Completed speech cards for schoolchildren. Logopedic examination of preschool children

This presentation accompanies the speech of the psychologist at the meeting of parents of first-graders on the adaptation of students to school. Parents are informed about what adaptation is, about its factors, causes of maladjustment, ways to prevent and overcome maladaptation, how to behave at home so that the child feels comfortable in a new social role.

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Adaptation of first graders

Adaptation is the adaptation of an organism to new conditions. The success of mastering depends on adaptation learning activities, The comfort of staying at school, the health of the Child, his attitude to school and learning.

Adaptation allows you to optimally “fit in” in the school environment: - Coordination of your “I want” and “must” - The ability to complete the task on your own - The ability to follow school rules- The ability to establish and maintain friendly relations with children - Understanding the fact that studying at school is their “work”, that the student is a socially significant role.

Causes of maladaptation Styles of raising a child in a family Unformed internal position of the student Lack of motivation or its poor development Poor preparation for school Fatigue, overwork Excessive anxiety Communication features

How to support and develop a student's inner position Formation of a positive attitude towards school. Do not be offended, do not reproach the child for valuing the teacher's opinion more than the parent's. Don't raise your child's high expectations of himself as a student.

How to maintain and develop school motivation Support the student; talk to him about the importance of learning. Creation general atmosphere in a family that sets the student up for positive emotions in relation to schooling. A very effective technique is when a parent compares a student's success not with the success of others, but with his previous results. Encouragement of the child, and not only for academic success. Moral stimulation of the child's achievements.

Ways to overcome anxiety: Do not compare the child with others. Trust the child. Praise him more often, but so that he knows why. Demonstrate patterns of confident behavior, be an example to the child in everything. Don't make excessive demands on your child. Be consistent in raising your child. Do not ban without any reason what was allowed before. Try to make less comments to the child. Use punishment only in extreme cases. Do not humiliate the child by punishing him. When communicating with a child, do not undermine the authority of other significant adults. For example, you can’t tell a child: “Your teacher understands a lot, you better listen to me!”

Bad advice for parents

Throw away all toys. Let nothing distract the child from studying. In no case do not leave the child free time. Load it to capacity with circles and sections.

Of course, iron discipline is above all! It does not matter that the child will lose his former interests, desires and taste for life in general. Never praise your child! After all, self-esteem is such nonsense! The main thing is not to get proud!

Remember, rewriting is the best way to love writing, even with tears in your eyes. And of course, often set him as an example of others, more in hasty children. After all, envy is much more important than self-confidence.

The best way help the child - do everything for him. Fast and hassle free! At all costs, make the child have a hearty breakfast in the morning. It does not matter that there is no appetite, that the day begins with tears.

Always pack your portfolio so you don't forget anything. So more reliable! And for the coming years, this will become your favorite pastime! Dress your child for school yourself too - save time collecting. After all, the independence of your child in the future will only get in the way!

In no case should the child rest after school. Tasks are best done immediately, while the memory is fresh! The best way to take a break from the lessons is a computer and TV. The child is interested and does not bother you. And joint games, walks are a waste of time for both of you.

And, of course, it's time to quit bad habit Read stories to your child before bed. He already knows how to read.

Not recommended phrases for communication: -I told you a thousand times that ... -How many times you need to repeat ... -What are you thinking about ... -Is it really difficult for you to remember that ... -You become ... -You are the same as ... -Let go, I have no time… -Why Lena (Nastya, Vasya, etc.) is like this, but you are not…

Recommended phrases for communication: -You are smart, beautiful (etc.). - It's good that I have you. - You're a good guy. -I love you very much. - How well you did it, teach me this too. - Thank you, I am very grateful to you. If it wasn't for you, I would never have made it.

How to live at least one day Without hassle and resentment Wake up the child calmly: waking up, he should see your smile and hear a gentle voice. Do not push him in the morning, do not pull on trifles, do not reproach him for mistakes and oversights, even if they “warned him yesterday”. 2. Do not rush, the ability to calculate the time is your task, and if you fail to do this, then the child is not to blame. 3. Do not say goodbye, warning and guiding: "look do not indulge", "behave well." Wish him good luck. He has a tough day ahead of him.

7. While doing the tasks, do not sit “over your soul”, let the child work on his own, but if you need your help, be patient. A calm tone, support (“don't worry, everything will work out”, “I'll help you”), praise (even if it doesn't work out very well) are necessary. eight . When communicating with a child, try to avoid the conditions: "If you do it, then ...". 9. Find (try to find) at least half an hour during the day, when you will belong only to the child, without being distracted by household chores, TV, communication with others. At this moment, the most important thing is his work, care, joy and failure.

10. Be attentive to the child's complaints about headache, fatigue, poor condition. Most often, these are objective indicators of fatigue, learning difficulties. 11. Keep in mind that even “very big” children (we often say “You are already big” 7-8 summer child) are very fond of a bedtime story, a song and gentle stroking. All this calms them down, helps to relieve the stress accumulated during the day, and fall asleep peacefully. Try not to remember troubles before going to bed, do not sort things out, do not discuss tomorrow's test, etc.

"A fun and successful school life" - mission ACCOMPLISHED!

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Purpose: to determine how first-graders adapt to school. Tasks: - to identify the main problems that first-graders have during the adaptation period; - define directions further work with first grade students

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Age features first graders. Transition from preschool to junior school age often accompanied by a crisis of 7 years. The crisis of 7 years is characterized by: mannerisms, whims, clowning. The norms and rules of school life sometimes go against the wishes of the child. These rules need to be adapted. Children, along with joy, delight or surprise about what is happening at school, experience anxiety, confusion, tension. The child is not always aware of his new position, but he certainly experiences it: he is proud that he has become an adult, he is pleased with his new position. The self-esteem of the individual is formed. A first grader already understands that the assessment of his actions is determined primarily by how his actions look in the eyes of the people around him. Children are excitable, easily distracted, tk. the frontal lobes of the cerebral hemispheres are not formed, they will form by the age of 13. A special role in the life of a student is played by a teacher, who acts as the center of his life. The period of adaptation to the requirements of the school exists for 1st graders. For some, it lasts 1 month, for others 1 quarter, for 3 it stretches over the 1st academic year.

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Features of a modern first-grader: Children have great differences in their passport and physiological development. Today there is not a single class where there would be an even contingent of students. Children have extensive knowledge on almost any issue. But she is completely unorganized. Today's children have a stronger sense of their "I" and freer independent behavior. High level self-esteem. The presence of distrust of the words and actions of adults. There is no faith in everything they say. Authority is not the same! Today's children are in poorer health. Most of them stopped playing collective "yard" games. They were replaced by TVs, computers. And as a result, children come to school without the skills to communicate with their peers, they do not understand well how to behave, what are the norms of behavior in society.

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Difficulties faced by first graders. In the first days, weeks of attending school, the body's resistance decreases, sleep, appetite may be disturbed, and the temperature rises. First-graders are distracted, quickly tired, excitable, emotional, impressionable. Behavior is often characterized by disorganization, lack of assembly, lack of discipline. Children are prone to fatigue

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When is anxiety appropriate? Usually Decreased initially direct interest in school, classes. Begins to whine from time to time that he is tired of studying (especially at the end of the week and quarter), but is actively interested in everything else. Happy when you don't have to homework. From time to time he wants to stay at home, skip lessons. Sometimes expresses dissatisfaction with the teacher or concerns about him. Dangerous Complete lack of interest in learning, Does lessons only “under duress” Unwillingness to go to school and study in general is expressed constantly and openly in the form of active protest, or symptoms of diseases (cough, runny nose, vomiting, diarrhea), which end immediately after how to be allowed to stay at home, or, much less often, a simple simulation of these symptoms. He does not like or is afraid of the teacher very much, feels fear, powerlessness or aggression towards him. Nothing is interesting, indifferent to everything, even games, if they require at least some tension. Lethargy and lack of initiative when it comes to school and lessons You need to worry when the unwillingness to learn is stable, expressed actively, reflects the main attitude of the child to school.

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Levels of adaptation: Optimal - high adaptive results under adequate conditions; High - excessive level; high adaptation results achieved due to significant mental and moral stress; Low - due to insufficient demands on oneself; Maladaptive - poor emotional well-being; neurotic reactions (inability to adapt to school life).

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Indicators of adaptive difficulties: Insufficient realization of personal potential; Weak integration of the child in the children's team - low status in the group, lack of authority, incomplete acceptance of the role of the student; Difficulties in communication; Acute experience of failure; Inadequate self-esteem; Lack of independence, search for reasons outside.

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Stages of adaptation according to A.L. Wegner 1. High level of adaptation. The first grader has a positive attitude towards the school; perceives requirements adequately; educational material assimilates easily, deeply and completely; solves complex problems; diligent, attentively listens to instructions and explanations of the teacher; performs tasks without superfluous control; shows great interest in independent work; prepares for all lessons; occupies a favorable position in the class.

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2. Average level of adaptation. The first grader has a positive attitude towards the school, her attendance does not cause negative feelings; understands the educational material if the teacher presents it in detail and clearly; masters the main content curricula; independently decides typical tasks; is concentrated only when he is busy with something interesting for him; performs public assignments in good faith; friends with many classmates.

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3. Low level adaptation. A first-grader has a negative attitude towards school, complaints of ill health are not uncommon; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily, independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, he needs constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention with extended pauses for rest; He has no close friends, knows only a part of his classmates by their first and last names.

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Factors of school maladjustment: school: Absence individual approach to the child, the inadequacy of educational measures, the lack of timely assistance, the manifestation of disrespect for the student. family: Unfavorable financial and emotional situation in the family, alcoholism of parents, abandonment of the child, or vice versa, overprotection. microsocial: Negative influence environment, ease of making money, availability of alcohol. macrosocial: Deformation of social and moral ideals, environment and propaganda of violence and permissiveness. somatic: Severe chronic and physical diseases, deformities, impaired motor sphere, hearing, vision, speech. mental: Various manifestations mental disorders, accentuations and personality pathologies, the pathological course of age-related crises, mental retardation.

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Causes of maladjustment 1. Insufficient readiness of the child for school (underdeveloped fine motor skills - a consequence: difficulties in learning to write, unformed voluntary attention - a consequence: it is difficult to work in a lesson, the child does not remember, misses the teacher's tasks). 2. Anxiety that has formed in preschool age under the influence family relations, family conflicts. In families where there were more conflicts between spouses, the child grows up anxious, nervous, insecure, because. the family cannot satisfy his basic needs for security and love, the consequence: a general lack of self-confidence and a tendency to react in a panic to some difficulties are automatically transferred to school life. 3. Exaggerated expectations of parents. The normal average successes of the child are perceived by them as failures. Real achievements are not taken into account, they are rated low. Consequence: anxiety grows, the desire to achieve success, self-confidence decreases, low self-esteem is formed, which is reinforced by the low evaluation of others. Often, parents, trying to overcome difficulties, to achieve better (from their point of view) results, increase the workload, arrange daily additional classes, force them to rewrite tasks several times, and overly control. This leads to even greater inhibition of development.

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How to help your child adapt to school Compliance with the regime The child needs moral and emotional support (less scolding, more not just praising, but praising exactly when he does something) In no case compare his mediocre results with the achievements of others. You can only compare a child with him; celebrate it, even the smallest successes. Parents should patiently wait for success, because in school affairs, most often, a vicious circle is closed. The school must remain for a very long time a sphere of gentle evaluation. The child needs to be shown that he is not loved for good studies, but is loved, appreciated, accepted in general simply as his own child.

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I do my thing and you do yours, I'm not in this world to live up to your expectations, You're not in this world to live up to mine. You are you and I am me. If we happen to find each other, that's fine, If not, it can't be helped. E.N. Gusinsky

(for children with OHP who are engaged in a speech center for two years of study,
highlighted font - second year of study)

1. Surname, name. Age

2. Home address.

_________________________________________________________________________________

3. Date of enrollment.

4. Full name parents, place of work, position.

_________________________________________________________________________________

5. Anamnesis. Speech development of the child (features of speech development).

Cooing _________________________________________________________________________

Babble ________________________________________________________________________________

First words __________________________________________________________________________

Phrasal speech ___________________________________________________________________

6. Hearing.

8. Intelligence.

9. The general sound of speech.

10. Examination of the articulatory apparatus.

Bite (normal, open anterior, open lateral, progenia, prognathia).

Structure of the sky (normal, high, low, ___________________________________________)

Condition of the hyoid frenulum (normal, short, long,

increment., _____________________________________________________________________)

Lips (normal, thick, narrow, inactive, _______________________________________)

Mobility of the tongue (mobile, inactive, ____________________________________________)

11. The state of general motor skills.

Coordination of movements - _________________________________________________

Fine motor skills - ______________________________________________________________

Prefers to work with the right/left hand.

12. Sound pronunciation.

S ____________ S ____________ Z ____________ Z __________ C __________

W____________W____________SCH____________H___________

L_____________L ____________ R ____________ R ___________

K_____________G______X____________Yot____________

T______D______N____________ ______________

______________ ______________ _____________ ______________

13. Phonemic hearing.

14. Pronunciation of words of complex syllabic composition

Repeat: The pharmacist has prepared a medicine.

The guide conducts the tour.

15. Analysis of the sound composition of the word.

a) highlighting the first sound in a word.

b) highlighting the last sound in the word.

c) determining the sequence of sounds in a word.

b) level of generalizations:
sweater, dress, shorts, skirt, tights
saucer, frying pan, spoon, plate
tomato, turnip, carrot, cabbage
apple, peach, pear, lemon
cow, dog, wolf, hedgehog

sparrow, duck, dove, turkey
bus, train, trolleybus, plane
trees, shrubs, flowers, grass
bread, sausage, cheese, cookies
bee, fly, ant, beetle

Feature Dictionary:

a) selection of adjectives for nouns:
fox (what?) -
dress (what?) -

b) selection of antonyms:

Verb Dictionary:
a) what do they do?

b) the formation of a diminutive - affectionate form:

c) agreement of adjectives with nouns:

d) formation of adjectives from nouns:

e) the formation of possessive adjectives:

f) agreement of nouns with numerals:
(one table, two tables, five tables)

g) the use of prepositions:

AT	ON THE	UNDER	ABOVE	FROM
FROM	THROUGH	FROM UNDER	DUE TO

18. Coherent speech. Retelling. "Bathing the cubs"
The hunter was walking along the bank of a forest river and suddenly heard a loud crackling of branches. He got scared and climbed a tree. A big bear and two merry cubs came ashore from the forest.
The bear grabbed one cub with her teeth by the collar and let's dip into the river. Another cub was frightened of a cold bath and started to run away into the forest. The she-bear caught up with him, slapped him, and then - into the water, like the first one. The water refreshed them well. After bathing, the bears again hid in the forest, and the hunter got down from the tree and went home.

compiling a story based on a series of plot paintings "Bunny and Carrot".

19. Reading:
Letters - knows, does not know.
Reads - by letters, by syllables, by words.

_________________________________________________________________________________

20. Speech therapy conclusion:

_________________________________________________________________________________

Dear speech therapists, you can copy the page to Microsoft office Word and fix page margins!

SPEECH THERAPY CARD №______

SURVEYS OF CHILDREN WITH SPEECH UNDEVELOPMENT.

Surname, name of the child _______

Information about parents:

General history:

Nature of pregnancy:

_^ How was the birth

Costs ___________

First teeth ________________

^ Speech history:

^ Examination of a speech therapist

(contact, negativity, interest in the environment, in toys, stability of interest and attention, instability, distractibility)

2. The state of hearing, auditory differentiation and attention:

a) differentiation of sounding toys __________________________________

3. Visual attention of the child, observation:

a) selection of paired pictures or objects _______________________________

b) selection of objects for the image ____________________________________

c) selection of paired circles or pictures that are the same in color _______________________________________________________________

d) color recognition by name _______________________________________________

4. The state of the intellect and the level of perception of the environment:

a) account and accounting operations within 5-10______________________________

b) differentiation of objects by shape:

"mailbox"____________________________________________________

geometric lotto __________________________________________________

c) differentiation of objects by size (the ability to assemble a pyramid, nesting dolls) ___________________________________________________________

d) orientation in time:

a series of plot pictures (2-4) to establish cause-and-effect relationships ______________________________________________________________

recognizing and naming the seasons

e) orientation in space:

the ability to make figures from sticks by imitation _____________________

the ability to compose a whole picture from 3-4 parts

knowledge of prepositions: in, on, under, over (about, with, from, with, from ..) _____________________

e) the ability to generalize:

choose pictures according to the general concept: mushrooms, berries, flowers, toys, dishes, furniture.________________________________________

"Superfluous" (the ability to highlight a picture that does not correspond to this generalizing concept) _______________________________________

6. State of speech motor skills

7. The state of general motor skills ________________________________________

8.Comprehension of speech:

A) performing simple tasks

B) understanding common sentences ____________________________

C) understanding the relationship between the members of the sentence _____________

D) understanding a short story __________________________________

9. Independent speech:

A) sound pronunciation

b) playback syllabic structure words

____________________________________________________________________

C) repetition of sentences, including polysyllabic words with a complex syllabic structure

d) drawing up proposals for simple and complex plot pictures _____________________________________________________________

10. The state of the grammatical structure

Inflection (gender, number, case): ____________________________________

Word formation: _________________________________________________

11. Dictionary state ________________________________________________

____________________________________________________________________12. Phonemic perception and distinction of sounds, the state of phonemic hearing:

a) differentiation of sounds mixed in pronunciation ______________________________________________________________

b) determining the presence of a sound in a word ___________________________________

13. The state of general speech skills __________________________________

____________________________________________________________________14.Conclusion of doctors:

15. Logopedic conclusion ________________________________________

Full name of the child ____________________________________________________________

Age__________________________________________________________

Number of lessons per week ___________________________________________

Duration of the lesson ________________________________________

№	Areas of work	Lesson content






























№	Areas of work	Lesson content

SPEECH THERAPY CARD №______
^ SURVEYS OF CHILDREN WITH STUTTERING.

Date of Birth_______________________________________________________
Home address_____________________________________________________
Complaints of parents ___________________________________________________

____________________________________________________________________

^ Information about parents:

Mother____________________________________________________________

Father____________________________________________________________

General history:

The child from ______pregnancy.

Nature of pregnancy:

____________________________________________________________________^ How was the birth (early, urgent, asphyxia, stimulation, rapid, protracted, caesarean section)

Weight and height of the child at birth

Feeding (breastfeeding, artificial, mixed, how and how much sucked) ______________________________________________________________

^ Early psychomotor development:

Holds head with _____________ sits __________

Costs ___________

First teeth ________________

Past diseases before the year and after the year __________________________________________________________________________

^ Speech history:

Cooing _______ babbling __________

First words _______________ First phrase _______________

How was the development of speech (leaps, gradually) ______________________

Was it interrupted speech development(time, reason) _______________________

At what age are speech disorders ________________

Speech environment _____________________________________________________________

Have you worked with a speech therapist?

^ Examination of a speech therapist
Date of examination _____________
1. Features of the personality of the child: calm, balanced, excitable, touchy, whiny, pugnacious, benevolent, cowardly or bold, friendly with children in a team, kind or greedy, striving for leadership . __________________________________________________________

___________________________________________________________________

2. Stability of attention, concentration, memory. __________________________________________________________________________________________________________________________ _______

3. Speech activity (silent, talkative, speaks willingly) ____________________________________________________________

4. The structure of the organs of the speech apparatus:

Language_______________________________________________________________

Lips_______________________________________________________________

Teeth_______________________________________________________________

Bite (normal, prognathia, progenia, open anterior, open lateral) ____________________________________________________________
5. State of speech motor skills _______________________________________

______________
6. The state of general motor skills ________________________________________

___________________________________________________________________
7. Speech rate (slow, fast) ___________________________ _______

___________________________________________________________
8. In what types of speech is stuttering expressed:

Whispered speech:

A) conjugated _________________________________________________________

B) reflected ________________________________________________________

C) answers to questions ________________________________________________

D) reading _______________________________________________________________

e) retelling __________________________________________________________

E) poetic speech __________________________________________________

g) spontaneous speech ___________________________________________________

9. Breathing out of phonation and speech; during phonation and speech _____________________

___________________________________________________________________
10. Localization and type of seizures (clonic, tonic, mixed)

a) convulsions of the respiratory apparatus

c) articulatory spasms of the tongue, lips _________________________________

11. Difficult sounds, syllables___ ____________________________________________

____________________________________________________________________

____________________________________________________________________
12. Associated movements (arms, legs, head, torso) _______________

___________________________________________________________________

_________________________________________________ __________________
13. Presence of embolophrasias______________________________ ______________
14. The state of the voice (deaf, noisy, quiet, fading, intermittent, normal) ________________________________________

___________________________________________________________________
15.Conclusion of doctors: _______________________________________________

___________________________________________________________________
16. Logopedic conclusion ________________________________________

___________________________________________________________________
17.Recommendations ____________________________________________________

___________________________________________________________________
Teacher speech therapist
SPEECH CARD #______

^ CHILD OF JUNIOR PRESCHOOL AGE.

Surname, name of the child _______________________________________________

____________________________________________________________________

^ Information about parents:

Mother____________________________________________________________

Father____________________________________________________________

General history:

The child from ______pregnancy.

Nature of pregnancy:

____________________________________________________________________^ How was the birth (early, urgent, asphyxia, stimulation, rapid, protracted, caesarean section)

Weight and height of the child at birth

Feeding (breastfeeding, artificial, mixed, how and how much sucked) ______________________________________________________________

^ Early psychomotor development:

Holds head with _____________ sits __________

Costs ___________

First teeth ________________

Past diseases before the year and after the year __________________________________________________________________________

^ Speech history:

Cooing _______ babbling __________

First words _______________ First phrase _______________

How was the development of speech (leaps, gradually) ______________________

Was speech development interrupted (time, reason) _______________________

At what age are speech disorders ________________

Speech environment _____________________________________________________________

Have you worked with a speech therapist?
^ Examination of a speech therapist
Date of examination _____________
1. Observation of behavior and play (contact, negativity, interest in the environment, in toys, stability of interest and attention, instability, distractibility)

Recognition and distinction of the contrasting sound of 2 toys ____________
3.Study of visual perception:

A) recognition and distinction of big-small ____________________________

B) perception and discrimination of primary colors _____________________________

C) perception and distinction of geometric shapes ________________________
4. Study of the perception of spatial representations:

A) folding subject pictures from 2 parts ________________________

B) laying out of 3 counting sticks according to the model _______________________

C) buildings of three cubes ___________________________________________

D) orientation in space (top-bottom) _______________________________
5. The structure of the organs of the speech apparatus:

Lips thin, thick, partial or complete, unilateral or bilateral cleft lip

Teeth sparse, small, large, crooked, outside the jaw arch, missing teeth, double row of teeth ___________________________________________________

Bite normal, prognathia, progenia, open anterior, open lateral, cross

Solid sky high, gothic, flat, shortened, cleft through unilateral or bilateral, non-through complete, incomplete, submucosal _____________________________________________________________

Soft sky absence, shortened, lack of a small tongue ______

The presence of postoperative gaps, nasal polyps, adenoids, curvature of the nasal septum _______________________________________________
Language massive, small, short, long, "geographic", hypertrophy of the root of the tongue ____________________________________________

Hyoid ligament short, shortened, the presence of adhesions with the tissues of the sublingual region _______________________________________________
6. The state of general motor skills:

A) pass, run between the lines ___________________________________

B) transfer a soft toy from one hand to another ____________________

C) clap your hands and stomp at the same time _________________________
The range of movements performed is complete/incomplete, pace is normal/fast/slow, activity is normal/inhibition/disinhibition, manifestation of motor clumsiness _____________________
7.Status of manual motor skills:

A) fold into a ring in turn thumb with every finger right hand, then on the left ________________________________________________

B) in turn, bend and unbend the fingers, first on the right hand, then on the left _____________________________________________________________

C) the ability to hold a pencil, draw horizontal and vertical lines. mugs)________________________________________________________________

D) putting toys in a bucket and taking them out one by one ____________

D) the ability to sculpt balls, cakes, sticks _____________________
The range of movements performed is complete / incomplete, the pace of execution is normal / slow / fast, the ability to switch __________
8. State of mimic muscles:

A) puff out the cheeks "fatty" ____________________________________________

B) show how to eat a lemon "sour" ___________________________________________

C) show how to eat ice cream “sweetly” ________________________
The range of movements performed is complete/incomplete, accuracy of execution is exact/inaccurate, muscle tone is normal/increased/decreased, smoothness of nasolabial folds, slowness of eyeball movements.

9. The state of articulatory motility:

A) "Smile"

B) "Proboscis" ______________________________________________________________

C) "Shovel" _______________________________________________________________

D) "Sting" _______________________________________________________________

E) "Swing" _______________________________________________________________

E) "Pendulum" ______________________________________________________________

G) "Horse" _____________________________________________________________
The range of performed movements is complete/incomplete, the accuracy of execution is exact/inaccurate, muscle tone is normal/increased/decreased, the rate of execution is normal/fast/slow, the presence of synkinesis, the duration of holding organs in a given position, the ability to switch from one exercise to another, hyperkinesis, salivation.

10. The study of impressive speech:

A) understanding of nouns ___________________________________________

B) understanding of generalizing words ______________________________________________

C) understanding of actions ________________________________________________

D) passive dictionary (fulfillment of instructions according to verbal instructions)

________________________________________________________

E) understanding the grammatical forms of inflection ______________________

E) understanding the text of a familiar fairy tale ___________________________________
11. The study of expressive speech:

The nature of speech is one-word, phrasal, coherent.

The state of vocabulary __________________________________________________

__________________________________________________________________
The grammatical structure of expressive speech:

A) the use of noun. in nominative case units and many others. numbers_______________

B) the use of noun. in accusative units numbers without preposition _________

C) agreement of adjectives with nouns. units number of men and .kind _____________

D) the use of prepositional case constructions _______________________

D) the use of noun. with diminutive suffixes _________

E) the use of verbs in the form of units. and many others. numbers in the indicative mood

____________________________________________________________________

G) the use of returnable and irrevocable verbs when making proposals for pictures.
12. Study of the phonetic side of speech:

The state of imitation abilities _________________________________

Sound-syllabic structure of words __________________________________________

Sound pronunciation ___________________________________________________________________________________________________________
Type of physiological respiration upper clavicular/diaphragmatic/mixed, respiratory volume sufficient/insufficient; duration of speech exhalation _________________________________________________________
Voice strength normal/excessively loud/excessively soft/deaf voice
Voice modulation __________________________________________________________
The rate of speech is normal / accelerated / slow;
The rhythm of speech is normal / dysrhythmia; pause ____________________________

The ability to use the main types of intonation narrative / interrogative / exclamatory.

13. Study of phonemic functions

Differentiation of sounds by ear ______________________________________________

Phonemic analysis _______________________________________________
14.Conclusion of doctors: _______________________________________________

___________________________________________________________________
15. Logopedic conclusion ________________________________________

___________________________________________________________________

___________________________________________________________________
16.Recommendations ____________________________________________________

____________________________________________________________________
Teacher speech therapist

SPEECH CARD OF JUNIOR SCHOOLCHILDREN

1. Last name, first name ___

2. Date of birth ______________________________ School______ Grade ___________

3. Address ____________________________________________________ _____________________

4. Information about parents: Mother_______

Father______________________________________________________________________________

5. Date of enrollment at the logopoint ____________________________________________________________

4. Progress (at the time of the survey) in the Russian language ____________________________

5. Conclusion of a psychiatrist __________________________________________________________

6. Conclusion of the ophthalmologist ____________________________________________________________

__________________________________________________________________________________

7. The state of general motor skills _________________________________________________________

8.Condition fine motor skills ________________________________________________________

9. State of the articulatory apparatus:

lips:_______________________________________________________________________

teeth:_______________________________________________________________________

solid sky:________________________________________________________________

soft sky:________________________________________________________________

bite: _________________________________________________________________

language: _____________________________________________________________________

Series №-1 - Study of sound pronunciation. (Maximum - 100 points).

1. Study of the state of sound pronunciation. (Maximum - 50 points).

Instructions: Repeat after me the sentences.

The dog eats meat._________________________________________________________________

Sima and Senya laughed merrily.

Zoya has a toothache._____________________________________________________________

Zina's nose gets cold in winter. _________________________________________________________

Hen with chickens near the well.________________________________________________

Masha has a new fur coat and a hat.

The beetle is buzzing._________________________________________________________________

I brush the puppy with a brush. _________________________________________________________

Girls and boys jump like balls. ___________________________________________

The lamp fell off the table.____________________________________________________________

Lida and Lena were walking on the street.

Rai has a wound on her arm.______________________________________________________________

Rita and Rimma are cooking rice.

Yasha ate sweet apples. The hedgehog at the Christmas tree pricked the mushroom into needles. Yura plays hockey with a stick. ________________________________________________________________________

Katya puts the cubes in the bag._____________________________________________________________

Gena bought books in the store.____________________________________________________________

Tikhon buys perfume for his mother.__________________________________________________________

Dina will be a doctor.____________________________________________________________

The cat has a fluffy tail.

Violations of other sounds

Evaluation of the results: 2.5 points - correct reproduction of the sample; 2 points - unstable use of sound; 1.5 points - incorrect reproduction of the sentence while maintaining isolated sound; 0 points - incorrect sample reproduction.

2. Study of the skill of differentiating sounds in a phrase. (Maximum - 50 points)

Instructions: repeat.

[s - w] Sasha has six glasses. __________________________________________________

[h - f] Zoya has a yellow umbrella.________________________________________________________

[w - f] The cat has spoons in a basket.____________________________________________

[s - h] Sonya gave Zoya a bunny and a net. _______________________________________________

[s - h] Sonechka has seeds. _____________________________________________________________

[t - h] It is necessary to repair the switch. _________________________________________________

[h - y] The watchmaker is repairing the clock. _________________________________________________________

[h - ts] A seagull is different from a heron. __________________________________________________

[h - w] Cheburashka drinks from a cup. __________________________________________________

[s - c] The fox grabbed the chicken. _____________________________________________________

[shch] At the pike, strengthen. ______________________________________________________________

[l - r] Klava tore ripe pears. __________________________________________________

[d - t, d - t] The children were visiting the village. There the dog Linda guarded the house.________________

[to - x] Katya is in the kitchen. ____________________________________________________________

[v - f] A porcelain vase is on the sideboard in the dining room.__________________________________

[j - d] Katya Gagarina has short braids._____________________________________________

[ts - t] Time the sun is shining through the window. _______________________________________________

[w - w] Misha Schukin has good comrades. ________________________________________

[b - n] Borin's dad bought a car Pobeda. ___________________________________________

Violations of other sounds

Evaluation of the results: 2.5 points - correct reproduction of the sample; 0 points - incorrect sample reproduction.

Series #2 - Study of Phonemic Hearing. (Maximum - 100 points).

1. Study of the possibility of reproducing syllables. (Maximum - 20 points).

Instructions: listen and repeat the syllables after me.

A: sa - sha - sa _____________ B: for - for - ms - for __________________

tsa - sa - tsa______________ cha - cha - cha - cha_________________

ba – pa – pa______________ ka – ha – ha – ka__________________

cha - cha - cha ______________ pa - five - pa - five _________________

ra - la - ra ______________ rya - la - rya - rya _________________

Evaluation of results: 2 points - correct and accurate reproduction of each of the samples; 1 point - self-performing the test after repeated presentation; 0 points - incorrect sample reproduction or refusal to perform.

(Maximum - 20 points)

Instructions: listen and repeat the words after me

day - shadow

bear - bowl _________________________________

barrel - kidney __________________________________

cat - year - move _________________________________

tom - house - com ___________________________________

Evaluation of results: 4 points - correct and accurate reproduction of each of the samples; 2 points - independently performing the test after repeated presentation; 0 points - incorrect sample reproduction or refusal to perform.

3. Exploring the possibilities of reproducing sentences. (Maximum - 20 points)

4. Study of phonemic representations. (Maximum - 20 points).

Instruction: name the words that begin with the sound [a], [o], [y], [k], [s].

5. Study of the possibility of phonemic analysis. (Maximum - 20 points)

Instructions: name all the sounds in words in order.

Poppy, duck, whale, cat, cabbage.

______________________________________________________________________________________________________________________________________________________________

Evaluation of results: 4 points - correct and accurate reproduction of each of the samples; 2 points - performance of the test with the help of a speech therapist; 0 points - incorrect execution of the sample or refusal to perform.

Series No. 3 - The study of syllabic structure. (Maximum - 100 points)

1. Exploring the possibility of naming pictures. (Maximum - 25 points)

Instructions: name the pictures.

Tree, aquarium, policeman, motorcyclist, tablecloth.

Evaluation of results: 5 points - correct and accurate execution of each of the samples; 2.5 points - independently performing the test after repeated presentation; 0 points - incorrect execution of the sample or refusal to perform.

2. Study of the possibility of reproducing words. (Maximum - 35 points)

Instructions: repeat the words after me.

Construction, serpentine, watchmaker, rehearsal, draft, tree, aquarium, policeman, motorcyclist, tablecloth.

Evaluation of results: 3.5 points - correct and accurate reproduction of each of the samples; 2 points - independently performing the test after repeated presentation; 0 points - incorrect sample reproduction or refusal to perform.

3. Study of the possibility of reproducing sentences. (Maximum - 20 points)

Instructions: Listen and repeat the sentences after me.

Mom brushes her hair in front of the mirror

The traffic controller regulates the traffic. _______________________________________________

Plumber repairing plumbing._________________________________________________

The shoe cleaner cleans the shoes.______________________________________________________________

Evaluation of results: 5 points - correct and accurate reproduction of each of the samples; 2.5 points - independently performing the test after repeated presentation; 0 points - incorrect sample reproduction or refusal to perform.

4. Study of the skill of syllabic analysis. (Maximum - 20 points).

A. Instruction: Divide the words into syllables.

Whale, cherry, grapes, currant.__________________________________________________

B. Instruction: pick up words consisting of the 1st syllable.__________________________________

__________________________________________________________________________________

B. Instruction: pick up words consisting of 2 syllables.__________________________________

__________________________________________________________________________________

D. Instruction: pick up words consisting of 3 syllables.__________________________________

__________________________________________________________________________________

5 points - correct and accurate execution of each of the samples; 2.5 points - performance of the test with the help of a speech therapist; 0 points - incorrect execution of the sample or refusal to perform.

Series 4 - Study of the state of the dictionary. (Maximum - 100 points)

1. Study of the state of the nominative dictionary (Maximum 50 points):

A. Item and its parts:

Instruction: name the object and the parts of which it consists.

kettle ________________________________________________________________________

doll__________________________________________________________________________

car________________________________________________________________________

boot__________________________________________________________________________

Evaluation of results: 2 points - correct execution of the test; 1.5 points – test execution with errors; 1 point - the name of the object and its parts is present only in the child's impressive speech, 0 points - incorrect performance of the test or refusal to perform.

B. Explanation of the lexical meaning of words.

Instructions: Explain what it is?

vegetable garden _________________________________________________________________________

windowsill_____________________________________________________________________

flowerbed ________________________________________________________________________

train __________________________________________________________________________

Evaluation of results: 2.5 points - correct execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

B. Generalizing concepts:

Instructions: listen and say in one word.

apple, pear, banana

deer, wolf, badger ______________________________________________________________

birch, oak, aspen

pen, eraser, notebook ____________________________________________________________

plane, taxi, bus

Instruction: name the items related to:

furniture _________________________________________________________________________

tools ___________________________________________________________________

insects ___________________________________________________________________________

shoes ________________________________________________________________________

mushrooms _________________________________________________________________________

Evaluation of results: 2 points - correct execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

D. Selection of words-objects to words-signs:

Instructions: what can I say?

Fascinating __________________________________________________________________

Good _________________________________________________________________________

Frosty______________________________________________________________________

Voiced ________________________________________________________________________

Cold _____________________________________________________________________________

Evaluation of results: 2 points - correct execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

2. Exploring the Predicative Vocabulary (Maximum - 20 points)

duck ___________________________________________________________________________

rooster__________________________________________________________________________

goose ___________________________________________________________________________

horse ________________________________________________________________________

crow ________________________________________________________________________

Evaluation of results: 2 points - correct execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

Instructions: Tell me, who moves how?

Horse________________________________________________________________________

Crow_________________________________________________________________________

Fish___________________________________________________________________________

Human________________________________________________________________________

Turtle_______________________________________________________________________

Evaluation of results: 2 points - correct execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

3. Exploring the Dictionary of Features: (Maximum 10 points)

Instruction: pick words-signs for words-objects (5-6 words each)

autumn (what?) _________________________________________________________________

friends (what?) __________________________________________________________________

evening (what?) __________________________________________________________________

bucket (what?) __________________________________________________________________

Evaluation of results: 2.5 points - selection of at least 5 words-features; 1.5 points - selection of at least 3 words-features; 0.5 points - selection of 1st, 2nd words-signs; 0 points - incorrect execution of the sample or refusal to perform.

4. Study of the dictionary of antonyms. (Maximum - 10 points)

Instructions: Say the opposite.

day, spring, frost

big, low, wide

sit down, talk, quarrel

unfasten, enter, pour

dark, far away, fast

Evaluation of results: 2 points - correct and accurate execution of each of the samples; 1 point - independent execution of the test with 1 - 2 errors; 0 points - incorrect execution of the sample or refusal to perform.

5. Study of the dictionary of synonyms: (Maximum - 10 points)

Instructions: how to say differently?

pilot_________________________________________________________________________

chauffeur_________________________________________________________________________

doctor ___________________________________________________________________________

sad _____________________________________________________________________

Evaluation of the results: 2.5 points - correct and accurate performance of each of the samples; 1.5 points - independent execution of the test with 1 - 2 errors; 1 point - performance with the help of a speech therapist; 0 points - incorrect execution of the sample or refusal to perform.

Series number 5. The study of the grammatical structure of speech. (Maximum - 100 points)

1. Study of word formation skills: (Maximum - 50 points)

A. The formation of words with the help of diminutive suffixes.

Instructions: call affectionately.

book__________________________________________________________________________

sparrow ________________________________________________________________________

chair___________________________________________________________________________

carpet __________________________________________________________________________

bread ___________________________________________________________________________

mushroom___________________________________________________________________________

axe__________________________________________________________________________

squirrel__________________________________________________________________________

bench_______________________________________________________________________

Evaluation of results: 1 point - correct and accurate execution of the test; 0 points - incorrect execution of the sample or refusal to perform.

B. Formation of the names of the cubs:

at the fox _________________________________________________________________________

in a goat _________________________________________________________________________

at the duck _________________________________________________________________________

in a dog ________________________________________________________________________

in a pig _____________________________________________________________________________

B. Formation of verbs in a prefixed way :

Instructions: look at the pictures and name the actions

pours ____________________________________________________________________

overflows _________________________________________________________________________

pours _____________________________________________________________________________

approached _____________________________________________________________________________

came out_________________________________________________________________________

Evaluation of results: 2 points - correct and accurate execution of the test; 1 point - test performed with the help of a speech therapist; 0 points - incorrect execution of the sample or refusal to perform.

D. Formation of relative adjectives :

bench made of wood _______________________________________________________________

paper notebook________________________________________________________________

leather bag __________________________________________________________________

fur coat ___________________________________________________________________

carrot juice

D. Formation of possessive adjectives

Instruction: the dog has a tail (head, ear) dog (dog, dog), and the fox has ...

in a horse _____________________________________________________________________________

at the bear _____________________________________________________________________________

at the lion ________________________________________________________________________

in a tiger _________________________________________________________________________

sheep _____________________________________________________________________________

2. Study of inflection skills (Maximum - 50 points)

A: noun formation plural:

Instruction: one is a house, and if there are many of them, then these are houses.

one ear, but many is _________________________________________________________

duckling ___________________________________________________________________________

chair ___________________________________________________________________________

bucket__________________________________________________________________________

book __________________________________________________________________________

Evaluation of results: 2 points - correct and accurate execution of the test; 1 point - performance of the test with the help of a speech therapist; 0 points - incorrect execution of the sample or refusal to perform.

B. prepositionally - case forms :

Instructions: Answer the questions from the pictures.

Where are the girls going? Where is the medicine? ___________________________________________

Where will the girls come from? Where will we get the medicine? __________________________________

Where are the clothes hanging? Where is the cake?_________________________________________________

Where can we take off our coats? Where will we get the cake? _______________________________________

Where are the guys hiding? Where is the student sitting? ___________________________________________

Where will the guys run from? Where will the student get up from? _____________________________________

Where is the hedgehog? Where is the hook?____________________________________________

Where will the hedgehog come from? Where will we take the hook from? _______________________________________

Where does the kite fly? Where does the rainbow shine?_________________________________________________

Where is the wolf? Where is the hare? ________________________________________________

Evaluation of results: 1 point - correct and accurate execution of the test; 1 point – test execution with 1 error; 0 points - incorrect sample execution or refusal to perform

B. case constructions

Instructions: answer the questions.

Who did you see at the zoo?____________________________________________________________

__________________________________________________________________________________

What is there in the forest? Where do the leaves fall from in the fall?

__________________________________________________________________________________

Who do you like to visit? Who needs a fishing rod?______________________________

__________________________________________________________________________________

What are you looking at? What are you listening to? Why do we go to the forest?__________________________

__________________________________________________________________________________

What do children ride? _______________________________________________________________

__________________________________________________________________________________

D. Coordination of adjectives with nouns:

Instruction: say the word.

portrait of beauty ... _________________________________________________________________

a cup of paper ... ________________________________________________________________

smile hello ... ______________________________________________________________

days are warm ... _________________________________________________________________________

the window is dirty ... ___________________________________________________________________________

Evaluation of results: 2 points - correct and accurate execution of the test; 1 point - performance of the test with the help of a speech therapist; 0 points - incorrect sample execution or refusal to perform

E. Coordination of nouns with numerals:

Instructions: Count two and five.

House___________________________________________________________________________

Window__________________________________________________________________________

Bucket__________________________________________________________________________

Wood_________________________________________________________________________

Doll__________________________________________________________________________

Series No. 6 - The Study of Connected Speech. (Maximum 100 points)

1. Drawing up a story based on a series of plot pictures (Maximum 50 points)

Instructions: look at these pictures, put them in order and try to make up a story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The evaluation is based on three criteria:

A Criterion of semantic integrity and: 20 points - the story corresponds to the situation, has all the semantic links; 15 points - minor distortions of the situation are allowed, incorrect reproduction of cause-and-effect relationships, no connecting elements; 5 points - loss of semantic links, a significant distortion of the meaning, or the story is not completed; 0 points - no description of the situation.

B Criterion for the lexical and grammatical formulation of an utterance : 20 - points - the story is grammatically correct with adequate use lexical means; 15 points - the story is composed without agrammatisms, but there is a stereotypical design, a single search for words, inaccuracies in word usage; 5 points - there are agrammatisms, stereotypical design, inadequate use of lexical means; 0 points - the story is not framed.

In Criterion of independence of performance of the task: 10 points - independently laid out pictures and composed a story; 5 points - the pictures are laid out with stimulating help, the story is composed independently; 2.5 points - laying out pictures and compiling a story on leading questions; 0 points - the task is impossible even with help.

2. Retelling the listened story (maximum 50 points)

Instructions: I will now read to you short story, listen carefully, memorize and prepare to retell from memory.

Peas.

There were peas in one pod. Week later. The pod opened up. Peas merrily rolled into the boy's palm. The boy loaded a gun with peas and fired. Three peas flew onto the roof. Pigeons pecked them there. One pea rolled into the ditch. She gave birth. Soon it turned green and became a curly bush of peas.

Grade is carried out according to the same three criteria as for a story based on a series of pictures:

BUT Semantic integrity criterion: 20 points - the retelling corresponds to the situation, has all the semantic links; 15 - points - minor distortions of the situation are allowed, incorrect reproduction of cause-and-effect relationships, no connecting elements; 5 points - the loss of semantic links, a significant distortion of the meaning, the story is not completed, or the addition of extraneous information is allowed; 0 points - failure.

B Criteria for the lexical and grammatical formulation of an utterance : 20 points - the retelling is grammatically correct with adequate use of lexical means; 15 points - the retelling is composed without agrammatisms, but there is a stereotypical design, a single search for words, inaccuracies in word usage; 5 points - there are agrammatisms, stereotypical design, inadequate use of lexical means; 0 points - retelling is not available.

AT Criterion of independence of the task : 10 points - independent retelling after the first presentation; 5 points - retelling with minimal help (1-2 questions) or after re-reading; 2.5 points - compiling a retelling on leading questions; 0 points - the task is impossible even with help.

WRITTEN SPEECH SURVEY

Letter examination.

a) typographical errors

Optical

Acoustic

Errors due to violation language analysis and synthesis

Agrammatical

Cheating

Dictation

Statement

b) spelling errors ________________________________________________________________________________________________________________________________________________________________

Reading survey.

a) Reading technique: letter-by-letter, syllable-by-syllable, fluent _______________________________________________________________________________

slow, fast, smooth, guessing

monotonous, expressive

b) Dyslexic mistakes _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c) Answers to questions on what was read, retelling (accurate, inaccurate) ________________________________________________________________________________________________________________________________________________________________

d) Reading comprehension (superficial, complete) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion of a speech therapist: _____________________________________________________________________________________________________________________________________________________________

Results of monitoring schoolchildren.

F.I. ______________________________ date of monitoring

1. Sound pronunciation

Max = 100

2. Phonemic hearingMax = 100

3. Syllabic word structureMax = 100

sound pronunciation

Max = 50

differentiation

Max = 50

reproduction

Max = 60

representation

Max = 20

analysis

Max = 20

naming

pictures

Max = 25

reproduction

words

Max = 35

reproduction

proposals

Max = 20

analysis

Max = 20

BUT.

4. Dictionary

Max = 100

5.Grammatical structure

Max = 100

6. Connected speech

Max = 100

items

Max = 50

actions

Max = 20

signs

Max = 10

antonyms

Max = 10

synonyms

Max =10

word formation

Max = 50

inflection

Max = 30

agreement

Max = 20

story

Max = 50

paraphrase

Max = 50

BUT.

AT.

BUT.

AT.

BUT.

date of monitoring _______________

1. Sound pronunciation

Max = 100

2. Phonemic hearing

Max = 100

3. Syllabic structure of wordsMax = 100

sound pronunciation

Max = 50

differentiation

Max = 50

reproduction

Max = 60

representation

Max = 20

analysis

Max = 20

naming

pictures

Max = 25

reproduction

words

Max = 35

reproduction

Offers

Max = 20

analysis

Max = 20

BUT.

4. Dictionary

Max = 100

5.Grammatical structure

Max = 100

6. Connected speech

Max = 100

items

Max = 50

actions

Max =20

signs

Max =10

antonyms

Max = 10

synonyms

Max =10

word formation

Max = 50

inflection

Max = 30

agreement

Max = 20

story

Max = 50

paraphrase

Max = 50

BUT

BUT.

AT.

BUT.

AT.

BUT.