Download playing rhyme with preschoolers. Card index of games “Games with rhymes”

Mastering the concept of rhyme by preschoolers with OHP

Acquisition of the concept of rhyme by preschoolers with OHP. Guidelines

When developing phonemic perception, children with speech disorders, listening to the sounds of speech, comparing words according to sound patterns and finding similarities and differences in them, learn to feel rhythm, rhyme, and participate in the formation of a sense of language. Their favorite exercises are play rhymes.
I bring to your attention the material that I use in my work.

Topics: “Sound [r]”; "Kind words."

Our fins would grow,
We would swim like... (fish).
I would wave my flexible tail
And frolicked like... (a fish).
Here he takes the crumbs off the hook
Very small... (fish).
Swims out, looking for food,
Large... (fish).
“Eh. My catch was lost! –
Angry... (fisherman) -
The fish don't bite at all
Apparently I’m bad... (fisherman).
Almost cries from resentment,
But he sits all day... (fishing).
The fisherman is terribly sorry,
What didn’t work out... (fishing).

The speech therapist reads a poem, the children add the sound combination TRA:

Our sister's kittens are fast...fast, their paws are fast,
Their claws are sharp, their fur coats are sharp, and their eyes are sharp!

"Pot of Porridge" (sound automation [l])

Children pronounce the syllable LA in unfinished words.

The porridge is boiling in the pot...
Hiss.., puff..,
Raise the lid...
And crawled outside...
From a hundred.., then from a hundred..,
I'm slowly slipping...
Reached the corner...
The whole apartment is occupied..,
Carefully open the door...
Ride the steps...
Along the way we swam...
I burnt my porridge...
Dasha got porridge into her mouth...
And it got into my pockets...
Run into our sleeves...
And flow down your fingers...
Our entire city was flooded...
Miracles! Well...!

"Rhymeball"

Guys, let's play quickly.
We will choose different words!
Say whatever you want, okay?
But only such that it turns out... (smoothly).

The speech therapist throws the ball and says a word, the one who catches the ball responds with a word consonant with the name: stove - river, sheep, candle, heart, porch, ring;
bird - titmouse, match, sign, pigtail...

"Helper and Liar"

Rhyme can be a helper. From the rhyme you can guess, for example, what animal we are talking about.

Instead of wool, all needles,
The enemy of mice is the prickly...
The beast wears a horn on its nose
And it's called...
Among the animals he is considered a king,
They call him fearless...
A log floats down the river.
Oh, how furious it is!
To those who fell into the river,
The nose will be bitten off...
Can swim all day
In icy water...
Knows a lot about sheep
Fierce gray...
I'm having some bad luck
Own house...

But here are poems with a deceiving rhyme: one word is guessed, but the rhyme suggests something completely different.

What the owner says
He will calmly repeat.
Oh yes voice, oh yes hearing!
What a smart girl...
Honey with raspberries is a dish
Lunch for...
I dig a hole day and night,
I don’t know the sun at all
You won't find my eyes...
And my name is...
Underground, breaking a hole,
Sleeping tired...
He lives calmly and is in no hurry.
Carry a shield just in case.
On land and in water -
She belongs everywhere
Live at least three hundred years
Maybe…
On two legs from all pursuits
The fleet-footed one will rush away...
Here, guys, are miracles -
Brings honey to the hive...

"Rhymes"
Two stacks of paired pictures are selected for the game. Their names in the first pile rhyme with the names of the pictures in the second pile. One child takes a picture, the other finds a picture with a rhyming word.

Today I want to tell you about very simple and fun, but at the same time useful games that we love to play with our son. These are rhyming games. Like many speech games, they can be incorporated into everyday communication, so they're perfect for busy moms.
Playing rhymes is useful for developing creative imagination, not only of the child, but also of the mother. In addition, children 3-5 years old love to write poetry; this is their natural need.

Teach children to find words that rhyme with each other. Try to write 2-3 rhymed lines together about objects in the surrounding world, drawn in a picture or described in a book.
In everyday life, as if by chance, use rhyming speech; you can even rhyme an ordinary word with an invented one. Children love ridiculous and funny words. For example, a palm is a trimmump, a dryer is a boom :) My son, around 2.5, began to actively come up with funny rhymes for words, I think this is the first step towards creating real rhymed texts.
Be sure to read poetry of different styles and authors. When the poem is familiar to the child, try pausing before the last word in the rhyming phrase; most likely the child will quickly begin to finish the phrase.
Here is a short overview of poets that mothers of children over one year old should pay attention to:
Samuel Marshak
Korney Chukovsky
Agniya Barto
Sergey Mikhalkov
Mikhail Yasnov
Emma Moshkovskaya
Daniil Kharms
Boris Zakhoder
Irina Tokmakova
Valentin Berestov
Andrey Usachev
Yunna Moritz
Irina Pivovarova
Vadim Levin
Victor Lunin

You will find even more techniques and games to develop your imagination in the book. .

Try playing rhymes with your baby and tell us in the comments what you did.

Target. Teach children to correctly characterize spatial relationships and select rhyming words.

Progress of the lesson

The teacher draws the children’s attention to sheets of paper and “washers” (chips) lying in front of each of them.

“Have you forgotten the game of hockey? - the teacher is interested. And he clarifies: “The impact and where might the puck end up?”

Listens to the children’s answers, suggests the direction of the puck’s flight, for example: “The puck is flying above the goal, to the left of it.”

The teacher calls a child who wants to report from the hockey field (the child answers from his seat). Then another child comments on the hockey players' training. The exercise is repeated 3-4 times.

The teacher, standing behind the children, observes who moves the puck on a sheet of paper in order to later work with some of the children individually.

“Today I will not treat you to coffee, as we will play the game “Say a word” (“Choose a rhyme”),” the teacher says. – A very famous poetess Elena Blaginina composed cunning poems. Listen to them carefully."

The teacher reads E. Blaginina’s poem “There is still a game...”:

It's snowing outside,
Holiday coming soon...
- New Year.

The needles glow softly,
The pine spirit comes from...
- Christmas trees!

The branches rustle faintly,
The beads are bright...
- They shine.

(“Or maybe they spark? They hiss?”)

And the toys swing -
Flags, stars...
- Firecrackers!

(“Not cuckoos? Not frogs? And, of course, not ears?”)

Threads of colorful tinsel,
Bells...
- Balls!

(“Balls or Gifts?”)

Fragile fish figures,
Birds, skiers...
- Snow Maidens!

Whitebeard and Rednose,
Under the branches of Grandfather...
- Freezing!

January

Lesson 1. Conversation on the topic: “I dreamed...” Didactic game “Choose a rhyme”

Target. Teach children to participate in a collective conversation, helping them construct meaningful statements.

Progress of the lesson

“Today we will again learn to speak correctly,” the teacher begins the lesson. - Let's talk to you about the New Year holiday. All people, adults and children, were waiting for the New Year: gifts, guests, travel, beautiful Christmas trees. Tell us what you dreamed about before the New Year and how you spent the New Year holidays.”

The teacher listens to the child’s story, makes the necessary corrections, and asks clarifying questions. Then she evaluates the answer, noting its logic and expressiveness (unusual comparisons, emotionality).

Calls 2-3 more guys. He tries to listen to the stories of those children who spent the New Year holidays in different ways.

It is also advisable to listen to a child experiencing various kinds of difficulties in mastering his native language. But this child must be prepared in advance and rejoice at his successes together with the children.

In order to add variety to the conversation and please the children, you can play the didactic game “Choose a Rhyme” using the following works:

The puppy looked through the window:
- What does... (the cat) enjoy?

- There are all sorts of people walking around here, look!
- Looks evil at the cat... (mouse).

- Maybe it’s enough, mouse, to be angry?
- Chirped... (tit).

Didn't say anything
Sleeping under the bed... (dog).

E. Lavrentyeva “Choose a rhyme”

* * *
My dear children!
I am writing you a letter:
I ask you to wash more often
Your hands and... (face).

My dear children!
I really, really ask you:
Wash cleaner, wash more often -
I'm dirty... (I can't stand it).

Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkov

On the merry ones,
On the greens
Horizon Islands,
According to scientists,
Everyone walks... (on their heads).
Through the mountains
On a scooter
They go there
Bulls... (in tomatoes)!
And one scientist cat
He even drives... (helicopter).

Ya. Bezheva. “On the Horizon Islands”, trans. from Polish B. Zakhoder

Lesson 2. Reading the story by S. Georgiev “I saved Santa Claus”

Target. Introduce children to a new work of fiction, help them understand why this is a story and not a fairy tale.

Preliminary work. Having replenished the corner of the book with new collections of works, the teacher invites the children to find fairy tales, stories, and poems. You can divide the children into three groups. The first group will select fairy tales, the second - short stories, the third - poems. Groups of children will work in turns, and each subsequent group can look at the books of the previous group(s) to determine if they have the works they want to select.

Progress of the lesson

The teacher evaluates the children's work (their diligence and conscientiousness). Then he looks through the first stack of books. It makes more sense to start with collections of poetry. Children often classify fairy tales by A. Pushkin and K. Chukovsky as poetry. The teacher finds out whether this is legal and to which group of works this or that book belongs.

“This is a fairy tale in verse,” explains the teacher.

The next group of children proves that the books they have chosen are fairy tales (stories).

Having assessed the children’s knowledge and intelligence, the teacher reads to them S. Georgiev’s story “I Saved Santa Claus” (see Appendix). Then he asks whether they liked the new work and whether it is a fairy tale or a story.

Lesson 3. Teaching storytelling

based on the painting “Winter Fun”

Target. Teach children to purposefully examine a picture (target perception, sequential examination of individual independent episodes, evaluation of what is depicted); develop the ability to write a logical, emotional and meaningful story.

Progress of the lesson

The teacher asks what time of year it is, what month of winter it is now.

After listening to the children’s answers, the teacher continues: “Winter is a wonderful time of year, isn’t it? Children don’t want to leave home from a walk because it’s interesting outside. You can ski and skate, play hockey, build forts out of snow. Both books and paintings have been written about this time of year. Didn’t you find it strange that I said “the pictures have been painted”? I was not mistaken - that’s what they say: the artist wrote (not painted) the picture.”

The teacher demonstrates the painting “Winter Entertainment” (series “Four Seasons”, author O. Solovyova (M.: Prosveshchenie)). (Children should be seated as close to the easel as possible.)

“What can you call the picture? - asks the teacher. – What time of year and what time of day is depicted in the picture? What was the weather like that winter day? How do you determine that the day is warm and sunny?

One day on a warm sunny winter day, the children went for a walk. Everyone found something to their liking. You agree with me? How can you confirm this?

The child begins to talk about children sliding down the slide.

“Let’s take a closer look at what’s happening on the slide,” the teacher suggests.

Listens and evaluates children's statements. Asks the child to talk about how children ride down the slide.

Then the teacher begins the story: “One warm winter day, the children ran out to the site. One child immediately ran up the slide...” - the teacher passes the word to the child.

The teacher draws the children's attention to the snowman. One of the children summarizes the result of observations in a short story.

“See if the kids have forgotten about their feathered friends,” the teacher reminds.

Children talk about what birds are depicted in the picture and who feeds them.

2-3 stories are heard. The teacher evaluates the stories. Praises the child who managed to avoid repetitions in the story. Emphasizes that this is achieved by sequential description of the completed parts of the picture (skating down the slide, at the snowman, near the bird feeder). Draws children's attention to successfully found comparisons and descriptions.

In conclusion, the teacher offers the children his sample story (if the children told the story well, the sample may not be given): “On a sunny winter day, the children ran out to the site. Everyone found something to their liking. There were especially many children on the slide. Not everyone manages to roll off it safely. A boy in a black fur coat overturned his sled. And from above they are already shouting something to him. They are probably asking to clear the way as soon as possible.

There is a big snowman next to the slide . There must have been a thaw and the snowman's buttons fell off, which the boy and girl are reattaching.

The children did not forget about their feathered friends. The mountain ash brought some other food in a bucket.

“Don’t be afraid, birds, we won’t hurt you,” a boy in a coat with a fur collar says to the birds, holding out a rowan branch to them.”

In conclusion, the teacher reads S. Cherny’s poem “Wolf” and “gives” the children a new winter riddle:

Yashka came -
White shirt,
Where does he run?
Covers it with a carpet.
(Snow)

Svetlana Golubeva

The manual will assist in the formation of syllable structure, in improving grammatical structure of speech and reading skills, expanding vocabulary, development phonemic perception.

1. D/game "Pick a Rhyme".

Target: learn to select pairs of rhyming words; develop phonemic awareness.

Game option:

One of the players spins his disk, the other player selects a picture whose name rhymes. For example: cone-bear, etc.

2. D/game "Make a proposal".

Target: teach children to compose sentences of various types using given words; develop verbal creativity, fantasy.

Game option:

Each player promotes his disk, then the players take turns coming up with sentences with the words that matched on disks.

For example:

The girl stroked the little kitten.

The kitten was sitting on the girl's lap.

You can discuss in advance what proposals should be (with prepositions, how many words, etc.)

For a correctly composed sentence, the player receives a chip.

3. D/game "Pick a letter".

Target: exercise children in identifying the first sound in a word. To consolidate children's knowledge of the sounds and letters they have learned.

For each picture we select the letter with which the word begins. Having previously determined what the first sound is heard in the title of the picture.

4. D/game "Make a Word".

Target: reading and composing two-syllable words.

Game options:

One child can form two-syllable words.

A teacher and a child or two children can play. One sets a syllable, the other selects a second syllable to make a word.

Master class on the topic “Rhymes”.

(For children of preschool and primary school age)

Staging of an excerpt from N. Nosov’s work “Dunno in the Sunny City.”

Dunno decided to become a poet and write poetry. He had a poet acquaintance who lived on Dandelion Street. This poet's real name was Pudik, but, as you know, all poets are very fond of beautiful names. Therefore, when Pudik began to write poetry, he chose a different name for himself and began to be called Tsvetik.

One day Dunno came to Tsvetik and said:

Listen, Tsvetik, teach me to write poetry. I also want to be a poet.

Do you have any abilities? - asked Tsvetik.

Of course have. “I’m very capable,” answered Dunno.

“This needs to be checked,” said Tsvetik. “Do you know what rhyme is?”

Rhyme? No, I do not know.

Rhyme is when two words end the same way,” explained Tsvetik. “For example: duck is a joke, shortbread is a walrus.” Understood?

Understood.

Well, say a rhyme with the word "stick".

“Herring,” answered Dunno.

What kind of rhyme is this: stick - herring? There is no rhyme in these words.

Why not? They end the same way.

This is not enough,” said Tsvetik. “The words must be similar so that it turns out well.” Listen: a stick is a jackdaw, a stove is a candle, a book is a cone.

Got it, got it! - Dunno shouted. “A stick is a jackdaw, a stove is a candle, a book is a cone!” That's great! Ha ha ha!

- Well, come up with a rhyme for the word “tow,” said Tsvetik.

Shmaklya, - answered Dunno.

What kind of schmuck? - Tsvetik was surprised. “Is there such a word?”

Isn't it?

Of course not.

Well, then the bastard.

What kind of bastard is this? – Tsvetik was surprised again.

Well, when they tear something, that’s what you get, dunno explained.

“You’re lying all the time,” said Tsvetik, “there is no such word.” We need to choose words that exist, and not invent them.

What if I can’t find another word?

This means you have no talent for poetry.

Well, then figure out what kind of rhyme it is,” answered Dunno.

“Now,” Tsvetik agreed.

He stopped in the middle of the room, folded his arms on his chest, tilted his head to the side and began to think. Then he raised his head up and began to think, looking at the ceiling. Then he grabbed his own chin with his hands and began to think, looking at the floor. Having done all this, he began to wander around the room and quietly muttered to himself:

Tow, tow, tow, tow, tow, tow, tow... - He muttered for a long time, then said: - Ugh! What is this word? It's some word that doesn't rhyme.

Here you go! - Dunno was delighted. “He himself asks words that have no rhyme, and also says that I am incapable.”

Well, capable, capable, just leave me alone! - said Tsvetik. “I have a headache.” Write in such a way that there is meaning and rhyme, that’s poetry for you.

Is it really that simple? - Dunno was surprised.

Of course it's simple. The main thing is to have the ability.

Dunno came home and immediately began to write poetry. All day long he walked around the room, looking first at the floor, then at the ceiling, holding his chin with his hands and muttering something to himself.

Finally the poems were ready, and he said:

Listen, brothers, what poems I wrote.

Come on, come on, what are these poems about? - everyone became interested.

“I wrote this about you,” admitted Dunno. “Here, first, poems about Znayka:

Znayka went for a walk to the river,

Jumped over the sheep.

What? - Znayka shouted. “When did I jump over the sheep?”

Well, it’s only said that way in poetry, for rhyme,” Dunno explained.

So, because of a rhyme, you will invent all sorts of lies about me? - Znayka boiled.

“Of course,” answered Dunno. “Why should I invent the truth?” There is no need to create the truth, it already exists.

Try it again, you'll find out! - Znayka threatened. - Well, read what you wrote about others?

“Listen to Toropyzhka,” said Dunno.

Toropyzhka was hungry,

Swallowed a cold iron.

Brothers! - Toropyzhka shouted. “What is he making up about me?” I didn't swallow any cold iron.

“Don’t shout,” answered Dunno. “I just said for rhyme that the iron was cold.”

But I haven’t swallowed any iron in my life, neither cold nor hot! - shouted Toropyzhka.

“But I’m not saying that you swallowed a hot one, so you can calm down,” answered Dunno. “Here, listen to the poems about Avoska:

Avoska has it under his pillow

There is a sweet cheesecake.

Avoska went to his bed, looked under the pillow and said:

Liars! There is no cheesecake here.

“You don’t understand anything about poetry,” answered Dunno. “It’s only for the sake of rhyme that they say that it lies, but in reality it doesn’t.” I also wrote something about Pilyulkin.

Brothers! - Doctor Pilyulkin shouted. “This mockery must stop!” Are we really going to calmly listen to Dunno lying about all of us?

Enough! - everyone shouted. “We don’t want to listen anymore!” These are not poems, but some kind of teases.

“Okay, brothers, I won’t,” agreed Dunno. “But don’t be angry with me.”

Since then, Dunno decided not to write poetry anymore.

Master class “Selecting and composing rhymes.”

1). "Choosing rhymes."

Flower: Do you guys understand what rhyme is? Rhyme is not easy

words that end in the same way. This is not enough. It is also important

to make these rhyming words connect with other words

in the poem according to its meaning.

Dunno: Do you guys know how to write rhymes? Let's try this

do. Tsvetik and I will read the quatrains, and

your task is to complete them, selecting the ones you need according to their meaning

rhymes.

The quatrains are read out, and the guys must finish it by saying the rhyme correctly.

2). "Making rhymes"

Choose as many rhyming words for this word as possible.

Snowball -

Find rhymes for these words.

Lesson -

chalk -

Book -

Day -

Branch -

Teacher -

Write poetic lines according to the given rhymes.

………………………call

…………………… lesson

………………………football

………………………Goal

………………………rose

………………………mimosa

…………………………Sun

…………………… window

………………………flower

………………………petal

Try to compose poems yourself, remembering that they should have rhyme, rhythm and meaning.

3. Game "Fairytale Racing"

The presenter says that now all the guys will take part in the race - they will move one after another at approximately arm's length.

But these races will not be simple, but literary. During the game, all the children will take turns turning into heroes of different fairy tales - people, animals, magical characters.

In order to indicate how the race route will go, you need to place two chairs at a distance of approximately 4-7 meters from each other. Thus, the leader, who will stand at the head of the line of children, will go from one chair to another, go around it and go to the first chair. But in this case it will be necessary to go not straight, but obliquely, that is, the race route will be in the form of a “figure eight”, encircling both chairs.

At first, the presenter explains, all participants in the game walk at a normal pace. But you need to be careful and listen to the presenter’s command. Because, at his command, the players must imagine themselves as the hero whose name he named, and move on “in character” - the way this fairy-tale character could walk.

Here are the commands the presenter can give and how they can “materialize” in book races:

Presenter's commands

Motor embodiment

Ivan Tsarevich rides on Sivka-Burka

The Firebird flies

Vasilisa the Beautiful walks on tiptoe

Harlequin walks from the Karabas-Barabas puppet theater

Teddy bear walks through the forest

Geese-swans are flying

Giants Walk

The gnomes walk in small steps

The frog jumps

The tin soldier walks

The arms are extended forward, as if holding the bridle of a horse, jumping in a half-squat

Arms extended upward, making smooth swings

The body is extended as much as possible, the head is raised, the eyes are lowered, hands are on the belt

Arms bent at the elbows, fingers spread out

Head down, arms rounded, feet turned inward, waddling

Easy running on half toes,

arms extended to the sides, making smooth swings, neck forward

Walking on tiptoes with long steps with a large arm span

Hands pressed to the body, small step

Fingers are spread out,

eyes are rounded, jumping forward or walking with body turning to the right and left. Can be accompanied by croaking

A clear military step

Summing up - awarding the winners.

Analysis of the event.

The master class “Playing rhymes with Dunno” was held on February 13, 2009 in the middle and senior groups of the Syntul kindergarten and in the junior classes of the Syntul secondary school.

The purpose of this event was: to develop the creative abilities of kindergarten students and primary school students, to give the concepts of poetic rhyme and rhythm; develop imaginative thinking; help students realize themselves in various creative tasks.

At the preparatory stage, material for the performance was selected: an excerpt from N. Nosov’s work “Dunno in the Sunny City”, quatrains, an interesting game, creative tasks were invented.

The performance was very interesting for both preschool and school age children. They watched it with enthusiasm, then they were asked to play rhymes, match rhymed words with other words, write poetic lines to ready-made rhymes, try to write their own little poems, which they did with pleasure. After the master class, the guys played the game “Fairytale Heroes”, which became a kind of warm-up.

At the end of the event, the results were summed up and certificates were awarded. The guys had to draw in the guest book, on the pages of which the houses of the Sunny City are drawn, either a flower if they liked the event, or a cactus if they did not like the event.