Preschool logopoint: documentation,

planning and organization of work.

M. : Publishing house GNOM i D, 2008.

This guide provides practical materials on the organization of work at a preschool speech center: regulatory documents, plans, sample reports on the work done during the academic year, samples of organizational documents regulating the work of a speech therapist with educators and parents, and documents necessary for conducting an examination. The manual also contains abstracts of introductory classes - logo training - in which the speech therapist prepares the articulatory apparatus and fine motor skills of children for subsequent corrective work.

The manual is addressed to speech therapists working at pre-school speech clinics. educational institutions.

Introduction ................................................ ................................................. .................................... 5

Part 1. Regulatory documents.......................................................................... 7

1. On the organization of the work of the speech therapy center

educational institution .................................................................. ................................... 7

2. Regulations on the organization of the work of a speech therapist in kindergarten,

not having specialized groups in its structure .............................................. 15

3. On the organization of work with children with speech disorders,

in public educational institutions,

of Moscow on the basis of the decision of the board

Moscow Committee of Education

from 01.01.01

Explanatory note

1. The work of a speech therapist teacher in a kindergarten that does not have specialized groups is aimed at correcting children's speech defects. Along with corrective measures, a speech therapist carries out preventive work in preschool for the prevention of speech disorders in children.

2. A speech therapist works 5 days a week ( total hours of work - 20). The work schedule can be drawn up depending on the employment of children both in the 1st and in the 2nd half of the day.

3. In official duties a speech pathologist should only include work with children with speech pathology.

4. Children of preparatory and senior groups with simple and complex dyslalia, phonetic and phonemic disorders are selected for speech therapy classes.

5. Speech therapy examination of children in a preschool institution is primarily carried out in children 5-6 years old, the rest of the children are examined during the year.

6. Children who stutter general underdevelopment speech and mental retardation should be referred to special institutions. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for the complete elimination of the defect.

7. The number of children studying at the speech center at the same time should be 20-25 children during the year.

8. Total duration speech therapy classes is directly dependent on the individual characteristics of children. As necessary, the teacher-speech therapist removes children from speech therapy classes and replaces them with others.

9. Work to correct speech is carried out 5 times a week, is individual or subgroup. All 4 hours of his working time, the speech therapist works directly with the children.

10. A speech therapist teacher takes children to his classes from any classes of educators.

11. In a preschool institution, all the necessary conditions for conducting speech therapy classes should be created, there should be an isolated speech therapy room(see the equipment of the cabinet in the "Program for teaching children with underdevelopment of the phonetic structure of speech", compilers and).

12. Documentation of a speech therapist teacher in a kindergarten that does not have specialized groups:

Journal of the state of speech of all children;

List of children in need of speech therapy assistance, indicating the age and nature of the speech disorder,

Individual notebooks for children's classes;

Class attendance log;

A speech card for each child taken to classes, indicating the date of entry and end of classes;

government decisions Russian Federation and educational authorities on education;

the Convention on the Rights of the Child;

Charter of a preschool educational institution;

Instructions for protecting the life and health of children preschool age;

Must know:

Age and special pedagogy and psychology;

Anatomical, physiological and clinical foundations of defectology;

Methods and techniques for preventing and correcting violations in the speech development of students (pupils);

Regulatory and methodological documents on issues of professional and practical activities;

Program methodological literature on working with students (pupils) with speech development disorders;

The latest achievements of defectological science;

Labor rules and regulations; safety and fire protection.

2. Functions

1. Carries out work aimed at preventing and maximally correcting specific speech disorders and other deviations in the development of mental processes (memory, thinking, attention, etc.).

2. Develops an action plan aimed at preventing speech disorders in children (pupils) (consultations, seminars for educators, other specialists of preschool educational institutions, parents (persons replacing them) to work on sound culture speech).

3. Job responsibilities

1. Examines and determines the structure and severity of speech disorders of various origins in students (pupils) aged 3 to 7 years.

2. Completes groups for classes, taking into account speech disorders of students (pupils).

3. Conducts subgroup and individual classes to correct deviations in speech development, restore impaired functions.

4. Works in close contact with educators, other specialists of the educational institution, attends classes.

5. Advises teachers and parents (persons replacing them) on the use of special methods and techniques for helping children with speech development disorders.

6. Maintains the necessary documentation.

7. Promotes the formation of a general culture of the individual, socialization, conscious choice and development of professional programs.

8. Uses a variety of forms, methods, techniques and means of training and correction within the framework of state standards.

9. Provides a level of training of students (pupils) that meets the requirements of the state educational standard and is responsible for their implementation in full.

10. Implements educational programs of a preschool educational institution.

11. Respects the rights and freedoms of students (pupils) contained in the Law of Russia "On Education", the Convention on the Rights of the Child.

Work program "Correction of speech disorders at the preschool speech center"

Designed for pupils of the 6th and 7th year of life.
The implementation period is 2 years.
Program content
1. Explanatory note
3. Integration of educational areas in speech therapy work
4. The content of speech therapy work
5. Planned results of mastering the work program
6. Applications
7. List of Literature

1. Explanatory note
Preschool educational institutions are the first step continuing education and are included in the system of public preschool education. They play a leading role in the upbringing and development of children, in preparing them for school.
At present, in our preschool educational institution, the content of the educational process is built in accordance with the main educational program preschool education developed on the basis of an exemplary general educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. This program involves the use of speech therapy support in the direction of "Cognitive - speech development" in the educational field "Communication".
Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult to successfully master them. educational material at school. Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need a special organization of corrective and speech therapy assistance, the content, forms and methods of which should be adequate to the capabilities and individual characteristics of children.
In order to provide diagnostic and correctional support for pupils, a speech center functions in the kindergarten.
In connection with the appearance in general education kindergartens of a large number of children with speech disorders, including children with severe speech disorders, such as general underdevelopment of speech, it became necessary to introduce specialized programs for the correction of these disorders at the speech therapy center at the MDOU:
- "The program of preparation for school of children with general underdevelopment of speech" (T.B. Filicheva, G.V. Chirkina);
- "The program of corrective education and upbringing of children with OHP of the 6th year of life" (T.B. Filicheva, G.V. Chirkina);
- "The program of training and education of children with phonetic and phonemic underdevelopment" (T.B. Filicheva, G.V. Chirkina);
- "The program of classes on the development of phonemic hearing and perception, sound analysis and synthesis in preschool children" (T.B. Filicheva, G.V. Chirkina);
- "System corrective work in a speech therapy group for children with ONR” (N.V. Nishcheva);
- "Elimination of OHP in preschool children" (T.B. Filicheva, G.V. Chirkina)
- Learn to speak correctly. Correction system for general underdevelopment of speech in children of 6 years old. ”(T.A. Tkachenko)
The purpose of the program is to form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate hearing pronunciation skills and abilities in different situations to develop coherent speech.
In the process of remedial training for children of speech pathologists, the following tasks are solved:
- early detection and timely prevention of speech disorders;
- elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing phonemes that make up the sound shell of a word);
- development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word);
- clarification, expansion and enrichment of the lexical side of speech; formation of the grammatical structure of speech; development of coherent speech of preschoolers;
- implementation of continuity in work with the parents of pupils, employees of the preschool educational institution and specialists of the children's clinic, medical institutions;
- care for the health, emotional well-being and timely comprehensive development of each child;
- variability in the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
- respect for the results of children's creativity;
- the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family.
The solution of the goals and objectives of education outlined in the Program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution.
Achieving the goal and solving problems is carried out taking into account the following principles:
- the principle of a proactive approach, dictating the need for early detection of children with functional and organic developmental disabilities, on the one hand, and the development of an adequate speech therapy impact, on the other;
- the principle of a developmental approach (based on the idea of ​​L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that training should lead the development of the child;
- the principle of a multifunctional approach, which provides for the simultaneous solution of several correctional tasks in the structure of one lesson;
- the principle of consciousness and activity of children, which means that the teacher must provide in his work methods for activating the cognitive abilities of children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle contributes to a more intense mental development preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future;
- the principle of accessibility and individualization, which provides for taking into account age-related, physiological characteristics and the nature of the pathological process. The action of this principle is based on the continuity of motor, speech tasks;
- the principle of gradual increase in requirements, which implies a gradual transition from simpler to more complex tasks as skills are mastered and consolidated;
- the principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.
Characteristics of the contingent of pupils
The structure of speech disorders in preschoolers is heterogeneous. Children with the following speech conclusions are enrolled in speech therapy classes:
- phonetic-phonemic underdevelopment of speech;
- phonetic underdevelopment of speech;
- general underdevelopment of speech - 3, 4 level speech development.
If a pupil has a complex speech pathology (OHP, stuttering), a speech therapist is obliged to recommend that parents visit a consultation with a district speech therapist in a children's clinic, a psychoneurologist, and then follow the recommendations of specialists. In the event that the parents of a child with a complex speech pathology refuse to comply with the recommendations, the speech therapist is not responsible for eliminating the defect.
Characteristics of children with phonetic-phonemic underdevelopment of speech (FFNR)
Phonetic and phonemic underdevelopment of speech is a violation of the process of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
The defining feature of phonemic underdevelopment is a reduced ability to analyze and synthesize speech sounds, providing the perception of the phonemic composition of the language. In the speech of a child with phonetic and phonemic underdevelopment, difficulties are noted in the process of forming sounds that are distinguished by subtle articulatory or acoustic features.
The unformed pronunciation of sounds is extremely variable and can be expressed in the child's speech. in various ways:
replacing sounds with simpler ones in articulation;
difficulty distinguishing sounds;
features of the use of correctly pronounced sounds in a speech context.
The leading defect in FFNR is the lack of formation of the processes of perception of speech sounds, which entails difficulties for children in the practical understanding of the basic elements of language and speech. In addition to all the above features of pronunciation and the distinction of sounds, with phonemic underdevelopment in children, the prosodic components of speech are often violated: tempo, timbre, melody.
Manifestations of speech underdevelopment in this category of children are expressed in most cases not sharply. There is a poverty of the dictionary and a slight delay in the formation of the grammatical structure of speech. With an in-depth examination of children's speech, individual errors can be noted in case endings, in the use of complex prepositions, in matching adjectives and ordinal numbers with nouns, etc.
Characteristics of children with phonetic speech underdevelopment (FNR)
Phonetic underdevelopment of speech is a violation in its sound (phonemic) design during the normal functioning of all other utterance operations.
Violation of the sound design of speech is due to incorrectly formed articulatory positions. Most often, the wrong sound in its acoustic effect is close to the right one. The reason for the distorted pronunciation of sounds is usually insufficient formation or impaired articulatory motility.
Distinguish the following violations of sounds:
- distorted sound pronunciation;
- lack of sound in speech;
- replacement of one sound with another, close in its articulation pattern.
Characteristics of children with general speech underdevelopment (OHP)
General underdevelopment of speech in children with normal hearing and initially intact intellect is a speech anomaly in which the formation of all components of the speech system suffers: sound pronunciation, sound analysis skills, vocabulary, grammatical structure, coherent speech. The main contingent of older preschoolers has the third level of speech development.
The third level of speech development is characterized by the appearance of extended everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is an inaccurate knowledge and use of many words and an insufficiently complete formation of a number of grammatical forms and categories of the language. In the active dictionary, nouns and verbs predominate, there are not enough words denoting qualities, signs, actions, states of objects, word formation suffers, and the selection of words with the same root is difficult. The grammatical structure is characterized by errors in the use of prepositions: in, on, under, to, from under, because of, between, etc., in coordinating various parts of speech, building sentences. The sound pronunciation of children does not correspond to the age norm: they do not distinguish similar sounds by ear and in pronunciation, distort the syllabic structure and sound content of words. A coherent speech statement of children is distinguished by the lack of clarity, consistency of presentation, it reflects the external side of phenomena and does not take into account their essential features, cause-and-effect relationships.
Children with OHP differ from their normally developing peers in the features of mental processes. They are characterized by instability of attention, a decrease in verbal memory and memorization productivity, a lag in the development of verbal and logical thinking. They are characterized by rapid fatigue, distractibility, increased exhaustion, which leads to the appearance of various kinds of errors. Many children with OHP have motor disorders of the articulatory apparatus: changes in muscle tone in the speech muscles, difficulties in fine articulatory differentiation, limited ability to voluntarily move. Violation of fine motor skills of the hands is closely related to speech disorders: insufficient coordination of the fingers, slowness and awkwardness of movements, stuck in one position.
These deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require specially organized work to correct them.
2. Organization of educational activities
The effectiveness of speech therapy work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: a speech therapist, parents and teachers.
The organization of the activities of a speech therapist, educators and other specialists during the year is determined by the tasks of the work program. Speech therapy examination is carried out from 1 to 15 September, from 15 to 31 May. (Appendix 1) Speech therapy frontal (subgroup) and individual classes are held from September 15th.
Number of classes: 2 times a week (individual and frontal). The distribution of speech development classes conducted during the week meets the requirements for the maximum educational load on a child in a preschool educational institution, defined by SanPiN No. 2.4.1.-1249-03. According to the standards “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational institutions. SanPin 2.4.1.1249-03 "approved by the Chief State Doctor of the Russian Federation, as well as the experience and functioning of preschool speech therapy centers shows that it is necessary to reduce the number of frontal and subgroup lessons, and increase the time by individual work. Taking into account the requirements for the organization of the daily routine and training sessions, the maximum allowable volume of the weekly educational load should not exceed the norms allowed by the SanPins (clause 2.12.7). In accordance with the SanPins, the duration of classes for the 6th year of life is 25 minutes, with children of the 7th year of life 30 minutes.
This program was developed for implementation in the conditions of a speech therapy center of a kindergarten of a general developmental type, that is, the schedule of directly educational activities does not provide for special time for the frontal activities of a speech therapist teacher. Speech therapy individual classes are held from September 16 to May 15, both during hours free from direct educational activities, and during its implementation. A speech therapist teacher takes children to his classes at any time, except for physical education and music classes.
Classes with pupils are held both individually and in a microgroup (2-3 people). main form speech therapy correction are private lessons. The frequency of microgroup and individual lessons is determined by the teacher-speech therapist, depending on the severity of the violation of speech development. Microgroup classes are held with pupils who have: general underdevelopment of speech; the same type of violation of sound pronunciation.
The release of children is carried out throughout the school year as their speech defects are eliminated.
The program is compiled taking into account the main forms of organization of remedial classes:
individual - the main goal is the selection of complex exercises aimed at eliminating specific violations of the sound side of speech in dyslalia, dysarthria. At the same time, the speech therapist has the opportunity to establish emotional contact with the child, draw his attention to monitoring the quality of the sounding speech of the speech therapist and the child, select individual approach taking into account personality traits(speech negativism, fixation on a defect, neurotic reactions, etc.);
Tasks and content of individual lessons:
development of articulatory praxis;
phonation exercises;
clarification of the articulation of correctly pronounced sounds in various sound-syllabic combinations;
evoking and staging missing sounds or correcting distorted sounds;
the initial stage of their automation in light phonetic conditions.
microgroup - the main goal is to develop teamwork skills, the ability to listen and hear a speech therapist, to perform exercises at a given pace to develop the strength of the voice, change the modulation (in chorus, selectively); adequately assess the quality of children's speech production. A speech therapist can organize a simple dialogue to practice pronunciation skills; to exercise children in distinguishing phonemes similar in sound in their own and someone else's speech. For speech therapy work during microgroup classes, 2-3 children are united on the basis of the same type of sound pronunciation disorder. The composition of children in microgroups changes periodically during the year. This is due to dynamic changes in the speech correction of each child. The composition of microgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of achievements in pronunciation correction.
Tasks and content of microgroup classes:
strengthening the pronunciation skills of the studied sounds;
developing the skills of perception and reproduction of complex syllabic structures consisting of correctly pronounced sounds;
education of readiness for sound analysis and synthesis of words consisting of correctly pronounced sounds;
expansion of vocabulary in the process of fixing previously set sounds;
fixing available to age grammatical categories taking into account the sounds corrected in individual lessons.
The predominant form of correctional work is individual lessons, so there is no thematic long-term planning of group work with children. The planning of the content of speech therapy classes is carried out daily: the main directions in which it is planned to work in the lesson are described, the names of didactic games, articulation exercises. Such planning allows you to more clearly track the stages at which the work in the previous lessons was completed and, therefore, to carry out correction more efficiently.
The order of studying sounds, the sequence of lexical topics, the number of classes may vary at the discretion of the speech therapist.
Planning classes with children diagnosed with FN, FN, OHP-III eq.
6th year of life, divided into 3 periods of study
I period - October - November. 9 weeks, 18 lessons - 2 lessons per week,
7 o'clock 30 minutes.
II period - December - February 12 weeks, 24 lessons - 2 lessons per week,
10 o'clock
III period - March - May 12 weeks, 24th lesson - 2 lessons per week, 10 hours.
- sound pronunciation + connected speech
Total 66 lessons per year, 27 hours 30 minutes.
From May 15 - repetition of the material covered
Planning classes with children diagnosed with FN, FFN, OHP-III-IV ur.r.
7 years of life divided into 2 periods of study
I period - October - December. 13 weeks, 26 lessons - 2 lessons per week,
13 o'clock
II period - January-May. 21 weeks 42 lessons - 2 lessons per week, 21 hours.
- sound pronunciation, preparation for literacy + coherent speech
Total 68 classes per year 34 hours.
From May 15 - a repetition of the material covered.
Duration of classes with children: FN - from 3 to 6 months;
FFN and FN (polymorphic dyslalia) - 1 year
ONR-III lvl. - 1-2 years.
Individual sessions.
The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 10 minutes.
FN - 2 times a week;
FFN - 2 times a week;
OHP-III ur.r - 2-3 times a week.
Interaction with preschool teachers and parents
This program can be successfully implemented if parents (or persons replacing them) are included in the correctional and developmental activities, as well as teachers and kindergarten specialists (music director, head of physical culture, teacher-psychologist). Work on the speech development of children is carried out not only by a speech therapist, but also in the unregulated activities of educators: on walks, in the evening and morning hours, as well as during direct educational activities. Parents of the child and teachers of the kindergarten constantly reinforce the skills and abilities formed in the child.
When organizing educational activities, priorities are traced in the work of adult participants in the educational process:
Psychologist:
- psychodiagnostics;
- identification of compensatory possibilities;
- training exercises.
Speech therapist:
- diagnostics, setting and automation of sounds;
- frontal correctional classes;
- individual remedial classes;
- excursions, observations;
- commenting on their activities (speaking out loud the next action);
- games and exercises for the development of general, fine motor skills;
- exercises for the formation of correct physiological breathing and phonation exhalation;
- outdoor games with speech accompaniment to consolidate the skills of correct pronunciation of sounds;
- games for the development of spatial orientation;
- exercises for the development of auditory perception, motor memory;
- games, exercises on the perception of color and shape.

- speech and language development.
Parents:
- games and exercises for the development of articulatory motor skills of the child;
- control over homework;
- control over correct pronunciation child;
- implementation of the recommendations of all specialists;
- consolidation of skills and expansion of knowledge.
Musical director:
- elements of logorhythmics;
- staging diaphragmatic speech breathing;
- development of coordination of movements;
- music therapy;
- development of general and fine motor skills.
Educator:
- automation of sounds;
- development of phonemic hearing;
- expansion of the dictionary;
- development of coherent speech.
Physical education instructor:
- development of large and fine motor skills in games and exercises;
- integration of speech and motor function;
- development of the main types of movement.
Interaction of a teacher-speech therapist with participants in the correctional and pedagogical process

Physical Education Instructor
supervisor
Organization of a subject-spatial developing environment
1. Mirror with a lamp for additional lighting.
2. Table, 2 chairs for practicing by the mirror.
3. A set of probes for setting sounds.
4. Disposable spatulas, cotton wool, cotton buds, gauze pads.
5. Alcohol, sterilizer.
6. Breathing simulators, toys, aids for the development of breathing.
7. Card file of materials for automation and differentiation of sounds (syllables, words, phrases, sentences, nursery rhymes, tongue twisters, tongue twisters, texts)
8. Logopedic album for examination of speech.
9. Story pictures, series of story pictures.
10. "Algorithms" for compiling descriptive stories.
11. Subject and plot pictures for automation and differentiation of sounds.
12. Board-printed games for automation and differentiation of sounds.
13. Subject pictures on lexical topics.
14. Games for improving the grammatical structure of speech.
15. Didactic games to improve memory, attention, visual and auditory perception.
16. Noise, musical instruments for the development of phonetic perception.
17. Benefits for the development of all types of motor skills (articulatory, fine, general).
3. Integration of educational areas in speech therapy work
Educational area Objectives Type of activity
Physical culture To develop coordination and accuracy of actions. - finger gymnastics
- speech with movement
- physical education minutes
Health To form the correct posture when landing at the table. To expand knowledge about the structure of the articulatory apparatus and its functioning. - conversation

Communication Foster active voluntary attention to speech, improve the ability to listen to addressed speech, understand its content, hear errors in one's own and other people's speech. Improve the ability to "speak" the game situation and, on this basis, develop the communicative function of speech. - game situations
- mini dramatizations

Reading fiction to children Develop interest in fiction, listening skill works of art, to form an emotional attitude to what is read, to the actions of the characters; learn to express their attitude to what they read.
To teach expressively to read poetry, to participate in dramatizations - automation of set sounds in poetic texts, stories
Cognition To teach to perceive objects, their properties, compare objects, select a group of objects according to a given attribute. Develop auditory attention and memory when perceiving non-speech sounds. To learn to distinguish the sound of several toys or children's musical instruments, substitute items; loud and soft, high and low sounds. Continue to develop thinking in exercises for grouping and classifying objects. To form the tracing function of the eye and finger. Develop visual attention and memory in work with split pictures and puzzles. To improve and develop constructive praxis and fine motor skills in working with split pictures, puzzles, didactic toys, games, in finger gymnastics. - writing descriptive stories
- automation of delivered sounds in words
- didactic games for the development of auditory and visual perception
- games with mosaics, puzzles, with small objects
- finger gymnastics

Music To develop the ability to hear a rhythmic pattern. Learn to convey a rhythmic pattern. - didactic games and exercises
Artistic creativity Develop graphomotor skills. - hatching
Socialization Develop communication skills in the game. To improve the skills of playing desktop-printed didactic games, to learn to establish and follow the rules in the game. Develop the ability to stage poetry, play scenes. - desktop-printed didactic games
- theatrical games
- automation of delivered sounds in poems, stories, spontaneous speech
Labor Expand children's understanding of the work of adults, instill interest in the work of adults. Instill a desire to maintain order in your workplace. - conversation
- automation of delivered sounds in connected speech
- orders
Safety Teach safety precautions. To fix the rules of behavior on the street, with homeless animals, with household appliances. - games with small objects
- automation of sounds in coherent speech (retelling or compiling stories)
- conversation
4.Content of corrective work
Since children with various speech disorders (phonetic, phonetic-phonemic underdevelopment of speech, general underdevelopment of speech) are enrolled at the logopoint, it is important that individual correctional work includes precisely those areas that correspond to the structure of the speech disorder.
Oral speech disorders Areas of correctional work
Phonetic underdevelopment of speech - Correction of sound pronunciation
Phonetic-phonemic underdevelopment of speech - Development of phonemic perception


General underdevelopment of speech - Dictionary replenishment
-Improvement of the grammatical structure
- Improving coherent speech
- Development of phonemic perception
-Improvement of the syllabic structure of words
- Correction of sound pronunciation

With phonetic underdevelopment of speech, phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, sound pronunciation correction includes the following steps:
I. Preparatory - 4-12 lessons;
II. The stage of formation of primary pronunciation skills and abilities - 20-50 lessons;
III. The stage of formation of communicative skills and abilities - 2-4 lessons.
Work at the preparatory stage is aimed at:
- the development of clear coordinated movements of the organs of the articulatory apparatus, the preparation of the organs of articulation for the production of certain sounds.
On the this stage in addition to articulation gymnastics, preparatory exercises are used:
for all sounds: “Window”, “Fence”,;




- development of speech breathing and a strong long-term air jet:
“What is hidden?”, “Football”, “Ship”, “Storm in a glass”, “Propeller”.
The stage of formation of primary pronunciation skills and abilities:
1. Staging disturbed sounds using various methods of imitation, mechanical, mixed.
The staging of sounds occurs in such a sequence, which is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm:
whistling C, 3, C, C", 3"
hissing Sh, Zh, Ch, Sh
sonors J, L, R, R"
Changes in the sequence of staging sounds depend on the individual characteristics of the children.
Work on setting sounds is carried out only individually: showing articulation in front of a mirror, showing a profile given sound, showing the position of the tongue with the hand, a visual demonstration of the sound.
2. Automation of delivered sounds:
1) isolated pronunciation;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
3. Differentiation:
1) isolated sounds;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
The stage of formation of communicative skills and abilities implies the automation of delivered sounds in spontaneous speech.
With phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, one of important directions work is the development of phonemic hearing.
Corrective work, in addition to the above, includes the following steps:
I. Development of auditory perception, attention (carried out simultaneously with preparatory stage);
II. Development of phonemic hearing (carried out simultaneously with the preparatory stage and the stage of formation of primary pronunciation skills and abilities);
III. Formation of sound-letter and syllabic analysis and synthesis of a word (carried out at the stages of formation of primary pronunciation and communication skills).
At the stage of development of auditory perception, attention is carried out:
1) exercises aimed at differentiating sounds that differ in tonality, pitch, duration: “Guess whose voice”, “Find a pair”, “Catch a whisper”, “Blinds with a voice”, “Guess what sounds”, “Where they called ? and etc..
2) reproduction of a rhythmic pattern by ear: “Clap like me”,
The stage of development of phonemic hearing includes:
1) exercises in recognizing a given sound among other phonemes and isolating it from a word in various positions: “Clap when you hear a sound”, “Determine the place of a sound in a word”;
2) exercises for the differentiation of sounds similar in articulation or acoustic properties: “Raise the desired symbol”, “One, two, three, repeat after me”
The stage of formation of sound-letter and syllabic analysis and synthesis of a word involves:
1) sequential isolation and combination of sounds in words of various syllabic structures: “Sound domino”, “Merry fisherman”, “Houses”, “Who is after whom?”, “Sounds quarreled”, “Catch the sound”, “The sound ran away”;
2) sequential isolation and combination of syllables in words of different syllabic structure: “Tell me a word”, “Confusion”, “Funny train”, “Buttons”,
"Pyramid";
3) designation of vowels and consonants (hard and soft) sounds with chips matching colors: “Select pictures”, “Sound lotto”, “Guess”, “Say the opposite”;
4) drawing up conditional graphic schemes: "Telegrapher".
With a general underdevelopment of speech, in addition to the above, the following areas of work are included:
Replenishment of the dictionary (carried out at the stages of formation of primary pronunciation and communication skills):
1. nominative dictionary;
2. predictive dictionary;
3. Dictionary of features;
4. numerals and pronouns;
5. word formation skills.
Improving the grammatical structure (carried out at the stages of the formation of primary pronunciation and communication skills):
1. inflection;
2. agreement.
Improving coherent speech (carried out at the stages of the formation of primary pronunciation and communication skills):
1. retelling;
2. story based on a series of plot pictures;
3. a story based on a plot picture. (appendix 2)
The basis for conducting classes on the development of speech is the gradually expanding knowledge of children about the surrounding life in accordance with the intended topic (“Kindergarten premises”, “Professions”, “Clothes”, “Dishes”, “Food”, “Toys”, “Autumn ”, “Vegetables”, “Fruits”, etc.) (Appendix 3)

5.Planned results of mastering the work program
- correctly articulate all speech sounds in various phonetic positions and forms of speech;
- differentiate all studied sounds;

- find words with a given sound in a sentence, determine the place of sound in a word;
- distinguish between the concepts of "sound", "solid sound", " soft sound", "clunk", " ringing sound”, “syllable”, “sentence” at a practical level;
- name the sequence of words in a sentence, syllables and sounds in words;
- to produce elementary sound analysis and synthesis;
- to master intonational means of expressiveness of speech in retelling, reading poetry.
- understand addressed speech in accordance with the parameters of the age group;
- phonetically correctly design the sound side of speech;
- correctly convey the syllabic structure of words used in independent speech;
- use simple common sentences in independent speech, master the skills of combining them into a story;
- to possess elementary skills of retelling;
- master the skills of dialogic speech;
- master the skills of word formation: produce nouns from verbs, adjectives from nouns and verbs, diminutive and augmentative forms of nouns, etc.;
- grammatically correct independent speech according to the rules of the language. Case, generic endings of words should be pronounced clearly; simple and almost all complex prepositions - used adequately;
- use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous circulation;
- master the elements of literacy: the skills of reading and typing some letters, syllables, words, short sentences within the program.

6.Applications

Attachment 1
speech card
1. Last name, first name of the child __________________________________________
2.Date of birth________________________________________________
3. Home address______________________________________________
4. Full name parents:
Mother:__________________________________________________________
Father:__________________________________________________________
5. Information about the family _______________________________________________
parents' speech
6. Anamnesis:
From which pregnancy _____________________________________________
Speech development: (when they appeared)
Cooing _______________________ Babble ______________________________
Words _________________________ Phrase _______________________________
Has speech development been interrupted?
Did you have a speech pathologist before?
7. General sound of speech:
Voice___________________________________________
Speech rate ___________________________________________
Melodic-intonation side of speech ________________________________
Breath__________________________________________________________
Degree of speech intelligibility _______________________________________________
8. State of the motor sphere
a) The state of general motor skills
Motor memory (repeat 4 movements for the hands after the speech therapist): ___________ Arbitrary inhibition (march and quickly stop on cotton): ________________________________________________________________ Static coordination of movements (stand one foot behind the other in one line with eyes closed; stand on one leg with eyes closed) :_________________________________________________________ Dynamic coordination (march alternating step and clap): __________
The pace of movements (for a certain time to maintain a given pace in the movements of the hands): ______________________________________________ Sense of rhythm (tap a rhythmic pattern behind the teacher with a pencil): _______________________________________________________________.
b) The state of manual motor skills:
Static coordination of movements ___________________________________
Dynamic coordination of movements _________________________________
9. The structure of the articulatory apparatus
a) Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
b) Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, shortened short bridle top
c) Teeth: even, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
d) Bite: physiological, open anterior, open lateral, unilateral, bilateral
e) The structure of the jaw: progenia, prognathia, norm
f) Hard palate: dome-shaped, excessively narrow, high, flat, low, cleft hard palate, splitting of the alveolar process, submucosal cleft, normal
g) Uvulus: absent, shortened, split, hanging motionless along middle line, deviates to the side, norm
h) Tongue: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
i) Hyoid frenulum: short, elastic, stretched, incremented, inelastic, normal
10. Phonetic side of speech
Sound state:
The nature of the manifestation:
a) isolated violations
b) violations in syllables
c) violations in words
d) violations in phrases
Whistling Hissing Sonorous Trembling note
s s "z z" ts w w h sch l l "r r" j k k "g z" x Others
a
b
in
G
Passes - n
Distortions - and
Substitutions - h
11. Phonemic perception and phonemic hearing:
a) highlighting a sound (syllable) from a series of sounds (words): clap when you hear a sound (syllable);
b) repetition of a syllable by ear:
sha - sa_________ sa-sha __________ ta-da ______________ ka-ha __________
ka-ha-ka________ ta-ta-ta_________ pa-ba______________ ba-ba-pa_______
c) highlighting the first sound in words:
Anya ___________ house ___________ cat _____________
d) highlighting the last sound in words:
beetle ___________ glasses ___________ flour ____________
e) selection of pictures for a given sound.
f) Distinguishing paronymic sounds
Duck - fishing rod Roof - rat Mouse - bowl
Cancer - varnish Ears - mustache Scythe - goat Kidney - barrel
12. Syllabic structure of the word, sentence:
a) medicine ____________ elephant ____________ TV _________
school___________ rain______ cup____________
b) the children made a snowman ________________________________
the bird made a nest
13. Dictionary (examination of the active dictionary)
Subject Dictionary
a) name subject pictures:
eyes ___________ ball _______ birdhouse _______
stairs __________ elbows ___________ snail __________
bird ___________ doggy ___________
b) name the action on the subject:
snake ___________ fish _______________
bird ____________ dog ____________
c) name the object by its action:
mode _________ watching ___________ sawing ___________
sniffing ___________ sewing ___________ writing ___________
d) name the object according to its description:
Who is oblique, weak, cowardly? ___________
What shines, shines, warms? ___________
What is the name of the room where books are read and received? _____________
e) the name of the cubs: cats ________ dogs _______ cows __________ goats ___________ horses _____________ chickens ___________ ducks ________ wolves ________ foxes _________ bears __________
f) Generalizing concepts:
Crockery ________________________ furniture _____________________ vegetables _________________________ clothes _____________________ animals _____________________ fruits ____________________________
Understanding past tense verbs husband. and wives. kind:
Zhenya danced Zhenya danced
Valya sang Valya sang
Shura drew Shura drew
Feature Dictionary

Taste: berry ____________ lemon ______________ rowan _____________
Pick up signs for objects: hedgehog _______ cloud _________ tree _______

Selection of antonyms: large ________ cold ________ clean _______ hard _________ dull _________ wet _________ wide _________ light ________ high ________ older _______

14. The grammatical structure of speech
inflection
a) The use of nouns. h. in various cases: im.___ gender.___ date.___ wine.___ creates.___ suggestion.___
b) Formation of forms genitive plural nouns:
"What is there in the forest?" ____________________________________________ “What is there in the garden?” _______________________________________________
"What is there in this room?"
c) Unit conversion. h. plural nouns: goat_______ eye________ chair________ detachment_______ forehead________ ear_______ tree__________ mouth_________ ticket_________ feather_________ window__________ sleeve_______ sparrow____________ doctor___________ swamp__________ lion_______ horn__________ bread__________ watchman_________
d) The use of prepositions: in ___ on ___ from ___ from ___ for ___ under ___ from under ___ from under ___
e) Coordination of numerals with nouns: one notebook ___ two notebooks ___ three notebooks ___ seven notebooks ___ one pencil ___ two pencils ___ three pencils ___ seven pencils ___ one apple ___ two apples ___ three apples ___ seven apples ___
word formation
a) Formation of a diminutive form of a noun: carpet __________ nest __________ head __________ bag _________ bucket _________ bird __________ grass ___________ ear _______ forehead _________ sparrow __________ chair __________ tree ___________
b) Formation of adjectives from nouns: snow ___________ paper ___________ glass ___________ plastic ___________ fur ____________ wool ___________ fluff _____________
c) Education compound words: crush stone _________________ scoop earth _________________ mow hay _________________
15. The state of coherent speech
Drawing up proposals for the plot picture _______________________
____________________________________________________
Drawing up a story based on a plot picture _________________________________________________
Drawing up a story based on a series of plot pictures _________________ Retelling of the text __________ Independent story ___________________________________________
______________________

16. Understanding of speech and features of thinking
a) making up part of a whole
b) highlighting an extra item
c) space-time representations:
right hand left hand
top - bottom high - low
far - close middle
parts of the day ___________________________________________________
seasons__________________________________________________
d) perception of colors: red _____________ blue _________________ yellow ______________ green ___________ white ___________ black ______________ brown ___________
e) knowledge geometric shapes: square __________ triangle __________ circle ____________ rectangle ________________
e) counting operations:
direct count __________ reverse count _________ ordinal count _________
g) understanding of the text:
The cat was sleeping on the roof, clenched its paws. A bird sat down near the cat. Don't sit close, birdie, cats are cunning!
Where did the cat sleep?
How did she sleep?
Who sat next to the cat?
What do we say to the bird?
17. Speech therapy conclusion ________

Annex 2
INDIVIDUAL PLAN OF CORRECTIONAL WORK WITH A CHILD FOR THE ACADEMIC YEAR
Work on the correction of sound pronunciation begins in mid-September, after the completion of the survey.
Held daily until June 1, except for winter and spring break. In June, instead of individual subgroup corrective pronunciation classes, excursions, entertainment, and games are organized.
All individual-subgroup correctional work is conditionally divided into several stages.
I. Preparatory
Task: Careful and comprehensive preparation of the child for long and painstaking correctional work, namely:
a) arouse interest in speech therapy classes, even the need for them;
b) development of auditory attention, memory, phonemic perception in games and special exercises;
c) the formation and development of articulatory motor skills to the level of minimum sufficiency for staging sounds;
d) in the process of systematic training, mastering the complex of finger gymnastics;
e) strengthening physical health (consultations of doctors - narrow specialists, if necessary drug treatment, massage, oxygen cocktail).
High-quality preparatory work ensures the success of sound production and all corrective work. Therefore, it requires maximum attention of a speech therapist and a large investment of time.
II. Formation of pronunciation skills and abilities
Tasks:
a) elimination of defective sound pronunciation;
b) development of skills and abilities to differentiate sounds similar articulatory and acoustically;
c) the formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
Types of corrective work at this stage:
1. Setting sounds in the following sequence:
whistling C, 3, C, C", 3"; hissing W, F, H, W; sonors J, L, R, R"
(the method of setting is mixed).
Preparatory exercises (except articulation gymnastics):
for all sounds: "Window", "Fence";
for whistlers: “Knead the dough”, “Pancake”, “Drive the ball into the goal”, “Pussy”;
for hissing: "Swing", "Cup", "Pipe", "Parachutik";
for L: “The steamboat is buzzing”, “Catch a mouse”;
for R, R": “Malyar”, “Turkeys are chatting”, “Woodpecker”, “Horse”, “Mushroom”, “Accordion”, “Drummer”.
Work on setting sounds is carried out only individually.
2. Automation of each corrected sound in syllables by
the measure of setting can be carried out both individually and in a subgroup:
a) C, 3, W, W, C, 3", L" are automated first in direct syllables, then in reverse ones, and lastly in syllables with a confluence of consonants;
This sequence is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm and corresponds to the training program in the preparatory speech therapy group (sequence of frontal exercises).
However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful promotion.
Voiced consonants 3, Zh, 3" are not automatized in reverse syllables.
b) C, Ch, W, L - vice versa: first in reverse syllables, then in straight lines with a confluence of consonants;
c) R, R" you can start automating from a protor analogue and simultaneously generate vibration.
3. Automation of sounds in words is carried out following the traces of automation in syllables, in the same sequence.
As you master the pronunciation of each syllable, it is immediately introduced and fixed in words with this syllable. To carry out work on the automation of sounds in words, children with similar defects are combined into subgroups. All further corrective work is carried out in subgroups.
4. Automation of sounds in sentences.
Each word worked out in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, tongue twisters, rhymes with the given word are selected.
5. Differentiation of sounds:
S 3, S S, S-C, S-Sh;
F 3, F-Sh;
Ch-S, Ch-G, Ch-Sch;
Shch-S, Shch-T, Shch-H, Shch-Sh;
R-L, R-R", R-L", R-Y, L-L;
6. Automation of sounds in spontaneous speech (in dialogic speech, games, entertainment, sensitive moments, excursions, work ...).

III. Improvement of phonemic perception and skills of sound analysis and synthesis in parallel with the correction of sound pronunciation.
IV. Systematic exercises for the development of attention, memory, thinking on the material worked out in pronunciation.
V. Communication development expressive speech on the basis of correctly pronounced sounds.
Lexical and grammar exercises; normalization of the prosodic side of speech; storytelling training.

Annex 3

Literature for parents:
1. Agranovich Z. E. To help speech therapists and parents. A collection of homework for overcoming the phonemic side of speech in older preschoolers. - St. Petersburg: CHILDHOOD-PRESS, 2007.
2. Baskakina I. V., Lynskaya M. I. Logopedic games. - M.: IRIS-PRESS, 2008.
3. Bliskovskaya Yu., Grozovsky M., Vorlamova N. Azbuka. - M.: Rosmen, 2009.
4. Bortnikova E. Wonder-educator. - Yekaterinburg: Litur, 2006.
5. Vasilyeva S. A., Sokolova N. V. Logopedic games for preschoolers. - M., 1999.
6. Vorob'eva T. A., Krupenchuk O. I. Ball and speech. - SPb., 2001.
7. Zhukova N. S. Primer. - M.: EKSMO, 2008.
8. Zhukova O. S. Develop speech. - M.: Astrel, 2008.
9. Kolesnikova E. V. The development of phonemic hearing in children 4-5 years old. - M.: Yuventa, 2007.
10. Kolesnikova E. V. Development of sound-letter analysis in children aged 5-6 years. - M.: Yuventa, 2008.
11. Kolesnikova E. V. Tests for children 5 years old. - M.: Yuventa, 2001.
12. Kolesnikova E. V. Is your child ready for school? - M.: Yuventa, 2007.
13. Skvortsova I.V. Logopedic games. - M.: OLMA, 2008.
14. Tkachenko T. A. Sound analysis and synthesis. - M.: Bibliophile, 2007.
15. Tkachenko T. A. Logical exercises for the development of speech. - M.: Bookworm, 2005.
16. Teremkova N. E. Home speech therapy tasks for children with ONR. - M.: Gnome, 2007.
7. List of references
1. Agranovich Z.E. Collection of homework to overcome the lexical and grammatical underdevelopment of speech in preschoolers with ONR.-S.P .: Childhood-Press, 2002
2. Borovtsova L. A. Documentation speech therapist preschool educational institution. - M.: TC Sphere, 2008.
3. Volkova G.A. Methods of psychological and logistic examination of children
with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.
4. Kiryanova R.A. Comprehensive diagnostics and its use by a speech therapist teacher in corrective work with children aged 5-6 years with severe speech disorders. - St. Petersburg, 2002
5. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the senior group for children with general underdevelopment of speech. – M.: Gnom-Press, 1999.
6. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with phonetic and phonemic underdevelopment of speech. – M.: Gnom-Press, 1998.
7. Konovalenko V.V., Konovalenko S.V. Individual-subgroup work on the correction of sound pronunciation. - M .: Publishing house GNOM and D, 2001.
8. Kurdvanovskaya N.V. Planning the work of a speech therapist with children 5-7 years old. - M .: TC Sphere, 2007.
9. N.V. Nishcheva. The program of correctional developmental work for children with OHP. - St. Petersburg: CHILDHOOD - PRESS, 2004.
10. Povolyaeva M.A. Handbook of a speech therapist. - Rostov-on-Don: "Phoenix", 2001.
11. Polozova N.V. Basic requirements for labor protection and sanitary provision in a preschool institution. Collection of documents and recommendations. – M.: ARKTI, 2005.
12. Stepanova O.A. Organization of speech therapy work in a preschool educational institution. - M .: TC Sphere, 2003.
13. Tkachenko T.A. learn to speak correctly. OHP correction system in 6-year-old children. Handbook for educators, speech therapists and parents. - M .: "Publishing house GNOM and D", 2004.
14. Filicheva T.B., Chirkina G.V. The upbringing and education of preschool children
age with phonetic-phonemic underdevelopment. Program and guidelines for a preschool educational institution of a compensatory type. - M .: School Press, 2003.
15. Filicheva T.B., Chirkina G.V., Tumanova T.V. Correction of speech disorders // Programs of preschool educational institutions of a compensating type for children with speech disorders. – M.: Enlightenment, 2008.
16. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment.- M.: MGOPI, 1993
17.A.V.Yastrebova. How to help children with developmental disabilities. -M.: ARKTI, 1999

It's very hard to imagine calendar plan speech therapist at the speech center, I tried to compose it. Since the speech therapist mainly takes children from the senior and preparatory groups, twice a week, the tasks for the children also change based on this. This plan is for the entire academic year. If it is useful to someone in work, I will be very glad.

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The calendar plan of the work of the teacher - speech therapist at the speech center.

(the material was prepared by Pavlova G.E., a speech therapist teacher at MDOU No. 3 "Rainbow", Kozmodemyansk)

Days of the week	Group	tasks	articulatory work	development of lexico-grammatical categories	development of fine motor skills and graphic skills	development of coherent speech	The development of mental processes: memory, attention, thinking, imagination.
September. Lexical theme: "Autumn"
	will prepare.	1. Recall the organs of the articulatory apparatus. 2. develop mobility art. Appar. 3. Expand knowledge about the autumn months 4. Exercise to use common sentences in speech.	Each child has his own articulation work for each sound.	Game: "what do you know the autumn months"	Shade the autumn leaf (follow the direction of the arrow)	"Tell the Signs of Autumn"	Game: "What leaflet is missing"
	older	1. To acquaint with the organs of the articulatory apparatus. 2. Teach the correct position of the organs art. Appar. 3. Exercise in the selection of adjectives. 4. Exercise in compiling a story of 3 sentences.	Performing the first articulation exercises for each sound is different.	Game: “Pick up the words for the word autumn” (what autumn)	Finger anthem: "Fingers friendly family"	Tell me what you know about autumn?	Game: "What tree is this leaf from?"
(4 weeks). Thursday Friday	will prepare.	1. Fix the delivered sounds in words. 2. Practice using the correct genitive ending. 3. Exercise to use common sentences in speech.	fixing sounds in words, each r-ka has its own sound.	Game: "What is there in the forest?"	graphic dictation.	Description of the picture: "Autumn in the garden"	Game: "Autumn or Spring" (lay out pictures)
	older	1. Learn the correct position of the organs art. Appar. 2. Exercise in the selection of verbs to nouns. 3. exercise in the selection of homogeneous members.		Game: "What do people do in the fall in the garden and garden"	Finger Anthem: "Castle"	Storytelling from the picture: “What are the children wearing in autumn”	Game: "Autumn or Winter" (lay out pictures)
October. Lexical topic: "Domestic and wild animals."
	will prepare.	1. Fix the set sounds in words and sentences.2. exercise in sequencing events and storytelling. 3. develop thinking.	fixing sounds in words and sentences, each r-ka has its own sound.		graphic dictation.	"What's First, What's Later"	Game: "Who is superfluous?"
	older	1. Exercise the correct position of the organs art. Appar. 2. practice sequencing events and answering questions. 3. Exercise in the formation of the names of baby animals.	Articulation anthem and setting sounds.	Game: "Whose cub?"	pencil massage	"What's First, What's Later"	Game: "The fourth extra?"
(Week 1). Thursday Friday	will prepare.	1. Fix the delivered sounds in words and sentences. 2. The use of nouns in the nominative case of the singular and plural		Game: "One and many"	Outline any animal and color it.	Tell us about your favorite pet.
	older	1. Production of isolated sounds. 2. Exercise in the selection of adjectives for nouns. 3 Develop the desire to tell the picture.	Work on individual corrective routes.	Game: "What a fox ..."	Finger. Game Bunny, doggy.	A descriptive story based on a picture of a fox (hare ...)	"Who's missing?"
	will prepare.	1. Continue to fix the delivered sounds in words and sentences. 2. Exercise in posing a question - a sign of animation-inanimateness.	Work on individual corrective routes.	Game: "Breathing - not breathing"	hatching in different directions	Make a sentence: "The cat is alive - answers the question who. Who is the cat.	Game: "Name it in one word"
	older	1. We continue staging isolated sounds. 2. Exercise in the use of antonyms. 3. Practice sequencing events and answering questions.	Work on individual corrective routes.	Game: "Say the other way around"	“Complete the task” (show your right eye with your left hand ...)	"What first, what next?"	What is the difference between the two pictures
(2 weeks). Thursday Friday	will prepare.	1. Continue to fix the set sounds in sentences and texts. 2. Exercise in the use of possessive pronouns. 3 Develop imagination and thinking.	Work on individual corrective routes.	Game: "My animals"	Repeat graphic drawing	Come up with an ending to a fairy tale about a puppy.
	older	1. we fix the pronunciation of the set sounds in syllables. 2. Exercise in choosing words with the correct ending (male, female, medium gender). 3. Practice sequencing events and answering questions.	Work on individual corrective routes.	Game: "Continue the sentence"	ball massage	Drawing up a story based on a series of paintings "Resourceful hedgehog"	“Who lives in what house” (classification of domestic and wild animals)
	will prepare.	1. Continue to fix the set sounds in sentences and texts. 2. Selection of words - features that characterize animal hair. 3. Develop imagination.	Work on individual corrective routes.	Game: "Name what kind of wool"	graphic dictation.	Come up with the beginning of a fairy tale about a kitten.
	older	1. we fix the pronunciation of the set sounds in syllables. 2. Learn to find the actions of animals. 3. Learn to compose a descriptive story.	Work on individual corrective routes.	Game: "Name the actions of animals"	Repeat graphic drawing	Descriptive story based on a picture of a bear.	Game: "Collect the picture"
(3 weeks). Thursday Friday	will prepare.	1. Continue to fix the set sounds in sentences and texts. 2. Fix the use of prepositions in speech: on, in, for. Under. 3. development of attention.	Work on individual corrective routes.	game: "Find a matching pair"	Lay out letters from even sticks.	Drawing up a story based on the picture: "resourceful hares"
	older	1. we fix the pronunciation of the set sounds in words. 2. Education comparative degree adjectives. 3. development of attention.	Work on individual corrective routes.	Game: "Add a word" Fluffy kitten. And the cat is even fluffier	Finger. Elephant game		Game: What has changed?
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Continue to fix the delivered sounds in the texts. 2. Learn to select words and phrases according to a given attribute. 3. Development of the imagination.	Work on individual corrective routes.	Game: "Magic words" (sim-salabim, in a certain kingdom)	Finger game: fist-rib-palm	Make up a story about a giraffe.
	older	1. we fix the pronunciation of the set sounds in words and sentences. 2. To consolidate the ability to correctly use nouns in the genitive case. 3. Develop thinking.	Work on individual corrective routes.	Game: “Whom Katya feeds, and who Sveta feeds”	Clothespin games.		"Wonderful Pouch" (pets)
(4 weeks). Thursday Friday	will prepare.	1. Differentiation of sounds in syllables. 2. learn to invent stories for given words. 3. Exercise in the selection of the necessary adjectives.	Work on individual corrective routes.	Game: "Finish the sentence"	graphic dictation.	Write a story using the given words
	older	1. we fix the pronunciation of the set sounds in sentences and texts. 2. Learn to select adjectives for nouns.	Work on individual corrective routes.	Game: "What a cat"	"buttons"		"Wonderful Pouch" (wild animals)
november. Lexical topic: "Dishes"
(Week 1). Monday Tuesday Wednesday.	will prepare.	1. Differentiation of sounds in syllables. 2. Learn to form new words. 3. learn to select an exact definition for an object or object, as well as compose four-word sentences with the introduction of this definition	Work on individual corrective routes.	Game: "Finish the sentence" (Mom put the bread in breadbasket)	Repeat graphic drawing	Game: "Fix Dunno's mistakes"
	older	1. we fix the pronunciation of the set sounds in sentences and texts. 2. Develop the ability to form words with diminutive suffixes.	Work on individual corrective routes.	Game: "Call it affectionately"	Finger. The game "dishes"	Game: "Telephone conversation"	"Wonderful bag" dishes.
(Week 1). Thursday Friday	will prepare.	1. Differentiation of sounds in words. 2. Continue to learn to differentiate in meaning verbs that have different prefixes and a common stem.	Work on individual corrective routes.	Game: "Say the opposite" (left arrived)	Circle the dishes along the contour and shade.	Retelling of an excerpt from the work "Fedorino's grief"	"Name all the parts of the object"
	older	1. we fix the pronunciation of the set sounds in texts and poems. 2. To consolidate the ability to verbalize their actions. 3. Learn to form masculine and feminine verbs in the past tense	Work on individual corrective routes.	Game: "Who said right?"	task: Take a spoon with your thumb and middle finger ...	Game: “Set the table” (tell)	"Say one word"
(2 weeks). Monday Tuesday Wednesday.	will prepare.	1. Differentiation of sounds in sentences. 2. to consolidate the ability of children to select several nouns for the question.	Work on individual corrective routes.	Game: “Name three words” What can I buy? Plate, vase, teapot.	Graphic dictation.	Conversation on the painting "Masha is waiting for guests"
	older	1. we fix the pronunciation of the set sounds in verses and cheats. 2. Learn to agree on a noun with a verb in a number	Work on individual corrective routes.	Game: "Change the words" (one plays, two play)	Sort through the beans and peas	Describe the object (dishes)	The game "What's the score" spoon, fork.
(2 weeks). Thursday Friday	will prepare.	Development of communication skills.2. Learn to correlate by ear and correctly coordinate masculine and feminine nouns with numerals (one, one) in speech	Work on individual corrective routes.	Game: "Who will name more"	Outline the dishes and color.	Tell us how the cook cooked compote. (according to the picture)
	older	1. we fix the pronunciation of the set sounds in verses and tongue twisters. Learn to use nouns in the genitive plural correctly.	Work on individual corrective routes.	Game: "What's gone" (there was no plate on the table)	Graphic dictation.	Game: "Mom's helpers" (we collect and tell what is needed for washing, cooking)	Game: "Cook soup"
november. Lexical topic: "Furniture"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills and abilities. 2. Learn to form verbs perfect look from verbs imperfect form using attachments. (did-did)	Work on individual corrective routes.	Game: "Name the completed action"	Outline the piece of furniture and color it.	Tell us what kind of furniture you have at home, compare it with garden furniture	Game: Find out by contour "
	older	1. we fix the pronunciation of the set sounds in verses and tongue twisters. 2. Continue to differentiate in meaning verbs that have different prefixes and a common stem. (brought, taken away).	Work on individual corrective routes.	Game: "Say the other way around"	Bring the furniture by car (we wind the rope on the rod)	Tell me what parts the table, chair has.	Game: Find out by contour "
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills and abilities. 2. Learn to form nouns in the dative plural, coordinating them with the verb (Aibolit gives potion to zebras)	Work on individual corrective routes.	Game: "Let's help Aibolit cure animals"		Game: "Furniture Store"
	older	1. Differentiation of sounds in syllables. 2. Learn to highlight the preposition on in sentences and phrases. 3. Teaches you to choose words according to the meaning of justifying your answer.	Work on individual corrective routes.	The game "Where is the sunbeam"	Finger. Game: "We brought furniture"	Game: “Finish the sentence” (we didn’t put a closet in the hallway because ....)	Game: "The fourth extra"
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills and abilities. 2. Learn to distinguish the endings of pronouns and select nouns according to the gender and number of the pronoun (ours, ours, ours)	Work on individual corrective routes.	Game: "What will our house be like"	Lay out a piece of furniture from the buttons.	Drawing up a descriptive story: "Children's room" based on the picture.	Find 10 differences.
	older	1. Differentiation of sounds in syllables. 2. Learn to retell the text based on a series of plot pictures showing the sequence of events. 3. Exercise in the correct use of the instrumental form of nouns in the singular.	Work on individual corrective routes.	Game: “Who is with whom? What's up with what?	Build a Lego piece of furniture.	Drawing up a story based on a series of plot pictures	Game: "Collect the parts of the object"
(4 weeks). Thursday Friday	will prepare.	1. Development of communication skills and abilities. 2. Learn to highlight prepositions (in, from) in sentences.	Work on individual corrective routes.	Game: "Insert the missing little word"	Graphic dictation.	Retelling: "Excursion to a furniture factory"
	older	1. Differentiation of sounds in words. 2. Learn to identify and name prepositions (on and under) in different sentences.	Work on individual corrective routes.	Game: "Help Murzik"	Finger game: "house"	"Name the parts of the object"	What changed?
December lexical topic: "Transport"
(Week 1). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills and abilities. 2. learn to use nouns in the constructive plural, coordinating them with the verb.	Work on individual corrective routes.	D.W. "What will you play with?"	Outline the car and color it.	Tell us what kind of transport moves on our streets.	Game: "What's wrong?"
	older	1. Differentiation of sounds in words. 2. Learn to correctly use the prepositional form of nouns in the singular with the preposition (o)	Work on individual corrective routes.	Game: "Thinking about whom, about what?"	Game: "Bus" Zhelezneva E.	A descriptive story based on a picture of a car.	Game: "what parts are missing?"
Week 1). Thursday Friday	will prepare.	1. Development of communication skills and abilities.2. Learn to use nouns in the prepositional plural.	Work on individual corrective routes.	Game: "Thinking about whom, about what?"	Graphic dictation, think and finish the drawing.	Tell us about your favorite toy (car)	Game: What has changed?
	older	1. Differentiation of sounds in sentences. 2. Learn to change the noun depending on the question and neighboring words in the sentence.	Work on individual corrective routes.	Game: "Tell me a word"	Lay out the car from the counting sticks.	Tell me what kind of garage you will build for the car	Game: "Guess the description"
December lexical theme: "Winter"
(2 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills and abilities. 2. Give children an idea of ​​the ambiguity of the word.	Work on individual corrective routes.	Game "Interesting words"	DI. "Strings of polysemantic words"	compiling the story "Winter" according to pictures	Game: "Find 10 differences"
	older	1. Differentiation of sounds in sentences. 2. Learn to determine the spatial arrangement of objects using the preposition (c).	Work on individual corrective routes.	Game: "Where is the ball?"	finger game: "We went out into the yard for a walk"	D.W. "What is winter like?"	Game: "Spread the pictures according to the seasons autumn-winter"
2 weeks). Thursday Friday	will prepare.	1. Development of communication skills and abilities. 2. Learn to form a phrase in the dative case from a phrase in the nominative case, while coordinating the numeral with the noun	Work on individual corrective routes.	Game: "Who cares?"	Cut out the snowflakes.	Drawing up a story based on a series of plot pictures about winter	Game: "What's wrong?"
	older	1. Differentiation of sounds in texts. 2. Learn to select definitions for questions: what color? What is the form?	Work on individual corrective routes.	Game: "Who is more?"	Massage ball.	compiling a story based on the picture: Children sledding"	Game: "Who is wearing what?"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills and abilities. 2. Learn to form phrases in the prepositional case from phrases in the nominative case, coordinating the numeral with the noun.	Work on individual corrective routes.	Game: “Finish the sentence” (I want to talk about one dog)	Graphic dictation, think and finish the drawing.	Story from personal experience: "Letter to Santa Claus"	DI. "Say one word"
	Older	1. Differentiation of sounds in texts. 2. Learn to select nouns of the correct gender for adjectives. (fried..., fragrant..., cheerful...)	Work on individual corrective routes.	Game: "Pick the word"	Lay out a snowflake from a mosaic.	compiling a descriptive story "Snowman"	How are snowmen different?
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Learn to form nouns correctly in the genitive plural using different kinds endings of this case form.	Work on individual corrective routes.	Game: "What's wrong?"	Lay out from the buttons, the pattern is like on the window.	Compilation of the story: "Soon the new year"	Game: "What of what?"
	older	1. Differentiation of sounds in everyday speech. 2. Exercise in the selection of adjectives for nouns, in the use of antonyms and diminutive forms.	Work on individual corrective routes.	Game: "Gnome" (the gnome does not have a big shirt, but a small shirt)	Draw a beautiful snowflake.	Compilation of a descriptive story: "Our tree"	Game: "What's wrong?"
January lexical theme: "Winter fun."
(3 weeks). Monday Tuesday Wednesday.	will prepare.	Most of the children from the preparatory group are released from the speech center. The rest continue to work. 1. Development of communication skills.	Work on individual corrective routes.		Fist, rib, palm.
	Older	1. Differentiation of sounds in everyday speech. 2. Learn to select definitions on the issue of what size.	Work on individual corrective routes.	Game: "Who is more?"	"Happy Charging"	Tell us how you spent your New Year holidays.	Game: What has changed?
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Learn to educate possessive adjectives from nouns and include them in the sentence.	Work on individual corrective routes.	Game: "Whose things?"	Fist, rib, palm.	Tell me what the children are wearing in winter (according to the picture)	Game: "What belongs to whom?"
	older	1. Development of communication skills. 2. Improve word formation skills. Teach children to form relative adjectives and include them in sentences.	Work on individual corrective routes.	Game: "What kind of material?"	Finger anthem. "Herringbone"	The story of the picture: "Tanya is not afraid of frost"
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Introduce the spatial meaning of the preposition (s, co).	Work on individual corrective routes.	Game: "Help Dunno"	Graphic dictation.
	older	1. Development of communication skills. 2. Learn to select definitions by color, shape, size, material, coordinate them in gender and number.	Work on individual corrective routes.	D.W. "Tell about..."			Assemble a matryoshka (we speak actions)
(4 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Learn to request information, formulate a question correctly and independently, improve the ability to construct sentences grammatically correctly.	Work on individual corrective routes.	Game: "I want to know everything"	Lay out the animal from the peas.		"The Fourth Extra"
	older	1. Development of communication skills. 2. Learn to highlight and name prepositions (in, on, under).	Work on individual corrective routes.	Game: "Help Dunno"	Finger anthem: "1,2,3,4,5 we went out into the yard for a walk"	Tell me how to ride downhill.
February lexical theme: "Clothes".
(Week 1). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Learn to choose related words in a chain of words.	Work on individual corrective routes.	Game: "How words grow"	Related words in strings	tell us what you will dress your baby in for a walk in the winter.	Game: "What's wrong?"
	older	1. Development of communication skills. 2. Exercise in the selection of features to the subject, expressed by adjectives.	Work on individual corrective routes.	Game: "What clothes?"	Finger Anthem: "Laundry"	Tell us what children skate in in winter.	Game: "Put it on the shelves"
(Week 1). Thursday Friday	will prepare.	1. Development of communication skills. 2. Clarify the spatial meaning of words from under.	Work on individual corrective routes.	Game: "What did Dunno miss?"	Shade the hat in the right direction.		Find 10 differences.
	older	1. Development of communication skills. 2. Exercise in the selection of words with diminutive suffixes.	Work on individual corrective routes.	Game: "Call it affectionately"	Color the dress for the doll.	Drawing up a story based on a series of plot pictures.	Find 5 differences.
(2 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Clarify the spatial meaning of the preposition because of.	Work on individual corrective routes.	Game: "Hide and Seek"	Graphic dictation	Story: "Clothes of Santa Claus and the Snow Maiden"	Game: "Find mistakes in clothes"
	older	1. Development of communication skills. 2. An exercise in distinguishing and using the verbs to put on and put on.	Work on individual corrective routes.	Game: "We'll put it on"	Finger Gym. "Lock"	Compare and tell how clothes differ according to seasonal changes	Game: "What Doesn't Happen"
(2 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Clarify the spatial meaning of prepositions from under, and because of.	Work on individual corrective routes.	Game: "Insert a small word"	Lay out a dress from peas and beans.	Tell me what you will go for a walk today.	Game: "Find the mistakes"
	older	1. Development of communication skills. 2. Practical assimilation of the gender of nouns by correlation with the possessive pronouns mine, mine, mine.	Work on individual corrective routes.	Game: "Whose clothes"	Shade Dunno's pants.		Game: "Pick up clothes for the boy"
February lexical topic: "Our army"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Learn to make sentences using the union because.	Work on individual corrective routes.	Game: "Make sentences"	Graphic dictation		Game: What has changed?
	older	1. Development of communication skills. 2. Enrichment of vocabulary with verbs.	Work on individual corrective routes.	Game: "Pick up actions"	Ball massage.	Conversation on the picture: "Our army"	Game: "Find the artist's mistakes"
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. to consolidate the ability to coordinate numerals, adjectives and nouns in gender and number.	Work on individual corrective routes.	Game: "Find the mistake"	Outline the military transport and shade.	What weapons do the soldiers have?	Game: "Collect a military man on a mission"
	older	1. Development of communication skills. 2. Fixing the use of prepositions (on, s)	Work on individual corrective routes.	Game: "The plane has landed"	Shade the plane.	Tell me what parts the plane has.	Game: "What's wrong?"
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Exercise in use indeclinable nouns in various case constructions.	Work on individual corrective routes.	Game: "Compose a letter to Pinocchio"	Graphic dictation.	Tell me: "My dad served ..."
	older	1. Development of communication skills. 2. fixing the concept of a sign.	Work on individual corrective routes.	Game: "What helicopter"	Lay out a helicopter from counting sticks.	Descriptive story based on the picture (helicopter)
(4 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Clarify the spatial relationships expressed by the preposition (over)	Work on individual corrective routes.	Game: "Where is the rocket?"	Shade the rocket.	Retell the story: "Rocket in space"	Game: "What's wrong?"
	older	1. Development of communication skills. 2. Exercise in word formation relative adjectives denoting material (brick-brick house)	Work on individual corrective routes.	Game: "Echo"	Color the soldier.		Find differences.
March lexical topic: "Women's Day"
(Week 1). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2.. Exercise children to transform a deformed phrase (grow, window sill, flowers, on)	Work on individual corrective routes.	Game: "Make a proposal"	Lay out the flowers from the mosaic	The story of the picture: "Mom's helpers"	Game: What has changed?
	older	1. Development of communication skills. 2. Exercise in coordinating cardinal numbers one, one, two, two with nouns. (Katya has one shoe; Masha has two shoes)	Work on individual corrective routes.	Game: "How many things?"		Descriptive story: "Bouquet of flowers" according to the picture.	Game: “What was swapped with what?”
(Week 1). Thursday Friday	will prepare.		Work on individual corrective routes.	Game: "Where is the cake?"	Graphic dictation.	Descriptive story: "Cake for Mom"	Find differences.
	older	1. Development of communication skills. 2. Exercise in the selection of singular or plural nouns (Sonya likes to read interesting ones ...)	Work on individual corrective routes.	Game: "Tell me a word"	Shade a candle for the cake.	Descriptive story: "Matryoshka"	Find the artist's mistakes.
(2 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Exercise in the selection of related words.	Work on individual corrective routes.	Game: "Find the extra word"	Make beads from beads.	Write a story about the picture using the given words.
	older		Work on individual corrective routes.	Game: "Say the other way around"	Outline the vase and shade.	Writing a story on behalf of a flower.
(2 weeks). Thursday Friday	will prepare.		Work on individual corrective routes.	Game: Which is better. What's worse?	Fist, rib, palm.		Game: What has changed?
	older	1. Development of communication skills. 2. Repeat from which two words words with two roots are formed (juicer)	Work on individual corrective routes.	Game: "Spread out the words"	pencil massage.	Tell me how you help your mom at home.	Game: "Does it happen?"
March lexical theme: "Spring"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Introduce children to polysemantic words.	Work on individual corrective routes.	Game: "Tell me about the subject"	Shade the braid along the contour.	story based on a series of plot pictures spring.	Game: "Spring and winter signs"
	older	1. Development of communication skills. 2. Exercise in the selection of adjectives for nouns.	Work on individual corrective routes.	Game: "My mother..."	Finger anthem. "Flower"	Descriptive story: "Flower"	Game: "Find differences in flowers"
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Learn to form and use adverbs correctly. (high - what) ( how - high)	Work on individual corrective routes.	Game: "Answer the question how?"	Cut out a drop of rain and shade.	story based on a series of plot pictures rain	Game: What has changed?
	older	1. Development of communication skills. 2. Exercise in the selection of words - antonyms.	Work on individual corrective routes.	Game: "Say the other way around"	Make beads from beads.	Descriptive story: "Beads"	Game: "Which bead counts?"
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Exercise to form and use adverbs correctly. (high - what) ( how - high)	Work on individual corrective routes.	Game: "Form new words"	Graphic dictation.	Tell. What items on the site are wooden. Iron.
	older		Work on individual corrective routes.	Game: "Tell me a word"	Fasten all buttons on your clothing.	tell me what spring is like.	Game: "Find and keep silent"
(4 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Exercise children in the selection of words to increase the sentence.	Work on individual corrective routes.	Game: "Snowball"	We lace up the shoes of a little sister.	Tell me how the animals are waiting for the coming of spring.
	older	1. Development of communication skills. 2. develop attention while listening to sentences.	Work on individual corrective routes.	Game: "It happens - it doesn't happen"	Lay out a bird from a mosaic.	tell what children play in the spring.	Game: "What's wrong?"
April lexical topic: "Professions"
(Week 1). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Practice choosing synonyms. (blizzard, blizzard, blizzard)	Work on individual corrective routes.	Game: "Say Different"	Graphic dictation.	Game: "Dreamers" Finish the story.	Game: "Who is superfluous?"
	older	1. Development of communication skills. 2. Exercise in the use of nouns in the constructive plural, coordinating them with the verb.	Work on individual corrective routes.	D.W. "What will you play with?"	do the task (raise your right hand...)	Tell me who your mom is.	Game: "Pick up a couple"
(Week 1). Thursday Friday	will prepare.	1. Development of communication skills. 2. Exercise in the selection of synonyms for phrases (fresh wind, fresh newspaper, fresh bread, fresh shirt)	Work on individual corrective routes.	Game: "Find the right words"	Cut out the shovel along the contour and color it.	Tell us about the profession: "Cook"
	older	1. Development of communication skills. 2. Exercise in the formation of the genitive case of adjectives and nouns: (porcelain cup)	Work on individual corrective routes.	Game: "What's wrong?"	Clothespin game	Tell me about the profession "Driver"	Game: "What for whom?"
(2 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Exercise in making sentences with homogeneous members.	Work on individual corrective routes.	Game: "I love..."	Graphic dictation.	Tell me, what profession will you choose when you grow up?
	older	1. Development of communication skills. 2. develop the ability to match the names of professions, the names of actions (cook-cooks, pianist-plays)	Work on individual corrective routes.	Ball game: "Who does what?"	ball massage	Tell me about your father's profession.	Find the artist's mistakes.
(2 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. to consolidate the ability to select single-root words: (spring, spring, freckles, freckles)	Work on individual corrective routes.	Game: "Similar words"		Game: "Dreamers" "If I were a teacher?"	game: "What has changed?"
	older	1. Development of communication skills. 2. Exercise to choose the right endings in plural words. (one educator - many educators.	Work on individual corrective routes.	Game: "One and many"	pencil massage	Finish the story.	Game: Find the differences»
April lexical topic: "Birds"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. Exercise in the formation of perfective verbs from imperfective verbs using prefixes. (did-did)	Work on individual corrective routes.	Game: "name the completed action"	Graphic dictation.	Tell us what kind of birds live in our strip.	Game: What has changed?
	older	1. Development of communication skills. 2. Exercise to correctly use nouns in the genitive plural.	Work on individual corrective routes.	Game: "Who is gone?"	Clothespin game	Descriptive story "Bird"	Game: "What's wrong?"
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Exercise in the use of nouns in the prepositional plural.	Work on individual corrective routes.	Game: "Thought about whom and what?"	Graphic dictation from counting sticks.	The story of the picture: "Feeding the chicks"
	older	1. Development of communication skills. 2. Develop the ability to identify and name prepositions (on and under) in different sentences.	Work on individual corrective routes.	Game: Where is the bird?	Fasten all buttons on your clothing.	Descriptive story: "A bird in our group"	Game: "The fourth extra"
(4 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2 Exercise in the use of the comparative degree of adjectives. (the water is clear, and the flow is even clearer)	Work on individual corrective routes.	Game: "What is better, what is worse?"	Cut out the bird along the contour and color it.		Game: What has changed?
	older	1. Development of communication skills. 2. Exercise children in guessing riddles.	Work on individual corrective routes.	Game: "Tell me a word"	Graphic dictation.		Game: "Who lives where?"
(4 weeks). Thursday Friday	will prepare.	1. Development of communication skills. 2. Exercise in the spatial arrangement of objects using the preposition (c).	Work on individual corrective routes.	Game: Where is the bird?	Lay out a bird from a mosaic.	Tell us which birds returned to us from warm lands.
	older	1. Development of communication skills. 2. Exercise in the selection of words of antonyms.	Work on individual corrective routes.	Game: "Say the other way around"	finger Hymn. "birdies"		Game: What has changed?
May lexical topic: "Flowers"
(3 weeks). Monday Tuesday Wednesday.	will prepare.	1. Development of communication skills. 2. consolidation of the passed.	Work on individual corrective routes.	Games for children.	Lay out the flowers from the mosaic	Story: "What flowers bloom on our site"	Game: What is missing?
	older		Work on individual corrective routes.	Games for children.	finger anthem "Flowers"	descriptive story "Flower"	Game: "Collect the picture"
(3 weeks). Thursday Friday	will prepare.	1. Development of communication skills and abilities.2. consolidation of the past.	Work on individual corrective routes.	Games for children.	Cut out the outline of the flower and color.	Tell us what flowers you like and why.	Game: "Find and keep silent"
	older	1. Development of communication skills and abilities.2. consolidation of the past.	Work on individual corrective routes.	Games for children.	finger anthem "Flowers"	What are the parts of a flower.	Game: "Collect the picture"

Literature.

1. Agranovich Z.E. Collection of homework. To help speech therapists and parents to overcome lexical and grammatical underdevelopment of speech in preschoolers with ONR. SPb., 2001.

2. Agranovich Z.E. To help speech therapists and parents. A collection of homework for overcoming the phonemic side of speech in older preschoolers. SPb., 2004.

3. Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers. M., 1999.

4. Gomzyak O.S. We speak correctly at 6-7 years old I; II; III periods of study. M. Publishing house "Gnome and D" - 2009.

5. Zhuravel N.I. Planning classes at the speech therapy center of the preschool educational institution. Creative Center Sphere M., 2008.

6. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN: A guide for speech therapists. M., 2004. I; II; III periods.

7. Lylova L.S., Semyonova T.V., Lesnykh E.V. Individual and subgroup speech therapy classes with preschool children. Voronezh 2015.

8. Skvortsova I.V. 100 speech therapy games for children 4-6 years old. St. Petersburg; M., 2005.

9. Tkachenko T.A. If the preschooler does not speak well. SPb., 1998.

Julia Nikulskaya
The annual plan of a speech therapist teacher at a logopoint in a preschool educational institution

Annual plan speech therapist teacher at the logopoint in preschool educational institution for 2016-2017

Target: Timely detection and overcoming of various disorders of oral speech in preschool children. Prevention work and propaganda speech therapy knowledge among teachers and parents.

Tasks of MADOU « Kindergarten№20":

1. Improving the physical activity of preschoolers, as a condition for the full development and familiarization with healthy lifestyle life;

2. Creation of experimental conditions research activities in the process ecological-pedagogical work of a preschool institution;

3. Features of accompanying a child with disabilities in a preschool educational institution.

Tasks:

1. The development and familiarization of preschoolers with a healthy lifestyle, through correctional and developmental work on speech therapy classes;

2. Formation of the correct sound pronunciation in the child in the process of environmental education;

3. Implementation of educational work with children with disabilities, providing methodological assistance to parents and teachers.

Organizational and methodological work

1 Preparing the classroom for the new academic year.

2 Picking speech therapy center

3 Schedule direct education speech therapy activities(subgroup, individual forms of work)

4 Subgroup planning, individual direct educational speech therapy activities

During a year

5 Maintaining individual notebooks of children

Weekly

6 Filling out speech cards

7 Filling out the children's attendance log

During a year

8 Filling out the journal of the primary diagnostic examination

Registration of the consultation journal speech therapist for parents and teachers

During a year

10 Report on the correctional work done for the academic year

11 Drawing up a calendar plan

Diagnostic work

Examination of the speech of children in order to identify children in need of speech therapy assistance.

When using the methodological guide

Konovalenko V. V., Konovalenko S. V. "Express examinations of sound pronunciation in children of preschool and primary school age"

V. M. Akimenko speech therapy examination of children with speech disorders.

T. N. Volkovskaya "Illustrated methodology speech therapy examination»

2 Collection of pedagogical information about the early development of the child

3 Dynamic surveillance speech pathologists during the year

During a year

Correctional and developmental work with children

1 Correction - developing individual and subgroup classes preparatory groups, according to the following directions:

Elimination of deficiencies in pronunciation;

Correct the shortcomings of speech exhalation;

The development of phonemic perception,

Alleviate articulation disorders (articulatory apparatus, speech organs);

Expansion and refinement of the dictionary on lexical topics;

Development of coherent speech;

Development of fine motor skills

Literature:

“The program for the upbringing and education of children with phonetic and phonemic underdevelopment” T. B. Filicheva, G. V. Chirkina,

"Program speech therapy work on overcoming phonetic and phonemic underdevelopment in children” by T. B. Filicheva, G. V. Chirkina,

T. B. Filicheva, T. V. Tumanova “The program of correctional and developmental work for children with ADHD” N. V. Nishcheva.

During a year

Working with teachers

1 Individual conversations on the results speech therapy examination, development of ways for further interaction.

During a year

2 Keeping notebooks of interaction between the educator and teachers - speech therapist;

During a year

3 Conversation “Familiarization of educators with the results speech therapy diagnostics»

September

4 Joint event with a physical education instructor "Fun starts with the ABC"

5 Workshop for educators (competition) "to myself speech therapist» November

6 Joint morning exercises with a music director « logorhythmics» December

7 Consultation for educators "An unconventional method in speech therapy - bioenergetics»

Consultation for teachers "Features of children with disabilities"

9 Joint event with a teacher psychologist"Journey to Bukvagrad"

10 Consultation for educators "Techniques for enriching the vocabulary of preschool children"

11 Conversation “Familiarization of educators with the results speech therapy diagnostics»

12 Participation in holidays, entertainment, events held in kindergarten

During a year

Working with parents

1 Preparing consultations for parents preparatory groups:

Every month

« Articulation gymnastics– it’s fun, interesting and useful!”

September

“Parents are the main helpers speech therapist»

"Causes of Speech Disorder"

"We play with fingers and develop speech"

"Enriching children's vocabulary"

"The Development of Phonemic Hearing"

"What is dysarthria?"

"What is dyslalia?"

"Getting Ready for School Together"

2 Booklet for preparatory and senior group "Articulation gymnastics at home"

3 Consultation for parents of senior and middle groups "When to contact speech therapist» October

4 Questioning of parents of senior and middle groups "Who it speech therapist?»

5 Booklet for middle and younger groups "Speech at your fingertips"

6 Conducting classes in the presence of parents for frontal and individual classes in order to familiarize themselves with correctional and pedagogical technologies for raising and educating children

During a year

Monday

7 Attending and speaking at parent meetings

During a year

8 Speeches at the parent meeting "What logopoint»

September

Individual speech therapy classes in the presence of parents throughout the year

6 Speeches at parent-teacher meetings at the request of educators Throughout the year

7 Individual counseling at the request of parents and teachers

During the year

Office design and furnishing

1 Replenishment of the educational and methodological complex.

During a year

2 Replenishment of the educational and didactic complex

During a year

3 Replenishment of the educational and didactic complex

During a year

Outreach work

During a year

Professional development

1 Participation in MO speech pathologists.

During a year

2 Participation in teachers' councils, seminars of preschool educational institutions, ped. watch

During a year

Related publications:

Let's get acquainted. My name is Yudina Nadezhda Aleksandrovna. Education: higher, in 2015 she graduated from the Ural State Pedagogical Educational Institution.

Analytical activity of a teacher - a speech therapist of a preschool educational institution. Analytical reference on the results of diagnosing the level of speech development of children speech therapy group MBDOU No. 207 "Sun" Analysis of diagnostics.

Annual Report of the Speech Pathologist Annual report of the teacher of the speech therapist of the senior speech therapy group of the compensating orientation Verevkin T. N. for the 2015-2016 academic year V.

The use of elements of theatrical activity in the work of a speech therapist of a preschool educational institution The use of elements of theatrical activity in correctional work with children with TNR (ONR) Dmitrieva E. S. teacher-speech therapist.

Non-traditional methods and techniques in the work of a speech therapist of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Methodical.

1. List of children at the speech center who need speech therapy assistance. Reserve list.
2. Copies of orders for the enrollment (expulsion) of children to the logopoint.
3. Work schedule. Timetable of classes.
4. Step-by-step creative plan of a speech therapist.
5. Cyclogram of the activities of a speech therapist
6. Speech card for each child.
7. A long-term plan of individual correctional work for each child.
8. Notebooks-diaries for individual lessons on the correction of sound pronunciation.
9. Journal of attendance at classes by children enrolled in a speech therapy center.
10. Journal of primary examination.
11. Sheet of dynamic observation.
12. Plans for individual and subgroup classes with children.
13. forward planning classes on the formation of the phonetic-phonetic side of speech in children with ONR, FFNR. (preparatory group)
14. Long-term planning of classes on the formation of the lexical and grammatical side of speech in children with ONR. (senior group)
15. Journal of registration of individual consultations, conversations.
16. Journal of children's movement.
17. Journal of the relationship of specialists.
18. Sound pronunciation screen.
19. Acts of examination of children (middle, senior, preparatory groups)
20. Instruction on labor protection, job description.
21. Regulations on logopoint.

Individual plan

Individual work plan for

_________________________________.

1. Clarification of the pronunciation of sounds

2. Staging sounds

____________________________________________________________________

3. Automation of sounds

____________________________________________________________________

4. Differentiation of sounds

____________________________________________________________________

5. Development of phonemic perception and skills of sound-syllabic analysis and synthesis.
6. Improvement of phonemic perception and skills of sound-syllabic analysis and synthesis.
7. Learning to read and write.
8. Work on the syllabic structure of the word.
9. Development of the lexical and grammatical structure of speech.
10. Improving the lexical and grammatical structure of speech.
11. Teaching coherent speech.
12. Improving coherent speech.
13. Development of general speech skills.
14. Improving general speech skills.
15. Development of general and fine motor skills.
16. Improvement of general and fine motor skills.
17. Development of visual and auditory attention, memory, thinking.
18. Improving visual and auditory attention, memory, thinking.

_________________________________________________________________________________

_________________________________________________________________________________

Research parameters and criteria for assessing children's speech

(to speech card)

1. Sound pronunciation
2. Phonemic hearing
3. Dictionary
4. Grammar
5. Connected speech

Criteria for evaluation.
Sound pronunciation.
1. All sounds are automated 3b.
2. Sounds are delivered, but require automation. Violation of sound pronunciation
in one group - 2b.
3. Sounds are not delivered. The sounds are staged, but require automation.
Violation of sound pronunciation in two or more groups - 1b.

phonemic hearing. Dictionary. Grammar.
1. The task was completed correctly - 3 points.
2. Mistakes 1-2 -2 points.
3. More than two mistakes - 1 point.

Connected speech.
1. Independence - 3b; 1-2 times assistance was provided - 2b; more - 1b.
2. Semantic adequacy - 3b; 1-2 violations - 2b; more - 1b.
3. The sequence is complete - 3b; 1-2 violations - 2b; more - 1b.
4. Full smoothness - 3b; 1-2 violations - 2b; more - 1b.
5. Completeness of reproduction - 3b; 1-2 omissions of semantic units -2b; more - 1b.
6. Grammatical correctness -3b; 1-2 errors - 2b; more - 1b.

Level:

0-1.4 points - low level;
1.5-2.4 points - average level;
2.5-3 points - high level.



The main directions in the work of a speech therapist

Main directions of FNR correction.

2. Development of fine motor skills.
3. Improvement of phonemic perception and skills of sound-syllabic analysis and synthesis.

Main directions of FFNR correction.

1. Correction of sound pronunciation.
2. Improvement of phonemic perception and skills of sound-syllabic analysis and synthesis.
3. Preparation for literacy.

• Formation of sound pronunciation.
• Formation of skills of differentiating sounds.
• Formation of the sound structure of the word and sound content.
• Formation of sound-syllabic analysis and synthesis.
• Improving vocabulary, grammar and coherent speech.
• Preparing for literacy.

The main directions of correction of OHP.

1. Correction of sound pronunciation.
2. Formation of phonemic perception and skills of sound-syllabic analysis and synthesis.
3. Improving the lexical and grammatical structure of speech.
4. Preparation for literacy.

Tasks of remedial education.

Formation and development of auditory attention, memory and phonemic perception.
Formation of sound pronunciation.
Formation of skills of differentiating sounds.
Formation of the sound structure of the word and sound content.
Formation of sound-syllabic analysis and synthesis.
Preparing for literacy.
Plural formation of nouns.
Formation of the genitive case of nouns.
Formation of nouns with diminutive suffixes.
Formation of relative adjectives.
Agreement of numerals with nouns.
Practical use of nouns in speech. and many others. numbers.
Consolidation of understanding and practical use of prepositions in speech.
Agreement of nouns with adjectives.
Practical use of possessive pronouns in speech.
Selection of adjectives for nouns.
Consolidation of words - antonyms.
Formation of possessive adjectives.
The formation and use of prefixed verbs in speech.
Agreement of numerals with nouns and adjectives

Interaction sheet between a speech therapist and educators

Child's FI _____________________________________________________

Group No. _______________________________________________________________

The date ___________________________________________________________

	Result:
1. Articulation gymnastics.
2. Development of phonemic hearing.
3. Development of skills in sound-syllabic analysis and synthesis.
4. Work on the syllabic structure of the word.
5. Sound automation____
6. Sound automation____
7. Differentiation of sounds _______
8. Development of the lexical and grammatical structure of speech.
9. Fixing the material