Presentation on speech comprehension survey. Diagnostics of the speech development of children. Series V - Study of the formation of coherent speech
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Systemic organization of speech activity Speech is a specifically human function that arose in the process of evolution. Allocate communicative, regulating and programming functions of speech. The works of A.R. Luria showed that with different localization of brain lesions, the complex structure of speech activity is disturbed, the nature of the disturbances depends on the affected brain structure. Verbal activity was represented as the relationship between the centers of speech perception (Wernicke) and its reproduction (Broca) and was localized in right-handers in the left hemisphere.
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For understanding the meaning of words and a holistic speech utterance (semantic analysis), the deep parts 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. Programming of actions, active search for information, analysis of the most essential elements of the content of complex detailed statements are associated with the frontal regions. Various parts of the auditory cortex of the left hemisphere, which perceive and distinguish elementary word codes - phonemes, without which it is impossible to understand the exact meaning of words.
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Naming of objects and oral speech The implementation of 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, multiple repetitions of the previous articulation. To name an object requires recoding the visual image into its sound equivalent.
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The name of the object is associated with the parieto-occipital regions of the brain. An important condition for the 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 inhibition of all side 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 An 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 in both spoken and audible speech. The limbic system (Papets circle) is associated with vocal reactions, and brings an emotional component into the sounding speech.
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The right hemisphere is responsible for the non-linguistic components of speech - intonation, parameters of the main tone (pitch, loudness), emotional coloring. For visual-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 a child makes - humming - do not carry any language specificity. In the first year of life, babbling is different in children developing in different linguistic environments. On the basis of the formation of sensory systems, especially visual, a nominative (nominative) function of speech is formed - the child associates objects and their names.
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Development of the speech function 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 voluntary 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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System analysis of speech disorders Selective disorders of the speech functional system develop in connection with organic lesions of the brain of a focal nature due to trauma, inflammatory and vascular diseases, etc. and are always accompanied by functional neurodynamic disorders in structures adjacent or even quite distant from the lesion focus. Functional speech disorders are associated with pathological changes in the course of the main nervous processes (excitation and inhibition) and especially with disorders of their mobility.
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In some cases, these disorders are the result of temporary inhibition of individual links of the functional speech system and are easily recorded as incorrect speech skills. In other cases, speech disorders can be entirely determined only by functional impairments, an example of which can be many cases of stuttering, accelerated speech rate, incorrect pronunciation, voice disorders.
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Stuttering is a speech disorder in which its smooth course is interrupted by the repetition of individual sounds, syllables or a delay in their pronunciation due to clonic (tics) or tonic (increased tone) convulsions of the speech muscles. For a fluent pronunciation of phrases, clear coordination of breathing, sound pronunciation and articulation is required.This coordination is carried out at the level of the brain stem
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Age characteristics of breathing Breathing in children is frequent and shallow. Respiratory volume and VC of a preschooler is 3-5 times less than that of an adult, and in primary school age, 2 times less. Respiratory rate in children is increased. With mental and physical exertion, emotional outbursts, an increase in body temperature, NPV increases extremely easily. The MOE is gradually increasing throughout preschool and primary school age. This indicator, due to the high respiratory rate in children, does not lag behind the adult values.
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In adolescents (middle, senior school age) Respiratory responses to exercise are economized with age. The tidal volume, the depth of breathing increase and the respiratory rate decreases. NPV at 12 years old is 19-23 per minute, at 14 years old - 16-20 per minute.MOD at 10 years old is 4 l / min, at 14 years old 5 l / min. Respiratory functions are hampered during puberty. The delay in the growth of the chest with significant stretching of the body makes breathing difficult. There is irregularity in breathing, the process of expanding the airways is not completed.
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Articulation Perception Purpose: To determine the perception of articulatory form and mastery of articulatory patterns. Methodology: The child is offered to carefully watch how an adult, clearly articulating, sings the vowels of the first row (A, O, U, Y, E), then, articulating soundlessly, is asked to guess what sound he is "singing". 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: Determine the level of auditory perception Methodology: An adult will forgive the child to listen carefully to how objects "sing" and knocks on each of them with a stick. Then the child is asked to turn away and guess by knocking which object is "singing" Material: 5 items of different quality (glass, wood, metal, plastic, paper), metal stick. Assessment: For each guessed object we put "+". Speechless and low-contact children can only show the object. For children over 5 years old, complication is possible when objects that are close 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 invites 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 asked to collect toys, while he must say where he took each of them. For 3 years: on, under, next to, about, behind, at. For 4 years and older: on, under, left, right, in front, behind. Material: Chair, toys or cards. Assessment: I correctly laid out all the objects and correctly said where they are - 12 points (6 points - for how I laid them out, 6 points - for the correct use of prepositional-case constructions). For each wrong answer - minus 1b.
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Auditory attention Purpose: Determine the level of auditory attention Method: An adult offers the child a game: "Catch a cat": "I will name the words, and you have to clap your hands if you hear the word" cat ". A number of words, among which there is a control word "cat" and the provocative word "whale", "cat", are pronounced at the same tempo, with one intonation. Suggested word sets: - 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. Assessment: As a result, the number of correctly “caught” cats + 3b and wrongly “caught” provocative words is taken into account - minus 3b.
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Visual memory Purpose: Study of 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 object images - 30 pieces: - transport (plane, steamer, car, train, trolleybus); - clothes (dress, fur coat, skirt, jacket, trousers); - toys (whirligig, pyramid, doll, horse , ball); - furniture (armchair, wardrobe, table, sofa, chair); - animals (hare, horse, hedgehog, squirrel, dog). Evaluation: Each group assembled is evaluated. 3b - the child singles out a group by an essential feature and names it. 2b - the child singles out a group according to an essential feature, but does not name it. 1b - a child, we single out a group based on an insignificant attribute. 0 b - does not complete the task. The maximum number is 15 points.
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"Sequential pictures" Purpose: To determine the level of development of analysis, elements of logical thinking and the ability to compose a story based on pictures. Methodology: The child is presented with a series of pictures according to age. The task is formulated: “All pictures are interconnected. Arrange them so that you can see where the beginning and the end are. Come up with a story based on them. Material: Sets of pictures, selected according to the plot. 4 years - 3 pictures, 4-5 years - 4 pictures, 5-6 years - 4 pictures, 6-7 years - 5 pictures. Rating: For each correctly placed picture + 1b. For correctly chosen words to describe the picture + 1b. Makes simple sentences + 1b. Makes a coherent story + 1b. Refusal - 0 points.
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Study of fine motor skills of 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 to repeat it: “In a hare (we raise the“ ears ”- the right hand up from the elbow, the index and middle fingers are raised, the rest are tucked in) the hare (we raise the“ ears ”- the left hand up from the elbow, index and middle fingers are raised, the rest are tucked in). A goat (raise the "horns" - the right one up from the elbow, the index finger and little finger are raised, the rest are tucked in) a kid (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 admit replay. Score: The maximum score is 5 points. Possible errors - 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 inaccurate, has poor memory; the presence of synchronization of movements (makes movements simultaneously with two hands); mispronounces ("The goat has a goat", "The hare has a bunny").
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Revealing the dictionary of nouns Purpose: To reveal the level of development of active and passive everyday vocabulary, understanding the meaning of diminutive suffixes, the presence of expansion of concepts. Methodology: The child is presented with sets of cards with the image: - two objects of the same function, but different in size; - two similarly named, but differently functional items; - objects that are indicated by words that are rarely found in the child's dictionary; - items that allow you to name their components; - two different items performing the same function. To check the active vocabulary, the child is asked to name the objects depicted. In case of great difficulty, the passive dictionary is checked. To do this, the adult names 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 dictionary of nouns (continuation) Sample sets: 1. Pillow - small pillow; Dining table - writing table; Bench, teapot spout; Sofa - armchair; 2. Chair - high chair; Cupboard - bookcase; Pillowcase, chair seat; Glass - Cup Assessment: Possible mistakes: - misunderstanding of the meaning of the diminutive suffix; - misunderstanding of the meaning of the adjective; small volume of the dictionary; - the presence of an expansion of concepts. For each mistake - minus 1b. On refusal +0 points.
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Dictionary of Verbs Purpose: To identify the level of development of active and passive everyday vocabulary of verbs, understanding of words denoting action. Methodology: Option 1: The child is asked to say, “What can a mother 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 children with little contact. Pictures are used, which depict actions, it is proposed to name these actions. 3 Option: Pictures depicting objects; Option 4: Pictures depicting actions; Score: For every correct word + 1b.
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Word formation Purpose: Revealing the skill of word formation using the example of adjectives. Methodology: The child is asked to tell what juice is obtained from a given fruit or vegetable. In case of difficulty, an adult offers a sample: grape - grape. Complication - which juice is obtained from two fruits or vegetables, sample: apple and grape. Material: Pictures depicting fruits and vegetables or their replicas (apple, orange, pear, garlic, beet, carrot, cucumber. Assessment: If the child copes with the task on his own + 1b, for each mistake - minus 1 b. Articulating motor skills Level I Articulating patterns are erased. Vowels sound like a "middle" vowel. Level II - The child reproduces clearly distinguishable articules according to the model. Level III - The child reproduces all articulation patterns, but confuses close articulations. Level IV - Difficulty performing exercises to change articulation patterns. Visual-spatial perception Level I Does not remember the meaning of prepositions, does not follow or mistakenly fulfills verbal instructions. Level II Knows 1-2 prepositions, confuses the rest. Level III Confuses more complex prepositions (left of, right of, between). IV level - Confused when there are 2 prepositions (stand in front of that, behind that) Slide 33
Visual attention Games "Do as I do", "If you like it, then do so" Stage 1 - work on gross motor skills Stage 2 - work on articulatory motor skills Level I Child does not perform Level II Child is late when changing movement (sometimes only sound signals help - claps, clicks) III level 1. Exercises for gross motor skills are mainly obtained 2. The child differentiates articulatory patterns with errors IV level 1. Major motor skills - close to normal 2. In articulatory patterns he makes mistakes when differentiating articulatory 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 completes the poem after 2-3 repetitions. Level III - The child repeats, but some words drop out. IV level - Remembers quickly, but there may be minor mistakes, including grammatical ones. Svetlana Panshina
Presentation "Examination of the grammatical structure of speech"
Dear dear speech therapists! If at examination of speech child, you use albums with visual material according to O. B. Inshakova, then you can use my presentations... They correspond to albums, but make the work easier, since there is no paper media to load the table.
"Examination of the grammatical structure of speech".
Understanding converted speeches:
Task 1. Execution of instructions from one task.
Close the book
Get the pen
Follow the instructions from two tasks.
Take out a pen and put it on a notebook
Place the ruler on your notebook.
Task 2. Understanding prepositions. Show where: the cat goes to the house;
cat in the house; cat in front of the house; the cat behind the house; cat on the roof; the cat gets out of the pipe; cat under the porch.
Task 3. Understanding sentences with causation.
Petya hit Vasya.
Who was in pain?
I went to the movies after I did my homework.
Volodya broke the pencil that Olya gave him.
What happened before?
Understanding the change in the number of nouns in a sentence.
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Development of the grammatical structure of speech in older preschool children In preschool age, there is a significant change in speech, due to various reasons. First of all, it is the child's going beyond the limits.
Formation of the grammatical structure of speech in children by means of theatrical activity 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 among older preschoolers "Consultation for parents" FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH IN SENIOR PRESCHOOLERS 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. Play as a preschooler's leading activity helps.
Games for the development of the grammatical structure of speech Task number 1. Give "affectionate names": Valya-Valechka Vasya Sonya Sasha-Sasha 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 speech underdevelopment Introduction: A child's assimilation of the grammatical structure of speech 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 general speech underdevelopment, the problem of the formation of their lexical and grammatical means.
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Drawing up phrases from pictures depicting simple actions. When each picture is shown, an instruction question is asked: tell me what is drawn here? If there is no phrase answer, a second question is asked: what does it do? Assessment. 5b.-if the phrase is grammatically correct, adequate in the sense of the content of the picture, fully and accurately displays its content. 4b.-the phrase adequate in meaning is not informative enough; errors in the use of word forms are noted; the connection of words in a sentence is broken; the normative word order is violated; long pause with the search for the desired word. 3b.-combination of the above-mentioned disadvantages of information content and lexical-grammatical structuring of the phrase. 2b.-adequate phrase-utterance composed with the help of an additional question; not all variants of the task were completed. 1b.-there is no adequate phrasal answer using an additional question; the composition of the phrase is replaced by a listing of the objects depicted.
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Drawing up phrases-statements based on 3 subject pictures. The child names the pictures, then makes up a sentence so that it talks about all 3 objects. If the child composes a sentence with only 1-2 pictures, the task is repeated with an indication of the missing picture. Assessment. 5b.-the phrase is compiled taking into account the content of all pictures, it is a sufficiently informative statement, adequate in meaning. 4b.-there are some shortcomings. The phrase itself is adequate in meaning and corresponds to a probable objective situation. 3b.-the phrase is composed on the basis of the content of only 2 pictures, with the help of the child makes up a statement that is adequate in content. 2b.-the child could not compose a phrase using 3 pictures, despite the help provided. There are errors in the language design of the statement. 1b.-the child named the objects correctly, but did not form a phrase.
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Retelling. The text is read twice. Before re-reading, an installation for retelling is given. Before compiling a retelling, it is necessary to ask 3-4 questions about the content of the text. Assessment. 4b.-The retelling was compiled independently; the content of the text is fully conveyed, the coherence and consistency of presentation is observed A variety of linguistic means are used in accordance with the text of the work. When re-skating, the grammatical norms of the native language are generally observed. 3b.-Retelling composed with some help (prompting, stimulating questions); the content of the text is fully conveyed. Some violations of the coherent reproduction of the text, the absence of artistic and stylistic elements are noted; single violations of the structure of sentences. 2b.-Repeated leading questions are used). The coherence is significantly broken. There are omissions of parts of the text, semantic errors. The sequence of presentation is violated. Poverty and monotony of the used linguistic means are noted 1b.-The retelling is compiled according to 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 was shining brightly. Flowers grew in the meadow. A yellow butterfly flew over them. Suddenly a large black bird flew in. She saw a butterfly and wanted to eat it. The butterfly got scared and sat on a yellow flower. A bird flew around, flew, but did not see the butterfly. So she flew away with nothing.
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A story based on a series of plot pictures. The child must arrange the pictures in the correct sequence. Assessment. 4b.-A coherent story was independently composed, sufficiently 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 was compiled with some help (stimulating questions, pointing to the picture; the content of the pictures is quite fully reflected (there may be omissions of certain moments of the action, in general, not violating the semantic correspondence of the story). There are mild violations of the narrative coherence; single errors in the construction of phrases. .-The story is compiled with the help of leading questions. The coherence of the narrative is sharply broken. There are omissions of essential moments of the action and whole fragments, which violates the semantic correspondence of the story to the depicted plot. There are semantic errors. The story is replaced by a list of actions presented in the pictures. 1b.-The story is compiled with by using leading questions and pointing to the corresponding picture / specific detail. The coherence of the narrative is broken. There are omissions of individual moments of the action, separate semantic inconsistencies.
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A story from personal experience. The child is invited to compose a story on a topic close to him. A plan of several questions-assignments is given. Assessment. 4b.-The story contains sufficiently informative answers to all questions. All of its fragments represent coherent unfolded statements. The use of lexical and grammatical tools is age appropriate. 3b.-The story is compiled in accordance with the question plan of the assignment. Most of the fragments represent coherent statements. Separate morphological and syntactic 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 listing 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 represent a simple enumeration of objects and actions (without detailing); extreme poverty of content is noted; violation of the coherence of speech; gross lexical and grammatical flaws that complicate the perception of the story.
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Description story. The child should be able to describe his toys, objects, graphic images, based on their visual perception. Assessment. 4b.-The story shows all the main features of the subject, an indication of its function or purpose is given. A logical sequence is observed in the description of the attributes of objects, semantic and syntactic connections between fragments of the story. Various means of verbal characterization of the subject are used. 3b.-The story-description is quite informative, is distinguished by logical completeness, it reflects most of the basic properties and qualities of the subject. There are isolated cases of violation of the logical sequence in the description of the attributes of objects, the semantic incompleteness of one or two micro themes, and some shortcomings in the lexical and grammatical design of the statement. 2b.-The story is compiled on leading questions, is not informative enough - it does not reflect some (2-3) essential features of the subject. It is noted: incompleteness of a number of micro themes, return to what was said earlier; the display of the attributes of the subject in most of the story is disordered. Revealed noticeable lexical difficulties, shortcomings in the grammatical design of sentences. 1b.-The story is compiled with the help of repeated leading questions, instructions on the details of the subject. The description of the subject does not reflect many of its essential properties and attributes. There is no logical sequence: a simple listing of individual features and details of an object is disordered. Revealed expressed lexico-grammatical violations. 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 on a given beginning. The child is shown a picture depicting the climax of the plot action of the story. After parsing the content of the picture, the unfinished story is read twice and it is proposed to come up with its continuation. Assessment. 4b.-The story is compiled independently, corresponds to the content of the proposed topic (this beginning), brought to its logical conclusion, an explanation of the events is given. The coherence and consistency of presentation is observed, the creative task is solved in creating a sufficiently detailed plot and adequate images. The language design is generally in line with grammatical norms. 3b.-The story was compiled independently or with a little help, in general, corresponds to the set creative task. There are mildly expressed violations of coherence, omissions of plot points that do not violate the general logic of the narrative. There are some language difficulties in implementing the concept. 2b.-The story was compiled using repeated leading questions. Some semantic inconsistencies, lack of information content, lack of explanation of the transmitted events are noted, which reduces the communicative integrity of the message. Lexical and syntactic difficulties are noted. The coherence of the presentation is broken. 1b.-The story is composed entirely on leading questions; extremely poor in content, schematic; continued as intended, but not completed. The coherence of the narrative is sharply violated, gross semantic errors are made. The sequence of presentation is violated. Pronounced agrammatism, which makes it difficult to perceive 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 played and heard a meow overhead. Vasya shouted to Katya: - Found a cat and kittens! Come here soon. There were five kittens. When they got older. The children chose one kitten for themselves, gray with white paws. They fed him, played with him and put 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 played alone. Suddenly they heard that someone was 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 it.
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Drawing up a story on a given topic. The child is offered pictures of several objects. An exposition of the story based on pictures is preliminarily compiled.
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Levels of developing speech understanding
in children with speech underdevelopment
Zero : a child with a preserved hearing does not perceive the speech of others, sometimes reacts to his name, less often to the intonation of prohibition or encouragement.
Situational the level of development of understanding of speech: understands requests related to the everyday objective world. He knows the names of loved ones and the names of his toys, can show parts of the body in himself, with his parents, with a doll, but does not distinguish, at a verbal request, images of objects, toys that are familiar to him in everyday life.
Nominative level: he is well versed in the names of objects depicted in separate pictures, but with difficulty he is guided by the names of actions depicted in the plot pictures (walking, sitting, reading, etc.). Doesn't understand at all questions of indirect cases (what? To whom? With whom? Etc.).
Predicative
level of development of understanding of speech: knows many names for actions, is easily guided in questions of indirect cases, set to the objects of actions depicted in the plot pictures, distinguishes between the meanings of several primitive prepositions (put on a box, in a box, near a box). Does not distinguish between grammatical forms of words.
Dismembered level: distinguishes between changes in meanings introduced by individual parts of the word (table - tables, flew away - flew in).
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Slide captions:
MKDOTs CRR - kindergarten No. 17 of Rossosh Examination of passive vocabulary in preschool children teacher - speech therapist I CC Andreeva Natalya Sergeevna
Show the car
Show me where the girl is going
What does the boy eat? What does he eat? What does the boy eat porridge with? What is the boy sitting on? Boy sitting at the table
What does mom need to comb your hair?
Show me where the big bear is drawn
Which fish is bigger?
Thanks for your attention!
Description of the presentation by individual slides:
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Album Survey of oral and written speech of primary school children. (3-4 classes) The presentation was prepared by the speech therapist Ilyina Ekaterina Fedorovna Express diagnostics (according to T.A. Fotekova)
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Oral praxis state Instruction: Do as I tell you. If the child does not follow the instructions, then a sample (show) is offered. Instruction: Repeat the movements after me. For lips: Static: "Smile"; "Fence"; "The pipe". (hold the organs of articulation in these positions for a count of 10). Dynamic: 1. Alternately: "Begemotik" - "Pipe" - "Smile"; For the language: Static: Dynamic: "Spatula"; 1. "Shoulder" - "Needle"; "Needle"; 2. "Swing"; "Cup"; 3. "Watch"; "Fungus"; 4. Click (click) the tongue "Horse" "Delicious jam". For a soft palate: Abruptly pronounce the sound "a" on a hard attack of the voice with the mouth wide open.
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Instruction: Repeat words, sentences after me. С, СЬ, З, ЗЬ Bitch, scythe, bus Umbrella, goat net, donkey, goose, strawberry, monkey 1. There is a cart of oats, 5. Zoya is a zaikin mistress, Near the cart is a sheep. 6. Sleeping in a basin at Zoya's bunny. 2. Sonya Sene makes a riddle. 3. Zina knows the tale about the gray goat. 4. The neighbors started playing music. Ts Heron, ring, cucumber. 1. The fox is basking in the sun. 2. Tit, starling, chicken - birds. W, F Fur coat, cone, 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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B-W Kettle, barrel, key Brush, box, tick 1. Box, flying butterflies 2. I brush things with a brush. 3. The grinder sharpens knives. H-T 1 Petya bakes cookies. 2. Sing louder. 3.Ride on a swing. R, Rb, L, L Ruka, harp, tiger Onion, wolf, turnip table, flu, lantern tape, wallet, salt Royal, leopard, camel, hot water bottle, marmalade 1. The guys go to camp in the summer. 2. Yura flew in a helicopter. 3.Marina picked up raspberries. L - B 1. Klala Klava bow on the shelf.
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Instruction: 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 walks through the taiga. Th - L 1. Maya and Lyalya are walking in the forest. 2. Julia, fields tulips from a watering can. 3. A cunning hedgehog - a freak Sewed a prickly jacket, All in needles, without fasteners. A hedgehog will attach a plum on a needle, a pear - any fruit that will find under a tree, And with a gift to the rich Hastens 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 scha-cha-scha Ka-ga-ka shu-su-zhu shu-se-che - in the phrase Instruction: Correct the mistake in the sentence. The water was stored in the kidney. A thick grass grew in the meadow. The players scored a stake. The dog gnawed at the guests. - in words Instruction: Repeat the 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 one: Box - bun - box Bang - snap - bang Dawn - flowering - flowering Sound [j ]: apple, T-shirt, skirt, dress, trolley, 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. [A bag]; [t] - [p] - [o] - [n] - [k] - [a]; [cheesecake]; [cactus]; [l] - [s] - [f] - [n *] - [s] - [k]; [c] - [t] - [p] - [o] - [d] - [k] - [a]
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How many words are there in a sentence? The day was warm. A tall birch tree grew near the house. What's the second word in this sentence? 4. Skills of language analysis Instruction: Answer my questions. How many syllables are in a word? House Pencil What is the third syllable in the word "machine"? 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. [A bag]; [t] - [p] - [o] - [n] - [k] - [a]; [cheesecake]; [cactus]; [l] - [s] - [f] - [n *] - [s] - [k]; [s] - [t] - [p] - [o] - [d] - [k] - [a] Examination of the formation of the sound-syllable structure of a word SERIES №2
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Instruction: Repeat the words after me. Sidewalk camera excavator cellist traffic controller policeman thermometer librarian poem equilibrist Instruction: Repeat sentences after me. 1. The traffic controller controls the traffic at the intersection. 2. The trainer trains the animals. 3. The tour guide conducts the excursion. 4. The cellist places the instrument in the case. 5 the photographer has a camera with flash
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Checking the general level of language competence. Instruction: Repeat the sentences after me as accurately as possible. Anya took a book off the shelf. The squirrel jumped from branch to branch. Leaves were falling from the sea buckthorn branches. The bear found a deep hole and made a den for himself. After summer, autumn comes and every day it gets colder. 2. Composing sentences from words in the initial form. Instruction: I will say the words, and you make a sentence out of them. Draw, pencil, girl. C, trees, fall, autumnal, leaves. Old, lay, grandmother, baby, in, stroller. Petya, 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 someday be young. 1. Determine the number of sounds in words. Examination material: cat, pike, stool, notes, lemon, crocodile.
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4. Adding prepositions to a sentence Instructions: I will read the sentences, and you insert the desired preposition. Lena pours tea ... cups. The seagull flies ... with water. The chick fell out ... the nest. The puppy hid ... by the porch. The dog sits ... the kennel. 5. The use of plural nouns in the nominative and genitive cases. Instructions: Change the words according to the pattern: house, and if there is a lot of it - 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, wardrobe, plate, ball, samovar.
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Nominative dictionary. Generalization level. Instruction: Give it one word. Panama hat, cap, beret, shawl, hat - Hoop, jump rope, skis, skates, sledges - Tape recorder, TV, iron, refrigerator, hairdryer - Pharmacist, postman, librarian, carpenter, watchmaker - Instruction: Name the baby animals Instruction: Name in diminutive the form of the objects that I will list 1. The name of the baby animals In a goat In a dog In a wolf In a chicken In a duck In a pig In a fox In a cow In a lion In a sheep 2. Name of baby animals In a goat In a dog In a wolf In a chicken In a duck In a pig In Foxes A cow A lion A sheep 3. Formation of nouns in 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 high-quality adjectives Instruction: a fox for cunning is called cunning, and ... A wolf for greed- Hare for cowardice- Bear for strength- Leo 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 apples Cranberry jelly Plum jam Ice slide Strawberry jam Carrot salad Blueberry jam Cherry jam Oak leaf Mushroom soup Eating cone Instruction: if it's hot in the afternoon, then the day is hot, but if ... Frost Rain Sun Wind Snow Cold
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4 c) Formation of possessive adjectives Instruction: If a dog has a dog's paw, then a fox has a cat Have a squirrel Have a bear Have a fox Have a wolf Have a lion Have a hare Eagle's nest Bird's beak Hunter's gun
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a) Draw a circle under the cross b) Cross - under the circle 2. Instruction: Tell me what is true: does spring happen before summer or summer before spring? The tree is higher than the bush. The bush is above 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 Petit. Who is smaller? Kolya was photographed by Petya. Who is in the photo? The hunter runs after the dog. Who is ahead? Dad read the newspaper after having 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? Instruction: Do what I ask.
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Drawing up a story based on a series of plot pictures. Retelling of the listened text. Jackdaw and pigeons. Jackdaw heard that the pigeons were well fed. She turned white and flew into the dovecote. The pigeons did not recognize her and accepted. But the jackdaw could not stand it and screamed like a daw. The pigeons understood everything and drove her out. Then she returned to her own, but they also did not recognize her and kicked her out. Examination of reading skills To trace the dynamics of the reading process at the beginning and end of the academic year, the same text is given, but in a different font.
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CLASS 3 Dictation. At the beginning of the year. Friends. Yura Shchukin and Alyosha Morozov are great friends. They live in the village of Ilyinki. Wide fields spread all around. Under the mountain is the Klyazma river. In the summer, the guys worked in the field. They went to weed the beets. Then they ran to the nearest forest. There are many mushrooms and berries. The boys know mushroom spots. (46 words). At the end of the year. Summer rain. It was a hot day. Suddenly a breeze pulled. A blue cloud came up. She didn’t block the sun. It started to rain. The sun illuminated the area. Raindrops hit the grass and flowers. They hung on leaves and blades of grass. A ray of sunlight played in every rain. Rain stopped. Take a look at the sky! Who built the beautiful bridge from the village to the meadows beyond the river? There is a light park from the ground. The smell of wildflowers fills the air. (64 words). Self-written letter. Storytelling a series of plot scenes. (4) Writing survey
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Examination of writing skills 4 CLASS Dictation. At the beginning of the year. The geese are flying. It's time to say goodbye. Migratory birds were drawn to warm lands. The leader trumpeted the gathering. The geese gathered in a heap and fell silent. The leader slowly spread his wings and rose sharply into the air. The herd took off after the leader. The strongest goose flew ahead. He sliced \u200b\u200bthe air with his wings. The old geese followed. The youth were at the end of the pack. After a dozen kilometers on the way, the leader was tired. He sank lower, let the flock go ahead. Another strong goose took the place of the leader. (68 words). At the end of the year. Coloring animals. Animals are protected by color. In winter, the white hare turned white instead of the brown one. A lump rolls along the snowy path. The fox does not see him in the white field. The hazel grouse is all pockmarked. There is a strip on the back. He clung to the land. 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 reed. The seahorse is difficult to see among the green grass. It changes color. The sunbeam will illuminate the sea grass - the horse will turn green. The sun will set over the horizon. The sea water will darken. And the skate darkened. Caught on a blade of grass. Waves rock him back and forth. (86 words) Self-written. A story based on a series of plot pictures. (4)
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Name the pictures Appendix 1 [S] For the sound [S]: dog, mustache, nose, bag, bus, snowman.
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