Logopedic examination of the oral speech of a preschooler. Diagnostic examination of the speech of a preschool child. Presentation of the examination of the speech of preschool children

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Systemic organization of speech activity Speech is a specifically human function that arose in the process of evolution. Allocate communicative, regulatory and programming functions of speech. The works of A.R. Luria, it was shown that with various localization of brain lesions, the complex structure of speech activity is disturbed, the nature of the violations depends on the affected structure of the brain. Verbal activity was presented as a relationship between the centers of speech perception (Wernicke) and its reproduction (Broca) and was localized in right-handed people in the left hemisphere.

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For understanding the meaning of words and a holistic speech statement (semantic analysis), the deep sections of the left temporal lobe, responsible for auditory-speech memory, and the posterior associative areas, where elements of the speech structure are integrated into the semantic scheme, are responsible. The programming of actions is associated with the frontal regions, active search information, analysis of the most essential elements of the content of complex detailed statements. Various parts of the auditory cortex of the left hemisphere, which perceive and distinguish elementary codes of words - phonemes, without which it is impossible to understand the exact meaning of words.

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Naming of objects and oral speech Implementation oral speech occurs with the participation of the lower parts of the premotor region of the left hemisphere, where Broca's center is localized. Violations in this area lead to getting stuck on some syllable, rearranging letters, repeating the previous articulation multiple times. Naming an object requires recoding the visual image into its sound equivalent.

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The naming of an object is associated with the parieto-occipital regions of the brain. An important condition for adequate naming of an object is the preservation of the acoustic structure of the word. The need for the only correct naming of an object requires the inhibition of all secondary alternatives, which includes the frontal cortex, which controls the entire activating system of the brain, as well as speech initiative.

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Rhythm of speech and intonation The additional motor area located anterior to the central (Roland's) sulcus, as part of the frontal lobes, is responsible for the rhythm of speech and intonation, grammatical word order, the use of conjunctions, pronouns with verbs both in spoken and in audible speech. The limbic system (Papez's circle) is associated with vocal reactions, it introduces an emotional component into sounding speech.

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The right hemisphere is responsible for non-linguistic components of speech - intonation, pitch parameters (pitch, loudness), emotional coloring. For visuo-spatial analysis of verbal material. For the interaction of the frontal and occipital regions, the involvement of the visual projection zone associated with the visual presentation of letters.

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Age stages of speech development From the moment of birth, the child perceives phonemes (tones, sound clicks). The first sounds made by a child - cooing - do not carry language specificity. In the first year of life, babbling is different in children developing in different language environments. Based on the formation of sensory systems, especially visual, the naming (nominative) function of speech is formed - the child associates objects and their names.

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Development of the function of speech For the development of the communicative function of speech, speech contact is of paramount importance. The higher parts of the brain are responsible for the arbitrary regulation of activity, the formation of the regulatory and programming function of speech. Holistic verbal activity, abstract-logical and graphic forms (reading and writing) develop for a long time, the entire period of schooling

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Systemic Analysis of Speech Disorders Selective disorders of the speech functional system develop in connection with organic lesions of the brain of a focal nature on the basis of trauma, inflammatory and vascular diseases, etc., and are always accompanied by functional neurodynamic disorders in structures adjacent to or even quite remote from the lesion. Functional speech disorders are associated with pathological changes in the course of the main nervous processes (excitation and inhibition), and especially with violations of their mobility.

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In some cases, these disorders are the result of temporary inhibition of individual parts of the speech functional system and are easily fixed as incorrect speech skills. In other cases, speech disorders can be entirely determined only by functional disorders, an example of which is many cases of stuttering, an accelerated rate of speech, incorrect sound pronunciation, and voice disorders.

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Stuttering is a speech disorder in which its smooth flow is interrupted by the repetition of individual sounds, syllables or a delay in their pronunciation due to clonic (tics) or tonic (increased tone) spasms of the speech muscles. For a smooth pronunciation of phrases, a clear coordination of the control of breathing, sound pronunciation and articulation is needed. This coordination is carried out at the level of the brain stem

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Age features of breathing Breathing in children is frequent and superficial. Respiratory volume and VC in a preschooler are 3-5 times less than in an adult, and in primary school age 2 times less. The respiratory rate in children is increased. With mental and physical stress, emotional outbursts, an increase in body temperature, NPV is extremely easy to increase. MOD during preschool and primary school age is gradually increasing. This indicator, due to the high respiratory rate in children, does not lag behind adult values.

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In adolescents (middle, senior school age) With age, respiratory reactions to the load are economized. The tidal volume increases, the depth of breathing increases, and the respiratory rate decreases. Respiratory rate at 12 years old 19-23 per minute, 14 years old - 16-20 per minute MOD at 10 years old 4 l / min, at 14 years old 5 l / min Respiratory functions become difficult during puberty. Stunted growth of the chest with a significant stretching of the body makes it difficult to breathe. Irregular breathing is observed, the process of expansion of the airways is not completed.

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Perception of the article Purpose: To determine the perception of the articulatory form and the possession of articulation patterns. Methodology: The child is asked to carefully watch how an adult, clearly articulating, sings the vowels of the first row (A, O, U, Y, E), then, articulating silently, suggests guessing what sound he “sings”. Score: 5 sounds - 10b For each incorrectly guessed sound - minus 1 b, for each indistinctly articulated sound - minus 1 b

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Auditory perception. The game "What is singing?" Purpose: To determine the level of auditory perception Methodology: An adult will forgive the child to carefully listen to how objects “sing” and tap on each of them with a stick. Then the child is invited to turn away and guess by knocking which object "sings" Material: 5 objects of different quality (glass, wood, metal, plastic, paper), a metal stick. Rating: For each guessed item we put "+". Speechless and low-contact children can only show the object. For children older than 5 years, complication is possible when objects that are similar in sound are taken.

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Visual-spatial perception Purpose: To determine the child's ability to navigate in space, to identify understanding of prepositions Methodology: An adult offers the child to lay out toys (or cards): on a chair, under a chair, to the right of the chair, to the left of the chair, in front of the chair, behind the chair. Then the child is invited to collect the toys, while he must say where he got each of them. For 3 years old: on, under, next to, around, behind, in. For 4 years and older: on, under, left, right, front, back. Material: Chair, toys or cards. Evaluation: I correctly laid out all the objects and correctly said where they lie - 12 b (6 points - for how I laid it out, 6 points - for the correct use of prepositional case constructions). For each wrong answer - minus 1b.

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Auditory attention Purpose: To determine the level of auditory attention Methodology: An adult offers the child a game: “Catch the cat”: “I will name the words, and you should clap your hands if you hear the word “cat”. A number of words, among which there is the control word "cat" and the provocative word "whale", "cat", are pronounced at the same pace, with the same intonation. Suggested sets of words: - elephant, dog, cat, dress, whale, forest, cloud, cat, hare, cat, umbrella, leg, cat, wind, cat; - chair, nose, cat, window, whale, side, fox, cat, lamp, cat, frame, hat, cat, fur coat, cat. Evaluation: As a result, the number of correctly “caught” cats + 3b and erroneously “caught” provocative words is taken into account - minus 3b.

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Visual memory Purpose: To study the level of visual memory, vocabulary, generalization, sound pronunciation, etc. Methodology: The child is presented with pictures according to the number of years of the child. Then the adult removes them and asks the child to name the memorable ones. Material: Sets of cards with subject images - 30 pieces: - transport (airplane, steamer, car, train, trolleybus); - clothes (dress, fur coat, skirt, jacket, trousers); - toys (spinning top, pyramid, doll, horse , ball); - furniture (armchair, wardrobe, table, sofa, chair); - animals (hare, horse, hedgehog, squirrel, dog). Evaluation: Each assembled group is evaluated. 3b - the child identifies a group according to an essential feature and names it. 2b - the child identifies a group according to an essential feature, but does not name it. 1b - the child is allocated a group on an unimportant basis. 0 b - does not complete the task. The maximum number is 15 points.

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"Successive pictures" Purpose: To determine the level of development of analysis, elements of logical thinking and the ability to compose a story from pictures. Methodology: The child is presented with a series of pictures according to age. The task is formulated: “All the pictures are interconnected. Arrange them so that you can see where the beginning and where the end is. Make up a story about them. Material: Sets of pictures, selected according to the plot. 4 years old - 3 pictures, 4-5 years old - 4 pictures, 5-6 years old - 4 pictures, 6-7 years old - 5 pictures. Grade: For each correctly located picture +1b. For correctly chosen words to describe the picture + 1b. Composes simple sentences +1b. Composes a coherent story +1b. Refusal - 0 points.

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The study of fine motor skills of the hands. Purpose: To determine the level of development of fine motor skills, auditory attention. Methodology: An adult reads a rhyme to a child, accompanying him with hand movements, and asks him to repeat it: “At the hare (raise the“ ears ”- right hand up from the elbow, the index and middle fingers are raised, the rest are tucked in) hare (we raise the “ears” - the left hand is up from the elbow, the index and middle fingers are raised, the rest are tucked in). At the goat (we raise the “horns” - the right one is up from the elbow, the index finger and little finger are raised, the rest are tucked in) the goat (we raise the “horns” - the left one is up from the elbow, the index finger and little finger are raised, the rest are tucked in). Let's re-show. Rating: Maximum rating - 5 points. Possible mistakes- minus 1b for each: the child performs the task with visual control; the child helps with the other hand; the child does not help with his hands, but the movements are not accurate, he does not remember well; the presence of synchronism of movements (makes movements simultaneously with both hands); allows incorrect pronunciation (“A goat has a goat”, “A hare has a bunny”).

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Identification of the vocabulary of nouns Purpose: To identify the level of development of the active and passive everyday vocabulary, understanding the meaning of diminutive suffixes, the presence of an extension of concepts. Methodology: The child is presented with sets of cards with the image of: - two identical in function, but different in size objects; - two identically named, but differently functional objects; - items that are denoted by words that are rarely found in the child's dictionary; - items that allow you to name their components; - two different items that perform the same function. To check the active vocabulary, the child is asked to name the objects depicted. In case of great difficulties, the passive dictionary is checked. To do this, an adult calls the objects not in pairs, but in random order and asks to show pictures with their image. The child's attention is not fixed on mistakes.

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Revealing the vocabulary of nouns (continued) Approximate sets: 1. Pillow - pillow; Dining table - desk; Bench, teapot spout; Sofa - chair; 2. Chair - high chair; Cupboard - bookcase; Pillowcase, chair seat; Glass - cup Evaluation: Possible errors: - misunderstanding of the meaning of the diminutive suffix; - misunderstanding the meaning of the adjective; small volume of the dictionary; - Expansion of concepts. For each mistake - minus 1b. In case of refusal +0 points.

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Dictionary of verbs Purpose: To reveal the level of development of the active and passive everyday vocabulary of verbs, understanding of words denoting action. Method: Option 1: The child is asked to say, “What can mom do? (5-10 words) or “What can you do?” In case of difficulties, 2 leading questions are possible (And in the evening? On weekends? On a walk?) Option 2: In case of difficulties and in low-contact children. Pictures are used that depict actions, it is proposed to name these actions. Option 3: Pictures depicting objects; Option 4: Pictures depicting actions; Rating: For each correct word+1b.

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Word formation Purpose: To reveal the skill of word formation on the example of adjectives. Methodology: The child is invited to say what kind of juice is obtained from this fruit or vegetable. In case of difficulty, an adult offers a sample: grapes - grape. Complication - what kind of juice is obtained from two fruits or vegetables, sample: apple-grape. Material: Pictures depicting fruits and vegetables or their dummies (apple, orange, pear, garlic, beets, carrots, cucumber. Rating: If the child copes with the task on his own +1b, for each mistake - minus 1b. Articulatory motility I level Articulatory structures are erased. The vowels sound like a "mid" vowel. Level II - The child reproduces clearly distinguishable articles according to the model. Level III - The child reproduces all articulation modes, but confuses close articules. Level IV - Difficulties in performing exercises to change articulation modes. Visual-spatial perception Level I Does not remember the meaning of prepositions, does not follow or mistakenly follows verbal instructions. Level II Knows 1-2 prepositions, confuses the rest. Level III Confuses more complex prepositions (to the left of, to the right of, between). Level IV - Gets confused when there are 2 prepositions (stand in front of someone, behind someone)

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Visual attention Games “Do as I do”, “If you like it, then do it” Stage 1 - work on gross motor skills Stage 2 - work on articulatory motor skills Level I The child does not perform Level II The child is late when changing movements (sometimes only sound signals help - claps, clicks) Level III 1. Exercises for gross motor skills are mostly obtained 2. The child differentiates articulatory patterns with errors Level IV 1. Large motor skills are close to normal 2. In articulatory patterns, makes mistakes when differentiating articulatory close sounds Auditory memory level I - The child does not know poetry. The child repeats a two-line poem after 3-5 presentations. Level II - The child finishes the poem after 2-3 repetitions. III level - The child repeats, but some words fall out. IV level - Remembers quickly, but there may be minor errors, including grammatical ones.

Svetlana Panshina
Presentation "Survey of the grammatical structure of speech"

Dear speech therapists! If at speech examination child you use albums with visual material according to O. B. Inshakova, you can use my presentations. They correspond to the albums, but make it easier to work because they are missing paper media that load the table.

"Examination of the grammatical structure of speech".

Understanding the converted speeches:

Task 1. Execution of instructions from one task.

close the book

Get out the pen

Execution of instructions from two tasks.

Take out a pen and put it on your notebook

Put the ruler on the notebook.

Task 2. Understanding prepositions. show me where: the cat goes to the house;

cat in the house cat in front of the house; cat behind the house; cat on the roof the cat crawls out of the pipe; cat under the porch.

Task 3. Understanding sentences with a cause-and-effect relationship.

Petya hit Vasya.

Who was hurt?

I went to the cinema after I did my homework.

Volodya broke the pencil that Olya gave him.

What was before?

Understanding the change in the number of nouns in a sentence.

Related publications:

The use of ICT in the formation of the grammatical structure of speech of older preschool children with speech impairment Relevance The formation of children's speech in preschool years- one of the main tasks of education, since mastering the native language in a close way.

Development of the grammatical structure of speech of children of senior preschool age At preschool age, there is a significant change in speech, which is due to various reasons. First of all, it is the child's going beyond.

Formation of the grammatical structure of speech in children by means of theatrical activities One of the most important problems in speech therapy is the development of speech. This is due to the fact that it plays a huge role in human life. Good.

Formation of the grammatical structure of speech in older preschoolers "Consultation for parents" FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH IN SENIOR PRESCHOOL CHILDREN Consultation for parents. Preschool age is the most sensitive.

The development of the grammatical structure of speech is one of the most important tasks in the work of a speech therapist. The game as the leading activity of the preschooler helps.

Games for the development of the grammatical structure of speech Task number 1. Give "affectionate names": Valya-Valechka Vasya Sonya Sasha-Sashenka Dasha Ira Luda Katya Anya Zina Raya Sima Seryozha Misha Kostya Dima Natasha.

Features of the formation of the grammatical structure of speech in children with general underdevelopment of speech Introduction: Assimilation of the grammatical structure of speech by a child is a complex, multi-level process that is associated with the work of the cerebral cortex.

The use of didactic games and exercises for the development of the lexical and grammatical structure of speech Taking into account the constant increase in the number of preschoolers with a general underdevelopment of speech, the problem of the formation of their lexical and grammatical means.

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Drawing up phrases from pictures depicting simple actions. When showing each picture, an instruction question is asked: tell me what is drawn here? If there is no phrasal answer, a second question is asked: what is it doing? Grade. 5b.-if the phrase is grammatically correct, adequate in terms of the content of the picture, fully and accurately reflects its content. 4b.-Adequate in meaning, the phrase is not sufficiently informative; errors in the use of word forms are noted; the connection of words in the sentence is broken; the normative word order is violated; a long pause with the search for the desired word. 3b.-a combination of the above disadvantages of informativeness and lexical and grammatical structuring of the phrase. 2b.-an adequate phrase-statement is composed with the help of an additional question; not all assignments have been completed. 1b. - there is no adequate phrasal answer with the help of an additional question; the composition of the phrase is replaced by the enumeration of the depicted objects.

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Compilation of phrases-statements on 3 subject pictures. The child names the pictures, then makes up a sentence so that it talks about all 3 subjects. If the child makes up a sentence taking into account only 1-2 pictures, the task is repeated with an indication of the missing picture. Grade. 5b.-phrase is composed taking into account the content of all the pictures, is a fairly informative statement, adequate in meaning. 4b.-there are some shortcomings. The phrase itself is adequate in meaning and corresponds to a probable subject situation. The 3b.-phrase is composed on the basis of the content of only 2 pictures, with the help of the child makes up an adequate statement in content. 2b. - the child could not compose a phrase using 3 pictures, despite the assistance provided. There are errors in the language of the statement. 1b. - the child correctly named the objects, but did not compose a phrase.

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Retelling. The text is read twice. Before re-reading, a retelling is given. Before compiling a retelling, you must ask 3-4 questions about the content of the text. Grade. 4b.-Retelling compiled independently; the content of the text is fully transmitted, the coherence and sequence of presentation are observed. A variety of language means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are mainly observed. 3b.-Retelling compiled with some help (motivation, stimulating questions); the content of the text is fully transmitted. There are some violations of the coherent reproduction of the text, the absence of artistic and stylistic elements; single violations of the sentence structure. 2b. - Repeated leading questions are used). Connectivity is significantly broken. There are omissions of parts of the text, semantic errors. The sequence of presentation is broken. Poverty and monotony of the language means used are noted. 1b. leading questions. There are omissions of individual moments of the action or a whole fragment, repeated violations of the coherent reproduction of the text, single semantic inconsistencies.

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Butterfly. It was spring. The sun shone brightly. Flowers grew in the meadow. A yellow butterfly flew over them. Suddenly a big black bird flew in. She saw a butterfly and wanted to eat it. The butterfly was frightened and sat on a yellow flower. A bird flew around, flew, but did not see the butterfly. So she left with nothing.

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A story based on a series of plot pictures. The child must arrange the pictures in the correct order. Grade. 4b.-A coherent story was independently compiled, fully and adequately reflecting the depicted plot. The sequence in the transmission of events and the connection between fragments-episodes are observed. The story is built in accordance with the grammatical norms of the language (taking into account the age of the children). 3b.-The story is composed with some help (stimulating questions, pointing to the picture; the content of the pictures is quite fully reflected (there may be omissions of individual moments of the action, which generally do not violate the semantic correspondence of the story). There are unsharply expressed violations of the coherence of the narrative; single errors in the construction of phrases. 2b. 1b. the use of leading questions and indications of the corresponding picture/specific detail.

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A story from personal experience. The child is invited to write a story on a topic close to him. A plan of several questions-tasks is given. Grade. 4b.-The story contains quite informative answers to all questions. All of its fragments represent coherent detailed statements. The use of lexical and grammatical means corresponds to the age. 3b.-The story is compiled in accordance with the task plan. Most of the fragments are connected statements. Separate morphological and syntactical violations are noted (errors in the construction of phrases, in the use of verb forms, etc.) 2b.-One or two fragments of the story are missing. Most of it is a simple enumeration of objects and the information content of the story is insufficient. In most of the fragments, the coherence of the statement is broken. Violations of the structure of phrases and other agrammatisms are noted. 1b.-The story reflects all the questions of the assignment. Some of its fragments are a simple enumeration of objects and actions (without detail); extreme poverty of content is noted; violation of the coherence of speech; gross lexical and grammatical flaws that make it difficult to perceive the story.

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Story-description. The child should be able to describe his toys, objects, graphic images, based on their visual perception. Grade. 4b.-The story displays all the main features of the subject, gives an indication of its function or purpose. A logical sequence is observed in the description of the features of objects, semantic and syntactic links between fragments of the story. Various means of verbal characterization of the subject are used. 3b.-The story-description is quite informative, differs in logical completeness, it reflects most of the main properties and qualities of the subject. There are single cases of violation of the logical sequence in the description of the features of objects, the semantic incompleteness of one or two micro-themes, and individual shortcomings in the lexical and grammatical design of the statement. 2b.- The story is compiled on leading questions, it is not informative enough - it does not reflect some (2-3) essential features of the subject. It is noted: the incompleteness of a number of micro-themes, a return to what was said earlier; the display of the features of the subject in most of the story is disordered. Noticeable lexical difficulties, shortcomings in the grammatical design of sentences are revealed. 1b.-The story is composed with the help of repeated leading questions, indications of the details of the subject. The description of the subject does not reflect many of its essential properties and features. A logically determined sequence is not noted: a simple enumeration of individual features and details of an object is disordered. Expressed lexical and grammatical violations are revealed. The child is not able to compose a story-description on his own.

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A story on a topic or a continuation of a story based on a given beginning. The child is shown a picture depicting the climax of the plot action of the story. After analyzing the content of the picture, the unfinished story is read twice and it is proposed to come up with its continuation. Grade. 4b.-The story is composed independently, corresponds in content to the proposed topic (given beginning), brought to its logical conclusion, an explanation of the events taking place is given. The coherence and consistency of presentation is observed, the creative task is solved in creating a fairly detailed plot and adequate images. Language design, basically, corresponds to grammatical norms. 3b.-The story is composed independently or with a little help, in general, corresponds to the set creative task. There are unsharply expressed violations of coherence, omissions of plot points that do not violate the general logic of the narrative. There are some language difficulties in the implementation of the plan. 2b.-The story is composed using repeated leading questions. Separate semantic inconsistencies, insufficient information content, lack of explanation are noted transmitted events, which reduces the communicative integrity of the message. There are lexical and syntactic difficulties. The connection of the presentation is broken. 1b.-The story is composed entirely of leading questions; extremely poor in content, schematic; continued as planned, but not completed. The coherence of the narrative is sharply broken, gross semantic errors are made. The sequence of presentation is broken. Expressed agrammatism, making it difficult to understand the story.

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Vasya and Katya had a cat. In the spring, the cat disappeared and the children could not find it. Once they were playing and heard meowing overhead. Vasya shouted to Katya: - I found a cat and kittens! Come here soon. There were five kittens. When they grew up. The children chose one kitten, gray with white paws. They fed him, played with him, and took him to bed with them. Once the children went to play on the road and took a kitten with them. They were distracted, and the kitten was playing alone. Suddenly they heard someone shouting loudly: "Back, back!"; - and they saw that the hunter was galloping, and in front of him two dogs saw a kitten and wanted to grab him.

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Writing a story on a given topic. The child is presented with pictures of several objects. An exposition of the story is preliminarily compiled based on pictures.

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Sections: Working with preschoolers

The technique is designed to identify the features of the speech development of preschool children. This technique adapted for the examination of five-year-old children. A protocol for examining children's speech has been developed (Appendix 1). The proposed methodology is aimed at identifying the current level of speech development of the child, so most of the tasks do not provide assistance. The exception is trials in which help, as practice shows, is really effective. So, for example, when examining word-formation processes, stimulating help ( "Wrong, think again..) often leads to the actualization of the correct form of the word.

The maximum number of points awarded for the successful completion of all tests of the methodology for five-year-old children is 282 points.

When processing the received data, the absolute value is converted into a percentage. If the above figures (corresponding to a given age) are taken as 100%, then the percentage of success in the implementation of the methodology by each subject can be calculated by multiplying the total score for the entire test by 100 and dividing the result by 282. The percentage expression of the quality of the implementation of the methodology calculated in this way is then correlated with one of four success levels, identified as a result of the experimental work of T.A. Fotekova.

IV - 100 - 80% speech development is normal,

III - 79.9 - 65% ZPR, OHP

II - 64.9 - 50% ZPR, ONR, TNR

I - 49.9% and below TNR; pathology of speech, aggravated by intellectual impairment.

In order to obtain an individual speech profile, it is necessary to calculate the success of each series of the technique in percentage terms (multiply the number of points accrued for the entire series by 100 and divide the result by the maximum possible score for this series). In the first series, it is advisable to calculate the percentage of success for each task separately in the same way (Appendix 2). Then, using the obtained values, it is necessary to draw a speech profile (Appendix 3), postponing the success of the tasks in percent on the y-axis, and the names of the tasks on the abscissa:

1 - articulatory motility

2 - sound pronunciation

3 - phonemic perception

4 - syllabic structure of the word

5 - language analysis and synthesis skills (for 5-6 year old children) phonemic analysis skills (for 4 year old children)

6 - vocabulary and word-formation processes (for 5-6 year old children) active dictionary (for 4 year old children)

7 - grammar structure

8 - understanding of logical-grammatical relationships (for 6-year-old children)

9 - connected speech

Having received such a profile, one can immediately isolate both the most unformed and the most successful components of the child's speech system and, based on this, develop a correction program.

METHODOLOGY FOR EXAMINATION OF ORAL SPEECH IN FIVE-YEAR-OLD CHILDREN

The technique uses speech tests proposed by R.I. Lalae-voi, T.B. Filicheva, G.V. Chirkina, S.G. Shevchenko, A.P. Nechaev, S.E. Bolshakova, N.V. Serebryakova, L.S. Solomakha, I.S. Krivovyaz. To assess the success of completing tasks, a scoring system developed by L.I. Peresleni, T.A. Fotekova.

The technique includes five series that combine a certain number of speech samples. Each sample is evaluated separately, then the sum of points for the entire task, for the series is calculated, and then the total score for the completion of all tasks of the methodology is calculated from the total marks for each of the five series.

For each series, and in some series and for each group of samples, their own evaluation criteria have been developed. General rule when evaluating tasks of all series, the degree of success is taken into account using four gradations, which makes it possible to obtain a more differentiated result.

For series I (except for sound pronunciation, sound recognition), II; III; IY - 1; 0.5; 0.25; 0 points.

For the recognition of sounds - 5.3.1.0 points

For sound pronunciation - 3; 1.5; one; 0 points.

For the Y series - 5; 2.5; one; 0 points.

In different tasks, these gradations reflect the clarity and correctness of the performance, the nature and severity of the mistakes made, and the use of help.

If it is necessary to clarify the state of any side of speech, each of the series of the technique can be used independently.

The maximum number of points awarded for successful execution of all samples of this technique, equal to 282 points.

Series I - Study of the sensorimotor level of speech- includes four groups of tasks.

First group The sample is aimed at studying the state of articulatory motility by performing 10 movements and chains of movements as shown by a speech therapist.

Instruction:“Watch how I perform and repeat the movements after me.”

In order to evaluate the performance of articulatory movements, you need to ask the child to hold the speech organs in the desired position for 3-5 seconds, the last three exercises must be performed 4-5 times

Grade: 1 point - the correct execution of the movement with the exact correspondence of all characteristics to the presented one; 0.5 points - slow and strenuous execution; 0.25 points - performance with errors - long search for a pose, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis; 0 points - non-execution of the movement. The maximum number of points for the entire task is 10 points.

Second group tasks is aimed at the study of sound pronunciation through the reflected pronunciation of specially selected words.

In order to save time, phrases and texts with tested sounds are not presented at this stage, because the opportunity to clarify the pronunciation of sound in different positions and with varying degrees of independence of speech will be presented in the course of further examination. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.

Instruction:"Repeat the words after me."

Grade: It is proposed to conditionally divide all sounds into five groups:

The first four are the most frequently violated consonants.

(1 group - whistling C, C, C, C, C; 2 Group- hissing Sh, Zh, Ch, Sch;

3 – L,L; 4 – P, Pb) and group 5 - the rest of the sounds, the defects of which are much less common (post-palatal sounds G, K, X, and their soft variants, sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds.

3 points - perfect pronunciation of all sounds of the group in any speech situations; 1.5 points - one or more sounds of the group are pronounced correctly in isolation and reflected, but sometimes they are subject to substitutions or distortions in independent speech, i.e. insufficiently automated; 1 point - in any position, only one sound of the group is distorted or replaced, for example, as is often the case, a solid sound suffers R, while the soft version is pronounced correctly; 0 points - all or several sounds of the group are distorted or replaced in all speech situations (for example, all whistling sounds are defectively pronounced, or sounds Z, S, C, a S, Z saved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15 points.

Third group is aimed at studying the state of phonemic hearing: it contains 26 tests, involving the identification of a vowel sound among a number of vowel sounds, distinguishing sounds by oppositions (voiced-deafness, softness-hardness, sonoras, hissing-whistling), repetition of a number of syllables (1, 10, 15 respectively).

a) recognition of a vowel sound among a number of vowel sounds

Instruction:"Raise your hand when you hear - O-»

Grade:

b) determining the ability to differentiate oppositional sounds

Instruction:"Show picture".

Grade: 1 point - correct answer on the first try; 0.5 points - the correct answer on the second attempt; 0.25 points - the correct answer on the third attempt; 0 points - incorrect answer on the third attempt. The maximum number of points for the entire task is 10 points.

c) the repetition of a number of syllables consists of 15 samples, which are chains of syllables with phonetically similar sounds.

Instruction:"Listen carefully and repeat after me as accurately as you can."

Presentation - reproduction - presentation - reproduction.
First, the first member of the pair (ba-pa) is presented, then the second (pa-ba). The reproduction of the sample as a whole is evaluated (ba-pa-pa-ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because. the task of the survey is to measure the current level of speech development.

Grade: 1 point - accurate and correct reproduction at the pace of presentation; 0.5 points - the first member is reproduced correctly, the second is likened to the first (ba-pa-ba-pa); 0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement, omissions;

0 - points refusal to perform, the complete impossibility of reproducing the sample. The maximum number of points for the entire task is 15 points.

Fourth group The sample is aimed at studying the formation of the sound-syllabic structure of the word and includes 15 words with a gradual complication of the syllabic structure.

Instruction:"Repeat after me".

The words are presented before the first reproduction.

Grade: 1 point - correct and accurate reproduction at the pace of presentation; 0.5 points - slow syllable reproduction;

0.25 points - distortion of the sound-syllabic structure of the word (omissions and rearrangements of sounds and syllables within the word); 0 points - non-playback.

The maximum number of points for the entire task is 15 points.

The highest score for the entire 1 series - 70 points .

Series II - Exploring Skills in Language Analysis and Synthesis- includes two groups of tasks (determining the first vowel sound in a word, extracting a given sound from words).

First group consists of five samples.

Instruction:“What is the first sound you hear in the word …?”

Grade: 5 points - correct answer on the first try; 3 points - the correct answer, but slowness and uncertainty are noticed in the answers; 1 point - one correctly guessed sound; 0 - refusal to execute.

The maximum number is 5 points.

Second group consists of ten tests that reveal the extent to which the child isolates the sound from the word.

Instruction:

Do you hear the sound of a motor rrrr in words?"

“Do you hear the mooing of a cow mmmm in words?"

The child is offered three attempts with the provision of stimulating assistance: "Think again."

Grade: 1 point - correct answer on the first try; 0.5 points - the correct answer on the second attempt; 0.25 points - the correct answer on the third attempt; 0 points - incorrect answer on the third attempt.

The maximum number of points for a task is 10 points.

The maximum number of points for the entire Series II - 15 points.

Series III - Exploring Vocabulary and Word Formation Skills- consists of three groups of tasks.

First group includes 45 tests to check the active subject dictionary; showing and naming parts of the subject; naming generalizing concepts: toys, dishes, clothes, animals, birds, furniture, vegetables, fruits; names of cubs, names of professions (8,14,8,8,7 respectively).

Second group includes 22 samples to check the dictionary of features (color, shape, quality of the object) - 12, 5, 5, respectively.

Third group includes 25 tests for checking the verb dictionary (naming actions from pictures, “Who moves how?”; “Who screams like?”) - 10, 5, 10, respectively.

Subject Dictionary:

Instruction:

"Answer the question" is used for the 1st, 5th groups of samples.

“Point and name the parts. What is it?" applied to the 2nd group of samples.

“How can all these items be called in one word” - for the 3rd group of samples.

"Name the cubs of ..." - for the 4th group of samples.

Feature Dictionary:

Instruction:

“Tell me what color of paint” - for the 1st group of samples

“Name the object in shape” - for the 2nd group of words.

"Answer the question" - for the 3rd group of words

Verb Dictionary:

Instruction:

“Name what you are doing?” - for the 1st group of samples.

“Answer, how does ... move?” - for the 2nd group of samples.

“Answer how screaming ...?” - for the 3rd group of samples.

Grade: 1 point - correct answer; 0.5 points - the correct answer after stimulating assistance: "Think again"; 0.25 points - inaccurate use of the word based on lexical paraphasias - the sound proximity of words, replacing the name of an object with an outwardly similar one, similar in meaning, situational connection with each other, designating the entire situation instead of the object; 0 points - failure.

The maximum number of points for completing the first group of tasks is

45 points, the second - 22 points, the third group - 25 points.

Maximum Points Series III - 92 points

Series IV - Exploring Grammar- consists of five groups of tasks.

First group is aimed at studying the state of inflection: it contains 45 samples, providing for the formation of the form of the nominative case, the genitive case of the plural; dative singular and plural forms; accusative singular and plural forms; singular instrumental forms of a noun; formation of a diminutive form of a noun (10,10,4, 4,4,4, 4,5 respectively)

Instruction:“I will talk about one subject, and you about many. One is a table, and if there are a lot of them, these are tables ... ”- for the 1st group of samples.

"What's gone?" - for the 2nd group of samples.

"Tell me, who do you feed?" - for the 3rd, 4th groups of samples.

"Who do you see in the picture?" - for the 5th, 6th groups of samples.

“What do you do to chop wood, sweep the floor, sew, draw?” - for the 7th group of samples.

“Name affectionately the objects that I will show. The big one is a hand, and the small one is a pen ”- for the 8th group of words.

Second group includes 3 tests for the agreement of the noun and adjective of the masculine and feminine singular.

Instruction:"Name the object by color."

Third group includes 8 tests for matching a noun with a numeral.

Instruction:“Let’s count: one (one)…, two (two)…, five….”

Grade 1,2,3, groups of tasks: 1 point - correct answer; 0.5 points - self-correction or the correct answer after the stimulating help "Wrong, think again"; 0.25 points - incorrectly formed form; 0 points - failure.

Fourth group includes 10 tests for the use of prepositional-case constructions and is associated with the need to insert a missing preposition into the sentence.

Instruction:“Now I will name a sentence in which a word is missing, try to find it and insert it.”

Due to the difficulty of this task, two types of assistance are used:

1 - stimulating help (“Wrong, think again”) and 2 - in the form of a question to the missing preposition (“Pours tea where?”)

Grade: 1 point - correct answer; 0.5 points - the correct answer after stimulating assistance; 0.25 points correct answer after the help of the second kind; 0 points - inefficient use of aid, as first and second kind.

Fifth group tasks involves the repetition of sentences of varying grammatical complexity. According to psycholinguists, the ability for such repetition is an indicator of the general level of linguistic competence. Children are able to reproduce sentences of the level of grammatical complexity that they have mastered in their own speech. The volume of verbal material and the quality of the child's auditory-speech memory also affect the success of these tasks.

The sentence is repeated until it is played for the first time (1-2 times).

Instruction:"Listen to the sentence and try to repeat it as accurately as possible."

Grade: 1 point - correct and accurate reproduction; 0.5 points - omission of individual words without distorting the meaning and structure of the sentence; 0.25 points - omission of parts of the sentence, distortion of the meaning and structure of the sentence, the sentence is not completed; 0 points - non-playback.

In total, there are 9 samples in the task.

The maximum score for each group of tasks coincides with the number of trials in it, and for the entire IV series is 75 points.

Series V - Study of the Formation of Connected Speech

Children are offered two tasks: compiling a story based on a series of plot pictures and retelling.

In order to take into account both the semantic side and the quality of the lexical and grammatical design of a coherent statement, the performance of tasks is evaluated according to three criteria proposed by R.I. Lalayeva, which are somewhat modified.

1. Drawing up a story based on a series of plot pictures (three pictures)

"Cat and Mouse"

Instruction:“Look at these pictures, try to put them in order and come up with a story.”

Grade:

1) the criterion of semantic integrity: 5 points - the story corresponds to the situation, has all the semantic links located in the correct sequence; 2.5 points - a slight reduction in the situation was allowed, incorrect reproduction of cause-and-effect relationships, or the absence of connecting links; 1 point - the loss of semantic links, a significant distortion of the meaning, or the story is not completed; 0 points - no write-off of the situation.

5 points - the story is grammatically correct with adequate use of lexical means; 2.5 points - the story does not contain agrammatisms, but there are stereotypical grammatical formulation of statements, isolated cases of searching for words, separate or inaccurate word usage; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not framed.

5 points - independently laid out pictures and composed a story; 2.5 points - the pictures are laid out with stimulating help, the story is composed independently; 1 point - unfolding pictures and compiling a story on leading questions; 0 points - failure to complete the task even with help.

2. Retelling the listened text.

Retelling requires a sufficient level of auditory-speech memory formation, and such characteristics as logic, the ability to convey cause-and-effect relationships are based on mental activity.

The story is presented no more than twice.

Instruction:“Now I will tell you a little story, listen to it carefully, remember it and get ready to tell it to me”

HEDGEHOG.
The children went for a walk in the forest. They saw a hedgehog under a bush. The children wanted to take a hedgehog, but he curled up in a ball. Katya carefully took the hedgehog. The guys brought him home and gave him milk.

Grade:

1) criterion of semantic integrity: 5 points - all the main semantic links are reproduced; 2.5 points - semantic links are reproduced with minor reductions; 1 point - the retelling is incomplete, there are significant reductions, or distortions of the meaning, or the inclusion of extraneous information; 0 points - non-compliance;

2) criterion of lexical and grammatical design: 5 points - the retelling is made without violations of lexical and grammatical norms; 2.5 points - the retelling does not contain agrammatisms, but there are stereotypes in the design of statements, search for words, separate close verbal substitutions; 1 point - agrammatisms, repetitions, inadequate use of words are noted; 0 points - retelling is not available.

3) criterion of independence of performance: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling on questions; 0 points - retelling is not available even for questions.

These are the most difficult tests of the methodology, so the performance of each of them is estimated at 15 points, which in total for series V is 30 points.

1. Volkova G.A. methodology for examining speech disorders in children. - St. Petersburg, 1993.

2. Orphans: counseling and diagnostics of development / Edited by E.A. Strebeleva. - M .: Polygraph service, 1998.

3. Diagnosis of speech disorders in children and the organization of speech therapy work in preschool educational institution: Sat. methodical recommendations. - St. Petersburg: CHILDHOOD - PRESS, 2000.

4. Correctional and pedagogical work in preschool institutions for children with speech disorders / Edited by Yu.F. Garkusha. - M .: PE Sekachev V.Yu., 1999.

5. Levchenko I.Yu. Pathopsychology: theory and practice. - M .: Publishing Center "Academy", 2000.

7. Guidelines Administration for preschool education of the State Education of the USSR to the instructions for the admission of children and the acquisition of groups in preschool institutions for children with speech impairments. / Bulletin of the USSR State Committee for Public Education №2, 1989.

8. Trubnikova N.M. The structure and content of the speech map: Educational and methodological manual / Ural. state ped. un-t. Yekaterinburg, 1998.

9. Filicheva T.B., Chirkina G.V. Preparation for school of children with general underdevelopment of speech in a special kindergarten. - M., 1991.

10. T.A. Test method for diagnosing oral speech of younger schoolchildren. – M.: ARKTI, 2000.

Description of the presentation on individual slides:

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Album Surveys of oral and written speech of children of primary school age. (Grades 3-4) The presentation was prepared by the teacher-speech therapist Ilyina Ekaterina Fedorovna Express diagnostics (according to T.A. Fotekova)

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Oral praxis state Instructions: Do as I say. If the child does not perform the movement according to the instructions, then a sample (show) is offered. Instruction: Repeat the movements after me. For lips: Static: "Smile"; "Fence"; "Pipe". (keep the organs of articulation in these positions counting up to 10). Dynamic: 1. Alternately: "Hippo" - "Pipe" - "Smile"; For language: Static: Dynamic: "Shovel"; 1. "Shovel" - "Needle"; "Needle"; 2. "Swing"; "Cup"; 3. "Watch"; "Fungus"; 4. Click (click) with the tongue “Horse” “Delicious jam”. For the soft palate: The abrupt pronunciation of the sound "a" on a firm attack of the voice with the mouth wide open.

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Instructions: Repeat after me the words, sentences. S, S, Z, Z Buk, spit, bus Umbrella, goat net, donkey, strawberry goose, monkey 6. Sleeping in the basin of Zoya Bunny. 2. Sonya Sene makes a riddle. 3. Zina knows a fairy tale about a gray goat. 4. The neighbors started playing music. C Heron, ring, cucumber. 1. The fox is basking in the sun. 2. Tit, starling, chicken - birds. W, F Fur coat, bump, shower Beetle, hedgehogs 1. Live mouse, big beetle. 2. Masha has cats and a hedgehog. 3. There are many books in the bookcase.

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Ch-Sch Kettle, barrel, key Brush, box, tick 1. Drawer, flying butterflies 2. I clean things with a brush. 3. The grinder sharpens knives. Ch-T 1. Petya bakes cookies. 2. You need to sing louder. 3.Swing. R, R, L, L Hand, harp, tiger Bow, wolf, turnip table, flu, lantern ribbon, purse, salt Royal, leopard, camel, heating pad, marmalade 1. The guys go to camp in the summer. 2. Yura flew a helicopter. 3. Marina picked up raspberries. L - B 1. Klava put the bow on the shelf.

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Instructions: Name the pictures, repeat the sentences after me. Y Apple, T-shirt, Yula tram, leaves 1. May is a warm spring month. 2. A hunter with a husky is walking through the taiga. J - L 1. Maya and Lyalya are walking in the forest. 2. Julia, fields of tulips from a watering can. 3. A sly hedgehog - an eccentric He sewed a prickly jacket, All in needles, without fasteners. A hedgehog will fasten a plum on a needle, a pear - every fruit, What he finds under a tree, And with a rich gift Hasten to his hedgehogs. [I]

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1. Differentiation of sounds - in syllables Instruction: Repeat the chains of syllables after me. Ba-pa-ba so-zo-tso cha-cha-cha Ta-cha-ta tsa-sa-tsa cha-cha-cha Ka-ga-ka shu-su-zhu sche-se-che - in the phrase Instruction: Correct the mistake in the sentence. Water was stored in the kidney. The meadow was thick with wood. Footballers scored a count. The dog chewed on the guests. - in words Instruction: Repeat chains of words after me. Branch - mesh - baby Squirrel - beam - bun Butterfly - daddy - slipper - hat Instruction: Clap your hands when you hear a word that differs from the first: Box - bun - box Bang - slit - bang Dawn - flourish - flourish Sound [j ]: apple, T-shirt, skirt, dress, trolley bus, leaves

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2. Phonemic analysis of words (sequential, quantitative, positional) Instruction: Answer my questions. How many sounds are in the word "grandmother" ("friendship", "tongs")? How many vowels? How many consonants? Name them in order. What is the sound before the sound [w]? What is the sound after the sound [w]? 3. Phonemic synthesis of words Instruction: Make a word from the named sounds. [Bag]; [t] - [p] - [o] - [p] - [k] - [a]; [cheesecake]; [cactus]; [l] - [s] - [g] - [n *] - [s] - [k]; [construction]

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How many words are in a sentence? The day was warm. A tall birch grew near the house. What is the second word in this sentence? 4. Language Analysis Skills Instruction: Answer my questions. How many syllables are in a word? Dom Pencil What is the third syllable in the word "car"? Instructions: Answer my questions.

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2. Phonemic analysis (sequential, quantitative, positional) Instruction: Answer my questions. How many sounds are in the word "grandmother" ("friendship", "tongs")? How many vowels? How many consonants? Name them in order. What is the sound before the sound [w]? What is the sound after the sound [w]? 3. Phonemic synthesis of words Instruction: Make a word from the named sounds. [Bag]; [t] - [p] - [o] - [p] - [k] - [a]; [cheesecake]; [cactus]; [l] - [s] - [g] - [n *] - [s] - [k]; [s]-[t]-[p]-[o]-[d]-[k]-[a] Examination of the formation of the sound-syllabic structure of the word SERIES №2

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Instructions: Repeat the words after me. Sidewalk camera excavator cellist traffic controller policeman thermometer librarian poem tightrope walker Instruction: Repeat the sentences after me. 1. The traffic controller directs traffic at the intersection. 2. The trainer trains the animals. 3. The guide conducts a tour. 4. The cellist puts the instrument in the case. 5. The photographer has a camera with a flash

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Checking the general level of language competence. Instructions: Repeat the sentences after me as accurately as possible. Anna took a book off the shelf. The squirrel jumped from branch to branch. Leaves fell from the sea buckthorn branches. The bear found a deep hole and made a lair for himself. After summer comes autumn and every day it gets colder. 2. Compilation of sentences from words in the initial form. Instructions: I will say the words, and you make a sentence out of them. Draw, pencil, girl. C, trees, fall, autumnal, leaves. An old, stack, grandmother, baby, in, stroller. Peter, buy, ball, red, mom 3. Verification of offers. Instruction: I will read the sentences, if you notice a mistake, correct it. Mom is happy with the purchase. The sparrow carries food to its nest. All old people will be young someday. 1. Determine the number of sounds in words. Material for examination: cat, pike, chair, notes, lemon, crocodile.

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4. Adding prepositions to a sentence Instruction: I will read the sentences, and you insert the necessary preposition. Lena pours tea ... cups. A seagull flies ... with water. The chick fell out ... of the nest. The puppy hid ... by the porch. The dog sits ... kennels. 5. The use of plural nouns in the nominative and genitive cases. Instruction: Change the words according to the model: house, and if it is a lot - at home, but there is nothing? - houses. Pencil - Forget-me-not - Bee - Bucket - Feather - Ear - 2. Determine the sequence of sounds in words. Verbal material: pike, hat, cupboard, plate, ball, samovar.

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Nominative dictionary. Generalization level. Instructions: Name it in one word. Panama, cap, beret, scarf, hat - Hoop, rope, skis, skates, sleds - Tape recorder, TV, iron, refrigerator, hair dryer - Apothecary, postman, librarian, carpenter, watchmaker - Instruction: Name the baby animals Instruction: Name the diminutive the form of the items that I will list 1. The name of the cubs of the animals The goat The dog The wolf The chicken The duck The pig The fox The cow The lion The sheep 2. The name of the baby animals The goat The dog The wolf The chicken The duck The pig foxes At a cow At a lion At a sheep 3. Formation of nouns in a diminutive form Table Snow Chair Tree House Sparrow

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Instruction: If an object is made of paper, it is paper, and if ... 4 b) Formation of quality adjectives Instruction: a fox is called cunning for cunning, and ... A wolf for greed - A hare for cowardice - A bear for strength - A lion for courage - 3 a) Education relative adjectives from nouns Straw hat Apple jam Cranberry jelly Plum jam Ice slide Strawberry jam Carrot salad Blueberry jam Cherry jam Oak leaf Mushroom soup Spruce cone 4a) Formation of relative adjectives from nouns Straw hat Jam from apples Cranberry jelly Plum jam Ice slide Strawberry jam Carrot salad Blueberry jam Cherry jam Oak leaf Mushroom soup Spruce cone

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4 c) Possessive adjective formation

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a) Draw a circle under the cross b) Cross - under the circle 2. Instruction: Tell me which is correct: does spring come before summer or does summer come before spring? The tree is taller than the bush. The bush is taller than the tree. The day was hot because the guys went swimming. The guys went swimming because the day was hot. 3 Instruction: Answer Vanya's question above Petya. Who shorter? Kolya was photographed by Petya. Who is in the photo? The hunter runs after the dog. Who's ahead? Dad read the newspaper after he had breakfast. What did dad do first? The mug was in front of the plate, and the glass was in front of the mug. What was in the middle? Instructions: Do what I ask.

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Drawing up a story based on a series of plot pictures Retelling the text you have listened to. Jackdaw and doves. The jackdaw heard that the pigeons were well fed. She turned white and flew into the dovecote. The pigeons did not recognize her and accepted her. But the jackdaw could not stand it and screamed like a jackdaw. The pigeons understood everything and kicked her out. Then she returned to her own, but they also did not recognize her and kicked her out. Reading skills survey To track the dynamics of the reading process at the beginning and end of the school year, the same text is given, but in a different font.

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Grade 3 Dictation. At the beginning of the year. Friends. Yura Schukin and Alyosha Morozov are great friends. They live in the village of Ilyinka. There are wide fields all around. Under the mountain, the Klyazma River. In the summer, the guys worked in the field. They went to weed beets. Then they ran into the nearby woods. There are many mushrooms and berries. The boys know mushroom places. (46 words). At the end of the year. Summer rain. It was a hot day. Suddenly a breeze picked up. A blue cloud came up. She blocked out the sun. It started raining. The sun illuminated the area. Raindrops hit the grass and flowers. They hung on leaves and blades of grass. A ray of sunshine played in every raindrop. Rain stopped. Take a look at the sky! Who built a beautiful bridge from the village to the river meadows? From the ground comes a light park. The air is filled with the scent of wild flowers. (64 words). Self-written letter. Narrative based on a series of story paintings.(4) Writing skills survey

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Examination of writing skills GRADE 4 Dictation. At the beginning of the year. The geese are flying. It's time to say goodbye. Migratory birds moved to warmer climes. The leader trumpeted the assembly. The geese gathered in a heap and fell silent. The leader slowly spread its wings and rose sharply into the air. The herd took off after the leader. The strongest goose flew ahead. He cut the air with his wings. Next came the old geese. The youth were at the end of the pack. After ten kilometers, the leader was tired. He sank lower, let the pack go forward. The place of the leader was taken by another strong goose. (68 words). At the end of the year. Animal coloring. Animals are protected by color. In winter, the white hare turned white instead of brown. A lump rolls along the snowy path. The fox does not see him in the white field. The hazel grouse is all pockmarked. Stripe on the back. Snuggled up to the ground. You will not notice in the foliage. Long stripes are drawn on the tiger skin. In summer, you will not see a predator in the reeds. The seahorse is hard to see among the greenery of the grass. He changes color. A ray of sun will illuminate the sea grass - the horse will turn green. The sun will go over the horizon. The water in the sea will darken. And the horse darkened. Caught on grass. Waves rock it back and forth. (86 words) Independent writing. Story based on a series of story paintings.(4)

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Name the pictures Appendix1 [С] For sound [С]: dog, mustache, nose, bag, bus, snowman.

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