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

Why do preschoolers need fiction?

To reading tasks 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 middle group children understand that they can learn a lot of interesting and educational things from books

IN senior group The list of tasks is expanding:

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 different artists to 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 language 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 intense. 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. There is no need to distract students during the reading process. disciplinary remarks: for this purpose, the teacher can raise or lower his voice, 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: as the story progresses, stop at a word that children do not understand and select synonyms for it (for example, a bunny’s bast hut means wooden; a room is a room), explain unknown words even before the reading begins (for example, before telling the fairy tale “The Wolf and the 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 “The Tale of the Fisherman and the Fish” by A. Pushkin to older preschoolers, it is not at all necessary to dwell in detail on the phrases “ noblewoman", "sable jacket" - 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.

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 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» 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 the plot in preschoolers). While reading educational literature

The picture is used to clearly explain information at any time.

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

General structure of a reading lesson

1. 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:
2. Acquaintance with a work whose goal is correct and emotionally rich perception.
3. A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.

Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

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

Motivating start to class

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

The appearance of a game character In younger and middle age, it is better to start classes with surprise moment

with the appearance of the 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 time, kids can get acquainted with a new fairy tale

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

For each age group, the teacher selects interesting topics 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 simply listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, dramatization, role-playing, etc.

First junior group

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

  

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

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

  

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

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

  

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

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

  

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

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

Second junior group

Middle group

Senior group

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

  

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

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

  

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

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

  

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

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

Preparatory group

Fiction reading club in kindergarten

It is very often practiced in kindergarten circle work on reading fiction. 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: in bookstores There is a huge assortment of colorful, educational and interesting publications, but reading with your 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”, “ Magic world
• books"); only fairy tales (“Fairy tales - good friends
• ", "Visiting a fairy tale", "The fairy tale is rich in wisdom...");

poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon. As an example we can consider work program and a long-term plan for the work of the “Visiting a Book” circle (designed for three years of study) by teacher E. V. Nazarova. Its peculiarity is that reading literature is combined with conducting Russian folk games

similar topics.

• Elizaveta Vasilievna indicates the following tasks of the circle:
• develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read; teach children to feel and understand the figurative language of a work of art, means of expression , creating an artistic image, develop creative thinking
• preschoolers; develop the ability to recreate artistic images literary work
• , develop children's imagination, associative thinking, develop children's poetic ear, accumulate aesthetic experience of listening to works of fine literature, cultivate an artistic ear;
• to create a need for constant reading of books, to develop an interest in reading fiction, the creativity of writers, creators of works of literary art;
• enrich the child’s sensory experience, his real ideas about the world around him and nature;
• to form a child’s aesthetic attitude to life, introducing him to the classics of fiction;

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

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

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

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

Classes using ICT always look advantageous

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

Senior preschoolers can arrange for pupils younger age mini-concert with the reading of nursery rhymes, songs, and poems familiar to children. 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)

https://youtube.com/watch?v=3qsyf-eUekI Video can’t be loaded: Excerpt from a lesson in the second junior group in sign language (https://youtube.com/watch?v=3qsyf-eUekI)

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

https://youtube.com/watch?v=206SR1AfGZI Video can’t be loaded: NOOD on fiction in the second junior group on the fairy tale “Teremok” (https://youtube.com/watch?v=206SR1AfGZI)

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

Video can't be loaded: Open lesson on the topic: “Travel through Russian folk tales"(https://youtube.com/watch?v=4Xu1mx2qkgk)

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

https://youtube.com/watch?v=yy4HWjo0ZaQ Video can’t be loaded: Integrated lesson-journey through the fairy tale “Geese - Swans” (https://youtube.com/watch?v=yy4HWjo0ZaQ)

Introducing your child to reading should start from a very early age. In addition to parents, kindergarten plays a key role in this - the first social institution child. 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 high degree possessing expressive reading skills.

Teacher at the Children's Preschool Educational Institution "CRR - Kindergarten No. 247", Saratov

Educational and methodological development. Long-term 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 on the 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 on reading fiction for the younger group

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

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

Cultivate interest in the world.

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

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

(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning classes" page 65)

"Autumn. Gifts of Autumn"

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

Goal: teach children to memorize a short poem.

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

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

Cultivate interest in poetry and aesthetic feelings.

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

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

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

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

Develop memory and intonation expressiveness of speech.

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

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

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

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

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

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

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

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

Integration of educational areas:

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

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

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

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

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

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

Integration of educational areas:

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

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

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

Develop attention, thinking, sense of humor.

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

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

Integration of educational areas

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

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

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

Develop listening skills.

Cultivate interest in the book.

Vocabulary work: enrich the vocabulary - flounder, fisherman.

Integration of educational areas

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

1. Topic: “It’s better not native land» P. Voronko (memorizing a poem)

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

Develop attention and thinking.

Cultivate aesthetic taste.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cultivate interest in different types transport, to people's professions.

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

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

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

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

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

Develop observation, thinking, memory.

Cultivate interest in objects in your immediate environment.

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

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

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

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

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

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

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

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

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

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

Strengthen children's knowledge about winter clothing.

Develop thinking, memory, imagination, cognitive interests.

Cultivate interest in the activity.

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

Integration of educational areas:

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

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

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

Develop thinking and attention.

Foster a love of nature and aesthetic feelings.

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

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

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

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

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

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

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

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

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

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

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

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

Develop memory, imagination, intonation expressiveness of speech.

Cultivate a love of poetry and aesthetic feelings.

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

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

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

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

Goal: to introduce children to a new fairy tale, teach 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 entertainment in winter.

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

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

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

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

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

Cultivate interest in different professions of people.

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

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

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

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

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

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

Cultivate interest in work.

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

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

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

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

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

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

Develop memory, imagination, intonation expressiveness of speech.

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

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

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

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

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

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

Develop dialogue and monologue speech children.

Cultivate interest in learning your native language.

Vocabulary work: enrich the vocabulary - folk crafts, Dymkovo toy, 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 and clearly pronounce words and phrases.

Cultivate love for your mother and your entire family.

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

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

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

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

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

Develop memory, imagination, intonation expressiveness of speech.

Foster a love for Russian folk tales.

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

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

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

2.Theme: “Come, fairy tale!” (quiz)

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

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

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

Foster a love of fairy tales.

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

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

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

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

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

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

Cultivate interest in objects in the immediate environment.

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

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

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

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

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

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

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

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

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

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

2. Topic: “Summarizing words: air transport”

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

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

Develop children's active and passive vocabulary.

Cultivate curiosity.

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

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

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

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

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

Develop observation, thinking, memory, speech breathing.

Nurture aesthetic feelings.

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

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

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

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

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

Develop figurative speech and creative imagination.

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

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

Integration of educational areas:

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

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

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

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)

Children are introduced to fiction in the preparatory group of kindergarten using different methods. Use works as folk art, and copyrighted ones in any classes, games, theatrical activities, holidays.

The role of reading in children's development

Children who are often read fiction have grammatically correct speech and can express their thoughts beautifully. In addition, reading a book helps children understand the world around them, develop value judgments, develop the ability to distinguish between good and evil, and teach moral values, develops patriotic feelings, love of nature and much more.

Let's consider an approximate card index on reading fiction in the preparatory group, as well as how these literary creations influence the formation of the child's personality and prepare him for further studies At school.

Program objectives

• Develop an interest in literary works, a desire to listen to fairy tales and stories, learn to recite poems expressively, learn the continuation of a book that has been started, look at pictures and illustrations of works with curiosity.
• Introduce a variety of literary forms: proverb, saying, nursery rhyme, lullaby, riddle, tongue twister, counting rhyme, poem, story, fairy tale. Be able to recognize and distinguish them, understand the meaning of proverbs.
• Introduce children to the means of expressiveness of works, how to figuratively describe an object, person, event. At the same time, it is important to teach children to understand how it is possible to characterize a literary character with such figurative expressions, epithets and comparisons.

• Teach children to expressively recite poems or retell a fairy tale, using volume and strength of voice, changing timbre and choosing emotions suitable for of this work, develop voluntary memory and attention.
• Develop grammatically correct literary speech for success in school.
• Learn to empathize with the heroes of works, develop a sense of humor.
• Introduce children to Russian and foreign writers and poets, as well as famous illustrators, and teach them to recognize their images in portraits.
• Introduce the history of the people with the help of epics and legends.

Fiction in the preparatory group for the Federal State Educational Standard

Dan sample list literary works that are recommended for children to read in kindergarten. Of course, not a single teacher stops there. Teachers are creative people who cannot be placed within the strict limits of censorship. In addition to the main ones, a number of additional works are also used.

The card index for reading fiction in the preparatory group has main sections. These are small literary forms- songs, nursery rhymes, for example, “Chigariki-chok-chigarok”, “Mother Spring is coming”, When the sun rises...”, etc.

Small poetic forms are used in calendar ritual songs. Getting to know the traditions folk culture they read and memorize carols, for example, “Kolyada, Kolyada, give me some pie” or “How did the carol go...”, on Maslenitsa - “Like on Shrovetide week...” or “Tin-tin-ka...” .

They teach you to laugh at the shortcomings of the joke - “Fedul, why are you pouting your lips?” or “Where the jelly is, that’s where it sits.” Fables develop a sense of humor - “Ermoshka is rich” or “Listen, guys.”

The card index for reading fiction in the preparatory group also provides for familiarity with the poetic works of Russian poets, such as A. Blok, “The Wind Brought from Afar”, M. Voloshin, “Autumn”, S. Yesenin, “Powder”, M. Lermontov, “ In the Wild North", F. Tyutchev, " Spring waters" etc.

When introducing children to poetry

The perception of fiction in the preparatory group occurs not only during individual classes. Teachers also read poems to children during classes to familiarize themselves with the world around them. For example, when studying traffic rules, they read poems about traffic lights and how to cross the road.

During classes on learning about nature, they ask riddles about animals, vegetables and fruits. For example, when children are introduced to the life of birds, fiction about birds is used. In the preparatory group you can read V. Zhukovsky's "Lark", A. Pushkin's "Bird", V. Orlov's "You fly to us, little bird". The seasons will help you study the works of such authors: I. Surikov, “Winter”, P. Solovyova, “Snowdrop”, F. Tyutchev, “Winter is angry for good reason”, Y. Akim, “April”, P. Voronko, “There is no better native edge", L. Stanchev, "Autumn Gamma".

Reading poetry during play activities

In theatrical productions such poetic works as: K. Aksakov, “Lizochek”, S. Marshak, “Cat’s House”, L. Levin, “Chest” are often played out.

During role-playing games, you can invite children to sing a lullaby. And on holidays (for example, Christmas) visit other groups and kindergarten classrooms, organizing costume caroling with a gift bag.

In addition to program works, children involuntarily memorize many poems during outdoor games or physical education sessions that are held in free time or for the purpose of taking a break from a static seat in class.

What is a holiday without poetry?

When preparing for matinees or organizing performances, children also memorize a huge number of poems and songs, both their own and those of others, which according to the script are intended for other children.

All this develops memory and interest in poetic works. There are still a whole series word games, used by the teacher in speech development classes, which enable children to come up with rhymes themselves.

Moral education through fiction

While reading literary works, children get acquainted with different characters, both positive and negative. Listening to the text, children learn to empathize with the characters, sympathize with their troubles and troubles, show concern for their neighbors, distinguish between good and bad, good and evil. After reading a work, especially one with a moral meaning, the teacher must conduct a conversation, trying to strengthen the children’s confidence in the moral principles understood while listening to the literary work.

The list of fiction for the preparatory group of kindergarten contains a number of such works.

Let's look at a few of them.

V. Kataev, "Seven-flowered flower"

This famous work by Valentin Petrovich Kataev, of course, is familiar to almost everyone from childhood. A cartoon was made for children based on this work. Let us briefly recall the content of the fairy tale. The girl Zhenya, at her mother’s request, went to the store to buy bagels, got distracted on the way, and an unfamiliar dog ate all the bagels. When Zhenya tried to catch up with her, she found herself in an unfamiliar place and began to cry. An old woman who came out to meet her gave her a magic flower with 7 petals. If you tear off a petal and say the right words, your wish will immediately come true. So the girl returned home.

Then she spent all her petals on all sorts of nonsense, except the last one. Having met a disabled boy in the park, Zhenya dedicated the last petal with a wish for the recovery of this stranger. After the magical effect of the flower, the boy jumped to his feet and ran with the girl to continue playing.

The work of V. Kataev “The Seven-Flower Flower” teaches children to understand the importance human life and health compared to unnecessary whims, such as going to the North Pole, repairing a cup, or ordering a whole bunch of toys.

Cultivating sensitivity with fairy tales

Not in vain wise people They say: “The fairy tale is a lie, but there is a hint in it, good fellows lesson." Each piece of recommended literature, including fairy tales, teaches children wisdom and to observe the golden rule of life - how you treat a person is how he will treat you.

Let’s take, for example, the fairy tale adapted by the famous writer and teacher “Don’t spit in the well - you’ll need to drink the water.” It is also included in the card index for reading fiction in the preparatory group of kindergarten.

The sympathetic stepdaughter Mashenka treated the mouse to porridge, and she helped her deceive the bear. The girl received generous gifts for her kindness. A own daughter The old woman Natasha was not so compassionate, the mouse remained hungry. Accordingly, instead of a reward, the evil girl received continuous blows from the bear and barely lost her legs.

The same thread can be traced in many Russian and foreign fairy tales - “Puss in Boots”, “Thumbelina” by H. Andersen, “Ayoga” and others.

Word games

Often in kindergarten, teachers organize literary quizzes. You can come up with a great variety of them. One of the options for the game could be guessing the name of a fairy tale based on what you read. a short excerpt. It is also recommended to play the game “Recognize the character in the fairy tale.” The teacher reads a passage or describes orally some literary hero, and the children must name it correctly.

The next version of word games based on works of fiction is the game “Name goodies and their qualities”, “Name the negative characters why you don’t like them.”

You can retell or recognize a fairy tale using algorithms. For example, the teacher gives several keywords V in the right order(these can be pictures), and the children make up a fairy tale based on them. You can even develop your imagination and come up with fairy tales yourself.

The game “Name What It Is?” will help you remember types of literature. The teacher reads an excerpt from a fairy tale, story or poem, and the children guess the type of literature.

Development of speech and memory in preschoolers

With constant exposure to various works, children develop grammatically correct speech in their memory, and memorizing poems and retelling prose - stories and fairy tales - consolidates these skills. Tongue twisters contribute to the development of phonemic awareness, children pronounce words better, and this is important, since children of the preparatory group are graduates of kindergarten. They need to have correct speech skills to learn to read at school.

Voluntary and involuntary memory is involved in memorization. When reading works in poetic form, children still remember passages or individual lines of the work.

Fiction for the preparatory group of kindergarten has great importance in the diversified development of children. By looking through this reading catalog, parents can also educate themselves at home. moral qualities child using the works of famous authors.

Long-term planning for fiction in the senior group.

SEPTEMBER.

Continue to teach children to listen carefully to a literary text, understand the moral meaning, evaluate actions in a motivated manner, and comprehend the figurative content and meaning of proverbs. Develop an interest in poetry and a desire to learn poems. Bring children to understand that a book is one of the sources of knowledge.

OCTOBER

Continue to introduce children to different genres of fiction. Give basic knowledge about the fable, its genre features, lead to an understanding of the allegory, moral meaning, figurative meaning of words and combinations, cultivate sensitivity to the figurative structure of the language of the fable. Encourage children to expressively read poetry by heart, feel, understand and reproduce poetic speech.

NOVEMBER

Continue to teach children to expressively read poetry by heart, feel the melodiousness of the language, convey various emotional states. Continue introducing children to small folklore forms. To develop children's interest in the genre of literary fairy tales.

DECEMBER

Encourage emotional perception of the figurative content of the fairy tale. To deepen children's understanding of the genre, compositional and national linguistic features of fairy tales. To foster in children a love and interest in reading fiction.

JANUARY

Continue to teach children to read poetry expressively, conveying the beauty of nature. Encourage to notice the visual and expressive means of fiction. Activate the literary memory of preschool children, enrich their understanding of the life and work of writers.

FEBRUARY.

Continue to introduce children to new genres of fiction. Learn to understand the semantic side of proverbs and sayings. Feel, understand and reproduce the imagery of the language of poems, understand the main idea poetic text. Continue to form the concept that a book is a source of knowledge; poems, stories, fairy tales have been written about the same phenomenon. Help enrich your vocabulary.

MARCH

To promote the deepening of children's knowledge and ideas about the world around them through fiction. Encourage students to understand the content of the text and develop interest in the information contained in the text. Develop interest and love for the art of the poetic word.

APRIL.

To form in children a holistic perception of the text, the ability to highlight expressive means. To consolidate ideas about the features of different genres (poem, fairy tale, story). Continue to learn how to expressively read poetry by heart, feel the melodiousness of the language, learn to understand linguistic means of expression.

Continue introducing children to the works of writers. Encourage expressive reading of poetry. Strengthen children's knowledge of what they read in academic year literary works. Ideas about the genre features of fairy tales, poems, fables, stories, works of small folklore forms. To deepen children's understanding of the correspondence of the title of the text to its content.

Long-term planning for fiction in the middle group.

SEPTEMBER.

Teach children to understand the content of literary texts, to feel the rhythm of poetic speech. Expand knowledge about different genres fiction: fairy tales, stories, poems; about the genre features of works of small folklore forms - nursery rhymes, songs, riddles, to give new ideas about them.

OCTOBER.

Continue to develop children’s interest in fiction, reading, and emotional perception of imagery poetic works, expressiveness of speech, interest in the information conveyed by the text, understanding the content and idea of ​​fairy tales, noticing figurative words and expressions.

NOVEMBER.

To introduce children to the life and work of N. Sladkov, to develop interest in the information that the text carries. Continue to learn to understand the content of stories. Promote rapid memorization of poetic texts, develop expressive reading skills.

DECEMBER.

Continue to develop in children the ability to listen to a literary work and understand its content. Deepen children's understanding of the genre of the story. Learn to evaluate the character and actions of heroes.

JANUARY.

To develop in children a desire to memorize poetic texts, teach them to find various means for expressing and conveying images and experiences, and see the relationship between the content and title of a work.

FEBRUARY.

Continue to develop children’s emotional perception of text; teach to understand and evaluate the actions and characters of heroes. Expand children's understanding of the genre features of fairy tales. Help develop attentive listeners.

MARCH.

Continue to teach how to emotionally perceive the figurative content of a poetic text and understand the means of expression. Develop an interest and love for fiction.

APRIL.

Introduce children to the life and work of E. Charushin. Continue to reinforce children’s ideas about the genre of the story. Learn to understand the theme and content of a literary work, develop interest in the information the text carries.

Introduce children to the childhood and work of S. Mikhalkov. To encourage you to emotionally perceive poetry, understand the content of the text, and feel the rhythm of poetic speech. Through literature, cultivate a friendly and respectful attitude towards each other.

Long-term planning for fiction in the preparatory group.

SEPTEMBER.

Continue to develop in children a sustainable interest in fiction and reading. To promote the rapid memorization of poems, to practice expressive reading of works using various techniques. Introduce the genre features of the fable.

OCTOBER.

In the process of reading fiction, awaken in children a feeling of love for Russian nature, admiration for its beauty; consolidate ideas about autumn; enrich vocabulary with bright, colorful definitions (epithets), form a stock of literary and artistic impressions, use a synthesis of literary words, music, and painting.

NOVEMBER.

Teach children to convey their admiration for pictures of nature with intonation and expressiveness while reciting poems by heart. Learn to notice figurative devices found in the text. To consolidate children's knowledge about the genre features of stories and fairy tales. To lead to an understanding of the moral meaning of the works, to a motivated assessment of the actions and character of the heroes.

DECEMBER

Strengthen children's knowledge of the structure of fairy tales. Consider different editions of fairy tales, introduce them to illustrators. Help children understand why the fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, and introduce them to new ones. Improve memory and diction. Promote the development of coherent speech in children.

JANUARY.

Continue to teach how to emotionally perceive the figurative content of a fairy tale, understand the meaning of poetic works, and continue to work on expressive reading of poetry. Introduce children to hyperbole, teach them to recognize hyperbole in literary text. To develop children's interest in books, reading, the library as a repository and a center of book culture.

FEBRUARY.

Continue to introduce children to childhood and the work of writers. Help children remember the names and contents of works they know, determine what genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Develop interest and love for books, create conditions for viewing books.

MARCH.

Introduce children to the process of creating a work of art. Introduce a brief history of the emergence of theater in Russia, the concept of “play”, “ actor", "remark". Continue to develop children's interest in fiction. Foster in your child the need to look at books and illustrations.

APRIL.

Help children remember the name and content of works they know, determine what genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Help you remember using a variety of means and read poetry expressively. Develop interest in fiction, educate grateful and literate readers.

Show the significance of a book in a person’s life. Introduce children to works of different times, genres, peoples that consider the problem of beauty; analyze the problem at a level accessible to children. Strengthen knowledge about the genre of the story. Continue to work on intonation expressiveness of speech.