COLLECTION OF HOMEWORK ASSIGNMENTS
FOR AUTOMATING SOUND IN CHILDREN 4-7 YEARS OLD AT THE LOGO CENTER
Speech therapist BUROVTSEVA E.A.
Sing the “steamboat song”: pronounce the sound l for a long time on one exhalation: l-l-l...
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“Make sounds.” Show me the way to the boat. Swipe your finger from left to right.
What syllables did you get?
Name and color the pictures whose names begin with L:
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Name and color the pictures in which the L is in the middle of the word:
Repeat words in which the L sound is at the beginning of the word.
A game Echo (mom says “song”, ..... adds “affectionate song”, etc.)
Mom is an affectionate mother
Kitty -
Game What does Lada have?
Game "One or several"
We speak, we memorize
Laika barks boldly,
scares kids.
Lada was looking for a pin,
And the pin fell under the bench.
Repeat words in which the L sound is in the middle of the word.
Game "Additions"
Add -la to the end of the word and repeat the entire word
Add -lock at the end of a word and repeat the whole word
Repeat words in which the L sound is in the middle of the word
Game "Count it"
One swallow, two swallows, three……….., six swallows. Etc.
Think of a word that rhymes and pronounce the phrases correctly:
La-la-la, there's a high (cliff)
Lo-lo-lo, the boat is broken (oar)
Lu-lu-lu, I'm running to the (table)
Ly-ly-ly, there are new (floors) in the house
Add -l at the end of words. Repeat the whole word.
We speak, we memorize
Repeat the words where the L sound is at the end of the word.
Game "Turn it"
Replace the first sound in the word with the sound L. What new word did you get?
We speak, we memorize
Game “Continue the sentence” (“Say the opposite”)
The hare is gray in summer, and in winter...
The strongman is strong, and the baby...
The tablet is bitter, but the chocolate...
The peach is sweet and the lemon...
The puddle is shallow, but the river...
The asphalt is rough, and the stone...
The boiling water is hot, and the ice...
The wolf is well-fed in summer, but in winter...
The ball is light, and the stone...
The sorceress is kind, and the witch...
Pierrot is sad, and Pinocchio...
It's cold in winter, and in summer...
The hare is cowardly, and the lion...
It's good to tell the truth, but to lie...
Pronounce the phrases correctly:
Repeat words with straight consonants
Game “Which one? Which? Which?" (formation of adjectives from nouns)
Straw hat (what kind?) – straw
Spruce branch (which one?)
Flowers in the meadow (which ones?)
Tin soldier (which one?)
Light from the moon (what kind?)
Striped skirt (which one?)
Hedgehog made of plasticine (which one?)
Ski poles (what kind?)
We pronounce, memorize couplets
Game "Change Sentences"
We speak, we memorize
White snow, white chalk,
The white hare is also white,
But the squirrel is not white,
It was not a white squirrel.
Repeat words with reverse consonants
A game " Difficult words"
Puppy with a white head (which one?) - (white-headed)
Girl with blond hair - (blonde)
Young man with blue eyes - (blue-eyed)
Cat with thick paws - (thick-footed)
Night with a full moon - (full moon)
Color the picture, find as many objects as possible that have the sound L in their names.
Repeat words with two L sounds
Game “Mom’s Mistakes” (correct the mistakes that mom made)
Katya ate (noodles)
Mila sat down on (bench)
The boat was rocking on (water)
Volodya brought (white dove)
Mila saw (white moon)
We pronounce and memorize couplets:
Repeat the phrases.
blue cloud white phlox thin stocking
warm sheepskin coat hungry wolf warm closet
white chalk ripe apple scarlet flag
silk scarf fun ball milk noodles
sweet bun deep well thick stick
heavy hammer brave soldier cold basement
light curl thick notepad silk blouse
AND 
game "Correct the sentence"
The horse galloped on its rider.
The pancakes ate Mila.
The owner barked at Polkan.
The sunflower watered Klava.
The elephant was drawn by the artist.
The tree grew under the lily of the valley.
Repeat short tongue twisters
The Christmas tree has pins and needles.
There are bells near the stake.
Wolves walk near the Christmas tree.
Delicious halva, praise halva.
Our Polkan fell into a trap.
Repeat proverbs and sayings.
Where it's cold, there's hunger.
The wolf catches, and the wolf is caught.
There is light from the lamp, warmth from the stove.
If you give me honey, give me a spoon.
Do every task skillfully.
Without knowing the case, do not judge boldly.
Done hastily - done for fun.
A needle and thread interfere with the sewing of an inept seamstress.
Make suggestions based on the pictures. Color the pictures.
We pronounce rhymes
I managed to do the main thing.
Chalk was white and knew how to serve us.
Alla washed the floors, Lusha helped.
Repeat the difficult words.
Clever tricks of the lazy Vovka.
Glory stands on a haystack, and a haystack on his head.
The falcon sat on the trunk, but the trunk was naked.
The husky is sad - there is no balalaika.
The resin from the pine tree itself is glass.
Make up a story using words.
Mila, for a walk, in, the forest.
She, see, lilies of the valley.
Lilies of the valley, grow, under, Christmas tree.
Mila, bend over to smell the lilies of the valley.
Mila, leave, lilies of the valley, about, Christmas tree.
We speak, we memorize.
Alla ate the bun for a long time,
She had no appetite.
The bug quietly approached:
A loaf of bread - and that's it!
Game "Rhymes". (Come up with a word to rhyme and repeat the resulting poem)
Alyosha sat down in the corner, Alyosha has a lot... (to do).
The robe became too small for Mila and it was full of... (patches).
The moth sat in the corner, went back to the lamp... (flyed).
Julia was lively and spun like... (a spinning top).
Mila was lifting the bench, and under it she found... (a pin).
The house has become quiet, she is sleeping in the corner... (the elephant).
Answer the questions in complete sentences.
What did Lada pick from the apple tree?
What did Mila make from strawberries?
What did the moonlight illuminate?
What did Slava stain with tar?
What was the clown doing under the dome?
What did Volodya see outside the village?
Where did Slava listen to the nightingale sing?
We speak, we memorize.
The spikelet stood, stood,
He lowered his head.
The mouse quietly picked up,
She took it to the storage room.
Make up a story based on the picture, using as many words as possible with the sound L.
One of the latest sounds that a child begins to pronounce is “L”. Sometimes his pronunciation can only be established by the age of 6. There are a number of exercises that can help with this. It is important to know the correct technique for performing them so as not to worsen the articulation situation. Making the “L” sound can take a long time, so it’s important to take your time and practice consistently.
The incorrect pronunciation of “L” and “L” has its own name - lambdacism. This term describes not only the incorrect reproduction of sound, but also the complete loss of it. Lambdacism comes in several types:
- bilabial: instead of the correct sound, “u” is heard (“uapata” instead of “shovel”);
- nasal (the root part of the tongue hits the soft palate, causing a flow of air to rush into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
- interdental (during speech, the tip of the tongue is placed in the interdental space);
- Sometimes the sound is not pronounced at all (instead of the word bow, the child says “uk”).
Another speech therapy term describes a condition when a child replaces the correct “l” sound with others - paralambdacism. More often in practice, the following substitutions of “l” occur:
- on G - “stack” instead of “table”, instead of “floors” “pogy”;
- on B – instead of “ski” “survive”;
- in Yo - instead of the word “spoon”, “hedgehog” is pronounced:
- in D - the word “horse” is pronounced “doshad”;
- to the soft sound L - “dividing” instead of “doing”.
If you perform the necessary exercises correctly, this can be corrected.
What are the reasons for the incorrect pronunciation of “L”
There are only 3 reasons why a child may not immediately learn to pronounce “L” correctly. Among them:
- during a conversation, “L” is not perceived phonemically by the child;
- anatomically short hypoglossal ligament;
- weakness of the muscle tissue of the tongue.
Sometimes the age of the child is also included as a reason - if the child is very small (2-3 years), his mistakes in pronouncing “L” can be considered the norm, since the sound is formed later - by 4-6 years.
How to position your tongue and lips to pronounce “L” correctly
Pronunciation of “L”, especially if the sound is not yet obtained, requires the correct location of the organs of articulation. You need to pay attention to the following rules:
- teeth from the upper and lower rows should not close together - it is better if they are located at a short distance from each other;
- in order not to impair breathing, it is important to monitor the sides of the tongue - they should not be adjacent to the far teeth of the upper row;
- the tip of the tongue should be tense, it should rest against the upper teeth or the gums above them;
- It is important to raise the root part of the tongue;
- in order for the passage into the nasal cavity to be closed, it is necessary to raise the upper palate;
- vibration needs to be created in the area of the vocal cords.
The position of the lips can be different when pronouncing “L” - it all depends on the letters that follow in the word.
What mistakes can there be when trying to pronounce “L”
There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of sound production become ineffective. Many of the errors are caused by poor lip and tongue placement and are therefore easy to resolve.
The “L” sound may not work due to the following:
- the tongue is pulled into the inner part of the mouth, which is why it turns out to pronounce “Y” (instead of the word “crowbar” it turns out “yom”);
- the lips are positioned incorrectly, which is why the wrong sounds are heard - for example, the combination “uva” (instead of “shovel” “uvapata”);
- a sharp breath is taken at the moment of pronunciation - L changes to F if the cheeks are involved, and to N if the air flow passes through the nose.
Sometimes children replace the sound “L” with “R” - this happens especially often if the last sound has already been mastered, but the first one has not. Then the child can say “ruk” instead of “bow”.
Incorrect lip position
If bilabial lambdacism is present, errors may be associated with incorrect positioning of the lips during pronunciation - for example, if the baby pulls them out too much, instead of the desired sound, the sound is “u” or “v”.
The “Smile” exercise is especially useful here: you need to clench your teeth and spread your lips strongly in a smile. This position should be maintained for as long as possible, and it is better to perform the movement with a count. Sometimes adults even have to hold their lips in this smile manually to avoid pulling them out.
To prevent your baby from straining his lips when performing exercises on “L”, you can do the following tasks:
- “Fish”: relax your lips and then pat them together, like aquarium fish.
- “Fatigue”: take a deep breath through your nose and exhale through your mouth: your lips should be slightly open and relaxed.
- “Horse”: you need to inhale through your nose and exhale through your mouth. At the same time, the lips should be relaxed so that the air flow causes them to vibrate “prr”.
Preparing for “L” positioning exercises
There are articulatory gymnastics that help to place the “L” and facilitate the process of making the sound later. In general, exercises help increase the mobility of the lips and tongue:
- “Hammock” - the tip of the tongue rests on the front incisors of the upper row. It should be bent down so that the shape resembles a hammock sagging down. There is no need to perform any movements here - just hold your tongue in this position for a while. It's better to do a counting exercise.
- “Delicious” - you need to make your tongue wide, and then lick your upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move upward, thus moving the tongue. It’s easier to do the exercise this way, but it’s wrong.
- “Turkey” - the position of the tongue, as well as the movements performed, coincide with the “Tasty” exercise. In this case, you need to significantly speed up the pace of movements and add to this the pronunciation of the sound “bl-bl-bl” or similar.
- “Horse” (helps if it is difficult to hold the tongue suspended by resting it on the front teeth): the tongue should be made wide, and then click it on the palate near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly open.
- “Swing” - in a wide smile you need to open your mouth slightly. The exercise is performed by counting - for “one” you need to rest the tip of the tongue on the upper teeth from the inside, for “two” - on the lower ones. The exercise is performed alternately.
- “Mushroom” (helps to fix the tongue on the palate, that is, in the position from above): the surface of the tongue from above must be rested against the palate so that the tension of the lingual frenulum is felt. There is no need to perform any movements.
Such exercises are effective for any type of lambdaism. Before starting training directly “L”, these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After this, you can begin to do speech therapy exercises on the sound that is necessary.
On our website you can find out more details.
Training the sound “L” by imitation
If a child does not pronounce a sound, it will be easier to introduce it, because when replacing a correct sound with an incorrect one, a habit is formed, and it can be much more difficult to correct it.
You can learn to say hard and soft “L” by imitating the correct sound. In this case, you need to show the child how to correctly position the articulatory organs in order to pronounce “L”. They do this in front of a mirror - the speech therapist or parent sits down with the child and, using his own example, shows the correct position of the lips and tongue when pronouncing “L”.
This can be explained in words like this: the tongue needs to be expanded as much as possible, and the tip pressed against the base of the upper front teeth. The middle part of the tongue needs to be bent down, like a hammock, and the root, on the contrary, raised. It is important not to lift the sides of the tongue upward, since otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing a sound).
This production of the sound “L” from demonstrating one’s example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can choose simpler tasks - for example, telling your child fairy tales that train the necessary sounds (usually you need to draw out these sounds, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).
The child may not immediately learn to pronounce “L” correctly, but after several practices the desired sound should be obtained. For the sound “L”, articulatory gymnastics is carried out both through exercises for the language and through the pronunciation of syllables and words.
When you manage to train “L”, you can try to combine it with vowels and pronounce the syllables - Lo, La, Le and others. If your child has difficulties with such combinations, you can start with the reverse ones - Ol, Al, Ul.
How to make correct pronunciation automatic
Staging at home can be very difficult. This is a long process, so it is better not to overload the child - it is enough to practice for a few minutes 2 times a day (no longer than half an hour). It is better to conduct training in a playful way.
Soft "L"
Even if a child has learned to say the sound “L” itself, as well as syllables with its participation, he can still miss it in words. Then it’s better to start by training the soft sound “L”. Here, too, you should start training with syllables - La, Liu, Li and other similar ones. When the syllables begin to come out, you can try to move on to words:
- Le: light;
- A: fields;
- Le: laziness;
- Liu: buttercup;
- Lee: fox.
The production of the sound “L” in individual words can be reinforced with pure phrases:
- La-la-la - cold earth.
- Lu-lu-lu - I’ll light the stove.
- Li-li-li - we found mushrooms.
Tongue twisters will also come in handy. For example, to make the sound “L” you can use the following:
- Lala ate halva under the blanket.
- Tolya is weaving bast shoes at the warm stove.
- Lyuba loves buttercups, and Polya loves cartoons.
- Lena barely ate; she didn’t want to eat out of laziness.
- Valenka's felt boots are too small for the giant.
If in direct type syllables the articulation of the soft “l” sound begins to be obtained, you can move on to reverse ones. The syllables pronounced are: Al, El, Ol, Yal, Ul, etc. After pronouncing them, you can move on to the corresponding words - for example, tulle, poplar, moth, tulip, stool.
Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). It is not difficult to find words for making such sounds - plum, cranberry, slush, glucose, gumboil, mica, plus and others).
The following exercises for setting L will help you consolidate the skill:
- EL-EL-EL: there are drops in the yard.
- OL-OL-OL: the moth flew.
- EUL-EUL-EUL: quickly lather your palm.
- UL-UL-UL: we will hang tulle.
You can play this game. Connect objects with squares depending on where the letter “l” appears (at the beginning, at the end or in the middle). Talk through each item several times.
At this stage, you still need to monitor the correct position of the tongue in the mouth.
Hard "L"
It is more difficult to learn to pronounce the “L” hard. The technique here is similar to that used when articulating the sound “L”, but much more repetitions may be required.
It’s better to start with hard syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can move on to the words:
- Lo: boat, elbow, forehead;
- La: lamp, bench, varnish;
- Skis: skis, floors, tables;
- Lu: moon, meadow, bow.
To consolidate the result, the following pure tongue twisters and tongue twisters are suitable:
- La-la-la - I took out the trash,
- Lu-lu-lu - I'll sweep up the ashes,
- Lo-lo-lo - the glass burst.
- Volodka is in the boat.
- Put coal in the corner.
- Near London is the lair of a sorcerer.
When pronouncing “L” hard and soft, it is better to avoid words or syllables with “R”. The sounds “L” and “R” are especially difficult for a child, so it is better not to confuse them with each other. required later than "L".
The sound “L” is one of the most complex sounds, which can be formed in some cases only by the age of 6 years. To install it as quickly and efficiently as possible, it is better to consult a speech therapist. You can try to cope at home with the help of exercises.
Multimedia presentation for automating sound [l] in words
Radulova Svetlana Mikhailovna, teacher-speech therapist, Municipal Educational Institution “Bendery Kindergarten No. 9”, Bendery.
Description of work: The multimedia presentation is designed for individual lessons with preschoolers with speech impairments. This material will be useful for speech therapists and parents in working with children to automate the sound [l] in words with open, closed syllables and consonant clusters.
Target: automation of the sound [l] in words.
Tasks:
Practice correctly pronouncing the sound [l] in words.
Practice forming the nominative and genitive plural forms of nouns.
Practice the correct formation of the genitive case forms of nouns.
Practice agreeing nouns with numerals and possessive pronouns.
Practice forming diminutive forms of nouns.
Develop logical thinking and attention.
Cultivate perseverance, a desire to study, and develop self-control over your speech.
In children with general speech underdevelopment, the formation of all components of the speech system is disrupted. In individual lessons, the speech therapist teacher needs to pay great attention to enriching and activating the vocabulary, the formation of grammatical structure, and the development of inflection and word formation skills. Words with automated sounds are introduced into lexical and grammatical exercises. Throughout the entire lesson, the child should have a persistent positive emotional attitude, which is expressed in the desire to study. This is achieved by using game tasks and exercises.
Presentation for automating sound [l] in words contains animations and triggers. On each slide in the upper right corner there is a control button: the document in which the task is given. When you click on the text with the task, it disappears.
Automation of the sound [l] in words with a closed syllable (slides 2-6).
Slide 2. “Name the pictures”hall, glass, pencil case, station, floor, goal, stake, table.
Slide 3. “Name the pictures”
- Pavel asks to name the objects.
The child clicks the mouse on the slide and names the pictures: blew, chair, chalk, torch, cauldron, donkey, goat.
Slide 4. “What did Paul see?”
The slide has triggers on the pictures: shelf, bun, Christmas tree, lightning, bottle, violet.
- Pavel asks riddles:
Wooden, long... (shelf),
glass, green... (bottle),
sweet, soft... (bun),
green, prickly... (Christmas tree),
fragrant, aromatic... (violet)
- Name the objects that Pavel saw.
The child clicks on the picture and says: shelf, bun, Christmas tree, zipper, bottle, violet.
Slide 5. Game "Fourth wheel"
The slide has picture triggers: table, shelf, chair, fork.
(Fork).
Slide 6. Game “Fourth Wheel”
The slide has picture triggers: wolf, woodpecker, goldfinch, falcon.
- Find the extra item and click on the picture. (Wolf).
Automation of the sound [l] in words with an open syllable (slides 7-12).
Slide 7. Game “One and Many”On the slide there are pictures: llama, paw, lamp, boat, magnifying glass, next to which are images of clouds.
- Lada names one object, and you name many of the same objects.
The child clicks the mouse on the cloud and names the pictures according to the example:
lama - lamas - many lamas
paw - paws - many paws
lamp - lamps - many lamps
boat - boats - many boats
magnifying glass - magnifying glasses - many magnifying glasses
Slide 8. Game “Name it kindly”
The slide has picture triggers: bench, boat, palm, fist, dove.
- Alla is affectionately called Allochka. Name things affectionately.
The child clicks on the pictures, which decrease in size, and says:
shop - shop
boat - small boat
palm - palm
fist - fist
dove - dove
Slide 9. “At the Zoo”
The slide has picture triggers: llama, horse, elk, donkey, goat, dove, falcon.
- Mila came to the zoo to photograph animals. Name the animals and birds that Mila saw. (Mila saw a llama, a horse, an elk, a donkey, a goat, a dove, and a falcon).
Slide 10. Game “What’s missing?”
The slide has triggers in the pictures: saw, rock, tent, salad, pin, robe.
- Click on the picture and tell me what is missing?
(The saw, the rock, the tent, the salad, the pin, and the robe were gone).
Slide 11. “Count the Sharks”
The slide shows an image of the ocean.
- Click on the slide and read: one shark, two sharks, three sharks, four sharks, five sharks.
Slide 12. Game "Fourth wheel"
The slide has triggers in the pictures: horse, doll, lamp, spatula.
- Find the extra item and click on the picture. (Lamp).
Automation of the sound [l] in words with a combination of consonants (slides 13-15).
Slide 13. “Mine, mine, mine, mine”The slide has picture triggers: globe, doll, dress, apples, ball, strawberry, flag.
- Alla names her items. Click on the picture and name it like this: my globe (my doll, my dress, my apples, my ball, my strawberries, my flag).
Slide 14. “Collect apples”
The slide has triggers on the apples.
- Count how many apples Alla has. Click on the apple and count:
one apple, two apples, three apples, four apples, five apples.
Slide 15. Game “Fourth Wheel”
The slide has picture triggers: blouse, coat, scarf, dress.
- Find the extra item and click on the picture. (Handkerchief).
I hope that the material will be useful in the work of teachers.
Presentation on the topic: Automation of sound [l] in words
1. Automation of the sound [l] in straight syllables (bite the tip of the tongue)
LA - LA - LA - LA - LA
LY - LY - LY - LY - LY
LO – LO – LO – LO – LO
LU - LU - LU - LU - LU
2. Automation of the sound [l] in reverse syllables (bite the tip of the tongue)
AL – AL – AL – AL – AL
OL - OL - OL - OL - OL
IL – IL – IL – IL – IL
EL - EL - EL - EL - EL
UL - UL - UL - UL - UL
3. Automation of the sound [l] in intervocalic syllables (bite the tip of the tongue)
ALA – ALO ULA – ULO OLA – OLO YLA – YLO
ALO - ALU ULO - ULY OLO - OLY YLO - YLU
ALU – ALY ULY – ULU OLY – OLU YLU – YLY
ALY – ALA ULU – ULA OLU – OLA YLY – YLA
4. Automation of the sound [l] in intervocalic syllables (bite the tip of the tongue)
ALA - ALO - ALY - ALU
ULA – ULO – ULY – ULU
OLA – OLO – OLY – OLU
YLA – YLO – YLY – YLU
5. Automation of the sound [l] in straight syllables with a combination of consonants (bite the tip of the tongue)
GLA - GLO - GLU - GLY
KLA - KLO - KLU - KLY
SLA – SLO – SLU – SLY
XLA - XLO - XLU - XLY
PLA – PLO – PLU – PLY
BLA - BLA - BLA - BLA
FLA – FLO – FLU – FLY
VLA – VLO – VLU – VLY
SHLA – SHLO – SHLU – SHLA
EVIL - EVIL - EVIL - EVIL
6. Automation of the sound [l] in words, sound at the beginning of the word
LA: lak, doe, la-ma, La-da, la-pa, lo-to, lo-pooh, la-don, lamp-pa, lap-sha, lav-ka, lan-dysh, la-com-ka;
LO: forehead, catch, lodge, lo-con, elbow, horse, boat, spoon;
LY: skis, skis, skis;
LU: bow, beam, lu-pa, lu-zha, Lu-sha, lu-zhok, lun-ka, lu-no-hod, lu-kosh-ko.
7. Automation of the sound [l] in words, sound in the middle of the word
LA: yu-la, de-la, pi-la, ku-lak, ha-lat, pe-la, Mi-la, e-la, be-ga-la, ho-di-la, o-de-la, o-be-da-la, a-ku-la, zo-la, ka-lach, sa-lat, vo-zi-la, but-si-la, pi-sa-la, chi-ta-la, pas-ti-la, pa-lat-ka, ob-la-ko;
AL: al-maz, al-fa-vit, fi-al-ka, mo-chal-ka, gal-ka, pal-ka, ball-con, hal-va, shal-fey, skal-ka, tack-tuk.
LO: we-lo, de-lo, glass-lo, pendant, chu-lok, pi-lot, u-lov, ha-lo-shi, ko-lo-dets, ka-lo-shi, mo-lo- ko, zo-lo-to, bo-lo-to, mo-lo-tok, o-de-ya-lo, po-to-lok, ko-lon-ka, bo-lon-ka, cold-lod- But;
OL: wolf, Vol-ha, waves, full, long, light-no-ya, half-day, and-goal.
LU: tu-loop, go-lub, cab-luk, go-lu-boy, club, club-bok, flower-ba, club-ni-ka, plow, deep-cue, Zo-lush-ka, zhe- lud, sha-lun, servants, chance, rogue, blue-for, serve, chance, for the service.
UL: buns, stockings.
LY: po-ly, ox-ly, goals, dolls, corners, cauldrons, tables, donkeys, ambassadors, bees, baby, white, a- ly, brave, ripe, light, ly-ly, swam, u-small, baby-ly-shi, a-ly-cha, u-smile, bu-ski- nickname, bo-ka-ly, pe-na-ly, ka-na-ly, ka-ni-ku-ly;
YL: washed-sya, b-tyl-ka, po-syl-ka.
IL: ko-dil-ka, drank-ka, po-il-ka, ko-sil-ka;
EL: white, small, green;
YOL: fir-ka, he-ka, me-tel-ka, silk, man, bee-ka, click-click;
YAL: I was afraid, I was laughing.
8. Automation of the sound [l] in words, sound at the end of the word
AL: ball, small, gave, u-fell, channel, bo-cal, pen-nal, metal, fell, fell, hall, sting, pissed, knocked, slept, sy- fell, sa-mos-val.
OL: goal, floor, u-kol, football, trunk, ch-khol, shche-gol.
UL: mule, blew, a-ul, pulled, threw, chair, fell asleep, yawned, whispered, rocked.
IL: mil, drank, bought, Mi-kha-il, ko-sil, but-sil, u-chil, ta-schil, gos-til, sa-dil, let-til.
EL: chalk, sang, u-mel, ho-tel, dy-tel, Pa-vel, sat-del, hiss-sang.
YOL: ko-tel, walked, walked, ko-zel.
YAL: crumpled, pushed, changed, picked up, thawed, si-jalled, took off, stood-yawl, sowed.
9. Automation of the sound [l] in words, sound with a combination of consonants
KLA: treasure, class.
CLOUGH: clone, clown.
KLU: club, club-bok, club-no, flower-ba, club-no.
KLY: fang, fang-kach.
GLA: eyes, peephole, stroke, eyes, smooth, smooth, vowel, consonant,
GLO: gulp, gulp, gulp.
GLU: depth, wilderness ,
deep-groove, deep-lush, deep-bi-na, deep-bo-ko, deep-bo-ky;
GLY: lumps, lumps.
PLA: plan, cloak, pla-tok, pla-fon, pla-kat, pla-tit, dress, pla-not-ta, plan-ka, pla-tin-ki, pla-ti-lin;
PLO: raft, fruit, seal-ba, plot-ti-na, carpenter, flat;
PLU: plow, rogue, plow-gi, rogue;
PLAYS: swim.
UAV: form, blah-da-ryu, blah-da-rit;
BLO: block, block-note, blond-din, blond-din-ka;
BLU: blue-za, blue-zone, blue-zoch-ka, cab-bow.
FLA: flag, flag-gi, fla-con, fla-nel, fla-min-go;
FLO: fleet, flora, flok-sy, flo-mas-ter;
VLA: moisture, power, moist, vla-de-ni-e, Vlad, Vla-dik, Vla-dis-lav, Vla-di-mir.
CHLO: chlo — drink, clap, clap, clap-push;
EVIL: evil, evil-haired, evil-glad;
EVIL: evil, evil, evil, evil, anger, spiteful;
EVIL: evil
SLA: Glory, weak, not-sla, pa-sla, sweet, glorious, fold;
SLO: word, syllable, elephant;
SLU: servants, servant, serve;
SLA: went, hose, slag-ba-um.
10. Automation of the sound [l] in words with these two sounds
L O- l A, l o-ma l, before l-bi l, G l a-di l, P l a-va l, mo l-cha l, de- l A l, By- l O l, co- l O l, co- l eye- l a, d l a-di-o- l mustache, u- l yub-well l-sya, V l a-dis- l Av.
11. Automation of the sound [l] in phrases
Go l miserable sky, warm l oh tu l oops, blah l oh me l, she l forged p l atok, s l hell of a boo l ka, it's hard l y mo l outflow, light l th l windows, b l ed f l oksy, th l one in l k, sp l oh yab l eye, everything l oh ba l, G l pathetic ko l dude, sir l y with l dates, then l sty b l window, then l cool chu l ki, warm l oh chu l an, a l y f l ah, mo l face-to-face, then l flock pa l ka, ho l one rootstock l, she l forged used l bond
12. Automation of the sound [l] in sentences of 3 words
Alla was eating an apple. Lusha was washing the floor. Slava drank milk.
Lusha was peeling the onions. Volodya became a pilot.
13. Automation of the sound [l] in sentences of 4 words
The husky has white paws. The squirrel has a warm hollow. Mila's is blue
dress. Vladik went to the collective farm. A raft floats on the waves.
Klava clapped her hands. The chair fell to the floor. Pavel went to football.
The elk ran away from the wolf. Vlad bought Violet perfume.
There are ripe apples on the apple tree. Alla wrote words with chalk.
Lusha washed the doll with soap.
Klava was skiing. Lusha has white doves.
A woodpecker was pecking at the trunk of a pine tree. The elephant has white tusks.
Cinderella has a silk dress. Spoon made of tin – tin.
Silk dress – silk. Alley of fir trees - spruce.
14. Automation of the sound [l] in sentences of 5 words
Mila put the lamp on the table. Klava bought milk and beets.
Lola was watering the phlox in the flowerbed. Slava sailed on a raft along the Volga.
Volodya has an oriole made of plasticine.
Mila was washing the floor in the classroom. Mikhail gave the sick Pavel an injection.
Cinderella swept and washed the floors. Phlox, lilies of the valley and violets are flowers.
Klava found a pin on the floor.
15. Automation of the sound [l] in sentences of 6 words
White clouds float in the blue sky. Alla gave Volodya a saw and a hammer. The ball fell from the chair to the floor. Vlad sailed on a boat on the waves. Lusha put a white scarf on her head. Mila and Volodya are sailing in a boat.
The sorceress helped Cinderella go to the ball. At the ball, Cinderella laughed and danced. There was a glass on a shelf in the closet. Alla bought cherry plum, and Volodya bought strawberries. Swallow, oriole, nightingale and jackdaw are birds.
16. Automation of the sound [l] in sentences of 7 words
A dress, tights, blouse and coat are clothes.
Bella rinsed her white robe in cold water.
17. Automation of the sound [l] in sentences of 8 - 9 words
Lusha ate ripe strawberries, and Pavel ate marshmallows.
There are blue and white violets on Slava’s balcony.
Alla bought violets, Lusha bought cyclamen, and Lola bought phlox.
Squirrel, elk, wolf, elephant and fallow deer are wild animals.
18. Automation of sound [l] in pure tongues
LA - LA - LA shovel and saw
LA - LA - LA new spinning top
LA - LA - LA high rock
LA - LA - LA new broom
LA - LA - LA there is no glass in the window
LA – LA – LA Mila chalk floor
LA - LA - LA the cat was sleeping on the window
LA - LA - LA the boat sailed
LA - LA - LA Volodya has a saw
ALA - ALA - ALA I helped my mother
ULA - ULA - ULA I inflated the balloons
OLA - OLA - OLA is our school
ULA - ULA - ULA a shark swam in the sea
LAT - LAT - LAT salad in a salad bowl
LOK - LOK - LOK we bought a bowler hat
CROWBAR - CROWBAR - CROWBAR we were sitting at the table
LAT - LAT - LAT blue robe
LAS - LAS - LAS bed palace
LO – LO – LO it’s warm outside
LO - LO - LO we arrived in the village
LO - LO - LO mom washed the window
LO – LO – LO there’s a new oar in the boat
LO - LO - LO hollow in the tree
LU - LU - LU we sat on the floor
LU - LU - LU the sofa is in the corner
LU - LU - LU I took the needle
LU - LU - LU I'm looking for a saw
LY - LY - LY - the children washed the floors
LU - LU - LU - I'll start the spinning top
LU - LU - LU - everyone please come to the table
LO – LO – LO – it’s snowy outside
LO - LO - LO - the dress is not enough for me
SLA - SLA - SLA - I was herding geese
SLA - SLA - SLA - Mila carried apples
SHLA - SHLA - SHLA - mother entered the room
KLA - KLA - KLA - mom baked pies
LY - LY - LY swept the floors
LY - LY - LY new tables
LY - LY - LY here come the donkeys
LY - LY - LY dad doesn't have a saw
LY - LY - LY in the room corners
LY - LY - LY mom doesn't have a broom
LY - LY - LY we stood by the rock
LY - LY - LY Mila has two needles
LY - LY - LY we will score goals
LY - LY - LY tie the knots
LY - LY - LY there is no ash in the stove
LY - LY - LY here come the goats
ALY - ALY - ALY new pencil cases
ALY - ALY - ALY sleepers on the road
ILY - ILY - ILY dad has a lot of strength
OLY - OLY - OLY I give injections
OLY - OLY - OLY I'm standing near the school
ILY - ILY - ILY we bought saws
AL - AL - AL dad hammered nails
AL - AL - AL a pencil case fell from the table
UL - UL - UL I put a chair
UL - UL - UL our baby fell asleep
UL - UL - UL Pavel sat down on a chair
OL - OL - OL we scored a goal
OL - OL - OL Alla washed the floor
YL - YL - YL the soup has already cooled down
IL - IL - IL dad whitewashed the ceiling
IL - IL - IL I rolled the car
IL – IL – IL a woodpecker was hollowing out a tree
IL - IL - IL gave the drawing to dad
OL - OL - OL I put the chair on the table
OL - OL - OL dad made the table
OL - OL - OL Mikhail chopped wood
YL - YL - YL I washed the car
AL - AL - AL I bought a pencil case
AL - AL - AL our baby fell
19. Automation of sound [l] in proverbs and sayings
Where's the ho l one thing, there and there l one.
L ovitis during l k, yes l ovyat and in l ka!
Ma l with l wow, oh l sedge – zo l Oy.
From l amps - light l oh, and the heat from the stove l O.
Yes l honey - give it l wow!
Do every task skillfully.
If you want to eat rolls, don’t sit on the stove!
Promised - do it, gave your word - fulfill it!
Done hastily - done as a mockery.
A needle and thread are getting in the way of an inept seamstress's sewing!
20. Automation of sound [l] in verses
The squirrel was looking for an oak tree with a hollow.
A squirrel's hollow is a home.
Mila the clown surprised:
He led the elephant by the tail.
The dove pleased the dove:
I bought her a dress, a scarf and a Panama hat.
A dove flew in a dress over the meadow -
She didn't just scare me!
On a full moon under the tree
The wolf will howl at the moon.
No deer, squirrel, heifer -
He's not feeling well, he's hungry.
Klava boiled milk.
Boiling milk is not easy.
Klava looks attentively,
When the milk boils.
A husky sailed on a boat.
The husky has a balalaika.
The husky sang to me for a long time
About the weather, about the moon.
Mila washed her palms
Mila made a salad.
Mila helped mom.
Mom praised Mila.
This is where this darkness comes from:
The moon lay on the cloud,
And the cloud is like a blanket
The moon was enveloped and caught.
The lap dog surprised the husky:
I put on a dress and a white bow.
She said: “I have a talent:
Can I bark, sing, jump,
Dance the waltz and lambada."
White lawn,
Warm sweatshirt,
I'll go skiing -
Catch me!
The hammer knocked, knocked,
He drove nails into the board.
He pounded really hard -
The result is a shelf.
White snow, white chalk,
The white hare is also white,
But the squirrel is not white,
It wasn't even white!
The tree with the hedgehog looks like:
The hedgehog is covered in needles, and so is the Christmas tree.
Alla ate the bun for a long time,
She had no appetite.
The bug quietly approached:
A loaf of bread - and that's it!
The mouse lived happily -
She slept on the fluff in the corner.
The mouse ate bread and lard,
But that wasn’t enough for the mouse!
The broom swept the floor,
Broom is very tired.
He sneezed
He yawned
And quietly fell asleep...
Lived and was Forgot
- Where did you live?
- Where were you?
- What did you eat?
- What did you drink?
Well, the horse:
The skin is smooth
Cleanly washed
From head to hoof
I ate oats
And again - let's get to work!
Pigeon, goose and jackdaw -
That's all the counting!
The saw screeched
Buzzed like a bee:
“F-f-f-f...
L - l - l - l ... "
Broke and became
Start over!
I've been sewing all day today.
I dressed the whole family.
Wait a little, cat,
There will be clothes for you too!
21. Automation of sound [l] in texts
Meowing Ball
Lola bought blue and white threads. She wound the threads into balls and laid them on the table. The blue ball fell to the floor.
The kitten ran up to the ball and began to roll it with its paws. He rolled the ball, rolled it, got confused and meowed pitifully.
Lola entered the room. She exclaimed: “The blue ball meowed!”
E. Spivak
Woodpecker
A woodpecker was sitting on a tall tree, hammering away at the trunk. The woodpecker's cap is scarlet and its beak is long.
Pavel saw that the woodpecker was sitting low and wanted to catch it and take it home. But the woodpecker got scared and flew away. Mom told Pavel: “The woodpecker is a forest bird. He should live in the forest"
E. Spivak
Doll
Alla had a doll. Alla called the doll Lada. The doll has blue eyes and long hair. Alla was riding a doll on a bicycle. The doll fell into a puddle and got dirty. Alla washed Lada with soap for a long time, dressed her in a blue dress and tied her with white bows.
E. Spivak
The jackdaw wanted to drink
The jackdaw wanted to drink. I saw a jug of water standing there. And the water in it was at the very bottom. The jackdaw jumped and jumped - all to no avail. The jackdaw couldn't get water. And the jackdaw began throwing pebbles into the jug.
She threw and threw and threw so much that the water rose and the jackdaw was able to drink. What a smart jackdaw she was!
According to L.N. Tolstoy
Who gets revenge?
Vlad and Lada were silent. Because whoever says a word before lunch will receive half the revenge.
Here they sit in the corner and are silent. Vlad is silent, and Lada is silent. Vlad’s dad calls: “Vladislav, where are you? Let me ride a bike!” And Vladik sits in the corner and is silent. Then mom called Lada: “Lada, take an apple, it’s sweet, sweet!” And Lada sits in the corner and is silent. They were silent until Vladik wanted to sneeze. He turned his nose, and as if to the whole room: “Apchi!”
- Yeah, Vladik, you said “apchhi”, you have half a revenge!
“Well, yes,” said Vlad, “apchhi” is not a word!
Lada thought for half a minute and took a broom.
“Okay,” she said to Vladik, “Even though “apchhi” is not a word, but mom is tired. We need to help her."
And Lada began to take revenge. And Vladislav felt ashamed, and he ran for the scoop.
According to L. Uspenskaya, N. Uspensky
BIBLIOGRAPHY:
- Alifanova E. A., Egorova N. E. Speech therapy rhymes and miniatures. A manual for speech therapists and speech group teachers. – M.: “GNOM-PRESS”, 1999. – 80 p. (To help the speech therapist)
- Sakharova I. I. Pure sayings in pictures. – M.: TC Sfera, 2008. – 32 p. (Sweetie)
- Spivak E. N. Sounds L, L, R, Ry. Speech material on automation for differentiation of sounds in children 5-7 years old / E.N. Spivak. – M.: Publishing house GNOM iD, 2007. – 88 p.
- Uspenskaya L. P., Uspensky M. B. Learn to speak correctly. Book For students. In 2 parts. Part 1. - M.: Education, 1993. - 224 p.: ill.
- Picture "Steamboat" http://www.maminpapin.ru/components / com_virtuemart/shop_image/product/02.jpg4e2d5f3be74d5.jpg
This article contains a variety of material on automating the sound of L. It can become an invaluable assistant for speech therapists, educators and parents. The presented lexical material is optimal in volume and sound composition. With its help, educators and parents who do not have special training can independently automate the sound L, delivered by a speech therapist.
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Automation of sound L.
Automation of the sound L (as well as other sounds) is carried out in the form of game activities.
Lessons should last 15-20 minutes for children under 5 years of age and 30 minutes for older children. Children should not be allowed to become tired.
First, the child’s speech becomes automatedisolated sound L.
The game is suitable for this"About Emelya."
An adult reads a poem, and a child adds sound at the end L.
Bring water from the river... (l).
Kneaded the dough in a tub... (l).
Go to the forest to pick mushrooms... (l).
Lead the heifer into the herd... (l).
Cook semolina porridge... (l).
Make a cradle... (l).
We drank more firewood... (l).
And pickled cabbage... (l).
Heat the stove hotter... (l).
Buy gingerbread at the gingerbread shop... (l).
Mow the fresh grass... (l).
Take your brother to the doctor... (l).
The sound L is automated first in direct syllables, then in reverse syllables, and lastly in syllables with a combination of consonants.
In some children, on the contrary, the sound L in reverse syllables is first better automated, then in forward syllables and with a combination of consonants.
La-lo-lu-ly
Lo-lu-la-ly
Lu-ly-ly-lo
Ly - lu - lo - la
La-ly-lu-lo
Ly - la - lo - lu
La - ly - le - lo - lu
Al - ol - st - yl
Yal - yol - yul - il - ate
Al - yal - ol - yol
Al - il - ate - ol - st
Ala - yly - ele - olo - ulu
Lka - lky - lke - lko - lku
Lta - lty - lte - lto - ltu
Lie - lie - lie - lie - lie
Lna - lny - lne - lno - lnu
Lda - ldy - lde - ldo - ldu
Lma - lma - lma - lmo - lmu
Kla-klo-klu-kly
Sla - slo - slu - sly
Gla - glo - glu - gla
Evil - evil - evil - evil
Blah - blah - blah - blah
Fla-flo-flu-fly
Pla - plo - plu - ply
Hla - hlo - hlu - hly
You can invite children to finish the syllable LA in unfinished words:
Winter has come to us...
Brought snow and blizzard...
All that Al... scatter...,
The blizzard has been replaced by snow...!
Automation of the L sound in words(carried out following traces of automation in syllables, in the same sequence).
As the pronunciation of each syllable is mastered, it is immediately introduced and fixed in words with that syllable. Children with similar defects are grouped into subgroups.
La: manhole, varnish, paw, spinning top, ash, led, business, vein, small, saw, bench, lamp, fist, roll, salad, robe, rock, diver, tent, pin, swallow, lily of the valley, Mila, sang, soap, blew, ran, saw, offended, dressed, school, noodles, ate, avalanche, wrote, read, threw, wore, drove, drove, husky, doe, balalaika, desire, fist, gourmet, lava, bast shoe, palm, rook, bark, avalanche, okay, langet, weasel, chamber, talent, strength, bee, marshmallow, praise, sled.
Lo: forehead, crowbar, elk, boat, spoon, elbow, horse, stocking, swamp, galoshes, well, Volodya, hungry, cold, breakdown, antelope, ears of hair, hair, slice, fracture, slogan, breaking, curl, gloss, dexterous, cologne, salon, straw, coupon, pilot, hair, head, monologue.
Lou: bow, beam, puddle, Lusha, hole, spinning top, ash, saw, sheepskin coat, beluga, naughty, onion, Luka, moon, meadow, lawn, basket, dove, acorn, deck, cabbage rolls, receive, pay, archer, onion, magnifying glass, crafty, tin, splint, silhouette, boulder, formwork, cleaver, lackey.
Ly: bast, skis, oxen, tables, baby, wormwood, smile, skier, cobblestone, pitchfork, scarlet, white, sluggish, cute, whole, brave, ripe, sad, bees, glasses, canals, pencil cases, landslides, stations, vacations, kids, blazing, rocks, hollow, cheekbones, thawed, small, heavy, deli.
Al: ball, shaft, gave, sting, hall, small, jackdaw, stick, rolling pin, violet, slept, fell, tired, glass, channel, dug, wrote, pencil case, collapse, station, knocked, metal, tie, diamond, alphabet, halva, marshal, sage, balcony, issued, fell, fell, dripped, poured, stomped, felt, kicked out, fell, basement, signal, scandal, ideal.
Ol: ox, goal, stake, floor, table, duty, wolf, hill, long, shelf, full, lightning, noon, prick, case, goldfinch, football, hair, column, bell, menthol, Mongol, ambassador, trunk.
Street: hum, blew, chair, aul, bun, blew, put on shoes, yawned, pulled, fell asleep, whispered, shook, pinched, took out, threw, stuck, arched, blew, knocked, muscle, stockings, volcano, mule, day off, trunk, truancy, missed.
Yl: whined, was, howled, washed, washed, forgot, howled, ardent, bottle, ardor, rear.
Yal: crumpled, took off, took, soldered, calmed down, stood, withered, occupied, changed, understood, raised, was afraid, laughed, winnowed, sowed, melted, winnower, seeder.
Yol: led, walked, silk, tree, heifer, bangs, bee, donkey, goat, cauldron, new settler, click, panicle, village.
Ate: ate, chalk, sang, sat down, dressed, could, buzzed, hung, managed, wanted, sat, hissed, made noise, whistled, squirrel, finely, knot, saw, brought out, went out, offended, hated, Pavel, woodpecker, ashes, put on, section.
Il: beat, dear, Neil, watered, Mikhail, hammered, drove, carried, mowed, bought, carried, taught, planted, visited, dragged, fork, vein, saw, drinking bowl, mower, stretcher, learned, knocked out, drank, dropped off, pulled out, released, jumped out, pitched, drank.
“Difficult” words with two “l” sounds:swam, weeded, pricked, sent, ground, did, lapped, climbed, caressed, stroked, spat, adjusted, weakened, caught, broke, swallowed, pampered, bell, pounded, threshed, reported, laid, kissed, burst, listened, served, heard, received, smiled.
Words with consonant clusters:thank, benefit, form, cloud, roach; block, blockade, notepad, blond, flea, apple; blouse, heel, blouse; eyes, smooth, burned, head, main, verb, stroke, gladiolus, tonsils, publicity, agree, consonant; globe, swallow, throat, gulp, shaft, deaf; stupid, depth, deaf; lumps, lump; cereal; angry; Keyboard, class, pantry, doll, keys, bookmark, treasure, lining, masonry, beets, pantry, warehouse, storehouse, fold, bow, valve, put, cool, classic; shred, bug, clown, clowning, shred, tilt, inferno, bow, slope, declination, glass; club, flowerbed, ball, strawberry, clubbing, flowerbed, tubers; fangs; flame, swim, plate, plastic, patch, shawl, swim, swimming trunks, poster, cry, swimming trunks; raft, seal, area, pilaf, fruit, dam, carpenter; plow; swim; Glory, sweet, weak, climb off; elephant, oar, word, complex; hearing, listen, chance, serve, merit; hear; flag, bottle; fleet; walked, went out; clap, clap; whip; boilers.
Game "Sleuths"
Invite the children to find the animals hidden in the following words: forS LONKA, WHITE, SPIKES, double-barreled LKA, bala LAIKA, ZHANYE, SETTLE approx.
Game "Count from 1 to 5"
One boat, two boats, three boats, four boats, five boats.
Boat, lamp, puddle, moose.
Automation of the L sound in sentences
Each word practiced in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, pure sayings, and poems with this word are selected.
Mila was eating a salad.
Lusha took the spatula.
The swallow made a nest.
Mom made milk noodles.
Mila washed her palms.
There are burdocks and wormwood near the tents.
Get your skis and sled ready.
Lusha chopped onions and beets.
Mila saw an elephant.
Slava goes to the storeroom to get the oars.
The water in a deep well is cold.
There are ripe and sweet apples in the store.
Volodya is a brave swimmer and is not afraid of depth.
Klava put a white scarf on her head.
The donkey was afraid of the bee.
They bought Klava a doll.
Slava broke his skis.
Lyosha did not like soap.
The clown put on his cap.
A boat was floating in a puddle.
Mila planted onions.
Game "Change sentences"
I'm going skiing.
You are going skiing.
He's skiing.
She's skiing.
We're going skiing.
You are skiing.
They are skiing.
- I'm riding a horse.
- I wash spoons.
- I'm stomping on my skis.
- I'm going skiing.
- I see a moose.
- I throw the ball deftly.
Salad (chain text).
Listen to the story and try to retell it.
Mom made a salad. I put the salad in the refrigerator. Alla took it out of the refrigerator. Alla ate a cold salad. There was an empty salad bowl left.
Mila doll.
Lusha's mother bought a doll. Lusha liked the doll. Blue eyes, blond hair, white dress, white shoes. Lusha named the doll Mila. The doll is very cute.
Lusha was with Mila all day.
She dressed her and put her shoes on.
I washed her hair and combed her hair.
She put the doll to sleep and rocked it to sleep. Lusha took care of the doll. One day Lusha put the doll to sleep. Mom called Lusha to dinner, and the dog took the doll away. She carried the doll and ruined it.
Lusha cried, but did not leave the doll.
Then my mother bought the same doll. She secretly exchanged it, and Lusha didn’t realize it.
Pure talk.
La - la - la - we gathered at the table.
Al - al - al - I'm tired of digging.
Lo-lo-lo - everything in the field bloomed.
Lu - lu - lu - I'll start a spinning top.
Lo - lo - lo - I'm warm in my shirt.
Silt - silt - silt - I poured water into the kettle.
La - la - la - the chair is placed at the table.
Al - al - al - a dump truck has arrived.
La-la-la - ice rock.
La - la - la - our cherry tree has bloomed.
Lo - lo - lo - I got into the boat and took the oar.
Ly - ly - ly - the golden eagle flew off the cliff.
La-la-la-la.
Here is a bee flying.
Ly-ly-ly-ly.
I'm not afraid of bees!
Lo-lo-lo-lo.
Together with that bee -
Lu-lu-lu-lu,
I'll fly to the meadow.
Poems.
Winter.
Everything is white, white, white.
There was a lot of snow.
These are fun days!
Everyone - on skis and skates!
A pot of porridge.
The porridge boiled in the pot,
Hissed, puffed,
Lifted the lid
And she crawled out.
From the table, then from the chair
Slowly slipped away
Reached the corner
It took over the entire apartment.
She opened the door carefully,
She rolled down the steps,
Floated along the road
The porridge burned Masha.
I fell, but when I got up -
It’s like she’s become a “porridge woman.”
Dasha got porridge into her mouth
And it got into my pockets,
She ran into our sleeves
And it started running down my fingers.
Our entire city was flooded.
Miracles! Gee!
White snow, white chalk,
The white hare is also white.
But the squirrel is not white,
It was not a white squirrel.
