A long-term plan for the development of phonemic perception in a group for children with mental retardation is a methodological development in speech therapy (senior group) on the topic.

M80 Classes on the development of speech in a special kindergarten. In 3 issues. Issue. 1: The first year of study: a manual for a speech therapist, teacher-defectologist, educator / I.A. Morozova, M.A. Pushkarev. - M.: Humanitarian, ed. center VLADOS, 2006. - 246 p. - (Library of a speech therapist).

ISBN 5-691-01510-9.

ISBN 5-691-01512-5 (Issue 1).

Agency CIP RSL.

The manual contains planning and development speech therapy classes, notes of the teacher's classes in the afternoon and homework for the work of parents with children.

The book is addressed to speech therapists, speech pathologists, educators and parents of children studying in middle group special kindergarten.

UDC 376.1-058.264:811.161.1-25 LBC 74.3

© Morozova I.A., Pushkareva M.A., 2006

© VLADOS Humanitarian Publishing Center LLC, 2006

© Speech Therapist's Library series and serial design. LLC Humanitarian Publishing Center VLADOS, 2006

ISBN 5-691-01510-9

Most of the contingent of children with learning difficulties is the group that is defined as "children with mental retardation": the number of preschoolers is 25% and 50% among the underachieving junior schoolchildren.

Analyzing the available literature on this issue, both domestic and foreign, we can distinguish 5 different approaches to the problem of studying and teaching children of this category (sometimes these approaches are carried out in combination).

I. In most Western countries This problem is considered from purely pedagogical positions. Accordingly, in studies in this area, children with mental retardation are noted as having insufficient learning abilities, or as children with learning difficulties. Proponents of this approach inevitably combine into one group children who experience learning difficulties for a variety of reasons - from CNS lesions to pedagogical neglect.

II. Adherents of the second approach consider difficulties in teaching children primarily as a result of unfavorable conditions of life and upbringing, leading to a limitation of the child's sensory experience and his communication with others and thereby delaying his intellectual development, creating difficulties in the formation of his personality (England, USA).

III. A number of researchers single out a group of children with developmental delays who need special training to overcome this lag, as children with behavioral disorders. Teaching is considered as a form of behavior that is leading for a given age (Germany).

IV. This approach is associated with the development by psychiatrists and psychoneurologists of the United States of the concept proposed by L. Strauss and L. Letinen: the whole variety of forms of developmental delay, manifested in learning difficulties, turns out to be associated with the presence of residual conditions after relatively mild organic brain damage in the early stages of a child's development (children with minimal brain damage).

V. In the approach of domestic defectologists to delaying the pace mental development different aspects of this problem are taken into account.

The concept of delay in the pace of mental development is psychological and pedagogical. It characterizes the lag in the development of mental activity of the child. The main reason for this lag is mild (minimal) organic brain damage, either congenital, or received in utero, natural, and also in the early period of a child's life. Adverse social factors exacerbate the developmental delay, but do not represent the only (or even the main) cause of it.

The term "delay" emphasizes the temporary (inconsistency of the level of mental development with age) and, at the same time, the temporary nature of the lag, which is overcome with age, and the more successfully, the more adequate and earlier the conditions for the education and development of children in this category are created.

In their research P. I. Zinchenko and A. A. Smirnova determine that a significant place in the structure of the defect belongs to memory impairment.

In works T. V. Egorova(1971-1973) carried out a detailed analysis of the difficulties of many aspects of deliberate memorization in younger students with mental retardation.

Research by L.S. Vygotsky, S. L. Rubinshtein, A.N. Leontief devoted to the consideration of the features of two early forms of thinking. Scientists point to the underdevelopment of cognitive activity in these children.

In the studies of B. G. Ananyeva reduced productivity of children with mental retardation was stated, manifested in various types mental activity: in the processes of perception, memorization, thinking.

Children with mental retardation are not ready for schooling in all parameters that characterize psychological aspect readiness for learning:

Knowledge and ideas about the surrounding world;

Mental operations, actions and skills;

Speech development, which implies the possession of a fairly extensive dictionary, the basics of the grammatical structure of speech, a coherent statement and elements monologue speech;

cognitive activity, which manifests itself in the relevant interests and motivation;

Behavior regulation.

Speech of children with mental retardation characterized by: limited vocabulary (T. V. Egorova, S. G. Shevchenko), the originality of the formation of word-formation processes (E. S. Slepovich, R. D. Triger), difficulty in understanding and using complex grammatical structures (G. N. Rakhmanova, L. V. Yassman).

The basis of the entire verbal development of the child is the communicative function of speech. The timely appearance of this function depends on how soon the child will master higher levels consciousness and arbitrariness of behavior. Mastering speech as a means of communication occurs in three main stages.

1. At the preverbal stage, the child does not understand the speech of surrounding adults, but here conditions are formed that ensure the mastery of speech in the future.

2. At the stage of the emergence of speech, the child begins to understand the simplest statements of adults and pronounces his first words.

3. Mastery different ways communication with others is carried out at the stage of development of speech communication.

Corrective work is carried out in three stages.

1. Filling gaps in the development of the sound side of speech.

2. Filling gaps in the development of vocabulary and grammatical structure of speech.

The content of the work. Clarification of the meanings of words available to children and further enrichment vocabulary both through the accumulated new words related to various lexical topics, and through the development in children of the ability to actively use various methods of word formation. Clarification of the meaning of the syntactic constructions used; further development and improvement of the grammatical design of speech.

3. Filling gaps in the formation of coherent speech.

The content of the work. Development of skills for building a coherent statement: programming the meaning and semantic structure of the statement; establishing the logic (connectivity, sequence) of presentation; accurate and clear formulation of thoughts in the process of preparing a coherent statement; selection of linguistic means adequate to the semantic concept for constructing an utterance for various purposes of communication.

Corrective exercises serve to enhance the mental activity of students, reduce inefficient mechanical work, and implement the principle of interconnectedness of preschoolers' knowledge with skills and abilities. And besides, they should ensure the repeatability of practical actions and the use of the acquired material in the process of correctional educational and practical activities, therefore, the proposed notes provide for the repeatability of the material from lesson to lesson, but the content of the material changes: new types of activities and exercises are involved (with support previously acquired knowledge and skills).

The manual considers the author's program corrective work on the development and formation of verbal-acoustic (phonemic) processes and grammatical categories of the language on the basis of lexical topics according to the proposed long-term plans.

The manual contains exemplary notes on the formation of sound pronunciation, lexical topics, homework assignments for parents.

The manual consists of three issues devoted to correctional work in all age groups: in the middle (1st year of study), in the senior (2nd year of study), in preparatory school (3rd year of study). Each release contains:

Notes on clarifying sound pronunciation and elements of literacy training;

Materials for the study of lexical topics;

Samples of homework for fixing the material by parents with children.

Planning, which outlines the system of work on the development of speech with children with mental retardation 4-7 years old, is based on a standard program for children preschool institutions M. A. Vasilyeva, taking into account the recommendations of the software and methodological equipment of classes for children with mental retardation S. G. Shevchenko(for senior and preparatory groups).

Calendar-thematic planning includes sections on the formation phonemic processes on the basis of work on the refinement of sound pronunciation (first vowels, then consonants, the pronunciation of which is not disturbed in the majority of children); the study of lexical topics, including material on the formation of the grammatical structure of the language.

Weekly classes to clarify the sound pronunciation and eliminate agrammatisms - manifestations of the insufficient formation of the grammatical structure of speech (one of the main tasks of a teacher-defectologist (speech therapist) - include work to consolidate children's knowledge while doing homework with parents.

The proposed lesson notes are based on the basic principles of didactics: from simple to complex, systematic and concentric in the study of material, which is selected taking into account the relevance of a particular topic for children preschool age with ZPR, as well as taking into account the leading subject-practical activities of a preschooler.

The lesson notes are quite easy to use, involve the active practical activity of children, and have been tested for quite a long time when conducting remedial classes with children with mental retardation and OHP.

In parallel, the work of the educator on this topic in the group is carried out (given the level of development of children in a particular group, the educator can work on a lexical topic a week earlier). If the work of the educator is carried out in accordance with the long-term planning of the defectologist (speech therapist), then, nevertheless, work should be organized on the propaedeutics of the studied material. In addition, some notes indicate the preliminary work of the educator, which must be completed without fail. (For example: in the third week of February, you need to cut a tree branch while walking with children, examine it and put it in water; watch how the buds swell and leaves appear. This material is necessary for conducting a lesson on the topic “Spring” - the second week of March).

Despite the fact that the work on the study of the material of lexical topics by the educator and the defectologist (speech therapist) proceeds differently, close contact between them and the unity of the material presented are necessary. It is necessary to comply with the following requirements for working with this age category of children with mental retardation: clarity and conciseness of presentation, brevity (the material should not be overloaded with unnecessary details, details, etc.) - these children need to learn and consolidate minimal (but basic) knowledge. For example: when studying the topic "Poultry", the child should know that the bird's body is covered with feathers, it has a beak, two wings, two paws; birds lay eggs; be able to specify what benefits people bring. It is very difficult for this category of children.

For a more solid assimilation of the material, homework is offered to consolidate in work with parents.

It is also recommended to monitor the results of assimilation of the studied material by children: in the notebook of the relationship between the defectologist (speech therapist) and the educator, it is recorded how each child learned the material of the week. Then a survey of knowledge, skills and abilities on this topic is carried out after three, six months and at the end school year v speech map child.

In the senior and preparatory groups knowledge is expanded and enriched, based on the foundation laid in the middle group.

A summary on a lexical topic is offered one, final, each week. It also provides material for sound pronunciation (it takes minimal amount time for this lesson). The defectologist (speech therapist) conducts the first lesson on a lexical topic according to his plan-outline, but the material of this lesson should prepare children for productive work in the final lesson.

The material of the lessons is arranged in strict sequence. For example, when differentiating pairs of sounds that have acoustic-articulation similarity:

Differentiation in syllables, in words, in sentences, in text;

Differentiation of the studied sounds when compiling a story.

The work on the development of phonemic processes is coming to the fore, which is very important for the prevention and correction of dysgraphia and dyslexia in younger students.

The manual is addressed to teachers-defectologists and educators of correctional groups, teachers-speech therapists, educators of speech therapy groups of preschool institutions, for working with children with mental retardation who have general underdevelopment speech, age-appropriate, and can also be useful for parents who want to actively participate in the development of their children.

PLANNING AND STRUCTURING OF SPEECH DEVELOPMENT CLASSES IN THE MIDDLE GROUP WITH CHILDREN WITH DEFECTIVE GROWTH

The proposed material is designed for conducting frontal classes from September (second half) to May in the middle group of kindergarten. Front lessons duration of 15 minutes (no more than 20 minutes) in accordance with the "Sanitary and epidemiological rules and regulations SanPiN of 02.04.01. 1249 - 03" are held 4 times a week, according to the attached long-term planning: 2 classes on familiarization with the outside world and speech development; 2 lessons on the development of speech (phonemic) perception and literacy.

Calendar work plan to clarify the pronunciation of sounds and the study of lexical topics for the middle (correctional) group of kindergarten.

When working with children with mental retardation, it is necessary to:

Enrich passive vocabulary;

To consolidate the minimum (but basic) knowledge of the planned lexical topics.

For example: when studying the topic “Pets”, the child should know why it is an animal (the body is covered with wool, four paws (legs)), specify what benefits people bring;

To give initial information and skills on the sound composition of the word, which contribute to the successful formation of phonemic processes, processes of analysis and synthesis, and literacy.

So, when studying, for example, on the 4th week of April (summaries of classes on sound pronunciation, the formation of the lexical and grammatical properties of the language under No. 32) of the lexical topic “Rules of the road (Traffic light)” (sound [k] and letter K) in a lesson on a lexical topic, after compiling a story about a traffic light, questions are asked: “What color indicates danger?” (Answer: Red.) What sound is at the beginning of a word? (Answer: “Sound [k].) What is his "secret"?

When studying the topic “Sound [k] and the letter K” (lesson No. 32.2), in one of the tasks (No. 9), a game is played: “Choose the right words (with sound [k]) and repeat the sentence. For instance. The road must not be crossed on (red, yellow, green) lights. The traffic light hangs (high, low). (The road cannot be crossed at a red light. The traffic light hangs high.)

Work on sound analysis and synthesis in the middle group is carried out using a strip with three divisions (beginning, end, middle of a word), black letters (vowels and consonants - in individual cash desks for children and a demonstration cash desk); hard consonants - of blue color; vowels are red. The child lays out a letter of a certain color on a strip to the corresponding picture.

The second variant of working with the indicated strip is also used: the letter being studied is already in different parts strips, and the child must match the subject picture to a specific strip.

Each lesson provides for a physical culture pause associated with a lexical topic.

Calendar work plan to clarify the pronunciation of sounds ...

For example, when studying the topic “Wintering Birds” (5th week of January, No. 20), a physical-energy minute is held. The number of chairs is one less than the number of children. Children are divided into two groups: children - "sparrows" and children - "magpies". Offer to depict those and other birds: sparrows jump and chirp, magpies chirp - the implementation of subject-practical activities for better remembering by children who is who in this game (because children with mental retardation very quickly forget verbal instructions). At the command "Sparrows!" “sparrow” children change places - whoever lacks a chair drives. At the command "Magpie!" children-"magpies" change places - whoever does not have enough chair, he drives. At the command "Birds!" all children change places.

First you need to teach children to quickly change places without colliding with each other.

For a more solid assimilation of the material, homework is offered for consolidation, which are performed together with the parents.

It is also recommended to track the results of assimilation of the material studied by children: in the notebook of the relationship between the defectologist (speech therapist) and the educator, it is recorded how each child learned the material of the week. Then a survey of ZUN (knowledge, skills) on this topic is carried out after three, six months and at the end of the school year in the child's speech chart.

By the end of the school year, children should significantly expand their passive vocabulary, acquire basic knowledge of lexical topics, know characteristics birds, animals, fish, insects (according to long-term planning); be able to answer common questions:

1) Who is this? (This animal- cat.)

2) Why an animal? (The body is covered with hair,....)

3) What animal is this? (Pet.)

4) Why is it a pet? (Lives next to the
century, is beneficial.)

5) What are the benefits? (Catches mice.)

It is also necessary to master the skills of sound analysis and synthesis of sound combinations and words. AU

1. What is the first sound? ([a].) What sound is that? (Vowel.)

2. Why?

Planning and structuring classes for the development of speech in the middle group ...

3. What is the second sound? ([y].) What is the name of this sound? (Vowel.)

4. Why? (When pronouncing vowels, the air passes freely, without encountering obstacles.)

5. Below we lay out the letters.

6. What was posted below: sounds or letters? (Letters.)

7. Why?

8. "Ay!" - Who's screaming like that? (People who got lost in the forest.)

9. How do they scream? ([ay].)

10. What did I say: sounds or letters? (Sounds.)

11. Why are these sounds? (Sounds we hear and pronounce.)

12. What is this (show letters): sounds or letters? (Letters.)

13. Why? (Letters we see, write and read.)

Belevtseva Irina Nikolaevna I truly love kids. Teaching experience with children - 1.

I try to interest children as much as possible in learning new material, to reveal the nature of children, to give confidence in their abilities. How nice, together with my pupils and their parents, to rejoice at small victories, which ultimately make up the success of all correctional work. It is not scary that the process of speech formation is long and difficult, but success is always ahead and our joint efforts bring wonderful results. My profession is multifaceted and interesting. It is chosen by people who are in love with their work. Patience and creativity, Perseverance and victory - These are the main stages in the work of a speech therapist.

Development of speech perception. Author: Morozova I. A., Pushkareva M. Year: 2009 Edition: Mosaic-Synthesis. Abstracts of classes. To work with children 4-5 years old. Description of books, monographs, materials of conferences, author's abstracts, collections. The development of phonemic processes in middle-aged children. Morozova, I. Development of speech perception: lesson notes: for working with children 5-6 years old with mental retardation / I. Morozova, M. Speech disorders in children: prevention and methods of correction: abstract. This is a book by a speech therapist-practitioner, written in the form of notes on correction. Morozova, M.

Books that shaped my inner world. I love Dale Carnegie books.

Workbook for the book by I.A. Morozova and M.A. Pushkareva "Development of speech perception". Book format: 170x205 mm. Number of pages: 16. This manual, together with the book "The Development of Speech Perception", constitutes a methodological kit for development.

The main objectives of the program for the development of speech (phonemic) perception of children with mental retardation are. To work with children 5-6 years old with mental retardation. Morozova I.A., Pushkareva M.A.

The story of P. Sanaev. The fantastic love of an abnormal grandmother for a child is terribly intertwined with domestic tyranny. Antoine de Saint-Exupery. This is a work about the relationship of the child with others, about the understanding of unused opportunities. Our fates are in our hands. My view of the world.

The world is amazing. One must live in endless wonder. It is necessary to appreciate all the time, up to a minute, which is given to us. We need to appreciate the people around us. There are no accidents in life. You need to love your loved ones, your work, your home, your planet. They are not repeated, therefore they are priceless. My achievements. I have the highest qualification category, certificates of honor and letters of thanks from the Department of Education of the Administration of the city of Moscow.

I participate in distance competitions, publish methodological articles on pedagogical websites. My portfolio. My pedagogical activity: Graduated at 1. Teacher primary school schools for children with severe speech disorders.

The total work experience is 1. Pedagogical experience - 1. At 2. 00. 4, the highest qualification category was assigned. Novikova, I use models of articulation of sounds according to V. M. Akimenko. I work with children with OHP I-II-III levels (among them Alalia, Dysarthria, Autism, SNR, ZPR.) from three to seven years. I use ICT, electronic manuals and presentations in my classes to motivate students. For many years I have been working in depth on the topic “Formation of emotional vocabulary in children with ONR” I constantly improve my professional level: I attend and conduct Master classes and seminars, I am a participant in M.

A. I am a member attestation commission kindergarten. Babaeva, Z. I. Mikhailova, A.

G. Gogoberidze. 2. T. V. Filicheva, G.

In Chirkin "The program of pre-school educational institutions of a compensatory type for children with speech disorders"3. N. V. Nishcheva “The program of correctional and developmental work in speech therapy group for children with ONR (from 4 to 7 years)4.

T. Yu. Bardysheva “Speech therapy classes in kindergarten. Senior group". 5.

O. S. Ushakova “Speech development of preschool children in kindergarten” (M. I. K. Belova, I. N. Volkova and others. Tkachenko If the preschooler does not speak well 2. Nishcheva “Summaries of subgroup speech therapy classes in the senior group of kindergarten for children with ONR "3. L. N. Slastya "Formation of coherent speech of children 4-5 years old" 4. Smirnova "Speech therapy in kindergarten.

Classes with children 5-6 years old”5. Aji "Synopses of integrated lessons in the senior group of kindergarten"6. Gromova, G.N. Solomatina "Summaries of classes on the development of speech of children 5-6 years old"7.

Arefieva " Lexical Topics on the development of speech of children 4-8 years old "(M. Bardysheva, E. N. Monosova "Speech therapy classes in kindergarten. Senior group." Literacy: 1. Morozova, M. A. Pushkareva "Classes on the development of speech in a special children's garden. Kolesnikova "The development of phonemic hearing in children 4-5 years old" 3. Kostyleva "Show and tell."

Game exercises based on phonetic rhythm. Pozhilenko "The Magic World of Sounds and Words" (M. Efimenkova "Correction of speech sounds" (M. Fine motor skills of hands: 1. Bezzubtseva, T. N.

Andrievskaya “We develop the child’s hand, prepare it for drawing and writing” (M. Tsvyntary “We play with fingers and develop speech” (Lan, S-P, 1. Plutaeva, G. Losev “Development of fine motor skills” (M. Zh-l “ Preschool education ". Galkina, G. I. Dubinina "Fingers help to speak" (M. Inshakova "Examination of oral speech of children" (M. Babaeva, Z.

I. Mikhailova, A. G. Gogoberidze. 3. Serbina, N. N. Voloskova "Dysarthria" - educational and methodological manual (Stavropol 1. Bessonova, O. E. Gribova "Didactic material for the examination of children's speech" ("Arkti", 1. S. D. Zabramnaya "From diagnostics to development" (M.

New School, 1. 99. Chaplinskaya “Schemes for examining children with various speech pathologies (Stavropol, 2. Equipment for a speech therapy room: 1. Wall mirror for speech therapy classes (5. Mirrors for individual work (9x.

Speech therapy probes, spatulas. Cabinets for manuals - 4 pcs. An easel for pictures. Stationery table. Chairs - 1. 2 pcs.

Children's tables - desks - 8 pcs. Educational - teaching aids. Board games, toys. Magnetic and cut alphabet. Every teacher has a portfolio.

The main objectives of the program for the development of speech (phonemic) perception of children with mental retardation are:

Formation of a way to isolate a sound from a word (underlined pronunciation of a sound in a word), the ability to name the selected sound;

Isolation of individual sounds from words; correct and distinct articulation of sounds;

Sensually perceived (sensory) signs of vowels and consonants: the presence or absence of an obstacle in the oral cavity in the way of exhaled air, participation of the voice;

Distinguishing sounds that are close in pronunciation and sound, hard and soft consonants; sounds [a], [o], [s], [y], [m], [m " ] , [in], [in "], [k], [k], [n], [""], [s], [s"], [and];

Symbols for vowels, hard and soft consonants; the terms "vowel", "consonant", "hard consonant", "soft consonant";

Familiarization with the conditional-graphic scheme of the sound composition of the word;

Sequential selection of sounds from monosyllabic and two-syllable words such as but, ay, poppy, wasps according to a ready-made conditional-graphic scheme of the sound composition of a word;

Familiarization with block letters A, a, O, o, U, y, S, s, M, m, H, n, B, c, K, k, P, p, C, s, I, and; correlation of sound and letter;

Formation of the ability to compose a sentence and select words from a sentence consisting of two or three words; conditionally graphic scheme of the proposal; drawing up schemes of proposals (without prepositions); terms word, sentence;

Clarification and enrichment of vocabulary; the formation of the ability to speak loudly enough, slowly, literary correctly, intonationally expressive, give short and complete answers to questions.

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Educational area:Communication. Development of speech (phonemic) perception.

Planning is based on programs:

Programs of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova (M., 2011)

Preparation for school of children with mental retardation / Ed. Shevchenko S.G. (M., 2005)

Methodological aids:

Development of speech perception. Abstracts of classes. To work with children 5-6 years old with mental retardation. Morozova I.A., Pushkareva M.A. (M., 2009)

A week	Topic	Program content	Methods and techniques	Literature
September
1 Week	Adaptation of children
2 weeks	Monitoring
3 week	Monitoring
4 week	Sound and letter A	Fix the correct pronunciation of the sound A. Exercise the voice to highlight the sound A in words, determine its place in the word. Conditionally designate vowel sounds (with a red chip). Introduce the term "word", with the symbols of the word using a strip divided into 3 parts. The development of fine motor skills.	Game - conversation "At the doctor" Game "Stork" Game "catch the sound in your hands" Working with pictures Work in notebooks.	Page 12
October
1 Week	Sound and letter I		Riddles Di. name the vegetables Game "say a word" Work in notebooks	Morozova I.A. Development of speech perception Page 17
2 weeks	Sound and letter O	Fix the correct pronunciation of the sound O; To consolidate the ability to hear it in words and isolate it from the word. Continue to introduce the term "vowel sounds". Improve the ability to designate vowel sounds.	The game "Who is more attentive" Game "complete the offer" Name the fruit game Work in notebooks.	Morozova I.A. Development of speech perception Page 19
3 week	Sound and letter O	Make sentences on subject pictures; Highlight words in three-word sentences. Introduce the term "offer". To consolidate the ability to conditionally designate vowel sounds; pronounce the O sound correctly.	Game "Wonderful bag" Game "Repeat don't make a mistake" Make a proposal game	Morozova I.A. Development of speech perception Page 21
4 week	Sound and letter A, O	Consolidation of knowledge about the letters A, O. Develop the articulation apparatus of children. Learn to come up with words with a given sound. Improve the ability to conditionally designate vowel sounds. The development of fine motor skills.	Game "Wonderful bag" Say the opposite game Game "Signals" Game "Remember the Names" Work in notebooks.	Morozova I.A. Development of speech perception Page 24
November
1 Week	Sound and letter Y	To fix the correct pronunciation of the sound Y, the ability to distinguish it from the word. To improve the ability to form plural forms of nouns, conditionally designate vowel sounds.	Game "Repeat don't make a mistake" Game "Hide the sound in your hands" Game "Many - one"	Morozova I.A. Development of speech perception Page 27
2 weeks	Sound and letter Y	To fix the correct pronunciation of the sound Y, the ability to conditionally designate vowel sounds. Improve the ability to compose common sentences, analyze them, designate sentences using a conditional graphic scheme.	The game "Spread the pictures" Game "Hide the sound in your hands" Work in notebooks	Morozova I.A. Development of speech perception Page 29
3 week	Sound and letter Y, A, O. Prepositions: FOR, BEFORE	To fix the correct pronunciation of the sounds Y, A, O, the ability to conditionally designate vowel sounds. Make up two-word sentences based on the pictures. Distribute sentences (up to four words); extract words from them; correctly use the prepositions for, in front of. Exercise in the ability to form single-root words.	Game "Help the Dunno" Sound differentiation Word building exercise. Game "Many - one" Work in notebooks.	Morozova I.A. Development of speech perception Page 31
4 week	Sound and letter U	To fix the correct pronunciation of the sound U, the ability to designate vowel sounds. Learn to hear the sound and use your voice to highlight it in words.	The game "Who is more attentive" Game "Catch the sound in your hands" Game "Complete the sentence" Game "Come up with a word"	Morozova I.A. Development of speech perception Page 33
5week	Sound and letter U	To fix the correct pronunciation of the sound U, the ability to designate vowel sounds; extract words from a sentence; make sentences based on the picture. The development of fine motor skills.	The game "Find out by description" Game "Say the other way around" The game "The Fourth Extra" Making proposals for the plot picture	Morozova I.A. Development of speech perception Page 35
December
1 Week	Sound and letter O, U	To fix the correct pronunciation of the sound O, U, the ability to designate vowel sounds; extract words from a sentence; Continue to introduce related words. The development of fine motor skills.	Game "Signals" Game "Cryphers" word formation exercise Work in notebooks	Morozova I.A. Development of speech perception Page 40
2 weeks	Sound and letter A, O, U, S	Fix the correct pronunciation of the sound A, O, U, S; ability to designate vowel sounds; make word and sentence patterns. To improve the ability to correctly use the prepositions for, in front of, from; form single words. The development of fine motor skills.	Game "Magic Ball" Game "Signalers" word formation exercise Work in notebooks	Morozova I.A. Development of speech perception Page 41
3 week	Sound and letter M	Fix the correct pronunciation of the sounds M, Mb; the ability to isolate them from words. Compare the articulation of the sound M with the articulation of the vowels A, O, U, Y. Introduce the term "consonant sound". Conditionally designate consonant sounds (solid with a blue chip, soft with a green chip).	Game "Magic Ball" Work in notebooks	Morozova I.A. Development of speech perception Page 43
4 week	Sound and letter M. Prepositions: ON, OVER, UNDER	Fix the correct pronunciation of the sounds M, Mb; the ability to distinguish them from words, to designate consonant sounds. Improve the ability to correctly use the prepositions ON, UNDER, OVER in speech; form related words.	Game "Snail" Schema proposals The game "Where did the kitten hide"	Morozova I.A. Development of speech perception Page 46
January
1 Week	Christmas Holidays
2 weeks	Christmas Holidays
3 week	Sound and letter N.	Fix the correct pronunciation of the sound H; the ability to isolate it from words; symbolize consonant sounds. The development of fine motor skills.	Game "Catch the sound in your hands" Game Blue-Green Sound Mosaic Game Work in notebooks	Morozova I.A. Development of speech perception Page 51
4 week	Sound and letter N. Prepositions ON, BEFORE, FOR, BETWEEN, AFTER.	Fix the correct pronunciation of the sound H; the ability to conditionally designate consonant sounds; make sentences, their conditionally - graphic schemes; extract words from a sentence; use in speech the prepositions ON, BEFORE, FOR, BETWEEN, AFTER.	Game "Learn by spelling" Game "Catch the sound in your hands" Chamomile game Game "Finish the sentence"	Morozova I.A. Development of speech perception Page 53
5 week	Sound and letter V		Game "Repeat don't make a mistake" Game "Blue - Green" Game "Live Sounds" The game "4th extra" Work in notebooks.	Morozova I.A. Development of speech perception Page 56
February
1 Week	Sound and letter V	Fix the correct pronunciation of the sound B; the ability to isolate it from words; symbolize consonant sounds. The development of fine motor skills.	Game "Repeat don't make a mistake" Game "Blue - Green" Game "Live Sounds" The game "4th extra" Work in notebooks.	Morozova I.A. Development of speech perception Page 58
2 weeks	Distinguishing hard and soft consonants M - Mb, H - Hb, B - Bb	To acquaint with the conditional-graphic scheme of the sound composition of the word. Develop phonemic awareness the ability to distinguish sounds in words.	Sound analysis of the word AU Game "guess the riddle" Game "Signals" Sound analysis of the word NO The game "Who gave what?"	Morozova I.A. Development of speech perception Page 60
3 week	Sound and letter K. Hard and soft consonants.	Fix the correct pronunciation of sounds K, Kb; the ability to conditionally designate consonant sounds; consistently highlight sounds in monosyllabic words according to a ready-made conditional graphic scheme.	Game "Guess the riddle" The game "Repeat, do not make a mistake" sound letter analysis. Work in notebooks	Morozova I.A. Development of speech perception Page 64
4 week	Prepositions IN, ON, FOR, OVER, UNDER, BETWEEN, BEFORE.	To consolidate the ability to use prepositions IN, ON, FOR, OVER, UNDER, BETWEEN, BEFORE in speech based on observations of the location of real objects and actions with them; draw up proposals.	Working with prepositions Working with offers Storyline work Work in notebooks.	Morozova I.A. Development of speech perception Page 67
March
1 Week	Sound and letter K.	Fix the correct pronunciation of the sound K; the ability to conduct sound - letter analysis of words. Learn to pick up possessive pronouns MY, MY, MY to nouns.	Game "Say kindly" Game "One - many" The game "My, my, my" The game "Fingers-boys (girls)"	Morozova I.A. Development of speech perception Page 70
2 weeks	Sound analysis of monosyllabic words without consonant clusters	To consolidate the ability to conduct a sound-letter analysis of monosyllabic words without a confluence of consonants according to a ready-made scheme. The development of fine motor skills.	The game "read the words of different heights" Game "Guess the word by the first sounds" Work in notebooks.	Morozova I.A. Development of speech perception Page 72
3 week	Repetition of learned sounds		Game "Help the Dunno" Game "decipher the word" Work in notebooks.	Morozova I.A. Development of speech perception Page 73
4 week	Repetition of learned sounds	To consolidate the ability to consistently highlight sounds in words, make word schemes; proposals according to the conditionally - graphic scheme.	Game "Help the Dunno" Game "decipher the word" Characteristics of previously studied sounds. Work in notebooks.	Morozova I.A. Development of speech perception Page 73
April
1 Week	Sound and letter P.	Fix the correct pronunciation of the sound P; the ability to invent words with a given sound; sequentially extract sounds from words; symbolize sounds.	Game "Repeat don't make a mistake" Game "Field of Wonders" Game "Live Sounds" The game "The Fourth Extra" Work in notebooks.	Morozova I.A. Development of speech perception Page 75
2 weeks	Sound and letter P.	Fix the correct pronunciation of the sound P; ability to perform sound analysis of words. Learn to form nouns genitive case.	Game "Guess the word" Chamomile game Game "Fold pictures" Sound analysis of the word Spider Work in notebooks	Morozova I.A. Development of speech perception Page 78
3 week	Sound and letter C	Fix the correct pronunciation of the sound C; to consolidate the ability to analyze monosyllabic words without a confluence of consonants; formation of nouns in the genitive plural.	Game "Repeat don't make a mistake" Game "Well" Game "Fishermen" Game "Shop"	Morozova I.A. Development of speech perception Page 75
4 week	Repetition of learned sounds and letters.	To consolidate the ability to conduct an independent sound - letter analysis of words; symbolize sounds.	The game "What letter am I drawing?" Game "Help the Dunno" Game "Solve the puzzle" Word conversion work	Morozova I.A. Development of speech perception Page 75
May
1 Week	Generalizing lesson	To consolidate the ability to conduct sound analysis analysis of words; isolate sounds from words, name the selected sound, attribute it to vowels or consonants; conditionally designate vowels and consonants; read analyzed words; make sentences according to conditional graphic schemes.	Game "Repeat don't make a mistake" Game "Blue - Green" Game "Live Sounds" The game "4th extra"	Morozova I.A. Development of speech perception Page 75
2 weeks	Generalizing lesson	To consolidate the ability to conduct sound analysis analysis of words; isolate sounds from words, name the selected sound, attribute it to vowels or consonants; conditionally designate vowels and consonants; make sentences according to conditional graphic schemes.	Game "Repeat don't make a mistake" Game "Blue - Green" Game "Live Sounds" The game "4th extra"	Morozova I.A. Development of speech perception Page 75
3 week	Repetition	To consolidate the ability to conduct sound analysis analysis of words; isolate sounds from words, name the selected sound, attribute it to vowels or consonants; conditionally designate vowels and consonants;	Game "Wonderful bag" Say the opposite game Game "Signals" Game "Remember the Names"	Morozova I.A. Development of speech perception Page 75
4 week	Monitoring
Municipal Preschool educational institution « Kindergarten compensating type No. 126, Saratov

long term plan

directly-educational area

educational area "Communication" (Development of speech (phonemic) perception)

in the group of children with mental retardation

Teacher speech therapist:

Garkovenko A.G.