SHORT ANNOTATION

“This program addresses a problem that is relevant in theoretical and practical terms - psychological stimulation and actualization of the process of developing the intellectual abilities of students in elementary and secondary correctional schools - boarding school VIII type. Individual correctional tasks reflect the structure of intellectual abilities, general awareness: active vocabulary, cultural awareness, meaningfulness and structural perception, arbitrary attention, spatial representation, awareness of the processes of memorization and reproduction, mastering the necessary for mental processing techniques and means of establishing logical relationships between concepts and their signs .

RELEVANCE OF THE TOPIC

The basic principle of the organization of the educational process in special (correctional) general educational institutions of type VIII, compensating education - the principle of correctional orientation - implies an active influence on the sensory, mental and speech development of children. As well as the need for them to master a certain amount of knowledge and skills. And despite the fact that the desire to learn is almost the same for all children, the real readiness for learning is different. Therefore, a child with an insufficient level of intellectual development has great difficulties in the process of learning and mastering the school curriculum. . Children with a low level of intellectual development are lagging behind others in mastering the school curriculum. As a rule, this lag is more concerned with the pace, which is explained by the low level of development of memory, attention, logical thinking and general awareness. The proposed program was created in order to raise the level of intellectual abilities and general awareness of students of the correctional boarding school VIII type.

As a diagnostic method for the selection of students for individual classes was taken the method of research of verbal-logical thinking. .   The basis of this technique is the test of the structure of intelligence of R. Amthauer, modified by E.F. Zambacevichene, for the diagnosis of mental development of younger students. The method consists of 4 subtests aimed at identifying awareness (1st subtest), formation of logical action-classification, ability to abstract (2nd subtest), formation of logical action “inference by analogy” (3rd subtest) and formation of generalizing concepts (4th subtest). In the full version of each of the subtests 10 tasks, in the short version - 5.

The study of the thinking of middle school students was carried out according to the method “Tests of mental operations”, tested by V.I. Ekimova including subtests: “Selection of essential features”, “Identification of common concepts”, “Analysis of the relationship of concepts”, “Comparison of concepts”.

EXPLANATIONS TO THE PROGRAM

Starting the description of the program “Development of intellectual abilities and general awareness of students of elementary, secondary correctional school - boarding school VIII type”, it should be noted that most of the games and exercises are taken from known sources (the list of references is attached).

Classes are arranged in blocks, which include classes on the development of any mental functions necessary for successful training in a correctional school of the VIII type. As the diagnostics for a number of years shows, students of correctional schools of the VIII type experience the greatest difficulties in the development of general awareness, development of speech, retelling. Therefore, in my program I give tasks for the development of general awareness in every lesson. There are also problems perception of spatial relationships. Therefore, at the end of December - beginning of January, I introduced a separate block “Development of perception of spatial relationships” in the proposed program, which included games and exercises to consolidate the concepts of “big - small”, “Close - far”, “Right - left”, “Before - behind".

The purpose of the program:

• promote the development of intellectual abilities:
• vocabulary and general awareness.
• spatial representations, logical thinking.
• develop memory, attention, perception,
• communication skills.

Enrichment of sensory cognitive experience (based on the formation of skills to observe, compare, highlight the essential signs of objects and phenomena and reflect them in speech), aimed at the development of memory, thinking, speech, imagination;

Correction of deficiencies in cognitive - intellectual activity of children in the process of systematically and purposefully forming a full-fledged perception of the form, design, size, special properties of objects, their position in space;

Formation of space-time orientations;

Correction of motor deficiencies; improvement of visual-motor coordination;

Learning to manage emotions.

Education Committee of the administration of the Tselinny district of the Altai Territory

MBOU "virgin secondary school № 2"

“Considered” “Agreed” “Approved”

on the MO of primary teachers deputy. Director of OIA Director MBOU "Tselinnaya Secondary School № 2"

grades

__________ / ____________________ ___________ / _________ _______________ / Minutes No. _____ of ___________ 201 ___ city. ____________________________ 201 ___ g. Order number from ____________ 201 ___ g.

Working programm

by program Viii   species in grade 4

(individual training)

for student _____________________

basic level of primary general education

for 4 classes

for the 2016-2017 academic year

C. Virgin

annotation

Individual child learning is carried out according to work programs.   VIII species , compiled on the basis of the programs of a secondary school edited by V.Voronkova (Moscow, “Vlados”, 2010), approved by the Ministry of Education and Science of the Russian Federation. Training programs determine the content of education in individual subjects and the sequence of its passage through the years of study. The programs of the special correctional school take into account the peculiarities of the cognitive activity of students with intellectual disabilities, the level of speech development. They are aimed at the comprehensive development of the personality of students, contribute to their mental development, provide civil, moral, labor, aesthetic and physical education. Programs contain material that helps students achieve the level of general educational knowledge and skills that they need for social adaptation. The work program includes: an explanatory note, a thematic plan, the main content of the topics of the training course, requirements for the level of training of students, criteria and standards for assessing students' knowledge, a list of references.

In drawing up the schedule of classes, the level of health and health of the student is taken into account.

To control the assimilation of program material, classes are held at the end of each quarter in the form of examinations in mathematics and the Russian language, and verification of reading techniques.

Taking into account the curriculum, health condition, interests of the student and parents, for positive socialization of the student, training is conducted in the following educational disciplines: mathematics, writing and speech development, reading and speech development, labor training, fine arts, music, physical education

Distribution of hours according to the curriculum

2 2

1 8

2 0

Writing and speech development

Reading and speech development

Of the

Labor training

Physical education

2,25

1,75

0,25

Labor training

2,25

1,75

0,25

Work program in mathematics, grade 4

(2.5 hoursa   per week, total 85 hours)

EXPLANATORY NOTE

Mathematics, being one of the important general education subjects, prepares students with intellectual disabilities for life and mastering the available vocational skills.

The process of learning mathematics is inextricably linked with the solution of the specific task of correctional educational institutionsViii   type - correction and development of cognitive activity, personal qualities of the child, as well as the education of diligence, independence, patience, perseverance, curiosity, the formation of skills to plan their activities, exercise control and self-control.

Teaching mathematics is practical and is closely connected with other academic subjects, life, prepares students for mastering vocational knowledge and skills, teaching how to use mathematical knowledge in non-standard situations. The concepts of the number, size, geometric shape, which are formed in students in the process of learning mathematics, are abstract.

One of the important methods of teaching mathematics is comparison, since the majority of mathematical concepts and concepts are mutually reversible. Their assimilation is possible only under the condition of mastering the methods of finding similarities and differences, highlighting essential features and distracting from irrelevant ones, using methods of classification and differentiation, establishing causal relationships between concepts. Equally important is the materialization, that is, the ability to flesh out any abstract concept, to use it in life situations. Along with the above-mentioned leading teaching methods, others are also used: demonstration, observation, exercises, conversation, work with a textbook, excursion, independent work, etc.

Teaching mathematics is impossible without a close, attentive attitude to the formation and development of students' speech. Therefore, at the lessons of mathematics in the lower grades, the teacher teaches children to repeat their own speech, which is a model for students, introduces choral, and then individual commenting on the subject-practical activity and actions with numbers.

Addition and subtraction of numbers within 100 without passing through the discharge (all cases).

Written addition and subtraction of two-digit numbers with the transition through the discharge.

Counting and counting on 3, 6, 9, 4, 8, 7.

Multiplication table of the numbers 3, 4, 5, 6, 7, 8, 9. The division table into 3, 4, 5, 6, 7, 8, 9 equal parts. The relationship of multiplication and division.

Multiplication 1, 0, 10 and 1, 0, 10. Division 0, division by1,   on 10.

The names of the components of multiplication and division in the speech of students.

The unit (measure) of length is millimeter. Designation: 1 mm. Ratio: 1 cm = 10 mm.

The unit of measure of time is second. Designation: 1 s. Ratio: 1 min = 60 s. Second hand. Stopwatch.

Determination of time by the hour with an accuracy of 1 min (5 h 18 min, without 13 min 6 h, 18 min of the 9th). Double time mark.

A simple arithmetic problem to increase (decrease) a number several times.

The relationship between cost, price, quantity, all cases.

Composite problems solved by two arithmetic operations.

Closed and unclosed curves: circle, arc.

Broken lines - closed, unlocked. The boundary of the polygon is a closed broken line. Polyline length measurement and calculationher lengths Construction of a segment equal to the length of the polyline. Construction of a polyline along a given length of its segments.

Mutual position on the plane of geometric figures (intersection, intersection point).

Rectangle and square. Square as a special case of a rectangle.

Construct a rectangle (square) using the drawing triangle.

The name of the sides of the rectangle: the base (top, bottom), sides (right, left), opposite, adjacent sides.

Tasks:

To learn to distinguish between oral and written methods of addition and subtraction of numbers within 100;

Know the multiplication tables of all single-digit numbers and the numbers 10. The rule of multiplying the numbers 1 and 0 by 1 and 0, dividing 0 and dividing by 1, by 10;

Know the measures of length, mass and their ratio; measures of time and their ratio;

To teach to perform oral and written actions of addition and subtraction;

Teach practically, use the repositioning property of multiplication;

Teach yourself to briefly record, model content, solve composite arithmetic problems in two steps;

The math program is designed for individual homeschooling.

species edited by V.N. Voronkova, includes sections:

Reiteration.

Measures of length: meter, decimeter, centimeter (repetition).

Millimeter.

Multiplication and division (repetition).

Mass measures: kilogram, centner.

The solution of examples with the transition through a dozen.

Addition and subtraction within 100 with transition through the discharge.

Multiplication and division.

The length of the broken line.

Straight line. Section.

Measures of time.

All actions within 100.

The division with the remainder.

Triangles.

Reiteration.

Quadrilaterals.

Rectangle.

Main requirements for knowledge and skills of students

Students should know:

the difference between oral and written addition and subtraction of numbers within 100;

multiplication tables of all single-digit numbers and numbers 10. The rule of multiplying the numbers 1 and 0 by 1 and 0, dividing 0 and dividing by 1, by 10;

the names of the components of multiplication, division;

measures of length, mass and their ratio;

measures of time and their ratio;

various cases of the relative position of two geometric shapes;

names of elements of quadrangles.

Students should be able to:

perform oral and written actions of addition and subtraction;

practically use the switching property of multiplication;

determine the time by the clock in three ways with an accuracy of 1 min;

solve, compose, illustrate all studied simple arithmetic problems;

self-jot down, model content, solve composite arithmetic problems in two steps;

distinguish between closed, unclosed curves, broken lines;

calculate the length of the polyline;

recognize, name, draw, model the relative position of two straight, curved lines, polygons, circles, find intersection points;

draw a rectangle (square) using a drawing triangle on unlined paper.

·

· M.N. Petrova Math Textbook for 4 classes of special (correctional) educational institutions of the VIII type

Calendar-thematic planning in mathematics, grade 4

2 hours a week, 85 hours a year.

I   fourth

Multiplication and division (repetition) (2 )

Repeating multiplication tables by 2, by 3.

Repeating multiplication tables by 5, by 3.

Mass measures: kilogram, centner. (3)

Centner - a measure of mass.

The ratio of the measures of mass.

Verification work on the topic: “Measures of mass: kilogram, centner”

The solution of examples with the transition through a dozen. (4)

Solution examples in 2 steps.

The solution of examples of the form: 40 - 2; 30 - 12

Problem solving in 2 steps.

Verification work on the topic: “The solution of examples with the transition through a dozen.”

Addition and subtraction within 100 with transition through the discharge. (10)

Addition with transition through discharge. Solution examples of the form: 9 +4; 59 + 4

The solution of examples and problems on addition with transition through the discharge.

The solution of examples on written addition.

Test

II fourth.

The solution of examples on the subtraction with the transition through the discharge.

The ratio of the components of addition and subtraction.

Verification work on the topic: "Addition and subtraction within 100 with transition through the discharge "

Multiplication and division. (6)

Multiplication and division of the number 2

The division into 3 equal parts.

The solution of problems of division by content and into equal parts.

Verification work on the topic: "The multiplication of the number 3. The division by 3"

The multiplication of the number 4.

The solution of examples and problems on multiplying the number 4.

Lines: straight, curve, broken, ray. (one)

Lines: straight, curve, broken, ray.

Multiplication and division (7)

The division table by 4.

Closed and unclosed curves. Circle. Arc.

Verification work on the topic: "Multiplication and division by 4"

The multiplication of the number 5.

The multiplication table of the number 5.

Division into 5 equal parts.

The division table by 4.

Closed and unclosed broken lines. (one)

Closed and unclosed broken lines.

III   fourth.

Multiplication and division.

The multiplication of the number 6.

Division into 6 equal parts.

The division table by 6.

The length of the broken line. (one)

The length of the broken line.

Multiplication and division.

Verification work on the topic: "Multiplication and division by 6"

Work on the bugs.

The multiplication of the number 7. The multiplication table by 7.

Division table by 7

Straight line. Section. (one)

Straight line. Section.

Multiplication and division.

Verification work on the topic: "Multiplication and division by 7"

The relationship between price, quantity, cost.

Multiplication of the number 8

The division into 8 equal parts.

The division table by 8.

Verification work on the topic: "Multiplication and division of the number 8"

The multiplication of the number 9.

The solution of examples on multiplication and division by 9.

Solving examples and tasks.

Mutual position of straight lines. (one)

Mutual position of straight lines.

Multiplication and division.

Multiplication and division of units and units.

Multiplication and division of zero and zero.

Multiplication and division of the number 10 and 10.

Multiplication and division

Measures of time (2)

Measures of time.

Measures of time. Verification work.

IV   fourth.

The numbers obtained in the measurement of cost, length, time. (3)

The numbers obtained in the measurement of value, length, time.

Solving examples, with numbers obtained by measuring the length.

The mutual position of the geometric shapes. (3)

The mutual position of the geometric shapes.

Writing tasks for a brief record.

Verification work on the topic: "The solution of examples with numbers obtained in the measurement"

All actions within 100 (3)

Addition with transition through discharge.

Addition and subtraction with transition through discharge.

Multiplication and division.

The division with the remainder. (3)

Division with remainder

Division with remainder

The solution of examples of division with the remainder.

Triangles. (one)

Parts of a triangle.

Repetition (2)

Solving examples of studied species.

Solving examples and tasks.

Quadrilaterals. (one)

Rectangle.

Repetition (3)

The relationship of the action of division and multiplication.

The final test.

Work on the bugs.

Rectangle. (1)

Rectangle.

Reiteration

Solving examples and tasks.

Control parameters for evaluating achievements in mathematics, grade 4

3. Learn to work independently with a book.

The subjects of the works for reading are selected taking into account the maximum development of the cognitive interests of children, the expansion of their outlook, the education of moral qualities.

The main directions of correctional work:

· Development of articulation motility;

· The formation of the ability to work on verbal instructions, algorithm;

· Development of higher mental functions;

· Correction of violations of the emotional and personal sphere;

· Speech development, proficiency in speech technology;

· Expansion of ideas about the world and enrichment of the dictionary;

· Correction of individual gaps in knowledge, skills, and skills.

Students should know:   by heart 7-8 poems.

Students should be able to : consciously, correctly, expressively read the text aloud in whole words with pauses and appropriate intonation; read to yourself; answer questions on the read; to identify the main actors, to be able to express their attitude towards them; determine the main idea of ​​the work; read passages by roles; retell the content of the read; distinguish a tale from a story; read available children's books from the school library and children's newspapers, magazines.

Along with these tasks in the classroom, special tasks are also solved, aimed at correcting the mental activity of schoolchildren.

Content of the program

Reading the works of oral folk art in the treatment of Russian writers.

Stories and poems about the heroism of the people during the war. Socially useful affairs of schoolchildren.

Reading stories and poems of Russian and foreign classics about

nature, animal life, adults and children in different seasons.

Reading technique

Reading without distortion of the sound composition of the word with the proper emphasis. Transition to reading with whole words. Subsequent reading of words that are difficult in semantics and syllable structure, with their preliminary reading with the help of the teacher (speech exercises). Exercises in the reading of specially selected texts, composed of words, simple in meaning and syllable structure.

Transition from spelling to orthoepic reading of monosyllabic and two-syllable words like: what   [INTO] to [shts] whom   [kavó] what   [che’evó] water   [vadá], deer [al’én ’] and so on. Reading silently after analyzing the text to prepare for a faster reading pace.

Expressive reading

Compliance with punctuation marks: a short pause on a comma, a long pause on a dot. Intonation of completeness of a narrative sentence, interrogative and exclamatory intonation. The transfer of the emotional content of what is being read (sad, fun, admiringly) and the character's character (affectionate, polite, angry, cunning, sneaky) in tone of voice. Isolation of the author's remarks, reading the text in accordance with them on the model of the teacher or independently (said roughly, spoke slowly, etc.). Expressive reading of the roles of short passages with direct speech after working on the text. Expressive reading by heart short poems based on the reading of the teacher.

Conscious reading

Listening to the text with the installation of understanding its content and emotional evaluation. Answers to questions on the content. Selective reading to answer a question, to correlate a text sentence with an illustration. Establishing the sequence of actions of the characters of the work and the interrelations of events. Explaining the actions of the actors, evaluating their behavior with the help of leading questions from the teacher, based on their own experience. Creating conditions for communication of children, for the exchange of views in connection with the assessment of the actions of the characters. The development of the ability to predict the content of the work before it is read by the title (“What do you think, what or about whom will be discussed in the story?”); assessment of the accuracy or inaccuracy of the forecast. Explanation of the semantics of a word based on visual material after analysis by its teacher. Highlighting students incomprehensible words for them. Seeking clarification from a friend or teacher. Collective work on the selection of the main idea of ​​the work with the help of leading questions of the teacher. The division of the text into parts based on a series of pictures.

Speech development

Text retelling in parts with words close to the text, with or without support for the picture plan. Selection in the text of words characterizing the characters; use of these words in retelling. Verbal drawing pictures to each part. Memorizing conversations after reading them in roles, working on dramatization.

Interdisciplinary communication

Maths. Name of numbers within 200. Search for the desired page in the textbook.

Writing and speech development. Written answers to questions on the text. Coherent statements on issues addressed in the conversation.

Nature Studies. Independent description of nature paintings, natural phenomena.

Art. Sketches of scenes of nature, animals.

Students should be able to:

Development of oral speech

Independent full and selective retelling, story by analogy with the read. Memorizing poems, fables.

extracurricular reading

Reading available children's books from the school library and children's magazines; naming of the title of the read book, its author; answers to questions on the content; telling individual episodes from reading.

Criteria and standards for assessing students in reading and language development

Testing of reading skills is carried out on the basis of daily observations of reading and reading comprehension through a textbook through a special survey on reading, retelling or a combined survey.

At the beginning of the next academic year, the reading technique is checked against texts whose volume corresponds to the volume of texts of the previous year.

At the beginning, middle and end of the school year, a reading technique is checked.

Reading technique

Reading without distortion of the sound composition of the word with the proper emphasis. Transition to reading with whole words. Post-reading reading of words that are difficult in semantics and syllabic structure, with their preliminary reading with the help of a teacher (speech exercises). Exercises in the reading of specially selected texts, composed of words, simple in meaning and syllable structure.

Transition from spelling to orthoepic reading of monosyllabic and two-syllable words like:what   [INTO]to [shts]whom [kavó]what [che’evó]water [vadá], deer [al’én ’] and so on. Reading silently after analyzing the text to prepare for a faster reading pace.

Withassessment it takes into account the success of students in mastering the technique of reading (correctness, fluency and expressiveness) and the content of the readable (highlighting the main thoughts, answers to questions, retelling) in accordance with the program requirements for each year of study.

Grade 5 is put to the student if he: 1) reads correctly, fluently, expressively, in compliance with the norms of literary pronunciation; 2) highlights the main idea of ​​the work or parts of the story with the insignificant help of the teacher; 3) divides the text into parts and heading them with the help of a teacher; 4) names the main characters of the work, describes their actions; 5) answers questions and conveys the contents of the read fully, correctly, consistently; 6) knows by heart the text of the poem and reads it expressively.

Grade 4   put the student, if he: 1) reads, basically, correctly, fluently; 2) makes 1-2 mistakes when reading, observing semantic pauses, punctuation marks, transmitting intonation, logical stress; 3) admits inaccuracies in the allocation of the main idea of ​​the work or part of the story, corrects them with the help of a teacher; 4) makes mistakes in dividing the text into parts and heading the parts, corrects them with the help of the teacher; 5) names the main characters of the work, characterizes their actions with the help of a teacher; 6) admits inaccuracies in answering questions during the transfer of content, but corrects them independently or with minor help from the teacher; allows for reading by heart 1-2 self-correctable errors; 7) reading by heart is not expressive enough.

Grade 3 put to the student if he: 1) reads not fluently, some words - by syllables; 2) makes 3-4 errors when reading; 1-2 errors - in the observance of syntax pauses; 3-4 - in observance of semantic pauses, punctuation marks, transmitting intonation, logical stress; 3) highlights the main idea of ​​the work or parts of the story with the help of a teacher; 4) divides the text into parts and headlines with the help of a teacher; 5) it is difficult to name the main actors of the work, to characterize their actions; 6) answer questions and retell incompletely, inconsistently, allow for the distortion of the main meaning of the work; 7) discovers when reading by heart a loose assimilation of the text.

Calendar and thematic planning for reading (2 hours a week, 68 hours in total)

In grade 4, students are given the most elementary information on grammar, the assimilation of which is important for developing a fairly meaningful attitude to the main elements of the language. Mastering elementary knowledge of grammar is primarily necessary for the acquisition of practical skills of speaking and writing, the formation of basic spellingphysical and punctuation skills, in fostering interest in the native language. Students should acquire a number of grammatical skills in phonetics, morphology and syntax. Learning grammar contributes to their mental and speech development.

The ability to analyze, summarize, group, systematize even elementary language material, to give the simplest explanations should contribute to the correction of thinking, the development of cognitive activity   schoolchildren.

The program on grammar, spelling and development of speech includes sections: "Sounds and letters", "Word", "Proposal", "Connected speech".

Sounds and letters. Phonetic and phonemic disorders of mentally retarded schoolchildren make it difficult for them to master grammar and spelling. In grade 4, sound-letter analysis is the basis for the formation of phonetically correct letters and letters according to the rule.

Students acquire initial information on phonetics and graphics: about sounds and letters, about vowels and consonants, about the alphabet, about syllables and hyphenation by syllables, about vowels percussion and unstressed, about consonants voiced and deaf, hard and soft, unpronounceable and double, etc. .

Schoolchildren master the phonetic composition of native speech, understanding the relationship between pronunciation and writing, which is not phonetic, but phonemic, i.e. transmitting the main sounds, and not their variants, in the process of learning in class and special classes, to correct their deviations. psychophysical development. The mastering of the spelling of unstressed vowels, voiced and deaf consonants at the end of a word is carried out at the level of phonetic exercises not based on the analysis of the morphemic composition of the word, but by comparing shock and unstressed vowels, consonants in the end and middle of the word with consonants before vowels.

Word.   AT the process of practical grammatical exercises examines various categories of words - the names of objects, actions, signs. In grade 4, the concept of related words is given, nests of related words are made up, a common part is singled out - the root.

Sentence.   The study of the proposal is of particular importance for the preparation for life, for communication. The concept of the proposal students receive on a specific speech material   in the process of parsing the sentence, according to the words and making a sentence from the words. When practicing proposals for a proposed topic, by a picture, by supporting words, distributing sentences on questions, by meaning, restoring a broken word order in a sentence, students should realize that the sentence expresses a thought in a complete form, the words are arranged in a certain order and are connected between themselves. This link can be established using questions.

In grade 4, the concept of major and minor members of the sentence is given, which is important for mastering the basic grammatical theme of grade 5 — the noun (distinguishing between the nominative and accusative cases).

Connected speech Special attention is paid to the formation of coherent oral and written language skills in schoolchildren, since their ability to express their thoughts correctly, fully and consistently is very limited. The work on the development of phonemic hearing and correct pronunciation, enrichment and refinement of the vocabulary, teaching the construction of sentences creates the prerequisites for the formation of the ability to speak verbally and in writing.

Preparatory exercises are conducted: answers to consecutively posed questions, signatures under a series of drawings, work with a deformed   text, etc.

The skills of coherent oral and written statements begin to take shape: essays and presentations available to students on topics, vocabulary and grammatical structure.

Graphic skills. Students improve graphic skills, difficulties, the formation of whichsufficient development of movements of small muscles of the hand and their small coordination. This job is to consolidate the writing of lowercase and uppercase letters and their compounds, which prevents the appearance of graphic errors in writing, in writing off from handwritten and printed text.

A letter dictation of the proposals in compliance with the studied spelling rules. Restoring broken word order in a sentence.

Oral speech.   Proper compilation of simple common sentences and complex with the union and. A coherent statement on the plan in the form of questions, basic sentences, according to the picture plan (a series of pictures). Repetition of the past year.

Reiteration.

Practical construction of a simple sentence. Drafting sentences with the use of words in oblique cases on questions from words given in the initial form; the completion of sentences; restoring broken word order in a sentence.

Sounds and letters.

Alphabet. Use at the end and in the middle of a word. Dividing before vowels e, e, u, i, and.

Combinations of vowels with hissing. Spellingzhi, shi, cha, schA, choo, shu.

Spelling voiced and deaf consonants at the end and middle of words. Verification of writing by changing the form of the word and selection (on the model) of related words.

Stress Distinguishing between shock and unstressed vowels. Spelling unstressed vowels by changing the form of the word(water-water) or selection on the model of related words(water - water).

Word.

Proper Names Expanding the range of proper names: the names of rivers, mountains, seas. Big letter in proper names.

Prepositions before, without, under, above, about, before. Separate writing of prepositions with other words.

Dividing b.

Related words. The general part of related words (root).

Spelling words with unverifiable spellings in the root: the ability to use the dictionary given in the textbook.

Sentence.

The division of speech into sentences, the selection in words of words denoting who or what it says, what is said.

Exercises in the preparation of proposals. Distribution offers. The establishment of a link between the words in the proposals for issues.

Punctuation marks at the end of a sentence (full stop, question and exclamation marks).

Main members of the sentence: subject, predicate. Minor members of the proposal (without dividing into types).

Coherent written speech.

Compilation and recording of a short story on a series of pictures under the guidance of a teacher and independently.

Compilation and recording of a story based on a story picture and a detailed questionnaire after an oral analysis of the content, language and spelling.

Presentation under the guidance of a teacher of a small text (20-30 words) according to teacher questions.

Recovery of simple deformed text by

issues.

Description of simple familiar objects and pictures according to a collectively made plan in the form of questions.

Compiling and writing under the guidance of a teacher a small letter to relatives and comrades. Address on the envelope.

Developing the skill of correct and accurate writing and cheating with further acceleration of the pace of writing.

Clear and graphically correct lowercase (as needed) and capital letters:

1st group - I, C, W, U, L, L, M, A;

2nd group - О, С, 3,X, F, E, E, I;

3rd group - U, N, K, Yu, R, B;

4th group - G, P, T, B, F, D.

Performing written exercises for the textbook in accordance with the assignment.

Coping handwritten and printed texts with whole words and phrases. Writing off sentences and related texts with the insertion of missing letters or words. Selective cheating at the direction of the teacher. A letter dictating sentences and coherent texts in compliance with the rules of spelling. Restoring the broken order of words in a sentence, writing uppercase and lowercase letters in alphabetical order.

· The program of special (correctional) educational institutions of the VIII type Edited by V.V. Voronkova

· Russian A.K.Aksenova, E.V. Yakubovskaya Textbook for 4 classes of special (correctional) educational institutions of the VIII type

Tasks:

• to acquaint with elementary information on grammar;

  to form practical skills of speaking and writing;

  to form spelling and punctuation skills;

  to give knowledge in the field of phonetics, morphology and syntax;

  to promote mental and speech development through the ability to analyze, synthesize, group, systematize language material4

  to raise interest in the native language.

The program for writing and development of speech is designed for individual training at home according to the program of special (correctional) educational institutions VIII

species edited by V.N. Voronkova, includes sections:

Reiteration

Sounds and letters.

Dividing soft sign.

Vowels after hissing.

Paired voiced and deaf consonants at the end and in the middle of the word.

Shock and unstressed vowels.

Spelling of unstressed vowels

Proper Names

Prepositions

Dividing hard sign.

Related words

Sentence.

Punctuation marks at the end of a sentence

Major and minor words in the sentence

Repeat traversed.

Requirements for student knowledge:

Basic requirements for student knowledge and skills

Students must be able to:

make and distribute sentences, establish links between words on questions; put punctuation marks at the end of a sentence;

analyze words by sound composition (select and differentiate sounds, set the sequencesounds in the word);

write off handwritten and printed text with whole words and phrases;

write dictation sentences and texts (30-35 words).

Students must know:

alphabet; alphabetical order of wordsdictionary.

Calendar and thematic planning by letter, Grade 4

2 hours a week, 68 hours a year.

I   fourth

Vowels after hissing. (four)

Spelling vowels after sizzling.

Exercises in writing words with vowels after hissing.

Dictation   by topic "Vowels after hissing"

Total dictation forI   fourth.

II fourth.

Paired consonants (3)

Exercises in writing words with paired consonants at the end and in the middle of a word.

Consolidation on the topic: "Paired voiced and deaf consonants at the end and in the middle of the word" Vocabulary dictation.

Dictation   on the topic: "Paired voiced and deaf consonants at the end and in the middle of the word."

Shock and unstressed vowels. (five)

Stress

Exercises in the formulation of stress in words.

Shock and unstressed vowels.

Shock and unstressed vowels. Checklists.

Spelling of unstressed vowels. (5)

Spelling unstressed vowels.

Unstressed vowels, verifiable and unchecked stress.

Vocabulary dictation.

Exercises in spelling unstressed vowels, verifiable and unchecked stress.

Dictation   on the topic: "Spelling unstressed vowels"

Word. (9)

Item Names

Words denoting the names of items that answer the question what? Who!

III   fourth

Words denoting the actions of objects.

Drawing up the story on the model.

Words denoting signs of objects.

Change the words denoting signs of objects on issues.

Comparison of items on the grounds.

PROGRAM

on the course "Psychomotor Correction
AND TOUCH PROCESSES "

for students of 3 classes
special / correctional / comprehensive school VIII species.

(68 hours)

COURSE PROGRAM FOR CLASS 3 INCLUDES THE FOLLOWING SECTIONS:

SECTION 1. Comprehensive examination of children.
Determination of the primary level of development.

(4 hours)

The study of general awareness and outlook of students. Research of small and large motility of hands. Dynamic, static coordination. Dexterity and accuracy of movements.
  The study of sensory processes. Perception research (shape, color, size, material, space and time). Representations of the external properties of objects. Emotions.

SECTION 2. The development of large and fine motor skills
grafomotor skills.

(28 hours)

(6 o'clock)

Repeat the techniques of 4-phase diaphragmatic breathing ("Breathe - Delay - Exhale - Delay"). Training proper breathing (duration 3-4 sec., gradual increase to 5-6 sec.).   Perform breathing exercises. Combining breathing with movements (speed up step, run).Training breathing while driving. Massage and self-massage. Familiarity with the elements of massage.

(4 hours)

We recall what we have learned and get acquainted with new relaxation techniques. Stages of relaxation. Practice relaxation and tension. The practical development of the stages. Performing exercises to relax parts of the body.

(9 hours)

Outdoor games on the development of motor skills. Purposefulness of performing actions and movements according to the instruction of the teacher. The development of speed, agility and accuracy of movements. Development of the ability to control the turnover of actions. The development of consistency and simultaneity of movements of different parts of the body (turns and throws, bends and turns). The development of expressive movements. The development of auditory and tactile coordination.

(9 hours)

The development of coordination of movements of the hands and fingers. Finger gymnastics. Repeat dashed lines. Drawing, hatching, stroking, stencilled with drawing of figures and objects, inventing a plot. Connecting the dots in order (according to the program of 3-class within 100).   The development of counting skills. Learning to make a story on the picture. Development of hand and eye coordination. We draw the second half of the picture. Application of various materials. The development of motor coordination. Exercises with massage balls. Performing graphic works dictation ("Sea battle"). Movement in cells up and down, left and right, diagonally.

SECTION 3. Correction of sensory processes.

(30 hours)

1 MODULE. The perception of form, color, sounds. Constructing items(9 hours)

Purpose items. Sports, games, hobbies. Amount. As many. More, less on ... Economic game. Challenging board games with rules (transition of the course, pass of the course, movement on arrows, etc.).   The shape of objects. The construction of objects of complex shape The formation of sensory standards.
Classification of items. Colors and shades of objects. Plunge into the world of sounds. Orientation on your own body and the body of another person. Determining the location of objects in space. Right left. Up and down. In the center. Higher lower. Movement in a given direction. We make the whole of the parts. Cut pictures. We classify by various characteristics: shape, color, size. We make the story on the picture. Determining the location of objects in space. Movement in a given direction. Classification of items. Colors and shades of objects. Plunge into the world of sounds.

(5 o'clock)

Orientation on your own body and the body of another person. Determining the location of objects in space. Right left. Up and down. In the center. Higher lower. Movement in a given direction. Right - top corner. Bottom right corner. Left - upper corner. Lower left corner. Orientation on a sheet of paper.

(5 o'clock)

Repeat the seasons. The change of seasons. Earlier - later. Months. Year - 12 months. Sequence of events. Days of the week. Day: Day and night. Evening and morning.

4 MODULE. Tactile and motor perception. Development of smell(4 hours)

Determination by touch of objects, their size. Learning to write a fairy tale. Work with different types of materials. The definition of taste, smell.

5 MODULE. Emotional world.(7 o'clock)

The emotional world of man. Joy "Flower - Seven-color". Fear / scare Fairy tale "Fox and rooster." Sadness / sorrow "By pike." Wrath "Fox and Hare." Kindness "Wolf and calf." Anger "Cinderella."

SECTION 4. Repeat passed.

(2 hours)

We carry out exercises for 4-phase breathing. Repeat the elements of relaxation. Exercise on the development of fine motor skills. Exercises on the development of perception.

SECTION 5. Final diagnosis of students

(4 hours)

Group and individual surveys: Graph-motor techniques, coordination of movements, sensory standards.

TOTAL: 68 HOURS

Grade 3 students should be able to:

purposefully perform actions on the instructions of the teacher;

move quickly and accurately in space;

analyze and compare items for the proposed characteristics (shape, size, color);

determine the seasons and name their signs;

connect points in series; own the counting operations of the program;

perform creative work from a variety of materials;

design without reference to the sample;

select an item from the group;

determine the picture to the specified standards;

determine the material from which the item is made;

perform breathing and relaxation exercises;

perform finger exercises;

distinguish between primary colors, know shades of colors;

classify the figures in several ways;

be guided on a piece of paper and in space;

recognize basic emotions, be able to show them;

to make an object from parts;

know the elements of 2-phase and 4-phase breathing and perform at the command of the teacher;

perform graphic work under the dictation of the teacher;

THEMATIC PLAN

3 class

Section 2. Development of large and fine motor skills, grafomotor skills.

1 MODULE. Receptions correct diaphragmatic breathing.

Repeat the techniques of 4-phase diaphragmatic breathing ("Breathe - Delay - Exhale - Delay"). "The Adventures of Pinocchio and His Friends".

Training proper breathing (duration 3-4 sec.).   "The Adventures of Pinocchio and His Friends". Adventure continues.

Practical development of the stages of proper breathing (5-6 sec.). Combining breathing with movements (quicken step, we run).

2 MODULE. Optimize tonus. Relaxation techniques.(4 hours)

We recall what we have learned and get acquainted with new relaxation techniques. Stages of relaxation. "Dunno in the land of dreams."

Practice relaxation and tension. The practical development of the stages. Performing exercises to relax body parts. "Buratino dreams of treasure."

3 MODULE. Correction of large motor skills

Outdoor games on the development of motor skills. "Happy starts of Dunno and his friends" *

Purposefulness of performing actions and movements according to the instruction of the teacher. Igrotraining "Preparation for the march to the" Field of Miracles "," Meeting with Karabas - Barabas "*

The development of speed, agility and accuracy of movements. "Escape from Fox Alice and Kota Basilio"

Development of the ability to control the turnover of actions "Performance in the puppet theater."

Development of consistency and simultaneity of movements of various parts of the body (turns and throws, bends and turns) "Meeting with Karabas and Duremar". Chase.

The development of sustainability. The development of auditory and tactile coordination. Play Training "Pinocchio at home. The Adventures Continue."

The development of taste perception. Igrotrening "In the tavern of 3 minnows".

4 MODULE. Correction of fine motor and grafomotor skills

The development of coordination of movements of the hands and fingers. Finger gymnastics. Fairy Tale "Buratino at School".

Repeat types of dashed lines. Drawing, hatching, stroking, stencilled. Skating training "Pinocchio in school", "Adventures of Pinocchio" (Make up a story yourself)

Connect the dots in order and draw pictures. The development of counting skills. Psychic training "Buratino learns."

Development of hand and eye coordination. We draw a simple picture on the model. We make up a story.

Application of different material. "Pinocchio and his friends".

The development of motor coordination. Exercises with massage balls.

Performance of graphic works under the dictation "School subjects".

3. CORRECTION OF TOUCH PROCESSES.

1 MODULE. Perception. Constructing items.

Purpose items. Purpose items. Sports, games, hobbies. Psychological training "Sports Buratino".

Amount. Sports, games, hobbies. Psychiatric training "Buratino and his friends love sports"

Difficult board games with rules (transition, skipping, moving along arrows, etc.). Game training "The Adventures of Buratino in the country" Fools "."

The shape of objects. Selection of signs of the form. Design without reference to the sample (round, triangular, square). Classification by form. Igrotraining "Building a new theater."

The perception of sensory standards. ICT training.

Colors and shades of objects. ART-Training "Journey to the country of color."

ART-training "Adventures in the country of color."

Plunge into the world of sounds. Animation "Hiking in the forest. Echo."

Audio training "Listen to the sounds of the forest: The sounds of the forest at different times of the year."

2 MODULE. The development of hand-eye coordination.

Orientation on his own body and the body of another "Turtle Tortilla and its frogs."

Determining the location of objects in space. Play Training "Buratino planting a money tree."

Right left. Up and down. In the center. Higher lower. Movement in a given direction. Igrotrening "Pinocchio visiting Tortilla turtles".

Bottom right corner. Left - upper corner. Lower left corner. Orientation on a sheet of paper.

3 MODULE. The perception of time.

Repeat the seasons. The change of seasons. Sequence of events. Earlier - later.

Months. Year - 12 months. Sequence of events.

Days of the week.

Day: Day and night. Evening and morning.

4 MODULE. Tactile and motor perception.

Determination by touch of objects, their size. Learning to write a fairy tale.

Work with different types of materials. Learning to write a fairy tale. Magic Pouch

5 MODULE. We study the emotional world.

Fear Fairy Tale "Fox and Rooster"

Sadness / Sorrow. Skazkotrening "By pike".

Joy. Igrotrening "Flower - Seven-color".

Kindness "Wolf and calf."

Anger. Fairy Tale "Fox and the Hare."

Anger. Fairy tale "Cinderella".

4. SECONDARY STUDY OF PSYCHOMOTORIES
AND TOUCH PROCESSES.

General awareness research. Fine motor skills.

Dynamic and static coordination, plasticity and agility of movements. Speed ​​and accuracy, simultaneous movements, Facial expressions, pantomime.

Perception. Representations of the external properties of objects. The main emotions. Method "Pictograms". Training sensations.

Individual program for homeschooling child 8 species

Publication date: 24.09.2015

Short description:

preview material

“An individual program of correctional work with a boy of 8 years of age with mental retardation combined with a reactive-type hypersyndrome”

Made up

primary school teacher

Usmanova Vasilya Borisovna

Conclusion PMPK: F81.3 Mixed disorder of school skills. F90 Hyperkinetic disorders.

A brief analysis of the results of the examination of the child according to the conclusions of various specialists. Baby from the first pregnancy. Weight - 2,700, height 45 cm. Apgar scale - 7-8 points. Violations of writing and reading, manifested in optical errors in writing, difficulties in recognizing letters when reading, slower processes of learning letters and reading. Severe fatigue associated with low mental performance, emotional lability, reactivity in activity and behavior. The child is difficult to manage, external control is difficult to apply, internal control is completely absent, constantly violates the discipline in the classroom, conflicts with peers.

The main directions of individual correctional work:

a) Development and correction of speech and writing disorders;

C) the development of the course "Mathematics"

Physical development.

The development of visual perception and sensorimotor coordination.

The development of visual memory and attention;

development of fine motor skills;

the formation of visual-spatial functions: visual analysis and synthesis, spatial representations.

the formation of auditory visual-motor coordination;

improvement of articulation motility.

The development of basic mental operations.

development of highlighting, comparing and summarizing the signs of objects and phenomena, serialization, classification (able to pick up objects according to shape, or color, or size, spread out in ascending or descending order; select furniture, clothes, plants from a set of pictures);

development of planning skills;

ability to work on verbal and written instructions;

development of verbal and logical thinking;

Development and correction of cognitive activity;

a) Development and correction of speech and writing disorders.

Formation of phonemic perception of speech sounds and sound analysis;

the formation of the ability to hear and distinguish the soft sound of consonants before vowels of the second row, me, e, u, e, and the solid sound of consonants before vowels of the first row, a, o, y, y, e.

to fix the ability to write the letter b in the end and middle of the word.

the formation of the skill of correct spelling of words with a soft sign;

differentiation of whistling and hissing consonants, similar in pronunciation or in spelling: sh-sh, c-s, h-sh, h-sh, h-c-sh.

the formation of spelling vigilance, linguistic intuition;

expansion and activation of passive and active vocabulary;

addressing gaps in learning writing skills;

to correct the deficiencies of cognitive activity: observation, memory, speech, attention.

form the following abilities in children: read short sentences on their own, answer questions as they read, follow the text to read a friend, memorize short poems.

EXTRACURRICULAR READING. The development of interest in books. Familiarity with the available children's books in the teacher's reading; consideration of the book being read, the correct naming of the book, the author; Answers to the questions: who is she talking about?

b) Expansion of ideas about the environment and enrichment of the dictionary.

Formation of ideas about yourself, your family, about others;

perceptions of nature and seasonal changes;

enriching the vocabulary of subjects, actions and attributes.

c) Development in the course "Mathematics"

To form conscious and strong in many cases, computed skills of calculations, ideas about geometric shapes;

to arouse students' interest in mathematics, in quantitative changes in the elements of subject sets and numbers, in the measurement of quantities.

D) productive activities.

Drawing.

Expand the scope of ideas about the world

stimulate the desire to draw;

learn to bring things to the end;

learn to express your feelings;

develop perseverance, enhance creative imagination.

To teach self-orientation in a task, to compare a product sample with a natural object, stuffed animal, toy, draw up a plan for working on a product, carry out products with partial help from a teacher and independently;

develop the ability to adhere to the plan when performing products;

teach to exercise current control with partial help of the teacher;

learn verbal report on the work done;

spatial orientation in the performance of volumetric work, the correct location of parts, respect for proportions and sizes. The use in speech of words denoting the spatial signs of objects: short - shorter, long - longer, higher, lower, and so on; words denoting spatial relations of objects: around, close - far.

Physical development.

To improve the main types of movements: walking, running, jumping, climbing, climbing.

develop a sense of rhythm and ear for music: teach how to perform tasks under the score, claps, music.

mastering elementary skills in catching, throwing, passing and dribbling, mastering throwing skills;

development of coordination and conditioning abilities and orientation in space;

develop motor skills such as agility, speed, strength, accuracy, flexibility, coordination and endurance;

develop fine and large motor skills.

The development of the emotional - personal sphere and the regulation of the behavior of activities.

Raising diligence, independence, patience, perseverance, curiosity;

the formation of skills to plan their activities, exercise control and self-control;

development of the ability to emotional regulation of their behavior;

the formation of a positive attitude of the child to participate in classes, to arouse interest, desire and willingness to carry them out;

form emotional and business ways of communicating and interacting with adults.

Interaction with other support specialists and parents of the child.

Teacher

Cognitive development, training, correction of reading and writing deficiencies

Musical worker

The development of the tempo-rhythmic side of speech

Physical culture worker

The development of common motor psychomotor functions

Teacher speech therapist correctional work   to correct speech deficiencies, 2 times a week for 20 minutes.

Psychologist

The development of the psychological base of speech.

Correction of mental functions: attention, memory, thinking, perception.

Medical worker

Control over the general physical development and preservation of the functions of the child's body

Teacher From and Labor

Correction of fine motor skills.

The development of imagination, creativity, aesthetics

Forms, methods and means of individual work with the child.

1) forms of work: individual classes; subgroup classes;

2) methods of working with a child:

Practical methods:

exercises imitative performing, creative;

gaming (games, game trainings)

modeling.

Visual methods:

Observation

Examination of drawings, paintings, layouts;

View filmstrips;

Listening to records.

Verbal

Retelling
  conversation

a) games-exercises on the description of objects, guessing riddles

b) games and exercises for the development of auditory perception, auditory attention, auditory memory: “Recognize the sound”; "Who's come"; "Pay attention".

c) tasks for the development of verbal-logical thinking: “Find the superfluous word”, “Write one word”, “Divide the words into groups”, “Continue the number series”

d) Tasks for the development of attention, associative memory "Cipherman", "The word was scattered"

e) assignment for the development of visual-motor coordination, development of spatial imagination, figurative thinking, attention, memory. “Draw the same figure.” This task teaches you to navigate on the sheet in the cell

f) a ball game to enrich vocabulary "Say the opposite," Think of words for the questions "What to do," "Who, what" for as long as possible

g) make a sentence of words; make a proposal according to the graphic scheme; spread the sentence by increasing the number of words;

h) tasks for the development of correct speech, at increasing the speed of speech and rhythmization: “Repeat for me a tongue twister,” learn a verse, retelling.

k) endurance games "Geese-Geese", "We are funny guys"; Skill games “Town”, games for attention “kүҙbүҙilәә”, “Edible-inedible”; games on balance “By whom to?”, “Rocket Osorou.”

g) game trainings that contribute to the development of the ability to communicate with others: “Constellation”, “Gifts for Birthday”, “Eyes to Eyes”, “Transfer of Heat and Energy”, “Engine”, “Shield and Sword” (the goal of the game is to get emotional tensions, aggression), "The image of objects" (the game brings observation, imagination, the ability to see another.),

X) plot games with the distribution of roles (aimed at responsibility for another, at the education of the team)

3) Means: task cards, ball, pictures subject, serial, plot, TCO (tape recorder).

Application.

Readers.

Ahi, Ahi, Ahi, Oh,
  Masha sowed peas.
  He was born thick
  We rush, you wait!

Once in the summer on Onega
  Som went on a cart.
  Instead of a horse, there is a crucian,
  He brought the cart in the mud.
  Will get stuck asking for help
  And scolds crucian!

It was a cat on the bench,
  Gave out pins.
  Went on a bench -
  Gave away pennies:
  To ten, to whom five,
  Come out, you search!

One, two, three, four, five,

We will hide and seek we play.

Sky, stars, meadow, flowers -

You go lead!

Rode a cart dark wood

For some interest.

Knocking, ringing,

Get out!

One, two, three, four, five,

Six seven eight nine ten,

White month comes up!

Who will reach the month,

He will go and hide!

(That one will go then!)

The apple rolls

From a steep mountain,

Who will lift -

He come out!

Roll back

From the great hump.

In this bag:

Bread, salt, wheat,

Choose quickly,

Do not delay good and wise people.

Gymnastics for the fingers.

FINGERS - SOLDIERS

The commander called the soldier:

"Get together in a row!

The first one rose, followed by the second one

Unnamed, quickly in build! "

And the little finger is very small

He was a little late.

Got fingers - "Hurray!"

It's time to go to the parade.

Alternately bend your fingers to the palm, starting with the little finger. Then, with your thumb, touch all the ones - wake up.

Along with the exclamation "Hooray!" wide cam

spreading your fingers apart.

On the right handle - fingers.

On the left handle - fingers.

The time has come for them to meet -

Prepare the bags!

Fingers of the right hand take turns "greet" with the fingers of the left

hands touching each other with the tips.

ARTICULATION MASSAGE IN COMPLEX

SYSTEM FOR OVERCOMING STORTS

Exercise 4. TRANSITIONAL. The second, third and fourth fingers should be stroked from under the chin along the nasolabial fold, lateral surfaces of the nose and through the nose bridge proceed to stroking along the massage line from the middle of the forehead to the temporal depressions. Use your fingers to gently press the skin.

Exercise 5. WAVE-GRADE. From the inner corners of the eyes it is easy to slide the fingers to the eyebrows and, capturing them with the second and third fingers, produce a wave-like stroking towards the temple. To finish the movement lightly pressing the skin on the temples.

Exercise 6. Ironing Circular Muscle EYES. With the fourth finger pads of both hands, simultaneously stroke the temple of the lower eyelid to the inner corner of the eye. Then smoothly move to the upper eyelid and stroke it very easily, without pressing the eyeball.

Exercise 7. GRINDING THE PEPTIC AND VISOUS DIVIDE. The second, third and fourth fingers of both hands, bent in shape of the forehead, alternately produce stroking from the bottom up, gently moving your fingers to the temples. Optional stroking the pads of whiskey fingers.

Exercise 8. TRANSITION. The second, third, fourth and fifth fingers of both hands simultaneously produce stroking along the massage lines.

Exercise 9. VOLUME. Massage the submandibular region by patting the back of the fingers, then with the pads of the four fingers of both hands at the same time make tapping along the massage lines.

Exercise 10. "STAKATTO". Sharp, jerky, alternate blows with the pads of the fingers. To produce the movement continuously, with both hands, simultaneously along the massage lines, to complete fixation at the lobes of the auricles.

Exercise 11. TIGHT CLIMBING. Movement is performed with two hands at the same time, starting from the bottom, gradually rising up. After each pressure, you should slightly raise your hands and again press on the massaged area. The last movement takes place from the middle of the forehead to the temporal cavity.

Exercise 12. WALKING ON MASSAGE LINES.

Exercise 13. Special exercise, recommended for relaxation of the circular muscles of the lips, which is connected, perhaps, the most common during stuttering, closing lip spasm. The speech therapist places the index and third fingers near the corners of the mouth, the lips stretch as if smiling. The reverse movement of the lips returns to its original position. The movements are light, smooth, sliding.

Similar movements are carried out alternately with the upper and lower lip.

In a separate group, relaxation exercises for the tongue should be singled out, which help to cope for a while with the cramps of the soft palate, the tip, the root, the back of the tongue, as well as the banishing tongue cramp, mandibular cramp, etc.

Before the start of the massage, the speech therapist asks you to perform an exercise known as “SEND AN UNEXTECTIVE LANGUAGE”.

The stutterer lays out a wide, lazy, flaccid tongue on his lower lip, and then, slightly “slapping” his upper lip, quietly pronounces “five-five-five ...”. We try to preserve the feeling of lethargy and relaxation until the end of the treatment session. This exercise helps to remove hypertonus from the muscles of the tongue.

Exercises to relax the muscles of the tongue:

Vibration for 15 sec. index fingers of both hands of the lower jaw;

Patting, stroking, vibrating the tongue with a wooden spatula for 15 seconds. Spatula overlaps the tip of the tongue.

Before the beginning of the articulation massage, the speech therapist gives the following settings in a quiet and tender voice: “Eyes are closed ... just like before falling asleep ... The lips are barely touching ... The teeth are open ... The face is calm and motionless ... There is a resting mask on the face. .. "

Relaxation of the neck muscles and the occipital muscles contributes to the reflex relaxation of the muscles of the tongue.

An active massage of the tongue is performed only if there is a partial paresis of the muscles of the tongue or the reciprocal innervation is impaired against the background of the existing cerebral deficiency.

Exercises for the development of articulation motility.

Active articulation gymnastics is held throughout the day. You can have the child perform the following actions in front of a mirror:

pull your lips forward with a straw, like a kiss from your mother;

stretch the corners of the mouth to the sides, so that the upper and lower teeth are visible;

perform circular movements of the lips;

whistling imitation;

capturing lips candy, sticks of different diameters;

spitting lips of seeds, rice;

spitting out similar objects from the tip of the tongue;

drinking through a straw.

Calendar - thematic planning for the Russian language for grade 2

Textbook: Russian language for grade 2 special (correctional) educational institutions VIII type. Author V.V.Voronkova.- Publisher "Prosveshchenie", 2011

Compiled by primary school teacher Usmanova VB

Lesson topic

note

Vowel sounds and letters a, o, u, e, s

i, u, y, e, and

Consonant sounds and letters

The ratio of sound and letters. Selecting the first and last sound

Definition of vowel sounds at the beginning, middle, at the end of a word

Distinguishing between letters of similar type, differing by an additional element (YH, PT, KN, pp)

Making words from letters. The formation of new words with the addition of one sound

Writing lowercase and uppercase letters, combining them into words. Writing off words from a printed sample.

Syllable as part of the word

Making words from syllables

Word division into syllables

Writing words from printed and handwritten text by syllables

Making sentences of two or three words

Writing a capital letter at the beginning of a sentence and a point at the end

Drafting proposals on the issue and the picture

Making sentences from words given in the right form

Control dictation number 1