Communication. Reading fiction
Direction “Cognitive and speech development”
Explanatory note
Long-term planning is carried out according to the Basic General Education Program preschool education in general developmental groups 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 an educational institution on the basis of: the 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 means of expression(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 preparatory group for school kindergarten. 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 memorize 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 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 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 a 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
Fiction is an invaluable source of wisdom, a powerful means for the development of speech, as well as the intellectual, aesthetic and spiritual enrichment of a child’s personality. The artistic word nourishes the child’s emotions, stimulates the imagination, develops an imaginative worldview, and fosters speech culture. Reading stories and fairy tales awakens a sincere interest in the feelings and experiences of the main characters, teaches you to understand the motives of their actions, and perceive the plot plot. The joint efforts of parents and teachers will help open the magical world of literary adventures and fairy-tale wonders to older children.
Organization of classes on reading fiction in the senior group of kindergarten
Older preschoolers, due to 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 for reading lessons 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 a 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 it? 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 my 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, the 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 took 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 on the optimal choice of 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 can include ten to twelve books, giving each child 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 book exhibitions are usually devoted to issues that raise cognitive interest for children, as well as writers’ anniversaries 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 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, comprehensive preliminary preparation will create an informal, lively environment, 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 start option is the appearance fairy tale hero, which will involve children in a 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 it like 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, during Civil War fought in the Red Army, 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 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, Her grandfather planted her in the field All the riddles were solved and all the heroes were named. Oh, Petya, simplicity, There is no river, no pond, Near the forest, on the edge |
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 The grandmother loved the girl very much. Mixed with sour cream. My father had a strange boy, Evening would soon come, Walking briskly along the path, The nose is round, with a snout, |
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 be limited to the narrow time frame of long-term planning 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 of art:
- 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 can be preceded by a short introductory conversation of an introductory nature, including a short story about the personality of the writer, a mention of other works of this author, with which the children were previously acquainted. 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 peoples of the world (“Like Grandma’s Goat,” “Swallow-Swallow,” “The House That Jack Built,” “Springfly”).
- 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 a love for native nature. careful attitude to 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 shapes 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 |
| "The Frog Princess" 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 rules traffic. |
| 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 the 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. Don't 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” (Fairy 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 based on the example of the Russian folk tale “The Wolf and the Seven Little Goats”, then show their stories at a specially prepared table on which there is a model and cut out figures. 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 my glass slipper! Help me find it! 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" | Model on the display board 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 read it almost to the holes, some of the letters 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 a 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 the 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 with the name of the character or the name of the magic 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.
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). |
| Main part | Reading a story. Conversation on its content:
Physical exercise “The sea is agitated”
Vocabulary work
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Summing up the results of working with children
A well-conducted final discussion 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 the 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 review conversation, which helps to remember and consolidate ideas about the structure of a fairy tale. For example, a conversation based on a fairy tale by S. Aksakov “ Scarlet flower"may contain such 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 made to him youngest daughter, was violated?
- 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 in children positive qualities and behavior patterns. 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!Children are being introduced to fiction in the preparatory group of the kindergarten. different methods. Use works as folk art, and original ones in any classes, games, theatrical activities, holidays.
The role of reading in children's development
Children who are often read fiction have grammatically correct speech and can express their thoughts beautifully. In addition, reading a book helps children understand the world around them, develop value judgments, develop the ability to distinguish between good and evil, teach moral values, develop patriotic feelings, love for nature, and much more.
Let's look at a sample card index for reading fiction in the preparatory group, as well as how these literary creations influence the formation of a child's personality and prepare him for further studies at school.
Program objectives
- Develop an interest in literary works, a desire to listen to fairy tales and stories, learn to recite poems expressively, learn the continuation of a book that has been started, look at pictures and illustrations of works with curiosity.
- Introduce a variety of literary forms: proverb, saying, nursery rhyme, lullaby, riddle, tongue twister, counting rhyme, poem, story, fairy tale. Be able to recognize and distinguish them, understand the meaning of proverbs.
- Introduce children to the means of expressiveness of works, how to figuratively describe an object, person, event. At the same time, it is important to teach children to understand how it is possible to characterize a literary character with such figurative expressions, epithets and comparisons.
- Teach children to expressively recite poems or retell a fairy tale, using volume and strength of voice, changing timbre and choosing emotions suitable for of this work, develop voluntary memory and attention.
- Develop grammatically correct literary speech for success in school.
- Learn to empathize with the heroes of works, develop a sense of humor.
- Introduce children to Russians and foreign writers and poets, as well as famous illustrators, teach to recognize their images in portraits.
- Introduce the history of the people with the help of epics and legends.
Fiction in the preparatory group for the Federal State Educational Standard
Dan sample list literary works that are recommended for children to read in kindergarten. Of course, not a single teacher stops there. Teachers - creative people, which cannot be placed within the strict limits of censorship. In addition to the main ones, a number of additional works are also used.
The card index for reading fiction in the preparatory group has main sections. These are small literary forms- songs, nursery rhymes, for example, “Chigariki-chok-chigarok”, “Mother Spring is coming”, When the sun rises...”, etc.
Small poetic forms are used in calendar ritual songs. Getting to know the traditions folk culture they read and memorize carols, for example, “Kolyada, Kolyada, give me some pie” or “How did the carol go...”, on Maslenitsa - “Like on Shrovetide week...” or “Tin-tin-ka...” .
They teach you to laugh at the shortcomings of the joke - “Fedul, why are you pouting your lips?” or “Where the jelly is, that’s where it sits.” Fables develop a sense of humor - “Ermoshka is rich” or “Listen, guys.”
The card file for reading fiction in the preparatory group also provides an introduction to poetic works Russian poets such as A. Blok, “The Wind Brought from Afar”, M. Voloshin, “Autumn”, S. Yesenin, “Powder”, M. Lermontov, “In the Wild North”, F. Tyutchev, “Spring Waters” and etc.
When introducing children to poetry
The perception of fiction in the preparatory group occurs not only during individual classes. Teachers also read poems to children during classes to familiarize themselves with the world around them. For example, when studying traffic rules, they read poems about traffic lights and how to cross the road.
During classes on learning about nature, they ask riddles about animals, vegetables and fruits. For example, when children are introduced to the life of birds, fiction about birds is used. In the preparatory group you can read V. Zhukovsky's "Lark", A. Pushkin's "Bird", V. Orlov's "You fly to us, little bird". The seasons will help you study the works of such authors: I. Surikov, “Winter”, P. Solovyova, “Snowdrop”, F. Tyutchev, “Winter is angry for good reason”, Y. Akim, “April”, P. Voronko, “There is no better native edge", L. Stanchev, "Autumn Gamma".
Reading poetry during play activities
IN theatrical productions Often such poetic works are played out as: K. Aksakov, “Lizochek”, S. Marshak, “Cat’s House”, L. Levin, “Chest”.
During role-playing games, you can invite children to sing a lullaby. And on holidays (for example, Christmas) visit other groups and kindergarten classrooms, organizing costume caroling with a gift bag.
In addition to program works, children involuntarily memorize many poems during outdoor games or physical education sessions, which are held in their free time or to take a break from the static seat in class.
What is a holiday without poetry?
When preparing for matinees or organizing performances, children also memorize huge amount poems and songs, both their own and those of others, which according to the script are intended for other children.
All this develops memory and interest in poetic works. There are also a number of word games used by teachers in speech development classes, which enable children to come up with rhymes themselves.
Moral education through fiction
While reading literary works, children get acquainted with different characters, both positive and negative. Listening to the text, children learn to empathize with the characters, sympathize with their troubles and troubles, show concern for their neighbors, distinguish between good and bad, good and evil. After reading a work, especially one with a moral meaning, the teacher must conduct a conversation, trying to strengthen the children’s confidence in the moral principles understood while listening to the literary work.
List of fiction for preparatory group kindergarten contains a number of such works.
Let's look at a few of them.
V. Kataev, "Seven-flowered flower"
This famous work Valentin Petrovich Kataev, of course, is familiar to almost everyone from childhood. A cartoon was made for children based on this work. Let us briefly recall the content of the fairy tale. The girl Zhenya, at her mother’s request, went to the store to buy bagels, got distracted on the way, and an unfamiliar dog ate all the bagels. When Zhenya tried to catch up with her, she found herself in an unfamiliar place and began to cry. An old woman who came out to meet her gave her a magic flower with 7 petals. If you tear off a petal and say the right words, your wish will immediately come true. So the girl returned home.
Then she spent all her petals on all sorts of nonsense, except the last one. Having met a disabled boy in the park, Zhenya dedicated the last petal with a wish for the recovery of this stranger. After the magical effect of the flower, the boy jumped to his feet and ran with the girl to continue playing.
V. Kataev’s work “The Seven-Flower Flower” teaches children to understand the importance of human life and health in comparison with unnecessary whims, such as going to the North Pole, repairing a cup or ordering a whole bunch of toys.
Cultivating sensitivity with fairy tales
It is not for nothing that wise people say: “The fairy tale is a lie, but there is a hint in it, a lesson for good fellows.” Each work of recommended literature, including fairy tales, teaches children wisdom and to observe the golden rule of life - how you treat a person is how he will treat you.
Take, for example, a fairy tale processed famous writer and the teacher “Don’t spit in the well - you’ll need to drink the water.” It is also included in the card index for reading fiction in the preparatory group of kindergarten.
The sympathetic stepdaughter Mashenka treated the mouse to porridge, and she helped her deceive the bear. The girl received generous gifts for her kindness. But the old woman’s own daughter Natasha was not so compassionate; the mouse remained hungry. Accordingly, instead of a reward, the evil girl received continuous blows from the bear and barely lost her legs.
The same thread can be traced in many Russian and foreign fairy tales - “Puss in Boots”, “Thumbelina” by H. Andersen, “Ayoga” and others.
Word games
Often in kindergarten teachers organize literary quizzes. You can come up with a great variety of them. One of the options for the game could be guessing the name of a fairy tale from a short passage read. It is also recommended to play the game “Recognize the character in the fairy tale.” The teacher reads a passage or describes orally some literary hero, and the children must name it correctly.
The next version of word games based on works of fiction is the game “Name goodies and their qualities”, “Name the negative characters why you don’t like them.”
You can retell or recognize a fairy tale using algorithms. For example, the teacher gives several keywords V in the right order(these can be pictures), and the children make up a fairy tale based on them. You can even develop your imagination and come up with fairy tales yourself.
The game “Name What It Is?” will help you remember types of literature. The teacher reads an excerpt from a fairy tale, story or poem, and the children guess the type of literature.
Development of speech and memory in preschoolers
With constant acquaintance with various works Children retain grammatically correct speech in their memory, and memorizing poems and retelling prose - stories and fairy tales - reinforces these skills. Tongue twisters contribute to the development of phonemic awareness, children pronounce words better, and this is important, since children of the preparatory group are graduates of kindergarten. They need to have correct speech skills to learn to read at school.
Voluntary and involuntary memory is involved in memorization. When reading works in poetic form, children still remember passages or individual lines of the work.
Fiction for the preparatory group of kindergarten has great value in the diversified development of children. After looking through this reading catalog, parents at home can also educate their child’s moral qualities with the help of works by famous authors.
Teacher at the Children's Preschool Educational Institution "CRR - Kindergarten No. 247", Saratov
Educational and methodological development. Perspective plan in preschool educational institution
Long-term plan for reading fiction for the younger group according to the program “Kindergarten 2100” in accordance with FGT, taking into account thematic planning.
Texts are attached.
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September “We and our kindergarten” |
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"Toys" “What the sun looks like” by T. Bokov |
Remember that in the summer children played a lot with toys; help remember familiar poems Introduce children to the concept of “rhyme”; develop thinking |
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“My toys” by Z. Petrov “Once upon a time” by B. Iovle |
Help children learn to listen to poetic texts; develop a caring attitude towards toys Develop the ability to distinguish between bad and good deeds |
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“Summer” V. Orlov “Morning Rays” K. Ushinsky |
Reinforce the main signs of summer Develop listening skills short stories; continue to teach children about seasonal signs |
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N. Kalinina “In the Forest” Poem "Autumn" |
Continue to teach children to listen to short works; consolidate knowledge about trees, flowers Continue to introduce children to the signs of autumn; expand your horizons |
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October “We and Nature” |
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Poem “Grass. Bushes. Trees" I. Tokmakova " Autumn leaves» |
Strengthen children's knowledge about types of vegetation Continue to introduce children to the main signs of autumn |
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F. Gurinovich “Vegetable Garden” “By the Berries” by Ya. Tayts |
Strengthen knowledge about vegetables and where they grow Continue learning to listen to short works; cultivate love for loved ones |
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N. Kisileva “Kitten and Puppy” Russian folk song "Cows" |
Maintain interest in fairy tales; consolidate knowledge about domestic animals; introduce children to basic traffic rules Continue to introduce young people folklore genres; consolidate knowledge about domestic animals; learn to answer questions based on text |
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S. Marshak “Children in a Cage” K. Chukovsky “Aibolit” |
Continue teaching children to listen to poetry; consolidate knowledge about wild animals Continue learning to listen to large works of poetry and answer questions; consolidate knowledge about wild animals |
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November "Color Country" |
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L. Razumova “Red color” “Traffic Light” B. Zhitkov |
Consolidate knowledge of the color red; continue to teach children to find red objects in their surroundings Continue to develop the ability to listen to stories; consolidate knowledge of the color red; continue to introduce basic traffic rules |
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K. Chukovsky “Chicken” “Sunshine, like a mother” by A. Pavlov |
Maintain a sustained interest in fiction; consolidate knowledge of the color yellow. Continue to introduce children to natural phenomena; teach children to find yellow objects in their surroundings |
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V. Suteev “Capricious cat” “A Multi-Colored Gift” by P. Sinyavsky |
Learn to evaluate the actions of heroes; consolidate knowledge of primary colors Continue teaching children to listen to poetry; consolidate knowledge of primary colors |
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“Pencil” by Ya. Taits “The Tale of How Paints were Painted” by M. Shkurin |
Learn to understand the humor of literary works; consolidate knowledge blue Introduce children to the fact that when you mix paints, you get a different color. |
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December "Winter" |
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M. Klochkova “Snowflakes” Winter for health Z. Alexandrova |
Continue to introduce the main signs of winter, the properties of snow Help children understand the benefits of frosty air |
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Poem "Bird" Poem "Wintering Birds" |
Continue to introduce children to the distinctive features of birds Consolidate existing knowledge about wintering birds, cultivate a desire to help birds in winter |
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Poem "Beasts in Winter" “Like Snow on a Hill” by I. Tokmakov |
Introduce children to how wild animals winter Continue to introduce children to what animals do in winter |
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O. Chusovitina “Soon, soon New Year” N. Migunova “New Year” |
Help children remember the poem Continue to introduce children to New Year's poems |
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January “We and our family” |
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Nursery rhyme “Here are our hands” About the nose and tongue. Permyak E. A. |
Continue to introduce small forms of folklore; consolidate knowledge of human body parts Continue to introduce children to the purpose of body parts |
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Z. Alexandrova “Bad Girl” “Himself” V. Stepanov |
Help children understand that all people are different and act differently; learn to evaluate the actions of heroes Instill positive habits in children |
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E. Blaginina “Baby Naked” "One Hundred Clothes" |
Strengthen children's knowledge about types of clothing Expand children's vocabulary with names of clothing items |
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February "Our Family" |
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N. Pavlova “Whose shoes” "Fashionista and Shoes" Victor Polyanskikh |
Continue to learn to listen to small-sized works; consolidate knowledge of shoes Continue to introduce children to a variety of types of shoes |
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Poem "My Family" “Helper” by E. Blaginina |
Help children understand who their family is Help children understand how they can help at home |
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Look at them, toys! E. Blaginina Come and take a look! E. Blaginina |
Cultivate a desire to help adults Encouraging children to do good deeds |
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Z. Alexandrova “Rain” I. Pivovarova “Magic Wands” |
Develop perseverance and attention; consolidate knowledge about the color purple Develop the ability to perceive poetic texts; consolidate knowledge of primary colors |
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March “We and our home” |
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Z. Alexandrova “What you took, put it back” “The table has four legs” S. Ya. Marshak |
Help to understand the meaning of the poem; consolidate knowledge of furniture Continue to introduce children to pieces of furniture |
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What can't you buy? Vladimir Orlov “Three kopecks for shopping” Sh. Galiev |
Help children understand that not everything can be bought with money. Help children understand that toys are expensive; cultivate modesty |
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I. Tokmakova “Oh yes soup” “Oh, how delicious cabbage soup smells” |
Help memorize short poems; consolidate knowledge about kitchen and tableware Strengthen your knowledge of tableware and kitchen utensils |
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D. Kharms “Ivan Ivanovich Samovar” K. Chukovsky “The Cluttering Fly” |
Learn to answer questions based on the text; consolidate knowledge about tea utensils Learn to listen to large poems; continue to learn how to answer questions |
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April “Spring and Seasons” |
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A. Pleshcheev “My kindergarten” R.s.s. "Zayushkina's hut" |
Learn to find seasonal signs in a poem Introduce a new fairy tale; help understand the reason for the melting of the fox hut |
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“The Old Man and the Apple Trees” by L. Tolstoy “The Tale of the Kitten Kuzka and the Beautiful Flower” by M. Shkurin |
Introduce children to what is planted in spring fruit trees Foster respect for nature |
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V. Suteev “Boat” “Solar Paint” by M. Skryabtsov |
Help to understand the meaning of the work: consolidate knowledge of the color blue Bring to the consciousness of children the meaning of the story; fix blue color |
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E. Moshkovskaya “We reached the evening” N. Kalinina “In the Morning” |
Reinforce your knowledge of the parts of the day Continue introducing the parts of the day |
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May “What we know and can do” |
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Counting book “We shared an orange” Summer of L. Korchagin |
Help me remember the counting rhyme; consolidate knowledge about fruits Continue to teach children about seasonal signs |
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“Bear” by G. Ladonshchikov “Seasons” by A. Kuznetsov |
Strengthen children's knowledge about the seasons; cultivate a sense of humor Strengthen children's knowledge about seasonal changes in nature |
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V. Oseeva “Bad” « Scary story» E. Charushin |
Help children understand the meaning of the story; cultivate kindness and compassion Develop the ability to listen to large works; convey to children the meaning |
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“Hello, summer” by T. Bokov Riddles about toys |
Develop the ability to perceive poetic text, highlighting seasonal characteristics Develop the ability to solve riddles; thinking |
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What does the sun look like? Tatyana Bokova
What does the sun look like?
On the round window.
Flashlight in the dark.
It looks like a ball
Damn hot too
And for a pie in the stove.
On a yellow button.
On a light bulb. Onion.
On a copper patch.
On a cheese flatbread.
A little bit for an orange
And even on the pupil.
Only if the sun is a ball - Why is it hot?
If the sun is cheese
Why are there no holes visible?
If the sun is a bow,
Everyone would cry around.
So it's shining in my window
Not a nickel, not a pancake, but the sun!
Let it look like everything else
STILL MORE EXPENSIVE!
Download Long-term plan on reading fiction for the younger group
Elena Shcherbakova
Card index of fiction in various educational fields in the senior 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 relatives
"Goldilocks", trans. from Czech K. Paustovsky;
cultivate the ability to empathize, be generous, and not envy others; develop self-respect and mutual assistance in work.
"Three golden hairs of Grandfather the Omniscient", trans. from Czech N. Arosieva (from the collection of fairy tales by K. Ya. Erben).
V. Dmitrieva. “Baby and the Bug” (chapters) Feel and understand the nature of literary images
works
L. Tolstoy “Bone” 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. "Little 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 basics 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 training in culture verbal communication in kindergarten and at home
“Krupenichka” N. Teleshov Cultivate interest in fairy tales and Russian traditions
Self-service, labor RNS "Khavroshechka" arr. A. N. Tolstoy Form children’s ideas about a hardworking person
K. Chukovsky “Moidodyr” Education of cultural and hygienic skills
K. Chukovsky “Fedorino’s grief”
rns “At the behest of the pike” To reinforce in children the concept of the importance of human labor
A. Barto “Dirty Girl” Cultivate neatness, careful attitude towards personal belongings, things of a friend
Y. Tuvim. “A letter to all children on one 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. "Little Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Develop fine motor skills hands, attention and interest in the animal world and its diversity
P. Bazhov “Silver Hoof” Cultivate a sensitive attitude towards animals, love for nature
Speech development Development of all aspects of speech
Introduction to Genres
Explanation of unfamiliar, outdated words
Artistic and aesthetic development Introduction to art V. Konashevich Meeting illustrators
I. Bilibin
E. Charushin
Fine art activity Drawing illustrations based on works
Musical 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 direct educational activity 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. For.
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.