Literacy lesson in the middle group “Sound and letter A” for children with general speech underdevelopment. Summary of a speech therapy lesson in the middle group “Sound”

Sound and letter i.

Program content.

Correctional educational tasks: To consolidate in children the concepts of “sound”, “letter”, “word”. Strengthen the ability to distinguish by ear words with the initial stressed vowel sound A, U, O, I. Introduce the vowel letter I. Exercise children in reading the fusion of vowels A-I, I-A. Learn to divide words into syllables, distinguish between long and short words. Teach children to change the strength of their voice: speak loudly, quietly, whisper. Learn to select words with the same root.

Correctional and developmental tasks: develop phonemic awareness, visual and auditory attention, fine motor skills, memory. Develop physiological and speech breathing.

Correctional educational tasks: developing initiative skills and interest in classes.

Material.

Demonstration: sound houses, magnetic letters A, U, O, I. “Logocube”.

Handout: subject pictures with sounds I, A, O, U; chips.

Vocabulary work.

Sound, word, letter, vowel sound, cognates (game).

1. Organizational moment.

Game "Logocube". Children lay out the pictures and the pictures with the sound I remain.

Iiiturkey, iiirisk, iiineedle, iiirises, iiiiizbushka. What is the first sound in all these words?

2. Subject message.

Once upon a time there lived the sound of I. The mouth of the sound And always smiled widely, widely, and this made the songs sound different. Nothing interferes with the air.

Game exercise “Ladder”. (Loud, quiet voice).

What sound is this?

We will denote vowel sounds with a red circle.

3. Exercise “Listen carefully.”

What words begin with the sound?

Ira and Igor played

All the toys were scattered.

4. Game “Words of a Family”.

What can you do with toys? (play)

This car (what kind) ... Toy

We have a lot of (toys)

Now I will invite you to (game)

You will (play) with me.

The words game, play, toys, toy are called related. They are similar to word games. This is a family of words.

Which word is longer: game or toys?

5. Physical exercise. "A game".

Gathering the kids

Play one game.

Show me guys

How animals live in the forest.

How the little fox wakes up

Like a baby squirrel washes itself,

Like a little hare jumped,

Like a wolf cub ran.

Collecting blackberries.

Only the little bear is sleeping,

In no hurry to wake up.

6. Introducing the letter.

Listen to a poem about the letter I.

I got a hammer

I knocked down a letter from the boards.

How many planks are there? - Three!

What letter? - AND.

What does she remind you of?

Laying out the letter I from sticks.

7. Reading vowel fusion: AU, AI, IA, IO...

And... A, etc.

8. Sound analysis of vowel fusion: AI, IA

What's the first sound?

What's the second sound?

How many sounds?

What are they?

What sound were we talking about? How does the letter differ from the sound I?

I want to treat you to a candy that starts with the sound I. Toffee.

Summary of the speech therapy lesson “Visiting the sound student”
Topic: Sound [N] and letter N
Goal: introducing children to the sound and letter N.
Tasks:
correctional and educational goals:
- familiarization with the articulation of the sound [H];
- developing the skill of isolating the final and initial sound [H] from words; - developing the ability to select words ending with the sound [H];
- developing the ability to select words starting with the sound [H];
- dividing two-syllable words (Nina, Nata, note) into syllables.
- acquaintance with the letter N;
- designing and printing the letter H;
- reading reverse and forward syllables with the letter N;
- reading two-syllable words with the letter N;
- recognition of the letter N in words.
correctional and developmental goals:
- development of phonemic awareness, visual and auditory attention, general, fine and articulatory motor skills, coordination of speech with movement, creative imagination.
correctional and educational goals:
-develop skills of cooperation, goodwill, initiative, responsibility.
Progress of the lesson
I. Organizational moment.
A speech therapist reciting a poem.
The speech therapist places an open page in front of each child. 20 ABC book.
Speech therapist. Look carefully at the picture and listen to the poem.
Natasha has a freckled nose,
Our Nata is a first-grader.
Which words in this poem begin with the sound [n]?
Children. Nose, Natasha, ours, Nata.
Speech therapist. Right. What other word has the sound [n]?
Children. Freckles.
Speech therapist. Right.
II. Main part:
Exercise “Raise the Flag.”
The speech therapist suggests that the children close their ABC books for now.
Speech therapist. Say the sound [n]. Feel the air passing through your nose. Try holding your nose and saying the sound again. Does not work? This proves to us that air passes through the nose. Do you think this is a vowel or a consonant?
Children. This is a consonant sound. It can't be sung.
Speech therapist. Right. It cannot be sung; there is an obstruction in the mouth. Air passes through the nose. What color circle will we use to indicate the sound [n]?
Children. Blue circle.
Speech therapist. Right. Now I want to see if you can distinguish the sound [n] from other sounds. (Hands out colored flags to the children.) I will speak, and you will raise the signal if you hear the sound [n]: n, a, t, n, p, u, p, n, au, in, un, op, elephant, nose, knock, banana.
Children complete the task.
Speech therapist. Great. You were very attentive.
Exercise “What will happen?”
The speech therapist takes out magnetic mugs for sound analysis and synthesis and containers with handouts for sound analysis.
Speech therapist. And now we will play the game “What will happen?” If I first pronounce the sound [a], then the sound - [n], what will happen?
Children. An.
Speech therapist. Right. Which circle will I designate the sound [a], which circle will I designate the sound [n]?
Children. For the sound [a] you need to take a red circle, for the sound |n] - a blue one. The speech therapist lays out a diagram of the syllable on a magnetic board.
Speech therapist. If I say [o], then [n], what happens?
Children. He.
Speech therapist. Indicate the sounds with circles and lay out a diagram.
Children complete the task.
Speech therapist. Well done! Disassemble the diagram. If I say [n], then - [u], what happens?
Children. Well.
Speech therapist. Post the diagram.
Children complete the task.
Speech therapist. Great. Disassemble the diagram. If I say [na], then - [ta], what happens?
Children. Nata.
Speech therapist. Well done.
ABC book work.
The speech therapist removes the containers with mugs and invites the children to open their ABC books.
Speech therapist. Look at the left page. Do you see the letters
N, n. Why are they blue?
Children. They are consonant.
Speech therapist. Right. How many sticks does the letter H consist of?
Children. Out of three.
Speech therapist. Right. Go to the board and form the letter H using magnetic sticks.
Children complete the task.
Speech therapist. Well done! Now look at the picture at the bottom of the page. Let's help the girl Nadya find all the objects on the table and chair whose names begin with the sound [n].
Children. Knife, scissors, sock.
Speech therapist. And also a thimble. You see, he is lying on a chair. It is put on the finger when sewing. And there are daffodils in a vase on the table. Look how beautiful these flowers are. Now look at the next page. You see the letter H, which was made from sticks and paper. At home you will try to form the same letter. Now let's read the syllables in the green frame.
Children. an, un, he, in, on, well, but, neither.
Speech therapist. Now let's read the words. The arcs underneath will help you. They show how to correctly connect letters when reading. Let's try to read the words.
Children. He, she, they, note, Nata, Nina.
Speech therapist. See what the note looks like. This is a sign for recording music. Read the caption under the picture again.
Children. Note.
Speech therapist. Now look at another picture. We see two girls. Let's read what it says there.
Children. Nata and Nina are here.
Speech therapist. Well done! You will look at the next page of the ABC book at home with your mother and play the games that are on it. (Collects ABC books.)
Mobile exercise “Rocket”.
The speech therapist invites the children to go out onto the carpet and offers to do a familiar exercise.
And now you and I, children, are marching in a circle.
We're flying away on a rocket. Rise on your toes, Rise on your toes, stretch your arms
up, closing them.
And then hands down. They give up.
One, two, stretch. They reach up again.
Here's a rocket flying up! They run in circles on their toes.
Work in notebook No. 3.
The speech therapist invites the children to the table and hands them open pages. 14 notebooks, places a container with pencils and colored pencils on the table. Speech therapist. On the page on the left you see the capital and small letters N, n. What pencil will you use to outline and color them?
Children. Blue.
Speech therapist. Why?
Children. The letter N is a consonant.
Speech therapist. Complete the task.
Children complete the task. The speech therapist makes sure that they sit correctly, do not hang their heads low, and hold the pencil correctly.
Speech therapist. What objects are drawn in your notebook?
Children. Notes, scissors, daffodil.
Speech therapist. I am very glad that you remembered the words “narcissus”, “note”. What sound do these words begin with?
Children. From the sound [n].
Speech therapist. Right. You will color these pictures in the evening after you have had lunch. Now take simple pencils. We will write a new letter. Look how I write it on the board. (Shows.) First I write one stick from top to bottom, next to another and connect them with a crossbar in the middle. Try doing the same in your notebooks.
Children write a line of letters Not in a notebook, a speech therapist helps them. The speech therapist puts away the notebooks.
III. Result:
Speech therapist. Let's remember what new things you learned in class?
Children. We got acquainted with the letter N and learned that it is a consonant.
Speech therapist. What words with the sound [n] do you remember?
Children. Narcissus, note, Nata, sock, scissors, knife.
Speech therapist. You did very well today. Well done! Clap for yourself!

Tasks:

1. Learn to isolate the sound U from a series of vowels, to isolate the initial stressed sound against the background of a word, to hear words with the sound U.
2. Develop auditory attention, phonemic and visual perception, general and fine motor skills, thinking.
3. Exercise in the ability to change the pitch and strength of the voice, in the use of antonyms quietly-loudly, big-small; finish the sentence with meaning.
4. To develop the ability to form the plural of nouns and nouns with a diminutive suffix.
5. Increase interest in pre-literacy activities.

Equipment: individual mirrors, simple pencils, an image of the girl Uli, a large and small airplane, object pictures: iron, fishing rod, snail, duck, ducklings, ears; "tracks" of the aircraft.

Plan - outline. Progress of the lesson

I. Organizational moment.

The speech therapist invites the children to sit down in a given sequence: Veronica, Katya, Sophia, Lisa, Camilla, Maxim.

II. Articulation exercises.

The speech therapist shows a picture of a girl: “This is Ulya, Ulyana.” (The name is repeated first by everyone in chorus, then by individual children.)
What is the first sound in this name? (U). What exercise do our lips resemble when we pronounce U? (“Tube”) Performing exercises in front of a mirror: “Tube”, “Smile”, “The house opens”, “Curious tongue”.

III. Articulation of the sound U.

Say the sound U again and look at each other, in what position are your lips? Teeth?
The lips are like a tube, the teeth do not close, they are closed with the lips. Is the voice sleeping or singing? (singing means the sound is ringing). What can you do with the sound U? (stretch, sing). Children pronounce the sound “U” in chorus and one at a time.

IV. Isolating the sound U by articulation “Guess what sound”

The speech therapist silently pronounces vowel sounds: a-o-u-i-a-u-a-i-o-u... Having identified the sound, the children pronounce it out loud, and when U, they also clap their hands (catch the sound).

V. Physical education “Loud-quiet”

There are two pictures on the board depicting a large and a small plane. -Are the planes the same or different? What is the affectionate name for a small plane? (airplane). The plane is flying, its engine is humming: U-U-U. How does a big plane sound? (loud). Small? (quiet). We alternately “fly” and hum like small and large airplanes. Show with your voice how the plane takes off (increasing the voice with the sound U), how the plane lands? (weakening of voice power).

VI. Isolating the sound U from a word.

The speech therapist pronounces words with initial stressed vowel sounds, the children determine the first sound in the word, call it; Having heard U at the beginning of the word, they spread their arms to the sides - the wings of an airplane.

Lexical material: duck, autumn, fishing rod, aster, ears, needles, stork, street, cloud, dinner, windows, August, morning, Ira.

VII. Didactic game "One - Many".

The teacher explains the conditions of the game: “I will talk about one subject, and you will talk about many.”
Vocabulary material: snail—snails, iron—irons, duck—ducks, fishing rod—fishing rods, smile—smiles, street—streets, beetle—beetles,

VIII. Didactic game “Finish the sentence” (based on object pictures).

Give each child an object picture: iron, fishing rod, snail, duck, duckling, ears. The speech therapist begins the sentence, and the child whose picture matches the meaning finishes it. The child picks up his picture and repeats the sentence in full.
- Mom irons things... (with an iron).
- For fishing you need... (a fishing rod).
- He wears a house... (snail).
- The boy has a pain... (ear).
- Swimming on the pond... (duck)
- Mother duck calls her...(ducklings)

IX. Fine motor skills exercise “Traces of an airplane.”

Take pencils and draw paths from the plane along the dots and sing the song: U-U-U.
What sound did you study in class? Let's say goodbye to him: stretch our arms forward and say Ooooh.

Irina Stateeva
Literacy lesson in the middle group “Sound and letter A” for children with general speech underdevelopment

Sound and letter A.

Program content.

Correctional educational tasks: introduce children with concept« sound» , « letter» . Strengthen the ability to distinguish words with an initial stressed vowel by ear sound A, U, O, I. Introduce the vowel letter A. Exercise children making the letter A from sticks. Reinforce the concept of a word, distinguish between long and short words.

Correctional and developmental tasks: develop phonemic awareness, visual and auditory attention, fine motor skills, auditory attention and memory, consolidate the ability to distinguish between the right and left sides.

Correctional and educational tasks: developing skills of initiative and independence.

Material.

Demo: Anya doll, sound houses, The letter a, carpet, game "Logocube".

Dispensing: subject pictures with sound A(watermelon, pineapple, apricot, car, bus, counting sticks, massage ball.

Previous work.

Clarification of the pronunciation of vowels, the ability to convey the rhythmic pattern of words was formed, the ability to isolate initial stressed vowels from words was formed, the concept sound.

Vocabulary work.

Sound, word, letter, vowel sound.

1. Organizational moment.

Speech therapist: Today we will go to the country sounds and letters. You will learn a lot about sounds and letters, words. (look at the red and blue house).

Different people live in these houses sounds and letters.

Guys, listen, someone crying: ah-ah-ah. This is Anya doll.

How is Anya crying? (ah-ah-ah). Don't cry Anya! Better come with us on a trip to the country sounds and letters.

Which one is the first? sound in the word АААня? Anya brought with her toys: aaacar, aaabus and fruits pineapple, aaaaan, aaapricot.

Which sound first in all these words? (Sound A) .

2. Subject message.

Today we will introduce you to sound A. Anya invites us to sing sound A. Imagine that we have a ball in our hands. We wind a thread on a ball and eat sound A-A-A. Is the thread long or short? (long). Sound And we can sing and pull. Look how wide the mouth opens, there is no barrier to air. Sound And is called a vowel sound, from the words voice, voice. Vowels sounds live in the Red House. We will denote sound big red circle. (Tkachenko vowel A symbol).

3. Development of auditory attention.

A game "Catch sound» . The speech therapist pronounces a series sounds, syllables, words children clap when they hear sound A.

4. Differentiation of concepts « sound» And "word".

A is sound, and watermelon is a word. Words are made up of sounds. If sounds"will crumble", then the word will not work. Prepare your palms. I will call you "scattered" sounds, and you collect them in words: a-r-b-u-z (watermelon, a-n-a-n-a-s, A-n-ya.

5. Pronunciation of words with sound A, position determination sound.

Look, there are pictures in the red house. Tell Anya the name of the picture and determine where it is sound A. (car, bus, watermelon, pineapple, apricot, orange, stork).

At the beginning of a word or at the end?

6. Physical exercise.

A stork flew to us.

Stork, long-legged stork,

Show me the way home.

Stomp your right foot

Stomp your left foot.

Step with your right foot.

Step with your left foot

So when you come home

The teacher turns on quiet rhythmic music and shows the movements, and the children repeat.

7. Getting to know letter A.

What does it look like the letter a, what does she remind you of?

Here are two pillars diagonally,

And between them is a belt!

You you know this letter? A?

in front of you the letter a.

Post it letter made from counting sticks. How many sticks will we need?

We can write the letter A, put it out of the shelves, touch it, see it.

A sound And to hear and pronounce. A-A-A-How much sounds I made(three).

8. Reading.

Laid out on a carpet audio tracks from Letter A to Letter A. You need to roll the balls and "sing" sounds.

From what letter we met?

A game "Logocube": place pictures on the cube with names that begin with sound A.

And we will also invite the doll Anya to class!

Irina Gurova

Correctional and educational:

Continue to form the concept of “word”, “sound”.

To consolidate and clarify the pronunciation of the sound [u] in isolation, in syllables, words, short phrases.

Continue to learn how to distinguish the sound [y] by ear from a number of vowel sounds, against the background of a word, and how to distinguish it intonationally when pronouncing it.

Introduce the letter “U”, develop the ability to recognize it among other letters, reproduce its outline with the help of an adult.

Continue to teach changing the number of nouns (nominal and genitive cases).

Correctional and developmental:

Develop auditory and visual perception, attention, memory, imagination, graphic skills.

Promote the development of general and finger motor skills, coordination of speech with movements.

Educational:

Develop the ability to listen carefully to the speech therapist and each other, to interact in a group.

Material:

Owl toy, colorful box (“fairytale elevator”, sound symbols [u], subject pictures with [u] in the title), illustrations for a logo fairy tale, autumn leaves made of cardboard, picture material for the game “One-Many”, table from the manual “ Fun ABC", pictures with objects resembling the letter "U"; Marbles stones, cards with a dotted image of the letter "U" according to the number of children, red pencils, cards with letters, a computer (for listening to the audio recording "Wolf" (from the manual "Wolf") Speech therapy chants" by T. S. Ovchinnikova).

Progress of the lesson:

I. Organizational moment.

1). Game "Changers". Development of auditory and visual attention and perception.

Children stand in a circle. The speech therapist suggests changing places with the children, whom he calls by name, for example, “Anya and Gleb, Tanya and Katya, Dima and Olya are changing places.” Then the speech therapist gives the children multi-colored balls and asks the children to swap places according to the named colors: “Red and blue, blue and orange, green and yellow,” etc.

2). Game "Give me a word." Setting the goal of the lesson.

Children finish one word at a time in the speech therapist’s sentence based on object pictures:

... (duck) walks on the grass.

Vanya hurts... (ear).

The hare has long... (ears).

Kolya tied a strong... (knot).

Bees live in ... (hive).

Lena went to ... (street).

Speech therapist: “Who said what word?” (each child remembers his word). Then he turns to each child: “How many words did you name (huh?”) Each child answers: “One.”

Speech therapist: “Who noticed how all the words are similar?” (children's answers). “In every word we hear [y] – the song of our guest, who flew to us last time. Who remembers her? Of course, this is Sovushka. And here she is!” The speech therapist takes out an owl toy from a bright box: “Today, together with Owl, we will continue to pronounce and listen to her favorite sound.”

II. Characteristics of the sound [y] according to articulatory-acoustic characteristics.

Phonetic logo tale “About the sound “U”.

Speech therapist: “The little owl brought us a fairy tale “About the sound “U”.

She told me that we would all tell it together.” The speech therapist takes out illustrations for a fairy tale from a beautiful box. The telling of the tale is accompanied by the demonstration of pictures:

“In the fabulous Land of Sounds there lived the sound “U”. When he sang his song, he stretched out his lips like a tube - like this (the speech therapist shows an illustration with articulation of sound and invites the children to make a “tube”):

“Let’s pull our lips with a tube

And we won’t get tired at all!”

The sound “U” loved to sing, play and make friends! Want to know how? The sound “U” had friends. Together they sang and played. Together with the wolf they sang long and high: “Uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu”. Let's remember the wolf song (the speech therapist plays the audio recording “Wolf Song”). Show how the wolf sang his song. And together with Sovushka, the sound “U” liked to shout briefly and in a low voice: “U. U.U.” Show how the sound “u” shouted along with Owl. The sound “U” loved to play with the wind. The wind-breeze could sing in different ways, especially in autumn and winter: sometimes low, sometimes high, sometimes quietly, sometimes loudly: “UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUH. Now show me how the breeze sings its song.

Sometimes the sound "U" speaks very quietly. Do you know when? When he's afraid. One day, he was walking through the forest and heard someone rustling in the bushes and puffing: “Uh-uh-uh.”“U” was very scared and quietly said: “U.” Show me how afraid “U” was? Guess who it was? He is small, gray, prickly! That's right, it was a hedgehog! As soon as the sound “U” saw him, he immediately stopped being afraid. How did the hedgehog puff? Together with the hedgehog, they walked along the path and suddenly saw a Snail crawling towards them. Then the sound “U” was very happy and shouted loudly: “UHHH!” Show how the sound “U” screamed. And the hedgehog was also happy and puffed: “Ugh! Wow!. How did the hedgehog puff? And the Snail was also happy and sang in her own way: "Boo Boo Boo! Boo Boo Boo!". They began to play and walk through the forest together. Suddenly the friends heard someone from afar calling them like this: "Ku-kuuu, ku-kuuu." Who is this, guys? It turns out that Cuckoo invited her friends to visit her. Show me how. The friends were delighted and ran to visit the cuckoo. On the way they saw... hive. Who lives in the hive? The bees treated their friends with honey. The friends thanked the bees and moved on. All together at Cuckoo's they drank tea with honey. These are the friends the sound “U” has! Did you like the fairy tale that Owl brought us?

Speech therapist: “You and I agreed last time that we will denote the sound “U” with a red circle” (the red circle is the symbol of the sound placed on the board).

III. Development of phonemic processes. Owl Owl Games.

Speech therapist: “And now our guest wants to play with us and at the same time learn to listen to her favorite sound. Look what beautiful autumn leaves she brought you from her forest” (all children receive one leaf).

1) Guessing the sound from silent articulation.

Speech therapist: “Now I will pronounce the sound very, very quietly: so that no one can hear it, but can see it. And you show Owl an autumn leaf when you notice that I said: “Uh.”

2) Distinguishing sound in a series of vowels.

Speech therapist: “We continue the game: now it will be heard, but not seen. Wave the leaves to the Owl when you hear “U”: A, U, I, U, E, Y, U, A, U, U”... After the game, the speech therapist collects leaves from the children.

3) Isolation of sound against the background of a word.

Speech therapist: “Now you will hear the words. Repeat after me only words with the sound “U”: beehive, duck, poppy, knot, Alya, smoke, corner, Masha, smart girl, street.”

4) Selecting pictures with the sound “U” in the title.

Speech therapist: “Guys, I prepared a gift for Sovushka - these are pictures for the game. But it turns out that she only needs those with the sound “U” in their names. Let’s find these pictures for her,” and name them so that this sound can be heard very well.” Children come to the table one at a time, choose a picture and name it, emphasizing “U” intonation, and bring it to Owl.

IV. Development of general motor skills, coordination of speech with movements. Game "Owl-owl".

Owl-owl - big head,

(Put your hands on your head)

Sits on a stump

(Put your hands on your belt)

Turns his head

Looks in all directions

(Turn your head left and right)

Yes it will fly!

(Imitation of flapping wings)

V. Development of the grammatical structure of speech. Game "One-Many".

Speech therapist: “And now I suggest you play the game “One-Many” with Owl’s pictures. Pick a pair." The owl gives each child a picture (each picture shows one object with a “y” in the name). The speech therapist offers to name it and find a second (paired) picture on the tray, which depicts several such objects and name them: street - streets, knot - knots, fishing rod - fishing rods, iron - irons, duck - ducks, snail - snails. Next is the game “One-Many” with the ball. The same words are used:

street - many streets,

node - a lot...

fishing rod - a lot...

iron - a lot...

duck - a lot...

snail - a lot...

Speech therapist: “Well done, guys, I think Owl really enjoyed playing with you!”

VI. Introducing the letter "U".

Speech therapist: “And now I want to show Owl and you the letter with which the sound “U” is friendly.” This is the letter "U". Here she is. Let's look at the letter. What elements does it consist of? (children's answers). The letter “U” is made of two sticks: the long stick is on the right, and the short stick is on the left. What does the letter "U" look like? (children’s answers)” The speech therapist shows pictures that resemble the letter “U” (twig, cactus, hanger) and reads poems:

“U” is a knot.

In any forest

You'll see

The letter "U".

The cactus grew like the letter "U" -

Gave us beauty!

Convenient letter!

What's convenient about it is

What can you do with a letter?

Hang up your coat!

The children sit at the tables. Work is underway to develop letter gnosis. On the table, each child has outline images of the letter “U”.

1) At the request of the speech therapist, children trace the letters “U” with their finger: first with a long stick, and then with a short one.

2) Game exercise “Glass letter”. The speech therapist places a plate with Marbles pebbles in front of each child and offers to lay out a letter from pebbles along its outline and show it to Owl. After completing the task, Sovushka “praises” the children.

3) Trace the letter “U” with a pencil on the card along the dotted lines and give it to Owl.

4) Find a card with the letter “U” among other letters and give it to Owl.

Owl thanks the children for the gifts.

VII. Summing up the lesson.

Speech therapist: “Well, guys, it’s time for our guest to go home. What gifts will she show her friends? (letters “U”). And Sovushka also prepared gifts for us: these are coloring pictures (each child receives a gift from Sovushka). The owl praises the children and says goodbye to them.