Card file of GCD notes in the senior group of preschool educational institutions. Educational field "Reading fiction"
Department of Education of the Administration of the Balashov Municipal District of the Saratov Region
Municipal autonomous preschool educational institution “Combined kindergarten “Ivushka” city of Balashov, Saratov region."
Speech development (Reading fiction)
Speech therapy group "Droplet" .
Card Topic: "Flower - seven-flowered" Software tasks:
1. To clarify and enrich children’s knowledge about oral folk art, about
works of Russian writers.
2. Teach children to associate the content of works of art with a certain color.
3. Enrich children's vocabulary with expressions of verbal politeness.
Reviving:
1. Practice the ability to guess fairy tales, riddles, remember the order
appearance of heroes in fairy tales.
2. Practice selecting adjectives with opposite meaning to a noun.
3. Develop speech, imagination, fantasy, thinking, and the ability to act in concert.
Educational:
1. Cultivate interest in Russian culture and love for oral folk art.
Equipment:
Flannelograph with a diagram for a fairy tale "Kolobok" , chest, ball with a letter, seven-flowered flower (on the counter), petals of a seven-flowered flower, a fox's cap, a basket, illustrations for fairy tales, cards with images of fairy-tale characters, petals for evaluating children's activities, gifts for children.
Progress of the lesson:
Children enter the hall. Sit on chairs
Educator: Hello guys! Today we have an activity that is not ordinary, but fabulous.
The children were really looking forward to the fairy tale.
The children invited the children to visit the fairy tale!
The fairy tale is already friends
The fairy tale has come here again!
Guys, we have received a letter. (is reading). I’ll read it to you now:
"Dear Guys! I am Kuzya's little brownie! I live in your kindergarten and guard it at night. And during the day I really like to listen to you sing good songs, listen to fairy tales! So I decided to give you a gift.
My gift lies at the bottom
In my magic chest
It will help you open the chest, children,
A magical seven-flowered flower.
As soon as you collect the leaves, you will immediately take my gift!
That's how little brownie Kuzya is! He gave us a riddle! The chest is standing, there is a lock on it. And the castle is really not easy - it’s the middle of a flower. This means that if we find the petals of a seven-flowered flower, we can open the chest. Are you ready for the journey? But what will we take on the journey? We have no car, no train, no ship. But we have top-top-tobus!
Speech game "Along the forest path"
Along the forest path (they walk one after another)
We'll go to a fairy tale.
Seven-flowered flower
We'll assemble it quickly.
Birch twigs (shaking hands)
They rustle affectionately.
Forest of miracles and fairy tales,
Welcome guys! (bow)
Where are you, petal? (look alternately from under the right and left hands) We'll find you, buddy!
Help me pick a flower
Solve all the riddles! (clap hands).
Educator: We came with you to a fairy tale. Look, a seven-flowered flower has bloomed here. He will tell us what color petal we need to find. Let's start with this petal. What colour is he?
Children: Yellow
Educator: Guys, what time of year does this color resemble?
Children: Autumn. Educator: Of course! The yellow color is reminiscent of the beauty of autumn. What do people do in the garden in the fall?
Children: In autumn, people in the garden are harvesting.
Educator: look how incomprehensible the picture is. What does it show? Maybe a fairy tale?
Children: Fairy Tale "Kolobok" .
Educator:
Educator: Which of the heroes is depicted in the diagram?
Children: Grandfather, grandmother, bun, hare, wolf, bear, fox
Educator: Well done, you completed the task and receive a yellow petal.
Educator: What color petal will we look for next.
Children: Blue.
Educator: Blue color, like an endless sea. In what fairy tales is the sea found?
Children: A.S. Pushkin "The Tale of the Fisherman and the Fish"
Educator: You and I will now turn into sea waves and play a game “The sea is agitated once!”
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Sea figure freeze!
Educator: Guys, here is the blue petal. Well done!
Educator: Tell me, what color will the next piece of paper be?
Children: Orange.
Educator: What is another name for the color orange?
Children: Red.
Educator: Who are the Russians? folk tales the most famous red-haired hero?
Children: Fox.
Educator: Name the fairy tales in which we meet a fox?
Children: Fairy Tales "Kolobok" , "Zayushkina's hut" , "The Fox and the Jug" , "Teremok" , "Fox with a rolling pin" , "Mitten"
Educator: Do you know riddles about the fox?
1 child:
Cunning cheat, red head
Fluffy tail - beauty
And her name is (fox)
2nd child:
The tail is fluffy, golden fur
Lives in the forest, steals chickens in the village
3rd child:
Which of the animals
Is the tail fluffier and longer?
Children, a fox came to us today (child) to play with us.
(children play with Fox "Flying Scarf" )
Educator: Chanterelle, what did you bring us in the basket?
Fox: Orange petal.
Educator: Thank you, fox. Now we have an orange petal.
What color petal will be next?
Children: Green.
Educator: Guys, guess my new riddle: “And Ivan Tsarevich’s arrow hit the very swamp...” What fairy tale have you just heard?
Children: Excerpt from a Russian folk tale "Princess Frog" .
Educator: Can this fairy tale be called green? Why?
Children: The main character is a frog, she lives in a green swamp.
Educator: Guys, do you want to turn into funny frogs?
Educator: Then let's play a game "Frogs and Heron"
(Children perform movements in accordance with the text).
Educator: I will give the frogs a green petal,
So that you quickly collect your flower!
What color is the next petal?
Children: Purple color.
Educator: Guys, look, the purple arrows lead here (to the screen) So the purple petal is hidden here. Let's play a game
"Choose a word" . In this fairy tale (show):
- The snake Gorynych is evil, and Mashenka (good).
- The hare is cowardly, and the fox (cunning).
- The bull and the bear are cowardly, and the rooster (brave).
- The Teremok is small, but the Bear (big).
You guessed all the fairy tales
And they called comparisons.
And for the correct answer
Purple is your color.
Guys, what color is the next petal?
Children: Black.
What a strange color - black. What do you think he represents -
Good or bad
Children: Evil
Educator: Let's play a game: I will ask riddles, if the answer to the riddle is a positive character, then you will clap your hands, and if it is negative, you will stomp.
Knocked on our door
Unusual miracle beast -
He's wearing a brown shirt
The saucer ears are wide open. CHEBURASHKA
- His life lies in a casket
And that casket is in the palace,
And the palace is in a dense forest,
The forest grows on a black cloud. KOSHCHEY THE IMMORTAL
- I flew on a broom yesterday
She fell from a great height.
Hey hut, chicken legs,
Rush to grandma along the path. BABA YAGA
- He's wearing a red cap
He carries pies with him.
A wolf sits behind the bushes
And he's watching the girl. LITTLE RED RIDING HOOD
Well done guys, you guessed all the riddles correctly. You get a black petal.
What color will the next petal be?
Children: Red.
Educator: Name the fairy tale by C. Perrault in the clothes of the hero whom
there is red color.
Children: Puss in Boots
Educator: Now we will play a game "Pick a Pair" and help Puss in Boots and other fairy tale heroes find their mate. While the music is playing, we will walk along the rug, the music will stop - we will form a pair of pictures.
Guys, you had so much fun playing, you will receive a red petal. Well done! They worked hard and collected all the petals of the seven-flowered flower. Now the lock on the chest opens, and there are gifts for the children in it. (Children receive gifts).
Educator: What did we do in class today? (Children's answers) Look, I have multi-colored petals. Come over (child's name) and choose a petal of the color whose task you liked best. Now the boys will go to evaluate the lesson, and then the girls. This is where our lesson ended.
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Topic: "Russian folk tale "Khavroshechka"
Goal: development of fantasy, imaginative thinking, imagination through theatrical activities. Creating a positive atmosphere to relieve children's emotional and physical stress.
Tasks:
- Awaken imagination and creative thinking children using a journey through a fairy tale "Khavroshechka" .
- To train children in the ability to use sketches to depict human states in different life situations, to understand the moral side of the actions of others.
- Teach children to emotionally discharge, release clamps, "act out" fear, anxiety, anxiety hidden deep in the subconscious. By participating in a fairy tale, you can balance the psyche of children and relieve emotional and physical stress. Form the ability to regulate the processes of excitation and inhibition: develop the ability to quickly switch from active to passive activity and vice versa.
- Continue to activate and enrich children's vocabulary. Develop the ability to listen carefully to a fairy tale, answer an adult’s questions, and express your thoughts when answering questions.
- Develop coordination of movements, the ability to listen to music, independently change movements in accordance with changes in the nature of the music and quickly respond to tempo changes.
- Develop imagination, memory, attention, the ability to concentrate as much as possible on what is happening.
Progress of the lesson
Org moment: children with a teacher stand on the carpet, smiling at each other
Look how wonderful the weather is today, the sun is shining, everyone is in a great mood.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly and smile at each other.
Entering a fairy tale
– Guys, today we will have an unusual meeting. Look, a cow came to visit us (soft toy).
What do you know about a cow?
D. A cow is a domestic animal. A man is looking after her. It brings benefits: milk, meat. She grunts and butts. The cow is a herbivore. The cow has a calf.
– Do you want to get acquainted with the fairy tale from which she came to us?
And to get into a fairy tale, you need to hold hands and clearly repeat after me the magic words:
“Ra-ra-ra - it’s time for us to go to a fairy tale.
Gi-gi-gi – help us, little cow.”
Children sit on chairs. Music is playing.
There are good people in the world, but there are also those who are not ashamed of their brother. This is where Tiny Khavroshechka ended up. She was left an orphan, these people took her, fed her and put her to death with work: she spins, she cleans, she is responsible for everything.
Exercise 1. "Cleaning the pot"
- Guys, Tiny Khavroshechka also had to clean the pots. Show how she held a large pan with one hand, and with the other she tensely, with force, cleaned the walls and bottom of the pan.
During the game task, the teacher pays attention to the tension in the children’s arm muscles when performing the exercise.
Children rest after "purges" , shake your hands, slightly leaning your whole body forward. Change hands and perform the exercise again.
Exercise 2. "Cleaning the floor"
– Imagine and portray as Khavroshechka “wetted a rag in a bucket” and with strength "squeezed out" her.
Children do the exercise.
– Guys, in which part of the hands do you feel the greatest fatigue, the greatest tension? Let `s have some rest.
Children "throw" a rag on the floor, shake with brushes. (Finger gymnastics)
Give me some milk Burenushka
At least a drop on the bottom
Kittens are waiting for me
Little guys
Give them a spoonful of cream
A little cottage cheese
Butter, curdled milk,
Milk for porridge
Gives everyone health
The owner had three daughters. The eldest is One-Eyed, the middle one is Two-Eyed, and the youngest is Three-Eyed. The daughters only knew what to do: sit at the gate, look out into the street, and Tiny Khavroshechka worked for them: she sheathed them, spun and weaved for them - and she never heard a kind word. It used to be that Tiny Khavroshechka would go out into the field, hug her pockmarked cow, lie on her neck and tell her how hard it was for her to live.
Exercise 3. “The Sadness of Tiny Khavroshechka”
- Guys, was life hard for Khavroshechka? What feelings did she have? (sadness, grief, annoyance, resentment, etc.) Try to portray how Khavroshechka cried? (covered her face with her hands, wiped away tears, etc.)
- How can you feel sorry for Khavroshechka? What can you say or do to her?
- Let us take pity on Khavroshechka and say kind words to her.
The little cow said to Khavroshechka:
- Red maiden, get into one of my ears and get out of the other - everything will work out.
And so it came true. Khavroshechka will fit into one ear of a cow and come out of the other: it is woven, whitewashed, and rolled into pipes.
She will take the canvases to the owner. She looks at it, grunts, hides it in the chest, and Tiny Khavroshechka more work will ask.
The owner got angry, called her daughter One-Eye and said to her:
“My good daughter, my pretty daughter, look who helps the orphan: she weaves, and spins, and rolls pipes.”
One-Eye went with Khavroshechka into the forest, went with her into the field, and forgot her mother’s order and fell asleep.
Exercise 4. "Dance of the Meadow Flowers"
“There were a lot of different flowers in the clearing, and it smelled of herbs.” Let's do a flower dance in the meadow. Our flowers move smoothly, softly and beautifully to the music. Now let’s sit quietly on the rug and fall asleep.
One-Eye is sleeping, and Khavroshechka says:
- Sleep, little eye, sleep, little eye!
Little Eye and One-Eye fell asleep. While One-Eye was sleeping, the little cow wove everything, whitewashed it, and rolled it into pipes. So the hostess didn’t find out anything.
She sent her second daughter Two-Eyes. She went with Khavroshechka and forgot her mother’s orders. She got hot in the sun, lay down on the grass and fell asleep. The cow wove it, whitewashed it, and rolled it into pipes. And Two-Eyes was still asleep.
Exercise 5. "Treasured words"
Children repeat the words that made Two-Eyes fall asleep “Sleep the little eye, sleep the other one” (gymnastics for the eyes)
The old woman got angry and sent her third daughter, and gave the orphan even more work. Three-Eyes jumped and jumped, became tired in the sun and fell on the grass.
Khavroshechka sings:
- Sleep, little peephole, sleep, other one! And I forgot about the third eye.
Two eyes of Three-Eyes fell asleep, and the third eye looks and sees everything: how Khavroshechka climbed into one of the cow’s ears, came out of the other and picked up the finished canvases.
Three-Eyes returned home and told her mother everything.
The old woman was delighted, and the next day she came to her husband:
- Cut the pockmarked cow!
Nothing to do. The old man began to sharpen his knife. Khavroshechka realized this, ran into the field, hugged the speckled cow and said:
- Mother cow! They want to cut you. And the cow answers her:
“And you, red maiden, don’t eat my meat, but collect my bones, tie them in a handkerchief, bury them in the garden and never forget me.” Khavroshechka did everything that the cow bequeathed.
And the apple tree grew, and what a one! Apples hang on it, golden leaves rustle, silver branches bend. Whoever drives by stops; whoever passes close looks. How much time has passed, you never know - One-Eye, Two-Eyes and Three-Eyes walked through the garden once.
Exercise 6. "Dance in the Garden"
– Imagine how the sisters had fun in the garden. And depict them dancing. For this you can take tissues.
At that time, a strong man was driving past - rich, curly-haired, young. I saw juicy apples in the garden and began to ask the girls:
“The beautiful girl who brings me an apple will marry me.”
The three sisters rushed one in front of the other to the apple tree. The sisters wanted to knock them down - the leaves would fall asleep in their eyes; they wanted to tear them off - they would unravel the braids. No matter how they fought or rushed about, their hands were torn, but they could not reach them.
Exercise 7. "Feign displeasure"
– How did the sisters feel when they failed to pick apples? (evil, envy, dissatisfaction, grief, etc.)
- Guys, what do you think, when a person is jealous, what kind of face does he have? (angry, rude, tense, ugly). That's right, because when a person is angry, envious, shows dissatisfaction, impatience, then this state is reflected in his movements and on his face. Let's portray their displeasure.
– Now let’s leave out the remnants of anger, rudeness, tension. We breathe calmly, softly. Let's become beautiful, kind and listen to the fairy tale further.
Khavroshechka came up - the branches bowed to her, and the apples fell towards her. She treated him strong man, and he married her. And she began to live well. It's a shame not to know.
Conclusion
So our journey through the fairy tale has ended.
What fairy tale did you meet today?
Name the main characters of the fairy tale
Who helped Khavroshechka?
How does the hostess feel about Khavroshechka? and to your daughters?
Why did the owner order the cow to be slaughtered?
Who did you like from the fairy tale characters and why?
What was Khavroshechka like?
What do you call a person who loves to work?
How did the fairy tale end?
What did this fairy tale teach you?
It's time for the children to return to kindergarten. Let's stand up and repeat the magic words
“Ra-ra-ra - it’s time for us to return”
And in memory of today’s journey, Khavroshechka sent you treats - apples from her magic apple tree.
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Topic: “Visiting the writer S. Ya. Marshak.”
Goals and objectives: Summarize children’s knowledge about the writer and his works. Continue to teach children to memorize poems. To develop intonation expressiveness of speech and artistic abilities of preschoolers.
Cultivate an interest in literature, a desire to get acquainted with the work of Marshak.
Equipment: books by S. Ya. Marshak, illustrations for his works, a portrait of the writer, costume attributes for reading and dramatizing poetry, schematic drawings for memorizing, origami crafts, colored pencils.
Preliminary work:
Reading to children and listening to audio recordings of works by S.Ya. Marshak. Verbal games and exercises to develop tempo, timbre, melody of speech and logical stress. Learning by heart excerpts from the poems “Mustache - Striped”, “He’s so absent-minded”, “Luggage”, “A Lesson of Politeness” and dramatizing them. Making origami “cat” crafts with children
Progress of the lesson
Today we will go to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived a long life - 77 years. You, your mothers, fathers and even grandparents know his books.
Now the children of our group will perform in front of you. And you look, listen and remember the names of these works.
1) The girl began to teach the kitten to say:
- Kitty, say: ball.
And he says: meow!
- Say: horse.
And he says: meow!
- Say e-lecture-three-thing.
And he says: meow-meow!
All “meow” and “meow”!
What a stupid kitten!
2) He sat down on the bed in the morning,
He began to put on his shirt.
He put his hands into the sleeves -
It turned out that these were trousers.
He went to the buffet
Buy yourself a ticket.
And then I rushed to the cashier
Buy a bottle of kvass.
3) Gave it to the lady at the station
Four green receipts
About baggage received:
Sofa, suitcase, travel bag,
Picture, basket, cardboard
And a little dog.
4) A bear about five or six years old
Taught how to behave:
- Away, bear
You can't cry
You can't be rude or arrogant.
We must bow to our acquaintances,
Hats off to them
Don't step on paws.
Now look at these illustrations. Do you recognize what fairy tales or poems they are drawn from?
Physical exercise: “Poodle”
One day an old lady (Walking in place)
I went to the forest.
Comes back, (Turns left and right with
And the poodle disappeared. raising the shoulders)
The old lady was looking (Shaking her head,
Fourteen days, clasping her arms)
And the poodle is around the room (Jumping on the spot,
I ran after her. arms bent in front of the chest)
Guys, you know, it turns out that Marshak studied in England at the University of London and traveled around the country a lot. During these trips, he learned various English poems and nursery rhymes and translated them into Russian for us.
Today we will learn by heart a short poem called “Conversation”
Aunt Trot and the cat
Sat by the window
Sat next to each other in the evening
Chat a little.
Trot asked: Kiss-kiss-kiss,
Can you catch rats?
“Purr,” said the cat,
After being silent for a while.
Parsing the text. Sample questions for children.
- Name the main characters of the poem.
- What kind of owner do you think Aunt Trot is for her cat? Describe her character.
- How does Aunt Trot talk to the cat?
- What intonation is heard in her voice?
- What kind of cat do you think it is? Tell us about her.
- What do you think the cat wanted to say with its “murr”?
Let's look at schematic drawings that will help you learn this poem.
Children recite a poem according to a scheme with the help of a teacher, and then independently.
At the end of our lesson, I propose to paint the origami “cats” that we made with you in advance. Let your cat have its own special coloring and character.
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Topic: “In a fairytale yard.”
Goals and objectives: Recall with children the meaning of the word “fairy tale”. Summarize children's knowledge about familiar fairy tales. Teach children creative storytelling; connect selected objects into a single storyline, develop the ability to compose a fairy-tale text. Teach children, based on a familiar fairy tale plot, to invent a new fairy tale, tell it meaningfully and emotionally, using means of expression, traditions of the beginning and ending of a fairy tale. Develop speech creativity of preschoolers. Cultivate an interest in literature, a love of books, a friendly and correct attitude towards each other.
Equipment: set of flat figurines of fairy-tale characters, multimedia equipment (projector, screen).
Progress of the lesson
- Guys, today we will talk about fairy tales. What is a fairy tale? How do you think?
(Children's answers)
Who comes up with fairy tales?
If a fairy tale knocks on the door,
Hurry up and let her in
Because a fairy tale is a bird,
If you scare me a little, you won’t be able to find it.
I suggest you play with fairy tales.
Let's collect a bouquet of fairy tales you know and love. Name the fairy tales and look carefully at the screen.
Interactive game “Bouquet of Fairy Tales”
- Now I’ll check how well you know fairy tales.
Listen carefully and guess what kind of fairy tale it is:
Interactive game “Guess the Fairy Tale”
He left his grandfather
He left his grandmother.
Round self, ruddy side,
And it's called... (Kolobok)
Only the door closed behind the goat,
It’s like there’s already a hungry beast here...
Each of the children knows the fairy tale:
This … (Seven kids)
Emelya was lying on the stove,
I suffered from idleness for a long time.
And then luck started
All … (At the command of the pike)
He is not low, not high,
And it's not locked,
All from logs, from boards
Standing in a field... (Teremok)
Where and when did this happen?!
The mouse broke the golden egg.
Grandfather was grieving. And the woman was sad...
Just clucked... (Chicken Ryaba)
Grandfather, grandmother, granddaughter are pulling,
The little bug is pulling
The cat and mouse are pulling tightly...
Did you guess it? This … (Turnip)
Fabulous physical exercise “Pinocchio”
Pinocchio stretched,
Bent over once, bend over twice,
He spread his arms to the sides,
Apparently I didn't find the key.
To get us the key,
We need to stand on our toes.
Guys, do you like to write fairy tales? Try it yourself now. I think you can do it.
I suggest you divide into three groups according to the color of your badges. Each group goes to their table. What fairy tale heroes came to visit you? (Chicken Ryaba, Kolobok, Three Bears). But pay attention, among the fairy-tale heroes you know, there are also new characters. Now try to compose a fairy tale in a new way, so that the plot is preserved, but the ending is changed. What would happen in your fairy tale if there were new heroes in it?
Your fairy tale should be short and complete. Remember, in a fairy tale, good always triumphs over evil.
(Work in small groups with fairy tales)
Now let's listen to your fairy tales. (Listening to fairy tales)
Guys, you are so great! You turned out interesting, unusual, not similar friend fairy tales to each other. A little later, in free time you can draw pictures for your new fairy tales.
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Topic: “Journey through the fairy tales of K. I. Chukovsky.”
Goals and objectives: Summarize children’s knowledge about the writer and his works. To develop the ability to determine the content of literary works from excerpts from books and illustrations. Develop imagination and speech-creative abilities in children. Cultivate an interest in literature, a love of books and reading.
Equipment: Books by K. I. Chukovsky, a portrait of the writer, illustrations for his works, attributes of costumes for reading - dramatizations of poems, drawings based on fairy tales by K. I. Chukovsky.
Preliminary work: Reading to children and listening to audio recordings of Chukovsky’s works. Excursion to city library. Exhibition of drawings by children and parents “My friends from Chukovsky’s books.
Progress of the lesson
Educator. Today we will go on a trip. And where - guess for yourself. What poem are these lines from and who is the author?
Like ours at the gate
The miracle tree grows
Miracle, miracle, miracle, miracle
Wonderful.
Not a leaf on it,
Not a flower on it.
And stockings and shoes,
Like apples!
Masha will go through the garden,
Masha will tear it from the tree
Shoes, boots,
New shoes.
And for Murochka these
Tiny blue
Knitted shoes,
And with pompoms,
What a tree!
Children: “Miracle Tree” by K.I. Chukovsky.
Educator: Correct. (The phone rings, the teacher picks up.) My phone rang. Who's speaking?
Children: Elephant.
Educator. Where?
Children. From a camel.
Educator. What do you need?
Children. Chocolate.
Educator. How do you know all this?
Children. From the book by K.I. Chukovsky “Telephone”
Educator. That's right, these poems were written by K.I. Chukovsky.
Look at his portrait. Korney Ivanovich Chukovsky lived a long time ago, when your grandparents were as small as you are now. He had four children: two daughters and two sons. He loved them very much, often played hide-and-seek and tag with them, swam with them, took them on boat rides, and read books to them. But one day a misfortune happened. His little son seriously ill. The boy had a high fever, he could not sleep, he was crying. Chukovsky felt very sorry for his son, he wanted to calm him down, and he began to invent and tell him a fairy tale as he went. The boy liked the fairy tale, he stopped crying, listened attentively and finally fell asleep, and after a few days he completely recovered. After this incident, Chukovsky began to compose fairy tales. And I came up with a lot of them.
– Do you like fairy tales?
Our children have prepared a surprise for you. They will tell you excerpts from the works of Korney Chukovsky, and you try to guess the name.
1 child:
Jump and jump
Yes, chirp, chirp,
Chiki-riki-chik-chirik!
He took and pecked the Cockroach,
So the Giant is gone.
The giant got it right
And there was no mustache left from him. (“Cockroach”)
2nd child:
Oh you, my poor orphans,
The irons and pans are mine!
Go home, unwashed,
I will wash you with spring water,
I will clean you with sand,
I'll douse you with boiling water,
And you will be again
The sun is shining. (“Fedorino grief”)
4th child:
I killed the villain!
I freed you!
And now, maiden soul,
I want to marry you! ("Fly Tsokotukha")
5th child:
I'm telling you, villain
Spit out the sun quickly!
Otherwise, look - I’ll catch you,
I'll break it in half.
You, ignoramus, will know
Steal our sun! (“Stolen Sun”)
– Which characters do these fairy-tale names belong to?
Aibolit – (doctor)
Barmaley – (robber)
Fedora – (grandmother)
Karakula – (shark)
Moidodyr – (wash basin)
Totoshka, Kokoshka - (crocodiles)
Tsokotukha - (fly)
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Reading a story by N. Nosov "Dreamers"
Program content:
1. Educational objectives:
- Continue to introduce preschoolers to the works of children's writer N. Nosov;
- Develop the ability to give short and detailed answers to questions based on the text;
- Improve reasoning skills, write short fantastic stories;
2. Educational tasks:
- Cultivate interest in works of fiction;
3. Developmental tasks:
- Develop a sense of humor and creativity.
Methodical techniques: game motivation (Dunno's parish); di "Find out the story on the subject" ; reading a story by N. Nosov "Dreamers" ; teacher questions; physical education minute "Fantastic" ; lesson analysis; homework "My fantasies" .
Preliminary work: Reading stories by N. Nosov at the choice of the teacher, examining and drawing illustrations for the stories; reading a poem by B. Zakhoder "My Imagination" , reasoning on the topic "Fantasies" .
Materials and equipment:
- Dunno doll;
- Collection of stories by N. Nosov;
- Illustrations for the story;
- Demonstration board;
- Wonderful pouch;
- Items for N. Nosov's stories: hat, cucumber, pistol, car, lollipop, telephone, saucepan.
Individually differentiated approach:
- Teach children with a high level of development to give detailed answers to the teacher’s questions, justifying their answers with logical conclusions;
- Children with an average level of development are taught to give complete answers to the teacher’s questions by retelling certain passages of the text;
- Children with a low level of development should be encouraged to answer the proposed questions and lead them to the correct conclusions.
Progress of the lesson
Educator: Guys, do you like to fantasize?
Children: Yes, we love it.
Educator: Why do you think people fantasize?
Children: To make another person happy. To please him.
There's a knock on the door.
Educator: Guys, listen, someone is knocking. Came to visit us fairy tale hero who loves to fantasize, invent, and compose. And who is he, I think you will answer in chorus, in rhyme:
Mischievous, funny boy,
He is an artist and poet.
He's a funny little guy
Greetings from him to you all!
Find out about him now!
A hero has come to us... (Dunno)
Who invented Dunno and all his friends? (N. N. Nosov)
Educator: Guys, Dunno knows a lot of Nosov’s stories and loves them very much. He collected various objects from his most favorite stories, but accidentally mixed up which object was from which story. Shall we help him figure it out?
Children: Let's help
D/Game “Find out N. Nosov’s story on the subject” :
Telephone - "Telephone" , hat - "Living Hat" , saucepan and ladle - "Mishkina porridge" , rowan brush – "Knock-Knock" , cucumber - "Cucumbers" , sand - "On the Hill" , shovel – "Gardeners" , pants with a patch - "Patch" .
Educator: Well done, guys, you helped Dunno figure it out. You see, Dunno, our children also know a lot of Nosov’s stories and love them, have you read the story "Dreamers" ?
Dunno: Yes, I’m a good Dreamer myself! But I haven’t read such a story, I would like to know what kind of dreamers there are.
Educator: Well, then listen with the guys to another story by Nikolai Nosov "Dreamers"
Reading a story by N. Nosov "Dreamers"
Questions about the text:
- Did you like this story by N. Nosov?
- . What is it called?
- Why do you think the story is called "Dreamers" ?
- Which of the heroes can be safely called dreamers, and why?
- Did all the boys tell made-up stories?
- How did Igor’s story differ from the stories of Mishutka and Stasik?
- What story did he tell them?
- Why didn’t the guys want to be friends with Igor?
- How can you distinguish a lie from a fantasy?
Physical education minute. Now we will rest. Let's have a fantastic physical session.
One two three four five
Let's start playing!
All your eyes are closed (cover eyes with hands)
And they lowered their heads, (squats)
And when we open our eyes (get up)
Let's get into stories, fairy tales, (raise hands up)
A fairy tale will give us a rest.
Let's take a rest and hit the road again!
Malvina advises us:
The waist will be like an aspen,
If we bend over
Left - right 10 times, (tilts left - right)
Here are the Thumbelina words:
- So that your back is straight
Get up on your toes
It's like you're reaching for flowers. (Stand on tiptoes, raise arms up)
One two three four five
Say it again:
One two three four five, (repeat)
Little Red Riding Hood's advice:
If you jump, run,
You will live for many years.
One two three four five, (jumping in place)
Say it again:
One two three four five, (repeat)
The fairy tale gave us a rest!
Have you rested? On the road again!
We quickly close our eyes, (covers eyes with hands, crouches)
We're back in kindergarten! (Stand up, raise hands up)
Educator: Well, Dunno, did you like our trip?
Dunno: I really liked it, what about you guys?
Educator: What did you like and remember most?
Children: Game, fantastic physical education.
Dunno: Guys, I really liked the stories of Mishutka and Stasik! I'll be back today in Sunny City to see my friends, and we'll make up stories like this together! It's just a pity that the time has come to say goodbye to you. Goodbye, guys!
Children: Goodbye, Dunno!
Educator: Guys, today we learned what kind of dreamers the heroes of our story are. And I suggest that tonight you also dream up with your moms and dads, come up with your own stories, and tomorrow tell them to each other in kindergarten.
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Subject: "Silver Hoof" . Summary of a lesson on reading fiction
Program content:
Cultivate a love of art and interest in folklore. Cultivate sensitivity.
Learn to distinguish tales from epics. Teach to see and understand the beauty of literary works.
Introduce the writer P. P. Bazhov and his tales.
Develop a sense of empathy and support, communication skills.
Equipment:
P. P. Bazhov "Ural Tales" , With. 233
Progress of the lesson
Educator:
Remember and tell me what folklore is?
From what language did this word come to us?
What works belong to folklore?
Can you name the epics? The main characters?
“Today I would like to introduce you to a writer who was very fond of oral folk art and his literary works called them tales.
"Tale" - a word very similar to the word "fairy tale" . Indeed, a tale is an oral tradition in which a fairy tale is intricately intertwined with real life. In these tales the characters are ordinary earthly people. And next to them are fabulous ones.
These are the tales that the writer Pavel Petrovich Bazhov wrote. This man became a writer at a very mature age. When his first work was published, he was 57 years old. Pavel Petrovich Bazhov was born in 1879 (150 years ago, in the family of a master who worked at a mining plant near Yekaterinburg (a city in the Urals). The boy was lucky with a teacher of Russian language and literature. The teacher loved Russian literature and passed on his love to his students. At the age of nine, Bazhov knew entire collections of poems by Russian poets by heart. Pavel Bazhov could become a priest - he graduated from the Perm Theological Seminary. But he became a teacher of the Russian language, teaching first in Yekaterinburg, then in Kamyshlov. During the war (civilian) fought in the Red Army, was captured, and after escaping - in a detachment of Red partisans. After the war he took up journalism. From a young age, Bazhov was interested in folklore and studied folk wisdom. In his tales, Bazhov talks about hard work at mining factories, about the joy of creativity, and about caring for nature. The writer said: “A Russian man cannot live without a rainbow” . Bazhov collected all his tales and published a book "Malachite Box" . Today we will get acquainted with a tale from this book. And it's called "Silver Hoof" .
Reading a tale "Silver Hoof"
Educator:
Give the name of the tale.
Who main character this work?
What was the girl's name?
Why did she end up with Kokovani?
How do you imagine Darenka? Kokovanyu?
What fairy tale did the old man tell the girl?
Is there a fairytale moment in a tale? Which?
Name ordinary and fairy-tale heroes?
Why did the Silver Hoof give the girl precious stones?
Did you like the story? Why?
Exercise to develop emotions
"We'll be sorry, we'll do good"
Physical education minute "Christmas trees"
Educator:
Which writer did we meet in class?
What did he call his literary works?
What's happened "skaz" ?
Name the characters in the tales?
What tale did you learn about in class?
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Subject: “Introduction to the Russian folk tale “The Frog Princess”
Goal: to create interest and need for reading books (fairy tales)
Objectives: To form in children a concept of genre "fairy tale" ,; consolidate the ability to use different types of sentences in speech (on your own and with the help of an adult); cultivate cognitive interest; develop speech, attention, memory, cultivate a sense of camaraderie, the ability to give in to each other.
Integration of educational areas: “Reading fiction, “Communication” , "Cognition" , "Artistic creativity"
Progress of activities
1. -Look who came to visit us today? Yes, this is a familiar storyteller. So where are we going today? Right.
Today we will continue our journey through the Land of Fairy Tales. Want to?
Let's remember what a fairy tale is?
What kind of fairy tales are there?
Well done! Today we will also go to a fairy tale. You will find out which one by solving the riddle.
An arrow flew and fell into a swamp,
And in this swamp, someone raised her.
Who, having said goodbye to green skin,
Did you instantly become beautiful and comely?
That's right, this is the fairy tale The Frog Princess.
2. -Do you want to know what happened in this fairy tale? (Yes)
Then take a listening pose. (reading a fairy tale)
3. Conversation after reading:
Did you like the fairy tale? How?
What features of a folk tale can you name?
Name the main characters. Which of them did you like the most?
What kind of Ivan Tsarevich is in the fairy tale? And Vasilisa the Wise?
Why is Vasilisa called the Wise?
What magic did you notice in the fairy tale?
Why are miracles needed in fairy tales?
What type of fairy tale does it belong to?
Why is the fairy tale called "Princess Frog" ?
Physical education minute "Two Frogs" .
We see them jumping along the edge of the forest
(Turns to the sides.)
Two green frogs.
(Half squats left and right.)
Jump-jump, jump-jump,
(Stepping from toe to heel.)
Jump from heel to toe.
There are two girlfriends in the swamp,
Two green frogs
(Hands on the belt, half squats left and right.)
In the morning we washed ourselves early,
We rubbed ourselves with a towel.
(Perform movements in accordance with the text.)
They stomped their feet,
Hands were clapping.
Leaned to the right
They leaned to the left.
That's the secret of health,
(Walk in place.)
Hello to all physical education friends!
4. The sorceress from the Land of Fairy Tales has sent you questions and wants to check whether you listened carefully to the fairy tale.
View the presentation.
- -Well done boys. What does this fairy tale teach?
5. -You have answered all the questions, and the storyteller invites you to find out which fairy tale we will go to next time. You will find out if you put the puzzles together correctly. (Children put together a puzzle)
What fairy tale awaits us next time? (Fox and crane)
Result of activity
What fairy tale did you meet today? What fairy tale is this? What does she teach?
What did you enjoy most today?
In the evening you can draw illustrations for this fairy tale.
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Subject:. Memorizing a poem by E. Blaginina "Let's sit in silence"
Goals:
- Teach children to memorize the poem, read loudly enough, with expression. Develop memory, expand children's cognitive interests. Cultivate interest in fiction of different genres
- Involve children in conversation while looking at pictures and objects. Repetition of interesting passages
- Develop free communication with adults. Listen and answer the questions asked. Expand children's vocabulary
- Keep children healthy
- Learn to listen to music
- Bring joy to children.
- Strengthen the memorization of poems
- To develop the ability to expressively read a poem and express emotions intonationally
Equipment:
Board on which printed pictures are placed matching strings poems. mirror.
Courses:
Preliminary work: I will read G. Vieru’s poem to the children "Mother's day"
Introductory part: Children sit in a semicircle on chairs. I take a mirror and point the sun's ray at one child, then at the other, etc. (Children looking at a ray of sunshine)
Then I show the children the pictures on the board. The children remember that in the morning they read a poem by G. Vieru "Mother's day" (Children look at the pictures)
I invite children to listen to E. Blaginina’s poem Let’s sit in silence.”
Main part
I'm reading a poem
(The children are sitting on
chairs in a semicircle)
Mom is sleeping, she is tired...
Well, I didn’t play!
I don't start a top
And I sat down and sat.
My toys don't make noise
The room is quiet and empty.
And on my mother's pillow
The golden ray steals.
And I said to the beam:
- I want to move too!
I would like a lot:
I would sing a song
I could laugh
There's so much I want!
But mom is sleeping and I am silent.
The beam darted along the wall,
And then he slid towards me.
“Nothing,” he seemed to whisper, “
Let's sit in silence.
I ask the children questions: -Did you like the poem? (liked)-Why didn’t the girl start playing? (mom is sleeping, she is tired)
Who doesn't a girl turn on? (top)
Who doesn't make noise in the room? (toys)
Who's sneaking on mom's pillow? (Ray)
What did the girl say to the beam? (I want to move too)
What would the girl do if mom wasn't sleeping? (I would like to read a lot, roll a ball, sing, laugh)
(Several children look at the picture and read a poem)
I read it again and then turn to the children:
I have a mirror, who wants to post a sunbeam as if it were a ray? Go Leila (I give the girl a mirror and help her point the beam at the children. Leila looks at the baskets and reads a poem, during times of difficulty I help and advise her.
Outdoor game "Catch the Bunny"
I turn on the music while it sounds on the slant, a sunny bunny flashes, the music ends, the music bunny disappears, the next one who lets in the sunny bunny wakes up the most active child (the game continues 5-6 times)
I tell the children that we can play this game on a walk.
(Children get up and catch on the wall sunny bunny)
Final part
Let me know what the poem was called (Let’s sit in silence, who wrote (E. Blaginina, what we played today (we caught a sunbeam (They remember and answer questions)
Follow-up work
Walk
Play a game with your children. Remember the poem and recite it.
(All the children are frolicking on the veranda)
Individual work with Sasha, reciting with her several lines that are difficult for her to understand
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Conversation on a Nanai fairy tale "Ayoga"
Goal: to continue to introduce children to the creativity of the small peoples of the North; cultivate respect for the culture of other peoples; continue to introduce emotional and evaluative vocabulary into speech; improve artistic and speech performing skills; cultivate the ability to experience compassion and empathy; develop qualities: responsiveness, kindness, empathy.
Equipment: drawings depicting Nanai girls, masks, recording of music. excerpts
Progress of the lesson
Guys, stand in a circle, holding hands with your friends. Smile at each other. Listen to how your heart beats.
How can you talk about the heart? (kind, indifferent)
When talking about the heart, we are talking about the person himself, about his character.
Now we will read a Nanai fairy tale and meet two girls
(show pictures)
One is kind and affectionate, the other is indifferent and cold.
The fairy tale is called "Ayoga"
Reading a fairy tale
Conversation:
Which of the pictures depicts Ayoga, on the right or on the left?
How did you guess?
Tell us, what was Ayoga like? (proud, angry)
Who is shown in the other picture? (neighbor girl)
Tell us about her.
They say: “A person is beautiful not in face, but in actions” .
How do you understand this?
This proverb fits the fairy tale "Ayoga" ?
What actions of Ayoga did you not like?
What happened to Ayoga?
Fizminutka
Try to imagine yourself in Ayogi's place.
Turn into geese. (fly)
-Remember how Ayoga waves her arms and stretches out her neck:
“I don’t need anything”
(to speak)
Yes, Ayoga was offended because her mother did not give her a cake.
I gave it to the neighbor girl.
Why did she do this?
For a long time, Ayoga’s mother asked her to go get water. Let's remember how it was, Tanya, Lisa, Anya will help us.
Dramatizing an excerpt from a fairy tale
Who would you like to be like?
What did you like about the girl?
What good deeds are you doing? (sweep the floor, wash the dishes)
Now you will hear two muses. excerpt.
Determine which melody reflects Ayogi's character, and which one suits the girl next door?
(listening to the melody)
Which girl did you imagine?
What is the character of the music? (tender, affectionate)
Depict the girls' character with your movements.
Musical improvisation
Guys, today we met a fairy tale "Ayoga" .
What's her mood like? (sad)
What does Ayoga have to become to turn into a girl again? (kind)
Do you believe that Ayoga will change?
Do you want the fairy tale to end differently?
Tomorrow we will come up with a continuation of the fairy tale with a happy ending.
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Subject: “Telling the Russian folk tale “Sivka-burka”
Program content:
Educational goals
Teach children to understand the meaning of a fairy tale and the moral contained in it.
Consolidate knowledge about the genre features of fairy tales;
Developmental goals
Develop sensitivity to the figurative structure of the language of a fairy tale, the ability to reproduce and understand figurative expressions;
Educational
To cultivate in children emotional sensitivity to the figurative content of a fairy tale, the ability to empathize with the characters;
Preliminary work.
Visiting the exhibition in "city of craftsmen" , examination of layouts of various fairy tales.
Examination of illustrations depicting various heroes of Russian folk tales.
A conversation about which children know fairy tales where the main characters are helped by different animals.
Organizing a group exhibition of books brought by children "My favorite fairy tales"
Equipment and materials.
Fairy tale books "By pike command» , "Ivan Tsarevich and Gray wolf» , "Sivka-burka" , "The Little Humpbacked Horse" P. Ershova, illustrations for fairy tales.
Progress of the lesson.
1. Introductory part
Visit to a book exhibition organized in the group, conversation:
Guys, I invite you to the opening of our exhibition "My favorite fairy tales" . Let's look at the books you brought.
(2, 3 children talk about their books)
Remember what these fairy tales are called. (Russian national). Why are they called that? (they have no author, fairy tales have been composed by people for a long time and passed on from mouth to mouth)
Guys, name a few of the main characters of these fairy tales? (Emelya, Ivan Tsarevich, etc.)
In all these fairy tales, the main characters were helped by different animals: in the fairy tale about Emelya. (pike, in the fairy tale about Ivan Tsarevich. (gray wolf).
And in every fairy tale, the heroes knew the treasured word to call their friend in difficult times. Remember what words Emelya said?
(“At the behest of the pike, at my will” )
2. Reading a fairy tale
-Now you will hear a Russian folk tale "Sivka-burka" , in which the main character is also helped by an animal, but which one you should find out for yourself by listening to this poem:
Gallant steed
Well, gallop!
You fly, horse, soon, soon,
Through rivers, through mountains!
Still, gallop - gop-gop!
Trash-trash!
Trot, dear friend!
After all, it will be strength to restrain.
Trot, trot, my dear horse!
Trash-trash-trash!
Don't stumble, my friend!
That's right guys. In a fairy tale "Sivka-burka" , the horse will help the main character, listen carefully and remember what the cherished word Ivanushka will call the horse and how the horse will help him.
(The teacher reads a fairy tale)
3. Conversation on the content of the tale
Who are the main characters of the fairy tale? "Sivka-burka" ? Which of the characters would you call positive and which negative?
Why did you decide so.
Tell us how the friendship between Ivanushka and the horse began? What proverb could be used to talk about this? (There would have been no happiness, but misfortune would have helped.) Why this particular proverb?
How is Sivka-Burka described in the fairy tale, is he different from ordinary horses? (description using exact phrases from the fairy tale)
What was the sacred word that Ivanushka called Sivka-burka? What does the fairy tale say, what was his horse's name?
(“He will go out into the open field, hang down, bark...” )
In Russian fairy tales, all important events usually happen three times and are repeated three times. What happened three times in the fairy tale "Sivka-burka" ?
(“Three nights, three brothers, three times we went to the city, three times I called the horse.” )
4. Telling a story
Guys, now we’ll try to tell a fairy tale ourselves. "Sivka-burka" .
We tell it expressively so that we understand how the characters feel, so that the fairy tale comes to life. Who would like to start?
(All the children tell the story, in a short passage, the teacher makes sure that the text is as close to the original as possible, the same verbiage and figurative expressions are used)
5. Final part
Examination of illustrations with access to productive activities
Guys, did you like the way you told the story?
Please look at the board, what do you see? These are illustrations for a fairy tale "Sivka-burka" and other Russian folk tales.
How do you feel when you look at these illustrations? You can feel the character and mood of the hero.
You each have your own favorite fairy tale, I suggest you draw your favorite fairy-tale hero, and we will decorate our group with your drawings and make an exhibition "Favorite fairy-tale characters" .
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Subject: “Reading to children the literary work “Gray Star” B. Zakhoder."
Goal: to familiarize children with fiction.
Type: reading to children.
Topic: reading a fairy tale by Boris Zakhoder "Gray Star" .
Program content:
- Educational and cognitive tasks: to convey the ideological content of the work to children: ugly does not mean bad and useless. Expand children's knowledge about the peculiarities of life of toads. Have a motivated attitude towards the actions of the heroes, characterize the heroes.
- Speech task: continue to teach children to speak coherently, clearly, consistently.
- Vocabulary task:
- Enrich: slug, caterpillar.
- Clarify, secure: trees, bushes, flowers.
- Activate: star, butterfly, toad, starling, thorns.
4. Educational task: to cultivate interest in the work of Boris Zakhoder.
5. Developmental task: to develop memory, attention, perception, thinking.
6. Correctional tasks: develop active vocabulary; learn to correctly change words in gender, number, case; learn to connect words in a sentence; learn to use the correct tempo and speech breathing.
Preparing children: acquaintance with other works of B. Zakhoder (fairy tale "Rusachok" , poem "Letter "I" ) .
Teacher preparation: selected the work, clarity; completed the outline.
Equipment: magnetic board, illustrations for the work, magnets.
The logic of direct educational activities:
Part I. Introductory.
Guys, today we have a very interesting activity, but before I tell you what, I’ll tell you some riddles. They are very simple, so you can guess them quickly. Ready?
1. Under the pines, under the fir trees
There is a bag of needles. (Hedgehog.)
How did you guess?
2. Not a beast, not a bird,
Afraid of everyone
Catches flies -
And into the water - splash! (Toad.)
How did you guess?
3. There is a palace on the pole,
There is a singer in the palace,
And his name is... (Starling.)
How did you guess?
Part II. Main.
1. What great fellows you are! Guys, now I’ll read to you a work about a toad, about the Scientist Starling, about hedgehogs and much more. And it's called "Gray Star" and Boris Zakhoder wrote this work.
- Guys, what do you know about hedgehogs? What are they?
- And the toad? How do you imagine a toad? I start reading the work and at the same time display pictures according to the plot on a magnetic board.
- And what are pansies, daisies, roses, bells, Ivan - yes - Marya, asters? What do all these flowers have?
Well done, you know a lot. Well, now sit back, I’m starting to read. Listen carefully, after reading I will ask questions and I will understand how well you remembered and how carefully you listened. (Reading the work.)
2. Conversation based on the content of what was read. I ask the children questions:
- Guys, what is this piece about? (About the Gray Star (the toad that everyone loved and who benefited the flowers.)
- What do you remember most? (That the flowers loved her as she was.)
- Who wrote this work? (The work was written by Boris Zakhoder.)
- Why did everyone love Gray Star? (For the fact that she protected flowers and bushes from enemies - slugs and caterpillars.)
- Why did the Stupid boy throw stones at the Gray Star? (Because he thought it was poisonous.)
- Did the Stupid Boy do the right thing? (No.)
- And Gray Star, in your opinion, did a good job? (Yes, it protected plants from enemies.)
- Did you like this piece? (Yes.)
- What does it teach? (You can’t look only at external signs, you need to see the essence.)
Guys, we've all been sitting too long, let's get up for a physical minute.
(We walk in place.)
(Clap our hands.)
We also know how to relax.
(Jumping in place.)
Let's put our hands behind our backs,
(Hands behind your back.)
Let's raise our heads higher
(Raise their heads higher.)
And let's breathe easily.
(Deep inhalation and exhalation.)
Pull yourself up on your toes -
So many times
Exactly as many as fingers
(They showed how many fingers there are on their hands.)
On your hand.
(We rise on our toes 10 times.)
3. Repeated reading of passages of the work.
4. Conclusions. I ask the children questions:
- So what did the author want to tell us? (That toads are not really bad, even though they are ugly. They are beneficial.)
Part III. Final.
Now let's play a game. It's called "Name the first sound" . I will say the word and throw the ball to you one by one. You will have to name the first sound in the word and throw the ball to me. You can't give any hints, be patient, you will all take part in the game.
Purpose of the game: to consolidate the ability to name the first sound in a word.
I’ll give a general analysis of the lesson: guys, you actively answered questions, were attentive, especially Tanya, Katya, Misha, because when I read, they were not distracted and listened to me very carefully.
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Topic: Story by V. Bianchi "Forest houses" .
Program content:
Communication. Reading fiction.
- Introduce children to the works of Vitaly Bianchi.
- Expand the understanding that each bird builds a special nest for itself and why.
- Introduce children to proverbs that reflect a person’s love for his home.
Enrichment of vocabulary: plovers, great grebes.
Activation: swallow, falcon, plover, pigeon, oriole, warbler.
Demonstration material: Illustrations, postcards and other images of birds: swallow, falcon, plover, pigeon, oriole, warbler, grebe.
1. Acquaintance with the work of Vitaly Bianchi.
Educator: Guys, today I want to introduce you to the stories and fairy tales of the wonderful writer Vitaly Bianki.
(Looking at the portrait of the writer)
You and I have already read a lot of stories by V. Bianchi, for example: stories about the forest, animals. For the first time forest trip V. Bianchi, went when he was five years old. Since then, the forest has become a magical land for him. Bianchi considered his father to be his main forest teacher. It was he who taught his son to write down his observations. After many years, they were transformed into fascinating stories and fairy tales. Bianchi himself called his works "non-fairy tales" . They don't have "magic wand" , or something that does not happen, but when reading them, it is as if we live together with birds and animals, listen to their conversations, and participate in their adventures.
2. Reading a story "Forest houses"
Educator: today I invite you to listen to a story called: "Forest houses"
3. Conversation on the content of the story.
Educator: And now, I propose to answer the questions.
Who was the main character of this story (children's answer)-swallow - shorebird.
How did it happen that Beregovushka lost its home? (a fragment of a retelling of events by one of the children)
Who did Beregovushka meet first? (a small yellow bird with a black tie around its neck named Plover.)
Tell us what kind of conversation they had. (fragment of retelling)
What kind of house did Zuik have and was Beregovushka able to spend the night in it?
Did Beregovushka like the pigeon's house? Tell us what he was like?
Which birds did the swallow visit? Tell us about their houses.
(Oriole’s house is made of stems, hairs, hairs, and birch peels: hanging on a branch and swaying. Warbler’s is a hut made of dry grass, built right on the ground. Chemga’s is a floating island made of dry reeds.
Why was Penchka uncomfortable in these nests?
What kind of houses do swallows have? (like holes on a steep river bank, similar to minks.)
What interesting things did we learn from this story? (Each bird has its own home, not like the others.)
4. Looking at pictures depicting different bird nests.
(looking at pictures)
Why do you think the shore swallow liked its own house most of all? (Because her mother was there, her warm bed of grass and feathers was there.)
5. Getting to know proverbs about home.
Educator: Every person loves his home more than anything in the world, the place where he was born, where he lives.
I suggest you listen to proverbs about your home, for example: “It’s good to be away, but it’s better to be at home” , “Where someone was born, they came in handy” . The teacher invites the children to explain the meaning of proverbs.
Grade:
Why do you think birds have such different houses, what does it depend on? (Each bird builds its nest where it lives: in the grass, on tree branches, on the water, etc. And it also tries to make it invisible to prying eyes)
The teacher gives an objective assessment of the children’s activities in class, and, as an option, asks them to evaluate their comrades and themselves.
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Retelling of a Ukrainian folk tale "Spikelet"
Topic: Retelling of the Ukrainian folk tale "Spikelet".
Goals: 1. Teach children to retell a fairy tale on their own, convey the characters’ characters in intonation, their attitude towards the characters; learn to tell with faces (changing voice, intonation); teach to understand the figurative content and meaning of proverbs.
2. develop the ability to invent various options new episodes of the fairy tale; develop imagination, fantasy; coherent speech of children; continue to develop attention.
3. cultivate friendly relationships and interest in the activity.
Material: book with illustrations; attributes for staging.
Progress of the lesson:
You are well aware of the proverb “He who does not work, neither shall he eat.”
What does it mean?
(children's answers)
Now I will read you the Ukrainian folk tale "Spikelet".
Reading a fairy tale.
How does the fairy tale reveal the meaning of the proverb “He who doesn’t work, doesn’t eat”?
Guys, think about what kind of mice they are? What words can you use to describe them? How did you understand this?
What cockerel? What words can you use to describe him?
Tell us how the cockerel worked. What did he do with the ear of corn?
What were the little mice doing at this time? How did the cockerel teach us-shat a lesson? What did he tell them?
Listen to this story again. Afterwards you will retell it.
Children's retelling of a fairy tale (individually, collective retelling)
Guys, the fairy tale says: “And the little mice only knew that they were jumping and dancing.” Think about how the little mice had fun, and when you retell the fairy tale, tell about it.
Analysis of children's stories. Reward in the form of praise.
Staging a fairy tale using paraphernalia.
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Topic: Retelling the story of L. N. Tolstoy "Bone"
PROGRAM TASKS: To develop monologue speech, the ability to meaningfully and expressively retell a literary text, constructing sentences in a grammatically correct manner. Activate the dictionary by lexical topic. Develop auditory perception; practice distinguishing non-speech sounds and voice timbre. Enrich your vocabulary with figurative language expressions. Develop literary speech; to introduce verbal art, including the development of artistic perception and aesthetic taste. Develop memory, logical thinking, voluntary attention. Cultivate sensitivity, fairness, and the ability to admit a mistake.
DICTIONARY: upper room, turned red like a lobster, counted, turned pale.
METHODS AND TECHNIQUES: reading a story, conversation, questions, encouragement.
EQUIPMENT: fruit bowl; portrait of L.N. Tolstoy; subject pictures depicting boiled crayfish, upper room; tape recorder recording the sounds of autumn.
I Introductory part
Children join a group to a musical work by A. Vivaldi "Autumn" .
Guys, did you like this piece of music?
How did it make you feel?
What time of year is this music best suited to?
Yes, indeed, autumn can be so different and only in autumn can there be such a riot of colors. This is all that was shown by the famous Italian composer Antonio Vivaldi in his musical work "Autumn" , an excerpt of which we have just listened to.
Composers compose music about all seasons, artists paint pictures, poets dedicate poems. Let's remember an excerpt from a poem by A. S. Pushkin "Autumn" .
Reading a poem by a child.
A large harvest ripens in autumn. What?
Vegetables, fruits, grains (rye, wheat)
Look, what's the harvest on my table?
Fruit harvest.
What fruits? (peaches, apricots, plums)
Where do fruits grow?
In the garden on the fruit trees.
I know that you all love fruit very much. And why? What's inside each fruit?
Every fruit has a seed inside.
How should you eat fruit correctly?
They must be washed to avoid germs. And throw the bone into the trash bin.
Well done boys.
INTRODUCTION TO THE TOPIC, PURPOSE.
Today I will introduce you to the true story of Leo Nikolaevich Tolstoy "bone" (portrait showing)
II MAIN PART
- Reading a story
- Conversation on content
Educator: What did mom buy?
Children: Mom bought plums.
Educator: How did Vanya behave?
Children: Vanya walked around the plums and smelled them all.
Educator: Why were they interested in Vanya?
Children: He really liked them, he had never eaten plums.
Educator: How did Vanya behave when he was left alone in the room?
Children: Vanya couldn’t resist, grabbed one plum and ate it.
Educator: Who noticed that one plum was missing?
Children: Mom counted the plums and noticed that one was missing.
Educator: Did Vanya admit to his action?
Children: The children answered that they did not eat plums and Vanya also said that he did not eat plums.
Educator: Why was dad worried?
Children: He said that if one of the children ate a plum, it was not good; but the trouble is that plums have seeds, and if anyone swallows a seed, he will die within a day.
Educator: What did Vanya answer?
Children: Vanya said that he threw the bone out the window. Educator: Why did Vanya cry?
Children: Vanya cried because he felt ashamed of his action.
Educator: What would you do if you were Vanya?
Children: I would wait until mom gives the drain herself. If I ate a plum without asking, I would admit it myself.
Educator: There is such a proverb “The secret always becomes clear” . How do you understand it?
Children: You need to immediately admit that you did a bad thing, because they will find out about it anyway.
3. Vocabulary work
There is an expression in the story: "turned red like a lobster" , what does it mean?
Children: Out of shame he turned red, like boiled crayfish.
Educator: What is a room?
Children: Bright, beautiful room.
Educator: How do you understand the word "considered" ?
Children: I counted.
Educator: Have you turned pale?
Children: He became white, pale from fright.
Guys, you said that fruits grow in the garden on a fruit tree. Let's try to get them.
4. Speech with movement "On a branch"
There’s an apricot on the branch, stretch your arms up,
He has grown so much in the sun! Spread your arms to the sides
Reach for him, reach for him, rise on your tiptoes, stretch your arms up,
But be careful not to stumble! Quickly sit down
5. Repeated reading of the story with the intention of retelling
Educator: Now I will read the story to you again, and you listen carefully and retell it. (Re-reading the story)
6. Retelling the story by children
Educator: Tell a story about the boy Vanya. (children's dramatization of the story)
And now we will complicate the task and try to retell this story in person. Then a retelling on behalf of mom and on behalf of dad, on behalf of the bone.
Sh. Final part
Result, assessment:
What is the name of the story you retold? Who is the author of his musical work? Whose story did you like best and why?
What is the name of the piece of music that we listened to? Who is the composer?
I liked all your stories, you tried to retell them close to the text. Well done!
Don’t forget to tell the story about the boy Vanya to your parents, sisters and brothers at home.
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Subject: “Reading the Nenets folk tale “Cuckoo”
Goal: understanding the moral of the tale
Objectives: to teach to understand the moral of a fairy tale, to expand children’s ideas about fairy tales of different peoples, about the traditions and customs of the peoples of the north. Develop attention, thinking, memory, attention. Cultivate the ability for empathy, responsiveness, and respect for the mother.
Dictionary: chum, malitsa, pima, tundra.
Equipment: illustrations: plague, malitsa, pimov, box, golden key, thimble, colored stripes (blue, red, yellow) for each child, a book - a little fairy tale "Cuckoo", a rebus.
Progress of the lesson
1. Game moment. "Key, golden key!
Open a new fairy tale! "
Who can read the title of the fairy tale? Who do you think this fairy tale is about? Who is the cuckoo? What do you know about her? The prepared child answers. (Cuckoo - migrant. She does not build a nest; she places her eggs in other people's nests. Never take care of your offspring.)
What kind of fairy tales are there? (about animals, magical, everyday) What folk tales do you know? (Russian, Kazakh, Ukrainian, etc.)
"Cuckoo" is a Nenets folk tale. Who are the Nenets? The prepared child answers. (Nenets are residents of the north. They are engaged in reindeer herding. In the north there is a very long and cold winter, so people wear warm clothes made of fur and reindeer skins.)
2. "Word Workshop"
There is something in the box. (illustrations) What is chum? Prepared child: chum is a home northern peoples, covered with deer skins, shaped like a hut. What is malitsa? Prepared child: malitsa is clothing made of reindeer skins with a hood with fur inside. What are pimas? Prepared child: pimas are fur boots among the northern peoples.
3. Telling a fairy tale by the teacher.
4. Physical exercise. (teacher reads, children show actions)
There lived a poor woman on earth. The children wet their clothes, and the woman dries them. They will drag the snow away, and take the mother away. And she caught fish on the river. My mother fell ill from her hard life. She lies in the tent and asks to bring her water. The mother stood up in the middle of the chum and put on her malitsa. The mother takes the board and it turns into a tail. Instead of arms, wings grew. The mother turned into a bird and flew out of the tent.
5. Individual task. (5 children guess the rebus using the first letters of the subject pictures. Each has one word.)
6. Conversation based on a fairy tale: Why did the mother turn into a bird and leave her home? How do you feel about your mothers? How do you help your loved ones and family? What words do you say to your mothers when they are tired?
7. Proverbs and sayings. What proverbs and sayings about mothers do you know? (“It’s warm in the sun, kindness in the mother’s presence”, “There is no friend like your own mother”, “A mother’s affection knows no end”) What do they mean?
The guys guessed the rebus. Say your words. ("A mother's heart warms better than the sun") Who can repeat the proverb? How to understand?
8. Summary. Reflection. What is the name of the fairy tale? Who is its author? What fairy tale is this? Did you like the ending of the fairy tale? What ending to the fairy tale would you suggest? Of the three colored stripes, choose two: the first is your mood at the beginning of the fairy tale, and the second is your mood at the end of the fairy tale. Which stripes did you choose? Why? I chose three stripes: at the beginning of the fairy tale I was in a calm mood, so the yellow stripe, the blue one in the middle, because the mother got sick and the children did not give her water, the red stripe at the end of the fairy tale because the mother flew away and the children were left alone.
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Subject: “Telling the Russian folk tale “The Hare is a Braggart” .
Goal: To recall with children the names of Russian folk tales and introduce them to a new work: a fairy tale "The hare is a braggart" . Develop the ability to retell a fairy tale using a diagram close to the text. Expanding vocabulary through words: threshing floor, sheaf, boast.
Progress of the lesson.
Children sit in a semicircle in front of the teacher. The teacher has a hare from the BI-BA-BO theater on his hand.
Educator: Guys, let's remember what kind of hare is in fairy tales?
Children: cowardly, oblique, with a mustache and long ears.
Educator: Today I will tell you a fairy tale called “The hare is a braggart, listen carefully, then we will retell it.
The teacher reads a fairy tale. After reading the story, the teacher asks questions.
Educator: Why was the hare called boast?
Children: Because the hare was bragging.
Educator: How did the hare boast?
Children: I don’t have a mustache, but a mustache. Not paws, but paws. Not teeth, but teeth.
Educator: Where did the hare live, and how did he live? (Answers).
Where did the hare go in winter? (Answers. The teacher explains the meaning of the words: threshing floor, sheaf).
What did the hares tell the aunt, the crow? (Answers).
How did the crow punish the hare? (Answers).
What happened to the crow? (answers).
Who helped her? (Answers).
What did the crow say to the hare?
Children: Well done! Not a boaster, but a brave man!
Educator: Let's remember and depict how the hare showed off to other hares.
A game is played - a dramatization based on this passage. The teacher puts a mask on the hare. Evaluates the intonation expressiveness of performance.
Educator: And now we will retell this fairy tale. To make it easier for you to retell, we will now draw a diagram.
The teacher draws a diagram of the fairy tale on a piece of paper, telling it again and asking the children the questions “What happened next? What did the hare say? How will you and I draw a mustache? Etc. When the diagram is ready, the teacher asks the children: Who wants to tell a fairy tale?
A willing child tells a fairy tale according to the diagram.
Educator: Well done! Guys, what if you and I couldn’t draw? What could help us when retelling a fairy tale? (Answers). There is such a game "Magic Circles" . (The teacher takes out a box with a game). The white circle is the hare, the black circle is the crow, the light brown circle is the dog. Anyone want to try telling a story using circles?
The wishing child tells a fairy tale. The teacher helps if the child has difficulties. Then the teacher asks 1 - 2 more children.
Educator: We told the fairy tale, now let's play. The game is called "Homeless Hare" .
Educator: Our main character today was a hare. Now we will make a hare for you tabletop theater, which you will then play with.
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Subject: (based on the work of N. N. Nosov "Living Hat" )
Goal: Formation of a holistic picture of the world through introducing children to the work of N. Nosov.
Tasks:
Develop the ability to naturally expressively retell excerpts from N. Nosov’s story "Living Hat" .
To promote the development of sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their stories.
Strengthen the ability to decorate finished objects using various materials for decorating hats, developing aesthetic taste, neatness attention.
Form an idea of the composition.
Cultivate interest and love for fiction.
Types of children's activities: communicative, labor, cognitive and research.
Integration of educational areas: communication, artistic creativity, labor, safety, socialization, music, reading fiction.
Planned results and development of integrative qualities: the child shows curiosity, interest in the information he receives in the process of communication, knows how to maintain a conversation, expresses his point of view, agrees or disagrees with a friend’s answer, is able to reason. The child has developed the skills and abilities necessary for labor activity. Takes a lively, interested part in the educational process. Possesses monologue speech and constructive ways of interacting with children and adults.
Materials for the lesson: portrait of N. N. Nosov, diagrams based on the story of N. Nosov "Living Hat" , pictograms, carpet, hat for playing, hats for decoration, jewelry blanks, glue, stapler, tape, audio recording of musical accompaniment.
Children in a group play independently. I address the children:
Guys, do you want to play with me? Then I invite you on a journey to the city of Masters.
Children stand in a circle and read the poem:
I see in a wide circle
All my friends stood up.
We'll go right now
Now let's go left
Let's gather in the center of the circle
And we will all return to our place.
Let's smile, wink,
Let's start traveling.
Guys, what can you travel with? (children's answers). And you will understand what we will go on the trip with by guessing the riddle.
“This is a rectangular shaped vehicle,
flies through the air, only happens in fairy tales" (Magic carpet).
And here is the carpet - an airplane. (I spread it out, the children stand on the carpet close to each other.) Stand closer to each other, press together so that everyone fits on it. Remember the saying about cramped conditions?
Children say "In crowded but not mad"
Cosmic music sounds.
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
Here we are in the city of Masters. Look how many different hats there are.
What material did the craftsmen use to make these hats? (fabric, cardboard, artificial fiber). What are they? Who wears hats today? (men, women, children)
Music sounds, I offer the children a game "Hat" . The hat is passed around in a circle to the music; when the music stops, the child who currently has the hat names any type of headdress.
What you just listed in the game, name it in one word. (hats) Interviewing several children
Tell me, are there living hats? (Children reason) Why do you think so? Who wrote the story about the living hat? (N. Nosov) What is it called? ("Living Hat" ) .
Guys, let's remember together the story about the living hat. And geometric shapes will help us.
– Who are the main characters in the story? (boys – Vovka and Vadik and kitten Vaska). What geometric figure can replace the main characters?
Vadik and Vovka? (oval) Kota Vaska? (circle)
Remember what objects were found in the story? (chest of drawers, hat, table, poker, potatoes).
What geometric figure can replace a chest of drawers? (table, potatoes, poker, hat).
Who wants to tell you according to the first scheme?
Schemes of excerpts from the story are displayed alternately in accordance with the sequence of actions of the characters. (1 - how the hat fell, 2 - how the hat came to life and the boys got scared, 3 - fighting the hat with a poker, 4 - the secret was revealed). I tell the children a plan for the sequence of the story using diagrams. I present the first diagram and invite the children to tell it based on it. And so on for all schemes.
Guys, do you think everything is covered in this passage, or something can be added. (Praise for well-told and detailed passages)
N. Nosov is wonderful children's writer, he understood children so well, and described their feelings in different life situations so accurately and colorfully that you and I could easily imagine them in our imaginations. These feelings that Vadik and Vovka experienced throughout the story are called emotions, which are displayed in pictograms.
What did Vova and Vadik feel when the hat started to move? (fear)
Show me how scared they were? (children pretend to be scared).
I suggest showing the desired icon. Children show, and one child places his pictogram under the diagram of the corresponding episode.
What feeling did the guys have when they found a cat under the hat? (astonishment).
What feeling replaced surprise? (joy).
Depict how the guys expressed their joy. (working with pictograms and diagrams.)
Guys, today we are in the city of masters and played and remembered the story of N. Nosov "Living Hat" , but where are the masters?
I take the children to the hat workshop.
Where do you think we have come? (children's answers).
This is a workshop for making fashionable hats. Who works here? (Craftswomen). Let's turn to the masters, let them tell us what they can do?
Craftswoman: “In this workshop we make hats and bonnets for ladies and gentlemen. So that everyone is beautiful and fashionable. Do you want to learn how to decorate hats? Will you help us?
Children and craftswomen decorate hats together, using materials and decorations prepared on the tables. The work is performed standing. Children put on hats and walk in a circle to the music, showing off their elegant headdresses. Children say goodbye to the craftswomen, stand on the carpet, cosmic music sounds,
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
So we returned to our group.
I propose to continue the games started earlier; the hats remain in use for the children at their request.
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Subject: “Reading N. Teleshov’s fairy tale “Krupenichka”
Goal: To introduce children to a new fairy tale, with the author – N.D. Teleshov.
Tasks:
Educational: To cultivate interest in fairy tales and Russian traditions.
Developmental: Develop children's active vocabulary, coherent speech, attention, memory, thinking, imagination.
Educational: Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, experience.
Expected result: Expresses positive emotions (surprise, admiration) while listening to a fairy tale by N. Teleshova "Krupenichka" ; knows how to conduct a conversation on the content of the work, actively and friendly interacts with the teacher and peers.
Methods and techniques: reading, questions, conversation,
Visual teaching aids: book by N. Teleshov "Krupenichka" , buckwheat, portrait of a woman - Yaga (several options, porridge, book "Tales of Baba Yaga" .
Preliminary work: Reading Russian folk tales, looking at illustrations, talking about economic crops, d/i "Cereals"
GCD structure
I. Org. moment (examination of the exhibition on the topic "Russian folk tales" ) .
II. Main part.
- Looking at portraits of Baba Yaga and talking about her.
- Reading a fairy tale, talking about the content.
I. Children approach the exhibition and look at the books.
II. 1) Do you like fairy tales?
2) Why do you love them?
3) Guys, you and I know a lot of fairy tales.
4) Which fairy-tale hero is most often found in fairy tales?
Well, of course - Baba Yaga?
IN different fairy tales B. Yaga is different. Now we will look at our exhibition. Here is B. Yagi (grandmothers) They organized a whole competition. Take a closer look at them and tell me, are they all the same or different?
Yes, all B. Yagi are different, some are good, some are evil and evil.
Let's remember the fairy tales where B. Yaga lives and what she is like. (Children's answers)
- Geese - swans - evil?
- Is the frog princess kind?
- Are sister Alyonushka and brother Ivanushka evil?
- Masha and B. Yaga - kind?
- Tsar - maiden - B. Yagi?
Well, today, guys, I will introduce you to a new fairy tale, written by N.D. Teleshov. It's called a fairy tale "Krupenichka" , and why it’s called that, you’ll understand now.
The teacher reads a fairy tale and asks questions after reading.
- Who is Krupenichka?
- What happened to her?
- Who rescued Krupenichka from trouble?
Guys, do you want to know why the princess has such a name?
It was given to her by chance, it was the name of a simple woman who her father met. You know what happened to Krupenichka next. And where she turned from a simple grain into a girl again. pink small flowers grow, grains appear from them. In honor of the princess girl, these grains were called cereals, Krupenichka. They make a very tasty porridge, (show grains).
And then they treat each other to porridge, sing songs so that the beautiful princess can hear and help grow a good harvest of buckwheat.
And after eating this porridge, people said: “Buckwheat porridge is our breadwinner!”
III. – What fairy tale did we meet today?
What other fairy tales are there?
Why did you like it?
And now I invite you to the table to try real porridge - "krupenichku" .
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Topic: Learning by heart an excerpt from a poem by I. Surikov "Childhood" .
Objectives: Activate vocabulary using words "multi-story" , "one-story" , "fun" ; strengthen the child’s experience in the formation of exaggerated meanings of adjectives; learn to select signs for given nouns; develop the child’s ability to form words of the same root without naming the term. Cultivate a love of fiction.
Progress of the lesson
Illustrations of houses are hung in front of the children.
Educator: What do you see in these illustrations?
Children at home
Educator: What kind of houses are these? Compare!
Children: Tall and short.
Educator: Where are tall houses built? Where are the low ones?
Children: Tall houses are built in the city, low ones in the countryside.
Educator: There are many floors in a tall house. It's called multi-story. A low house is called one-story.
Educator: Who lives in the houses?
Children: People.
3. Educator: Now let's play a game "Good, kind" . We will find out what kind of people live in houses. For example: I say the word kind, and you add the word “pre” at the beginning. – Pre means very.
Kind - kind
Evil - despicable
Cheerful - cheerful
Sly - cunning
Beautiful - beautiful
Sloppy - sloppy
Brave - very brave
4. Children also live in the houses. All children love one season, and a riddle will help you guess which one.
I have a lot to do -
I'm a white blanket
I cover the whole earth,
I remove the ice from the river,
Whitewashing fields and houses.
My name is…
Children: Winter.
Educator: What do children like to do in winter?
Children: Run, jump, ride on ice skates, build a snowman.
Educator: How can you call all this in one word? (Fun).
What is fun? (These are jokes, fun games, entertainment, interesting activities)
5. About one of these amusements, I will now read to you an excerpt from a poem by I. Surikov "Childhood" .
The teacher reads:
This is my village
This is my home
Here I am sledding
The mountain is steep.
The sled has rolled up
And I'm on my side - bang!
I'm rolling head over heels
Downhill into a snowdrift.
And friends are boys
standing above me
They laugh merrily
Over my misfortune.
Whole face and hands
Covered me with snow
I'm in grief in a snowdrift,
And the guys laugh.
Educator: Now, listen to the excerpt again. Listen carefully, we will learn it by heart.
To easily memorize a poem, symbols will help us.
(The teacher reads the poem, discussing the designations with the children).
(Then read to 2-3 children)
Physical education minute "Fun"
It's easy fun
Turns left - right
We all know for a long time
There is a wall, and there is a window.
We squat quickly, deftly
This requires skill
To develop muscles
You have to do a lot of squats
And now walking in place
This is also interesting!
6. Word games
A game "Who is which"
Educator: I name the word, and you name the sign (Which).
Educator: Sledge
Children: Fast
Educator: Boys, slide, house, snowdrift, face, hands, laughter.
(Children name adjectives for these words)
A game "Who's doing what"
Educator: I name the object, and you name the action (what is he doing)
Educator: Sledge
Children: They are going
Educator:
boys
Sun
Snowflake
A game "Guess by the action"
Educator: I name the action, and you name the one who can perform this action.
Educator: Jumping
Children: Child, ball, grasshopper
Educator:
Smiling
Screamed
Washing up
Looked out
A game "Professions"
Educator: Boys and girls have fathers and mothers who work. I will name the profession, and you – what they do at work.
Educator - educates
Chauffeur - chauffeur
Salesman
Builder
Educator: Now I’ll read the passage again. Did you enjoy today's lesson? There was one interesting task in class today. Which? There was also one easy, easy task. Which?
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Topic: retelling the story of Leo Tolstoy "The Lion and the Dog"
Program content: teach children to retell the text, improve intonation expressiveness of speech, achieve consistency in the presentation of content, enrich the vocabulary with definitions, adverbs, verbs, anonymous names.
Progress of the lesson
Guys, listen to one of the works of L. Tolstoy "The Lion and the Dog" (the teacher reads the story).
Guys, what genre do you think this work is? Fairy tale, poem, story?
Why? (there is no fairy tale plot, no rhyme).
This is a true story, since it was based on real events that actually happened.
What events happened: sad or happy?
What other words can you call this work, these events? (sad, sorrowful, dreary).
Where do the events take place? (in the menagerie).
Who is the main character? (lion and dog).
What can you say about a lion? What is he like? (majestic, big, mighty, shaggy, king of beasts, beautiful, graceful).
What kind of dog? (small, cowardly, plaintive, kind, playful, cheerful, friendly).
What happened in the beginning? (the dog was thrown into the lion's cage to be eaten).
How did the lion behave when the dog was thrown to him? (the lion sniffed the dog, touched it with his paw, looked at the dog, turning his head from side to side, and did not touch the dog).
How did the dog behave? What did she do? (at first she tucked her tail and pressed herself into the corner of the cage, then she lay on her back, raising her paws, and began waving her tail, standing on her hind legs in front of the lion).
How did a lion and a dog live in the same cage? (They became friends. When the lion was given a piece of meat, he tore off a piece and left it for the dog. The dog slept with its head on the lion's paw. They ate together, slept together, and sometimes played.)
What happened one day? (The master came to the menagerie and, recognizing his dog, wanted to take it back.)
How did the lion behave when they tried to take the dog from the cage? (The lion bristled and roared).
How long did the lion and the dog live in the same cage? (The whole year.)
What happened next? (the dog got sick and died).
How did the lion behave after the death of the dog? (He stopped eating, sniffed, licked the dog, touched it with his paw. He was sad, sad, rebelled, growled).
When another live dog was thrown into the lion's cage, what did the lion do?
(he immediately tore it into pieces. He hugged his dog with his paws and lay there for five days)
What happened to the lion? (He died.).
Guys, why do you think the lion died? (He died of grief, melancholy, pain, sadness.).
What would you call this true story? (« Sad story» , "An Incident at the Menagerie" , “How a lion fell in love with a dog” , "The Dog and the Lion" .) .
Guys, would you like the ending of this story to be different?
How do you think this story could end?
Now I will read you the true story of L. Tolstoy "The Lion and the Dog" again; listen carefully and remember.
I'm reading the text.
Guys, when retelling, do not forget that you need to speak intelligibly, clearly, distinctly, loudly, consistently and expressively.
Retelling the story.
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Subject: “Memorizing the poem by I. Belousov “Spring Guest”
Program content: to cultivate a love for native nature, to develop an interest in poetry. Learn to listen carefully, remember, answer questions, read a poem expressively. Develop memory, perception, creativity.
Materials: illustrations depicting spring, migratory birds, sketchbooks, colored pencils.
– What time of year is it?
What birds came to us?
Showing a picture of a swallow
Who is this?
2. Subject message.
Expressive reading of a poem by I. Belousov "Spring Guest" by a teacher without a memorization mindset.
3. Perception check.
What did you mentally picture as if you saw while I was reading?
How did you feel? Why?
4. Conversation on the content of the poem and how it should be read.
5. Repeated reading of the poem by the teacher with a focus on memorization.
6. Reading a poem by children.
7. Final reading by the teacher.
Physical education minute
Offer to draw a picture for the poem
Lesson summary
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Subject: “Memorizing the poem by E. Trutneva “Autumn”
Software tasks:
Correctional and educational:
- Intensify the use of verbs;
- Strengthen the skill of sound and syllabic analysis of words.
- Activate and expand your vocabulary by topic "Autumn" ,
- continue to develop children’s poetic ear: the ability to feel, understand and reproduce the figurative language of a poem;
- practice selecting epithets, comparisons, metaphors to describe autumn landscapes;
- continue to develop children's poetic ear;
- Teach children to expressively recite a poem by heart "Autumn" - conveying the intonation of calm, sadness, autumn nature.
Correctional and developmental:
- Develop fine finger movements and coordination of movements.
- Develop attention, memory, logical thinking and creative imagination.
- To develop and encourage children's cognitive activity and interest in learning new things.
- Develop logical thinking and the ability to make inferences.
- Develop the ability to construct statements such as reasoning.
Correctional and educational:
- Develop skills of cooperation, mutual understanding, goodwill, independence, initiative, and responsibility.
- Develop the ability to defend your opinion and prove that you are right.
- To develop knowledge about the interconnection of all living things in nature.
Equipment: Children's drawings on the topic: “Birch tree in golden autumn decoration” , leaves of poplar, birch, linden, oak, maple.
Types of activities: gaming, communicative, motor, productive.
Preliminary work:
- Examination of trees and leaves in illustrations;
- Reading "Children's encyclopedia about animals" ,
- Listening to an audio recording "The Sound of the Forest" ; photo quiz “Find out by leaflet” .
Form of conducting GCD: group.
Total duration of educational activity: 30 minutes
Progress of direct educational activities
Main part:
Poem by E. Trutneva "Autumn"
Suddenly it became twice as bright,
The yard is like a ray of sunshine,
This dress is golden
On the birch tree's shoulders
In the morning we go to the yard
Leaves are falling like rain,
They rustle underfoot
And they fly... they fly. flying
Cobwebs fly by
With spiders in the middle.
And high from the ground
The cranes flew by.
Everything flies! This must be
Our summer is flying away.
Educator: Guys, what period of autumn is this poem about? (Gold autumn)
Educator: How did you understand this? Why did the yard become twice as bright? (The trees turned golden.)
Educator: Remember what was said about the autumn decoration of the birch tree. (“This is a golden dress with a birch tree on the shoulders” ) .
Educator: And indeed, the birch tree, like a girl in a golden dress, stands as a fashionista, she wore a green dress in the summer, and a gold one in the fall. Or maybe it's better to say "In a golden coat" ? Why not better?
Educator: The wind tears off the leaves, and what do they do? (They fly, fall, rustle.)
Educator: The poem says: leaves fall like rain.” Think about why the poetess said that? (Leaf fall).
The teacher reads the poem again.
Educator: From the end of summer until the leaves fall, spiders weave cobwebs, as if they want to hold the leaves on the trees, but the wind carries away the spiders along with the leaves. Remember how this is said in the poem.
Physical education moment with leaves.
Educator: I will read the poem again. Try to remember it. Notice in what voice I will read. And now you will read the poem yourself.
Children read the poem from memory; if there is a difficulty, the teacher helps.
After reading the poem, the teacher approaches the drawings.
Educator: Look at your drawings. Find in them what the poem is talking about.
Educator: the poem talks about a golden outfit, but autumn also has other colors. What trees are there in autumn? Colorful, multi-colored. ...
Educator: What are they like? autumn leaves? Find comparisons for the word leaves. The leaves are flying like... (birds, parachutes, seem to be dancing). A maple leaf looks like (star, on a horse, acacia leaf on (coin, birch leaf on (golden heart). What do leaves do? They fly, fly around, break off, rustle, fly, get carried away.
Educator: And if we want to say that this has already happened to the leaves, then how do we say it?: (They turned yellow and flew around).
Educator: Well done, everyone did the task well
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Topic: Reading a fairy tale by V. Kataev "Flower - seven-flowered" .
Let's smile at each other. I'm glad to see your faces and smiles. Let's play a game “I’ll start, and you will continue...” .
(children stand in a semicircle on the carpet).
On the magnetic board: portrait - V. Kataev; drawing – girl Zhenya; drawing - "Flower - seven-flowered" .
Didactic game “I’ll start, and you will continue...” , creating motivation to practice.
Rule of the game: I will start, and the one I point to will continue...
Are you familiar with these words:
Fly, fly, petal,
Through west to east,
Through the north, through the south,
Come back, having made a circle,
As soon as you touch the ground -
Be it my way!
Who spoke these magic words? (girl Zhenya)
From what fairy tale? ("Flower - seven-flowered" )
Who wrote this fairy tale? (V. Kataev, showing a portrait of the writer)
(children move to the second zone)
Movement exercise "We are walking" .
We walk along the paths
We walk along the paths.
We walked along the path
And they found a flower.
(children sit on chairs)
Working with a model of a magic flower.
On the easel "Flower-seven-flowered" with missing petals.
- petal –
- petal –
- petal –
- petal –
- petal - orange,
- petal - purple,
- petal - blue.
What happened to the magic flower? (children's answers)
What petals are missing? (yellow, red, blue, green)
Where have the petals gone? (children’s answers: they fulfilled Zhenya’s wishes)
(there are pictures from a fairy tale on the table "Seven-flowered flower" )
Task: remember the color of the petal and the girl’s desire.
Yellow - Tell me to be at home with the steering wheels!
Red - Order that mother’s favorite vase be made whole!
Blue - Command me to be at the North Pole now!
Green - Tell me to immediately find myself back in our yard!
Difficulty in a game situation.
"Fairy tale mazes game" (TRIZ)
Guys, do you want Tsvetik - the seven-colored flower to fulfill your wish? (children's answers)
Well, he will fulfill your wish on the condition that you will end up on a desert island and you will be alone there.
Will you take advantage of the desire?
How will you get off a desert island if you get tired of being alone? (children's answers)
Movement exercise "Let's run" .
Let's run, let's run,
Only the legs flickered.
There is a path through the forest -
Here is a birch tree, here is a mountain ash.
They ran to the clearing
And they rode merrily there.
(stop at signal "blow of a tambourine" )
(children sit on chairs)
Discovery of new knowledge or skill.
Guys, would you like to know what wishes the magic flower fulfilled for Zhenya? "Flower - seven-flowered" ? (children's answers)
A fairy tale invites us into a magical world so that children can wonder
surprise and amuse, and teach something.
Reading a new text with stops.
(the main techniques for reading this text are joint pronunciation and negotiation)
She tore off an orange petal, threw it and said: (Fly, fly...)
Zhenya on the stairs - (toys behind her)
Zhenya on the balcony - (toys behind her)
Zhenya in the attic - (toys behind her)
She tore off a purple petal and said: (Fly, fly...)
I tore off the last petal - blue...... (and sang in a thin voice, trembling with happiness: Fly, fly...)
Conversation about what you read
Which of the girl's wishes was the best?
(healing a sick boy)
Why didn’t Zhenya’s other wishes come true? great joy? (children's answers)
Reproducing something new in a typical situation.
There is a picture on the easel: a girl Zhenya surrounded by toys.
Let's try "revive" fairy tale heroes.
(masks and toys on the table)
Music is playing.
"Revival" Pictures.
Repetition and developmental tasks.
(children take seats at the tables)
On the easel: a picture of a girl in a Russian folk sundress; picture - a girl in a children's dress.
The girls are different at first glance, but I’ll tell you a secret that they are somewhat similar to each other. Want to know... Help!
A game "Confusion" .
(there are pictures from fairy tales on the tables)
Assignment: which girl owns these things?
Comparison of fairy tales "How similar..."
The girls are capricious: one - I don’t want it, the other - I want it!
Travel: Geese - swans, dog.
Assistant: hedgehog, magic flower.
Deed: saving a brother, healing the boy Vitya.
Predicting the topic of future reading.
On a magnetic board: drawing of a girl from a fairy tale "Ayoga" .
Next time we'll read a fairy tale "Ayoga" and learn a lot of interesting and instructive things.
Summary of the lesson.
Why is it important to do good?
Which good deeds can you do it yourself without relying on magic? (be kind, honest, attentive to others)
I wish you to always be kind and responsive, attentive and honest, so that Tsvetik - the seven-colored one does not have to correct your mistakes.
After all, magic only happens in fairy tales!
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Subject: “Reading the fairy tale “Moroz Ivanovich” (V. Odoevsky)»
Software tasks:
- Introduce children to a new fairy tale, teach them to express their opinions about the actions of the heroes.
- Strengthen the ability to fully answer questions about the content of the text.
- Vocabulary: needlewoman, lazy, affectionate, rude, fair.
- To cultivate interest and love for Russian folk tales.
- Development of theatrical and artistic skills.
Preliminary work:
Reading fairy tales, looking at illustrations, talking about the heroes of fairy tales.
Materials and equipment:
Prepare paper and markers for drawing. An envelope with a letter, costumes of Moroz Ivanovich, Lenivitsa and the Needlewoman. Phonogram of the song "Father Frost"
Progress of the lesson.
1 part. Introductory:
Organizing time:
I seat the children on chairs.
Creating a Lead:
Educator. Guys, look at some envelope lying on the table. The teacher opens the envelope and takes out a note. Is reading. “Children, do you want to receive a gift from me? Then you have to make envelopes, write the address and put a drawing of the gift you want to teach in the envelope.
Your Santa Claus."
Children, what a kind Santa Claus! He wants to do a good deed for everyone. Does he do good deeds to everyone? Listen to a fairy tale about Santa Claus, and from it you will learn about this.
Part 2. Main:
The teacher reads a fairy tale.
Educator. What is the name of the fairy tale? - This is a Russian folk tale.
What were the names of the girls in the fairy tale? – The Needlewoman and the Sloth.
Why was one girl called needlewoman? “She knew how to do everything: sweep, cook, embroider.”
Educator. Why was the other Lenivitsa? “She was lazy and didn’t want to do anything and couldn’t do anything.”
Which girl was good? – A needlewoman, because she was also kind, affectionate and patient. Whatever Santa Claus asked her, she did everything.
What about the other one? – Sloth was bad: lazy, rude.
Tell us who Santa Claus awarded gifts to and how. Children talk.
Why is it not just Santa Claus in this fairy tale, but Moroz Ivanovich? - He is kind and fair.
Such people are respected and respectfully called by name and patronymic. The teacher reads passages at the request of the children.
Physical education minute:
Educator. Let's sing a song about him. Children stand in a round dance, sing and make movements (Father Frost)
And now we will watch a scene in the forest, when Moroz Ivanovich talks with the Needlewoman, and then with Sloth.
The teacher distributes roles and the children play.
Final part:
Well, our lesson is over. What new and interesting things did you learn from the fairy tale? What did you like most? Now all the guys will help their parents and teachers, in our group there will only be Needlewomen, and not Sloths. And at home, you and your parents will glue an envelope and write a letter to Grandfather Frost, this will be your homework.
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Subject: “Memorizing the poem by S. Yesenin “Birch”
Objectives: to continue to improve children’s artistic and speech performance skills when reading a poem, intonation conveying tenderness and admiration for the picture of winter nature. Continue to develop children's interest in fiction. Use expressive means (figurative words and expressions, comparisons). Help to feel the beauty and expressiveness of the language of the work. Develop children's productive activities. To cultivate a love for native nature through the use of fine arts. Help children explain the main differences between literary genres: fairy tale, story, poem.
Representative work: observing a birch tree on a walk, looking at illustrations, excursion to the library, drawing a birch tree, sculpting a tree.
Activation of the dictionary: border, tassels, silver, fringe, feeling, artist, poet, composer.
Individual work: improve artistic and speech performance skills when reading a poem.
Demonstration material: reproductions of paintings about nature by Russian artists, a portrait of S. Yesenin, CD - recording of P. I. Tchaikovsky “The Seasons”, border, fringe.
Handouts: colored cardboard, gouache, brushes, plasticine, napkins, nail polish.
Children, we are in a mini-art gallery where reproductions of paintings are exhibited.
Who paints the pictures?
The artist Isaac Ilyich Levitan painted the painting "Spring. Big Water."
Igor Grabar depicted a birch tree in February, and the famous artist I. Shishkin “Birch Grove”.
Did you like these pictures? What did you like?
What mood do these paintings evoke in you? What do they all have in common?
It was not by chance that artists depicted Russian birch in their paintings. Birch is a symbol of Russian nature.
Now I’ll read Sergei Yesenin’s work “Birch”.
In this work the words border, fringe are found, as the author compares the brushes and decoration of birch. (The teacher examines the border and fringe with the children). Reading.
Questions for children:
What literary genre does S. Yesenin’s work “Birch” belong to?
What is the difference between a poem and a story? And from a fairy tale?
What is this poem about?
Did you like it?
Read the poem again.
White birch
Below my window
What did the white birch cover with?
Covered with snow
Exactly silver.
What does the poet compare snow to?
On which branches did the brushes bloom?
On fluffy branches,
Snow border,
The brushes have blossomed,
White fringe.
How quiet is the birch tree?
And the birch tree stands
In sleepy silence,
And the snowflakes are burning
In golden fire.
And the dawn is lazy,
Going around.
Sprinkles branches
New silver.
What would you compare snowflakes to?
Insert your words into the poem. Got a rhyme?
Sergei Yesenin chose the words to rhyme
And the snowflakes are burning,
In golden fire.
Reading a poem by children (entirely, in pairs, in a chain)
Nature has always been a source of inspiration for poets, writers, artists, and composers. And now you will be little creators when creating New Year's cards.
The teacher offers children a choice of colored cardboard, gouache, plasticine, and brushes for productive activities.
During work, the music of P. I. Tchaikovsky “The Seasons” is played.
What kind of birch do you have?
What words from Sergei Yesenin’s poem can be said about your birch tree?
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Subject: "The Tale of Morozko"
Tasks:
To develop the ability to distinguish fairy tales from other genres.
Develop the ability to talk about your perception of a specific act of a literary character.
Encourage you to determine your attitude to the dispute situation and explain your point of view.
To develop the ability to model a fairy tale using geometric shapes, retell it using an algorithm.
Develop the ability to understand a fairy tale, the ability to retell it using models.
Materials: homemade baby books, geometric figures made from adhesive paper, multi-colored circles for self-esteem, Su-Jok balls for finger gymnastics.
1. Organizational moment
Where can you see miracles?
Everywhere! Enter the forest and look at the heavens.
Nature gives us its secrets.
Just look around carefully.
Where do animals talk like people?
AND good wizards do miracles happen there?
You will answer without prompting.
Well, of course it is... (Fairy tales)
2. Guessing riddles.
As you may have guessed, today we will talk about a fairy tale, and riddles will help you understand what it is called.
Draws without hands
Bites without teeth (freezing)
It's not fire, it burns (freezing)
So that autumn doesn't get wet,
Not soggy from water,
He turned puddles into glass,
Made the gardens snowy (freezing)
Who builds bridges without logs? (freezing)
– You guessed correctly that all these riddles have the same answer – Frost. And our fairy tale is called "Morozko" .
We stood up together
We stretched ourselves.
We are birch trees
We woke up.
Our branches swayed
The sun has gained strength,
Now it's time for us to sit down.
I have questions for you, friends.
3. Conversation based on a fairy tale
Guys, we recently became acquainted with Morozko’s fairy tale.
Did you like the fairy tale? (Yes)
Why does this work belong to the fairy tale genre? (Because it contains fairy-tale characters Morozko, Baba Yaga, old man Lesovichok, a talking dog, a magic road).
– Let’s compare the stepdaughter and the daughter from the fairy tale. Their attitude towards other people, towards work, their intelligence and modesty.
– What are the qualities inherent in a stepdaughter? (Kind, hardworking, modest, respectful of elders).
– What about the woman’s own daughter? (Lazy, angry, disrespectful to elders).
– Who do you want to be like? (To Nastenka)
– Let’s clarify the heroes of the fairy tale "Morozko"
– Which of the characters did you like best and why?
– How was life for the old man’s daughter? (Badly)
Why did the old man take his daughter to the forest? (Stepmother ordered)
– Why did Morozko feel sorry for Nastenka? (Because she is kind, modest and treated him with respect).
Why did the old woman send her daughter to the forest? (Out of greed, she wanted Morozko to also give her daughter a chest of silver).
– What does a fairy tale teach us? (The fairy tale teaches us kindness, resourcefulness, respect for elders, hard work. It makes fun of bad character traits. It teaches us not to judge a person by appearance, to look deeper, to evaluate people by their spiritual merits and their deeds.)
Guys, now I suggest you play a little, do you agree?
4. Outdoor game.
Along the path, along the path,
We gallop on the right leg,
And along this path,
We jump on our left leg.
Let's run along the path,
We'll run to the lawn.
On the lawn, on the lawn
We'll jump like bunnies.
Stop. Let's rest a little
Let's continue the story. (Perform movements according to the text).
5. Problem situation
You can't believe a fairy tale
You can check the fairy tale
A fairy tale may be true
The fairy tale must not be forgotten.
And so that we don’t forget it, I made small books with pictures so that we could look at and remember the plot of the fairy tale. But what if all the pictures from my fairy tale disappeared, it was probably Baba Yaga who stole all the pictures. What to do now, what to do? (You can draw).
It is possible, but it will take a lot of time.
What can replace the pictures? (They can be replaced with models of geometric shapes).
6. Conspiracy to model a fairy tale.
To model a fairy tale, we will use geometric shapes from adhesive paper: circle, triangle, square.
Guys, in our fairy tale there are both positive and negative heroes. Let's define this too. Who knows how this can be done?
Let's remember and call positive characters. (Nastenka, Morozko, old man Lesovichok).
Negative characters. (Stepmother, Marfusha, Baba Yaga, old man).
We will denote the negative heroes from the fairy tale with black geometric shapes, and the positive heroes with red or blue.
7. Failure situation.
8. Finger gymnastics
Guys, before we begin the task, I suggest we stretch our fingers and play with our hedgehog. Do you agree?
There lived a prickly hedgehog in the forest,
He was a ball and had no legs.
The hedgehog is prickly, but not evil!
Hedgehog, prickly hedgehog
Hide your needles.
Once, and no more needles!
Start making books.
9. Modeling a fairy tale (Independent work children).
10. Retelling a fairy tale based on an algorithm.
Guys, did you achieve everything you planned?
Was it difficult to create the plot of a fairy tale using models?
We'll check this now. With the help of your book you will retell the fairy tale. You will tell one page from the book at a time, passing it to each other. (Retelling of a fairy tale by children based on an algorithm).
11. Reflection
You tried, you worked hard, it was hard not to get tired! We worked hard, all the work is good!
Why did we make these books? (In order not to forget the fairy tale).
Why shouldn't we forget this fairy tale?
What does she teach us? (Kindness, resourcefulness, respect for elders, hard work, not judging a person by appearance, look deeper, evaluate people by their spiritual merits, their deeds).
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Topic: Russian folk tale "Khavroshechka"
Goal: Formation of an emotional attitude towards a literary work
Tasks:
To develop children's interest in fiction.
Draw children's attention to the design of books and illustrations
Develop the ability to listen carefully and interestedly to fairy tales.
Form an emotional attitude to literary works.
Develop the ability to maintain a conversation.
Improve the dialogical form of speech.
Develop speech as a means of communication.
Improve the ability to convey images of fairy tale characters.
Equipment: Book and illustrations; mystery; a toy cow with a bell around its neck; fairy tale "Khavroshechka"; colour pencils; album sheet A4.
Previous work. In the morning I put the book “Khavroshechka” in the book corner, and, if possible, separate drawings by artists based on this work. Children, looking at the illustrations, try to determine what kind of book it is and what it is about. At the beginning of the GCD, I ask the children about their assumptions.
Progress of the lesson.
Introductory part.
I give the children a riddle:
There are hooves and horns,
In summer he goes to the meadows.
So that everyone is healthy,
They give milk. (cows)
That's right, guys. Look, a cow came to visit us. -Do you want to get acquainted with the fairy tale from which it came to us? Children: Yes. -To do this, you need to touch her, ring the bell that is on her neck, and then we will be transported to a fairy tale. Ready? Children: Yes. -Close your eyes and wait for my touch. Whoever I touch will immediately end up in a fairy tale called “Khavroshechka”.
Main part. I read a fairy tale, periodically showing illustrations. Unclear words and expressions (bored, starved, greet, want, hard, tomorrow, look, got angry, didn’t find out, closed, fell, bequeathed, leaves, curly, touched, no shame) I replace them with synonyms without interrupting reading.
Guys, did you like the fairy tale? Children: Yes. - What is it called? Children: Khavroshechka. - What kind of people did Little Khavroshechka end up with? Sonya: To an evil stepmother and her lazy daughters. - How many daughters were there and what were their names? Masha: The stepmother had three daughters - One-Eyed, Two-Eyed, Three-Eyed. - What were they like? Rita : They were lazy. - What did Khavroshechka do? Oleg: She worked for them. - Who helped Khavroshechka? - What did the cow help her do? - What did she say? ? Borya: Get into one ear, get out of the other and everything will be ready. - How did the hostess find out who was helping Khavroshechka? Alina: The hostess sent her daughters to find out everything - And which of the daughters told the stepmother? I told my mother everything. - What happened next? Rita: The stepmother ordered to slaughter the cow. - And what did Khavroshechka do? She collected all the seeds and planted them. - What grew in the place where Khavroshechka planted the seeds? an apple tree with plump apples grew. - Who drove past the garden, and what happened next? Vika: A gentleman drove past the garden and asked to be treated to an apple. - Why couldn’t the stepmother’s daughters treat the master? Masha: Because the apple tree started hitting them and lashing them with branches. - Who treated the master? Maxim: Tiny - Khavroshechka. - How did the fairy tale end? Grisha: The master married her. -Well done, children.
- Guys, let's rest a little. Get into a circle. Let's do some physical education:
One, two, three, four, five Let's start playing! All your eyes are closed (cover eyes with hands) And they lowered their heads, (squats) And when we open our eyes (get up) Let's get into stories, fairy tales (raise hands up) A fairy tale will give us a rest. Let's rest and hit the road again.
Final part.
Guys, who did you like in this fairy tale and why? Rita: I liked Khavroshechka, she was very kind and hardworking. - What were the stepmother and her daughters like? Masha: They were angry and envious. - What does this fairy tale teach us? Children (one by one): The fairy tale teaches us to be kind, hardworking, help each other, love each other.
(I take the bell and ring it)
The fairy tale ended, the bell rang and the fairy tale transported us back to our group. - Look around, you see, as a memory of today’s lesson, Khavroshechka sent you treats - apples from her magic apple tree. - Guys, our lesson is over, everyone did well, they listened carefully and actively answered questions.
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Abstract of an integrated GCD for OO "Speech development" (fiction)
Topic: Your defenders. Reading and retelling of the story by L. Kassil "Air"
Goal: Continue to introduce children to the defenders of the Russian army. Develop interest in fiction through the story of Lev Kassil "Air" from book "Your protectors"
Tasks:
Educational:
- Introduce children to the story of Lev Kassil "Air" from book "Your protectors"
- Learn to understand the content of the work.
Educational:
- Develop the ability to answer questions using compound and complex sentences.
- Develop the ability to retell a story based on diagrams (joint retelling), listen to your comrades, do not interrupt, do not repeat yourself.
Educators:
- To cultivate patriotic feelings, an emotionally positive attitude towards warrior-defenders.
- To consolidate children's understanding of the defenders of the Russian army.
- "Speech development" (speech development)
- To develop coherent speech, memory, and thinking in children.
Preliminary work:
- Conversations about the Russian army, about the Motherland, soldiers;
- memorizing poems about the military;
- learning songs for the holiday on February 23;
- examination of albums, illustrations depicting types of troops, military equipment;
- viewing the painting – V. Vasnetsova "Three heroes" ;
- reading epics "Ilya Muromets and the Nightingale the Robber" ,
stories by L. Kassil from a book about the military "Your protectors" ,
stories by S. Baruzdin “A soldier was walking down the street”
Educator: Guys, I am now standing in front of you in military uniform, guess who we will talk about today? (About the military, about the defenders of our Motherland)
In ancient times, in Ancient Rus', stood guard over our Motherland, very strong people - heroes. People wrote songs, fairy tales, and epics about them. Nowadays, the protector of the country is the Russian Army. As before, our Motherland is defended by strong, brave men. Our warriors are distinguished by their resourcefulness and endurance.
Guys, what holiday will our country celebrate on February 23? (Defenders of the Fatherland Day)
Who do you think are the defenders of the Fatherland? (These are those who guard, protect, defend the Motherland. These are warriors who warn of danger. These are soldiers, officers, sailors, tank crews, paratroopers...)
What qualities should defenders have? (They must be brave, courageous, courageous, strong, patient, dexterous, courageous. They must be honest, courageous, seasoned, hardy, disciplined. They must be able to endure difficulties, know a lot, be able to play sports, shoot well, run fast.)
1. Guess the riddles and name the profession of the defender.
Di: "Guess the profession"
1. The fortress is rushing, all in armor.
Carrying a gun on himself
(Tank, profession - tank driver)
4. What a brave bird
Did it fly across the sky?
Only the path is white
Left from her.
(Airplane, profession – pilot)
2. There is such a huge house,
He doesn't stand still.
There is no way to enter it,
After all, he runs on the waves.
(Ship, profession – sailor)
5. Rockets are launched into the air,
And the guns fire them loudly,
They are always ready in battle
Fire a projectile at the enemy!
(Gunners)
3. Underwater iron whale,
The whale does not sleep day or night.
That whale has no time for dreams,
Day and night on duty
(Submarine - submariner)
6. He guards the border,
He can and knows everything.
The soldier is excellent in all matters
What's the name? (Border Guard)
The guys who the riddles were about. (About the military guarding our Motherland)
2. What poems do you know about the military? Which one of you wants to read?
Children recite poems about the military by heart
Border guards
The birds fell asleep on the branches,
The stars don't shine in the sky.
A detachment of border guards was hiding at the border.
Border guards do not sleep at their native border:
Our sea, our land, our sky are guarded. S. Marshak
On the mast is our tricolor flag,
A sailor is standing on the deck.
And he knows that the seas of the country
Ocean boundaries
Both day and night there must be -
Under watchful guard.
N. Ivanova
It’s like an all-terrain vehicle everywhere,
The tank will pass on tracks
The gun barrel is in front,
It's dangerous, enemy, don't come near!
The tank is protected by strong armor
And he can face the fight! N. Ivanova
Paratrooper
Paratroopers in minutes
Descending from heaven.
Having unraveled the parachutes,
They'll comb the dark forest,
Ravines, mountains and meadows.
They will find a dangerous enemy. N. Ivanova
3. Today I would like to introduce you to the story of Lev Kassil "Air" from his book about the military "Your protectors"
Lev Kassil "AIR!" (step-by-step reading using diagrams)
1. It happened like this. Night. People are sleeping. Quiet all around. But the enemy does not sleep.
Fascist planes are flying high in the black sky. They want to throw bombs at our houses. But around the city, in the forest and field, our defenders lurked.
They are on guard day and night. A bird will fly by - and it will be heard. A star will fall and it will be noticed.
Guys, what does the text say? (children's answers)
(The enemy does not sleep, but our defenders stand guard over the Motherland)
2. The defenders of the city fell to the auditory trumpets. They hear engines purring above. Not our engines. Fascist. And immediately a call to the head of the city’s air defense:
The enemy is flying! Be ready!
Guys, what planes are flying and want to attack our Motherland? (answers)
What did our defenders do?
(The defenders heard the rumbling of fascist planes and warned the head of the city’s air defense about the danger)
3. Now on all the streets of the city and in all the houses the radio began to speak loudly:
“Citizens, air raid alert!”
At the same moment the command is heard:
Guys, what did the radio notify the city residents about!
(That's right, about danger, about air raid warning)
4. And the fighter pilots start the engines of their planes.
And the far-sighted spotlights come on. The enemy wanted to sneak in unnoticed.
It didn't work out. They are already waiting for him. Local city defenders.
Give me the beam!
And the beams of searchlights walked across the sky.
Fire at fascist planes!
And hundreds of yellow stars jumped in the sky. It was hit by anti-aircraft artillery. Anti-aircraft guns shoot high up.
“There’s the enemy, hit him!” - say the floodlighters. And straight light rays chase the fascist planes. The rays converged and the fascist plane became entangled in them, like a fly in a web.
How did the city's defenders begin to defend the city?
(Searchlighters aimed yellow beams at enemy planes, and anti-aircraft gunners fired at fascist planes)
5. Now everyone can see him. The anti-aircraft gunners took aim.
Fire! Fire! Fire again!
Anti-aircraft gunners have a keen eye, a sure hand, and accurate guns. The spotlights have a strong beam. The fascist cannot escape.
Fire! Fire! Fire again! - And an anti-aircraft shell hit the enemy right in the engine.
Black smoke poured out of the plane. And the fascist plane crashed to the ground.
PERSPECTIVE PLAN
FICTION
PREPARATORY GROUP
Number of classes 34
Planning is based on the program
_____________________________
Reviewed and accepted
meeting of the pedagogical council
Protocol No. ______
from "____"_____ 20___
Nurtdinova Raushan Gasimovna
RT
Almetyevsk
Communication. Reading fiction
Direction “Cognitive and speech development”
Educational field "Reading fiction"
is aimed at achieving the goal of developing interest and the need for reading and perception) of books through solving the following tasks:
formation of a holistic picture of the world, including primary value
representations;
development of literary speech;
introduction to verbal art, including the development of artistic
perception and aesthetic taste."*
Formation of interest and need for reading
Continue to develop children's interest in fiction and educational literature. Draw their attention to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; instill sensitivity to the poetic word.
Replenish your literary baggage with fairy tales, short stories, poems, riddles, counting rhymes, and tongue twisters.
To educate a reader who is capable of feeling compassion and empathy for the characters of the book, and to identify himself with his favorite character. Develop a sense of humor in children.
Continue to improve children's artistic and verbal performance skills when reading poems and dramatizations (emotional performance, natural behavior, ability to convey their attitude to the content of a literary phrase through intonation, gesture, and facial expressions).
Help children explain the main differences between literary genres: fairy tale, story, poem.
Continue to introduce children to illustrations by famous artists
Reading fiction
MONTH
WEEKS
SUBJECT
TASKS
LITERATURE
SEPTEMBER
1
Telling the Russian folk tale "The Frog Princess"
teach children to perceive the figurative content of the work; consolidate knowledge about genres, compositional, linguistic features of Russian fairy tales; continue to develop a poetic ear; the ability to hear and identify expressive means in a text; leads children to awareness and understanding of figurative expressions.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 1 p.175
2
“What are you sad about in autumn?” Reading poems about autumn, looking at illustrations
consolidate knowledge about changes in nature; evoke admiration for the colors of autumn nature while looking at illustrations and listening to artistic texts; develop a poetic ear
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 2 p.182
3
Telling the Russian folk tale "Sivka-burka"
To teach to emotionally perceive the figurative content of a fairy tale, to comprehend the characters’ characters, to consolidate knowledge about the genre features of a fairy tale
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 3 p.184
4
Memorizing the poem “Autumn” by E. Trudneva
teach children to expressively recite a poem by heart, intonationally convey the calm sadness of autumn nature; continue to develop a poetic ear; the ability to feel, understand and reproduce the figurative language of a poem; develop the ability to select epithets, comparisons, metaphors to describe autumn landscapes; intensify the use of verbs in speech.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 4 page 191
OCTOBER
1
Reading the Turkmen folk tale “Stepdaughter”
teach to notice similarities and differences in the construction of the plot, idea, characters of the heroes of both fairy tales; develop the ability to identify expressive means in a text, realize the appropriateness of their use
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 5 page 193
2
Introduction to small folklore forms
clarify children’s ideas about genre features, the purpose of riddles, tongue twisters, and proverbs; learn to understand the general meaning of proverbs and sayings, develop the ability to compose short stories based on them, and correlate the content with the title of the text.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 6 page 199
3
Reading "Tales about the Brave Hare- long ears, slanted eyes, short tail" by D. Mamin-Sibiryak
To form a holistic perception of a literary text in the unity of content and artistic form; consolidate knowledge about the features of different literary genres; exercise children in the selection of comparisons, synonyms, antonyms
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 7 page 201
4
Memorizing the poem by A. S. Pushkin “The sky was already breathing in autumn...
teaches children to expressively read a poem by heart and convey intonationally the sadness of autumn nature, to feel, understand and reproduce the imagery of the language of the poem; expand ideas about the landscape lyrics of A. Pushkin
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 8 page 205
NOVEMBER
1
Telling the Ukrainian fairy tale “The Lame Duck”
will introduce children to the Ukrainian fairy tale, bring them to awareness artistic images fairy tales.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 9 page 205
2
Introduction to a new genre - fable. Reading a fable by I. Krylov
"Dragonfly and Ant"
introduce children to the fable and its genre features; help understand the allegory of the fable, the idea, the meaning of proverbs about work; to cultivate sensitivity to the figurative structure of the fable’s language, to teach how to associate the meaning of a proverb with a specific situation
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 10 p.205
3
Conversation about the work of A. Pushkin. Reading "Tales of the Fisherman and the Fish"
deepen and expand children's knowledge about the work of A. Pushkin; cultivate the ability to emotionally perceive the figurative content of a fairy tale, notice and highlight figurative and expressive means, and understand their meaning.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 11 page 212
4
Reading of the poem by K. Choliev “The trees are sleeping.” Conversation about autumn
Teach children to compose a story using expressive and figurative means of language; develop the ability to select epithets for a given word; convey mood, impressions in words
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 12 page 219
DECEMBER
1
Small folklore forms
clarify and consolidate children’s ideas about the genre and linguistic features of nursery rhymes, songs, riddles and proverbs; develop the ability to understand the figurative meaning of words and phrases.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 13 page 212
2
Telling the Russian folk tale "The Snow Maiden"
develop in children the ability to holistically perceive a fairy tale in the unity of its content and artistic form; consolidate knowledge about features (compositional, linguistic) fairy tale genre
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 14 p.223
3
Memorizing the poem “First Snow” by E. Trutneva
Teach children to intonationally convey admiration for the picture of winter nature when reading a poem by heart; learn to notice visual and expressive means
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 15 p.226
4
Telling the tale of V. Odoevsky “Moroz Ivanovich”
Teach children to emotionally perceive the figurative content of a fairy tale; lead to an understanding of the idea of the work; show its connection with the meaning of the proverb
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 16 p.228
JANUARY
1-2 weeks vacation
3
Reading Krylov's fable “The Crow and the Fox”
continue to acquaint children with the genre features of the fable, teach them to understand allergy, its generalized meaning, and highlight the moral of the fable; draw children's attention to the linguistic figurative means of a literary text; develop sensitivity to the perception of the figurative structure of the language of the fable.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 17 p.235
4
Reading the story by V. Dragunsky “The Secret Becomes Revealed.” Making up stories based on proverbs
teach children to correctly understand the moral meaning of what is depicted and to evaluate the actions of the hero of the story in a motivated manner; deepen children’s understanding of the correspondence of the title of the text to its content; continue to teach children to compose short stories or fairy tales based on proverbs; comprehend the figurative content and generalized meaning of proverbs and sayings.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 18 p.237
FEBRUARY
1
Memorizing S. Yesenin’s poem “Birch”. Creative storytelling
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 19 p.241
2
Reading a fairy tale. W. Disney's "The Three Little Pigs Resting"
teach to feel the humorous nature of a fairy tale, pay attention to the figurative language of the work; develop children's creative activity in the process of inventing a continuation of the fairy tale
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 20 p.242
3
Small folklore forms
Introduce children to small folklore forms: proverbs, sayings, tongue twisters, riddles; learn to reproduce figurative expressions, understand the figurative meaning of words and phrases; develop the ability to compose stories, fairy tales based on proverbs, and come up with riddles
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 21 p.246
4
Reading S. Ivanov’s story “What Snow Can Be Like”
deepen children's knowledge about the characteristics of nature during different periods of winter; form aesthetic perception paintings of nature, artistic texts; learn to convey images of winter nature in drawings and verbal descriptions
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 22 p. 247
MARCH
1
Reading a fable by S. Mikhalkov. “Error” Analysis of phraseological units, proverbs, drawing illustrations for them
to teach children to emotionally perceive the content of the fable, to understand its moral meaning, to bring them to an awareness of the allergy contained in the fable; will continue to teach children to comprehend the figurative meaning of words and phrases, proverbs and sayings.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 23 p. 250
2
Reading the fairy tale by V. Kataev “The Seven-Flower Flower.”
lead children to understand the moral meaning of a fairy tale, to a motivated assessment of actions and character main character, consolidate children’s knowledge about the genre features of fairy tales
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 24 page 252
3
Complex lesson « Spring is coming" Reading stories and poems about spring. Looking at illustrations
to evoke in children a feeling of admiration, admiration for the beauty of their native nature, a desire to express their experiences and impressions in words; teach to emotionally perceive the figurative content of literary texts.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 25 page 259
4
Reading L. Tolstoy’s fable “The Dog and Its Shadow.” Floorboard analysis
teach children to comprehend the allergy of the fable, its figurative essence, to correlate the idea of the fable with the meaning of the proverb
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 26 page 262
APRIL
1
Reading a fairy tale by M. Mikhalkov
"Forest mansions". Comparisons with the Russian folk tale "Teremok"
introduce children to the fairy tale, help them find similarities and differences from the Russian folk tale “Teremok”, teach them to comprehend the idea of the fairy tale, and evaluate the characters.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, lesson 27 p. 263
2
Reading the story by V. Dragunsky
"Childhood Friend" -
reading a story
Evoke an emotional response to the perception of the figurative content of the work; help to understand the idea of the meaning of figurative expressions; consolidate knowledge about the genre features of literary works (fairy tale, poem, story
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 28 page 262
3
Small folklore forms
systematize and generalize knowledge about the genre and linguistic features of nursery rhymes, songs, riddles and proverbs; develop the ability to understand the figurative meaning of words and phrases
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 29 page 270
4
Memorizing the poem by G. Novitskaya “The kidneys are opening.” Creative storytelling“How the maple was awakened”
teaches children to expressively read a poem by heart, and intonationally convey the joy of awakening nature; develop a poetic ear, the ability to perceive the musicality of poetic speech, feel and understand poetic images; develop the ability to compose lyrical stories and fairy tales (verbal creativity)
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 30 page 273
MAY
1
Conversation about Russian oral folk art. Telling the tale of S. Aksakov “The Scarlet Flower”. Lexical exercises.
systematize and deepen children’s knowledge about Russian oral folk art; about fairy tales, nursery rhymes, songs, proverbs; about the genre, compositional and national linguistic features of the Russian fairy tale
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 31 page 275
2
Reading the fairy tale by H. C. Andersen “The Ugly Duckling”
to clarify children's knowledge about the work of the Danish storyteller H.-K. Andersen; teach to comprehend and evaluate the character of fairy tale characters, to develop attention to poetic images.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 32 page 277
3
Reading I. Krylov’s fable “Swan, Pike and Cancer”
continue to teach to comprehend the content of the fable, the figurative structure of the language; develop accuracy, expressiveness, clarity of presentation of thoughts
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 33 page 278
4
Final literary quiz
consolidate and systematize children’s knowledge about literary works read over the year, about the features of different genres of literary works; consolidate knowledge about small folklore forms.
O. S. Ushakova, E. M. Strunina “Speech development of children 6-7 years old”, book 34 page 279
Long-term plan of work in a preparatory school group for familiarization with fiction
Conversation “Where the book came from”Goal: to introduce the variety of books (in the past and now), to give children an idea of how a book is made. Continue to expand and clarify children's understanding of books, their preservation and respect for them.
Reading the story “Filipok” by Leo Tolstoy
Goal: to convey to the consciousness of children the author’s intention - the desire to learn is natural for a peasant child, to arouse in children respect for their peers, a man of “doing”
Application "School"
Goal: to learn to compose various architectural structures from geometric shapes.
Exhibition “What kind of books are there?”
Goal: to introduce the variety of books and their design.
GARDEN FLOWERS
Memorization of A.K. Tolstoy “Bells”
Goal: Consolidate ideas about spring. Distinguishing between early and late spring.
Enrichment of vocabulary with signs and actions of objects.
Development of dialogical speech.
Reinforcing the names of wildflowers.
Memorizing a poem by A.K. Tolstoy "Bells".
Reading of E. Serov’s poems “Lily of the valley”, “Carnation”, “Forget-me-nots”
Goal: to evoke in children a feeling of admiration, admiration for the beauty of their native nature, to teach them to emotionally perceive the figurative content of art tests.
Drawing “Favorite Flower”
Purpose: to convey the image of flowers from the works read
Exhibition of children's drawings “My Flower”
Goal: to teach to admire the beauty of nature, to be happy for the result obtained
VEGETABLES AND FRUITS
Retelling of Leo Tolstoy's "Bone"
Goal: to teach the hero’s actions to determine the motives of his actions, to develop the ability to analyze actions and evaluate them. Learn to retell close to the text.
Reading N. Nosov “Cucumbers”. Looking at illustrations, getting to know creativity
Goal: to introduce children to the works of N. Nosov and his biography. To teach the hero’s actions to determine the motives of his actions, to develop the ability to analyze actions and evaluate them, giving reasons for their judgments.
Modeling “Fruits and vegetables”
Goal: to arouse interest in real images of vegetables and fruits.
Exhibition of creativity by N. Nosov
Purpose: to introduce works of art and illustrations to his books.
BERRIES
MUSHROOMS
Introduction to small folklore forms
Goal: to clarify children’s understanding of genre features, the purpose of riddles, tongue twisters, and proverbs. Learn to understand the general meaning of proverbs and sayings.
Evening of mysteries “In the mushroom kingdom, in the berry state”
Goal: to consolidate and systematize children’s knowledge of small folklore forms-riddles, the ability to compose riddles themselves.
Drawing “Mushroom Basket”
Purpose: to teach how to depict mushrooms using a riddle
Making the album “Riddles and guesses”
Goal: learn to select appropriate answers
BREAD FOR EVERYONE'S HEAD
Learning proverbs and sayings about bread
Goal: to maintain and develop interest in understanding the meaning of figurative expressions, to deepen the understanding of proverbs and sayings.
Reading M.M. Prishvin “Fox Bread”
Goal: to teach to perceive the figurative content of a work, the ability to hear and identify expressive means in the text, to explain the meaning and origin of the names of herbs.
Drawing on proverbs about bread
Goal: to learn to convey the content of proverbs in drawings.
Making the album “Bread is the Head of Everything”
AUTUMN
Memorizing the poem by A.S. Pushkin “The sky was already breathing in autumn”
Goal: to teach children to expressively recite a poem by heart, conveying the sadness of autumn nature with intonation.
Reading poems about autumn, listening to P.I. Tchaikovsky “The Seasons. September"
Target:Expand children's understanding of the characteristic signs of autumn; teach to find them in nature; to cultivate a caring and aesthetic attitude towards nature, sensitivity to the perception of the beauty of the autumn landscape; enrich children's impressions and develop musical taste by listening to the works of P. I. Tchaikovsky (the “Seasons” cycle).
Application “Miracle leaves” (making a picture from dry leaves)
Goal: learn to compose a composition based on a literary work
Exhibition of books and paintings “Golden Autumn”
Goal: to develop the ability to perceive poetic works in the unity of verbal and visual arts.
FLIGHT
NEW
BIRDS
Reading “Forest Houses” by V. Bianchi
Goal: to help assimilate biological information: the adaptability of birds and animals to certain conditions, to pay attention to artistic expressiveness, conciseness and accuracy of the description of “houses”.
Theatricalization of R.N. fairy tales "Geese and Swans"
Goal: to learn to reproduce the text of a familiar fairy tale in a theatrical game, to select the appropriate intonation to characterize a fairy-tale character; to form a keen interest in Russian folklore.
Collective application “Frog Traveler”
Goal: convey your favorite episode of the fairy tale.
Making the album “Favorite Fairy Tale Heroes”
WILD ANIMALS OF THE SOUTH AND NORTH
Retelling of Leo Tolstoy “Elephant”
Purpose: to educate moral qualities: pity for animals, care for your family; broaden children's horizons.
Reading D. R. Kipling's "The Jungle Book"
Purpose: to introduce the works of D.R. Kipling
Drawing "Who Lives in the Jungle"
Goal: to convey images of realistic animals.
Making mnemonic tables for composing fairy tales
CLOTH
SHOES
HATS
Reading the fairy tale by A.S. Pushkin “The Tale of the Fisherman and the Fish”
Goal: to deepen and expand knowledge about the work of A.S. Pushkin; to cultivate the ability to emotionally perceive the figurative content of a fairy tale.
N. Nosov's birthday. Reading by N. Nosov “Living Hat”, “Patch” (dramatization)
Target:Continue to introduce children to the works of N. N. Nosov. Teach children to understand the humor of the situation, clarify children’s ideas about the features of the story, its composition, differences from other literary genres, teach children to identify parts of the work (beginning, middle, end).
Drawing based on Pushkin's fairy tales
Goal: to develop creative imagination by conveying the image of fairy-tale characters
1. “Knizhkina Hospital”;
2.Exhibition “My Favorite Book”
Goal: to instill a love for works of art.
WINTER
WINTER ENTERTAINMENT
Research Institute
Telling the fairy tale "Snow Maiden"
Target:Learn to understand the figurative content of a fairy tale, evaluate the actions of the characters and motivate your assessment; develop the ability to holistically perceive a fairy tale in the unity of its content and artistic form; consolidate knowledge about the features (compositional, linguistic) of the fairy tale genre; cultivate a love for Russian folk art.
Acquaintance with the biography of A.S. Pushkin. Reading A.S. Pushkin “Winter! The peasant is triumphant..."
Target:continue to introduce the work of the great Russian poet; expand ideas about the landscape lyrics of A.S. Pushkin;
evoke a feeling of joy from perceiving poetry, a desire to hear other works by A.S. Pushkin.
Teamwork“Christmas tree” (origami)
Goal: to teach to convey the beauty of the winter forest.
Exhibition of creativity by A.S. Pushkin
Purpose: to introduce works of art and illustrations to his books.
WEEK OF GAMES AND TOYS
Reading Dragunsky's story "Childhood Friend"
Target:Teach children to emotionally perceive the figurative content of the work, to comprehend the idea;
consolidate ideas about the genre features of literary works (fairy tale, poem, story)
Listening to the audio recording of A. Barto “Toys”
Modeling “Santa Claus is rushing to the Christmas tree”
Goal: to sculpt toys that can be in Santa Claus's bag.
Exhibition “My Favorite Toy”
Goal: to learn to take on the role of a guide when talking about your toy, to instill a caring attitude towards toys.
FURNITURE
Reading S. Marshak “Where did the table come from?”
Target:Learn to emotionally perceive the figurative content of a poem;
Learn to select rhymes for various words;
Role-playing game “Family” (playing out crafts)
Goal: to teach children to reflect real life events in games; to improve dialogic and develop monologue coherent speech.
Paper construction "Furniture"
Goal: making attributes for a role-playing game.
Replenishment of furniture attributes for role-playing games
DISHES
Reading “Mishkina Porridge” by N. Nosov
Goal: to cultivate a sense of humor - the ability to understand and appreciate humor, to enjoy it.
Drawing “Golden Khokhloma”
Purpose: to convey the characteristic features of painting, to consolidate the species diversity of dishes
Exhibition of tableware by types of painting (Khokhloma, Gzhel, Gorodets)
Goal: to expand children’s knowledge about types of painting
HOME
NIE ANIMALS
Retelling of Leo Tolstoy's story "Kitten"
Goal: to teach children to retell the text accurately, consistently, expressively,imbued with a feeling of sympathy for the boy, they see in his action a manifestation of courage.
Telling the Russian fairy tale “Khavroshechka”
Goal: to help give a motivated assessment of the characters, to pay attention to the brightness and imagery of the narrative.
Application “Fluffy kitten”
Goal: to convey the image of a kitten from Leo Tolstoy’s story “Kitten”
Making animal masks for the theatricalization of fairy tales
WILD ANIMALS
Reading "Wolf" by E. Charushin
Target: awaken in children sympathy and empathy for the hero of the story;
Using questions, teach children to put themselves in the place of the hero of the story;
develop an understanding of the emotional meaning of the work;
; Help children develop a sense of fearlessness.
Theatricalization of the fairy tale “The Tale of the Brave Hare”
Goal: to encourage children to actively participate in the theatricalization of a fairy tale, to teach them to clearly pronounce words, combining movements and speech.
Drawing “The gray bunny is sitting”
Goal: to learn to convey in a drawing an episode from the life of an animal, through the compositional arrangement of the character.
Making the album “Learn and Tell a Tale”
PROTECTION
NICKI OF THE FATHERLAND
Telling the Russian fairy tale “Nikita Kozhemyaka”
Purpose: to pay attention to characteristics hero - the desire to come to the rescue, readiness to defend the Motherland, arouse children's admiration for the hero, the desire to be like him.
Reading A. Mityaev “Bag of Oatmeal”
Purpose: To arouse interest in the plot of the story, to help understand why the soldier wanted to take care of the dogs. To instill in children a feeling of love and great gratitude to everyone who defended our country.
Gift for dad
Goal: to teach to show care and attention to loved ones
Personal exhibition of works " Little artist»
Goal: to cultivate a feeling of joy for the successes of your friends.
FAMILY
Memorizing G. Vieru “Mother’s Day”
Role-playing reading by S. Mikhalkov “What do you have?”, conversation about mother
Goal: to learn to recite a poem by role, to pronounce phrases with intonation and expressiveness.
Drawing of the Russian fairy tale “Sister Alyonushka and Brother Ivanushka”
Goal: to cultivate interest and desire to display in a drawing your favorite passage from a fairy tale.
Replenishment of the group photo album “Me and my family”
SPRING
Reading M. Prishvin “Golden Meadow”
Poetry evening “Admire: spring is coming”
Target:To evoke in children a feeling of admiration, admiration for the beauty of their native nature, a desire to express their experiences and impressions in words;
teach to emotionally perceive the figurative content of literary texts; cultivate a love for nature.
Drawing " Early spring»
Target:learn to create story compositions on the themes of the surrounding life and poetic
works.
Exhibition of still life paintings “Flowers”
Goal: to replenish children’s knowledge about flowers, to cultivate a sense of beauty
First week of April
Book birthday. Quiz based on the works of N. Nosov
Goal: to clarify children’s knowledge about the works of N. Nosov;
Cultivate a love of fiction.
Reading N. Nosov “Dreamers”. Fantasy evening “Whose story is funnier”
Purpose: to help penetrate the idea the story is funny a good fantasy brings joy, a lie brings trouble, grief, helps to understand the meaning of the word “dreamers”, and teaches one to come up with funny situations on one’s own.
Modeling “Fantastic fairy-tale hero”
Goal: teach how to create fantastic image
Collage based on the works of N. Nosov
Goal: to consolidate children’s knowledge about the writer’s work
ROOMS
NATIONAL PLANTS
Reading the fairy tale by V. Kataev “The Seven-Flower Flower”
Goal: to lead children to a moral understanding of the fairy tale, to a motivated assessment of the actions and character of the main character, to consolidate knowledge about the genre features of the fairy tale.
Reading G.H. Andersen "Thumbelina".
Goal: to clarify knowledge about the work of G.H. Anderson, to teach to comprehend and evaluate the characters of the fairy tale characters and their actions.
Application "Flower"
Goal: learn to compose an unusual fantasy flower.
Making the album “My Favorite Cartoon”
SEASONS
(GENERALIZATION)
Memorizing the poem by G. Novitskaya “The kidneys are opening”
Goal: to teach children to expressively read a poem by heart, intonationally conveying the joy of awakening nature, to develop a poetic ear.
Compiling a descriptive story based on the landscape painting “May. Cloud” by V. Podlyansky
Goal: to teach how to compose descriptive stories based on a landscape picture, using different types of sentences; to enrich children’s vocabulary with figurative words and expressions, to activate verbs, synonyms and antonyms in their speech.
Drawing “Blooming Spring” (finger technique)
Goal: learn to convey the poetic spring mood.
Design of a gallery of paintings about spring
Goal: to learn to correlate a literary passage about spring with the corresponding landscape painting
NASECO
MY
Reading a fable by I.A. Krylov "Dragonfly and Ant"
Target:Introduce children to the fable and its genre features;
lead to an understanding of the allegory of the fable, the idea; cultivate sensitivity to the figurative structure of the language of the fable; understand the meaning of proverbs about work (“A master of his craft”, “In a big deal, a little help is precious”), connect the meaning of the proverb with a certain situation.
Reading followed by retelling by V.A. Sukhomlinsky “Let there be both a nightingale and a beetle”
Target:introduce the literary fairy tale of V. Sukhomlinsky; develop in children the ability to respond emotionally to what they read;
cultivate respect for others and friendliness;
teach dialogic speech when retelling.
Drawing based on I.A. Krylov’s fable “The Dragonfly and the Ant”
Goal: to teach how to portray the images of heroes in the plot
Exhibition “Animals in Fairy Tales”
Purpose: to introduce the expressiveness of animal images different artists
FISH
SUPPLY
NY
WORLD
Storytelling r.n. fairy tales "The Frog Princess"
Goal: to continue to develop a poetic ear: the ability to listen and highlight expressive means in the text.
Quiz “We love fairy tales”
Target:To consolidate and systematize children’s knowledge about literary works read during the year, about the features of different genres of works of art;
consolidate knowledge about small folklore forms.
Collage “Let’s help grandparents remember fairy tales”
Target:
learn to create a composition from heroes of various fairy tales.
Exhibition of children's drawings “Drawing Fairy Tales”
Goal: to develop creativity and imagination.
Long-term planning for fiction in the senior group.
SEPTEMBER.
Continue to teach children to listen carefully to a literary text, understand the moral meaning, evaluate actions in a motivated manner, and comprehend the figurative content and meaning of proverbs. Develop an interest in poetry and a desire to learn poems. Bring children to understand that a book is one of the sources of knowledge.
Our group. Legal education. | What did summer give us? | Transport. | Underground kingdom. |
1. Dragoon “Amazing Day” 2. N. Naydenova “Olga Pavlovna” "New Girl" 3. O. Vysotskaya “Kindergarten” 1. G. Oster “Advice to naughty children” 2. N. Nosov “Telephone” 3. V. Korzhets “Bad Candy” 4. E. Charushin “Friends” | 1. V. Suteev “Sack of Apples” 2. Y. Pinyaev “The Tricky Cucumber” 1. E. Shim “Who is dressed like that?” 2. D. Rodari “Big carrot” 3. E. Nemenko “Country Riddles” “Poems about vegetables” (“Sunflower”, “Tomato”, “Cabbage”, “Pepper”, “Pumpkin”) | 1. N. Kalinina “How the guys crossed the street” 2. D. Rodari “Dudochkin and cars” 1. A. Barto “Once upon a time there lived a dump truck” 2. B. Zhitkov “What did I see?” 3. M. Ilyin “Cars on our street” 4. M Ciardi “About the one who has three eyes” | 1. In Zotov “The Kingdom of Mushrooms” (from the book “Forest Mosaic”) 2. “Boletus, boletus” - memorization 1. V. Bianchi “The Fox and the Mouse” 2. Bazhov “Ural Tales” 3. “Thumbelina” |
OCTOBER
Continue to introduce children to different genres of fiction. To give basic knowledge about the fable, its genre features, to lead to an understanding of allegory, moral meaning, figurative meaning of words and combinations, to cultivate sensitivity to the figurative structure of the language of the fable. Encourage children to expressively read poetry by heart, feel, understand and reproduce poetic speech.
City by the sea. | Gold autumn. | Human. | Work on a collective farm. |
1. Acquaintance with the work of I. Krylov, his childhood. Fables “Quartet”, “Monkey and Glasses”, “Dragonfly and Ant”, “Crow and Fox”, “Swan, Crayfish and Pike” 2. Y. Moritz “House with a Chimney” | 1. S. Kogan “Leaflets” - memorization 2. G. Skrebitsky “Autumn” 1. V. Smertin “It’s raining down the street” 2. N. Minsky “Falling Leaves” 3. A. Pushkin “Sad time...” 4. K. Balmont “Autumn” | 1. I. Turchin “The Man Got Sick” 2. E. Permyak “About the nose and tongue” 1. E. Moshkovskaya “Wash your nose”, “Ears” 2. E. Nosov “Thirty grains” 3. D. Kharms “The Cheerful Old Man” 4. B. Zhitkov “How I caught little men” | 1. A. Remizov “Ear of Bread” 2. V. Stepanov “The Road to the Mill” 1. G. Point “Newbie on a walk” 2. “The Pie” - a Norwegian fairy tale 3. V. Krupin “Father’s Field” 4. S. Pogorelovsky “Glory to the bread on the table” 5. Ya. Tayts “Everything is here” 6. “Light Bread” - Belarusian fairy tale 7. I. Tokmakova “Who to be?” 8. Ya. Dyagutyte “Loaf” |
NOVEMBER
Continue to teach children to expressively read poetry by heart, feel the melodiousness of the language, convey various emotional states. Continue introducing children to small folklore forms. To develop children's interest in the genre of literary fairy tales.
We live in the north. | Autumn is like a season. | Who is preparing for winter? | Objects that surround us. | Culture of behavior. |
1. G. Snegirev “About deer”, “Penguin Beach” 2. E. Emelyanova “Oksya the hard worker” 3. “Ayoga” - a Nanai fairy tale. Fairy tales by B. Shergin, S. Pisakhov. Pinega tales by Ivanova. | 1. M. Prishvin “It’s Cold for Aspen Trees” 2. A. Pushkin “The sky was already breathing in autumn...” - memorization 1. Small folklore forms (signs, proverbs, sayings about autumn) 2. N. Pavlova “First Snow” 3. N. Minsky “Falling Leaves” 4. "Autumn" 5. N. Sladkov “Autumn is on the threshold” | 1. A. Sukontsev “How a hedgehog changed his fur coat” 2. “How the squirrel and the hare didn’t recognize each other” - a Yakut fairy tale 1. D. Mamin-Sibiryak “Gray Neck” 2. N. Sladkov “Belkin fly agaric” 3. S. Mikitov “Leaf Faller” | 1. S. Marshak “Where the table came from” 2. Literary fairy tales - P. Ershov “The Little Humpbacked Horse” | 1. S. Prokofiev “The Tale of an Ill-mannered Mouse” 2. A. Barto “Ignorant Teddy Bear” 1. V. Suteev “The Lifesaver” 2. V. Oseeva “The Good Hostess” 5. V. Oseeva “Cookies” 6. Y. Akim “Greedy” 7. E. Moshkovskaya “Resentment” |
DECEMBER
Encourage emotional perception of the figurative content of the fairy tale. To deepen children's understanding of the genre, compositional and national linguistic features of fairy tales. To foster in children a love and interest in reading fiction.
Symbols of the country. | Pets. | Water, snow. | New Year. |
1. N. Rubtsov “Hello Russia” 2. And Barto “Drawing for the anniversary”, “Lights are shining everywhere” 1. I. Nikitin “Rus” 2. O. Aleksandrova “Sun splashes in the domes” 3. D. Kedrin “Thought about Russia” 4. V. Lebedev-Kumach “The morning paints with a gentle light...” 5. N. Konchalovskaya “Glorious is the city of our grandfathers” 6. F. Glinka “Moscow” | 1. rub. n. fairy tale “Winter quarters of animals” 2. V. Suteev “Who said Meow” 1. “How I was looking for dogs for a friend” - a Mordovian fairy tale. 2. L. Tolstoy “Fire Dogs” 3. Yu. Dmitriev “Ducklings and Chicks” 4. N Nosov “Living Hat” | 1. S. Prokofiev “The Tale of Red Mittens” 2. N. Kalinina “About the snow bun” 3. K. Balmont “Snowflake” 1. Getting to know childhood, reading fairy tales " The Snow Queen", "The Swineherd", "The Steadfast Tin Soldier", "Wild Swans" | 1. R. Pavlova “The best gift” 2. A. Barto “Christmas tree” - memorization 1. Z. Aleksandrova “Bird’s Dining Room” 2. S. Drozhzhin “Walking the street...” 3. E. Blaginina “What a beauty...” 4. Z. Topelius “Three ears of rye” 5. V. Suteev “Snowman Postman” 6. S. Marshak “Twelve months” |
JANUARY
Continue to teach children to read poetry expressively, conveying the beauty of nature. Encourage to notice the visual and expressive means of fiction. Activate literary memory preschoolers, enrich their understanding of the life and work of writers.
Health. How to become a non-sick person. | Winter. | Adult labor. |
1. From Kozlov “Winter's Tale” 2. Land of Pushkin's fairy tales. | 1. N. Nosov “On the Hill” 2. A. Pushkin “Here is the north, the clouds are catching up...” 1. F. Tyutchev “The Enchantress in Winter” 2. S. Yesenin “Winter Sings and Calls”, “Birch” 3. Folklore about winter. 4. I. Surikov “Winter” | 1. S. Mikhalkov “Uncle Styopa”, “Uncle Styopa the policeman” (Acquaintance with the writer’s childhood and work) 2. V. Sukhomlinsky “My mother smells like bread” 1. E. Permyak “Mom’s work” 2. L. Voronkova “We are building, building, building” 3. S. Baruzdin “Who built this house” 4. G. Graubin “Stranger Friends” 5. V. Lifshits “We will work” |
FEBRUARY.
Continue to introduce children to new genres of fiction. Learn to understand the semantic side of proverbs and sayings. Feel, understand and reproduce the imagery of the language of poems, understand the main idea poetic text. Continue to form the concept that a book is a source of knowledge; poems, stories, fairy tales have been written about the same phenomenon. Help enrich your vocabulary.
Fairy tales. | Animals of the north. | Our defenders. | Solar system. |
1. S. Mikhalkov “The Three Little Pigs” 2. “Wartail Mouse” - a Chuvash fairy tale. 1. rub. n.s. “Winged, furry and oily” 2. r. n.s. "Tails" 3. r. n.s. "Fox - sister and gray wolf" 4. r. n.s. "Fear has big eyes" | 1. V. Aldonsky “Riding a deer” 2. F. Abramov “Scarlet Deer” 1. fairy tale “Why does the polar bear have a black nose” 2. A. Nekrasov “Oleshki” 3. P. Bazhov “Silver Hoof” | 1. Epics about Russian heroes: “”, “Three trips of Ilya Muromets”, “Bogatyr Mikula Selyaninovich”. 2. S. Marshak “February” - memorization 1. O. Vysotskaya “My brother went to the border” 2. L. Kassil “Main Army” 3. Y. Dlugolensky “What can soldiers do” 4. B. Nikolsky “Obstacle” 5. A. Mityaev “The hat does not command” | 1. E. Levitin “For kids about stars and planets” 2. T. Sobakin “How wonderful it is to become an astronomer” 1. V. Stepanov “Cloud” 2. I. Mazin “Sun and grain” 3. A. Volkov “Earth and Sky” 4. “Visiting the Sun” - Slovak fairy tale |
MARCH
To promote the deepening of children's knowledge and ideas about the world around them through fiction. Encourage students to understand the content of the text and develop interest in the information contained in the text. Develop interest and love for the art of the poetic word.
Family. Mother's Day. | Air is invisible. | Animals of hot countries. | Theater. | Maslenitsa. |
1. Acquaintance with the work of S. Aksakov “The Scarlet Flower” 2. Literary fairy tale by N. Teleshov “Krupenichka” 1. G. Vieru “Mother’s Day” 2. E. Blaginina “Let’s sit in silence” 3. P. Obraztsov “March” 4. L. Kvitko “Grandma’s hands” | 1. Reading literary fairy tales - V. Kataev “The Seven-Colored Flower” 2. V. Odoevsky “Town in a Snuffbox” | 1. G. Ganeizer “About the hot desert” 2. G. Snegirev “In the Desert” 1. S. Baruzdin “Rabbi and Shashi” 2. B. Zhidkov “Mongooses” 3. S. Snegirev “Elephant”, “Giraffe” 4. I. Moskvana “Little One” | 1. S. Mikhalkov “How an old man sold a cow” 2. D. Rodari “The Magic Drum” 1. rub. n.s. “Khavroshechka”, “Sister Alyonushka and Brother Ivanushka” 2. C. Perrault “Fairy” | 1. Small folklore forms. 2. Learning songs, chants, nursery rhymes for the celebration of Maslenitsa. |
APRIL.
To form in children a holistic perception of the text, the ability to highlight expressive means. To consolidate ideas about the features of different genres (poem, fairy tale, story). Continue to learn how to expressively read poetry by heart, feel the melodiousness of the language, learn to understand linguistic means of expression.
Humor. Emotions. Character. | Road to space. | Red Book. | Spring. |
1. Acquaintance with the work of N. Nosov. "Dreamers" 2. Y. Vladimirov “Weirdos” 1. K. Chukovsky “Miracle Tree” 2. Fables. 3. S. Marshak “Poodle” 4. N. Matveeva “Confusion” | 1. A. Leonov “Steps over the planet” 2. V. Borozdin “First in Space” 1. V. Medvedev “Starship Brunka” 2. P. Klushantsev “What the telescope told us about” 3. N. Nosov “Dunno on the Moon” 4. V. Kashchenko “Find the constellations” | 1. Acquaintance with the childhood of N. Nekrasov “Grandfather Mazai and the Hares” 2. Yu. Koval “Hare paths” 1. E. Charushin “About Bunnies” 2. A. Block “Bunny” 3. r. n.s. “The Hare Boasts”, “Zayushkina’s Hut” 4.D. Mamin-Sibiryak “About a brave hare - long ears, slanting eyes, short tail. | 1. N. Naydenova “About Spring” 2. Y. Akim “April” - memorization 1.S. Kogan "Maple" 2. T. Belozerov “Snowdrops” 3. E. Charushin “Sparrow” 4. A. Prokofiev “Vesnyanka” 5. G. Skrebitsky “Spring”, “In a forest clearing”, “March, April, May” |
Continue introducing children to the works of writers. Encourage to expressive reading poems. To consolidate children’s knowledge of literary works read during the school year. Ideas about the genre features of fairy tales, poems, fables, stories, works of small folklore forms. To deepen children's understanding of the correspondence of the title of the text to its content.
Friendship of children. | Victory Day. | Nature and us. | Adult labor. |
1. Introduction to the works of A. Barto “Vovka is a kind soul”, “How Vovka helped out the grandmothers”, “How Vovka became an older brother” | 1. V. Berestov “Peace on Earth” 2. S. Marshak “Let there never be war” 1. M. Plyatskovsky “May Day” 2. E. Blaginina “Overcoat” 3. A. Mityaev “Dugout” 4. R. Gamzatov 5. L. Chadova “Salute” 6. E. Trutneva “Front triangle”, “Parade”, “Front sister. | 1. S. Yesenin “Bird cherry” 2. B. Asanaliev “Colors of Spring” 1. f. Tyutchev “Spring Waters” 3. S. Kozlov “Unusual Spring” 4. I Kolos “Song of Spring” 5. In Stepanov “Miracles” 6. Ya. Dyagutyte “Lark” |
2. B. Zakhober “Builders” 3. D Rodari “What do crafts smell like”, “What is the color of crafts” |
Long-term planning for fiction in the middle group.
SEPTEMBER.
Teach children to understand the content of literary texts, to feel the rhythm of poetic speech. Expand knowledge about different genres fiction: fairy tales, stories, poems; about the genre features of works of small folklore forms - nursery rhymes, songs, riddles, to give new ideas about them.
Our group. Kindergarten. | Vegetables fruits. | Transport. LIFE SAFETY FUNDAMENTALS. | Underground kingdom. |
1. L. Osipova “What is a kindergarten” 2. E. Yanikovskaya “I go to kindergarten” 1. G. Tsyferov “In a bearish hour” 2. Z. Alexandrova “Toys” 3. S. Mikhalkov “Song of Friends” 4. V. Tovarkova “Kindergarten” | 1. Learning the nursery rhyme “Little Bunny is a Little Coward” 2. N. Egorov “Radish”, “Pumpkin”, “Carrot”, “Peas”, “Onion”, “Cucumbers” 1. P. Mumin “Apple” 2. U. Rashid “Our Garden” 3. r. n.s. "The Man and the Bear" | 1. S. Mikhalkov “Walking carefully”, “Idle traffic light” 2. O. Bedarev “If…” 1. I. Yavortskaya “Children and the Road” 2. I. Leshkevich “Traffic Light” | 1. V. Kataev “Mushrooms” 2. S. Aksakov "Mushrooms" 1. M. Prishvin “The Last Mushrooms” 2. “Thumbelina” 3.B. Bianchi "The Fox and the Mouse" |
OCTOBER.
Continue to develop children’s interest in fiction, reading, and emotional perception of imagery poetic works, expressiveness of speech, interest in the information conveyed by the text, understanding the content and idea of fairy tales, noticing figurative words and expressions.
Houses on our street. | Gold autumn. | Human. | People's work. Bread. |
1. S. Marshak “The Three Little Pigs” 2. A. Balint “The House You Can Eat” 1. Y. Moritz “House of the gnome, gnome at home” 2. R. Sef “Lilac Poem” 3. S. Cherny “When no one is home” 4. D. Kharms “Happy Siskins” 5. C. Perrault “Little Red Riding Hood” | 1. E. Trutneva “Spiders” 2. Memorization I. Bunin “Autumn” 1. G. Novitskaya “Summer Garden” 2. A. Shibitskaya “Autumn” 3. E. Trutneva “Suddenly it became twice as bright...” 4. Yu. Kapustina “Autumn” 5. I. Chernitskaya “Autumn” 6. L. Polyak “A cloud covered the sun” 7. N. Naydenova “Golden Autumn” | 1. D. Kharms “The Cheerful Old Man” 2. R. Sef “The Tale of the Round and Long Men” 1. A. Vvedensky “About the girl Masha, about the dog Cockerel and the cat Thread” 2. Songs of different nations: K. Chukovsky “Barabek”, “Twisted Song”, S. Marshak “Humpty Dumpty” 3. K. Chukovsky “Joy” | 1. Ukrainian fairy tale “Spikelet” 2. Y. Akim “Rye bread” 1. Y. Dyagudite “Human Hands”, “Threshing”, “Loaf” 2. Tatar song “Bag” 3. Y. Tayts “Up to the waist”, “Everything is here” 4. r. n.s. "Wonderful Millstones" 5. rub. n.s. "Bubble, Straw, and Bastfoot" |
NOVEMBER.
To introduce children to the life and work of N. Sladkov, to develop interest in the information that the text carries. Continue to learn to understand the content of stories. Promote rapid memorization of poetic texts, develop expressive reading skills.
Where does a person live? | Autumn is like a season. | How animals prepare for winter. | Houseware. LIFE SAFETY FUNDAMENTALS. | Culture of behavior. |
1. O. Chernoritskaya “A Doll’s House” 2. R. Sefa “Grandfather Pakhom built a house...” 1. P. Voronko “It’s better not native land» 2. r. n.s. "Zayushkina's hut" 3. Ukrainian fairy tale “Rukavichka” 4. Z. Alexandrova “Motherland” 5. rub. n.s. "Teremok" 6.L. Osipova - riddles. | 1. Memorization by A. Pleshcheev “Boring picture!..” 2. E. Permyak “Tricky rug” 1. A. Pleshcheev “Children and the Bird” 2. K. Balmont “Autumn” 3. I. Bunin “It’s pouring cold rain” 4. N. Kalinina “In the Forest” 5. I. Sokolov-Mikitov “In the Forest in Autumn”, “Hedgehog” 6. A. Pushkin “The sky was already breathing in autumn” | 1. N. Sladkov “How can a squirrel not catch a cold?”, “What should a hare do?”, “How can a bear not die of hunger?” 2. G. Snegirev “How do animals and birds prepare for winter?” 1. E. Charushin “Who Lives How?” 2. V. Bianchi “It’s cold in the forest, it’s cold”, “They’re preparing for winter, they’re in a hurry!” 3. B. Brecht “Winter conversation through the window” 4. r. n.s. "The Fox and the Black Grouse" 5. N. Sladkov “Why is November piebald” | 1. S. Marshak “The Story of an Unknown Hero”, “Fire” 2. V. Chernyaeva “Vasily the Cat and Household Appliances” 1. S. Chertkov Brush, Flashlight, Ladder, Saw, Tape measure, Screwdriver. Axe. Hammer. 2. E. Permyak “Hasty Knife” 3. V. Lebedev-Kumach “About smart little animals” | 1. Belarusian fairy tale“Stolen goods won’t make you fat” 2. B Zakhoder “Piggy on the Christmas tree” 1. A. Kuznetsova “We quarreled” 2. Songs and nursery rhymes of different nations 3. Hungarian fairy tale “Two Greedy Little Bears” 5. Polish fairy tale “If you hurry, you will make people laugh” 6. African fairy tale “How the fox deceived the hyena” |
DECEMBER.
Continue to develop in children the ability to listen to a literary work and understand its content. Deepen children's understanding of the genre of the story. Learn to evaluate the character and actions of heroes.
Adult labor. Doctor. | Pets. | Water, snow. | New Year. |
1. S. Mikhalkov “About a girl who eats poorly”, “Like our Lyuba” 2. A. Barto “Tamara and I...” 1. A. Kandrashova “Our Doctor” 2. A. Frydenberg “The Giant and the Mouse” | 1. rub. n.s. "Zimovye" 2. E. Charushin “In our yard” (Cow. Goat. Dog. Cat. Duck. Chicken) 1. L. Tolstoy “Kitten” 2. G. Oster “A Kitten Named Woof” 3. V. Bianchi “First Hunt” 4. L Tolstoy “Fire Dogs” 5. A. Barto “We left” 6. Mexican fairy tale “The Polite Rabbit” 7. Italian fairy tale “How the Donkey Stopped Singing” 8. S. Marshak “Mustachioed – Striped” | 1. rub. n.s. "Snow Maiden" 2. S. Marshak “This is a snowy page”, “Blizzard, snowstorm...” 1. L Voronkova “The Tricky Snowman” 2. K. Chukovsky “She grows upside down” 3. L. Breg “Fish” 4. L. Karpov “How fish winter” 5. L. Tolstoy “Shark” 6. V. Zotov “How a hermit crab found a friend” | 1. V. Suteev “Christmas tree” 2. Memorization of S. Drozhzhin “Walking on the street...” 1. E. Mikhailova “What is New Year?” 2. M. Evensen “Herringbone” 3. E. Trutneva “Christmas tree” 4. A. Barto “Christmas tree”. 5. Z. Aleksandrova “Bird Christmas tree” 6. L. Voronkova “Tanya chooses a Christmas tree” |
JANUARY.
To develop in children a desire to memorize poetic texts, teach them to find various means for expressing and conveying images and experiences, and see the relationship between the content and title of a work.
Health. LIFE SAFETY FUNDAMENTALS. | Winter. | Adult labor. Chauffeur. |
1. K. Chukovsky “Aibolit”, “Aibolit and the Sparrow”, “Moidodyr” 2. S. Mikhalkov “Vaccination”, “About mimosa” 1. L. Grblovskaya “Brush your teeth, my hands” 2. V. Chernyaeva “Be sick for your health” 3. A. Usachev “About nails” | 1. Memorization - I. Surikov “Winter” 2. I. Sokolov-Mikitov “Blizzard Winter” 1. K. Balmont “Snowflake” 2. I. Belousov “First Snowball” 3. A. Kalinchuk “Winter” 4. M. Druzhinina “Me and the Snow” 5. M. Dudin “Trees in winter” 6. A. Yashin “Feed the birds in winter” 7. And Surikov “White fluffy snow...” | 1. Y. Tuvim “Work is useful and necessary for everyone” 2. E. Fireflower “Who Starts the Day” 1.E. Moshkovskaya “Busses are running towards us” 2. I. Muraveyka “Dump Truck” |
FEBRUARY.
Continue to develop children’s emotional perception of text; teach to understand and evaluate the actions and characters of heroes. Expand children's understanding of the genre features of fairy tales. Help develop attentive listeners.
Fairy tales. | A corner of nature. | Our defenders. | Planet Earth. |
1. rub. n.s. "Fox with a rolling pin" 2. Y. Moritz “Song about a fairy tale” 1. rub. n.s. "Zhiharka" 2. r. n.s. "Cat and Fox" 3. r. n.s. “Winged, furry and oily” 4. r. n.s. “How a goat built a hut” 5. rub. n.s. "Swan geese" | 1. G. Snegirev “Guinea Pig” 2. N. Nosov “Karasik” 1. Reading fairy tales by K. Chukovsky (“The Cluttering Fly,” “The Stolen Sun,” “Confusion,” etc.) | 1. And Gromova “Feast of All Fathers” 2. Memorization S. Marshak “February”, “Border Guard” 1. A. Barto “At the Outpost” 2. Z. Alexandrova “Watch” 3. A. Zharov “Border Guard” 4. I. Kulskaya “About Brother” 5. A. Livanov “Letter” 6. "The Steadfast Tin Soldier" | 1. O. Tarutin “It was in Antarctica” 2. A. Mikhailov “How I became friends with a penguin” 1. S. Marshak “Penguins” 2. G. Snegirev “The Curious”, “Penguin Beach”, “Chaffinches”, “To the Sea”, “Leopard Seal”, “Pebbles”, “Brave Penguin”, “Goodbye” |
MARCH.
Continue to teach how to emotionally perceive the figurative content of a poetic text and understand the means of expression. Develop an interest and love for fiction.
Family, mother's holiday. | Air is invisible. | Animals of hot countries. | Theater. | Maslenitsa. |
1. E. Blaginina “That’s what a mother is” 2. S. Vangeli “Snowdrops. 1. M. Zoshchenko “Demonstration child” 2. E. Uspensky “Destruction” 3. L. Kvitko “Grandma’s hands” 4. S. Mikhalkov “What do you have?” | 1. I. Tokmakova “Windy” 2. G. Sapgir “Forests are miracles” 1. E. Charushin “About Bunnies” 2. E. Serova “Wolves” 3. G. Ladonshchikov “Hedgehog”, “Fox”, “The Bear Woke Up” 4.E. Trutnev "Squirrel" 5. V. Volina “The gray bunny washes itself” | 1. African fairy tale “Baby Leopard and Baby Antelope” 2. S. Baruzdin “Camel” 1. H. Langlesia “Crocodile Tears” 2. M. Moskvina “What happened to the crocodile” 3. E. Koteneva “Kangaroo” 4.S. Egorova "Giraffe" 5. M. Sadovsky “What does an elephant dream about?” 6. Luda “Lord of Places” 7. E. Moshkovskaya “How a giraffe went to school” 8. V. Zotov “Giraffe and Okapi” 9. G. Tsyferov “Once upon a time there lived a baby elephant” | 1. D Edwards “At the Theater” 2. A. Barto “At the Theater” 1. Y. Tuvim “About Pan Trulyalinsky” 2. E. Moshkovskaya “Polite Word” 3. K. Ushinsky “Bear and Log” 4.Eskimo fairy tale “How the fox deceived the bull” 5. Latvian fairy tale “The forest bear and the naughty mouse” | 1. Small folklore forms: chants, tongue twisters, tongue twisters, counting rhymes, myrilki, vesnyankas.. |
APRIL.
Introduce children to the life and work of E. Charushin. Continue to reinforce children’s ideas about the genre of the story. Learn to understand the theme and content of a literary work, develop interest in the information the text carries.
Humor, emotions, character. | Transport. LIFE SAFETY FUNDAMENTALS. | Birds. | Spring. |
1. Yu Vladimirov “Weirdos” 2. S. Marshak “He’s so absent-minded” 1. N. Nosov “Entertainers” 2. J. Brzechwa “Clean Fly” 3. V. Berestov “Dragon” 4. K Chukovsky “Confusion” | N. Kalinina “How the guys crossed the street” 2. I. and L. Sandberg “The Boy and the Hundred Cars” 1. T. Alexandrova “Traffic light” 2. O. Chernoritskaya “Bus”, “Dump truck” 3. I. Tokmakova “We drove by car” | 1. Memorization of G. Ladonshchikov “Spring” 2. Y. Akim “April” 1. M. Borisov “Drop Song” 2. E. Baratynsky “Spring, spring!” 3. S. Vysheslovtsev “Spring” 4. F. Tyutchev “It’s not without reason that it’s winter to be angry...” 5. L. Osipova “Spring has come to the Russian forest” 6. G. Graubli “Boat” |
Introduce children to the childhood and work of S. Mikhalkov. To encourage you to emotionally perceive poetry, understand the content of the text, and feel the rhythm of poetic speech. Through literature, cultivate a friendly and respectful attitude towards each other.
Friendship of children. | The city in which we live. | Insects. | Transport, O.B.Zh. |
1. rub. n.s. “Like a dog was looking for a friend” 2. B. Almazov “Gorbushka” 3. L. Voronkova “Snowball”, “Battle” | 1. E. Blaginina “Bird cherry” 2. Z. Aleksandrova “May Day fireworks” 1. S. Marshak “Spring Song” 2. V. Berestov “Song of Merry Minutes” 3. N. Sladkov “Spring joys”, “Stream” 4. E. Shim “Solar Drops” 5. A. Poroshin “Grandfather’s Story” | 1. V. Bianchi “Like an ant hurried home” 2. Belarusian fairy tale “The Songfly” 1. D. Mamin-Sibiryak “The Tale of Komar Komarovich” 2. I. Krylov “Dragonfly and Ant” 3. V. Palchinkaite “Ant” 4.B. Terrestrial "Familiar insects" | 1. M. Pogarsky “Different machines” 2. I. Gurina “Traffic Light”, “Pedestrian”, “Naughty Pedestrian”, "Baby traffic light" |
Long-term planning for fiction in the preparatory group.
SEPTEMBER.
Continue to develop in children a sustainable interest in fiction and reading. To promote rapid memorization of poems, to practice expressive reading of works using various techniques. Introduce the genre features of the fable.
Day of Knowledge. Child's rights. | What did summer give us? | Transport. ABOUT. AND. | Underground kingdom. |
1. S. Mikhalkov “It’s your own fault” 2. G. Ladonshchikov “About myself and about the guys” 3. L. Tolstoy “The Adventures of Pinocchio” (analysis of legal situations) | 1. N. Nosov “Cucumbers” 2. M. Prishvin “The Last Mushrooms” 1. G. Yurmin “Stove in the garden” 2. B. Zhitkov “What I saw” 3. Ya. Tayts “For the berries” 4. V. Kataev “Mushrooms” 5. E. Moshkovskaya “Fun Store” 6. N. Pavlova “The Last Berries”, “ Edible mushrooms» | 1. E. Rein “This terrible incident with Petya, let everyone in the world know” 2. A. Stepanov “Horsepower” 1. Y. Pishumov “Song about the rules” 2. O. Bedarev “If…” 3. A. Northern "Traffic Light" 4. N. Konchalovskaya “Scooter” 5. E. Ilyina “Cars on our street” 6. S. Mikhalkov “Cyclist” | 1. I. Bazhov “Ural Tales” 2. A. Volkov “Seven Underground Kings” 1. I. Krylov “Dragonfly and Ant”, “Crow and Fox”, “Swan, Crayfish and Pike”, “Elephant and Pug” (memorization of passages) |
OCTOBER.
In the process of reading fiction, awaken in children a feeling of love for Russian nature, admiration for its beauty; consolidate ideas about autumn; enrich vocabulary with bright, colorful definitions (epithets), form a stock of literary and artistic impressions, use a synthesis of literary words, music, and painting.
City by the sea. | Gold autumn. | Human. | Work on a collective farm. Bread. |
1. according to B. Gnedovsky “From the history of the Arkhangelsk North” 2. stories and tales from the anthology about the Russian north “Moryanka” | 1. Memorization by A. Pushkin “The sky was already breathing in autumn...” 2. G. Graubin “Why leaves fall in autumn” 1. M. Prishvin “Birds and Leaves” 2. E. Trutneva “Autumn” 3. O. Ivanenko fairy tale “Good night” 4. A. Erikeev “Autumn has come” 5. I. Bunin “Falling Leaves” 6. F. Tyutchev “There is in the original autumn...” | 1. L. Voronkova “Masha is confused” 2. From Mikhalkov “About Thomas” 1. R. Sef “The Tale of Round and Long Men”, “Everything in the World is Similar to Everything” 2. M. Yasnov “The bed has a headboard” | 1. L. Kon “Rye”, “Wheat” 2. M. Lyashenko “What a loaf” 1. And Tokmakova Who should I be?” 2. G. Branlovsky “Our mothers, our fathers” 3. L. Voronkova “Mug of Milk” 4. And Raksha “Tractor Drivers’ Dinner” 5. Ya. Dyagutyte “Threshing”, “Human Hands” 6. “Excellent wheat” 7. Small folklore forms “Pokrovsky gatherings” |
NOVEMBER.
Teach children to convey their admiration for pictures of nature with intonation and expressiveness while reciting poems by heart. Learn to notice what appears in the text visual arts. To consolidate children's knowledge about the genre features of stories and fairy tales. To lead to an understanding of the moral meaning of the works, to a motivated assessment of the actions and character of the heroes.
Our region is northern. | Autumn as a season? | Who is preparing for winter? | From carriage to rocket | Culture of behavior |
1. A. Members “What kind of polar explorers are they?” 2. I. Istomin “Northern path” 1. N. Zabila “In the North” 2. Yu. Shestopalav “Polar Lights” 3. V. Voskoboynikov “Drawings on a walrus tusk” 4. L. Tokmakova “Russian spinning wheel” 5. N Sladkov “White Land”, “Gray Land” 6. A. Lyapidevsky “Chelyuskinites” | 1. I. Sladkov “Autumn is on the threshold” 2. G. Skrebitsky “Autumn” 3. Memorization of E. Trutneva “First Snow” 1. I. Bunin “First Snow” 2. V. Zotov “Larch” 3. K. Choliev “The trees are sleeping” 4. E. Golovin “Autumn” 5. A. Pleshcheev “Autumn Song” | 1. G. Snegirev “How animals and birds prepare for winter” 2. A. Sukontsev “How a hedgehog prepared for winter” 1. Akimushkin “Once upon a time there was a squirrel”, “Once upon a time there was a fox”, “Once upon a time there was a wolf” 2. I. Sokoloa-Mikitov “Squirrels” 3. "The Ugly Duckling" 4. V. Bianki “To the north, to the north - to the lands of midnight”, “The distant islands of the Arctic Ocean speak” | 1. Reading stories from I. Kobitina’s book “For preschoolers about technology” | 1. V. Kataev “Seven-flowered flower” 2. V. Dragunsky “The secret becomes apparent” 1. M. Pototskaya “Acute pig disease” 2. D. Kharms “Liar” 3. S. Mikhalkov “How friends get to know each other” 4. P. Voronko “Help Boy” 5. S. Pogorelovsky “Polite” 6. Ya Segel “How I Was a Mother” 7. E Permyak “foreign gate” 8. r. n.s. "Mashenka and Dashenka" 9. V. Sukhomlinsky “Why do they say thank you” |
DECEMBER
Strengthen children's knowledge of the structure of fairy tales. Consider different editions of fairy tales, introduce them to illustrators. Help children understand why the fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, and introduce them to new ones. Improve memory and diction. Promote the development of coherent speech in children.
Symbols of the country. | Pets. | Water, snow. | New Year. |
1. S. Mikhalkov “Anthem of Russia” 2. R. Sef “Unusual pedestrian” 1. E. Sinukhin “Take care of Russia”, “Under sail, summer floats across the earth” 2. S. Vasiliev “Russia” 3. N. Zabila “Our Motherland” 4. E. Trutneva “Motherland” 5. Z. Alexandrova “Motherland” 6. M. Isakovsky “Go beyond the seas and oceans” | 1. N. Garin-Mikhailovsky “Theme and the Bug” 2. D. Kharms “The Amazing Cat” 1. A. Barto “We left” 2. L Tolstoy “The Lion and the Dog” 3. A. Alish “Two Roosters” 4. E. Charushin “Chicken”, “Tyupa, Tomka and Magpie”, “Cow” 5. G. Snegirev “Top” 6. Yu. Dmitriev “Ducklings and Chicks”, “Foals and Puppies” | 1. V. Arkhangelsky “The Journey of a Drop of Water” 2. S. Ivanov “What kind of snow happens” 1. L. Broyko “Silver Drop” 2. V. Bianchi “Ice” 3. S. Marshak “Soap Bubbles” 4. P. Bazhov “Silver Hoof” 5. A. Pushkin “Under Blue Skies” 6. S. Yesenin “Powder”, “Winter sings, howls...” 7. r. n.s. "Moroz Ivanovich" 8. r. n.s. "Snow Maiden" | 1. O Vysotskaya “New Year” 2. Memorization of E. Trutnev “Happy New Year!” 1. V. Suteev “Snowman-Postman” 2. M. Klokova “Father Morz” 3. With Marshak “Twelve Months” 4. L. Voronkova “Tanya chooses a Christmas tree” 5. E. Serova “New Year’s Eve” |
JANUARY.
Continue to teach how to emotionally perceive the figurative content of a fairy tale, understand the meaning of poetic works, and continue to work on expressive reading of poetry. Introduce children to hyperbole, teach them to recognize hyperbole in literary text. To develop children's interest in books, reading, and the library as a repository and center of book culture.
Human. Health. | Winter. | The work of people in the city. | Books. Library |
1. I. Turichin “The Man Got Sick” 2. S. Marshak “What is the boy sick with?” 1. N. Nosov chapters from the book “The Adventures of Dunno” (about Doctor Pilyulkin) 2. V. Berestov “Nurse Fox” 3. E. Uspensky “A Scary Story” 4. B. Zakhoder “Ma-tari-kari” 5. I. Semenova “Learning to be healthy, or how to become mild” | 1. N. Sladkov “The Trial of December” 2. Memorization S. Yesenin “Birch” 1. G. Skrebitsky “In a forest clearing” 2. A. Pushkin “Winter Morning” 3. r. n.s. "Two Frosts" 4. V. Suteev “Snow Bunny” 5. I. Surikov “Winter”, “Childhood” 6. Small folklore forms - proverbs, sayings about winter. | 1. E. Fireflower “Mikheich” 2. N. Zabila “At the Factory” 1. S. Marshak “Where did the table come from?”, “How was your book printed” 4. S. Baruzdin “Mom’s work” 5. V. Danko “About happiness” 6. E. Permyak “Mom’s work” 7. Proverbs about work. | 1. E. Perekhvalskaya “Where did the alphabet come from” 2. E. Osetrov “The Tale of the Fool Ivan and His Books” 1. B. Zubkov “A book about a book” 2. V. Valkov, A. Stal “Book House” 3. D. Mamin-Sibiryak “About a hare with long ears...” 4. Ukrainian fairy tale “The Lame Duck” 5.r. n.s. "Princess Frog" 6. r. Researcher "Sivka-Burka" |
FEBRUARY.
Continue to introduce children to childhood and the work of writers. Help children remember the names and contents of works they know, determine which genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Develop interest and love for books, create conditions for viewing books.
History of the native land, country. | Animals of the north and south. | Our defenders. Family. | Solar system. |
1. A. Prokofiev “On a Wide Space” 2. V. Orlov “Like a roof over the Earth” 1. S. Marshak “Ice Island” 2. stories from their anthology about the Russian north “Moryanka” 3. M. Zhestov “The Beginning of Everything” 4. Z. Aleksandrova “If they say the word Motherland...” 5. T. Koti “My Motherland” 6. A. Alexandrova “Moscow” 7. N. Konchalovskaya “There is nothing better, more beautiful...” 8. D. Rodari " General history» | 1.S. Baruzdin "Rabbi and Shashi" 2. Mr. Snegirev “About penguins”, “Trace of a deer” 1. Yu. Dmitriev “Baby Camel and Elephant” 2. G. Ganeizer “About the hot desert” 3. N. Sladkov “Yellow Earth” | 1. A. Gaidar “The Tale of a Military Secret” 2. S. Baruzdin “Birthday of the Red Soldier” 1. E. Farjok “Two Brothers” 2. Chinese fairy tale “The Family Jewel” 3. Kurdish fairy tale “Father and Son” 4. r. n.s. "Wise Father" 5. L. Kassil “Your defenders” 6. M. Isakovsky “At the very border” | 1. G. Shalaev “Who is who in the world of stars and planets” 2. B. Levitin “Star Tales”, “For Kids about Stars and Planets”, “Astronomy in Pictures” 3. L. Miles “Astronomy and Space” |
MARCH.
Introduce children to the process of creating a work of art. Introduce a short history the emergence of theater in Russia, the concept of “play”, “character”, “remark”. Continue to develop children's interest in fiction. Foster in your child the need to look at books and illustrations.
Family. Mother's Day. | Invisible air. | Severodvinsk. | Theater. | Maslenitsa. |
1. Memorization of G. Vieru “Mother’s Day” 2. V. Sukhomlinsky “Mother’s Wings” 1. M. Skrabtsov “Mother’s Heart” 2. K. Karailichev “Mother’s Tear” 3. "Talisman" 4. Bulgarian fairy tale “The Tale of the Barrel” 5. A. Isahakyan “By the Sun” 6. S. Mikhalkov “What do you have?” 7. Nenets fairy tale “Cuckoo” 8. Y. Akim “Who is who?” | 1. V. Bianchi “We give points to the wind” 2. Z. Aust “Weather” 1. G. Gaikhard “Natural Disasters” 2. V. Levin “My friend the sparrow” 3. A. Prokofiev “Rooks” 4. B. Zakhoder “Bird School” 5. E. Charushin “Grouse”, “Woodpecker”, “Capercaillie” 6. V. Sukhomlinsky “Bird's Pantry” | 1. Reading poems, stories, fairy tales from the anthology about the Russian north “Moryanka” 2. A. Ipatov poems. | 1. E. Uspensky “We are going to the theater” 2. A. Barto “At the Theater” 1. rub. n.s. "Fox - Lapotnitsa" 2. Kyrgyz fairy tale “The Fox and the Ant” 3. V. Dragunsky “Battle of a Clean River” 4. N. Nosov “Putty” | 1. Small folklore forms - songs, chants, stoneflies, tongue twisters, tongue twisters, riddles. |
APRIL.
Help children remember the name and content of works they know, determine which genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Help you remember using a variety of means and read poetry expressively. Develop interest in fiction, educate grateful and literate readers.
Human. Humor. Emotions. | Space. | Red Book of the Earth. | Spring. |
1. M. Brodskaya “The milk ran away” 2. N. Nosov “Dreamers” 1. D. Smith “Hour of Fun” 2. A. Vvedensky “Who?” 3. Y. Vladimirov “Weirdos” 4. foreign folklore “Children on Ice” 5. D. Kharms “Cheerful Siskins”, “Cheerful Old Man” 6. K. Chukovsky “Joy” 7. L. Tolstoy “The Dog and Its Shadow” 8. S. Mikhalkov “Error” | 1. \V. Borozdin "First in Space" 2. Yu. Gagarin " Sad story foundling" 1. V. Tereshkova “The Universe is an open ocean” 2. A. Leonov “Steps over the planet” 3. Yu Yakovlev “Three in Space” 4. Y. Akim “Earth” 5. N. Nosov chapters from the book “Dunno on the Moon” | 1. V. Sukhomlinsky “Let there be a nightingale and a beetle” 2. E. Serova “Lily of the Valley”, “Snowdrop” 2. V. Bianchi “Forest Houses” 3. M. Prishvin “Golden Meadow”, “Guys and Ducklings” 4. N. Nekrasov “Grandfather Mazai and the hares” 5. G. Snegirev “Starling” | 1. S. Baruzdin “Ice drift” 2. I. Sokolov-Mikitov “Spring is Red” 1. P. Dudochkin “Why is it good in the world” 2. M. Prishvin “Hot Hour”, “Spring in the Forest” 3. Y. Kolos “Song of Spring” 4. V. Bianchi “Flood”, “Titmouse Calendar” |
Show the significance of a book in a person’s life. Introduce children to works of different times, genres, peoples that consider the problem of beauty; analyze the problem at a level accessible to children. Strengthen knowledge about the genre of the story. Continue to work on intonation expressiveness of speech.
Children from all over the world are friends. | Victory Day. | Nature and us. | Back to school soon. |
1. V. Dragunsky “Childhood Friend” 2. M. Mazin “Let’s be friends” 1. A. Mityaev “Friendship” 2. proverbs and sayings about friendship | 1. S. Mikhalkov “Victory Day”, “True for Children”, “Hello, Victorious Warrior” 2. L. Kassil “Sister” 1. S. Pogorelovsky “Soviet Soldier” 2. A. Tvardovsky “Accordion” 3. L. Kassil “Monument to the Soviet soldier.” 4. M. Isakovsky “Remember forever” 5. P. Voronko “Two Soldier Brothers” 6. K. Selikhov “On Red Square” | 1. M. Mikhailov “Forest mansions” 2. Memorization by G. Novitskaya “The kidneys are opening” 1. S. Voronin “My Birch” 2. S. Mikhalkov “Walk” 3. N. Pavlova “Yellow, white, purple” 4. E. Serova “Flowers” 5. V. Glushchenko “Gridka” 6. P. Voronko “Birch” 7. K. Ushinsky “Bees on reconnaissance” 8. V. Biryukov “Singing Bouquet” | 1. S. Mikhalkov “Important Day” 2. Memorization V, Berestov “Reader” 1. Z. Aleksandrova “Sveta”, “To school” 2. L. Voronkova “Girlfriends go to school” 3. A. Barto “To school” 4. A. Prokofiev “Song” 5.S. Marshak “First day of the calendar” |
Project on the topic “Fiction as a means moral education preschoolers." Preparatory group
The most important role of the book in the formation of a person was discussed back in the time of Yaroslav the Wise. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book and reach for it. But, as you know, modern children are increasingly spending their time computer games, watching TV shows and reading books less and less. In conditions when entire electronic libraries are being created, it is difficult to force a child to pick up a book, especially a preschool child, since he is a kind of reader.
Preschool children are listeners, so it is necessary to awaken interest in artistic expression, to thinking about what this word expresses. Each work needs to be conveyed to children as a work of art, to reveal its intent, to infect little listeners with an emotional attitude to what they read: the feelings, actions, lyrical experiences of the characters. Thanks to these skills, the child will develop a desire to constantly communicate with a book.
And further. As practice shows, in last years The number of older preschoolers who do not want to go to school has increased. This indicates that children’s motivation for the process of acquiring knowledge has sharply decreased. In this regard, the need to include search activities in the content of education for preschoolers, which require the use of knowledge and skills in a new situation for them, to solve new problems, becomes urgent. The use of design technology, as one of the forms of search activity, allows one to effectively solve important problems in the development of the creative abilities of a preschooler. Such activities stimulate internal development and to a certain extent influence the personality as a whole.
Who hasn't heard the saying “Books are your best friends!”? This is true, and it must be recognized!
Problem: lack of understanding by adults of the role of literature in children's lives;
ignorance of the history of its development and current state;
superficial interest of parents in introducing children to fiction, insufficient attention is paid to parents reading fiction to children, replacing books with cartoons and a computer, all this leads to a serious problem: children’s interest in books decreases, speech and cognitive activity develop poorly. I believe that partnership preschool and families will help to introduce preschoolers to the book and the process. Therefore, I decided to deepen my work in this direction.
During the conversation with the children, I discovered that the children do not know children's writers and their works; They do not know how to expressively recite poetry or retell familiar works. In addition, to our great regret, not all children like to listen to people read to them; they are mainly interested in illustrations. If you take a book with poems or fairy tales, and the illustration does not contain any hero about whom we're talking about, then the book immediately becomes “not interesting!” and the children categorically refuse to listen! What can you do to interest your little listener?
This is where the idea of the project “Fiction as a means of moral education of preschool children” arose. (Project for students in the preparatory group). During the design process, everyone interacts: children, teachers, and adults. Starting work on projects, parents themselves begin to become involved in the educational process of a preschool educational institution.
Project passport.
Project type:By dominant activity in the project: informational, educational and gaming, creative
By number of project participants: group
By time: 1.09.2016-30.09.2016
By knowledge profile: interdisciplinary
By type of design object: social.
Project duration- 1 month
Project participants: teachers, preparatory group children, parents.
Objective of the project: developing children’s love for books through complex influence and performing creative tasks.
Project objectives:
1. create conditions for developing children’s interest in this topic;
2. awaken the desire to read books;
3. develop cognitive and creative abilities in children through joint reading, the ability to conduct dialogue, tell expressive stories, and improvise fairy tales;
1. cultivate interest, love for books as a source of knowledge and respect for them;
2. teach the rules of handling a book;
3. to activate parents in joint productive activities, to involve parents in the work of introducing preschoolers to fiction;
4. support children's initiative, desire for cognitive activity and independence in the implementation of creative ideas;
5. develop memory, speech, attention, communication skills.
Project development:
Inform project participants of the importance of this topic;
Create a developmental environment: didactic games, illustrations, select material;
Select material for productive activities;
Compose long-term plan work.
Relevance: Nowadays, getting children used to books and giving them the opportunity to love them is one of the tasks facing teachers, and even parents! After all, only a good book will teach children the literary Russian language; it will allow the child’s imagination to run wild, which can be embodied in fiction or musical activity, creating illustration books and acting out scenes from the work they read.
In our time of computers and mobile phones, parents very rarely read books to their children; it is easier to turn on a cartoon and the child watches, while the parents go about their business. Therefore in Lately Interest in reading among preschoolers has noticeably decreased. Modern children spend more time playing computer games, TV, and tablets. We must remember that preschool childhood is the most valuable period in a child’s life; it plays a huge role in shaping what a person will become. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization.
Particular attention should be paid to the development inner world child. Communication with a book provides invaluable assistance in this.
Raising a child, first of all, begins in the family. Parents instill a sense of love for books through their attitudes, behavior and actions. Currently, we observe that children know very little about books and writers. Therefore, teachers are faced with an important task: to fill in the gaps on this topic, to competently organize work to introduce children to the book.
Therefore, we decided to develop and conduct this project in our group.
This project is significant for all project participants:
-Children develop skills of independence and active interaction with books.
Moral ideas about the content of works by children's authors are expanding.
-Teachers continue to master the design method - a method of organizing rich children's activities, which makes it possible to expand the educational space, give it new forms, and effectively develop the creative and cognitive thinking of a preschooler.
-Parents expand opportunities for cooperation with their children and listen to their opinions.
In addition, we tried to distribute roles in the project team.
Educator - organizes educational activities based on the works of children's authors, designs photo exhibitions based on the results of the project,
Children participate in educational activities and create creative works.
Parents and children look for works, read, and make crafts with their own hands.
Providing project activities:
Material and technical: Audio recordings, cartoons, books, illustrations, games and toys, creative material.
Diagnostic - didactic: notes of continuous educational activities.
Expected results:
1. Development of individual characteristics in creative speech activity.
2.Use of speech forms of expressiveness of speech in different types of activities and everyday life.
3.Increasing interest in the book.
4. Children know and talk about the history of the creation of the book. They have ideas about the significance of books in a person’s life.
5.Know and name children's writers and their works.
6.Parents’ participation in joint productive activities, visiting the children’s library with their children and organizing family reading.
External Products:
1. Exhibition of creative works of children (drawings, crafts, baby books, restored books)
2. Replenishment of the group library.
Domestic Products:
1.Children have learned to give a motivational assessment of the actions of book characters, they understand genre features books.
2. The amount of memorized literary material has increased.
3. Manifestation of the need to visit the library.
Forms of work:
- Conversations Presentations
- Entertainment
- Exhibitions
- Consultations
- Excursions
- Joint activities of the teacher and children, teacher and parents, parents and children
- Search and research activities
- Theatrical activities
Manufacturability of the project:
technology of person-oriented interaction;
gaming interaction technology;
information and communication technology.
Stages of implementation of this project:
Stage 1 Preparatory.
goal setting, determining the relevance and significance of the project;
selection of methodological literature for project implementation;
selection of visual didactic material, fiction;
Questionnaire on the topic: “The use of fiction in the family”
Consultation for parents “Read me a fairy tale, Mom...”, “Introducing children to fiction,” “Books in the life of a preschooler,” “Children and television: pros and cons.”
Didactic games for playing at home were proposed: “I’ll start, and you continue”, “Guess it”, “In one word”.
Parents are invited, together with their children, to make baby books “My Favorite Fairy Tales” and “My Favorite Poems”.
Decorating a book corner. Children, together with their parents, are invited to bring books for the exhibitions “My Favorite Fairy Tales”, “My Favorite Poems”, “Books by A. Barto”, and books on traffic rules.
Stage 2 Project implementation
Topic, purpose and directions of activity, timing of the Event
01.09.2016-04.09.2016
"On the streets of the city."
Goal: to promote the development in children of interest in learning the rules of safe behavior on the streets and roads.
Cognition
Communication
Socialization
Artistic creativity
1. Design of a corner for parents and children with information about the project.
2. Quiz on the topic “Do you know the traffic rules? »
3. Conversations: “Getting to know the street”, “Transport”, “Traffic light”.
4. Review: truck, illustrations on traffic rules, a layout depicting the roadway and sidewalk.
5. Excursion to the library.
6.Reading fiction:
1)B. Lebedev - Kumach “About smart little animals”,
2)S. Marshak “Ball”, A. Severny “Traffic Light”,
3)V.Kozhevnikov Traffic light”
4) S. Mikhalkov “Loafer traffic light”, riddles.
Targeted walks: Where we walk, Looking at a truck.
Excursion to the crossroads
"Animals on the Road"
"Fun traffic light"
Application "Truck"
Drawing "Traffic light"
Modeling “Pedestrian crossing”
07.09.2016 -17.09.2016
"In the world of fairy tales"
Goal: to expand knowledge about Russian folk tales, about the fairy tales of A.S. Pushkin, to teach how to convey the structure of a fairy tale using modeling, to evaluate the character of the characters
Cognition
Communication
Socialization
Reading fiction
Artistic creativity
1. Conversations: “How the book appeared”, “Good and evil heroes of fairy tales”, “The fairy tale is a lie, but there is a hint in it”,
2. Excursion to the library.
3. GCD “Which fairy tale is the episode from?” (examination of illustrations from fairy tales by A.S. Pushkin; introduction to fiction)
4. GCD “Draw a fairy-tale character, and we will guess the fairy tale” (visual activity)
5. GCD Didactic games “Who is who?”, “Guess the riddles”, “Remember the fairy tale from the passage”, “Collect the picture”
6.Reading fiction (fairy tales by A.S. Pushkin)
21.09.2016-30.09.2016
"Book Week"
Goal: to continue to develop children's interest in fiction. Replenish your literary baggage with fairy tales, short stories, poems, riddles, counting rhymes, and tongue twisters.
"Book Week"
Cognition
Communication
Socialization
Reading fiction
Artistic creativity
1. Conversations: “Russian folklore”, “Fairy tales and epics”, “Humor in poems and fairy tales” (introduction to fiction)
2. “Book Hospital” Repair of books
3. Reading fiction (list p. 177 “Program of education and training in kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
4.Book exhibitions
5.NOD “Which fairy tale is the episode from?” (look at illustrations)
6. GCD “Draw a fairy-tale character, and we will guess the fairy tale” (visual activity)
7.NOD “Who made the book?” (social world)
8.NOD “Visiting Literary Heroes”
9.NOD Quiz “Dear Fairy Tales” (introduction to fiction)
10. GCD Didactic games “Who is who?”, “Guess the riddles”, “Remember the fairy tale from the passage”.
11 GCD “Caring for the hands brings joy to the heart” “Through the pages of your favorite fairy tales” (Modeling, applique)
Stage 3 Final stage Analysis of project results
Exhibitions of children's books for this age
Exhibitions of homemade books made by children together with their parents
Fairy tale quiz
Indicators of success in literary education of preschoolers are:
A child’s independent voluntary reference to a book
- Interested listening and participation in conversation
- Ability to communicate with a book “one-on-one”
- Only collaboration according to the principle “teacher - child - parent” contributes to the achievement of positive results in literary education preschoolers
Project result:
1. As a result of the joint activities of pupils and teachers of a preschool educational institution, children became familiar with highly artistic literature and theatrical activities, expanded their horizons about children's books, their authors, characters, formed a stock of literary impressions, learned to illustrate, dramatize literary works, and make books with their own hands. The children visited the library and got acquainted with the sections of the library.
2. The project was also related to road safety, because September is usually declared safety month in the country, which has contributed to the development of children's interest in learning the rules of safe behavior on the streets and roads.
3.Parents of the students received information on how to foster a love of reading in their child.
4. The project method developed cognitive interest in various areas of knowledge in children and formed cooperation skills. All project participants received a lot of positive emotions.
Children's activity product:
1. Stands are decorated.
2.Album “Book – best friend” (proverbs, sayings, riddles about the book);
3.Library in the group, in the reading corner
4. Rules for using the book have been developed and formalized.
5. Bookmarks for books were made.
6. Exhibitions of children's drawings.
Resources:
1. Program of education and training in kindergarten / Ed. M.A. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. - 6th ed., revised. And additional – M.: MOSAIC-SYNTHESIS, 2010.-208 p.
2. Arbuzova V.F. Conversation with children “What kind of books are there?”
3. Karpunina O. G. “Knizhkina Hospital.”
4. Visual and didactic material, fiction (on the topic of the project).
5. Gerbova V.V. Speech development in kindergarten. M.: Mozaika-Sintez, 2005.
6. Ushakova O.S.: “Speech development in children aged 5-7 years.” M.: Sfera, 2015
7. Ushakova O.S. "Introducing preschoolers to literature and speech development." M.: Sfera, 2011
