Catalog of works of fiction for reading to children on lexical topics. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Reading fiction

Card index of fiction in various educational fields in the senior group
According to the program “From birth to school”, ed. N. E. Veraksy

V. Kataev. “Tsvetik-semitsvetik” To develop the ability to present the characteristics of one’s personality among peers, reflecting achievements and the reasons for possible difficulties.

Child in the family and in society RNS "Khavroshechka" arr. A. N. Tolstoy Introduce different family relationships
Y. Koval “Grandfather, Grandmother and Alyosha” To form in children an idea of ​​family as people who live together, love each other, take care of each other.
V. Dragunsky “Deniska’s stories” Formation of ideas about the characteristic qualities of boys and girls.
A. Gaidar. "Chuk and Gek" (chapters)
Learn to evaluate the relationships between close people in the family, compose characteristics of heroes
E. Grigorieva “Quarrel” Develop the foundations of social interaction between boys and girls; friendly attitude towards the opposite sex
A. Barto “Vovka is a kind soul”
E. Blaginina “Let’s sit in silence” Continue to form children’s idea of ​​​​a kind attitude towards their mother
A. Usachev “What is etiquette” Continue teaching the culture of verbal communication in kindergarten and at home
“Krupenichka” N. Teleshov Cultivate interest in fairy tales and Russian traditions

Self-service, labor RNS "Khavroshechka" arr. A. N. Tolstoy Form children’s ideas about a hardworking person
K. Chukovsky “Moidodyr” Education of cultural and hygienic skills
K. Chukovsky “Fedorino’s grief”
rns “At the behest of the pike” To reinforce in children the concept of the importance of human labor
A. Barto “Dirty Girl” Cultivate neatness, careful attitude towards personal belongings, things of a friend
Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkova
Formation of the foundations of security S. Mikhalkov “Uncle Styopa the policeman” Reinforcing the rules of behavior on the city streets
E. Segal “Cars on our street”
Cognitive development FEMP Reading books
Fairy tale heroes
S. Marshak “Numbers” Introduction to numbers
Introduction to the social world H. H. Andersen
"Snowman" Introduction to New Year's traditions of different countries
S. Mikhalkov “What do you have?” Introduction to the importance of any profession
“Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva; Getting to know the characteristics of the peoples of West Africa
A. Gaidar “A Tale about a Military Secret, Malchisha-Kibalchisha and His Firm Word”
Continue to expand children's understanding of the Russian army.
Nenets fairy tale “Cuckoo” arr. K. Sharov Acquaintance with the life of the peoples of the Far North
M. Boroditskaya “Waiting for Brother” Form a desire to take care of the kids, develop a sense of responsibility and respect for younger comrades
A. Tvardovsky “The Tankman’s Tale” To form in children an idea of ​​the feat of the people who stood up to defend their Motherland.
A. Barto “The Herd Game” Expand children’s knowledge about their kindergarten, draw attention to its history, clarify ideas about the work of kindergarten employees
S. Makhotin “Senior group”
O. Vysotskaya
"Kindergarten"
T. Aleksandrova “Kuzka the Brownie” (chapters) Cultivate interest in the life of Russians in ancient times, love for the history of their people
M. Isakovsky “Go beyond the seas and oceans” Clarify knowledge about your native country.
B. Almazov. “Gorbushka” Introduction to Russian values;
Introduction to the natural world RNS "Bragging Hare" arr. O. Kapitsa To form children’s caring attitude towards nature, the desire to take part in its conservation and protection.
L. Tolstoy. “Lion and Dog”, “Bone”, “Jump” Expand ideas about animal life
G. Snegirev “Penguin Beach”
K. Paustovsky. “Cat Thief” Foster love and respect for nature, kindness;
V. Bianki “Owl” Continue to form an idea of ​​the interconnection and interdependence of living beings, an idea of ​​the literary genre “educational fairy tale”;
B. Zakhoder “Gray Star” Cultivate a sense of empathy and love for nature and man, the ability to resist evil
S. Yesenin “Bird cherry” Help you feel the beauty of nature in a poem
R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Develop fine motor skills, attention and interest in the animal world and its diversity

P. Bazhov “Silver Hoof” Cultivate a sensitive attitude towards animals, love for nature
Speech development Development of all aspects of speech
Introduction to Genres
Explanation of unfamiliar, outdated words

Artistic and aesthetic development Introduction to art V. Konashevich Meeting illustrators
I. Bilibin
E. Charushin
Fine art activity Drawing illustrations based on works

Musical activity P. I. Tchaikovsky “The Nutcracker” (fragments) Introduction to the musical depiction of the heroes and images of the works
P. I. Tchaikovsky “The Seasons” (fragments)
N. A. Rimsky-Korsakov “The Tale of Tsar Saltan” (fragments)
S. Prokofiev “Peter and the Wolf”
Physical development

GCD and leisure activities based on the plots of works
Heroes of works

Download Card index of fiction in the senior group according to the Federal State Educational Standard

EDUCATIONAL AREA

"READING FICTION"

A child in the world of fiction

In the seventh year of life, children experience a deepening and differentiationrendition of reader interests, preferences appear in theselection of types and genres of literature. Children of this age perceivework in the unity of its content, semantic and expressionon the other hand, they feel and strive to interpret the beauty of literaturetour speech, project events and images of heroes of works ontothemselves and relationships with others, strive to explain and you-express the meaning of the work and your attitude towards it in different wayscreative activity. As a result, listening, perceiving and understanding a literary text approaches the level of the naturaltic activity.

The tasks and content of work in this age group will behave much in common with what was carried out in the previous groupne, due to the common stage of literary development of children 5-7 years old.

Objectives of child upbringing and development

1. To cultivate a value-based attitude towards fiction as an art form, native language and literary speech.

2. Contribute to the deepening and differentiation of reader interests.

3. Enrich children’s reading experience through works that are more complex in content and form.

4. In the process of becoming familiar with literature, ensure the formation of a holistic picture of the world in children, develop the ability to creatively perceive reality and the features of its reflection in a work of art, and introduce them to social and moral values.

5. Contribute to the development of artistic perception of the text in
the unity of its content and form, semantic and emotional
subtext.

6. Develop the ability to simply analyze the content and form of a work (features of compositional structure, means of linguistic expression and their meaning), develop literary speech.

7. Enrich ideas about the features of literature: about genera (folklore and original literature), types (prose and poetry), about the variety of genres and some of their specific features.

8. Provide the opportunity for children to demonstrate independence and creativity in various types of artistic and creative activities based on literary works.

Mastering the tasks of children's literary development is carried out in
different types of joint and independent activities of children atbased on a wide range of folklore and literary texts.

The main methods of literary development children 6-7 years old are the following.

Reading (storytelling) for an adult, which introduces preschoolniks with literary texts, as with their “good friends”. At the same time, the teacher draws the children’s attention to the sources of obtaining the book: the teacher himself or one of the children brought it from home, they took the book from the library (including after an excursion), exchanged books with the children of another group, advised them to read interesting person and so on. This will help make familiarization with literature not a didactic, but a humanitarian process, and will show children the interest in books that exists (or should exist) in society.

Listening to recordings and watching videos , where readers and artists perform texts and participate in performances. This will help develop the literary and artistic taste of children. develop the ability to feel and understand the mood of a work, the meaning of figurative language, to capture the musicality, sonority, beauty and poetry of the Russian literary language.

Viewing (listening to) recordings of literary performances texts by the children themselves. Joint discussion of the spoken speech beforeschoolchildren when reading, storytelling, in theatrical performancesinnovations will ensure the development of a conscious attitude towards correctness andthe imagery of language, the peculiarities of someone else’s and one’s speech, will helpto develop the skills of analysis and self-analysis of the correctness andstrikingness of speech

Conversation after reading contributes to deepening the perception of literatureround text by children, formulating in speech their attitude towardsheard during the process of analysis. The conversation includes questionsaimed at expressing the attitude of children to the work, on establishing various cause-and-effect relationships (betweenevents, between structural parts of the text, lines of development plot, heroes, etc.), to a holistic understanding of the images of heroes with taking into account the peculiarities of their behavior and character, the entire conflict of productionknowledge, to understand the meaning of figurative and expressive means of language, to comprehend the emotional and ideological subtextworks; as well as questions that encourage children to do basicgeneralizations and conclusions. It is important to help the child “stand above the hero”consider events from the author’s point of view, understand the position of the author of the literary text and formulate your own judgments aboutwork and life events reflected in it.

Just as in the older group, the following methods will be relevant.

Continued reading including “multi-volume” stories,united by common heroes. These include, for example, fairy talesA. M. Volkova about the adventures of Ellie and her friends, the story of Mummi-Trolls Tove Jansson and others.

Conversations about books in which new tasks will be solved: knowledgecom with the history of the appearance of books in the history of mankind, helprealize the importance of books for the child himself.

Summary conversations about the main types and genres of folklore and
literature (“What is a fairy tale”, “What time of year is most written about?”
sano of poems", "Fairy tales and stories: about the same thing in different ways" and
others).

Evenings of literary entertainment, literary festivals and theatrical performances, in the preparation of which more and morechildren will take part, including organizing them for preschoolyounger nicks.

Thematic exhibitions in the book corner and art center but creative activity.

Project method. In addition to the ideas for project activities, whichimplemented in the senior groupfor preschoolers 6-7 years old new ones will be importanttopics, the purpose of which is to help children master various means of speech expression and record the ideas they have mastered.

An important area of ​​work with children in the preparatory group will become acquaintance with writers and poets, illustrators of children's books, which involves telling children separatelyinformation from the biography of these people (it is advisable to select factsearly childhood, study, children's hobbies, relationships with childrenmi, that is, what is close and understandable to preschoolers); and also familiarwork with the works of these authors and their elementary analysis(for the purpose of orientation in the artistic manner of the author). This kind of workcan be built as a project activity, the result of which isswarm will be the design of the exhibition.

Section Contents integrates with other sections of the programWe. The most relevant relationships are with the “Communication” sections(enrichment of the content of communication between an adult and a child and children withpeers discussing the texts they listened to, getting to know the bestgreat examples of literary language, the development of children's imageryspeech by means of familiarization with the linguistic expressiveness of artisticcreative works, practical mastery of the rules of constructiondifferent types of texts, enriching the vocabulary, etc.), “Cognition” (form-formation of a holistic picture of the world, development of intellectual andpersonal qualities, broadening one’s horizons, developing the ability to thinkpour, analyze, compare, development of cognitive interestsowls and “heuristic” vision of the surrounding reality andetc.), “Socialization” (personal development of children as representatives;society, deepening knowledge and attitudes towards basic moral principlesethical values, familiarity with norms and rules of behaviorrelationships in society, etc.). No less important are connections with the sectionlami “Music” and “Artistic Creativity” due to the presence of a commonconcepts of the formation of different types of artistic activitychildren: from perception and development of special skills to independencesignificant creativity of children, as well as the focus of these subsections on the development of the imagination of preschoolers. Connections are practically possiblewith all other educational areas.

Orientation of children in the educational field

What children will learn about

Children have a rich literary experience, including worksstudies of different types, genres and topics. Names three or four favorite works of different types and genres. Into a child's reading circle6-7 years old includes a variety of genres of Russian and Zaru worksrefugee folklore, classical and modern poetic worksknowledge, prose texts (stories, were, fairy tales, tales-hung-ty, children's novels). Preschoolers are interested in works fromcomplex subtext, ambiguous images of heroes, basedon the clash of characters, the confrontation between the forces of good and evil. Themtexts with new cognitive information become available,elements of business style (fragments of children's encyclopedias). Childrenlove texts with continuation, including novels, short storiescalling for new adventures of familiar heroes.

Preschoolers 6-7 years old understand that a book is special (xu-scientific) way of understanding the surrounding reality,human relationships and social values.

Children know the names of 5-6 writers, poets, certain facts of their biography, some features of their work.

Preschoolers understand the meaning of some linguistic means,expressiveness. Know the main stylistic features of literaturecultural language of works of different types and genres, noting itbeauty and imagery. They master ideas about some featurestions of such literary genres as fairy tales, short stories, poems, fables.

Children understand and reasonably explain the meaning of the illustrations.tions in the book, know the names of two or three illustrators, notwhich are the features of their creativity. Understand that the book is rethe result of the activities of the writer, artist and printing house workers,realize the great importance of books for people and, in particular, for themselves.

Preschoolers have ideas about the theater: its purpose, itsthe construction of a building, a stage, the specifics of the activities of people of different backgroundsprofessions working in the theater. Know different types and genres of theatrical art (drama, music, puppetry, star theater)ray, clownery and others).

Children know and use different ways of expressing their feelings.wearing to a literary work in various types of speechand artistic and creative activities.

Organization of experience in mastering the educational field

What children learn

Expanding children's reading interests

The teacher supports and encourages the children's desire to constantlyactive communication with books, the desire to learn to read and becomean active reader.

Stimulates the development of the beginnings of aesthetic responsiveness and taste forhigh level literature. Activates children's expression of love for fiction, interest in the content of the work andvalue attitude towards its form.

The teacher supports the selectivity of preschoolers in relation toattention to works of a certain type, genre, topic.

Ensures the fulfillment of children's needs for communication aboutliterary works with adults (teachers and parents) and other children (peers and younger children).

Problem and game situations are created to deepen the inte-children's ability to tell stories and read by heart artistic textscoms, inventing creative monologues based on them, to discusstheater productions and independent theatrical performances activity.

We help to correctly perceive a literary text

In the process of organizing listening to literature, reviewingillustrations and reproductions of paintings by various artists, listening toteaching musical works, conducting conversations with children teacherhelps to deepen preschoolers' perception of literarywork in the unity of its content and form.

The teacher ensures the development of general and special skillscharacteristics of children on which the artistic perception of a literary work is based. This is the development of emotional responsiveness byrelation to the content of the work, its semantic and emotionalnational subtext, images of heroes, artistic form. Formiro-the development of cognitive activity in establishing significant connections in the work, in realizing the integrity of the images of the characters, in comprehending the author's intention. Cultivating aesthetic sensitivity to beautythe composition of literary speech, the imagery of artistic language. Teacherstrives to maintain the unity of direct transferliving and understanding of literary text by children.

We organize creative activities based on literary text

The teacher organizes communication about literarytexts, theatrical productions, theatrical games, ensuring the development of the ability to analyze literary text and expressivethe ability of performers’ speech, promoting the development of literary speech,development of children's aesthetic taste.

Create educational and game situations for the development of following blowing skills:

Expressively retell newly read literary worksworks are close to the text; retell stories and fairy tales fromfaces of a literary hero.

Offer your options for continuing the storyline of the productionconduct, compose fairy tales and stories based on folklore and literatureratio texts.

The teacher supports the children’s desire to preserve the stylistic and genre features of literary texts in independent writing.economic activities based on them.

Initiates the development in children of skills to use the complexmeans of expressiveness in different types of artistic and speech activitiesactivity, including in the process of project activities.

The teacher plans creative tasks, literary and reading taskseducational games for preschoolers to actively master the means of teachinglogical and intonation expressiveness, for the development of skillscreative speech activity.

An adult conducts conversations about books and creative activities.writer, illustrator, graphic designer, sign-mit for children with typographical disabilities to develop skills, non-necessary for preschoolers to make homemade children'sbooks, magazines and encyclopedias.

During the organization of children's project activities children co- improve the ability to reflect the results of the perception of literarytexts in different types of artistic and speech activity (peresknaming, composing, reasoning) and visual activities(drawing, applique, design, design).

The teacher encourages improvisation and creativity of students inartistic speech, gaming, visual and theatricalactivities based on literary texts. Providesthe opportunity for children to demonstrate independence and creativity inthe process of selecting texts for children’s productions, preliminary co-jointly thinking about and designing a “theatrical performance”, insearching for ways to realize the conceived image using variousspecial means of verbal and non-verbal expressiveness.

Results of mastering the content of the educational field

Child's achievements (What makes us happy)

1. The child shows aesthetic taste, a desire for constant communication with books, and a desire to learn to read himself.

2. Reveals a selective attitude towards the works of certaintopic or genre, to different types of creative activityness based on a work of art.

3. Names his favorite literary texts and explains why he likes them.

4. Knows the names of four or five writers, some facts about their biographies, names their works, and, with the help of an adult, talks about the features of their creativity.

5. Knows the names of three or four artists who illustratedwhether books or paintings based on fairy-tale and epic subjects,designed theatrical productions, knows some features their visual style.

6. Distinguishes between the main genres of literary works (poetrystory, fairy tale, story), has ideas about some of their features benities.

7. Perceives the work in the unity of its content and form,expresses his attitude to the images of the characters and the idea of ​​the work.

8. Performs literary works expressively.

9. Creatively active in speech, visual and theatrical-game activities based on literary texts.

10. Expressively conveys the images of literary heroes in theatricalbathroom activities, shows creativity, strives for improvisation tions.

Causes concern and requires joint efforts

teachers and parents

1. Interest in literature is not clearly expressed, literary experienceogre nothing. The child is reluctant to respond to suggestions himself learn to read.

2. Has difficulty naming familiar books and cannot explain what they are. he likes it.

3. Does not know the genres of literary works. Distinguishes between fairy talesstories and poems on an intuitive level, cannot explain their features.

4. When perceiving a literary work, understands it with holding, finds it difficult to interpret subtext, cannotunderstand the author's position, is not sensitive to language, drawsattention only to traditional means of speech expression telnosti.

5. Expressively reads short poems, tells fairy tales and dis- tales, cannot come up with a fairy tale by analogy, refusesinventing riddles, participating in literary games.

6. Passive when discussing books, does not show initiative in visual and design activities based on literarytext. In theatrical games, he is either a spectator or inexpressively conveys a typified, simplified imagesecondary hero.

The reading range of 6-7 year old children continues to expand and become more complex both in terms of the content of the texts and their artistic content.feminine form (variety of compositional structure, stylesspeech, expressive means). Compared to the previous age group, it is mainly the prose that children listen to that changes. “Continued reading” becomes accessible and interesting to them.“niy” of large-volume works. First of all, this correspondsThere are fairy tales and stories, including fantastic and adventure stories.whom content, which presents more complex images of heroes, various options for their social interaction.

Fiction is an invaluable source of wisdom, a powerful means for the development of speech, as well as the intellectual, aesthetic and spiritual enrichment of a child’s personality. The artistic word nourishes the child’s emotions, stimulates the imagination, develops an imaginative worldview, and fosters speech culture. Reading stories and fairy tales awakens a sincere interest in the feelings and experiences of the main characters, teaches you to understand the motives of their actions, and perceive the plot plot. The joint efforts of parents and teachers will help open the magical world of literary adventures and fairy-tale wonders to older children.

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

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

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

John Herschel

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

Goals and objectives of the classes

Goals of reading classes in the senior group:

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

Educational objectives:

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

Developmental tasks:

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

Educational tasks:

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

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

Pedagogical techniques for working with works of art

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

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

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

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

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

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

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

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

• In this fairy tale, the grandfather grew a crop, but could not pull it out of the ground. He pulled and pulled, but didn’t pull it out. His grandmother, granddaughter, Zhuchka, and cat came to his aid. Who did I forget to name? What did they pull out? Did you recognize this fairy tale?

  Slide for the fairy tale “Turnip”

• In the next fairy tale, there lived an old man and an old woman, as well as forest animals (bunny, fox, wolf) who meet our main character. The fox ate it. Who did the fox eat? How did he end up in the forest? Which animal did I forget to name?

  Slide for the fairy tale “Kolobok”

• The heroes of the fairy tale found a cozy house in the forest and settled in it, but for some the house turned out to be too small. He decided to live on the roof, perched himself on the house and destroyed it. Who was that? Name everyone who lived in the house. What is the name of the fairy tale?

  Slide for the fairy tale “Teremok”

• Someone, through cunning and deception, took over the bunny's house. The bear, the wolf, and the dog wanted to drive away the uninvited guest, but they could not. And who could? Who helped the bunny and freed the hut? What is the name of the fairy tale?

  Slide for the fairy tale “Zayushkina’s hut”

• The kids were left alone in the house. They disobeyed mother’s order not to open the door for anyone. How many kids were there? Who managed to deceive them and how?

  Slide for the fairy tale “The Wolf and the Seven Little Goats”

• And in this fairy-tale story, the mother and father left on business and left their daughter and son at home alone. The older sister was assigned to look after her little brother. The girl started playing with her friends, forgot her father’s and mother’s request, and the angry birds took her brother to Baba Yaga. What kind of birds stole the boy? What trials did the girl have to go through in search of her brother? Who helped her?

  Slide for the fairy tale “Geese and Swans”

• Grandfather and grandmother sculpted a snow girl. What happened to her next? What is the name of the main character?

  Slide for the fairy tale “Snow Maiden”

Forms of work used in teaching reading

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

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

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

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

Rules for designing a book corner:

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

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

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

Thematic book exhibition

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

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

Ideas for a motivating start to class

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

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

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

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

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

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

Table: card index of fairy-tale-themed riddles

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

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

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

Time plan and types of classes

Lesson structure:

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

Types of activities:

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

Methodology of conducting classes

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

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

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

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

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

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

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

Genre variety of literature for reading in the senior group:

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

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

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

Table: physical education minutes on the theme of fairy tales

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

Summing up the results of working with children

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

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

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

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

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

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

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

Video: Literary Quiz

Video: poetry evening at a preschool educational institution

Video: song for the introductory part of the lesson

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

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

Elena Shcherbakova
Card index of fiction in various educational fields in the senior group

TO art library

fiction

in different educational fields in the senior group

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

Compiled by: Shcherbakova E.V.

Moral education

rns “The Fox and the Jug” arr. O. Kapitsa Cultivating good feelings; formation of ideas about greed and stupidity

rns “Winged, hairy and oily” arr. I. Karnaukhova Teach children to understand the character and actions of heroes

X. Mäkelä. “Mr. Au” (chapters, translated from Finnish by E. Uspensky

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

RNS "Bragging Hare" arr. O. Kapitsa Develop standards of moral behavior

RNS "The Frog Princess" arr. M. Bulatov Cultivate kindness and a sense of mutual assistance.

B. Shergin “Rhymes” Cultivate a respectful attitude towards people around you

RNS "Sivka-Burka" arr. M. Bulatov To develop in children the ability to evaluate the actions of heroes, to express their attitude towards them

RNS "Finist-Clear Falcon" arr. A. Platonov Cultivate a sense of compassion for others

V. Dragunsky “Childhood Friend”, “Top down, diagonally” Cultivate attentiveness, love, compassion for a close comrade

S. Mikhalkov “What do you have?”

Nenets fairy tale “Cuckoo” arr. K. Sharov Contribute to the cultivation of kindness, attentiveness and responsiveness to relatives

"Goldilocks", trans. from Czech K. Paustovsky;

cultivate the ability to empathize, be generous, and not envy others; develop self-respect and mutual assistance in work.

“Three golden hairs of Grandfather the Omniscient”, trans. from Czech N. Arosieva (from the collection of fairy tales by K. Ya. Erben).

V. Dmitrieva. “Baby and the Bug” (chapters) Feel and understand the nature of literary images

works

L. Tolstoy “Bone” To cultivate the moral qualities of the individual: honesty, truthfulness, love for family.

L. Tolstoy “The Jump” Awaken empathy for the hero of the story in children

N. Nosov. "Living Hat"; To form children's ideas about moral standards with the help of children's literature.

S. Georgiev. “I saved Santa Claus” Develop the ability to evaluate one’s own actions and the actions of heroes, cultivate friendliness, and the ability to interact with peers

A. Lindgren. “Carlson, who lives on the roof, has arrived again” (chapters, abbreviated, translated from Swede L. Lungina

K. Paustovsky. “Cat Thief” Cultivate moral qualities: a sense of compassion, empathy

Mickiewicz Adam “To Friends”

To generalize and expand children’s knowledge about such concepts as “friend”, “friendship”, “honesty”, “justice”

P. Bazhov “Silver Hoof” Cultivate a sense of kindness and care for the weak

R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Foster a culture of behavior, friendship, mutual assistance, care for loved ones

V. Kataev. “Tsvetik-semitsvetik” To develop the ability to present the characteristics of one’s personality among peers, reflecting achievements and the reasons for possible difficulties.

Child in the family and in society RNS "Khavroshechka" arr. A. N. Tolstoy Introduce different family relationships

Y. Koval “Grandfather, Grandmother and Alyosha” To form in children an idea of ​​family as people who live together, love each other, take care of each other.

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

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

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

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

A. Barto “Vovka is a kind soul”

E. Blaginina “Let’s sit in silence” Continue to form children’s idea of ​​a kind attitude towards their mother

A. Usachev “What is etiquette” Continue teaching the culture of verbal communication in kindergarten and at home

“Krupenichka” N. Teleshov Cultivate interest in fairy tales and Russian traditions

Self-service, labor RNS "Khavroshechka" arr. A. N. Tolstoy Form children’s ideas about a hardworking person

K. Chukovsky “Moidodyr” Education of cultural and hygienic skills

K. Chukovsky “Fedorino’s grief”

rns “At the behest of the pike” To reinforce in children the concept of the importance of human labor

A. Barto “Dirty Girl” Cultivate neatness, careful attitude towards personal belongings, things of a friend

Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkova

Formation of the foundations of security S. Mikhalkov “Uncle Styopa the policeman” Reinforcing the rules of behavior on the city streets

E. Segal “Cars on our street”

Cognitive development of FEMP Counting books

Fairy tale heroes

S. Marshak “Numbers” Introduction to numbers

Introduction to the social world G. H. Andersen

"Snowman" Introduction to New Year's traditions of different countries

S. Mikhalkov “What do you have?” Introduction to the importance of any profession

“Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva; Getting to know the characteristics of the peoples of West Africa

A. Gaidar “A Tale about a Military Secret, Malchisha-Kibalchisha and His Firm Word”

Continue to expand children's understanding of the Russian army.

Nenets fairy tale “Cuckoo” arr. K. Sharov Acquaintance with the life of the peoples of the Far North

M. Boroditskaya “Waiting for Brother” Form a desire to take care of the kids, develop a sense of responsibility and respect for younger comrades

A. Tvardovsky “The Tankman’s Tale” To form in children an idea of ​​the feat of the people who stood up to defend their Motherland.

A. Barto “The Herd Game” Expand children’s knowledge about their kindergarten, draw attention to its history, clarify ideas about the work of kindergarten employees

S. Makhotin “Senior group”

O. Vysotskaya

"Kindergarten"

T. Aleksandrova “Kuzka the Brownie” (chapters) Cultivate interest in the life of Russians in ancient times, love for the history of their people

M. Isakovsky “Go beyond the seas and oceans” Clarify knowledge about your native country.

B. Almazov. “Gorbushka” Introduction to Russian values;

Introduction to the natural world RNS "Bragging Hare" arr. O. Kapitsa To form children’s caring attitude towards nature, the desire to take part in its conservation and protection.

L. Tolstoy. “Lion and Dog”, “Bone”, “Jump” Expand ideas about animal life

G. Snegirev “Penguin Beach”

K. Paustovsky. “Cat Thief” Foster love and respect for nature, kindness;

V. Bianki “Owl” Continue to form an idea of ​​the interconnection and interdependence of living beings, an idea of ​​the literary genre “educational fairy tale”;

B. Zakhoder “Gray Star” Cultivate a sense of empathy and love for nature and man, the ability to resist evil

S. Yesenin “Bird cherry” Help you feel the beauty of nature in a poem

R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Develop fine motor skills, attention and interest in the animal world and its diversity

P. Bazhov “Silver Hoof” Cultivate a sensitive attitude towards animals, love for nature

Speech development Development of all aspects of speech

Introduction to Genres

Explanation of unfamiliar, outdated words

Artistic and aesthetic development Introduction to art V. Konashevich Meeting illustrators

I. Bilibin

E. Charushin

Fine art activity Drawing illustrations based on works

Musical activities P. I. Tchaikovsky “The Nutcracker” (fragments) Introduction to the musical depiction of the heroes and images of the works

P. I. Tchaikovsky “The Seasons” (fragments)

N. A. Rimsky-Korsakov “The Tale of Tsar Saltan” (fragments)

S. Prokofiev “Peter and the Wolf”

Physical development

GCD and leisure activities based on the plots of works

Heroes of works

Publications on the topic:

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

Reading, memorizing fiction in the senior group by topic Educational field “Artistic and Aesthetic Development” Hello dear colleagues. I would like to bring to your attention material on.

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

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

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 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. 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 about 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 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”.
• “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-foot 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 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 “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 “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

• 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 “The 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, fairy tales are perceived more fully by children 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”.
• Brothers Grimm's fairy tale "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, memorizing poems or working out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

Various 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.