Educational program for a special correctional program of the 8th type. Coherent written speech. Knowledge requirements of students

"Individual program correctional work with a boy 8 years old with a delay mental development, combined with reactive type hypersyndrome "

Made

teacher primary grades

Usmanova Vasilya Borisovna

The conclusion of the 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. Child from first pregnancy. Weight - 2,700, height 45 cm. Apgar scale - 7-8 points. Writing and reading disorders, manifested in optical errors in writing, difficulties in recognizing letters when reading, slowed down processes of mastering writing 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 discipline in the classroom, conflicts with peers.

I have less understanding for those parents who translate every dysfunction in their offspring into an attack on the school. What really pissed me off and scared me for the future of our education was the simple and frivolous comparison of teachers to managers.

Distribution of hours by curriculum

We must have managerial qualities when it comes to organizing and planning. But we are not a profit-oriented company, and training is like love by the way. Information Event Master's Program Special education with specializations: - Special education at school - Early special education.

The main directions of individual correctional work:

a) Development and correction of speech and writing disorders;

C) development of the course "Mathematics"

Physical development.

Content (tasks) of developmental and correctional and educational work:

Development of visual perception and sensorimotor coordination.

Book your free week of circus project. The goal of this innovation is to continually improve. In the course of this, teachers in the past have also demanded a lot. Of course, if the benefits of such innovations cannot be experienced directly, it is often difficult to involve teachers in pilot projects in addition to the already high teaching.

Basic requirements for the knowledge and skills of students

One of the most significant innovations in education in recent years has been the introduction of a competency orientation. To embed knowledge in the context of an application. This often means that they have to say goodbye to the familiar, more content-based teaching methods that they themselves experienced during their school years. This presents a particular problem for both students and for us teachers. Students develop, deepen and reflect on their own and in groups of self-oriented and organized knowledge and competencies.

Development of visual memory and attention;

development fine motor skills;

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

formation of auditory-visual-motor coordination;

improvement of articulatory motor skills.

Development of basic mental operations.

At the same time, this form of learning should provide them with collaboration, communication, creativity and critical thinking. The instructor is present during this time and answers any questions that may arise. We provide one-on-one advice and support to our students, as well as purposefully prepare them to implement a competency orientation in their lessons in a way that is relevant to the topic and topic. Our aim is to make the principle of competence orientation more tangible for students in this way.

the development of the selection, comparison and generalization of signs of objects and phenomena, serialization, classification (knows how to select objects by shape, or by color, or by size, decompose in ascending or descending order; select furniture, clothes, plants from a set of pictures);

development of planning skills;

the ability to work according to verbal and written instructions;

Although they still bring a lot of work with them, they can be implemented directly by us rather than in a vocational school. This makes the results directly tangible. Thus, innovation does not become a heavy burden, but a source of inspiration for further activities.

As for my own development of competencies, following a well-known adage, the following applies: "Only those who change, constantly question existing things and take new paths remain true." Innovation as a source of inspiration.

development of verbal logical thinking;

Development and correction cognitive activities;

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 vowelsII row- i,e, yu, e, and and solid consonant sounds before vowelsI row - a, oh, y, s, eh.

Language as a key to knowledge. Good German lessons today create personal access to the language, leaving room for systematic practice. This already starts in kindergarten. In other subjects, the language will be used in school. Text: Melanie Keim; Photo: Dieter Seeger photographs accompanying teacher Barbara Bezjak and her main class in Mennedorf during a German class.

Once it was television, later comics, then Anglicisms. They all must be to blame for the alleged rupture of languages. Complaints of widespread loss of language skills have recently come back to the fore. New media are often responsible. Is there more than a cultural pessimistic discomfort about changing natural language? The criticism is justified.

consolidate the ability to write the letter b at the end and middle of a word.

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

differentiation of sibilant and sibilant consonants, similar in pronunciation or writing: sh-sh, c-s, ch-sh, ch-sch, ch-c-sch.

the formation of spelling vigilance, linguistic flair;

expansion and activation of passive and active vocabulary;

I like books on fantasy, magic or Greek myths. They just have to be exciting. Right now, Percy Jackson's Rick Riordan books fascinate me. There are Greek gods and real people, fantastic worlds and the real world, real problems and problems that only gods have. You can learn a lot by reading. About the Greek gods, for example, about how life is in another country. It worries me sometimes. Even writing the reading helps. But not only in writing, but also about new ideas or how to tell something exciting.

elimination of gaps in the acquisition of writing skills;

b) reading

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

to form the following skills in children: independently read short sentences, answer questions about what they have read, "follow" the text of a friend's reading, memorize short poems.

Films often miss whole parts of the book, although they are really important. The explanation for this development does not start with new communication media, but with a didactic paradigm after the 1968 movement. In the course of the so-called communicative turn, the school at that time was moving from one-dimensional, hierarchical frontal teaching to more open, dialogical teaching concepts. The spoken word has been updated from the written form.

The fact that words can be spelled differently gives the impression that spelling is negotiable. In German lessons, authentic written events related to the world of life have replaced the transmission of knowledge based on grammatical norms and repetitions. It also rejected the assumption that there is only one correct language. Instead, the lessons were based on different language registers, which can be done depending on the situation. The fact that some words can be spelled differently while others only have one spelling gives the impression that the spelling is negotiable and many of them did not see it as an easy way to acquire grammar and spelling. "Be an experienced writer."

EXTRACURRICULAR READING. Development of interest in books. Acquaintance with available children's books in the teacher's reading; examination of the book being read, the correct title of the book, the author; answers to questions: aboutlump She aboutthan does it tell?

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

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

ideas about nature and seasonal changes;

enrichment of the vocabulary of objects, actions and signs.

in)Development in the course "Mathematics"

To form conscious and strong, in many cases, computational skills brought to automatism, ideas about geometric shapes;

Even the more capable tandem partners benefit from sharing when they need to explain grammar rules and words, or improve their understanding of narrative structures by retelling stories. Drawing attention to reading in an engaging and personal way is one of the central features of good German lessons. Therefore, reading by a teacher is also at an intermediate level, when children are already reading automated, pedagogically valuable, because a space of full attention and social closeness appears on the average book.

to awaken 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 volume of ideas about the world around you

stimulate the desire to paint;

teach to finish the job;

learn to express your feelings;

In addition, teachers must be aware of the role of the role model and always maintain correct, thorough language and avoid mistakes that are only inferior to the students. The advantage of literary education. However, good German lessons don't start at level primary school, because the successful development Writing skills in language and writing are significantly influenced by early childhood experiences with language and writing. For this reason, entry-level language didactics have revolved around the concept of literacy for several years, which focuses on the early overarching experience of writing and the carriers of books.

develop persistence, activate creative imagination.

Modeling.

To teach self-guided in the task, to compare a sample of a product with a natural object, stuffed animal, toy, draw up a work plan on the product, carry out products with partial assistance of a teacher and independently;

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

Since a literary education is the foundation for acquiring reading and writing skills, the child should contact books and tell stories as soon as possible and receive a complex language sentence. In addition to a wide vocabulary, this includes confrontation with complex formulations and explanations, that is, the use of reasoning language along with everyday, simple forms of communication. Since the acquisition of the mother tongue and the development of language awareness occurs primarily by chance, that is, away from school, through rhymes, dinner conversations or sleep stories, children have very different requirements.

to teach to carry out current control with partial assistance of a teacher;

teaches a verbal report on the work done;

spatial orientation when performing large-scale work, the correct arrangement of parts, respect for proportions and sizes. The use of words in speech denoting the spatial characteristics of objects:short - shorter, long - longer, higher, lower etc.; words denoting the spatial relationship of objects:around, close - far away.

Multiplication and division

It is for this reason that the school must promote language development in kindergarten in a very targeted way in order to obtain more equal opportunities. It is not enough to talk to children as much as possible on difficult language... The theory of the so-called Sprahbad is outdated today. To strengthen the language skills of children, specific exercise settings are needed, explains Dutz. Therefore, language support in kindergarten uses exercises for phonological awareness, which clearly contribute to the subsequent finding of the recording.

Physical development.

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

to develop a sense of rhythm and an ear for music: to teach to perform tasks with counting, claps, music

mastering basic skills in catching, throwing, passing and dribbling the ball, mastering the skills of throwing;

development of coordination and conditioning abilities and orientation in space;

Students should be able to

For example, children learn to distinguish sounds such as sand droplets or cracked nuts, or to recognize a poem and syllable in ritual verses. In addition to these exercises, companion speech is central to vocabulary acquisition. Therefore the teacher kindergarten perfectly describes what she is doing at the same time, says that she is taking off an apple or inserting an envelope. Also, before telling the story.

Module. Exploring the emotional world

Students cannot be classified properly. To motivate children to volunteer to read outside of school, teachers can also share their own positive reading experiences. This becomes especially important in third and fourth grades, when many children enter the valuable reading phase. Special attention should be given to boys, who are often much later than girls, or not at all - at the Venezuelan stage. Gender-sensitive reading suggestions that include action, fantasy, technical literature, or book references can help here.

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

develop fine and gross motor skills.

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

Education of hard work, independence, patience, perseverance, curiosity;

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

development of the ability to emotionally regulate their behavior;

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

to shape emotional and business ways of communication and interaction with adults.

Interaction with other escort specialists and the child's parents.

Teacher

Cognitive development, learning, correction of deficiencies in reading and writing

Music worker

Development of the tempo-rhythmic side of speech

Physical education worker

Development of general motor skills of psychomotor functions

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

Psychologist

Development of the psychological base of speech.

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

Medical worker

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

Teacher of Art and Labor

Fine motor skills correction.

Development of imagination, creativity, aesthetics

Forms, methods and means individual work with child.

1) forms of work : individual sessions; subgroup lessons;

2) methods of working with a child:

Practical methods:

imitative and performing exercises, creative;

game (games, game trainings)

modeling.

Visual methods:

Observation

Examination of drawings, paintings, models;

Viewing filmstrips;

Listening to records.

Verbal

Story;

Retelling
conversation

reading

a) games-exercises for describing objects, guessing riddles

b) games and exercises for the development of auditory perception, auditory attention, auditory memory: "Learn the sound"; "Who's come"; "Be careful".

c) tasks for the development of verbal-logical thinking: "Find an extra word", "Write down in one word", "Divide words into groups", "Continue the number series"

d) Tasks for the development of attention, associative memory "Cryptographer", "The word crumbled"

e) the task for the development of visual-motor coordination, the development of spatial imagination, figurative thinking, attention, memory "Draw the same figure." This task teaches you to navigate on a sheet of paper

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

g) make a sentence of words; come up with a proposal for a graphic scheme; spread the sentence by increasing the word count;

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

j) endurance games "Geese-geese", "We are funny guys"; games for skill "Town", games for attention "күҙ бәйләш» , “Edible - inedible"; balance games "By whomkөslө?» , "Rocket osorou."

g) game trainings, contributing to the development of the ability to communicate with others: "Constellation", "Birthday gifts", "Eye to eye", "Transfer of heat and energy", "Engine", "Shield and sword" (the goal of the game is to release emotional stress, aggression), "Image of objects" (the game fosters observation, imagination, the ability to see another.),

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

3) Means: cards with assignments, ball, object pictures, serial, plot, TCO (tape recorder).

Application.

Readers .

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

One summer along Onega
The catfish went on a cart.
Instead of a horse - a crucian
He drove the cart into the mud.
Getting stuck asking for help
And scolds the crucian carp!

The cat was walking along the bench,
Handing out pins.
Walked along the bench -
He handed out pennies:
To ten, to five,
Come out, look for you!

One, two, three, four, five,

Let's play hide and seek.

Sky, stars, meadow, flowers -

You go and lead!

The cart rode in the dark forest

For some kind of interest.

Knocking, ringing

Get out!

One, two, three, four, five,

Six seven eight nine ten,

The white month comes out!

Who will reach a month

He will go to hide!

(Then he will go to drive!)

The apple is rolling

From the steep mountain

Who will raise -

Come out!

The bag rolled

From the great hump.

In this bag:

Bread, salt, wheat,

Choose soon

Do not hold back kind and wise people.

Gymnastics for the fingers.

FINGERS - SOLDIERS

The commander called the soldiers:

“Become together in a row!

The first got up, followed by the second,

Nameless, quickly get in line! "

And the little finger is very small

He was almost too late.

Fingers stood up - "Hurray!"

It's time to go to the parade.

Bend your fingers to the palm one by one, starting with the little finger. Then, with your thumb, touch everyone else - “wake up”.

Simultaneously with the exclamation of "Hurray!" open the cam, wide

with fingers apart.

There are fingers on the right handle.

There are fingers on the left handle.

It's time for them to meet -

Get your suitcases ready!

With the fingers of the right hand, take turns to “greet” with the fingers of the left

hands touching each other with their tips.

ARTICULATION MASSAGE IN THE COMPLEX

STUTTER PREVENTION SYSTEM

Exercise 4. TRANSITIONAL. With the second, third and fourth fingers, stroke from under the chin along the nasolabial fold, the lateral surfaces of the nose and through the bridge of the nose, proceed to stroking along the massage line from the middle of the forehead to the temporal hollows. Lightly press the skin with your fingers.

Exercise 5. WAVE STROKE. From the inner corners of the eyes, it is easy to slide your fingers to the eyebrows and, grabbing them with the second and third fingers, make a wavy strokingabout towards the temple. Finish the movement by lightly pressing the skin on the temples.

Exercise 6. IRRIGATION OF THE CIRCULAR EYE MUSCLES. The pads of the fourth fingers of both hands simultaneously stroke from the temple on lower eyelid to the inner corner of the eye. Then smoothly move to the upper eyelid and stroke it very easily without pressing on the eyeball.

An exercise 7. SMOOTHING OF THE FRONTAL AND TEMPOLE CUTTING. The second, third and fourth fingers of both hands, bent in the shape of the forehead, alternately stroke from the bottom up, smoothly moving the fingers to the temples. Additionally, stroke your temples with your fingertips.

Exercise 8. TRANSITIONAL. With the second, third, fourth and fifth fingers of both hands, simultaneously stroke the massage lines.

Exercise 9. ROTATION. Massage the submandibular region by patting the back of the fingers, then with the pads of four fingers of both hands simultaneously tap along the massage lines.

Exercise 10. "STACATTO". Sharp, abrupt, alternate blows with the fingertips. Perform the movement continuously, with both hands, simultaneously along the massage lines, end with fixation at the auricle lobes.

Exercise 11. TIGHT PRESSURE. Movements are performed with two hands simultaneously, starting from the bottom, gradually going up. After each pressing, you should slightly raise your hands and press again on the massaged area. The last movement is from the middle of the forehead to the temporal cavity.

Exercise 12. IRONING MASSAGESM LINYAM.

An exercise 13 . A special exercise recommended for relaxing the circular muscle of the lips, which is perhaps the most common in stuttering, the closurenthigh lip spasm. The speech therapist places the index and third fingers near the corners of the mouth, the lips stretch, as if smiling. With a reverse movement, the lips return to their original position. The movements are light, smooth, sliding.

Similar movements are performed alternately with the upper and lower lip.

Relaxing exercises for the tongue should be allocated to a separate group, which help to cope for a while with cramps of the soft palate, tip, root, back of the tongue, as well as banishing cramps of the tongue, cramps lower jaw etc.

Before the start of the massage, the speech therapist asks you to perform an exercise known as "PUNISH UNOBEYEDILANGUAGE ".

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

Exercises to relax the muscles of the tongue:

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

- patting, stroking, vibratingi tongue with a wooden spatula for 15 sec. The spatula is applied to the tip of the tongue.

Before the beginning of the articulatory massage, the speech therapist gives the following instructions in a quiet and gentle voice: “The eyes are closed ... as before falling asleep ... The lips barely touch ... The teeth are open ... The face is calm and motionless ... There is a mask of peace on the face. .. "

Relaxation of the muscles of the neck and occipital muscles promotes reflex relaxation of the muscles of the tongue.

An active massage of the tongue is carried out 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 articulatory motor skills.

Active articulatory gymnastics held during the day. You can invite your child to do the following in front of the mirror:

stretch your lips forward with a tube, like a kiss from mom;

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

perform circular movements of the lips;

imitation of whistle;

gripping with the lips of lollipops, sticks of various diameters;

spitting out seeds, rice with lips;

spitting out similar objects from the tip of the tongue;

drinking through a straw.

Calendar - thematic planning in Russian for grade 2

Textbook: Russian for 2nd grade special (correctional) educational institutions VIII species. Author V.V. Voronkova. - Publishing house "Prosveshchenie", 2011

Compiled by the primary school teacher Usmanova V.B.

Lesson topic

Date.

note

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

i, e, y, e, and

Consonants and letters

The ratio of sound and letter. Highlight the first and last sound

Definition of vowels at the beginning, middle, end of a word

Distinguishing between letters similar in outline, differing in an additional element (U-CH, P-T, K-N, p-p)

Composing words from letters. Formation of new words with the addition of one sound

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

Syllable as part of a word

Composing words from syllables

Dividing words into syllables

Writing words from printed and handwritten text by syllable

Writing sentences of two to three words

Capitalize at the beginning of a sentence and a period at the end

Drawing up proposals on the question and picture

Composing sentences from words given in the desired form

15

Control dictation number 1

Education Committee of the Administration of the Tselinny District of the Altai Territory

MBOU "Tselinnaya secondary school No. 2"

"Considered" "Agreed" "Approved"

for MO teachers of primary deputy. Director for Water Management, Director of MBOU "Tselinnaya Secondary School No. 2"

classes

__________ / ____________________ ___________ / _________ _______________ / Minutes No. _____ dated ___________ 201___. ____________________________ 201___ Order No. dated ____________ 201___.

Working programm

by program VIII species in grade 4

(individual training)

for the student _____________________

basic level of elementary general education

for 4 classes

for the 2016-2017 academic year

S. Tselinnoye

annotation

Individual training of the child is carried out according to work programs VIII type based on programs comprehensive school edited by VV Voronkova (Moscow, Vlados, 2010), approved by the Ministry of Education and Science of the Russian Federation. Curricula determine the content of education in individual subjects and the sequence of its passage by year 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 all-round development of the personality of students, contribute to their mental development, provide civil, moral, labor, aesthetic and physical education... The programs contain material that helps students achieve the level of general education knowledge, skills and abilities that they need for social adaptation. The work program includes: an explanatory note, a thematic plan, the main content of the topics of the course, requirements for the level of training of students, criteria and norms for assessing students' knowledge, a list of references.

When scheduling classes, the level of performance and health of the student is taken into account.

To control the assimilation of the program material, classes are held at the end of each quarter in the form of tests in mathematics and the Russian language, checking the reading technique.

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

Distribution of hours by curriculum

2 2

1 8

2 0

Writing and speech development

Reading and speech development

Iso

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 most important general education subjects, prepares students with intellectual disabilities for life and the acquisition of available professional and labor skills.

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

Teaching mathematics has a practical focus and is closely related to other academic subjects, life, prepares students for mastering vocational knowledge and skills, teach the use of mathematical knowledge in non-standard situations. The concepts of number, size, geometric figure, which are formed in students in the process of teaching mathematics, are abstract.

One of the important methods of teaching mathematics is comparison, since most mathematical concepts and concepts are reciprocal. Their assimilation is possible only under the condition of mastering the methods of finding similarities and differences, highlighting essential features and abstraction from unessential ones, using methods of classification and differentiation, and establishing cause-and-effect relationships between concepts. An equally important technique is materialization, that is, the ability to concretize 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, in mathematics lessons in elementary grades, the teacher teaches children to repeat their own speech, which is a model for students, introduces choral, and then individual commentary on subject-practical activities and actions with numbers.

Addition and subtraction of numbers within 100 without going through the digit (all cases).

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

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

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

Multiplication 1, 0, 10 and by 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: 1cm \u003d 10mm.

Unit (measure) of time second. Designation: 1 s. Ratio: 1 min \u003d 60 sec. Second hand. Stopwatch.

Determination of time by hours with an accuracy of 1 minute (5 hours 18 minutes, without 13 minutes 6 hours, 18 minutes on the 9th). Double time designation.

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

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

Composite problems solved by two arithmetic operations.

Closed and non-closed curves: circle, arc.

Broken lines - closed, open. The polygon boundary is a closed polyline. Measuring polyline segments and calculatingher length. Creates a line 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 shapes (intersection, intersection points).

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

Draws a rectangle (square) using a drawing triangle.

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

Tasks:

To teach 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 number 10. The rule of multiplying 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 relationships;

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

To teach in practice, to use the movable property of multiplication;

Teach yourself to write down briefly, model content, solve compound arithmetic problems in two steps;

The math curriculum is designed for personalized homeschooling

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

Reiteration.

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

Millimeter.

Multiplication and division (repetition).

Mass measures: kilogram, centner.

Solution of examples with the transition through a dozen.

Addition and subtraction within 100 with a transition through the digit.

Multiplication and division.

The length of the polyline.

Straight line. Line segment.

Measures of time.

All actions are within 100.

Division with remainder.

Triangles.

Reiteration.

Quadrilaterals.

Rectangle.

The 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 for all single-digit numbers and numbers 10. The rule of multiplying 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 relationships;

various cases the relative position of two geometric shapes;

the names of the elements of the quadrangles.

Students should be able to:

perform oral and written actions of addition and subtraction;

practically use the travel 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;

write down on their own, simulate content, solve compound arithmetic problems in two steps;

distinguish between closed, open curves, broken lines;

calculate the length of a polyline;

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

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

·

M.N. Petrova Mathematics Textbook for the 4th grade 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 )

Repetition of the multiplication table by 2, by 3.

Repetition of the multiplication table by 5, by 3.

Mass measures: kilogram, centner. (3)

A centner is a measure of mass.

The ratio of measures of mass.

Test work on the topic: "Measures of mass: kilogram, centner"

Solving examples with a transition after a dozen. (4)

Solving examples in 2 steps.

Solution of examples of the form: 40 - 2; 30 - 12

Solving problems in 2 steps.

Test work on the topic: "Solution of examples with the transition through a dozen."

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

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

Solution of examples and problems on addition with passing through the discharge.

Solving examples for written addition.

Test

II fourth.

Solution of examples for subtraction with transition through the discharge.

The ratio of the components of addition and subtraction.

Test work on the topic: "Addition and subtraction within 100 with a transition through the digit "

Multiplication and division. (6)

Multiplication and division of 2

Division into 3 equal parts.

Solving problems into division by content and into equal parts.

Examination on the topic: "Multiplication of the number 3. Division by 3"

Multiplication of number 4.

Solution of examples and problems of multiplying the number 4.

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

Lines: straight, curved, broken, ray.

Multiplication and division (7)

Division table by 4.

Closed and non-closed curves. Circle. Arc.

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

Multiplication of the number 5.

Multiplication table of number 5.

Division into 5 equal parts.

Division table by 4.

Closed and open polylines. (one)

Closed and open polylines.

III fourth.

Multiplication and division.

Multiplication of the number 6.

Division into 6 equal parts.

Division table by 6.

The length of the polyline. (one)

The length of the polyline.

Multiplication and division.

Test on the topic: "Multiplication and division by 6"

Work on bugs.

Multiplication of number 7. The multiplication table by 7.

Division table by 7

Straight line. Line segment. (one)

Straight line. Line segment.

Multiplication and division.

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

The relationship between price, quantity, value.

Multiplication of the number 8

Division into 8 equal parts.

Division table by 8.

Test on the topic: "Multiplication and division of the number 8"

Multiplication of the number 9.

Solving examples for multiplication and division by 9.

Solving examples and problems.

Mutual position of straight lines, segments. (one)

Mutual position of straight lines, segments.

Multiplication and division.

Multiplication and division of one and by one.

Multiplication and division of zero and zero.

Multiplying and dividing 10 and 10.

Multiplication and division

Measures of time (2)

Measures of time.

Measures of time. Verification work.

IV fourth.

Numbers obtained when measuring cost, length, time. (3)

Numbers obtained when measuring cost, length, time.

Solution of examples, with numbers obtained by measuring length.

Mutual position of geometric shapes. (3)

Mutual position of geometric shapes.

Drawing up tasks for a short note.

Test work on the topic: "Solving examples with numbers obtained during measurement"

All actions within 100 (3)

Addition with transition through the discharge.

Addition and subtraction with a transition through the digit.

Multiplication and division.

Division with remainder. (3)

Division with remainder

Division with remainder

Solution of examples for division with remainder.

Triangles. (one)

Parts of a triangle.

Repetition (2)

Solution of examples of studied species.

Solving examples and problems.

Quadrilaterals. (one)

Rectangle.

Repetition (3)

Interrelation of actions of division and multiplication.

Final control work.

Work on bugs.

Rectangle. (1)

Rectangle.

Reiteration

Solving examples and problems.

Control parameters for assessing achievements in mathematics, grade 4

3. Learn to work independently with the book.

The subject matter of the books for reading is selected taking into account the maximum development of the cognitive interests of children, the expansion of their horizons, the education of moral qualities.

The main directions of correctional work:

· Development of articulatory motor skills;

· Formation of the ability to work according to verbal instructions, an algorithm;

· Development of higher mental functions;

· Correction of violations of the emotional and personal sphere;

· Development of speech, mastery of speech technique;

· Expansion of ideas about the world around and enrichment of the vocabulary;

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

Students should know: 7-8 poems by heart.

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 about what you read; highlight the main characters, be able to express your attitude towards them; determine the main idea of \u200b\u200bthe work; read passages by role; retell the content of what you read; to distinguish a fairy 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 works of oral folklore in the processing of Russian writers.

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

Reading stories and poems of Russian and foreign classics about

nature, animal life, activities of adults and children at different times of the year.

Reading technique

Reading without distorting the sound composition of the word, observing the correct stress. Switching to reading in whole words. Word-by-word reading of words that are difficult in semantics and syllabic structure, with their preliminary reading with the help of a teacher (speech exercise). Exercises in reading specially selected texts composed of words that are simple in meaning and syllabic structure.

The transition from spelling to orthoepic reading of monosyllabic and disyllabic words like: what [INTO], so that [pieces], whom [kawó], what [ch'evó], water [wadah], deer [al'en '] and so on. Reading to yourself after analyzing the text to prepare for a faster reading pace.

Expressive reading

Compliance with punctuation marks: short pause on a comma, long - on a period. The intonation of the completeness of a narrative sentence, interrogative and exclamatory intonation. The tone of voice conveys the emotional content of the read (sad, cheerful, delighted) and the character of the character (affectionate, polite, angry, cunning, cowardly). Highlighting the author's remarks, reading the text in accordance with them according to the teacher's model or independently (said roughly, spoke slowly, etc.). Expressive role-based reading of short passages with direct speech after working on the text. Expressive recitation of short poems based on the reading of the teacher.

Conscious reading

Listening to the text with the intention of comprehending its content and emotional assessment. Answers to questions about the content. Selective reading to answer a question, to correlate a sentence of text with an illustration. Establishing the sequence of actions of the heroes of the work and the relationship of events. Explaining the actions of the characters, assessing their behavior with the help of leading questions from the teacher, based on their own experience. Creation of conditions for communication of children, for the exchange of opinions in connection with the assessment of the actions of the characters. Development of the ability to predict the content of a work before reading it by title (“What do you think, what or who will be discussed in the story?”); assessment of the correctness or inaccuracy of the forecast. Explanation of the semantics of a word based on visual material after parsing it by the teacher. Highlighting words that students do not understand. Seeking clarification from a friend or teacher. Collective work to highlight the main idea of \u200b\u200bthe work using leading questions from the teacher. Dividing the text into parts based on a series of pictures.

Speech development

Retelling the text in parts with words close to the text, with or without a picture plan. Highlighting words characterizing characters in the text; the use of these words in retelling. Verbal painting of pictures for each part. Memorizing dialogues after reading them in roles, working on dramatization.

Interdisciplinary connections

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

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

Natural science. Independent description of pictures of nature, natural phenomena.

Art. Sketches of subjects of nature, animals.

Students should be able to:

Development of oral speech

Independent complete and selective retelling, a story by analogy with what was read. Memorizing poems, fables.

extracurricular reading

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

Criteria and norms for assessing students in reading and speech development

Reading skills are tested on the basis of daily observation of reading and reading comprehension from the textbook through a special reading survey, retelling, or a combination survey.

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

At the beginning, middle and end of the academic year, reading techniques are tested.

Reading technique

Reading without distorting the sound composition of the word, observing the correct stress. Switching to reading in whole words. Word-by-word reading of words that are difficult in semantics and syllabic structure, with their preliminary reading with the help of a teacher (speech exercise). Exercises in reading specially selected texts composed of words that are simple in meaning and syllabic structure.

The transition from spelling to orthoepic reading of monosyllabic and disyllabic words like:what [INTO],so that [pieces],whom [kawó],what [ch'evó],water [wadah], deer [al'en '] and so on. Reading to yourself after analyzing the text to prepare for a faster reading pace.

Whenevaluation the success of students' mastering of the reading technique (correctness, fluency and expressiveness) and the content of the reading (highlighting the main idea, answering questions, retelling) is taken into account in accordance with the program requirements for each year of study.

Rating "5" is given to a student if he: 1) reads correctly, fluently, expressively, in compliance with the norms of literary pronunciation; 2) highlights the main idea of \u200b\u200ba work or part of a story with little help from a teacher; 3) divides the text into parts and titles them with the help of the teacher; 4) names the main characters of the work, characterizes their actions; 5) answers questions and conveys the content of the read completely, correctly, consistently; 6) knows the text of the poem by heart and reads it expressively.

Rating "4" is given to a student if he: 1) reads, basically, correctly, fluently; 2) makes 1-2 mistakes when reading, observing semantic pauses, punctuation marks that convey intonation, logical stress; 3) makes inaccuracies in highlighting the main idea of \u200b\u200ba work or part of a story, corrects them with the help of a teacher; 4) makes mistakes in dividing the text into parts and heading 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) makes inaccuracies in the answers to questions during the transfer of content, but corrects them independently or with little help from the teacher; makes 1-2 self-corrected mistakes when reading by heart; 7) does not read by heart expressively enough.

Rating "3" is given to a student if he: 1) does not read fluently enough, some words - syllables; 2) makes 3-4 mistakes when reading; 1-2 errors - in observance of syntactic pauses; 3-4 - in observing semantic pauses, punctuation marks that convey intonation, logical stresses; 3) highlights the main idea of \u200b\u200ba work or part of a story with the help of a teacher; 4) divides the text into parts and titles the parts with the help of the teacher; 5) it is difficult to name the main characters of the work, to characterize their actions; 6) answers questions and retells incompletely, inconsistently, allows distortion of the main meaning of the work; 7) reveals, when reading by heart, an unsteady assimilation of the text.

Calendar-thematic planning for reading (2 hours per week, 68 hours in total)

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

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

The program on grammar, spelling and speech development includes sections: "Sounds and Letters", "Word", "Sentence", "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 writing and writing according to the rule.

Students acquire basic information on phonetics and graphics: about sounds and letters, about vowels and consonants, about the alphabet, about syllable and hyphenation, about stressed and unstressed vowels, about voiced and voiceless consonants, hard and soft, unpronounceable and double, etc. ...

Schoolchildren master the phonetic composition of their native speech, an understanding of the relationship between pronunciation and writing, which is not phonetic, but phonemic, that is, conveys basic sounds, and not their variants, in the process of learning in the classroom and special classes, to correct their existing deviations psychophysical development. Mastering the spelling of unstressed vowels, voiced and voiceless consonants at the end of a word is carried out at the level phonetic studies not based on the analysis of the morphemic composition of the word, but by comparing stressed and unstressed vowels, consonants at the end and middle of a word with consonants before vowels.

Word. IN in the process of practical grammar exercises, various categories of words are studied - the names of objects, actions, signs. In grade 4, the concept of related words is given, nests of related words are compiled, the common part is highlighted - the root.

Sentence. The study of the sentence is of particular importance for preparing for life, for communication. Students get the concept of a sentence on a specific speech material in the process of parsing a sentence, by words and composing a sentence from words. Exercising in drawing up sentences on the proposed topic, according to the picture, according to the key words, spreading sentences on the issues, by meaning, restoring the broken word order in the sentence, students should realize that the sentence expresses the thought in its complete form, the words are arranged in a certain order and are connected between themselves. This connection can be established using questions.

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

The messenger speech. Particular attention is paid to the formation of the skills of coherent oral and written speech in schoolchildren, since their ability to express their thoughts correctly, fully and consistently is very limited. Development work phonemic hearing and correct pronunciation, enrichment and clarification of the vocabulary, teaching the construction of a sentence creates the prerequisites for the formation of the ability to express themselves orally and in writing.

Preparatory exercises are carried out: answers to sequentially posed questions, captions under a series of drawings, work with a deformed text, etc.

Skills of coherent oral and written statements begin to form: essays and presentations available to students on topics, vocabulary and grammatical structure.

Graphic skills. Students improve their graphic skills, difficulties, the formation of whichsufficient development of movements of the small muscles of the hand and their low coordination. This work consists in consolidating the writing of lowercase and uppercase letters and their connections, which prevents the appearance of graphic errors when writing, in copying from handwritten and printed text.

Writing dictation of sentences in compliance with the learned spelling rules. Restoring the broken word order in a sentence.

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

Reiteration.

Practical construction of a simple sentence. Composing sentences with the use of words in indirect cases on questions from words given in the initial form; ending sentences; restoration of the broken word order in the sentence.

Sounds and letters.

Alphabet. The use of b at the end and in the middle of a word. Separating b before vowels e, e, yu, i, i.

Combinations of vowels with sibilants. Spellingzhi, shi, cha, scha, chu, shu

Spelling of voiced and voiceless consonants at the end and middle of words. Checking spelling by changing the form of a word and selecting (based on a sample) related words.

Stress. Distinguishing between stressed and unstressed vowels. Spelling unstressed vowels by changing the word shape(water - water) or matching by the pattern of related words(water - water).

Word.

Proper names. Expanding the circle of proper names: the names of rivers, mountains, seas. Capital letter in proper names.

Prepositions before, without, under, over, about, before. Separate spelling of prepositions with other words.

Separating b.

Related words. Common part of related words (root).

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

Sentence.

Dividing speech into sentences, highlighting words in sentences denoting who or what is being said, what is being said.

Exercises in writing sentences. Distribution of proposals. Establishing a connection between words in sentences on questions.

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

The main members of the sentence: subject, predicate. Minor members of the sentence (without division into types).

The messenger written speech.

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

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

Presentation under the guidance of the teacher of a small text (20-30 words) on the questions given by the teacher.

Recovering a simple deformed text from

questions.

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

Drawing up 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 a further acceleration of the writing pace.

Clear and graphically correct lowercase (if applicable) and uppercase letters:

1st group - I, Ts, Sh, Sh, Ch, L, M, A;

2nd group - О, С, 3,X, F, E, E, I;

3rd group - U, N, K, Y, R, V;

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

Performing textbook written exercises in accordance with the assignment.

Copying of handwritten and printed texts with whole words and phrases. Copying sentences and connected texts with the insertion of missing letters or words. Selective cheating as directed by the teacher. Writing dictation of sentences and coherent texts in compliance with the spelling rules. Restoring the broken word order in a sentence, writing uppercase and lowercase letters in alphabetical order.

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

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

Tasks:

• to acquaint with basic information on grammar;

  to form practical skills in speaking and writing;

  develop spelling and punctuation skills;

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

  promote mental and speech development through the ability to analyze, generalize, group, systematize linguistic material4

  foster interest in the native language.

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

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

Reiteration

Sounds and letters.

Dividing soft sign.

Vowels after sibilants.

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

Stressed and unstressed vowels.

Spelling unstressed vowels

Proper names.

Prepositions

Separating solid mark.

Related words

Sentence.

Punctuation marks at the end of a sentence

Main and secondary words in a sentence

Repetition of the past.

Requirements for the knowledge of students:

Basic requirements for the knowledge and skills of students

Students should be able to:

compose 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, establish a sequencesounds in the word);

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

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

Students should know:

alphabet; the arrangement of words in alphabetical order indictionary.

Calendar-thematic planning by writing, grade 4

2 hours a week, 68 hours a year.

I fourth

Vowels after sibilants. (4)

Spelling of vowels after sibilants.

Exercises in writing words with vowels after sibilants.

Dictation on the topic "Vowels after sibilants"

Final dictation forI fourth.

II fourth.

Paired consonants (3)

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

Reinforcement on the topic: "Paired voiced and voiceless consonants at the end and in the middle of a word" Vocabulary dictation.

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

Stressed and unstressed vowels. (5)

Stress.

Exercises in the formulation of stress in words.

Stressed and unstressed vowels.

Stressed and unstressed vowels. Control cheating.

Spelling unstressed vowels. (5)

Spelling of unstressed vowels.

Unstressed vowels, checked and unstressed by stress.

Vocabulary dictation.

Exercises in spelling unstressed vowels, checked and unstressed vowels.

Dictation on the topic: "Spelling unstressed vowels"

Word. (nine)

Item names.

Words denoting the names of objects, answering the question what? Who!

III fourth

Words denoting actions of objects.

Drawing up a story based on a model.

Words denoting signs of objects.

Change of words denoting signs of objects on questions.

Comparison of objects by features.