Sections: Speech therapy

From September 1, 2011, 1st grade students began training according to the new educational standard for primary general education... It is assumed that the entire primary school will be gradually converted to this standard in the period up to 2014.

One of the features of this standard is the presentation of serious requirements not only to substantive the results of students, but also to personal, and metasubject the results of mastering the basic educational program of primary general education. Together, personal and metasubject outcomes constitute universal learning activities(hereinafter UUD).

Despite the recognition in pedagogical science and practice of the importance of metasubject (general educational) actions and skills for the success of learning, until now there has been no serious large-scale systematic work on their implementation in school education. The spontaneous development of UUD is reflected in acute problems schooling: in the lack of formation of educational and cognitive motives, difficulties in the arbitrary regulation of educational activity, a low level of general cognitive and logical actions, etc. Development concept of universal training activities, which is an integral part of the Federal State Standard of Primary General Education (FSES), recognizes the purposeful, systematic formation of universal educational activities as a key condition for increasing the efficiency of the educational process in the new socio-historical conditions of the development of society.

In a broad sense, the term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, this term can be defined as a set of student's methods of action, as well as related learning skills that provide independent assimilation of new knowledge, the formation of skills, including the organization of this process.

The ability to learn is an essential factor in increasing the efficiency of students' mastering of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

As part of the main types of universal educational activities, four blocks can be distinguished: 1) personal; 2) regulatory(including also actions self-regulation); 3) informative; 4) communicative.

Personal actions provide the value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory actions provide students with the organization of their learning activities. These include: goal setting, planning, forecasting, correction, assessment, self-regulation.

Cognitive universal actions include: general educational (including sign-symbolic actions), logical, as well as the formulation and solution of the problem.

Communicative actions provide social competence and consideration of the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults.

The scope of the article does not allow to give a complete description of the UUD, their functions. You can get acquainted with them in detail by studying the relevant literature.

Formation of UUD in educational process is carried out in the context of the assimilation of various academic subjects. Each academic subject, depending on its content and methods of organizing the educational activities of students, reveals certain possibilities for the formation of UUD. And the correctional and developmental work of a speech therapist teacher at a general education school has great potential in the formation of UUD, which are integrative characteristics of the educational process.

Students with OHP who begin to study at the speech center of a general education school have a number of speech and psychological characteristics(according to A.V. Yastrebova), making it difficult for them to form UUD.

CONSEQUENCES OF INSUFFICIENT FORMATION OF THE LEXICO-GRAMMATIC MEANS OF THE LANGUAGE	PSYCHOLOGICAL FEATURES
1. Lack of understanding study assignments instructions, instructions of the teacher. 2. Difficulties in mastering educational concepts, terms. 3. Difficulties in the formation and formulation of your own thoughts in the process of educational work 4. Insufficient development of coherent speech.	1. Precarious attention. 2. Lack of observation in relation to linguistic phenomena. 3. Insufficient development of the ability to switch. 4. Insufficient development of verbal and logical thinking. 5. Insufficient ability to memorize mainly verbal material. 6. Insufficient development of self-control, mainly in the field of linguistic phenomena. 7. Insufficient formation of arbitrariness in communication and activity.
CONSEQUENCES: 1) Insufficient formation of psychological prerequisites for mastering the full-value skills of educational activity. 2) Difficulties in the formation of educational skills (planning the upcoming work; determining ways and means of achieving the educational goal; monitoring activities; the ability to work at a certain pace).

Based on these characteristics of children with GPA, the speech therapist, along with the task of forming the prerequisites for the full assimilation of the general educational program in the Russian language, is faced with the task of developing the prerequisites for mastering full-fledged skills of educational activity and the formation of these educational skills.

Classes at the speech therapy center of the general education school are carried out in accordance with the methodological recommendations of A. V. Yastrebova (1984, 1999). Within the framework of this approach, correctional - educational work(development and improvement of psychological and communicative prerequisites for learning, the formation of full-fledged educational and communicative skills and abilities that are adequate to the situation of educational activity) occupies the same important place as overcoming deviations speech development children and the creation of prerequisites for eliminating gaps in the knowledge of the program material due to the lag in the development of children's oral speech ( Annex 1)

If we analyze this table, we will see that the content of the 1st direction provides for the formation of regulatory ECDs , the content of the 2nd - communicative training activities. With the development of speech-thinking activity, which is also given great attention in speech therapy classes, we can talk about the formation cognitive training activities.

In our speech therapy practice, the development and improvement of psychological prerequisites for learning is quite clearly visible (see. Annex 1, clause I.1). And now, with the introduction of the Federal State Educational Standard, it is necessary to pay more attention to the formation of educational actions: planning the forthcoming work; determination of ways and means of achieving the educational goal; control of activities; the ability to work at a certain pace, etc.

I will give examples of exercises aimed at the formation of regulatory ECD.

Exercises that develop the ability to accept and understand
verbal or written instruction

Children with disabilities written speech often surprise teachers that they do not do what they are asked to do. They constantly ask the teacher again when he seems to have explained clearly enough. This may be due to both low concentration of the child's attention, insufficient short-term auditory memory, impaired thinking, and the lack of formation of methods of educational activity. Ability to respond in a timely manner to a teacher's question; the ability to distinguish a new task from an old one, to clearly represent what is contained in the instructions - this is what distinguishes a student who knows how to learn.

1. "Explain to the brownie Kuza" The speech therapist gives the students some task. To check how it is understood by the children, asks someone who has difficulty understanding the instructions of the students to repeat it for Kuzi.

2."Letter with passes" The speech therapist gives the task: “I will dictate a sentence, and you write it down, but instead of a letter O always put a full stop. " Thus, children write down 2-3 sentences, and then the speech therapist asks them, for example, not to write the endings of adjectives, but to put an asterisk instead. Reception promotes the development of concentration and switching attention, but the main goal for the student is self-regulation of activity, taking into account the changing instructions.

3. "Be careful!" The speech therapist asks the children to listen to the instruction, repeat it "to themselves", raise the hand of those who have memorized and clearly imagine what to do. At the command "Attention!" students begin to complete the assignment. Examples of tasks:

1). In a small text, all letters WITH underline, and the letters Z - cross out.

Oksana climbed for a red rose,
And Oksana returned with a splinter.

2). In the text, underline all the letters H, and cross out the letters C. On the contrary, after the command "Attention!"

The black heron drew with a compass.

Attention!
The heron diligently drove with a compass.
It turned out to be a very clean drawing.

Exercises that develop the ability to plan actions for the implementation of instructional instructions and act according to the plan

The most important step towards translating the student's external actions into a mental plan that ensures successful skill formation is teaching children to plan.

Teaching management should be flexible. The rigidity of control (a strict sequence of actions set by the teacher) should decrease as the students grow. If at the beginning of training, children act according to the patterns and algorithms proposed by the teacher, then at the final stage speech therapy work children themselves plan actions, make up their algorithms.

1. "Tell us about the sound according to the plan-scheme"<Picture 1>

After 1-2 lessons, the sound characteristic circuit is replaced. Children are invited to tell according to the scheme, where all the characteristics are replaced by colored symbols.

2. " Determine the order of actions "... Students receive a card with complex instructions for the assignment. It is necessary to put down the numbers above the words in pencil, corresponding to the order of performing the actions.

For example:

In mathematics lessons, there are complex examples in which actions must be performed in order. An assignment for an exercise in Russian can also contain several actions. It is important not to forget to do any of them. In addition, you need to think about what is more convenient to do first, and what then.

3. "Make an algorithm " Children are offered to unite in small groups of 3-4 people (you can offer to work in pairs). The task is common for all groups - to draw up an algorithm for solving a specific educational problem. For example:

- Make an algorithm for parsing a word by composition, etc.

After 5 minutes, each group performs the task of a speech therapist on parsing a word using its own algorithm. Thus, it is checked whether this algorithm "works" or not; is it possible, using it, to accurately and quickly complete the task. In the course of completing the assignment for each algorithm and discussing it, it becomes clear which group has made a more complete and clear algorithm, whether it needs to be supplemented.

An example of an algorithm compiled by students:

Exercises that develop the ability to carry out the final self-control

Pupils with writing impairments are often unable to exercise final self-control when performing written work. These children need to be taught to control with special methods- systematically, carefully, for a long time. It is important to convince students that self-assessment provides an opportunity to get a higher grade for written work.

For the specified group of students, it is advisable to use such a method of self-control, in which the test is divided into 3 stages. During each of them, the child's attention is focused on finding specific errors and shortcomings in writing. For each of the stages, a memo has been developed, which provides an algorithm for checking actions and lists the groups of errors that should be focused on.

Self-test steps:

Stage I - search for specific (dysgraphic) errors in the word, not related to the assimilation of grammatical norms.

Stage II - search for spelling errors in the word.

Stage III - search for punctuation, grammatical and semantic errors in the structure of the whole sentence.

At the I and II stages of work, it is possible to use assistive devices that allow the child to select a word from the text and focus his attention on it. Such a device can be check card - a cardboard rectangle half a notebook page in size, on the top and bottom edges of which "windows" are cut out to highlight the long and short words<Figure 2>.

1. "Back to the beginning". The speech therapist invites students to unite in pairs. Each couple receives a text in which, as the speech therapist explains, there was only one mistake in the word - through inattention. To find it, you need to use a "checker" card. One student moves the card from the end of the text to the beginning and "catches" whole words in the window. Another student reads the "caught" word by syllable exactly as it is written. It is important not to miss a single word and not allow a guess reading. The couple who spotted the misspelled word first raise their hands.

The exercise is preparatory. It teaches children to use a card when checking - a "checker", to read the text from end to beginning (this helps to avoid reading by guesswork), to clear reading of the written word by word. Working in pairs makes the exercise not fatiguing, the search for the only mistake stimulates the attention and pace of the children's activity. It is advisable to use this exercise for 3-4 sessions in a row.

We are looking for "random" errors. ( 1st stage self-test.)

You can work individually or in pairs. The actions for checking the text are similar to those described in the previous exercise, but a very important component is added - a memo card ( Appendix 2). The ability to use the card on initial stage mastering the skill of self-control makes the test more effective, significantly increases the activity of children. The well-known psychologist P.Ya. Galperin noted that by taking the card, the student “gets the tool in his own hands” and becomes the master of the situation, while in the absence of it, he is a passive executor of other people's instructions.

We are looking for spelling errors. (II stage of self-test).

Children check the text a second time, focusing on finding spelling errors. Another reminder card helps them to do this.

Verification of proposals (III stage of self-verification).

The child checks each sentence, starting with the first. Only the memo is used.

If some errors remain not found by the child, the speech therapist marks them in the fields of the corresponding line with numbers (1,2 or 3, depending on the type of errors).

If in this case the child cannot detect an error, then the speech therapist indicates the word or sentence in which it was made.

And only if the error remains undetected, the speech therapist, together with the child, analyzes and helps to find the error.

It is very important that the student tries to find all the mistakes himself.

Exercises that develop the ability to independently assess the results of their activities

The important secrets of successful studies are: the ability to set goals and achieve them; the ability to see your own successes and feel joy about it; notice failures and find their causes. A variety of techniques can be used to develop a child's desire to learn, from praise to special symbols to celebrate childhood achievements.

Achievement rulers and a ladder of success are used for self-assessment and fixation of results.

Achievement bars help your child see their progress. Unfortunately, a student with dysgraphia in a Russian lesson often has to celebrate their failures. But grade is not the only result that studies give... Self-confidence, desire to learn and work on oneself - that's what really comes in handy in life.

Achievement rulers allow you to see not so much an improvement in academic performance, but also the efforts that the student has put in, and the knowledge, skills and abilities that he has acquired as a result.

1. " Line of Achievements ". The speech therapist invites children to make marks on the achievement rulers at the end of the lesson. Each child is given a card, for example, with the following content:

The student puts a dash mark on each ruler. This teaches him to reflect on how he has progressed in the acquisition of knowledge and skills; Did you make efforts to perform the task well; predict the grade for the task.

2. Introspection map. The peculiarity of such a map is that it is drawn up and maintained by the student himself. Students, highlighting their own problems (in behavior, learning, etc.), themselves write the necessary aspects of observation in their tablets. At the end of each lesson, students make marks (+ or -) on the map. When the table is full, it is appropriate to summarize: Who can say that he has become more accurate? Who has strengthened willpower? Who noticed that they became more active in the classroom? The student communicates his results only if he wants to.

Sample card introspection

I'm in class
I tried to write without mistakes
Checked my work
Monitored posture and correct fit
Worked carefully
He wrote neatly, legibly
Kept cleanliness and order in the notebook
Observed discipline
He worked actively, raised his hand

3. "Ladder of success ”. After completing a written assignment, students draw a staircase of 3 steps with a pencil. The speech therapist asks each of the children to assess the success of this assignment by himself drawing a little man on one of the steps of the ladder - himself. If the student believes that he was attentive, diligent and hands over the work to the speech therapist without mistakes, then he draws himself on the top step<Figure 3>. The ladder of success allows the speech therapist to find out how objectively children evaluate their writing.

So, having considered the concept of universal educational actions, the features of children with OHP, the directions of the formation of UUD in speech therapy classes and some specific examples of the formation of regulatory actions, we can come to the following conclusion: speech disorders in children, they are most often accompanied by severe difficulties in the formation of cognitive, regulatory and communication skills. Consequently, the program of correctional and developmental work with students with impaired oral and written speech should be aimed not only at correcting these disorders, but also at the formation and development of universal educational actions in children.

Literature:

1. How to design UUD in primary school... From action to thought: a guide for a teacher. / Ed. A.G. Asmolova. - M .: Education, 2010.
2. Speech therapy lessons with schoolchildren (grades 1–5): A book for speech therapists, psychologists, social educators / Metuss E.V., Litvina A.V., Burina E.D. and others - SPb .: KARO, 2006.
3. Yastrebova A.V
... Overcoming general underdevelopment student speech primary grades educational institutions. - M .: ARKTI, 1999.

Formation of uud in speech therapy classes in educational institutions in the context of the implementation of the Federal State Educational Standard

In 2011, all educational institutions switched to the implementation of the new 2nd generation Federal State Educational Standard. In this regard, there is a need for significant changes in the structure of their work, taking into account the new requirements that are set out in the relevant literature. In the standards of the second generation, the first place is given to the requirements for the results of mastering education - subject, meta-subject and personal.

Speech therapists at school speech centers are also guided by the indicators of the activity approach of the second generation standards:

making the results of education socially and personally significant;

more flexible and durable assimilation of knowledge by students;

a significant increase in motivation and interest in learning;

providing conditions for general cultural and personal development based on the formation of universal educational actions

The results of the school speech therapist's activity on the correction of oral and written speech directly affect the quality of teaching children-speech pathologists in literary reading, the Russian language, the world around them, and is fundamental for the further assimilation of knowledge.

The solution of these tasks can be successful with organized speech therapy support. Speech therapy support is a help for the teacher and includes in its work, including the formation of metasubject UUD at all stages of correctional work and in all areas.

Components speech therapy support are:

prevention of speech disorders;

speech therapy diagnostics;

correction of speech defects;

the formation of all sides (components) of speech;

development of non-verbal mental functions;

development of the emotional - volitional sphere;

the formation of the child's moral attitudes.

A significant difference in the educational process is the setting of the transition from content to teaching technology, i.e. the priority is not “what to teach”, but “how to teach”.

The leading technologies are: problematic dialogical technology and technology for assessing educational achievements.

To get the planned results laid down in the standard, it is necessary to form universal educational actions in students that will help them master not only the necessary program material, but also realize their creative and intellectual capabilities in the future.

The most important of them is the formation of personal universal educational actions. In the programs of educational institutions, not only subject matters are aimed at their development. educational programs, but also the program "Spiritual and moral development", as well as programs extracurricular activities general cultural, social and other directions.

An example of such work is a lesson episode that reveals the formation process at this stage.

Children are offered a series of plot pictures with questions to them. Working with this material allows the child to independently express his attitude to this situation and predict a way out of the proposed problem. The child's answers will help the teacher assess the level of development of personal ECD at this stage of work. At the end of each school year the child will be offered a comprehensive Verification work, aimed at identifying the formation of personal UUD.

The requirements of the standard dictate the need for the formation of an adequate self-esteem of the individual. The child learns to assess his own success, shortcomings and set a goal in overcoming them.

Regulatory universal educational actions form the child's ability to set a goal, define educational tasks, plan their activities, find their mistakes and correct their activities, the ability to keep a voluminous task in memory while performing it. (It doesn't work ...., I need to learn ...)

Cognitive universal educational actions are divided into general educational and logical.

General education

formulation of a goal;

search and analysis of information;

modeling;

structuring knowledge;

preparation of oral and written statements;

semantic (motivated) reading;

problem formulation

Universal logical actions

highlighting the features of the subject;

comparison,

serialization,

classification,

reasoning,

hypothesis,

proof

Such tasks are daily training in the development and improvement of regulatory and cognitive universal educational actions.

Communicative UUD involve the development of skills to work in pairs in groups, which in the best way allow you to teach a child to build coherent statements, prove his point of view, develop the ability to listen to and respect the opinions of another, develop a culture of communication in

Tasks of this kind are a good example of group work. During the discussion, children can come to a consensus. The forms of organization of group and subgroup work are quizzes, creative tasks, KVN, competitions, brain rings and others.

Taking into account the introduction of the Federal State Educational Standard in educational institutions, it becomes obvious and necessary for the speech therapist and other narrow specialists to work with students experiencing learning difficulties, as well as with children with disabilities health through inclusive education.

In his work, a speech therapist teacher relies on the following regulatory documents. The most important new link in this work is the educational institution's correctional and developmental program, which is drawn up by the specialists of this institution.

To achieve the planned results in accordance with the requirements of the Federal State Educational Standard, it is important to correctly coordinate the activities of all specialists of the educational institution.

The construction of the work of a speech therapist is traditionally in accordance with the recommendations of the Instructional letter Min. Education of the Russian Federation, however, taking into account the requirements of the Federal State Educational Standard, additions to the speech therapist's work plan are needed, which consist in the development and implementation of individual (group) correction programs for children with special educational needs, with disabilities, disabled children with speech disorders.

The main task of a speech therapist is to improve all aspects of speaking and writing. junior schoolchildren... Children who have complex structure speech defect, which prevents high-quality assimilation of program material in basic subjects.

According to the requirements of the new educational standards, it is necessary to use ICT in the classroom. Here are practical examples of exercises used in speech therapy classes.

This slide presents an exercise aimed at automating sound pronunciation, as well as developing regulatory and cognitive EULs.

Another example is the "Locate the Place of Sound in a Word" exercise. This task is presented in electronic form, verification is carried out with a click.

"Cross out those circles, in the name of which there is a given sound, for example [with]"

Slide 20.

When performing the exercise "Choose a scheme for a word", "Define a word according to a scheme"

Slide 21.

"Make a word out of letters" In these tasks, the child develops regulatory and cognitive UUD, self-control, self-esteem.

Slide 22.

One of the options for working to improve the syllable composition of a word can be the task presented on this slide.

Slide 23.

To form the lexical and grammatical structure, it is necessary to teach children:

Freely use generalizing words, grouping objects according to generic characteristics,

Define related words, generalize, analyze, systematize.

Find the same root words.

Designate properties, names of actions and their quality. Develop spelling vigilance. In this case, "an unstressed vowel at the root of the word."

To activate inflection, word formation using suffixes.

Word formation using prefixes

Establish and reflect cause-and-effect relationships in speech.

To reconcile an adjective with a noun in gender, number.

Correctly use the singular and plural noun in the genitive case.

The semantic side of speech develops (synonyms, antonyms, shades of word meanings, the choice of exact suitable expressions.

Saturates his speech with words denoting all parts of speech.

Understands what he read, answers questions about the content, is able to retell short stories.

Can talk about a picture (a series of pictures), about a toy, about something from personal experience, conveying the plot, climax and denouement.

Able to go beyond the real, imagining previous and subsequent events.

Can notice in the story not only the essential, but also the details, the particular.

Dialogic speech is well developed: answers questions, gives remarks, asks questions

The result of the work for the year is complex work with the text. Completion of the proposed tasks for him is an indicator of overcoming the difficulties of a particular child.

The tasks presented on the slide can serve as an example of such complex work. (comment on the tasks from the slide)

According to the requirements of the Federal State Educational Standard, the result of correctional work for the year is a mandatory diagnosis of the success of each child. It is necessary to carry out systematic tracking of the dynamics of development of the effectiveness of correctional work and monitoring.

In speech pathology children, speech disorders are a serious obstacle in communication, in the regulation of their activities, in the mastery of general educational skills, therefore, a speech therapist in his classes needs to work on the formation of all the above-mentioned UUD

Thus, the correctional work of a speech therapist teacher is of great importance in achieving the educational result planned in the educational program.

Formation of UUD in primary schoolchildren in speech therapy classes in the context of the introduction of the Federal State Educational Standard.

O. V. Zaitseva

The article discusses the possibilities of forming universal educational actions of primary schoolchildren in corrective speech therapy classes. The article is addressed to speech therapists general education schools, primary school teachers who implement the tasks of implementing the Federal State Educational Standard in their work.

School speech therapy station visit children with various deviations in speech development and the state of speech of such children, undoubtedly, hinders the development of general education programs. Carrying out his main work on the correction of violations of sound pronunciation in children, the improvement of the lexical and grammatical side of speech, on the prevention of violations of written speech, the speech therapist teacher creates the foundation for all subsequent education. An integral part FSES is a concept for the development of universal learning actions in students. The developers of the standard distinguish personal, regulatory, cognitive and communicative actions as the main types of universal educational actions. Students who are primarily enrolled in a school speech center have a number of speech and psychological characteristics that make it difficult for them to form universal educational actions. For example, in the speech of a child with general speech underdevelopment, violations of sound pronunciation and lexical and grammatical structure are observed. Deviations in the development of speech often impede the correct formation cognitive processes, make it difficult to communicate with others, affect the emotional and volitional sphere. Nevertheless, corrective speech therapy work, depending on its content and methods of organization, reveals its own specific possibilities for the formation of universal educational actions in younger schoolchildren. How can you form an UUD in corrective speech therapy classes? General rules the organization of correctional work can be as follows:

1. Speech therapy lesson should be built as a process of "discovery" of specific knowledge by each child. Children do not accept knowledge in a ready-made form, and the work in the classroom is organized in such a way that it requires students to make efforts, reflections, and search.

2. Any actions of the child must be meaningful.

3. In speech therapy classes, a speech therapist teacher teaches children to set goals, look for ways to achieve them, and jointly draw up an action plan.

4. Learning collaboration between pupils is encouraged. In their joint activities, students develop universal human values.

5. Great attention to remedial classes is given to mutual examination and self-examination of children, they do not reproach for mistakes, explaining that everyone learns from mistakes.

6. A speech therapist teacher marks the child's achievements in comparison with his past results, helps to gain confidence in his strengths and abilities.

7. Speech therapist helps the child to find himself, creating individual route by providing support, creating a situation of success.

Consider the possibilities of the formation of personal UUD in speech therapy classes.

Personal UUDare designed to provide the value-semantic orientation of students: the child must learn to correlate his actions with accepted ethical principles, know moral norms and be able to highlight the moral aspect of behavior. Nowadays, many parents are focused exclusively on the mental development of their child. It is alarming that in many families not enough attention is paid to spiritual and moral education and personal development. As a consequence of this process, the inability to find mutual language with peers, conflict, loss of interest in learning.One of the main goals of a speech therapist teacher is to help a child awaken all the inclinations inherent in him, to understand and find himself, so that in the end the child wants to become not just a highly educated person, but also wants to conquer everything negative in himself and develop positive. Personal UUD in speech therapy classes can be formed, first of all, on the basis of the interaction of students with each other. At the same time, communication skills are also formed. In traditional speech therapy classes, as well as in classroom lessons, children had to obey general rules: "think for yourself", "do not prompt", "do not cheat", "do not talk to your neighbor", "answer only for yourself." The children worked side by side, but not together. V modern conditions, children should learn to cooperate with each other, building friendly relations, learn to correlate their actions and deeds with accepted ethical principles, and assimilate moral norms. To do this, it is necessary to introduce new rules: - in speech therapy classes, you can talk to each other in a low voice, but only on the topic; - help your friend if he asks you about it; - never laugh at other people's mistakes, remember: we learn from mistakes; - do not be proud that you helped a friend; - do not flaunt your good deeds and successes; - do not be afraid to ask the speech therapist again if something is not clear; - learn to listen patiently to the interlocutor, do not interrupt him; - prove your point of view politely, do not get angry if they do not understand you.

In order for these rules to apply, psychological climate the group should be warm. A positive attitude, an appropriate joke, positive emotions - all this encourages children to cooperate. Practice should be kind. The introduction of traditions will help to provide emotional comfort and a sense of personal security: At the beginning of the lesson: - look at each other, smile at each other from the bottom of the heart, shake hands with each other, from the bottom of your heart wish each other good luck. At the end of the lesson: - Thank each other for their help and cooperation, note the positive in the work of your friends. In such an environment, even the most shy and withdrawn children will eventually be able to feel free, and this in turn will contribute to the development of their communication skills. One of the types of personal UUD is the formation of meaning. As practice shows, the majority of children attending correctional speech therapy classes are quite critical of their speech defects. Thus, meaning formation, as a kind of personal UUD, can be successfully formed both on individual and on group lessons... Already in the first lessons, establishing contact with the child, the speech therapist teacher helps him understand why the correction is being carried out and what significance this work has for the child himself. On individual lessons the following questions will help set up the child for work on setting sounds:

Do you like the way you speak? - Do you feel that your speech differs from the speech of others? - Do you think everyone understands you, or only the closest people? - Do you want to learn how to pronounce sounds correctly? Why do you need this? - Do you think you need to make efforts to achieve your goal? - Are you able to force yourself to work? - Are you ready for further work? Further, at each specific lesson, the child, in cooperation with the speech therapist, sets more narrow tasks.

Provide students with the organization of their learning activitiescalled for regulatory action. For example, in a lesson on setting the sound P, after the child, with the help of a speech therapist, figured out how the organs of articulation should work, he is quite capable of realizing what he already knows and what he still has to learn. With the help of a speech therapist, the child outlines the tasks that he has to solve in order to achieve the main goal.Insufficient speech activity of children undoubtedly creates certain difficulties.the formation of educational skills: planning the upcoming work; determination of ways and means of achieving the goal; control of their own activities. Therefore, a speech therapist teacher helps to formulate and write down the intended tasks in order to subsequently note which of them has already been solved. The tasks for setting the sound P can be as follows:

I have to learn to do gymnastics for the tongue so that my tongue becomes strong and mobile.

I have to learn how to massage my tongue so that it becomes "obedient".

I have to learn to open my mouth wide and hold it in this position.

I have to learn to keep my wide tongue behind my upper teeth.

I must learn to ensure that the edges of the tongue fit snugly against the upper molars.

I have to learn to blow hard on my tongue to get the motor exercise.

Of course, speech therapists use different ways sound settings and, if one does not fit, then the other is applied. In the process of work, some tasks may disappear by themselves, others may appear, the main thing is that the child knows what this or that exercise is used for and realizes that the solution to each next task is his small victory.

As for tracking the individual and personal growth of the child, here you can use the "Ladder of Achievements" or "Personal Success Card".

The formation of communication skills among students is one of the main directions of speech therapy work.To do this, involve children in working in pairs. It is not easy for first-graders to work in pairs: they are often distracted, argue, some try to show their superiority, they can offend, humiliate the interlocutor, others, on the contrary, are pinched, they are afraid that the partner will find out a mistake and will tell about it in front of everyone.

Therefore, it is better to draw up the "Rules for friendly work" together with the guys in advance:

Try to call your interlocutor by name more often;

Show goodwill;

Find good qualities in the interlocutor;

Learn to listen patiently to your friend, try to understand him;

Point out mistakes politely, remember, everyone has the right to make mistakes;

If a dispute arises, do not be angry and do not complain, try to negotiate and maintain friendly relations;

Praise your partner if he completed the task without mistakes;

If you enjoyed working in pairs, be sure to tell your partner about it.

In a group lesson on the differentiation of the sounds P, P and L, L, you can organize work in pairs in this way:

We will now work in pairs. Don't forget the Rules for Working Together. During communication, use helper phrases: "I think", "it seems to me", "what do you think?" what a fine fellow you are! "," I was pleased to work with you "

Task for the 1st pair:

Your couple will be collecting bouquets. Before you flowers (pictures). One of you is collecting flowers, in the name of which the sounds P, P are "hidden"" ... Another - flowers, in the name of which the sounds L, L are "hidden"" .

Free images: gladiolus, aster, lily of the valley, chamomile, violet, chrysanthemum, tulip, dahlia,""

Task for the 2nd pair:

Your couple will collect birds in the feeder. Before you are birds (pictures). One of you collects birds in his feeder, in the name of which the sounds P, P are "hidden"" ... Another - birds, in the name of which the sounds L, L are "hidden"" .

Free images: swallow, hawk, swan, crow, falcon, sparrow, pigeon, magpie, nightingale, starling.

Children themselves agree among themselves who collects what bouquet or feeder. After the guys have completed the task, a check is carried out.

We listen to the 1st pair.

What did you need to do? (children explain their task)

The guys name flowers from their bouquets. The others listen carefully.

Now let's see who listened carefully.

Who remembered what kind of flowers Katya had in her bouquet? And what about Dasha?

The guys name, and Katya and Dasha remember which of the guys is more active, so that at the end of the lesson they will mark the best ones.

We listen to the 2nd pair. The guys were feeding the birds. (Children explain how they completed their assignment)

At the same stage of work, a problematic situation can be created, thereby involving children in a joint discussion of a controversial issue.

Look, another little bird has arrived. It's called KOLIBRI. What kind of feeding trough are we going to put her in? (children express their opinion)

Thus, for the development of communicative ECD in each lesson, it is necessary to create conditions under which students cooperate with each other in order to solve the problem. Children jointly identify problems, define goals, plan their activities, assign roles, resolve controversial situations, learn to evaluate their actions.Therefore, we can talk about the formation of regulatory educational actions.

The leading characteristic of a creative personality should be considered not "outstanding abilities", but its motivation (life goals) Therefore, the tasks that we set for the child should not only be understandable, but also internally pleasing to him, that is, they should be significant for him.Self-confidence, the desire to work on oneself - that's what really comes in handy in life.

Thus, the correctional and developmental work of a speech therapist at school should be aimed not only at correcting speech disorders, but also at the formation and development of universal educational actions in children.

Lee terature:

1. . Asmolova A.G. How to design a UUD in an elementary school. From action to thought: a manual for a teacher. / Ed. - M .: Education, 2010.

2. Yastrebova A.V. Overcoming the general underdevelopment of speech among primary school students of general education institutions. - M .: ARKTI, 1999.

3. Federal state educational standard of primary general education. - M .: Education. 2010

O. V. Zaitseva

The forming oppotunities are observed in universal educational actions (UEA) of junior pupils on the correctional logopedical classes. The article is adressed to the teacher - logopeds of general educational schools, teachers of elementary schools, who realize the introducing tasks in Federal governmenal educational standards (FGES).

Purpose: to show the relationship of correctional and educational processes that contribute to the successful assimilation of program material through the formation of UUD.

In the standards of the second generation, the first place is given to the requirements for the results of mastering education - subject, meta-subject and personal.

Speech therapists at school speech centers are also guided by the indicators of the activity approach of the second generation standards:

· Imparting a socially and personally significant character to the results of education;

· More flexible and durable assimilation of knowledge by students;

· A significant increase in motivation and interest in learning;

Providing conditions for general cultural and personal development based on the formation of universal educational actions

The results of the school speech therapist's activity on the correction of oral and written speech directly affect the quality of teaching children-speech pathologists in literary reading, the Russian language, the world around them, and is fundamental for the further assimilation of knowledge.

The solution to these tasks can be successful with an organized speech therapy accompanied. Speech therapy support is a help for the teacher and includes in its work, including the formation of metasubject UUD at all stages of correctional work and in all areas.

The components of speech therapy support are:

· Prevention of speech disorders;

· Speech therapy diagnostics;

· Correction of speech defects;

· Formation of all sides (components) of speech;

· Development of non-verbal mental functions;

· Development of the emotional - volitional sphere;

· The formation of the child's moral attitudes.

The formation of UUD takes place at the stage of diagnosis and correctional and developmental stage.

Diagnostic stage involves examining the speech of primary school students with the aim of recruiting groups, identifying children for individual correction and counseling work.

In the first grades, a speech therapist performs two-stage speech therapy diagnostics. At the first stage, express diagnostics is carried out, covering all students and making it possible to judge the level of speech development of first graders, about the formation of some universal educational actions in a child (mainly communicative and regulatory). The second stage of diagnostics is an in-depth speech therapy examination, covering all components of the speech system and revealing the formation of all types of universal educational actions.

An important point in this stage is the establishment of contact with the child. In this case, the interaction of a speech therapist and a child is aimed at clarifying the level of formation of language means. The diagnostic stage provides material for further correctional work, therefore it is necessary to find out the levels of the child's speech activity. What kind of cooperation skills does the child have, how he is able to perceive information and transmit it, how accurately he expresses his thoughts in accordance with the tasks and conditions of communication, his ability to speak monologue and dialogical speech, how he manages his activities, how much he gives independent answers.

universal learning action speech therapy

Correctional and developmental stage is the main one and lasts the entire academic year . During this period, in individual and group lessons on the correction of oral and written speech, the speech therapist, along with specific speech therapy tasks, solves the problems of the formation of metasubject UUD. For this, in speech therapy classes, a system of tasks and exercises was selected that contribute to the formation of UUD.

One of the directions of the correctional and developmental stage - individual work on the production of sounds involves the formation of regulatory actions (control and correction of one's own speech), communicative, involving active speech activity at all stages: at the stage of setting, automation, differentiation and the introduction of sound into active speech with construction free expression as a result of work on sound. The formation of cognitive actions, which consist in the ability to formulate a problem, to establish cause-and-effect relationships when performing logical operations.

At the stage of the formation of phonemic processes and auditory perception, work is carried out with sound, syllable and word. Children are offered tasks related to the selection, comparison, differentiation, restoration of phonemes. Thus, the development of phonemic processes and auditory perception is aimed at the development of analytical and synthetic operations on speech material. Therefore, we can talk about the formation of cognitive actions (the choice of grounds and criteria for comparison, serialization and classification of objects) and regulatory educational actions (correction, goal-setting, planning, control in the form of comparing the mode of action and its results, management of one's activities).

The next direction of speech therapy work is the formation of the lexical and grammatical structure of speech. This is a very difficult and crucial stage in the development of a child's speech. A large number of children, due to a number of objective reasons, have limited vocabulary... And they do not own the elementary forms of word formation and inflection. The speech therapist sets himself the task of expanding and enriching vocabulary in parallel with the expansion of ideas about the surrounding reality, form ideas about word formation and eliminate speech grammatisms, teach correctly, establish grammatical connections of words in a sentence, consolidate educational terminology, practice morphemic analysis... At this stage, all metasubject actions are formed on the basis of subject ones.

It must be said that at all stages of correctional work, personal ECDs are formed.

Thus, we can conclude about the formation of UUD in speech therapy classes. So:

Personal UUD provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory UUD provide organization for students of their learning activities.

Cognitive UUD include general educational, logical actions, as well as the actions of posing and solving problems.

Communicative UUD provide social competence and conscious orientation of students to the positions of other people (first of all, a communication partner or activity), the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

In speech pathology children, speech disorders are a serious obstacle in communication, in the regulation of their activities, in the mastery of general educational skills, therefore, a speech therapist in his classes needs to work on the formation of all the above-mentioned UUD

Thus, the correctional work of the speech therapist is harmoniously combined with the activities of the subject teacher in achieving the educational result planned in the educational program.

Literature

1. Azova T.V. Directions and methods of speech therapy work to eliminate dysorphography // "School speech therapist". - 2010. - No. 1. - S. 39-57.

2. Bankkrashkova I.V. Modern speech development to overcome lexical and grammatical underdevelopment in the context of the formation of universal educational actions // Special (correctional) education in the context of modern educational policy: Guidelines by the 2010-2011 academic year / Ed. - comp. I.V. Bankkrashkova, I.N. Ryazanov. - Khabarovsk: KhK IRO, 2010 .-- 27 p.

3. Bessonova T.P. The content and organization of speech therapy work of a speech therapist teacher of a general educational institution: Methodical recommendations. - M .: APK and PRO, 2003 .-- 126 p.

4. Gribova O.E. The main directions of work in speech therapy classes // Modern approaches to the correctional and educational process at school for children with severe speech disorders. - M .: APK and PRO, 2008 .-- 56 p.

5. The concept of federal state educational standards of general education / Under the editorship of A.M. Kondakova, A.A. Kozlov. - M .: Education, 2008 .-- 35p.

6. Neuropsychological diagnostics, examination of writing and reading of primary schoolchildren / Ed. T.B. Akhtina, O.B. Inshakova. - M .: V. Sekachev, 2008 .-- 128 p.

7. Fotekova T.A. Test methodology for the diagnosis of oral speech in junior schoolchildren. - M .: ARKTI, 2000 .-- 56 p.

8. Fundamental core of the content of general education / Under the editorship of V. V. Kozlova, A.M. Kondakov. - M .: Education, 2009 .-- 59 p. - (Second generation standards).

Topic of the lesson: Sound [s]. Automation stage in syllables, words.

Form of training session: individual.

Target: anchorage correct pronunciation sound [s] in syllables, words.

Tasks:

Automate the sound [s] in syllables, words;

Form the ability to educate plural nouns;

Expand and systematize vocabulary.

Correctional and developmental:

Develop phonemic hearing, visual perception, speech breathing;

Develop attention, letter gnosis, memory, thinking.

Correctional and educational:

Build self-control skills and independence in class;

Foster a positive attitude towards the lesson.

Regulatory UUD:

Determine the goal of educational activities with the help of a speech therapist teacher;

Plan your actions to complete the assignment.

Cognitive UUD:

Classify items according to a given basis;

Observe and draw conclusions.

Communicative UDD:

Adequately use speech means for solving various communication problems.

Personal UDD:

- the formation of self-assessment skills, understanding the meaning of educational activities.

Equipment:laptop, presentation "Learning by playing!","Balloons" with schemes of articulation exercises, turntables for breathing exercises, a picture of a gnome, Su-Jok balls, a picture with the image of the sky, stars with lacing, on the back of which there are object pictures with sound [s], cards withItype of syllabic structure of the word, card "My friends", medal "I made friends with the sound C".

Dictionary activation: catfish, rum, scrap, volume, month.

Course of the lesson:

I . Organizing time

Say hello to teachers, introduce yourself, what is your name.

1. Mimic gymnastics

Let's play with the cube.

Ksyusha performs myogymnastics using a cube, which depicts different emotions (joy, surprise, anger, annoyance, grief, indifference).

2. Finger gymnastics

a) "Nut"

A round nut in the palm of my hand, (Performs movements in accordance with the text)

I knead my hand well.

Hop, and another nut in the palm.

Squirrel, come play with you!

b)"My family"

This finger is a grandfather, (puts out a thumb)

This finger is a woman, (holds up his index finger)

This finger is dad, (shows the middle finger)

This finger is mom (ring finger)

This finger is me, Ksyusha. (shows little finger)

II . Knowledge update

Someone's balloons flew to us. What are they? (colorful, beautiful, red, black, orange, gray, pink, burgundy).

What drawings are drawn on them? ("Window", "Smile-Elephant", "Kneading the dough", "Shovel", "Delicious Jam", "Clock").

The student should notice that one does not have a drawing.

2. Work on the air jet

There is no drawing on this ball, so it was "blown away". We must "inflate" him. "We inflate the balloon" as follows: we take a calm, deep breath and a strong exhale (3-4 times).

When the child "inflates" the balloon, attach a turkey drawing to the balloon.

So they inflated the balloon.

2. Articulation gymnastics

Now all the balls have drawings. Let's do the exercises for the tongue.

A student performs exercises in front of a mirror to the music "Articulatory gymnastics".

III ... Learning goal setting

Highlighting sound

Today the dwarf Savva came to our class. These are his balls.

What sound is heard at the beginning of a word?

Today we will continue to work on sound [s]. Let's show Savva what we have learned.

IV ... Learning new material

1. Articulation way of sound

Let's tell the dwarf Savva what position the lips, teeth, tongue are in, whether the vocal motor works when pronouncing a sound [s].

Tell us what position the tongue, lips, teeth are in and whether the vocal motor works when pronouncing the sound [C]:

Lips in a smile, teeth open;

The tip of the tongue rests on the lower teeth;

The lateral edges of the tongue are pressed against the upper molars;

There is a strong cold stream of air in the middle of the tongue;

2. Sound characteristic: sound [s] - consonant, solid, voiced, denoted in blue.

3. Development of phonemic hearing "Catch the word"

Dwarf Savva brought a picture with him. Who is in the picture? (catfish).

Listen carefully, I will pronounce this word correctly and incorrectly. If I pronounce it correctly, clap your hands, if not, then stomp your feet.

The words: catfish, house, lump, catfish, tom, catfish, rum, catfish, catfish, scrap, catfish, catfish.

Catfish- large freshwater scaleless predatory fish

Rum- pirates drink.

Scrap- an iron pointed thick rod with which ice is broken.

Volume- a separate book of some composition, publication.

V . Consolidation of the studied material

1. Automation of sound [s] in syllables

Dwarf Savva wants to know how attentive you are. Listen and repeat the phrase:

sa-sa-sa - a fox runs in the forest.

so-so-so - Sanya has a wheel.

su-su-su - we saw a wasp.

sy-sy-sy - Sonya has beads.

2. Automation of sound [s] in words

a) The game "Star from the sky"

Savva and I will catch the stars from the sky. Name what is drawn and string it on a lace.

Pictures: juice, catfish, wasp, fox, owl, scythe.

b) The game "Count"

- Name all the objects that you see (owl, fox, nose).

Let's count the items (one owl, two owls, ..., five owls).

VI ... Fizminutka"The gnome walked through the woods"

The gnome walked through the forest. (Walking in place)

I lost my cap (Bends forward)

The cap was not easy (Threatening with a finger)

With a bell of gold (Small bells are ringing)

Dwarf who will tell you more accurately (Jumping on the spot)

Where to look for his loss. (Kids looking for a cap)

c) The game "One-Many"

Distribute the pictures in accordance with "one-many": note - notes, willow - willows, melon - melons, puma - cougars, leg - legs, fly - flies,

d) Correlation of sound with a letter

Gnome forgot what letter we denote the sound [s]? (The letter "es") Call it like the sound [s].

What token do we designate this sound? (blue)

The letter "c" is lost. Find it and circle it with the cursor.

- What does the letter "c" look like? (Month, bagel)

Month - part of the moon.

1. A crescent moon in the dark sky
The letter C hung over the house.
(V. Stepanov)

The mouse sat in the corner,
I ate a piece of the donut.
(G. Vieru)

Output: We speak and hear sounds. We see, read and write letters.

e) Game "Add a syllable"

- Read syllables of the 1st row and add the syllable CA - to them. Add the syllable СЫ- to the words of the 2nd row - What words did you get? (o-sa, l-sa, ko-sa, oo-sy, boo-sy, cha-sy)

Output: The syllable does not make sense, you cannot ask a question to it. Words are made up of syllables.

f) The game "My friends"

Say hello to your friends. (Hello, Kisa! Hello, Nyusha! Hello, Petya!)

What is Kisa doing? (Kisa is walking. Kisa is running.)

Say goodbye to your friends. (Bye, Kisa. Bye, Nyusha. Bye Petya.)

X. Reflection

Today you worked well, the dwarf Savva is glad that you taught him a lot and gives you the medal "I made friends with the sound C".

Self-examination of an open individual speech therapy

classes with student 1 "b" class Ksenia D.,

conducted by the teacher-speech therapist Tsyrempilova M.D.-Ts.

Lesson on the topic “Sound [s]. The stage of automation in syllables, words "was carried out with the student 1 "b" class with speech conclusion OHRIlevel. The lesson occupies an important place in the system of lessons on the topic under study, organized in accordance with the plan of individual correctional and developmental work.When planning this speech therapy lesson, goal: consolidation of the correct pronunciation of the sound [s] in syllables, words. The following tasks were solved:

Correctional educational: automate the sound [s] in syllables, words; to form the ability to form the plural of nouns; expand and systematize vocabulary.

Correctional and developmental: develop phonemic hearing, visual perception, speech breathing; develop attention, letter gnosis, memory, thinking.

Correctional and educational: develop self-control skills and independence in class; foster a positive attitude towards the occupation.

Formation of universal educational activities:

Regulatory UUD: determine the goal of educational activities with the help of a speech therapist teacher; plan your actions to complete the assignment.

Cognitive UUD: classify objects according to a given basis; observe and draw conclusions.

Communicative UDD: to adequately use speech means for solving various communication tasks.

Personal UDD: the formation of self-assessment skills, understanding the meaning of educational activities.

The set goals and objectives correspond to the content of the lesson. The lesson is of a complex type. In this lesson, the student repeats what she has learned, receives new knowledge, and the skills acquired are formed. The principles of teaching were followed: from simple to complex, the connection of material with life.

The chosen structure of the lesson was rational for solving the assigned tasks. All stages of the lesson are logically interconnected and prepares the student for subsequent work. During the lesson, Ksenia carried out visual, tactile, kinesthetic control. The lesson used multimedia presentation "Learning by playing!" in the Power Point environment, turntables for breathing exercises, fairy-tale gnome Savva, massage ball , didactic game "Catch a Star".

In the lesson, an exercise was used to develop speech exhalation, an exercise to develop fine motor skills, articulatory motor skills. Speech material was selected taking into account the student's capabilities, the level of their speech development, age characteristics. Work was done to activate the dictionary (cancer, tank, varnish, poppy, mast, sail, pipe, burrow, headlight, chickens, mountains).

Ksenia was interested throughout the lesson. This lesson has achieved its goal, the tasks have been implemented.