April reading fiction in the senior group. Long-term planning for reading fiction; calendar-thematic planning for fiction (senior group) on the topic

Reading fiction on lexical topics for every day

(senior group )

SEPTEMBER

1 WEEK “Kindergarten”

Reading "Baby and Carlson", who lives on the roof"(excerpts from the story)

introduce children to the work of A. Lindgren; lead children to understand the features of fairy tales stories ; learn to answer questions using complex sentences in speech; encourage you to talk about your perception of a specific act of a literary character; cultivate interest in the works of foreign writers.

Reading a fairy tale by B. Shergin“Rhymes”, poem by E. Moshkovskaya “Polite Word”

Introduce children to the unusual fairy tale “Rhymes” by B. Shergin and the poem “Polite Word” by E. Moshkovskaya. Enrich children's vocabulary with polite words.

Memorizing M. Yasnov’s poem “Peaceful Counting Counting”. Proverbs about friendship.

Reading A. Barto “Rope”(Zatulina p. 141)

Continue to developinterest in fiction, namely to the collections poems . Distinguish between genresliterary works, argue your answer: “This is a poem , because…” Strengthen children’s ability to determine emotional mood poems

Reading of the poem by Yu. Moritz “House with a Chimney”

Introduce the poem “House with a Chimney” by Yu. Moritz. Arouse interest in the poem and a desire to listen to it; teach children to see the images and mood of the work behind the words. Cultivate a love of poetry, a kind attitude, and awaken the emotional responsiveness of children.

Reading the poem “Greedy” by Y. Akim.

Teach children to listen carefully, offer to talk about the actions of the heroes, give them an assessment, give the children the opportunity to speak out about what each of them would do.

WEEK 2 “I will grow up healthy: a person, body parts, my body”

Reading the story by V. Oseeva “Just an old lady”

Teach children the emotional perception of a work. Develop the ability to analyze a literary text, evaluate the actions of the characters, and expressively convey the dialogue of the characters. Cultivate respect for elders.

Reading the nursery rhyme “Early, early in the morning”

Continue to introduce children to folklore, develop memory and attention.

Reading by Y. Tuvim “Letter to all children on one very important matter”

Strengthen the formation of cultural and hygienic skills in children. Enrich children's vocabulary. learn to comprehend the content of a poem. Cultivate politeness and the ability to give in to each other.

Story by E. Permyak “About the nose and tongue”

consolidate vocabulary on the topic “Parts of the Body”; consolidate the ability to select antonyms; activate the verb dictionary; learn to coordinate numerals and nouns; answer questions with complete answers, correctly formulating the sentence; develop memory, attention, thinking.

Reading Migunov “Why should you brush your teeth?”

teach children to care for their teeth;consolidate the rules of cultural eating; provide information about healthy junk food; introduce measures to prevent toothache and oral hygiene; cultivate intolerance for non-compliance with hygiene rules.

WEEK 3 “Golden autumn. Forest. Trees"

Reading M. Prishvin’s story “Floors of the Forest”

To teach children to feel and understand the character of the images of works of art, to assimilate the sequence of plot development; enrich speech with phraseological units. Develop the ability to notice expressive and visual means. Cultivate an ecological worldview and observation skills.

Reading the story by K. Ushinsky “Tree Dispute”

clarify children's knowledge about the signs of autumn (the grass has turned yellow, the plants have bloomed,leaves fell from trees, etc.. d.) Continue to teach how to classify the flora of the forest. Practice identifying the breed trees by the appearance of the leaves. To bring to an understanding of the importance of different breeds trees in the life of the animal world and man

reading the poem by A. Pushkin “The sky was already breathing in autumn...”(Zatulina 28; Ushakova 145)

To instill in children a love of poetry, to help them see the beauty of autumn nature, to understand the imagery of poetic language, and to expand their understanding of Pushkin’s landscape lyrics.

memorizing “Knock on the oak tree...” rus. adv. song

introduce children to Russian oral folk art, continue to teach children to memorize short fables.Develop memory, improve clear pronunciation of words, intonation expressiveness of speech.

Reading J. Reeves "Noisy Bang"

Teach children to differentiate the sounds ts - ch; introduce J. Reeves’ poem “Noisy Bang” (translation by M. Borovitskaya).

WEEK 4 “Vegetables and fruits. People's labor in the fields and gardens"

Telling the Russian folk tale "The Man and the Bear"

To teach to understand the figurative content and idea of ​​a fairy tale, to evaluate the character and actions of the heroes, to enrich the children’s vocabulary. To develop children's ability to listen carefully to literary works. To cultivate a love for Russian folk art.

Reading by G. Rodari “Cipollino”.

Introduce a new work;detect the technique of revival; in the fairy tale, the author endowed each vegetable and fruit with a special appearance and character; discuss the characters' characters;to form personal qualities: honesty, responsibility, friendliness, respectful attitude towards other people.To instill in children an interest and love for fairy tales.

Reading the story by L. Tolstoy “Bone”.(Zatulina p. 114; Ushakova, 224)

Introduce L. Tolstoy’s story “The Bone”. To teach children to feel and understand the nature of the images of works of art, to assimilate the sequence of plot development, to notice expressive and visual means that help reveal the content; enrich speech with phraseological units.

Reading the Russian folk tale “Tops and Roots”

Introduce children to a fairy tale. Learn to comprehend the idea of ​​a fairy tale, evaluate the character of the characters. Enrich children's vocabulary. Encourage an attempt to express one’s point of view in response to the question posed by the teacher. Foster a culture of verbal communication: participate in the conversation, listen to children, clarify their answers.

Reading V. Suteev “Sack of Apples”

Expand children's knowledge about modern fairy tales. To consolidate knowledge about the genre features of fairy tales and concepts"folk" and "literary" fairy tale. Develop the ability to listen to others and come to a common opinion and decision.

OCTOBER

WEEK 1 “Mushrooms. Berries"

Reading by P. Sinyavsky "Mushroom train"

Forming in children an idea of ​​edible and inedible mushrooms. Form the concept that only edible mushrooms can be eaten, even after processing. To develop logical thinking in children, the ability to analyze, compare, and draw conclusions.

Reading V. Kataev “Mushrooms”

clarify and expand knowledge about edible and inedible mushrooms;Teach children to tell stories slowly, to find the right words, to speak expressions loudly enough. Practice correct pronunciation of all sounds. 3strengthen the ability to compose sentences of three or four words and divide words into syllables. To cultivate modesty, observation and goodwill towards the answers and stories of other children, to cultivate restraint.

Telling riddles about berries. Reading Ya. Taits “By the Berries”

acquaintance with the new story by Ya. M. Thai "By the berries". Develop the ability to express your opinion about what you read; continue working on speech development , expand your vocabulary. Instill love and respect for nature, respect and care for elders.teach children coherent monologue speech; develop attention and memory.

V. Zotova. “Forest mosaic” (“Lingonberry”, “Strawberry”, “Raspberry”, “Amanita”, “Birch boletus”).Z. Aleksandrova “In the mushroom kingdom.” According to N. Sladkov. Thrush and mushrooms.V. Suteev. We're in the forest.

WEEK 2 “Birds of Migratory”

WEEK 3 “My country. My city"

Reading the story by S.A. Baruzdin "The Country Where We Live"

Teach children to listen carefully and interestedly to the work and answer questions about the content. Strengthen the ability to remember the sequence of plot development. Cultivate love for the Motherland, your city, and the people around you.

Reading poems by Istra poets about their native land and city.

Develop oral speech, develop the ability to analyze the signs of autumn, promote the development of children’s creative abilities, cultivate a love for their native nature

Memorizing the poem by M. Isakovsky “Go overseas, oceans.”(Zatulina, 157)

Introduce children to a new poem and learn it by heart. Learn to answer questions based on the text. Develop attention, memory, intonation expressiveness. Foster love for the Motherland.

Reading V. Dragunsky “Top down, diagonally”

Continue to introduce children to the stories of V. Dragunsky, help them understand the characters and behavior of the characters, and evoke an emotional response. Clarify what a story is; introduce children to a new humorous story. Activate children's vocabulary.

WEEK 4 “National Unity Day”

reading Natalya Maidanik “DAY OF NATIONAL UNITY”, “UNITY FOREVER”

Introduce the poem;promote awareness of the importance of the Motherland for every personto cultivate love for the Motherland and respect for its history.

Reading N. Rubtsov “Hello, Russia!”

Introduce the poem “Hello, Russia!”To cultivate love for the Motherland, for native nature, patriotism.

Reading by Z. Alexandrov: “Motherland”

Introduce the poem “Motherland”.Develop an emotional and sensory attitude towards nature, towards the Motherland. To cultivate love for the Motherland, for native nature, patriotism.

Reading the story by K. Ushinsky: “Our Fatherland” (excerpt)

introduce K. Ushinsky’s story “Our Fatherland”, proverbs and sayings about the Motherland; develop the ability to analyze a text, highlight the main idea, correlate it with a proverb, form an idea of ​​the big and small Motherland, promote awareness of the meaning of the Motherland for every personto cultivate love for the Motherland, respect for its history, and citizenship.

NOVEMBER

1 WEEK “Late Autumn”

Reading A. Tolstoy “Autumn, our whole poor garden is sprinkled..”

To introduce to the perception of poetic works about nature.Learn to correlate the pictures of nature described in the poem with its observed autumn changes.

Reading V. Garshin “The Frog Traveler”

acquaintance with V. Garshin’s fairy tale “The Frog Traveler”; ensuring a holistic perception and understanding of the text.

Reading I. Bunin “The First Snow”

Introduce children to poems about winter, introduce them to high poetry. develop interest in fiction; pay attention to the design of the book, to the illustrations, cultivate interest in the literary word.

Reading the poem “Meeting Winter” Nikitin

To introduce to the perception of poetic works about nature. Introduce children to a new poem, help them feel the beauty and expressiveness of language, and instill sensitivity to the poetic word. teach to understand the depth of the content of the work, cultivate love for one’s homeland

WEEK 2 “My Family”

Telling the Russian folk tale "Khavroshechka"(Ushakova 127,253; Gavrish, 111)

Introduce the fairy tale “Khavroshechka” (in the adaptation of A.N. Tolstoy), help remember the initial phrase and ending of the work. Learn to analyze a work of art, express your attitude towards the characters of a fairy tale. Develop the ability to distinguish fairy-tale situations from real ones.

Memorizing the poem by E. Blaginina “Let’s sit in silence”(Zatulina, 112)

Introduce children to poetry. Continue to teach children to expressively recite a poem about their mother by heart. Strengthen the ability to feel, understand and reproduce the figurative language of a poem; practice selecting epithets and comparisons. Develop auditory memory. Cultivate sensitivity to the artistic word, the desire to do something nice for mom with the help of a poem.

Reading the fairy tale "Goldilocks"

Teach children to listen carefully, remember the sequence of actions, and talk about the development of the plot.

Reading M. Tsvetaev “At the Crib”

Introduce the life and work of poetess M. I. Tsvetaeva. Perceive a work of art by ear, determine the features of poetic creativity, and reflect on its content.

Reading “How the brothers found their father’s treasure”

consolidate ideas about family relationships.Bring children to an understanding of kindness as the basis of relationships between people; a person is recognized by his deeds.

Reading the English folk song "The Old Lady"translated by S. Marshak.

Teach children to track their emotional state, its changes caused by the work, and talk about whether they liked the poem.

WEEK 3 “Furniture. Dishes"

Reading K. Chukovsky “Fedorino’s grief”

Strengthen children’s ability to understand the moral meaning of what they read; motivated to evaluate the actions of the heroes. To deepen children's understanding of the correspondence of the title of the text to its content. Systematize knowledge about dishes. Cultivate a desire to be neat.

Reading the poem by S. Marshak “Where did the table come from?”

Enrich children's knowledge about furniture and its manufacture. Continue to teach how to emotionally perceive the figurative content of a work, to comprehend its idea. To consolidate children's ideas about the genre features of literary works.

Telling the fairy tale “The Fox and the Jug”

Continue to introduce children to works of oral folk art, teach them to answer questions based on the text, talk about the actions of the heroes, their character, and their impressions of the new fairy tale.

Reading R. Sef “Council”

Continue to train children in the ability to be polite.

Daniil Kharms "Samovar Ivan Ivanovich." V. Oseev “Why”

WEEK 4 “Clothing. Shoes"

Reading N. Nosov’s story “The Living Hat”(Ushakova, 228, 94; Gavrish, 93)

Teach children to understand humor, the comicality of the situation, clarify ideas about the features of the story, its composition, and differences from other literary genres.

Reading N. Nosov’s story “Patch”

Continue to introduce children to the writer’s work, teach them to answer questions about the content, and make them want to listen to his other works. Help children remember stories they know

Reading the story by K. Ushinsky “How a shirt grew in a field”

Give an idea of ​​the Russian national costume. Tell children about growing and processing flax and weaving. To cultivate a culture of verbal communication, respect for the work of adults, and interest in works of oral folk art.

Reading the Russian folk tale “How the old woman found a bast shoe”

introduce children to the greatest wealth of Russian folk culture - fairy tales, develop interest in Russian folk tales, and cultivate a desire to read them.lead children to understand the moral meaning of the fairy tale, evaluate the actions and character of the main character

Ya. Mileva. Who has what kind of shoes?G. H. Andersen “The King’s New Clothes.”

WEEK 5 “Toys”

Reading the fairy tale by V. Kataev “The Seven-Flower Flower.”(Gavrish, 190; Ushakova, 165 (276))

To lead children to an understanding of the moral meaning of the fairy tale, to a motivated assessment of the actions and character of the main character, to consolidate children’s knowledge of the genre features of the fairy tale. Develop the ability to listen to the answers of your comrades. Cultivate a love of fiction.

Reading D. Rodari “The Magic Drum”(Gavrish, 115)

To develop in children the ability to emotionally perceive the figurative content of a fairy tale, to understand the characters of fairy tale characters. Develop coherent speech, learn to use figurative expressions.

Reading the story by B. Zhitkov “How I caught little men”

Help children remember the stories they know, introduce them to B. Zhitkov’s story “How I Caught Little Men.”

Reading the story by V. Dragunsky “Childhood Friend”(Gavrish, 196)

Introduce the work of V. Dragunsky. Develop the ability to listen carefully to a work, answer questions about the content, evaluate the actions and actions of the characters.

Reading the Czech fairy tale “The Three Golden Hairs of the Omniscient Grandfather”translated from Czech by N. Aroseva.

To develop in children the ability to perceive the figurative content of a fairy tale; highlight expressive and visual means, answer questions about the content, talk about your impressions, your favorite characters, their best qualities.

DECEMBER

1 WEEK “Winter. Nature in winter"

Reading of S. Yesenin’s poems “Birch”. (Gavrish, 184; Ushakova, 161)

Learn to listen to the rhythm and melody of a poem, to see the beauty of Russian nature conveyed by the author through artistic words.Learn to feel and reproduce the figurative language of a poem.

Reading the story "The Mischief of the Old Woman-Winter." Konstantin Ushinsky

Introduce children to a new work about winter; identify and summarize children’s knowledge about winter, the signs of winter. Develop oral speech, attention, thinking, memory.

Reading poems about winter

Introduce children to poems about winter, introduce them to high poetry.

Learning the nursery rhyme “You are frost, frost, frost”processed by I. Karnaukhova.

Continue to introduce children to small folklore forms. Help to remember the nursery rhyme, teach how to tell it using means of expression appropriate to the content.

Reading the poem by A. S. Pushkin “Winter Evening”.

Help children understand the content of the poem and its mood. Instill a love for the poetic word, develop imagination.

"12 months"

Introduce a Slovak fairy tale adapted by S. Marshak. Clarify and consolidate children's knowledge about the months of the year.

WEEK 2 “Winter fun”

Retelling of N. Kalinin’s story “About the Snow Bun.”

Teach children to tell short stories with intonation and expressiveness close to the text. To develop the skill of translating indirect speech into direct speech. Develop children's cognitive interests. Cultivate interest in inanimate phenomena.

Reading N. Nosov’s story “On the Hill”

Continue to teach children to feel and understand the nature of the images of works of art, to assimilate the sequence of plot development, to notice expressive and visual means that help reveal the content. Enrich speech with phraseological units; learn to understand the figurative meaning of some phrases and sentences.

Memorizing I. Surikov’s poem “Here is my village.”

Introduce children to poetry. Help you memorize and read poems expressively. Develop memory and artistic abilities.

Reading the song “Like Thin Ice”, reading the story “On the Ice Rink” by V.A. Oseeva

Continue to introduce children to works of folklore, teach them to listen to the melody of a poetic text; develop coherent speech, creative imagination, visual and figurative thinking, instill an interest in reading; to cultivate a kind, respectful attitude of children towards each other, towards others, responsiveness, and continue to work on the formation of high moral feelings.

Reading of Sasha Cherny’s poem “On Skates.”"Winter fun"

Teach children to listen carefully, to feel the mood of the hero. Develop imaginative thinking and coherent speech.

WEEK 3 “Wintering birds”

L. Klambotskaya. Wintering birds.

formation of knowledge about wintering birds and their distinctive features, Develop responsiveness, goodwill, love for nature and birds, desire to help them, take care of them.

Reading the fable “The Crow and the Fox”

Continue to acquaint children with the genre features of the fable, teach them to understand allegory, its general 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. Cultivate honesty and kindness.

Reading “The Owl” by V. Bianchi

Teach children to listen carefully to the story, understand the meaning of what they read, and convey their attitude to the content of the work.

Reading the story by M. Gorky “Sparrow”.

Teach children to listen carefully, understand the characters’ characters, and establish a connection between the described event and reality; answer questions about the content.

WEEK 4 “New Year’s holiday”

Reading the story "Yolka" by M.M. Zoshchenko

introduce a new story, find the main characters, characterize the characters through their actions;arouse the desire to do good deeds, the desire to be kind to others.

Learning poems about the New Year.

To develop children's memory, figurative speech, monitor sound pronunciation, and help create a joyful atmosphere in anticipation of the New Year holidays.

Reading story C. Georgiev “I saved Santa Claus”

Introduce children to a new work of art, help understand why this is a story and not a fairy tale.

Reading the Russian folk tale "Morozko".

Continue to introduce children to works of oral folk art, teach them to evaluate the actions of heroes, and express their attitude towards them.

Reading chapters from O. Preusler’s fairy tale “Little Baba Yaga.”

Teach children to distinguish between fairy-tale events and real ones, to imagine what they would do in a given situation if they were the heroes of the fairy tale.

Reading "The Snow Queen"

introduce students to the fairy tale “The Snow Queen”, develop students’ interest in reading fairy tales by G.Kh. Andersen, to foreign fairy tales, to cultivate a love of reading.

V. Golyavkin. How I celebrated the New Year. I. Tokmakova. Live, Christmas tree!

V. Stepanov. New year's night. P. Sinyavsky. We celebrated the New Year.

JANUARY

WEEK 1-2 “Holidays”

Reading a ritual song

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

Reading chapters from A. Volkov’s book “The Wizard of the Emerald City.”

Continue to get acquainted with the fairy tale, create a desire to find out what adventures happened to the heroes next, teach a holistic perception of the work.

Reading Russian folk tale"Finist - Clear Falcon"

Check whether children know the main features of a folk tale. Introduce a fairy tale"Finist - Clear Falcon".

Reading chapters from the fairy tale by H. Mäkel translated from Finnish by E. Uspensky “Mister Au”.

To introduce the classics of world fiction, to teach them to understand the characters and actions of fairy-tale heroes.

Reading T. Janson “About the very last dragon in the world”translated from Swedish by I. Konstantinova.

Continue to introduce children to works of foreign literature, make them want to read the entire fairy tale to the end. Learn to understand the characters and actions of heroes.

Reading the fairy tale “Moroz Ivanovich”(V. Odoevsky)

Introduce children to a 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. To cultivate interest and love for Russian folk tales.

WEEK 3 “Pets and poultry”

Reading the poem “Poodle” by S. Marshak.

Teach children to understand the content of the work. Develop interest and love for poetry, a sense of humor.

Reading the story K. Paustovsky "Cat Thief"

Introduce the children to the story.Teach children to listen carefully to the story, understand the nature of the work and the relationship between what is described and reality. Develop children's coherent speech. Cultivate an attentive attitude to the answers of other children.

Reading V. Levin “Chest”

Introduce children to V. Levin’s new poem “Chest”. Learn to notice figurative words and expressions. Develop a poetic ear and emotional response to a work. Cultivate interest in artistic expression.

Reading “How a Dog Was Looking for a Friend”Mordovian fairy tale

Forming an interest in reading in children through familiarization with the Mordovian folk tale “How a dog was looking for a friend.” To promote the formation of the ability to listen and convey the content of a text, to establish simple causal relationships in the plot of a work. Promote children's speech development and vocabulary activation. To cultivate responsiveness, a kind attitude towards animals, and a desire to help them.

Reading the poem by A. Fet “The cat sings with squinted eyes.”

Teach children to recite a poem expressively, highlight the figurative means of language used by the poet, and select means of expressive speech that correspond to the content. Develop an interest in reading

Solving riddles about animals.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.

Gorodetsky "Kitten" Reading in faces

introduce the work of S. Gorodetsky; develop memory and attention, oral speech; enrich vocabulary; cultivate observation and a kind attitude towards pets.

E. Charushin. “Stories about animals” by I. Vasiliev “Farm”.

WEEK 4 “Wild animals. Animals of our forests"

Telling the Russian folk tale "The Braggart Hare" and the saying "Our fairy tales begin..."

Recall with the children the names of Russian folk tales and introduce them to new works: the fairy tale “The Braggart Hare” (adapted by O. Kapitsa) and the saying “Our fairy tales begin...

Reading of Sasha Cherny's poem "Wolf".

Teach children to listen carefully, understand expressive means of language, figurative expressions; enrich children's vocabulary.

Telling the Slovak fairy tale “Visiting the Sun.”

Introduce children to a new fairy tale, teach them to understand its content. Continue teaching children to answer questions about the content of the work. Cultivate interest in fairy tales of different nations.

Reading the story by G. Skrebitsky “Who winters how.”

Study carefully and listen to the piece. Learn to understand the content of the work. Continue learning to talk about the content of the work. Development of coherent speech skills.

Telling the tale of P. Bazhov “The Silver Hoof”

Introduce children to P. Bazhov’s fairy tale “The Silver Hoof”. Learn to perceive and convey the content of a work, draw up a portrait of a hero, expand the reader's horizons, enrich vocabulary, develop attention, cultivate a sense of kindness, love for nature, animals, and care for the weak.

Reading I. Sokolov-Mikitov “A Year in the Forest (chapter “Squirrel”. “Bear Family”)

V. Bianchi “How animals prepare for winter.”

FEBRUARY

WEEK 1 “Animals of hot countries and their young. Animals of the North and their young"

Reading the story by B. Zhitkov “How an elephant saved its owner from a tiger”

Expand children's knowledge about wild animals of the south. Learn to listen carefully to a work of art and answer questions about the content. Develop an ecological worldview. Cultivate interest in the environment, curiosity.

Reading the story by L.N. Tolstoy “The Lion and the Dog.”

Learn to analyze a work of art, express your attitude towards the characters in the story.

Reading the fairy tale “Wonderful stories about a hare named Lek”(fairy tales of the peoples of West Africa, translated by O. Kustova and V. Andreev).

Teach children to answer questions about the text they read, talk about the characters’ characters and actions, and give them your assessment.

Reading G. Snegerev “Trace of the Deer”

develop an interest in the life of animals of the north

Reading of R. Kipling’s fairy tale “The Elephant’s Child” translated by K. Chukovsky.

Introduce a fairy tale, help evaluate the actions of the characters, dramatize an excerpt from the work

Reading the work of G. Snegirev “Penguin Beach”

Introduce the story “Penguin Beach” by G. Snegirev,little stories from the life of penguins.

Yukagir fairy tale. Why does a polar bear have a black nose?

K. Chukovsky “Turtle”,S. Baruzdin “Camel”.

WEEK 2 “Pisces. Sea creatures"

Reading a fairy tale by A.S. Pushkin "The Tale of the Fisherman and the Fish".

Continue to get acquainted with the poet’s work;cultivate the ability to emotionally perceive the figurative content of a fairy tale, teach children to condemn greed as a human quality, but not the person himself, show children that negative qualities primarily harm themselves, teach them to empathize and sympathize with the heroes;briefly retell the content of the fairy tale using pictures; cultivate a love of poetry; activate the dictionary.

Reading E. Permyak “The First Fish”

teach children to retell the story close to the text and according to plan; expand and activate the vocabulary on the topic; develop in children the ability to construct their statements grammatically correctly; develop self-control over speech.

Reading Snegerev "To the Sea"

Continue to introduce G. Snegirev’s story “Penguin Beach”; learn to listen carefully, answer questions based on the text, and talk about your impressions. Foster love and respect for nature.

Norwegian folk tale "Why is the water salty".

Introduce children to a new fairy tale, teach them to understand its content. Cultivate interest in fairy tales of different nations.

G. Kosova “ABC of the underwater world.” S. Sakharnov “Who lives in the sea?”

G. H. Andersen "The Little Mermaid". Russian folk tale “At the command of the pike.”

WEEK 3 “Defender of the Fatherland Day”

Telling the Russian folk tale "Nikita-Kozhemyaka".

Introduce the fairy tale, help evaluate the actions of the heroes. To develop in children the ability to identify means of expression in a text and to understand the purpose of their use. Develop attention and imagination.

Reading chapters from A. Gaidar’s story “Chuk and Gek.”

To develop in children the ability to listen carefully and express their opinions about the character and actions of the characters; teach children to talk about the emotions caused by the story.

Reading poems about the army.

Expand children's understanding of the army and the peculiarities of military service. Instill a sense of pride in your country's army.

To form a sense of patriotism, love for the Motherland, a correct perception of the concept of purpose and the role of boys as defenders of their Fatherland. To instill in boys the desire to become strong, brave, and dexterous. Contribute to raising the prestige of the army.

WEEK 4 “Maslenitsa”

Reading the Russian folk tale “Winged, shaggy and buttery.”(Gavrish, 96; Ushakova 115(245))

To introduce the Russian folk tale “Winged, Shaggy and Oily” (arranged by I. Karnaukhova), to help understand its meaning; notice and understand figurative expressions; introduce phraseological units into children’s speech (“soul to soul”, “you can’t spill water”); learn to come up with a different, dissimilar ending to a fairy tale.

Reading an Indian fairy tale translated by N. Khodza “About a mouse who was a cat, a dog and a tiger.”

Continue to introduce children to the folklore of the peoples of the world, teach them to understand the content of a fairy tale, and evaluate the characters’ characters and actions.

K. Stupnitsky “Maslenitsa”

Introducing children to Russian traditional folk culture; acquaintance with the rituals and traditions that existed in Rus'. Instill love and respect for the traditions and culture of your country, cultivate a sense of patriotism.

Reading A. Mityaev “The Tale of Three Pirates”

MARCH

Memorizing the poem by G. Vieru “Mother’s Day”

Reading “The Legend of Mothers” by Ivan Fedorovich Pankin

Teach to see the love of a mother for her children. Learn to form the main idea of ​​a work. Cultivate emotional responsiveness, respect for a woman - mother, caring attitude towards her.

Telling the Nenets fairy tale “Cuckoo”(Zatulina, 119)

To form moral concepts in children, to encourage them to think about the common aspirations and aspirations of all peoples, to consolidate the idea of ​​a fairy tale as a treasure of folk wisdom, and of instructiveness as a genre feature of a fairy tale

S. Pogorelovsky. Good night.

V. Berestov “Feast of Mothers”.

V. Suteev. Mom's holiday.

N. Bromley. The main word.

L. Kvitko. Grandma's hands.

Ya. Akim. To mom.

E. Blaginina. That's what mom is like.

N. Sakonskaya. Talk about mom.

V. Sukhomlinsky “My mother smells like bread”

WEEK 2 “Early spring. Nature in spring"

Memorizing the poem by N. Belousov “Spring Guest”

Reading of S. Yesenin’s poem “Cheryomukha”. (Gavrish, 123)

Teach children to recite a poem, choose means of expression in accordance with the content of the work and the mood it conveys. Learn to select epithets and comparisons to figuratively describe spring nature.

Reading the song “Rooks-kirichi..”, V. Bianki Three Springs.”

introduce children to Russian oral folk art, continue to teach children to memorize short fables. Develop memory, improve clear pronunciation of words, intonation expressiveness of speech. To cultivate love and respect for Russian folk holidays and traditions.

Reading fairy tales by E. Shima “Sun, frost, wind”, “Stone, stream, icicle and sun”.

Introduce children to new fairy tales, teach them to understand the meaning of the work, figurative expressions in the text. Strengthen the ability to accurately answer questions based on content. Cultivate an interest in fairy tales and a love of nature.

Reading F. Tyutchev’s poem “It’s not for nothing that winter is angry.”(Zatulina, 125)

Learn to perceive the content of the poem emotionally. Talk about what feelings and experiences it evokes.

“How animals and birds greeted spring” by V. Bianki N. Nekrasov “Grandfather Mazai and the hares”

G. Skrebitsky “March” I. Sokolov-Mikitov “Early Spring”.

WEEK 3 “Folk culture and traditions”

Reading Russian folk tale "The Frog Princess". (Ushakova, 136; Gavrish 156)

Introduce children to the fairy tale “The Frog Princess.”

Memorizing the poem by A. S. Pushkin “At Lukomorye there is a green oak tree...” (excerpt from the poem “Ruslan and Lyudmila”).(Zatulina, 50)

Learn to expressively recite a short poem, actively and kindly interact with the teacher.

Reading chapters from T. Alexandrova’s book “Kuzya the Brownie.”

To develop children's interest in fiction, to stimulate the desire to listen to the work. Invite the children to come up with new brownie adventures, develop imagination, verbal imagination, and activate their vocabulary

Reading: A. S. Pushkin “The Tale of Tsar Saltan...”.

Teach children to see the peculiarities of the construction of a work, to predict recurring events. Form artistic taste, develop imagination.

Telling the Russian folk tale "Sivka-burka". (Ushakova, 138; Zatulina, 26; Gavrish, 160)

Teach children to listen carefully to the work and retell the fragments they like. Develop emotional responsiveness.

WEEK 4 “Transport”

Reading the story by E. Ilyin “Cars on our street”

Teach children to comprehend the content of what they read, to understand the genre features of the story, its difference from a fairy tale. Develop skills in retelling literary texts. Foster safe behavior on city streets.

Reading the Dutch song "Have a nice trip!" processed by I. Tokmakova.

Teach children to perceive a work holistically, understand its main idea, and select a rhyme.

Solving riddles about transport.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description.

Reading Ciardi's "He Who Has Three Eyes"

S. Mikhalkov. From carriage to rocket.

WEEK 5 “Food”

Retelling by Ya. Taits “Everything is here.”

Learn to retell a literary work close to the text. Form intonation expressiveness of speech. Develop memory and cognitive interests in children

Reading N. Teleshov’s fairy tale “Krupenichka”

Introduce children to a new fairy tale, with the author - N. D. Teleshov. Cultivate interest in fairy tales and Russian traditions. Develop children's active vocabulary, coherent speech, attention, memory, thinking, imagination. Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, worry.

Reading A. Milne “The Ballad of the Royal Sandwich.”

Evoke an emotional response to this work, have a conversation about what products can be obtained from milk. Draw children's attention to a new book in the book corner, reinforce the rules of caring

Reading Diamonds "Gorbushka"

Introduce B. Almazov’s new work “Gorbushka”; Learn to save bread; Continue reading the series of works about people’s lives during the war years; Expand and enrich children’s knowledge about the importance of bread in human life;

R.n. fairy tale. Three rolls and one bagel. Porridge from an ax

APRIL

WEEK 1 “Primroses”

WEEK 2 “Cosmonautics Day”

Reading the story by L. Obukhova “I See the Earth”

Continue to teach children to listen carefully to the work, answer questions about the content, and remember the sequence of plot development. Develop the ability to listen to the answers of your comrades. To instill respect for the difficult and dangerous profession of an astronaut, teach to fantasize and dream.

N. Godvilina. The astronauts have a holiday.Ya.Serpina. Rockets.

V. Stepanov. Yuri Gagarin.G. Sapgir. There is a bear in the sky.

V. Orlov. Cosmonautics Day. Return.A. Hight. All planets in order.

Ya. Akim. There lived an astrologer on the moon.

WEEK 3 “Professions”

Reading J. Rodari “What do crafts smell like?”

Expand children's ideas about the professions of adults and the significance of their work. Continue to learn to notice expressive and figurative means in the text that help reveal its content. Develop attention and perseverance. Develop listening skills.

Reading B. Zakhoder “Poems about professions.”

Teach children to comprehend the idea of ​​poems, deepen their understanding of the significance of various professions. Talk about professions known to children.

Reading the fairy tale by K.I. Chukovsky “Aibolit”.

Teach children to listen carefully to the work, understand its content, answer questions about the text, evaluate the actions of the characters

Reading the work of G. Ladonshchikov “Circus”.

Introduce children to the work, talk about the circus and circus professions, and look at the illustrations for the book. Enrich your vocabulary, expand your horizons.

G. H. Andersen "The Swineherd". V. Mayakovsky “Who to be?”

S. Marshak. How the book was printed. Border guard.

B. Zakhoder. Chauffeur. Builders. Shoemaker. Dressmaker. Bookbinder.

WEEK 4 “Labor Day”

Reading the poem “Mail” by S. Marshak.

Continue to introduce children to the work of postal workers, teach them to answer questions based on the text, and systematize the information received.

Acquaintance with small folklore forms

Continue to introduce children to small folklore forms: proverbs, sayings, tongue twisters. Learn to reproduce figurative expressions, understand the figurative meaning of words and phrases. Develop the ability to come up with riddles. Cultivate interest in oral folk art.

Reading chapters from T. Janson’s fairy tale “The Wizard’s Hat” translated by V. Smirnov.

Introduce children to a new work of foreign children's classics, make them want to learn about the further adventures of the heroes and read the entire fairy tale.

C. Perrault “Cinderella”.

MAY

Memorizing a poem for Victory Day

Teach children to memorize a poem expressively and meaningfully. Continue to develop memory and poetic ear. Cultivate sensitivity to the artistic word. Foster a sense of patriotism.

A. Tvardovsky “The Tankman’s Story” - reading the story.

Expand children's knowledge about the defenders of the Fatherland; clarify ideas about the branches of the military, evoke a desire to be like strong and brave warriors; develop imagination, poetic taste; cultivate respect, love and gratitude for people who defend the Motherland.

WEEK 2 “Flowers on the site”

Reading the work of A. Blok “After the Thunderstorm”.

To consolidate children's knowledge about changes in nature in spring; evoke a desire to express your impressions in figurative words.

T. Tkachenko “Tales of Flowers”.D. Rodari. Why do roses need thorns?

V. Orlov “How daisies appeared”, “Flower”.

WEEK 3 “Meadow, forest, field, insects”

Reading the fable by I.A. Krylov “The Dragonfly and the Ant”

Continue to introduce children to fables and their genre features; lead to an understanding of the idea, the meaning of proverbs about work. To develop children’s ability to comprehend the allegory of a fable and evaluate the character of the characters. Cultivate sensitivity to the figurative structure of the language of the fable.

Reading D. Mamin-Sibiryak “Forest Tale”.

To update, systematize and supplement children’s knowledge about the forest and its inhabitants. To develop the ability to retell the content of a fairy tale based on questions.

Reading the chant “Ladybug”.

Introduce children to the concept of “click”, explain why they are needed and how they are used. Help you remember and tell the nickname with expression.

Reading the fairy tale by V. Bianchi “How an ant hurried home.”

Invite children to recognize the characters of this work in the illustrations, guess who and what they are talking about. While reading the fairy tale, ask the children to fantasize about what will happen next, to suggest how best to make a request for Ant, what polite words to say.

K. Ushinsky “Bees on reconnaissance.” G. Snegirev. Bug. O. Grigoriev. Mosquitoes.

And Surikov “In the meadow”. V.Sef. Ant. I. Maznin. Firefly.

K. Chukovsky. Fly Tsokotukha. Cockroach.

N. Sladkov. House butterfly. Ant and centipede.

WEEK 4 “Summer. Nature in summer"

Reading in the faces of V. Orlov’s poem “Tell me, forest river...”

Help children remember program poems and memorize V. Orlov’s poem “Tell me, forest river...”.

K. Ushinsky. When summer comes.

A. Usachev. What is summer?

S. Marshak. June. July. August.

G. Kruzhkov. Good weather.

WEEK 5 review of the material covered

Final literary quiz

To consolidate and systematize children’s knowledge about familiar literary works and their features. Develop children's ability to express detailed judgments. Cultivate an interest in fiction.

Reading the literary work “Gray Star” to children B. Zakhodera

introducing children to fiction.

Reading the poem by V. Mayakovsky “What is good and what is bad.”

Bring to children’s attention various situations, teach them to evaluate people’s actions, and form a critical attitude towards bad actions.

Children's crafts “New Year's miracles with your own hands” Winter has come to us. It's a wonderful time! A snow-white blanket enveloped the earth. Cleanliness and Beauty! White snow has decorated the city, the New Year is about to come, and under the tree very soon everyone will find their own surprise! In every kindergarten with the arrival...

In our kindergarten there was a campaign “Take care of the Christmas tree”. The volunteers of the preparatory group did not ignore her! They actively took part in organizational work. At their site, teachers and volunteers organized a flash mob called “Take care of the Christmas tree”, where they invited children from the older group to...

Form of conduct: meeting in a cafe. Participants: parents, teachers. Goal: developing interest in learning about your child, emotional rapprochement of all participants in the educational process, organizing their communication in an informal setting. Preliminary work: - production of booklets for parents; - survey of parents on the topic of the meeting. Decor: The hall is decorated in a cafe style (there is tea, sweets on the tables, calm music sounds...

Municipal preschool educational institution "Kindergarten of a combined type No. 246" Zavodsky district of Saratov Abstract of the educational activity in the second junior group using the game technology "Chicken's Birthday" Educator: Gerasimenko E.S. Saratov 2019 The main educational program of the Municipal Preschool Educational Institution “Combined Kindergarten No. 246”...

Elena Nesterenko
Long-term plan for reading fiction in the senior group of kindergarten

September

1 Week

1. Telling the Russian folk tale “The Braggart Hare.”

2. Reading N. Nosov’s story “The Living Hat.”

3. Memorizing the poem by I. Belousov “Autumn”

2 week

1. Reading the fairy tale “Khovroshechka” (modeled by ATolstoy)

2. Reading the story “The Jump” by L.N. Tolstoy.

3. Memorizing the poem by A. Plishcheev “Autumn has come...”

3 weeks

1. Reading the Nenets folk tale “Cuckoo”.

2. Reading the fairy tale “Kuzka the Little Brownie” by T. Alexandrova (chapters).

3. Memorizing the poem “September” by S. Marshak (from the cycle “All Year Round”).

4 week

1. Reading of N. Nekrasov’s poem “Before the Rain.”

2. Reading the Russian folk tale “Tops and Roots.”

October

1 Week

1. Reading the poem “Poodle” by S. Marshak.

2. Reading the Russian folk tale “Winged, furry and buttery.”

3. Memorizing the poem by R. Sefa “Council”.

2 week

1. Reading the story by M. Shim “Stone, Stream, Icicle and Sun.”

2. Reading the fairy tale by I. S. Sokolov - Mikitov “Falling Leaves.”

3. Memorizing the poem by S. Marshak “October”.

3 week

1. Reading the Russian folk tale “Fear has big eyes.”

2. Reading the story by V. Dmitriev “Baby and the Bug.”

3. Learning the Dutch song “Happy Journey” (arranged by I. Tokmakova).

4 week

1. Reading the work of L. A. Kassil “Bon Appetit.”

2. Reading the work of I. Girina “Why you need to eat.”

3. Repetition of studied poems.

November

1 Week

1. Reading the story by V. Bianchi “Bathing bear cubs.”

2. Reading the fairy tale by H. H. Andersen “The Steadfast Tin Soldier”

3. Repetition of learned poems about autumn.

2 week

1. Reading the story by B. Zhitkov “How I caught little men.”

2. Reading the Eskimo fairy tale “How the fox offended the bull.”

3. Memorizing the poem “November” by S. Marshak.

3 week

1. Reading the fairy tale by B. Zakhoder “The Gray Star”.

2. Reading M. Grunstein’s fairy tale “The Magic Soup.”

3. Memorizing the poem “Polite Word” by E. Moshkosvka.

4 week

1. Reading the story “The Owl” by V. Bianchi.

2. Reading the Belarusian folk tale “Pykh”.

3. Repetition of studied poems

December

1 Week

1. Reading the fairy tale “A Rooster and a Dog.”

2. Reading P. Bazhov’s fairy tale “The Silver Hoof”.

3. Memorizing the poem by S. Marshak “The young month is melting...”

2 week

1. Reading the story by V. Dragunsky “My sister, Ksenia.”

2. Reading the story “Strawberry” by A. Mityaev.

3. Learning the Russian folk song “You are frost, frost, frost...”

3 week

1. Reading the story by V. Dragunsky “There is a lot of traffic on Sadovaya.”

2. Reading chapters from D. Rodari’s book “The Adventure of Cipollino.”

3. Memorizing the poem by K. Chuikovsky “Christmas tree”.

4 week

1. Reading the Russian folk tale “The Frog Princess.”

2. Reading the Russian folk tale “Sivka-Burka”.

3. Repetition of studied poems.

January

1 Week

1. Reading the story by N. Kalinina “About the Snow Bun.”

2. Reading the story by S. Georgiev “I saved Santa Claus.”

3. Memorizing I. Surikov’s poem “Childhood.”

2 week

1. Reading chapters from A. Lindgren’s book “Carlson, who lives on the roof.”

2. Reading the fairy tale by D. Mamin-Sibiryak “The Gray Neck”

3. Memorizing the poem “Winter” by I. Surikov.

3 week

1. Reading chapters from A. Milne’s book “Winnie the Pooh and everything, everything, everything...”

2. Reading the story “The Thief Cat” by K. Paustovsky.

3. Memorizing the poem by P. Voronko “There is a hut in the forest under a Christmas tree.”

4 week

1. Reading chapters from the book “Mr. Au” by H. Myakhel (translated from Finnish by E. Uspenksy)

2. Reading the Russian folk tale “Winter quarters of animals.”

3. Repetition of studied poems.

February

1 Week

1. Reading the story “Fox Cubs” by E. Charushin.

2. Reading L. Tolstoy’s story “Fire Dogs.”

3. Reading the fairy tale “The Ship” by V. Suteev.

2 week

1. Reading the Brothers Grimm fairy tale “The Town Musicians of Bremen.”

2. Reading the Russian folk tale “Zayushkina’s Hut.”

3. Memorizing A. Maykov’s poem “Lullaby”.

3 week

1. Reading the story by L. Petrushevskaya “The Cat Who Could Sing.”

2. Reading the fairy tale “The Three Little Pigs.”

3. Memorizing the poem by S. Marshak “February”.

4 week

1. Reading the fairy tale “12 months” by S. Marshak.

2. Reading the Russian folk tale “Morozko”.

3. Repetition of studied poems.

March

1 Week

1. Reading the story “Childhood Friend” by V. Dragunsky.

2. Reading the story “The Hedgehog” by A. N. Tolstoy.

3. Memorizing the poem by E. Blaginina “Let’s sit in silence.”

2 week

1. Reading the fairy tale by A. S. Pushkin “The Tale of Tsar Saltan.”

2. Reading M. Prishvin’s story “Floors of the Forest.”

3. Memorizing S. Kaputikyan’s poem “My Grandmother”.

3 week

1. Reading the story by O. N. Pakhomov “The Story with Sweets.”

2. Reading the fairy tale by H. H. Andersen “The Snow Queen”.

3. Learning the Russian folk song “Early, early in the morning.”

4 week

1. reading the fairy tale “Vasilisa the Beautiful.”

2. Reading the Russian folk tale “The Snow Maiden”.

3. Repetition of studied poems.

April

1 Week

1. Reading the epic “At the Bogotyrskaya Outpost.”

2. Reading the fairy tale by V. Kataev “The Seven-Flower Flower.”

3. Memorizing the poem by V. Orlov “Tell me, little forest river...”

2 week

1. Reading the story “The Bear and the Dog” by E. Shima.

2. Reading the fairy tale-story “The Magic Winter” by T. Janson.

3. Learning the Lithuanian song “We washed buckwheat...”

3 week

1. Reading the fairy tale “The Sleeping Beauty” by C. Perrault.

2. Reading the fairy tale “Nikita Kozhemyaka”

3. Learning the English folk song “Don’t be late.”

4 week

1. Reading the fairy tale “Tom Thumb” by C. Perrault.

2. Reading the story by V. Dragunsky “The secret becomes clear.”

3. Repetition of studied poems.

1 Week

1. Reading N. Kalnin’s story “Is this how they play?”

2. Reading the Russian folk tale “Finist-Clear Falcon”.

3. Repetition of program poems.

2 week

1. Reading the fairy tale “The Fox and the Jug.”

2. Reading the story by Ya. Taits “Obedient Rain.”

3. Learning the Russian folk song “Swallow, swallow...”

3 week

1.Reading the fairy tale “The Fox and the Crayfish.”

2. Reading the epic “How Ilya Muromets became a hero.”

3. Memorizing the poem by J. Reeves “Noisy Bang”

4 week

1. Reading the Russian folk tale “Porridge from an Axe.”

2. Reading the fairy tale “Seven Simens - seven workers”

3. Repetition of studied poems.

Publications on the topic:

Notes on reading fiction in the preparatory group Poem by A. Gavryushkin “Ten rules of a little Russian.”

Summary of an integrated educational activity on reading fiction in the middle group “Tales of the Little Brownie” Integration of areas. Speech development, social and communicative development, cognitive development, artistic and aesthetic development.

Summary of educational activities for reading fiction in the first junior group “A Christmas tree was born in the forest” with a presentation showing Summary of educational activities for reading fiction in the 1st junior group “A Christmas tree was born in the forest” with a presentation. Goals: - to introduce.

Materials and equipment: screen house, layout of the river. n. ovens, mill, basket, toys cat, chicken and kinder egg (large, horse, hats.

Compiling a descriptive story “Defenders of the Fatherland.” Class in the middle group on reading fiction Summary of a lesson in the middle group on reading fiction. Topic: Compiling a descriptive story “Defenders of the Fatherland.” Target:.

Long-term planning for reading fiction in the senior group September 1 Stories “What Mishka loves”, “What I love” With the help of children's literature, reveal to children the images of their peers, arouse desire.

Long-term planning for reading fiction in the second junior group September No. 1. The story of Y. Taits “Cube by cube” Develop interest in reading and telling works of fiction to adults; attract.

Long-term plan for the educational process for reading fiction and speech development Month No. week Topic, subject content Literature September 1(1) Pt. H. L READING SASHA CHERNY’S POEM “PRESENTATION”. 1. Development.

Project “Reading Fiction” in the second junior group of kindergarten Project “Reading Fiction” in the second junior group of kindergarten Project title: “A book is a source of knowledge about life.” View.

“A bear came to visit us.” GCD for reading fiction in the younger group Approximate technological map of direct educational activitiesType of educational activities: reading fiction.

Image library:

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

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

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

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

John Herschel

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

Goals and objectives of the classes

Goals of reading classes in the senior group:

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

Educational objectives:

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

Developmental tasks:

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

Educational tasks:

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

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

Pedagogical techniques for working with works of art

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

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

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

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

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

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

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

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

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

  Slide for the fairy tale “Turnip”

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

  Slide for the fairy tale “Kolobok”

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

  Slide for the fairy tale “Teremok”

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

  Slide for the fairy tale “Zayushkina’s hut”

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

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

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

  Slide for the fairy tale “Geese and Swans”

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

  Slide for the fairy tale “Snow Maiden”

Forms of work used in teaching reading

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

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

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

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

Rules for designing a book corner:

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

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

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

Thematic book exhibition

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

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

Ideas for a motivating start to class

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

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

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

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

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

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

Table: card index of fairy-tale-themed riddles

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

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

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

Time plan and types of classes

Lesson structure:

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

Types of activities:

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

Methodology of conducting classes

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

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

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

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

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

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

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

Genre variety of literature for reading in the senior group:

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

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

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

Table: physical education minutes on the theme of fairy tales

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

Summing up the results of working with children

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

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

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

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

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

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

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

Video: Literary Quiz

Video: poetry evening at a preschool educational institution

Video: song for the introductory part of the lesson

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

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

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