Individual speech therapist plans for each child. Planning individual work of a speech therapist with children
Perspective plan of individual speech therapy work from _____________________________________________ to 20 ____- 20____ academic year.
Goals and objectives
The main directions of correctional work
Thorough and comprehensive preparation of the child forcorrectional work.
1. Arouse interest in speech therapy classes, even bythe need for them.
2.Pdevelopment of auditory attention, memory, phonemicwhom perception in games and special exercises.
3. Formation and development of articulatory motor skillsto the level of minimum sufficiency for stagingsounds.
4. In the process of systematic training, mastering lumpplexus finger gymnastics.
5. Havestrengthening of physical health (consultation of thewhose - narrow specialists, if necessary, a physicianmentosis treatment).
Formation and development of articulatory motor skills, speech breathing, voice.
1. Muscle massage:
Chest, neck and arms;
Faces;
Lips;
Language.
2. Development of speech breathing.
4. Development of kinetic and kinesthetic sensations from articulatory patterns.
5.Articulatory gymnastics.
Development of phonemic hearing.
1. Development of auditory perception, attention, memory.
Exercises for the differentiation of sounds that differ in tonality, pitch, duration.
Reproduction of the rhythmic pattern by ear.
2. Development of phonemic perception.
Exercises in recognizing a given sound among other phonemes and isolating it from a word in various positions.
Exercises to differentiate sounds similar in articulatory or acoustic properties.
3. Formation of sound-letter and syllable analysis and word synthesis.
4. Sequential calculation and combination of sounds in words of different syllable structures.
Designation of vowels and consonants (hard and soft) sounds with tokens of the corresponding colors.
Drawing up conditionally graphic diagrams.
Elimination of defects in sound pronunciation
1. Sound setting:
whistling C, 3, C, C ", 3";
hissing W, F; hissing Ch, Sch;
Sonora R, R ", L, L".
Preparatory exercises (except for articulationgymnastics):
for whistling : "Smile", "Fence", "Spatula", "Zheloside, "Brush", "Football", "Focus";
for sizzling : "Tube", "Tasty Jam", "Cup","Fungus", "Let's warm our hands";
for P, P " : "Chatterbox", "Painter", "Turkey", "Horse","Fungus", "Drummer", "Accordion", "Machine Gun";for L: "Smile", "Spatula", "Let's punish the tongue".
2. Automation of each corrected sound in syllables byas staged:
a) S, 3, W, F, S ", 3", L "are automated at first indirect syllables, then backward and last- in syllables with a confluence of consonants;
b)Ц, Ч, Щ,L - on the contrary: first in reverse syllables,then in straight lines and with a confluence of consonants;
in)P, P "canstart automating from the beaten trackanalog and parallelgenerate vibration.
3. Sound automationinwordsheld byin the footsteps of awtomatization in syllables.
As he masters the pronunciation of each syllable, he does notslowly introducedandfixedinwordsfromthis syllable.
4. Automation of sounds in sentences.
Eachspent inpronunciationwordimmediatelyturns oninseparate offers,thenin small racestales, nursery rhymes are selected, phrases, rhymes withword.
5. Differentiation of sounds:
S-3, S-S ", S-C, S-Sh;F 3, F W;Ch-S "Ch-T", Ch-Sch;
Shch-S "Shch-T", Shch-Ch, Shch-Sh;R-L, R-R ", R" -L ", R" -Y, L "-L;
6 ... Automation of sounds in spontaneous speech (in dialogical speech, in games, entertainment, regime moments, excursions, work ...).
Overcoming violations of the syllable structure of the word.
Formation of spatio-temporal representations and optical-spatial orientation.
Formation of the concept of the sequence of the sound-syllable series.
Formation of the concept of a sequence of sound filling of words of a simple and complex syllabic structure.
5. Developing comparative analysis skills: comparing words in which consonants and vowels are in different positions.
Development of fine motor skills of hands and improvement of graphic and calligraphic skills.
Development of fine motor skills of the hand and fingers:
Finger gymnastics;
Exercises to develop free hand movements
Different kinds work with scissors, plasticine, paper;
Working with the constructor;
Working with templates and stencils.
Shading in different directions, coloring.
Development of visual-motor trajectories:
work on visual-motor trajectories;
graphic dictations;
exercises designed for visual-motor memorization;
drawing by points, dotted lines;
drawing ornaments.
Development of auditory - motor coordination:
auditory dictations;
encrypted dictations;
work according to verbal instructions.
Development of visual perception.
Formation of the integrity of visual perception:
work with silhouette, contour, noisy, superimposed images of objects, letters and numbers;
recognition of familiar objects, images of letters and numbers that are in an unusual perspective;
restoration from incomplete images of the whole, drawing and coloring according to the sample;
construction of figures, letters and numbers from sticks and individual elements.
Development of the ability to concentrate and distribute attention.
Labyrinths.
Drawing ornaments.
Visual and encrypted dictations.
Work on enrichment, clarification and systematization of the dictionary.
Clarification of the meanings of existing words.
The accumulation of ideas and knowledge about objects, phenomena of the immediate environment.
Expansion of the verb dictionary.
Expansion of the dictionary of features:
Adjectives;
Antonyms;
Synonyms.
Expansion of the vocabulary of adverbs.
Expansion of the dictionary of numbers.
Expanding the dictionary of pronounsand service parts of speech: prepositions, conjunctions, particles.
Clarification of the lexical meaning of various prepositions.
Enrichment of the vocabulary on lexical topics.
Generalization and classification training.
Learning the selection of related words.
Development of the grammatical structure of speech.
1. Teaching the prefix way of word formation.
2. Teaching the suffix method of word formation.
Exercise in alignment:
noun and adjective;
noun and verb.
Formation of the genitive plural of a noun.
Formation of relative and possessive adjectives.
Clarification of the meaning of the syntactic constructions used.
The development of coherent speech.
Development of skills for building a coherent statement.
Program mating the meaning and semantic culture of the statement.
Establishing logic (connectivity, consistency).
Toch clear and clear formulation of thoughts in the preparation processa coherent statement.
Selection of language means, adequatesemantic concept, for constructing an utterance for various purposes of communication (proof, reasoning,transfer of the content of the text, the plot picture).
Mastering complex syntactic constructions that reflect cause-effect and space-time relationships.
Revitalization vocabulary, filling in gaps in the field of lexical and grammatical structure of speech.
Clarify the meanings of the words the students have.
Continue enriching vocabulary by accumulating new words related to different parts of speech.
Refine (consolidate) knowledge about the composition of the word. To form the ability to select related words.
Clarify prefix values. Develop (consolidate) the ability to form new words using prefixes.
Clarify the meaning of suffixes. Develop (consolidate) the ability to form new words using suffixes.
Clarify the lexical meaning of words formed using various groups of suffixes.
To generalize (consolidate) knowledge about the morphological composition of the word.
Form the skill of using different ways word formation.
Clarify the lexical meanings of various prepositions.
To form (consolidate) the ability to coordinate words in phrases, sentences, models of various syntactic structures.
To form skills: programming the meaning and semantic structure of the statement; establishing the logic (coherence, sequence) of presentation.
Select linguistic means adequate to the semantic concept for constructing an utterance for various purposes of communication (transfer of the content of the text, plot picture, reasoning, proof)
Work to prevent and overcome dyslexia.
Differentiation of sounds:
by hardness - softness;
by voicing - deafness;
whistling - hissing.
Differentiation of sounds, mixed (or defectively pronounced) in one's own speech.
Differentiation of sounds:
by hardness - softness;
by voicing - deafness;
whistling - hissing.
Improvement of sound-letter and syllable analysis and synthesis.
Developing comparative analysis skills: comparing words in which consonants and vowels are in different positions.
Consolidation of knowledge on the designation of the softness of consonants in vowels in writing.
Improving the grammatical structure of speech.
Exercises designed for visual-motor memorization, prevention of kinetic dysgraphia.
Work to overcome agrammatic dysgraphia.
Exercise in distinguishing between optical similar letters.
Work to overcome optical dysgraphia.
Improving the grammatical structure of speech.
Work to prevent and overcome dysgraphia.
Development of speech analysis and synthesis at the level of text, sentences, words.
Development of phonemic perception, representations, differentiation.
Development of phonemic representations, sound-letter analysis and word synthesis.
Development of phonemic differentiations on the material of hard and soft consonants.
Development of visual differentiation on the basis of letters. (Do the work firstby phonemic differentiation of sounds).
Development of phonemic differentiations based on voiced and voiceless consonants.
Development of phonemic differentiations in the group:
whistling - hissing;
affricate and sounds included in their composition.
Development and improvement of psychological pretraining packages:
sustainability of attention;
observation (especially to linguistic phenomena);
ability to remember;
ability to switch;
skills and techniques of self-control;
cognitive activity;
arbitrariness of communication and behavior.
Formation of full-fledged educational skills:
planning of upcoming activities: (adoption of studiesnoisy tasks; active comprehension of the material; excretionthe main, essential in the educational material; definiteways and means of achieving the educational goal);
control over the course of their activities (from the ability to workthief with samples to the ability to use specialself-control techniques);
work at a certain pace (the ability to quickly and efficientlybut write, count; analyze, compare, comparemelting, etc.);
application of knowledge in new situations;
analysis, assessment of the productivity of their own activities.
Development and improvement of the communicative readyness to learning:
the ability to listen carefully and hear a speech therapist teacher, notswitching to extraneous influences; subjugate theiracting on his instructions (i.e. taking the position of a student);
the ability to understand and accept an educational task posed in a verbal form;
the ability to fluently use verbal means aboutfor the purpose of clear perception, retention and focusprecise execution of the educational task in accordance with the instructions received;
skills purposefully and consistently (in accordancewith a task, instructions) to perform educational activities andresponsive to the control and assessment of the speech therapist teacher.
Formation of communication skills, adekwadded situations of educational activities:
answers to questions in strict accordance with the instructions,task;
answers to questions in the course of educational work with adequatethe use of learned terminology;
answers in two or three phrases in the course and results of educational work (the beginning of the formation of a coherent statement);
application of instructions (diagrams) when preparing theconcise statements in the course and results of educational work;
the use of acquired educational terminology in communicationny statements;
contacting a speech therapist or a groupmatefor clarification;
explanation of instructions, educational task usingnew terminology;
drill down sequence reporteducational work, summing up the results of the lesson;
formulation of tasks when performing collective types of educational work;
conducting a differentiated survey and evaluatingvets of their comrades (in the role of the leader of varioustypes of educational work);
observance of speech etiquette when communicating (appeal,request, dialogue: "Tell me please", "Thank you", "Beare kind ”, etc.);
compilation of oral coherent statements from the elementmi creativity (fantasy).
Preventing and overcoming difficulties in mastering the general education program.
INDIVIDUAL WORK PLAN FOR _______________ ACCOUNT. YEAR
Surname, name of the child _____________________________________________________
Date of birth ___________________ Group _____________________________
Speech therapy conclusion ________________________________________________
September
(1-2 weeks - speech therapy examination of the state of speech and mental functions.)
1. Development of understanding of speech in a visual situation with the use of regime
and game moments. Learning to understand everyday use of the imperative
form: show, put, give, take, bring etc.
2. Clarification of the understanding of the names of surrounding objects, toys for the planned
lexical topics.
3. Development of auditory attention on non-speech sounds: tapping, patting, sounds
tambourine, pipes, bells, accordions, etc.
4. Clarification of pronunciation of vowel sounds like a, oh, and, y.
5. Development of general and fine motor skills. Finger massage, passive flexion exercises
and extension of the fingers (3 min), folding the pyramids.
October
1. Development of understanding of addressed speech using the technique of commenting actions
with objects and toys (e.g .: Doll, sleep! - The doll is sleeping. Bear, go! - Bear walks.)
2. Clarification of the meaning of words with diminutive suffixes ( ball– ball,
house - house etc.)
3. Clarification of the pronunciation of vowel sounds: a, oh, u, u and the consonants available in pronunciation
sounds: eh, v, v, n, p.
4. Development of auditory attention on sound complexes: "a-a-a" (rocking the doll),
"Oh-oh-oh" (sore ear), "and-and-and" (song of the horse), "oo-oo-oo" (playing the pipe).
5. Development of general and fine motor skills. Finger massage, showing each finger,
flexion and extension of the fingers into a fist, learning simple finger exercises
gymnastics ("My Family").
November
1. Expanding the volume of understanding someone else's speech. Execution of simple and complex instructions.
2. Inducing the need to imitate the word of an adult: on, give, here, yes, no, wow! Ah ah ah!
oh oh oh! everything, let's go etc.
3. Education of auditory attention, endurance in games: "Show the picture", "Yes or no?",
"Clap when you hear the word ..." and so on.
b, b, t, b, d, d.
5. Development of general and fine motor skills. Grouping mosaics by color, showing items
index finger.
December
1. Learning the ability to correlate (in the passive) objects and actions with their verbal designation
(Show who is sleeping, sitting, flying, walking etc.)
2. Formation of the ability to name the names of children, family members, pictures according to the
lexical topics.
3. Formation of long speech exhalation (2-3 sec.) On the material of vowels and their
combinations: ay, ya, ee.
4. Clarification of the pronunciation of consonants: n, nb, k, kb, g, gb, x.
5. Development of fine motor skills of the fingers in special exercises and games ("Bunny", "Goat",
"Tree", "Ring", "Flower", etc.)
January
(1-2 weeks - vacation)
1. Education of auditory attention to speech, development of auditory-speech memory in the games "Guess who
said "," Repeat as I do ", etc.
2. Active assimilation of the verb dictionary in the game "Shop", in games with a doll.
3. Development of understanding of grammatical forms of speech. Comprehension training: where? where?
to whom? who?
4. Preparation of the articulation apparatus for the pronunciation of whistling sounds. Learning
exercises of articulatory gymnastics.
5. Development of various onomatopoeia in games ( mu-mu, am-am, tick-tock etc.)
February
1. Development of understanding of grammatical forms of speech: ed. and many others nouns ( bird -
birds) and verbs of the present. time. ( go - go, sit - sit etc.)
2. Consolidation of understanding of generalizing concepts on the passed lexical topics.
3. Perception of the content of small stories, poems based on pictures.
4. Concluding words in learned nursery rhymes, finger gymnastics exercises.
5. Work on sound pronunciation within the available vocabulary based on pictures.
March
1. Development of understanding of prepositional constructions with simple prepositions: on, in, under, behind, y, s.
2. Development of understanding of the questions asked about the content of the plot picture.
3. Development of prolonged speech exhalation up to 3-4 sec. Singing combinations of vowels
syllables with consonants m, n, n, t, d, b.
4. Recognition and reproduction of vowel sounds by their soundless articulation.
5. Development of phonemic perception in the game “Clap when you hear the song of a mosquito,
6. Formation of the syllable structure of words:
SG + SG (Tanya, Dima)
GHA (go, mustache)
SGS (poppy, house)
7. Further development a dictionary on lexical topics.
8. Working with cut pictures (2-3 parts).
April
1. Consolidation of differentiation units. and many others h. nouns and verbs.
2. Refinement and enrichment of the active vocabulary. Introduction to speech of adverbs ( here, there, here,
good, bad, warm, cold, quiet, loud) and pronouns ( me, you, he, she, we, you).
3. Formation of the syllable structure of the word:
SG + SGS ( lemon, broom)
SGS + SG ( shoes, branch)
SG + SG + SG ( raspberry, dog)
Subject + predicate ( The doll is sleeping. Children sing.)
Subject + predicate + complement ( Dad reads the newspaper.)
5. Perception of the content of short stories, fairy tales, poems based on pictures.
Development of the ability to understand simple questions on their content and answer them.
6. Further development of fine motor skills of the fingers in special exercises and games.
1. Development of pronunciation skills. Sound production and automation sm, g.
2. Learning to harmonize nouns with adjectives, nouns
with pronouns ( My ball. The ball is red, big).
3. Learning to use the reflexive form of the verb (according to the pictures: washes himself,
gets dressed etc.)
4. Formation of phrasal speech based on the model:
Address + verb + infinitive ( Mom, I want to sleep)
Pronoun + verb + infinitive ( I want to go for a walk)
Combinations like: Can I have some bread? No milk needed.
5. Memorizing small verses of 2-4 lines based on pictures.
6. Working with cut pictures (3-4 parts).
Marina Fomina
Individual plan correctional work at a speech therapy center
After examining the child, we fill out a speech card and protocol for each pupil speech therapy station... Also compiled individual plan of correctional work for each child... This sample allows you to enter all the necessary data on work with older children preschool age. Designed by for children with FN and FFNR. Easy to use, allows you to quickly see all the information you need.
Individual plan of correctional work at a speech therapy center
Academic year
Surname, name of the child ___
Date of Birth___
Speech therapy conclusion ___
1. Development of articulatory motor skills:
Articulation gymnastics ___
Development of speech breathing ___
speech therapy massage ___
2. Forming the right sound pronunciation:
Setting sounds ___
Automation and introduction to independent speech ___
Differentiation of sounds ___
3. Development of phonemic perception ___
4. Work on the correction of the syllable structure of the word ___
5. Job over the lexical structure of speech ___
6. Job over grammatical structure speech ___
7. Job over a coherent speech ___
8. Preparation for teaching literacy ___
9. Development of mental processes ___
10. Development of small motor skills:
Finger gymnastics ___
Preparing your hand for writing ___
Lacing, playing with objects ___
Orientation on a sheet of paper ___
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Individual plans
logocorrection work
for 2016-2017 academic year
group "Petushok"
speech therapist Kostenko N.V.
Surname, name of the child - V.D.
Main directions logocorrection work | Forms, methods, techniques | Timing |
|
September - May |
|||
Development of impressive speech: | Object games | September - May |
|
September-May |
|||
Series of pictures (from 2 to 5) | December-May |
||
Didactic games: | November - May |
||
Develop fine motor skills: | Finger gymnastics; Jigsaw puzzles | September - May |
|
Speech breathing setting: | Didactic games: "Kite" Object games | September - November |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - F.M.
Speech therapy conclusion: ОНР 1 level
Main directions logocorrection work | Forms, methods, techniques | Timing |
|
Development of articulatory motor skills: | Exercises of articulatory gymnastics: "Khudyak", "Fat man", "Window", Let's punish the naughty tongue "," Spatula "," Fence "," Tube "," Swing "," Brush ". | September - May |
|
Development of impressive speech: Expand the volume of speech understanding; Learn to follow the instructions "give", "on", "take". | Demo material on lexical topics Object games | September - May |
|
Enrichment of the vocabulary on lexical topics in accordance with the long-term plan | Logopedic album design Didactic games: "Three pictures", "The world around us", "Developing lotto", "Who is whose baby", etc. | September-May |
|
Create prerequisites for the development of speech: Formation of linguistic abilities, causing imitative speech activity in the form of any sound manifestations; Form the ability to correctly answer questions | Didactic games: "Fish", "Cloud", "Bubbles", "Clock", "Machine", "Pyramid", "Tell a Story", "Who Cries How", "Whose Baby". Series of pictures (from 2 to 5) | December-May |
|
Statement and development of the timbre-rhythmic organization of speech | Didactic games: "Mosaic", "House", "Ant", "Airplane", "Clown" | November - May |
|
Develop fine motor skills: | Finger gymnastics; - "Magic strings and balls" Jigsaw puzzles | September - May |
|
Speech breathing setting: | Didactic games: "Breeze", "Ships", "Dandelions" "Kite" Object games | September - November |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - V.T.
Speech therapy conclusion: ОНР 2 level
Main directions logocorrection work | Forms, methods, techniques | Timing |
|
Development of articulatory motor skills: | Exercises of articulatory gymnastics: "Khudyak", "Fat man", "Window", Let's punish the naughty tongue "," Spatula "," Fence "," Tube "," Swing "," Brush ". | September - May |
|
Formation of sounds of complex ontogenesis: s, sb, s, sb, w, w, h, w, l, l, r, pb Nurturing self-control (parents, teachers) | September - May lr |
||
Development of impressive speech: Expand the volume of speech understanding; Learn to follow the instructions "give", "on", "take". | Demo material on lexical topics Object games | September - May |
|
Enrichment of the vocabulary on lexical topics in accordance with the long-term plan | Logopedic album design Didactic games: "Three pictures", "The world around us", "Developing lotto", "Who is whose baby", etc. | September-May |
|
Create prerequisites for the development of speech: Formation of linguistic abilities, causing imitative speech activity in the form of any sound manifestations; Form the ability to correctly answer questions | Didactic games: "Fish", "Cloud", "Bubbles", "Clock", "Machine", "Pyramid", "Tell a Story", "Who Cries How", "Whose Baby". Series of pictures (from 2 to 5) | September-May |
|
Statement and development of the timbre-rhythmic organization of speech | Didactic games: "Mosaic", "House", "Ant", "Airplane", "Clown" | September - May |
|
Develop fine motor skills: | Finger gymnastics; - "Magic strings and balls" Jigsaw puzzles | September - May |
|
Speech breathing setting: | Didactic games: "Breeze", "Ships", "Dandelions" "Kite" Object games | September - November |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - S.F.
Speech therapy conclusion: OHP level 2 against the background of SNgl.
Main directions | Forms, methods, techniques | Timing |
|
September |
|||
Formation of the correct sound pronunciation: Statement of sounds of simple and complex ontogenesis. Automation of delivered sounds in strict sequence Nurturing self-control a) through external control from adults (parents, teachers) b) through the use of feedback signals c) through systematic work The introduction of delivered and automated sounds into spontaneous speech. | Articulation exercises: Alternation "Fence" - "Tube", "Spatula", "Tongue steps over the teeth", "Who will drive the ball further", "Cup", "Swing", "Steamer", "Focus", "Sail", " Start the motor. " | September-May |
|
September-May September-November September-May |
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January-May |
|||
Didactic games: | September-May |
||
September-November. December-May. |
|||
September-May. |
|||
Formation of coherent speech: | September-May. September-May December-May. |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - K.K.
Main directions logocorrection work and tasks | Forms, methods, techniques | Timing |
|
Development of articulatory motor skills. | Articulation exercises Self-massage of the tongue, lips. | September |
|
Formation of the correct sound pronunciation: Formation of sounds of complex ontogenesis: p, pb. Automation of delivered sounds in strict sequence Nurturing self-control a) through external control from adults (parents, teachers) b) through the use of feedback signals c) through systematic work The introduction of delivered and automated sounds into spontaneous speech. | Articulation exercises: "Window", "Spatula", "Sail", "Start the motor". | September-May |
|
Clarification, enrichment of the vocabulary on lexical topics in accordance with the long-term plan | Demonstration material on lexical topics. Didactic games: "The world around us", "In the garden, in the field, in the garden", "Whose baby", "Whose house", "Animals and birds. How they say and what they eat. " "Cozy House", "Three Pictures", "All Year Round", "Autumn, Winter, Spring, Summer", "Developing Lotto", "All Professions Know", "The Fourth Extra", "Opposites", "Smart Cars". | September-November September-May. |
|
Work on the syllable structure of words. Carrying out work on dividing words and highlighting stressed syllables Determination of the number of syllables in a word, drawing up syllable schemes. Word analysis: backward straight, with consonant confluence Pronunciation and reading of syllables with a confluence of consonants and the inclusion of these syllables in the word. | Didactic manual "Overcoming the syllabic structure of the word", Didactic game "Divide words into syllables". Various exercises such as "Remember - repeat", "Say - repeat", etc. | September-May |
|
Formation of the grammatical structure of speech: The use of nouns in the genitive plural; The use of plural dative nouns; Prepositional form of a noun; Coordination of numerals with nouns; Coordination of adjectives with nouns; Knowledge and use of spatial prepositions | Didactic games: "Bus for animals", "Counting 1,2,3 ...", "Funny geometry", "Find by description", "Plant a vegetable garden", "One-many", "Big-small", "Whose baby", " What is from what ”,“ All year round ”. Didactic manuals: "Developing speech", "Big book of exercises" | September-May |
|
Development of phonemic perception Develop auditory attention, memory. Learn to highlight a consonant sound from the beginning of a word under stress. Learn to highlight a consonant sound from the end of a word. Determine the delivered sound in different positions. | Didactic games: "Speech therapy loto", "Cat-hunter", "Fox and bun", "Dog is a mischief." | September-May. |
|
Formation of fine and general motor skills: Learn to hold the pencil correctly, adjust the pressure of the pencil and pen. Develop fine motor skills of the hands. | Various exercises for the prevention of dysgraphia ("Fix a letter", "Mold a letter", "Add a letter", "Fold a letter", etc. Work in the workbook "I will write correctly." | September-May. |
|
Formation of coherent speech: Learn to combine simple sentences into a short story. Create elementary stories - descriptions. To teach the ability to compose a story based on a series of plot pictures. | Drawing up stories "My favorite vegetable, fruit, toy" and further on lexical topics. Didactic games: "Stories in pictures", "Fairy tales for little ones", "Tell a fairy tale". Didactic guide "Stories in pictures" | September-May. September-May November-May. |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - G.E.
Speech therapy conclusion: ОНР 2 level against the background of SNGL
Main directions logocorrection work and tasks | Forms, methods, techniques | Timing |
|
Development of the mobility of the speech apparatus. Develop articulatory motor skills to the level of minimum sufficiency for sound production. | Exercises of articulatory gymnastics: "Khudyak", "Fat man", "Window", We will punish the naughty tongue "," Fence "," Tube ", | September |
|
Formation of the correct sound pronunciation: Automation of delivered sounds in strict sequence Nurturing self-control a) through external control from adults (parents, teachers) b) through the use of feedback signals c) through systematic work The introduction of delivered and automated sounds into spontaneous speech. | Articulation exercises: Alternation "Fence" - "Tube", "Spatula", "Tongue steps over the teeth", "Who will drive the ball further", "Cup", "Swing", "Steamer", "Focus", "Sail", " Start the motor. " | September-May |
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Clarification, enrichment of the vocabulary on lexical topics in accordance with the long-term plan | Demonstration material on lexical topics. Registration of a speech therapy album. Didactic games: "The world around us", "In the garden, in the field, in the garden", "Whose baby", "Whose house", "Animals and birds. How they say and what they eat. " "Cozy House", "Three Pictures", "All Year Round", "Autumn, Winter, Spring, Summer", "Developing Lotto", "All Professions Know", "The Fourth Extra", "Opposites", "Smart Cars". | September-May September-November September-May |
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Work on the syllable structure of words. Carrying out work on dividing words and highlighting stressed syllables Determination of the number of syllables in a word, drawing up syllable schemes. Word analysis: backward straight, with consonant confluence Pronunciation and reading of syllables with a confluence of consonants and the inclusion of these syllables in the word. | Didactic manual "Overcoming the syllabic structure of the word", Didactic game "Divide words into syllables". Various exercises such as "Remember - repeat", "Say - repeat", etc. | January-May |
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Formation of the grammatical structure of speech: The use of nouns of the nominative case, singular and plural; The use of nouns in the genitive plural; The use of dative nouns singular and plural; Prepositional form of a noun; Coordination of numerals with nouns; Coordination of adjectives with nouns; Knowledge and use of spatial prepositions | Didactic games: "Bus for animals", "Counting 1,2,3 ...", "Funny geometry", "Find by description", "Plant a vegetable garden", "One-many", "Big-small", "Whose baby", " What is from what ”,“ All year round ”. Didactic manuals: "Developing speech", "Big book of exercises" | September-May |
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Development of phonemic perception Develop auditory attention, memory. Learn to highlight a consonant sound from the beginning of a word under stress. Learn to highlight a consonant sound from the end of a word. Determine the delivered sound in different positions. | Speech games: "Catch the sound", "Clap - stomp" Didactic games: "Speech therapy loto", "Cat-hunter", "Fox and bun", "Dog is a mischief." | September-November. December-May. |
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Formation of fine and general motor skills: Learn to hold the pencil correctly, adjust the pressure of the pencil and pen. Develop fine motor skills of the hands. | Various exercises for the prevention of dysgraphia ("Fix a letter", "Mold a letter", "Add a letter", "Fold a letter", etc. | September-May. |
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Formation of coherent speech: Learn to combine simple sentences into a short story. Compose elementary stories - descriptions (based on the diagram To teach the ability to compose a story based on a series of plot pictures. | Drawing up stories "My favorite vegetable, fruit, toy" and further on lexical topics. Didactic games: "Stories in pictures", "Fairy tales for little ones", "Tell a fairy tale". Didactic guide "Stories in pictures" | September-May. September-May December-May. |
Individual logocorrection plan
work for 2016 - 2017 account. year
Surname, name of the child - V.A.
Speech therapy conclusion: ОНР 2 level
Main directions logocorrection work and tasks | Forms, methods, techniques | Timing |
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Development of the mobility of the speech apparatus. Develop articulatory motor skills to the level of minimum sufficiency for sound production. | Exercises of articulatory gymnastics: "Khudyak", "Fat man", "Window", We will punish the naughty tongue "," Fence "," Tube ", | September |
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Formation of the correct sound pronunciation: Formation of sounds of complex ontogenesis. Automation of delivered sounds in strict sequence Nurturing self-control a) through external control from adults (parents, teachers) b) through the use of feedback signals c) through systematic work The introduction of delivered and automated sounds into spontaneous speech. | Articulation exercises: Alternation "Fence" - "Tube", "Spatula", "Tongue steps over the teeth", "Who will drive the ball further", "Cup", "Swing", "Steamer", "Focus", "Sail", " Start the motor. " | September-May |
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Clarification, enrichment of the vocabulary on lexical topics in accordance with the long-term plan | Demonstration material on lexical topics. Registration of a speech therapy album. Didactic games: "The world around us", "In the garden, in the field, in the garden", "Whose baby", "Whose house", "Animals and birds. How they say and what they eat. " "Cozy House", "Three Pictures", "All Year Round", "Autumn, Winter, Spring, Summer", "Developing Lotto", "All Professions Know", "The Fourth Extra", "Opposites", "Smart Cars". | September-May September-November September-May |
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Work on the syllable structure of words. Carrying out work on dividing words and highlighting stressed syllables Determination of the number of syllables in a word, drawing up syllable schemes. Word analysis: backward straight, with consonant confluence Pronunciation and reading of syllables with a confluence of consonants and the inclusion of these syllables in the word. | Didactic manual "Overcoming the syllabic structure of the word", Didactic game "Divide words into syllables". Various exercises such as "Remember - repeat", "Say - repeat", etc. | January-May |
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Formation of the grammatical structure of speech: The use of nouns of the nominative case, singular and plural; The use of nouns in the genitive plural; The use of dative nouns singular and plural; Prepositional form of a noun; Coordination of numerals with nouns; Coordination of adjectives with nouns; Knowledge and use of spatial prepositions | Didactic games: "Bus for animals", "Counting 1,2,3 ...", "Funny geometry", "Find by description", "Plant a vegetable garden", "One-many", "Big-small", "Whose baby", " What is from what ”,“ All year round ”. Didactic manuals: "Developing speech", "Big book of exercises" | September-May |
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Development of phonemic perception Develop auditory attention, memory. Learn to highlight a consonant sound from the beginning of a word under stress. Learn to highlight a consonant sound from the end of a word. Determine the delivered sound in different positions. | Speech games: "Catch the sound", "Clap - stomp" Didactic games: "Speech therapy loto", "Cat-hunter", "Fox and bun", "Dog is a mischief." | September-November. December-May. |
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Formation of fine and general motor skills: Learn to hold the pencil correctly, adjust the pressure of the pencil and pen. Develop fine motor skills of the hands. | Various exercises for the prevention of dysgraphia ("Fix a letter", "Mold a letter", "Add a letter", "Fold a letter", etc. | September-May. |
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Formation of coherent speech: Learn to combine simple sentences into a short story. Compose elementary stories - descriptions (based on the diagram To teach the ability to compose a story based on a series of plot pictures. | Drawing up stories "My favorite vegetable, fruit, toy" and further on lexical topics. Didactic games: "Stories in pictures", "Fairy tales for little ones", "Tell a fairy tale". Didactic guide "Stories in pictures" | September-May. September-May December-May. |
Plan individual work the speech therapist makes daily for each child, taking into account the structure of the speech defect.
The main directions (tasks) of the speech therapist's work with children:
1. Development of the articulatory apparatus:
General and special articulation gymnastics aimed at developing the mobility of the lips, tongue, soft palate;
Speech therapy massage (relaxing, activating, 1st facial muscles, acupressure).
2. Development of physiological respiration with the help of special exercises.
3. Development of general, fine motor skills.
4. Development of the dynamic aspect of speech (tempo, rhythm, intonation).
6. Statement and automation of sounds in syllables, words, phrases, sentences, coherent speech.
The goals and objectives of the comprehensive program coincide with the main objectives of the correctional program.
Use the regu as a means of communication with children and adults.
Speech therapist classes are held in the morning with a subgroup of children, which is completed taking into account age, speech therapy conclusion (diagnosis), character traits, personality development, mental functions, behavior, attention, health status, etc. There can be from 2 to 4 groups Perhaps there will be children with whom you need to deal only individually.
Distribution of subgroup and individual lessons with children (preparatory group for school) for a week.
For example: By results primary diagnosis 2 groups are completed:
I subgroup - children of the 2nd year of study;
II subgroup - children of the 1st year of study.
All children are between 6 and 7 years old.
Diagnosis: Severe speech impairment, general speech underdevelopment (III level of speech development).
Recall that a speech therapist spends a week twothematic classes:
Acquaintance with a new lexical topic;
Acquaintance with a new sound and letter.
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86_______________ "SHPARGALKA" FOR TEACHER-LOGOPSCHA DOW 1
It is important to remember that with each group one is practiced | and the same theme "Spring", but games, tasks, speech material, 1 methods, technologies and ways of presenting this lexical 1 topic will be different.
For example: with children with increased excitability, fatigue and lack of cognitive activity, the speech therapist uses a variety of game moments, the unusual presentation of material (surprises, the appearance of fairy-tale characters), provides a change of activities, spends not one physical minute with children, but two. Children of this subgroup do not sit at tables, they "travel" throughout the group, performing different tasks. It is possible that the speech therapist will repeat this lexical topic with the children again, but in a different form, creating different situations, using different play techniques.
Preparing for the subgroup classes, the speech therapist composes a outline plan that will help to choose speech and non-speech material, create a situation that will tell the children what they will be doing today.
For example: On the tables are vases with flowers: mother and stepmother, snowdrops, violets. On the carpet: trees, green grass, flowers. Children in lightweight clothes look at the mother-and-stepmother flower. There are rooks on the trees, sparrows and jackdaws near the trees. To the question of a speech therapist: What do you think we will talk about today? - children answer: "About flowers."
The situation created by the speech therapist suggested to the children the topic of the lesson. They examine flowers, compose a descriptive story, make a bouquet of daffodils, tulips, carnations, roses, pick up vases, etc.
A speech therapist writes forward planning once a quarter. The plan is discussed and approved at a medical and pedagogical meeting:
september-October-November - I period of study; December-January-February - II period of study; March April May - III period learning.
If the speech therapist works in June, then the plan is drawn up for only one month.
According to the "Model Regulation on a Preschool Educational Institution" (see. Appendix 2),children from 2 years old with alalia, dysarthria, rhinolalia, stuttering, as well as children with babbling speech or pronounced speech underdevelopment are enrolled in the speech group.
This planning is based on the understanding of alalia as a systemic speech disorder, which is a complex complex of dysontogenesis, and includes a number of sections not only of correctional and speech therapy orientation. Work on the correction of systemic speech underdevelopment is not limited to the walls of the speech therapy office. Successful overcoming of a speech defect is possible only under the condition of close interconnection and continuity in the work of the entire medical-psychological-pedagogical team (speech therapist, neuropathologist, psychologist, educators, music director, physical education teacher, exercise therapy doctor, massage therapist and, of course, parents.
Each section is revealed in more detail, taking into account the programs being implemented (complex and correctional), the results of the primary diagnosis of children, speech therapy opinion, age and period of study.
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For example: one of the sections of long-term planning.
Section: Development of language analysis, synthesis, representations(phonemic syllabic analysis of a sentence).
Age: 6-7 years old.
Diagnosis: General speech underdevelopment, III level of speech development.
I TRAINING PERIOD (SEPTEMBER, OCTOBER, NOVEMBER) SEPTEMBER
Phonemic perception survey (repeat, show).
Regy material:
pa-ba ba-pa tom - home
ta-da-da-bogka - pogka
ha-ha ha-ha bear - mouse
ta-da-ta da-ta-da bowl - bear
ka-ha-ka ha-ka-ha horns - spoons
Inspection:Language analysis and synthesis. Regy material:
Is there a sound [M] in the words: house, cat, mom, bitch.
Instructions:Clap if you hear the sound [M] in a word.
What is the first sound in a word: Anya, Olya, duck, Ira?
What is the sound at the end of a word, at the beginning, in the middle: house, poppy, bow?
How many sounds are in a word: cat, porridge, cat?
Make a word from syllables: pa-pa, ko-ra, spoon-ka, so-ba-ka.
Make a word from sounds: [D], [O], [M], [K], [O], [T], [B], [O]. [D], [AND],[A BOAT].
Basic reading and writing skills.
OCTOBER NOVEMBER
1. Development of auditory attention on the material of nonregional sounds(sounding toys, claps, forest noise, streets, adult action with objects, etc.)
2. Acquaintance with the concept of "vowel sounds".Exercise in singing the sounds [A], [O], [U], [E], [S], [I], use the symbols of vowel sounds (by articulation):
90_______________ _______________ I
3. Analysis and synthesis of sound combinations from 2-3 vowels:
AU. UA, AUA, AIU.
Games: "Journey to the Forest".
Use vowel symbols to compose your own song:
l 
I will show the sound symbol, and you name the sound: - U sound.
"Let's analyze the pictures." The vowel symbols will help us complete the task correctly.
Symbol: - A.
Pictures: stork, watermelon, bus, orange. Symbol: - W.
Pictures: snail, ear, fishing rod, duck, etc.
Read it. Symbols: - the child is named \
sounds: A U I. 
The speech therapist suggests calling the first (last) sounds.
4. Highlighting a vowel in a cheeky word(Anya), at the end of a word
(water, play, saw), in the middle of monosyllabic words(poppy, home,!
bow, whale).
Games: "Let's analyze the pictures" (sound A).
"Find mistakes with Dunno."
Images: toys, needle, turkey, bow.
The child removes the picture "Bow" and explains why.
5. Selection of words for vowel sounds.
Games: "Say an extra word" (alphabet, orange, beetle, watermelon).
6. Acquaintance with the concept of "consonants".Learn different
part of the concept of "vowel sounds" and "consonants". Vowels
sounds can be sung, they are pronounced with a voice, consonants about
wear abruptly ([M], [P], [K]), sometimes with the participation of a voice
([B], [D] ...) and sometimes quietly, almost in a whisper ([W], [P] ...)
Consonant sounds: [M] - [M "]; [B] - [B"], [D] - [D "]\u003e [H] - [H"], [B] - [B "], [G ] - [G], [P] -. [T] - [G], [F] - [F "], [K] - [K-]. [X] - [X "].
7. Isolation of scared consonants from a word(Start,
end, middle). (For the list, see p. 4.)
____________________ QUESTION 12 _____________________ 92
8. Acquaintance with the concepts of "sound" and "letter", "hard consonant sound" and "soft consonant sound".Use speech therapy tales. For example: "The Tale of Mila and Masha." (In the tale, characteristics are given to girls: Mila is kind, gentle, Masha is stubborn, constantly quarrels ...)
9. Analysis of backward and forward syllables with curved sounds (AM, MA, OM, MO).
10. Complete sound analysis and synthesis of monosyllabic words with
scared sounds(house, cat, poppy). Working with the schema:
Exercise 
in the ability to come up with words for schemes, select pictures, draw objects whose names correspond to the scheme.
11. Acquaintance with the letters A, O, U, E, I, Y, M, B, D, N, V, G, P, T, F, K, X.
12. Laying out letters from parts, pallets, threads, mosaics, reading direct and inverse syllables with curved letters (AM, MA, TA, AP, UK).
II PERIOD OF TRAINING (JANUARY, FEBRUARY, MARCH)
Section:
The material is selected on the basis of an intermediate diagnosis of children, the dynamics of the development of each child, programs implemented, taking into account the gradual complication.
1. Acquaintance with the sounds [S] - [S], -, [C], [W], [F],
[Щ], [Ч] and the letters С, 3, Ц, Ш, Ж, Щ, Ч.
An important point is that the child's acquaintance with sounds is possible only if the sound is clean, without distortion, pronunciation.
2. Scorching full sound analysis of words like: mom,
flour, goat, cat (based on scared sounds).
92________________ "SHPARGALKA" FOR THE TEACHER-LOGOPEDER_______________________
Phonemic analysis technique:
Highlighting sound on the background of the word;
Determining the place of a sound with a word;
Determining the position of a sound in relation to other] sounds;
Determination of the sequence of sounds in a word;
Determination of the number of sounds in a word.
3. Scorching children. Ability to degrade hard and
soft consonants (when drawing up a word scheme)
designate solid co-
vowels in blue and soft consonants in green... Ugit to come up with words, select pictures for the schemes presented to children.
4. Charming children with the ability to transform words by
replace or add sound.(Word games: puzzles, cross
swords, charades).
For example: Game: "How to make the word ROSE from the word KOSA" (by replacing one letter in a word):
KOSA - (from-z) - GOAT (to-r) - ROSE
HOUSE - (d-k) - KOM (m-t) - CAT
Words are selected in advance, taking into account the individual developmental characteristics and capabilities of each child.
5. Charming children with the ability to divide words into syllables, enter1
the concepts of "syllable", "syllable as a word".
Introduce the rules for determining how many syllables are in a word:
a) how many vowels are in the word, how many syllables.
MAK - one vowel sound A, one syllable: MAK. MAMA - two vowel sounds A, two syllables MA-MA.
b) by the number of claps when pronouncing a word. (This
use the technique at the initial stage of familiarization with software
the quality of syllables.)
6. Acquaintance with the concept of "proposal", drawing up gra-
fancy sentence scheme without prepositions, and then with simple
my prepositions.
For example: MASHA DRAWS A HOUSE. Offer schema:
______________________ QUESTION 12_______________________ 93
7. Acquaintance with the basic rules of spelling:
Separate spelling of words in a sentence;
Period at the end of a sentence;
The use of a capital letter at the beginning of a sentence and in proper names;
Spelling rules for the letter I after the letters Ж, Ш.
8. Continuing acquaintance with the letters, charring the compilation of a word from the passed letters.
9. Charming children by word-by-word reading.
III STUDY PERIOD (APRIL, MAY, JUNE)
Section: Development of language analysis, synthesis, representations.
1. Acquaintance with the sounds [Y], [L "], [R], [R"]. Acquaintance with the letters Y, L, P, L, I, E, E, Y.
2. Scorching children by sound analysis and the synthesis of words from 3-6 sounds (house, vase, wolf, dog) without visualization, the selection of words according to schemes, models.
Physical synthesis:
Sounds are pronounced by a speech therapist with a pause and taking into account the sequence of finding sounds in the word ([K], [O], [T] - the word KOT);
A more complex version of pronouncing sounds in a broken sequence ([L], [K], [U] - the word LUK).
3. Strengthening the skills of syllabic analysis of words and analysis of sentences.
4. Formation of the skill of post-word continuous reading of words, sentences, short texts.
5. Acquaintance with two ways to indicate the softness of consonants in writing:
a) using a soft sign at the end and in the middle of words (horse,
skates);
b) with the help of the vowels I, I, E, E, Yu.
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4____________ "SHPARGALKA" FOR THE TEACHER-LOGOPEDER
Thus, a speech therapist reveals all sections of long-term planning.
These forward planning options are optional. Speech therapists can use these materials to write their own planning.
* Diagnosis of speech disorders in children and the organization of speech therapy work in preschool conditions educational institution: Sat. methodological recommendations.- SPb .: Childhood-Press, 2000. (Russian State Pedagogical University named after A. Herzen).
At the present time, while the problem of classification is far from being solved, it is advisable to use a multilevel speech therapy conclusion, says G. A. Volkova *.
For such a speech therapy conclusion, it is necessary to take into account three aspects of the existing classifications and combine them in each specific case.
Medical aspectclassification involves taking into account which of the speech analyzers is impaired (speech-motor or speech-auditory), in which department there is a violation (in the central or peripheral), what is the degree of impairment (functional or organic disorder), the time of the onset of the violation (before the beginning of the formation of speech, in the process of it or after the speech has already been formed).
Speech therapy aspectinvolves taking into account which link of the speech system is broken: voice, rhythm, rate of speech, phonetic, phonemic, lexical, grammatical, semantic structure of speech.
Psychological aspectinvolves taking into account the extent to which the communicative function of speech is impaired, what personal deviations are accompanied by this or that speech disorder, what are the tendencies of the spontaneous development of the disorder, what is the prognosis for this or that type of speech disorder.