EXPLORATION AND

REGISTRATION
1. STUDENTS WHO RECEIVE HEARING AND LANGUAGE 3
TREATMENT.
2. SESSION RECORD 1 4
3. TRACKING SHEET 2 5
4. DEMAND FOR LOGOPEDIC EVALUATION 6
5. ANNEX I - II – III. Differential aspects addressed to Ed. Childish. 7-9
6. PRELINGUISTIC COMMUNICATIVE BEHAVIORS 10
7. COMMUNICATIVE LEVEL I 11
8. COMMUNICATIVE LEVEL II 12
9. SSAACC COMMUNICATION PROGRAM 13
10. BUCOPHONATORY ORGANS 14
11. SIABORHEA 15
12. BREATH 16
13. BLOW 17
18-
14. AUDITORY PERCEPTION
20
15. PRAXIAS 21
16. JOINT I 22
17. JOINT II 23
18. ORAL COMPREHENSION 24
25-
19. ORAL EXPRESSION. MORPHOSYNTAXIS
26
27-
20. LANGUAGE ASSESSMENT
30
21. FINAL HEARING AND LANGUAGE REPORT 1 31
22. HEARING AND LANGUAGE REPORT 2 32
23. HEARING AND LANGUAGE REPORT 3 33
24. QUARTERLY CONTENT CONTROL: ………QUARTERLY 34
25. DYSPHEMIA QUESTIONNAIRE 35
26. INTERVENTION PROGRAM 36
37-
27. LANGUAGE ASSESSMENT
42
43-
28. CHILDREN'S EDUCATION LANGUAGE REGISTRATION
47
48-
24. PRIMARY EDUCATION LANGUAGE REGISTRATION
55
25. NOTICE TO FAMILIES 56
26. VOCABULARY REGISTRATION: YOU. "THE BODY" 57
27. VOCABULARY REGISTRATION: YOU. "THE SCHOOL" 58
28. VOCABULARY REGISTRATION: YOU. "HOME" 59
29. VOCABULARY REGISTRATION: YOU. "THE STREET" 60
30. VOCABULARY REGISTRATION: YOU. "THE FOOD" 61
62-
31. VOCABULARY REGISTRATION: YOU. “THE TRADES”
63
32. VOCABULARY REGISTRATION: YOU. "ANIMALS" 64

Origin: ARASAAC ( http://catedu.es/arasaac/) License: CC (BY-NC-SA

 LEVEL

NUMBER.

OUTSID
SESSION

SUPPO
IREPORT
DISORDER

AGE
NAME AND THAT MAIN GOAL

E
PRESENTS OBSERVATIONS
SURNAME

3
 SESSION LOG 1

STUDENT:___ ______ START DATE: _____SHEET Nº:__________

DATE WORKED AREA ACTIVITIES MATERIALS OBSERVATIONS

4
 TRACKING SHEET
STUDENT:

DATE

PROPOSED ACTIVITY OBSERVATIONS

5
 DEMAND FOR LOGOPEDIC EVALUATION

STUDENT DATA
NAME:

BIRTHDATE: AGE: LEVEL:

No. SIBLINGS:

BRIEFLY DESCRIBE THE DIFFICULTY OBSERVED IN THE STUDENT

(Communication, articulation, comprehension, vocabulary….,)
FAMILY DATA OF INTEREST

SCHOOL DATA OF INTEREST

(Acquires EDUCATIONAL
curricular content,MEASURES
relationship THAT
with peers,
HAVE participation
BEEN ADOPTEDand communication in games
TO SOLVE THE and other
PROBLEM
tasks, talks with peers, with adults...)

HAVE YOU COMMENTED ABOUT THE PROBLEM WITH THE FAMILY: 

AUTHORIZE THE EVALUATION: 
Date:

Signed: Guardian

ANNEX I
“NORMAL” AT THREE YEARS OLD

 Know how to distinguish: cries of animals, cars, trucks...

 It doesn't usually say "plate, prize, throne..." but it does: dad, mom, aunt, Lola, chair,
milk...
 Makes sentences of 3, 4 or 5 words.
 Respond appropriately to simple questions
 Describe and explain the drawings on a plate
6
 He knows how to repeat phrases from stories: “...and colorful....”
 Knows how to say what common objects are for.

 Distinguish the words that belong to the same group: spoon / fork / knife, pencil / colored
crayon / pen.
 He knows how to imitate various activities such as: laughing, crying, blowing, jumping,
walking.
 Master the basic vocabulary: house, furniture, food, class, shops...
 He knows how to use words like: big-small, thin-fat, long-short, tall-short, narrow-wide.
 Overregulations appear (I don't know).
 Gender and number appear in the words.
 Articles and prepositions appear in the sentences.
 Use affirmative, negative and interrogative phrases.

WHEN TO START SUSPECTING DELAY

 The phonetic repertoire is limited to 5-6 phonemes.
 Speech is unintelligible in a proportion greater than 50-60%.
 Use sentences with only two elements.
 Has limited understanding.
 It does not identify objects by their use (“what do we cut with?”).

 Does not follow orders

ANNEX II

“NORMAL” FROM 4 TO 5 YEARS OLD

 Vocabulary of approximately 1500 words .

 Understands spatial concepts such as "behind" or "next to".
 Makes mistakes when pronouncing long words "hippopotamus", and some
make dyslalia: rr, c, s, …
 Use the pronouns in the following order:
7
I, You, He, She, Us, You.
 Use the past tense of irregular verbs like, "I had" or "I went."
 describes how to do things like paint a picture….
 defines words names things of the same category such as animals, vehicles, etc.
 Answers the questions of "Why?"

WHEN TO START SUSPECTING DELAY

 Use only two- or three-word sentences.

 Omit words from your sentences: prepositions, pronouns, articles, nouns or
verbs.
 His vocabulary is very small and he uses generic terms.
 Does not answer questions: what? (object), what? (action), where? (location)
referring to simple family stories.
 Has difficulty following simple commands.

ANNEX III

“NORMAL” FROM 5 TO 6 YEARS OLD

 Comprises more than 2000 words.

 Understands time sequences and performs a series of three orders.
 Can say sentences of 8 or more words.
 Use compound and complex sentences.
8
 Knows how to describe objects.
 Use your imagination to create stories.
 Maintains a conversation.

WHEN TO START SUSPECTING DELAY

IF THEY PERSIST AFTER 5 YEARS:

 Articulation difficulties.
 Difficulties with sentence structure, or problems with word order.
 Difficulties in understanding sentences.
 Difficulty paying attention to a long story or story.
 Difficulties remembering words.

PRELINGUISTIC COMMUNICATIVE BEHAVIORS (LESS THAN 3 YEARS)

REGISTRATION SHEET

STUDENT:

EXPLORATION DATE:

PURPOSE OF THE CONDUCT

MANIFESTATION TO b c d AND F g h

AGGRESSIVENESS

SELF-AGGRESSION

CRYING
9
 tantrums

SCREAMS

WALK AWAY

STARE

GRAB

USE OBJECTS

USE DRAWINGS

USE GESTURES

USE DRAWINGS

SIMPLE WORDS

USE OF TWO WORDS

COMPLEX PHRASES

OTHERS
A: Seek attention from adults C: Get food E: Reject
B: Access an activity D: Protest . F: Ask to finish an activity
G: Ask for help.

OBSERVATIONS

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.

COMMUNICATIVE LEVEL

REGISTRATION SHEET

STUDENT:

EXPLORATION DATE:

COMMUNICATIVE ABILITY OF LANGUAGE YEA

WITH DIFFICULTY NO
H

It makes itself understood

1
0
 He sticks to what is asked of him

Oral
Understandin
g the Imitative
instructions
Gestures

Graphics

Attitude

YES: Presence of interest in the communicative situation.

WITH DIFFICULTY: Presence of interest in the communicative situation, but lack of oral resources,
requiring support from other communication skills.
NO: Absence of interest in the communicative situation.

OBSERVATIONS

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COMMUNICATIVE LEVEL

REGISTRATION SHEET

STUDENT:

EXPLORATION DATE:

SPONTANEOUS INDUCED IMITATION

1- Using sounds
2- Vocalizations
3- Use of yes-no
4- Use of words
5- Use of phrases

1
1
 Structure Nexus
6- of
Verbs
the phrase
7- Use of interrogatives
8- Use of exclamatives
9- Use of conditionals

OBSERVATIONS

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Signed:
Hearing and Language Teacher

COMMUNICATION PROGRAM –SSAACC

REGISTRATION SHEET
STUDENT:

EXPLORATION DATE:

RECOGNITION OF
VOCABULARY LANGUAGE ORAL SIGNS
OBJECTS IMAGES

1
2
 OBSERVATIONS

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Signed:
Hearing and Language Teacher

BUCOPHONATORY ORGANS
REGISTRATION SHEET

STUDENT: ________________________________________________________

EXPLORATION DATE:

AFFECTED
NORMAL OBSERVATIONS
FUNCTIONAL/ORGANIC

Lips

Language
1
3
Jaw

Teeth

Nostrils

Bony palate:

Soft palate:

OBSERVATIONS

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Signed:
Hearing and Language Teacher

POWER AND AUTONOMY

REGISTRATION SHEET
STUDENT:

EXPLORATION DATE:

IN PROGRESS ACHIEVED OBSERVATIONS

SUCTION

SWALLOWING

1
4
CONDITIONING WITH THE
ORDER

HABIT CREATION

YEA NO INPROGRESS OBSERVATIONS

H
NASAL BREATH

JAW CONTROL

TEETH OCCLUSION HABIT

TONE OF THE TONGUE

POSITION INSIDE THE MOUTH

LIP TONE

LIPS IN SMILE

HEAD CONTROL
COORDINATION OF MOVEMENTS
IS ABLE TO PERFORM THE
SWALLOWING PROCESS
IT IS ABLE TO DRY WITH A TISSUE

OBSERVATIONS

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Signed:
Hearing and Language Teacher

BREATHING
REGISTRATION SHEET

STUDENT:

LEVEL:

EXPLORATION DATE:

RESPIRATORY FUNCTION ORAL ORDER IMITATION

1
5
Breathe in through the nose and expel it through the mouth

Breathe in quickly and deeply through your nose and out

through your mouth slowly.

Breathe in quickly and deeply through your nose or mouth,

and when you expel it, count from one to the other.
ten

Extinguish the flame of a candle with one breath

Keep the flame of a candle with the blow

Take a deep breath through your mouth and expel it through

your mouth all at once (sigh)

RESPIRATORY TYPE OBSERVATIONS

Costo-diaphragmatic-abdominal breathing

Lower or abdominal breathing

Upper costal or thoracic breathing

Inverted breathing

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Signed:
Hearing and Language Teacher

BLEW IT
REGISTRATION SHEET

STUDENT:

EXPLORATION DATE:

1
6
 DOES NOT
IMITATE
IMITATE
1- STRONG BLOW

2- GENTLE BLOW

3- BLOW WITH ZZZ

4- BLOW WITH SSS

5- BLOW WITH P SOUND

6- BREATH WITH K SOUND

7- BLOW WITH CH SOUND

8- BLOW WITH VIBRATION

9- BLOW WITH TONGUE BETWEEN LIPS

10-SHORT BLOW

11-LONG BLOW

OBSERVATIONS

Signed:
Hearing and Language Teacher

AUDITORY PERCEPTION

REGISTRATION SHEET
STUDENT:

EXPLORATION DATE:

1- AUDITORY DISCRIMINATION OF SOUNDS

SOUNDS WITH OBJECTS YEA NO OBSERVATIONS
H
1
7
Keys
Coins
Ball
Paper
Bell
Clock

2- AUDITORY DISCRIMINATION OF PHONEMES

PHONEME PAIRS (1) YE NO OBSERVATIONS
AH

(1) Pairs of phonemes created by the speech therapist based on the spontaneous and imitative
phonetic exploration of the phonemes substituted by the child.

3- AUDITORY WORD DISCRIMINATION

REPEAT CORRECTLY
PHONETICALLY SIMILAR OBSERVATIONS
WORDS YEAH NO
Boot - mouth
Whistle - duck
1
8
Weight - cheese
hand - monkey
Table - mass
Juice - sumo
Wool - moon
Nothing - cream

Mule - wall
Cream - napa
Wax - yield
Pear - bitch
Hat - I run
Pilla - pineapple
Jack - drop
Plate - duck
Wolf - balloon
Clothing - troop
Dam - strawberry
Bridge - fountain

4- AUDITORY INTEGRATION
WORDS WITH OMISSION OF INTEGRATE THE WORDS
OBSERVATIONS
PHONEMES (1) YEAH NO

(1) List of words, with omission of phonemes, prepared by the speech therapist based on the
spontaneous and imitative phonetic exploration of the phonemes omitted by the child.

WORDS WITH PHONEME INTEGRATE THE WORDS

SUBSTITUTION (2) OBSERVATIONS
YEAH NO

1
9
 (2) List of words, with phoneme substitution, prepared by the speech therapist based on the
spontaneous and imitative phonetic exploration of the phonemes substituted by the child.

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Signed:
Hearing and Language Teacher

PRAXIAS
REGISTRATION SHEET
STUDENT:

EXPLORATION DATE:

ORGAN YEAH NO OBSERVATIONS

2
0
 Arch eyebrows
close eyes
open eyes
FACIALS wink eyes
Expression of joy
expression of sadness
Separate lips
Join lips
Smile showing teeth
Smile with closed lips
Biting upper lip with lower lip
Biting lower lip with upper lip
LIPSTICK
vibrate lips
Project lips to the right
Project lips to the left
Lateral jaw movements
forward movement
MAXILLARIES Gentle chewing
Strong chewing
Move the tongue up/down
Move tongue right/left
Stick out and stick your tongue in
quickly
Poke the tip of the tongue between
the lips
Licking lower and upper lip
LINGUALS Touch the upper molars
Touch the lower molars
Pressing the cheek with the tongue
left and right
PHARYNGE Prolonged emission of the phoneme /a/
AL VEIL short, repeated utterances of /a/
CLOSURE Pharyngeal velum closure test

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Signed:

JOINT

REGISTRATION SHEET

STUDENT:

SAMPLE TYPE: INDUCED / REPETITION / SPONTANEOUS

EXPLORATION DATE:
2
1
PHONEMES OMITTE ADD REPLACE DISTORTS ACQUIRED OBSERVATIONS
D
STAR
/b/ T
MED
INIC
/c,z/ MED
INIC
/d/ MED
INIC
/F/ MED
INIC
/g/ MED
INIC
/l/ MED
INIC
/ll/ MED
INIC
/m/ MED
INIC
/n/ MED
INIC
/ñ/ MED
INIC
/p/ MED
INIC
/q,c/ MED
INIC
/r/ MED
INIC
/rr/ MED
INIC
/s/ MED
INIC
/t/ MED
INIC
/x/ MED
/ INIC
and/ MED
INIC
/z/ MED

OMITTE
DIPTHONGS ADD REPLACE DISTORTS ACQUIRE OBSERVATIONS
D
/ia/
/ie/
/io/
/ua/
2
2
 /EU/
/ui/
/ei/
/au/

SYMPHONS OMITTE
D ADD REPLACE DISTORTS ACQUIRED OBSERVATIONS
INIC
/pl/ MED
INIC
/bl/ MED
INIC
/fl/ MED
INI
/kl/ MED
INIC
/gl/ MED
INIC
/pr/ MED
INIC
/br/ MED
INIC
/fr/ MED
INIC
/tr/ MED
INIC
/dr/ MED
INIC
/kr/ MED
INI
/gr/ MED

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Signed:
Hearing and Language Teacher

ORAL COMPREHENSION
REGISTRATION SHEET

STUDENT:

EXPLORATION DATE:

YE NO
2
3
 A
H
1- Recognize the indicated object or person
2- Recognize the named action
3- Recognize singular/plural objects
4- Identify common objects and people
5- Follow orders that contain a verb (1)
6- Follow orders that contain two verbs (2)
7- Follow orders that contain three verbs (3)
8- Capture the most relevant details of a narrative (4)
9- Perceive the absurdities in simple stories (5)
10- Use feminine/masculine appropriately
Subject + verb
11- Use syntactic structures
Suj+verb+compl.
Present
Past
12- Use verb forms in
Future

(1)- "Give me the pencil"

(2)- "Give me the eraser and take the pencil"
(3)- "Take the Pencil, close the door and give me the pencil"
(4)- STORY: "Pepi found a dog on the street. It was small, white and very hairy; He was very sad because
he was lost. She ran to show it to her friends; They all loved it, it was so cute!…they played with it until
very late, jumping, running, laughing….
Very late, when Pepi was taking him home, happy and happy with his new friend, a lady shouted: Lulú!, and
the dog jumped into Pepi's arms and ran towards his owner.
Pepi looked at the lady and Lulú with sadness and anger, but upon seeing Lulú's joy he understood that he
should be with his usual owners."
(QUESTIONS: What did Pepi find?
What was Lulu like?
What happened to Lulu?

5)- Susana, walking quickly through the air, arrived at the park. What do you think of what Susana did?
Pedro went out into the street, it was very hot; Then he went into the house, took the scarf and put it on.
What do you think of what Pedro did?

OBSERVATIONS

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Signed:
Hearing and Language Teacher
ORAL EXPRESSION MORPHOSYNTAXIS
REGISTRATION SHEET

STUDENT:

2
4
EXPLORATION DATE:

YE NO SOMETI
AH MES

1- Name objects (1) Before his image

Given its function
A word
Two words
2- Issue phrases
Three or more words
3- Agreement between verb and grammatical person
4- Use irregular forms in frequently used verbs (2)
5- Use adjectives appropriately
Personal
6- Use pronouns
possessives
appropriately (3)
Demonstratives
7- Use the links properly (4)

8- Use of different types of

sentences
9- Use opposites (5)
" that "
" who "
" as "
10- Ask questions with " when "
" where "
11- Relates experiences or events (6)
12- Describe objects or Use or function
people according to (7) Characteristics
13- Describe pictures about simple actions
14- Tell stories represented graphically
INSTRUCTIONS:

1)- Say the name of things that are eaten

Say the name of things we use to dress
Say the name of things we use to write

2)- What did you do yesterday?

Where did you go……. the last vacation, yesterday Sunday, etc.?
Where you'll go …….. tomorrow, on the next vacation, on Sunday, etc.?
When are you going to see your grandparents, friends, cousins, etc.?

3) What is my pencil?
2
5
 What is my rubber?
Whose tracksuit is that?
Whose notebook is that?

4)- Explanation of his favorite toy, the movie he liked the most or of a
tale.
What does the mother do?

Why is it cured?
So that?

5)- In the summer it is hot and in the winter it

is…… Iron is hard and cotton is……….
The road is wide and the sidewalk is………

6)- What do you do to go to school from the moment you wake up?
What do you do from the time you have dinner until you fall asleep?

7)- Questions . Apple

- What is it? . Fork

. Bird

- How is? . Ball

. Pencil
OBSERVATIONS

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Signed:

LANGUAGE ASSESSMENT

STUDENT:

EXPLORATION DATE:

2
6
 SPONTANEOUS LANGUAGE

REPEATED LANGUAGE / PHONETIC SCAN

VOWELS CO N SONANT ES

eit a
ye
to he or n Yo p t k b d g F z j ch m n ñ l ll r rr
s
r d

D IPTON G OS INVERSES SYMPHONS

t
o
ie ia h
i
an/in/a as/es az go/go pl fl bl gl cl fr br d cr g tr p
m

O Not acquired x Acquired Yo Initiated R Reeducated

INDUCED LANGUAGE
TYPE OF TEST:

OMISSION
SUBSTITUTION
DISTORTION
ADDITION
INVESTMENT

SCALE
1 to 3 years a,o,u,e,i,p,b,myn
3 to 4 years t,k,d,g,ñ,l
4 to 5 years f,s,ch,ll,j,z, vc and cvc with lyr
5 to 6 years r,r, vc,cvc with r and symphonies with lyr

ANATOMICAL EXPLORATION

FUNCTIONALITY OF THE PHONOARTICULATORY SYSTEM

2
7
 Mobility: Nasal escape:

SWALLOWING

Normal Atypical
VOICE
Normal gangosa
Serious Semi-dysphonic
Acute Dysphonic
Nasal
OTHER OBSERVATIONS
a lot of mucus Nasal obstruction Vegetations
PRAXIAS
Lips Biting upper lip with lower lip and vice versa
Projection (kiss)
Relaxation (smile)
Language Put in-take out
Touch upper teeth Touch lower teeth
biting tongue Tour palate
wide tongue narrow tongue
Right tongue tongue on the left
tongue up tongue down
Jaw Occlusion Opening

OBSERVATIONS:

Makes:
Not done:
Precision:
Agility:
Coordination:
28

AUDITORY PERCEPTION AND INTEGRATION

AUDITIVE DISCRIMINATION
 Ambient sounds:
 Sound qualities:
 Duration:
 Intensity:

PHONETIC DISCRIMINATION
Responsive: Point

2
8
 Expressive: Repeat
p/b weigh/kiss d/r elbow/chorus
b/m kiss/table m/n branch/frog
p/f bridge/source rr/l frog/wool
s/z House hunting g/k gum/comma
ñ/ll pineapple/pill z/f juice/smoke
r/l rod/bullet s/f adds/smokes

AUDITORY INTEGRATION
Segmented words Auditory figure-ground Letter segmentation
pe - rro ár - bol pe - ca 1,2,3 sa table
lo - ta pa 1,2,3 lo 1,2,3 ma fabric
te - lé - fo - no e - le - Mo 1,2,3 chi 1,2,3 la school
fan - te family

Phoneme leak (ITPA)

darling... e..uela ..oco.ate SCALE
bike bread.hall ama.illo Between 08 A 12 (+) -3a
2
9
auto.us cha..eta tra.ao Between 13 to 14 (+) -4a
co.egio .oca.iscos e.ca.era Between 15 to 17 (+) -5a
gui.arra pe.i.ula mu.ciano Between 18 to 20 (+) -6a
te.e.vision to.ate .alo.ces.o Between 21 to 22 (+) -7a
za.ato som..ero ,ava,ora Between 22 to 23 (+) -8a
te.e.ono ma.type.a ..aba.e.guas Between 24 (+) - 10a

AUDITORY SEQUENTIAL MEMORY WORDS

House-bed
Baby-mom-
dad Duck-
car-bed
Table-
monkey-
train-track
Chair-cat-shirt-
school Pencil-eye-
sun-neck-tie
Pigeon-hair-dog-shoe-sock

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Signed:……………………

Hearing and Language Teacher

FINAL HEARING AND LANGUAGE REPORT 1

STUDENT DATA

NAME:

CENTER: LEVEL:

EXPLORATION DATE:

3
0
 ASPECTS WORKED / EVOLUTION

PROPOSAL FOR THE NEXT COURSE

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Hearing and Language Teacher

HEARING AND LANGUAGE REPORT 2 (SPEECH

DISORDERS) EVALUATION

SUMMARY
NAME: F.BIRTH: LEVEL:

TUTOR:
TYPE OF DISABILITY YOU PRESENT
AUDITORY ENGINE INTELLECTUA FRONT DEVELOPMENT
L
Degree:
Guy:
PRESENTS TO LTERATIONS
ORGANIC NEUROLOGICAL TEMPORARY HEARING
Vegetations
Guy: Guy: Obstruction in the ear
Persistent otitis
HE SPEAKS
Evolutionary
dyslalias Functional
dyslalias
Speech immaturity or Organic Altered phonemes
speech delay- Dyglossias Type:
JOINT
Neurological-
Dysarthrias
Audiogenic dyslalias
Dysphemia
Taquilali
RHYTHM AND Guy Degree
a
FLUENCY
Bradilalia
3
1
 Dysphonia Rinolaia closed
VOICE ALTERATIONS Rinolaia open rhinophony

PHONOARTICULATOR APPARATUS / ANATOMY AND FUNCTIONALITY

DISCRIMINATION AND AUDITORY MEMORY

HEARING AND LANGUAGE REPORT 3

NAME Level
Age Birthdate
Tutor
Diagnosis Date
Start of treatment Weekly sessions
Difficulties

ASPECTS WORKED ON AND EVOLUTION

3
2
Pre-linguistic (Attention, visual and auditory discrimination, rhythm, compression and imitation
of gestures)

Anatomical - Functional (Ability to relax, breathe, blow, imitation of facial and tongue practices,
lips, cheeks, jaws, soft palate)

Phonetic – Phonological (Phonological discrimination, emission of the phonemic chain,

onomatopoeia, auditory analysis and synthesis, rhythm and melody)

Lexicon – Semantic (Understanding and expression of basic vocabulary, simple, complex, sequenced,
related and unrelated orders, selection of objects, narration, differences and similarities)

Morpho – Syntactic (Sentence structuring, gender-number agreement, verbal inflection, ordering

of temporal sequences)

Pragmatic (Greetings, goodbyes, answering questions, making demands, expressing desires and
needs, continuing a conversation respecting turn, requesting information, describing, narrating,
imagining situations)

OBSERVATIONS

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Signed:
…………………………
…. Hearing and
Language Teacher

3
3
 QUARTERLY CONTENT CONTROL: ………QUARTERLY

1 2 3 4 5 6 7 8 9

Attention
Imitation
Orders
Relaxation
Breathing
Blew it
Praxias
Auditive
discrimination
Rhythm
Joint
Lexicon
Morphosyntax
Pragmatics
Fine motor
Gross Motricity

Chewing –
swallowing
visual memory
auditory memory
3
4
 symbolic game
Reading
Diction
Computer

Attendance

Observations:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………............

DYSPHEMIA QUESTIONNAIRE
STUDENT:

DESCRIPTIVE EVALUATION
No. times Duration
● Prolong sounds (easy)
● Repeat syllables (lalalalala)
● Repeat words (the sun sun)
● Insert unnecessary sounds (mm….mm…the sun)
● There are long pauses between: syllables
words phrases
● Blockages appear at the beginning of the word

In the middle of the word

● Split the word (pen - graph)
● Use fillers (you come, you come... eh? Hey?)
● Use gestures instead of words

Tension is perceived in: expensive Mouth throat body

head Arms legs
Associated movements of: Feet Hands fingers
eyes Forehead nose
Rapid Slow Blocking
respiratory movements Without
Aspirations
rhythm
voice changes Voice Tone Speed Rhythm
Anxiety symptoms Respiratory Sweating Redness
Masking It covers the mouth Speak Low
SITUATIONS THAT PROMOTE IT
WHEN? WITH WHO? WHERE?
- Demands attention - Mother - Home
3
5
 - Answer questions - Father - School
- Tells a story - Siblings - Street
- Play with the children - Other children - Out of home
- Read in loud voice - Other adults - Others
- Speak in class - Teacher
- He is scolded - With everyone
- Always
RESOURCES YOU USE
- Substitute words
- Remain silent
- He says “I don't know” and doesn't answer.
- telegraphic speech
- Stop and start again changing the phrase
- He forces himself to say the word that doesn't come out
- Try to unlock yourself by hitting
- cry
- OTHERS

CONCLUSION
● GUY TONIC CLONE TONIC-CLONIC CLONIC-TONIC
● FREQUENCY VERY LIGHT LIGHT MODERATE SERIOUS VERY SERIOUS
● DEGREE
● PHYSIOLOGICAL OR EVOLUTIONARY

3
6
 INTERVENTION PROGRAM
STUDENT:
CYCLE: LEVEL:
TYPE OF ALTERATION: No. OF
SESSIONS: DATE:
GOALS CONTENTS METHODOLOGY ACTIVITIES RESOURCES EVALUATIO
N

36
 LOGOPEDIC EVALUATION
Name and surname:
Tutor: Birthdate:
Age: Date:

ASPECTS PRIOR TO LANGUAGE

ATTENTION CAPACITY: (Check if the child is able to keep his/her gaze or listen intentionally for
at least a few moments, when faced with a demand or a stimulus).

VISUAL PERCEPTION: (Check if you can follow a moving animate or inanimate object with your gaze,
if you recognize yourself in the mirror, if you recognize people and objects).

AUDITORY PERCEPTION: (Make sure that you hear, react to noises and if you discriminate different
sounds, voices...).

IMITATION: (Make sure that you are able to imitate sounds, gestures and movement before the model
provided to you).

RHYTHM: (Observe if the child manages to follow different rhythms with different instruments or
parts of the body):
› Follow the rhythmic sequences:    Slow rhythm
 Normal rhythm
 Fast pace

VOICE: INTONATION AND RHYTHM

VOICE: INTONATION: RHYTHM:

Normal ……………………………... Normal ……………………… Normal ……………………

Low ………………………………… Monotonous …………………… Fast ……………………
Strong ……………………………… Robotics…………………… Repetitions………………
Whispered…………………………... Choppy………………
Dysphonic…………………………….
Nasal ………………………………..

ANATOMICAL APPEARANCE
ANATOMY:
37
Palate ………………… Veil………………….
Uvula …………………….. Teeth
Language …………………..
Lips ……………………. Tonsils………
Frenulum……………….

RELAXATION ABILITY:

Global relaxation:
……………………………………………………………………………………………

Segmental relaxation: Face ……… Neck …………

BREATHING:

Nasal inhalation ………………Oral expiration …………… Alternation ………………

Rhythm……… (normal 11/15 insp/min approx.)

Air retention ………………………..

Breathing …………………

Ans. Sack, bag ………………………………………..

Ans. Diaphragmatic ………………………………

Blow: Intensity ……………………….

Duration …………………………….

Directionality………

Nasal hygiene: Expels mucus………

IMITATION OF FACIAL EXPRESSIONS:

Laugh cry ………………. Eat ………………….. Sleep ………………. Drink… Surprise………

Fear… ……Sadness…….…….. Happiness ………………. Anger ..……………

LANGUAGE PRACTICES:
› Take out and hide quickly …………………………
› Stick out your tongue
……………………… › Lower it towards the chin
……………………………
› Raise it towards the nose ………………
› Press the cheeks inside………
› Take it to the corners: Left...
› Vibrate the tongue in the upper dental socket
Dech……
...
› Take to the dental alveoli: Sup… …………………………………………………….
Info…

38
LIP PRACTICES:
› Relax …………………………………………….
› Flare ……………………………
› Smile with lips together ……………………………
› Pucker…………………………………..
› Vowel scheme: a – o – u – e – i
› With lips parted …………………..
………………….
› Take them to lift …………………………..
› Take them to dech
› Make the lips vibrate ……………………. ……………………………………..

CHEEK PRAXIAS:
› Swell cheeks ……………. › Inflate them alternately ………………………

VELE PALATE: Mobility:

› Before
yawning…………………………………………………………………………………………
› Before vocalization
……………………………………………………………………………………
› Gargle ……………………………………………………………………………………………
MAXILLARY PRAXIAS:
> Open …………………………………… › Close ……………………………………………
› Movements towards: Left ………… › Forward – Back……………………………………
Dech………

PHONETIC AND PHONOLOGICAL ASPECTS

PHONETIC EXPLORATION: (Record the phonemes you have acquired and/or

generalized).

IMITATION OF ONOMATOPEIAS: (Check if it imitates onomatopoeias of

animals or common noises).

39
PHONOLOGICAL DISCRIMINATION. (Assess the ability to analyze words: syllabic
segmentation of them, if it identifies the phonemes, if it differentiates two similar ones
or two opposite ones: oppositions of the proposed program)….

Without seeing the point of articulation of the phoneme, ask if these words are the same
or different:
> House hunting ……………………………………
› Weight – Kiss ……………………………………
› Table – Goal ………………………………….
› Pine – Wine ……………………………………
› Shovel – For ……………………………………
› Dressage – Take ………………………………...
› Café – Cacé …………………………………..
› Each – Face ………………………………….
› Give me – Lame ………………………………..

SEMANTIC ASPECT

VOCABULARY: (Check if you know the minimum vocabulary appropriate to your

developmental age):
Body parts …………………………….……………………………………
Names of people close to you………………………………………………
Toys ………………..…………… ……………………………………
Food …………….……………….. ……………………………………
Clothes ……………………………………………………………………
Actions …………………………………………………………………
Colors ………….............
…………………………………………………………………………
Basic concepts ………………………………..……………………………………
ORDERS: (Evaluate whether it understands simple, complex orders, or sequences of two related
ones).
Open the mouth …………

Give me the pencil …………

Take the paper………..

Put the scissors in the drawer…………

40
Take the chalk and draw a child…………

Hang up your jacket and sit down…………

Raise your hand and stand up…………

LIST OBJECTS AND DESCRIBE ACTIONS: (Record before seeing the actions, if you relate
them to each other).
List …………………………………………………..
Describe……………………………………………………
Relate actions……………………………………………………………………
UNDERSTANDING A NARRATIVE: (Make sure you are able to answer questions about a
story or story you heard).
What's happening?
……………………………………………………………………………………………………
…………..
Whom?
……………………………………………………………………………………………………
……………
Do you know how to tell it?
……………………………………………………………………………………………………

CLASSIFICATIONS/CATEGORIES:
Classify objects or images by semantic fields …………………………………………
Apply categories (When faced with a group of objects or images from the same group, say
which one they belong to) …………………………………
Can say between two objects:
Similarities……Differences……….. Knows how to find opposite words......

MORPHOSYNTACTIC ASPECT

SYNTAX:
SENTENCE STRUCTURE:
Uses:
› Word phrase
……………………………………………………………………………………………………
› Two-word phrase …………………………………………………………………………………………
› Simple sentence
………………………………………………………………………………………………………
› Imperatives 41
 ……………………………………………………………………………………………………….
› Questions …………………………………………………………………………………………………..
› Compound sentences
…………………………………………………………………………………………
› What type? ………………………………………………………………………………………………….

MORPHOLOGY:
Uses:
› Determinants …………………………………………………………………………………………………
› Adjectives
……………………………………………………………………………………………………….
› Verbs …………………………………………………………………………………………………………
› Pronouns ……………………………………………………………………………………………………
› Prepositions
………………………………………………………………………………………………………
› Adverbs ………………………………………………………………………………….
› Links …………………………………………………………………………………….. MATCHES:
Make the correct match between Art-N-Adj:
› Gender ………………………………………………………………………………………….
› Number ……………………………………………………………………………………………
VERBAL INFLECTION: Use the tenses:
Imperative ………… Infinitive ……….. Present participle …………. Gerund ………..
Past …………………. Future …………

TEMPORAL SEQUENCING:
Order comics from:
› 2 vignettes ………… 3 vignettes ……….. 4 vignettes …………. 5 vignettes……….. the rest
……………………
› Tell the sequence of the story……………………………………………………………………

PRAGMATIC ASPECT
COMMUNICATIVE INTENTION:
› Are you interested in communicating?
…………………………………………………………………
› Do you respond to communication?
……………………………………………………………………
› Take the initiative? ………………………………………………………………………………
COMUNICATION WAY:
› With the look
……………………………………………………………………………………………
› With natural gestures ……………………………………………………………………………
› Verbally ……………………………………………………………………………………………
42
 › With signs …………………………………………………………………………………………
› With augmentative systems …………………………………. Alternatives ………………………

USE OF LANGUAGE:
Greetings ……………………… Saying goodbye …………………….. Request your wishes
………………… Demand attention ………………………………………..…. Follows orders
………………………… Answers closed questions …………………..…… Answers open questions
……………… Asks questions …………. Describes pictures ……………… Expresses pleasure / rejection
…………….… Tells experiences ……………………………… Participates in a conversation
………………

LANGUAGE
REGISTRATION
CHILDREN'S EDUCATION

STUDENT LEVEL

EXPLORATION DATE

A) ARTICULATORY ASPECT
(Pre-articulation skills)

FORCE

BLEW IT INTENSITY
DIRECTIONALITY

LANGUAGE

PRAXIAS LIPS
CHEEKS

IMITATE EASY GESTURES

GESTURE IMITATION
IMITATE GESTURES + SONGS

NASAL EXPIRATION
43
BREATHING MOUTH EXPIRATION

SYLLABIC COMBINATIONS

VOWELS + GESTURE
JOINT to eithe or and Yo
r
PHONEMES
p t k b d g m

RED
BLUE
YELLOW
GREEN
RECOGNIZE COLORS
PINK
ORANGE
BROWN
VISUAL DISCRIMINATION

RECOGNIZE SHAPES

RECOGNIZE SIZES

NOISES AND SOUNDS OF THE BODY OWN

AUDITIVE DISCRIMINATION NOISES AND SOUNDS OF NATURE
INTENSITY AND DURATION

VISUAL
MEMORY
AUDITORY

B) SEMANTIC ASPECT

BODY SCHEME
ANIMALS
FOOD
DRINKS
VOCABULARY
CLOTHING
TOYS
TRANSPORTATION

44
DESCRIPTIONS

ACTIONS RECOGNIZE IMITATE NAME

to drink
sleep
cry
laugh
blow
wash up
to comb
read
paint
play
run
smell
increase
lower
swim
sing
trim
dance
hop

OF 1 SHARE
ORDERS
OF 2 ACTIONS

SIZE
SHAPE
CLASSIFICATION ORDERING
COLOR
CATEGORY

A LOT
ASSOCIATION OF IDEAS BIT
GOOD

C) MORPHO-SYNTACTIC ASPECT

USE OF ARTICLE + NOUNS

45
USE OF PRONOUNS I YOU HE

infinitive present gerund is this

USE OF VERBS

to for of in with
USE OF PREPOSITIONS

USE OF ADJECTIVES KNOWN NAME

in out
up and down
Over Under
near far
front - behind
many - few
here there
big small
medium
Long short
BASIC CONCEPTS fat - skinny
wide - narrow
coarse - fine
good - bad
ugly-looking
clean dirty
opened closed
dry wet
now
today
tomorrow
yesterday

yes is
USE OF THE PLURAL

THIS THIS THAT THAT

46
USE OF DEMONSTRATIONS

COMBINATION OF TWO WORDS

COMBINATION OF THREE WORDS

SYNTAX COMBINATION OF FOUR WORDS

COMBINATION OF FIVE WORDS
USE FAMILIAR EXPRESSIONS (hello, goodbye, good morning, etc.)
That? Who? Where?
ASK QUESTIONS
NUMBERS
1 2 3 4 5 6 7 8 9 10

VOWELS
to either or and Yo

D) VERBAL UNDERSTANDING

REMEMBER FACTS FROM A LITTLE STORY

That? Who? Where?

ANSWER TYPE QUESTIONS

UNDERSTAND SIMPLE NEGATIONS

UNDERSTAND THE PLURAL

47
 LANGUAGE
REGISTRATION
PRIMARY EDUCATION

STUDENT LEVEL

EXPLORATION DATE

PHONETIC-PHONOLOGICAL ASPECT

CORRECT INSPIRATION
SUCTION CONTROL
BREATHING
RESPIRATORY CAPACITY
CORRECT ABDOMINAL BREATHING

FORCE INTENSITY DIRECTIONALITY

BLEW IT

LANGUAGE
LIPS
PRAXIAS
JAW
CHEEKS

PHONEMES

b c d F g j k l ll m n ñ p q r yes t v w x and z

INVERSES

L ( he/le/al/la) R(go/ri) S(es/se/si/is) Z(oz/zo)

SYMPHONS

fl bl pl cl gl fr br pr cr gr dr tr

48
 DIFFERENT RHYTHMS
RHYTHM
RHYTHMIC STRUCTURES

NORMAL RHYTHM ALTERED RHYTHM

SPEECH RHYTHM SLOW FAST

DISFLUENCE
TYPE OF NOT
SPEECH FLUID FLUID
REPEAT EXTENSION ASSOCIATED
S S BLOCKS CRUTCHES MOVEMENTS
FLUENC
Y

ALTERED VOICE
NORMAL ANOTHE
TYPE OF GAP TO
VOICE STRONG WEAK SNORING NASAL R TYPE
VOICE

COLORS
KNOW GEOMETRIC SHAPES
VISUAL DISCRIMINATION RECOGNIZE CAPTURE DETAILS IN SHEET
PERCEIVE ERRORS IN DRAWINGS
CAPTURE SIMILARITIES/DIFFERENCES

NOISES AND SOUNDS OF THE BODY OWN

AUDITIVE NOISES AND SOUNDS OF NATURE

DISCRIMINATION INTENSITY
DURATION

TOUCH DISCRIMINATION DISTINGUISH OBJECTS BY TOUCH

VISUAL

MEMORY AUDITORY
LOGIC

SEMANTIC ASPECT

OBJECTS
ACTIONS
VOCABULARY TRADES
QUALITIES
PLACES

49
 OBJECTS
DESCRIPTIONS PEOPLE
ANIMALS

2 ACTIONS

ORDERS FOLLOW ORDERS 3 ACTIONS

FOLLOWS ORDERS THAT INCLUDE BODY MOVEMENTS AND

SPACE CONCEPTS

CATEGORY SEMANTICS
CLASSIFICATION GRAMMATICAL

STAY STILL LISTENING TO A NARRATION

UNDERSTANDING A
NARRATIVE ANSWER QUESTIONS HEARING A NARRATION
RELATES 3 EPISODES OF A NARRATIVE.

Who?
That?
As?
Where?
RESPOND APPROPRIATELY TO QUESTIONS whose?
for whom?
how much?
because?
when?

UNDERSTANDING CONCEPTS
above behind fast-slow
through something now today
far all tomorrow
next to less today in the morning
inside row this afternoon
some, but few none tomorrow morning
half game tomorrow afternoon
few as much as before
first different after
last after weekdays
further away almost Slower
around half day Night
on center Clock: hour-fraction
wider many birthday
further side hours of a day
50
 between starting minutes of an hour
whole other start-finish
closer similar soon
second neither first nor last the day before yesterday
corner never day after tomorrow
several below never
makes a couple above equal
always each in order
medium size separated third
right left less
forward pair
zero get loose

OPPOSITES
black White rough soft cheap expensive
easy hard dressed, naked on off
hot, cold full empty buttoned,unbuttoned
nervous, calm up and down dark, blonde
fast slow Laugh cry worker, lazy
short long big small salty, sweet
lying down, raised sad happy old young
ugly-looking thin, thick boy girl
fat, skinny strong weak old New
whole, split awake, asleep smart, clumsy
narrow width good bad dry wet
low High day Night clean dirty
same, different first last winter summer

MORPHO-SYNTACTIC ASPECT

USE DETERMINED ARTICLE, INDETERMINATE

USE SINGULAR, PLURAL
USE PRONOUNS
USE NEXUS
GENDER AND NUMBER CONCORDANCE
NOUN + VERB
NOUN + VERB + ADJECTIVE
NOUN + VERB + ADJECTIVE + NEXUS
BUILD PHRASES
COMPOUND PHRASES
ENUNCIATIONS
EXCLAMATIONS
COMPARISONS
PHRASE CLASSES IMPERATIVES
INTERROGATIVES
COMPLETE PHRASES
INFINITIVE
51
 IMPERATIVE
PRESENT
GERINDIUM
SIMPLE FUTURE
USE VERB TENSES UNDEFINED
PERFECT TENSE

UNDERSTAND SIMPLE QUESTIONS

GIVE REASONABLE ANSWERS

COMMUNICATION CAN DEFINE SIMPLE WORDS

TELLS EXPERIENCES IN A COHERENT WAY
CAN REPEAT A HISTORY

READING-WRITING

PHONEMES LEC. ESC. PHONEMES LEC. ESC.

Yo c Yo c Yo c Yo c
to gr
either dr
or pr
and fl
Yo bl
p cl
yes pl
l gl
m
t
n
d
ll
h
b/v
ñ
c
c/q
F
rr
r
ch
r
52
 ace
cas
ar
tar
an
to the
and
z
z/c
g
g/gu
j
g/j
x
c/qu/k
br
fr
tr
cr

LEC.=read ESC.=write I=started C=accomplished

MECHANICAL READING
COMPREHENSIVE READING

USE THE MOUSE

COMPUTER USE
TYPE ON THE KEYBOARD

TRIM WITH SCISSORS

MANUAL COLORED
FINE PSYCHOMOTORTICITY STROKES
CORRECT POSITION
GRAPHIC INSTRUMENTS
CORRECT PRESSURE

GRAPHIC

53
 PERSONAL-SOCIAL DEVELOPMENT
PLAY WITH OTHERS
IS INTEGRATED
IT IS A LEADER
SEX DIFFERENCE
PREFERS QUIET GAMES
IN COLLECTIVE SESSION PREFERS AGGRESSIVE GAMES
TAKE THE INITIATIVE
IT IS IMITATIVE
RESPECT THE RULES
KNOWS HOW TO LOSE

T = Worked
OBSERVATIONS R = Recognize N = Name
I = Imitate + = achieved - = not achieved

For the attention of

Mother father

We kindly ask you to visit us for an interview on the day

At .

Thank you. All the best.

Signed.- ……………………………………….
Hearing and language teacher

VOCABULARY RECORD STUDENT:

1.THE BODY LEVEL: DATE:
WORDS RECOGNIZE NAME FUNCTIONALITY
54
 Head
Expensive
Eyes
Hair
Nose
Ears
Eyelashes
Eyebrow
Mouth
Teeth
Language
Arm
Elbow
Hand
Fingers
A
Leg
Knee
Foot

VOCABULARY RECORD STUDENT:

2.THE SCHOOL LEVEL: DATE:
WORDS RECOGNIZE NAME FUNCTIONALITY
Eraser
Pencil
Awl
Scissors
Glue
Paper bin
Colors
Chalks
Board
Pencil sharpener
Hanger
Book
Notebook
55
 Puzzle
Backpack
Teacher

STUDENT:
VOCABULARY RECORD
THE HOUSE 1 LEVEL: DATE:
WORDS RECOGNIZE NAME FUNCTIONALITY
Roof
Chimney
Door
PARTS OF THE

Window
HOUSE

Doorbell
Ladder
Ceiling
Floor
Kitchen
Lounge
Bedroom
STAYS

Cleanliness
Terrace
Bed
Side table
Lamp
Cupboard
Curtain
BEDROOM

Pillow
Mattress
Sheet
Alarm clock
Rug
Sink
Toilet
Shower
C
L
E

56
 Bathtub
Mirror
Towel
Toothbrush
Toothpaste
Comb
Gel
ANLINESS

Cologne
Dryer
Bathrobe
Table
Chair
Glass
Dish
Covered
Knife
KITCHEN

Spoon
Fork
Cooking pot
Oven
Microwave
Fridge
Kitchen

VOCABULARY RECORD STUDENT:

THE LEVEL: DATE:
STREET
WORDS RECOGNIZE NAME FUNCTIONALITY
Pavement
Road
Traffic light
Streetlight
Fountain
mailbox
STREET ELEMENTS

Container
Bank
Crosswalk
Signals of
traffic
Park
Supermarket
Butcher shop
57
 Fish shop
Fruit store
Bakery
Cake shop
Bookshop
Shoe shop
Pharmacy

VOCABULARY RECORD STUDENT:

FOOD 1 LEVEL: DATE:
WORDS RECOGNIZE NAME FUNCTIONALITY
Butcher shop
Fish shop
STORES

Bakery
Cake shop
Fruit store
Supermarket
Butcher
Fishmonger
Baker
SELLERS

Baker
Fruit platter
Cashier
WORDS RECOGNIZE NAME FUNCTIONALITY
Vegetable patch
Hospital
Farm
Garden
Mail
School
Hair salon
Fish shop
Bakery
Cake shop
PLACES

Fruit store
Supermarket
Pharmacy
Bookshop
Shoe shop
Workshop
Carpentry
58
 Bar

VOCABULARY RECORD STUDENT:

ANIMALS LEVEL: DATE:
WORDS RECOGNIZE NAME FUNCTIONALITY
Horse
Donkey
Dog
Cow
DOMESTIC

Sheep
Rabbit
Cat
Goat
Pig
Hen
Tiger
Lion
Bear
Zebra
Elephant
Giraffe
Bun
WILD

Bat
Seal
Whale
Kangaroo
Gorilla
Bee
Fly
Mosquito
Butterfly
INSECTS

Ant
ladybug
Grasshopper
Spider
59
 Hen
Rooster
Duck
Canary
BIRDS

Parrot
Seagull
Stork
Pigeon
Raven
Farmer
TRADES AND

Farm
PLACES

Zoo
Fisherman
Hunter

60