Card index of fiction in the senior group according to the Federal State Educational Standards with goals. Reading fiction Forward planning

09.05.2019

Communication. Reading fiction

Direction “Cognitive and speech development”

Explanatory note

Forward planning is conducted according to the Basic General Educational Program of Preschool Education in groups of general developmental orientation with priority implementation of activities for the development of children in the physical direction. The program meets the modern goals of preschool education and provides for the comprehensive development of the child based on his age capabilities and individual characteristics.

The program is developed, approved and implemented in educational institution based on: Law “On Education” of the Russian Federation; UN Convention on the Rights of the Child, 1989; World Declaration on the Survival, Protection and Development of Children, 1990; concepts of preschool education; Declaration of the Rights of the Child, 1959; Order of the Ministry of Education and Science of Russia No. 655 dated November 23, 2009 “On approval and implementation of Federal state requirements to the structure of the basic general educational program of preschool education”, sanitary and epidemiological requirements for the structure, content and organization of work in preschool organizations - SanPiN 2.4.1.2660-10; Charter of MKDOU.

The organization of the educational process is carried out in accordance with educational programs. Educational programs are implemented taking into account age and individual characteristics.

Educational field "Reading fiction"

is aimed at achieving the goal of developing interest and the need for reading and perception) of books through solving the following tasks:

Formation of a holistic picture of the world, including primary values

representations;

Development of literary speech;

Introduction to verbal art, including the development of artistic

perception and aesthetic taste."*

Formation of interest and need for reading

Continue to develop children's interest in fiction and educational literature. Draw their attention to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; instill sensitivity to the poetic word.

Replenish your literary baggage with fairy tales, short stories, poems, riddles, counting rhymes, and tongue twisters.

To educate a reader who is able to experience compassion and empathy for the characters of the book, to identify himself with his favorite character. Develop a sense of humor in children.

Continue to improve children's artistic and verbal performance skills when reading poems and dramatizations (emotional performance, natural behavior, ability to convey their attitude to the content of a literary phrase with intonation, gesture, and facial expressions).

Help children explain the main differences between literary genres: fairy tale, story, poem.

Continue to introduce children to illustrations by famous artists.

Literature Gerbova V.V. Classes on speech development in a kindergarten preparatory group. M.: Mosaic-synthesis, 2011

Zatulina G.Ya. Notes complex classes on speech development (preparatory group). M.: 2009

Final results:

1. Distinguishes between genres literary works;

2. Names favorite fairy tales and stories; knows by heart 2-3 favorite poems, 2-3 counting rhymes, 2-3 riddles;

4. Reads a poem expressively, retells an excerpt from a fairy tale or story.

1 Preparations

Goal: Talk to the children about what their group is now called and why, find out if they want to become students. Help children construct sentences correctly.

The move of Gerbov V.V. p.14

2 What are poems for?

Goal: talk with children about why people write, read and recite poetry. Find out which program poems they remember.

The move of Gerbov V.V. p.18

3 Retelling of the Italian fairy tale “How the Donkey Stopped Singing”

Goal: to introduce children to the Italian fairy tale “How the Donkey Stopped Singing” (adapted by J. Rodari). Help children retell short texts without significant omissions or repetitions.

The move of Gerbov V.V. p.19

4 Conversation about A. Pushkin

Goal: to tell children about the great Russian poet; evoke a feeling of joy from the perception of his poems and a desire to hear other works of the poet

The move of Gerbov V.V. p.21

5 Memorizing A. Fet’s poem “The Swallows Are Missing...”

Goal: to help children remember A. Fet’s poem “The Swallows Are Missing...”

The move of Gerbov V.V. p.22

6 Russian folk tales.

Goal: find out whether children know Russian folk tales

The move of Gerbov V.V. p.26

7 Reading A. Remizov’s fairy tale “The Voice of Bread.” Didactic game “I-to you, you-to me”

Goal: to introduce children to A. Remizov’s fairy tale “The Voice of Bread”, to find out whether they agree with the ending of the work. Improve children's ability to produce a sequence of words in a sentence.

The move of Gerbov V.V. p.28

8 Fables - shifters

The move of Gerbov V.V. p.29

9 It's so light all around today!

Goal: to introduce children to poems about autumn, introducing them to poetic speech.

The move of Gerbov V.V. p.31

10 Retelling of V. Sukhomlinsky’s story “Apple from Dawn”

Goal: improve the ability to retell and draw up a retelling plan.

The move of Gerbov V.V. p.34

11 Reading K. Paustovsky’s fairy tale “Warm Bread”

Goal: to introduce children to the literary fairy tale by K. Paustovsky “Warm Bread”

The move of Gerbov V.V. p.37

12 First snow. Learning the poem by heart by A. Fet “Mom! Look out the window..."

Goal: to develop children’s ability to perceive poetic speech. Help me remember A. Fet’s poem “Mom! Look out the window..."

The move of Gerbov V.V. p.38

13 Working with illustrated editions of fairy tales.

Goal: to teach children to look at pictures in books with interest, to activate children’s speech.

The move of Gerbov V.V. p.41

14 Reading L. Tolstoy's story “The Jump”

Goal: to tell children about the writer, to help them remember the stories of L. Tolstoy that they know and to introduce them to the story “The Jump”

The move of Gerbov V.V. p.43

15 Reading the fairy tale by K. Ushinsky “The Blind Horse”

Goal: introduce children to K. Ushinsky’s fairy tale “The Blind Horse”.

The move of Gerbov V.V. p.45

16 Repetition of S. Marshak’s poem “The young month is melting”

Goal: repeat your favorite poems with your children.

The move of Gerbov V.V. p.47

17 Works by N. Nosov

Goal: to recall with children the stories of N. Nosov, favorite episodes from the book “The Adventures of Dunno and His Friends”

The move of Gerbov V.V. p.50

18 Hello, winter guest!

Goal: to introduce children to poems about winter

The move of Gerbov V.V. p.52

19lesson Reading S. Marshak’s fairy tale “Twelve Months”

Goal: to introduce children to S. Marshak’s fairy tale “Twelve Months”

The move of Gerbov V.V. p.54

20 Reading the Russian folk tale "Nikita Kozhemyaka"

Goal: remember Russian folk tales with children. Introduce the Russian folk tale “Nikita Kozhemyaka”. Help identify fabulous episodes in a fairy tale.

The move of Gerbov V.V. p.54

21 Reading the epic “Ilya Muromets and the Nightingale the Robber”

Goal: to introduce children to the epic, with its unusual way of speaking, with the image epic hero Ilya Muromets.

The move of Gerbov V.V. p.57

22 Retelling of V. Bianchi’s story “The Musician”

Goal: to improve children’s ability to retell a story.

The move of Gerbov V.V. p.50

23 Reading the story by E. Vorobyov “A piece of wire”

Goal: to enrich the literary baggage of children. Help you feel the unusualness of the situation described in the story.

The move of Gerbov V.V. p.59

24 Reading the epic “Alyosha Popovich and Tugarin Zmeevich”

Goal: to introduce children to epic epic, to the epic style of speech

The move of Gerbov V.V. p.60

25 Reading V. Dahl’s fairy tale “The Old Man of the Year”

Goal: to improve children's dialogical speech.

The move of Gerbov V.V. p.62

26 Memorizing the poem by P. Solovyova “Day and Night”

Goal: to introduce children to P. Solovyova’s poem “Day and Night”; practice expressive reading of a poem

The move of Gerbov V.V. page 63

27 reading the epic "Sadko"

Goal: to introduce children to the epic “Sadko”

The move of Gerbov V.V. page 68

28 We compose a fairy tale about Cinderella

Goal: to help children write creative stories

The move of Gerbov V.V. page 70

29 Retelling of the fairy tale "The Fox and the Goat"

Goal: to improve children’s ability to retell a fairy tale “in person.”

The move of Gerbov V.V. page 72

30 Fairy tales by H.H. Andersen

Goal: to help children remember the fairy tales of H.H. Andersen they know

The move of Gerbov V.V. p.73

31 Memorizing the poem “Motherland” by Z. Alexandrova

Goal: to help children understand the meaning of the poem (“Homeland can be different, but everyone has one”), remember the work

The move of Gerbov V.V. page 74

32 Spring poems

Goal: to help children feel the amazing uniqueness of poems about spring

The move of Gerbov V.V. page 77

33 A conversation about book illustrations. Reading the story “May” by V. Bianchi

Goal: to teach children to perceive book illustrations as an intrinsic value and source of information. Using V. Bianki's story, introduce children to the signs of May - the last month of spring.

The move of Gerbov V.V. page 77

34 Retelling of the story by E. Shima “Very Harmful Nettle”

Goal: Continue to improve children’s ability to retell simple texts and construct sentences correctly.

The move of Gerbov V.V. page 79

35 Memorizing S. Yesenin’s poem “Bird cherry”

Goal: To introduce children to a new poem and learn it by heart. Develop intonation expressiveness of speech.

Move. G.Ya. Zatulina s153

36 Reading N. Nekrasov “Grandfather Mazai and the Hares”

Goal: To introduce children to a new work, to evoke sympathy for animals, and to cultivate a sense of good humor.

Move. G.Ya. Zatulina from 136

37 Repetition

Purpose: Repetition of material (at the choice of the teacher)

The move of Gerbov V.V. page 80

Long-term plan
"Reading fiction"

September
1 week “Kindergarten”
1. Reading poems by A. Barto from the “Toys” cycle:

Goal: to make children want to recite familiar poems by A. Barto; develop a positive attitude towards poetry.

2. Reading the fairy tale “Winged, furry and oily”

3. Reading the story by L. Tolstoy “Nastya had a doll”

4 . Reading the poem “Silence” by G. Novitskaya.

Goals: to continue to develop children’s ability to emotionally perceive and understand the figurative content of poems; develop figurative speech. Promote the development of voluntary memory. Foster a love of oral folk art.

Week 2 “My city, my country”

1. Reading the fairy tale “The Cat and the Fox”
Goal: to develop the ability to listen carefully to a fairy tale.

2 .Reading and learning poems about the city.
Goals: to develop memory, the ability to read poetry expressively.

3 . Reading the poem by S. Yesenin “Birch”
Goal: To develop the ability to see and feel the beauty of Russian nature in a work of art.
4 . B. Zhitkov “In Moscow on the streets.”
Goals: continue to introduce children to the works of famous children's writers; develop the ability to answer questions based on content; cultivate love for the capital of our Motherland.

Week 3 _ “Family”

1 . E. Permyak “How Misha wanted to outwit his mother.”
Goals: to help children understand the meaning of the work; maintain a negative attitude towards lying; cultivate honesty.

3 . V. Dragunsky “What I love.”

Goals: to form in children a holistic perception of a literary text in unity with content and artistic form. To develop intonational expressiveness and auditory perception, to encourage children to convey their impressions, to evaluate the actions of the characters in S. Prokofieva’s story.

Week 4 “Autumn. Signs of autumn."

1. Reading of A. Grishin’s poem “Autumn”
Goal: to develop memory, the ability to speak expressively.
2 . Reading proverbs and sayings about autumn.
Goal: develop memory and thinking.
3 . Reading the story “Hedgehog” by E. Charushin
Goal: to develop children’s ability to listen carefully to a piece to the end; cultivate a love for the animal world.
4. Reading the poem “Autumn” by I. Belousov

Goal: to develop memory and attention. Cultivate a love of poetry.

October
1 week “Autumn. Trees"

1. Reading the poem “Autumn Song” by A. Pleshcheev
Goal: to develop children’s ability to listen carefully to a piece to the end; cultivate a love for nature.
2. “Birch” by S. Yesenin (reading a poem).
Goal: to develop children’s ability to read a poem expressively, conveying intonation an admiration of winter nature, to feel and reproduce the figurative language of the poem. Develop memory, imagination, intonation expressiveness of speech. Foster a love of nature and aesthetic feelings.
3. I. Bunin “Falling Leaves” (excerpt)
Goal: to develop attention, memory, develop the ability to pronounce words clearly, and be able to maintain a conversation. To develop children’s ability to emotionally perceive the figurative basis of poetic works, to develop creative imagination and expressiveness of children’s speech.
4. I. Tokmakova “Eli”
Goal: to develop children’s ability to emotionally perceive the figurative basis of poetic works, to develop creative imagination and expressiveness of children’s speech.

Week 2 “Autumn. Vegetables"
1 . Guessing riddles about vegetables.

Purpose: to introduce a small folklore form - riddles; develop children's thinking and speech.
2. Reading the fairy tale "Puff"

Goal: to cultivate interest in fairy tales.

3 .Reading of the poem by Y. Tuvim “Vegetables”.
Goals: continue to develop the ability to perceive poetic texts, memorize passages; expand children's horizons; consolidate knowledge about vegetables.
4. N. Egorova “Radish, carrot, pumpkin...”

Goal: to cultivate a love of fiction.

Week 3 “Garden. Fruits"
1 .“The Old Man and the Apple Trees” by L. Tolstoy.

Goals: to introduce children to the fact that fruit trees are planted in spring

Bring up careful attitude to nature.

2. Guessing riddles about fruits.

Goal: to continue acquaintance with the small folklore form - riddles; develop children's thinking and speech.
3. Reading the fairy tale by V. Kataev “Flower - Seven Flowers”.
Goals: to lead to understanding moral meaning fairy tales, to motivated assessment actions and character of the main character; consolidate knowledge about the genre features of fairy tales.

4 . G. Yudin “How to cook compote”

Goal: to develop the ability to listen to a work and answer questions.

4 week Forest. Mushrooms and wild berries.
1. Reading “Autumn in the Forest” by I. Sokolov-Mikitov.

Goal: to create a desire to listen carefully and remember the poem read. Develop memory.
2 .I. Thai "For mushrooms" - reading of the work

Goals: continue to develop the ability to listen carefully to the work,

convey through intonation the characters’ personalities, your attitude towards the characters;

3 . Reading the Russian folk tale “Under the Fungus.”
Goal: to develop the ability to correctly convey character dialogues intonationally;

Use expressive language when retelling.

4. Listening to the fairy tale by V. Bianchi “Kolobok - the prickly side”

Goal: to create interest in the work. To develop knowledge about the animal world.

November
1 week “Clothing”
1. S. Marshak “Gloves” - work on the content of the poem.

Goals: continue to develop children’s ability to understand the content of poems;

Help to understand the meaning of figurative expressions in the text; control in the conscious use of means of intonation expressiveness.

2 . N. Nosov “Patch”.

Goal: to instill a love of fiction, teach competently, answer questions. Develop attention and speech.

3. Sh. Perot "Little Red Riding Hood".

Goal: to cultivate an emotional and figurative perception of a work, to teach how to comprehend an idea; clarify children’s knowledge about the genre features of fairy tales; develop creative storytelling skills. Bring to the consciousness of children the idea of a fairy tale, instill in children good feelings, the need to take care of loved ones.

4. S. Marshak “He’s so absent-minded” (listening)

Goal: to develop the ability to notice and understand figurative words and expressions in the text. Develop creative imagination.

Week 2 “Shoes”
1 . Reading Konovalov's story “Stubborn Boots.”
Goals: to continue to develop interest in fiction, to promote understanding and correct comprehension of the content of the work; learn to evaluate the actions of the heroes of the work; expand your understanding of shoes; - develop attention, thinking, visual perception, motor skills; - cultivate a caring attitude towards things.
2. Reading and solving riddles about shoes.

3. Reading the fairy tale “Puss in Boots” by Charles Perrault.
Goals: to develop the ability to understand the meaning of a fairy tale, the morality contained in it; develop the ability to understand the character traits of the characters; form figurative speech.

4. Reading the poem by E. Blaginina “I’ll teach my brother how to put on shoes.”

Goals: to develop children’s ability to emotionally perceive a poetic work, to understand the theme and content. Create a desire to remember and expressively reproduce quatrains. Develop auditory memory, emotional-volitional sphere, improve intonation expressiveness of speech. Cultivate a desire to help those who need help.

. Week 3 “Toys”
1 .Repetition of poems by A. Barto from the “Toys” cycle
Goal: to arouse in children the desire to recite familiar poems by heart with intonation and expressiveness; develop a positive attitude towards poetry.
2 . S. Marshak “Ball”.
Goal: to help children remember and read the poem expressively, remember the works of S. Ya. Marshka.
3. Agnia Barto “Rubber Zina”.
Goal: to help children remember and read the poem expressively, remember the works of Agnia Barto.

Week 4 “Dishes”

1. K. Chukovsky “Fedorino’s grief.”
Goals: to continue to develop children’s ability to listen carefully to poetic works; create conditions for children to express their perception of the text in external action.

2. Reading A. Kondratev’s poem “You can do it many, many times.”
Goals: to develop in children the ability to listen to a poem and understand its meaning; help memorize the poem; clarify and expand children’s ideas about dishes; learn to use sentences in affirmative and negative forms in speech; develop hand-eye coordination, attention, memory; cultivate careful handling of dishes.

3 . V. Karaseva “Glass”

Goal: to develop the ability to listen to literary works, evaluate the actions of heroes, talk about helping around the house.

4. Reading the story by N. Kalinina “Mom’s Cup.”
Goals: to develop children’s ability to convey the content of a small literary work; learn to ask questions about the text of a work and answer questions, logically correctly constructing an answer; develop auditory memory.
December
1 week “Winter. Wintering birds"
1 . Reading S. Mikhalkov “About Mimosa”.
Goals: to expand children’s understanding of a healthy lifestyle, how to dress in winter, how to improve their health in winter; help children correctly perceive the content of the work.
2 .Reading the story by G. Skrebitsky “What does a woodpecker feed in winter? »

Goals: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; enrich children's vocabulary with figurative words and expressions. Pay attention to grammatical formation correct speech, make sure that when answering questions about the content, children use words in the correct grammatical form. Cultivate a caring attitude towards birds and love for them.

3 . I. Surikov “Winter”.
Goal: continue to develop interest in fiction; instill sensitivity to the poetic word.
4. Reading the fairy tale “Two Frosts”.
Goal: to cultivate interest and love for fairy tales.

Week 2 “Pets. Poultry.

1. Telling the fairy tale "Mitten".
Goal: to develop the ability to emotionally perceive the content of a fairy tale.
2. N. Nosov “Living Hat”.
Goals: continue to develop children’s abilities to perceive large texts; bring the humor of the work to the consciousness of children; cultivate interest in fiction.
3 . Telling the tale of V. Suteev “Chicken and Duckling”.
Goals: to help children correctly comprehend the content of the fairy tale; teach to empathize with heroes and evaluate their actions; expand children's understanding of poultry; enrich children's vocabulary with verbal vocabulary; develop auditory and visual perception, memory.

4. "The Tar Bull" (telling a Russian folk tale)

Goal: to introduce children to a new fairy tale, teach to understand its content. Teach children to answer content questions using common sentences or short story. Develop attention and memory. To cultivate interest and love for Russian folk tales.
Week 3 “Wild Animals”

1 .Reading the fairy tale “Winter Hut of Animals.”
Goals: develop memory, attention; cultivate a love of fairy tales.
2. Reading the fairy tale “The Fox and the Rooster.”
Goals: to develop the ability to listen carefully. Remember the work you read.

3 . Reading the fairy tale “The Hare and the Hedgehog.”
Goals: develop memory, auditory attention; cultivate a love for animals.
4. "Little Mouse's Big Journey" (telling a fairy tale)

Goal: to introduce children to a new fairy tale of the peoples of the North, to develop the ability to answer questions about the content. Develop memory, thinking, attention, cognitive interests. Cultivate interest in fairy tales of different nations.
5. " Forest Newspaper” by V. Bianchi (reading stories).

Target : continue to develop children’s ability to answer questions by using the simplest types of compound and complex sentences in speech.

To consolidate children's knowledge about the life of animals in winter, how they prepare for winter.

Develop thinking, memory, imagination, cognitive interests.

Week 4 “New Year”

1 . Reading and solving riddles about winter.
Goals: to encourage children to answer questions, to strengthen the ability to solve riddles.

2 . Reading fiction: “Poems about the New Year.”

3 . Reading the poem “Christmas Tree” by E. Moshkovskaya.

Goals: to continue to introduce children to the national children's arts. literature. Develop the ability to answer teacher questions. Develop speech, memory, logical thinking children. Cultivate a love of poetry.
4. Reading: “Santa Claus sent us a Christmas tree” by V. Petrov.

Goal: develop a desire to listen. Create a joyful mood in anticipation of the holiday.

January
1 week "Vacation"
1 .Reading the fairy tale “The Snow Maiden”.
Goal: to develop the ability to listen carefully to a fairy tale. Answer questions based on the text.

2. Reading G. Andersen “The Snow Queen”.

Purpose: to note the characters’ characters, their positive and negative sides, identify the educational value of the fairy tale.

3 .Guessing riddles about winter games.
Goals: develop memory. auditory attention; develop an interest in solving riddles.

4 . Reading literature. N. Nosov “On the Hill”.
Goals: continue to develop children’s ability to listen to stories; help children correctly perceive the content of the work and empathize with its characters; help develop a personal relationship to the work.

Week 2 “Furniture”

1. Reading S. Marshak “Where did the table come from?”
Goals: to enrich and expand children’s understanding of furniture; to develop interest in fiction; learn to answer questions with a phrase; intensify cognitive activity; develop speech, auditory and visual perception, thinking, motor skills; cultivate a caring attitude towards surrounding furniture.

2. Reading the fairy tale “The Three Bears”

Goal: to cultivate interest in fairy tales.
3 . Riddles about furniture.
Goal: to develop the ability to solve riddles and develop thinking.

Week 3 “Freight and passenger transport”

1. V. Klimenko “Who is more important than everyone else on the street.”
Goals: to expand children's knowledge about transport through meaningful listening to the work; help understand the meaning of the story; cultivate a desire to comply with the rules of behavior on the street.

2 . Reading and solving riddles about transport.
Objectives: to help understand how to correctly guess the riddle: you need to look for the hero of the riddle who is hiding, according to his description (with whom or what he is compared to). Practice selecting comparative phrases for objects. Develop fantasy and imagination.
3. Reading N. Pavlova's Fairy Tale "By Car".
Goals: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; to develop children’s ability to describe various properties of objects. Shape moral concepts: friendship, friends, mutual assistance.
4. “Train” by Ya. Taits (reading a story).

Target: develop the ability to listen carefully new story. Develop attention and memory. Cultivate an interest in reading.

February

1 week “Professions”
4 .Reading of the poem by S. Marshak “Policeman”
Goal: to create a desire to listen and remember the poem read; develop memory; cultivate a love of poetry.

2. “Uncle Styopa” S. Mikhalkov (reading of the work).

Goal: to introduce children to a new work, to teach them to characterize the actions of the hero. Continue learning to answer questions about the content of the work.

Develop attention, thinking, memory, cognitive interests.

Cultivate respect for adults and interest in their professions.

3. Telling the Belarusian folk tale “Zhikharka”.
Goals: to develop children’s ability to perceive and realize the figurative content of a fairy tale, to notice figurative words and expressions in the text; practice selecting synonyms; develop the ability to understand the content of sayings and come up with new episodes.
4. Memorizing the poem “The Driver” by B. Zakhoder.
Objectives: to clarify children’s ideas about the profession of people in transport. To form in children an emotional perception and understanding of the content of the plot of a poetic text. Continue to improve artistic speech children's performing skills when reading a poem (emotional performance, natural behavior, ability to use gestures, facial expressions, and convey their attitude to the content of a literary phrase).

Week 2 “Indoor plants”

1. “The Picky One” is a Russian folk tale.
Goals: develop the ability to listen to a piece to the end.

2. Poem by E. Blaginina “Balzamin”.
Goals: to continue familiarizing children with the structure of a plant, the features and purpose of its parts. Develop practical skills in caring for indoor plants.

3.Andersen Hans Christian “Thumbelina”.
Goals: to cultivate interest in fairy tales.

4.G. Rakova “Violet”, “Aspidistra”, “Ficus”, “Begonia”.
Goals: to contribute to expanding children's knowledge about indoor plants and their significance in human life.

Week 3 “Our Army”
1. “Border Guards” S.Ya. Marshak (reading a poem).

Target: introduce children to a new poem - about border guards, soldiers guarding our Motherland. Learn to answer questions about the content of the work. Develop memory, attention, intonation expressiveness of speech.

Cultivate an interest in warriors Russian army, respect for them.

3 . N. Teploukhova “Drummer”.
Goals: to continue to develop children’s ability to listen carefully to stories and answer questions about their content.

Develop thinking, memory, teach to actively participate in conversation.

4. Reading poems for Defender of the Fatherland Day.
Goals: develop expressive speech, sense of rhythm.
5 . Reading of the poem “Watch” by Z. Alexandrova.
Goals: to develop the ability to understand the nature of the work; express your impressions in coherent statements.
Week 4 “Construction.Professions of builders”

1 .Reading Permyak “What are hands for?”
Goals: to help children understand and correctly comprehend the content of the work, encourage them to answer questions with a phrase; enrich your vocabulary with verbal vocabulary. Develop thinking, auditory and visual perception, motor skills; develop the ability to listen to the answers of other children.
2. Memorizing the poem by B. Zakhoder “Builders”.

Goals: to introduce children to various professions and their characteristics. To provide knowledge about the qualities that a person who wants to acquire a particular profession must have. Foster a respectful attitude towards the work of adults. Encourage creativity in role playing games about professions.

Cultivate pride in and respect for parents.
3 . Dramatization of the fairy tale "The Three Little Pigs"

Goal: to consolidate knowledge of fairy tales, create a desire to participate in dramatizations, and develop acting skills.

4 . Telling the fairy tale “Zayushkina’s hut.”

Goals: to develop children’s ability to emotionally perceive a fairy tale, to understand and remember the plot and characters; learn to accurately repeat songs from fairy tales with intonation. Practice word formation. Cultivate a desire to listen to each other and not interrupt.

March
1 Week Spring. Mom's holiday. First flowers.

1. “Mother’s Day” by G. Vieru (poem reading).
Goal: introduce children to a new poem. To develop children’s ability to answer questions based on content and clearly pronounce words and phrases. Develop memory, attention, intonation expressiveness of speech. Cultivate love and respect for mother.
2. Memorizing the poem by Y. Akim “Mom”.
Goals: to evoke a joyful emotional mood in children, to help them express their attitude and love for their mother through poetry and creative activity. Replenish your vocabulary with emotional and evaluative vocabulary.
3 . Reading the story by N. Kalinina “Mom’s Cup.”
Goals: to develop children’s ability to convey the content of a small literary work; develop the ability to ask questions to the text of a work and answer questions, logically correctly constructing an answer; develop auditory memory.
4 . From Kaputikyan “My Grandmother”.
Goals: to evoke a joyful emotional mood in children, to help them express their attitude and love for their grandmother through poetry and creative activities.
Week 2 “Professions of Moms”
1. “Work” by D. Gabe (reading a story).

Goal: to continue to develop children’s ability to listen carefully to stories and answer questions about their content. Develop thinking, memory, teach to actively participate in conversation. Cultivate an interest in the work of adults and a desire to help them.

2. Reading Mikhalkov’s work “What do you have?”
Goal: develop a desire to talk about your attitude to a specific action literary character, help children understand the hidden motives of the heroes of the work, introduce them to verbal art.
3 . Reading E. Permyak’s story “Mom’s Work.”
Goals: to consolidate children’s knowledge about the features of different literary genres;

To develop children’s ability to emotionally perceive figurative content

works, comprehend the idea; teach by answering questions correctly

build sentences.
4 . Reading fiction: “Aibolit”
Goals: to continue to introduce children to the national children's arts. literature. Develop the ability to answer teacher questions. Develop speech, memory, logical thinking of children.
Week 3 “Underwater World”

1 .“The first fish” E. Permyak.
Goals: to develop children’s ability to listen to large literary works; continue to introduce children to the features of living nature; cultivate a caring attitude towards nature.

Continue to introduce children to the works of children's writers; help understand the meaning of the story; cultivate love and caring attitude towards loved ones.

2. Reading and memorizing the song “Grandfather wanted to cook fish soup...”?
Goal: to help children remember p. n. etc., read it by heart expressively, develop a sense of rhythm, consolidate knowledge about river fish, methods of fishing (with a fishing rod, nets).

3. Fairy tale "At the command of the pike."

Goals: to develop children’s ability to listen to large literary works; continue to introduce children to the features of living nature

4 .Learning poems and riddles about fish.
Goal: to develop the ability to solve riddles.

Week 4 “Our city (country, street)”
1. Reading and learning poems about the city.
Goal: to develop memory and the ability to speak expressively.

2. “At the Theater” by A. Barto (reading a poem).

Goal: to develop children’s ability to emotionally perceive the figurative content of a poetic text and understand the means of expression. Develop memory, imagination, ability to answer questions. Cultivate a love of fiction.
3. Reading poem by A. Kardashova “Our palace is open to everyone”
Goal: to develop children’s ability to listen carefully to a piece to the end.
4. P. Voronko “There is no better native land” - reading.

Goals: to develop the ability to participate in the collective learning of a poem during choral recitation; read poetic text expressively; perceive the meaning of proverbs expressed figuratively (“Everyone has his own side”, “There is no land more beautiful than our Motherland”); cultivate love for one's native land.

April.
1 week “We read”
1. "Visiting the book"(acquaintance with the work of illustrators)

Target: introduce children to the work of illustrators Yu. Vasnetsov, V. Chizhikov, E. Charushin, how important drawings are in a book, how many interesting things can be learned by carefully examining book illustrations.

Develop voluntary attention. Cultivate aesthetic taste.

1 .Reading of the poem by Y. Akim “Incompetent”.
Goals: develop the ability to listen to literary works, answer questions about the content with a phrase; develop auditory and visual perception, logical thinking, fine motor skills hands.

2 . Ch. Perrault “A boy as big as a finger” - telling a fairy tale.

Goals: continue to introduce the genre features of the fairy tale;

Form figurative speech, understanding figurative expressions;

develop creative abilities, the ability to act out fragments of a fairy tale.

4 .Reading of the work “Moidodyr” by K. Chukovsky.
Goal: to develop children's interest in reading, to cultivate a love of cleanliness.
Week 2 “Space”

1. V. Borozdin “Starships”
Goal: to develop the ability to listen to a piece and answer questions.

2. Riddles about space.
Goals: develop the ability to solve riddles. Train memory and attention. Foster respect for the work of astronauts.
3 . Story by V. Borozdin “First in Space.”
Goals: expand children's understanding of space. To promote the correct perception of the content of the work, to develop the ability to empathize with its hero.

Week 3 “The birds have arrived”

1. Reading “Children and the Bird” by A. Pleshcheev.

Goal: develop memory, auditory attention. Cultivate interest in listening.

2. Reading the poem by M. Klokova “Winter has passed (Sparrow jumps from a birch tree onto the road).”

Objectives: to practice selecting definitions for a given word. Cultivate a love of poetry.

3 . Reading the story by V. Vorobyov “Cleany”
Goals: continue to develop the ability to listen carefully to a story, develop coherent speech; expand knowledge about migratory birds; develop attention, memory, ; cultivate a caring attitude towards birds.
perception, memory; develop the ability to expressively recite poetry.

4. “The jackdaw wanted to drink...” by L.N. Tolstoy (reading the work).

Goal: to develop the ability to form the plural form of nouns denoting baby animals. Develop thinking and memory. Nurture cognitive interests in children.

Week 4 “Health Week”
1. Reading and discussion of the poem by M. Bezrukikh “Talk about proper nutrition»
Goal: to develop children’s ability to answer questions based on what they read. Develop memory.

2 . Senchenko "Holy Bread".

3. M. Glinskaya “Bread” - reading.
Goals: expand children’s knowledge about bread, introduce them to the works of various authors dedicated to bread; develop cognitive interest;

Cultivate respect for people who grow bread and respect for bread. S. Topelius

4. “Three ears of rye” - reading a Lithuanian fairy tale.

Goals: to develop the ability to comprehend the content of what is read;

Coherently convey the content of what you read using the game;

Form an evaluative attitude towards the heroes of the fairy tale.

Week 2 “Victory Day”
1. “About the boy Tishka and a detachment of Germans” (reading of the work).

Goal: to acquaint children with the events that took place during the Great Patriotic War Patriotic War. Develop the ability to maintain a conversation on a topic, answer questions and ask them. Develop children's cognitive interests.

Foster love for the Motherland.

2. “Victory Day” A. Usachev.

Goal: introduce children to a new poem, learn it by heart. To develop children’s ability to answer questions based on content and clearly pronounce words and phrases. Develop memory, attention, intonation expressiveness of speech. Foster respect for the defenders of the Motherland.

3 . Reading of the poem “Motherland” by V. Guseva.
Goals: to develop the ability to expressively read a poem;

Develop the ability to change voice strength and intonation depending on the context of the work; practice selecting epithets and comparisons. develop memory.
4 . Reading the poem “Victory” by E. Trutneva.
Goals: to develop the ability to emotionally perceive a poem, understand its content; stimulate the expression of your impressions in independent statements.
Week 3 “Rules and safety” traffic»
1 .Learning the poem “If the light turns red” from Mikhalkov.
Goal: develop memory, attention, cultivate a love of poetry.

2 .Reading N. Kalinin “How the guys crossed the street”
Goal: to develop the ability to listen carefully and remember the work read.

3. Reading by V. Timofeev “For pedestrians”.
Goals: develop memory, auditory attention; cultivate vigilance on the road.

4 .Three wonderful colors" A. Severny, "If..." O. Bedarev(reading poems)

Goal: to continue to introduce children to new works about traffic rules, to develop the ability to emotionally perceive and understand the figurative content of a poetic text, and to answer questions. Develop thinking and cognitive interests in children. Foster a culture of behavior on the road.

Week 4 “Summer”
1 . I. Krylov “Dragonfly and Ant”.
Goals: to introduce children to a new literary genre - fable; help understand the idea of the fable; develop a positive attitude towards work
2 . Reading the Slovak folk tale “Visiting the Sun.”
Goals: to continue to develop children’s ability to emotionally perceive the figurative content of a fairy tale, using the modeling method; remember the characters and the sequence of events.
3. “Dandelion” by Z. Aleksandrov (poem reading).

Goal: to continue to develop children’s ability to memorize short poems and answer questions about the content with lines from the poem. Develop attention, memory, intonation expressiveness. To cultivate aesthetic feelings and a love of poetry.
4. Narration of “Ant” by E. L. Naboikina (fairytale therapy).

Goals: awareness of the main idea of the fairy tale, awakening interest in the actions, motives of the characters’ behavior, their inner world, their experiences; stimulating children's responses to the content of the fairy tale. Modeling the behavior of characters, expressive depiction of individual emotional states (fear, anxiety, joy, pleasure); sequential reproduction of fairy tale events; speech development; creating a positive emotional mood. Cultivating a friendly attitude towards others.

A pressing problem in modern society is introducing children to reading. It's no secret that already in preschool age Many children prefer watching cartoons to listening to fairy tales, computer games. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech and emotions, forms humane feelings, and provides the opportunity for reflection and fantasy. On the part of adults, it is extremely important to promptly arouse the preschooler’s interest and love for the book, to open the reader in the child. And the first stage here will not be the library, but the activity of the teacher, his pedagogical skills.

Why do preschoolers need fiction?

The tasks of reading fiction with children of the middle group include:

Forming in children the idea that books contain a lot of interesting and educational information.
Deepening knowledge about illustrations and their meaning in the book.
Formation of the skill of moral evaluation of a work.
Developing the ability to empathize with heroes.

In the middle group, children understand that they can learn a lot of interesting and educational things from books.

In the senior group, the list of tasks expands:

The teacher teaches preschoolers to listen to large works (by chapters).
The teacher encourages children to express an emotional attitude to what they read, talk about their perception of the characters’ actions, and reflect on the hidden motives of their behavior.
A sensitive attitude to the artistic word is developed, the ability to notice vivid descriptions, epithets, comparisons, and to feel the rhythm and melody of a poem.
The formation of skills in expressive reading of poems and role-based reading continues.
The concept of genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
Preschoolers learn to compare illustrations different artists to the same work.

Not a single event in kindergarten is complete without poetry.

The tasks of the preparatory group include:

Improving the ability to understand the expressiveness of the language of a work of art, the beauty of the poetic word.
Development of a sense of humor in preschoolers.
Developing the ability to put oneself in the place of a literary character.
Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
Deepening the concept of “genre”, developing the ability to distinguish between them.

How to Plan and Conduct a Fiction Reading Lesson

In order to competently structure a lesson to introduce children to any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a class on reading fiction, the teacher uses the following methods:

Reading by the teacher from a book or by heart. This literal rendering of the text preserves the author’s language and best conveys the nuances of the prose writer’s thoughts.
Storytelling (retelling). This is a freer transfer of content: the teacher can rearrange words and replace them with synonyms. But this form of storytelling provides more opportunities to attract children's attention: you can pause once again, repeat key phrases, etc.
Dramatization is a method of secondary acquaintance with a literary work.
Memorization or retelling of text by preschoolers (depending on the genre of the work).

To make the lesson successful, you need to consider the following:

The lesson should be emotionally rich. First of all, this concerns the teacher’s manner of speech, which should convey the character of the work and influence the minds and feelings of the children. Children should see the teacher’s interested face, his facial expressions and articulation, and not just hear his voice. To do this, he must look not only at the book, but also at the faces of the children to see their reaction.
Prose works (fairy tales, short stories) can be told rather than read. As for poems, they are usually read in a voice of medium volume (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
To make the lesson more complete, you can include audio recordings (for example, where K. Chukovsky himself reads his poetic fairy tales).
During the reading process, there is no need to distract students with disciplinary remarks: for this purpose, the teacher can raise or lower his voice or pause.

Children should see the teacher’s interested face, see his facial expressions while reading

Repeated reading contributes to a better understanding of the content of a work and the assimilation of expressive means of language. Short texts can be repeated immediately after the initial reading. For larger works, some time is required to comprehend, and then the teacher rereads individual, especially significant parts. You can remind children of the content of the material after some time (2–3 weeks), but short poems, nursery rhymes, and stories can be repeated often (for example, on a walk, during routine moments). Usually children like to listen to their favorite fairy tales many times and ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher must explain to preschoolers the meaning of unfamiliar words in the work. This technique ensures a full perception of the literary text: the characters of the characters, their actions. Here you can use various options: during the course of the story, stop at a word that children do not understand and select synonyms for it (for example, a bunny’s bast hut means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling a fairy tale “ A Wolf and Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the lining, and from the lining down the hoof,” and clearly explains what an animal’s udder is).

Illustrations will help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading A. Pushkin’s “The Tale of the Fisherman and the Fish” to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the children what is unclear to them in the text, but if they are interested in what a word means, you need to give the answer in an accessible form.

How to properly conduct a conversation with children on a read work

After reading the work, you should conduct an analytical conversation (this is especially important in older preschool age). During the conversation, the teacher leads the children to evaluate the actions of the characters and their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thoughtful, promoting a better understanding of the meaning and deepening emotions. The content should not be separated from the form: it is imperative to pay attention to genre, linguistic features(for example, focus children’s attention on the repeated appeals “Little goats, kids, open up, open up!” or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of identification questions emotional attitude to the heroes:

Which of the fairy tale characters did you like most and why?
Who would you like to be like?
Who wouldn't you be friends with?

Questions to identify the key meaning of the work:

Who is to blame for the fact that the mother sparrow lost her tail (M. Gorky “Sparrow”)?
Why is the fairy tale “Fear Has Big Eyes” called that?

Questions to discover motive:

Why didn’t Mashenka allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
Why did the fox smear dough on his head (“The Fox and the Wolf”)?
Why did mother turn into a bird and fly away from her children (Nenets folk tale “Cuckoo”)?

An analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-Fire”, S. Baruzdin “Who built this house?” and others).

With children you need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moral teachings and moral discourse about the behavior of individual children in the group. We should only talk about the actions of literary heroes: the power of an artistic image sometimes has a greater impact than notations.

How to memorize poems with children using mnemonic tables

To memorize poems and retell fairy tales, it is good to use mnemonic tables. They represent a schematic representation of the plot of the work in the form of a series of pictures. This technique, which makes it easier to memorize text, can be practiced from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the fairy tale are presented in the form of diagrams. The poster schematically depicts the main characters (girl, bear) and key moments of the story (forest, hut, pies, box) Each schematic picture corresponds to a line of the poem

How to show illustrations to children

A deeper understanding of the text and the artistic images contained in it is facilitated by examining the illustrations. The method of using visuals depends on the age of the preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is either an elephant or a lioness”) or are divided into separate chapters (“The Snow Queen” by G.- H. Andersen. In this case, the teacher first shows the picture and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will arouse interest in preschoolers). to the plot). educational literature The picture is used to clearly explain information at any time.

Both younger and older preschoolers always look at illustrations to works with great interest

General structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the students and the content of the material. Traditionally there are three parts:

Acquaintance with a work whose goal is correct and emotionally rich perception.
A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.
Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the teacher is to prepare preschoolers to perceive the work and motivate them to listen. Various methods are used for this.

The appearance of the game character

In younger and middle ages, it is better to start classes with a surprise moment with the appearance of a game character. He is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), a Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Swan Geese” "and others where a little girl appears).

The toy conveys the mischievous character of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids magic chest, in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Kolobok”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in kindergarten- guards him at night, and during the day he really likes to listen to the guys sing songs, play, and play sports. And so Kuzya decided to give the children a gift - to give them his box of fairy tales. Now, at any moment, kids can get acquainted with a new fairy tale, which the teacher will read to them.

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, it is already possible to use the personal experience of preschoolers. This could be an introductory mini-conversation connecting life events with the theme of the work. For example, the teacher asks the children whether they like to fantasize. Then everyone discusses together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly moves on to reading N. Nosov’s story “Dreamers.” By the way, you can also introduce a game character - Dunno, into a lesson on this topic, because he also loved to invent and compose fables.

Additionally, children can be asked to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. The adult asks the children to tell them what they dream about. After this, the teacher leads the preschoolers to the conclusion that in order to fulfill one’s desire one cannot sit idly by, but must work hard and make an effort, although, of course, there are times when luck smiles on a person and the dream comes true on its own, as if by magic. And very often this occurs in Russian folk tales, for example, in the work “Po pike command"(or friend, where magical heroes or things that help the main character appear).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a painting, for example, the work of V. Vasnetsov “Three Heroes”. After getting acquainted with this work of art, children will probably listen with great interest to the epic about Ilya Muromets or another Russian knight.

After viewing the brave heroes, preschoolers will be very interested in listening to the epic about Ilya Muromets

Shortly before class, you can interest the children in the colorful cover of the book or its illustrations: children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted in them and what happened to the characters.

Before reading poems about a certain time of year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of lesson notes

Examples of lesson notes can be found here:

Karanova M.S., “Burik the Bear” (second junior group);
Romanova N., “Reading and memorizing M. Khudyakov’s poem “Autumn” (middle group);
Konovalova D.V., “Let's talk about friendship (reading the story by V. Oseeva “Who is the boss”)” (preparatory group).

Options for topics for reading fiction classes

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, dramatization, role-playing, etc.

First junior group

Poem by A. Barto “Bear”.
Poem by A. Barto “The sun is looking through the window.”
Russian folk song “The cat went to Torzhok...”.
Russian folk song “Cockerel, cockerel...”.
Russian folk tale "Turnip".
Russian folk song “Like in a meadow, meadow...”.
Russian folk song “Like our cat...”.
“Bay-bye, bye-bye, you little dog, don’t bark...”
Russian folk song “Rabushechka Hen”.
Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
Russian folk song “How I love my little cow...”
Poem by A. Barto “Truck”.
Poem by S. Kaputikyan “Everyone is sleeping.”
Poem by V. Berestov “Sick Doll”.
Russian folk song "Goat-dereza".
Russian folk song “Egorka the Hare...”.
L. N. Tolstoy's story “A cat slept on the roof...”.
The work of S. Marshak “The Tale of a Stupid Mouse.”
Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)
The story of L.N. Tolstoy “Petya and Masha had a horse...”.
Poem by K. Chukovsky “Kotausi and Mausi”.
Poem by A. Barto “Elephant”.
Nursery rhyme “Oh, you little bastard…” (translation from Moldavian by I. Tokmakova).
Russian folk tale “Teremok” (arranged by M. Bulatov).
Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
Poem by S. Kaputikyan “Masha is having lunch.”
Poem by N. Saxonskaya “Where is my finger”
Poem by P. Voronko “New Things”.
Poem by N. Syngaevsky “Helper”.
An excerpt from Z. Alexandrova’s poem “My Bear.”
Poem by V. Khorol “Bunny”.
Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises
Poem by M. Poznanskaya “It’s snowing.”
Fairy tale by L. N. Tolstoy “Three Bears”.
Poem by O. Vysotskaya “Cold”.
Poem by V. Berestov “Kitten”.
Poem by A. Barto “Bunny”.
A. Barto's poem “Who Screams?”
Fairy tale by V. Suteev “Who said “meow”?”
German song “Snegirok” (translation by V. Viktorov).
Poem by A. Barto “Boat”.
Russian folk song “A fox with a box ran through the forest.”
“In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
Russian folk nickname “Sun-bucket”.
The slogan is “Rain, rain, more fun...”.
Calls and nursery rhymes can become the basis for physical education or finger gymnastics
Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
Poem by A. Pleshcheev “Rural Song”.
“The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
Poem by A. Vvedensky “Mouse”.
Poem by G. Sapgir “Cat”.
Russian folk nursery rhyme“Because of the forest, because of the mountains...”.
Fairy tale by V. Bianchi “The Fox and the Mouse”.
G. Ball's story "Yellow Boy".
Poem by A. and P. Barto “Roaring Girl”.
This poem is useful for working with whiny children, but do not allow others to tease such a child.
Poem by K. Chukovsky “Confusion”.
Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
Russian folk nursery rhyme “Cucumber, cucumber...”.
Poem “Shoemaker” (translation from Polish, processed by B. Zakhoder).
Poem by B. Zakhoder “Kiskino grief”.
Poem by A. Brodsky “Sunny Bunnies”.
Fairy tale by N. Pavlova “Strawberry”.
“Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

Middle group

Senior group

Reading L. Tolstoy’s story “The Lion and the Dog.”
A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
T. Aleksandrova “Kuzka the Little Brownie”.
Telling the tale of P. Bazhov “The Silver Hoof”.
Reading the story “Childhood Friend” by Viktor Dragunsky.
Memorizing the poem by E. Blaginina “Let’s sit in silence.”
Poems and fairy tales teach a child kindness, respect for others, and support curiosity.
Retelling of V. Chaplina’s story “Squirrel”.
Telling the Russian folk tale "The Frog Princess".
Reading the fairy tale “Krupenichka” by N. Teleshov.
Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
Memorizing I. Surikov’s poem “Here is my village.”
Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
Reading the story by N. N. Nosov “The Living Hat.”
Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
Memorizing the poem by S. Yesenin “Birch”.
Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
S. Gorodetsky “Kitten” (reading in faces).
Retelling of N. Kalinina’s story “About the Snow Bun.”
Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
Telling the Russian folk tale "Nikita Kozhemyaka".
Reading the work of G. Snegirev “Penguin Beach”.
Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
Reading the poem by Y. Akim “My Relatives.”
Telling the folk tale “Sivka-burka”.
Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.
Reading L. Tolstoy’s story “The Bone.”
Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
Memorizing the poem by I. Belousov “Spring Guest”.
Reading of G. Ladonshchikov’s poem “Spring”.
Russian folk tale "The Fox and the Hare".
Retelling of the story “Train” by Y. Taits.
Telling the Russian folk tale “Fear has big eyes.”
The fairy tale “Fear has big eyes” is essentially psychological
Reading the work of I. Leshkevich “Traffic Light”.
Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
Memorizing the poem “Mother’s Day” by G. Vieru.
Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
Retelling of the Ukrainian folk tale "Spikelet".
Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
Favorite fairy tales of A. S. Pushkin.
Reading R. Kipling's fairy tale "The Elephant's Child".
Telling the Russian folk tale "Khavroshechka".

Preparatory group

Fiction reading club in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very relevant: children's literature today has many “rivals” - cartoons, children's television programs, computer games. They do not require children to think, unlike a work of art. There is also the following paradox: bookstores offer a huge assortment of colorful, educational and interesting publications, but reading with a child requires strength, attention and time, which many parents lack. In these cases, the task of introducing preschoolers to books falls on the shoulders of the teacher. And it’s good if, in addition to the works specified in the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, short stories, epics, poems, as well as proverbs and sayings.

Today, books have many “competitors” in the fight for a child’s attention.

Regarding the topic literary circle, then it can cover:

works of various genres (title options: “Visiting a Book”, “Literary Living Room”, “The Magic World of Books”);
only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom...”);
poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon.

As an example we can consider work program And long-term plan the work of the “Visiting a Book” circle (designed for three years of study) by teacher E. V. Nazarova. Its peculiarity is that reading literature is combined with conducting Russian folk games similar topics.

Elizaveta Vasilievna indicates the following tasks of the circle:

develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;
teach children to feel and understand the figurative language of a work of art, expressive means that create an artistic image, develop creative thinking preschoolers;
develop the ability to recreate artistic images literary work, develop children's imagination, associative thinking, develop children's poetic ear, accumulate aesthetic experience of listening to works of fine literature, cultivate an artistic ear;
to create a need for constant reading of books, to develop an interest in reading fiction, the creativity of writers, creators of works of literary art;
enrich the child’s sensory experience, his real ideas about the world around him and nature;
to form a child’s aesthetic attitude to life, introducing him to the classics of fiction;
broaden children’s horizons through reading books of various genres, varied in content and subject matter, enrich the child’s moral, aesthetic and cognitive experience;

The goal is to thoroughly acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values and spiritual culture accumulated by previous generations, and develop artistic taste, to form a culture of feelings and communication.

How to organize an open viewing of a class on reading fiction

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

the use of information and computer technologies - ICT (slides depicting episodes of the work, its individual characters);
retelling a fairy tale by children based on mnemonic tables (this direction always arouses interest);
Even a physical education session - a mandatory element of most classes - can be innovative (for example, using pebbles to enhance the rhythm; by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea - to connect to the event music director or use audio recordings. For example, in the same fairy tale “Masha and the Bear,” the music will convey how a girl picks mushrooms and berries in the forest, and a bear walks heavily through the forest. Children will simply be delighted with such a deep immersion in the work.

The finale of an open lesson can also be interestingly played out. For example, children give guests bookmarks for books that they made with their own hands.

An open screening cannot be rehearsed in advance with the group, for example, memorizing poems or working out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

Various holiday events: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a specific writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird Day, May 9. For this purpose, works of different genres are selected (poems, short stories, episodes from fairy tales, proverbs, sayings), which are played out in an original way.

A festive atmosphere is always created by the combination of various types of art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

The structure of a literary festival is similar to the structure of a matinee:

Grand opening with opening remarks by the presenter.
Show of concert numbers.
Demonstration of a book exhibition.
Completion.

The parts of the event, in addition to the host, are united by the game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

Older preschoolers can arrange a mini-concert for younger pupils with the reading of nursery rhymes, songs, and poems familiar to the kids. In this case, it is advisable to use visual materials - toys, pictures, various objects.

An example of a summary of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).

Organization of classes on reading fiction in the senior group of kindergarten

Older preschoolers, due to their accumulated life experience, are able to more subtly perceive the author’s figurative speech, more deeply understand the meaning of the work, and analyze the characters of the main characters. All this awakens a genuine interest in books, a desire to learn new literary subjects.

Instill in a person a taste for reading and give him the opportunity to read, and you will inevitably make him happy...

John Herschel

Older preschoolers develop a genuine interest in books and a desire to learn new literary subjects.

Goals and objectives of the classes

Goals of reading classes in the senior group:

the development in the child of a genuine interest in books and an internal need to read fiction;
education of a competent and sensitive reader.

Educational objectives:

expand your horizons, form a holistic picture of the world;
learn to listen to poems, stories, fairy tales, to perceive emotionally, and also to understand the content of the work;
teach to analyze the reasons for the actions of the main characters, see hidden contexts, encourage them to talk about their understanding of the characters’ characters;
develop skills in expressive reading of poetry, help participate in role-playing theatrical games and performances;
prepare for comprehensive literary education, organize an initial acquaintance with illustrated books, folk art, provide information about genres of works, writers and poets.

Developmental tasks:

aesthetic and moral development of the child’s personality;
formation and development of competent literary speech.

Educational tasks:

cultivate the ability to emotionally perceive works of literature;
contribute to the formation of literary and artistic taste.

Children learn to listen to poems, stories, fairy tales, perceive emotionally, and understand the content of the work

Pedagogical techniques for working with works of art

When teaching reading, visual, verbal and playful techniques are used. The most popular among the visual ones are:

acquaintance with the author of the work (demonstration of the writer’s portrait);
examination and comparative description of book illustrations;
demonstration and discussion of thematic presentations, slide shows, videos dedicated to one or another work (it is advisable to use this technique after reading a book);
children's drawing as a way of conveying impressions of a fairy tale or story they heard.

Verbal techniques are varied and designed to work both with the entire text and its parts and even individual words. This includes:

expressive reading from a book or by heart, aimed at strengthening the ability to listen, hear, and perceive the content of a work;
storytelling with elements of free improvisation (replacing words, rearranging them);
a conversation that is built around questions that help determine the genre, plot, main idea works, means of artistic expression;
selective reading of key fragments of the book’s text, which enhances the emotionality of perception and activates children’s attention;
explanation of the meaning of unfamiliar words:
- replacement with a synonym during the reading process, for example, “crown - crown”, “evil - cunning”; learning new words while showing pictures;
- discussion of unknown phrases and phrases during an introductory conversation.
creative tasks for inventing a plot, continuing a story, choosing a rhyme, comparative descriptions, epithets.

All kinds of games and dramatizations are used as gaming techniques (provided that the children have excellent knowledge of the text of the work):

costume performance with the participation of children;
theatrical performances and games (board, puppet);
didactic literary games and quizzes.

In classes on reading fiction, the technique of theatrical play is actively used.

Quiz “Find out a fairy tale” using a multimedia presentation (a picture appears on the screen if the children answered the questions correctly and named the fairy tale).

In this fairy tale, the grandfather grew a crop, but could not pull it out of the ground. He pulled and pulled, but didn’t pull it out. His grandmother, granddaughter, Zhuchka, and cat came to his aid. Who did I forget to name? What did they pull out? Did you recognize this fairy tale?
Slide for the fairy tale “Turnip”
In the next fairy tale, there lived an old man and an old woman, as well as forest animals (bunny, fox, wolf), who meet our main character. The fox ate it. Who did the fox eat? How did he end up in the forest? Which animal did I forget to name?
Slide for the fairy tale “Kolobok”
The heroes of the fairy tale found a cozy house in the forest and settled in it, but for some the house turned out to be too small. He decided to live on the roof, perched himself on the house and destroyed it. Who was that? Name everyone who lived in the house. What is the name of the fairy tale?
Slide for the fairy tale “Teremok”
Someone, through cunning and deception, took over the bunny's house. The bear, wolf, and dog wanted to drive away the uninvited guest, but could not. And who could? Who helped the bunny and freed the hut? What is the name of the fairy tale?
Slide for the fairy tale “Zayushkina’s hut”
The kids were left alone in the house. They disobeyed mother’s order not to open the door for anyone. How many kids were there? Who managed to deceive them and how?
Slide for the fairy tale “The Wolf and the Seven Little Goats”
And in this fairy tale story mother and father left on business and left their daughter and son at home alone. The older sister was assigned to look after her little brother. The girl started playing with her friends, forgot her father’s and mother’s request, and the angry birds carried off her brother to Baba Yaga. What kind of birds stole the boy? What trials did the girl have to go through in search of her brother? Who helped her?
Slide for the fairy tale “Geese and Swans”
Grandfather and grandmother sculpted a snow girl. What happened to her next? What is the name of the main character?
Slide for the fairy tale “Snow Maiden”

Forms of work used in teaching reading

In order to instill in preschoolers a strong interest in reading, the following forms of work should be introduced into regular practice:

daily reading of works of various genres;
independent acquaintance of children with books in a specially equipped literary corner;
organized scheduled classes;
relaxed communication between the teacher and children based on fiction during games, walks, and other activities;
fruitful cooperation with parents, popularization of home reading:
- consulting work regarding optimal choice literature for reading, taking into account the age characteristics of children;
- participation of parents in the design of book exhibitions, quizzes, literary festivals;
- design of information stands and travel books;
- Conducting open classes for parents.

A fiction corner, as a rule, is present in all kindergarten groups. The main goal is to increase interest in the book, create a special cozy, secluded place where kids can calmly and focusedly communicate with the book, flip through its pages with pleasure, carefully examine the illustrations, remember exciting episodes, and “live” their story with their favorite characters.

The main purpose of the book corner is to increase interest in the book, to create a special cozy, secluded place where kids can calmly and focusedly communicate with a book.

Rules for designing a book corner:

It is located away from the noisy and dynamic play area, creating conditions for thoughtful, leisurely pastime.
There is proper daylight (near the window) and evening (local electric) lighting.
Designed with shelves or tables.
Books are selected according to age characteristics children.

The range of interests of older preschoolers is expanding, so a book exhibition may include ten to twelve books, providing each child with the opportunity to individually select a book that interests him. Be sure to familiarize children with the rules:

pick up books with clean hands;
leaf through carefully;
do not tear, do not crush;
do not use for games;
After looking at it, always put the book back in its place.

Thematic book exhibition

Thematic exhibitions of books are usually devoted to issues of educational interest to children, as well as to anniversaries of writers or holidays. The topic should be significant and last no more than a week, since children’s interest and attention to the books on display will decline in the future.

Thematic book exhibitions are usually devoted to issues of interest to children

Ideas for a motivating start to class

Awakening children's cognitive interest in literary works is the primary task of the educator. A thoughtful approach to organizing classes and comprehensive preliminary preparation will create an informal, lively environment and increase the performance and emotional output of children.

To activate the attention of his students, the teacher can use questions, poems, riddles, and a multimedia presentation in his work.

To activate the attention of his pupils, the teacher can use a fascinating conversation, poems, riddles, didactic games, elements of a costume performance, demonstration of illustrations, listening to an excerpt piece of music, watching multimedia presentations, videos or animated films.

An interesting way to start is the appearance of a fairy-tale hero who will involve children in the game or invite them on a fantastic journey. For example, Buratino enters the group and shares his problem with the children: “I was invited to visit fairy forest bear from the fairy tale "Masha and the Bear". I really love tea and cakes, but I’m afraid to travel through the mysterious forest myself. Guys, I ask you to help me find the way to the bear’s house.”
With children in the older group, you can conduct short introductory conversations on familiar works (6–8 questions). For example, the following conversation would be appropriate for the topic “Russian folk tales”:
- What fairy tales do you know?
- Who came up with these fairy tales?
- What animals are the heroes of fairy tales?
- In what fairy tales is the bear found? (“Masha and the Bear”, “Three Bears”, “Teremok”)
- What fairy tale heroes are the bunny, the fox, and the wolf?
Children will also be captivated by a story that introduces the personality of the author of their favorite work. For example, about P. P. Bazhov, the creator of the fairy tale “The Silver Hoof,” we can talk about this:
Guys, today I will introduce you to an author who loved folk tales so much that he called his invented stories fairy tales. What is a fairy tale? This is an ancient legendary tale, which was passed down orally from grandfathers and great-grandfathers to grandchildren and great-grandsons. In a fairy tale real life and magic are miraculously intertwined, supernatural forces act next to earthly heroes, which can be good helpers, or can manifest themselves as evil forces. These are the kind of fairy tales that Pavel Petrovich Bazhov came up with.
P. P. Bazhov was born into the family of a mining owner about one hundred and forty years ago. That plant was located in the distant Urals, near the city of Yekaterinburg. The boy studied at a theological seminary, where he met a wonderful literature teacher who taught his students to understand, appreciate and love fiction. Bazhov enjoyed learning poems from memory; at the age of nine he could recite entire collections of poems by his favorite poets by heart.
Having matured, Bazhov followed in the footsteps of his teacher and began teaching Russian to children, fought in the Red Army during the Civil War, and then became a journalist. From a young age, Bazhov was fond of folk tales and carefully collected works of folklore. Folk legends All his works, collected in the book “The Malachite Box,” “breathe.”
A didactic game as a motivating technique will be appropriate if it is not too voluminous and is carried out at a fast pace, otherwise it needs to be moved to the main part of the lesson.
Didactic game “Remember the story” (based on the works of N. N. Nosov). The teacher suggests looking at pictures with drawn objects: cucumbers in the garden, a shovel, a telephone, a pan of porridge, a hat, pants with a patch. The children need to remember the names of the corresponding stories by their favorite children's author (“Cucumbers”, “Gardeners”, “Telephone”, “Mishkina Porridge”, “Living Hat”, “Patch”).

Photo gallery: didactic game based on the works of N. N. Nosov

The task of establishing the correct sequence of events Correct sequence Questions on knowledge of the text Choose the appropriate sequence It is necessary to correctly connect the words and pictures

Table: card index of fairy-tale-themed riddles

The beautiful maiden is sad
She doesn't like spring.
It's hard for her in the sun,
The poor thing is shedding tears. (Snow Maiden)

An arrow flew and fell into a swamp,
And in this swamp someone caught her.
Who said goodbye to green skin.
Have you become cute, beautiful, pretty? (Princess Frog)

Her grandfather planted her in the field
The whole summer grew.
The whole family was drawn to it
It was very large. (Turnip)

All the riddles were solved and all the heroes were named.
You represent friends
Koschey was visiting yesterday
What have you done, just - Ah!
All the pictures are mixed up
He confused all my fairy tales
Puzzles you must collect
Call it a Russian fairy tale!
(Children collect a picture of a fairy tale from puzzles and name it.
Fairy tales: Masha and the bear, Ivan Tsarevich and Gray wolf,
Three Bears, Ax Porridge, Morozko,
At the pike's command).

Oh, Petya, simplicity,
I messed up a little
I didn't listen to the cat
Looked out the window. (Cat, rooster and fox)

There is no river, no pond,
Where can I get some water?
Very tasty water
In the hole from the hoof.
(Sister Alyonushka and brother Ivanushka)

Near the forest, on the edge
Three of them live in a hut.
There are three chairs and three mugs.
Three beds, three pillows.
Guess without a hint
Who are the heroes of this fairy tale? (Three Bears)

In heaven and on earth
woman jumping on a broom,
Scary, evil,
who is she? (Baba Yaga)

He is kinder than everyone else in the world
He heals sick animals.
And one day a hippopotamus
He pulled him out of the swamp.
He's famous, famous
Good Doctor... (Aibolit)

The grandmother loved the girl very much.
I gave her a red cap.
The girl forgot her name.
Well, tell me her name. (Little Red Riding Hood)

Mixed with sour cream.
It's cold at the window.
Round side, ruddy side.
Rolled... (Kolobok)

My father had a strange boy,
Unusual - wooden.
But dad loved his son
Fidget (Pinocchio).

Evening would soon come,
And the long-awaited hour has come,
May I be in a gilded carriage
Go to a fabulous ball!
No one in the palace will know
Where am I from, what is my name,
But as soon as midnight comes,
I'll go back to my attic. (Cinderella)

Walking briskly along the path,
The buckets themselves carry the water. (“At the command of the pike”)

The nose is round, with a snout,
It’s convenient for them to rummage in the ground,
Small crochet tail
Instead of shoes - hooves.
Three of them - and to what extent?
Friendly brothers look alike.
Guess without a hint
Who are the heroes of this fairy tale? (Three piglets)

We are planning classes on reading fiction in the senior group of kindergarten

The duration of the lesson increases compared to middle group by five minutes and is now 25 minutes.

Classes are traditionally held once a week, but you should not limit yourself to the narrow time frame of long-term planning of educational activities. Daily free reading, playful literary situations and conversations during a walk, or spontaneous creative games outside of organized classes will help introduce children to the world of fiction.

Time plan and types of classes

Lesson structure:

Organizational part - motivating start of the lesson, introductory conversation (3-5 minutes).
The main one is reading the work (15–20 minutes).
The final one is the final analytical conversation between the teacher and the children. Children are taught to formulate their point of view with reason and independently talk about their perception of the content of the work, evaluate the characters and actions of the main characters (3-5 minutes).

Types of activities:

Targeted reading of one work.
Comprehensive reading of several already familiar and new works of different genres, united by one theme (New Year, the arrival of spring, forest animals, etc.).
Combining works that represent different types arts:
- familiarization with the book in combination with viewing illustrations, slides, films, cartoons;
- fiction and background sound of a musical work;
- reading using theatrical improvisation (dolls, toys, cardboard figures).
Reading as a structural part of speech development classes.

Methodology of conducting classes

The selection of a work is carried out in accordance with the following criteria:

age and psychological characteristics and characteristics of perception;
simplicity and accessibility of style and compositional solution, the degree of fascination of the plot;
value in terms of artistic skill and educational effect;
compliance with program requirements and pedagogical objectives.

Reading may be preceded by a short introductory conversation of an introductory nature, including short story about the personality of the writer, mentioning other works of this author, with which the children met earlier. Next, you need to announce the genre of the work. Children’s interest and emotional involvement in the work will be enhanced by a well-chosen riddle, poem, illustration, fragment of a piece of music, or an excursion to the museum the day before.

While reading, it is important to maintain close emotional contact with children. Reading should be integral, intonational and figuratively expressive, and not be interrupted by questions and comments addressed to children.

It is important to take care of children’s immediate reactions, first impressions and experiences from the work they listened to, which will allow children to fully experience the satisfaction of interacting with the book and fill their inner world new feelings and thoughts. It is more appropriate to offer a serious analytical conversation during repeated reading.

It is difficult for children five to six years old to cope with monotonous, monotonous work, so it is advisable to carry out motor, finger or breathing exercises, in the process of work, include outdoor games of a literary nature.

Card file of topics for artistic reading classes in the senior group

Genre variety of literature for reading in the senior group:

Russian folklore, as well as folklore works of the peoples of the world (“Like Grandma’s Goat,” “Swallow-Swallow,” “The House That Jack Built,” “Vesnyanka”).
Russian and foreign folk tales (“The Frog Princess”, “Goldilocks”, “Teremok”).
Poetic and prose works of domestic and foreign authors (A. S. Pushkin, I. S. Turgenev, I. Bunin, S. Yesenin, V. Dragunsky, N. Nosov, R. Kipling, A. Lindgren).
Literary tales (V. Bianki, P. Bazhov, A. Volkov, V. Kataev, B. Zakhoder).

Table: card index of literary works for the senior group indicating the objectives of the study

V. Dragunsky "Enchanted Letter"	Learn to analyze a work of art, develop the ability to understand the character of the characters, enrich your speech with phraseological units
Favorite poems. stories, tales about autumn. Bianchi "September" Pushkin “The sky was already breathing in autumn”	Develop oral speech, develop the ability to analyze the signs of autumn, cultivate love for native nature. caring attitude towards nature, which generously gifts us with its riches.
Memorization. Tolstoy “Autumn, our poor garden is crumbling”	Develop a poetic ear, develop the ability to reproduce figurative expressions, select comparisons, epithets, consolidate the ability to form different forms of verbs.
Reading the fairy tale “Krupenichka” by I. Teleshov	Expand your reading horizons and enrich your vocabulary. Help to understand the motives of the characters’ actions, clarify concepts genre features fairy tales.
Reading Dragunsky's story "Childhood Friend"	Introduce the work of V. Dragunsky, reveal the character of the main character Deniska.
Memorizing a poem M. Isakovsky “Go beyond the seas and oceans”	Learn to expressively read a poem by heart, independently select epithets, develop the ability to feel the melodiousness of the language
"Princess Frog" storytelling	Learn to perceive the figurative content of a fairy tale; highlight figurative expressions in the text. To consolidate knowledge of the genre features of fairy tales.
A. Lindgren “Carlson, who lives on the roof” (chapters)	Learn to understand the characters of fairy-tale characters; select figurative definitions for words; feel the humorous content of the work. Develop a sense of humor.
I. Surikov “Here is my village” (memorization) Songs and nursery rhymes about nature.	Learn to listen carefully, express your attitude to the content. Strengthen your knowledge of nursery rhymes and folk songs about nature.
"Boastful Hare" reading	Help to understand the meaning and main content of the fairy tale. Learn to identify artistic means of expression. Introduce the illustrations of the fairy tale
N. Nosov "Living Hat" (reading)	Learn to understand the humor of a situation. Clarify the idea of the features of the story, its composition, and its differences from other literary genres. Encourage them to come up with a continuation and ending to the story.
Reading poems about winter	Introduce children to poems about winter, introduce them to high poetry.
S. Marshak “The young month is melting” (memorization)	Recall the works of S. Marshak with the children. Help me remember and expressively read the poem “The Young Moon is Melting.”
P. Bazhov “Silver Hoof”	Introduce children to P. Bazhov’s fairy tale “The Silver Hoof”
S. Georgiev “I saved Santa Claus” reading	Introduce children to a new work of fiction, help them understand why this is a story and not a fairy tale.
A. Fet “The cat is singing, his eyes are squinted...”	Develop understanding of figurative speech. Form an idea of family relationships. Cultivate an interest in your ancestry. Learn to invent stories based on your ancestry.
A. Gaidar “Chuk and Gek” (chapters, reading)	Strengthen your knowledge of the features prose work. Learn to understand the motives of the heroes’ actions; express your attitude towards them.
Reading the story by E. Vorobyov “A piece of wire”	Introduce children to a work about the defenders of the Motherland during the war, instill in children respect for war veterans.
O. Chusovitina "Poems about Mom"	Learn to read a poem expressively. To consolidate knowledge about the difference between poetic and prose works.
Reading an excerpt from K. Paustovsky’s work “The Thief Cat”	Develop speech, logical imaginative thinking, cultivate kindness, responsiveness, love for animals.
Reading the work of N. Leshkevich “Traffic Light”	Introduce the content of the poem, repeat the traffic rules.
Learning the poem by I. Belousov “Spring Guest”	Continue to develop children's interest in fiction and educational literature

Table: card index of didactic literary games used in reading classes

"Tell the story correctly"	Once upon a time there lived a mother and father. And they had a son, Shurochka. Shurochka went into the forest for candy and got lost. Shurochka came across a house. There is a huge lion in the house. He began to live with him and cook porridge. Shurochka decided to run home, prepared cookies and told the lion to take them to mom and dad, and hid in his backpack. A lion came to the village, and there a rooster began to crow at him, the lion got scared, threw his backpack, and ran away. And Shurochka returned alive and well.
"Change the plot of a fairy tale"	The children are asked to change the fairy tale about the bun so that the fox does not eat it.
"Book Bazaar"	In front of the children is a set of five books, all of them except one are original literary fairy tales. The children need to identify the odd (folk) tale and explain their choice.
"Literary Lotto"	Visual material: cards depicting fairy-tale and literary characters. Children take cards one by one and name the characteristics of the drawn character, for example, a wolf is gray, scary; Kolobok - round, rosy, tasty, etc.
“Pick up words for the toy”	Children stand in a circle, with a soft toy sitting in the center on the floor. The teacher throws the ball to the child and says: “This is Cheburashka. What is he like? Name his friends. Who did they help? Etc.". Children take turns listing the characteristics of the fairy-tale hero, answering questions and returning the ball to the teacher.
"Prove"	Work on speech development (development of reasoning skills). Educator: - Guys, I think that a bear is a bird. Do not agree? Then prove it, and begin to formulate your idea with the words: if... (the bear was a bird, then it would have a beak and be able to peck).
“Explain the meaning of words” (Tale by K. I. Chukovsky “The Fly Tsokotukha”)	Tsokotuha - make unusual sounds with the syllable “tso”. A villain is someone who is capable of committing evil, bad deeds. Birthday girl - main character celebrates his name day, invites guests.
“Come up with your own fairy tale” (with elements of dramatization)	Children come up with their own fairy tale plot using the example of the Russian folk tale “The Wolf and the Seven Little Goats”, then they show their stories at a specially prepared table, on which there is a model and cut out figures of fairy-tale characters.
"Fairytale Telegram"	The teacher reads out the texts of the telegrams sent by the heroes of the fairy tales, and the children guess their authors and say the name of the fairy tales: An evil and cunning wolf ate six of my brothers. Please, help! My bast hut has been taken over by a deceiving fox. Give me back my house! Dear Eeyore, we congratulate you on your birthday and wish you happiness in your personal life! I was locked in a room by the “housekeeper” Freken Bock. Help! My brother was kidnapped by the terrible Baba Yaga. Help me save him! I lost glass slipper! Help me find! I really love winter fishing, but my tail was left in the hole! Calm, just calm! I've run out of all the jam jars and sweet pies!
"Seven-flowered flower"	On the demonstration board there is a model of a magic flower with missing petals: The first one is yellow The second one is red Third - blue Fourth - green Fifth - Sixth - Seventh - Teacher questions: - Why is the flower magical? What petals are missing? What wishes did the petals fulfill? Why didn’t the fulfillment of wishes bring joy to the girl? What was your most valuable wish?
"Magic Screen"	The game reinforces the understanding of the difference between an author's fairy tale and a folk tale. One child shows a book, and the children name the writer or poet who wrote it.
"Find the Shadow"	The task is completed individually. The child connects the image of the character with his silhouette and names the name of the hero and his fairy tale.
"Guess the fairy tale"	Carlson loves this book very much, he reads it so often that he has read it almost to the holes, some of the letters have disappeared. I will read out the remaining letters, and you try to recognize the fairy tale: “Kol.. lie down.., lie down.., up.. and roll.. - from the window.. to the lava.., from the lava.. to the floor, along floor... to two.., pr.. black.. por.. - yes in sen.., from sen.. to the kril.., from kril.. to the dv.., from dv.. for the thief.., gave... and gave..."
"Mixed Up Pictures"	Children complete the task in small subgroups. The pictures need to be arranged in the correct logical sequence of development of the plot of the fairy tale. For example, from literary fairy tale about the adventures of Pinocchio: an alphabet book, a cat and a fox, a log, a wooden boy doll, gold coins, a magic key.
"Evil and Good Heroes"	On the table are mixed cards depicting fairy-tale characters. Children choose a hero and explain why they identified him as good or evil.
"Correct mistakes"	“A wolf and seven kittens (kids)”, “Sasha (Masha) and the bear”, “Cockerel (chicken) Ryaba”, “A boy with a leg (toe)”, “Geese-hens (swans)”, “Mishkina (Zayushkina) hut", "Turkey Princess (frog)".
“Vasilisa the Wise” - ball game	The child who caught the ball must continue the name of the character or the name of the magical object: Baba Yaga, Koschey the Immortal, Ivan Tsarevich, bunny bunny, little fox-sister, spinning top-gray barrel, running boots, self-assembled tablecloth, invisible hat, mouse -norushka, a little boy, Zmey Gorynych.

Table: physical education minutes on the theme of fairy tales

(Children bend their fingers one by one and clap their hands for the last line.)
Let's count our fingers (vigorously clench and unclench our fingers)
Let's call them fairy tales.
Mitten, Teremok, (Children bend their fingers one by one)
Kolobok is a ruddy side.
There is a Snow Maiden - beauty,
Three bears, wolf - fox.
Let's not forget Sivka-Burka,
Our prophetic kaurka.
We know the fairy tale about the firebird,
We don't forget the turnip
We know the Wolf and the kids.
Everyone is happy about these fairy tales. (claps hands)

We are a nice family of little goats,
We love to jump and gallop (bouncing in place).
We love to run and play,
We love to butt horns (they become pairs and index fingers
both hands show “horns”)

A fairy tale walks, a fairy tale wanders (walking in place)
The fairy tale finds us itself. (hug ourselves with both arms)
The fairy tale tells us to run (we imitate running on the spot)
Straight to a warm bed. (put hands under cheek)
The fairy tale brings us a dream (“we swim in our sleep” with our eyes closed)
Let him be beautiful! (stand up straight, arms to the sides, up).

The mouse ran quickly (running in place).
The mouse wagged its tail (imitation of movement).
Oh, I dropped the testicle (bend over, “pick up the testicle”).
Look, I broke it (show the “testicle” with outstretched arms).

Table: fragment of a lesson summary on reading L. N. Tolstoy’s story “The Bone” by Nadezhda Sergeevna Ubusheeva

GCD stage

Contents of the stage

Organizational part

Introduction of the game moment.
Guys, do you like to travel? Do you want to go on a trip with me? Then, I'll tell you a riddle. If you answer correctly, you will find out what we will take on the journey.

Swims bravely through the waves, without slowing down,
Only the hum of the car is important, what is it? (steamboat)

So, take your seats, we are going on a journey across the sea. Guys, tell me, who is in command on the ship? (captain) What should the captain and sailors on a ship be like? (strong, honest, brave).
Now let's read the story of Lev Nikolaevich Tolstoy and decide whether the boy - the hero of the story - can be a captain on a ship?

Main part

Reading a story.
Conversation on its content:

What did mom buy? (plums).
How did Vanya behave? (walked around the plums and smelled them all).
Why were Vanya interested in them? (he never ate plums).
How did Vanya behave when he was left alone in the room? (he grabbed one plum and ate it).
Who noticed that one plum was missing? (Mother).
Did Vanya admit to his actions? (Vanya said that he did not eat the plum).
Why was dad worried? (he said that if one of the children ate a plum, it was not good; but the trouble is that plums have seeds, and if someone swallows a seed, they will die in a day).
What did Vanya answer? (that he threw the bone out the window).
Why did Vanya cry? (he felt ashamed of his action).
What would you do if you were Vanya? (I waited until my mother gave the drain herself, I would have admitted it myself).
There is a proverb: “The secret always becomes clear.” How do you understand it? (You must immediately admit what you have done bad thing, because they will find out about it anyway).

Physical exercise “The sea is agitated”

Guys, we are on the open sea, I suggest you relax a little.
The sea is agitated - time! (we walk in place)
The sea is worried - two! (torso tilts left - right)
The sea is agitated - three (torso turns left - right)
Sea figure freeze! (sit down)

Vocabulary work
There is an expression in the story: “blushed like a lobster,” what does it mean?
Children: Out of shame I turned red, like boiled crayfish.
Educator: What is a room?
Children: Bright, beautiful room.
Educator: How do you understand the word “considered”?
Children: I counted.
Educator: Swallowed it?
Children: I ate it quickly.
Educator: Have you turned pale?
Children: He became white, pale from fright.

Do you think the plot of the story is made up or could this really happen?
Why do you think so?
What genre can the story be classified into? (fairy tale, poem, true story)
This is a true story based on real events that actually happened.
Why did Tolstoy call the story “The Pit” and not “The Plum”?
What he wanted to teach us (to be patient, honest, have willpower).

Summing up the results of working with children

A well-conducted final conversation on a work is no less useful than an introductory one. It allows children to consolidate and systematize the knowledge gained in the process of reading, develops memory, and the ability to highlight the main thing from what they hear.

Sometimes after reading a work a few questions are enough, but they should be meaningful and guide children to highlight main idea. So, the final questions for N. N. Nosov’s story “Dreamers” could be something like this:

What did you like about this story?
Who are the dreamers?
Why did the author name his story this way?
Which of the characters in the story would you call dreamers and why?
How to distinguish a lie from a made-up story?
Why, after the story that Igor told, did the boys not want to be friends with him?
How was his story different from the stories of other guys?

You can also conduct the final part in the form of a repetition conversation, which helps to remember and consolidate ideas about the structure of a fairy tale. For example, a conversation based on S. Aksakov’s fairy tale “The Scarlet Flower” can have the following content.

A fragment of a piece of music is played. The teacher asks questions:

Guys, what mood does this music create? (Magical, wonderful, mysterious)
What fairy tale did you come across?
How do you understand that this is a fairy tale and not a poem or story? (The fairy tale begins and ends with certain words, for example, “Once upon a time there was an old man and an old woman...”, “And they began to live and live well and make good things...”)
What wonderful changes happen to the heroes in fairy tales? (The frog turns into a beautiful princess, the overseas monster into a young prince)
What magical objects help good win? (Walking boots, self-assembled tablecloth, saucer with an apple, magic mirror, etc.)
How many daughters did the father have in the fairy tale “The Scarlet Flower”?
What was your youngest daughter like?
What did the daughters ask their father to bring back from a long journey?
How did the youngest daughter feel about the monster?
What made her return to her father and sisters?
What action did the sisters commit? Why? Did they want to help their little sister?
What do you think about the monster's character?
What happened to him when the promise his youngest daughter made to him was broken?
How did it end?

Since reading classes are conducted not only for the sake of developing the skill of listening and memorizing text, but mostly for educational purposes, the main attention should be paid to the moral and ethical side of the works and the formation of positive qualities and behavior patterns in children. The teacher must express his own assessment of the work and the events taking place in it, his attitude towards the characters and their actions, thereby giving the children moral guidelines.

A selection of videos on the topic

We invite you to familiarize yourself with a selection of videos about reading in kindergarten.

Video: dramatization of the fairy tale “Kolobok in a new way”

https://youtube.com/watch?v=xGjedw8UAOA Video can’t be loaded: Dramatization of the fairy tale “Kolobok on new way» MADO kindergarten “Rosinka” (https://youtube.com/watch?v=xGjedw8UAOA)

Video: forms of work on getting acquainted with fiction

https://youtube.com/watch?v=gxZ0Uasr99s Video can’t be loaded: Reading fiction (https://youtube.com/watch?v=gxZ0Uasr99s)

Video: game tasks in a creative reading lesson

Video can’t be loaded: Literary quiz “What? Where? When?" (https://youtube.com/watch?v=OIVJcnyEhuA)

Video: poetry evening at a preschool educational institution

https://youtube.com/watch?v=JpWUeH2gzO8 Video can’t be loaded: Pushkin readings in kindergarten (https://youtube.com/watch?v=JpWUeH2gzO8)

Video: song for the introductory part of the lesson

Video: lesson “Journey to the land of fairy tales”

https://youtube.com/watch?v=WT9Q5mzfaS4 Video can’t be loaded: Lesson Journey to the land of fairy tales. Makukha Natalya Valentinovna (https://youtube.com/watch?v=WT9Q5mzfaS4)

A preschooler can be called a reader conditionally; he is rather an attentive and active listener. His acquaintance with the world of books depends entirely on the literary taste and preferences of an adult, be it a parent or educator. It is the adults surrounding the baby who determine the circle works of art, help to interpret complex texts, awaken interest in the perception of the book. It will largely depend on the educators whether the child in the future will become a literate, deeply thinking and sensitive connoisseur of books, or whether his acquaintance with the world of literature will remain a superficial, passing episode of his life. A teacher who is passionate about his work will be able to give a child a holiday of communication with a book, and will open up a rich world for him, in which he will never feel alone.

Share with your friends!

Elena Shcherbakova
Card index of fiction in different educational fields in the older group

TO art library

fiction

in different educational fields in the senior group

According to the program “From birth to school”, ed. N. E. Veraksy

Compiled by: Shcherbakova E.V.

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, translated from Finnish by E. Uspensky

RNS "Khavroshechka" arr. A. N. Tolstoy Cultivate manifestations of good feelings towards each other;

RNS "Bragging Hare" arr. O. Kapitsa Develop standards of 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 family

"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 “Kostochka” To cultivate the moral qualities of the individual: honesty, truthfulness, love for 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, translated from Swede 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 an idea of family as people who live together, love each other, take care of each other.

V. Dragunsky “Deniska’s stories” Formation of ideas about characteristic qualities boys and girls.

A. Gaidar. "Chuk and Gek" (chapters)

Learn to evaluate the relationships between close people in the family, compose characteristics of heroes

E. Grigorieva “Quarrel” Develop the foundations of social interaction between boys and girls; friendly attitude towards the opposite sex

A. Barto “Vovka is a 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 teaching the culture of 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 towards personal belongings, things 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 of FEMP Counting books

Fairy tale heroes

S. Marshak “Numbers” Introduction to numbers

Introduction to the social world G. H. Andersen

"Snowman" Introduction to New Year's traditions of 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 the 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 your native 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” Foster 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 fairy 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, 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 activities 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

Publications on the topic:

GCD in the second junior group. Reading fiction “My Bear” by Z. Alexandrov Approximate technological map of direct educational activities Type of educational activity: reading fiction.

Reading, memorizing fiction in the senior group by topic Educational field "Artistic and aesthetic development" Hello Dear Colleagues. I would like to bring to your attention material on.

Card index of outdoor games “Different Nations” AFRICAN TAGING IN A CIRCLE (Tanzania) Played by 10 or more people. How to play: You need a leaf from a tree. Players stand in a circle facing the center. Behind.

GCD summary. Reading fiction in the preparatory school group “Nikita Kozhemyaka” Developed by: Bondareva Elena Dmitrievna. Student at the Volgodonsk Pedagogical College Goal: developing the ability to briefly retell.