflecting them in illustrations.
Tasks:
— enrich children’s visual perception through illustrated presentations of fairy tales;
— enrich and activate vocabulary;
- systematize knowledge of the contents of all familiar fairy tales thanks to free access to the album, i.e., its use by children in independent activities.
The fairy-tale works in this album are presented in the form of colorful illustrations, which are arranged uniformly, i.e.:
— illustrations for fairy tales follow each other from left to right;
— illustrations for one fairy tale can be located either on one sheet of A4 page or on two sheets.
This album can be used both in joint and independent activities of children.
The principle of working on this album comes down to the fact that the illustrations allow you to retain a certain amount of knowledge.
Part of the album’s material was presented in the form of brochures “Telling Tales from Pictures”
at the regional Fair-Exhibition of Pedagogical Innovations on March 17, 2022 and became a significant addition to the Fair ranks of MBDOU – kindergarten No. 9.
Using didactic games and exercises to work on the syllabic structure of words (from work experience) Recently, preschoolers often have difficulties pronouncing complex words. In the process of work, you have to face the fact that...
Using mnemonic techniques in speech therapy classes Preparatory and organizational stage: There are no strangers between us! We are all brothers to each other Under the cherry blossoms. This is the haiku the Japanese use when...
Didactic games using mnemonics techniques Didactic game - lotto “Who likes to eat what?” Purpose. Learn to form the accusative case of nouns. Consolidate the dictionary. The use of mnemonics in working with children of senior preschool age. From work experience. Mnemonics are artificial techniques used to remember information. Similar techniques were widely used even in pre-revolutionary times.
The use of mnemonic techniques in the development of coherent speech in children with speech impairments Humanization and democratization of all spheres of society have had a significant impact on preschool education. Mastery of the native.
Using self-massage techniques to develop fine motor skills of the hands Game self-massage is a unique tactile gymnastics, thanks to which a powerful flow of impulses from receptors located in the brain receives.
Summary of a lesson on speech development using mnemonics “Our tumbler” (middle group) “Our tumbler” (middle group) using a mnemonic table. Program content: Educational: Teach children to write a short story.
Using mnemonics for the development of speech in preschoolers Workshop on speech development (using the mnemonics method) for teachers. Objectives: Introduce colleagues to the use of the mnemonic method.
Source
Schemes and mnemonic tables in classes on teaching children storytelling in older groups.
Schemes and mnemonic tables in classes on teaching children storytelling in older groups.
One of the important areas of educational activities of preschool educational institutions is teaching preschoolers storytelling, which contributes to the development of speech and logic of thinking, education of feelings and mastery of their native language.
By the time they graduate from preschool, children must achieve a certain level of speech development, since the perception and reproduction of educational materials, the ability to give detailed answers to questions, and independently express their thoughts - all these and other actions require a sufficient level of speech development.
Preschool age is a unique period when a child’s ideas about the world around him are formed and his intellectual and mental development occurs. It is known that at an early age, visual perception dominates, so presenting information in the form of visual images is most effective in achieving results. The main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (primarily various kinds of visual models, diagrams, tables, etc.).
Research by psychologists L. Wenger, A. Zaporozhets, J. Piaget and others has established that the main direction in the development of figurative thinking, imagination, and memory is the child’s mastery of the ability to substitute and spatial modeling.
In the process of developing a child’s speech, techniques such as retelling fairy tales and short stories, composing stories based on pictures, or oral presentation of an event from life are used.
Memory is of great importance for the formation of a child’s personality, since the assimilation of knowledge about the world around him and about himself, mastery of norms of behavior, acquisition of skills, abilities, and habits is associated with the work of memory. To improve memory in children, it is necessary to develop memorization and recall techniques. This is facilitated by mnemonics.
Mnemonics, or mnemonics, (translated from Greek as “the art of memorization”) is a system of various techniques that facilitate memorization. An example of a mnemonic device is remembering the sequence of colors in the spectrum using a phrase in which the first letters of the words correspond to the first letters of the names of the colors: “Every hunter wants to know where the pheasant sits.” Such techniques are extremely effective when working with children.
A special place in teaching children storytelling is occupied by didactic material in the form of mnemonic tables and diagrams-models, which significantly facilitates children’s mastery of coherent speech; In addition, the presence of a visual plan makes stories (fairy tales) clear, coherent and consistent. Mastering the techniques of working with mnemonic tables reduces learning time and at the same time contributes to:
- development of basic mental processes - memory, attention, imaginative thinking;
- recoding information, i.e. transformation from abstract symbols into images;
- development of fine motor skills of the hands with partial or complete graphic reproduction.
A mnemonic table is a diagram that contains certain information. The image of the main characters of the fairy tale is the supporting one in the table: through them comes awareness, understanding of the fairy tale itself, the content that is “tied” around the main characters. The table can schematically depict fairy tale characters, natural phenomena, and some actions. For children of primary and secondary preschool age, mnemonic tables should be colored, since children quickly retain individual images in their memory: the fox is red, the mouse is gray, the Christmas tree is green. It is necessary to carry out preliminary work on teaching children to read symbols.
The most favorable material for teaching storytelling is a fairy tale, since its compositional clarity and unambiguous logical connections create favorable conditions for conveying content. Children encounter fairy tales in books, cinema, theater, and on television. Forgetting about everything, children are immersed in the lives of the heroes, drawing from fairy tales a lot of amazing knowledge: the first ideas about time and space, about the connection of man with nature, with the objective world. Using the example of the fairy tale “The Three Little Pigs,” we will consider the stages of working with a mnemonic table.
The first stage is reading the work. Children get acquainted with the content of the fairy tale.
The second stage is looking at the table. An analysis is made of what the pictures and symbols shown on the table mean.
The third stage is information recoding. A transformation is carried out from abstract symbols into images of fairy tale heroes.
The fourth stage is retelling. After recoding, the fairy tale is retold based on symbols (images, i.e., the memorization method is developed. In this case, the retelling of the fairy tale can be carried out by the children themselves, with little help from an adult, or retold together with the teacher (at earlier stages).
The fifth stage is a graphic sketch of the mnemonic table. At a later stage, children can reproduce the mnemonic table in their notebooks.
Mnemonic tables can also be used in work when composing stories about the seasons and seasonal natural phenomena. "Autumn winter spring Summer". At the same time, children use symbols characteristic of each season. For example: rain -, snow -, sun -, tree -.
Using symbols of the signs of the seasons allows children to create a mnemonic table about spring, autumn, winter and a story about them.
This table is the key to remembering and reproducing information: the letter “B” symbolizes spring and the signs that are characteristic of this time of year.
Modeling is also used in the older group in classes to teach children storytelling. A model is a diagram of a phenomenon that reflects its structural elements and connections, the most significant aspects and properties of the object. In models of coherent utterances, speech is their structure, content (properties of objects in the description, relationships between characters and the development of events in the narrative, means of intratextual communication.
Different types of models are used. A common model is a circle divided into three unequal movable parts, each of which represents the beginning, body and end of the story.
You can also use abstract symbols to replace words and phrases that appear at the beginning of each part of a story or argument. For example, these can be geometric shapes: a circle is the beginning of the story, a rectangle is the main part, a triangle is the ending. The functions of substitutes are explained to children. First, they learn to construct such models using ready-made well-known texts, then they learn to perceive, analyze and reproduce new texts based on the model, and, finally, they themselves create their own stories and reasoning based on substitute pictures.
When working with a model diagram, the following stages are distinguished:
— teaching children the ability to replace key words in sentences with symbols;
- learning to depict objects and natural phenomena not only with symbols, but also with letters, as well as simple words (mother, house, food) - if children know how to read and write;
- children independently fill out the model diagram with the help of signs and symbols, use the model diagram as a retelling plan;
- consolidation of the studied material by repeatedly repeating the story based on a previously drawn up model diagram.
Descriptive stories are written by children at the beginning of the lesson or at the end. To consolidate the knowledge gained, you can make albums with your children on the topic covered with stories and drawings from the children.
It is advisable to use model diagrams in the process of teaching a detailed comparison of similar objects based on a comparison of the structural features and quality of the objects. Classes on comparing objects are useful for developing the ability of future schoolchildren to accurately use a word to characterize the features of an object, develop logic of thinking, and coherence of speech when composing a descriptive story. A set of objects for comparison must have a sufficient number of compared characteristics, both differences and commonalities (color, shape, size, parts, details, purpose, material, etc.).
An example of a table model where the teacher asks children to compare a bag, a briefcase, a satchel and a backpack.
First the color is compared, then the shape, size, parts and material.
With the help of subject-schematic models, complex generic concepts are formed that have several essential features (vegetables, fruits, etc.). A schematic representation of each of the features makes them recognizable to children and makes it easy to classify objects.
Let's consider a diagram that conditionally fixes the child's attention on three essential features of the concept “vegetables”: a person grows vegetables in the garden to use them for food.
In the first part of the lesson, the teacher examines carrots, onions, cucumbers, and cabbage with the children, specifying their shape, color, size, and taste. He asks why they are useful, where they grow, who grows them, how they are prepared for the winter, what can be prepared from each vegetable, what are the children’s favorite dishes.
The goal of the second part of the lesson is to separate the features that are essential for generalization from those that are not essential and to generalize a group of objects based on the essential features. A subject-schematic model is used here; its pictures appear gradually, as each significant feature is highlighted.
After asking how carrots, onions and cucumbers can be called in one word, the teacher asks the children: “What do we call vegetables? “Usually children independently name 1-2 significant features, so the teacher is required to be able to conduct a discussion and ask additional questions.
For example, children independently identified that “we eat vegetables.” “That’s right,” says the teacher, and a card with the corresponding picture appears on the board. – But this is not enough, because we eat fish, ice cream, but are these really vegetables? “-“Vegetables are growing in the garden,” the children add. “That’s right,” the adult continues the dialogue, placing the second picture. - But this is not enough. Do they grow on their own, like weeds, or is someone specially growing them? "Another picture from the subject-schematic model takes its place. “Let's count how many essential features does the concept of vegetables have? Try to say what vegetables are, and the diagram will help you do it.”
The scheme is also used in the process of constructing the final part of the educational situation: children learn to subsume different types of vegetables (potatoes, cauliflower, radishes, beets, tomatoes, turnips, etc.) under the concept based on taking into account the entire set of essential features and away from the concept “ vegetables” related concepts (mushrooms, berries, typical fruits: apple, pear, lemon).
Further work on generic concepts in older preschool age proceeds along the lines of differentiation and division. For example, the concept of “clothing” is differentiated into winter, summer, demi-season, adult and children’s; “dishes” – for tea room, dining room, kitchen; “transport” – by air, water, land, underground, etc.
Let's consider an example of a lesson on differentiating the concept of “transport”.
In the first part of the educational situation, the general concept of “transport” previously formed among children is consolidated. Children are asked to name the objects depicted in the pictures (car, bus, boat, bicycle, steamship, helicopter, freight train, pack or harness horse with luggage or rider, etc.) and answer the question: “What are they used by people for? » The concept is clarified: “Everything that serves to transport people and goods can be called transport.”
In the main part of the educational situation, the concept of modes of transport is formed. The teacher transfers one of the pictures, for example a steamship, into a circle, conventionally indicating the sea element, and asks what other pictures can be placed in this circle. If children name and place a boat, a tugboat, a barge in a circle, the teacher asks what all these objects have in common. If there is any difficulty, he draws attention to the symbol and asks you to think about what it means: “Where do the steamship, the barge, and the boat move? “Having received an answer, the teacher introduces a new concept: “A boat, steamship, barge and other types of transport that transport people and goods by water are called water transport.”
Similarly, the concepts of “air transport” are introduced, and then “ground” and “underground transport”. The educational situation ends with a conversation about why people need all types of transport and what are the advantages of each of them.
Thus, didactic material in the form of mnemonic tables and diagrams-models makes it easier for children to master coherent speech. The use of diagrams in classes on teaching children storytelling in older groups reduces learning time and promotes the development of memory, attention, and imaginative thinking. With the help of schemes, children learn to recode information, that is, transform from abstract symbols into images. In addition, with partial or complete graphic reproduction of diagrams in notebooks, fine motor skills of children's hands develop.
Literature:
1. Belousova L. E. “Fun meetings.” Lesson notes on speech development using elements of mnemonics: Methodological manual for teachers of preschool institutions - 128 p.
2. Bolsheva T.V. Learning from a fairy tale: Development of thinking in preschoolers with the help of mnemonics. Childhood-Press, 2005.
3. Childhood: Approximate basic general education program for preschool education / T. I. Babaeva, A. G. Gogoberidze, 3. A. Mikhailova and others - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.- 528 p.
4. Krulekht M.V. Preschooler and the man-made world. – St. Petersburg. : “CHILDHOOD-PRESS”, 2002.- 160 p.
5. Polyanskaya T. B. Using the method of mnemonics in teaching storytelling to preschool children: Educational and methodological manual. - St. Petersburg. : OOO PUBLISHING HOUSE “CHILDHOOD PRESS”, 2009. - 64 p.
Master class “Use of mnemonic techniques in the development of speech of preschool children”
Irina Afokina
Master class “Use of mnemonic techniques in the development of speech of preschool children”
The purpose of the master class : to familiarize teachers with the system of methods and techniques of mnemonics as a way of developing the speech, memory and thinking of preschoolers , ensuring effective memorization of texts, preservation and reproduction of information.
Objectives of the master class :
— give the concept of mnemonics , reveal its relevance, introduce the features, principles of technology, stages of working with mnemonic tables ;
— give recommendations to teachers on the use of mnemonic tables for the development of speech of preschoolers (when memorizing poems, fairy tales)
;
— increasing the efficiency of the educational process through the use of innovative methods of work;
— intensify the activities of teachers to use effective
technologies in working with children in speech development ;
— create conditions for professional communication, self-realization and stimulation of the growth of teachers’ creative potential.
Equipment: multimedia installation (projector, screen, multimedia presentation, mnemonic tables , texts.
Handouts: mnemonics , texts of poems, stories, pictures for fairy tales, mnemonics of proverbs , felt-tip pens .
Master class structure :
1 Motivational stage (1 min.)
2 Presentation of new material (13 min.)
3 Consolidating new material (10 min.)
4 Discussion on the results of joint activities. Reflection (4 min.)
Progress of the lesson:
Voss: Guys, look how many guests came to us. Let's say hello to everyone.
Hello, our palms! (clap clap)
Hello, frisky legs! (top-top)
Hey tongues, wake up! (tsk)
Eyes, open ! (blink)
Hello, my friend, hello, my friend,
Let's bring our magic circle to life!
Give me your hand, and I'll give it to you,
And we will have fun!
Let us shout together to the whole wide world:
“Sun, hello! (wave to the sun.)
Hello guests!
(Waving to guests.)
”
Educator: Well done guys, we greeted each other. Now I’ll tell you a riddle and you try to guess it:
Nose - round
Small crochet ponytails
Three of them and what?
Friendly brothers look alike
Guess without a hint
Which fairy tale ? ( "Three piglets "
)
the piglets came to visit us
.-Tell me, guys, is the youngster a domestic or wild animal ? (children's answers)
- Why is the youngster a pet (lives next to a person)
.
Guys, we are currently celebrating “My Family”
, where we talk about our family, the family of animals.
Tell me, three little pigs are a family (Yes, because they are brothers)
Educator: And today we have an unusual activity, guys . You and I will learn to compose a fairy tale for our guests . Let's rest a little, and then remember the fairy tale about the three little pigs .
Piglet Piglet (Sitting, turn right, left, hands on your belt.
I rested myself in a barrel.
Got up on his feet, stretched, (Stand up, arms up and stretch.)
And then he sat down, bent over (Sit down, stand up, bend forward, straighten up.)
And he jumped a little, (Hands on the belt, jumping on two legs in place.)
And he walked on the spot. (Hands down, step in place.)
And then he lay down again,
But on the left side.
Educator: Well done, you had a rest, and now I invite you and our little guests to go on a fabulous journey .
Let's close our eyes and listen to the silence. Let's take a deep breath, exhale, inhale, exhale.
Educator: If a fairy tale comes knocking on the house ,
Let her in quickly.
Because a fairy tale is a bird ,
You scare it a little and it flies away.
Educator: Guys, do you like fairy tales ?
Educator: What fairy tales do you know ? Can you name them for me?
Educator: Well done guys, you know a lot of fairy tales . Have you read the fairy tale The Three Little Pigs , let's play it with you?
Educator: Guys, look, I have a magic table where our fairy tale . You will help me solve this fairy tale .
piglets, will help us with this .
Educator: Once upon a time there were three little pigs “Nif-Nif, Naf-Naf and Nuf-Nuf”
All summer they tumbled in the green grass, basked in the sun, basked in puddles.
(takes cards with piglets and places them in the cells of the table).
Educator: And then guys, I need your help. But here comes...AUTUMN
Educator: That's right, (calls the child to the mnemonic table and together they lay out a card with the signs of autumn).
Educator: Guys, our fairy tale begins to acquire its own plot, but what happened next?
Children: (children's answers)
. Nif-nif built a house from straw, Nuf-nuf from branches and thin twigs. And Naf-naf built from stones and bricks
Educator: That's right, (calls the child to the mnemonic table and together they lay out cards with the beginning of the construction of each piglet's , one by one).
Educator: Oh, look guys, who is screaming so loudly? (The voice of the gray wolf “U... uh... uh”
).
Children: (children's answers)
. This is a gray wolf screaming.
Educator: And that’s right guys, a wolf came to us from the forest (a “wolf”
).
Guys, let's find out from him why he came? (answer)
.
Educator: Yes, guys, it turns out he came to our piggy guests , but who can tell me what the wolf did in our fairy tale ?
Children: (children's answers)
.I wanted to eat
piglets .
And he began to destroy their houses. Educator: That’s right, what was the first house the wolf blew away FROM STRAW (calls the child to the mnemonic table and together they lay out a card with the wolf’s actions in relation to the straw house). The next house stood in the way of the wolf, made of twigs and thin rods. (calls the child to the mnemonic table and together they lay out a card with the actions of the wolf in relation to the house made of branches). Guys, what happened to the third house, the WOLF DIDN’T BLOW ON IT. (calls the child to the mnemonic table and together they lay out a card with the actions of the wolf in relation to the house of bricks).
Look guys, it turns out that piglets were not afraid of the gray wolf. How brave they turn out to be. Let's sing a song with them:
“We are not afraid of the gray wolf
Gray wolf, gray wolf!
Where do you go, stupid wolf,
Old wolf, dire wolf?
Educator: Well done. So we described our fairy tale , did you like it?
Educator: Now let’s ask Dima (Albina)
to tell our fairy tale using the magic table.
Educator: And now I invite you to stand in a circle and share your impressions. We pass the ball to each other and share. Start your sentences with words like “I liked...”
,
"I remembered…."
,
“I’ll tell my parents about...”
,
“I didn’t like it...”
Educator: I liked how actively you were engaged in today’s lesson and I want to say thank you and give you medallions with images of animals.
Notes of an open lesson on speech development “Journey to the Island” in the senior group Notes of an open lesson in the senior group on speech development “Journey to the Island” Purpose: Creating a social situation for speech development.
Summary of an open lesson on speech development in the “Sunflower” preparatory group. Summary of an open lesson on speech development in the preparatory group “SUNFLOWER” Topic: Retelling of the Russian folk tale “Fear has eyes. Summary of an open lesson on speech development in the middle group “Journey through fairy tales” “Journey through fairy tales.” Targets: the formation of an emotional attitude towards fairy tales. Objectives: 1. Teach children to recognize familiar things.
Notes of an open lesson on speech development in the secondary group "Transport" Notes of an open lesson on speech development in the middle group "Transport" Ivanova Irina Sergeevna Notes of an open lesson on development.
Summary of an open lesson on speech development in the senior group “Journey to the Land of Beautiful Speech” Purpose: To summarize the knowledge acquired during the first half of the academic year. Objectives: Educational: – enrich vocabulary through.
Summary of an open lesson in the middle group on speech development “Reading the Russian folk tale “The Little Fox and the Gray Wolf” Purpose: To introduce children to the Russian folk tale “The Little Fox and the Gray Wolf”, to help evaluate the actions of the heroes. Preliminary work:.
Summary of a lesson on speech development in the middle group “We are snowflakes” (using mnemonic tables) Goal: to develop in children the ability to perceive literary works with the help of mnemonic tables. Program objectives: Educational: •.
Summary of a lesson on speech development in the middle group of a preschool educational institution using theatricalization based on the fairy tale “Teremok” Summary of a lesson on speech development using theatricalization based on the fairy tale “Teremok” Purpose: • to promote the formation of children’s ability to reflect.
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Summary of the educational activity for speech development “The Three Little Pigs”
Inna Sokurova
Summary of the educational activity for speech development “The Three Little Pigs”
Abstract of the educational activity for speech development “The Three Little Pigs ”
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• Improve the grammatical structure of speech (harmonize nouns with adjectives)
.
• Learn to retell a fairy tale close to the text using a mnemonic table.
• Develop coherent and monologue speech.
• Train children in the ability to compose sentences with prepositions and conjunctions.
• Cultivate curiosity and a desire to help.
• Develop mental processes in children: thinking, attention, imagination, memory.
• Develop in children mental activity, intelligence, observation, the ability to compare, and identify essential features.
• Teach children correct sound pronunciation.
• To foster in children a love for folk and original fairy tales.
Methods and techniques: conversation, questions, riddles, examination, storytelling.
Enrichment of vocabulary: straw, boiling water.
Vocabulary activation: lazy, brave.
Individual work: to activate inactive children Nastya, Aidamir, Alydar.
Previous work: Conversation “Good and Evil”
,reading the fairy tale
“The Three
Little Pigs ” .
Materials: magnetic board, plot pictures, mnemonic table for the fairy tale “The Three Little Pigs ”
, easel, ready-made hearts, paper, glue.
