Onr presentations for parents and caregivers. Presentation of the project “Formation of lexical and grammatical representations in children with ONR through the system of educational games. Basic provisions for the characteristics of the IV level of speech development

21.01.2022

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The purpose of the game is to develop word formation skills in children. The game is used in individual work with a child or in work in small groups. Children are 5-6 years old. The game is aimed at consolidating the ability of children to form relative adjectives on various topics, to activate the vocabulary of children and to develop coherent speech.

Target audience: for preschoolers

The presentation was created for children with severe speech disorders in order to practice the use of singular nouns in oblique cases (dative / genitive) or to practice the use of possessive adjectives. Depending on the goal-setting of the lesson, you can change the questions: To whom will we give the tail? / Who is the tail? / Whose tail?
Animation when you click the desired picture, change slides by clicking the trigger button.
The last slides are a surprise moment and resources used.

In a playful way, children learn to distinguish the first sound from the names of pictures and determine its softness. Bunnies help to determine the correctness of the tasks.
This simulator can be used both in the classroom, when passing the topic "designation of the softness of consonants by vowels of the second row", and in speech therapy classes. The resource can be used for frontal work, for group and individual lessons. This type of work develops phonemic hearing, sound analysis, and if given the task, write down the names of the pictures, then it consolidates the skill of indicating the softness of consonants in writing.

This work can be used in a group lesson or in individual work with students who have observed substitutions of paired consonants in writing.
In an entertaining and interesting form for children, work is being done to develop phonemic hearing (distinguishing P-B by ear). Then written exercises are given for the correct spelling of these letters in words.
All tasks are given in stages: first, paired consonants are given in words in a strong position, then in a weak position, when you need to use the rule for the correct spelling of consonants in words.
This work can also be used to work with preschoolers who have a phonemic hearing impairment.

Target audience: for a speech therapist

This interactive didactic game is intended for both individual and subgroup classes on the formation and development of phonemic hearing, sound analysis and synthesis skills. Can be used on interactive whiteboard and computer.

The child identifies the first sound in the name of the object and characterizes this sound.
The consonant solid sound is indicated in blue by clicking on the corresponding circle.
Consonant soft sound - in green by clicking on the corresponding circle.
The vowel sound is in red by clicking on the corresponding circle.
If the answer is correct, the bell sounds, the corresponding circle remains on the screen, the rest disappear.
If the answer is wrong, a hammer sounds.
When you click on the picture - a letter appears, denoting the 1st sound in the word.
From the 1st sounds of the names of objects we make a word.

Target audience: for a speech therapist

In recent years, there has been a sharp increase in the number of children with various speech disorders. Especially common are writing and reading disorders. Reading disorders in children have been studied for a long time, but even today it is one of the most urgent problems of speech therapy. Correction of these types of disorders requires purposeful and painstaking work of teachers, speech therapists, and parents. To make this process interesting, informative and not boring for students, it is necessary to diversify the work with various games and exercises that would break the stereotypical idea of reading as a boring activity.

Target audience: for a speech therapist

It can be very difficult for children with a violation of phonemic processes to distinguish the same sounds in words. This material is intended for the stage when students can not only divide words into syllables, but also find a common syllable in two words. When all the syllables are highlighted, you need to make a sentence out of them, writing it down correctly.

To determine the correct answer, you need to click on the envelope. If the child is having difficulty, then you can take help by pressing the button. In the creation of this simulator, the technological method "Magic Envelope" was used.

Target audience: for grade 1

Presentation on the topic: "Prevention of Dysgraphia".
The problem of writing disorders in schoolchildren is one of the most urgent, since writing and reading become the basis and means of further education. I.N. Sadovnikova
The development presents exercises aimed at correcting dysgraphia.

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The teacher must remember: only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of the child's speech; when correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means that he must repeat the correct word or sentence after the teacher.

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Methods of working with children The opportunity to enrich the vocabulary of children gives the daily communication of the educator with the children. It is necessary to ask children questions: what are you doing? What are you playing? What are you building? What do you put on the doll? What dress did you buy? What do you wash your hands with? What do you wipe? Etc. The teacher instructs one of the children to explain to the child where in the group you can get toys, pencils, books, board games, and talk about the rules for using them.

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The development of speech is also facilitated by role-playing games that are always accompanied by speech: children agree on the conditions of the game, argue, and conduct dialogues on behalf of the characters; the educator should introduce outdoor games into the life of children, which are accompanied by nursery rhymes, dialogues, onomatopoeia; in classes on the formation of coherent speech, it is good to use various graphic schemes that help build phrases (a similar game technique can be used in didactic games)

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Shop game. Its purpose is to consolidate the names of clothing items, to teach how to use a simple sentence with a direct object in speech. The teacher plays the role of the seller, the children - the buyers. Cards depicting children and actions are used. Girl Boy Buy Children choose a purchase, approach the teacher and make up a phrase based on symbolic images I buy a shirt I buy a skirt At the end of the game, the teacher invites the children to consider each purchase, laying out the “records” of children on the flannelgraph.

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Approximate daily routine of the middle group in combination with tasks for the development of speech, which the educator decides.

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Reception of children. The teacher meets the children, talks with the parents (depending on weather conditions, the reception of children can take place on the street), organizes undressing and washing, conducts morning exercises, monitors the work of the dining room attendants.

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Undressing, dressing During the day, children take off and put on outerwear at least five times (especially a lot of time is spent on this in winter). Indoors, children change clothes for music and physical education classes, as well as getting ready for bed. Part of this time can be devoted to clarifying and expanding the vocabulary on the topic “Clothes”: the teacher draws the attention of children to the names of clothing items, enriching the dictionary with adjectives and verbs.

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Vocabulary Nouns: jacket, coat, dress, trousers, sweater, T-shirt, underpants, tights, socks, leggings, apron, skirt, blouse, shirt, shorts, fur coat, scarf, mittens, hat, gloves, sleeves, belt, buttons, collar , pockets. Verbs: put on, take off, hang up, tie, tuck in, unbutton, untie, clean, wash, iron, rinse, dry, clean, knit, sew on. Adjectives: beautiful, comfortable, warm, light, soft, new, clean, old, smart, festive, cold, leather, knitted, woolen, fur.

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Preparation for breakfast, breakfast (for lunch, lunch; for afternoon tea, afternoon tea; for dinner, dinner) The teacher invites children to the table, teaches them to sit at the table correctly, use appliances, and improves self-service skills. While eating, he clarifies the names of dishes, draws the attention of children to the aroma and taste of food, to the methods of its preparation.

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Vocabulary Nouns: soup, cabbage soup, borscht, salad, scrambled eggs, compote, jelly, mashed potatoes, porridge, hodgepodge, tea, coffee, milk, juice. butter, sausage, egg, etc. Adjectives: appetizing, fragrant, tasty, hot, warm, salty, sweet, fragrant, juicy, vegetable, dairy, rice, buckwheat. Verbs: boil, fry, peel, cut, pour, spread, boil.

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Vocabulary work Nouns: deep plate, spoon, fork, knife, small plate, teaspoon, cup, saucer, glass, pan, frying pan, bowl, ladle. Verbs: wash, put, cut, break, serve, bring, put, keep, protect, drop, dry, wipe. Adjectives: glass, plastic, wood, metal, clay, clean, dirty, shiny, fragile, shallow, deep, beautiful, painted, transparent.

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Games, preparation for classes, classes The teacher makes sure that the children who leave the table are busy with games that do not require a long time. Getting ready to work with the kids. Involves children in preparing equipment for the lesson (arranging water jars, distributing paints, brushes, paper, etc.). Conducted in subgroups, alternating with speech therapist classes.

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Preparing for a walk, a walk Selects toys for a walk with children, organizing dressing, continues to form appropriate skills. In groups for children with OHP, classes on familiarization with fiction in the warm season are recommended to be carried out on a walk. During the period of studying lexical topics, it is advisable to use the time of the walk for conducting excursions on similar topics: "Autumn", "Plants", "Insects", "Transport", etc. Preparing for a walk, the teacher selects games with speech accompaniment, in which children quickly memorize short verses, willingly pronounce them in chorus. When choosing an outdoor game, it is necessary to take into account the lexical topic being studied during this period - for example, when studying the topic “Pets”, the games “Shaggy Dog”, “Cat and Mice” are played; when studying the topic "Wild Animals" - the games "Bunny", "Fox and Geese", "At the Bear in the Forest". Watching children play while walking.

CHARACTERISTICS OF CHILDREN WITH ONROP is a complex speech disorder in which children with
normal hearing and primary intact intelligence is noted
late onset of speech development, poor vocabulary, agrammatism,
defects in pronunciation and phonemic formation.
These manifestations together indicate a systemic disorder.
all components of speech activity.
A systematic approach to the analysis of speech disorders in children is presented in
works of R.E. Levina.
ONR has a different degree of severity: from the complete absence
speech means of communication to expanded speech with elements
phonetic and lexical-grammatical underdevelopment. All
variety of speech underdevelopment R.E. Levina reduced to three levels
speech development. Each level is characterized by
the ratio of the primary defect and secondary manifestations,
delaying the formation of speech components. Transfer from
one level to another is characterized by the emergence of new speech
opportunities.

Mastery of the native language system

Norm 4.5-5 years
Correct
reproduction
polysyllabic words
(i.e. formed
CCC, FV)
PHONEMATICS
Completely and coherently
your thoughts
CONNECTED SPEECH
Speaks 4-5 thousand words
VOCABULARY
Produces all sounds
mother tongue
right
PHONETICS
Connects words in
phrases, building
deployed
suggestions
LEXICOGRAMMATICAL
STROY

Mastering the mother tongue system of the OHP III level (5 years)

PHONETICS
Wrong
PHONEMATICS
pronunciation 1. Do not distinguish by ear and pronunciation
many sounds close in sound soft-hard,
(up to 10 or more) voiced-deaf, as well as sounds: S-Sh, Z-Zh,
TH-H, SH-SH, L-R, etc.
2. Distort CCC and sound filling
(pitatifa; atagaphia; goloped).
3. Cannot reproduce a number of words or sound
(syllabic) combinations similar in sound
(bull-bak-bok; pa-ba-pa; ta-kta).
LEXICAL-GRAMMATICAL STRUCTURE Availability
agrammatism:
- incorrect use of prepositions ("Handkerchief
lies in the pocket"; The cat crawled out under the bed);
- violations in the coordination of various parts of speech
(Took care of the hedgehog; Watched the monkeys);
- violations in the construction of sentences
(Petya went to pick mushrooms in the forest; Why is that hedgehog
pricked, why is the girl crying).
VOCABULARY
Owns 2.5-3 thousand words;
many verbal
substitutions; ignorance less
common words of objects (strawberries,
back of the head, cabin),
verbs expressing
clarification of actions
(licks, bites,
chews - eats),
prefixed verbs
(came, came,
out), refers.
adjectives
(cherry, sandy),
antonyms (brave -
cowardly, thick liquid), etc.
Lack of clarity, consistency of presentation, fragmentary
judgments, emphasis on external, superficial impressions rather than cause and effect
relationships between actors. The hardest thing is self. and creative. storytelling.

CONNECTED SPEECH.

CONNECTED_SPEECH Lack of clarity, consistency of presentation, fragmentary judgments, emphasis on external, superficial impressions, and not

causal
relationships
existing
persons.
The most difficult thing is independent and creative storytelling.
The lack of a sense of rhyme and rhythm interferes with the memorization of poetry.
Picture story example
Children fipili fnigak. The Children of the Katabif
funky. Children of the katavif and goyka.
Pitatinifa felled detef defky fat.

Mastering the mother tongue system of the OHP II level (5 years)

PHONETICS
WIP (up to 20 or more).
Characteristic: replacements of sounds and
mixing (P-T-K, S-T),
pronunciation is broken
soft accord. sounds: Pb-mb-b;
TH-D-N before vowels A,
Oh, Y+ pronunciation
whistling, hissing,
affricate.
VOCABULARY
limited in quality and
quantitatively. There is a trace. LG
word categories: noun, ch.,
adjective, adverb, place,
some prepositions and conjunctions.
Children do not know many words
(names of the color of the object, its
shape, size), replace
words that are close in meaning.
PHONEMATICS
1. They do not distinguish by ear and do not pronounce
only close in sound, but also distant sounds:
(dupa - hand; morashki - chamomile; biledat grapes), etc.
2. Roughly distort the CCC (permutations, substitutions,
likenings) and sound-filling (alyoti;
frying pan; children; reptile; ticket; lycase).
LEXICO-GRAMMATICAL STRUCTURE
The presence of a pronounced agrammatism:
- Begin to use some prepositions, but
mix them in meaning or omit them (I was
lelka - I was at the Christmas tree);
- violations in the agreement of adjectives and
numerals with nouns. (asin adas - red pencil;
- yes bake - two stoves);
- mix case endings (Ride gokam rides on a hill);
- are mistaken in the use of plural. noun (yes pamidka - two
pyramids), in the use of number and gender of verbs
(Kolya pityalya - Kolya wrote).
Children often use noun. in Im.p., and verbs in the infinitive or 3rd person singular. and many others. h. temp.
CONNECTED SPEECH
Phrasal speech appears, distorted in phonetic and grammatical terms,
can answer questions about the picture on a topic close to them, using simple sentences,

CONNECTED_SPEECH (ONR II level)

Picture story example
Basya ... cat. She ... fate.
Basya kos zilya walking.
Dog ... school. She is a briefcase.
The dog took the bone and walked.

Comparison of story texts

Level III OHP
Children fipili fnigak.
Catawif children on funky.
Children of the katavif and goyka.
Pitatinifa felled detef
defky fat.
Level II OHP
Basya ... cat.
She ... fate.
Basya kos zilya walking.

Level III OHP
plumber - datavoic
photography - atagaphia
tape recorder - matafon
teacher - pitatifa
Level II OHP
planes - alethi
trolleybus - alebis
tram - talan
monkeys - mizyaks
cucumber - dules
grapes - biledat
head - shit
nails - children
dragonfly - lycaza
frying pan - left hand

Mastering the system of the native language of the OHP Level I (4.5 - 5 years)

NO VERBAL COMMUNICATION
(at a time when speech is already fully formed in normally developing children!)
1. Separate multi-valued analogues of words, often of an onomatopoeic plan:
dog, goat, ram, cow - ABA; car, ship, rocket, bicycle - TU-TU
fall, go down, sit down, lie down - PA; eat, drink, bite, chew - AM, etc.
The speech imitation of children is realized only in sound complexes,
consisting of 2-3 poorly articulated sounds of early ontogenesis (there are no
sounds that require the upper rise of the tongue, there are no consonant clusters). RFP
characterized by uncertainty: the door - tef, vef, vet. Pronunciation of individual
sounds are devoid of constant articulation.
2. A small number of fuzzy everyday words (distorted
rhythmic-syllabic structure of the word).
The passive vocabulary is wider than the active one, but is limited compared to the normal one.
developing children. The lexical meaning of words comes to the fore, while
grammatical forms are not taken into account by children.
3. Characteristic is the absence of grammatical connections between words and
morphological elements to convey grammatical relationships.
Children do not understand the meaning of grammatical word changes
(singular and plural forms of nouns; pr. verbs, forms of female and m. gender; do not understand
meanings of prepositions).
4. Speech is understandable only in a specific situation!
5. Children widely use paralinguistic means of communication.

Children pronunciation patterns

Level III OHP
plumber - datavoic
photography - atagaphia
tape recorder - matafon
teacher - pitatifa
Level I OHP
cock-utu
pussy - tita
sparrow - ki
Level II OHP
planes - alethi
trolleybus - alebis
tram - talan
monkeys - mizyaks
cucumber - dules
grapes - biledat
head - shit
nails - children
dragonfly - lycaza
frying pan - left hand

Speech features + insufficient formation of processes closely related to speech activity (non-speech mental processes)

1. Violated attention and memory (especially auditory).
2. Violated finger and articulatory motility.
3. Insufficiently formed verbal-logical thinking.
We can talk about the immaturity of higher mental functions.
All of these processes are closely related to
speech function, which makes it difficult to determine the primary and
secondary violation, i.e. what is the cause and what is
consequence:
I - violations of verbal-logical thinking and attention
II - ONR
OR
I - OHP
II - violations of verbal-logical thinking and attention

Attention and memory disorders

Manifestations:
1. It is difficult to establish the order of even 4 items
after their replacement.
2. They do not notice inaccuracies in joke drawings.
3. Items are not always distinguished according to a given attribute (Show
only red squares; Clap your hands if called
clothes; Collect in a box all items made of wood or
metal).
4. Difficulty focusing and keeping attention on verbal material
outside the visual situation (therefore, they do not fully perceive
spatial, long instructions, non-specific,
continuous evaluations of their performance).
5. To a greater extent affect arbitrary activity.
Concentration and memorization at an involuntary level
(CARTOONS, GIFTS) is much better.

Disorders of articulatory motility

Manifestations:
1. Limited, inaccurate
or weakness of the movements of the moving organs of articulation
- tongue, soft palate, lips and lower jaw. () Articulation of all
speech sounds and occurs when the listed mobile
organs form with fixed (hard palate and teeth) bonds and
gaps between each other.
2. Naturally, articulation disorders of sounds lead to their
defective pronunciation (WIP),
and often to general indistinctness, blurred speech.

Fine motor skills disorders of the fingers

1.
2.
The fingers are immobile.
The movements of the fingers are inaccurate or
inconsistency.
Even five-year-olds hold a spoon in their fist;
with difficulty correctly take a pencil, a brush;
cannot fasten a button, lace up shoes.
The relationship between finger and articulatory motility has been confirmed in
end of the 20th century by researchers of the Institute of Physiology of Children and
teenagers APN RF
(A.V. Antakova-Fomina, M.M. Koltsova, E.I. Isenina).

Insufficient formation of verbal-logical thinking

Manifestations:
1. Have difficulty classifying objects,
generalization of phenomena and signs (therefore, it is difficult to solve
math problems, unable to guess simple
riddles).
“Furniture is a table, wardrobe, TV, table lamp. WHY?
We have in the room"
1. Children's judgments are poor, fragmentary, logically unrelated to each other.
friend.
“In winter, the house is warm, because there is no snow”
"The bus goes faster than the bike - it's bigger"

Characterological (personal) features of children with OHP

In the classroom:
some have fatigue, distractibility; children are spinning
talk, do not perceive educational material.
Others - behave quietly, calmly, but do not answer questions or
they answer inappropriately, they do not perceive tasks.
In the process of communication with each other:
some children have hyperexcitability (they are too
mobile, difficult to manage);
others are lethargic, apathetic (show no interest in games, reading
them books by educator).
Among these children there are children with an obsessive feeling
fear, overly impressionable, prone to manifestation
negativism, excessive aggressiveness or vulnerability, resentment.

The presence of a complex symptom complex in children with ONR

Manifestations:
1. Systemic speech disorder, which is characterized by violations of the CP,
PV, CCC, limited vocabulary, lack of formation
grammatical structure of speech and connected speech.
2. Immaturity of higher mental functions (attention, perception,
memory, thinking).
3. The presence of characterological features (quiet, calm,
overly mobile, naughty, impressionable, easily vulnerable,
showing negativism, etc.).
CONCLUSION
Successful speech therapy work is possible only if there is
integrated MSP approach, which is expressed in the following:
- medication and psychotherapy;
- logopedic influence of specialists;
- the maximum help of parents and educators;
- neuropsychological orientation of correctional work, taking into account
the whole symptom complex of insufficiency in children.

Logopedic conclusions
(preschool age)
ONR level I, against the background of motor alalia.
ONR level I, against the background of motor alalia, with dysarthria syndrome.
(primary school age, N)
Reading and writing disorders due to lack of formation
phonetic-phonemic and (or) lexical-grammatical side
speech.
(primary school age, intellectual disabilities)
The lack of formation of linguistic means of communication at the phonetic-phonemic and lexical-grammatical levels with a predominance of
underdevelopment of the semantic side of speech.

OHP level I

Main tasks:
Formation of the motivational basis of speech activity
Education of speech and mental productive activity
child
Development of impressive speech (perception and understanding of speech)
Formation of an active vocabulary, accessible to understanding and
reproduction
Formation of the initial communication skill in various
situations (maintaining an elementary dialogue)
Improving non-speech processes.
The key attention is paid to the semantic side of speech,
mispronunciation is acceptable.
The first step is to establish an emotional connection with
child, creating a friendly atmosphere.

OHP level I

Areas of work:
Expansion of the impressive vocabulary is carried out on lexical topics
"Toys", "Parts of the body and face", "Household items", "Animals".
Basic methods of work - show, demonstration, instruction, question
(after getting acquainted with the subject: “Show me where ..?”)
The passive verb dictionary should consist of the names of actions,
which are committed by relatives of the child and he himself. We definitely provide
connection - verb + noun. Learning to differentiate elementary
grammatical forms, understanding questions of indirect cases.
Improving the understanding of addressed speech. Need to give
knowledge about verb forms, their differentiation - reach understanding
to the predictive level
Improving Non-Speech Processes Through Execution
various non-verbal (without the use of words) tasks:
Formation of contrast values (large, small, medium);
Teaching orientation in space, and later in the seasons;
The concept of primary colors;
The concept of form;
Auditory attention and perception (Where did the bell hide?);
Improving memory (What's gone?);
Mental operations (The fourth extra, Split pictures,
Segen boards);

OHP level I

Activation of speech imitation begins with imitation
actions, movements, intonation. It is recommended to use
nursery rhymes, finger gymnastics, motor-speech
miniatures.
Formation of an accessible active dictionary. Are called
onomatopoeia and amorphous words. Required at the first
the ability to combine words into a phrase.
Result: expanding horizons and ideas about
the surrounding world. Ability to maintain affordable
dialogue, first attempts at combining words, possession
elementary active dictionary.

OHP level II

Main tasks:
1. Formation of phrasal speech based on assimilation
grammatical categories and vocabulary expansion
2. Assimilation of various syntactic models
3. Improvement of non-speech processes (prevention of ZPR)
4. At the end of the second stage - the improvement of pronunciation
sides of speech.
Areas of work:
1. Expanding the understanding of someone else's speech, expanding the active vocabulary,
formation of the skill to build a two-word sentence. Work on
understanding someone else's speech involves recognizing objects by their
description, function.
On the available dictionary, first in the passive, and then in the active, begins
distinction between singular and plural forms
nouns, and then verbs (give the ball / balls).
The emphasis in the work is on the formation of sentences in the child from
two words. The center of the sentence is first the verb in
imperative mood. Children learn to give commands to toys, mom,
other children. The emphasis is on the percussive ending (lala, sit / go).
When a child successfully uses 8-10 verbs, they build up to the base
sound [t] (lyalya, sit! - Lyalya is sitting). The appearance of the phrase is seen as
speech crisis.

OHP level II

Areas of work:
2.
Next comes the purposeful work on a two-part proposal and
mastering elementary grammatical forms. This stage does not stop
work on impressive speech - children are taught to distinguish fame, close
sound (Show me where they carry, and where they carry?). The build-up continues
active vocabulary on lexical topics - one-, two- and even
three-syllable words (the technique of tapping, slapping,
word spacing).
Work begins on improving the organs of articulation, speech
breathing. If possible, the articulation of the sounds of early ontogenesis is specified.
The distribution of a simple sentence begins with the help of a question-answer form of communication with the child. Indirect questions are used
cases. First, one question to different pictures: What does mom drink? What does he drink
dad? What does the girl drink? Further different questions: Whom does the boy feed? How
mom cuts bread Case opposition must be included
forms: The boy eats soup / thinks about soup / spilled soup on himself. Initially we
pay attention to the endings. As you master the system of inflections
We begin to pay attention to suggestions. Gradually supply volume
expands to 5-7 words, which occurs due to the inclusion of already worked out
phrases. (I have drawn a lot of mushrooms)
When the child's vocabulary reaches 200-300 words, you can start staging
sounds and their automation. In parallel, work is underway on
improvement of the syllabic structure of three-syllable words.

OHP level II

Areas of work:
3. A sentence with homogeneous members begins with work
over generalizing concepts: Fruits grow in the garden: apples,
pears, plums. Making riddles descriptions,

Margarita Tikhanova
Presentation of the project "Formation of lexical and grammatical representations in children with OHP through the system of educational games"

"Timely formation the grammatical structure of the child's language is the most important condition for his full-fledged speech and general mental development, since language and speech perform a leading function in development thinking and verbal communication, in planning and organizing the child's activities, self-organization of behavior, in formation of social ties.

Language and speech are the main means of manifestation of the most important mental processes - memory, perception, emotions.

Relevance:

Children with OHP, even by the age of 7, are not sufficiently prepared for schooling, for mastering the Russian language program, preconditions the mastery of which is the awareness of the elements of language, speech and, above all, the word. Therefore, the need for additional developments in speech therapy work in groups of preschoolers with OHP to vocabulary formation by purposeful action to clarify the meaning of the word, its semantic structure, the awareness of the word as an element of language and speech, as a set lexical and grammatical meaning.

The solution to this problem is now through an educational game as the main activity of the senior preschooler.

At educational game two goals: one of them is teaching, which the teacher pursues, and the other is playing, for which the child acts. These two goals complement each other and help to ensure high performance in vocabulary formation-grammatical categories.

The solution to this problem is directly related to the successful education of the child in school.

Related publications:

Formation of lexico-grammatical categories in the summer Consultation for parents In summer, you can replenish the children's dictionary on the topics "Berries", "Flowers", "Vegetables", "Fruits", "Insects", "Trees".

The use of didactic games in the classroom for the formation of lexical and grammatical categories in children with OHP[The use of didactic games in the classroom for the formation of lexical and grammatical categories in children with OHP. The general underdevelopment of speech is.

Frontal lesson on the formation of lexical and grammatical categories in the senior group for children with OHP "Words-signs" Synopsis of a frontal lesson on the formation of lexical and grammatical categories in the senior group for children with ONR. Bogacheva V. G., teacher-speech therapist.

Lesson on the formation of lexical and grammatical categories in the preparatory group for children with OHP "Poultry" Topic: "Poultry" (final lesson). Purpose: Correctional and educational: clarification, consolidation of the subject dictionary according to the lexical one.

Summary of the lesson on the development of lexical and grammatical categories and coherent speech for children with OHP "Journey through the Park" Lesson "JOURNEY IN THE PARK" Objectives: to expand ideas about wintering birds. Tasks: * educational - to learn to distinguish wintering birds.

Topic: Preposition POD Synopsis of a speech therapy lesson on the formation of lexical and grammatical representations Topic: Preposition POD (second lesson on the topic) Program tasks: 1. clarify the spatial meaning of the preposition "POD"; 2. teach to perceive.

The development of lexical and grammatical representations in preschool children with general underdevelopment of speech on the topic "Wild Animals" Purpose: to show.

The development of lexical and grammatical representations in preschool children with OHP in the middle group "Fairy tale" Gingerbread Man " Abstract of a lesson on the development of speech in the middle group. Topic: "The Tale" Gingerbread Man" Purpose: - Enrich, expand and activate vocabulary.

Preparation for sleep, sleep. Gradual rise, games. The teacher organizes the undressing and putting the children to bed, may invite the children to listen to a fairy tale or a story (the content of the read corresponds to the lexical topic being studied). The teacher organizes the dressing of children and involves them in cleaning the beds,

Vocabulary work Nouns: pillow, mattress, blanket, sheet, pillowcase, duvet cover, bed, bed, bedspread. Verbs: lay, spread, shake, smooth, straighten, fill, cover, cover, enclose, hang, dry, wash. Adjectives: dirty, clean, ironed, even, chintz, woolen, colored, white, warm, soft, neat, fluffy, dry, wet, wet.

Care home. The teacher talks with the parents, distributes them notebooks with the tasks of the speech therapist, explains their essence, if necessary, involving the children: he invites them to perform this or that exercise. In conversations with parents, he gives advice on organizing verbal communication with the child and explains the requirements for his speech.