Making sentences kindergarten

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Teaching Kindergartners How to Write a Sentence

It’s week 10 in my Kindergarten class and time for Teaching Kindergartners How to Write a Sentence.

This school year has been my most challenging year, yet I am learning what so many other teachers experience on a yearly basis. I have had to back up and move a lot slower on my pacing this year. My students have needed more time and more intervention with initial concepts and I have not been able to move into writing as quickly as I normally would, but that’s okay, we are all making progress in a forward direction! (Positive Growth Mindset in Action)!

So here we are…we have been making lists of words and practicing the difference between a number, a letter, a word, and a sentence.

I make this anchor chart WITH the students to show and explain the difference between numbers and letters. I write numbers and letters on post-it notes and then hand them to the students to add to the correct section of the anchor chart. Together as a class, we ask, is it a number or letter?

Next, we make this anchor chart together. I have found that making anchor charts interactive and ‘building’ the chart together as a class, really makes a difference with the students and gives them ownership over their learning. (Interested in more anchor charts and how to implement them into YOUR classroom, then go here to THIS post to find 50+ Anchor Charts for the Kindergarten Classroom.)

So now at this point, we have covered the difference between numbers and letters, as well as gone over the difference between letters, words and sentences. Time to introduce how important spaces are between letters in words and words in a sentence. (Sounds basic? YES, but the reality is that most kindergarten students do NOT know this…don’t assume!) I make this anchor chart in front of my students and talk about the difference in spaces.

The basics of letters and words have been taught now and it is time to introduce building sentences that have structure and make sense. I started off the lesson by reading this book: Rocket Writes a Story. It’s a great book with the loveable dog character, Rocket. In this book, Rocket has learned his letters and is now collecting words, and wonders how to write a story. The little bird helps him understand what a story is and inadvertently, he writes a story with help from those around him. There are many opportunities in this story to focus on the different parts of writing. (I plan on using this book multiple times to review how Rocket writes a story.)

After using the book to introduce turning words into sentences and then into a story, I began my building-sentences lesson. This year I decided to use a ‘building-construction’ theme to engage them. Together as a class we talked about how some construction workers build roads and houses and how they have to follow laws. They can’t just build a house any way they want. They can’t build the house sideways, because that would not make sense. Same idea with building sentences, there are rules to follow and each sentence must make sense. I tell them the ‘laws of writing’ and write it down on the anchor chart.

Next, I modeled ‘building’ a sentence on the pocket chart with sight words and environmental print. I chose to do it this way, since they can read the words I used and it makes sense to them, since they can make a connection to the words and pictures.

Using the gradual release model, it is now time for the students to practice with each other. I have them turn to their shoulder-partner and I gave each pair of students a baggie with sight words and pictures. Together the partners built their own sentences. After 3-4 minutes, we turned back and I let the different pairs of students, share their sentences.

Finally, it was time to see if they could build a sentence independently. I gave each student a sheet of sight words and a variety of environmental print pictures to choose from. Students then cut out the sight words they wanted, along with their choice of environmental-print picture and ‘built’ a sentence (by gluing it) on a sentence strip. Each student had to read me their sentence and review the ‘laws’ of writing, before placing their sentence in the pocket chart. As you can see from the picture, all of the sentences are correct, except for one, which is someone I will be working with one-on-one to work on the laws of writing and creating a sentence that makes sense.

We are now we are ready to take on writing our own sentences and the next phases of writing! Please make note that all of the steps I described today, did not happen in one day. Use your teacher instinct and discretion to determine when and how to implement these lessons and/or strategies. These ideas worked for me and my students this school year and I happily pass them along to you! (Looking for more writing ideas, check out my post on Guided Drawing to Beginning Writers.) I hope this post, Teaching Kindergartners How to Write a Sentence is helpful, please let me know if it was!

How do you teach writing? I would love to hear your suggestions and tips! Leave them in the comments section and you might be featured on my FB or Instagram page!

Tagged beginning writinghow to write a sentenceteaching how to write a sentenceteaching kindergarten writingwriting for kindergartners

Methods and techniques for working on a proposal

Osipova V. M.
In the preschool group, children must learn to analyze and synthesize sentences. This work contributes not only to the preparation for literacy, but also to the general speech and mental development of children. Without it, the student's idea of ​​a word is indefinite, and the ability to analyze the verbal composition of a sentence develops very slowly.
Since preschoolers do not have knowledge of syntax, teaching the correct construction of sentences should be done practically. This is the culminating process of speech formation with its underdevelopment.
Each child of the speech group must master the ability to divide a sentence into words, name the number of words in it, any word in order, come up with a sentence for a given number of words, make a deformed sentence, write down the sentence graphically.
We advise you to start by isolating sentences from the story and counting their number. After listening to how many times the voice was lowered, the children will determine the number of sentences. Then the sentences need to be memorized, naming the first, second, etc. in order. At the same time, children lay out sticks or bend their fingers. Next, the speech therapist must bring in signal cards indicating the proposal.
In the next step, children learn that a sentence is made up of words. The basis of the proposed methodology is the variants of the game "Live Words". Each child depicts a “living word”, and all children must understand that a sentence consists of words.
It is recommended to use tasks that develop the ability to analyze and synthesize sentences.
1. Make sentences of two or three words. Come up with a sentence about a house, about an object made of paper, iron, wood.
2. Repeat only the first two words in the given sentence. The autumn forest is beautiful.
3. Replace the last word with another. The girl is feeding the chickens.
4. Compose an offer according to the given scheme.
5. Compose a sentence with the given key words. Fluffy . .. spinning.
6. Repair the deformed sentence.
7. Make a sentence with compound words. Ice drift, beekeeper, snowfall.
8. Compose a complex sentence with conjunctions and write it down graphically. The boy fell because he stumbled.
9. Independently construct a proposal for this beginning. Birds fly south when...
10. Combine simple sentences into one complex one. Wintering sparrows… Migratory starlings…
11. Unravel sentences-fables "Confusion". A red crocodile is flying. - A green crocodile is crawling.
12. Make a sentence from "living words".
13. Make a proposal for an illustration or illustrative-graphic record.
14. Make a three-word sentence by adding your own words. Cat, boy, garden.
Annual plan for work
on proposal
September
3 weeks. Isolation of a sentence from speech: reading a story, fairy tales.
4 weeks. Learning a short story. Name the proposal in order.
October
1 week. Inventing a story from a picture, counting the number of sentences in it.
2 weeks. Naming the sentence in the story in order (sticks are superimposed on the sentence).
3 weeks. Work with a graphic image of the proposal on the cards.
4 weeks. Laying out card signs according to the number of sentences in the story.
November
1 week. Count sentences in a story. The counting is carried out "in the dark": the children put their heads on the table, close their eyes and raise the required number of fingers.
2 weeks. Dividing sentences into words, determining their number.
3 weeks. The game "Live words". Children count the words in a sentence, understand their sequence,
separate spelling.
4 weeks. Chorus game. Children must understand that all the words in a sentence are in their place and are not pronounced at the same time, but in order.
December
1 week. Acquaintance with the graphic image of the word.
2 weeks. Acquaintance with the graphic representation of the sentence, determining the ordinal place of the word in it. Work is carried out individually and with the whole class.
3 weeks. Games "Words are lost", "Words are lost".
4 weeks. Making proposals for demonstration and action. Differentiation of concepts word - sentence.
January
1 week. Making proposals on the topic "New Year".
2 weeks. Adding words to a sentence to make it longer. The game "Live words" is used.
3 weeks. Spreading the sentence with questions.
4 weeks. Spreading sentences with the Add Word game. Acquaintance with the preposition and its graphic representation.
February
1 week. Correction of a deformed sentence with the help of the game "Which word got lost-
?".
2 weeks. Mastering the concept of the length of a sentence, compiling its graphic record.
3 weeks. Asking questions for each word in a sentence according to the model.
4 weeks. Coming up with proposals according to the graphic scheme.
March
1 week. Coming up with sentences of two or three words according to the picture "Spring".
2 weeks. Restoration of a deformed sentence. The game with Dunno is used.
3 weeks. Compilation of sentences with compound words (ice drift, snowfall). Their graphic record.
4 weeks. Compilation of complex sentences with conjunctions to, because.
April
1 week. Independent construction of proposals for this beginning.
2 weeks. Combining simple sentences into one complex one with the help of the union a: Sparrows are wintering birds, and swallows are migratory birds.
3 weeks. Drawing up proposals for illustrative and graphic records.
4 weeks. Unraveling sentences-fictions "Confusion". Independent inventing of fables.
May
1 week. Making proposals with a preposition. Various intonations are used.
2 weeks. Graphic recording of sentences with prepositions.
3 weeks. Games "Preposition in a sentence", "Who will ride what?".
4 weeks. Graphic dictation.
Sample lesson notes
Sentence extraction from speech
LESSON OBJECTIVES

• Mastering the concept of a sentence.
• Learning to count the number of sentences in a story.
• Memorizing sentences.
• Differentiation of vegetables and fruits.

EQUIPMENT
1. Toys: Parsley, dolls.
2. Chips.
3. Subject pictures.
4. Vegetables, fruits.
* * *
Organizational moment
Speech therapist. Today I came to the kindergarten early and brought Petrushka. Look, he has a story in the envelope. Let's read it.
Autumn has come. The fields were harvested. Birds fly south. The animals are getting ready for winter.
Children, come up with a title for this story. (Hangs up pictures on the board depicting the four seasons.) Choose a picture about autumn on the board.
Children are doing a task.
The concept of the proposal
Speech therapist. Guys, Petrushka was at school today and found out that any story, fairy tale, and just our speech consists of sentences.
Parsley. May I read the first sentence in the story? (Reads. ) And now the second and third. (Reads.)
Speech therapist. Children, can you count how many sentences are in the story? Let's set aside chips for each sentence in the story.
The speech therapist reads the story again, the children set aside chips and count them.
The game "Smart tape recorder"
The tape recorder is represented by all the children of the group.
Speech therapist. Tell me guys, can you remember all the sentences in the story? Let's show Petrushka how we can do it. Let's play the game "Smart Tape Recorder". The first time you "write down" the first sentence, the second - the second, and so on. And then I’ll say, “Turn on the tape recorder,” and each row will repeat the recorded sentence in turn. And together you get a story about autumn. Here Petrushka will be surprised!
Children are doing the task.
Vegetable differentiation
and fruits
Dolls with bodywork enter. Put fruits and vegetables on the table.
Speech therapist. Guys, dolls went to the garden and garden. They gathered vegetables from the beds, and fruits from the trees. Help them put vegetables in one box for the Gardener doll, and fruit for the Fructoninka doll.
Children arrange vegetables and fruits in baskets and explain their choice.
Game "What did Grandma
buy at the market?"
Speech therapist. Now we will play the game "What did Grandma buy at the market?". Try to guess my riddles. It grows on a tree. It tastes sweet, round, red. What is this fruit?
Children. Apple.
In the same way, riddles about all vegetables and fruits are guessed.
The result of the lesson
Speech therapist. Look, guys, while we were playing, Petrushka left and took the envelope away. What was in it?
Children. Story.
Speech therapist. And what does the story consist of?
Children. From suggestions.
Speech therapist. You are great, you learned and understood everything. And tomorrow, come up with a little story about vegetables at home too. Then in the kindergarten we will count how many proposals there are.
Getting to know the
graphic representation of sentence
LESSON OBJECTIVES

• Making up stories from pictures.
• Graphic representation of the offer.
• Memorizing sentences in order using pictograms.

EQUIPMENT
1. Sound letters.
2. Offer graphic cards.
3. Banks with "juice".
4. Pens, notebooks.
* * *
Organizational moment
Speech therapist. The guys, Pinocchio and Malvina sent us sound letters today. Let's first listen to Pinocchio's letter.
Pinocchio reads in a "wooden" voice, without intonational formalization of sentences, without pauses between them.
Good autumn in the garden. Ripe pears and apples just ask for your mouth. Quickly take the basket and collect fruit. Mom will be happy with the harvest.
Guys, did you understand what Pinocchio wrote?
Children. No.
Speech therapist. Now listen to how Malvin reads this letter.
Malvina's letter sounds.
Why did we understand well what Malvina was reading? That's right, she read expressively, separating one sentence from another. Can you count the sentences in this story? Who's to say how many there are?
Children. Four.
Graphic representation of the sentence
Speech therapist. Guys, I brought you cards today with an offer. (Gives out cards.) The corner is a capital letter at the beginning of a sentence, because the first word in a sentence is always capitalized, and at the end is a period.
_______.
Now I will read the story of Pinocchio and Malvina again, and you will lay out your cards for each sentence. Then we count how many sentences are in the story.
Children are doing the task.
Drawings on the topic of sentences
Speech therapist. To better remember the story, we will make a small drawing for each sentence, which will then help you remember it and tell your mother in the evening.
Children make a small sketch of its content for each sentence.
And now let's remember the whole story. The first drawing is a garden, remember the sentence: It's good in the autumn in the garden. The second picture - apples, pears, the whole sentence: Ripe pears and apples just ask for your mouth. Etc.
Compilation of stories
by pictures
There are pictures on the table. Each child has their own.
Speech therapist. Children, make up stories from your pictures. Lay out as many diagram cards as you have sentences in your story. Each person completes the task independently.
Next, the speech therapist checks all the stories with the children. One child writes sentences graphically on the board.
Game "Delicious juice"
There are jars with different "juices" on the table.
Speech therapist. Mom made delicious pear juice for the winter. How else can it be called? What juice?
Children. Pear.
Speech therapist. And which apple? From plums? Etc.
Children answer each question.
The result of the lesson
Speech therapist. What cards are on your table?
Children. These are proposal plans.
Speech therapist. How did you guess what this offer was?
Children. It starts with a capital letter and ends with a dot.
Acquaintance with the vocabulary
composition of the sentence
LESSON OBJECTIVES

• Consolidation of knowledge that a thought is expressed by a sentence, which consists of words.
• Introduction to a one- or two-word sentence.
• Determining the place of each word in a sentence.

EQUIPMENT
1. Toys (airplane, paddle, matryoshka, rocket).
2. Cash registers with graphic representation of sentences and words.
3. Pens, notebooks.
* * *
Organizational moment
Speech therapist. Today we will get acquainted with the vocabulary of the sentence. (Shows a toy plane.) What word can you call this toy?
Children. Airplane.
Speech therapist. That's right, now tell me about the plane in two words.
Children. The plane is flying. The plane is buzzing. The plane is big.
Speech therapist. We've got an offer.
Compilation of short sentences

Speech therapist. Seryozha, tell me your proposal about the plane.
Serezha. The plane has landed.
Speech therapist. How many words are in it?
Serezha. Two words.
Speech therapist. Say the first word, then the second.
The child names the words.
I will now take a toy and make a suggestion about it. (Takes a spatula.) Spatula. How many words are in my sentence?
Children. One.
Speech therapist. Is it a long sentence or a short one? Does it have many words or few?
Children. Short, one word.
Speech therapist. Now I will show the toys, and you come up with sentences with their names.
Children come up with sentences about nesting dolls, a rocket, count the number of words, name the first, second words.
The game "Live Words"
Speech therapist. Guys, let's play the game "Live Words". You, Misha, will be the word rocket. And you, Dasha, the word flies. Name your words, first Misha, then Dasha. How many words are in this sentence? What is the first?
Children. There are two words in the sentence. The first word is rocket.
Speech therapist. And the second?
Children. Flies.
Graphic record
sentences
Speech therapist. You see, guys, in a sentence, the words are arranged one after another. I'm going to write this sentence down on the board in dashes. Each dash will mean a word, a corner is a capital letter, and a dot at the end. Write down the sentence Rocket flies in notebooks.
Children are doing the task.
You have the same cards at the box office. Find which card means the first word (with a corner) and which one means the last (with a dot). You must post a sentence Matryoshka stands.
Children are doing a task.
Sasha, draw as many lines on the blackboard as there are words in this sentence.
The child is doing a task.
Well done, Sasha, you wrote down the proposal. How many words are in it? What is the first word? What is the second?
Children answer questions.
The result of the lesson
Speech therapist. Guys, today you learned that a sentence consists of words, and the words are arranged one after another. Learned how to write down a sentence and make it from cards. All of you were great, everyone tried, and everything worked out for you!
Compilation of sentences
with given words
LESSON OBJECTIVES
 Learning to compose various sentences for the task.
 Consolidation of the ability to graphically record a sentence, make sentences with cards.
EQUIPMENT
1. Narrative pictures, toys.
2. Notebooks, pens.
3. Cash registers with signals.
* * *
Organizational moment
Speech therapist. Today we will come up with proposals. I came up with a suggestion about a cat. It starts with the word cat. Guys, can you guess my offer? (Hangs up pictures on the board. )
Children. The cat meows. The cat is drinking milk. The cat caught the mouse.
Speech therapist. Well done, guys, you came up with different proposals, but I had this: The cat is playing. Let's write it in notebooks and have someone write it on the blackboard.
Children write in notebooks. One child writes on the board with comments.
Child. The first word is cat, the second word is playing, there are two words in this sentence.
Main part
Speech therapist. Now guys, make up a sentence with the word boy. Sasha will not tell us his offer, but we will try to guess it.
Children. The boy is playing. The boy bathes in the river. The boy is reading.
Speech therapist. Tell me, Sasha, did the children guess your offer? What did you come up with?
Sasha. Didn't guess. I came up with The boy teaches lessons.
Speech therapist. Here is a good sentence Sasha composed. Let's count how many words it contains. For each word, you need to get a card from the cash register and lay out a sentence.
Children (lay out a sentence from cards). There are three words in this sentence. The first word is a boy, the second is teaching, the third is lessons.
Speech therapist. You did everything right, guys, well done.
Now make up a sentence about chicken.
Children. The chicken pecks at the grain.
Speech therapist. Who is this proposal talking about?
Children. About the chicken.
Speech therapist. What is said about the chicken?
Children. That she pecks at the grain.
Speech therapist. You see, guys, in the sentence the subject is not only called, but something new, interesting is said about it. From this sentence, we learn that the chicken pecks at the grain. Listen again: grandmother, granddaughter, loves. Did I make an offer?
Children. No.
Speech therapist. That's right, this is not a sentence, but just individual words. To make a sentence, the words must be correctly arranged so that the words are friends. Masha, try to say a sentence about your grandmother.
Masha. Grandmother loves her granddaughter.
Speech therapist. Very well, we found out that the grandmother loves her granddaughter. And now Natasha will come up with a proposal about her granddaughter.
Natasha. Granddaughter loves her grandmother.
The result of the lesson
Speech therapist. So, guys, we have learned how to make sentences, write them down correctly, lay out cards. What did you like about the lesson, and whose suggestion did you remember? Come up with a suggestion for your favorite toy at home.
Children answer questions.
List of used and recommended literature

Gvozdev A.N. Formation of the grammatical structure of the Russian language in a child. M., 1949.
Efimenkova L.N. Correction of oral and written speech of primary school students. M., 1991.
Kashe G.A., Filicheva T.B. Program for teaching children with underdevelopment of the phonemic structure of speech. M., 1978.
Lopukhina I.S. 550 exercises for the development of speech. SPb., 2000.
Lvov M.R. Speech of younger schoolchildren and ways of its development. M., 1975.
Seliverstov V.I. Games in speech therapy work with children. M., 1987.

Construction of sentences using chart cards when working with children of senior preschool age with disabilities. | Methodological development in speech therapy (senior, preparatory group) on the topic:

Building sentences using chart cards.

Teacher-speech therapist MOU Kindergarten No. 301

Krasnoarmeisky district of Volgograd

The success of children's education in school largely depends on the level of mastery of syntactic skills. Children should be able to answer the questions correctly, in detail, have the skill of building interrogative and declarative sentences, learn to ask questions for each word, and express their opinions independently.

There are a number of methods for developing speech, learning to build sentences. However, when teaching children with general underdevelopment of speech, it is impossible to use these methods in full.

All higher mental functions closely related to speech activity (attention, memory, verbal-logical thinking) are reduced in children with OHP, this must be taken into account when planning correctional and educational work. When getting acquainted with lexico-grammatical categories and building sentences, it is important to connect all analyzers: auditory, visual, tactile. The child must pass everything through himself, only after that you can talk about the results. Teaching children the skills of correct sentence construction (syntax), it is necessary to rely on factors that facilitate the process of becoming a coherent speech.

This methodological development is based on the syntactic representation of words in a sentence (subject, predicate, definition). As you know, the subject of syntax is the word, in its connections and relations with other words in speech. As a result of these relations, the main syntactic associations are formed: a phrase, a simple sentence, a complex sentence, a complex syntactic whole (text).

Work on the coherence of speech is carried out in parallel in three directions:

1. work on a phrase;
2. work on proposal;
3. work on a coherent monologue speech (learning to retell, compose stories).

Let's consider the first two directions in more detail. All work is based on graphic schemes.

When compiling and modeling proposals, it is necessary to adhere to the following sequence:0080

The sequence of work on the phrase and sentence at the syntactic level can be conditionally divided into several stages.

PREPARATION STAGE.

1. At this stage, you need to teach children to think creatively: to "revive" drawings, objects, geometric shapes. Here it is advisable to perform tasks with children such as “Revive the circle (square, triangle)”, “What does the oval look like?”, “Draw the figure”.

Children are shown diagrams:

What does … a circle look like? - on a donut, a ring, a moon, a pancake, a frying pan, on a child's face…

Square? - on a picture, a box, a carpet, a chessboard. ..

Children are invited to complete these geometric figures to the named objects.

2. Further, when the children have learned to freely select words for these schemes, the speech therapist suggests drawing a circle so that the head of a boy or girl is obtained.

Children are asked to come up with a name for a boy (girl). At the initial stage, this task is difficult to complete, because children cannot choose names for the children shown in the pictures.

MAIN STAGES

Stage 1. Work on the word

1. Work begins with the selection of the word in the flow of speech.

At classes on sound pronunciation, the development of coherent speech, a speech therapist explains to children that we are surrounded by different sounds, sounds are combined into words. The concepts of "word", "sound" are given. The designation of the word -card-rectangle is introduced.

It is very important at this stage to teach to clearly differentiate the concepts of "word-sound".

Recommended games: “If you hear a word, clap your hands”

“If you hear a word, raise the diagram-rectangle”

Speech therapist reports that words-objects are “living” and “not living”, answering the questions Who? What?

(it is advisable to work on words-objects during the passage of the lexical topic "Family")

3. Next, the concept of "word-feature" is introduced, the scheme of word-features is a rectangle with one wavy line

"Words-features" are studied during the study of the lexical topic "Fruits", "Vegetables". It is during this period that the speech therapist teaches children the selection of words-signs for the subject.

Speech therapist asks children a question: What kind of cucumber?

Children answer: oval

green

ripe

crispy

juicy etc.

Children give answers, and the speech therapist marks each named word with diagrams on the board (rectangle with a wavy line)

4. the term "Word-action" and its graphic representation are introduced, a rectangle with two straight lines -

Stage 2. Simple sentences (subject + predicate)

1. The speech therapist together with the children makes sentences to demonstrate the action, here a sample of the sentence is also introduced:

Subject scheme

Picture of word-action

(dad, grandmother,

Child ...)

Examples of sentences: Dad digs

Child plays ...

2. The following is the replacement of the subject picture on the picture on the picture with the image of a circle (from the preparatory stage). Children can already “revive” the circle themselves and come up with a character.

There are plot pictures on the board, the children must come up with sentences themselves, based on the diagram.

Examples of plot pictures: The butterfly is flying. Olya sings.

Mom does laundry. The dog is barking.

The pear is hanging…

3. Next, the speech therapist introduces the replacement of the rectangle scheme with a circle inside, with the “word-object” scheme

Children already make sentences according to two basic schemes:

stage 3. Phrases.

At this stage, it is necessary to teach children how to correctly build phrases that are a compound link in complex sentences (in the future, these phrases will be included in complex sentences).

1. Speech therapist demonstrates to children the "Revive the Circle" scheme. Children pick up words on the topic "Vegetables" (eg. Turnip, tomato ...). Next, the speech therapist invites the children to draw a tomato on this diagram, the children in parallel draw a tomato on individual cards on their tables. The speech therapist puts the second card on the board

The speech therapist offers to compose phrases according to the model.

Answers to children: Red tomato

Round

Ripe

Sweet ...

2. Speech therapist replaces the second word with one straight line.)

The scheme was obtained:

Convention once, the children draw their fingers along the lines on the diagram card.

Stage 4. Proposal work.

1. Next, the speech therapist teaches the children how to make three-word sentences. First, the children make up sentences based on subject pictures:

Nr.: A bunny gnaws a carrot.

Then the subject pictures are replaced by schemes:

Bunny gnaws a carrot.

Olya sings a song.

Here the initial concepts of writing a sentence are introduced:

1. The beginning of a sentence is written with a capital letter.
2. put a full stop at the end of the sentence.
3. there must be space between words.

2. Differentiation "Word-sentence"

Children must understand the differences between these concepts, must correctly count the number of words in a sentence, correctly name words according to the number.

3. When introducing prepositions (“short words”) into speech, the speech therapist marks them with a triangle

For better assimilation of prepositions, at the initial stage, the scheme of the preposition (SPATIAL IMAGE) is introduced, then the graphic representation of the preposition is changed to the scheme.

on

on the board a speech therapist is phrases, children help:

On the table

On the sofa

on the shelf

In the same lesson one scheme is replaced by another:

on the table

On the shelf

4. Differentiation of the concepts of "words" - "short words". Here are exercises such as: "Count the number of words, give them a description"

Nr.: on, on the table, table, lamp, on the lamp ... (children's answers: short word, short word and word-object, word-object ...)

Display of word schemes (for each child)

,

preposition word-object

It is necessary to teach children to highlight prepositions, count the number of words, name each word separately.

5. Making sentences with prepositions.

The work is carried out in the same way as working on a simple sentence (at first, based on plot pictures, partial replacement of plot pictures with diagrams, complete replacement of words with diagrams). As a result, at the end of this stage, children should make sentences according to the scheme:

Masha is sitting on the couch.

Butterfly sits on a leaf.

The cat sleeps on the porch.

6. Work on the phrase.

Expansion of a phrase by homogeneous members.

Black rook

Black agile rook

Black, nimble, nimble rook

Etc.

By this stage, children should learn to freely select words-attributes for a given word-object.

7. Expansion of the sentence by introducing homogeneous members of the sentence. (on the worked out material of paragraph 6.)

Masha draws a rook.

Masha draws a black rook.

Masha draws a black, nimble rook.

Masha draws a black, nimble, nimble rook.

It is necessary to teach children to identify the main members of the sentence (who is the sentence talking about? - Masha. What is this word? - The word is an object. How is this word denoted? - One line. What does Masha do? - Draws What is this word? - Word-action. How is this word designated? - Two features. In the sentence, "sign-words" (for example, the word "black") are also distinguished by a wavy line. The rest of the secondary members of the sentence (we denote the word "rook" by a simple triangle.

5 stage Complex sentence

When working on a compound, complex sentence, work is carried out in the same way as on a simple sentence. First, we use plot pictures, then subject pictures, partially replace them with diagrams and, as a result, replace all words with diagrams.

1. First, the children make two sentences according to the scheme:

Olya draws a butterfly.

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