Submitting your good work to the knowledge base is easy. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Similar documents
Role fiction in the education of feelings and speech development of children. Features of the development of preschoolers' vocabulary, methods of its enrichment and activation. Development of the vocabulary of 6–7 year old children in the process of using fiction, its dynamics.
thesis, added 05/25/2010
Development of coherent speech in ontogenesis. Description of children with general underdevelopment speech. Literary works recommended for children preschool age. Features of work on the correction of disorders of coherent speech using children's fiction.
thesis, added 10/14/2017
Moral education in psychological and pedagogical literature. Determining the role of children's fiction in the process of moral education. Methodology for the formation of moral feelings in older preschoolers through fiction.
course work, added 05/13/2012
The main purposes of using fiction in history lessons. The place of fiction in a history lesson and the principles of its selection. Classification of works of fiction. Methodology for using fiction.
course work, added 06/24/2004
Features of the artistic and aesthetic development of a child. The main functions of children's literature in raising children. Fundamental ideas of L. Vygotsky for children's writers. "Protective" pedagogy and literature - protecting children from cruel reality.
course work, added 10/09/2016
Reading as a type of speech activity. Linguistic features of literary texts. Principles of selection of fiction material. Methods of working with texts of French modern fiction. Preparatory exercises.
thesis, added 06/16/2013
Folk art as a means of moral education of preschool children, the role of fiction using the example of proverbs, sayings, and fairy tales. Development of pedagogical conditions for moral education in the process of speech development activities in preschool educational institutions.
course work, added 02/14/2012
Reading fiction on lexical topics for every day
(senior group)
SEPTEMBER
1 WEEK “Kindergarten”
Reading "Baby and Carlson", who lives on the roof"(excerpts from the story)
introduce children to the work of A. Lindgren; lead children to understand the features of fairy tales stories ; learn to answer questions using in speech complex sentences; encourage people to talk about their perception of a specific action literary hero; cultivate interest in the works of foreign writers.
Reading a fairy tale by B. Shergin“Rhymes”, poem by E. Moshkovskaya “Polite Word”
Introduce children to an unusual fairy tale B. Shergin “Rhymes”, poem by E. Moshkovskaya “Polite Word”. Enrich children's vocabulary with polite words.
Memorizing M. Yasnov’s poem “Peaceful Counting Counting”. Proverbs about friendship.
Reading A. Barto “Rope”(Zatulina p. 141)
Continue to developinterest in fiction, namely to the collections poems . Distinguish between genresliterary works, argue your answer: “This is a poem , because…” Strengthen children’s ability to determine emotional mood poems
Reading the poem by Yu. Moritz “House with a Chimney”
Introduce the poem “House with a Chimney” by Yu. Moritz. Arouse interest in the poem and a desire to listen to it; teach children to see the images and mood of the work behind the words. Cultivate a love of poetry, a kind attitude, and awaken the emotional responsiveness of children.
Reading the poem by Y. Akim “Greedy”.
Teach children to listen carefully, offer to talk about the actions of the heroes, give them an assessment, give the children the opportunity to speak out about what each of them would do.
WEEK 2 “I will grow up healthy: a person, body parts, my body”
Reading the story by V. Oseeva “Just an Old Lady”
Teach children the emotional perception of a work. Develop the ability to analyze a literary text, evaluate the actions of the characters, expressively convey dialogue characters. Cultivate respect for elders.
Reading the nursery rhyme “Early, early in the morning”
Continue to introduce children to folklore, develop memory and attention.
Reading by Y. Tuwim “A letter to all the children one by one” important matter»
Strengthen the formation of cultural and hygienic skills in children. Enrich children's vocabulary. learn to comprehend the content of a poem. Cultivate politeness and the ability to give in to each other.
Story by E. Permyak “About the nose and tongue”
consolidate vocabulary on the topic “Parts of the body”; consolidate the ability to select antonyms; activate the verb dictionary; learn to coordinate numerals and nouns; answer questions with complete answers, correctly formulating the sentence; develop memory, attention, thinking.
Reading Migunov “Why should you brush your teeth?”
teach children to care for their teeth;consolidate the rules of cultural eating; provide information about healthy junk food; introduce measures to prevent toothache and oral hygiene; cultivate intolerance for non-compliance with hygiene rules.
WEEK 3 " Golden autumn. Forest. Trees"
Reading M. Prishvin’s story “Floors of the Forest”
To teach children to feel and understand the character of the images of works of art, to assimilate the sequence of plot development; enrich speech with phraseological units. Develop the ability to notice expressively visual arts. Cultivate an ecological worldview and observation skills.
Reading the story by K. Ushinsky “Tree Dispute”
clarify children's knowledge about the signs of autumn (the grass has turned yellow, the plants have bloomed,leaves fell from trees, etc.. d.) Continue to teach classification flora forests. Practice identifying the breed trees By appearance leaves. To bring to an understanding of the importance of different breeds trees in the life of the animal world and man
reading the poem by A. Pushkin “The sky was already breathing in autumn...”(Zatulina 28; Ushakova 145)
To instill in children a love of poetry, to help them see beauty autumn nature, understand imagery poetic language, expand the understanding of Pushkin’s landscape lyrics.
memorizing “Knock on the oak tree...” rus. adv. song
introduce children to Russian oral folk art, continue to teach children to memorize short fables.Develop memory, improve clear pronunciation of words, intonation expressiveness of speech.
Reading J. Reeves "Noisy Bang"
Teach children to differentiate the sounds ts - ch; introduce J. Reeves’ poem “Noisy Bang” (translation by M. Borovitskaya).
WEEK 4 “Vegetables and fruits. People's labor in the fields and gardens"
Telling the Russian folk tale "The Man and the Bear"
To teach to understand the figurative content and idea of a fairy tale, to evaluate the character and actions of the heroes, to enrich the children’s vocabulary. To develop children's ability to listen carefully to literary works. Cultivate a love for Russian folk art.
Reading by G. Rodari “Cipollino”.
Introduce a new work;detect the technique of revival; in the fairy tale, the author endowed each vegetable and fruit with a special appearance and character; discuss the characters' characters;to form personal qualities: honesty, responsibility, friendliness, respectful attitude towards other people.To instill in children an interest and love for fairy tales.
Reading the story by L. Tolstoy “Bone”.(Zatulina p. 114; Ushakova, 224)
Introduce L. Tolstoy’s story “The Bone”. To teach children to feel and understand the nature of the images of works of art, to assimilate the sequence of plot development, to notice expressive and visual means that help reveal the content; enrich speech with phraseological units.
Reading the Russian folk tale “Tops and Roots”
Introduce children to a fairy tale. Learn to comprehend the idea of a fairy tale, evaluate the character of the characters. Enrich vocabulary children. Encourage an attempt to express one’s point of view in response to the question posed by the teacher. Foster culture verbal communication: participate in the conversation, listening to children, clarifying their answers.
Reading V. Suteev “Sack of Apples”
Expand children's knowledge about modern fairy tales. To consolidate knowledge about the genre features of fairy tales and concepts"folk" and "literary" fairy tale. Develop the ability to listen to others and come to a common opinion and decision.
OCTOBER
WEEK 1 “Mushrooms. Berries"
Reading by P. Sinyavsky "Mushroom train"
Forming in children an idea of edible and inedible mushrooms. Form the concept that only edible mushrooms can be eaten, even after processing. Develop in children logical thinking, ability to analyze, compare, draw conclusions.
Reading V. Kataev “Mushrooms”
clarify and expand knowledge about edible and inedible mushrooms;Teach children to tell slowly, to find the right words, expressions should be spoken loudly enough. Practice correct pronunciation of all sounds. 3strengthen the ability to compose sentences of three or four words and divide words into syllables. To cultivate modesty, observation and goodwill towards the answers and stories of other children, to cultivate restraint.
Telling riddles about berries. Reading Ya. Taits “By the Berries”
acquaintance with the new story by Ya. M. Thai "By the berries". Develop the ability to express your opinion about what you read; continue working on speech development , expand your vocabulary. Instill love and careful attitude to nature, respect and care for elders.teach children coherent monologue speech; develop attention and memory.
V. Zotova. “Forest mosaic” (“Lingonberry”, “Strawberry”, “Raspberry”, “Amanita”, “Birch boletus”).Z. Aleksandrova “In the mushroom kingdom.” According to N. Sladkov. Thrush and mushrooms.V. Suteev. We're in the forest.
WEEK 2 “Birds of Migratory”
Reading Chinese fairy tale"Yellow Stork" Continue to introduce children to fairy tales of the peoples of the world; give an idea of the country where the fairy tale was created and lived; teach children to think about moral meaning Reading D.N. Mamin-Sibiryak “Gray Neck” development of interest in listening to the literary work of D.N.Mamin-Sibiryak" Gray Neck ". Contribute to the establishment of connections in the content of the work; encourage constant communication with the book. Reading of E. Blaginin’s poem “Flying away, flying away” Evoke an emotional response in children to a work of art they hear |
WEEK 3 “My country. My city"
Reading the story by S.A. Baruzdin "The Country Where We Live"
Teach children to listen carefully and interestedly to the work and answer questions about the content. Strengthen the ability to remember the sequence of plot development. Cultivate love for the Motherland, your city, and the people around you.
Reading poems by Istra poets about native land, city.
Develop oral speech, develop the ability to analyze the signs of autumn, promote the development of children’s creative abilities, cultivate a love for native nature
Memorizing the poem by M. Isakovsky “Go overseas, oceans.”(Zatulina, 157)
Introduce children to a new poem and learn it by heart. Learn to answer questions based on the text. Develop attention, memory, intonation expressiveness. Foster love for the Motherland.
Reading V. Dragunsky “Top down, diagonally”
Continue to introduce children to the stories of V. Dragunsky, help them understand the characters and behavior of the characters, and evoke an emotional response. Clarify what a story is; introduce children to new things humorous story. Activate children's vocabulary.
WEEK 4 “National Unity Day”
reading Natalya Maidanik “DAY OF NATIONAL UNITY”, “UNITY FOREVER”
Introduce the poem;promote awareness of the importance of the Motherland for every personto cultivate love for the Motherland and respect for its history.
Reading N. Rubtsov “Hello, Russia!”
Introduce the poem “Hello, Russia!”To cultivate love for the Motherland, for native nature, patriotism.
Reading by Z. Alexandrov: “Motherland”
Introduce the poem “Motherland”.Develop an emotional and sensory attitude towards nature, towards the Motherland. To cultivate love for the Motherland, for native nature, patriotism.
Reading the story by K. Ushinsky: “Our Fatherland” (excerpt)
introduce K. Ushinsky’s story “Our Fatherland”, proverbs and sayings about the Motherland; develop the ability to analyze text, highlight main idea, relate it to the proverb, form an idea of the big and small Motherland, promote awareness of the meaning of the Motherland for every personto cultivate love for the Motherland, respect for its history, and citizenship.
NOVEMBER
1 WEEK “Late Autumn”
Reading A. Tolstoy “Autumn, our whole poor garden is sprinkled..”
To introduce to the perception of poetic works about nature.Learn to correlate the pictures of nature described in the poem with its observed autumn changes.
Reading V. Garshin “The Frog Traveler”
acquaintance with V. Garshin’s fairy tale “The Frog Traveler”; ensuring a holistic perception and understanding of the text.
Reading I. Bunin “The First Snow”
Introduce children to poems about winter, introduce them to high poetry. develop interest in fiction; pay attention to the design of the book, to the illustrations, cultivate interest in the literary word.
Reading the poem “Meeting Winter” Nikitin
To introduce to the perception of poetic works about nature. To introduce children to a new poem, to help them feel the beauty and expressiveness of language, to instill sensitivity to poetic word. teach to understand the depth of the content of the work, cultivate love for one’s homeland
WEEK 2 “My Family”
Telling the Russian folk tale "Khavroshechka"(Ushakova 127,253; Gavrish, 111)
Introduce the fairy tale “Khavroshechka” (in the adaptation of A.N. Tolstoy), help remember the initial phrase and ending of the work. Learn to analyze a work of art, express your attitude towards the characters of a fairy tale. Develop the ability to distinguish fairy-tale situations from real ones.
Memorizing the poem by E. Blaginina “Let’s sit in silence”(Zatulina, 112)
Introduce children to poetry. Continue to teach children to expressively recite a poem about their mother by heart. Strengthen the ability to feel, understand and reproduce the figurative language of a poem; practice selecting epithets and comparisons. Develop auditory memory. Cultivate sensitivity to the artistic word, the desire to do something nice for mom with the help of a poem.
Reading the fairy tale "Goldilocks"
Teach children to listen carefully, remember the sequence of actions, and talk about the development of the plot.
Reading M. Tsvetaev “At the Crib”
Introduce the life and work of poetess M. I. Tsvetaeva. Perceive a work of art by ear, determine the features of poetic creativity, and reflect on its content.
Reading “How the brothers found their father’s treasure”
consolidate ideas about family relationships.Bring children to an understanding of kindness as the basis of relationships between people; a person is recognized by his deeds.
Reading the English folk song "The Old Lady"translated by S. Marshak.
Teach children to track their emotional state, its changes caused by the work, and talk about whether they liked the poem.
WEEK 3 “Furniture. Dishes"
Reading K. Chukovsky “Fedorino’s grief”
Strengthen children’s ability to understand the moral meaning of what they read; motivated to evaluate the actions of the heroes. To deepen children's understanding of the correspondence of the title of the text to its content. Systematize knowledge about dishes. Cultivate a desire to be neat.
Reading the poem by S. Marshak “Where did the table come from?”
Enrich children's knowledge about furniture and its manufacture. Continue to teach how to emotionally perceive the figurative content of a work, to comprehend its idea. To consolidate children's ideas about the genre features of literary works.
Telling the fairy tale “The Fox and the Jug”
Continue to introduce children to works of oral folk art, teach them to answer questions based on the text, talk about the actions of the heroes, their character, and their impressions of the new fairy tale.
Reading R. Sef “Council”
Continue to train children in the ability to be polite.
Daniil Kharms "Samovar Ivan Ivanovich." V. Oseev “Why”
WEEK 4 “Clothing. Shoes"
Reading N. Nosov’s story “The Living Hat”(Ushakova, 228, 94; Gavrish, 93)
Teach children to understand humor, the comicality of the situation, clarify ideas about the features of the story, its composition, and differences from other literary genres.
Reading N. Nosov’s story “Patch”
Continue to introduce children to the writer’s work, teach them to answer questions about the content, and make them want to listen to his other works. Help children remember stories they know
Reading the story by K. Ushinsky “How a shirt grew in a field”
Give an idea of Russian national costume. Tell children about growing and processing flax and weaving. To cultivate a culture of verbal communication, respect for the work of adults, and interest in works of oral folk art.
Reading the Russian folk tale “How the old woman found a bast shoe”
introduce children to the greatest wealth of Russian folk culture - fairy tales, develop interest in Russian folk tales, and cultivate a desire to read them.lead children to understand the moral meaning of the fairy tale, evaluate the actions and character of the main character
Ya. Mileva. Who has what kind of shoes?G. H. Andersen “The King’s New Clothes.”
WEEK 5 “Toys”
Reading the fairy tale by V. Kataev “The Seven-Flower Flower.”(Gavrish, 190; Ushakova, 165 (276))
Lead children to understand the moral meaning of the fairy tale, to motivated assessment actions and character of the main character, consolidate children’s knowledge about the genre features of the fairy tale. Develop the ability to listen to the answers of your comrades. Cultivate a love of fiction.
Reading D. Rodari “The Magic Drum”(Gavrish, 115)
To develop in children the ability to emotionally perceive the figurative content of a fairy tale and understand the characters fairy-tale heroes. Develop coherent speech, learn to use figurative expressions.
Reading the story by B. Zhitkov “How I caught little men”
Help children remember the stories they know, introduce them to B. Zhitkov’s story “How I Caught Little Men.”
Reading the story by V. Dragunsky “Childhood Friend”(Gavrish, 196)
Introduce the work of V. Dragunsky. Develop the ability to listen carefully to a work, answer questions about the content, evaluate the actions and actions of the characters.
Reading the Czech fairy tale “The Three Golden Hairs of the Omniscient Grandfather”translated from Czech by N. Aroseva.
To develop in children the ability to perceive the figurative content of a fairy tale; highlight expressive and visual means, answer questions about the content, talk about your impressions, your favorite characters, their best qualities.
DECEMBER
1 WEEK “Winter. Nature in winter"
Reading of S. Yesenin’s poems “Birch”. (Gavrish, 184; Ushakova, 161)
Learn to listen to the rhythm and melody of a poem, to see the beauty of Russian nature conveyed by the author through artistic words.Learn to feel and reproduce the figurative language of a poem.
Reading the story "The Mischief of the Old Woman-Winter." Konstantin Ushinsky
Introduce children to a new work about winter; identify and summarize children’s knowledge about winter, the signs of winter. Develop oral speech, attention, thinking, memory.
Reading poems about winter
Introduce children to poems about winter, introduce them to high poetry.
Learning the nursery rhyme “You are frost, frost, frost”processed by I. Karnaukhova.
Continue to introduce children to small folklore forms. Help to remember the nursery rhyme, teach how to tell it using means of expression appropriate to the content.
Reading the poem by A. S. Pushkin “ Winter evening».
Help children understand the content of the poem and its mood. Instill a love for the poetic word, develop imagination.
"12 months"
Introduce a Slovak fairy tale adapted by S. Marshak. Clarify and consolidate children's knowledge about the months of the year.
WEEK 2 “Winter fun”
Retelling of N. Kalinin’s story “About the Snow Bun.”
Teach children to tell stories close to the text short stories intonationally expressive. To develop the skill of translating indirect speech into direct speech. Develop children's cognitive interests. Cultivate interest in inanimate phenomena.
Reading N. Nosov’s story “On the Hill”
Continue to teach children to feel and understand the nature of the images of works of art, to assimilate the sequence of plot development, to notice expressive and visual means that help reveal the content. Enrich speech with phraseological units; learn to understand the figurative meaning of some phrases and sentences.
Memorizing I. Surikov’s poem “Here is my village.”
Introduce children to poetry. Help you memorize and read poems expressively. Develop memory and artistic abilities.
Reading the song “Like Thin Ice”, reading the story “On the Ice Rink” by V.A. Oseeva
Continue to introduce children to works of folklore, teach them to listen to melody poetic text; develop coherent speech, creative imagination, visual and figurative thinking, instill an interest in reading; to cultivate a kind, respectful attitude of children towards each other, towards others, responsiveness, and continue to work on the formation of high moral feelings.
Reading of Sasha Cherny’s poem “On Skates.”"Winter fun"
Teach children to listen carefully, to feel the mood of the hero. Develop imaginative thinking and coherent speech.
WEEK 3 “Wintering birds”
L. Klambotskaya. Wintering birds.
formation of knowledge about wintering birds distinctive features, Develop responsiveness, kindness, love for nature, birds, desire to help them, take care of them.
Reading the fable “The Crow and the Fox”
Continue to acquaint children with the genre features of the fable, teach them to understand allegory, its general meaning, and highlight the moral of the fable; draw children's attention to linguistic figurative means literary text. Develop sensitivity to the perception of the figurative structure of the language of the fable. Cultivate honesty and kindness.
Reading “The Owl” by V. Bianchi
Teach children to listen carefully to the story, understand the meaning of what they read, and convey their attitude to the content of the work.
Reading the story by M. Gorky “Sparrow”.
Teach children to listen carefully, understand the characters’ characters, and establish a connection between the described event and reality; answer questions about the content.
WEEK 4 “New Year’s holiday”
Reading the story "Yolka" by M.M. Zoshchenko
introduce a new story, find the main characters, characterize the characters through their actions;create a desire to commit good deeds, the desire to be kind to others.
Learning poems about the New Year.
To develop children's memory, figurative speech, monitor sound pronunciation, and help create a joyful atmosphere in anticipation of the New Year holidays.
Reading story C. Georgiev “I saved Santa Claus”
Introduce children to a new work of art, help understand why this is a story and not a fairy tale.
Reading the Russian folk tale "Morozko".
Continue to introduce children to works of oral folk art, teach them to evaluate the actions of heroes, and express their attitude towards them.
Reading chapters from O. Preusler’s fairy tale “Little Baba Yaga.”
Teach children to distinguish between fairy-tale events and real ones, to imagine what they would do in a given situation if they were the heroes of the fairy tale.
Reading "The Snow Queen"
introduce students to the fairy tale “The Snow Queen”, develop students’ interest in reading fairy tales by G.Kh. Andersen, to foreign fairy tales, to cultivate a love of reading.
V. Golyavkin. How I met New Year. I. Tokmakova. Live, Christmas tree!
V. Stepanov. New Year's Eve. P. Sinyavsky. We celebrated the New Year.
JANUARY
WEEK 1-2 “Holidays”
Reading a ritual song
introduce children to ancient Russian holidays (Christmas, Carols); teach to distinguish genre features ritual songs; teach to understand the main idea of songs; reveal to children the riches of the Russian language, teach them to speak figuratively and expressively.
Reading chapters from A. Volkov’s book “The Wizard of the Emerald City.”
Continue to get acquainted with the fairy tale, create a desire to find out what adventures happened to the heroes next, teach a holistic perception of the work.
Reading Russian folk tale"Finist - Clear Falcon"
Check whether children know the main features of a folk tale. Introduce a fairy tale "Finist - Clear Falcon".
Reading chapters from the fairy tale by H. Mäkel translated from Finnish by E. Uspensky “Mister Au”.
To introduce the classics of world fiction, to teach them to understand the characters and actions of fairy-tale heroes.
Reading T. Janson “About the very last dragon in the world”translated from Swedish by I. Konstantinova.
Continue to introduce children to works foreign literature, make you want to read the whole fairy tale to the end. Learn to understand the characters and actions of heroes.
Reading the fairy tale “Moroz Ivanovich”(V. Odoevsky)
Introduce children to a fairy tale, teach them to express their opinions about the actions of the heroes. Strengthen the ability to fully answer questions about the content of the text. To cultivate interest and love for Russian folk tales.
WEEK 3 “Pets and poultry”
Reading the poem “Poodle” by S. Marshak.
Teach children to understand the content of the work. Develop interest and love for poetry, a sense of humor.
Reading the story K. Paustovsky "Cat Thief"
Introduce the children to the story.Teach children to listen carefully to the story, understand the nature of the work and the relationship between what is described and reality. Develop children's coherent speech. Bring up attentive attitude to the answers of other children.
Reading V. Levin “Chest”
Introduce children to V. Levin’s new poem “Chest”. Learn to notice figurative words and expressions. Develop a poetic ear and emotional response to a work. Cultivate interest in artistic expression.
Reading “How a Dog Was Looking for a Friend”Mordovian fairy tale
Forming an interest in reading in children through familiarization with the Mordovian folk tale “How a dog was looking for a friend.” To contribute to the formation of the ability to listen and convey the content of a text, to establish simple causal relationships in the plot of a work. Promote children's speech development and vocabulary activation. To cultivate responsiveness, a kind attitude towards animals, and a desire to help them.
Reading the poem by A. Fet “The cat sings with squinted eyes.”
Teach children to recite a poem expressively, highlight the figurative means of language used by the poet, and select means of expressive speech that correspond to the content. Develop an interest in reading
Solving riddles about animals.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.
Gorodetsky "Kitten" Reading in faces
introduce the work of S. Gorodetsky; develop memory and attention, oral speech; enrich vocabulary; cultivate observation and a kind attitude towards pets.
E. Charushin. “Stories about animals” by I. Vasiliev “Farm”.
WEEK 4 “Wild animals. Animals of our forests"
Telling the Russian folk tale "The Braggart Hare" and the saying "Our fairy tales begin..."
Recall with your children the names of Russian folk tales and introduce them to new works: the fairy tale “The Braggart Hare” (adapted by O. Kapitsa) and the saying “Our fairy tales begin...
Reading of Sasha Cherny's poem "Wolf".
Teach children to listen carefully, understand expressive means of language, figurative expressions; enrich children's vocabulary.
Telling the Slovak fairy tale “Visiting the Sun.”
Introduce children to a new fairy tale, teach to understand its content. Continue teaching children to answer questions about the content of the work. Cultivate interest in fairy tales of different nations.
Reading the story by G. Skrebitsky “Who winters how.”
Study carefully and listen to the piece. Learn to understand the content of the work. Continue learning to talk about the content of the work. Development of coherent speech skills.
Telling the tale of P. Bazhov “The Silver Hoof”
Introduce children to P. Bazhov’s fairy tale “The Silver Hoof”. Learn to perceive and convey the content of a work, draw up a portrait of a hero, expand the reader’s horizons, enrich vocabulary, develop attention, cultivate a sense of kindness, love for nature, animals, and care for the weak.
Reading I. Sokolov-Mikitov “A Year in the Forest (chapter “Squirrel”. “Bear Family”)
V. Bianchi “How animals prepare for winter.”
FEBRUARY
WEEK 1 “Animals of hot countries and their young. Animals of the North and their young"
Reading the story by B. Zhitkov “How an elephant saved its owner from a tiger”
Expand children's knowledge about wild animals of the south. Learn to listen carefully to a work of art and answer questions about the content. Develop an ecological worldview. Cultivate interest in the environment, curiosity.
Reading the story by L.N. Tolstoy “The Lion and the Dog.”
Learn to analyze a work of art, express your attitude towards the characters in the story.
Reading the fairy tale “Wonderful stories about a hare named Lek”(fairy tales of the peoples of West Africa, translated by O. Kustova and V. Andreev).
Teach children to answer questions about the text they read, talk about the characters’ characters and actions, and give them your assessment.
Reading G. Snegerev “Trace of the Deer”
develop an interest in the life of animals of the north
Reading of R. Kipling’s fairy tale “The Elephant’s Child” translated by K. Chukovsky.
Introduce a fairy tale, help evaluate the actions of the heroes, dramatize an excerpt from the work
Reading the work of G. Snegirev “Penguin Beach”
Introduce the story “Penguin Beach” by G. Snegirev,little stories from the life of penguins.
Yukagir fairy tale. Why do polar bear nose is black.
K. Chukovsky “Turtle”,S. Baruzdin “Camel”.
WEEK 2 “Pisces. Sea animals"
Reading a fairy tale by A.S. Pushkin "The Tale of the Fisherman and the Fish".
Continue to get acquainted with the poet’s work;cultivate the ability to emotionally perceive the figurative content of a fairy tale, teach children to condemn greed as human quality, but not the person himself, to show children that negative qualities they harm themselves first of all, teach them to empathize and sympathize with the heroes;briefly retell the content of the fairy tale using pictures; cultivate a love of poetry; activate the dictionary.
Reading E. Permyak “The First Fish”
teach children to retell the story close to the text and according to plan; expand and activate the vocabulary on the topic; develop in children the ability to construct their statements grammatically correctly; develop self-control over speech.
Reading Snegerev "To the Sea"
Continue to introduce G. Snegirev’s story “Penguin Beach”; learn to listen carefully, answer questions based on the text, and talk about your impressions. Foster love and respect for nature.
Norwegian folk tale“Why is the water salty?”
Introduce children to a new fairy tale, teach them to understand its content. Cultivate interest in fairy tales of different nations.
G. Kosova “ABC underwater world" S. Sakharnov “Who lives in the sea?”
G. H. Andersen "The Little Mermaid". Russian folk tale “At the command of the pike.”
WEEK 3 “Defender of the Fatherland Day”
Telling the Russian folk tale "Nikita-Kozhemyaka".
Introduce the fairy tale, help evaluate the actions of the heroes. To develop in children the ability to identify means of expression in a text and to understand the purpose of their use. Develop attention and imagination.
Reading chapters from A. Gaidar’s story “Chuk and Gek.”
To develop in children the ability to listen carefully and express their opinions about the character and actions of the characters; teach children to talk about the emotions caused by the story.
Reading poems about the army.
Expand children's understanding of the army, its features military service. Instill a sense of pride in your country's army.
To form a sense of patriotism, love for the Motherland, a correct perception of the concept of purpose and the role of boys as defenders of their Fatherland. To instill in boys the desire to become strong, brave, and dexterous. Contribute to raising the prestige of the army.
WEEK 4 “Maslenitsa”
Reading the Russian folk tale “Winged, shaggy and buttery.”(Gavrish, 96; Ushakova 115(245))
To introduce the Russian folk tale “Winged, Shaggy and Oily” (arranged by I. Karnaukhova), to help understand its meaning; notice and understand figurative expressions; introduce phraseological units into children’s speech (“soul to soul”, “you can’t spill water”); learn to come up with a different, dissimilar ending to a fairy tale.
Reading an Indian fairy tale translated by N. Khodza “About a mouse who was a cat, a dog and a tiger.”
Continue to introduce children to the folklore of the peoples of the world, teach them to understand the content of a fairy tale, and evaluate the characters’ characters and actions.
K. Stupnitsky “Maslenitsa”
Introducing children to Russian traditional folk culture; acquaintance with the rituals and traditions that existed in Rus'. Instill love and respect for the traditions and culture of your country, cultivate a sense of patriotism.
Reading A. Mityaev “The Tale of Three Pirates”
MARCH
Memorizing the poem by G. Vieru “Mother’s Day”
Reading “The Legend of Mothers” by Ivan Fedorovich Pankin
Teach to see the love of a mother for her children. Learn to form the main idea of a work. Cultivate emotional responsiveness, respect for a woman - mother, caring attitude towards her.
Telling the Nenets fairy tale “Cuckoo”(Zatulina, 119)
Form in children moral concepts, to encourage reflection on the common aspirations and aspirations of all peoples, to consolidate the idea of a fairy tale as a treasure folk wisdom, about instructiveness as a genre feature of a fairy tale
S. Pogorelovsky. Good night.
V. Berestov “Feast of Mothers”.
V. Suteev. Mom's holiday.
N. Bromley. The main word.
L. Kvitko. Grandma's hands.
Ya. Akim. To mom.
E. Blaginina. That's what mom is like.
N. Sakonskaya. Talk about mom.
V. Sukhomlinsky “My mother smells like bread”
WEEK 2 « Early spring. Nature in spring"
Memorizing the poem by N. Belousov “Spring Guest”
Reading of S. Yesenin’s poem “Cheryomukha”. (Gavrish, 123)
Teach children to recite a poem, choose means of expression in accordance with the content of the work and the mood it conveys. Learn to select epithets and comparisons to figuratively describe spring nature.
Reading the song “Rooks-kirichi..”, V. Bianki Three Springs.”
introduce children to Russian oral folk art, continue to teach children to memorize short fables. Develop memory, improve clear pronunciation of words, intonation expressiveness of speech. Foster love and respect for Russians national holidays, traditions.
Reading fairy tales by E. Shima “Sun, frost, wind”, “Stone, stream, icicle and sun”.
Introduce children to new fairy tales, teach them to understand the meaning of the work, figurative expressions in the text. Strengthen the ability to accurately answer questions based on content. Cultivate an interest in fairy tales and a love of nature.
Reading F. Tyutchev’s poem “It’s not for nothing that winter is angry.”(Zatulina, 125)
Learn to perceive the content of the poem emotionally. Talk about what feelings and experiences it evokes.
“How animals and birds greeted spring” by V. Bianki N. Nekrasov “Grandfather Mazai and the hares”
G. Skrebitsky “March” I. Sokolov-Mikitov “Early Spring”.
WEEK 3 " Folk culture and traditions"
Reading Russian folk tale "The Frog Princess". (Ushakova, 136; Gavrish 156)
Introduce children to the fairy tale “The Frog Princess.”
Memorizing the poem by A. S. Pushkin “At Lukomorye there is a green oak tree...” (excerpt from the poem “Ruslan and Lyudmila”).(Zatulina, 50)
Learn to expressively recite a short poem, actively and kindly interact with the teacher.
Reading chapters from T. Alexandrova’s book “Kuzya the Brownie.”
To develop children's interest in fiction and stimulate the desire to listen to the work. Invite the children to come up with new brownie adventures, develop imagination, verbal imagination, and activate their vocabulary
Reading: A. S. Pushkin “The Tale of Tsar Saltan...”.
Teach children to see the peculiarities of the construction of a work, to predict recurring events. Form artistic taste, develop imagination.
Telling the Russian folk tale "Sivka-burka". (Ushakova, 138; Zatulina, 26; Gavrish, 160)
Teach children to listen carefully to the work and retell the fragments they like. Develop emotional responsiveness.
WEEK 4 “Transport”
Reading the story by E. Ilyin “Cars on our street”
Teach children to comprehend the content of what they read, to understand the genre features of the story, its difference from a fairy tale. Develop skills in retelling literary texts. Foster safe behavior on city streets.
Reading the Dutch song "Have a nice trip!" processed by I. Tokmakova.
Teach children to perceive a work holistically, understand its main idea, and select a rhyme.
Solving riddles about transport.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description.
Reading Ciardi's "He Who Has Three Eyes"
S. Mikhalkov. From carriage to rocket.
WEEK 5 “Food”
Retelling by Ya. Taits “Everything is here.”
Learn to retell a literary work close to the text. Form intonation expressiveness of speech. Develop memory and cognitive interests in children
Reading the fairy tale “Krupenichka” by N. Teleshov
Introduce children to a new fairy tale, with the author - N. D. Teleshov. Cultivate interest in fairy tales and Russian traditions. Develop children's active vocabulary, coherent speech, attention, memory, thinking, imagination. Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, worry.
Reading A. Milne “The Ballad of the Royal Sandwich.”
Evoke an emotional response to this work, have a conversation about what products can be obtained from milk. Draw children's attention to new book in the book corner, reinforce the rules of caring
Reading Diamonds "Gorbushka"
Introduce B. Almazov’s new work “Gorbushka”; Learn to save bread; Continue reading the series of works about people’s lives during the war years; Expand and enrich children’s knowledge about the importance of bread in human life;
R.n. fairy tale. Three rolls and one bagel. Porridge from an ax
APRIL
WEEK 1 “Primroses”
Reading “Dandelion” by Z. Alexandrov continue teach children to memorize short poems, answer questions about the content with lines from the poem. Develop attention, memory, intonation expressiveness. Bring up aesthetic feelings, love of poetry. E. Serova “Snowdrop”. Teach children to understand content poetic work, learn it by heart. Practice intonation expressiveness of speech, learn to answer questions based on the text. Cultivate a love of nature and poetry. Reading M. Prishvin’s story “Golden Meadow” teach children to perceive the figurative content of the work, its moral meaning; express your thoughts accurately, expressively and clearly. Develop a poetic ear - the ability to hear and highlight expressive means in a text; develop the ability to respond emotionally to the beauty of nature and the content of a literary work; teach to enjoy communication with nature, to understand the value of each plant. N. Nishcheva “Colt-and-stepmother”. Clarify and expand ideas about the first flowers of spring; teach to admire growing flowers, see and perceive their beauty, take care of the beautiful creations of nature; strive to evoke a feeling of gratitude to nature for giving us wonderful flowers.Cultivate a caring attitude towards primroses. |
WEEK 2 “Cosmonautics Day”
Reading the story by L. Obukhova “I See the Earth”
Continue to teach children to listen carefully to the work, answer questions about the content, and remember the sequence of plot development. Develop the ability to listen to the answers of your comrades. Cultivate respect for difficult and dangerous profession astronaut, teach to fantasize and dream.
N. Godvilina. The astronauts have a holiday.Ya.Serpina. Rockets.
V. Stepanov. Yuri Gagarin.G. Sapgir. There is a bear in the sky.
V. Orlov. Cosmonautics Day. Return.A. Hight. All planets in order.
Ya. Akim. There lived an astrologer on the moon.
WEEK 3 “Professions”
Reading J. Rodari “What do crafts smell like?”
Expand children's ideas about the professions of adults and the significance of their work. Continue to learn to notice expressive and visual means in the text that help reveal its content. Develop attention and perseverance. Develop listening skills.
Reading B. Zakhoder “Poems about professions.”
Teach children to comprehend the idea of poems, deepen their understanding of the significance of various professions. Talk about professions known to children.
Reading the fairy tale by K. I. Chukovsky “Aibolit”.
Teach children to listen carefully to the work, understand its content, answer questions about the text, evaluate the actions of the characters
Reading the work of G. Ladonshchikov “Circus”.
Introduce children to the work, talk about the circus and circus professions, and look at the illustrations for the book. Enrich your vocabulary, expand your horizons.
G. H. Andersen "The Swineherd". V. Mayakovsky “Who to be?”
S. Marshak. How the book was printed. Border guard.
B. Zakhoder. Chauffeur. Builders. Shoemaker. Dressmaker. Bookbinder.
WEEK 4 “Labor Day”
Reading the poem “Mail” by S. Marshak.
Continue to introduce children to the work of postal workers, teach them to answer questions based on the text, and systematize the information received.
Acquaintance with small folklore forms
Continue to introduce children to small folklore forms: proverbs, sayings, tongue twisters. Learn to reproduce figurative expressions, understand the figurative meaning of words and phrases. Develop the ability to come up with riddles. Cultivate interest in oral folk art.
Reading chapters from T. Janson’s fairy tale “The Wizard’s Hat” translated by V. Smirnov.
Introduce children to a new children's work foreign classics, create a desire to learn about the further adventures of the heroes and read the entire fairy tale.
C. Perrault “Cinderella”.
MAY
Memorizing a poem for Victory Day
Teach children to memorize a poem expressively and meaningfully. Continue to develop memory and poetic ear. Cultivate sensitivity to the artistic word. Foster a sense of patriotism.
A. Tvardovsky “The Tankman’s Story” - reading the story.
Expand children's knowledge about the defenders of the Fatherland; clarify ideas about the branches of the military, evoke a desire to be like strong and brave warriors; develop imagination, poetic taste; cultivate respect, love and gratitude for people who defend the Motherland.
WEEK 2 “Flowers on the site”
Reading the work of A. Blok “After the Thunderstorm”.
To consolidate children's knowledge about changes in nature in spring; evoke a desire to express your impressions in figurative words.
T. Tkachenko “Tales of Flowers”.D. Rodari. Why do roses need thorns?
V. Orlov “How daisies appeared”, “Flower”.
WEEK 3 “Meadow, forest, field, insects”
Reading the fable by I.A. Krylov “The Dragonfly and the Ant”
Continue to introduce children to fables and their genre features; lead to an understanding of the idea, the meaning of proverbs about work. To develop children’s ability to comprehend the allegory of a fable and evaluate the character of the characters. Cultivate sensitivity to the figurative structure of the language of the fable.
Reading D. Mamin-Sibiryak “Forest Tale”.
To update, systematize and supplement children’s knowledge about the forest and its inhabitants. To develop the ability to retell the content of a fairy tale based on questions.
Reading the slogan " Ladybug».
Introduce children to the concept of “click”, explain why they are needed and how they are used. Help you remember and tell the nickname with expression.
Reading the fairy tale by V. Bianchi “How an ant hurried home.”
Invite children to recognize the characters of this work in the illustrations, guess who and what they are talking about. While reading the fairy tale, ask the children to fantasize about what will happen next, to suggest how best to make a request for Ant, what polite words to say.
K. Ushinsky “Bees on reconnaissance.” G. Snegirev. Bug. O. Grigoriev. Mosquitoes.
And Surikov “In the meadow”. V.Sef. Ant. I. Maznin. Firefly.
K. Chukovsky. The clattering fly. Cockroach.
N. Sladkov. House butterfly. Ant and centipede.
WEEK 4 “Summer. Nature in summer"
Reading in the faces of V. Orlov’s poem “Tell me, forest river...”
Help children remember program poems and memorize V. Orlov’s poem “Tell me, forest river...”.
K. Ushinsky. When summer comes.
A. Usachev. What is summer?
S. Marshak. June. July. August.
G. Kruzhkov. Good weather.
WEEK 5 review of the material covered
Final literary quiz
To consolidate and systematize children’s knowledge about familiar literary works and their features. Develop children's ability to express detailed judgments. Cultivate an interest in fiction.
Reading the literary work “Gray Star” to children B. Zakhodera
introducing children to fiction.
Reading the poem by V. Mayakovsky “What is good and what is bad.”
Bring to children’s attention various situations, teach them to evaluate people’s actions, and form a critical attitude towards bad actions.
Municipal autonomous preschool educational institution
Combined kindergarten No. 9
teacher:
Tarasova Svetlana Yurievna
First qualification category
2017-2018
Educational area « Speech development"(Reading fiction)
Forward planning V preparatory group.
Introduce the work of writer D. Mamin-Sibiryak.Raising a reader capable of experiencing a feeling of compassion and empathy for the characters of the work.
Clarify ideas about genre features, the purpose of riddles, tongue twisters, and proverbs.
Learn to understand the general meaning of proverbs and sayings, be able to compose words based on them short stories, correlating the content with the title of the text.
November
9. K. Paustovsky “Warm Bread”
10. D . Mamin-Sibiryak "Medvedko"
11. Fairy tale by F. Salten “Bambi”. Fragment from the beginning of the tale to the words
“Bambi,” she said, “my little Bambi!”
12. Epic “Sadko”
Program content
Learn to comprehend the content of the story, evaluate the actions of the characters, promote the development of coherent speech
Help you remember the title and content of familiar works by the writer. Learn to determine which genre each work belongs to. Develop interest and love for books
Continue to develop an interest in fiction; replenish your literary baggage with fairy tales; to educate a reader capable of feeling compassion and empathy for the characters of the book.
To clarify the concept of the genre features of a fairy tale, to help understand the motives of the heroes’ actions.
December
13. A.S. Pushkin “The Tale of the Fisherman and the Fish”
14. Memorizing the poem “Winter” by I. Surikov
15. Koval “Stozhok”
16. Tale by folk stories"Snow Maiden"
To deepen and expand children's knowledge about the work of A.S. Pushkin. To develop the ability to emotionally perceive the figurative content of a fairy tale.
Help you feel the beauty of the nature described in the poem, learn it by heart. To consolidate knowledge about the differences between poetic and prose genres. Learn to listen carefully, express your attitude to the content
Introduce a new literary work. Learn to determine the character of the characters, convey individual episodes in person when retelling. Help to understand the motives of the characters' actions
Learn to understand: - figurative content of a fairy tale; - characters of heroes; - evaluate the actions of the heroes and motivate your assessment. Foster a love for Russian folk art
January
17. S. Topelius “Three ears of rye” (Lithuanian fairy tale)
18. Reading V Dragunsky “The secret becomes clear”
19. Marshak “The young month is melting...” (learning)
20. Russian folk tale “Seven Simeons - Seven Thieves”
Teach: - distinguish between genre features of a fairy tale; - comprehend the content of what you read; - coherently convey the content of what was read using the game. Form an evaluative attitude towards the heroes of a fairy tale
To teach children to correctly understand the moral meaning of what is depicted and to evaluate the actions of the hero of the story in a motivated manner; deepen children's understanding of the correspondence of the title of the text to its content.
Continue to introduce the work of S. Marshak. Help you remember the content of a previously read work. Strengthen your knowledge of the poem and the ability to read it expressively. Introduce a new poem.
Continue to introduce Russian folk tales and their genre features. Repeat the elements of the fairy tale composition (beginning, ending). Learn to comprehend the characters of a fairy tale and compose a descriptive story. Develop the ability to retell a fairy tale according to plan. Form figurative speech, understanding figurative expressions
February
21. M. Zoshchenko’s story “Great Travelers”
22. S. Yesenin “Birch”
23. Great storyteller H.-K. Andersen " Ugly duckling"(reading)
24. Russian folk tale “Vasilisa the Beautiful”
Continue to develop an interest in fiction; replenish your literary baggage with fairy tales; educate the reader, develop a sense of humor in children, continue to introduce artists’ illustrations.
Learn: - feel the rhythm of the poem; - see the beauty of nature expressed by the poet in the poem
Help remember familiar fairy tales by H.-K. Andersen, introduce us to a new fairy tale. Practice retelling simple short works with the help of a teacher, using various theaters. Develop intonation expressiveness of speech
Continue your acquaintance with Russian folk tales. Learn to understand the characters' personalities. Form figurative speech, understanding figurative expressions. Develop creativity
March
25. Tale of H.-K. Andersen "Thumbelina"
26. Epic “Ilya Muromets and the Nightingale the Robber”
27. V. Dahl “The Old Man of the Year”
28. Reading the fairy tale “Puss in Boots” by C. Perrault
Continue to teach to distinguish between genre features of a fairy tale; to form an evaluative attitude towards the heroes; learn to comprehend the content of what you read; improve the ability to coherently convey content through games.
Continue to introduce the genre features of literary works. Teach: - understand the main idea of the epic; - stick to your favorites storyline V creative storytelling; - use means of connecting parts of a story sentence
Continue to teach to understand the genre features of a fairy tale. Teach: - highlight the main idea of the fairy tale, its moral; - use figurative expressions, folk proverbs to formulate the idea of a fairy tale
Learn to distinguish between genre features of fairy tales, comprehend the content of what you read, and form an evaluative attitude towards the heroes of the fairy tale.
April
29. E. Nosov “Like a crow got lost on the roof”
30. Memorization Ya. Akim “April”
31. Reading “Forest Houses” by V. Bianchi
32. Brothers Grimm fairy tale “The Pot of Porridge”
Continue to learn to distinguish between genre features of prose. Form an evaluative attitude towards the heroes. Teach: - comprehend the content of what you read; - communicate content coherently through the game
Develop a poetic ear, the ability to hear and highlight expressive means in the text. Learn to feel the rhythm of a poem, read it by heart.
Continue to introduce the work of V. Bianchi; work on developing knowledge about the genre features of fairy tales and stories. Learn to understand the main idea literary fairy tale, coherently convey its content.
Learn to perceive figurative content and its moral meaning. To consolidate knowledge about genre, composition, linguistic features fairy tales Lead to an understanding of the idea of the work. Develop accuracy, expressiveness, clarity of thought
May
33. Alekseev “The first night ram”
34. Memorization of P. Solovyov “Snowdrop”
35. Reading and discussion of the fairy tale by A. Lindgren “The Princess Who Didn’t Want to Play with Dolls.”
36. Time for riddles, tongue twisters and counting rhymes
Learn to emotionally perceive the content of a story. To consolidate knowledge about the features of the story, its composition, and its differences from other literary genres. Develop the ability to perceive the moral meaning of a story, motivate the behavior of characters
Develop a poetic ear, the ability to hear and highlight expressive means in a poem.
Continue to develop an interest in fiction; replenish your literary baggage with fairy tales; to educate a reader capable of feeling compassion and empathy for the characters of the book;
Repeat famous works small forms of folklore. Introduce new works
Literature:
O. S. Ushakova, N.V. Gavrish “Introducing literature to preschoolers.” M. 1999
Sample general education program preschool education/ ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 3rd ed. - M.: Mosaic-Sintez, 2014
Hupre-literature
Continue to develop an interest in fiction. Learn to listen carefully and with interest to fairy tales, stories, and poems. With the help of various techniques and specially organized pedagogical situations, promote the formation of an emotional attitude towards literary works. Encourage people to talk about their attitude towards a specific action literary character. Help children understand the hidden motives of the behavior of the characters in the work. Continue to explain (based on the work you have read) the main genre features of fairy tales, short stories, and poems. Continue to cultivate sensitivity to the artistic word; read passages with the most vivid, memorable descriptions, comparisons, and epithets. Learn to listen to the rhythm and melody of a poetic text. Help to read poetry expressively, with natural intonations, participate in role-playing text reading, and dramatizations. Continue introducing books. Draw children's attention to the design of the book and the illustrations. Compare illustrations by different artists for the same work. Tell children about your favorite children's books, find out their likes and preferences.
For reading to children
Russian folklore
Songs.
“Like thin ice...”, “Like grandma’s goat...”,
“You, frost, frost, frost...”, “Early, early in the morning...”,
“I’m already stroking the pegs...”, “Nikolenka the gander...”,
“If you knock on an oak tree, a blue siskin will fly.”
Calls.
“Rook-kirichi...”, “Ladybug...”, “Swallow-swallow...”,
“You’re a little bird, you’re a vagrant...”, “Rain, rain, have fun.”
Russian folk tales.
“The Braggart Hare”, “The Fox and the Jug”, arr. O. Kapitsa;
“Winged, furry and oily”, arr. I. Karnaukhova;
“The Frog Princess”, “Sivka-Burka”, arr. M. Bulatova;
“Finist - Clear Falcon”, arr. A. Platonova;
“Khavroshechka”, arr. A. N. Tolstoy;
“Nikita Kozhemyaka” (from the collection of fairy tales by A. N. Afanasyev); "Boring Tales."
Works of poets and writers of Russia
Poetry.
V. Bryusov. "Lullaby";
I. Bunin. "First Snow";
S. Gorodetsky. "Kitty";
S. Yesenin. “Birch”, “Birch cherry”;
A. Maikov. "Summer Rain";
N. Nekrasov. “Green Noise” (abbr.);
I. Nikitin. "Meeting Winter";
A. Pushkin. “The sky was already breathing in autumn...” (from the novel in verse “Eugene Onegin”), “Winter Evening” (abbr.);
A. Pleshcheev. “My kindergarten”;
A.K. Tolstoy. “Autumn, our whole poor garden is crumbling...” (abbr.);
I. Turgenev. "Sparrow";
F. Tyutchev. “It’s not for nothing that winter is angry”;
A. Fet. “The cat sings, eyes narrowed...”;
M. Tsvetaeva. "At the crib";
S. Cherny. "Wolf";
Ya. Akim. "Greedy";
A. Barto. "Rope";
B. Zakhoder. “Dog's sorrows”, “About catfish”, “Pleasant meeting”;
V. Levin. "Chest", "Horse";
S. Marshak. "Mail", "Poodle"; S. Marshak,
D. Harms. "Merry Siskins";
Yu. Moritz. "House with a Chimney";
R. Sef. “Advice”, “Endless Poems”;
D. Harms. “I was running, running, running...”;
M. Yasnov. "Peaceful counting rhyme."
Prose.
V. Dmitrieva. “Baby and Bug” (chapters);
L. Tolstoy. “Lion and Dog”, “Bone”, “Jump”;
S. Cherny. "Cat on a Bicycle";
B. Almazov. "Gorbushka";
M. Borisova. “Do not offend Jaconya”;
A. Gaidar. “Chuk and Gek” (chapters);
S. Georgiev. “I saved Santa Claus”;
V. Dragunsky. “Childhood Friend”, “Top Down, Diagonally”;
B. Zhitkov. “White House”, “How I Caught Little Men”;
Yu. Kazakov. “Greedy Chick and Vaska the Cat”;
M. Moskvina. "Baby";
N. Nosov. "Living Hat";
L. Panteleev. “The Big Wash” (from “Stories about Squirrel and Tamara”), “The Letter “You”;
K. Paustovsky. "Cat Thief";
G. Snegirev. “Penguin Beach”, “To the Sea”, “Brave Little Penguin”.
Folklore of the peoples of the world
Songs.
“Washed buckwheat”, lit., arr. Yu. Grigorieva;
“Friend by Friend”, Tajik, arr. N. Grebneva (abbr.);
“Vesnyanka”, Ukrainian, arr. G. Litvak;
“The House That Jack Built,” “The Old Lady,” English, trans. S. Marshak;
“Have a nice trip!”, Dutch, arr. I. Tokmakova;
“Let's dance”, Scottish, arr. I. Tokmakova.
Fairy tales.
“Cuckoo”, Nenets, arr. K. Shavrova;
“How the brothers found their father’s treasure”, mold., arr. M. Bulatova;
"The Forest Maiden", trans. from Czech V. Petrova (from the collection of fairy tales by B. Nemtsova);
“The Yellow Stork”, Chinese, trans. F. Yarilina;
“About the Mouse Who Was a Cat, a Dog and a Tiger”, ind., trans. N. Khodzy;
“Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva;
"Goldilocks", trans. from Czech K. Paustovsky;
"Three golden hairs of Grandfather the Omniscient", trans. from Czech N. Arosieva (from the collection of fairy tales by K. Ya. Erben).
Works of poets and writers different countries
Poetry.
J. Brzechwa. "On the Horizon Islands", trans. from Polish B. Zakhodera;
A. Milne. "The Ballad of the Royal Sandwich", trans. from English S. Marshak;
J. Reeves. "Noisy Bang", trans. from English M. Boroditskaya;
Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkova;
V. Smith. "About the Flying Cow", trans. from English B. Zakhodera;
D. Ciardi. “About the One Who Has Three Eyes”, trans. from English R. Sefa.
Literary fairy tales.
R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak;
A. Lindgren. “Carlson, who lives on the roof, has arrived again” (chapters, abbr.), trans. with Swedish L. Lungina;
X. Mäkelä. "Mr. Au" (chapters), trans. from Finnish E. Uspensky;
O. Preusler. "Little Baba Yaga" (chapters), trans. with him. Yu. Korintsa;
J. Rodari. "The Magic Drum" (from "Tales with Three Endings"), trans. from Italian I. Konstantinova;
T. Jansson. "About the World's Last Dragon", trans. with Swedish
L. Braude. "The Wizard's Hat" (chapter), trans. V. Smirnova.
For learning by heart
“Knock on the oak tree...”, Russian. adv. song;
I. Belousov. "Spring Guest";
E. Blaginina. “Let’s sit in silence”;
G. Vieru. "Mother's Day", trans. with mold. Y. Akima;
S. Gorodetsky. "Five Little Puppies";
M. Isakovsky. “Go beyond the seas and oceans”;
M. Karem. "Peaceful counting rhyme", trans. from French V. Berestova;
A. Pushkin. “By the Lukomorye there is a green oak tree...” (from the poem “Ruslan and Lyudmila”);
A. Pleshcheev. “Autumn has come...”;
I. Surikov. "This is my village."
For reading faces
Yu. Vladimirov. "Weirdos";
S. Gorodetsky. "Kitty";
V. Orlov. “Tell me, little river...”;
E. Uspensky. "Destruction."
Literary fairy tales.
A. Pushkin. “The Tale of Tsar Saltan, of his son (the glorious and mighty hero Prince Guidon Saltanovich and of the beautiful Swan Princess”;
N. Teleshov. "Krupenichka";
T. Alexandrova. “Little Brownie Kuzka” (chapters);
P. Bazhov. "Silver Hoof";
V. Bianchi. "Owl";
A. Volkov. “The Wizard of the Emerald City” (chapters);
B. Zakhoder. "Gray Star";
V. Kataev. “Seven-flowered flower”;
A. Mityaev. "The Tale of Three Pirates";
L. Petrushevskaya. "The Cat Who Could Sing";
G. Sapgir. “Like they sold a frog”, “Laughers”, “Fables in faces”.
Bulycheva Alexandra Valerievna
Preschool teacher educational institution should create interest in reading fiction in preschool children through games, illustrations and variety expressive means and literary genres. In addition, the teacher’s task is to develop monologue and dialogic speech of preschoolers, their socialization and preparation for school. To achieve these goals and objectives, it is necessary to properly plan each lesson.
Goals and objectives of the teacher in classes on reading fiction
They stand in front of the teacher important tasks: education, training and development of children. Fiction - best helper in solving assigned problems. Each specific lesson should:
- train attention and memory;
- develop thinking and speech;
- cultivate interest in intellectual pursuits.
In addition, all studied works of art focused on different aspects of a child’s life. The most important for children of the preparatory group are:
- moral education;
- speech development;
- artistic and aesthetic development;
- social and communicative development;
- development of independence, self-service.
For example, the fairy tale “Little Khavroshechka” belongs to the field of moral education. The specific goal of the lesson may sound like this: “Cultivate a kind attitude towards each other.” The Russian folk tale “At the Command of the Pike” refers to the development of independence. By studying it, the educator can set himself the goal of “Explaining the importance of human labor.” Social and communicative development occurs when reading the work of D. N. Mamin-Sibiryak “Medvedko”, the purpose of the lesson on this fairy tale is to introduce the world around us, the planet.
Reading in the pre-school group is given special attention
Reading fiction, discussion, situational conversation - this is how the goals set in the classroom are realized. The teacher does not explain the meaning of the fairy tale immediately after reading it - he gives the children the opportunity to figure it out on their own, helps the children see and understand the problem described, for example, through conversation.
Using a question-and-answer form of communication is the optimal way to develop verbal thinking in preschoolers.
For example, when studying the fairy tale “Geese and Swans”, you can include the following questions in the conversation:
- Who is the story about?
- Where are mother and father going?
- What does a mother ask her daughter to do?
- How did your daughter behave after her parents left for the city?
- What happened to brother?
- Who are geese-swans?
- What decision does the girl make?
- Why didn’t the stove, apple tree and milk river want to help the girl?
- Where did the girl run?
- Who did she see in the hut?
- How did the girl manage to save her brother?
- Why do the stove, apple tree and milk river help the girl on the way back?
- Can it be that the stove, the apple tree and the milk river are talking to a girl?
- Where can we find talking animals and talking objects?
A series of conversation questions should be structured logically: first simple questions(in terms of content), then clarifying, interpretative (“Why...”), evaluative and creative.
It is important to remember that the lesson has one goal, but several tasks.
The teacher solves the following tasks at each lesson:
- educational;
- educational;
- developing.
For example, when studying the fairy tale “ Scarlet flower“The following tasks must be solved. Educational: cultivate a kind attitude towards each other. Educational: introduce literature, develop coherent speech, develop listening comprehension of the text. Developmental: develop speech hearing, melodic-intonation side of speech.
Each lesson should have a unique topic and purpose; there may be a subtopic in addition to the main one. Using the example of the fairy tale “The Frog Princess,” one can determine the goal: “Develop cognitive activity children, teach to respect other people’s interests”, the topic “Listening to a fairy tale” and the subtopic “Obedience and self-will in a fairy tale...” (moral education). During the conversation, children should understand what obedience and self-will are, how they are expressed, what follows them, how to behave, etc. By motivating children to understand these issues on their own, the teacher will achieve his goal.
Reading in the preparatory group should be educational. Teacher developing cognitive interest, educates a conscious reader who school years will self-motivate and enjoy reading books.
Motivating preschoolers in the classroom
In pedagogy, there are four types of motivation for older preschoolers:
- Gaming. It will help the child shift the focus away from the technical difficulties of the reading process. Didactic games: “Reading fables”, “The word is lost”, “Recognize the hero”.
- Helping an adult. It is based on the desire to communicate with an adult because he will approve and show interest in joint activities. For example: take images of fairy tale characters and ask the children to help you choose or draw outfits (a sundress for a fox, a shirt for a bear).
- “Teach me.” It is based on the desire of every student to feel smart and capable. For example: if a child knows a fairy tale, tell him that you forgot the sequence of actions or do not understand the actions of the characters. This way he will be more confident in discussing the material being studied.
- "With my own hands." Internal interest in making something as a gift for yourself or for your family. Drawings, crafts, postcards - all this can be done during reading lessons, but children must voice all their actions.
As a motivating start to a lesson in reading fiction, you can use games, illustrations to a work, riddles, or a problem situation. For example, when studying the Russian folk tale “The Fox and the Jug,” the teacher can show children pictures of a fox, a jug, a river, and use elements of theatricalization and games to develop intonation (fox exclamations).
Questions for conversation:
- What is this tale about?
- How did the fox get into the jug?
- How did she talk to the jug at first?
- What words did she say?
- How did the fox start talking later?
- What words did she say?
- How does the fairy tale end?
- What kind of fox is shown in this fairy tale and where can it be seen from?
To expand and enrich the vocabulary, you need to discuss the words: greed, stupidity, kindness.
Games to develop intonation:
- Guess the intonation;
- Say it kindly;
- Say it angrily.
When studying L. N. Tolstoy’s story “The Bone”, you can also use images of the main characters, plums, elements of theatricality, didactic games(“Make compote”). Issues that need to be discussed with children: honesty, fighting temptation, love for family, ability to confess, tell the truth.
Materials for the introductory stage may be different, it all depends on the interest and imagination of the teacher. For example, when studying the Brothers Grimm fairy tale “Mistress Blizzard,” children will be attracted and motivated by music. When studying the Tatar folk tale “Three Daughters,” you can use riddles (about mother, sisters, squirrel, bee) to introduce the characters and include them in active activities.
- Who is the cutest in the world?
Who do children love very much?
I’ll answer the question directly:
- Our dearest... (mother). - Who loves both me and my brother,
But does he prefer to dress up? -
Very fashionable girl -
My eldest... (sister). - From branch to branch
Jumping, frolicking,
Agile, agile,
Not a bird. (Squirrel). - Flew over flowers
Flew over the fields.
She buzzed merrily.
I picked up some nectar.
And carried the spoils
Straight to your house... (bee).
For a lesson based on the fairy tale “Puss in Boots” by C. Perrault, the teacher can take a cat toy and introduce it to the children as a guest.
The appearance of such a wonderful guest at the lesson will delight the children
Lesson structure
Each lesson with children must comply with the structure of the Federal State Educational Standard for Education and consist of the following parts:
- Introductory part (creating motivation).
- Creating a problematic situation.
- Main part.
- Activity analysis (after each activity).
- Physical education session (one or more).
- The final part (solving a problem situation).
When working with preschool children, you need to plan the lesson very competently. For it to be as productive as possible, it is necessary to alternate various types activities. In addition to reading fiction, you can use play, movement or communication activities.
For example, one of the mandatory elements of each lesson is physical education. It helps children take a break from vigorous activity, prevent fatigue, improve their emotional state, etc.
Forms of physical education sessions:
- general developmental exercises;
- outdoor game;
- didactic game with movements;
- dancing;
- movements while reading a poem.
In classes on reading fiction, the teacher can use any of the above forms, but most often movements while reading a poem are used as physical education.
An example of a physical education lesson for reading a poem
In addition, you need to draw up a time plan for the lesson. The teacher must remember that a lesson that lasts more than thirty minutes is ineffective.
The structure of a reading lesson and time plan for the senior group.
- Introductory part. 1–2 minutes.
- Creating a problematic situation. 2–3 minutes.
- Main part. 23–25 minutes.
- The final part. 2–3 minutes
Topic index
Fiction card indexes consist of different criteria. For example, on lexical topics: fruits/vegetables, trees, bread, seasons, mushrooms/berries, birds, domestic/wild animals, land/water, etc.
- D. N. Mamin-Sibiryak “Gray Neck”;
- N. Nosov “Cucumbers”;
- G. B. Oster “A Kitten Named Woof.”
You can also compile a card index on moral and patriotic education: homeland, society, family, friendship, holidays, citizen, etc.
- N. Nosov “Mishkina porridge”,
- D. Gabe “My Family”,
- Ya. Segel “How I was a mother.”
Safety can also be a criterion for combining works: fires, traffic rules, rules of behavior in nature, etc.
- A. Barto “Thunderstorm”;
- O. Smirnov “Steppe Fire”;
- G. Shalaeva “Do not eat unfamiliar berries in the forest.”
Also popular is the card index compiled by E.V. Shcherbakova according to the program “From birth to school”, ed. NOT. Veraxes. Criteria: educational areas.
From the field of moral education:
- Russian folk tale “Kroshechka-Khavroshechka”;
- Russian folk tale “The Braggart Hare”;
- Russian folk tale "The Frog Princess";
- B. Shergin “Rhymes”;
- Russian folk tale “Sivka-burka”;
- Russian folk tale “Finist - the clear falcon”;
- V. Dragunsky “Childhood Friend”, “Top Down, Diagonally”;
- S. Mikhalkov “What do you have?”;
- Nenets fairy tale “Cuckoo”;
- “Goldilocks” (translated from Czech by K. Paustovsky);
- K. Chukovsky “Moidodyr”.
K. Chukovsky’s book “Moidodyr” must be studied at preschool educational institutions
Table: lesson notes by K. V. Tovmasyan on the topic “Honesty in L. N. Tolstoy’s fairy tale “The Bone””
| GCD stage | Contents of the stage |
| Goal and objectives | Develop an idea of honesty.
|
| Equipment |
|
| Introductory part | Greetings and getting ready to work. - Good afternoon, good hour! I'm so glad to see you. They looked at each other And everyone sat down quietly. – How are you feeling? Game "Find the bone" – Look at these pictures. Berries are shown here. Find a berry with a seed among them. Getting to know the portrait of the writer. - Look at this portrait. It depicts Lev Nikolaevich Tolstoy. This is a great Russian writer who gave us a lot interesting stories, fairy tales, poems and even riddles. He loved children very much: he opened a school in Yasnaya Polyana (an estate in the Tula province), taught them according to the “ABC”, which he wrote himself. – Today we will discuss the story of L.N. Tolstoy's "Bone". Want to know what it's about and why it's called that? |
| Main part | The teacher reads the story. Questions for conversation: - What did mom buy? - How did Vanya behave? - Who noticed that the plum was gone? - Why did Vanya decide to eat a plum? - Why didn’t he confess? - Why was dad worried? - What should Vanya have done? Physical education minute The teacher reads the verse to the children and gives instructions on the movements:
They say: “Everything secret sooner and later becomes clear.” Do you agree with this? Give an example from the story “The Bone”. |
| Final part | - What is the name of the story that we discussed today? - Why is it called that? - What would you do if you were Vanya? - You all worked very well today, well done. |
High-quality work by the teacher in planning and during fiction reading classes is the key to the productive work of every child. Poems, riddles, didactic games - all this is necessary in the lesson, regardless of the chosen work. Classes in the preparatory group should be positive and exciting for all children, so tasks should be selected that are interesting and varied. This is the only way to instill in children a love of reading and literature.