Summaries of classes for the correction of optical dysgraphia. Summary of the lesson on the correction of dysgraphia on the topic "sounds and letters in and f" Summary of the lesson on the correction of optical dysgraphia
c) in phrases;
d) in sentences and text.
Differentiation of consonants:
a) in isolation;
b) in syllables and words;
c) in a phrase;
d) in sentences and text.
Work at this stage is carried out throughout the entire training period. At this stage of the work, it is envisaged to conduct frontal and individual lessons on albums 1-2.
4th stage. Final .
Targets and goals
Consolidation of the acquired skills.
Transfer of acquired knowledge to other activities.
Work at this stage is carried out at the end of the training.
For the convenience of the teacher, all the most frequently mixed pairs of letters are presented in the table.
Summaries of classes for the correction of optical dysgraphia
Lesson 1. Differentiating Letters o - a.
Tasks: teach kids how to compare letters oh - a by outline; to consolidate knowledge of the spelling of these letters in syllables and words; teach differentiation of letters o - a in syllables and words; to develop optical-spatial representations; to acquaint children with paronyms; develop vocabulary.
Equipment: letters oh(On the desk); tables of letters (on the board); word models; crossword; cards for individual work - "Notes", album 2.
Course of the lesson
I . Organizational moment
1. Acquaintance with tables.
Speech therapist: Look at the tables of letters (hung on the board) and find similar letters in shape. Write them down in pairs.
2. Comparison of letters that are similar in outline.
The speech therapist invites children (one by one) to name the recorded pairs of letters and compare them with each other.
II ... The main part of the lesson
1 . Comparison of letters that are similar in outline (task 1. p. 3 *). Acquaintance with a pair of lettersO- a ... Recording the topic of the lesson. Listening to the fairy tale about the letters of sisters. Speech therapist: Hear the tale of the sister letters.
Plan - summary of the lesson on the correction of dysgraphia
Developed by: Teacher - speech therapist MOU IRMO "Pivovarovskaya secondary school" Moiseeva Yu.A.
Lesson type: subgroup
Conclusion : Disorders of reading and writing for dyslexia and dysgraphia of a mixed form (agrammatical, on the basis of impaired language analysis and synthesis, acoustic-articulatory).
Theme: Sounds and letters B and F
Stage: Differentiation in syllables and words
Goals: 1.To learn to differentiate the sounds [B], [F] by ear and in pronunciation, the letters B and F when writing syllables and words
2. Develop phonemic processes: perception, analysis when writing dictation syllables and isolating sounds from words
Develop the elements of mental operations: analysis, synthesis when analyzing words and composing words from syllables
3. Raise interest in the lesson and the ability to work in a team
Equipment: ball, pictures to characterize sounds, wire, pictures with words, color cards for analyzing words, cards with syllables, notebooks for group lessons
The course of the lesson.
Org. moment
Hello guys! Let's start our lesson!
II ... Main part.
Ball game
Now let's play ball and remember the name of the winter months.
First winter month, third winter month, second winter month (children take turns throwing a ball and guessing a month )
Who can say which winter month has paired consonants in the beginning and in the middle?
That's right, in February! What sounds are they?
So, today we will learn to distinguish between the sounds [B] and [F]
2. Repetition of articulation and characteristics of sounds
Let's compare these sounds.
Let's make a sound [B]. What position are our lips and teeth in?
What's going on with the tongue?
Let's make a sound [Ф]. What position are our lips and teeth in?
What's going on with the tongue?
Is the air jet hitting an obstacle? What sound is that?
So how are these sounds similar?
What is the difference?
3. Repetition of letter elements and their modeling from wire
What are the elements of the letter B?
And what elements does the letter F consist of?
How are these letters similar?
What is the difference?
Now make these letters out of wire.
Well done!
4. Writing dictation syllables
Now open your notebooks, write down the number!
Now I will dictate syllables to you, and you write them down on a line separated by commas
Listen carefully: wa, fo, uv, sf, WTO, fr, vak, von.
Underline B with one line, F with two lines.
LOGO
III .Final part
Word analysis and writing
Now look at the first picture, what is shown here? (owl )
What's the first sound? Is it a vowel or a consonant? Hard or soft? What color do we represent soft sound? ( )
Next word? (Wolf )
How many sounds are in this word?
Who will come up to the board and outline the word?
further, the sounds in the word are parsed in the same way; a diagram is drawn up )
What is shown in the third picture? (scoop )
How many sounds are in this word?
Who will come up to the board and outline the word?
What's the first sound? Is it a vowel or a consonant? Hard or soft? What color do we represent solid sound? (further, the sounds in the word are parsed in the same way; a diagram is drawn up )
Write this word down in a notebook. Underline the letter B. Where is it located?
What is shown in the last picture? (sofa )
How many sounds are in this word?
Who will come up to the board and outline the word?
What's the first sound? Is it a vowel or a consonant? Hard or soft? What color do we represent solid sound? (further, the sounds in the word are parsed in the same way; a diagram is drawn up )
Write this word down in a notebook. Underline the letter F. Where is it located?
Well done!
2 ... Composing words from syllables and writing them
Look at the board, there are syllables, you need to make words out of these syllables. (syllables are given in random order )
What was the first word that came out? (owl )
Who will come to the board and write this word?
Right! (the picture is attached )
Write this word in a notebook, underline the letter B. Where is this letter located in the word?
What's the next word? (scoop )
Right! (the picture is attached )
Write this word in a notebook, emphasize the sound B. Where is this sound in the word?
What other word was found? (flashlight )
Who will come to the board and write this word?
Right! (the picture is attached )
And what is the last word left? (scarves )
Who will come to the board and write this word?
Right! (the picture is attached )
Write this word in a notebook, underline the sound F. Where is this sound in the word?
IV ... Outcome
So what sounds have we learned to distinguish today?
How are these sounds similar?
What is the difference?
Well done! You all did a good job today!
The lesson is over, you can go to rest!
Literature:
Mazanova E.V. Correction of Agrammatic Dysgraphia. Lecture notes for a speech therapist / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house GNOM, 2012 .-- 128 p.
Mazanova E.V. Correction of dysgraphia due to impaired language analysis and synthesis. Lecture notes for a speech therapist / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house GNOM, 2012 .-- 128 p.
Mazanova E.V. Correction of acoustic dysgraphia. Lecture notes for speech therapists / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house GNOM, 2013. -184 s.
Disc - Consonants and vowels - similar but different ... Tasks. Exercises. Games.Volgograd: Publishing house "Uchitel", 2014 (Series "Speech therapy service. FSES")
Ministry of Education, Science and Youth Policy
Trans-Baikal Territory
State educational institution for children - orphans and children,
left without parental care
"Borzin special (correctional) boarding school
for orphans and children left without parental care,
with disabilities of type VIII "
Abstract of the lesson on the correction of optical dysgraphia
in the 2nd grade of a special (correctional) school of the VIII type.
o - a.
teacher speech therapist
Highest qualification category
Adamova Yulia Petrovna
2012 r.
Summary of the lesson on the correction of optical dysgraphia in the 2nd grade of the special (correctional) school of the VIII type.
Topic: Distinguishing Optically Similar Letters o - a.
Purpose: To teach children to distinguish between optically similar handwritten letters o and a.
Tasks:
Educational:
- Refine the spelling of letters oh and a , identify similarities and differences;
- Clarify the articulation of the sounds [O] and [A], consolidate the connection between the sound and the letter;
- Train students to distinguish between letters oh and a in isolated writing, in syllables and words;
- Improve reading skills;
- Learn to highlight a vowel at the beginning of a word.
Correctional:
- Develop the logical thinking of children;
- Develop visual perception, the ability to navigate a sheet of paper;
- Develop the ability to coordinate speech with movement;
- Develop finger motor skills with massage.
Educational:
- To instill in students the ability to actively work in the classroom;
- To cultivate the ability to achieve your goal.
Equipment: pictures - symbols for letters oh and a ; uppercase letters oh and a (uppercase and lowercase); individual mirrors; cards with the characteristics of sounds - "vowel"; cards - symbols of sounds "wide open mouth" - circle, "oval"; stencils of letters O and A, sets of colored pens; red pencils; layout of the aquarium, fish with syllables; layouts of apple trees with apples on which words are written.
- Organizing time.
One, two - the head is higher,
Three, four shoulders are wider,
Five, six - all sit down,
Seven, eight - attention please!
- Message of the topic of the lesson.
Speech therapist: You will be able to determine the topic of the lesson when you guess the riddle:
Thirty-three sisters -
Written beauties
On one live page
And they are famous everywhere.
(letters).
Speech therapist: “That's right, these are letters. Today we will learn to distinguish letters with you. And which letters we will distinguish, you will find out if you listen carefully to the poems and look at the pictures:
There is no corner in this letter
That's why she is round
Until then she was round
I could have rolled.
The children answer that we are talking about the letter O.
The speech therapist demonstrates a picture with the letter O.
The speech therapist turns the picture with the letter O, on the reverse side the letter is transformed into a wheel.
Then the speech therapist reads a poem:
Look at the wheel
And you will see the letter O.
Speech therapist demonstrates a picture with a letter a transformed into a girl with a braid.
What a girl this is
Girl Alena.
That girl has a braid
With a green ribbon.
Children answer that we are talking about a letter a .
Speech therapist: So what letters will we distinguish in class today?
Children: Today in the lesson we will distinguish between letters o and a.
The speech therapist hangs pictures - symbols on the board.
The letter O stands for a wheel. The letter A is a girl with a braid.
- Clarifying the spelling of letters o and a.
Handwritten letters are hung on the board oh and a and are placed under the pictures by symbols.
Speech therapist: “Look carefully at these letters. How are they similar? And how are they different?
Children: The letters are similar in that they have an oval. And they differ in that the letter a there is a hook on the right side and the letter about it is not.
4. Clarification of the articulation of the sounds [O] and [A] and the consolidation of the connection between letters and sounds.
Speech therapist: Guys, what sound do we designate with the letter O?
Student response: Sound [O].
- Clarification of the articulation of the sound [O] in front of individual mirrors.
Students make the sound [O] and note that the lips take the shape of an oval. The sound articulation scheme is hung on the board [O] - an oval.
Phonetic warm-up.
A picture of a boy with a bad tooth appears on the board, the boy groans: "O - O - O".
- Clarification of sound articulation [A].
Students look in mirrors, pronounce the sound [A] and note that when pronouncing the sound, the lips are open wide, the mouth is like a circle. Pupils' attention is drawn to the articulation scheme sound [A] - a large circle.
Phonetic warm-up.
A picture of a girl swinging a doll appears on the board. All chorus "swing" the doll: "a - a - a - a - a - a - a".
Speech therapist: So, guys, when pronouncing the sounds [O] and [A], the mouth is open, an air stream comes out of the mouth, which does not meet obstacles in its path, we pronounce these sounds with a voice. What do we call these sounds?
Children: Vowels.
A “vowel” sign is posted on the board near each letter.
Speech therapist: What color do we designate vowel sounds? (in red).
A red circle is attached to the board next to each letter.
- Improving the ability to navigate a sheet of paper.
Students are offered a house with four windows - two on the first floor, two on the second. Each window contains a picture of an animal.
The speech therapist alternately opens the windows, the students name the address of the apartment in which the hero lives: the upper right apartment, the lower left, etc.
- Distinguishing isolated letters o and a.
Working with stencils.
- Stencil with letter a.
Speech therapist: Guys, today we will work with stencils. Let's take a close look at the stencil.
What do you see in the upper right corner? (circle).
Right. Circle. This circle shows us that we open our mouth wide when we utter the sound A, and that it takes the form of a circle.
Find a circle stencil in your baskets, attach it to the main stencil.
We have got the sound pronunciation scheme [A].
Please look and tell me what is in the upper left corner of the stencil. (The letter a).
Right. This is a block letter A - capital and small. Trace the outline of the letters with a red pencil.
Take the capital and small A stencils in the basket, attach them to the main stencil, circle the missing parts.
Now take out the stencils, and on the resulting letters we will apply shading in the following direction. (The speech therapist shows the direction of shading, children apply it with a red pencil or pen).
Guys, you see small windows in the middle of the stencil. Write in these small capital letters a. (Reminds: letter a consists of an oval and a hook on the right side).
The windows are located on the stencil in a wave. Let's sing the sound in turn And so: the wave down - the voice sounds quiet, the wave up, the voice sounds loud. (A speech therapist sings, then each of the children, then in chorus, while holding a finger along a relief wave).
Guys, listen to the riddle.
He looks like a red ball,
Only now it does not rush at a gallop,
Carefree all year round
It grows in warm climates.
Sour - sweet citrus this!
Hurry up quickly with an answer!
It contains a useful vitamin -
The fruit is called ...
That's right - an orange. Find an orange template in your trays, attach it to the stencil.
Listen carefully to the word "orange", what is the first sound in this word? (Sound [A]).
In the lower left corner you see an outline of the word orange with three windows. They mark the beginning, middle and end of a word. Since the sound [A] in the word "orange" comes first, write the letter in the first window with a red pen a. We write an oval, and a hook to the right of it.
In the lower right corner of the stencil, you see the uppercase letters A - uppercase and lowercase, embroidered with thread. Let's put our finger on the capital letter A and trace over it, as if we were writing it in a notebook. Now let's run our finger along the lowercase letter A.
Look just above the embroidered letters. Here we see stencils of uppercase and lowercase A. Circle them with a red pencil. Now find the templates for these letters in the tray, attach them to the stencil and circle the missing details.
Physical education.
Speech therapist: What letters are we learning to distinguish today? ( o - a).
Let's perform a physical minute, in which the sound A is very often heard.
Stork flies above the ground
(wave your arms)
Stork collects branches
(squats)
The stork is picking branches
Help him kids.
Speech therapist shows a hoop. What is it guys? (Hoop). What is the first sound of the word hoop? (Sound [O]). What letter does the hoop look like? (On the letter O). Let's play with the letter O. Students become pairs and roll the hoop to each other, and the speech therapist reads a poem:
Not along the trail, but around
Rolling and groaning.
Oh ooh, ooh ooh,
Not along the trail, but around.
- Stencil with the letter O.
Speech therapist: Guys, what figure is in the upper right corner? (Oval).
Correctly oval. This symbol tells us that when we utter the sound [O], our lips become like an oval. Now find an oval template in your trays that matches the size, attach it to the main stencil. The result is a pronunciation scheme for the sound [O].
Two ovals are cut in the upper left corner of the stencil. Stencil them with a red pen. Find the appropriate sized ovals in the trays, insert them into the main stencil, and drag over another oval. Take out the stencils. What letter did we get? (Letter O).
That's right, guys, we got the letter O. Let's hatch it in the following direction. Speech therapist shows a sample, children perform.
Guys, guess the riddle:
Flies without wings
Running without legs
Sails without a sail.
What is it? (Cloud). Right. Find a cloud template in your trays, attach to the stencil.
What is the first sound in the word "cloud"? (Sound O).
Under the cloud we have a diagram of the word "cloud", we will show on it that the sound [O] is in the first place, write the letter O in the window.
The letter O printed and capitalized are written almost the same, only in a notebook we write it with a tilt.
* Writing isolated letters.
In the lower left corner is the "Labyrinth". What is a "maze"? (These are confusing moves). We will try now not to get confused and correctly enter the letters in the windows under my dictation. The speech therapist dictates to the students the isolated letters O and A, the children enter them in the windows until they reach the middle. Then read the "labyrinth" in chorus in forward and backward directions.
- Finger massage.
Pupils are offered palms, on the fingers of which applicators are glued. Students use their fingers to press on the applicators, massaging them.
- Distinguishing between letters O and A in syllables.
Game "Aquarium".
In the "aquarium" there are fish on which the syllables with the letters O and A. are written. The guys take turns catching fish from the aquarium using a magnetic rod, read the syllables, throw the fish into buckets with the letters O and A.
- Distinguishing between the letters O and A in words.
- The game "Apple Trees".
Equipment: two apple trees, sewn from fabric and equipped with hooks; apples, made of cardboard, on which the words with the letters O and A are written, equipped with loops.
The speech therapist invites students to take one apple at a time, read the word that is written on it, and place words with the letter O on the left apple tree, and words with the letter A. on the right one. Students should also determine the place of letters in a word.
Words: 1) With the letter A: park, pencil case, drop, blizzard, cap, tank, salad, rope, pipe.
- With the letter O: table, cat, swamp, loto threshold.
- Summing up the results of the lesson.
What letters did we learn to distinguish today?
What is the difference between the letters O and A?
What sound do we designate with the letter O?
What sound do we designate with the letter A?
What are these sounds called?
Speech therapist: In the next lesson, we will continue to distinguish between the letters O and A in words, sentences and text. Let's take our time, we will carry out all the tasks thoughtfully and correctly, then our letter will be competent, and the marks in the notebooks will be good.
Stencils can be made for all letters. Using letter stencils in speech therapy classes allows you to develop various skills and processes:
- The child traces the stencil letters, the articulation scheme, thus, remembers its graphic image and develops fine motor skills. The link between the article - grapheme - kinema is fixed. The outlined letter can be shaded in a given direction, or it can be colored.
- The child has the opportunity to work not only with a stencil, but also with a letter template, which is designed to be inserted into a stencil. Students examine the letter with their hands, which allows them to remember its graphic image in case of visual impairment. The ability to visually correlate the letter with the clipping develops.
- Each stencil has various small inserts - mosaic letters, magnetic alphabet letters, geometric shapes. For children with impaired motor skills, working with such material presents certain difficulties. With the systematic work with stencils, this skill gradually develops. With the first grade students, work is carried out with geometric shapes: according to the instructions of the speech therapist, the children find the upper right, lower left corner, etc., determine the shape that is there. You can invite the child to circle the cut of the shape, color, shade, insert the desired shape. This technique is unusual for a child and is of particular interest.
- On the basis of stencils, you can develop the processes of elementary phonemic analysis. Each stencil has a clipping of a picture, the name of which begins with the sound of the letter being studied.
The connection between the sound and the letter is fixed.
- Using the stencil material, you can successfully develop reading skills. At the initial stages, the reading process presents significant difficulties for a child with disabilities. The stencil allows you to make the learning process easy and attractive. The child inserts various letters into the windows and reads forward and backward syllables with them. A track, made of braid, connecting one letter to another allows the child to learn how to smoothly merge sounds into syllables.
As the formation of a smooth fusion of sounds into syllables, you can replace the embossed tracks with drawn ones.
- The stencils have embroidered letters. The child runs his finger along the embroidery, memorizes the graphic image of the letter.
Stencils can be made from linoleum, thick cardboard (which can be painted over after cutting out the parts), which ensures their durability and hygiene.
The above forms of working with stencils are approximate, each speech therapist-practitioner can use stencils at his own discretion, develop all new methods of working with them.
Literature:
1. Efimenkova L.N. Correction of oral and written speech of primary school students. - M .: VLADOS, 2001.
2. Lalaeva R.I. Speech therapy work in correctional classes. - M .: VLADOS, 1998.
3. Mazanova E.V. Correction of optical dysgraphia. - M .: Publishing house "Gnome and D", 2008.
Games and exercises for the correction of optical dysgraphia
for primary school students.
Form of conducting: workshop.
Target : Equip teachers with the knowledge to prevent and correct optical dysgraphia.
Participants: primary school teacher, speech therapist.
Preliminary work:
Handout preparation:
plasticine, mosaic, scissors, colored pencils, deformed letters w / w , mirrors, text, leaflets, pictures, a table of letters mixed in optical dysgraphia, a table of letters similar in spelling.
Event progress:
Introduction. Optical dysgraphia is based on insufficient formation of visual-spatial representations and visual analysis and synthesis. Handwritten letters are combinations of specific elements. IN Sadovnikova singles out optically and kinetically similar letters. (tab.)
If the child does not catch the subtle differences between the letters, then this will certainly lead to difficulties in mastering the outline of the letters and to their incorrect depiction in writing. Correctional work with this type of dysgraphia is aimed at consolidating the connection between sound and letter, the development of visual perception, analysis and synthesis, spatial representations. Exercises and games are carried out to distinguish the color, shape, size of objects:“Lay out the ribbons from the longest to the shortest”, “Name the color of objects”, “Count how many triangles are in the picture”, “Name the crossed out drawings”, “Recognize the superimposed drawings”, “What is the difference between the two pictures?”,as well as games that develop spatial representations:“Who is to the right of the girl, to the left of the hare, etc.", " Who lives above the squirrel, under the tit " etc.
The collection contains exercises to differentiate the most frequently mixed handwritten letters:o - a, u - y, n - t, x - w, b - d, l - m, and - w.The assignments are built taking into account all the requirements of correctional education. The exercises can be used selectively (depending on the impairment) both in group and in individual work with children with optical dysgraphia and dyslexia. The consistency and purposefulness of correctional work is the key to success in achieving a positive result.
Main part
Approximate tasks for the differentiation of sounds and letters (for example, n and t).
Teachers perform tasks in 3 groups.
1 .Fixing the image of letters:
Consider what elements the letters are made of, what they look like. Starting work on the differentiation of the letters n - t, it is necessary to draw the attention of children to the number of elements that make up the letter n (2 elements), the letter t (3 elements) and then rely on this difference. You can offer the fairy tale "Hurry"
Once upon a time there was a letter T. She had three legs, so she ran very fast. Everyone called her Speedy. I ran, ran the letter t and broke one leg. She limped to the Queen Grammar: “What can I do, one of my legs is broken,” she complains. Now nothing can be done, you had three legs, you were called the letter t, but now you have only a pair of legs left and you will be called the letter p, "replied the Queen of Grammar. So the letter t turned into the letter n. Compare the letters "p" and "t", what elements do they consist of?
- Constructing letters from wire.
- Lay them out of the mosaic, cereals.
- Fold them together.
- Cut letters out of paper.
- Draw the letters.
- Recognize them among similar letters (table).
Write down the number of sticks named by the speech therapist.
Sample: 2,3,3,2,3 ...
Record: // /// /// // ///
B) write down the corresponding letters on the sticks.
Sample: n, t, t, n, t….
Game "Encryption" (decipher the syllables: instead of numbers, write the letters p or t)
2a - 3a 3y - 2y - 3y u2 - u3 o3 - o2 - o3
2i - 3i 2e - 3e - 2e a3 - a2 3a - 2a - 3a
2y - 3y 3o - 3o - 2o o3 - o2 e2 - e3 - e2
Sound combinations:
3u3 2e2 3y3 2o2 2y3 3a2
3u2 2o3 3e3 2y3 3y2 2y2
Decipher the words:
2ar3a 2lo3nik 2o3o2 2lo3
2y3b 2ash3e3 3e2lo 2is3ole3
3ulu2 2ianis3 2laka3 3ro2inka
2e3lya 3e2lokhod 2y3u 3y2ik
Read the sentences by decrypting them:
// op /// noy // os /// avil for // la /// ku na // al /// o.
Kuro // a /// ka and /// e /// Erev - cool // ///
// f /// i with // ry /// al // or /// fel in // ar /// y.
An3o2 2oc3brew 3m3 juice in the 3rd month.
Cons3an3in 3er2livo 2ochi3al hang3.
Is it not c2e3b for us 2po c3e2b?
Make sentences from these words:
Spider, weave, cobweb.
Make a bed, Katya.
Send, Tolya, a telegram.
Patties, on, lie, plate.
By, leaves, fly, wind.
On, Petya, write a piece of paper.
Encode the words, replacing the letter "p" with the number 2, the letter "t" with the number 3.
Dam, passport, plate, package, chamber, now, slippers, greenhouse, coat, pharmacy, ax, bast shoes, patrol, partisan, win, tweezers, planet, cabbage, machine gun, steppes, pirate, turn, open space, bed, confusion.
Compare words by sound and spelling:
1) Steppe - singing stepped - confused sweat - top
Rags - hide and seek greenhouse - buttonhole
2) a regiment - a good kidney - a point drowned - drank a wheelbarrow - a pack
Pair - container port - the cake has become - slept solder - melt
Make sentences with the given words.
Determining the place of the letters "p" and "t" in words using a sound ruler:
P T T
For example: portrait
Words: nickle, patron, stupid, trample, patriot, percentage, tent.
Guess riddles and write answers:
I lay down in my pocket and on guard Next to the janitor I walk,
I roar, cry and get dirty. Raking snow around
Streams of tears for them in the morning, And I help the guys
I will not forget about the nose. Make a slide, build a house.
I wake everyone on time, Bows, bows.
I'm not looking for hours. When he comes home, it stretches out.
The dense net does not let go of flies.
Insert the missing letters "p" and "t":
... olo ... but lo ... ah ... ah ... oh ... oh
... e ... uh ... abure ... ... ole ...
la ... ... and ... as ... silt ... las ... ilin
Our ... es Timoshka es ... su ... from ... loshka.
W ... form us ... ig ... arohod not far from ... ... or ... a.
Make up phrases from the given words:
Heavy T empty T
Achka ARA
Old P dance P
Shooting T birch P
IR GLASS
Luxurious P small T
Marine P oven T
ORT SAW
Delicious T water P
Transformation of words.
Add the letter "p" to make a new word:
MEADOW - PLOW LOV - ... GLASSES - ... ROBA
Add the letter "t" to make a new word:
FIR-TREE - CHICKEN SHIRT - PIPE FEMALE - KNOCK BOR - BOARD
Write off a poem, underline the letter t:
On nettles, as on tiles, ... Give the aspen
We boiled snail tea. Coats and boots.
Come in for a seagull to drink, I need to warm up
Who is not afraid of nettles. Thin aspen.
(V. Stepanov) (I. Tokmakova)
Write down the sentences by choosing words from the brackets that match the meaning:
The motor ship comes to (port, cake). Grandpa (stood, slept) on the couch. The ugly duckling (became, slept) a beautiful swan. Vitya was presented with a beautiful (port, cake).
Graphic dictation:
The forest stands like a solid wall. Slender palms froze. Variegated parrots are sitting on the branches. Old poplars grow in the park. Dark clouds float across the sky. A flock of birds flew over the field.
Auditory dictations:
Bees.
The morning was warm. The bees woke up early and flew into the field. There were a lot of flowers: there were buttercups, chamomile, and forget-me-nots. Fragrant linden blossoms. Many bees fly around the linden tree. Bees work all summer. We get a lot of honey from bees.
Conclusion.
Using these exercises in working with children, you can prevent and eliminate optical dysgraphia.
Reflection.
STEP 2. MAIN PART.
If you don't understand a word,
If I don’t know how to write,
There is no other way out -
I am opening this book.
Everything is clear here, everything is true ...
What's that book? What a marvel!
No, not a miracle, even in the old days
That was compiled ... (dictionary)
Today we will continue to talk about various
dictionaries and vocabulary words. Let's remember what are vocabulary words? What dictionaries do you already know?
Today I will tell you about the etiological dictionary.
Etymiological dictionaries tell about the origin of the word, its original meaning. By looking at the history of a word, you can understand its modern spelling. For example: RASPBERRY - the name was based on the sign of the berry fruit, which consisted of small parts. The word MALINA is derived from the word SMALL
Writing on the board.
RASPBERRY - small - "consisting of small parts"
Guess the riddle.
In this narrow box
You will find pencils
Pens, nibs, paper clips, buttons,
Anything for the soul.
Read upside down how the word came about.
Guess the riddle.
He is not more important at school,
He has his own office.
He knows all the disciples
Ready to help and punish.
Find a word in the spelling dictionary.
Spell the words. Slap into syllables. Write to the dictionary. Write down the syllabic diagram nearby and write out the vowels with the non-dominant hand.
Game: Fly
The speech therapist explains the origin of the word.
The word PORTFOLIO came into Russian from French. PORT-carry
FEL-leaf
PORTFOLIO- "what documents, papers are in"
Speech therapist writes the word down on the board. BRIEFCASE
Spell it orthographically. Pronounce with stress.
Spelling the word "eyes closed". Close your eyes, imagine this word written in a book. Make you blink
"dangerous letter". Which letter is flashing?
Make a sentence out of words. Sheets with words are distributed.
Put, briefcase, I, pencil case, in.
(I put the pencil case in my briefcase.)
How many words are there in this sentence?
Write out the outline of the sentence by writing out the vowels with your non-dominant hand.
Physical minute.
Hand rotation (Left hand forward - right back) and vice versa.
Elbow-knee criss-cross movements
Cross-movement arm-heel
You need to sit down if there are 3 letters in the word and raise your hands
up if not 3 letters, but more or less.
Words: Onion, moon, juice, sun, cancer, poppy, step, fur coat.
Ball games:
Reverse words (antonyms)
Arabic letter (sleep, tok, mouth, soup)
We are going to the woods, we are typing in the box of words that end in OK
Game: Add a letter (Third)
Put emphasis. Highlight a dangerous location.
What's the last letter in this word?
Game: Assemble the "letter T" puzzle
Game: Magic Bag (Phraseologisms)
To know by heart is to learn very well.
To hack to death on the nose - to remember tightly, forever.
Wandering in the clouds - dreaming, fantasizing about something.
Peck your nose - fall asleep.
To start from the basics - (Az is the name of the first letter of the Slavic alphabet) that is, to start from the basics, from the simplest.