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.

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

It’s still EVERYTHING MORE EXPENSIVE!

Download Long-term plan for reading fiction for the younger group

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

Why do preschoolers need fiction?

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

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

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

In the senior group, the list of tasks expands:

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

Not a single event in kindergarten is complete without poetry.

The tasks of the preparatory group include:

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

How to Plan and Conduct a Fiction Reading Lesson

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

What techniques and methods can be used

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

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

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

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

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

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

How to explain unfamiliar words to children

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

Illustrations will help explain the meaning of unfamiliar words

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

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

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

Examples of questions to identify emotional attitudes toward characters:

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

Questions to identify the key meaning of the work:

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

Questions to discover motive:

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

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

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

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

How to memorize poems with children using mnemonic tables

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

Photo gallery: mnemonic tables for preschoolers

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

How to show illustrations to children

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

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

General structure of a reading lesson

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

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

Types of Reading Activities in Kindergarten

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

Motivating start to class

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

The appearance of a game character

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

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

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

Message from a hero

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

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

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

Additionally, children can be asked to color Dunno

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

Familiarization with visual materials

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

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

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

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

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

Examples of lesson notes

Examples of lesson notes can be found here:

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

Options for topics for reading fiction classes

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

First junior group

• Poem by A. Barto “Bear”.
• Poem by A. Barto “The sun is looking through the window.”
• Russian folk song “The cat went to Torzhok...”.
• Russian folk song “Cockerel, cockerel...”.
• Russian folk song “Like in a meadow, meadow...”.
• Russian folk song “Like our cat...”.
• “Bay-bye, bye-bye, you little dog, don’t bark...”
• Russian folk song “Rabushechka Hen”.
• Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
• Russian folk song “How I love my little cow...”
• Poem by A. Barto “Truck”.
• Poem by S. Kaputikyan “Everyone is sleeping.”
• Poem by V. Berestov “Sick Doll”.
• Russian folk song "Goat-dereza".
• Russian folk song “Egorka the Hare...”.
• L. N. Tolstoy's story “A cat slept on the roof...”.
• The work of S. Marshak “The Tale of a Stupid Mouse.”

  Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)

• The story of L.N. Tolstoy “Petya and Masha had a horse...”.
• Poem by K. Chukovsky “Kotausi and Mausi”.
• Poem by A. Barto “Elephant”.
• Nursery rhyme “Oh, you little darling…” (translation from Moldavian by I. Tokmakova).
• Russian folk tale “Teremok” (arranged by M. Bulatov).
• Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
• Poem by S. Kaputikyan “Masha is having lunch.”
• Poem by N. Saxonskaya “Where is my finger”
• Poem by P. Voronko “New things”.
• Poem by N. Syngaevsky “Helper”.
• An excerpt from Z. Alexandrova’s poem “My Bear.”
• Poem by V. Khorol “Bunny”.

  Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises

• Poem by M. Poznanskaya “It’s snowing.”
• Fairy tale by L. N. Tolstoy “Three Bears”.
• Poem by O. Vysotskaya “Cold”.
• Poem by V. Berestov “Kitten”.
• Poem by A. Barto “Bunny”.
• A. Barto's poem “Who Screams?”
• Fairy tale by V. Suteev “Who said “meow”?”
• German song “Snegirok” (translation by V. Viktorov).
• Poem by A. Barto “Boat”.
• Russian folk song “A fox with a box ran through the forest.”
• “In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
• Russian folk nickname “Sun-bucket”.
• The slogan is “Rain, rain, more fun...”.

  Calls and nursery rhymes can become the basis for physical education or finger gymnastics

• Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
• Poem by A. Pleshcheev “Rural Song”.
• “The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
• Poem by A. Vvedensky “Mouse”.
• Poem by G. Sapgir “Cat”.
• Russian folk nursery rhyme “Because of the forest, because of the mountains...”.
• Fairy tale by V. Bianchi “The Fox and the Mouse”.
• G. Ball's story "Yellow Boy".
• Poem by A. and P. Barto “The Roaring Girl.”

  This poem is useful for working with whiny children, but do not allow others to tease such a child.

• Poem by K. Chukovsky “Confusion”.
• Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
• Russian folk nursery rhyme “Cucumber, cucumber...”.
• Poem “Shoemaker” (translation from Polish, processed by B. Zakhoder).
• Poem by B. Zakhoder “Kiskino grief”.
• Poem by A. Brodsky “Sunny Bunnies”.
• “Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

• Reading of Sasha Cherny’s poem “Pristalka”.
• Reading the Russian folk tale “The Cat, the Rooster and the Fox.”
• Reading the Russian folk tale “Kolobok” (adapted by K. Ushinsky).
• Reading poems by A. Barto from the “Toys” cycle.
• Reading the Russian folk tale "The Three Bears".
• Reading poems by A. Pleshcheev “Autumn has come”, A. Blok “Bunny”.
• Russian folk nursery rhymes: “Kitsonka-murysenka.”
• Fairy tale "Sister Alyonushka and brother Ivanushka."
• Reading poems by S. Ya. Marshak from the series “Children in a Cage.”
• Reading the Russian folk tale "Masha and the Bear".
• Russian folk tale "Turnip".
• Reading the Russian folk tale "The Fox and the Wolf."
• “Tales about a stupid mouse” by S. Ya. Marshak.
• Poem by A. Bosev “Three”.
• Reading the story “It’s Snowing” by L. Voronkova.
• Reading the Russian folk tale “The Snow Maiden and the Fox.”
• Reading the Russian folk tale “Geese and Swans”.

  The fairy tale “Geese and Swans” is perfect for talking about obedient and naughty children

• Reading the poem by Z. Alexandrova “My Teddy Bear”.
• Reading the stories of V. Bianchi “The Fox and the Little Mouse”, E. Charushin “The Little Wolf”.
• Reading the Russian folk tale “The Wolf and the Seven Little Goats.”
• Reading the Russian folk tale "The Fox and the Hare".
• Reading the Russian folk tale “The Cockerel and the Bean Seed.”
• Russian folk tale "Rukavichka".
• Memorizing the poem “Cockerels” by V. Berestov.
• Reading the Russian folk tale “The Goat-Dereza”.
• Reading of I. Kosyakov’s poem “She’s All.”
• Reading the Russian folk tale “Fear has big eyes.”
• Reading the poem by S. Ya. Marshak “Mustachioed and Striped.”
• Russian folk tale "Teremok".

  “Teremok” is very popular in preschool educational institutions as a theatrical production with the participation of the children themselves, although more often it is staged in the middle and senior groups

• Reading the stories of L. N. Tolstoy “The truth is more precious than anything else”, “Varya and the Siskin”.
• Memorizing the poem by S.I. Belousov “Spring Guest”.
• Reading of A. Pleshcheev’s poem “Spring”.
• Telling the Russian folk tale “Ryaba Hen”.
• Reading the story “Holiday” by Y. Taits.
• Reading the poem by E. Blaginina “That’s what a mother is!”
• Reading the fairy tale “Chicken” by K. Chukovsky.
• Memorizing the poem “Kitten” by V. Berestov.
• Reading the Russian folk tale “Bull - black barrel, white hooves.”
• Poem by V. V. Mayakovsky “What is good and what is bad?”

Middle group

• The story of V. Oseeva “The Watchman”.
• N. Sladkov's story “Autumn is on the threshold.”
• Russian folk tale "The Man and the Bear".
• The story of V. Oseeva “Blue Leaves”.
• Russian folk tale "The Fool and the Birch".
• Poem by S. Mikhalkov “What do you have?”
• Russian folk tale "The Ship".
• The story of L. Voronkova “How the Christmas tree was decorated.”
• Russian folk tale "Frost and the Hare".

  The fairy tale “Frost and the Hare” will enrich children’s knowledge about seasonal changes in nature

• N. Kalinina's story “About the Snow Bun.”
• V. Karaseva’s story “Olya Came to Kindergarten.”
• V. Dahl's fairy tale "The Bast-Fox".
• Russian folk tale "The Fox, the Wolf and the Bear."
• Mordovian folk tale “How a dog was looking for a friend.”
• Russian folk tale "The Cockerel and the Bean Seed."
• The story of V. Borozdin “Starships”.
• Fairy tale by N. Sladkov “The Bear and the Sun.”
• The work of S. Prokofieva “The Tale of Mother”.
• S. Vangeli's story "Snowdrops".
• Fairy tale by V. Oseeva “Three Magpies”.

  For greater immersion in the theme of the fairy tale, you can play an audio recording with the voice of a magpie for children

• Fairy tale by D. Bisset “Grasshopper Dandy”.
• The work of M. Plyatskovsky “The Tale of the Inverted Turtle.”
• Reading of the poem “Forest Violet” by V. Paspaleyeva.
• A. Gaidar's story "The March".
• L. Tolstoy's story “The Jackdaw Wanted to Drink...”.
• N. Sladkov's story "Not Hearing".
• Fairy tale by N. Pavlova “Strawberry”.
• Fairy tale by V. Suteev “Under the mushroom”.

Senior group

• Reading L. Tolstoy’s story “The Lion and the Dog.”
• A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
• A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
• Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
• Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
• T. Aleksandrova “Little Brownie Kuzka”.
• Telling the tale of P. Bazhov “The Silver Hoof”.
• Reading the story “Childhood Friend” by Viktor Dragunsky.
• Memorizing the poem by E. Blaginina “Let’s sit in silence.”

  Poems and fairy tales teach a child kindness, respect for others, and support curiosity.

• Retelling of V. Chaplina’s story “Squirrel”.
• Telling the Russian folk tale "The Frog Princess".
• Reading the fairy tale “Krupenichka” by N. Teleshov.
• Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
• Memorizing I. Surikov’s poem “Here is my village.”
• Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
• Reading the story by N. N. Nosov “The Living Hat.”
• Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
• Memorizing the poem by S. Yesenin “Birch”.
• Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
• S. Gorodetsky “Kitten” (reading in faces).
• Retelling of N. Kalinina’s story “About the Snow Bun.”
• Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
• Telling the Russian folk tale "Nikita Kozhemyaka".
• Reading the work of G. Snegirev “Penguin Beach”.
• Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
• Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
• Reading the poem by Y. Akim “My Relatives.”
• Telling the folk tale “Sivka-burka”.

  Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.

• Reading L. Tolstoy’s story “The Bone.”
• Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
• Memorizing the poem by I. Belousov “Spring Guest”.
• Reading of G. Ladonshchikov’s poem “Spring”.
• Russian folk tale "The Fox and the Hare".
• Retelling of the story “Train” by Y. Taits.
• Telling the Russian folk tale “Fear has big eyes.”

  The fairy tale “Fear has big eyes” is essentially psychological

• Reading the work of I. Leshkevich “Traffic Light”.
• Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
• Memorizing the poem by G. Vieru “Mother’s Day.”
• Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
• Retelling of the Ukrainian folk tale "Spikelet".
• Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
• Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
• Favorite fairy tales of A. S. Pushkin.
• Reading R. Kipling's tale "The Elephant's Child".
• Telling the Russian folk tale "Khavroshechka".

Preparatory group

• Acquaintance with an excerpt from A. S. Pushkin’s poem “Eugene Onegin” “The sky was already breathing in autumn...”.
• Reading and retelling of the Nanai folk tale “Ayoga”.
• Russian folk tale "Sister Fox and the Wolf."
• The story of K. Ushinsky “Four Wishes”.
• The epic “Ilya Muromets and the Nightingale the Robber.”
• Story by K.G. Paustovsky “Warm Bread”.
• Memorizing N. Rubtsov’s poem “About the Hare.”
• Reading A. Kuprin’s story “Elephant”.
• Reading the story by V. Bianchi “Bathing bear cubs.”
• Acquaintance with the work of D. Mamin-Sibiryak “Medvedko”.
• Fairy tale by C. Perrault “Puss in Boots”.
• The story of M. Zoshchenko “Great Travelers”.

  Children are very interested in stories about their peers

• Epic "Sadko".
• Reading the fairy tale by V. Suteev “The Magic Wand”.
• Fairy tale by K. Ushinsky “The Fox and the Goat.”
• Acquaintance with the work of I. Surikov “Winter”.
• The story of E. Permyak “The First Fish”.
• Fairy tale based on folk stories “Snow Maiden”.
• Learning the poem by S. Marshak “The young month is melting...”.
• Poem by E. Moshkovskaya “We ran to the evening.”
• Acquaintance with the work of P. Ershov “The Little Humpbacked Horse”.
• Russian folk tale "Cockerel - golden comb and millstones."
• Retelling of E. Charushin’s work “Bear”.
• Poem by S. Yesenin “Birch”.
• Retelling of the fairy tale “Fear has big eyes.”
• Reading a fairy tale by H.-K. Andersen's "The Ugly Duckling".
• V. Bianchi's story “Adapted.”
• Russian folk tale "Vasilisa the Beautiful."
• The story of V. Dahl “The Old Man of the Year”.

  In older preschool age, children perceive fairy tales more fully and can be correlated with past and future seasons.

• Poem by F. Tyutchev “Winter is angry for a reason...”.
• Fairy tale by H.-K. Andersen "Thumbelina".
• The story of E. I. Charushin “Boar”.
• M. Prishvin's story “Golden Meadow”.
• Edward Lear's poem "Limericks".
• The story of V. Bianchi “Forest houses”.
• Fairy tale by the Brothers Grimm "The Pot of Porridge".
• S. Alekseev's story “The First Night Ram.”
• Poem by A. Blok “In the meadow”.
• Tales of Pushkin.
• Russian folk tale "Sister Alyonushka and Brother Ivanushka."

Fiction reading club in kindergarten

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

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

As for the subject of the literary circle, it can cover:

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

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

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

Elizaveta Vasilievna indicates the following tasks of the circle:

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

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

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

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

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

Classes using ICT always look advantageous

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

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

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

Features of festive and leisure reading events

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

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

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

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

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

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

Recitation of poetry is an integral part of the literary festival

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

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

Related videos

An introduction to fiction often turns into a small performance in which the children themselves perform.

Video: reading poems by Agnia Barto about toys (junior group)

Video: storytelling and dramatization of the fairy tale “Teremok” (second junior group)

Video: “Journey through Russian folk tales” (open lesson in the middle group)

Video: lesson-trip based on the fairy tale “Geese and Swans” (senior preschool age)

Introducing your child to reading should start from a very early age. In addition to parents, kindergarten, the child’s first social institution, plays a key role in this. Of course, preschoolers are more listeners than readers. The content of the work of art is conveyed to them by the teacher, who also reveals the idea and helps children feel for the characters. That is why the teacher must be able to interest children in books, being competent in the field of children's literature and having a high degree of expressive reading skills.

Educational field “Communication”, “Reading fiction”

“Goodbye summer, hello kindergarten!”

1. Topic: “Toys”(story about toys.)

Goal: to teach children to look at objects, talk about them, naming color, shape, material and its quality, properties.

Replenish and activate children's vocabulary based on in-depth knowledge of subjects.

To develop attention, observation, memory, and the ability to use simple compound and complex sentences in speech.

Cultivate a caring attitude towards toys.

Vocabulary work: enrich the vocabulary - airy, rubbery, artists paint.

“socialization”, “communication”, “music”, “reading fiction”.

(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 4)

2. Topic: “We walked on the site” (composing a story from personal experience)

Goal: to teach children to write a short story on a given topic, conveying their personal impressions.

Develop the ability to select interesting material for a story, to include in the story a description of nature and the surrounding reality.

Cultivate interest in the world.

Vocabulary work: activate the dictionary - toys, molds, savochki.

Integration of educational areas:“communication”, “safety”, “music”, “reading fiction”.

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 65)

"Autumn. Gifts of Autumn"

1. Topic: “Rain” translation by N. Gernet and S. Gippius (learning a French song)

Goal: teach children to memorize a short poem.

Reinforce the correct pronunciation of the “r” sound in words and phrases.

Develop memory, imagination, sense of humor, intonation expressiveness of speech.

Cultivate interest in poetry and aesthetic feelings.

Vocabulary work: enrich the vocabulary - a thunderstorm, pouring hail.

(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 10)

2. Topic: “Turnip” (retelling of a fairy tale)

Goal: teach children to retell a short, familiar fairy tale. Learn to dramatize a fairy tale using words and phrases from the text.

Develop memory and intonation expressiveness of speech.

Vocabulary work: activate the vocabulary - vegetable garden, turnip, dish.

Integration of educational areas: “communication”, “music”, “reading fiction”, “artistic creativity”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 15)

3. Topic: “About bread”(examination of objects)

Goal: continue to introduce children to bread and bakery products, talk about their properties and qualities.

Develop attention, thinking, memory, improve clear pronunciation of words and phrases.

To cultivate a caring attitude towards bread and an interest in the profession of baker.

Vocabulary work: activate children's vocabulary through adjectives, lead to an understanding of general expressions: bread, bakery products.

Integration of educational areas:

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 19)

1. Topic: “I’ll teach my brother how to put on shoes”looking at shoes

Goal: continue to introduce children to household items, teach them to identify signs: color, material from which the thing is made. Learn to use nouns in speech, denoting the names of parts of objects, adjectives, denoting the properties and qualities of objects.

Develop children’s ability to answer questions, write a short story about a subject using a model.

Cultivate a caring attitude towards shoes and take care of them yourself.

Vocabulary work: enrich the vocabulary - boots, felt boots, fur.

Integration of educational areas:

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 42)

2. Topic: “Fedorino’s grief” K.I. Chukovsky(reading a fairy tale)

Goal: to introduce children to a new work, teach them to understand the content, and empathize with the characters. Teach children to participate in a conversation based on the content of the work, to develop interactive speech.

Develop attention, thinking, sense of humor.

To cultivate the moral qualities of an individual through the actions of the heroes of the work.

Vocabulary work: to activate and enrich the vocabulary - slob, dirty, samovar, clean.

Integration of educational areas

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 22)

3. Topic: “How Vasya caught fish” N. Kalinin(retelling of the work)

Goal: continue to teach children to retell a short story, expressively convey the direct speech of characters, form new verbs using prefixes, and select words that sound similar.

Develop listening skills.

Cultivate interest in the book.

Vocabulary work: enrich the vocabulary - flounder, fisherman.

Integration of educational areas

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 80)

1. Topic: “There is no better native land” by P. Voronko (memorization of the poem)

Goal: to teach children to read a poem expressively, using natural intonation, to understand the meaning of figurative words and expressions, to react emotionally to the content of the work, and to answer questions.

Develop attention and thinking.

Cultivate aesthetic taste.

Vocabulary work: activate the dictionary - flew around, walked around, worked hard.

Integration of educational areas: “cognition”, “communication”, “music”, “reading fiction”.

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 100)

2. Topic: “Squirrels.” Series by S.N. Nikolaeva, art. A.A.Keleinikov (examining the painting)

Goal: expand understanding of the life of wild animals in natural conditions.

Continue to improve dialogic speech, practice children in composing stories based on pictures, and enrich children’s vocabulary.

Develop attention, thinking, improve the clear pronunciation of words and phrases.

Cultivate an interest in the life of wild animals, a desire to know as much as possible about them.

Vocabulary work: enrich the vocabulary - runs briskly, tassel ears, squirrels.

Integration of educational areas: “cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 24)

1. Topic: “Different cars”(considering machines for various purposes)

Goal: to continue to introduce children to the objects of their immediate environment, to expand their understanding of them.

Develop thinking, memory, imagination, cognitive interests in children.

Cultivate interest in different types of transport and people’s professions.

Vocabulary work: activate children's vocabulary - transport, ambulance, construction equipment, special-purpose vehicles.

Integration of educational areas:“cognition”, “safety”, “reading fiction”, “artistic creativity”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 33)

1. Topic: “Vegetables” Y. Tuvim (examination of objects)

Goal: continue to teach children to distinguish and name vegetables, noting their characteristic features, and group them according to one characteristic.

Develop observation, thinking, memory.

Cultivate interest in objects in your immediate environment.

Vocabulary work: replenish and activate children’s vocabulary by deepening knowledge about vegetables.

Integration of educational areas: “cognition”, “communication”, “health”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 28)

1. Topic: “Winter” I. Surikov (memorizing a poem)

Goal: introduce children to a new poem, learn it by heart.

Vocabulary work: enriching the vocabulary is a veil, white, unshakable.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 55)

2. Topic: “Winter clothes” (writing a descriptive story)

Target : teach children to describe winter clothing and form an idea of ​​their purpose. Teach children to use complex sentences, coordinate adjectives with nouns in gender and number. Learn to identify the sound “zh” by ear, select words for a given sound.

Strengthen children's knowledge about winter clothing.

Develop thinking, memory, imagination, cognitive interests.

Cultivate interest in the activity.

Vocabulary work: activate the vocabulary - fur coat, fur coat, collar.

Integration of educational areas:

(O.S. Ushakova “Classes on speech development for children 3-5 years old” - p. 135)

1. Topic: “Tanya is not afraid of frost”(looking at the painting)

Goal: to teach children to look at a picture, understand its content, and tell it in fragments. Continue teaching children to answer questions about the content of the picture using common sentences.

Develop thinking and attention.

Foster a love of nature and aesthetic feelings.

Vocabulary work: enrich the vocabulary - fur hat, woolen mittens.

Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”, “health”.

(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 57; O.S. Ushakova “Classes on speech development for children 4-5 years old” - p. 142)

2. Topic: "Letter to Santa Claus"(acquaintance with the world of objects)

Goal: to continue to introduce children to the world of objects and professions necessary in life: mail, letter, postman.

Develop cognitive interests and the ability to actively participate in conversation.

Cultivate a desire to become more familiar with objects and phenomena that go beyond the boundaries of the usual environment.

Vocabulary work: replenish and activate children's vocabulary based on expanding their understanding of the world around them.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 61)

3. Topic: “Herringbone” by Z. Alexandrova (memorizing a poem)

Goal: introduce children to a new poem and memorize it. Learn to answer questions with words from the text. Pronounce words clearly and loudly enough.

Develop memory, imagination, intonation expressiveness of speech.

Cultivate a love of poetry and aesthetic feelings.

Vocabulary work: activate the vocabulary - small Christmas tree, New Year.

Integration of educational areas:“cognition”, “communication”, “reading fiction”, “artistic creativity”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 62 )

1. Topic: "Sister Fox and Gray Wolf"(telling a Russian folk tale)

Goal: to introduce children to a new fairy tale, teach them to understand its content, and characterize the characters. Teach children to answer content questions using common sentences.

Develop attention, memory, intonation expressiveness of speech.

Cultivate interest in the book and its illustrator.

Vocabulary work: activate children's vocabulary with adjectives - stupid, gullible, kind.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 68)

2.Theme: “On Skis” by A. Vvedensky(memorizing a poem)

Goal: continue to teach children to memorize short poems. Learn to answer questions based on content, learn to use the imperative forms of some verbs - move out, go.

Develop memory, improve clear pronunciation of words, intonation expressiveness of speech.

Cultivate interest in sports activities in winter.

Vocabulary work: activate the dictionary - move out, go.

Integration of educational areas:“cognition”, “communication”, “health”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 71 )

1. Topic: “What do crafts smell like?” Gianni Rodari(introduction to adult labor)

Goal: to introduce children to the work of adults - craft, work, profession, to deepen knowledge about the world around them.

Cultivate interest in different professions of people.

Vocabulary work: activate the vocabulary - craft, profession, quitters.

Integration of educational areas:“cognition”, “communication”, “work”, “socialization”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 74)

2. Topic: "Mail" S. Marshak (reading the work)

Goal: to expand children’s knowledge about the professions of adults (postman), to replenish and activate children’s vocabulary based on expanding their ideas about objects and events that go beyond their usual environment.

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

Cultivate interest in work.

Vocabulary work: activate the dictionary - postman, mail, registered letter.

Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 101)

1. Topic: "My favorite toy" (storytelling from experience)

Goal: to teach children to describe an object from memory according to a model specified by the teacher.

Encourage children to use the simplest types of complex sentences in speech, coordinating the words in a sentence.

Develop memory, imagination, intonation expressiveness of speech.

Cultivate a love for toys, the ability to care for them, and put them away after playing.

Vocabulary work: activate the dictionary - favorite toy, matryoshka.

Integration of educational areas:“cognition”, “communication”, “reading fiction”, “work”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 73)

2.Theme: "Journey to the City of Masters"

Goal: to teach children to write short stories about folk crafts and their products, answer questions, and encourage active dialogue.

Develop dialogue and monologue speech in children.

Cultivate interest in learning your native language.

Vocabulary work: enrich the vocabulary - folk crafts, Dymkovo toys, Zhostovo trays.

Integration of educational areas:“cognition”, “communication”, “music”, “artistic creativity”.

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 96)

1. Topic: "Military equipment"(looking at objects)

Goal: to continue to introduce children to objects that go beyond the already mastered environment. Learn to answer questions with common sentences or a short story.

Develop thinking, memory, cognitive interests.

Cultivate an interest in military equipment and the military.

Vocabulary work: enrich the vocabulary - border guards, military equipment.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 84 )

1. Topic: “Our Mothers” by E. Blaginina(memorizing a poem)

Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions based on content, pronounce words and phrases clearly.

Cultivate love for your mother and your entire family.

Vocabulary work: activate the vocabulary - dear, beloved, dear.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 89)

1. Topic: “Teremok” (retelling of a Russian folk tale)

Goal: to train children in the ability to dramatize small familiar fairy tales and retell them close to the text.

Develop memory, imagination, intonation expressiveness of speech.

Cultivate a love for Russian folk tales.

Vocabulary work: activate the vocabulary - teremok, little mouse, etc.

Integration of educational areas : “cognition”, “communication”, “reading fiction”, “socialization”, “music”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 45)

2.Theme: “Come, fairy tale!” (quiz)

Goal: to consolidate familiar fairy tales in children’s memory, teach them to recognize them by fragments, and reproduce passages.

Continue to develop the ability to engage in conversation, answer questions, and ask them.

Develop memory, imagination, intonation expressiveness of speech in dramatizations.

Foster a love of fairy tales.

Vocabulary work: practice onomatopoeia, activate your vocabulary - box, rolling pin.

Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”, “socialization”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 88)

1. Topic: “My street” (familiarization with objects)

Goal: to introduce children to objects in their immediate environment, teach them to actively participate in a conversation, and use the most common adjectives, verbs, prepositions, and adverbs in speech.

Develop observation, memory, and the ability to determine the location of objects.

Cultivate interest in objects in the immediate environment.

Vocabulary work: enrich your vocabulary - roadway, traffic light, pedestrian crossing.

Integration of educational areas:“cognition”, “communication”, “safety”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 123)

1. Topic: “The Arrival of Spring” (looking at tree branches)

Purpose: to give an idea of ​​what plants need to grow: earth, water, light and heat.

Develop thinking, observation, and the ability to express your assumptions in simple sentences.

Cultivate an interest in plants and a desire to care for them.

Vocabulary work: activate the vocabulary - the buds are swollen, a houseplant.

Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 97)

2. Topic: “Summarizing words: air transport”

Goal: to form children’s ideas about air transport, why it is called that, what it is for, who controls it, types of aircraft.

Fix the names of the main parts, learn to compare an airplane with a helicopter, remember the names of other types of transport.

Develop children's active and passive vocabulary.

Cultivate curiosity.

Lexicon: enrich the vocabulary - air, military, space.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 105)

1. Topic: " Spring has come, water has flowed" L.N. Tolstoy ( retelling)

Goal: to teach children to retell a short literary text and answer questions about the text.

Develop observation, thinking, memory, speech breathing.

Nurture aesthetic feelings.

Vocabulary work: activate the vocabulary - berezhok, brook, sonorous.

Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 104)

2.Theme: “Hello, first spring grass!” S. Gorodetsky(memorizing a poem)

Goal: to teach children to read a literary work by heart expressively; be able to find various means to express and convey images and experiences.

Develop figurative speech and creative imagination.

To cultivate an emotional perception of the content of the poem.

Vocabulary work: activate the dictionary - spring grass, young root.

Integration of educational areas:

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 110)

1. Topic: “Victory Day” by T. Belozerov(memorizing a poem)

Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions based on content, pronounce words and phrases clearly.

Develop memory, attention, intonation expressiveness of speech.

Foster respect for the defenders of the Motherland.

Vocabulary work: activation of the dictionary - orders, Victory Day, parade.

Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”.

2. Topic: “About the Motherland” (reading works)

Goal: to introduce children to the concept of Motherland through works of art. Learn to maintain a conversation on a topic, answer questions and ask them.

Develop children's cognitive interests.

Foster love for the Motherland.

Vocabulary work: activate the dictionary - Motherland, fascists, defenders, border guards.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 126)

1. Theme: "Puff" (telling a Belarusian fairy tale)

Goal: to introduce children to a new fairy tale, to teach them to empathize with its characters. Learn to answer questions according to the content, use new words and expressions in your answers.

Develop attention, thinking, memory, consolidate the correct pronunciation of consonant sounds.

Cultivate interest in fairy tales of other peoples.

Vocabulary work: enrich the vocabulary - harvest, Belarusian, hut.

Integration of educational areas:“cognition”, “communication”, “reading fiction”.

(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 14)

Olga Kopylova
Long-term planning for reading fiction in the preparatory group

Month Title of the work Program tasks

September G. Sapgir “Counting books and tongue twisters” fiction; replenish lite- cultural baggage with poems, tongue twisters.

Reading and discussion of A. Barto's poem "To school". fiction; replenish lite- cultural baggage with poems; draw children's attention to expressive means.

Cognitive – speech development. Acquaintance with an excerpt from the poem by A. S. Pushkin "Eugene Onegin" “The sky was already breathing in autumn.”. Continue to develop interest in fiction; replenish lite- cultural baggage with poems; Encourage children to be interested in the meaning of words.

Cognitive – speech development. Reading and retelling of the work of K. Ushinsky "Four Wishes". Continue to develop interest in fiction; develop the ability to retell meaningfully literary texts, practice intonation expressiveness of speech.

October Tale of F. Salten "Bambi". Fragments.

Continue to develop interest in fiction; replenish lite

Poem by M. Matusovsky “Where does the Motherland begin?” Continue to develop interest in artistic expression; replenish letter-tour baggage with poetic works, instill sensitivity to artistic word.

Story by M. Zoshchenko "Great Travelers". Continue to develop interest in fiction; replenish lite-ratural luggage with fairy tales; educate the reader, develop a sense of humor in children, continue to introduce illustrations artists.

Reading poem D. Kharms “Very, very tasty pie”. Continue to develop interest in artistic expression; replenish letter-tour baggage with poetic works, to develop a sense of humor in children.

November-November Works of poets and writers of Russia. Reading and discussion of a poem by Yu. Vladimirov "Orchestra". Continue to develop interest in fiction; replenish lite

Russian folklore. Tall tale "Listen up, guys" artistically reading

Reading and discussion of the fairy tale by P. Ershov "The Little Humpbacked Horse". Continue to develop interest in fiction; replenish lite

Reading prose work "Broken Wire" E. Vorobyova. Continue to develop interest in fiction; to educate a reader capable of feeling compassion and empathy for the characters of the book; continue to develop children's independence in organizing all types of games, following rules and norms of behavior.

December A holistic picture of the world, primary value ideas. Literary speech. Verbal art. "Wolf and Fox" (sample by I. Sokolov - Mikitov) reading; replenish literary baggage of fairy tales; to educate a reader who is capable of feeling compassion and empathy for the characters of the book, to identify himself with the one he loves character; develop a sense of humor in children.

Reading and discussion of Yu. Koval's story "Hack". Develop interest in fiction characters

Getting to know the poem by S. Krylov "Winter's Tale" literary baggage poetry, cultivate interest in understanding nature through works of art.

Reading children's poems about the Christmas tree, New Year, Santa Claus, Snow Maiden. Continue to develop interest in fiction; replenish lite- cultural baggage with poems; to educate a reader capable of experiencing compassion and empathy for the characters of the book.

Jan-var Russian folklore. Reading and discussion of the epic "Dobrynya and the Serpent" (retelling by N. Kolpakova). Generate interest and need for reading, replenish literary baggage of epics; to educate a reader capable of experiencing compassion and empathy for the characters of the book.

Reading and discussion of the tale of S. Topelius "Three ears of rye" (retelling of a Lithuanian folk tale). Develop interest in fiction; learn to retell a text, determine character characters, convey individual episodes in person when retelling; help to understand the actions of the heroes; to educate a reader capable of feeling compassion and empathy for the characters of the book.

Reading and discussion of the poetic work of S. Yesenin "Birch". Continue to develop interest in poetry, replenish literary baggage poetry; cultivate interest in learning about nature through artistic works.

Reading and discussion of Russian folk tales “Cockerel - golden scallop and millstones”. Develop literary speech, introduce to verbal art, instill interest in fiction; to educate a reader capable of experiencing compassion and empathy for the characters of the book.

February Beauty and expressiveness of the language of the work. Poem by P. Voronko “There is no better native land” (translated from Ukrainian by S. Marshak). Develop interest in fiction, draw children’s attention to the expressive means of language; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word.

Reading and discussion of the fairy tale by H. -K. Andersen "Ugly duck". Develop interest in fiction; help to understand the actions of heroes, determine characters characters; learn to retell a text, convey individual episodes in person when retelling; to educate a reader capable of experiencing compassion and empathy for the characters of the book.

Russian folktale "Vasilisa the Beautiful". Continue acquaintance with Russian folk tales, learn to comprehend the characters characters; to form figurative speech, understanding figurative expressions, and develop creative abilities.

Reading and discussion of the poem by R. Boyko “A soldier is walking down the street, his medals are shining.”. Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; expand ideas about the Russian army through reading poems on this topic.

March Fairy tale by H. -K. Anderson "Thumbelina". Continue to develop interest in fiction; replenish lite-ratural luggage with fairy tales; to educate a reader capable of experiencing compassion and sympathy for the characters of the book.

Russian folklore. Song "Mother Spring is Coming". Continue to improve artistically– speech performance skills of children with reading a folk song; continue to develop children's independence in organizing all types of games, following rules and norms of behavior.

Looking at story pictures. Introduction to verbal art. A. Prokofiev "Russian birch". Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; replenish literary luggage of poems.

Reading poetic work by V. Zhukovsky "Lark" (abbreviated). Continue to improve artistically– speech performance skills of children with reading

April Fairy Tale "White and Rosette", trans. with him. L. Kona. Continue to develop interest in fiction; replenish lite-ratural luggage with fairy tales; to educate a reader capable of experiencing compassion and sympathy for the characters of the book.

Reading chapters: "Workout", “What can be seen from the window”. "Holiday"- from lite-ratural work by V. Borozdin "Starships". Conversation on reading. Continue to develop interest in fiction character; improve the ability to use different parts of speech in strict accordance with their purpose and the purpose of the statement; Help children master the expressive means of language.

Looking at story pictures. Joining literary art. S. Alekseev "First night ta-ran". Continue to develop interest in fiction; to educate a reader who is capable of feeling compassion and empathy for the characters of the book, to identify himself with the one he loves character; ensure optimal physical activity throughout the day using physical exercises.

Reading and discussion of a literary fairy tale I. Sokolova-Mikitova "Salt of the earth". Continue to develop interest in fiction; draw children's attention to the expressive means of language (figurative words and expressions, epithets, comparisons); to educate a reader capable of experiencing compassion and empathy for the characters of the book.

May Literary fairy tale A. Remizova "Bread Voice". Continue to develop interest in fiction; replenish lite-ratural luggage with fairy tales; to educate a reader capable of experiencing compassion and sympathy for the characters of the book.

Russian folklore. Tall tale "Listen up, guys". Continue to improve artistically– speech performance skills of children with reading folk song - fable; continue to develop children's independence in organizing all types of games, following the rules and norms of behavior.

Reading and discussion of the fairy tale by A. Lindgren "The Princess Who Didn't Want to Play with Dolls". Continue to develop interest in fiction; replenish lite-ratural luggage with fairy tales; to educate a reader capable of experiencing compassion and sympathy for the characters of the book; ensure optimal physical activity throughout the day using physical exercise.

Reading poetic work “The red summer has come.” (Russian folk song). Continue to improve artistically– speech performance skills of children with reading poetic work; continue to develop children's independence in organizing all types of games, following rules and norms of behavior.

Lesson summary On the topic: “Meadow insects - butterfly” (senior group) Author of the work: Anna Vyacheslavovna Gracheva Position: teacher Place of work: MBDOU Novotalitsky d/s No. 1 Ivanovo region, Ivanovo district, Belyanitsy village. Explanatory note for the lesson: Educational area: Cognitive development Topic of the lesson: Meadow insects...

Role-playing games (senior preschool age) 1. “Home, family” Objectives: Encourage children to creatively reproduce family life in games. Improve the ability to independently create a game environment for a planned plot. To reveal the moral essence of the activities of adults: a responsible attitude to their responsibilities, mutual assistance and collective...

Consultation for parents on the topic: “Children’s fears” “My child is afraid.” A psychologist often hears this phrase from concerned parents. Reasons for concern can be very varied - the child has terrible dreams, refuses to be left alone in the room, is afraid of the dark...

Consultation for parents “Talk about the war...” TALK ABOUT THE WAR. Should children be told about war? This question arises not only among parents. WHEN? A conversation on such an adult topic as war requires the right moment. We can talk on the eve of the May 9 holiday, and at the same time explain...