A long-term plan of a speech therapist in the garden. Logomag. Individual lesson plans with a child
In our work, when organizing leisure activities for children, we use system of innovative forms of interaction.
This system:
- allows you to optimize the interaction between parents and teachers,
- enhances the pedagogical education of parents,
- activates the needs of parents in high-quality upbringing of children.
More details about the work in this direction can be found in the article "".
Today we bring to your attention a practical material on the business game "Connoisseurs of Nature".
Abstract of a business game for children with parents, topic: "Nature experts"
Objectives: To clarify and enrich knowledge about nature. Contribute to the creation of an adult-child community.
Motto: Love nature, protect!
Nature is a friend, don't forget!
The course of a business game for children with parents:
1. Petrushka comes to visit:
- I am a funny toy and my name is Parsley,
I will play with you, give you tasks!
Petrushka draws lots, dividing children and adults into two teams: "Yolochki" and "Leaves". For each correctly completed task, the team receives one point. At the end of the game, the points obtained are calculated and the winning team is revealed.
2. Tasks.
"Play with words":
Each team is offered 4 cards with words, you need to read the words, highlight the extra word and explain why this word is superfluous. WORDS: 1. ducks, tiger, herons, crows; 2. gadfly, storks, geese, magpies.
"Anagrams":
Rearrange the letters in words so that you get a new word - the name of an animal, plant or insect. Each team is offered three cards with the words: KAMYSH - MOUSE, PION - PONY, CORE - KORSHUN, FEED - KOMAR, MOSHKARA - CHAMOMILE, PUMP - PINE.
"Grammatical arithmetic":
Using arithmetic operations, get and read a word:
- BA + LARGE WOODEN VESSEL = FLYING INSECT (BA + BARREL = BUTTERFLY);
- CAR + TO + FELDSHER - DSHER = VEGETABLE (CAR + TO + FELDSHER - SHER = POTATO);
- SKULL - P + FLY = EARLY FLOWERING TREE WITH A PLEASANT FRAGRANCE (CHERYOMUHA);
- PURE - ND + O + BODY - O = MEDICINAL PLANT (CLEANER).
Creative competition:
Show with facial expressions, gait, the sounds of an ALARM CAT and SAD PENGUIN.
The game "Wonderful bag":
Identify by touch the object in the bag (vegetables, fruits).
Game "What tree is the leaf from?"
It is carried out in the form of a relay race. Teams are given leaves from poplar, birch, aspen, oak, rowan. At the command of Petrushka: "One, two, three, bring a leaf from a birch (poplar ...)!" one child from the team brings the required piece of paper to Petrushka.
Game "Birds»
Teams are offered illustrations with images of birds; they need to disassemble them into two piles (wintering and migratory) and name each bird.
"Medicinal plants"
Name a medicinal plant and its use in the pharmaceutical industry.
"Contest of riddles"
Each team takes turns guessing the riddle.
1) I run like a ladder,
Ringing on the pebbles.
From afar by song
Get to know me (River).
2) Runs in summer, sleeps in winter,
Spring has come - it ran again (River).
3) Who beats and taps on the roof all night,
And mutters, and sings, lulls? (Rain).
4) They ask him, they wait for him,
And when it comes, they will start hiding (Rain).
5) There is water all around, but there is nothing to drink (Sea).
6) Wide wide, deep deep,
Day and night beats against the shore,
You don't drink water from it,
Because it is not tasty - and bitter and salty (Sea).
7) What a wonderful beauty! Painted gate
Appeared on the way! ..
Do not enter them, do not enter! (Rainbow)
8) Multi-colored gate
Someone built it in the meadow.
The master tried
He took paints for the gate
Not one, not two, not three
As many as seven, look!
What is the name of this gate?
Can you draw them? (Rainbow)
9) White in winter,
In the spring it is black
It's green in summer
Sheared in autumn (Field).
10) We walk on the carpet with you,
Nobody weaved it.
It spread out by itself
Lies by the river blue
And yellow, and blue, and al (LUG).
4. Summing up the business game for children with their parents.
5. Awarding of the winners.
Bushueva Lyudmila Veniaminovna,
teacher speech therapist,
MBDOU Kindergarten number 159,
Arkhangelsk
Business game for parents "I myself!"
Business game with young parents
Target:
To equip parents with knowledge on the issues of raising independence in young preschool children;
To interest parents in this problem, teach to analyze
Plan for the preparation and conduct of a business game:
1. Individual consultations for parents on the topics: "The first steps to independence", "The crisis of three years."
2. Design of the stand on the theme "I myself".
3. “Library for Parents” - an exhibition of literature for parents on the topic “Raising independence in preschool children”, literary works for children (I. Muraveika “I myself”, Z. Aleksandrova “Put what you took, put it in place”, A. Barto "Grimy Girl", K. Chukovsky "Moidodyr", folk nursery rhymes: "Water, water, wash my face", "Grass - ant" and others).
4. Design a folder - folding bed "The value of self-service in raising children."
5. Memo for parents:
Try to support the child's desire for independence.
Encourage, praise, your child even for small achievements.
Self-care skills are taught faster if an adult shows and comments on an example how to do what and in what order.
You cannot rush the child to perform any action, you must give him the opportunity to do everything calmly, independently.
If the baby does not succeed in something, do not rush to help him until he asks for it.
Try to keep your child active and emotional at all times.
In the process of education, use nursery rhymes, rhymes, personal example.
Try to use the game situation.
Always maintain a positive emotional attitude.
Game attributes:
Team emblem;
Captains badges;
Bell;
Hourglass;
Audio cassette with light music recording;
Balloons with question sheets inside;
Scoreboard for displaying results;
Jury forms
Game participants: educators, parents.
Game progress:
Host: Hello, dear parents! We are glad to see you at our business game. I want to quote the statement of J. Korczak: "If you know how to define the joy of a child and its strength, you should know that the highest joy is overcoming difficulties, goals achieved, secrets revealed, the joy of triumph and the happiness of independence ...". And one more thing - “A person cannot be free if he is not independent” (M. Montessori).
Usually, parents begin to think about the independence of their child when he begins to go to school. However, you need to start cultivating this quality much earlier - and the sooner, the more success you can achieve.
So, let's talk about education, the topic of our today's business game: "I myself!" - upbringing of independence in children of younger preschool age ”.
Draw:
Participants of the game draw tokens with numbers 1 or 2 (2 teams) Moderator: I invite everyone to take their places at tables No. 1 and No. 2 in accordance with the tokens.
Rules of the game:
Be able to listen to others;
Develop a general solution to the issue;
Take an active part in the game;
Not to challenge the jury's assessment;
Observe the culture of speech and tact;
Adhere to the regulations.
Dear participants, we present to you our conscientious and competent jury (3 persons).
Dear jury, please listen to the criteria for evaluating participants:
0 points - the participants did not cope with the task;
1 point - the participants gave an incomplete answer;
2 points - the answer can be completed;
3 points - complete answer
So, let's start our game.
Stage 1: Come up with a team name, motto, choose captains. Time 5 minutes. (Light music sounds).
Stage 2: "Warm-up"
Name children's literary works that will be useful in educating children of such a quality as independence.
For each correct answer, the jury adds a point.
Stage 3: "Competition of captains". Time 3 minutes.
Make a list of things your child can do without your help.
The to-do list is being discussed.
Stage 4: "We are reasoning." Time 10 minutes.
The host invites the captains to choose one of two balloons. The captains take out from them sheets with a question for each team. There is a discussion.
1 ball: Self-reliance is a valuable quality that a person needs in life. Can a small child be independent?
Ball 2: By their nature, children are very active and very often they tend to perform various actions on their own. But due to lack of time or lack of confidence in the child's strength, we strive to do everything for him ourselves. How do you think? Are we really helping the child?
Stage 5: "Let's figure out the situation." Time 10 minutes.
Analysis of situations.
1. “Ilyusha (2.5 years old) pulls on tights with zeal. Difficult task! Finally, after much effort, the tights are almost on, but ... inside out. The kid, of course, does not notice this and continues to pull them on. The mother stops, as she says, this "aimless fuss", with a quick movement, without hiding her irritation, tries to pull on the child's tights. The kid raises a cry:
Myself! Myself! Myself!
Sit quietly and do not be capricious! You don't know how, but you shout "yourself."
Sample questions:
Did the mother do the right thing? Substantiate your opinion.
Why do you think she did this?
How to evaluate the child's "I myself" in the upbringing of a child?
What does your child do on his own? Play with parents for independence
2. “Alyosha is four years old, but he is completely helpless in comparison with children of his age, he meets with protest any proposal to show independence. He cannot take off his coat or mittens, does not want to fasten a button and untie the lace, sits at the table, waiting for him to be fed. If he is reminded to eat himself, like everyone else, the boy lowers his head, tears in his eyes and plaintively declares: “I don’t want to!”, “I don’t know how!”
But at home with adults, Alyosha has an imperious, demanding tone, there are always tears on duty in his eyes. And adults are in a hurry to warn them, they feel sorry for him: "He is so helpless!", "He is still very small!" This is often said in the presence of a boy. "
Sample questions
What caused Alyosha's helplessness?
Analyze and evaluate the line of behavior of adults.
Is it possible to instill independence in a child with such methods?
Leading: Trying to develop independence in their child, adults often make very common mistakes that confront each other: overprotection of the child (overprotection) and complete elimination from helping the child, supporting him (hypothoracic). In the case of excessive care, the child can become infantile, in the second case, helpless, stubborn.
Stage 6:"We prohibit - we allow." Time 7 minutes.
Self-reliance does not mean complete freedom of action. Self-reliance must be contained within the framework of generally accepted norms. As a rule, children from 2 to 3 years old are characterized by "asocial" behavior. This happens because the child does not understand what is meant by "right actions" and "wrong actions". Over time, your baby will begin to understand that independence should end with a result that would suit everyone. What actions of the child can be given "complete freedom" or "relative freedom", and maybe "ban".
Participants are invited to make a list of possible actions of children, distributing them into three main zones on sheets of three colors.
Green symbolizes the zone "Complete freedom" - this is all that a child can always and everywhere at his own discretion.
Yellow - zone "Relative freedom" - actions in which the child is given relative freedom. You can act of your own choice, but observing some rules. It is in this zone that the child learns to internal discipline. External restrictions over time turn into their own self-restraints.
Red - the "Forbidden" zone - the child's actions that are unacceptable for him under any circumstances.
The results obtained are analyzed.
Leading: While the jury sums up the results, I invite you to prove yourself in creativity.
Stage 7: Sinkwine is a five-line poem in which a person expresses his attitude to a problem. We suggest you write a syncwine for today's event. I offer you the word "INDEPENDENCE" (or, as an option, "EDUCATION").
The order of writing syncwine (projected through a video projector):
The first line is one keyword that defines the content of the syncwine.
The second line contains two adjectives that characterize this sentence.
The third term is three verbs showing the action of the concept.
The fourth line is a short sentence in which the author expresses his attitude.
The fifth line is one word, usually a noun, through which a person expresses his feelings, associations associated with this concept.
The resulting poems are read by the captains.
Leading: So our game is over. It's time to take stock.
Self-reliance is a valuable quality that a person needs in life. It is necessary to educate him from early childhood. The task of adults is to develop the child's activity, to direct it in the right direction.
So, the floor is given to the jury. Business game with parents of preschoolers
The jury sums up the results. Teams are awarded with Diplomas for participating in a business game. Parents are given reminders on fostering independence in children of primary preschool age.
The plan of speech correction work is drawn up by a speech therapist for the academic year based on the analysis of the child's speech card.
In the individual plan, the directions of correction work are presented, which make it possible to eliminate the violations of speech activity and gaps in the knowledge, skills, and abilities of the child identified during the speech therapy examination.
Such a plan will make it possible to systematize classes, increase their effectiveness and strengthen the correctional focus, as well as implement a personality-oriented approach in teaching and upbringing.
The plan of individual speech correction work for 200_ / 00__ account. Year
Surname, name of the child - Ivanov S. Speech therapy conclusion: FFN, minimal manifestations of dysarthria.
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The main directions of speech correction work |
Types of occupations |
Note |
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Development of articulatory motor skills: Articulation exercises; Speech therapy massage; Self-massage of the tongue, lips |
Individual | ||
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Formation of the correct sound pronunciation: | |||
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Development of phonemic processes |
Individual, group | ||
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Clarification, enrichment of the dictionary by topics: mushrooms; Baby animals; Food; Transport |
Group | ||
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Work on the syllable structure of unfamiliar and difficult to pronounce words |
Individual | ||
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Improving the grammatical structure of speech: The use of nouns in the genitive plural; Coordination of numerals with nouns; Use of non-declining nouns in speech |
Individual, group | ||
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Improving the psychological base of speech: expanding the volume of visual and auditory memory; Development of verbal thinking |
The knowledge, abilities and skills acquired by the child in individual speech therapy lessons are consolidated by educators, specialized specialists and parents.
Individual lesson plans with a child
The main task of individual speech therapy classes is the formation of the sound side of speech: the normalization of articulatory motor skills, the production of absent sounds, the correction of the pronunciation of distorted sounds and the differentiation of mixed sounds. If necessary, in individual lessons, work is carried out on the formation of the lexical and grammatical structure of speech, a coherent statement, as well as on the development of the psychological base of speech and fine motor skills.
The speech therapist draws up plans for individual lessons on the basis of an individual plan of speech correction work. When planning individual lessons, the structure of the speech defect, the child's age, and his individual personality characteristics are taken into account.
An approximate record of the plan of individual speech therapy lessons
Surname, name of the child - Ivanov S.
Speech therapy conclusion: FFN, minimal manifestations of dysarthria.
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results |
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Performing articulation exercises for setting whistling sounds: "Fence", "Lonaiochka", "Let's clean the lower teeth." Self-massage of the tongue, lips: - "Let's punish the naughty tongue"; - "Bite the upper and lower lips"; Articulation exercise "Comb". Sound setting [e] (mixed method). Game "What has changed?" (Theme "Mushrooms") | ||
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Performing articulation exercises for setting whistling sounds: "Fence", "Spatula", "Clean the lower teeth", "Pussy is angry." Speech therapist massage of the tongue, lips. Sound setting [s] (mixed method). Classification of picture material (Theme "Mushrooms") on the basis of: edible, inedible |
In the "Results" column, the speech therapist evaluates the child's activity after completing each type of task with conventional symbols ("+", "-") or with a short phrase (it does not work, it is difficult).
Forward planning
individual and subgroup speech therapy classes in a group for children with phonetic and phonetic-phonemic speech disorders.
Analysis of the current situation in the system of education and training of preschool children has shown that the number of children with various deviations in speech development is steadily growing. These children constitute the main risk group in schooling. Therefore, carrying out correctional and developmental classes in order to eliminate speech disorders in preschool age is so necessary.
The frequency of individual lessons during the week depends on the individual needs of each child, taking into account the dynamics of correcting speech disorders and is on average 2-3 times a week.
Speech therapy classes with a subgroup of children of 2-6 people for a similar speech disorder are conducted, on average, once a week. Depending on the stage of speech therapy work, the appropriate type of speech therapy lesson is selected.
The planning below contains 5 stages of work on sound pronunciation correction, such as:
Preparatory;
The stage of evoking sound;
Sound automation stage;
The stage of differentiation of sounds;
The stage of formation of communication skills and abilities.
Prospective planning is an activity option that can be used both for individual and subgroup work with children with phonetic and phonetic-phonemic speech disorders.
Each lesson is a kind of template and, based on this, can be used repeatedly (for example: if a child has violations of sound pronunciation of more than one sound and work on their correction is not carried out at the same time). Or, for example, another option, when two classes can be combined into one (if, for example, correctional work is carried out simultaneously to eliminate the violation of the pronunciation of two sounds).
Stages of long-term planning, the required number of classes is determined individually for each child.
Stage I (preparatory)
This section presents 15 developmental activities containing various games and exercises in the following areas:
formation of psychological readiness for classes, development of HMF (psychological base of speech);
development of the strength and mobility of the organs of articulation, the formation of an articulatory structure;
developing a sense of tempo and rhythm;
acquaintance with the concepts of "speech", "word", "sound";
development of finger motor skills and grapho-motor skills
development of basic motor skills;
preparation for the analysis of the sound composition of the word.
Stage II. Sound setting (making sound).
This section presents 8 options for correctional and developmental classes, in the following areas:
development of phonemic hearing and perception;
development of the strength and mobility of the organs of articulation;
calling (setting) sound;
assimilation of available rhythmic patterns;
formation of the skill of sound-syllabic analysis and synthesis;
development of the HMF (psychological base of speech).
Stage III. Sound automation. This section presents 16 lessons , in the following areas:
strengthening the skill of correct sound pronunciation;
normalization of intonation and tempo-rhythmic organization of speech;
forming phonological competence;
expansion of lexical and grammatical competence;
development of coherent speech;
development of finger motor skills and grapho-motor skills;
development of the skill of sound-syllabic analysis and synthesis
Stage IV. Differentiation of sounds. The section contains 14 lessons.
At the stage of differentiation of sounds, the main directions of correctional and developmental work are:
strengthening the correct pronunciation and distinction of sounds;
normalization of intonation and tempo-rhythmic organization of speech
expansion of lexical and grammatical competence;
development of coherent speech;
development of basic motor skills and coordination;
development of finger motor skills and grapho-motor skills;
developing the skills of language analysis and synthesis;
development of the HMF (psychological base of speech);
Stage V (final). Formation of communicative competence.
The number of classes is also individual for each child and the main directions of correctional and developmental work at this stage are:
formation in the child of persistent abilities and skills of the error-free use of speech sounds in all communication situations;
development of coherent speech;
development of the HMF (psychological base of speech);
Planning reflects in itself all the main directions of the correctional and developmental work of a speech therapist teacher, contributes to an increase in the efficiency of its organization and, ultimately, its effectiveness.
Used Books:
Gerasimova V.A., Zhukova O., Kuznetsova V. A unique method for the development of a preschooler. - S.-Pb. 2002
Yoshchenko V.O. Collection of approximate forms of documents and teaching materials for the organization of speech therapy work in a preschool educational institution
Lalaeva R.I., N.V. Serebryakova "Formation of correct colloquial speech among preschoolers" - Rostov-on-Don, "Phoenix", St. Petersburg, "Soyuz" 2004
L.V. Lopatina Speech therapy work with preschool children - St. Petersburg, "Soyuz" 2004
Lopukhina I. Speech therapy / Speech, rhythm, movement. - S.Pb., 1997
Pozhelenko V.A. A magical world of sounds and words. - M., 1999
Tkachenko T.A. We teach to speak correctly. ОНР correction system for children 6 years old - M., "GNOM and D" 2003
Filicheva T.B., Tumanova T.V. Children with FFN. Education and training - M., "Gnom-Press", 1999
Filicheva T.B., Chirkina V.G., Tumanova T.V., Mironova S.A., Lagutina A.V. Correction of speech disorders. Programs of preschool educational institutions of a compensatory type for children with speech impairments; Moscow "Education" 2008
| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| Preparatory stage Total number of lessons: FN (dyslalia) dysarthria 8-14 | 1. Formation of psychological readiness for classes. | 1. Setting on joint activities with the speech therapist teacher to eliminate speech impairments and regular classes in the office. |
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| 1. Formation of the concepts "Speech, Sounds of speech". 2. Development of strength and mobility of the organs of articulation. 3. Formation of diaphragmatic breathing, prolonged phonation exhalation and soft voice attack. | 1. Conversation about what “speech” is, how it is formed, what sounds are the sounds of speech and how they are pronounced (demonstration of a poster with a picture of the oral cavity, etc.). 2.Articulatory gymnastics. Teaching the techniques of performing exercises of the general complex (static and dynamic exercises). 3. Respiratory gymnastics (with tactile control); games: "Fun spinner", "Drive the ball into the hole", "Whistle"; Fixed exhalation with sounds: x-x-x, f-f-f. 4. "Singing" of vowel sounds (with an average voice power) U - U, AU - AU, AIU 5. Finger gymnastics, lacing, mosaic, games with elastic bands, beads, etc. |
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| 2. Development of tactile perception. 3. Development of hand-eye coordination. 4. Development of a sense of rhythm (perception and reproduction of the rhythm of claps). | 1.Articulatory gymnastics (static and dynamic exercises). 2. Game "Magic bag". 3.Drawing patterns, drawings on a dotted line, shading, etc. 4. Rhythmic claps "Show a card with a number - how many beats you heard", "1 11 111 1111", "Listen to a series of claps." Selection of a card for a given rhythmic pattern. (based on clarity) |
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| 1. Further acquaintance with the concept of "sound". 2. Development of auditory attention and auditory memory. Distinguishing by ear of non-speech sounds. 3. Development of strength and mobility of the organs of articulation. | 1.Conversation with children / child about what sounds are heard and produced (speech and non-speech), ways of their formation 2. Game “Guess which box sounded right now”, “Find a pair for a sounding box” “Take two identical sounding boxes”; "Guess what sounds." 3. Articulation gymnastics (static and dynamic exercises). 4. Finger gymnastics, games with beads. |
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| 1. Communication of knowledge about the methods of forming speech sounds. 2. Development of auditory attention and auditory memory. Distinguishing speech sounds by ear. 3. Development of articulatory motor skills. 4. Formation of diaphragmatic respiration, prolonged phonation expiration. 5. Development of hand-eye coordination. | 1. Conversation about how the sounds of speech are formed; demonstration of a poster with a picture of the oral cavity, placing the palm of the hand on the throat (tactile control during vibration of the vocal folds). 2. The game "Who called?" 3. Articulation gymnastics (general complex (static and dynamic exercises)). 4. Game "Fun spinner", "Exhale air in three strokes." 5. Outline drawings, shading. |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 4. Preparatory stage | 2. Development of a sense of tempo, rhythm. 3. Development of coordination of movements. | 1. Formation in children of ideas about the diversity of speech sounds. 2. Development of articulatory motor skills. 3. Formation of diaphragmatic breathing, prolonged phonation expiration. | 1. Conversation about sounds different in sound and ways of their formation. 2. Articulation gymnastics (general developmental complex (static and dynamic exercises)). 3. "Autumn leaf fall", pronouncing syllables on a prolonged exhalation, breathing exercises with movements. 5; 6. Speech-movement games and exercises. |
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| 1. Acquaintance with sound (articulation, acoustic features, the way this sound is formed). 5. Development of attention and visual. memory. | 1. Conversation about how this sound is formed; showing articulation in front of a mirror, showing the profile of a given sound, imitating the position of the tongue with a hand; putting the palm of your hand on the throat (tactile sensations of vibration of the vocal folds). Familiarity with the symbol for this sound. 2.Articulatory gymnastics (learning a set of special exercises aimed at forming the correct articulatory structure of the sound being studied); imitation games. 3. Respiratory gymnastics; the game "Drive the ball into the goal"; "Autumn leaf fall". 5. Games "Find 10 differences", "What's gone?" |
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| (dislalia) dysarthria | 1. Development of digital motor skills. 2. Development of a sense of rhythm. | 1. Consolidation of knowledge about sound (articulation, acoustic features, the method of forming a given sound, a card - a symbol of sound). 2. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation; formation of kinesthetic sensations, kinesthetic analysis and representations. | 1. Game "Clap your hands if I said correctly" 2. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games. 3. Games with beads; lacing; game "Cinderella". 4. Rhythmic claps without visual control. "Listen to the series of accented beats, show the card for the number of beats," "Slap the rhythm" (without reliance on visualization) - isolated strikes, a series of simple strikes. |
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| 2. Preparation for the analysis of the sound composition of the word. Isolation of the 1st stressed vowel sound in a word 4. Formation of intonational expressiveness of speech and logical stress. | 2. Pick up the desired card (sound symbol) when you hear the sound. 3.Voice exercises. Pronouncing the sentence with a change in the strength of the voice "Katya bought flowers" (quietly, loudly, in a whisper, calmly; with different intonation (interrogative ( A UO ?, A Have Oh ?, ay O?) narrative, exclamatory intonation. "; 4. Dialogue using different semantic intonation (affirmative answer to the question posed). |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| Prepare solid stage Total number of lessons: (dislalia) dysarthria | 1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation. 2. Development of the skill of distinguishing correctly pronounced sounds by ear. | 1. Analysis and synthesis of a number of vowels (au, aui). | 2. The game "4th extra" (three words begin with the sound under study, and one with the other). 3. Game "Live sounds". 4. Finger gymnastics (static and dynamic exercises); "Friendly family"; "Salting cabbage", "Fingers greet", "Castle", etc. |
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| 1 Formation of the correct articulation of the studied sound; development of strength and mobility of the organs of articulation. 2. Isolation of sound from a number of syllables and words. 3. Analysis of the reverse syllable of the AP type. Isolation of the last consonant from words like MAK. 4. Development of digital motor skills. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulation structure of the studied sound). 2. "Clap your hands if you hear a sound ..". 2. Game "4th extra" (3 words begin with the sound under study, and one with the other). 3. The game "Live sounds", "Select only those pictures in the names of which the sound ___ is heard at the end of the word." 4.Finger gymnastics (static and dynamic exercises |
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| 1. Isolation of the initial consonant and the subsequent vowel from words like MAK. 2. Development of digital motor skills. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games. 2. Respiratory gymnastics (special exercises) "Focus"; Blow into the bubble. 3. "Select only those pictures in the name of which the sound under study is heard at the beginning of the word" "Pick up the card-symbol of the vowel sound that you hear in the middle of the word." 4. Finger gymnastics, lacing, mosaic, games with an elastic band, etc. |
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| 1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation. 2. Formation of prolonged phonation expiration. 3. Formation of skills of sound analysis and synthesis. Analysis of the direct syllable of the SU type. 4. Mastering the available rhythmic patterns of words like : ta-that, ta- that; ta- ta-ta, ta- that-that. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games. 3. Game "Live sounds". Drawing up sound schemes. 4. Pronunciation of a series of syllables (from correctly pronounced sounds) with the intonation of a certain syllable given by the speech therapist teacher, selection of a card for a given rhythmic pattern. |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| Prepare solid stage Total number of lessons: | 1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation. 2. Formation of prolonged phonation expiration. | 1. Formation of skills of sound analysis and synthesis. Analysis of words like SPC. 2. Development of auditory attention and memory for a linear series consisting of 4, 5, 6 elements. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games. 2. Respiratory gymnastics (special exercises). 3. Determination of the position of the studied sound in words. "Divide the pictures into two groups according to the place of sounding in the word", drawing up sound schemes. 4. Pronunciation of a series of syllables in a certain sequence (correctly pronounced), the speech therapist names objects in a certain sequence, and the child lays them out in a given sequence (from memory). |
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| (dislalia) dysarthria - 8-15 | 1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation. 2. Formation of prolonged phonation expiration. | 1. Formation of skills of sound - syllabic analysis and synthesis of words such as TEETH. 2. Development of fine motor skills of hands and visual attention. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games. 2. Respiratory gymnastics (special exercises). 3.Dividing words into parts (syllables), drawing up a sound-syllable scheme, selecting words for a sound or syllable scheme. 4. Collecting beads (on a card with a specific pattern). |
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| Conducting elementary manual massage of the collar and articulation zones, passive articulation exercises for the lips and tongue. |
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| Stage Summoning (staging) sound Number of lessons: (dislalia) dysarthria | 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. | 1. Formation of prolonged phonation expiration. 2. Development of finger motor skills and grapho-motor skills. | 3. Respiratory gymnastics "Let's warm the hands", "Pump", "Focus", "Leaf fall". 4. Finger gymnastics, tracing patterns, drawings along the contour, shading, games with puzzles, mosaics, lacing, gymnastics, etc. |
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| 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. 3. Formation of prolonged phonation expiration. 4. Development of the HMF. | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games. 2. Evocation / production of sound by applying technical techniques (imitation (imitation method), with mechanical assistance and mixed). 3. Respiratory gymnastics "Let's warm the hands", "Butterfly", "Focus", "Leaf fall", "Let's drive the ball into the goal." 4. Games "What's gone?", "Find the artist's mistake", etc. |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. 3. Formation of prolonged phonation expiration 4. Development of grapho-motor skills | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games; 2. Calling / staging sound by applying techniques (imitation (imitation method), with mechanical assistance and mixed) 3. Respiratory gymnastics (special exercises aimed at forming the correct air stream) 4. Trace patterns, drawings on the contour, hatching |
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| 1. Development of the strength and mobility of the organs of articulation. 2. Formation of prolonged phonation expiration. 3. Making sound 5. Development of digital motor skills. | 1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); static / dynamic exercises performed actively / passively; imitation games. 2. Respiratory gymnastics (special exercises aimed at forming the correct air stream). 3. Evocation / production of sound by applying techniques (imitation (imitation method), with mechanical assistance and mixed method). 5. Passive / active finger gymnastics, static exercises, dynamic exercises, hand massage. |
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| 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. 3. Development of grapho-motor skills and finger motor skills. 4. Development of the HMF. | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games. 2. Evocation / production of sound by applying technical techniques (imitation (imitation method), with mechanical assistance and mixed). 3. Trace patterns, drawings along the contour, shading, games with puzzles, mosaics, lacing, finger gymnastics, etc. 4. Games "find 10 differences", "extra 4", etc. |
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| 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. 4. Assimilation of available rhythmic patterns of words like : ta-that, ta- that; ta- ta-ta, ta- that-that. | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games. 2Calling / staging sound through the use of techniques (imitation (imitation method), with mechanical assistance and mixed). 3. Game "Live Sounds"; drawing up sound schemes for words. 4. Pronunciation of a series of syllables (only correctly pronounced sounds are used) with the intonation of a certain syllable given by a speech therapist teacher, selection of a card to a given rhythmic pattern. |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| Stage Evocation (staging) sound Number of lessons: | 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. | 1. Formation of skills of syllabic analysis and synthesis. 2. Development of HMF and digital motor skills. | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games. 2. The evocation / production of sound through the use of techniques (imitation (imitation method), with mechanical assistance and mixed). 3. Division of words into parts (syllables) Compilation of sound schemes, selection of words for the sound scheme. 4. Nikitin's cubes (“Collect the cubes so that you get |
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| (Dislalia) FFNR, Dysarthria 5-8 | 1. Development of strength and mobility of the organs of articulation. 2. Calling up sound. | 1. Formation of skills of sound - syllabic analysis and synthesis. | 1. Articulation gymnastics (special exercises); static / dynamic exercises performed actively / passively; imitation games. 2. Evocation / production of sound by applying technical techniques (imitation (imitation method), with mechanical assistance and mixed). 3. Compilation of sound-syllabic schemes, selection of words for the sound-syllable scheme. 4. Speech-movement games and exercises. |
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| Stage Automation sound Number of lessons: (dislalia) FFNR, Dysarthria -16 | 1. Consolidation of the skill of correct pronunciation of a sound in isolation in direct syllables and words. 2. Development of grapho-motor skills and finger motor skills. | 1. Assimilation of available rhythmic patterns of words like : ta-that, ta- that; ta- ta-ta, ta- that-that. 2. Development of auditory memory for a linear series of words. | 1,3,4. Repeated pronunciation of the delivered sound (exaggerated), onomatopoeia, reflected pronunciation of syllable rows (for a long time, intermittently, quietly, loudly, in a whisper, with the intonation of a certain syllable, in a certain sequence), pronouncing words (sound at the beginning of a word). 2. Outline drawings, shading, repetition of the ornament. |
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| 1. Consolidation of the skill of correct pronunciation of sound in direct syllables, words and pure phrases containing these syllables. 2. Development of a sense of tempo, rhythm, coordination of movements. 3. Development of attention and visual memory. | 1, 3.4. Reflected pronunciation of syllabic rows, words and pure phrases (sound at the beginning of a word), containing these syllables, self-naming words from a picture, games "Tell me a word!", "What's gone?", "What appeared?" 2. Speech-motor games and exercises (pronouncing pure phrases in the rhythm of the march). |
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| 1. Consolidation of the skill of correct pronunciation of sound in direct syllables, sound complexes such as the GHA, words (sound in the middle of a word). 2. Development of the skill of syllabic analysis and synthesis. 4. Development of fine motor skills. | 1, 3. Reflected pronunciation of various sound complexes, words (sound in the middle of a word), pure phrases; game "Whom or what did the artist draw?" 2. Game "Add a given syllable to the beginning / end of a word and say the whole word" (ball game). 4. Finger gymnastics (static and dynamic exercises), Game "Hedgehog" (attaching clothespins to the "hedgehog" pattern with pronouncing syllables, words). |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 1. Consolidation of the skill of correct pronunciation of sound in reverse syllables, in words and phrases containing these syllables. 2. Development of a sense of tempo, rhythm, coordination of movements. 3. Development of visual attention and visual memory for a linear series. 4. Expansion of lexical and grammatical competence. | 1,3, 4. Reflected pronunciation of syllable series, words (sound at the end of a word) and pure phrases containing these syllables; self-naming of the objects shown in the picture, and naming the objects / pictures from memory in a certain sequence (simultaneous presentation of 3,4,5 pictures) of the game "One-Many" "Say affectionately" (you can use the ball). 2. Speech-motor games and exercises (pronouncing pure phrases, conducting). |
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| 5 1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words. 2. Assimilation of available rhythmic patterns of words. 3. Development of auditory memory for a linear series of words. 4. Development of grapho-motor skills and finger motor skills. | 1,2, 3. Reflected pronunciation of syllable rows with intonational highlighting of a certain syllable, in a certain sequence, given by a speech therapist); pronouncing words with a confluence of consonants. 4.1 Trace the "Sun" template; 4.2 Cutting this template with scissors. 4.3; 1. game "Sunbeams" (attaching clothespins to the "Sun" pattern, accompanied by the pronunciation of syllables). |
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| 1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllable composition and in pure phrases, 2. Development of auditory attention and auditory memory in a linear series. 3. Expansion of lexical and grammatical competence. | 2. Pronunciation of words of different sound-syllable composition, called the teacher-logopedist in a certain sequence. 3. Games "Who lives where?" "Who works with what?" "What is the item made of?" "Say the opposite", "Greedy" (mine, mine, mine, mine), guessing riddles; (you can use a ball). |
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| 2. Development of the phonological side of speech. 3. Expansion of lexical and grammatical competence. 4. Development of grapho-motor skills and finger motor skills | 1. Reflected pronunciation of syllable series, words containing these syllables, and pure phrases; self-naming of the items shown in the picture. 2. Game "4th extra" (3 words begin with one sound, and the 4th with another). 3. Games "Who moves how", "Who gives a voice?" "Who knows what?" 4. Outline drawings, laying out various figures with sticks or elastic bands, finger gymnastics (static and dynamic exercises.), "Repeat the pattern" on a sheet of paper. |
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| 1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllabic composition and pure phrases containing these syllables. 2. Formation of skills in sound analysis and synthesis. 3. Expansion of lexical and grammatical competence. 4. Development of visual-spatial perception. | 2. Working with sound schemes. 3. “Listen to the words and tell me which of them means transport (fruit, shoes, etc.)” “What sounds does it make?”. 4. "Name the picture that is in the upper left |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllabic composition, pure phrases, nursery rhymes. 2. Formation of skills of sound-syllabic analysis and synthesis. 3 Expansion of lexical and grammatical competence. | 1. Reflected pronunciation of syllables, words with the studied sound, pure phrases; self-naming words from the picture. 2. Choose a word for a given sound, syllable; pick up pictures with the sound under study in the title; game "Add a syllable / sound and name the resulting word in its entirety." 3. Games "Say a word", "Tell me what the item / soup / juice will be, etc ... if it is made / prepared from ...". |
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| 1. Consolidation of the skill of correct pronunciation of sound in syllables (direct, reverse, with a confluence of consonants), in words of different syllable composition, pure phrases. 2. Development of the phonological side of speech. 3. Formation of skills in sound analysis and synthesis. 4. Expansion of lexical and grammatical competence. | 1. Reflected pronunciation of syllables, words with the studied sound, pure phrases; self-naming words from the picture, 2. The name of only those pictures in the name of which there is the sound under study; determining the position of the sound in these words. 3. Work with sound schemes (selection of words with the studied sound to sound schemes, drawing up sound schemes). Games: Add Sound, Insert Missing Sound; solving puzzles, charades. 4. Games "Tell me a word", "What Buratino dreams of." |
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| 2. Formation of lexical and grammatical competence. 4. Development of visual-spatial perception. | 1.2. Memorizing and pronouncing tongue twisters, pure twisters and nursery rhymes. 2. Drawing up a proposal for a plot picture and its distribution; working with a deformed phrase; game "Correct me". 3. Reflected repetition of sentences of various compositions with the preservation of the sequence and the number of words in them. 4. "Name the picture that is to the right of ..., to the left of ...". |
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| 1.Fixing the correct pronunciation of the studied sound in phrases and sentences. 2. Formation of language analysis skills 3. Expansion of lexical and grammatical competence. | 1.1. Conjugated and reflected pronunciation of phrases, sentences containing words with the sound under study. 1.2. Learning and pronouncing tongue twisters and pure twisters. 2. Isolation of the word containing the sound under study from the composition of the sentence, determination of the position of this word in the sentence, drawing up the sound-syllable scheme of the given word. 3. The game “finish the sentence”, “correct the sentence”, “listen to the sentence and answer the question to it”, etc. |
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| 1. Consolidation of the correct pronunciation of the studied sound in verses, texts. 2. Development of a sense of tempo, rhythm, coordination of movements. 3. Development of coherent speech skills. | 1. Pronunciation of tongue twisters, verses, to the sound being studied. 2. Speech-motor games and exercises, logo-rhythmic exercises. 3. Drawing up stories based on plot pictures and a series of plot pictures. |
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| 1. Pronunciation of tongue twisters, verses, saturated with the studied sound 2. Compilation of a story based on key words or with a creative end. |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| Stage AutomationsoundNumber of lessons | 1. Consolidation of the correct pronunciation of the studied sound in verses, texts, coherent speech. 2 Development of language analysis skills | 1. Development of coherent speech skills. 2. Development of attention, thinking. | 1. Pronunciation of tongue twisters, verses with the studied sound 3. "Remember all the words with sound__ that you heard in the story"; work on drawing up sound-syllable schemes. 4. Game "Find the artist's mistake" (with an explanation). |
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| (dislalia) 10 FFNR, dysarthria 16 | 1. Expansion of phonetic and phonological competence 2. Development of skills of coherent speech | 1. Development of verbal and logical thinking. | 1. Memorizing and pronouncing tongue twisters, verses, saturated with the studied sound. 1.2. Compilation of sound schemes of words used in these games. 2. Writing a descriptive story (using diagrams and symbols) 3. The game "Explain the word", "4th extra" (with an explanation). |
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| Stage Differentiating sounds Number of lessons: (dislalia) FFNR, dysarthria 14 | 1. Consolidation of correct pronunciation and distinction of sounds in syllables, words. | 1. Development of the skills of sound analysis and synthesis. 2. Development of visual-spatial perception. 3. Expansion of lexical and grammatical competence. | 1. Alternating pronunciation of syllables, words (in pairs); pronouncing words containing both sounds, naming pictures, playing "Tell me a word", "4th extra". 2. The game "Divide the pictures into two groups" (the principle of separation is the presence of a particular sound under study in the composition of a word). 3. Game "Add the desired sound to the beginning / end of a word and say the whole word". Drawing up sound schemes. 4, 5. "Tell me where the picture is (relative to the other / others between, under, etc. ...". |
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| 2. Development of phonological competence. 3. Development of the skills of sound analysis and synthesis. 4. Expansion of lexical and grammatical competence. | 1; 4. Alternating pronunciation of syllables, words (in pairs); naming pictures, Games "Say the opposite" (syllables), "What Buratino dreams of." 2. "Divide the pictures into three / four) groups" (with the pronunciation of words) (the principle of separation is the presence of one or another sound under study in the word; both sounds in the word at the same time, or the absence of the studied sounds in the word). 3. "Add the desired sound / syllable to the beginning / end of the word and name the whole word" "Make the sound-syllable scheme of the resulting word"). "Choose a subject picture for the sound-syllabic scheme." |
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| 1. Consolidation of correct pronunciation and distinction of sounds in syllables and words. 3. Development of the skill of determining the rhythmic patterns of words. 4. Extension of lexical and grammatical competence. | 1.4. Alternating pronouncing of syllabic rows, pronouncing words containing both sounds, naming pictures, playing "the 4th extra" (3 words with one sound, and the 4th with the 2nd studied sound 2. "Add the desired sound / syllable to the beginning / end of a word", working with sound-syllable schemes. 3. Determination of the rhythmic pattern of words: wa ta- that that. 4. "Divide the pictures into two (three / four) groups" (the principle of separation is the presence of one or another sound under study in the composition of the word; both sounds in the word at the same time, or the absence of the studied sounds in the word); the game "Hide and seek (For whom / for what hid the gnome?) " |
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| 1. Consolidation of correct pronunciation and distinction of sounds in syllables, words, pure phrases. 2. Development of skills of sound / syllabic analysis and synthesis. 3. Development of visual attention, memory. 4. Expansion of lexical and grammatical competence. | 1, 4. Alternating pronouncing of syllabic rows, pronouncing words containing both sounds, naming pictures, playing "What, who was Petya happy"; learning pure phrases. 2. "Add the desired sound / syllable to the beginning / end of the word", working with sound schemes. 3. Look at the picture (plot picture), find on it and name only those objects in the name of which there is a sound ... / both sounds. "Call all these words from memory without looking at the picture." |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 5 1. Consolidation of correct pronunciation and distinction of sounds in phrases, sentences and pure phrases. 2. Expansion of lexical and grammatical competence. 3. Development of memory for a linear series of words in a sentence. | 1. Conjugated and reflected pronunciation of phrases, sentences, pure phrases containing words with the sounds under study. 2. Drawing up a proposal for a plot picture and its distribution, working with a deformed phrase. |
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| 1. Consolidation of correct pronunciation and distinction of sounds in phrases and sentences. 2. Expansion of lexical and grammatical competence. 3. Development of memory for a linear series of words in a sentence. | 1.1. Conjugated and reflected pronunciation of syllable series, words, phrases, sentences, pure phrases containing words with the sounds under study 1.2. Learning tongue twisters. 2. The game “finish the sentence”, “correct the sentence”, “listen to the sentence and answer the question to it”, etc. 3. Reflected repetition of sentences of different composition with the preservation of the sequence and the number of words in it. |
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| 1. Consolidation of correct pronunciation and distinction of sounds in phrases, sentences, pure twisters and tongue twisters. 2. Development of language analysis skills. 3. Extension of lexical and grammatical competence 4. Development of fine motor skills of hands. | 1.Conjugated and reflected pronunciation of phrases, sentences, tongue twisters and pure phrases containing words with the sounds under study 2. Isolation of words containing the studied sounds from the composition of the sentence, determination of the position of these words in the sentence, make up a sound scheme of one of the words. 3. Drawing up sentences for key words. 4. Finger gymnastics, the game "Cinderella". |
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| 2. Development of coherent speech skills. 3. Development of verbal and logical thinking. 4. Development of attention and visual memory. | 1. Memorizing poetry, and pronouncing tongue twisters, saturated with the studied sounds. 2. Drawing up a story based on a plot picture. 3. 4. Game "5th extra" (with an explanation), (there are 5 objects in the picture; the child must remember them, name them, highlight the extra ones and explain why he is superfluous). |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 3. Development of verbal and logical thinking. 4. Development of coherent speech | 1. Pronunciation of verses and tongue twisters saturated with the studied sounds 2. “Make a word from the first sounds of the following words …….”. 3. Game "Explain a word" (with an explanation). 4. Drawing up a story based on a series of plot pictures. |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 2. Development of coherent speech skills. 3. Development of verbal and logical thinking. 4. Development of auditory memory and attention. | 2. Coming up with a story based on key words. 3. The game "4th / 5th extra" (with an explanation) (the child, after listening to 4-5 words, must remember them, name them in a certain sequence, highlight the extra one and explain why it is superfluous). |
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| Stage of work | Lesson objectives | Lesson objectives | Types of jobs |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 2. Development of skills in language analysis and synthesis. 3. Development of verbal and logical thinking, attention. 4. Development of coherent speech skills. 5. Development of grapho-motor skills. | 1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds. 2; 5.Connect all the points with a line and name the object that turned out; make a sound-syllable scheme for this word. 3. Game "Find the artist's mistake" (with an explanation). 4. The creative ending of the story. |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 2. Development of coherent speech. 3. Development of verbal - logical thinking. | 1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds. 2. Working with deformed text. 3. Game "Explain the proverb / saying". 4. "Trace and shade"; "Repeat the ornament." |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 2. Development of coherent speech. 3. Development of memory for a linear series. 4. Development of skills in language analysis and synthesis. | 1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds. 2. Retelling a short story. 3, 4. Repeat the 2nd sentence from the story you listened to; name the 2nd word from this sentence and make a sound scheme for it. |
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| 1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech. 2. Development of coherent speech. 3. Development of verbal and logical thinking. 4. Development of grapho-motor skills. | 1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds. 2. Drawing up a descriptive story. 3. Game "Explain a word." 4. Graphic dictation. |
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| Stage V Formation of communicative competence Number of lessons individually for each child | 1. Formation of skills and abilities of error-free use of speech sounds in all communication situations. 2. Development of coherent speech. | 1, 2. Conversation on a given topic; compilation of stories based on plot pictures and a series of plot pictures; compilation of descriptive stories, story based on key words, creative ending of the story, retelling of small stories, dramatization of fairy tales. Game "Explain a word" "4th extra" (with an explanation), etc. |
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