Simple sentence for kindergarten
Simple English Sentences for Kindergarten 3+: Language Development of Toddlers.
Simple English Sentences for Kindergarten 3+: Language Development of Toddlers.
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Sentence structure is the course of action of words in a sentence. A sentence is composed of words such as things, verbs, descriptive words and qualifiers.
Using an assortment of words once you talk to your child will offer assistance for your child to learn modern words. Verbs activity words like “dance”, “fall”, and “pour” are particularly vital for building sentences.
Other important words are:
The subject is often referred to as a noun or things that perform actions.
Example: The dog jumped.
The subject of this sentence is the thing, dog since it is jumping.
Example: Goats and buffaloes sleep.
The subjects of this sentence are nouns, goats and buffaloes. Usually called a compound subject since there’s more than one subject performing the same activity.
The object is often referred to as the nouns that receive the action.
Example: She is eating rice and dal.
The objects which are receiving the action in this sentence are the nouns, rice and dal.
Example: The child ate chips.
The object of this sentence is the noun, chips because the child is eating the chips. The chips are receiving the action.
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Five
Basic Sentence Structures- Subject-Verb (S-V)
Examples:
- The dog plays.
- Akshay laughs.
- Khushi sleeps.
- Subject-Verb-Object (S-V-O)
Examples:
- The boy bathes the cat.
- I eat bananas.
- Rahul throws the ball.
- Subject-Verb-Adjective (S-V-Adj)
Examples:
- Mehak is beautiful.
- They are nice.
- I am hungry.
- Subject-Verb-Adverb (S-V-Adv)
Examples:
- Yesha laughs loudly.
- The bird flies high.
- Flowers are everywhere.
- Subject-Verb-Noun (S-V-N)
Examples:
- I am the principal.
- My Daddy is a fisherman.
- The girl is a student.
A simple sentence is a sentence that usually consists of just one independent clause. A simple sentence doesn’t have dependent clauses.
- I cannot drink warm milk.
- A day without sunshine is like night.
- I love playing.
- My favourite cartoon is Ninja Hattori.
Also Read: 100 Action Words in English: For Kindergarten to Class 1
Small
Sentences for Kindergarten- The pig is pink.
- Look at the cat.
- I live in a house.
- The apple is red.
- I have 5 flowers.
- The ball is green.
- I like to play.
- The jar has a lid.
- The swan is white.
- The van is blue.
Also Read: Rhyming Words for Kids: Everything You Want to Know
10
Simple English Sentences for Kids Along with PicturesI’m eating doughnuts.
The sun is hot.
He is my dad.
I see the bus.
I have a bat.
My crayon colour is Red.
The girl has long hair.
This is an ant.
Earth has one moon.
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20
Daily Use Small English Sentences For Kids- How about a hug?
- Sit up straight.
- Don’t be angry.
- Study here.
- Go to the bath.
- Speak softly.
- Don’t cry again.
- Stop talking.
- Have food.
- Watch carefully.
- Don’t tell her.
- Wait for me.
- Give it back.
- Bolt the door.
- Clean up.
- Walk slowly.
- Don’t go.
- Have your breakfast.
- Don’t cry again.
- Wake up
Also Read Is Learning Dependent on Cognitive Development? Guide to Better Development
Conclusion
Understanding sentences is essential because it offers details that make the listener understand and you communicate freely.
It is the framework that expresses the exact sense of interaction between two people. Thus, remove mistakes from your speaking and reward your kids with direct communication with the help of the daily used sentences above. Introduce your kids to Simple English Sentences and prepare them for the future. By using some of these simple sentences in your kids daily routine, you can build your child’s vocabulary and ability to communicate fluently.
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The Best Simple Sentences for Kindergarten
There are so many fulfilling perks to teaching kindergarten, but near the top of the list is teaching students how to read. I think one of the best parts of literacy instruction is seeing the excitement in my students’ eyes when they start reading sentences! Once students are ready to take that step, it’s just a matter of keeping up that momentum and excitement with additional practice. In this post, I’m sharing some of my favorite ways to use simple sentences for kindergarten reading instruction.
Are My Students Ready for Reading Sentences?
Before we can expect young learners to read even simple sentences, it’s important to make sure they have the right foundation.
The road to reading sentences includes important milestones such as:
- Identifying letters by name
- Identifying the sounds that letters make
- Blending sounds together to read words
- Reading words fluently in isolation, including sight words
Plus, between each milestone is a variety of phonemic and phonological awareness skills that need to be mastered in order to build a solid foundation for reading.
Once this foundation is in place, students are ready to begin reading words within sentences. Keep reading if you’d like to sneak a peek at the simple sentences that I use with kindergarten students when they’re ready to take this exciting step!
Simple Sentences for Kindergarten
There are many ways to practice reading sentences in kindergarten. Below are some of my favorite ways to incorporate simple sentences into literacy instruction. I love that these activities are perfect for literacy centers, morning work, small group intervention, or even homework! These activities also grow with students, so that they can read more challenging sentences as they learn more phonics patterns and master additional high frequency words.
Sight Word Fluency Sentences
When students first start reading words within sentences, it’s helpful to start with predictable text. I find that sight word fluency sentences are perfect for this!
These simple sentences often arrange the sight words in a predictable pattern, such as “I see a cat.” and “I see a pig.” This means that students can practice decoding words within sentences while building their sight word fluency. It’s a win-win!
Read and Reveal Sentences
Hands-on activities will help students stay engaged in reading practice. Read and reveal cards are always a hit with students! This activity has students read simple sentences on a card, then unclip the flap to reveal a picture that corresponds to the sentence. Students will use their comprehension skills to decide if the sentence they read makes sense with the picture they just uncovered.
Since this adds an element of self-correction to the activity, read and reveal cards are perfect for literacy centers, morning work, or even a fast finisher activity.
The fine motor practice from using clips for this activity is an added bonus!
Sentence Scramble Activities
As students grow more comfortable with reading sentences, they will start to get a feel for the natural rhythm of language and word order. This, in turn, will help improve reading fluency. One of my favorite ways to help students understand and practice word order is with sentence scramble activities. After putting a sentence in the correct order, they can practice reading it fluently.
You can add some cutting practice by having the students cut out the scrambled words themselves. Plus, having the word strips available to move around helps students in the task of unscrambling each sentence.
Sentence Dictation
Writing activities are another way that I incorporate simple sentences into literacy instruction. When students write sentences, they are able to practice their phonics skills in a different, yet still very important, way. Sentence dictation is a great activity that incorporates many kindergarten skills!
After listening to a simple sentence, students will use their phonics skills to write each word in the sentence.
Then they will use their fine motor skills to form the letters and words in the sentence. Finally, students will practice reading what they wrote as they decide if their written sentence matches what the teacher said. Sentence dictation doesn’t have to take a lot of time! If you have whiteboards and markers out for a different activity, do a quick sentence dictation before having the students put things away.
Sight Word Sentence Strips
This is another activity that incorporates writing as students practice reading sentences. Students can use these sight word sentence strips to practice decoding sentences fluently as they practice writing them as well.
Once these strips are laminated for durability, students can use dry erase marker to practice letter formation as they copy each sentence. This is another activity that students can work on independently during literacy centers or morning work time.
Since these sight word sentences are prepped and on binder rings, you can also take them on the go for even more practice! Use them as “password” flashcards: Have each student read a sentence from the bundle before entering the cafeteria, going outside for recess, or leaving for the day.
Kindergarten Reading Fluency Passages
Young learners get so excited when they can start reading passages with multiple sentences! This is why I love to use kindergarten reading fluency passages. Students are able to review phonics patterns and high frequency words as they improve their reading fluency and comprehension skills.
After students have had time to practice each passage in the classroom, I encourage them to take it home and read it to friends and family. They are always so excited to show off their reading skills!
Keep scrolling for information about a free reading fluency download that you can use in your classroom.
Free Reading Practice for Kindergarten
Would you like to try these reading fluency passages with simple sentences? You can grab this free collection of nine passages to share with your students. This free download focuses on short vowels, long vowels, blends, and digraphs. Each passage also includes common sight words to help build reading fluency.
Just fill out the form below and it will be delivered straight to your inbox!
Free Reading Fluency
Help your students make the leap from sounding out words to reading with fluency! These fluency passages are designed to give kids successful reading practice to help students become strong readers!
First Name Your email addressSave These Kindergarten Sentences
Be sure to save this pin to your favorite phonics board on Pinterest! You’ll be able to come back to these simple sentences for kindergarten when your little readers are eager to give them a try.
Didactic games for the development of speech | Material:
Didactic games for the development of speech
Didactic games for teaching children to make simple sentences.
"Come up with a sentence"
Didactic task: To develop children's speech activity, speed of thinking, learn to make a sentence for a given word.
Game rule. It is possible to transfer a pebble to another player only after he has come up with a sentence with the named leading word.
Game in progress. The children and teacher sit in a circle. The teacher explains the rules of the game:
- Today we will come up with sentences. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word "close" and give Dasha a pebble. She will take the pebble and quickly answer "I live close to the kindergarten." Then she will say her word and pass the pebble to the person sitting next to him. The word in the sentence should be used in the form in which it is proposed by the guesser. So in turn, in a circle, the pebble passes from one player to another. If the children find it difficult to answer, the teacher helps them.
“From syllables - a sentence”
Purpose: to teach how to distinguish the first syllable from a word, make words from the first syllables, and from them - sentences.
Game progress. The child is given a rebus card on which the whole sentence is encrypted. Each word in this sentence is placed on a separate line. The child selects the first syllables of each picture related to one word, makes a word out of them and memorizes it. Then, on the next line, he analyzes the next group of pictures, makes up the second word from the first syllables, and so on, until he deciphers all the words. Then he calls the received words in order, forming a sentence.
“Pair of words”
Purpose: to learn how to build a simple sentence from two given words.
Material: photos or pictures of summer landscapes, situations, natural phenomena; various subject pictures.
Game actions: each participant in the game takes one picture from two piles and comes up with sentences with the names of the pictures on them. Welcome humor, common phrases.
Educator. Guys, have you ever heard a strong thunder in a thunderstorm? One day Brother Leto got tired of this noise.
He decided to measure the rain clouds:
Help the clouds combine two different words in one sentence.
For example, the player took two pictures: "bear" and "sun".
- The bear is basking in the sun.
- A bear in a warm coat is hot in the sun.
- The bear took the sun from the crocodile.
Pictures: "ant" and "flower".
- An ant climbed a flower.
- An ant hid in a flower from the rain.
- An ant swings on a flower.
"Who will come up with more interesting ideas"
Purpose: to teach children to make sentences on a given verb.
Equipment. Checkboxes, icons.
Description of the game. The teacher pronounces one word (verb), for example, “cooks”. Children come up with sentences with this word, for example: “Grandma cooks delicious pies”, “Mom cooks delicious”, “Katya cooks soup”. Whoever has the most interesting offer gets a chip, a badge. The one with the most chips wins.
Note. It is possible to take not only a verb as the basis of a sentence.
The teacher can name any part of speech (adjective, adverb, etc.) depending on the purpose of the lesson.
Untangle the words
Objective: To learn how to make sentences using these words.
Game progress. The words in the sentence are mixed up. Try to put them in their places. What will happen?
Suggestions for the game:
1. Smoke, coming, pipes, out.
2. Loves, bear cub, honey.
3. Standing, vase, flowers, c.
4. Nuts, in, squirrel, hollow, hides.
"Sunbeams".
Purpose: to learn how to build a simple complete sentence.
Material: paper strips of different lengths, sun emblems, paper sun rays.
Educator. Divide the children into two teams. Each team will take turns writing phrases about spring. For each correct sentence, you will receive a "sunbeam" for the sun emblem.
The team that collects the most “rays” and whose spring sun turns out to be “brighter” will win.
Option 1. Game actions: choose strips of paper of different lengths depending on the length of the word, memorize words, change the order of words, change the form of words correctly, build sentences correctly.
- Trees, on, buds, appear.
- Melting, icicles, sun, from.
- Forest, snowdrop, in, blossomed.
- Grass, earth, grow, on.
- Drip, roof, drip, p.
- Stream, swim, boat, by.
- Tree, birdhouse, hung on.
Option 2. Game actions: independently come up with complete sentences with a given word, lay them out using strips of paper of different lengths, voice the sentence compiled by the team.
- Children in spring…..
- Birds in spring…..
- People in spring…..
- In the forest in spring…..
- Before spring…..
- After spring…..
"Make a phrase"
Purpose: to consolidate the ability to form sentences from words.
Game progress. Have the children come up with sentences using the following words:
funny puppy
ripe berry
funny songthorny bush forest lake
Didactic games to match adjectives with nouns and pronouns, nouns with numerals in gender, number and case, nouns with verbs.
Multi-colored chest
Purpose: to teach children, when agreeing neuter (feminine) nouns with a pronoun, to focus on the end of the word.
Material: box, subject pictures according to the number of children.
Stroke.
Educator:
I put the pictures,
In a colorful chest.
Well, Ira, take a look,
Take out the picture, name it.
Children take out a picture and say what it shows.
"Count the sparrows"
Purpose: to teach the agreement of a noun with a numeral.
Equipment: three pictures of a sparrow, one picture of a flock of sparrows.
Stroke. An adult offers the child to count three sparrows, following the correctness of speech. He then displays a picture of a flock asking, "How many sparrows are there?" The correctness of the answer is controlled (many sparrows).
"Let's weave a wreath"
Purpose: Learn to coordinate a noun with a numeral
Equipment: Real dandelions. you can collect a bouquet
“Who can praise”
Purpose: to select definitions for nouns, coordinate adjectives with nouns in gender, number, case
An adult explains the conditions of the game: “Pierrot brought us many different pictures.
I will show them to you, and you will praise what is drawn. For example, I'll show you a picture of an orange. You can praise an orange like this: an orange is delicious or: an orange is fragrant. And how can you praise a bun? (The bun is soft.) That's right, and to the one who praises best of all, Pierrot will give a picture.
Lexical material: cat, milk, coat, mother, house, candy, tea, hedgehog, fox, boy, etc.
Sample answers: smart cat, tasty milk, beautiful coat, kind mother, tall house, sweet candy, hot tea, gray hedgehog, red fox, industrious boy, etc.
Game "Add a word."
Purpose: to learn to select adjectives for nouns, agreeing on them in gender and number.
Game progress: The speech therapist says part of the sentence and asks the children to complete it using different adjectives.
My dress has sleeves (what?) ... (short, long, etc.).
I have a collar on my coat (what?) …
There is a wardrobe in the room (which one?) ...
My brother has mittens (what?) .
..
The game "Think and agree."
Purpose: to learn to select adjectives for nouns, agreeing on them in gender and number.
Game progress: The speech therapist says part of the sentence and asks the children to complete it using different adjectives.
My dress has sleeves (what?) ... (short, long, etc.).
There is a collar on my coat (what?) ...
There is a closet in the room (what?) ...
My brother has mittens (what?) ...
"Shop"
Purpose: to expand the vocabulary of adjectives on the topic, learn to coordinate adjectives with nouns.
Game progress.
Children “buy” “jars of compote” cut out of cardboard from a speech therapist in a store. On each of them a certain fruit is drawn. The child comes to a speech therapist and says: “I want to buy cherry compote - cherry compote”; "I want to buy apple compote - apple compote."
"Smart arrow"
Purpose: fixing the agreement of the verb and the noun in the number.
A visual aid is used: a circle divided into parts and a movable arrow fixed in the center of the circle. On the circle are various plot pictures depicting actions.
The speech therapist names the action (draws, plays, builds, washes, combs his hair, etc.). Children put an arrow on the corresponding picture and come up with a sentence based on it (Children build towers. Children play football. A boy draws a house. A girl combs her hair with a comb. Etc.).
Mastering the grammatical structure of speech by a child with OHP occurs when he begins to freely use the entire arsenal of grammatical means in expanding areas of communication with adults and children: in kindergarten, in the yard, in the park, theater.
Therefore, the worked out grammatical constructions are included in the plot-role-playing games, and are also used by the teacher in sensitive moments. The above games and exercises contribute to the development of the skill of the correct use of grammatical structures, which contributes to the correction of the grammatical structure of the speech of children with ONR.
Blurry letter
Purpose: To practice making common sentences.
Material. Teddy bear.
Organization. Educator:
- Teddy bear received a letter from his brother. But the rain blurred some of the words. We need to help him read the letter. Here is the letter: “Hello, Mishutka. I am writing to you from the zoo. Once I did not obey my mother and climbed so far that ... I wandered through the forest for a long time and ... Having entered the clearing, I fell ... I fell into a hole, because ... It was so deep there that ... Hunters came and ... Now I I live in... We have a ground for... There are many in the ground for young animals... We play with... They are looked after... They love us because... Soon a trainer from... Hope to get into... How great to be able to... Wait for the next letter from … Goodbye. Toptygin".
While reading the letter, the educator encourages the children to complete the sentences with intonation.
"Complete the sentence"
Didactic task: To develop children's speech activity, speed of thinking, to teach how to spread a simple sentence.
Game rules. You need to find and say such a word to get a complete sentence. You only need to add one word.
Game actions. Throwing and catching the ball.
Game progress. The teacher says a few words of the sentence, and the children must complete it with new words to make a complete sentence, for example: “Mom bought ... - ... books, notebooks, a briefcase,” the children continue.
“Add words”
Purpose: to teach how to make common sentences.
Game progress. “Now I will make an offer. For example, "Mom sews a dress." What do you think, what can be said about the dress, what is it like? (silk, summer, light, orange). If we add these words, how will the phrase change?” Mom sews a silk dress. Mom sews a summer dress. Mom sews a light dress. Mom sews an orange dress.
Suggestions for the game:
The girl feeds the dog.
The pilot is flying the aircraft.
The boy is drinking juice.
"Fantastic Beast"
Purpose: to exercise in the formation of possessive adjectives; in making simple sentences.
Material: pictures of fantastic animals made up of parts of different animals (for example: the head of a wolf, the ears of a hare, the body of a bear, the tail of a rooster, the legs of a boar).
Move: The child looks at the picture and describes the "unseen" beast, naming each part of the body belongs to one or another animal.
For example: “This animal has a wolf head, hare ears, a bear body, a cock’s tail, and boar’s legs.”
“Sew by yourself”
Purpose: formation of a holistic perception of the subject in children, formation of the skill of building simple common narrative sentences.
Game progress.
Each child takes a kit with clothing details from the speech therapist's table. On the count of "one", the children open the envelope, on the count of "two" they take out pieces of clothing, on the count of "three" they make up a dress, skirt, sundress, etc. In the process, the children tell. What do they sew on, how do they decorate their product (“I sew a sleeve and collar to a dress”, etc.
Didactic games for teaching children to make sentences with homogeneous members.
From two sentences, make one (according to the model):
(composing sentences with homogeneous members)
Trolleybuses run along our street. Trams run along our street.
Trolleybuses and trams run along our street.
Children love to sing. Children love to draw.
Children love to sing and draw.
There are wolves in this forest. There are bears in this forest.
There are wolves and bears in this forest.
Today is a cloudy day. Today is a rainy day.
Today is a cloudy and rainy day.
The fox is a cunning animal. The fox is a smart animal.
The fox is a cunning and dexterous animal.
Information desk game.
Purpose: to teach how to spread a simple sentence with homogeneous definitions, additions.
Material: photo or pictures depicting poultry, their chicks; "Help Desk" sign.
Game actions: create a verbal portrait of an adult poultry, recognize the bird from its description.
Educator. Guys, it happens that children can get lost. What should be done in such cases? (Wait for mom in one place, contact the seller, policeman, etc.)
In our game, little chicks have lost their parents. They contacted the Information Bureau, but they do not know the names of the parents, but they know what they do. Choose a picture with a chick whose role you want to play.
The "bureau staff" has all the pictures of adult poultry. He will know who your "parents" are from your description.
For example: “My dad is big, pugnacious, cocky, important, multi-colored, tail, comb and goatee. It has sharp spurs on its paws. He gets up very early, shouts his song: “Ku-ka-re-ku!”.
If the “bureau employee” guesses the answer, then he gives you the corresponding picture. In this case, a picture of a rooster.
- “My mother is big, white, with a long neck, with an orange flat beak. She has wide red paws, like flippers. She loves to pluck grass and swim in the pond.
She loudly calls me: “Ha-ha-ha!”.
- “My mother is plump, motley, with a thin long red neck, with a short but magnificent multi-colored tail. She calls me like this: "U-lu-lu, u-lu-lu!"
- “My dad is handsome and proud. Its tail is like a peacock. And such beautiful feathers cannot be found in the whole poultry house. It has a thin red neck and a beak adorned with a long red beard. When he calls me, he shouts "" Oo-lu-lu, oo-lu-lu!". Etc.
The game continues with a change of roles.
"I'm going for a walk"
Purpose: activation of the vocabulary on the topic, practical mastery of the skill of constructing sentences with homogeneous members.
Game progress.
The speech therapist invites the children to imagine that they are going to the ice rink. One of the children is called to the table, on which pictures of clothes are laid out. The child must pick up the clothes he needs for a walk. Children's speech sample: "I will wear shorts, a T-shirt, tights, leggings, a sweater, warm socks, boots with skates.
"
The following situations can be discussed further: playing sports, going for mushrooms, going to the beach, mornings in kindergarten, etc. You can invite children to come up with situations in which special clothing is needed.
“What are we going to wash with?”
Purpose: activation of the vocabulary on the topic, formation of the skill of constructing narrative sentences with homogeneous members.
Game progress.
Children are divided into two teams. Each team receives a set of subject pictures depicting various dishes.
The speech therapist addresses the children: “Guys, imagine a situation when the water was turned off in the house. There were unwashed dishes in the sink. You have only two basins of water - one with hot water, the other with cold water. You have to consider what is the best order to wash dirty dishes and why? Arrange the pictures in the order in which you would wash the dishes. Now describe your actions. The team that completes the task of the speech therapist faster and more correctly wins.
Subject pictures: 1) glass cup, cup, fork, plate, frying pan; 2) cup, spoon, plate, ladle, saucepan. (The least greasy dishes are washed first.)
“Where shall we put the furniture?”
Purpose: consolidation of ideas about various types of furniture according to its purpose, the formation of the skill of making sentences with homogeneous members.
Game progress.
A leader is selected from among the children who will name the various rooms in the apartment. The rest of the children name the furniture that can be put there.
For example: hallway - hanger, dressing table, bedside table, etc.
At this time, the speech therapist can put subject pictures on the flannelograph or put toy furniture on the table. Then the children are invited to talk about the furniture that they put in different rooms with their help.
Further, depending on the purpose of the lesson, you can ask the children to compose either stories - descriptions, or sentences with homogeneous members of the type: "There are a hanger, a dressing table and a bedside table in the corridor.
"
Didactic games for teaching children to hear prepositions in the speech of others, correctly understand their meaning and make sentences with them.
"Hide and Seek"
Purpose: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, in front of, under).
Material. Truck, bear, mouse.
Game progress. Visiting children Bear and Mouse. The animals began to play hide and seek. The bear leads, and the mouse hides. Children close their eyes. The mouse hid. Children open their eyes. The bear is looking for: “Where is the mouse? It's probably under the car. No. Where is he guys? (In the cockpit) Etc.
"Spoon and glass"
Purpose: to form an understanding of some prepositions.
Equipment: two spoons and two plastic glasses.
Stroke. There is a glass with a spoon in front of the adult and in front of the child. An adult demonstrates to the child Actions with these objects and comments on them: “I put a spoon in a glass.
I took the spoon out of the glass. I put the spoon behind the glass, etc. Then the child follows the instructions of the adult. After that, if the child is a speaker, he can independently demonstrate any action and comment on it. An adult at this time monitors the correctness of the speech of the baby.
Game "Walking in the woods".
Purpose: to learn to build sentences with prepositions, to consolidate the ability to distinguish between animate and inanimate objects.
Material: photo or pictures depicting plants and forest dwellers.
Game actions: select as many sentence ending options as possible, pass an object (cone) like a baton, play “forfeits”.
Educator. Guys, let's sit in a circle with you, like by a fire at the edge of a forest. I have a cone in my hands. I'll ask a question, pass the bump to the neighbor on the right. So the bump will return to me in a circle. You can’t repeat the end of the sentence: everyone will come up with their own.
If you don’t know the answer, give the “phantom”, which we will play later.
“What and where will I find in the forest?”
Examples of answers:
- I will find a cone under the tree in the forest.
- I will find an acorn in the forest under an oak tree.
- In the forest under the aspen I will find a boletus.
- I will find a hollow in the forest on a pine tree.
- I will find a hedgehog in the forest behind a stump.
- I will find a nest in the forest in the bushes. Etc.
The draw of "forfeits" is held at the end of the game.
Sample tasks for phantom owners:
- juggle 2-3 cones;
- imitate the movements of any forest dweller;
- tell a quatrain about any plant or animal in the Belarusian forest;
- throw 5 cones into the basket. Etc.
"Where are the things?"
Purpose: formation of the skill of practical use of prepositional constructions in speech.
Game progress.
1. Speech therapist demonstrates to children actions with objects and comments on them: "The lamp is on the table, the lamp is hanging over the table, the lamp is in the table, the lamp fell from the table, the lamp was placed under the table, the lamp was pulled out from under the table." Next, the speech therapist asks the children to name the small words (prepositions) that they heard in the sentences.
2. The speech therapist asks the children to come up with sentences on two reference pictures using small words “on”, “above”, “under”, “in”. For example: a shelf - a bed, a dress - a wardrobe, a briefcase - a chair, a book - a table, slippers - a bed.
"Feeding trough"
Purpose: practical mastery of the ability to use the prepositions "in", "on", "for", "from" in speech.
Game in progress.
A picture of a feeder hung on a mountain ash is mounted on a flannelograph. A variety of birds sit on a tree near the feeder.
Children answer the speech therapist's questions:
- Where shall we hang the feeder? (On the tree)
- Where shall we put the food? (Into the feeder)
- Where did the sparrow fly from? (From the nest)
- Where did the tit sit? (For rowan), etc.
"Dunno"
Purpose: practical assimilation by children of the prepositions "in", "on", "for", "from".
Game progress.
The speech therapist informs the children that Dunno also made up his own story about the feeder. This is what he did: “The feeder was hung in a tree. Feed was poured from the feeder. The sparrow flew to the nest. The tit sat down from the mountain ash."
Children correct the mistakes Dunno made.
Didactic games for teaching children to compose different types of complex sentences.
Game "Let's talk about the forest".
Purpose: to activate adverbs in children's speech, to teach how to build a complete sentence with the adversative conjunction "a" according to the model.
Material: pictures depicting plants, inhabitants of the Belarusian forest.
Game actions: toss and catch a bump, name definitions in a comparative degree, form adverbs, complete a sentence correctly with the union "a".
Caretaker. Guys, Lesovik gave me a magic cone that will help us remember the right word about the trees, the forest and its inhabitants.
- The lilac bush is tall, and the pine tree is still ... .. (above).
- The blueberry bush is low, and the grass is still ... .. (below).
- The grove is big, but the forest is still…….(more).
- The stream is wide, and the river is still ...... (wider).
- The stream is shallow, but the key is still……. (smaller).
- The cub is dexterous, and the wolf is still .... (more dexterous).
- The hare is cunning, and the fox is still ... ... .... (more cunning).
- The bison is strong, but the bear is still ... ... (stronger).
- The squirrel is red, and the fox is also ……… (red).
- The birch is old, but the oak is still………(older).
- The park is dense, but the forest is still……….(thicker).
- The grass is green, but the spruce is still…….(greener).
- The squirrel has a fluffy tail, and the fox has more .
.. .. (fluffier).
- The elk's legs are thin, and the deer's legs are still ...... (thinner). Etc.
Game "Say the opposite".
Purpose: to learn a complex sentence with the union "a", to consolidate the ability to change words in the plural, to select words with the opposite meaning (antonyms).
Material: photo or pictures depicting mushrooms, berries; Lesovichka hat.
Game actions: come up with a sentence based on the picture.
Educator. The old Lesovichok loves to argue, to do the opposite. Do you know how to play the game "Say it all the way around"? Lesovichok will show you pictures of mushrooms, berries, and you name him not one object, but many: “Boletus - mushrooms, chanterelle - chanterelles, grebe - grebes, etc.
Lesovichok is proud of forest riches and gifts. How does he talk about it? For example: Lesovichok shows the picture "fly agaric".
- You have one fly agaric, and there are many fly agarics in the forest.
- You have one blueberry bush, and there are many blueberry bushes in the forest.
- You have one mushroom, and we have collected a lot of mushrooms.
And so on: in the forest there are many ... chanterelles, blackberry bushes, cones, lines and morels, lingonberry bushes, bramble bushes, boletus, boletus, cranberries, cloudberries, stumps.
“Finish the sentence”
Purpose: to teach children to use complex sentences.
· Mom put the bread... where? (to the breadbasket)
· Brother poured sugar... where? (to the sugar bowl)
· Grandmother made a delicious salad and put it... where? (to the salad bowl)
· Dad brought sweets and put them ... where? (to the candy bowl)
Marina didn't go to school today because... (fell ill)
We turned on the heaters because... (it got cold)
I don't want to sleep because.. (It's still early)
We'll go to the forest tomorrow if... (weather is fine)
Mom went to the market to... (buy groceries)
Cat climbed a tree to... (escape from the dog)
“Explain why.
..”
Purpose: teach how to build sentences correctly with a causal relationship, the development of logical thinking.
Game progress. The facilitator explains that the children will have to complete the sentences that the facilitator starts by using the word "because". You can choose several options for the same beginning of the sentence, the main thing is that they all correctly reflect the cause of the event described in the first part. For each correct continuation, players receive a token. The one who collects the most chips wins.
Unfinished sentences for the game:
Vova fell ill… (has caught a cold) . swayed strongly ... (the wind is blowing)
It became very cold ... (it started snowing)
“Why do we need these things”
Purpose: to teach how to use compound sentences of purpose in speech.
Game progress. Various objects lie in front of the players: a ball, pencils, a book, a doll, a truck, a skipping rope and other toys.
Children should choose any object for themselves, but explain what it is for. In the sentence, the union must be used to: "I took a pencil to draw."
"Spring is knocking at our house."
Purpose: to teach how to build a complex sentence of an evidential form of an utterance; to exercise children in establishing cause-and-effect relationships.
Material: spring landscapes, plot pictures about spring, any subject pictures.
Game actions: explain the meaning of proverbs, phrases, folk signs in your own words, making up a complete detailed statement.
Educator. Guys, why do people love spring? There are a lot of proverbs, sayings, signs about this time of the year. Try to explain a few of them and continue some.
- Spring rain is never superfluous.
- The swallow begins the day, and the nightingale ends.
- May decorates the forests, summer awaits for a visit.
- Spring is red with flowers, and autumn with pies.
- There are thawed patches because……
- The snowdrop is called so because….
.
- People take snow from the city to the fields to….
- Rooks collect branches and twigs in order to….
- Spring day feeds the year.
- March without water - April without grass.
- If it rains in May, there will be rye.
- May grass will feed the hungry.
“What for what”
Purpose: to use in speech verbs in an indefinite form, constructions of a complex sentence.
Material: pictures of objects (real objects) used for washing, dressing, etc. (soap, toothbrush, nail brush, towel, toothpaste, hair clip, hair band, scissors, vase, tray , mugs, spoons, plates, socks, shoes, etc.), doll.
Children are introduced to the doll. They examine pictures (objects) with them, call them. Then the doll shows the pictures one by one, and the children, without naming them, say what this or that object is for (to brush their teeth, to wash their hands, to comb their hair, etc.). In the future, one of the children (with blindfolded or closed eyes) guesses the object by its function and names it.
Game “Finish the sentence”.
Purpose: to teach how to build a complex sentence of an evidence-based form of utterance, to exercise children in establishing cause-and-effect relationships.
Material: unfinished phrases on the topic “Birds”.
Methodical recommendations: complete unfinished phrases, choosing interesting and original answers.
Educator. Guys, complete the sentences. For the correct answer - a chip. The one who collects the most chips wins. Responses with fantasy and humor are encouraged.
1. A chicken is a bird because…..
2. Swallows fly to warmer climes because….
3. Swans swim in the pond to….
4. Herons, cranes, storks have long legs to…
5. Gulls, ducks, gooses have webbed feet on their feet to….
6. Owls are birds of prey because….
7. A duck has a wide flat beak to….
8. Woodpeckers are called orderlies of the forest because….
9. Cuckoos lay their eggs in other people's nests because…
10.
People love nightingales because…..
11. Wild bird nests must not be touched because…
12. People make feeders in winter to….
13. Birdhouses are needed in spring in order to….
14. Many birds are recorded in the Red Book in order to…
15. It is forbidden to make noise in the forest, because….
16. It is forbidden to touch the chicks in the nest, because…..
17. People attract storks to their homes in order to…
18. Ornithologists study the habits of birds in order to…. etc.
- Guys, at home with your parents, come up with new unfinished phrases for this game.
Game. "About Because and Why".
Purpose: to teach children to use the conjunction “because”, to compose a complex sentence.
Description of the game. A speech therapist reads to children N. Rybakov's fairy tale "About Because and Why."
“We lived - were Why and Because. They see - a log is rolling.
- Why does it roll? – asked Why.
- Because it is round, - answered Because.
- Why don't we make something round? – asked Why.
Then they began to plan, saw, Because and Why, and they got a round wheel. They sat down and rolled on the ground. They roll and roll and see: a bird is flying.
- Why is she flying? - asked Why.
- Because she has wings, - answered Because.
- Why don't we make wings? – asked Why.
They made then Why and Because wings, and the plane turned out. And they flew on to be surprised.
- Here, guys, because everything is done in the world, there is a reason.
Next, we asked questions about the fairy tale (why? ..), the children answered (because.)
0003
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What is the offer. How to explain to preschoolers. | Presentation for a lesson on teaching literacy (preparatory group):
Slide 1
What is a proposal? Teacher Andreeva S.L. MOBU "Aleksinskaya secondary school"
Slide 2
In elementary school, a clear definition of what a sentence is is given.
Slide 3
It is quite difficult to explain the definition of a sentence to preschoolers. Try this way.
Slide 4
Show the children a set of words or pictures. For example: mother children Kindergarten go morning
Slide 5
Say all the words with the children. Ask them how they think it could be called a proposal? Is it clear from the set of words what is being said?
Slide 6
Ask them to phrase these words so that it is clear what they would like to say.
For example: mother children go to kindergarten In the morning and at
Slide 7
Ask the children: How did the words change when they were made into a sentence? - Yes, the words “tuned into each other”, as if they stood in a “row” and held hands.
Slide 8
Ask the children to come up with more sentences.
Slide 9
FOR EXAMPLE: A father is reading an interesting book to his son. -Is it clear what you are talking about? Can this sentence be called a sentence? AND IF I SAY: Book, dad, son, read. - Then you understand what I wanted to say?
Slide 10
Correct! The first phrase is called a sentence. And it consists of several words that stand one after another in order. And if this order is violated, as I did, then you get just a set of individual words.
Slide 11
Demonstrate this with an example: "we drink very tasty tea at the table" (correct) and "we drink very tasty tea at the table" (isn't it clear?) or come up with your own sentence.
Ask the child to determine if the phrase you said is a sentence? What is it about? I am sure that the preschool child will not be able to explain the meaning of the new "sentence" and even laugh at a funny set of words.
Slide 12
Have the child make sentences based on the picture. Play a fun game with him: suggestion and nonsense. Make up phrases together and rearrange the words in them.
Slide 13
Together with your child, conclude what a sentence is: SENTENCE, these are words that follow each other in a certain order. They are related in meaning. And if the order is violated, then the proposal will no longer work.
Slide 14
Yulia Arteeva suggests this method. Tell the children this fairy tale: "The Tale of the Proposal" In one Magical country, there lived a Queen Speech. Words were the inhabitants of this kingdom. They lived very friendly and loved to play with each other in the same game, which was called "Proposal". The words were lined up one after the other in order.
