Educational field “Communication”, “Reading fiction”

“Goodbye summer, hello kindergarten!”

1. Topic: “Toys”(story about toys.)

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

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

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

Cultivate a caring attitude towards toys.

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

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

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

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

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

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

Cultivate interest in the world.

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

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

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

"Autumn. Gifts of Autumn"

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

Goal: teach children to memorize a short poem.

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

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

Cultivate interest in poetry and aesthetic feelings.

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

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

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

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

Develop memory and intonation expressiveness of speech.

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

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

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

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

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

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

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

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

Integration of educational areas:

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

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

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

Develop children’s ability to answer questions, 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: “There is no better native land” by P. Voronko (memorization of the poem)

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

Develop attention and thinking.

Cultivate aesthetic taste.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Develop observation, thinking, memory.

Cultivate interest in objects in your immediate environment.

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

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

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

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

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

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

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

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

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

Target : teach children to describe winter clothing and form an idea of ​​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 activities in winter.

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

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

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

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

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

Cultivate interest in different professions of people.

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

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

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

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

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

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

Cultivate interest in work.

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

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

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

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

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

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

Develop memory, imagination, intonation expressiveness of speech.

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

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

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

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

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

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

Develop dialogue and monologue speech in children.

Cultivate interest in learning your native language.

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

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

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

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

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

Develop thinking, memory, cognitive interests.

Cultivate an interest in military equipment and the military.

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

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

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

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

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

Cultivate love for your mother and your entire family.

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

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

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

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

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

Develop memory, imagination, intonation expressiveness of speech.

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 your immediate environment.

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

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

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

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

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

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

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

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

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

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

2. Topic: “Summarizing words: air transport”

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

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

Develop children's active and passive vocabulary.

Cultivate curiosity.

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

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

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

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

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

Develop observation, thinking, memory, speech breathing.

Nurture aesthetic feelings.

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

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

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

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

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

Develop figurative speech and creative imagination.

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

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

Integration of educational areas:

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

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

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

Develop memory, attention, intonation expressiveness of speech.

Foster respect for the defenders of the Motherland.

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

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

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

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

Develop children's cognitive interests.

Foster love for the Motherland.

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

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

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

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

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

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

Cultivate interest in fairy tales of other peoples.

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

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

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

Long-term plan
"Reading fiction"

September
1 week “Kindergarten”
1. Reading poems by A. Barto from the “Toys” cycle:

Goal: to make children want to recite familiar poems by A. Barto; develop a positive attitude towards poetry.

2. Reading the fairy tale “Winged, furry and oily”

3. Reading the story by L. Tolstoy “Nastya had a doll”

4 . Reading the poem “Silence” by G. Novitskaya.

Goals: to continue to develop children’s ability to emotionally perceive and understand the figurative content of poems; develop figurative speech. Promote the development of voluntary memory. Foster a love of oral folk art.

Week 2 “My city, my country”

1. Reading the fairy tale “The Cat and the Fox”
Goal: to develop the ability to listen carefully to a fairy tale.

2 .Reading and learning poems about the city.
Goals: to develop memory, the ability to read poetry expressively.

3 . Reading the poem by S. Yesenin “Birch”
Goal: To develop the ability to see and feel the beauty of Russian nature in a work of art.
4 . B. Zhitkov “In Moscow on the streets.”
Goals: continue to introduce children to the works of famous children's writers; develop the ability to answer questions based on content; cultivate love for the capital of our Motherland.

Week 3 _ “Family”

1 . E. Permyak “How Misha wanted to outwit his mother.”
Goals: to help children understand the meaning of the work; maintain a negative attitude towards lying; cultivate honesty.

3 . V. Dragunsky “What I love.”

Goals: to form in children a holistic perception of a literary text in unity with content and artistic form. To develop intonation expressiveness and auditory perception, to encourage children to convey their impressions, to evaluate the actions of the characters in S. Prokofieva’s story.

Week 4 “Autumn. Signs of autumn."

1. Reading of A. Grishin’s poem “Autumn”
Goal: to develop memory, the ability to speak expressively.
2 . Reading proverbs and sayings about autumn.
Goal: develop memory and thinking.
3 . Reading the story “Hedgehog” by E. Charushin
Goal: to develop children’s ability to listen carefully to a piece to the end; cultivate a love for the animal world.
4. Reading the poem “Autumn” by I. Belousov

Goal: to develop memory and attention. Cultivate a love of poetry.

October
1 week “Autumn. Trees"

1. Reading the poem “Autumn Song” by A. Pleshcheev
Goal: to develop children’s ability to listen carefully to a piece to the end; cultivate a love for nature.
2. “Birch” by S. Yesenin (reading a poem).
Goal: to develop children’s ability to read a poem expressively, conveying intonation an admiration of winter nature, to feel and reproduce the figurative language of the poem. Develop memory, imagination, intonation expressiveness of speech. Foster a love of nature and aesthetic feelings.
3. I. Bunin “Falling Leaves” (excerpt)
Goal: to develop attention, memory, develop the ability to pronounce words clearly, and be able to maintain a conversation. To develop children’s ability to emotionally perceive the figurative basis of poetic works, to develop creative imagination and expressiveness of children’s speech.
4. I. Tokmakova “Eli”
Goal: to develop children’s ability to emotionally perceive the figurative basis of poetic works, to develop creative imagination and expressiveness of children’s speech.

Week 2 “Autumn. Vegetables"
1 . Guessing riddles about vegetables.

Purpose: to introduce a small folklore form - riddles; develop children's thinking and speech.
2. Reading the fairy tale "Puff"

Goal: to cultivate interest in fairy tales.

3 .Reading of the poem by Y. Tuvim “Vegetables”.
Goals: continue to develop the ability to perceive poetic texts, memorize passages; expand children's horizons; consolidate knowledge about vegetables.
4. N. Egorova “Radish, carrot, pumpkin...”

Goal: to cultivate a love of fiction.

Week 3 “Garden. Fruits"
1 .“The Old Man and the Apple Trees” by L. Tolstoy.

Goals: to introduce children to the fact that fruit trees are planted in spring

Foster a caring attitude towards nature.

2. Guessing riddles about fruits.

Goal: to continue acquaintance with the small folklore form - riddles; develop children's thinking and speech.
3. Reading the fairy tale by V. Kataev “Flower - Seven Flowers”.
Goals: to lead to an understanding of the moral meaning of the fairy tale, to a motivated assessment of the actions and character of the main character; consolidate knowledge about the genre features of fairy tales.

4 . G. Yudin “How to cook compote”

Goal: to develop the ability to listen to a work and answer questions.

4 week Forest. Mushrooms and wild berries.
1. Reading “Autumn in the Forest” by I. Sokolov-Mikitov.

Goal: to create a desire to listen carefully and remember the poem read. Develop memory.
2 .I. Thai "For mushrooms" - reading of the work

Goals: continue to develop the ability to listen carefully to the work,

convey through intonation the characters’ characters, your attitude towards the characters;

3 . Reading the Russian folk tale “Under the Fungus.”
Goal: to develop the ability to correctly convey character dialogues intonationally;

Use expressive language when retelling.

4. Listening to the fairy tale by V. Bianchi “Kolobok - the prickly side”

Goal: to create interest in the work. To develop knowledge about the animal world.

November
1 week “Clothes”
1. S. Marshak “Gloves” - work on the content of the poem.

Goals: continue to develop children’s ability to understand the content of poems;

Help to understand the meaning of figurative expressions in the text; control in the conscious use of means of intonation expressiveness.

2 . N. Nosov “Patch”.

Goal: to instill a love of fiction, teach competently, answer questions. Develop attention and speech.

3. Sh. Perot "Little Red Riding Hood".

Goal: to cultivate an emotional and figurative perception of a work, to teach how to comprehend an idea; clarify children’s knowledge about the genre features of fairy tales; develop creative storytelling skills. Bring to the consciousness of children the idea of ​​​​a fairy tale, instill in children good feelings, the need to take care of loved ones.

4. S. Marshak “He’s so absent-minded” (listening)

Goal: to develop the ability to notice and understand figurative words and expressions in the text. Develop creative imagination.

Week 2 “Shoes”
1 . Reading Konovalov's story “Stubborn Boots.”
Goals: to continue to develop interest in fiction, to promote understanding and correct comprehension of the content of the work; learn to evaluate the actions of the heroes of the work; expand your understanding of shoes; - develop attention, thinking, visual perception, motor skills; - cultivate a caring attitude towards things.
2. Reading and solving riddles about shoes.

3. Reading the fairy tale “Puss in Boots” by Charles Perrault.
Goals: to develop the ability to understand the meaning of a fairy tale, the morality contained in it; develop the ability to understand the character traits of the characters; form figurative speech.

4. Reading the poem by E. Blaginina “I’ll teach my brother how to put on shoes.”

Goals: to develop children’s ability to emotionally perceive a poetic work, to understand the theme and content. Create a desire to remember and expressively reproduce quatrains. Develop auditory memory, emotional-volitional sphere, improve intonation expressiveness of speech. Cultivate a desire to help those who need help.

. Week 3 “Toys”
1 .Repetition of poems by A. Barto from the “Toys” cycle
Goal: to arouse in children the desire to recite familiar poems by heart with intonation and expressiveness; develop a positive attitude towards poetry.
2 . S. Marshak “Ball”.
Goal: to help children remember and read the poem expressively, remember the works of S. Ya. Marshka.
3. Agnia Barto “Rubber Zina”.
Goal: to help children remember and read the poem expressively, remember the works of Agnia Barto.

Week 4 “Dishes”

1. K. Chukovsky “Fedorino’s grief.”
Goals: continue to develop children’s ability to listen carefully to poetic works; create conditions for children to express their perception of the text in external action.

2. Reading the poem by A. Kondratev “You can do it many, many times.”
Goals: to develop in children the ability to listen to a poem and understand its meaning; help memorize the poem; clarify and expand children’s ideas about dishes; learn to use sentences in affirmative and negative forms in speech; develop hand-eye coordination, attention, memory; cultivate careful handling of dishes.

3 . V. Karaseva “Glass”

Goal: to develop the ability to listen to literary works, evaluate the actions of heroes, talk about helping around the house.

4. Reading the story by N. Kalinina “Mom’s Cup.”
Goals: to develop children’s ability to convey the content of a small literary work; learn to ask questions about the text of a work and answer questions, logically correctly constructing an answer; develop auditory memory.
December
1 week “Winter. Wintering birds"
1 . Reading S. Mikhalkov “About Mimosa”.
Goals: to expand children’s understanding of a healthy lifestyle, how to dress in winter, how to improve their health in winter; help children correctly perceive the content of the work.
2 .Reading the story by G. Skrebitsky “What does a woodpecker feed in winter? »

Goals: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; enrich children's vocabulary with figurative words and expressions. Pay attention to the formation of grammatically correct speech, make sure that when answering questions about the content, children use words in the correct grammatical form. Cultivate a caring attitude towards birds and love for them.

3 . I. Surikov “Winter”.
Goal: continue to develop interest in fiction; instill sensitivity to the poetic word.
4. Reading the fairy tale “Two Frosts”.
Goal: to cultivate interest and love for fairy tales.

Week 2 “Pets. Poultry.

1. Telling the fairy tale "Mitten".
Goal: to develop the ability to emotionally perceive the content of a fairy tale.
2. N. Nosov “Living Hat”.
Goals: to continue to develop children’s abilities to perceive large texts; bring the humor of the work to the consciousness of children; cultivate interest in fiction.
3 . Telling the tale of V. Suteev “Chicken and Duckling”.
Goals: to help children correctly comprehend the content of the fairy tale; teach to empathize with heroes and evaluate their actions; expand children's understanding of poultry; enrich children's vocabulary with verbal vocabulary; develop auditory and visual perception, memory.

4. "The Tar Bull" (telling a Russian folk tale)

Goal: to introduce children to a new fairy tale and teach them to understand its content. Teach children to answer content questions using common sentences or a short story. Develop attention and memory. To cultivate interest and love for Russian folk tales.
Week 3 “Wild Animals”

1 .Reading the fairy tale “Winter Hut of Animals.”
Goals: develop memory, attention; cultivate a love of fairy tales.
2. Reading the fairy tale “The Fox and the Rooster.”
Goals: to develop the ability to listen carefully. Remember the work you read.

3 . Reading the fairy tale “The Hare and the Hedgehog.”
Goals: develop memory, auditory attention; cultivate a love for animals.
4. "Little Mouse's Big Journey" (telling a fairy tale)

Goal: to introduce children to a new fairy tale of the peoples of the North, to develop the ability to answer questions about the content. Develop memory, thinking, attention, cognitive interests. Cultivate interest in fairy tales of different nations.
5. " Forest Newspaper” by V. Bianchi (reading stories).

Target : continue to develop children’s ability to answer questions by using the simplest types of compound and complex sentences in speech.

To consolidate children's knowledge about the life of animals in winter, how they prepare for winter.

Develop thinking, memory, imagination, cognitive interests.

Week 4 “New Year”

1 . Reading and solving riddles about winter.
Goals: to encourage children to answer questions, to strengthen the ability to solve riddles.

2 . Reading fiction: “Poems about the New Year.”

3 . Reading the poem “Christmas Tree” by E. Moshkovskaya.

Goals: to continue to introduce children to the national children's arts. literature. Develop the ability to answer teacher questions. Develop speech, memory, logical thinking of children. Cultivate a love of poetry.
4. Reading: “Santa Claus sent us a Christmas tree” by V. Petrov.

Goal: develop a desire to listen. Create a joyful mood in anticipation of the holiday.

January
1 week "Vacation"
1 .Reading the fairy tale “The Snow Maiden”.
Goal: to develop the ability to listen carefully to a fairy tale. Answer questions based on the text.

2. Reading G. Andersen “The Snow Queen”.

Purpose: to note the characters of the characters, their positive and negative sides, to identify the educational value of the fairy tale.

3 .Guessing riddles about winter games.
Goals: develop memory. auditory attention; develop an interest in solving riddles.

4 . Reading literature. N. Nosov “On the Hill”.
Goals: continue to develop children’s ability to listen to stories; help children correctly perceive the content of the work and empathize with its characters; help develop a personal relationship to the work.

Week 2 “Furniture”

1. Reading S. Marshak “Where did the table come from?”
Goals: to enrich and expand children’s understanding of furniture; to develop interest in fiction; learn to answer questions with a phrase; intensify cognitive activity; develop speech, auditory and visual perception, thinking, motor skills; cultivate a caring attitude towards surrounding furniture.

2. Reading the fairy tale “The Three Bears”

Goal: to cultivate interest in fairy tales.
3 . Riddles about furniture.
Goal: to develop the ability to solve riddles and develop thinking.

Week 3 “Freight and passenger transport”

1. V. Klimenko “Who is more important than everyone else on the street.”
Goals: to expand children's knowledge about transport through meaningful listening to the work; help understand the meaning of the story; cultivate a desire to comply with the rules of behavior on the street.

2 . Reading and solving riddles about transport.
Objectives: to help understand how to correctly guess the riddle: you need to look for the hero of the riddle who is hiding, according to his description (with whom or what he is compared to). Practice selecting comparative phrases for objects. Develop fantasy and imagination.
3. Reading N. Pavlova's Fairy Tale "By Car".
Goals: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; to develop children’s ability to describe various properties of objects. Form moral concepts: friendship, friends, mutual assistance.
4. “Train” by Ya. Taits (reading a story).

Target: develop the ability to listen carefully to a new story. Develop attention and memory. Cultivate an interest in reading.

February

1 week “Professions”
4 .Reading of the poem by S. Marshak “Policeman”
Goal: to create a desire to listen and remember the poem read; develop memory; cultivate a love of poetry.

2. “Uncle Styopa” S. Mikhalkov (reading of the work).

Goal: to introduce children to a new work, to teach them to characterize the actions of the hero. Continue learning to answer questions about the content of the work.

Develop attention, thinking, memory, cognitive interests.

Cultivate respect for adults and interest in their professions.

3. Telling the Belarusian folk tale “Zhikharka”.
Goals: to develop children’s ability to perceive and realize the figurative content of a fairy tale, to notice figurative words and expressions in the text; practice selecting synonyms; develop the ability to understand the content of sayings and come up with new episodes.
4. Memorizing the poem “The Driver” by B. Zakhoder.
Objectives: to clarify children’s ideas about the profession of people in transport. To form in children an emotional perception and understanding of the content of the plot of a poetic text. Continue to improve children’s artistic and speech performance skills when reading a poem (emotional performance, natural behavior, ability to use gestures, facial expressions, and convey their attitude to the content of a literary phrase).

Week 2 “Indoor plants”

1. “The Picky One” is a Russian folk tale.
Goals: develop the ability to listen to a piece to the end.

2. Poem by E. Blaginina “Balzamin”.
Goals: to continue familiarizing children with the structure of a plant, the features and purpose of its parts. Develop practical skills in caring for indoor plants.

3.Andersen Hans Christian “Thumbelina”.
Goals: to cultivate interest in fairy tales.

4.G. Rakova “Violet”, “Aspidistra”, “Ficus”, “Begonia”.
Goals: to help expand children's knowledge about indoor plants and their significance in human life.

Week 3 “Our Army”
1. “Border Guards” S.Ya. Marshak (poem reading).

Target: introduce children to a new poem - about border guards, soldiers guarding our Motherland. Learn to answer questions about the content of the work. Develop memory, attention, intonation expressiveness of speech.

Cultivate interest in the soldiers of the Russian army, respect for them.

3 . N. Teploukhova “Drummer”.
Goals: to continue to develop children’s ability to listen carefully to stories and answer questions about their content.

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

4. Reading poems for Defender of the Fatherland Day.
Goals: develop expressive speech, sense of rhythm.
5 . Reading of the poem “Watch” by Z. Alexandrova.
Goals: to develop the ability to understand the nature of the work; express your impressions in coherent statements.
Week 4 “Construction.Professions of builders”

1 .Reading Permyak “What are hands for?”
Goals: to help children understand and correctly comprehend the content of the work; to encourage them to answer questions with phrases; enrich your vocabulary with verbal vocabulary. Develop thinking, auditory and visual perception, motor skills; develop the ability to listen to the answers of other children.
2. Memorizing the poem by B. Zakhoder “Builders”.

Goals: to introduce children to various professions and their characteristics. To provide knowledge about the qualities that a person who wants to acquire a particular profession must have. Foster a respectful attitude towards the work of adults. Encourage creativity in role-playing games about professions.

Cultivate pride in and respect for parents.
3 . Dramatization of the fairy tale "The Three Little Pigs"

Goal: to consolidate knowledge of fairy tales, create a desire to participate in dramatizations, and develop acting abilities.

4 . Telling the fairy tale “Zayushkina’s hut.”

Goals: to develop children’s ability to emotionally perceive a fairy tale, to understand and remember the plot and characters; learn to accurately repeat songs from fairy tales with intonation. Practice word formation. Cultivate a desire to listen to each other and not interrupt.

March
1 Week Spring. Mom's holiday. First flowers.

1. “Mother’s Day” by G. Vieru (poem reading).
Goal: introduce children to a new poem. To develop children’s ability to answer questions based on content and clearly pronounce words and phrases. Develop memory, attention, intonation expressiveness of speech. Cultivate love and respect for mother.
2. Memorizing the poem by Y. Akim “Mom”.
Goals: to evoke a joyful emotional mood in children, to help them express their attitude and love for their mother through poetry and creative activity. Replenish your vocabulary with emotional and evaluative vocabulary.
3 . Reading the story by N. Kalinina “Mom’s Cup.”
Goals: to develop children’s ability to convey the content of a small literary work; develop the ability to ask questions to the text of a work and answer questions, logically correctly constructing an answer; develop auditory memory.
4 . From Kaputikyan “My Grandmother”.
Goals: to evoke a joyful emotional mood in children, to help them express their attitude and love for their grandmother through poetry and creative activity.
Week 2 “Professions of Moms”
1. “Work” by D. Gabe (reading a story).

Goal: to continue to develop children’s ability to listen carefully to stories and answer questions about their content. Develop thinking, memory, teach to actively participate in conversation. Cultivate an interest in the work of adults and a desire to help them.

2. Reading Mikhalkov’s work “What do you have?”
Goal: to develop a desire to talk about your attitude to a specific act of a literary character, to help children understand the hidden motives of the heroes of the work, and to introduce them to the art of words.
3 . Reading E. Permyak’s story “Mom’s Work.”
Goals: to consolidate children’s knowledge about the features of different literary genres;

To develop children’s ability to emotionally perceive figurative content

works, comprehend the idea; teach by answering questions correctly

build sentences.
4 . Reading fiction: “Aibolit”
Goals: to continue to introduce children to the national children's arts. literature. Develop the ability to answer teacher questions. Develop speech, memory, logical thinking of children.
Week 3 “Underwater world”

1 .“The first fish” E. Permyak.
Goals: to develop children’s ability to listen to large literary works; continue to introduce children to the features of living nature; cultivate a caring attitude towards nature.

Continue to introduce children to the works of children's writers; help understand the meaning of the story; cultivate love and caring attitude towards loved ones.

2. Reading and memorizing the song “Grandfather wanted to cook fish soup...”?
Goal: to help children remember p. n. etc., read it by heart expressively, develop a sense of rhythm, consolidate knowledge about river fish, methods of fishing (with a fishing rod, nets).

3. Fairy tale "At the command of the pike."

Goals: to develop children’s ability to listen to large literary works; continue to introduce children to the features of living nature

4 .Learning poems and riddles about fish.
Goal: to develop the ability to solve riddles.

Week 4 “Our city (country, street)”
1. Reading and learning poems about the city.
Goal: to develop memory and the ability to speak expressively.

2. “In the theater” by A. Barto (reading a poem).

Goal: to develop children’s ability to emotionally perceive the figurative content of a poetic text and understand the means of expression. Develop memory, imagination, ability to answer questions. Cultivate a love of fiction.
3. Reading poem by A. Kardashova “Our palace is open to everyone”
Goal: to develop children’s ability to listen carefully to a piece to the end.
4. P. Voronko “There is no better native land” - reading.

Goals: to develop the ability to participate in the collective learning of a poem during choral recitation; read poetic text expressively; perceive the meaning of proverbs expressed figuratively (“Everyone has his own side”, “There is no land more beautiful than our Motherland”); cultivate love for one's native land.

April.
1 week “We read”
1. "On a visit to the book"(introduction to the work of illustrators)

Target: introduce children to the work of illustrators Yu. Vasnetsov, V. Chizhikov, E. Charushin, how important drawings are in a book, how many interesting things can be learned by carefully examining book illustrations.

Develop voluntary attention. Cultivate aesthetic taste.

1 .Reading of the poem by Y. Akim “Incompetent”.
Goals: develop the ability to listen to literary works, answer questions about the content with a phrase; develop auditory and visual perception, logical thinking, fine motor skills.

2 . Ch. Perrault “A boy as big as a finger” - telling a fairy tale.

Goals: continue to introduce the genre features of the fairy tale;

Form figurative speech, understanding figurative expressions;

develop creative abilities, the ability to act out fragments of a fairy tale.

4 .Reading of the work “Moidodyr” by K. Chukovsky.
Goal: to develop children's interest in reading, to cultivate a love of cleanliness.
Week 2 “Space”

1. V. Borozdin “Starships”
Goal: to develop the ability to listen to a piece and answer questions.

2. Riddles about space.
Goals: develop the ability to solve riddles. Train memory and attention. Foster respect for the work of astronauts.
3 . Story by V. Borozdin “First in Space.”
Goals: to expand children's understanding of space. To promote the correct perception of the content of the work, to develop the ability to empathize with its hero.

Week 3 “The birds have arrived”

1. Reading “Children and the Bird” by A. Pleshcheev.

Goal: develop memory, auditory attention. Cultivate interest in listening.

2. Reading the poem by M. Klokova “Winter has passed (Sparrow jumps from a birch tree onto the road).”

Objectives: to practice selecting definitions for a given word. Cultivate a love of poetry.

3 . Reading the story by V. Vorobyov “Cleany”
Goals: continue to develop the ability to listen carefully to a story, develop coherent speech; expand knowledge about migratory birds; develop attention, memory, ; cultivate a caring attitude towards birds.
perception, memory; develop the ability to expressively recite poetry.

4. “The jackdaw wanted to drink...” by L.N. Tolstoy (reading the work).

Goal: to develop the ability to form the plural form of nouns denoting baby animals. Develop thinking and memory. Nurture cognitive interests in children.

Week 4 “Health Week”
1. Reading and discussion of the poem by M. Bezrukikh “Talk about proper nutrition”
Goal: to develop children’s ability to answer questions based on what they read. Develop memory.

2 . Senchenko "Holy Bread".

3. M. Glinskaya “Bread” - reading.
Goals: expand children’s knowledge about bread, introduce them to the works of various authors dedicated to bread; develop cognitive interest;

Cultivate respect for people who grow bread and respect for bread. S. Topelius

4. “Three ears of rye” - reading a Lithuanian fairy tale.

Goals: to develop the ability to comprehend the content of what is read;

Coherently convey the content of what you read using the game;

Form an evaluative attitude towards the heroes of the fairy tale.

Week 2 “Victory Day”
1. “About the boy Tishka and a detachment of Germans” (reading of the work).

Goal: to acquaint children with the events that took place during the Great Patriotic War. Develop the ability to maintain a conversation on a topic, answer questions and ask them. Develop children's cognitive interests.

Foster love for the Motherland.

2. “Victory Day” A. Usachev.

Goal: introduce children to a new poem, learn it by heart. To develop children’s ability 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.

3 . Reading of the poem “Motherland” by V. Guseva.
Goals: to develop the ability to expressively read a poem;

Develop the ability to change voice strength and intonation depending on the context of the work; practice selecting epithets and comparisons. develop memory.
4 . Reading the poem “Victory” by E. Trutneva.
Goals: to develop the ability to emotionally perceive a poem and understand its content; stimulate the expression of your impressions in independent statements.
Week 3 “Road rules and safety”
1 .Learning the poem “If the light turns red” from Mikhalkov.
Goal: develop memory, attention, cultivate a love of poetry.

2 .Reading N. Kalinin “How the guys crossed the street”
Goal: to develop the ability to listen carefully and remember the work read.

3. Reading by V. Timofeev “For pedestrians”.
Goals: develop memory, auditory attention; cultivate vigilance on the road.

4 .Three wonderful colors" A. Severny, "If..." O. Bedarev(reading poems)

Goal: to continue to introduce children to new works about traffic rules, to develop the ability to emotionally perceive and understand the figurative content of a poetic text, and to answer questions. Develop thinking and cognitive interests in children. Foster a culture of behavior on the road.

Week 4 “Summer”
1 . I. Krylov “Dragonfly and Ant”.
Goals: to introduce children to a new literary genre - fable; help understand the idea of ​​the fable; develop a positive attitude towards work
2 . Reading the Slovak folk tale “Visiting the Sun.”
Goals: to continue to develop children’s ability to emotionally perceive the figurative content of a fairy tale, using the modeling method; remember the characters and the sequence of events.
3. “Dandelion” by Z. Aleksandrov (poem reading).

Goal: to continue to develop children’s ability to memorize short poems and answer questions about the content with lines from the poem. Develop attention, memory, intonation expressiveness. To cultivate aesthetic feelings and a love of poetry.
4. Narration of “Ant” by E. L. Naboikina (fairytale therapy).

Goals: awareness of the main idea of ​​the fairy tale, awakening interest in the actions, motives of the characters’ behavior, their inner world, their experiences; stimulating children's responses to the content of the fairy tale. Modeling the behavior of characters, expressive depiction of individual emotional states (fear, anxiety, joy, pleasure); sequential reproduction of fairy tale events; speech development; creating a positive emotional mood. Cultivating a friendly attitude towards others.

PROSPECTIVE THEMATIC PLAN OF EDUCATIONAL PROCESS

Educational area

"Me and my friends"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of chapter two “How Dunno Was a Musician” from N. Nosov’s book “The Adventures of Dunno and His Friends”; teach to understand the moral and idea of ​​the work; learn to evaluate the actions of heroes; develop cognitive interest, interest in books.

O.V. Akulova, L.M. Gurovich.

"Reading fiction"

"My city"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion of an excerpt from A. Dorokhov’s book “Green, Yellow, Red” - learn to answer questions about the content of the text; learn to write riddles; consolidate children's knowledge about traffic rules, traffic lights, and road signs;

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

Creative center SPHERE, 2013

“Impressions of summer. Summer birthdays"

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of E. Blaginin’s poems “Dandelion”. Develop a poetic ear: develop the ability to feel, understand and reproduce the figurative language of a poem; select epithets, comparisons, metaphors.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

“Reading fiction” M.

Creative center SPHERE, 2013

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Nosov’s story “Dreamers” Teach children to retell the text; improve intonation expressiveness of speech: achieve consistency in the presentation of content; enrich your vocabulary with definitions, adverbs, verbs, synonyms

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

“Reading fiction” M.

Creative center SPHERE, 2013

"Old Person's Day"

29.09-3.10

Social communications

Speech development

Artistic-aesthetic

Reading, discussing and retelling V. Ovseev’s story “Cookies” will consolidate the idea of ​​the genre features of the story; teach independent retelling;

learn to express your attitude to what you read, express your opinion

consolidate knowledge about birds and their colors

Voronezh, 2014.

Lesson 2, page 88

"Autumn. Autumn moods"

Social communications

Speech development

Artistic-aesthetic

Reading poems about autumn by E. Pleshcheeva Teach children to emotionally perceive the figurative basis of the poetic. works; develop creativity and expressiveness of speech

O.S. Ushakova. "Introducing children to literature."

M., publishing center "Ventana-Graf". page 142

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the Tatar folk tale “Three Daughters” - teach to understand the characters; teach to perceive the originality of the plot structure, notice the genre features of the composition and the language of the fairy tale and story;

O. S. Ushakova, N.V. Gavrish

Moscow, 2014. Lesson 10, p. 19

"The Country Where I Live"

20.10-24.10

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and memorization of N. Rubtsov’s poem “Hello, Russia...”, analysis of the content of the proverbs “Everyone has his own side”, “There is no land more beautiful than our Motherland”, learn to identify the ideological content of the work during its collective discussion; participate in the collective learning of a poem during choral recitation; read poetic text expressively;

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 4, p. 12

"My little homeland"

Social communications

Speech development

Artistic-aesthetic

Reading and retelling the Nanai fairy tale “Ayoga” teaches you to understand and evaluate the character of the main character of the fairy tale; consolidate knowledge about the genre features of literary works; develop the ability to understand the figurative meaning of proverbs and sayings; cultivate a negative attitude towards laziness; expand children's knowledge about other peoples and nationalities of the Russian Federation and teach interethnic tolerance.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 14, p. 26

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading and conversation based on the fairy tale “The Piper and the Cars” by J. Rodari. Retelling a fairy tale. To learn to understand the genre features of a story, to see its beginning, main and final parts; teach to understand the characters of fairy-tale heroes; develop pantomime skills, learn to create expressive images using facial expressions,

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 17, p. 30

"Game World"

Social communications

Speech development

Artistic-aesthetic

Reading and memorizing the most famous poems by A. Barto and S. Mikhalkov. Conversation based on the poems read. Systematize knowledge about the literary works of A. Barto and S. Mikhalkov;

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 20, p. 34

"Mothers Day"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of E. Permyak’s story “What are hands for.” Teach coherent, consistent retelling, correctly convey the idea and content, and expressively reproduce character dialogues. Cultivate love for family.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2014.

Lesson 2, page 63

Theme "My World"

1.12-5.12

Social communications

Speech development

Artistic-aesthetic

Reading, discussing and retelling the Russian folk tale “The Winged, the Hairy and the Buttered One” teaches us to understand the characters and actions of the heroes; learn to come up with a different ending to a fairy tale; learn to notice and understand figurative expressions; introduce new phraseological units; consolidate children's knowledge about folk holidays and traditions.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2010. Lesson 8, p. 17

"Early winter"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of an excerpt from V. Bianchi’s fairy tale “The Titmouse Calendar”. Learn to answer questions about the content of the text you listened to; select verbs according to their meaning; learn to retell the text of a story; instill love for animals and care for them.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussing and memorizing K. Chukovsky’s poem “The Christmas Tree” - continue to learn how to expressively recite poems by heart; develop the ability to intonationally convey joy in connection with the upcoming holidays; develop a poetic ear; consolidate children's knowledge about the traditions of New Year celebrations.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"New Year is coming to us"

22.12-31.12

Social communications

Speech development

Artistic-aesthetic

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Christmas Miracle"

12.01-16.01

Social communications

Speech development

Artistic-aesthetic

Reading the ritual song “Kolyada, Kolyada, and sometimes Kolyada...” - introduce children to ancient Russian holidays (Christmas, Carols); teach to distinguish between genre features of ritual songs; teach to understand the main idea of ​​songs; reveal to children the riches of the Russian language, teach them to speak figuratively and expressively.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

"Me and my friends"

19.01-23.01

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Nosov’s story “On the Hill”. To develop the ability to understand the character of the characters in works of art, to assimilate the sequence of plot development, to notice expressive and visual means that help reveal the content; enrich speech with phraseological units; learn to understand the figurative meaning of certain phrases and sentences; consolidate children's knowledge about winter games and fun.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Kind words to each other"

26.01-30.01

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Durova’s story “Two Girlfriends.” Reading and discussion of A. Kuznetsova’s poem “We Quarreled” teach us to analyze the actions of the heroes and evaluate the characters’ characters; learn to answer questions based on the content of the text; to develop in children the need for friendly communication with others; instill in children a kind attitude towards loved ones;

Reinforce the rules of etiquette.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 15, p. 27

"World of Professions"

2.02-6.02

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of S. Mikhalkov’s poem “Uncle Styopa.”

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2004.

Lesson 3, page 11

"The World of Technical Wonders"

9.02-13.02

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of V. Mayakovsky’s poem “This little book of mine is about the seas and about the lighthouse” to teach to understand the emotional and figurative content of the fairy tale, its idea;

develop figurative speech: learn to select definitions and comparisons for a given word; lead to an understanding of the meaning of phraseological units and proverbs; reinforce the rules of safe behavior in daily life.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 1, page 7

"Winter"

Social communications

Speech development

Artistic-aesthetic

Reading of S. Yesenin’s poem “Winter sings and calls out...”. Discussion on the content of the poem. Learning a poem by heart; teach children to expressively read a poem by heart, intonation conveying tenderness and admiring the picture of winter nature.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Defenders of the Fatherland"

23.02-27.02

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the epic “Three Heroes”
Discussion of proverbs: “The first thing in life is to honestly serve the Fatherland,” “We don’t want someone else’s land, but we won’t give up ours either,” “A skillful fighter is great everywhere,” “Military science strengthens the mind and hands.”- introduce children to the epic genre, its linguistic and compositional features; expand children's knowledge about defenders of the fatherland; clarify ideas about the branches of the military, evoke a desire to be like strong and brave warriors; develop imagination, poetic taste;

to cultivate respect, love and gratitude for the people who defend our Motherland.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten” - Voronezh, 2014.

Lesson 3, page 76

"Congratulations moms"

Social communications

Speech development

Artistic-aesthetic

Reading the poem “My Grandmother” by S. Kaputikyan teaches you to understand the characters and actions of the heroes, and come up with a different ending to the fairy tale; notice and understand figurative expressions; introduce new phraseological units (soul to soul, you can’t spill water); cultivate a love for oral folk art, folk culture and traditions.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 8, p. 17

"Maslenitsa"

Social communications

Speech development

Artistic-aesthetic

Reading. Discussion and memorization of A. Pleshcheev’s poem “Spring”. develop an emotional response to spring manifestations of nature, aesthetic feelings and experiences;

Learn to compose descriptive stories based on a landscape painting; enrich the vocabulary with definitions, activate verbs, synonyms.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2014.

Lesson 4, page 81

"Book Week"

Social communications

Speech development

Artistic-aesthetic

L. Tolstoy's stories “The Lion and the Dog” develop phonemic hearing in children; activate and enrich children’s vocabulary with nouns, adjectives and verbs on the topic of the lesson; continue to learn how to solve riddles

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Spring came"

23.03-27.03

Social communications

Speech development

Artistic-aesthetic

Guessing riddles about read fairy tales and stories. Correlation of proverbs with read fairy tales and stories. - consolidate knowledge about the literary works read, about the genre features of fairy tales, stories, poems, works of small folklore forms; to form figurative speech: the ability to understand the figurative meaning of proverbs, to apply proverbs in the appropriate speech situation.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 29, page 47

"Humor in our lives"

30.03-3.04

Social communications

Speech development

Artistic-aesthetic

B. Zakhoder “Dog’s sorrows”, “About catfish”. Teach children to see the funny in the work they read, instill a love of poetry.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The Secret of the Third Planet"

6.04-10.04

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of an excerpt from the book by V.P. Borozdin "First in Space"- introduce children to biographical literature; to instill in children respect for the work of people associated with space; to form in children the concepts of “outer space”, “space”; introduce the biography of Yu.A. Gagarin

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The starlings have arrived"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of “What kind of bird?” V. Suteev. To consolidate knowledge about the genre, compositional, and linguistic features of Russian fairy tales; teach to perceive the figurative content of the work.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 1, page 52

"The world around us"

20.04-24.04

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the Slovak folk tale “The Sun is Visiting” - to develop the ability to perceive the most striking means of expression in the text and relate them to the content; learn to select synonyms for verbs, build synonymous and antonymic series for a given definition.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Victory Day"

4.05-8.05

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of the poems by S. Marshak “Fairy tale for children” and S. Smirnov “Soldier”. Learning the poem "Soldier" by heart. To cultivate patriotism, respect for the defenders of the Motherland and a sense of pride for the feat of our people in the Great Patriotic War;teach to listen carefully to the reading of a work and answer questions; learn to select definitions for the word soldier; develop in children voluntary visual attention and memory, verbal and logical thinking, speech and activate the vocabulary; - consolidate knowledge about military equipment.

O.S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old.”

Moscow, 2014.

Lesson 28, page 46

"Our Pushkin"

11.05-15.05

Social communications

Speech development

Artistic-aesthetic

Reading a fairy tale by A.S. Pushkin "The Tale of the Fisherman and the Fish". Continue to get acquainted with the poet’s work; learn to draw conclusions about greed; briefly retell the content of the fairy tale using pictures; cultivate a love of poetry; activate the dictionary.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Children's rights in Russia"

18.05-22.05

Social communications

Speech development

Artistic-aesthetic

Reading poems about the Motherland. Foster a sense of patriotism and respect for adults; introduce the rights and responsibilities of children;

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction", 2013

"The world around us. Spring".

25.05-29.05

Social communications

Speech development

Artistic-aesthetic

Memorizing the poem by G. Ladonshchikov “Spring”. Develop children's figurative speech, understanding the meaning of figurative words and expressions; learn to select definitions and comparisons for a given word.

O.S. Ushakova. "Introducing children to literature." M., publishing center "Ventana-Graf". page 169

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 he couldn’t 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 my mother’s order not to open the door for anyone. How many kids were there? Who managed to deceive them and how?

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

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

  Slide for the fairy tale “Geese and Swans”

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

  Slide for the fairy tale “Snow Maiden”

Forms of work used in teaching reading

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

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

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

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

Rules for designing a book corner:

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

Awakening 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 index 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.