Card index of fiction in various educational fields in senior group
According to the program “From birth to school”, ed. N. E. Veraksy
Moral education
rns “The Fox and the Jug” arr. O. Kapitsa Cultivating good feelings; formation of ideas about greed and stupidity
rns “Winged, hairy and oily” arr. I. Karnaukhova Teach children to understand the character and actions of heroes
X. Mäkelä. "Mr. Au" (chapters), trans. from Finnish E. Uspensky
RNS "Khavroshechka" arr. A. N. Tolstoy Cultivate manifestations of good feelings towards each other;
RNS "Bragging Hare" arr. O. Kapitsa Cultivate norms moral behavior
RNS "The Frog Princess" arr. M. Bulatov Cultivate kindness and a sense of mutual assistance.
B. Shergin “Rhymes” Cultivate a respectful attitude towards people around you
RNS "Sivka-Burka" arr. M. Bulatov To develop in children the ability to evaluate the actions of heroes, to express their attitude towards them
RNS "Finist-Clear Falcon" arr. A. Platonov Cultivate a sense of compassion for others
V. Dragunsky “Childhood Friend”, “Top down, diagonally” Cultivate attentiveness, love, compassion for a close comrade
S. Mikhalkov “What do you have?”
Nenets fairy tale “Cuckoo” arr. K. Sharov Contribute to the cultivation of kindness, attentiveness and responsiveness to relatives
"Goldilocks", trans. from Czech K. Paustovsky;
cultivate the ability to empathize, be generous, and not envy others; develop self-respect and mutual assistance in work.
"Three golden hairs of Grandfather the Omniscient", trans. from Czech N. Arosieva (from the collection of fairy tales by K. Ya. Erben).
V. Dmitrieva. “Baby and the Bug” (chapters) Feel and understand the nature of literary images
works
L. Tolstoy “Bone” Educate moral qualities Personality: honesty, truthfulness, love of family.
L. Tolstoy “The Jump” Awaken empathy for the hero of the story in children
N. Nosov. "Living Hat"; To form children's ideas about moral standards with the help of children's literature.
S. Georgiev. “I saved Santa Claus” Develop the ability to evaluate one’s own actions and the actions of heroes, cultivate friendliness, and the ability to interact with peers
A. Lindgren. “Carlson, who lives on the roof, has arrived again” (chapters, abbreviated), trans. with Swedish L. Lungina
K. Paustovsky. “Cat Thief” Cultivate moral qualities: a sense of compassion, empathy
Mickiewicz Adam “To Friends”
To generalize and expand children’s knowledge about such concepts as “friend”, “friendship”, “honesty”, “justice”
P. Bazhov “Silver Hoof” Cultivate a sense of kindness and care for the weak
R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Foster a culture of behavior, friendship, mutual assistance, care for loved ones
V. Kataev. “Tsvetik-semitsvetik” To develop the ability to present the characteristics of one’s personality among peers, reflecting achievements and the reasons for possible difficulties.
Child in the family and in society RNS "Khavroshechka" arr. A. N. Tolstoy Introduce different family relationships
Y. Koval “Grandfather, Grandmother and Alyosha” To form in children the idea of a family as people who live together, love each other, take care of each other.
V. Dragunsky “Deniska’s stories” Formation of ideas about the characteristic qualities of boys and girls.
A. Gaidar. "Chuk and Gek" (chapters)
Learn to evaluate the relationships between close people in the family, compile characteristics of heroes
E. Grigorieva “Quarrel” Develop the basics social interaction between boys and girls; friendly attitude towards opposite sex
A. Barto “Vovka - kind soul»
E. Blaginina “Let’s sit in silence” Continue to form children’s idea of a kind attitude towards their mother
A. Usachev “What is etiquette” Continue training in culture verbal communication in kindergarten and at home
“Krupenichka” N. Teleshov Cultivate interest in fairy tales and Russian traditions
Self-service, labor RNS "Khavroshechka" arr. A. N. Tolstoy Form children’s ideas about a hardworking person
K. Chukovsky “Moidodyr” Education of cultural and hygienic skills
K. Chukovsky “Fedorino’s grief”
rns “At the behest of the pike” To reinforce in children the concept of the importance of human labor
A. Barto “Dirty Girl” Cultivate neatness, careful attitude to personal belongings, belongings of a friend
Y. Tuvim. “The letter to all the children one by one is very important matter", trans. from Polish S. Mikhalkova
Formation of the foundations of security S. Mikhalkov “Uncle Styopa the policeman” Reinforcing the rules of behavior on the city streets
E. Segal “Cars on our street”
Cognitive development FEMP Counters
Fairy tale heroes
S. Marshak “Numbers” Introduction to numbers
Introduction to the social world H. H. Andersen
"Snowman" Introduction to New Year's traditions different countries
S. Mikhalkov “What do you have?” Introduction to the importance of any profession
“Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva; Getting to know the characteristics of the peoples of West Africa
A. Gaidar “A Tale about a Military Secret, Malchisha-Kibalchisha and His Firm Word”
Continue to expand children's understanding of Russian army.
Nenets fairy tale “Cuckoo” arr. K. Sharov Acquaintance with the life of the peoples of the Far North
M. Boroditskaya “Waiting for Brother” Form a desire to take care of the kids, develop a sense of responsibility and respect for younger comrades
A. Tvardovsky “The Tankman’s Tale” To form in children an idea of the feat of the people who stood up to defend their Motherland.
A. Barto “The Herd Game” Expand children’s knowledge about their kindergarten, draw attention to its history, clarify ideas about the work of kindergarten employees
S. Makhotin “Senior group”
O. Vysotskaya
"Kindergarten"
T. Aleksandrova “Kuzka the Brownie” (chapters) Cultivate interest in the life of Russians in ancient times, love for the history of their people
M. Isakovsky “Go beyond the seas and oceans” Clarify knowledge about home country.
B. Almazov. “Gorbushka” Introduction to Russian values;
Introduction to the natural world RNS "Bragging Hare" arr. O. Kapitsa To form children’s caring attitude towards nature, the desire to take part in its conservation and protection.
L. Tolstoy. “Lion and Dog”, “Bone”, “Jump” Expand ideas about animal life
G. Snegirev “Penguin Beach”
K. Paustovsky. “Cat Thief” Cultivate love and respect for nature, kindness;
V. Bianki “Owl” Continue to form an idea of the interconnection and interdependence of living beings, an idea of literary genre « educational tale»;
B. Zakhoder “Gray Star” Cultivate a sense of empathy and love for nature and man, the ability to resist evil
S. Yesenin “Bird cherry” Help you feel the beauty of nature in a poem
R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Develop fine motor skills hands, attention and interest in the animal world and its diversity
P. Bazhov “Silver Hoof” Cultivate a sensitive attitude towards animals, love for nature
Speech development Development of all aspects of speech
Introduction to Genres
Explanation of unfamiliar, outdated words
Artistic and aesthetic development Introduction to art V. Konashevich Meeting illustrators
I. Bilibin
E. Charushin
Fine art activity Drawing illustrations based on works
Musical activity P. I. Tchaikovsky “The Nutcracker” (fragments) Introduction to the musical depiction of the heroes and images of the works
P. I. Tchaikovsky “Seasons” (fragments)
N. A. Rimsky-Korsakov “The Tale of Tsar Saltan” (fragments)
S. Prokofiev “Peter and the Wolf”
Physical development
GCD and leisure activities based on the plots of works
Heroes of works
Download Card index of fiction in the senior group according to the Federal State Educational Standard
Introducing children to fiction in preparatory group kindergarten passes different methods. Use works as folk art, and copyrighted ones in any classes, games, theatrical activities, holidays.
The role of reading in children's development
Children who are often read fiction have grammatically correct speech and can express their thoughts beautifully. In addition, familiarity with a book helps children learn the world, develops value judgments, develops the ability to distinguish between good and evil, teaches moral values, develops patriotic feelings, love of nature and much more.
Let's look at a sample card index for reading fiction in the preparatory group, as well as how these literary creations influence the formation of a child's personality and prepare him for further studies at school.
Program objectives
- Develop an interest in literary works, a desire to listen to fairy tales and stories, learn to recite poems expressively, learn the continuation of a book that has been started, look at pictures and illustrations of works with curiosity.
- Introduce a variety of literary forms: proverb, saying, nursery rhyme, lullaby, riddle, tongue twister, counting rhyme, poem, story, fairy tale. Be able to recognize and distinguish them, understand the meaning of proverbs.
- Introduce children to the means of expressiveness of works, how to figuratively describe an object, person, event. At the same time, it is important to teach children to understand how it is possible to characterize a literary character with such figurative expressions, epithets and comparisons.
- Teach children to expressively recite poems or retell a fairy tale, using volume and strength of voice, changing timbre and choosing emotions suitable for of this work, develop voluntary memory and attention.
- Develop grammatically correct literary speech for success in school.
- Learn to empathize with the heroes of works, develop a sense of humor.
- Introduce children to Russians and foreign writers and poets, as well as famous illustrators, teach how to recognize their images in portraits.
- Introduce the history of the people with the help of epics and legends.
Fiction in the preparatory group for the Federal State Educational Standard
Dan sample list literary works that are recommended for children to read in kindergarten. Of course, not a single teacher stops there. Teachers - creative people, which cannot be placed within the strict limits of censorship. In addition to the main ones, it is also used whole line additional works.
The card index for reading fiction in the preparatory group has main sections. These are small literary forms- songs, nursery rhymes, for example, “Chigariki-chok-chigarok”, “Mother Spring is coming”, When the sun rises...”, etc.
Small poetic forms are used in calendar ritual songs. When getting acquainted with the traditions of folk culture, they read and memorize carols, for example, “Kolyada, Kolyada, give me some pie” or “How did the carol go...”, on Maslenitsa - “Like on Maslenitsa week...” or “Tin-tin -ka...".
They teach you to laugh at the shortcomings of the joke - “Fedul, why are you pouting your lips?” or “Where the jelly is, that’s where it sits.” Fables develop a sense of humor - “Ermoshka is rich” or “Listen, guys.”
The card index for reading fiction in the preparatory group also provides for familiarity with the poetic works of Russian poets, such as A. Blok, “The Wind Brought from Afar”, M. Voloshin, “Autumn”, S. Yesenin, “Powder”, M. Lermontov, “ In the Wild North", F. Tyutchev, "Spring Waters", etc.
When introducing children to poetry
The perception of fiction in the preparatory group occurs not only during individual classes. Teachers also read poems to children during classes to familiarize themselves with the world around them. For example, when studying traffic rules, they read poems about traffic lights and how to cross the road.
During classes on learning about nature, they ask riddles about animals, vegetables and fruits. For example, when children are introduced to the life of birds, fiction about birds is used. In the preparatory group you can read V. Zhukovsky's "Lark", A. Pushkin's "Bird", V. Orlov's "You fly to us, little bird". The seasons will help you study the works of such authors: I. Surikov, “Winter”, P. Solovyova, “Snowdrop”, F. Tyutchev, “Winter is angry for good reason”, Y. Akim, “April”, P. Voronko, “It’s better not native land", L. Stanchev, "Autumn colors".
Reading poetry during play activities
IN theatrical productions Often such poetic works are played out as: K. Aksakov, “Lizochek”, S. Marshak, “Cat’s House”, L. Levin, “Chest”.
During role-playing games, you can invite children to sing a lullaby. And on holidays (for example, Christmas) visit other groups and kindergarten classrooms, organizing costume caroling with a gift bag.
In addition to program works, children involuntarily memorize many poems during outdoor games or physical education sessions that are held in free time or for the purpose of taking a break from a static seat in class.
What is a holiday without poetry?
When preparing for matinees or organizing performances, children also memorize a huge number of poems and songs, both their own and those of others, which according to the script are intended for other children.
All this develops memory and interest in poetic works. There are also a number of word games used by teachers in speech development classes, which enable children to come up with rhymes themselves.
Moral education through fiction
While reading literary works, children become familiar with different characters, both positive and negative. Listening to the text, children learn to empathize with the characters, sympathize with their troubles and troubles, show concern for their neighbors, distinguish between good and bad, good and evil. After reading a work, especially one with a moral meaning, the teacher must conduct a conversation, trying to strengthen the children’s confidence in the moral principles understood while listening to the literary work.
The list of fiction for the preparatory group of kindergarten contains a number of such works.
Let's look at a few of them.
V. Kataev, "Seven-flowered flower"
This famous work Valentin Petrovich Kataev, of course, is familiar to almost everyone from childhood. A cartoon was made for children based on this work. Let us briefly recall the content of the fairy tale. The girl Zhenya, at her mother’s request, went to the store to buy bagels, got distracted on the way, and an unfamiliar dog ate all the bagels. When Zhenya tried to catch up with her, she found herself in an unfamiliar place and began to cry. An old woman who came out to meet her gave her a magic flower with 7 petals. If you tear off a petal and say the right words, then the wish will immediately come true. So the girl returned home.
Then she spent all her petals on all sorts of nonsense, except the last one. Having met a disabled boy in the park, Zhenya dedicated the last petal with a wish for the recovery of this stranger. After the magical effect of the flower, the boy jumped to his feet and ran with the girl to continue playing.
V. Kataev’s work “The Seven-Flower Flower” teaches children to understand the importance of human life and health in comparison with unnecessary whims, such as going to the North Pole, repairing a cup or ordering a whole bunch of toys.
Cultivating sensitivity with fairy tales
It’s not for nothing that wise people say: “A fairy tale is a lie, but there’s a hint in it, good fellows lesson." Each piece of recommended literature, including fairy tales, teaches children wisdom and to observe the golden rule of life - how you treat a person is how he will treat you.
Let's take, for example, a fairy tale processed famous writer and the teacher “Don’t spit in the well - you’ll need to drink the water.” It is also included in the card index for reading fiction in the preparatory group of kindergarten.
The sympathetic stepdaughter Mashenka treated the mouse to porridge, and she helped her deceive the bear. The girl received generous gifts for her kindness. A own daughter The old woman Natasha was not so compassionate, the mouse remained hungry. Accordingly, instead of a reward, the evil girl received continuous blows from the bear and barely lost her legs.
The same thread can be traced in many Russian and foreign fairy tales - “Puss in Boots”, “Thumbelina” by H. Andersen, “Ayoga” and others.
Word games
Often in kindergarten teachers organize literary quizzes. You can come up with a great variety of them. One of the options for the game could be guessing the name of a fairy tale from a short passage read. It is also recommended to play the game “Recognize the character in the fairy tale.” The teacher reads a passage or describes orally some literary hero, and the children must name it correctly.
The next version of word games based on works of fiction are the games “Name the good characters and their qualities”, “Name negative heroes"What don't you like about them?"
You can retell or recognize a fairy tale using algorithms. For example, the teacher gives several keywords in the correct order (these can be pictures), and the children make up a fairy tale based on them. You can even develop your imagination and come up with fairy tales yourself.
The game “Name What It Is?” will help you remember types of literature. The teacher reads an excerpt from a fairy tale, story or poem, and the children guess the type of literature.
Development of speech and memory in preschoolers
With constant acquaintance with various works children remember grammatically correct speech, and memorizing poems and retelling prose - stories and fairy tales - reinforces these skills. Tongue twisters contribute to the development of phonemic awareness, children pronounce words better, and this is important, since children of the preparatory group are graduates of kindergarten. They need to have correct speech skills to learn to read at school.
Voluntary and involuntary memory is involved in memorization. When reading works in poetic form, children still remember passages or individual lines of the work.
Fiction for the preparatory group of kindergarten has great importance in the diversified development of children. After looking through this reading catalog, parents at home can also educate their child’s moral qualities with the help of works by famous authors.
Educational field “Communication”, “Reading fiction”
“Goodbye summer, hello kindergarten!”
1. Topic: “Toys”(story about toys.)
Goal: to teach children to look at objects, talk about them, naming color, shape, material and its quality, properties.
Replenish and activate children's vocabulary based on in-depth knowledge of subjects.
To develop attention, observation, memory, and the ability to use simple compound and complex sentences in speech.
Cultivate a caring attitude towards toys.
Vocabulary work: enrich the vocabulary - airy, rubbery, artists paint.
“socialization”, “communication”, “music”, “reading fiction”.
(G.Ya. Zatulina “Notes complex classes on speech development" - page 4)
2. Topic: “We walked on the site” (composing a story from personal experience)
Goal: teach children to compose short story on a given topic, conveying their personal impressions.
Develop the ability to select interesting material for a story, to include in the story a description of nature and the surrounding reality.
Cultivate interest in the world.
Vocabulary work: activate the dictionary - toys, molds, savochki.
Integration educational areas: “communication”, “safety”, “music”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning classes" page 65)
"Autumn. Gifts of Autumn"
1. Topic: “Rain” translation by N. Gernet and S. Gippius (learning a French song)
Goal: teach children to memorize a short poem.
Reinforce the correct pronunciation of the “r” sound in words and phrases.
Develop memory, imagination, sense of humor, intonation expressiveness of speech.
Cultivate interest in poetry and aesthetic feelings.
Vocabulary work: enrich the vocabulary - a thunderstorm, pouring hail.
(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 10)
2. Topic: “Turnip” (retelling of a fairy tale)
Goal: teach children to retell a short, familiar fairy tale. Learn to dramatize a fairy tale using words and phrases from the text.
Develop memory and intonation expressiveness of speech.
Vocabulary work: activate the vocabulary - vegetable garden, turnip, dish.
Integration of educational areas: “communication”, “music”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 15)
3. Topic: “About bread”(examination of objects)
Goal: continue to introduce children to bread and bakery products, talk about their properties and qualities.
Develop attention, thinking, memory, improve clear pronunciation of words and phrases.
To cultivate a caring attitude towards bread and an interest in the profession of baker.
Vocabulary work: activate children's vocabulary through adjectives, lead to an understanding of general expressions: bread, bakery products.
Integration of educational areas:
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 19)
1. Topic: “I’ll teach my brother how to put on shoes”looking at shoes
Goal: continue to introduce children to household items, teach them to identify signs: color, material from which the thing is made. Learn to use nouns in speech, denoting the names of parts of objects, adjectives, denoting the properties and qualities of objects.
Develop children’s ability to answer questions, compose a short story about a subject using a model.
Cultivate a caring attitude towards shoes and take care of them yourself.
Vocabulary work: enrich the vocabulary - boots, felt boots, fur.
Integration of educational areas:
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 42)
2. Topic: “Fedorino’s grief” K.I. Chukovsky(reading a fairy tale)
Goal: to introduce children to a new work, teach them to understand the content, and empathize with the characters. Teach children to participate in a conversation based on the content of the work, to develop interactive speech.
Develop attention, thinking, sense of humor.
To cultivate the moral qualities of an individual through the actions of the heroes of the work.
Vocabulary work: to activate and enrich the vocabulary - slob, dirty, samovar, clean.
Integration of educational areas
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 22)
3. Topic: “How Vasya caught fish” N. Kalinin(retelling of the work)
Goal: continue to teach children to retell a short story, expressively convey the direct speech of characters, form new verbs using prefixes, and select words that sound similar.
Develop listening skills.
Cultivate interest in the book.
Vocabulary work: enrich the vocabulary - flounder, fisherman.
Integration of educational areas
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 80)
1. Topic: “There is no better native land” by P. Voronko (memorization of the poem)
Goal: to teach children to read a poem expressively, using natural intonation, to understand the meaning of figurative words and expressions, to react emotionally to the content of the work, and to answer questions.
Develop attention and thinking.
Cultivate aesthetic taste.
Vocabulary work: activate the dictionary - flew around, walked around, worked hard.
Integration of educational areas: “cognition”, “communication”, “music”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 100)
2. Topic: “Squirrels.” Series by S.N. Nikolaeva, art. A.A.Keleinikov (examining the painting)
Goal: expand understanding of the life of wild animals in natural conditions.
Continue to improve dialogic speech, practice children in composing stories based on pictures, and enrich children’s vocabulary.
Develop attention, thinking, improve the clear pronunciation of words and phrases.
Cultivate an interest in the life of wild animals, a desire to know as much as possible about them.
Vocabulary work: enrich the vocabulary - runs briskly, tassel ears, squirrels.
Integration of educational areas: “cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 24)
1. Topic: “Different cars”(considering machines for various purposes)
Goal: to continue to introduce children to the objects of their immediate environment, to expand their understanding of them.
Develop thinking, memory, imagination, cognitive interests in children.
Cultivate interest in different types transport, to people's professions.
Vocabulary work: activate children's vocabulary - transport, ambulance, construction equipment, special-purpose vehicles.
Integration of educational areas:“cognition”, “safety”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 33)
1. Topic: “Vegetables” Y. Tuvim (examination of objects)
Goal: continue to teach children to distinguish and name vegetables, noting their characteristic features, and group them according to one characteristic.
Develop observation, thinking, memory.
Cultivate interest in objects in your immediate environment.
Vocabulary work: replenish and activate children’s vocabulary by deepening knowledge about vegetables.
Integration of educational areas: “cognition”, “communication”, “health”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 28)
1. Topic: “Winter” I. Surikov (memorizing a poem)
Goal: introduce children to a new poem, learn it by heart.
Vocabulary work: enriching the vocabulary is a veil, white, unshakable.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 55)
2. Topic: “Winter clothes” (writing a descriptive story)
Target : teach children to describe winter clothing and form an idea of its purpose. Teach children to use complex sentences, coordinate adjectives with nouns in gender and number. Learn to identify the sound “zh” by ear, select words for a given sound.
Strengthen children's knowledge about winter clothing.
Develop thinking, memory, imagination, cognitive interests.
Cultivate interest in the activity.
Vocabulary work: activate the vocabulary - fur coat, fur coat, collar.
Integration of educational areas:
(O.S. Ushakova “Classes on speech development for children 3-5 years old” - p. 135)
1. Topic: "Tanya is not afraid of frost"(looking at the painting)
Goal: to teach children to look at a picture, understand its content, and tell it in fragments. Continue teaching children to answer questions about the content of the picture using common sentences.
Develop thinking and attention.
Foster a love of nature and aesthetic feelings.
Vocabulary work: enrich the vocabulary - fur hat, woolen mittens.
Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”, “health”.
(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 57; O.S. Ushakova “Classes on speech development for children 4-5 years old” - p. 142)
2. Topic: "Letter to Santa Claus"(acquaintance with the world of objects)
Goal: to continue to introduce children to the world of objects and professions necessary in life: mail, letter, postman.
Develop cognitive interests and the ability to actively participate in conversation.
Cultivate a desire to become more familiar with objects and phenomena that go beyond the boundaries of the usual environment.
Vocabulary work: replenish and activate children's vocabulary by expanding their understanding of the world around them.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 61)
3. Topic: “Herringbone” by Z. Alexandrova (memorizing a poem)
Goal: introduce children to a new poem and memorize it. Learn to answer questions with words from the text. Pronounce words clearly and loudly enough.
Develop memory, imagination, intonation expressiveness of speech.
Cultivate a love of poetry and aesthetic feelings.
Vocabulary work: activate the vocabulary - small Christmas tree, New Year.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 62 )
1. Topic: "Sister Fox and Gray Wolf"(telling a Russian folk tale)
Goal: to introduce children to a new fairy tale, teach to understand its content, characterize the characters. Teach children to answer content questions using common sentences.
Develop attention, memory, intonation expressiveness of speech.
Cultivate interest in the book and its illustrator.
Vocabulary work: activate children's vocabulary with adjectives - stupid, gullible, kind.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 68)
2.Theme: “On Skis” by A. Vvedensky(memorizing a poem)
Goal: continue to teach children to memorize short poems. Learn to answer questions based on content, learn to use forms imperative mood some verbs - move out, go.
Develop memory, improve clear pronunciation of words, intonation expressiveness of speech.
Cultivate interest in sports entertainment in winter.
Vocabulary work: activate the dictionary - move out, go.
Integration of educational areas:“cognition”, “communication”, “health”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 71 )
1. Topic: “What do crafts smell like?” Gianni Rodari(introduction to adult labor)
Goal: to introduce children to the work of adults - craft, work, profession, to deepen knowledge about the world around them.
Cultivate interest in different professions of people.
Vocabulary work: activate the vocabulary - craft, profession, quitters.
Integration of educational areas:“cognition”, “communication”, “work”, “socialization”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 74)
2. Topic: "Mail" S. Marshak (reading the work)
Goal: to expand children’s knowledge about the professions of adults (postman), to replenish and activate children’s vocabulary based on expanding their ideas about objects and events that go beyond their usual environment.
Develop thinking, memory, teach to actively participate in conversation.
Cultivate interest in work.
Vocabulary work: activate the dictionary - postman, mail, registered letter.
Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 101)
1. Topic: "My favorite toy" (storytelling from experience)
Goal: to teach children to describe an object from memory according to a model specified by the teacher.
Encourage children to use the simplest forms in speech complex sentences, coordinating words in a sentence.
Develop memory, imagination, intonation expressiveness of speech.
Cultivate a love for toys, the ability to care for them, and put them away after playing.
Vocabulary work: activate the dictionary - favorite toy, matryoshka.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “work”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 73)
2.Theme: "Journey to the City of Masters"
Goal: teach children to compose short stories about folk crafts and their products, answer questions, encourage active dialogue.
Develop dialogue and monologue speech in children.
Cultivate interest in learning your native language.
Vocabulary work: enrich the vocabulary - folk crafts, Dymkovo toys, Zhostovo trays.
Integration of educational areas:“cognition”, “communication”, “music”, “artistic creativity”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 96)
1. Topic: "Military equipment"(looking at objects)
Goal: to continue to introduce children to objects that go beyond the already mastered environment. Learn to answer questions using common sentences or a short story.
Develop thinking, memory, cognitive interests.
Cultivate interest in military equipment, to the military.
Vocabulary work: enrich the vocabulary - border guards, military equipment.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 84 )
1. Topic: “Our Mothers” by E. Blaginina(memorizing a poem)
Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions based on content and clearly pronounce words and phrases.
Cultivate love for your mother and your entire family.
Vocabulary work: activate the vocabulary - dear, beloved, dear.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 89)
1. Topic: “Teremok” (retelling of a Russian folk tale)
Goal: to train children in the ability to dramatize small familiar fairy tales and retell them close to the text.
Develop memory, imagination, intonation expressiveness of speech.
Foster a love for Russian folk tales.
Vocabulary work: activate the vocabulary - teremok, little mouse, etc.
Integration of educational areas : “cognition”, “communication”, “reading fiction”, “socialization”, “music”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 45)
2.Theme: “Come, fairy tale!” (quiz)
Goal: to consolidate familiar fairy tales in children’s memory, teach them to recognize them by fragments, and reproduce passages.
Continue to develop the ability to engage in conversation, answer questions, and ask them.
Develop memory, imagination, intonation expressiveness of speech in dramatizations.
Foster a love of fairy tales.
Vocabulary work: practice onomatopoeia, activate your vocabulary - box, rolling pin.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”, “socialization”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 88)
1. Topic: “My street” (familiarization with objects)
Goal: to introduce children to objects in their immediate environment, teach them to actively participate in a conversation, and use the most common adjectives, verbs, prepositions, and adverbs in speech.
Develop observation, memory, and the ability to determine the location of objects.
Cultivate interest in objects in the immediate environment.
Vocabulary work: enrich your vocabulary - roadway, traffic light, pedestrian crossing.
Integration of educational areas:“cognition”, “communication”, “safety”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 123)
1. Topic: “The Arrival of Spring” (looking at tree branches)
Purpose: to give an idea of what plants need to grow: earth, water, light and heat.
Develop thinking, observation, and the ability to express your assumptions in simple sentences.
Cultivate an interest in plants and a desire to care for them.
Vocabulary work: activate the vocabulary - the buds are swollen, a houseplant.
Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 97)
2. Topic: “Summarizing words: air transport”
Goal: to form children’s ideas about air transport, why it is called that, what it is for, who controls it, types of aircraft.
Fix the names of the main parts, learn to compare an airplane with a helicopter, remember the names of other types of transport.
Develop children's active and passive vocabulary.
Cultivate curiosity.
Lexicon: enrich the vocabulary - air, military, space.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 105)
1. Topic: " Spring has come, water has flowed" L.N. Tolstoy ( retelling)
Goal: to teach children to retell a short literary text and answer questions about the text.
Develop observation, thinking, memory, speech breathing.
Nurture aesthetic feelings.
Vocabulary work: activate the vocabulary - berezhok, brook, sonorous.
Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 104)
2.Theme: “Hello, first spring grass!” S. Gorodetsky(memorizing a poem)
Goal: to teach children to read a literary work by heart expressively; be able to find various means to express and convey images and experiences.
Develop figurative speech and creative imagination.
To cultivate an emotional perception of the content of the poem.
Vocabulary work: activate the dictionary - spring grass, young root.
Integration of educational areas:
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 110)
1. Topic: “Victory Day” by T. Belozerov(memorizing a poem)
Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions according to the content, pronounce words and phrases clearly.
Develop memory, attention, intonation expressiveness of speech.
Foster respect for the defenders of the Motherland.
Vocabulary work: activation of the dictionary - orders, Victory Day, parade.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”.
2. Topic: “About the Motherland” (reading works)
Goal: to introduce children to the concept of Motherland through works of art. Learn to maintain a conversation on a topic, answer questions and ask them.
Develop children's cognitive interests.
Foster love for the Motherland.
Vocabulary work: activate the dictionary - Motherland, fascists, defenders, border guards.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 126)
1. Theme: "Puff" (telling a Belarusian fairy tale)
Goal: to introduce children to a new fairy tale, to teach them to empathize with its characters. Learn to answer questions according to the content, use new words and expressions in your answers.
Develop attention, thinking, memory, consolidate the correct pronunciation of consonant sounds.
Cultivate interest in fairy tales of other peoples.
Vocabulary work: enrich the vocabulary - harvest, Belarusian, hut.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 14)
A teacher of a preschool educational institution must develop an interest in reading fiction in preschool children through games, illustrations and a variety of expressive means and literary genres. In addition, the teacher’s task is to develop monologue and dialogic speech of preschoolers, their socialization and preparation for school. To achieve these goals and objectives, it is necessary to properly plan each lesson.
Goals and objectives of the teacher in classes on reading fiction
They stand in front of the teacher important tasks: education, training and development of children. Fiction - best helper in solving assigned problems. Each specific lesson should:
- train attention and memory;
- develop thinking and speech;
- cultivate interest in intellectual pursuits.
In addition, all the works of art studied are focused on different aspects of a child’s life. The most important for children of the preparatory group are:
- moral education;
- speech development;
- artistic and aesthetic development;
- social and communicative development;
- development of independence, self-service.
For example, the fairy tale “Little Khavroshechka” belongs to the field of moral education. The specific goal of the lesson may sound like this: “Cultivate a kind attitude towards each other.” Russian folk tale“At the behest of the pike” refers to the development of independence. By studying it, the educator can set himself the goal of “Explaining the importance of human labor.” Social and communicative development occurs when reading the work of D. N. Mamin-Sibiryak “Medvedko”, the purpose of the lesson on this fairy tale is to introduce the world around us, the planet.
Reading in the pre-school group is given special attention
Reading fiction, discussion, situational conversation - this is how the goals set in the classroom are realized.
The teacher does not explain the meaning of the fairy tale immediately after reading it - he gives the children the opportunity to figure it out on their own, helps the children see and understand the problem described, for example, through conversation.
Using a question-and-answer form of communication is the optimal way to develop verbal thinking in preschoolers.
- For example, when studying the fairy tale “Geese and Swans”, you can include the following questions in the conversation:
- Who is the story about?
- Where are mother and father going?
- What does a mother ask her daughter to do?
- How did your daughter behave after her parents left for the city?
- What happened to brother?
- Who are geese-swans?
- What decision does the girl make?
- Why didn’t the stove, apple tree and milk river want to help the girl?
- Where did the girl run?
- Who did she see in the hut?
- How did the girl manage to save her brother?
- Why do the stove, apple tree and milk river help the girl on the way back?
- Can it be that the stove, the apple tree and the milk river are talking to a girl?
Where can we find talking animals and talking objects?
A series of questions for a conversation should be structured logically: first, simple questions (based on content), then clarifying, interpretive ("Why..."), evaluative and creative.
It is important to remember that the lesson has one goal, but several tasks.
- The teacher solves the following tasks at each lesson:
- educational;
- educational;
developing. For example, when studying the fairy tale ““The following tasks must be solved. Educational: cultivate a kind attitude towards each other. Educational: introduce literature, develop coherent speech, develop listening comprehension of the text. Developmental: develop speech hearing, melodic-intonation side of speech.
Each lesson should have a unique topic and purpose; there may be a subtopic in addition to the main one. Using the example of the fairy tale “The Frog Princess,” one can determine the goal: “Develop cognitive activity children, teach to respect other people’s interests”, the topic “Listening to a fairy tale” and the subtopic “Obedience and self-will in a fairy tale...” (moral education). During the conversation, children should understand what obedience and self-will are, how they are expressed, what follows them, how to behave, etc. By motivating children to understand these issues on their own, the teacher will achieve his goal.
Reading in the preparatory group should be educational. Teacher developing cognitive interest, educates a conscious reader who school years will self-motivate and enjoy reading books.
Motivating preschoolers in the classroom
In pedagogy, there are four types of motivation for older preschoolers:
- Gaming. It will help the child shift the focus away from the technical difficulties of the reading process. Didactic games: “Reading fables”, “The word is lost”, “Recognize the hero”.
- Helping an adult. It is based on the desire to communicate with an adult because he will approve and show interest in joint activities. For example: take images of fairy tale characters and ask the children to help you choose or draw outfits (a sundress for a fox, a shirt for a bear).
- “Teach me.” It is based on the desire of every student to feel smart and capable. For example: if a child knows a fairy tale, tell him that you forgot the sequence of actions or do not understand the actions of the characters. This way he will be more confident in discussing the material being studied.
- "With my own hands." Internal interest in making something as a gift for yourself or for your family. Drawings, crafts, postcards - all this can be done during reading lessons, but children must voice all their actions.
As a motivating start to a lesson in reading fiction, you can use games, illustrations to a work, riddles, or a problem situation. For example, when studying the Russian folk tale “The Fox and the Jug,” the teacher can show children pictures of a fox, a jug, a river, and use elements of theatricalization and games to develop intonation (fox exclamations).
Questions for conversation:
- What is this tale about?
- How did the fox get into the jug?
- How did she talk to the jug at first?
- What words did she say?
- How did the fox start talking later?
- What words did she say?
- How does the fairy tale end?
- What kind of fox is shown in this fairy tale and where can it be seen from?
To expand and enrich the vocabulary, you need to discuss the words: greed, stupidity, kindness.
Games to develop intonation:
- Guess the intonation;
- Say it kindly;
- Say it angrily.
When studying L. N. Tolstoy’s story “The Bone”, you can also use images of the main characters, plums, elements of theatricality, didactic games(“Make compote”). Issues that need to be discussed with children: honesty, fighting temptation, love for family, ability to confess, tell the truth.
Materials for the introductory stage may be different, it all depends on the interest and imagination of the teacher. For example, when studying the Brothers Grimm fairy tale “Mistress Blizzard,” children will be attracted and motivated by the music. When studying the Tatar folk tale “Three Daughters,” you can use riddles (about mother, sisters, squirrel, bee) to introduce the characters and include them in active activities.
- Who is the cutest in the world?
Who do children love very much?
I’ll answer the question directly:
- Our dearest... (mother). - Who loves both me and my brother,
But does he prefer to dress up? -
Very fashionable girl -
My eldest... (sister). - From branch to branch
Jumping, frolicking,
Agile, agile,
Not a bird. (Squirrel). - Flew over flowers
Flew over the fields.
She buzzed merrily.
I picked up some nectar.
And carried the spoils
Straight to your house... (bee).
For a lesson based on the fairy tale “Puss in Boots” by C. Perrault, the teacher can take a cat toy and introduce it to the children as a guest.
The appearance of such a wonderful guest at the lesson will delight the children
Lesson structure
Each lesson with children must comply with the structure of the Federal State Educational Standard for Education and consist of the following parts:
- Introductory part (creating motivation).
- Creating a problematic situation.
- Main part.
- Activity analysis (after each activity).
- Physical education session (one or more).
- The final part (solving a problem situation).
Working with children preschool age You need to plan your lesson very wisely. For it to be as productive as possible, it is necessary to alternate different kinds activities. In addition to reading fiction, you can use play, movement or communication activities.
For example, one of the mandatory elements of each lesson is physical education. It helps children take a break from vigorous activity, prevent fatigue, improve their emotional state, etc.
Forms of physical education sessions:
- general developmental exercises;
- outdoor game;
- didactic game with movements;
- dancing;
- movements while reading a poem.
In classes on reading fiction, the teacher can use any of the above forms, but most often movements while reading a poem are used as physical education.
An example of a physical education lesson for reading a poem
In addition, you need to draw up a time plan for the lesson. The teacher must remember that a lesson that lasts more than thirty minutes is ineffective.
The structure of a reading lesson and time plan for the senior group.
- Introductory part. 1–2 minutes.
- Creating a problematic situation. 2–3 minutes.
- Main part. 23–25 minutes.
- Final part. 2–3 minutes
Topic index
Fiction card indexes consist of different criteria. For example, on lexical topics: fruits/vegetables, trees, bread, seasons, mushrooms/berries, birds, domestic/wild animals, land/water, etc.
- D. N. Mamin-Sibiryak “Gray Neck”;
- N. Nosov “Cucumbers”;
- G. B. Oster “A Kitten Named Woof.”
You can also compile a card index on moral and patriotic education: homeland, society, family, friendship, holidays, citizen, etc.
- N. Nosov “Mishkina porridge”,
- D. Gabe “My Family”,
- Ya. Segel “How I was a mother.”
Safety may also be a criterion for combining works: fires, traffic rules, rules of behavior in nature, etc.
- A. Barto “Thunderstorm”;
- O. Smirnov “Steppe Fire”;
- G. Shalaeva “Do not eat unfamiliar berries in the forest.”
Also popular is the card index compiled by E.V. Shcherbakova according to the program “From birth to school”, ed. NOT. Veraxes. Criteria: educational areas.
From the field of moral education:
- Russian folk tale “Kroshechka-Khavroshechka”;
- Russian folk tale “The Braggart Hare”;
- Russian folk tale "The Frog Princess";
- B. Shergin “Rhymes”;
- Russian folk tale “Sivka-burka”;
- Russian folk tale “Finist - the clear falcon”;
- V. Dragunsky “Childhood Friend”, “Top Down, Diagonally”;
- S. Mikhalkov “What do you have?”;
- Nenets fairy tale “Cuckoo”;
- “Goldilocks” (translated from Czech by K. Paustovsky);
- K. Chukovsky “Moidodyr”.
K. Chukovsky’s book “Moidodyr” must be studied at preschool educational institutions
Table: lesson notes by K. V. Tovmasyan on the topic “Honesty in L. N. Tolstoy’s fairy tale “The Bone””
| GCD stage | Contents of the stage |
| Goal and tasks | Develop an idea of honesty.
|
| Equipment |
|
| Introductory part | Greetings and getting ready to work. - Good afternoon, good hour! I'm so glad to see you. They looked at each other And everyone sat down quietly. – How are you feeling? Game "Find the bone" – Look at these pictures. Berries are shown here. Find a berry with a seed among them. Getting to know the portrait of the writer. - Look at this portrait. It depicts Lev Nikolaevich Tolstoy. This is a great Russian writer who gave us a lot interesting stories, fairy tales, poems and even riddles. He loved children very much: he opened a school in Yasnaya Polyana(this is an estate in the Tula province), taught them according to the “ABC”, which he wrote himself. – Today we will discuss the story of L.N. Tolstoy's "Bone". Want to know what it's about and why it's called that? |
| Main part | The teacher reads the story. Questions for conversation: - What did mom buy? - How did Vanya behave? - Who noticed that the plum was gone? - Why did Vanya decide to eat a plum? - Why didn’t he confess? - Why was dad worried? - What should Vanya have done? Physical education minute The teacher reads the verse to the children and gives instructions on the movements:
They say: “Everything secret sooner and later becomes clear.” Do you agree with this? Give an example from the story “The Bone.” |
| Final part | - What is the name of the story that we discussed today? - Why is it called that? - What would you do if you were Vanya? - You all worked very well today, well done. |
High-quality work by the teacher in planning and during fiction reading classes is the key to the productive work of every child. Poems, riddles, didactic games - all this is necessary in the lesson, regardless of the chosen work. Classes in the preparatory group should be positive and exciting for all children, so tasks should be selected that are interesting and varied. This is the only way to instill in children a love of reading and literature.
Forward planning in fiction in the senior group.
SEPTEMBER.
Continue to teach children to listen carefully to a literary text, understand the moral meaning, evaluate actions in a motivated manner, and comprehend the figurative content and meaning of proverbs. Develop an interest in poetry and a desire to learn poems. Bring children to understand that a book is one of the sources of knowledge.
Our group. Legal education. | What did summer give us? | Transport. | Underground kingdom. |
1. Dragoon “Amazing Day” 2. N. Naydenova “Olga Pavlovna” "New Girl" 3. O. Vysotskaya “Kindergarten” 1. G. Oster “Advice to naughty children” 2. N. Nosov “Telephone” 3. V. Korzhets “Bad Candy” 4. E. Charushin “Friends” | 1. V. Suteev “Sack of Apples” 2. Y. Pinyaev “The Tricky Cucumber” 1. E. Shim “Who is dressed like that?” 2. D. Rodari “Big carrot” 3. E. Nemenko “Country Riddles” “Poems about vegetables” (“Sunflower”, “Tomato”, “Cabbage”, “Pepper”, “Pumpkin”) | 1. N. Kalinina “How the guys crossed the street” 2. D. Rodari “Dudochkin and cars” 1. A. Barto “Once upon a time there lived a dump truck” 2. B. Zhitkov “What did I see?” 3. M. Ilyin “Cars on our street” 4. M Ciardi “About the one who has three eyes” | 1. In Zotov “The Kingdom of Mushrooms” (from the book “Forest Mosaic”) 2. “Boletus, boletus” - memorization 1. V. Bianchi “The Fox and the Mouse” 2. Bazhov “Ural Tales” 3. “Thumbelina” |
OCTOBER
Continue to introduce children to different genres of fiction. Give basic knowledge about the fable, its genre features, lead to an understanding of the allegory, moral meaning, figurative meaning of words and combinations, cultivate sensitivity to the figurative structure of the language of the fable. Encourage children to expressively read poetry by heart, feel, understand and reproduce poetic speech.
City by the sea. | Human. | Labor on a collective farm. |
|
1. Acquaintance with the work of I. Krylov, his childhood. Fables “Quartet”, “Monkey and Glasses”, “Dragonfly and Ant”, “Crow and Fox”, “Swan, Crayfish and Pike” 2. Y. Moritz “House with a Chimney” | 1. S. Kogan “Leaflets” - memorization 2. G. Skrebitsky “Autumn” 1. V. Smertin “It’s raining down the street” 2. N. Minsky “Falling Leaves” 3. A. Pushkin “Sad time...” 4. K. Balmont “Autumn” | 1. I. Turchin “The Man Got Sick” 2. E. Permyak “About the nose and tongue” 1. E. Moshkovskaya “Wash your nose”, “Ears” 2. E. Nosov “Thirty grains” 3. D. Kharms “The Cheerful Old Man” 4. B. Zhitkov “How I caught little men” | 1. A. Remizov “Ear of Bread” 2. V. Stepanov “The Road to the Mill” 1. G. Point “Newbie on a walk” 2. “The Pie” - a Norwegian fairy tale 3. V. Krupin “Father’s Field” 4. S. Pogorelovsky “Glory to the bread on the table” 5. Ya. Tayts “Everything is here” 6. “Light Bread” - Belarusian fairy tale 7. I. Tokmakova “Who to be?” 8. Ya. Dyagutyte “Loaf” |
NOVEMBER
Continue to teach children to expressively read poetry by heart, feel the melodiousness of the language, and convey various emotional states using intonation. Continue introducing children to small folklore forms. To develop children's interest in the genre of literary fairy tales.
We live in the north. | Autumn is like a season. | Who is preparing for winter? | Objects that surround us. | Culture of behavior. |
1. G. Snegirev “About deer”, “Penguin Beach” 2. E. Emelyanova “Oksya the hard worker” 3. “Ayoga” - a Nanai fairy tale. Shergina, S. Pisakhova. Pinega tales by Ivanova. | 1. M. Prishvin “It’s Cold for Aspen Trees” 2. A. Pushkin “The sky was already breathing in autumn...” - memorization 1. Small folklore forms (signs, proverbs, sayings about autumn) 2. N. Pavlova “First Snow” 3. N. Minsky “Falling Leaves” 4. "Autumn" 5. N. Sladkov “Autumn is on the threshold” | 1. A. Sukontsev “How a hedgehog changed his fur coat” 2. “How the squirrel and the hare didn’t recognize each other” - a Yakut fairy tale 1. D. Mamin-Sibiryak “Gray Neck” 2. N. Sladkov “Belkin fly agaric” 3. S. Mikitov “Leaf Faller” | 1. S. Marshak “Where the table came from” 2. Literary fairy tales - P. Ershov “The Little Humpbacked Horse” | 1. S. Prokofiev “The Tale of an Ill-mannered Mouse” 2. A. Barto “Ignorant Teddy Bear” 1. V. Suteev “The Lifesaver” 2. V. Oseeva “The Good Hostess” 5. V. Oseeva “Cookies” 6. Y. Akim “Greedy” 7. E. Moshkovskaya “Resentment” |
DECEMBER
Encourage emotional perception of the figurative content of the fairy tale. Deepen children's understanding of genre, composition and national linguistic features fairy tales. To foster in children a love and interest in reading fiction.
Symbols of the country. | Pets. | Water, snow. | New Year. |
1. N. Rubtsov “Hello Russia” 2. And Barto “Drawing for the anniversary”, “Lights are shining everywhere” 1. I. Nikitin “Rus” 2. O. Aleksandrova “Sun splashes in the domes” 3. D. Kedrin “Thought about Russia” 4. V. Lebedev-Kumach “The morning paints with a gentle light...” 5. N. Konchalovskaya “Glorious is the city of our grandfathers” 6. F. Glinka “Moscow” | 1. rub. n. fairy tale “Winter quarters of animals” 2. V. Suteev “Who said Meow” 1. “How I was looking for dogs for a friend” - a Mordovian fairy tale. 2. L. Tolstoy “Fire Dogs” 3. Yu. Dmitriev “Ducklings and Chicks” 4. N Nosov “Living Hat” | 1. S. Prokofiev “The Tale of Red Mittens” 2. N. Kalinina “About the snow bun” 3. K. Balmont “Snowflake” 1. Getting to know childhood, reading fairy tales “The Snow Queen”, “The Swineherd”, “The Steadfast Tin Soldier”, “Wild Swans” | 1. R. Pavlova “The best gift” 2. A. Barto “Christmas tree” - memorization 1. Z. Aleksandrova “Bird’s Dining Room” 2. S. Drozhzhin “Walking the street...” 3. E. Blaginina “What a beauty...” 4. Z. Topelius “Three ears of rye” 5. V. Suteev “Snowman Postman” 6. S. Marshak “Twelve months” |
JANUARY
Continue to teach children to read poetry expressively, conveying the beauty of nature. Encourage to notice visually - means of expression fiction. Activate the literary memory of preschool children, enrich their understanding of the life and work of writers.
Health. How to become a non-sick person. | Winter. | The work of adults. |
1. From Kozlov “Winter's Tale” 2. Land of Pushkin's fairy tales. | 1. N. Nosov “On the Hill” 2. A. Pushkin “Here is the north, the clouds are catching up...” 1. F. Tyutchev “The Enchantress in Winter” 2. S. Yesenin “Winter Sings and Calls”, “Birch” 3. Folklore about winter. 4. I. Surikov “Winter” | 1. S. Mikhalkov “Uncle Styopa”, “Uncle Styopa the policeman” (Acquaintance with the writer’s childhood and work) 2. V. Sukhomlinsky “My mother smells like bread” 1. E. Permyak “Mom’s work” 2. L. Voronkova “We are building, building, building” 3. S. Baruzdin “Who built this house” 4. G. Graubin “Stranger Friends” 5. V. Lifshits “We will work” |
FEBRUARY.
Continue to introduce children to new genres of fiction. Learn to understand the semantic side of proverbs and sayings. Feel, understand and reproduce the imagery of the language of poems, understand the main idea poetic text. Continue to form the concept that a book is a source of knowledge; poems, stories, fairy tales have been written about the same phenomenon. Help enrich your vocabulary.
Fairy tales. | Animals of the north. | Our defenders. | Solar system. |
1. S. Mikhalkov “The Three Little Pigs” 2. “Wartail Mouse” - a Chuvash fairy tale. 1. rub. n.s. “Winged, furry and oily” 2. r. n.s. "Tails" 3. r. n.s. "Fox - sister and gray wolf" 4. r. n.s. "Fear has big eyes" | 1. V. Aldonsky “Riding a deer” 2. F. Abramov “Scarlet Deer” 1. fairy tale “Why polar bear nose black" 2. A. Nekrasov “Oleshki” 3. P. Bazhov “Silver Hoof” | 1. Epics about Russian heroes: “”, “Three trips of Ilya Muromets”, “Bogatyr Mikula Selyaninovich”. 2. S. Marshak “February” - memorization 1. O. Vysotskaya “My brother went to the border” 2. L. Kassil “Main Army” 3. Y. Dlugolensky “What can soldiers do” 4. B. Nikolsky “Obstacle” 5. A. Mityaev “The hat does not command” | 1. E. Levitin “For kids about stars and planets” 2. T. Sobakin “How wonderful it is to become an astronomer” 1. V. Stepanov “Cloud” 2. I. Mazin “Sun and grain” 3. A. Volkov “Earth and Sky” 4. “Visiting the Sun” - Slovak fairy tale |
MARCH
To promote the deepening of children's knowledge and ideas about the world around them through fiction. Encourage students to understand the content of the text and develop interest in the information contained in the text. Develop interest and love for the art of the poetic word.
Family. Mother's Day. | Air is invisible. | Animals of hot countries. | Theater. | Maslenitsa. |
1. Acquaintance with the work of S. Aksakov “The Scarlet Flower” 2. Literary fairy tale by N. Teleshov “Krupenichka” 1. G. Vieru “Mother’s Day” 2. E. Blaginina “Let’s sit in silence” 3. P. Obraztsov “March” 4. L. Kvitko “Grandma’s hands” | 1. Reading literary fairy tales - V. Kataev “The Seven-Colored Flower” 2. V. Odoevsky “Town in a Snuffbox” | 1. G. Ganeizer “About the hot desert” 2. G. Snegirev “In the Desert” 1. S. Baruzdin “Rabbi and Shashi” 2. B. Zhidkov “Mongooses” 3. S. Snegirev “Elephant”, “Giraffe” 4. I. Moskvana “Little One” | 1. S. Mikhalkov “How an old man sold a cow” 2. D. Rodari “The Magic Drum” 1. rub. n.s. “Khavroshechka”, “Sister Alyonushka and brother Ivanushka” 2. C. Perrault “Fairy” | 1. Small folklore forms. 2. Learning songs, chants, nursery rhymes for the celebration of Maslenitsa. |
APRIL.
To form in children a holistic perception of the text, the ability to highlight expressive means. To consolidate ideas about the features of different genres (poem, fairy tale, story). Continue to teach expressive reading of poetry by heart, feel the melodiousness of the language, learn to understand linguistic means of expression.
Humor. Emotions. Character. | Road to space. | Red Book. | Spring. |
1. Acquaintance with the work of N. Nosov. "Dreamers" 2. Y. Vladimirov “Weirdos” 1. K. Chukovsky “Miracle Tree” 2. Fables. 3. S. Marshak “Poodle” 4. N. Matveeva “Confusion” | 1. A. Leonov “Steps over the planet” 2. V. Borozdin “First in Space” 1. V. Medvedev “Starship Brunka” 2. P. Klushantsev “What the telescope told us about” 3. N. Nosov “Dunno on the Moon” 4. V. Kashchenko “Find the constellations” | 1. An introduction to N. Nekrasov’s childhood “Grandfather Mazai and the Hares” 2. Yu. Koval “Hare paths” 1. E. Charushin “About Bunnies” 2. A. Block “Bunny” 3. r. n.s. “The Hare Boasts”, “Zayushkina’s Hut” 4.D. Mamin-Sibiryak “About a brave hare - long ears, slanting eyes, short tail. | 1. N. Naydenova “About Spring” 2. Y. Akim “April” - memorization 1.S. Kogan "Maple" 2. T. Belozerov “Snowdrops” 3. E. Charushin “Sparrow” 4. A. Prokofiev “Vesnyanka” 5. G. Skrebitsky “Spring”, “In a forest clearing”, “March, April, May” |
Continue to introduce children to the works of writers. Encourage expressive reading of poetry. Strengthen children's knowledge of what they read in academic year literary works. Ideas about the genre features of fairy tales, poems, fables, stories, works of small folklore forms. To deepen children's understanding of the correspondence of the title of the text to its content.
Friendship of children. | Victory Day. | Nature and us. | The work of adults. |
1. Introduction to the works of A. Barto “Vovka is a kind soul”, “How Vovka helped out the grandmothers”, “How Vovka became an older brother” | 1. V. Berestov “Peace on Earth” 2. S. Marshak “Let there never be war” 1. M. Plyatskovsky “May Day” 2. E. Blaginina “Overcoat” 3. A. Mityaev “Dugout” 4. R. Gamzatov 5. L. Chadova “Salute” 6. E. Trutneva “Front triangle”, “Parade”, “Front sister. | 1. S. Yesenin “Bird cherry” 2. B. Asanaliev “Colors of Spring” 1. f. Tyutchev “Spring Waters” 3. S. Kozlov “Unusual Spring” 4. I Kolos “Song of Spring” 5. In Stepanov “Miracles” 6. Ya. Dyagutyte “Lark” |
2. B. Zakhober “Builders” 3. D Rodari “What do crafts smell like”, “What is the color of crafts” |
Forward planning for fiction in the middle group.
SEPTEMBER.
Teach children to understand the content of literary texts, to feel the rhythm of poetic speech. Expand knowledge about different genres fiction: fairy tales, stories, poems; about the genre features of works of small folklore forms - nursery rhymes, songs, riddles, to give new ideas about them.
Our group. Kindergarten. | Vegetables fruits. | Transport. LIFE SAFETY FUNDAMENTALS. | Underground kingdom. |
1. L. Osipova “What is a kindergarten” 2. E. Yanikovskaya “I go to kindergarten” 1. G. Tsyferov “In a bearish hour” 2. Z. Alexandrova “Toys” 3. S. Mikhalkov “Song of Friends” 4. V. Tovarkova “Kindergarten” | 1. Learning the nursery rhyme “Little Bunny is a Little Coward” 2. N. Egorov “Radish”, “Pumpkin”, “Carrot”, “Peas”, “Onion”, “Cucumbers” 1. P. Mumin “Apple” 2. U. Rashid “Our Garden” 3. r. n.s. "The Man and the Bear" | 1. S. Mikhalkov “Walking carefully”, “Idle traffic light” 2. O. Bedarev “If…” 1. I. Yavortskaya “Children and the Road” 2. I. Leshkevich “Traffic Light” | 1. V. Kataev “Mushrooms” 2. S. Aksakov "Mushrooms" 1. M. Prishvin “The Last Mushrooms” 2. “Thumbelina” 3.B. Bianchi "The Fox and the Mouse" |
OCTOBER.
Continue to develop children’s interest in fiction, reading, and emotional perception of imagery poetic works, expressiveness of speech, interest in the information conveyed by the text, understanding the content and idea of fairy tales, noticing figurative words and expressions.
Houses on our street. | Gold autumn. | Human. | People's work. Bread. |
1. S. Marshak “The Three Little Pigs” 2. A. Balint “The House You Can Eat” 1. Y. Moritz “House of the gnome, gnome at home” 2. R. Sef “Lilac Poem” 3. S. Cherny “When no one is home” 4. D. Kharms " Funny siskins» 5. C. Perrault “Little Red Riding Hood” | 1. E. Trutneva “Spiders” 2. Bunin “Autumn” 1. G. Novitskaya “Summer Garden” 2. A. Shibitskaya “Autumn” 3. E. Trutneva “Suddenly it became twice as bright...” 4. Yu. Kapustina “Autumn” 5. I. Chernitskaya “Autumn” 6. L. Polyak “A cloud covered the sun” 7. N. Naydenova “Golden Autumn” | 1. D. Kharms “The Cheerful Old Man” 2. R. Sef “The Tale of the Round and Long Men” 1. A. Vvedensky “About the girl Masha, about the dog Cockerel and the cat Thread” 2. Songs of different nations: K. Chukovsky “Barabek”, “Twisted Song”, S. Marshak “Humpty Dumpty” 3. K. Chukovsky “Joy” | 1. Ukrainian fairy tale “Spikelet” 2. Y. Akim “Rye bread” 1. Y. Dyagudite “Human Hands”, “Threshing”, “Loaf” 2. Tatar song “Bag” 3. Y. Tayts “Up to the waist”, “Everything is here” 4. r. n.s. "Wonderful Millstones" 5. rub. n.s. "Bubble, Straw, and Bastfoot" |
NOVEMBER.
To introduce children to the life and work of N. Sladkov, to develop interest in the information that the text carries. Continue to learn to understand the content of stories. Promote rapid memorization of poetic texts, develop expressive reading skills.
Where does a person live? | Autumn is like a season. | How animals prepare for winter. | Houseware. LIFE SAFETY FUNDAMENTALS. | Culture of behavior. |
1. O. Chernoritskaya “A Doll’s House” 2. R. Sefa “Grandfather Pakhom built a house...” 1. P. Voronko “There is no better native land” 2. r. n.s. "Zayushkina's hut" 3. Ukrainian fairy tale “Rukavichka” 4. Z. Alexandrova “Motherland” 5. rub. n.s. "Teremok" 6.L. Osipova - riddles. | 1. Pleshcheev “Boring picture!..” 2. E. Permyak “Tricky rug” 1. A. Pleshcheev “Children and the Bird” 2. K. Balmont “Autumn” 3. I. Bunin “It’s pouring cold rain” 4. N. Kalinina “In the Forest” 5. I. Sokolov-Mikitov “In the Forest in Autumn”, “Hedgehog” 6. A. Pushkin “The sky was already breathing in autumn” | 1. N. Sladkov “How can a squirrel not catch a cold?”, “What should a hare do?”, “How can a bear not die of hunger?” 2. G. Snegirev “How do animals and birds prepare for winter?” 1. E. Charushin “Who Lives How?” 2. V. Bianchi “It’s cold in the forest, it’s cold”, “They’re preparing for winter, they’re in a hurry!” 3. B. Brecht “Winter conversation through the window” 4. r. n.s. "The Fox and the Black Grouse" 5. N. Sladkov “Why is November piebald” | 1. S. Marshak “The Story of an Unknown Hero”, “Fire” 2. V. Chernyaeva “Vasily the Cat and Household Appliances” 1. S. Chertkov Brush, Flashlight, Ladder, Saw, Tape measure, Screwdriver. Axe. Hammer. 2. E. Permyak “Hasty Knife” 3. V. Lebedev-Kumach “About smart little animals” | 1. Belarusian fairy tale“Stolen goods won’t make you fat” 2. B Zakhoder “Piggy on the Christmas tree” 1. A. Kuznetsova “We quarreled” 2. Songs and nursery rhymes of different nations 3. Hungarian fairy tale “Two Greedy Little Bears” 5. Polish fairy tale “If you hurry, you will make people laugh” 6. African fairy tale “How the fox deceived the hyena” |
DECEMBER.
Continue to develop in children the ability to listen to a literary work and understand its content. Deepen children's understanding of the genre of the story. Learn to evaluate the character and actions of heroes.
The work of adults. Doctor. | Pets. | Water, snow. | New Year. |
1. S. Mikhalkov “About a girl who eats poorly”, “Like our Lyuba” 2. A. Barto “Tamara and I...” 1. A. Kandrashova “Our Doctor” 2. A. Freidenberg “The Giant and the Mouse” | 1. rub. n.s. "Zimovye" 2. E. Charushin “In our yard” (Cow. Goat. Dog. Cat. Duck. Chicken) 1. L. Tolstoy “Kitten” 2. G. Oster “A Kitten Named Woof” 3. V. Bianchi “First Hunt” 4. L Tolstoy “Fire Dogs” 5. A. Barto “We left” 6. Mexican fairy tale “The Polite Rabbit” 7. Italian fairy tale “How the Donkey Stopped Singing” 8. S. Marshak “Mustachioed – Striped” | 1. rub. n.s. "Snow Maiden" 2. S. Marshak “This is a snowy page”, “Blizzard, snowstorm...” 1. L Voronkova “The Tricky Snowman” 2. K. Chukovsky “She grows upside down” 3. L. Breg “Fish” 4. L. Karpov “How fish winter” 5. L. Tolstoy “Shark” 6. V. Zotov “How a hermit crab found a friend” | 1. V. Suteev “Christmas tree” 2. Drozhzhina “Walking the street...” 1. E. Mikhailova “What is New Year?” 2. M. Evensen “Herringbone” 3. E. Trutneva “Christmas tree” 4. A. Barto “Christmas tree”. 5. Z. Aleksandrova “Bird Christmas tree” 6. L. Voronkova “Tanya chooses a Christmas tree” |
JANUARY.
To develop in children a desire to memorize poetic texts, teach them to find various means for expressing and conveying images and experiences, and see the relationship between the content and title of a work.
Health. LIFE SAFETY FUNDAMENTALS. | Winter. | The work of adults. Chauffeur. |
1. K. Chukovsky “Aibolit”, “Aibolit and the Sparrow”, “Moidodyr” 2. S. Mikhalkov “Vaccination”, “About mimosa” 1. L. Grblovskaya “Brush your teeth, my hands” 2. V. Chernyaeva “Be sick for your health” 3. A. Usachev “About nails” | 1. Memorization - I. Surikov “Winter” 2. I. Sokolov-Mikitov “Blizzard Winter” 1. K. Balmont “Snowflake” 2. I. Belousov “First Snowball” 3. A. Kalinchuk “Winter” 4. M. Druzhinina “Me and the Snow” 5. M. Dudin “Trees in winter” 6. A. Yashin “Feed the birds in winter” 7. And Surikov " White snow fluffy…" | 1. Y. Tuvim “Work is useful and necessary for everyone” 2. E. Fireflower “Who Starts the Day” 1.E. Moshkovskaya “Busses are running towards us” 2. I. Muraveyka “Dump Truck” |
FEBRUARY.
Continue to develop children’s emotional perception of text; teach to understand and evaluate the actions and characters of heroes. Expand children's understanding of the genre features of fairy tales. Help develop attentive listeners.
Fairy tales. | A corner of nature. | Our defenders. | Planet Earth. |
1. rub. n.s. "Fox with a rolling pin" 2. Y. Moritz “Song about a fairy tale” 1. rub. n.s. "Zhiharka" 2. r. n.s. "Cat and Fox" 3. r. n.s. “Winged, furry and oily” 4. r. n.s. “How a goat built a hut” 5. rub. n.s. "Swan geese" | 1. G. Snegirev “Guinea Pig” 2. N. Nosov “Karasik” 1. Reading fairy tales by K. Chukovsky (“The Cluttering Fly,” “The Stolen Sun,” “Confusion,” etc.) | 1. And Gromova “Feast of All Fathers” 2. Marshak “February”, “Border Guard” 1. A. Barto “At the Outpost” 2. Z. Alexandrova “Watch” 3. A. Zharov “Border Guard” 4. I. Kulskaya “About Brother” 5. A. Livanov “Letter” 6. "The Steadfast Tin Soldier" | 1. O. Tarutin “It was in Antarctica” 2. A. Mikhailov “How I became friends with a penguin” 1. S. Marshak “Penguins” 2. G. Snegirev “The Curious”, “Penguin Beach”, “Chaffinches”, “To the Sea”, “Leopard Seal”, “Pebbles”, “Brave Penguin”, “Goodbye” |
MARCH.
Continue to teach to emotionally perceive the figurative content of a poetic text, to understand the means of expression. Develop an interest and love for fiction.
Family, mother's holiday. | Air is invisible. | Animals of hot countries. | Theater. | Maslenitsa. |
1. E. Blaginina “That’s what a mother is” 2. S. Vangeli “Snowdrops. 1. M. Zoshchenko “Demonstration child” 2. E. Uspensky “Destruction” 3. L. Kvitko “Grandma’s hands” 4. S. Mikhalkov “What do you have?” | 1. I. Tokmakova “Windy” 2. G. Sapgir “Forests are miracles” 1. E. Charushin “About Bunnies” 2. E. Serova “Wolves” 3. G. Ladonshchikov “Hedgehog”, “Fox”, “The Bear Woke Up” 4.E. Trutnev "Squirrel" 5. V. Volina “The gray bunny washes itself” | 1. African fairy tale “Baby Leopard and Baby Antelope” 2. S. Baruzdin “Camel” 1. H. Langlesia “Crocodile Tears” 2. M. Moskvina “What happened to the crocodile” 3. E. Koteneva “Kangaroo” 4.S. Egorova "Giraffe" 5. M. Sadovsky “What does an elephant dream about?” 6. Luda “Lord of Places” 7. E. Moshkovskaya “How a giraffe went to school” 8. V. Zotov “Giraffe and Okapi” 9. G. Tsyferov “Once upon a time there lived a baby elephant” | 1. D Edwards “At the Theater” 2. A. Barto “At the Theater” 1. Y. Tuvim “About Pan Trulyalinsky” 2. E. Moshkovskaya “Polite Word” 3. K. Ushinsky “Bear and Log” 4.Eskimo fairy tale “How the fox deceived the bull” 5. Latvian fairy tale “The forest bear and the naughty mouse” | 1. Small folklore forms: chants, tongue twisters, tongue twisters, counting rhymes, myrilki, vesnyankas.. |
APRIL.
Introduce children to the life and work of E. Charushin. Continue to consolidate children's ideas about the genre of the story. Learn to understand the topic and content literary work, develop interest in the information that the text carries.
Humor, emotions, character. | Transport. LIFE SAFETY FUNDAMENTALS. | Birds. | Spring. |
1. Yu Vladimirov “Weirdos” 2. S. Marshak “He’s so absent-minded” 1. N. Nosov “Entertainers” 2. J. Brzechwa “Clean Fly” 3. V. Berestov “Dragon” 4. K Chukovsky “Confusion” | N. Kalinina “How the guys crossed the street” 2. I. and L. Sandberg “The Boy and the Hundred Cars” 1. T. Alexandrova “Traffic light” 2. O. Chernoritskaya “Bus”, “Dump Truck” 3. I. Tokmakova “We drove by car” | 1. Ladonshchikov “Spring” 2. Y. Akim “April” 1. M. Borisov “Drop Song” 2. E. Baratynsky “Spring, spring!” 3. S. Vysheslovtsev “Spring” 4. F. Tyutchev “It’s not without reason that it’s winter to be angry...” 5. L. Osipova “Spring has come to the Russian forest” 6. G. Graubli “Boat” |
Introduce children to the childhood and work of S. Mikhalkov. To encourage you to emotionally perceive poetry, understand the content of the text, and feel the rhythm of poetic speech. Through literature, cultivate a friendly and respectful attitude towards each other.
Friendship of children. | The city in which we live. | Insects. | Transport, O.B.Zh. |
1. rub. n.s. “Like a dog was looking for a friend” 2. B. Almazov “Gorbushka” 3. L. Voronkova “Snowball”, “Battle” | 1. E. Blaginina “Bird cherry” 2. Z. Aleksandrova “May Day fireworks” 1. S. Marshak “Spring Song” 2. V. Berestov “Song of Merry Minutes” 3. N. Sladkov “Spring joys”, “Stream” 4. E. Shim “Solar Drops” 5. A. Poroshin “Grandfather’s Story” | 1. V. Bianchi “Like an ant hurried home” 2. Belarusian fairy tale “The Songfly” 1. D. Mamin-Sibiryak “The Tale of Komar Komarovich” 2. I. Krylov “Dragonfly and Ant” 3. V. Palchinkaite “Ant” 4.B. Terrestrial "Familiar insects" | 1. M. Pogarsky “Different machines” 2. I. Gurina “Traffic Light”, “Pedestrian”, “Naughty Pedestrian”, "Baby traffic light" |
Long-term planning for fiction in the preparatory group.
SEPTEMBER.
Continue to develop in children a sustainable interest in fiction and reading. To promote rapid memorization of poems, to practice expressive reading of works using various techniques. Introduce the genre features of the fable.
Day of Knowledge. Child's rights. | What did summer give us? | Transport. ABOUT. AND. | Underground kingdom. |
1. S. Mikhalkov “It’s your own fault” 2. G. Ladonshchikov “About myself and about the guys” 3. L. Tolstoy “The Adventures of Pinocchio” (analysis of legal situations) | 1. N. Nosov “Cucumbers” 2. M. Prishvin “The Last Mushrooms” 1. G. Yurmin “Stove in the garden” 2. B. Zhitkov “What I saw” 3. Ya. Tayts “For the berries” 4. V. Kataev “Mushrooms” 5. E. Moshkovskaya “Fun Store” 6. N. Pavlova “The Last Berries”, “Edible Mushrooms” | 1. E. Rein “This terrible incident with Petya, let everyone in the world know” 2. A. Stepanov “Horsepower” 1. Y. Pishumov “Song about the rules” 2. O. Bedarev “If…” 3. A. Northern "Traffic Light" 4. N. Konchalovskaya “Scooter” 5. E. Ilyina “Cars on our street” 6. S. Mikhalkov “Cyclist” | 1. I. Bazhov “Ural Tales” 2. A. Volkov “Seven Underground Kings” 1. I. Krylov “Dragonfly and Ant”, “Crow and Fox”, “Swan, Crayfish and Pike”, “Elephant and Pug” (memorization of passages) |
OCTOBER.
In the process of reading fiction, awaken in children a feeling of love for Russian nature, admiration for its beauty; consolidate ideas about autumn; enrich vocabulary with bright, colorful definitions (epithets), form a stock of literary and artistic impressions, use a synthesis of literary words, music, and painting.
City by the sea. | Gold autumn. | Human. | Labor on a collective farm. Bread. |
1. according to B. Gnedovsky “From the history of the Arkhangelsk North” 2. stories and tales from the anthology about the Russian north “Moryanka” | 1. Pushkin “The sky was already breathing in autumn...” 2. G. Graubin “Why leaves fall in autumn” 1. M. Prishvin “Birds and Leaves” 2. E. Trutneva “Autumn” 3. O. Ivanenko fairy tale “Good night” 4. A. Erikeev “Autumn has come” 5. I. Bunin “Falling Leaves” 6. F. Tyutchev “There is in the original autumn...” | 1. L. Voronkova “Masha is confused” 2. From Mikhalkov “About Thomas” 1. R. Sef “The Tale of Round and Long Men”, “Everything in the World is Similar to Everything” 2. M. Yasnov “The bed has a headboard” | 1. L. Kon “Rye”, “Wheat” 2. M. Lyashenko “What a loaf” 1. And Tokmakova Who should I be?” 2. G. Branlovsky “Our mothers, our fathers” 3. L. Voronkova “Mug of Milk” 4. And Raksha “Tractor Drivers’ Dinner” 5. Ya. Dyagutyte “Threshing”, “Human Hands” 6. “Excellent wheat” 7. Small folklore forms “Pokrovsky gatherings” |
NOVEMBER.
Teach children to convey their admiration for pictures of nature with intonation and expressiveness while reciting poems by heart. Learn to notice what appears in the text visual arts. To consolidate children's knowledge about the genre features of stories and fairy tales. To lead to an understanding of the moral meaning of works, to motivated assessment actions and character of the heroes.
Our region is northern. | Autumn as a season? | Who is preparing for winter? | From carriage to rocket | Culture of behavior |
1. A. Members “What kind of polar explorers are they?” 2. I. Istomin “Northern path” 1. N. Zabila “In the North” 2. Yu. Shestopalav “Polar Lights” 3. V. Voskoboynikov “Drawings on a walrus tusk” 4. L. Tokmakova “Russian spinning wheel” 5. N Sladkov “White Land”, “Gray Land” 6. A. Lyapidevsky “Chelyuskinites” | 1. I. Sladkov “Autumn is on the threshold” 2. G. Skrebitsky “Autumn” 3. Trutneva “First Snow” 1. I. Bunin “First Snow” 2. V. Zotov “Larch” 3. K. Choliev “The trees are sleeping” 4. E. Golovin “Autumn” 5. A. Pleshcheev “Autumn Song” | 1. G. Snegirev “How animals and birds prepare for winter” 2. A. Sukontsev “How a hedgehog prepared for winter” 1. Akimushkin “Once upon a time there was a squirrel”, “Once upon a time there was a fox”, “Once upon a time there was a wolf” 2. I. Sokoloa-Mikitov “Squirrels” 3. "The Ugly Duckling" 4. V. Bianki “To the north, to the north - to the lands of midnight”, “The distant islands of the Arctic Ocean speak” | 1. Reading stories from I. Kobitina’s book “For preschoolers about technology” | 1. V. Kataev “Seven-flowered flower” 2. V. Dragunsky “The secret becomes apparent” 1. M. Pototskaya “Acute pig disease” 2. D. Kharms “Liar” 3. S. Mikhalkov “How friends get to know each other” 4. P. Voronko “Help Boy” 5. S. Pogorelovsky “Polite” 6. Ya Segel “How I Was a Mother” 7. E Permyak “foreign gate” 8. r. n.s. "Mashenka and Dashenka" 9. V. Sukhomlinsky “Why do they say thank you” |
DECEMBER
Strengthen children's knowledge of the structure of fairy tales. Consider different editions of fairy tales, introduce them to illustrators. Help children understand why the fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, and introduce them to new ones. Improve memory and diction. Promote the development of coherent speech in children.
Symbols of the country. | Pets. | Water, snow. | New Year. |
1. S. Mikhalkov “Anthem of Russia” 2. R. Sef “Unusual pedestrian” 1. E. Sinukhin “Take care of Russia”, “Under sail, summer floats across the earth” 2. S. Vasiliev “Russia” 3. N. Zabila “Our Motherland” 4. E. Trutneva “Motherland” 5. Z. Alexandrova “Motherland” 6. M. Isakovsky “Go beyond the seas and oceans” | 1. N. Garin-Mikhailovsky “Theme and the Bug” 2. D. Kharms “The Amazing Cat” 1. A. Barto “We left” 2. L Tolstoy “The Lion and the Dog” 3. A. Alish “Two Roosters” 4. E. Charushin “Chicken”, “Tyupa, Tomka and Magpie”, “Cow” 5. G. Snegirev “Top” 6. Yu. Dmitriev “Ducklings and Chicks”, “Foals and Puppies” | 1. V. Arkhangelsky “The Journey of a Drop of Water” 2. S. Ivanov “What kind of snow happens” 1. L. Broyko “Silver Drop” 2. V. Bianchi “Ice” 3. S. Marshak “Soap Bubbles” 4. P. Bazhov “Silver Hoof” 5. A. Pushkin “Under Blue Skies” 6. S. Yesenin “Powder”, “Winter sings, howls...” 7. r. n.s. "Moroz Ivanovich" 8. r. n.s. "Snow Maiden" | 1. O Vysotskaya “New Year” 2. Trutneva “Happy New Year!” 1. V. Suteev “Snowman-Postman” 2. M. Klokova “Father Morz” 3. With Marshak “Twelve Months” 4. L. Voronkova “Tanya chooses a Christmas tree” 5. E. Serova “New Year’s Eve” |
JANUARY.
Continue to teach how to emotionally perceive the figurative content of a fairy tale, understand the meaning of poetic works, and continue to work on expressive reading of poetry. Introduce children to hyperbole, teach them to recognize hyperbole in literary text. To develop children's interest in books, reading, and the library as a repository and center of book culture.
Human. Health. | Winter. | The work of people in the city. | Books. Library |
1. I. Turichin “The Man Got Sick” 2. S. Marshak “What is the boy sick with?” 1. N. Nosov chapters from the book “The Adventures of Dunno” (about Doctor Pilyulkin) 2. V. Berestov “Nurse Fox” 3. E. Uspensky “A Scary Story” 4. B. Zakhoder “Ma-tari-kari” 5. I. Semenova “Learning to be healthy, or how to become mild” | 1. N. Sladkov “The Trial of December” 2. Yesenin “Birch” 1. G. Skrebitsky “In a forest clearing” 2. A. Pushkin “Winter Morning” 3. r. n.s. "Two Frosts" 4. V. Suteev “Snow Bunny” 5. I. Surikov “Winter”, “Childhood” 6. Small folklore forms - proverbs, sayings about winter. | 1. E. Fireflower “Mikheich” 2. N. Zabila “At the Factory” 1. S. Marshak “Where did the table come from?”, “How was your book printed” 4. S. Baruzdin “Mom’s work” 5. V. Danko “About happiness” 6. E. Permyak “Mom’s work” 7. Proverbs about work. | 1. E. Perekhvalskaya “Where did the alphabet come from” 2. E. Osetrov “The Tale of the Fool Ivan and His Books” 1. B. Zubkov “A book about a book” 2. V. Valkov, A. Stal “Book House” 3. D. Mamin-Sibiryak “About a hare with long ears...” 4. Ukrainian fairy tale “The Lame Duck” 5.r. n.s. "Princess Frog" 6. r. Researcher "Sivka-Burka" |
FEBRUARY.
Continue to introduce children to childhood and the work of writers. Help children remember the names and contents of works they know, determine which genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Develop interest and love for books, create conditions for viewing books.
History of the native land, country. | Animals of the north and south. | Our defenders. Family. | Solar system. |
1. A. Prokofiev “On a Wide Space” 2. V. Orlov “Like a roof over the Earth” 1. S. Marshak “Ice Island” 2. stories from their anthology about the Russian north “Moryanka” 3. M. Zhestov “The Beginning of Everything” 4. Z. Aleksandrova “If they say the word Motherland...” 5. T. Koti “My Motherland” 6. A. Alexandrova “Moscow” 7. N. Konchalovskaya “There is nothing better, more beautiful...” 8. D. Rodari " General history» | 1.S. Baruzdin "Rabbi and Shashi" 2. Mr. Snegirev “About penguins”, “Trace of a deer” 1. Yu. Dmitriev “Baby Camel and Elephant” 2. G. Ganeizer “About the hot desert” 3. N. Sladkov “Yellow Earth” | 1. A. Gaidar “The Tale of a Military Secret” 2. S. Baruzdin “Birthday of the Red Soldier” 1. E. Farjok “Two Brothers” 2. Chinese fairy tale"Family Jewel" 3. Kurdish fairy tale “Father and Son” 4. r. n.s. "Wise Father" 5. L. Kassil “Your defenders” 6. M. Isakovsky “At the very border” | 1. G. Shalaev “Who is who in the world of stars and planets” 2. B. Levitin “Star Tales”, “For Kids about Stars and Planets”, “Astronomy in Pictures” 3. L. Miles “Astronomy and Space” |
MARCH.
Introduce children to the creation process work of art. Introduce a short history the emergence of theater in Russia, the concept of “play”, “character”, “remark”. Continue to develop children's interest in fiction. Foster in your child the need to look at books and illustrations.
Family. Mother's Day. | Invisible air. | Severodvinsk. | Theater. | Maslenitsa. |
1. Vieru “Mother’s Day” 2. V. Sukhomlinsky “Mother’s Wings” 1. M. Skrabtsov “Mother’s Heart” 2. K. Karailichev “Mother’s Tear” 3. "Talisman" 4. Bulgarian fairy tale “The Tale of the Barrel” 5. A. Isahakyan “By the Sun” 6. S. Mikhalkov “What do you have?” 7. Nenets fairy tale “Cuckoo” 8. Y. Akim “Who is who?” | 1. V. Bianchi “We give points to the wind” 2. Z. Aust “Weather” 1. G. Gaikhard “Natural Disasters” 2. V. Levin “My friend the sparrow” 3. A. Prokofiev “Rooks” 4. B. Zakhoder “Bird School” 5. E. Charushin “Grouse”, “Woodpecker”, “Capercaillie” 6. V. Sukhomlinsky “Bird's Pantry” | 1. Reading poems, stories, fairy tales from the anthology about the Russian north “Moryanka” 2. A. Ipatov poems. | 1. E. Uspensky “We are going to the theater” 2. A. Barto “At the Theater” 1. rub. n.s. "Fox - Lapotnitsa" 2. Kyrgyz fairy tale “The Fox and the Ant” 3. V. Dragunsky “Battle of a Clean River” 4. N. Nosov “Putty” | 1. Small folklore forms - songs, chants, stoneflies, tongue twisters, tongue twisters, riddles. |
APRIL.
Help children remember the name and content of works they know, determine which genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Help you remember using a variety of means and read poetry expressively. Develop interest in fiction, educate grateful and literate readers.
Human. Humor. Emotions. | Space. | Red Book of the Earth. | Spring. |
1. M. Brodskaya “The milk ran away” 2. N. Nosov “Dreamers” 1. D. Smith “Hour of Fun” 2. A. Vvedensky “Who?” 3. Y. Vladimirov “Weirdos” 4. foreign folklore “Children on Ice” 5. D. Kharms “Cheerful Siskins”, “Cheerful Old Man” 6. K. Chukovsky “Joy” 7. L. Tolstoy “The Dog and Its Shadow” 8. S. Mikhalkov “Error” | 1. \V. Borozdin "First in Space" 2. Yu. Gagarin “The Sad Story of a Foundling” 1. V. Tereshkova “The Universe is an open ocean” 2. A. Leonov “Steps over the planet” 3. Yu Yakovlev “Three in Space” 4. Y. Akim “Earth” 5. N. Nosov chapters from the book “Dunno on the Moon” | 1. V. Sukhomlinsky “Let there be a nightingale and a beetle” 2. E. Serova “Lily of the Valley”, “Snowdrop” 2. V. Bianchi “Forest Houses” 3. M. Prishvin “Golden Meadow”, “Guys and Ducklings” 4. N. Nekrasov “Grandfather Mazai and the hares” 5. G. Snegirev “Starling” | 1. S. Baruzdin “Ice drift” 2. I. Sokolov-Mikitov “Spring is Red” 1. P. Dudochkin “Why is it good in the world” 2. M. Prishvin “Hot Hour”, “Spring in the Forest” 3. Y. Kolos “Song of Spring” 4. V. Bianchi “Flood”, “Titmouse Calendar” |
Show the significance of a book in a person’s life. Introduce children to works of different times, genres, peoples that consider the problem of beauty; analyze the problem at a level accessible to children. Strengthen knowledge about the genre of the story. Continue to work on intonation expressiveness of speech.
Children from all over the world are friends. | Victory Day. | Nature and us. | Back to school soon. |
1. V. Dragunsky “Childhood Friend” 2. M. Mazin “Let’s be friends” 1. A. Mityaev “Friendship” 2. proverbs and sayings about friendship | 1. S. Mikhalkov “Victory Day”, “True for Children”, “Hello, Victorious Warrior” 2. L. Kassil “Sister” 1. S. Pogorelovsky “Soviet soldier” 2. A. Tvardovsky “Accordion” 3. L. Kassil “Monument to the Soviet soldier.” 4. M. Isakovsky “Remember forever” 5. P. Voronko “Two Soldier Brothers” 6. K. Selikhov “On Red Square” | 1. M. Mikhailov “Forest mansions” 2. Novitskaya “The kidneys are opening” 1. S. Voronin “My Birch” 2. S. Mikhalkov “Walk” 3. N. Pavlova “Yellow, white, purple” 4. E. Serova “Flowers” 5. V. Glushchenko “Gridka” 6. P. Voronko “Birch” 7. K. Ushinsky “Bees on reconnaissance” 8. V. Biryukov “Singing Bouquet” | 1. S. Mikhalkov “Important Day” 2. Memorization V, Berestov “Reader” 1. Z. Aleksandrova “Sveta”, “To school” 2. L. Voronkova “Girlfriends go to school” 3. A. Barto “To school” 4. A. Prokofiev “Song” 5.S. Marshak “First day of the calendar” |