Long-term planning for reading fiction in the second junior group. Long-term plan for fiction in the second junior group

Target: introducing children to fiction through familiarization with V. Suteev’s story “Three Kittens” through the integration of educational areas “Speech development”, “Cognitive development”, “Physical development”.

Tasks:

Educational:

• help children understand the content of V. Suteev’s story “Three Kittens”,
• form an emotional and figurative perception of the story,
• teach children to answer the teacher’s questions based on the text of the story,
• Explain to children the meaning of the words soot, samovar pipe,
• activate the words in children’s speech: flour, soot, samovar pipe,
• show through educational and research activities how the kittens changed color in the story.

Educational:

• develop dialogical speech,
• develop sound culture of speech,
• develop attention, memory,
• develop interest in cognitive and research activities.

Educational:
cultivate an interest in fiction, a desire to listen to literary works,
cultivate responsiveness (desire to help).

Developing subject-spatial environment for GCD: toy cartoon character “A Kitten Named Woof”, flannelgraph, characters from the story for the flannelgraph, containers for each child with flour, soot, water, towels.

Summary of a lesson on fiction in the 2nd junior group “Reading Suteev’s story “Three Kittens”

GCD move

Creating motivation for upcoming activities.

The song “I am a fluffy little kitten...” plays, a character appears in the group, a soft toy “kitten”.

- Guys, look who came to visit us (children's answers).

I draw attention to the fact that children respond with suggestions in the process of all direct educational activities.

— The kitten’s name is “Woof.” Let's say hello to him (children say hello to the character)
- Guys, kitten Woof whispered in my ear that he has no friends at all, he is bored and lonely.
— Do you agree to help the kitten? (children's answers)
- How can we help him? (children's answers)

— If the children find it difficult to answer, I suggest it. Let's introduce him to other kittens. I know smart and very curious kittens. Now I will show you and our guest a story that happened to these curious kittens. This story is called “Three Kittens”, it was written by Vladimir Suteev. You and our guest listen, look, and then together we will find out what happened to the kittens.

Display of the story on flannelgraph (with repetition).

I explain to the children the meaning of the word soot, samovar pipe.

— Guys, kitten Woof offers to play.

Physical exercise "Marquis"

It will either bend or arch the back, or pull the leg forward.
This is how our Marquis, a fluffy cat, warms up.
He scratches himself behind his ear, squints his eyes and purrs (purr, purr).
Everything is fine with Marquis: claws, fur and appetite.

— Children, did you like the story “Three Kittens”? Let's ask our guest if he liked the story? (children ask the kitten).
— What color were the kittens at the very beginning of the story? (children's answers)
—Who did the kittens see and who were they chasing in the story? (children's answers) If the children find it difficult, I give visual cues using images on a flannelgraph.
— Why did the kittens turn white? (children's answers)
— Why did the kittens turn gray? (children's answers)
— Why did the kittens become wet? (children's answers)
—What color did they become when they dried? (children's answers)
— The kittens were curious, they explored the world.

Do you want to turn into curious kittens and go through all their adventures? Then, I turn you into little kittens, let’s go and sit down at the tables.

On the table there are three containers for each child (with flour, soot and water) and towels.

- Guys, let's remember where the kittens jumped first? (children's answers) Dip the hands in flour. What color did they become? (children's answers)
—Where did the kittens climb when they were chasing the frog? (children's answers) What did the kittens get dirty in the samovar pipe? (children's answers)
— We lower our hands into the soot. What color did they become? (children's answers)
- And then where did the kittens jump? (children's answers)
— We put our hands in the water, what happened to our hands? (children's answers) Now we dry our hands with a towel.
— What happened to the kittens when they jumped out of the water? (children's answers)
— What color did the kittens become when they dried out? (children's answers)

Summing up the activities

— Children, did you like the story about curious kittens? (children's answers)
— Guys, the kitten says thank you very much for introducing him to kittens, now he has friends. They will have fun playing together.

Reflection

There are kittens' faces on the table - happy, sad and neutral. I invite the children to choose any one as a memory of how they helped the kitten.

Comprehensive thematic planning

2017-2018 academic year

OOD (type of activity ) Reading fiction

Age group 2 junior group No. 1

Part of the program: Variable V

Invariative _

Prepared by: Orlova N.A.

1. Comprehensive educational program for preschool education. Developed in accordance with Federal State Educational Standards.

2. Planning the educational process of a preschool organization: modern approaches and technology. Developed in accordance with Federal State Educational Standards.

3. A complete reader for preschoolers. Book 1. AST, Series: Planet of Childhood, Year of release: 2015;

4. Introducing preschoolers to literature and developing children’s speech. In accordance with the Federal State Educational Standard,

Natalya Samotoeva
Long-term planning for reading fiction in the second junior group

September

№1. The story of Ya. Taits “Cube upon cube” Develop interest in reading and telling works of fiction to adults; draw attention to the rules of the game with other children in the group. N. E. Vasyukova Fiction for children 3-5 years old p. 29

№2. Story by V. Stepanov “The Game” Develop an interest in reading and telling literary works to adults; evoke a desire to speak out and engage in verbal communication. N. E. Vasyukova Fiction for children 3-5 years old p. 31

№3. Fairy tale by N. Pavlova “By car” Develop auditory perception, interest and desire to listen to an adult reading or telling a story; take part in the general conversation. N. E. Vasyukova Fiction for children 3-5 years old p. 32

№4. Fairy tale by V. Suteev “Apple Develop auditory perception, interest and desire to listen to an adult reading; to teach children to carefully examine the illustrations, ask questions if necessary, and take part in a general conversation about the content of the fairy tale. N. E. Vasyukova Fiction for children 3-5 years old p. 33

ABOUT October

№5. Belarusian folk tale “Pykh” Maintain interest in reading books; develop the ability to listen carefully, look at illustrations, and join in the discussion, answering questions from an adult. N. E. Vasyukova Fiction for children 3-5 years old p. 34

№6. Nursery rhymes about a cockerel Develop auditory perception, interest and desire to listen to poetic speech, understand its basic meaning; involve in learning a short poem by heart; teach you to look at the illustrations carefully. N. E. Vasyukova Fiction for children 3-5 years old p. 35

№7. Fairy tale by V. Stepanov “House for the Sparrow” Develop the ability to listen to the reading of a work of art together with a group of children, to understand the main meaning; develop emotional responsiveness and desire to participate in conversation. N. E. Vasyukova Fiction for children 3-5 years old p. 37

№8. Stories by V. Bianki “Squirrel Drying House”, G. Skrebitsky, V. Chaplina “How a Squirrel Winters” Develop the ability to listen carefully to the reading of a work of art, to understand the main meaning; develop emotional responsiveness and desire to participate in conversation. N. E. Vasyukova Fiction for children 3-5 years old p. 39

November

№9. Fairy tale by S. Marshak “Mustachioed - Striped” Develop an interest in reading books; improve auditory perception, emotional responsiveness; create a desire to participate with other children in some play activities. N. E. Vasyukova Fiction for children 3-5 years old p. 40

№10. Russian folk tale "Masha and the Bear"(modeled by M. Bulatov) Develop the ability to listen to the teacher’s story together with a group of peers; develop interest in fairy tales, emotional responsiveness, desire to participate in conversation, answering simple questions. N. E. Vasyukova Fiction for children 3-5 years old p. 42

№11. Ukrainian folk tale "Rukavichka"(translated by E. Blagina) Develop interest in reading books, the ability to perceive text by ear; evoke a desire to take on the role of one of the characters, to participate in a role-playing game based on a fairy tale. N. E. Vasyukova Fiction for children 3-5 years old p. 43

№12. Fairy tale by M. Plyatskovsky “A hedgehog that you can pet” Arouse interest in reading books, an emotional response to the work read. N. E. Vasyukova Fiction for children 3-5 years old p. 44

December

№13. Lullabies Develop auditory perception, emotional responsiveness, interest in the poetic word; create a game situation that children will be able to transfer into independent role-playing games in the future. N. E. Vasyukova Fiction for children 3-5 years old p. 45

№14. Story by L. Voronkova “It’s snowing” Develop auditory perception, the ability to listen carefully to descriptive text, understand the general meaning, and evoke a desire to answer questions; relate the content of the work to the personal experience of children. N. E. Vasyukova Fiction for children 3-5 years old p. 48

№15. Poems about birds Develop auditory attention and interest in the poetic word; through literary works, enrich ideas about the life of birds in winter; enrich your vocabulary. N. E. Vasyukova Fiction for children 3-5 years old p. 49

№16. New Year's poems Learn to follow the development of action in short works; relate the content of works to personal experience. N. E. Vasyukova Fiction for children 3-5 years old p. 52

№17. Poem by E. Moshkovskaya “Greedy” Develop interest in reading books, auditory perception, emotional response; accumulate experience in conveying the content of a work through gestures and actions; cultivate a negative attitude towards greed. N. E. Vasyukova Fiction for children 3-5 years old p. 54

January

№18. Folk songs and nursery rhymes about cats and kitties To develop an interest in the poetic word, the ability to carefully examine illustrations to the text, to correlate their content with what is heard; develop emotional responsiveness, the ability to convey the actions of characters with gestures. N. E. Vasyukova Fiction for children 3-5 years old p. 56

№19. Polar Bear (stories by E. Charushin and S. Sakharnov) Develop interest in reading, attention and concentration when listening to a descriptive natural history story, understanding its general meaning based on illustrations. N. E. Vasyukova Fiction for children 3-5 years old p. 58

February

№20.Fairy tale by S. Kozlov “The Lion Cub and the Turtle” Create conditions for literary characters, meeting them again through watching cartoons; develop emotional responsiveness, the desire to take part in general imitation actions, singing along. N. E. Vasyukova Fiction for children 3-5 years old p. 59

№21. Fairy tale by V. Suteev “The Cat is a Fisherman” To develop interest in reading books, attention and concentration when listening, understanding the general meaning of the work (based on illustrations); develop a desire to answer questions and speak out. N. E. Vasyukova Fiction for children 3-5 years old p. 61

№22. Fairy tale by V. Suteev “Different Wheels” Develop an interest in reading, the ability to listen carefully, and understand the general meaning; give an idea of ​​a spinning wheel, a well, a mill; enrich your vocabulary with new words. N. E. Vasyukova Fiction for children 3-5 years old p. 62

March

№23. Fairy tale by K. Chukovsky “The Cluttering Fly” Develop auditory and visual perception, interest and desire to listen to readings, respond emotionally to events occurring in the book, answer questions; introduce new words into the dictionary: samovar, cowardly, brave, villain, win. N. E. Vasyukova Fiction for children 3-5 years old p. 63

№24. Russian folk tale "The Wolf and the Seven Little Goats"(modeled by A. Tolstoy) Develop auditory and visual perception, emotional response to the events of a fairy tale; arouse interest in reading books, a desire to answer questions, and speak out. N. E. Vasyukova Fiction for children 3-5 years old p. 64

№25. Show yourself, sunshine (folk songs and nursery rhymes) To develop children’s interest in the folklore genre, emotional response, desire to take part in the conversation; to teach you to carefully examine the illustrations, correlating the text of the nursery rhyme with the picture, noticing small details, reasoning about what you see. N. E. Vasyukova Fiction for children 3-5 years old p. 66

№26. Fairy tale by K. Chukovsky “Moidodyr” Develop interest in books and reading; emotional responsiveness to a literary work, the ability to listen carefully to an adult reading, the desire to express the meaning of what is read; to teach to look at illustrations, correlating them with the text of the work. N. E. Vasyukova Fiction for children 3-5 years old p. 68

№27. Meeting the birds Develop auditory attention, understanding of the general meaning of poems; enrich ideas about bird life. N. E. Vasyukova Fiction for children 3-5 years old p. 70

April

№28. Fairy tale by M. Plyatskovsky “How two foxes shared a hole” Develop emotional responsiveness; follow the development of the action, convey the general plot in words and gestures, answer questions. N. E. Vasyukova Fiction for children 3-5 years old p. 72

№29. Story by E. Charushin “Sparrow” Develop emotional responsiveness to a literary work; be able to relate what you read to personal experience and talk about it. N. E. Vasyukova Fiction for children 3-5 years old p. 74

№30. Stories by V. Charushin about animals Learn to listen carefully to prose texts, correlate verbal descriptions with illustrations, and express your impressions; lead to guessing riddles using verbal descriptions. N. E. Vasyukova Fiction for children 3-5 years old p. 75

№31. Rain, rain, get heavier, the grass will be greener Develop the ability to listen to poetic works and react emotionally to their content; create conditions for various improvisations based on read songs and nursery rhymes. N. E. Vasyukova Fiction for children 3-5 years old p. 77

№32. Russian folk tale "Bull - tar barrel" Develop interest in a fairy tale, the ability to listen, understand the main content, join the general conversation, responding to an adult; learn to change the intonation and timbre of your voice, pronouncing the text on behalf of different characters. N. E. Vasyukova Fiction for children 3-5 years old p. 80

№33. Poem by S. Marshak “Good Day” Learn to listen carefully to the expressive reading of a poem, understand its meaning, follow the development of the plot; relate the content to personal experience and talk about it. N. E. Vasyukova Fiction for children 3-5 years old p. 82

Card index of fiction in the younger group

Topic: “Repetition of poems by A. Barto from the cycle “Toys””

Goal: creating conditions for memorizing A. Barto’s poems through independent pronunciation.

Topic: “Looking at favorite books (at the request of children)”

Goal: to create conditions for attentive listening to a fairy tale through looking at the illustrations.

Topic: Title: “V. Dragunsky "What I love"

Goal: Creating conditions for

Topic: "K. Chukovsky "Fedorino's grief"

Goal: Creating conditions for the development of speech activity by introducing children to the work of K. Chukovsky.

Topic: N. Nosov “Screw, Tine and Vacuum Cleaner”

Goal: Creating conditions for

familiarize yourself with the content of the fairy tale by looking at the illustrations.

Topic: “Car and subway” N. Nosov

Goal: Creating conditions for

formation of the ability to listen to a literary text through the development of speech culture.

Topic: “Uncle Styopa” S. Mikhalkov

Goal: Creating conditions for stimulating speech activity by introducing children to the work of S. Mikhalkov.

Topic: “Pchelnikova A. - Birdie”

Goal: Creating conditions for the development of attention through musical accompaniment.

Subject:V. Golyavkin

Goal: Creating conditions for stimulating speech activity by familiarizing children with the work of V. Golyavkin.

Topic: “Tales of the Peoples of the World”

Goal: Creating conditions for stimulating speech activity by introducing children to fairy tales of the peoples of the world.

Topic: Russian folk tale “The Cockerel and the Hen”

Goal: Creating conditions for the development of attention by introducing children to Russian folk tales.

Topic: Olesya Emelyanova “Doctor”

Goal: Creating conditions for the development of attention and perseverance by familiarizing children with O. Emelyanova’s work “The Doctor.”

Topic: Andrey Oshnurov “Our Army”

Goal: Creating conditions for the development of attention by familiarizing children with the work of A. Oshnurov.

Topic: Poem by A. and P. Barto “The Roaring Girl”

Goal: Creating conditions for the development of attention by introducing children to the work of A. Barto.

Topic: Russian folk chant “Bucket Sun”

Goal: Creating conditions for the development of attention and perseverance by introducing children to Russian folk chants.

Topic: A. Barto “At the Theater”

Goal: Creating conditions for the development of attention and perseverance by introducing children to the work of A. Barto.

Topic: V.G. Kvashin “How the sea became populated”

Goal: Creating conditions for the development of attention and perseverance by familiarizing children with the work of V.G. Kvashin.

Topic: “Seven-flowered flower” V. Kataev

Goal: Creating conditions for the development of attention and perseverance by introducing children to the work of V. Kataev.

Topic: Vitaly Bianchi “Like an ant hurried home”

Goal: Creating conditions for stimulating speech activity through familiarization with the work of V. Bianchi.

Topic: K. Ushinsky “Summer”

Goal: Creating conditions for developing interest in the poetic word, through familiarization with the work of K. Ushinsky.

Reading fiction in the 2nd junior group is an excellent way for the intellectual and aesthetic education of the younger generation. It has a positive effect on communication skills, as well as on the development of speech skills.

The importance of reading in preschool age

Collective reading of fiction in the 2nd junior group allows the teacher to open to his pupils through poetic and artistic images the world of relationships and human feelings, the beauty of nature, and the peculiarities of life in society. It is this that enriches the emotional world of children, promotes the development of their imagination, and introduces them to the amazing images of the literary Russian language. Such images differ in the mechanism of influence on the child’s psyche.

For example, reading fiction in the 2nd junior group in the form of stories introduces children to the accuracy and conciseness of words. The poems give an idea of ​​musicality and rhythm.

Hygienic aspects

Reading the work “Moidodyr” in the 2nd junior group is aimed not only at introducing preschoolers to poetry. Together with the children, the teacher highlights the basics of a healthy lifestyle and develops hygiene skills in their students. This work can be considered a reference book for the first acquaintance with human hygiene. Reading the work “Moidodyr” in the 2nd junior group can be done in the form of a puppet theater, so that the children not only hear, but also see how to wash themselves so as not to be sloppy people.

What is the best way to read fiction in a preschool educational institution? The 2nd junior group (a card index of books can be compiled for convenience) is distinguished by the use of a large number of poems and fairy tales, which will help the teacher to form a stable interest in reading among the children.

• Fairy tales: “Kolobok”, “Teremok”, “The Wolf and the Seven Little Goats”, “Geese and Swans”, “The Fox and the Hare”, “The Snow Maiden”, “The Cat, the Rooster and the Fox”.
• Poems: “Ant-grass...”, “Finger-boy...”, “A squirrel is sitting on a cart...”, “Rainbow-arc...”, “Magpie, magpie...”, “Chicky-chicky-chickalochka...”, “Like our cat...”, “There are three hens on the street...”, “Zarya-Zaryanitsa.” “We lived with grandma...”, “Shadow, shadow, shadow...”, “I’m going, going to grandma, to grandpa...”, “Tili-bom! Tili-bom!

In addition to reading fairy tales and poems, teachers also use memorable children's songs in preschool institutions to develop creativity and communication skills in their pupils.

For example, while learning the song “Boat,” the children develop an idea of ​​the sea, and the children get to know the world of professions for the first time.

• “Rhyme with answers” ​​by J. Baltvilks;
• “Rain” by A. Bosev;
• “Hedgehog and Drum”, G. Vieru;
• “The Sly Hedgehog”, P. Voronko;
• “Pencil”, N. Zabila;
• “Who will finish drinking sooner?”, “Masha doesn’t cry” by S. Kaputikyan;
• “Swift Legs and Gray Clothes” by L. Mileva.

List of prose works for preschoolers

Among the works of this literary genre that are recommended for reading in preschool institutions are:

Shaping Humanity

Reading fiction in the 2nd junior group, for example folk tales, helps preschoolers familiarize themselves with the expressive Russian language, figurative speech, humor, and figurative comparisons. With the help of folk tales, interest in the traditions of their ancestors is formed in the younger generation, and a sense of pride in their country is established. A child who, in preschool age, learns to empathize with literary characters will not experience problems communicating with peers and adults. It is in the process of reading that such humane qualities as kindness, sympathy, justice, and care are formed in the younger generation.

What other significance does literary reading have? The 2nd junior group is the optimal age for developing communication skills and forming the foundations of citizenship.

Aesthetic education

With the help of artistic expression, children understand the beauty of the sound of Russian speech. It gives the children an idea of ​​the moral qualities that a person should have. V. A. Sukhomlinsky said that reading is the path along which a thinking and intelligent teacher will find an approach to a child’s heart. Reading in kindergarten contributes to the formation of linguistic forms and verbal characteristics in preschoolers. The 2nd junior group is a time when it is important to form poetic vocabulary, emotional mood, metaphors, comparisons, epithets in the younger generation.

Reading functions

Reading literature in the 2nd junior group performs an educational function. Child psychologists consider this process to be a complex mental activity that combines emotional-volitional and intellectual motives. As a characteristic feature of the perception of a work of art, one can highlight the mental transference of the hero of the work into real life. Educators often use role-playing games during the reading process, emphasizing certain qualities of the main characters of the literary work in question.

Methodology for introducing preschoolers to literary works

Why is reading to children so important in kindergarten? Junior group 2 is the time when psychologists recommend developing imaginative thinking. To make the book that the teacher reads interesting for children, you can use role-playing games and puppet theater.

While reading a book, the teacher changes the intonation, emphasizing the positive and negative traits of the hero, highlighting certain storylines. A mandatory element after reading a work is its discussion. The teacher asks the children questions, by answering which the children develop their speech skills. They not only learn to express their thoughts, but also develop communication skills.

How to turn reading the fairy tale “The Gingerbread House” into a real performance? 2 younger group can take an active part in “revitalizing” this work. With the help of facial expressions, movements, armed with soft toys, children can “read” this work together with the teacher.

Speech development

What other function does reading perform in the 2nd junior group? Below is a list of those works that are recommended by the new federal educational standards, but we note that all books should contribute to the development of communication skills of the younger generation.

The preschool program involves the formation in children of a certain category of words that denote the names of objects, elementary actions, and phrases. All of them are present in the literary works included in the preschool educational program.

Particular attention is paid to expanding the orientation of preschoolers in the existing reality. Short stories, nursery rhymes, and poems discussed in class during this period contribute to the development of active speech, the development of the ability to ask questions, and convey impressions of a work of art heard.

Role play while reading

Special classes on speech development, which are a mandatory element of the program in preschool institutions, involve the use of physical activity and independent role-playing. The use of visual aids: living and inanimate objects, images, toys, pictures is accompanied by words and replicas, allowing children to enrich their speech.

Works of folk oral art, artistic expression, nursery rhymes, jokes, fairy tales - all this presupposes the use of visual aids in early preschool age. The teacher shows actions and movements using toys. A child, listening to figurative speech, perceives movements in full accordance with the voiced text, reproduces small excerpts from a fairy tale or poem he heard.

Of particular importance is the use of pedagogical methods that promote the development and improvement of independence of preschool children. The tasks that preschoolers must complete gradually become more complex. For example, they not only listen to a fairy tale, but also have to describe the appearance of the hero and list the qualities that he possesses. Such tasks develop logical thinking in the younger generation, form imagination, and teach them to observe and analyze the phenomena and events they see.

While reading books, which are supplemented with bright and colorful illustrations, the teacher focuses the pupils’ attention on the image and asks the children to describe the picture. After listening to the work, the teacher invites the children to reproduce excerpts from the book they read. In addition, in the process of reading poetry, the teacher uses the method of collective memorization. Children repeat 1-2 lines of the poem in turn; by repeating it repeatedly, they memorize a short poem.

Thanks to this method of work, the teacher fully fulfills the task assigned to him by the Federal State Educational Standard, namely, to form a harmoniously developed personality.

During role-playing games, children learn to communicate with peers and use speech to explain their own actions.

Conclusion

In order for preschoolers to develop a stable interest in reading, it is important to include reading books by domestic and foreign authors in the preschool education program.

For example, you can read A. Blok’s poem “Bunny” with the children, then play with it using soft toys. When introducing children to K. Balmont’s poem “Mosquitoes-Makariki,” the teacher simultaneously provides environmental education for his students.

D. Mamin-Sibiryak in his stories “The Tale of the Brave Hare - Long ears, slanting eyes, short tail”; “The Parable of Milk, Oatmeal Porridge and the Gray Cat Murka” pays special attention to the beauty of nature and the importance of caring for the environment. That is why his works are included in the list of books recommended for reading in the 2nd junior group of kindergarten.

What other works are included in this list? These are, for example, the stories of K. Ushinsky: “Vaska”, “Cockerel with his family”, “Fox Patrikeevna”, “Ducks”, “Wind and Sun”.

The works of A. S. Pushkin should not be left without attention in kindergarten. For example, at this age children will be interested in his “The Tale of the Dead Princess and the Seven Knights.”

The list of children's books recommended for the second youngest group of preschool educational institutions also includes poems by S. Marshak: “Giraffe”, “Zoo”, “Ostrich”, “Zebras”, “Polar Bears”, “Penguin”, “Swan”, “Camel” ", "Eskimo Dog", "Monkey", "Where did the sparrow have dinner?", "The Tale of a Smart Mouse", "A Quiet Tale".

All children's books teach children to respect the surrounding nature and other people, and contribute to the formation of a harmoniously developed personality of preschoolers.