Reading fiction in the preparatory group. Reading fiction in the preparatory group: card index, recommended literature
Card file of GCD notes in the senior group of preschool educational institutions. Educational field "Reading fiction"
Department of Education of the Administration of the Balashov Municipal District of the Saratov Region
Municipal autonomous preschool educational institution “Combined kindergarten “Ivushka” city of Balashov, Saratov region."
Speech development (Reading fiction)
Speech therapy group "Droplet" .
Card Topic: "Flower - seven-flowered" Software tasks:
1. To clarify and enrich children’s knowledge about oral folk art, about
works of Russian writers.
2. Teach children to associate the content of works of art with a certain color.
3. Enrich children's vocabulary with expressions of verbal politeness.
Reviving:
1. Practice the ability to guess fairy tales, riddles, remember the order
appearance of heroes in fairy tales.
2. Practice selecting adjectives with the opposite meaning to a noun.
3. Develop speech, imagination, fantasy, thinking, and the ability to act in concert.
Educational:
1. Cultivate interest in Russian culture and love for oral folk art.
Equipment:
Flannelograph with a diagram for a fairy tale "Kolobok" , chest, ball with a letter, seven-flowered flower (on the counter), petals of a seven-flowered flower, a fox's cap, a basket, illustrations for fairy tales, cards with images of fairy-tale characters, petals for evaluating children's activities, gifts for children.
Progress of the lesson:
Children enter the hall. Sit on chairs
Educator: Hello guys! Today we have an activity that is not ordinary, but fabulous.
The children were really looking forward to the fairy tale.
The children invited the children to visit the fairy tale!
The fairy tale is already friends
The fairy tale has come here again!
Guys, we have received a letter. (is reading). I’ll read it to you now:
"Dear Guys! I am Kuzya's little brownie! I live in your kindergarten and guard it at night. And during the day I really like listening to you sing good songs and listen to fairy tales! So I decided to give you a gift.
My gift lies at the bottom
In my magic chest
It will help you open the chest, children,
A magical seven-flowered flower.
As soon as you collect the leaves, you will immediately take my gift!
That's it, little brownie Kuzya! He gave us a riddle! The chest is standing, there is a lock on it. And the castle is really not easy - it’s the middle of a flower. This means that if we find the petals of a seven-flowered flower, we can open the chest. Are you ready for the journey? But what will we take on the journey? We have no car, no train, no ship. But we have top-top-tobus!
Speech game "Along the forest path"
Along the forest path (they walk one after another)
We'll go to a fairy tale.
Seven-flowered flower
We'll put it together quickly.
Birch twigs (shaking hands)
They rustle affectionately.
Forest of miracles and fairy tales,
Welcome guys! (bow)
Where are you, petal? (look alternately from under the right and left hands) Let's find you, buddy!
Help me pick a flower
Solve all the riddles! (clap hands).
Educator: We came with you to a fairy tale. Look, a seven-flowered flower has bloomed here. He will tell us what color petal we need to find. Let's start with this petal. What colour is he?
Children: Yellow
Educator: Guys, what time of year does this color resemble?
Children: Autumn. Educator: Of course! The yellow color is reminiscent of the beauty of autumn. What do people do in the garden in the fall?
Children: In autumn, people in the garden are harvesting.
Educator: look how incomprehensible the picture is. What does it show? Maybe a fairy tale?
Children: Fairy Tale "Kolobok" .
Educator:
Educator: Which of the heroes is depicted in the diagram?
Children: Grandfather, grandmother, bun, hare, wolf, bear, fox
Educator: Well done, you completed the task and receive a yellow petal.
Educator: What color petal will we look for next.
Children: Blue.
Educator: Blue color, like an endless sea. In what fairy tales is the sea found?
Children: A.S. Pushkin "The Tale of the Fisherman and the Fish"
Educator: You and I will now turn into sea waves and play a game “The sea is agitated once!”
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Sea figure freeze!
Educator: Guys, here is the blue petal. Well done!
Educator: Tell me, what color will the next piece of paper be?
Children: Orange.
Educator: What is another name for the color orange?
Children: Red.
Educator: Who is the most famous red-haired hero in Russian folk tales?
Children: Fox.
Educator: Name the fairy tales in which we meet a fox?
Children: Fairy Tales "Kolobok" , "Zayushkina's hut" , "The Fox and the Jug" , "Teremok" , "Fox with a rolling pin" , "Mitten"
Educator: Do you know riddles about the fox?
1 child:
Cunning cheat, red head
Fluffy tail - beauty
And her name is (fox)
2nd child:
The tail is fluffy, golden fur
Lives in the forest, steals chickens in the village
3rd child:
Which of the animals
Is the tail fluffier and longer?
Children, a fox came to us today (child) to play with us.
(children play with Fox "Flying Scarf" )
Educator: Chanterelle, what did you bring us in the basket?
Fox: Orange petal.
Educator: Thank you, fox. Now we have an orange petal.
What color petal will be next?
Children: Green.
Educator: Guys, guess my new riddle: “And Ivan Tsarevich’s arrow hit the very swamp...” Which fairy tale have you just heard?
Children: Excerpt from a Russian folk tale "Princess Frog" .
Educator: Can this fairy tale be called green? Why?
Children: The main character is a frog, she lives in a green swamp.
Educator: Guys, do you want to turn into funny frogs?
Educator: Then let's play a game "Frogs and Heron"
(Children perform movements in accordance with the text).
Educator: I will give the frogs a green petal,
So that you quickly collect your flower!
What color is the next petal?
Children: Purple color.
Educator: Guys, look, the purple arrows lead here (to the screen) So the purple petal is hidden here. Let's play a game
"Choose a word" . In this fairy tale (show):
- The snake Gorynych is evil, and Mashenka (good).
- The hare is cowardly, and the fox (cunning).
- The bull and the bear are cowardly, and the rooster (brave).
- The Teremok is small, but the Bear (big).
You guessed all the fairy tales
And they called comparisons.
And for the correct answer
Purple is your color.
Guys, what color is the next petal?
Children: Black.
What a strange color - black. What do you think he represents -
Good or bad
Children: Evil
Educator: Let's play a game: I will ask riddles, if the answer to the riddle is a positive character, then you will clap your hands, and if it is negative, you will stomp.
Knocked on our door
Unusual miracle beast -
He's wearing a brown shirt
The saucer ears are wide open. CHEBURASHKA
- His life lies in a casket
And that casket is in the palace,
And the palace is in a dense forest,
The forest grows on a black cloud. KOSHCHEY THE IMMORTAL
- I flew on a broom yesterday
She fell from a great height.
Hey hut, chicken legs,
Rush to grandma along the path. BABA YAGA
- He's wearing a red cap
He carries pies with him.
A wolf sits behind the bushes
And he's watching the girl. LITTLE RED RIDING HOOD
Well done guys, you guessed all the riddles correctly. You get a black petal.
What color will the next petal be?
Children: Red.
Educator: Name the fairy tale by C. Perrault in the clothes of the hero whom
there is red color.
Children: Puss in Boots
Educator: Now we will play a game "Pick a Pair" and help Puss in Boots and other fairy tale heroes find their mate. While the music is playing, we will walk along the rug, the music will stop - we will form a pair of pictures.
Guys, you had so much fun playing, you will receive a red petal. Well done! They worked hard and collected all the petals of the seven-flowered flower. Now the lock on the chest opens, and there are gifts for the children in it. (Children receive gifts).
Educator: What did we do in class today? (Children's answers) Look, I have multi-colored petals. Come over (child's name) and choose a petal of the color whose task you liked best. Now the boys will go to evaluate the lesson, and then the girls. This is where our lesson ended.
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Topic: "Russian folk tale "Khavroshechka"
Goal: development of fantasy, imaginative thinking, imagination through theatrical activities. Creating a positive atmosphere to relieve children's emotional and physical stress.
Tasks:
- Awaken children's imagination and imaginative thinking through a journey through a fairy tale "Khavroshechka" .
- To train children in the ability to use sketches to depict human states in different life situations, to understand the moral side of the actions of others.
- Teach children to emotionally discharge, release clamps, "act out" fear, anxiety, anxiety hidden deep in the subconscious. By participating in a fairy tale, you can balance the psyche of children and relieve emotional and physical stress. To form the ability to regulate the processes of excitation and inhibition: develop the ability to quickly switch from active to passive activity and vice versa.
- Continue to activate and enrich children's vocabulary. Develop the ability to listen carefully to a fairy tale, answer an adult’s questions, and express your thoughts when answering questions.
- Develop coordination of movements, the ability to listen to music, independently change movements in accordance with changes in the nature of the music and quickly respond to tempo changes.
- Develop imagination, memory, attention, the ability to concentrate as much as possible on what is happening.
Progress of the lesson
Org moment: children with a teacher stand on the carpet, smiling at each other
Look how wonderful the weather is today, the sun is shining, everyone is in a great mood.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly and smile at each other.
Entering a fairy tale
– Guys, today we will have an unusual meeting. Look, a cow came to visit us (soft toy).
What do you know about a cow?
D. A cow is a domestic animal. A man is looking after her. It brings benefits: milk, meat. She grunts and butts. The cow is a herbivore. The cow has a calf.
– Do you want to get acquainted with the fairy tale from which she came to us?
And to get into a fairy tale, you need to hold hands and clearly repeat after me the magic words:
“Ra-ra-ra - it’s time for us to go to a fairy tale.
Gi-gi-gi – help us, little cow.”
Children sit on chairs. Music is playing.
There are good people in the world, but there are also those who are not ashamed of their brother. This is where Tiny Khavroshechka ended up. She was left an orphan, these people took her, fed her and put her to death with work: she spins, she cleans, she is responsible for everything.
Exercise 1. "Cleaning the pot"
- Guys, Tiny Khavroshechka also had to clean the pots. Show how she held a large pan with one hand, and with the other she tensely, with force, cleaned the walls and bottom of the pan.
During the game task, the teacher pays attention to the tension in the children’s arm muscles while performing the exercise.
Children rest after "purges" , shake your hands, slightly leaning your whole body forward. Change hands and perform the exercise again.
Exercise 2. "Cleaning the floor"
– Imagine and portray as Khavroshechka “wetted a rag in a bucket” and with strength "squeezed out" her.
Children do the exercise.
– Guys, in which part of the hands do you feel the greatest fatigue, the greatest tension? Let `s have some rest.
Children "throw" a rag on the floor, shake with brushes. (Finger gymnastics)
Give me some milk Burenushka
At least a drop on the bottom
Kittens are waiting for me
Little guys
Give them a spoonful of cream
A little cottage cheese
Butter, curdled milk,
Milk for porridge
Gives everyone health
The owner had three daughters. The eldest is One-Eyed, the middle one is Two-Eyed, and the youngest is Three-Eyed. The daughters only knew what to do: sit at the gate, look out into the street, and Tiny Khavroshechka worked for them: she sheathed them, spun and weaved for them - and she never heard a kind word. It used to be that Tiny Khavroshechka would go out into the field, hug her pockmarked cow, lie on her neck and tell her how hard it was for her to live.
Exercise 3. “The Sadness of Tiny Khavroshechka”
- Guys, was life hard for Khavroshechka? What feelings did she have? (sadness, grief, annoyance, resentment, etc.) Try to portray how Khavroshechka cried? (covered her face with her hands, wiped away tears, etc.)
- How can you feel sorry for Khavroshechka? What can you say or do to her?
- Let us take pity on Khavroshechka and say kind words to her.
The little cow said to Khavroshechka:
- Red maiden, get into one of my ears and get out of the other - everything will work out.
And so it came true. Khavroshechka will fit into one ear of a cow and come out of the other: it is woven, whitewashed, and rolled into pipes.
She will take the canvases to the owner. She will look, grunt, hide it in the chest, and give Tiny Khavroshechka even more work.
The owner got angry, called her daughter One-Eye and said to her:
“My good daughter, my pretty daughter, look who helps the orphan: she weaves, and spins, and rolls pipes.”
One-Eye went with Khavroshechka into the forest, went with her into the field, and forgot her mother’s order and fell asleep.
Exercise 4. "Dance of the Meadow Flowers"
“There were a lot of different flowers in the clearing, and it smelled of herbs.” Let's do a flower dance in the meadow. Our flowers move smoothly, softly and beautifully to the music. Now let’s sit quietly on the rug and fall asleep.
One-Eye is sleeping, and Khavroshechka says:
- Sleep, little eye, sleep, little eye!
Little Eye and One-Eye fell asleep. While One-Eye was sleeping, the little cow wove everything, whitewashed it, and rolled it into pipes. So the hostess didn’t find out anything.
She sent her second daughter Two-Eyes. She went with Khavroshechka and forgot her mother’s orders. She got hot in the sun, lay down on the grass and fell asleep. The cow wove it, whitewashed it, and rolled it into pipes. But Two-Eyes was still asleep.
Exercise 5. "Treasured words"
Children repeat the words that made Two-Eyes fall asleep “Sleep the little eye, sleep the other one” (gymnastics for the eyes)
The old woman got angry and sent her third daughter, and gave the orphan even more work. Three-Eyes jumped and jumped, became tired in the sun and fell on the grass.
Khavroshechka sings:
- Sleep, little peephole, sleep, other one! And I forgot about the third peephole.
Two eyes of Three-Eyes fell asleep, and the third eye looks and sees everything: how Khavroshechka climbed into one of the cow’s ears, came out of the other and picked up the finished canvases.
Three-Eyes returned home and told her mother everything.
The old woman was delighted, and the next day she came to her husband:
- Cut the pockmarked cow!
Nothing to do. The old man began to sharpen his knife. Khavroshechka realized this, ran into the field, hugged the speckled cow and said:
- Mother cow! They want to cut you. And the cow answers her:
“And you, red maiden, don’t eat my meat, but collect my bones, tie them in a handkerchief, bury them in the garden and never forget me.” Khavroshechka did everything that the cow bequeathed.
And the apple tree grew, and what a one! Apples hang on it, golden leaves rustle, silver branches bend. Whoever drives by stops; whoever passes close looks. How much time has passed, you never know - One-Eye, Two-Eyes and Three-Eyes walked through the garden once.
Exercise 6. "Dance in the Garden"
– Imagine how the sisters had fun in the garden. And depict them dancing. For this you can take tissues.
At that time, a strong man was driving past - rich, curly-haired, young. I saw juicy apples in the garden and began to ask the girls:
“The beautiful girl who brings me an apple will marry me.”
The three sisters rushed one in front of the other to the apple tree. The sisters wanted to knock them down - the leaves would fall asleep in their eyes; they wanted to tear them off - they would unravel the braids. No matter how much they fought or rushed about, their hands were torn, but they could not reach them.
Exercise 7. "Feign displeasure"
– How did the sisters feel when they failed to pick apples? (evil, envy, dissatisfaction, grief, etc.)
- Guys, what do you think, when a person is jealous, what kind of face does he have? (angry, rude, tense, ugly). That's right, because when a person is angry, envious, shows dissatisfaction, impatience, then this state is reflected in his movements and on his face. Let's portray their displeasure.
– Now let’s leave out the remnants of anger, rudeness, tension. We breathe calmly, softly. Let's become beautiful, kind and listen to the fairy tale further.
Khavroshechka came up - the branches bowed to her, and the apples fell towards her. She treated that strong man to a meal, and he married her. And she began to live well. It's a shame not to know.
Conclusion
So our journey through the fairy tale has ended.
What fairy tale did you meet today?
Name the main characters of the fairy tale
Who helped Khavroshechka?
How does the hostess feel about Khavroshechka? and to your daughters?
Why did the owner order the cow to be slaughtered?
Who did you like from the fairy tale characters and why?
What was Khavroshechka like?
What do you call a person who loves to work?
How did the fairy tale end?
What did this fairy tale teach you?
It's time for the children to return to kindergarten. Let's stand up and repeat the magic words
“Ra-ra-ra - it’s time for us to return”
And in memory of today’s journey, Khavroshechka sent you treats - apples from her magic apple tree.
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Topic: “Visiting the writer S. Ya. Marshak.”
Goals and objectives: To summarize children’s knowledge about the writer and his works. Continue to teach children to memorize poems. To develop intonation expressiveness of speech and artistic abilities of preschoolers.
Cultivate an interest in literature, a desire to get acquainted with the work of Marshak.
Equipment: books by S. Ya. Marshak, illustrations for his works, a portrait of the writer, costume attributes for reading and dramatizing poetry, schematic drawings for memorizing, origami crafts, colored pencils.
Preliminary work:
Reading to children and listening to audio recordings of works by S.Ya. Marshak. Verbal games and exercises to develop tempo, timbre, melody of speech and logical stress. Learning by heart excerpts from the poems “Mustache - Striped”, “He’s so absent-minded”, “Luggage”, “A Lesson of Politeness” and dramatizing them. Making origami “cat” crafts with children
Progress of the lesson
Today we will go to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived a long life - 77 years. You, your mothers, fathers and even grandparents know his books.
Now the children of our group will perform in front of you. And you look, listen and remember the names of these works.
1) The girl began to teach the kitten to say:
- Kitty, say: ball.
And he says: meow!
- Say: horse.
And he says: meow!
- Say e-lecture-three-thing.
And he says: meow-meow!
All “meow” and “meow”!
What a stupid kitten!
2) He sat down on the bed in the morning,
He began to put on his shirt.
He put his hands into the sleeves -
It turned out that these were trousers.
He went to the buffet
Buy yourself a ticket.
And then I rushed to the cashier
Buy a bottle of kvass.
3) Gave it to the lady at the station
Four green receipts
About baggage received:
Sofa, suitcase, travel bag,
Picture, basket, cardboard
And a little dog.
4) A bear about five or six years old
Taught how to behave:
- Away, bear
You can't cry
You can't be rude or arrogant.
We must bow to our acquaintances,
Hats off to them
Don't step on paws.
Now look at these illustrations. Do you recognize what fairy tales or poems they are drawn from?
Physical exercise: “Poodle”
One day an old lady (Walking in place)
I went to the forest.
Comes back, (Turns left and right with
And the poodle disappeared. raising the shoulders)
The old lady was looking (Shaking her head,
Fourteen days, with my arms around her)
And the poodle is around the room (Jumping on the spot,
I ran after her. arms bent in front of the chest)
Guys, you know, it turns out that Marshak studied in England at the University of London and traveled around the country a lot. During these trips, he learned various English poems and nursery rhymes and translated them into Russian for us.
Today we will learn by heart a short poem called “Conversation”
Aunt Trot and the cat
Sat by the window
Sat next to each other in the evening
Chat a little.
Trot asked: Kiss-kiss-kiss,
Can you catch rats?
“Purr,” said the cat,
After being silent for a while.
Parsing the text. Sample questions for children.
- Name the main characters of the poem.
- What kind of owner do you think Aunt Trot is for her cat? Describe her character.
- How does Aunt Trot talk to the cat?
- What intonation is heard in her voice?
- What kind of cat do you think it is? Tell us about her.
- What do you think the cat wanted to say with its “murr”?
Let's look at schematic drawings that will help you learn this poem.
Children recite a poem according to a scheme with the help of a teacher, and then independently.
At the end of our lesson, I propose to paint the origami “cats” that we made with you in advance. Let your cat have its own special coloring and character.
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Topic: “In a fairytale yard.”
Goals and objectives: Recall with children the meaning of the word “fairy tale”. Summarize children's knowledge about familiar fairy tales. Teach children creative storytelling; connect selected objects into a single storyline, develop the ability to compose a fairy-tale text. Teach children, based on a familiar fairy tale plot, to invent a new fairy tale, tell it meaningfully and emotionally, using expressive means, traditions of the beginning and end of the fairy tale. Develop speech creativity of preschool children. Cultivate an interest in literature, a love of books, a friendly and correct attitude towards each other.
Equipment: set of flat figurines of fairy-tale characters, multimedia equipment (projector, screen).
Progress of the lesson
- Guys, today we will talk about fairy tales. What is a fairy tale? How do you think?
(Children's answers)
Who comes up with fairy tales?
If a fairy tale knocks on the door,
Hurry up and let her in
Because a fairy tale is a bird,
If you scare me a little, you won’t be able to find it.
I suggest you play with fairy tales.
Let's collect a bouquet of fairy tales you know and love. Name the fairy tales and look carefully at the screen.
Interactive game “Bouquet of Fairy Tales”
- Now I’ll check how well you know fairy tales.
Listen carefully and guess what kind of fairy tale it is:
Interactive game “Guess the Fairy Tale”
He left his grandfather
He left his grandmother.
Round self, ruddy side,
And it's called... (Kolobok)
Only the door closed behind the goat,
It’s like there’s already a hungry beast...
Each of the children knows the fairy tale:
This … (Seven kids)
Emelya was lying on the stove,
I suffered from idleness for a long time.
And then luck started
All … (At the command of the pike)
He is not low, not high,
And it's not locked,
All from logs, from boards
Standing in a field... (Teremok)
Where and when did this happen?!
The mouse broke the golden egg.
Grandfather was grieving. And the woman was sad...
Just cackled... (Chicken Ryaba)
Grandfather, grandmother, granddaughter are pulling,
The little bug is pulling
The cat and mouse are pulling tightly...
Did you guess it? This … (Turnip)
Fabulous physical exercise “Pinocchio”
Pinocchio stretched,
Bent over once, bend over twice,
He spread his arms to the sides,
Apparently I didn't find the key.
To get us the key,
We need to stand on our toes.
Guys, do you like to write fairy tales? Try it yourself now. I think you can do it.
I suggest you divide into three groups according to the color of your badges. Each group goes to their table. What fairy tale heroes came to visit you? (Chicken Ryaba, Kolobok, Three Bears). But pay attention, among the fairy-tale heroes you know, there are also new characters. Now try to compose a fairy tale in a new way, so that the plot is preserved, but the ending is changed. What would happen in your fairy tale if there were new heroes in it?
Your fairy tale should be short and complete. Remember, in a fairy tale, good always triumphs over evil.
(Work in small groups with fairy tales)
Now let's listen to your fairy tales. (Listening to fairy tales)
Guys, you are so great! You have created interesting, unusual, and different fairy tales. A little later, in your free time, you can draw pictures for your new fairy tales.
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Topic: “Journey through the fairy tales of K. I. Chukovsky.”
Goals and objectives: To summarize children’s knowledge about the writer and his works. To develop the ability to determine the content of literary works from excerpts from books and illustrations. Develop imagination and speech-creative abilities in children. Cultivate an interest in literature, a love of books and reading.
Equipment: Books by K. I. Chukovsky, a portrait of the writer, illustrations for his works, attributes of costumes for reading - dramatizations of poems, drawings based on fairy tales by K. I. Chukovsky.
Preliminary work: Reading to children and listening to audio recordings of Chukovsky’s works. Excursion to the city library. Exhibition of drawings by children and parents “My friends from Chukovsky’s books.
Progress of the lesson
Educator. Today we will go on a journey. And where - guess for yourself. What poem are these lines from and who is the author?
Like ours at the gate
The miracle tree grows
Miracle, miracle, miracle, miracle
Wonderful.
Not a leaf on it,
Not a flower on it.
And stockings and shoes,
Like apples!
Masha will go through the garden,
Masha will tear it from the tree
Shoes, boots,
New shoes.
And for Murochka these
Tiny blue
Knitted shoes,
And with pompoms,
What a tree!
Children: “Miracle Tree” by K.I. Chukovsky.
Educator: Correct. (The phone rings, the teacher picks up.) My phone rang. Who's speaking?
Children: Elephant.
Educator. Where?
Children. From a camel.
Educator. What do you need?
Children. Chocolate.
Educator. How do you know all this?
Children. From the book by K.I. Chukovsky “Telephone”
Educator. That's right, these poems were written by K.I. Chukovsky.
Look at his portrait. Korney Ivanovich Chukovsky lived a long time ago, when your grandparents were as small as you are now. He had four children: two daughters and two sons. He loved them very much, often played hide-and-seek and tag with them, swam with them, took them on boat rides, and read books to them. But one day a misfortune happened. His little son became seriously ill. The boy had a high fever, he could not sleep, he was crying. Chukovsky felt very sorry for his son, he wanted to calm him down, and he began to invent and tell him a fairy tale as he went. The boy liked the fairy tale, he stopped crying, listened attentively and finally fell asleep, and after a few days he completely recovered. After this incident, Chukovsky began to compose fairy tales. And I came up with a lot of them.
– Do you like fairy tales?
Our children have prepared a surprise for you. They will tell you excerpts from the works of Korney Chukovsky, and you try to guess the name.
1 child:
Jump and jump
Yes, chirp, chirp,
Chiki-riki-chik-chirik!
He took and pecked the Cockroach,
So the Giant is gone.
The giant got it right
And there was no mustache left from him. (“Cockroach”)
2nd child:
Oh you, my poor orphans,
The irons and pans are mine!
Go home, unwashed,
I will wash you with spring water,
I will clean you with sand,
I'll douse you with boiling water,
And you will be again
The sun is shining. (“Fedorino grief”)
4th child:
I killed the villain!
I freed you!
And now, maiden soul,
I want to marry you! ("Fly Tsokotukha")
5th child:
I'm telling you, villain
Spit out the sun quickly!
Otherwise, look - I’ll catch you,
I'll break it in half.
You, ignoramus, will know
Steal our sun! (“Stolen Sun”)
– Which characters do these fairy-tale names belong to?
Aibolit – (doctor)
Barmaley – (robber)
Fedora – (grandmother)
Karakula – (shark)
Moydodyr – (wash basin)
Totoshka, Kokoshka - (crocodiles)
Tsokotukha - (fly)
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Reading a story by N. Nosov "Dreamers"
Program content:
1. Educational objectives:
- Continue to introduce preschoolers to the works of children's writer N. Nosov;
- Develop the ability to give short and detailed answers to questions based on the text;
- Improve reasoning skills, write short fantastic stories;
2. Educational tasks:
- Cultivate interest in works of fiction;
3. Developmental tasks:
- Develop a sense of humor and creativity.
Methodical techniques: game motivation (Dunno's parish); di "Find out the story on the subject" ; reading a story by N. Nosov "Dreamers" ; teacher questions; physical education minute "Fantastic" ; lesson analysis; homework "My fantasies" .
Preliminary work: Reading stories by N. Nosov at the choice of the teacher, examining and drawing illustrations for the stories; reading a poem by B. Zakhoder "My Imagination" , reasoning on the topic "Fantasies" .
Materials and equipment:
- Dunno doll;
- Collection of stories by N. Nosov;
- Illustrations for the story;
- Demonstration board;
- Wonderful pouch;
- Items for N. Nosov's stories: hat, cucumber, pistol, car, lollipop, telephone, saucepan.
Individually differentiated approach:
- Teach children with a high level of development to give detailed answers to the teacher’s questions, justifying their answers with logical conclusions;
- Children with an average level of development are taught to give complete answers to the teacher’s questions by retelling certain passages of the text;
- Children with a low level of development should be encouraged to answer the proposed questions and lead them to the correct conclusions.
Progress of the lesson
Educator: Guys, do you like to fantasize?
Children: Yes, we love it.
Educator: Why do you think people fantasize?
Children: To make another person happy. To please him.
There's a knock on the door.
Educator: Guys, listen, someone is knocking. A fairy-tale hero came to visit us, who really loves to fantasize, invent, and compose. And who is he, I think you will answer in chorus, in rhyme:
Mischievous, funny boy,
He is an artist and poet.
He's a funny little guy
Greetings from him to you all!
Find out about him now!
A hero has come to us... (Dunno)
Who invented Dunno and all his friends? (N. N. Nosov)
Educator: Guys, Dunno knows a lot of Nosov’s stories and loves them very much. He collected various objects from his most favorite stories, but accidentally mixed up which object was from which story. Shall we help him figure it out?
Children: Let's help
D/Game “Find out N. Nosov’s story on the subject” :
Telephone - "Telephone" , hat - "Living Hat" , saucepan and ladle - "Mishkina porridge" , rowan brush – "Knock-Knock" , cucumber - "Cucumbers" , sand - "On the Hill" , shovel – "Gardeners" , pants with a patch - "Patch" .
Educator: Well done, guys, you helped Dunno figure it out. You see, Dunno, our children also know a lot of Nosov’s stories and love them, have you read the story "Dreamers" ?
Dunno: Yes, I’m a good Dreamer myself! But I haven’t read such a story, I would like to know what kind of dreamers there are.
Educator: Well, then listen with the guys to another story by Nikolai Nosov "Dreamers"
Reading a story by N. Nosov "Dreamers"
Questions about the text:
- Did you like this story by N. Nosov?
- . What is it called?
- Why do you think the story is called "Dreamers" ?
- Which of the heroes can be safely called dreamers, and why?
- Did all the boys tell made-up stories?
- How did Igor’s story differ from the stories of Mishutka and Stasik?
- What story did he tell them?
- Why didn’t the guys want to be friends with Igor?
- How can you distinguish a lie from a fantasy?
Physical education minute. Now we will rest. Let's have a fantastic physical session.
One two three four five
Let's start playing!
All your eyes are closed (cover eyes with hands)
And they lowered their heads, (squats)
And when we open our eyes (get up)
Let's get into stories, fairy tales, (raise hands up)
A fairy tale will give us a rest.
Let's take a rest and hit the road again!
Malvina advises us:
The waist will be like an aspen,
If we bend over
Left - right 10 times, (tilts left - right)
Here are the Thumbelina words:
- So that your back is straight
Get up on your toes
It's like you're reaching for flowers. (Stand on tiptoes, raise arms up)
One two three four five
Say it again:
One two three four five, (repeat)
Little Red Riding Hood's advice:
If you jump, run,
You will live for many years.
One two three four five, (jumping in place)
Say it again:
One two three four five, (repeat)
The fairy tale gave us a rest!
Have you rested? On the road again!
We quickly close our eyes, (covers eyes with hands, crouches)
We're back in kindergarten! (Stand up, raise hands up)
Educator: Well, Dunno, did you like our trip?
Dunno: I really liked it, what about you guys?
Educator: What did you like and remember most?
Children: Game, fantastic physical education.
Dunno: Guys, I really liked the stories of Mishutka and Stasik! I'll be back today in Sunny City to see my friends, and we'll make up stories like this together! It's just a pity that the time has come to say goodbye to you. Goodbye, guys!
Children: Goodbye, Dunno!
Educator: Guys, today we learned what kind of dreamers the heroes of our story are. And I suggest that tonight you also dream up with your moms and dads, come up with your own stories, and tomorrow tell them to each other in kindergarten.
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Subject: "Silver Hoof" . Summary of a lesson on reading fiction
Program content:
Cultivate a love of art and interest in folklore. Cultivate sensitivity.
Learn to distinguish tales from epics. Teach to see and understand the beauty of literary works.
Introduce the writer P. P. Bazhov and his tales.
Develop a sense of empathy and support, communication skills.
Equipment:
P. P. Bazhov "Ural Tales" , With. 233
Progress of the lesson
Educator:
Remember and tell me what folklore is?
From what language did this word come to us?
What works belong to folklore?
Name the epics? The main characters?
“Today I would like to introduce you to a writer who was very fond of oral folk art and called his literary works tales.
"Tale" - a word very similar to the word "fairy tale" . Indeed, a tale is an oral tradition in which a fairy tale is intricately intertwined with real life. In these tales the characters are ordinary earthly people. And next to them are fabulous ones.
These are the tales that the writer Pavel Petrovich Bazhov wrote. This man became a writer at a very mature age. When his first work was published, he was 57 years old. Pavel Petrovich Bazhov was born in 1879 (150 years ago, in the family of a master who worked at a mining plant near Yekaterinburg (a city in the Urals). The boy was lucky with a teacher of Russian language and literature. The teacher loved Russian literature and passed on his love to his students. At the age of nine, Bazhov knew entire collections of poems by Russian poets by heart. Pavel Bazhov could become a priest - he graduated from the Perm Theological Seminary. But he became a teacher of the Russian language, teaching first in Yekaterinburg, then in Kamyshlov. During the war (civilian) fought in the Red Army, was captured, and after escaping - in a detachment of Red partisans. After the war he took up journalism. From a young age, Bazhov was interested in folklore and studied folk wisdom. In his tales, Bazhov talks about hard work at mining factories, about the joy of creativity, and about caring for nature. The writer said: “A Russian man cannot live without a rainbow” . Bazhov collected all his tales and published a book "Malachite Box" . Today we will get acquainted with a tale from this book. And it's called "Silver Hoof" .
Reading a tale "Silver Hoof"
Educator:
Give the name of the tale.
Who is the main character of this work?
What was the girl's name?
Why did she end up with Kokovani?
How do you imagine Darenka? Kokovanyu?
What fairy tale did the old man tell the girl?
Is there a fairytale moment in a tale? Which?
Name ordinary and fairy-tale heroes?
Why did the Silver Hoof give the girl precious stones?
Did you like the story? Why?
Exercise to develop emotions
"We'll be sorry, we'll do good"
Physical education minute "Christmas trees"
Educator:
Which writer did we meet in class?
What did he call his literary works?
What's happened "skaz" ?
Name the characters in the tales?
What tale did you learn about in class?
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Subject: “Introduction to the Russian folk tale “The Frog Princess”
Goal: to create interest and need for reading books (fairy tales)
Objectives: To form in children a concept of genre "fairy tale" ,; consolidate the ability to use different types of sentences in speech (on your own and with the help of an adult); cultivate cognitive interest; develop speech, attention, memory, cultivate a sense of camaraderie, the ability to give in to each other.
Integration of educational areas: “Reading fiction, “Communication” , "Cognition" , "Artistic creativity"
Progress of activities
1. -Look who came to visit us today? Yes, this is a familiar storyteller. So where are we going today? Right.
Today we will continue our journey through the Land of Fairy Tales. Want to?
Let's remember what a fairy tale is?
What kind of fairy tales are there?
Well done! Today we will also go to a fairy tale. You will find out which one by solving the riddle.
An arrow flew and fell into a swamp,
And in this swamp, someone raised her.
Who, having said goodbye to green skin,
Did you instantly become beautiful and comely?
That's right, this is the fairy tale The Frog Princess.
2. -Do you want to know what happened in this fairy tale? (Yes)
Then take a listening pose. (reading a fairy tale)
3. Conversation after reading:
Did you like the fairy tale? How?
What features of a folk tale can you name?
Name the main characters. Which of them did you like the most?
What is Tsarevich Ivan like in the fairy tale? And Vasilisa the Wise?
Why is Vasilisa called the Wise?
What magic did you notice in the fairy tale?
Why are miracles needed in fairy tales?
What type of fairy tale does it belong to?
Why is the fairy tale called "Princess Frog" ?
Physical education minute "Two Frogs" .
We see them jumping along the edge of the forest
(Turns to the sides.)
Two green frogs.
(Half squats left and right.)
Jump-jump, jump-jump,
(Stepping from toe to heel.)
Jump from heel to toe.
There are two girlfriends in the swamp,
Two green frogs
(Hands on the belt, half squats left and right.)
In the morning we washed ourselves early,
We rubbed ourselves with a towel.
(Perform movements in accordance with the text.)
They stomped their feet,
Hands were clapping.
Leaned to the right
They leaned to the left.
That's the secret of health,
(Walk in place.)
Hello to all physical education friends!
4. The sorceress from the Land of Fairy Tales has sent you questions and wants to check whether you listened carefully to the fairy tale.
View the presentation.
- -Well done boys. What does this fairy tale teach?
5. -You have answered all the questions, and the storyteller invites you to find out which fairy tale we will go to next time. You will find out if you put the puzzles together correctly. (Children put together a puzzle)
What fairy tale awaits us next time? (Fox and crane)
Result of activity
What fairy tale did you meet today? What kind of fairy tale is this? What does she teach?
What did you enjoy most today?
In the evening you can draw illustrations for this fairy tale.
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Subject:. Memorizing a poem by E. Blaginina "Let's sit in silence"
Goals:
- Teach children to memorize the poem, read loudly enough, with expression. Develop memory, expand children's cognitive interests. Cultivate interest in fiction of different genres
- Involve children in conversation while looking at pictures and objects. Repetition of interesting passages
- Develop free communication with adults. Listen and answer the questions asked. Expand children's vocabulary
- Keep children healthy
- Learn to listen to music
- Bring joy to children.
- Strengthen the memorization of poems
- To develop the ability to expressively read a poem and express emotions intonationally
Equipment:
A board on which printed pictures corresponding to the lines of the poem are placed. mirror.
Courses:
Preliminary work: I will read G. Vieru’s poem to the children "Mother's day"
Introductory part: Children sit in a semicircle on chairs. I take a mirror and point the sun's ray at one child, then at the other, etc. (Children looking at a ray of sunshine)
Then I show the children the pictures on the board. The children remember that in the morning they read a poem by G. Vieru "Mother's day" (Children look at the pictures)
I invite children to listen to E. Blaginina’s poem Let’s sit in silence.”
Main part
I'm reading a poem
(The children are sitting on
chairs in a semicircle)
Mom is sleeping, she is tired...
Well, I didn’t play!
I don't start a top
And I sat down and sat.
My toys don't make noise
The room is quiet and empty.
And on my mother's pillow
The golden ray steals.
And I said to the beam:
- I want to move too!
I would like a lot:
I would sing a song
I could laugh
There's so much I want!
But mom is sleeping and I am silent.
The beam darted along the wall,
And then he slid towards me.
“Nothing,” he seemed to whisper, “
Let's sit in silence.
I ask the children questions: -Did you like the poem? (liked)-Why didn’t the girl start playing? (mom is sleeping, she is tired)
Who doesn't a girl turn on? (top)
Who doesn't make noise in the room? (toys)
Who's sneaking on mom's pillow? (Ray)
What did the girl say to the beam? (I want to move too)
What would the girl do if mom wasn't sleeping? (I would like to read a lot, roll a ball, sing, laugh)
(Several children look at the picture and read a poem)
I read it again and then turn to the children:
I have a mirror, who wants to post a sunbeam as if it were a ray? Go Leila (I give the girl a mirror and help her point the beam at the children. Leila looks at the baskets and reads a poem, during times of difficulty I help and advise her.
Outdoor game "Catch the Bunny"
I turn on the music while it sounds on the slant, a sunny bunny flashes, the music ends, the music bunny disappears, the next one who lets in the sunny bunny wakes up the most active child (the game continues 5-6 times)
I tell the children that we can play this game on a walk.
(Children get up and catch a sunbeam on the wall)
Final part
Let me know what the poem was called (Let’s sit in silence, who wrote (E. Blaginina, what we played today (we caught a sunbeam (They remember and answer questions)
Follow-up work
Walk
Play a game with your children. Remember the poem and recite it.
(All the children are frolicking on the veranda)
Individual work with Sasha, reciting with her several lines that are difficult for her to understand
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Conversation on a Nanai fairy tale "Ayoga"
Goal: to continue to introduce children to the creativity of the small peoples of the North; cultivate respect for the culture of other peoples; continue to introduce emotional and evaluative vocabulary into speech; improve artistic and speech performing skills; cultivate the ability to experience compassion and empathy; develop qualities: responsiveness, kindness, empathy.
Equipment: drawings depicting Nanai girls, masks, recording of music. excerpts
Progress of the lesson
Guys, stand in a circle, holding hands with your friends. Smile at each other. Listen to how your heart beats.
How can you talk about the heart? (kind, indifferent)
When talking about the heart, we are talking about the person himself, about his character.
Now we will read a Nanai fairy tale and meet two girls
(show pictures)
One is kind and affectionate, the other is indifferent and cold.
The fairy tale is called "Ayoga"
Reading a fairy tale
Conversation:
Which of the pictures depicts Ayoga, on the right or on the left?
How did you guess?
Tell us, what was Ayoga like? (proud, angry)
Who is shown in the other picture? (neighbor girl)
Tell us about her.
They say: “A person is beautiful not in face, but in actions” .
How do you understand this?
This proverb fits the fairy tale "Ayoga" ?
What actions of Ayoga did you not like?
What happened to Ayoga?
Fizminutka
Try to imagine yourself in Ayoga's place.
Turn into geese. (fly)
-Remember how Ayoga waves her arms and stretches out her neck:
“I don’t need anything”
(to speak)
Yes, Ayoga was offended because her mother did not give her a cake.
I gave it to the neighbor girl.
Why did she do this?
For a long time, Ayoga’s mother asked her to go get water. Let's remember how it was, Tanya, Lisa, Anya will help us.
Dramatizing an excerpt from a fairy tale
Who would you like to be like?
What did you like about the girl?
What good deeds are you doing? (sweep the floor, wash the dishes)
Now you will hear two muses. excerpt.
Determine which melody reflects Ayogi's character, and which one suits the girl next door?
(listening to the melody)
Which girl did you imagine?
What is the character of the music? (tender, affectionate)
Depict the girls' character with your movements.
Musical improvisation
Guys, today we met a fairy tale "Ayoga" .
What's her mood like? (sad)
What does Ayoga have to become to turn into a girl again? (kind)
Do you believe that Ayoga will change?
Do you want the fairy tale to end differently?
Tomorrow we will come up with a continuation of the fairy tale with a happy ending.
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Subject: “Telling the Russian folk tale “Sivka-Burka”
Program content:
Educational goals
Teach children to understand the meaning of a fairy tale and the moral contained in it.
Consolidate knowledge about the genre features of fairy tales;
Developmental goals
Develop sensitivity to the figurative structure of the language of a fairy tale, the ability to reproduce and understand figurative expressions;
Educational
To cultivate in children emotional sensitivity to the figurative content of a fairy tale, the ability to empathize with the characters;
Preliminary work.
Visiting the exhibition in "city of craftsmen" , examination of layouts of various fairy tales.
Examination of illustrations depicting various heroes of Russian folk tales.
A conversation about which children know fairy tales where the main characters are helped by different animals.
Organizing a group exhibition of books brought by children "My favorite fairy tales"
Equipment and materials.
Fairy tale books "By magic" , "Ivan Tsarevich and the Grey Wolf" , "Sivka-burka" , "The Little Humpbacked Horse" P. Ershova, illustrations for fairy tales.
Progress of the lesson.
1. Introductory part
Visit to a book exhibition organized in the group, conversation:
Guys, I invite you to the opening of our exhibition "My favorite fairy tales" . Let's look at the books you brought.
(2, 3 children talk about their books)
Remember what these fairy tales are called. (Russian national). Why are they called that? (they have no author, fairy tales have been composed by people for a long time and passed on from mouth to mouth)
Guys, name a few of the main characters of these fairy tales? (Emelya, Ivan Tsarevich, etc.)
In all these fairy tales, the main characters were helped by different animals: in the fairy tale about Emelya. (pike, in the fairy tale about Ivan Tsarevich. (gray wolf).
And in every fairy tale, the heroes knew the treasured word to call their friend in difficult times. Remember what words Emelya said?
(“At the behest of the pike, at my will” )
2. Reading a fairy tale
-Now you will hear a Russian folk tale "Sivka-burka" , in which the main character is also helped by an animal, but which one you should find out for yourself by listening to this poem:
Gallant steed
Well, gallop!
You fly, horse, soon, soon,
Through rivers, through mountains!
Still, gallop - gop-gop!
Trash-trash!
Trot, dear friend!
After all, it will be strength to restrain.
Trot, trot, my dear horse!
Trash-trash-trash!
Don't stumble, my friend!
That's right guys. In a fairy tale "Sivka-burka" , the horse will help the main character, listen carefully and remember what the cherished word will be for the horse Ivanushka and how the horse will help him.
(The teacher reads a fairy tale)
3. Conversation on the content of the fairy tale
Who are the main characters of the fairy tale? "Sivka-burka" ? Which characters would you call positive and which negative?
Why did you decide so.
Tell us how the friendship between Ivanushka and the horse began? What proverb could be used to talk about this? (There would have been no happiness, but misfortune would have helped.) Why this particular proverb?
How is Sivka-Burka described in the fairy tale, is he different from ordinary horses? (description using exact phrases from the fairy tale)
What was the sacred word that Ivanushka called Sivka-burka? What does the fairy tale say, what was his horse's name?
(“He will go out into the open field, hang down, bark...” )
In Russian fairy tales, all important events usually happen three times and are repeated three times. What happened three times in the fairy tale "Sivka-burka" ?
(“Three nights, three brothers, three times we went to the city, three times I called the horse.” )
4. Telling a story
Guys, now we’ll try to tell a fairy tale ourselves. "Sivka-burka" .
We tell it expressively so that we understand how the characters feel, so that the fairy tale comes to life. Who would like to start?
(All the children tell the story in a short passage, the teacher makes sure that the text is as close to the original as possible, the same verbiage and figurative expressions are used)
5. Final part
Examination of illustrations with access to productive activities
Guys, did you like the way you told the story?
Please look at the board, what do you see? These are illustrations for a fairy tale "Sivka-burka" and other Russian folk tales.
How do you feel when you look at these illustrations? You can feel the character and mood of the hero.
You each have your own favorite fairy tale, I suggest you draw your favorite fairy-tale hero, and we will decorate our group with your drawings and make an exhibition "Favorite fairy-tale characters" .
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Subject: “Reading to children the literary work “Gray Star” B. Zakhoder."
Goal: to familiarize children with fiction.
Type: reading to children.
Topic: reading a fairy tale by Boris Zakhoder "Gray Star" .
Program content:
- Educational and cognitive tasks: to convey the ideological content of the work to children: ugly does not mean bad and useless. Expand children's knowledge about the peculiarities of life of toads. Have a motivated attitude towards the actions of the heroes, characterize the heroes.
- Speech task: continue to teach children to speak coherently, clearly, consistently.
- Vocabulary task:
- Enrich: slug, caterpillar.
- Clarify, secure: trees, bushes, flowers.
- Activate: star, butterfly, toad, starling, thorns.
4. Educational task: to cultivate interest in the work of Boris Zakhoder.
5. Developmental task: to develop memory, attention, perception, thinking.
6. Correctional tasks: develop active vocabulary; learn to correctly change words in gender, number, case; learn to connect words in a sentence; learn to use the correct tempo and speech breathing.
Preparing children: acquaintance with other works of B. Zakhoder (fairy tale "Rusachok" , poem "Letter "I" ) .
Teacher preparation: selected the work, clarity; completed the outline.
Equipment: magnetic board, illustrations for the work, magnets.
The logic of direct educational activities:
Part I. Introductory.
Guys, today we have a very interesting activity, but before I tell you what, I’ll tell you some riddles. They are very simple, so you can guess them quickly. Ready?
1. Under the pines, under the fir trees
There is a bag of needles. (Hedgehog.)
How did you guess?
2. Not a beast, not a bird,
Afraid of everyone
Catches flies -
And into the water - splash! (Toad.)
How did you guess?
3. There is a palace on the pole,
There is a singer in the palace,
And his name is... (Starling.)
How did you guess?
Part II. Main.
1. What great fellows you are! Guys, now I’ll read you a work about a toad, about the Scientist Starling, about hedgehogs and much more. And it's called "Gray Star" and Boris Zakhoder wrote this work.
- Guys, what do you know about hedgehogs? What are they?
- And the toad? How do you imagine a toad? I start reading the work and at the same time display pictures according to the plot on a magnetic board.
- And what are pansies, daisies, roses, bells, Ivan - yes - Marya, asters? What do all these flowers have?
Well done, you know a lot. Well, now sit back, I’m starting to read. Listen carefully, after reading I will ask questions and I will understand how well you remembered and how carefully you listened. (Reading the work.)
2. Conversation based on the content of what was read. I ask the children questions:
- Guys, what is this piece about? (About the Gray Star (the toad that everyone loved and who benefited the flowers.)
- What do you remember most? (That the flowers loved her as she was.)
- Who wrote this work? (The work was written by Boris Zakhoder.)
- Why did everyone love Gray Star? (For the fact that she protected flowers and bushes from enemies - slugs and caterpillars.)
- Why did the Stupid boy throw stones at the Gray Star? (Because he thought it was poisonous.)
- Did the Stupid Boy do the right thing? (No.)
- And Gray Star, in your opinion, did a good job? (Yes, it protected plants from enemies.)
- Did you like this piece? (Yes.)
- What does it teach? (You can’t look only at external signs, you need to see the essence.)
Guys, we've all been sitting too long, let's get up for a physical minute.
(We walk in place.)
(Clap our hands.)
We also know how to relax.
(Jumping in place.)
Let's put our hands behind our backs,
(Hands behind your back.)
Let's raise our heads higher
(Raise their heads higher.)
And let's breathe easily.
(Deep inhalation and exhalation.)
Pull yourself up on your toes -
So many times
Exactly as many as fingers
(They showed how many fingers there are on their hands.)
On your hand.
(We rise on our toes 10 times.)
3. Repeated reading of passages of the work.
4. Conclusions. I ask the children questions:
- So what did the author want to tell us? (That toads are not really bad, even though they are ugly. They are beneficial.)
Part III. Final.
Now let's play a game. It's called "Name the first sound" . I will say the word and throw the ball to you one by one. You will have to name the first sound in the word and throw the ball to me. You can't give any hints, be patient, you will all take part in the game.
Purpose of the game: to consolidate the ability to name the first sound in a word.
I will give a general analysis of the lesson: guys, you actively answered questions, were attentive, especially Tanya, Katya, Misha, because when I read, they were not distracted and listened to me very carefully.
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Topic: Story by V. Bianchi "Forest houses" .
Program content:
Communication. Reading fiction.
- Introduce children to the work of Vitaly Bianchi.
- Expand the understanding that each bird builds a special nest for itself and why.
- Introduce children to proverbs that reflect a person’s love for his home.
Enrichment of vocabulary: plovers, great grebes.
Activation: swallow, falcon, plover, pigeon, oriole, warbler.
Demonstration material: Illustrations, postcards and other images of birds: swallow, falcon, plover, pigeon, oriole, warbler, grebe.
1. Acquaintance with the work of Vitaly Bianchi.
Educator: Guys, today I want to introduce you to the stories and fairy tales of the wonderful writer Vitaly Bianki.
(Looking at the portrait of the writer)
You and I have already read a lot of stories by V. Bianchi, for example: stories about the forest, animals. V. Bianki went on his first forest trip when he was five years old. Since then, the forest has become a magical land for him. Bianchi considered his father to be his main forest teacher. It was he who taught his son to write down his observations. After many years, they were transformed into fascinating stories and fairy tales. Bianchi himself called his works "non-fairy tales" . They don't have "magic wand" , or something that does not happen, but by reading them, it is as if we live together with birds and animals, listen to their conversations, and participate in their adventures.
2. Reading a story "Forest houses"
Educator: today I invite you to listen to a story called: "Forest houses"
3. Conversation on the content of the story.
Educator: And now, I propose to answer the questions.
Who was the main character of this story (children's answer)-swallow - shorebird.
How did it happen that Beregovushka lost its home? (a fragment of a retelling of events by one of the children)
Who did Beregovushka meet first? (a small yellow bird with a black tie around its neck named Plover.)
Tell us what kind of conversation they had. (fragment of retelling)
What kind of house did Zuik have and was Beregovushka able to spend the night in it?
Did Beregovushka like the pigeon's house? Tell us what he was like?
Which birds did the swallow visit? Tell us about their houses.
(Oriole’s house is made of stems, hairs, hairs, and birch peels: hanging on a branch and swaying. Warbler’s is a hut made of dry grass, built right on the ground. Chemga’s is a floating island made of dry reeds.
Why was Penchka uncomfortable in these nests?
What kind of houses do swallows have? (like holes on a steep river bank, similar to minks.)
What interesting things did we learn from this story? (Each bird has its own home, not like the others.)
4. Looking at pictures depicting different bird nests.
(looking at pictures)
Why do you think the shore swallow liked its own house most of all? (Because her mother was there, her warm bed of grass and feathers was there.)
5. Getting to know proverbs about home.
Educator: Every person loves his home more than anything in the world, the place where he was born, where he lives.
I suggest you listen to proverbs about your home, for example: “It’s good to be away, but it’s better to be at home” , “Where someone was born, they came in handy” . The teacher invites the children to explain the meaning of proverbs.
Grade:
Why do you think birds have such different houses, what does it depend on? (Each bird builds its nest where it lives: in the grass, on tree branches, on the water, etc. And it also tries to make it invisible to prying eyes)
The teacher gives an objective assessment of the children’s activities in class, and, as an option, asks them to evaluate their comrades and themselves.
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Retelling of a Ukrainian folk tale "Spikelet"
Topic: Retelling of the Ukrainian folk tale "Spikelet".
Goals: 1. Teach children to retell a fairy tale on their own, convey the characters’ characters in intonation, their attitude towards the characters; learn to tell with faces (changing voice, intonation); teach to understand the figurative content and meaning of proverbs.
2. develop the ability to come up with various options for new episodes of a fairy tale; develop imagination, fantasy; coherent speech of children; continue to develop attention.
3. cultivate friendly relationships and interest in the activity.
Material: book with illustrations; attributes for staging.
Progress of the lesson:
You are well aware of the proverb “He who does not work, neither shall he eat.”
What does it mean?
(children's answers)
Now I will read you the Ukrainian folk tale "Spikelet".
Reading a fairy tale.
How does the fairy tale reveal the meaning of the proverb “He who doesn’t work, doesn’t eat”?
Guys, think about what kind of mice they are? What words can you use to describe them? How did you understand this?
What cockerel? What words can you use to describe him?
Tell us how the cockerel worked. What did he do with the ear of corn?
What were the little mice doing at this time? How did the cockerel teach us-shat a lesson? What did he tell them?
Listen to this story again. Afterwards you will retell it.
Children's retelling of a fairy tale (individually, collective retelling)
Guys, the fairy tale says: “And the little mice only knew that they were jumping and dancing.” Think about how the little mice had fun, and when you retell the fairy tale, tell about it.
Analysis of children's stories. Reward in the form of praise.
Staging a fairy tale using paraphernalia.
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Topic: Retelling the story of L. N. Tolstoy "Bone"
PROGRAM TASKS: To develop monologue speech, the ability to meaningfully and expressively retell a literary text, constructing sentences in a grammatically correct manner. Activate the dictionary on the lexical topic. Develop auditory perception; practice distinguishing non-speech sounds and voice timbre. Enrich your vocabulary with figurative language expressions. Develop literary speech; to introduce verbal art, including the development of artistic perception and aesthetic taste. Develop memory, logical thinking, voluntary attention. Cultivate sensitivity, fairness, and the ability to admit a mistake.
DICTIONARY: upper room, turned red like a lobster, counted, turned pale.
METHODS AND TECHNIQUES: reading a story, conversation, questions, encouragement.
EQUIPMENT: fruit bowl; portrait of L. N. Tolstoy; subject pictures depicting boiled crayfish, upper room; tape recorder recording the sounds of autumn.
I Introductory part
Children join a group to a musical work by A. Vivaldi "Autumn" .
Guys, did you like this piece of music?
How did it make you feel?
What time of year is this music best suited to?
Yes, indeed, autumn can be so different and only in autumn can there be such a riot of colors. This is all that was shown by the famous Italian composer Antonio Vivaldi in his musical work "Autumn" , an excerpt of which we have just listened to.
Composers compose music about all seasons, artists paint pictures, poets dedicate poems. Let's remember an excerpt from a poem by A. S. Pushkin "Autumn" .
Reading a poem by a child.
A large harvest ripens in autumn. What?
Vegetables, fruits, grains (rye, wheat)
Look, what's the harvest on my table?
Fruit harvest.
What fruits? (peaches, apricots, plums)
Where do fruits grow?
In the garden on the fruit trees.
I know that you all love fruit very much. And why? What's inside each fruit?
Every fruit has a seed inside.
How should you eat fruit correctly?
They must be washed to avoid germs. And throw the bone into the trash bin.
Well done boys.
INTRODUCTION TO THE TOPIC, PURPOSE.
Today I will introduce you to the true story of Leo Nikolaevich Tolstoy "bone" (portrait showing)
II MAIN PART
- Reading a story
- Conversation on content
Educator: What did mom buy?
Children: Mom bought plums.
Educator: How did Vanya behave?
Children: Vanya walked around the plums and smelled them all.
Educator: Why were they interested in Vanya?
Children: He really liked them, he had never eaten plums.
Educator: How did Vanya behave when he was left alone in the room?
Children: Vanya couldn’t resist, grabbed one plum and ate it.
Educator: Who noticed that one plum was missing?
Children: Mom counted the plums and noticed that one was missing.
Educator: Did Vanya admit to his action?
Children: The children answered that they did not eat plums and Vanya also said that he did not eat plums.
Educator: Why was dad worried?
Children: He said that if one of the children ate a plum, it was not good; but the trouble is that plums have seeds, and if anyone swallows a seed, he will die within a day.
Educator: What did Vanya answer?
Children: Vanya said that he threw the bone out the window. Educator: Why did Vanya cry?
Children: Vanya cried because he felt ashamed of his action.
Educator: What would you do if you were Vanya?
Children: I would wait until mom gives the drain herself. If I ate a plum without asking, I would admit it myself.
Educator: There is such a proverb “The secret always becomes clear” . How do you understand it?
Children: You need to immediately admit that you did a bad thing, because they will find out about it anyway.
3. Vocabulary work
There is an expression in the story: "turned red like a lobster" , what does it mean?
Children: Out of shame he turned red, like boiled crayfish.
Educator: What is a room?
Children: Bright, beautiful room.
Educator: How do you understand the word "considered" ?
Children: I counted.
Educator: Have you turned pale?
Children: He became white, pale from fright.
Guys, you said that fruits grow in the garden on a fruit tree. Let's try to get them.
4. Speech with movement "On a branch"
There’s an apricot on the branch, stretch your arms up,
He has grown so much in the sun! Spread your arms to the sides
Reach for him, reach for him, rise on your tiptoes, stretch your arms up,
But be careful not to stumble! Quickly sit down
5. Repeated reading of the story with the intention of retelling
Educator: Now I will read the story to you again, and you listen carefully and retell it. (Re-reading the story)
6. Retelling the story by children
Educator: Tell a story about the boy Vanya. (children's dramatization of the story)
And now we will complicate the task and try to retell this story in person. Then a retelling on behalf of mom and on behalf of dad, on behalf of the bone.
Sh. Final part
Result, assessment:
What is the name of the story you retold? Who is the author of his musical work? Whose story did you like best and why?
What is the name of the piece of music that we listened to? Who is the composer?
I liked all your stories, you tried to retell them close to the text. Well done!
Don’t forget to tell the story about the boy Vanya to your parents, sisters and brothers at home.
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Subject: “Reading the Nenets folk tale “Cuckoo”
Goal: understanding the moral of the tale
Objectives: to teach to understand the moral of a fairy tale, to expand children’s ideas about fairy tales of different peoples, about the traditions and customs of the peoples of the north. Develop attention, thinking, memory, attention. Cultivate the ability for empathy, responsiveness, and respect for the mother.
Dictionary: chum, malitsa, pima, tundra.
Equipment: illustrations: plague, malitsa, pimov, box, golden key, thimble, colored stripes (blue, red, yellow) for each child, a book - a little fairy tale "Cuckoo", a rebus.
Progress of the lesson
1. Game moment. "Key, golden key!
Open a new fairy tale! "
Who can read the title of the fairy tale? Who do you think this fairy tale is about? Who is the cuckoo? What do you know about her? The prepared child answers. (The cuckoo is a migratory bird. It does not build a nest; it places its eggs in other people’s nests. Never take care of your offspring.)
What kind of fairy tales are there? (about animals, magical, everyday) What folk tales do you know? (Russian, Kazakh, Ukrainian, etc.)
"Cuckoo" is a Nenets folk tale. Who are the Nenets? The prepared child answers. (Nenets are residents of the north. They are engaged in reindeer herding. In the north there is a very long and cold winter, so people wear warm clothes made of fur and reindeer skins.)
2. "Word Workshop"
There is something in the box. (illustrations) What is chum? Prepared child: chum is a dwelling of northern peoples, covered with deer skins, similar in shape to a hut. What is malitsa? Prepared child: malitsa is clothing made of reindeer skins with a hood with fur inside. What are pimas? Prepared child: pimas are fur boots among the northern peoples.
3. Telling a fairy tale by the teacher.
4. Physical exercise. (teacher reads, children show actions)
There lived a poor woman on earth. The children wet their clothes, and the woman dries them. They will drag the snow away, and take the mother away. And she caught fish on the river. My mother fell ill from her hard life. She lies in the chum and asks to bring her water. The mother stood up in the middle of the chum and put on her malitsa. The mother takes the board and it turns into a tail. Instead of arms, wings grew. The mother turned into a bird and flew out of the tent.
5. Individual task. (5 children guess the rebus using the first letters of the subject pictures. Each has one word.)
6. Conversation based on a fairy tale: Why did the mother turn into a bird and leave her home? How do you feel about your mothers? How do you help your loved ones and family? What words do you say to your mothers when they are tired?
7. Proverbs and sayings. What proverbs and sayings about mothers do you know? (“It’s warm in the sun, kindness in the mother’s presence”, “There is no friend like your own mother”, “A mother’s affection knows no end”) What do they mean?
The guys guessed the rebus. Say your words. ("A mother's heart warms better than the sun") Who can repeat the proverb? How to understand?
8. Summary. Reflection. What is the name of the fairy tale? Who is its author? What kind of fairy tale is this? Did you like the ending of the fairy tale? What ending to the fairy tale would you suggest? Of the three colored stripes, choose two: the first is your mood at the beginning of the fairy tale, and the second is your mood at the end of the fairy tale. Which stripes did you choose? Why? I chose three stripes: at the beginning of the fairy tale I was in a calm mood, so the yellow stripe, the blue one in the middle, because the mother got sick and the children did not give her water, the red stripe at the end of the fairy tale because the mother flew away and the children were left alone.
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Subject: “Telling the Russian folk tale “The Hare is a Braggart” .
Goal: To remember with children the names of Russian folk tales and introduce them to a new work: a fairy tale "The hare is a braggart" . Develop the ability to retell a fairy tale using a diagram close to the text. Expanding vocabulary through words: threshing floor, sheaf, boast.
Progress of the lesson.
Children sit in a semicircle in front of the teacher. The teacher has a hare from the BI-BA-BO theater on his hand.
Educator: Guys, let's remember what kind of hare is in fairy tales?
Children: cowardly, oblique, with a mustache and long ears.
Educator: Today I will tell you a fairy tale called “The hare is a braggart, listen carefully, then we will retell it.
The teacher reads a fairy tale. After reading the story, the teacher asks questions.
Educator: Why was the hare called boast?
Children: Because the hare was bragging.
Educator: How did the hare boast?
Children: I don’t have a mustache, but a mustache. Not paws, but paws. Not teeth, but teeth.
Educator: Where did the hare live, and how did he live? (Answers).
Where did the hare go in winter? (Answers. The teacher explains the meaning of the words: threshing floor, sheaf).
What did the hares tell the aunt, the crow? (Answers).
How did the crow punish the hare? (Answers).
What happened to the crow? (answers).
Who helped her? (Answers).
What did the crow say to the hare?
Children: Well done! Not a boaster, but a brave man!
Educator: Let's remember and depict how the hare showed off to other hares.
A game is played - a dramatization based on this passage. The teacher puts a mask on the hare. Evaluates the intonation expressiveness of performance.
Educator: And now we will retell this fairy tale. To make it easier for you to retell, we will now draw a diagram.
The teacher draws a diagram of the fairy tale on a piece of paper, telling it again and asking the children the questions “What happened next? What did the hare say? How will you and I draw a mustache? Etc. When the diagram is ready, the teacher asks the children: Who wants to tell a fairy tale?
A willing child tells a fairy tale according to the diagram.
Educator: Well done! Guys, what if you and I couldn’t draw? What could help us when retelling a fairy tale? (Answers). There is such a game "Magic Circles" . (The teacher takes out a box with a game). The white circle is the hare, the black circle is the crow, the light brown circle is the dog. Anyone want to try telling a story using circles?
The wishing child tells a fairy tale. The teacher helps if the child has difficulties. Then the teacher asks 1 - 2 more children.
Educator: We told the fairy tale, now let's play. The game is called "Homeless Hare" .
Educator: Our main character today was a hare. Now we will make a hare for the tabletop theater, which you will then play with.
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Subject: (based on the work of N. N. Nosov "Living Hat" )
Goal: Formation of a holistic picture of the world through introducing children to the work of N. Nosov.
Tasks:
Develop the ability to naturally expressively retell excerpts from N. Nosov’s story "Living Hat" .
To promote the development of sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their stories.
Strengthen the ability to decorate finished objects using various materials to decorate hats, developing aesthetic taste, accuracy and attention.
Form an idea of the composition.
Cultivate interest and love for fiction.
Types of children's activities: communicative, labor, cognitive and research.
Integration of educational areas: communication, artistic creativity, labor, safety, socialization, music, reading fiction.
Planned results and development of integrative qualities: the child shows curiosity, interest in the information he receives in the process of communication, knows how to maintain a conversation, expresses his point of view, agrees or disagrees with a friend’s answer, is able to reason. The child has developed the skills and abilities necessary for work. Takes a lively, interested part in the educational process. Possesses monologue speech and constructive ways of interacting with children and adults.
Materials for the lesson: portrait of N. N. Nosov, diagrams based on the story of N. Nosov "Living Hat" , pictograms, carpet, hat for playing, hats for decoration, jewelry blanks, glue, stapler, tape, audio recording of musical accompaniment.
Children in a group play independently. I address the children:
Guys, do you want to play with me? Then I invite you on a journey to the city of Masters.
Children stand in a circle and read the poem:
I see in a wide circle
All my friends stood up.
We'll go right now
Now let's go left
Let's gather in the center of the circle
And we will all return to our place.
Let's smile, wink,
Let's start traveling.
Guys, what can you travel with? (children's answers). And you will understand what we will go on the trip with by guessing the riddle.
“This is a rectangular shaped vehicle,
flies through the air, only happens in fairy tales" (Magic carpet).
And here is the carpet - an airplane. (I spread it out, the children stand on the carpet close to each other.) Stand closer to each other, press together so that everyone fits on it. Remember the saying about cramped conditions?
Children say "In crowded but not mad"
Cosmic music sounds.
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
Here we are in the city of Masters. Look how many different hats there are.
What material did the craftsmen use to make these hats? (fabric, cardboard, artificial fiber). What are they? Who wears hats today? (men, women, children)
Music sounds, I offer the children a game "Hat" . The hat is passed around in a circle to the music; when the music stops, the child who currently has the hat names any type of headdress.
What you just listed in the game, name it in one word. (hats) Interviewing several children
Tell me, are there living hats? (Children reason) Why do you think so? Who wrote the story about the living hat? (N. Nosov) What is it called? ("Living Hat" ) .
Guys, let's remember together the story about the living hat. And geometric shapes will help us.
– Who are the main characters in the story? (boys – Vovka and Vadik and kitten Vaska). What geometric figure can replace the main characters?
Vadik and Vovka? (oval) Vaska the cat? (circle)
Remember what objects were found in the story? (chest of drawers, hat, table, poker, potatoes).
What geometric figure can replace a chest of drawers? (table, potatoes, poker, hat).
Who wants to tell you according to the first scheme?
Schemes of excerpts from the story are displayed alternately in accordance with the sequence of actions of the characters. (1 - how the hat fell, 2 - how the hat came to life and the boys got scared, 3 - fighting the hat with a poker, 4 - the secret was revealed). I tell the children a plan for the sequence of the story using diagrams. I present the first diagram and invite the children to tell it based on it. And so on for all schemes.
Guys, do you think everything is covered in this passage, or something can be added. (Praise for well-told and detailed passages)
N. Nosov is a wonderful children's writer, he understood children so well, and described their feelings in different life situations so accurately and colorfully that you and I could easily imagine them in our imagination. These feelings that Vadik and Vovka experienced throughout the story are called emotions, which are displayed in pictograms.
What did Vova and Vadik feel when the hat started to move? (fear)
Show me how scared they were? (children act scared).
I suggest showing the desired icon. Children show, and one child places his pictogram under the diagram of the corresponding episode.
What feeling did the guys have when they found a cat under the hat? (astonishment).
What feeling replaced surprise? (joy).
Depict how the guys expressed their joy. (working with pictograms and diagrams.)
Guys, today we are in the city of masters and played and remembered the story of N. Nosov "Living Hat" , but where are the masters?
I take the children to the hat workshop.
Where do you think we have come? (children's answers).
This is a workshop for making fashionable hats. Who works here? (Craftswomen). Let's turn to the masters, let them tell us what they can do?
Craftswoman: “In this workshop we make hats and bonnets for ladies and gentlemen. So that everyone is beautiful and fashionable. Do you want to learn how to decorate hats? Will you help us?
Children and craftswomen decorate hats together, using materials and decorations prepared on the tables. The work is performed standing. Children put on hats and walk in a circle to the music, showing off their elegant headdresses. Children say goodbye to the craftswomen, stand on the carpet, cosmic music sounds,
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
So we returned to our group.
I propose to continue the games started earlier; the hats remain in use for the children at their request.
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Subject: “Reading N. Teleshov’s fairy tale “Krupenichka”
Goal: To introduce children to a new fairy tale, with the author - N. D. Teleshov.
Tasks:
Educational: To cultivate interest in fairy tales and Russian traditions.
Developmental: Develop children's active vocabulary, coherent speech, attention, memory, thinking, imagination.
Educational: Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, experience.
Expected result: Expresses positive emotions (surprise, admiration) while listening to a fairy tale by N. Teleshova "Krupenichka" ; knows how to conduct a conversation on the content of the work, actively and friendly interacts with the teacher and peers.
Methods and techniques: reading, questions, conversation,
Visual teaching aids: book by N. Teleshov "Krupenichka" , buckwheat, portrait of a woman - Yaga (several options, porridge, book "Tales of Baba Yaga" .
Preliminary work: Reading Russian folk tales, looking at illustrations, talking about economic crops, d/i "Cereals"
GCD structure
I. Org. moment (examination of the exhibition on the topic "Russian folk tales" ) .
II. Main part.
- Looking at portraits of Baba Yaga and talking about her.
- Reading a fairy tale, talking about the content.
I. Children approach the exhibition and look at the books.
II. 1) Do you like fairy tales?
2) Why do you love them?
3) Guys, you and I know a lot of fairy tales.
4) Which fairy-tale hero is most often found in fairy tales?
Well, of course - Baba Yaga?
In different fairy tales, B. Yaga is different. Now we will look at our exhibition. Here is B. Yagi (grandmothers) They organized a whole competition. Take a closer look at them and tell me, are they all the same or different?
Yes, all B. Yagi are different, some are good, some are evil and evil.
Let's remember the fairy tales where B. Yaga lives and what she is like. (Children's answers)
- Geese - swans - evil?
- Is the frog princess kind?
- Are sister Alyonushka and brother Ivanushka evil?
- Masha and B. Yaga - kind?
- Tsar - maiden - B. Yagi?
Well, today, guys, I will introduce you to a new fairy tale, written by N.D. Teleshov. It's called a fairy tale "Krupenichka" , and why it’s called that, you’ll understand now.
The teacher reads a fairy tale and asks questions after reading.
- Who is Krupenichka?
- What happened to her?
- Who rescued Krupenichka from trouble?
Guys, do you want to know why the princess has such a name?
It was given to her by chance, it was the name of a simple woman who her father met. You know what happened to Krupenichka next. And where she turned from a simple grain into a girl again. pink small flowers grow, grains appear from them. In honor of the princess girl, these grains were called cereals, Krupenichka. They make a very tasty porridge, (show grains).
And then they treat each other to porridge, sing songs so that the beautiful princess can hear and help grow a good harvest of buckwheat.
And after eating this porridge, people said: “Buckwheat porridge is our breadwinner!”
III. – What fairy tale did we meet today?
What other fairy tales are there?
Why did you like it?
And now I invite you to the table to try real porridge - "krupenichku" .
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Topic: Learning by heart an excerpt from a poem by I. Surikov "Childhood" .
Objectives: Activate vocabulary using words "multi-story" , "one-story" , "fun" ; strengthen the child’s experience in the formation of exaggerated meanings of adjectives; learn to select signs for given nouns; develop the child’s ability to form words of the same root without naming the term. Cultivate a love of fiction.
Progress of the lesson
Illustrations of houses are hung in front of the children.
Educator: What do you see in these illustrations?
Children at home
Educator: What kind of houses are these? Compare!
Children: Tall and short.
Educator: Where are tall houses built? Where are the low ones?
Children: Tall houses are built in the city, low ones in the countryside.
Educator: There are many floors in a tall house. It's called multi-story. A low house is called one-story.
Educator: Who lives in the houses?
Children: People.
3. Educator: Now let's play a game "Good, kind" . We find out what kind of people live in houses. For example: I say the word kind, and you add the word “pre” at the beginning. – Pre means very.
Kind - kind
Angry - despicable
Cheerful - cheerful
Sly - cunning
Beautiful - beautiful
Sloppy - sloppy
Brave - very brave
4. Children also live in the houses. All children love one season, and a riddle will help you guess which one.
I have a lot to do -
I'm a white blanket
I cover the whole earth,
I remove the ice from the river,
Whitewashing fields and houses.
My name is…
Children: Winter.
Educator: What do children like to do in winter?
Children: Run, jump, ride on ice skates, build a snowman.
Educator: How can you call all this in one word? (Fun).
What is fun? (These are jokes, fun games, entertainment, interesting activities)
5. About one of these amusements, I will now read you an excerpt from a poem by I. Surikov "Childhood" .
The teacher reads:
This is my village
This is my home
Here I am sledding
The mountain is steep.
The sled has rolled up
And I'm on my side - bang!
I'm rolling head over heels
Downhill into a snowdrift.
And friends are boys
standing above me
They laugh merrily
Over my misfortune.
Whole face and hands
Covered me with snow
I'm in grief in a snowdrift,
And the guys laugh.
Educator: Now, listen to the excerpt again. Listen carefully, we will learn it by heart.
To easily memorize a poem, symbols will help us.
(The teacher reads the poem, discussing the designations with the children).
(Then read to 2-3 children)
Physical education minute "Fun"
It's easy fun
Turns left - right
We all know for a long time
There is a wall, and there is a window.
We squat quickly, deftly
This requires skill
To develop muscles
You have to do a lot of squats
And now walking in place
This is also interesting!
6. Word games
A game "Who is which"
Educator: I name the word, and you name the sign (Which).
Educator: Sledge
Children: Fast
Educator: Boys, slide, house, snowdrift, face, hands, laughter.
(Children name adjectives for these words)
A game "Who's doing what"
Educator: I name the object, and you name the action (what is he doing)
Educator: Sledge
Children: They are going
Educator:
boys
Sun
Snowflake
A game "Guess by the action"
Educator: I name the action, and you name the one who can perform this action.
Educator: Jumping
Children: Child, ball, grasshopper
Educator:
Smiling
Screamed
Washing up
Looked out
A game "Professions"
Educator: Boys and girls have fathers and mothers who work. I will name the profession, and you – what they do at work.
Educator - educates
Chauffeur - chauffeur
Salesman
Builder
Educator: Now I’ll read the passage again. Did you enjoy today's lesson? Today in class there was one interesting task. Which? There was also one easy, easy task. Which?
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Topic: retelling the story of Leo Tolstoy "The Lion and the Dog"
Program content: teach children to retell the text, improve intonation expressiveness of speech, achieve consistency in the presentation of content, enrich the vocabulary with definitions, adverbs, verbs, anonymous names.
Progress of the lesson
Guys, listen to one of the works of L. Tolstoy "The Lion and the Dog" (the teacher reads the story).
Guys, what genre do you think this work is? Fairy tale, poem, story?
Why? (there is no fairy tale plot, no rhyme).
It was a true story because it was based on real events that actually happened.
What events happened: sad or happy?
What other words can you call this work, these events? (sad, sorrowful, dreary).
Where do the events take place? (in the menagerie).
Who is the main character? (lion and dog).
What can you say about a lion? What is he like? (majestic, big, mighty, shaggy, king of beasts, beautiful, graceful).
What kind of dog? (small, cowardly, plaintive, kind, playful, cheerful, friendly).
What happened in the beginning? (the dog was thrown into the lion's cage to be eaten).
How did the lion behave when the dog was thrown to him? (the lion sniffed the dog, touched it with his paw, looked at the dog, turning his head from side to side, and did not touch the dog).
How did the dog behave? What did she do? (at first she tucked her tail and pressed herself into the corner of the cage, then she lay on her back, raising her paws, and began waving her tail, standing on her hind legs in front of the lion).
How did a lion and a dog live in the same cage? (They became friends. When the lion was given a piece of meat, he tore off a piece and left it for the dog. The dog slept with its head on the lion's paw. They ate together, slept together, and sometimes played.)
What happened one day? (The master came to the menagerie and, recognizing his dog, wanted to take it back.)
How did the lion behave when they tried to take the dog from the cage? (The lion bristled and roared).
How long did the lion and the dog live in the same cage? (The whole year.)
What happened next? (the dog got sick and died).
How did the lion behave after the death of the dog? (He stopped eating, sniffed, licked the dog, touched it with his paw. He was sad, sad, rebelled, growled).
When another live dog was thrown into the lion's cage, what did the lion do?
(he immediately tore it into pieces. He hugged his dog with his paws and lay there for five days)
What happened to the lion? (He died.).
Guys, why do you think the lion died? (He died of grief, melancholy, pain, sadness.).
What would you call this true story? ("Sad story" , "An Incident at the Menagerie" , “How a lion fell in love with a dog” , "The Dog and the Lion" .) .
Guys, would you like the ending of this story to be different?
How do you think this story could end?
Now I will read you the true story of L. Tolstoy "The Lion and the Dog" again; listen carefully and remember.
I'm reading the text.
Guys, when retelling, do not forget that you need to speak clearly, clearly, distinctly, loudly, consistently and expressively.
Retelling the story.
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Subject: “Memorizing the poem by I. Belousov “Spring Guest”
Program content: to cultivate a love for native nature, to develop an interest in poetry. Learn to listen carefully, remember, answer questions, read a poem expressively. Develop memory, perception, creativity.
Materials: illustrations depicting spring, migratory birds, sketchbooks, colored pencils.
1. Introductory conversation:
– What time of year is it?
What birds came to us?
Showing a picture of a swallow
Who is this?
2. Subject message.
Expressive reading of a poem by I. Belousov "Spring Guest" by a teacher without a memorization mindset.
3. Perception check.
What did you mentally picture as if you saw while I was reading?
How did you feel? Why?
4. Conversation on the content of the poem and how it should be read.
5. Repeated reading of the poem by the teacher with a focus on memorization.
6. Reading a poem by children.
7. Final reading by the teacher.
Physical education minute
Offer to draw a picture for the poem
Lesson summary
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Subject: “Memorizing the poem by E. Trutneva “Autumn”
Software tasks:
Correctional and educational:
- Intensify the use of verbs;
- Strengthen the skill of sound and syllabic analysis of words.
- Activate and expand your vocabulary by topic "Autumn" ,
- continue to develop children’s poetic ear: the ability to feel, understand and reproduce the figurative language of a poem;
- practice selecting epithets, comparisons, metaphors to describe autumn landscapes;
- continue to develop children's poetic ear;
- Teach children to expressively recite a poem by heart "Autumn" - conveying the intonation of calm, sadness, autumn nature.
Correctional and developmental:
- Develop fine finger movements and coordination of movements.
- Develop attention, memory, logical thinking and creative imagination.
- To develop and encourage children's cognitive activity and interest in learning new things.
- Develop logical thinking and the ability to make inferences.
- Develop the ability to construct statements such as reasoning.
Correctional and educational:
- To develop skills of cooperation, mutual understanding, goodwill, independence, initiative, and responsibility.
- Develop the ability to defend your opinion and prove that you are right.
- To develop knowledge about the interconnection of all living things in nature.
Equipment: Children's drawings on the topic: “Birch tree in golden autumn decoration” , leaves of poplar, birch, linden, oak, maple.
Types of activities: gaming, communicative, motor, productive.
Preliminary work:
- Examination of trees and leaves in illustrations;
- Reading "Children's encyclopedia about animals" ,
- Listening to an audio recording "The Sound of the Forest" ; photo quiz “Find out by leaflet” .
Form of conducting GCD: group.
Total duration of educational activity: 30 minutes
Progress of direct educational activities
Main part:
Poem by E. Trutneva "Autumn"
Suddenly it became twice as bright,
The yard is like a ray of sunshine,
This dress is golden
On the birch tree's shoulders
In the morning we go to the yard
Leaves are falling like rain,
They rustle underfoot
And they fly... they fly. flying
Cobwebs fly by
With spiders in the middle.
And high from the ground
The cranes flew by.
Everything flies! This must be
Our summer is flying away.
Educator: Guys, what period of autumn is this poem about? (Gold autumn)
Educator: How did you understand this? Why did the yard become twice as bright? (The trees turned golden.)
Educator: Remember what was said about the autumn decoration of the birch tree. (“This is a golden dress with a birch tree on the shoulders” ) .
Educator: And indeed, the birch tree, like a girl in a golden dress, stands as a fashionista, she wore a green dress in the summer, and a gold one in the fall. Or maybe it's better to say "In a golden coat" ? Why not better?
Educator: The wind tears off the leaves, and what do they do? (They fly, fall, rustle.)
Educator: The poem says: leaves fall like rain.” Think about why the poetess said that? (Leaf fall).
The teacher reads the poem again.
Educator: From the end of summer until the leaves fall, spiders weave cobwebs, as if they want to hold the leaves on the trees, but the wind carries away the spiders along with the leaves. Remember how this is said in the poem.
Physical education moment with leaves.
Educator: I will read the poem again. Try to remember it. Notice in what voice I will read. And now you will read the poem yourself.
Children read the poem from memory; if there is a difficulty, the teacher helps.
After reading the poem, the teacher approaches the drawings.
Educator: Look at your drawings. Find in them what the poem is talking about.
Educator: the poem talks about a golden outfit, but autumn also has other colors. What trees are there in autumn? Colorful, multi-colored. ...
Educator: What do autumn leaves look like? Find comparisons for the word leaves. The leaves are flying like... (birds, parachutes, seem to be dancing). A maple leaf looks like (star, on a horse, acacia leaf on (coin, birch leaf on (golden heart). What do leaves do? They fly, fly around, break down, rustle, fly, get carried away.
Educator: And if we want to say that this has already happened to the leaves, then how do we say it?: (They turned yellow and flew around).
Educator: Well done, everyone did the task well
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Topic: Reading a fairy tale by V. Kataev "Flower - seven-flowered" .
Let's smile at each other. I'm glad to see your faces and smiles. Let's play a game “I’ll start, and you will continue...” .
(children stand in a semicircle on the carpet).
On the magnetic board: portrait - V. Kataev; drawing – girl Zhenya; drawing - "Flower - seven-flowered" .
Didactic game “I’ll start, and you will continue...” , creating motivation to practice.
Rule of the game: I will start, and the one I point to will continue...
Are you familiar with these words:
Fly, fly, petal,
Through west to east,
Through the north, through the south,
Come back, having made a circle,
As soon as you touch the ground -
Be it my way!
Who spoke these magic words? (girl Zhenya)
From what fairy tale? ("Flower - seven-flowered" )
Who wrote this fairy tale? (V. Kataev, showing a portrait of the writer)
(children move to the second zone)
Movement exercise "We are walking" .
We walk along the paths
We walk along the paths.
We walked along the path
And they found a flower.
(children sit on chairs)
Working with a model of a magic flower.
On the easel "Flower-seven-flowered" with missing petals.
- petal –
- petal –
- petal –
- petal –
- petal - orange,
- petal - purple,
- petal - blue.
What happened to the magic flower? (children's answers)
What petals are missing? (yellow, red, blue, green)
Where have the petals gone? (children’s answers: they fulfilled Zhenya’s wishes)
(there are pictures from a fairy tale on the table "Seven-flowered flower" )
Task: remember the color of the petal and the girl’s desire.
Yellow - Tell me to be at home with the steering wheels!
Red - Order that mother’s favorite vase be made whole!
Blue - Command me to be at the North Pole now!
Green - Tell me to immediately find myself back in our yard!
Difficulty in a game situation.
"Fairy tale mazes game" (TRIZ)
Guys, do you want Tsvetik - the seven-colored flower to fulfill your wish? (children's answers)
Well, he will fulfill your wish on the condition that you will end up on a desert island and you will be alone there.
Will you take advantage of the desire?
How will you get off a desert island if you get tired of being alone? (children's answers)
Movement exercise "Let's run" .
Let's run, let's run,
Only the legs flickered.
There is a path through the forest -
Here is a birch tree, here is a mountain ash.
They ran to the clearing
And they rode merrily there.
(stop at signal "blow of a tambourine" )
(children sit on chairs)
Discovery of new knowledge or skill.
Guys, would you like to know what wishes the magic flower fulfilled for Zhenya? "Flower - seven-flowered" ? (children's answers)
A fairy tale invites us into a magical world so that children can wonder
surprise and amuse, and teach something.
Reading a new text with stops.
(the main techniques for reading this text are joint pronunciation and negotiation)
She tore off an orange petal, threw it and said: (Fly, fly...)
Zhenya on the stairs - (toys behind her)
Zhenya on the balcony - (toys behind her)
Zhenya in the attic - (toys behind her)
She tore off a purple petal and said: (Fly, fly...)
I tore off the last petal - blue...... (and sang in a thin voice, trembling with happiness: Fly, fly...)
Conversation about what you read
Which of the girl's wishes was the best?
(healing a sick boy)
Why didn’t the fulfillment of other desires bring great joy to Zhenya? (children's answers)
Reproducing something new in a typical situation.
There is a picture on the easel: a girl Zhenya surrounded by toys.
Let's try "revive" fairy tale heroes.
(masks and toys on the table)
Music is playing.
"Revival" Pictures.
Repetition and developmental tasks.
(children take seats at the tables)
On the easel: a picture of a girl in a Russian folk sundress; picture - a girl in a children's dress.
The girls are different at first glance, but I’ll tell you a secret that they are somewhat similar to each other. Want to know... Help!
A game "Confusion" .
(there are pictures from fairy tales on the tables)
Assignment: which girl owns these things?
Comparison of fairy tales "How similar..."
The girls are capricious: one - I don’t want it, the other - I want it!
Travel: Geese - swans, dog.
Assistant: hedgehog, magic flower.
Deed: saving a brother, healing the boy Vitya.
Predicting the topic of future reading.
On a magnetic board: drawing of a girl from a fairy tale "Ayoga" .
Next time we'll read a fairy tale "Ayoga" and learn a lot of interesting and instructive things.
Summary of the lesson.
Why is it important to do good?
What good deeds can you do yourself without relying on magic? (be kind, honest, attentive to others)
I wish you to always be kind and responsive, attentive and honest, so that Tsvetik - the seven-colored one does not have to correct your mistakes.
After all, magic only happens in fairy tales!
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Subject: “Reading the fairy tale “Moroz Ivanovich” (V. Odoevsky)»
Software tasks:
- Introduce children to a new fairy tale, teach them to express their opinions about the actions of the heroes.
- Strengthen the ability to fully answer questions about the content of the text.
- Vocabulary: needlewoman, lazy, affectionate, rude, fair.
- To cultivate interest and love for Russian folk tales.
- Development of theatrical and artistic skills.
Preliminary work:
Reading fairy tales, looking at illustrations, talking about the heroes of fairy tales.
Materials and equipment:
Prepare paper and markers for drawing. An envelope with a letter, costumes of Moroz Ivanovich, Lenivitsa and the Needlewoman. Song phonogram "Father Frost"
Progress of the lesson.
1 part. Introductory:
Organizing time:
I seat the children on chairs.
Creating a Lead:
Educator. Guys, look at some envelope lying on the table. The teacher opens the envelope and takes out a note. Is reading. “Children, do you want to receive a gift from me? Then you have to make envelopes, write the address and put a drawing of the gift you want to teach in the envelope.
Your Santa Claus."
Children, what a kind Santa Claus! He wants to do a good deed for everyone. Does he do good deeds to everyone? Listen to a fairy tale about Santa Claus, and from it you will learn about this.
Part 2. Main:
The teacher reads a fairy tale.
Educator. What is the name of the fairy tale? - This is a Russian folk tale.
What were the names of the girls in the fairy tale? – The Needlewoman and the Sloth.
Why was one girl called needlewoman? “She knew how to do everything: sweep, cook, embroider.”
Educator. Why was the other Lenivitsa? “She was lazy and didn’t want to do anything and couldn’t do anything.”
Which girl was good? – A needlewoman, because she was also kind, affectionate and patient. Whatever Santa Claus asked her, she did everything.
What about the other one? – Sloth was bad: lazy, rude.
Tell us who Santa Claus awarded gifts to and how. Children talk.
Why is it not just Santa Claus in this fairy tale, but Moroz Ivanovich? - He is kind and fair.
Such people are respected and respectfully called by name and patronymic. The teacher reads passages at the request of the children.
Physical education minute:
Educator. Let's sing a song about him. Children stand in a round dance, sing and make movements (Father Frost)
And now we will watch a scene in the forest, when Moroz Ivanovich talks with the Needlewoman, and then with Sloth.
The teacher distributes roles and the children play.
Final part:
Well, our lesson is over. What new and interesting things did you learn from the fairy tale? What did you like most? Now all the guys will help their parents and teachers, in our group there will only be Needlewomen, and not Sloths. And at home, you and your parents will glue an envelope and write a letter to Grandfather Frost, this will be your homework.
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Subject: “Memorizing the poem by S. Yesenin “Birch”
Objectives: to continue to improve children’s artistic and speech performance skills when reading a poem, intonation conveying tenderness and admiring the picture of winter nature. Continue to develop children's interest in fiction. Use expressive means (figurative words and expressions, comparisons). Help to feel the beauty and expressiveness of the language of the work. Develop children's productive activities. To cultivate a love for native nature through the use of fine arts. Help children explain the main differences between literary genres: fairy tale, story, poem.
Representative work: observing a birch tree on a walk, looking at illustrations, excursion to the library, drawing a birch tree, sculpting a tree.
Activation of the dictionary: border, tassels, silver, fringe, feeling, artist, poet, composer.
Individual work: improve artistic and speech performance skills when reading a poem.
Demonstration material: reproductions of paintings about nature by Russian artists, a portrait of S. Yesenin, CD - recording of P. I. Tchaikovsky “The Seasons”, border, fringe.
Handouts: colored cardboard, gouache, brushes, plasticine, napkins, nail polish.
Children, we are in a mini-art gallery where reproductions of paintings are exhibited.
Who paints the pictures?
The artist Isaac Ilyich Levitan painted the painting "Spring. Big Water."
Igor Grabar depicted a birch tree in February, and the famous artist I. Shishkin “Birch Grove”.
Did you like these pictures? What did you like?
What mood do these paintings evoke in you? What do they all have in common?
It was not by chance that artists depicted Russian birch in their paintings. Birch is a symbol of Russian nature.
Now I’ll read Sergei Yesenin’s work “Birch”.
In this work the words border, fringe are found, as the author compares the brushes and decoration of birch. (The teacher examines the border and fringe with the children). Reading.
Questions for children:
What literary genre does S. Yesenin’s work “Birch” belong to?
What is the difference between a poem and a story? And from a fairy tale?
What is this poem about?
Did you like it?
Read the poem again.
White birch
Under my window
What did the white birch cover with?
Covered with snow
Exactly silver.
What does the poet compare snow to?
On which branches did the brushes bloom?
On fluffy branches,
Snow border,
The brushes have blossomed,
White fringe.
How quiet is the birch tree?
And the birch tree stands
In sleepy silence,
And the snowflakes are burning
In golden fire.
And the dawn is lazy,
Going around.
Sprinkles branches
New silver.
What would you compare snowflakes to?
Insert your words into the poem. Got a rhyme?
Sergei Yesenin chose the words to rhyme
And the snowflakes are burning,
In golden fire.
Reading a poem by children (entirely, in pairs, in a chain)
Nature has always been a source of inspiration for poets, writers, artists, and composers. And now you will be little creators when creating New Year's cards.
The teacher offers children a choice of colored cardboard, gouache, plasticine, and brushes for productive activities.
During work, the music of P. I. Tchaikovsky “The Seasons” is played.
What kind of birch do you have?
What words from Sergei Yesenin’s poem can be said about your birch tree?
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Subject: "The Tale of Morozko"
Tasks:
To develop the ability to distinguish fairy tales from other genres.
Develop the ability to talk about your perception of a specific act of a literary character.
Encourage you to determine your attitude to the dispute situation and explain your point of view.
Develop the ability to model a fairy tale using geometric shapes and retell it using an algorithm.
Develop the ability to understand a fairy tale, the ability to retell it using models.
Materials: homemade baby books, geometric figures made from adhesive paper, multi-colored circles for self-esteem, Su-Jok balls for finger gymnastics.
1. Organizational moment
Where can you see miracles?
Everywhere! Enter the forest and look at the heavens.
Nature gives us its secrets.
Just look around carefully.
Where do animals talk like people?
And good wizards work miracles there?
You will answer without prompting.
Well, of course it is... (Fairy tales)
2. Guessing riddles.
As you may have guessed, today we will talk about a fairy tale, and riddles will help you understand what it is called.
Draws without hands
Bites without teeth (freezing)
It's not fire, it burns (freezing)
So that autumn doesn't get wet,
Not soggy from water,
He turned puddles into glass,
Made the gardens snowy (freezing)
Who builds bridges without logs? (freezing)
– You guessed correctly that all these riddles have the same answer – Frost. And our fairy tale is called "Morozko" .
We stood up together
We stretched ourselves.
We are birch trees
We woke up.
Our branches swayed
The sun has gained strength,
Now it's time for us to sit down.
I have questions for you, friends.
3. Conversation based on a fairy tale
Guys, we recently became acquainted with Morozko’s fairy tale.
Did you like the fairy tale? (Yes)
Why does this work belong to the fairy tale genre? (Because it contains fairy-tale characters Morozko, Baba Yaga, old man Lesovichok, a talking dog, a magic road).
– Let’s compare the stepdaughter and the daughter from the fairy tale. Their attitude towards other people, towards work, their intelligence and modesty.
– What are the qualities inherent in a stepdaughter? (Kind, hardworking, modest, respectful of elders).
– What about the woman’s own daughter? (Lazy, angry, disrespectful to elders).
– Who do you want to be like? (To Nastenka)
– Let’s clarify the heroes of the fairy tale "Morozko"
– Which of the characters did you like best and why?
– How was life for the old man’s daughter? (Badly)
Why did the old man take his daughter to the forest? (Stepmother ordered)
– Why did Morozko feel sorry for Nastenka? (Because she is kind, modest and treated him with respect).
Why did the old woman send her daughter to the forest? (Out of greed, she wanted Morozko to also give her daughter a chest of silver).
– What does a fairy tale teach us? (The fairy tale teaches us kindness, resourcefulness, respect for elders, hard work. It makes fun of bad character traits. It teaches us not to judge a person by appearance, to look deeper, to evaluate people by their spiritual merits and their deeds.)
Guys, now I suggest you play a little, do you agree?
4. Outdoor game.
Along the path, along the path,
We gallop on our right leg,
And along this path,
We jump on our left leg.
Let's run along the path,
We'll run to the lawn.
On the lawn, on the lawn
We'll jump like bunnies.
Stop. Let's rest a little
Let's continue the story. (Perform movements according to the text).
5. Problem situation
You can't believe a fairy tale
You can check the fairy tale
A fairy tale may be true
The fairy tale must not be forgotten.
And so that we don’t forget it, I made small books with pictures so that we could look at and remember the plot of the fairy tale. But why are all the pictures from my fairy tale gone? Baba Yaga probably stole all the pictures. What to do now, what to do? (You can draw).
It is possible, but it will take a lot of time.
What can replace the pictures? (They can be replaced with models of geometric shapes).
6. Conspiracy to model a fairy tale.
To model a fairy tale, we will use geometric shapes from adhesive paper: circle, triangle, square.
Guys, in our fairy tale there are both positive and negative heroes. Let's define this too. Who knows how this can be done?
Let's remember and name the positive characters. (Nastenka, Morozko, old man Lesovichok).
Negative characters. (Stepmother, Marfusha, Baba Yaga, old man).
We will denote the negative heroes from the fairy tale with black geometric shapes, and the positive heroes with red or blue.
7. Failure situation.
8. Finger gymnastics
Guys, before we begin the task, I suggest we stretch our fingers and play with our hedgehog. Do you agree?
There lived a prickly hedgehog in the forest,
He was a ball and had no legs.
The hedgehog is prickly, but not evil!
Hedgehog, prickly hedgehog
Hide your needles.
Once, and no more needles!
Start making books.
9. Modeling a fairy tale (Children's independent work).
10. Retelling a fairy tale based on an algorithm.
Guys, did everything work out as you planned?
Was it difficult to create the plot of a fairy tale using models?
We'll check this now. With the help of your book you will retell the fairy tale. You will tell one page from the book at a time, passing it to each other. (Retelling of a fairy tale by children based on an algorithm).
11. Reflection
You tried, you worked hard, it was hard not to get tired! We worked hard, all the work is good!
Why did we make these books? (In order not to forget the fairy tale).
Why shouldn't we forget this fairy tale?
What does she teach us? (Kindness, resourcefulness, respect for elders, hard work, not judging a person by appearance, look deeper, evaluate people by their spiritual merits, their deeds).
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Topic: Russian folk tale "Khavroshechka"
Goal: Formation of an emotional attitude towards a literary work
Tasks:
To develop children's interest in fiction.
Draw children's attention to the design of books and illustrations
Develop the ability to listen carefully and interestedly to fairy tales.
Form an emotional attitude to literary works.
Develop the ability to maintain a conversation.
Improve the dialogical form of speech.
Develop speech as a means of communication.
Improve the ability to convey images of fairy tale characters.
Equipment: Book and illustrations; mystery; a toy cow with a bell around its neck; fairy tale "Khavroshechka"; colour pencils; album sheet A4.
Previous work. In the morning I put the book “Khavroshechka” in the book corner, and, if possible, separate drawings by artists based on this work. Children, looking at the illustrations, try to determine what kind of book it is and what it is about. At the beginning of the GCD, I ask the children about their assumptions.
Progress of the lesson.
Introductory part.
I give the children a riddle:
There are hooves and horns,
In summer he goes to the meadows.
So that everyone is healthy,
They give milk. (cows)
That's right, guys. Look, a cow came to visit us. -Do you want to get acquainted with the fairy tale from which it came to us? Children: Yes. -To do this, you need to touch her, ring the bell that is on her neck, and then we will be transported with you to a fairy tale. Ready? Children: Yes. -Close your eyes and wait for my touch. Whoever I touch will immediately end up in a fairy tale called “Khavroshechka”.
Main part. I read a fairy tale, periodically showing illustrations. Unclear words and expressions (bored, starved, greet, want, hard, tomorrow, look, got angry, didn’t find out, closed, fell, bequeathed, leaves, curly, touched, no shame) I replace them with synonyms without interrupting reading.
Guys, did you like the fairy tale? Children: Yes. - What is it called? Children: Khavroshechka. - What kind of people did Little Khavroshechka end up with? Sonya: To an evil stepmother and her lazy daughters. - How many daughters were there and what were their names? Masha: The stepmother had three daughters - One-Eyed, Two-Eyed, Three-Eyed. - What were they like? Rita : They were lazy. - What did Khavroshechka do? Oleg: She worked for them. - Who helped Khavroshechka? Nastya: The cow helped her. - What did she help her do? Varya: The cow helped do all the work. - What did she say? ? Borya: Get in one ear, get out the other and everything will be ready. - How did the hostess find out who was helping Khavroshechka? Alina: The hostess sent her daughters to find out everything. - And which of the daughters told everything to the stepmother? Zakhar: Three-Eyes I told my mother everything. - What happened next? Rita: The stepmother ordered the cow to be slaughtered. - And what did Khavroshechka do? Dasha: She collected all the seeds and planted them. - What grew in the place where Khavroshechka planted the seeds? Oleg: In that place an apple tree with plump apples grew. - Who drove past the garden, and what happened next? Vika: A gentleman drove past the garden and asked to be treated to an apple. - Why couldn’t the stepmother’s daughters treat the master? Masha: Because the apple tree started hitting them and lashing them with branches. - Who treated the master? Maxim: Tiny - Khavroshechka. - How did the fairy tale end? Grisha: The master married her. -Well done, children.
- Guys, let's rest a little. Get into a circle. Let's do some physical education:
One, two, three, four, five Let's start playing! All your eyes are closed (cover eyes with hands) And they lowered their heads, (squats) And when we open our eyes (get up) Let's get into stories, fairy tales (raise hands up) A fairy tale will give us a rest. Let's rest and hit the road again.
Final part.
Guys, who did you like in this fairy tale and why? Rita: I liked Khavroshechka, she was very kind and hardworking. - What were the stepmother and her daughters like? Masha: They were angry and envious. - What does this fairy tale teach us? Children (one by one): The fairy tale teaches us to be kind, hardworking, help each other, love each other.
(I take the bell and ring it)
The fairy tale ended, the bell rang and the fairy tale transported us back to our group. - Look around, you see, as a memory of today’s lesson, Khavroshechka sent you treats - apples from her magic apple tree. - Guys, our lesson is over, everyone did well, listened carefully and actively answered questions.
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Abstract of an integrated GCD for OO "Speech development" (fiction)
Topic: Your defenders. Reading and retelling of the story by L. Kassil "Air"
Goal: Continue to introduce children to the defenders of the Russian army. Develop interest in fiction through the story of Lev Kassil "Air" from book "Your protectors"
Tasks:
Educational:
- Introduce children to the story of Lev Kassil "Air" from book "Your protectors"
- Learn to understand the content of the work.
Educational:
- Develop the ability to answer questions using compound and complex sentences.
- Develop the ability to retell a story based on diagrams (joint retelling), listen to your comrades, do not interrupt, do not repeat yourself.
Educators:
- To cultivate patriotic feelings, an emotionally positive attitude towards warrior-defenders.
- To consolidate children's understanding of the defenders of the Russian army.
- "Speech development" (speech development)
- To develop coherent speech, memory, and thinking in children.
Preliminary work:
- Conversations about the Russian army, about the Motherland, soldiers;
- memorizing poems about the military;
- learning songs for the holiday on February 23;
- examination of albums, illustrations depicting types of troops, military equipment;
- viewing the painting – V. Vasnetsova "Three heroes" ;
- reading epics "Ilya Muromets and the Nightingale the Robber" ,
stories by L. Kassil from a book about the military "Your protectors" ,
stories by S. Baruzdin “A soldier was walking down the street”
Educator: Guys, I am now standing in front of you in military uniform, guess who we will talk about today? (About the military, about the defenders of our Motherland)
In ancient, ancient times, in Ancient Rus', very strong people - heroes - stood guard over our Motherland. People composed songs, fairy tales, and epics about them. Nowadays, the protector of the country is the Russian Army. As before, our Motherland is defended by strong, brave men. Our warriors are distinguished by their resourcefulness and endurance.
Guys, what holiday will our country celebrate on February 23? (Defenders of the Fatherland Day)
Who do you think are the defenders of the Fatherland? (These are those who guard, protect, defend the Motherland. These are warriors who warn of danger. These are soldiers, officers, sailors, tank crews, paratroopers...)
What qualities should defenders have? (They must be brave, courageous, courageous, strong, patient, dexterous, courageous. They must be honest, courageous, seasoned, hardy, disciplined. They must be able to endure difficulties, know a lot, be able to play sports, shoot well, run fast.)
1. Guess the riddles and name the profession of the defender.
Di: "Guess the profession"
1. The fortress is rushing, all in armor.
Carrying a gun on himself
(Tank, profession - tank driver)
4. What a brave bird
Did it fly across the sky?
Only the path is white
Left from her.
(Airplane, profession – pilot)
2. There is such a huge house,
He doesn't stand still.
There is no way to enter it,
After all, he runs on the waves.
(Ship, profession – sailor)
5. Rockets are launched into the air,
And the guns fire them loudly,
They are always ready in battle
Fire a projectile at the enemy!
(Gunners)
3. Underwater iron whale,
The whale does not sleep day or night.
That whale has no time for dreams,
Day and night on duty
(Submarine - submariner)
6. He guards the border,
He can and knows everything.
The soldier is excellent in all matters
What's the name? (Border Guard)
The guys who the riddles were about. (About the military guarding our Motherland)
2. What poems do you know about the military? Which one of you wants to read?
Children recite poems about the military by heart
Border guards
The birds fell asleep on the branches,
The stars don't shine in the sky.
A detachment of border guards was hiding at the border.
Border guards do not sleep at their native border:
Our sea, our land, our sky are guarded. S. Marshak
On the mast is our tricolor flag,
A sailor is standing on the deck.
And he knows that the seas of the country
Ocean boundaries
Both day and night there must be -
Under watchful guard.
N. Ivanova
It’s like an all-terrain vehicle everywhere,
The tank will pass on tracks
The gun barrel is in front,
It's dangerous, enemy, don't come near!
The tank is protected by strong armor
And he can face the fight! N. Ivanova
Paratrooper
Paratroopers in minutes
Descending from heaven.
Having unraveled the parachutes,
They'll comb the dark forest,
Ravines, mountains and meadows.
They will find a dangerous enemy. N. Ivanova
3. Today I would like to introduce you to the story of Lev Kassil "Air" from his book about the military "Your protectors"
Lev Kassil "AIR!" (step-by-step reading using diagrams)
1. It happened like this. Night. People are sleeping. Quiet all around. But the enemy does not sleep.
Fascist planes are flying high in the black sky. They want to throw bombs at our houses. But around the city, in the forest and in the field, our defenders lurked.
Day and night they are on guard. A bird will fly by - and it will be heard. A star will fall and it will be noticed.
Guys, what does the text say? (children's answers)
(The enemy does not sleep, but our defenders stand guard over the Motherland)
2. The defenders of the city fell to the auditory trumpets. They hear engines purring above. Not our engines. Fascist. And immediately a call to the head of the city’s air defense:
The enemy is flying! Be ready!
Guys, what planes are flying and want to attack our Motherland? (answers)
What did our defenders do?
(The defenders heard the rumbling of fascist planes and warned the head of the city’s air defense about the danger)
3. Now on all the streets of the city and in all the houses the radio began to speak loudly:
“Citizens, air raid alert!”
At the same moment the command is heard:
Guys, what did the radio notify the city residents about!
(That's right, about danger, about air raid warning)
4. And the fighter pilots start the engines of their planes.
And the far-sighted spotlights come on. The enemy wanted to sneak in unnoticed.
It didn't work out. They are already waiting for him. Local city defenders.
Give me a beam!
And the beams of searchlights walked across the sky.
Fire at fascist planes!
And hundreds of yellow stars jumped in the sky. It was hit by anti-aircraft artillery. Anti-aircraft guns shoot high up.
“Look where the enemy is, hit him!” - say the floodlighters. And straight light rays chase the fascist planes. The rays converged and the fascist plane became entangled in them, like a fly in a web.
How did the city's defenders begin to defend the city?
(Searchlighters aimed yellow beams at enemy planes, and anti-aircraft gunners fired at fascist planes)
5. Now everyone can see him. The anti-aircraft gunners took aim.
Fire! Fire! Once again fire!
Anti-aircraft gunners have a keen eye, a sure hand, and accurate guns. The spotlights have a strong beam. The fascist cannot escape.
Fire! Fire! Once again fire! - And an anti-aircraft shell hit the enemy right in the engine.
Black smoke poured out of the plane. And the fascist plane crashed to the ground.
Teacher at the Children's Preschool Educational Institution "CRR - Kindergarten No. 247", Saratov
Educational and methodological development. Perspective plan in preschool educational institution
Long-term plan for reading fiction for the younger group according to the program “Kindergarten 2100” in accordance with FGT, taking into account thematic planning.
Texts are attached.
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September “We and our kindergarten” |
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"Toys" “What the sun looks like” by T. Bokov |
Remember that in the summer children played a lot with toys; help remember familiar poems Introduce children to the concept of “rhyme”; develop thinking |
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“My toys” by Z. Petrov “Once upon a time” by B. Iovle |
Help children learn to listen to poetic texts; develop a caring attitude towards toys Develop the ability to distinguish between good and bad deeds |
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“Summer” V. Orlov “Morning Rays” K. Ushinsky |
Reinforce the main signs of summer Develop the ability to listen to short stories; continue to teach children about seasonal signs |
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N. Kalinina “In the Forest” Poem "Autumn" |
Continue to teach children to listen to short works; consolidate knowledge about trees, flowers Continue to introduce children to the signs of autumn; expand your horizons |
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October “We and Nature” |
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Poem “Grass. Bushes. Trees" I. Tokmakova “Autumn Leaves” |
Strengthen children's knowledge about types of vegetation Continue to introduce children to the main signs of autumn |
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F. Gurinovich “Vegetable Garden” “By the Berries” by Ya. Tayts |
Strengthen knowledge about vegetables and where they grow Continue learning to listen to short works; cultivate love for loved ones |
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N. Kisileva “Kitten and Puppy” Russian folk song "Cows" |
Maintain interest in fairy tales; consolidate knowledge about domestic animals; introduce children to basic traffic rules Continue to introduce small folklore genres; consolidate knowledge about domestic animals; learn to answer questions based on text |
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S. Marshak “Children in a Cage” K. Chukovsky “Aibolit” |
Continue teaching children to listen to poetry; consolidate knowledge about wild animals Continue learning to listen to large works of poetry and answer questions; consolidate knowledge about wild animals |
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November "Colored Country" |
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L. Razumova “Red color” “Traffic Light” B. Zhitkov |
Consolidate knowledge of the color red; continue to teach children to find red objects in their surroundings Continue to develop the ability to listen to stories; consolidate knowledge of the color red; continue to introduce basic traffic rules |
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K. Chukovsky “Chicken” “The Sun, Like a Mother” by A. Pavlov |
Maintain a sustained interest in fiction; consolidate knowledge of the color yellow. Continue to introduce children to natural phenomena; teach children to find yellow objects in their surroundings |
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V. Suteev “Capricious cat” “A Multi-Colored Gift” by P. Sinyavsky |
Learn to evaluate the actions of heroes; consolidate knowledge of primary colors Continue teaching children to listen to poetry; consolidate knowledge of primary colors |
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“Pencil” by Ya. Taits “The Tale of How Paints were Painted” by M. Shkurin |
Learn to understand the humor of literary works; consolidate knowledge of the color blue Introduce children to the fact that when you mix paints, you get a different color. |
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December "Winter" |
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M. Klochkova “Snowflakes” Winter for health Z. Alexandrova |
Continue to introduce the main signs of winter, the properties of snow Help children understand the benefits of frosty air |
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Poem "Bird" Poem "Wintering Birds" |
Continue to introduce children to the distinctive features of birds Consolidate existing knowledge about wintering birds, cultivate a desire to help birds in winter |
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Poem "Beasts in Winter" “Like Snow on a Hill” by I. Tokmakov |
Introduce children to how wild animals winter Continue to introduce children to what animals do in winter |
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O. Chusovitina “Soon, soon New Year” N. Migunova “New Year” |
Help children remember the poem Continue to introduce children to New Year's poems |
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January “We and our family” |
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Nursery rhyme “Here are our hands” About the nose and tongue. Permyak E. A. |
Continue to introduce small forms of folklore; consolidate knowledge of human body parts Continue to introduce children to the purpose of body parts |
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Z. Alexandrova “Bad Girl” “Himself” V. Stepanov |
Help children understand that all people are different and act differently; learn to evaluate the actions of heroes Instill positive habits in children |
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E. Blaginina “Baby Naked” "One Hundred Clothes" |
Strengthen children's knowledge about types of clothing Expand children's vocabulary with names of clothing items |
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February "Our Family" |
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N. Pavlova “Whose shoes” "Fashionista and Shoes" Victor Polyanskikh |
Continue to learn to listen to small-sized works; consolidate knowledge of shoes Continue to introduce children to a variety of types of shoes |
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Poem "My Family" “Helper” by E. Blaginina |
Help children understand who their family is Help children understand how they can help at home |
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Look at the toys! E. Blaginina Come and take a look! E. Blaginina |
Cultivate a desire to help adults Encouraging children to do good deeds |
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Z. Alexandrova “Rain” I. Pivovarova “Magic Wands” |
Develop perseverance and attention; consolidate knowledge about the color purple Develop the ability to perceive poetic texts; consolidate knowledge of primary colors |
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March “We and our home” |
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Z. Alexandrova “What you took, put it back” “The table has four legs” S. Ya. Marshak |
Help to understand the meaning of the poem; consolidate knowledge of furniture Continue to introduce children to pieces of furniture |
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What can't you buy? Vladimir Orlov “Three kopecks for shopping” Sh. Galiev |
Help children understand that not everything can be bought with money. Help children understand that toys are expensive; cultivate modesty |
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I. Tokmakova “Oh yes soup” “Oh, how delicious cabbage soup smells” |
Help memorize short poems; consolidate knowledge about kitchen and tableware Strengthen your knowledge of tableware and kitchen utensils |
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D. Kharms “Ivan Ivanovich Samovar” K. Chukovsky “The Cluttering Fly” |
Learn to answer questions based on the text; consolidate knowledge about tea utensils Learn to listen to large poems; continue to learn how to answer questions |
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April “Spring and Seasons” |
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A. Pleshcheev “My kindergarten” R.s.s. "Zayushkina's hut" |
Learn to find seasonal signs in a poem Introduce a new fairy tale; help understand the reason for the melting of the fox hut |
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“The Old Man and the Apple Trees” by L. Tolstoy “The Tale of the Kitten Kuzka and the Beautiful Flower” by M. Shkurin |
Introduce children to the fact that fruit trees are planted in spring Foster respect for nature |
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V. Suteev “Boat” “Solar Paint” by M. Skryabtsov |
Help to understand the meaning of the work: consolidate knowledge of the color blue Bring to the consciousness of children the meaning of the story; fix blue color |
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E. Moshkovskaya “Run to the evening” N. Kalinina “In the Morning” |
Reinforce knowledge of the parts of the day Continue introducing the parts of the day |
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May “What we know and can do” |
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Counting book “We shared an orange” Summer of L. Korchagin |
Help me remember the counting rhyme; consolidate knowledge about fruits Continue to teach children about seasonal signs |
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“Bear” by G. Ladonshchikov “Seasons” by A. Kuznetsov |
Strengthen children's knowledge about the seasons; cultivate a sense of humor Strengthen children's knowledge about seasonal changes in nature |
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V. Oseeva “Bad” “A Scary Story” by E. Charushin |
Help children understand the meaning of the story; cultivate kindness, compassion Develop the ability to listen to large works; convey to children the meaning |
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“Hello, summer” by T. Bokov Riddles about toys |
Develop the ability to perceive poetic text, highlighting seasonal characteristics Develop the ability to solve riddles; thinking |
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What does the sun look like? Tatyana Bokova
What does the sun look like?
On the round window.
Flashlight in the dark.
It looks like a ball
Damn hot too
And on the pie in the stove.
On a yellow button.
On a light bulb. Onion.
On a copper patch.
On a cheese flatbread.
A little bit for an orange
And even on the pupil.
Only if the sun is a ball - Why is it hot?
If the sun is cheese
Why are there no holes visible?
If the sun is a bow,
Everyone would cry around.
So it’s shining in my window
Not a nickel, not a pancake, but the sun!
Let it look like everything else
it’s still EVERYTHING MORE EXPENSIVE!
Download Long-term plan for reading fiction for the younger group
Maria Mochalova
List of works of fiction to read to children on lexical topics. Senior preschool age (part 1)
Topic: Flowers bloom (in the park, in the forest, in the steppe)
1. A.K. Tolstoy “Bells”.
2. V. Kataev “Seven-flowered flower.”
3. E. Blaginina “Dandelion”, “Bird cherry”.
4. E. Serova “Lily of the valley”, “Carnation”, “Forget-me-nots”.
5. N. Sladkov “Flower Lover”.
6. Y. Moritz “Flower”.
7. M. Poznananskaya “Dandelion”
8. E. Trutneva “Bell”.
Theme: Autumn (periods of autumn, autumn months, trees in autumn)
1. And Tokmakova “Trees”, “Oak”, “Conversation of an old willow with the rain”
2. K. Ushinsky “Tree Argument”, “Four Wishes”, “Stories and Tales Autumn”
3. A. Pleshcheev “Spruce”, “Autumn has come”.
4. A. Fet “Autumn”.
5. G. Skrebitsky “Autumn”.
6. A. Pushkin “Autumn”, “The sky was already breathing in autumn.”
7. A. Tolstoy “Autumn”.
8. A. N. Maikov “Autumn”.
9. S. Yesenin “The fields are compressed...”.
10. E. Trutneva “Autumn”
11. V. Bianchi “Sinichkin calendar”
12. F. Tyutchev “There is in the initial autumn...
13. M. Isakovsky “Cherry”.
14. L. N. Tolstoy “Oak and hazel.”
15. Tove Janson “At the end of November” - about the adventures of Mimi-Troll and his friend
16. I. S. Sokolov-Mikitov “Autumn”, “Leaf Fall”, “Forest in Autumn”, “Autumn in the Forest”, “Hot Summer Has Flew”, “Autumn in Chun”.
17. K. G. Paustovsky “Yellow Light”, “A Story about Autumn”, “Gift”, “Badger Nose”, “Farewell to Summer”, “Dictionary of Native Nature”.
18. K. V. Lukashevich “Autumn”
19. I. S. Turgenev "Autumn day in a birch grove"
20. I. A. Bunin “Antonov apples”
21. "Autumn Tales" - a collection of fairy tales from the peoples of the world
22. M. M. Prishvin “Poetic miniatures about autumn”, “Pantry of the Sun”
23. S. Topelius "Sunbeam in November"
24. Yuri Koval "Leaf Boy"
25. M. Demidenko “How Natasha was looking for her dad”
26. G. Snegirev “How birds and animals prepare for winter”, “Blueberry jam”
27. D. N. Mamin-Sibiryak “Gray Neck”
28. V. A. Sukhomlinsky For whom the rowan was waiting”, “Swans fly away”, “Autumn outfit”, How autumn begins”, “Autumn rains”, “Like an ant climbed over a stream”, “Autumn maple”, “Willow is like a girl golden-braided", "Autumn brought golden ribbons", "Crackle and the mole", "Swallows say goodbye to their native side", "Red squirrels", "Ashamed before the nightingale", "The sun and the ladybug", "Bee music"
29. E. Permyak “To school”
30. Fairy tale “Cat - Kotofeevich”
31. V. Sladkov “Autumn is on the threshold”
32. K. Tvardovsky “Forest in Autumn”
33. V. Strokov “Insects in autumn”
34. R. n. With. "Puff"
35. B. Zakhoder “Winnie the Pooh and all-all-all”
36. P. Ershov “The Little Humpbacked Horse”
37. A. Barto “We didn’t notice the beetle”
38. Krylov “Dragonfly and Ant”
Topic: Bread
1. M. Prishvin “Fox Bread”
2. Yu. Krutorogov “rain of seeds.”
3. L. Kon from “Book of Plants” (“Wheat”, “Rye”).
4. Ya Dyagutite “Human Hands” (from the book “Rye Sings”.
5. M. Glinskaya “Bread”
6. Ukr. n. With. "Spikelet".
7. Ya. Tayts “Everything is here.”
8. V. A. Shomlinsky “Like a spikelet grew from a grain”, “Bread is work”, “Gingerbread and a spikelet”
9. “Light bread” Belarusian fairy tale
10. A. Mityaev “Bag of Oatmeal”
11. V. V. Konovalenko “Where the bread came from”
Topic: Vegetables, fruits
1. L. N. Tolstoy “The Old Man and the Apple Trees”, “The Bone”
2. A. S. Pushkin “...It is full of ripe juice...”
3. M. Isakovsky “Cherry”
4. Y. Tuvim “Vegetables”
5. Folk tale adapted by K. Ushinsky “Tops and Roots.”
6. N. Nosov “Cucumbers”, “About turnips”, “Gardeners”.
7. B. Zhitkov “What I saw.”
8. M. Sokolov-Mikitov “Leaf faller,
9. V. Sukhomlinsky “Smells like apples”
10. “The Lame Duck” (Ukrainian fairy tale, “The Man and the Bear” - r. n.s.
11. “Come to the garden” (Scottish song E. Ostrovskaya “Potato”
Topic: Mushrooms, berries
1. E. Trutneva “Mushrooms”
2. V. Kataev “Mushrooms”
3. A. Prokofiev “Borovik”
4. Y. Taits “About berries”, “About mushrooms”
5. V. G. Suteev “Under the mushroom”
Topic: Migratory and waterfowl
1. R. N. With. "Swan geese"
2. V. Bianki “Fort Houses”, “Rooks”, “Farewell Song”
4. D. N. Mamin-Sibiryak “Gray Neck”
5. L. N. Tolstoy “Swans”
6. G. H. Andersen “The Ugly Duckling.”
7. A. N. Tolstoy “Zheltukhin”.
8. K. D. Ushinsky “Swallow”.
9. G. Snegirev “Swallow”, “Starling”.
10. V. Sukhomlinsky “Let there be a nightingale and a beetle”, “Shame before the nightingale”, “Swans fly away”, “Girl and titmouse”, “Creke and mole”
11. M. Prishvin “Guys and Ducklings.”
12. Ukr. n. With. "Lame duck."
13. L. N. Tolstoy “Bird”.
14. I. Sokolov-Mikitov “The cranes are flying away.”
15. P. Voronko “Cranes”.
16. I. Sokolov-Mikitov; “The cranes are flying away” “Swallows say goodbye to their native land”
17. I. Tokmakova “The bird flies”
Topic: Our city. My street.
1. Z. Alexandrova “Motherland”
2. S. Mikhalkov “My Street”.
3. Song by Yu. Antonov “There are central streets...”
4. S. Baruzdin “The country where we live.”
Theme: Autumn clothes, shoes, hats
1. K. Ushinsky “How a shirt grew in a field.”
2. Z. Aleksandrova “Sarafan”.
3. S. Mikhalkov “What do you have?”
4. Br. Grimm "The Brave Little Tailor"
5. S. Marshak “He’s so absent-minded.”
6. N. Nosov “Living Hat”, “Patch”.
7. V. D. Berestov “Pictures in puddles.”
8. “How Brother Rabbit outwitted Brother Fox,” arr. M. Gershenzon.
9. V. Orlov “Fedya gets dressed”
10. "Slob"
Topic: Domestic animals and their babies.
1. E. Charushin “What kind of animal?”
2. G. Oster “A Kitten Named Woof.”
3. L. N. Tolstoy “The Lion and the Dog”, “Kitten”.
4. Br. Grimm "The Town Musicians of Bremen".
5. R. n. With. "The wolf and the seven Young goats".
6. S. Ya. Marshak “Poodle”.
Topic: Wild animals and their young.
1. A.K. Tolstoy “The Squirrel and the Wolf.”
2. R. n. With. "Zayushkina's hut"
3. G. Snegirev “Trace of the Deer”
4. r. n. With. "Bragging Hare"
5. I. Sokolov - Mikitov “Bear Family”, “Squirrels”, “White”, “Hedgehog”, “Fox Hole”, “Lynx”, “Bears”.
6. R. n. With. "Winter quarters".
7. V. Oseeva “Ezhinka”
8. G. Skrebitsky “in a forest clearing.”
9. V. Bianchi “Bathing bear cubs”, “Preparing for winter”, “Hiding”
10. E. Charushin “Little Wolf” (Volchishko, “Walrus”.
11. N. Sladkov “How the bear scared itself”, “Desperate Hare”.
12. R. n. With. "Tails"
13. V. A. Sukhomlinsky. How the Hedgehog prepared for winter", "How the Hamster prepared for winter"
14. Prishvin. “Once upon a time there was a bear”
15. A. Barkov “Blue Animal”
16. V. I. Miryasov “Bunny”
17. R. n. With. "Two Little Bears"
18. Yu. Kushak “Postal History”
19. A. Barkov “Squirrel”
Topic: Late autumn. Pre-winter
1. A. S. Pushkin “The sky was already breathing in autumn”, “Winter. The peasant is triumphant..."
2. D. M. Sibiryak “Gray Neck”
3. V. M. Garshin “Frog – Traveler.”
4. S. A. Yesenin “Birch,” “Winter Sings and Calls.”
5. I. S. Nikitin “Meeting of Winter”
6. V. V. Konovalenko “How animals and birds prepare for winter”
7. Fairy tale “Grandma Snowstorm” translation by G. Eremenko
8. A fairy tale about the beginning of winter.
9. V. Arkhangelsky Fairy tale “Snowflake-fluff”
10. G. Skrebitsky “First Snow”
11. A. Block “Snow and Snow”
12. S. Kozlov “Winter's Tale”
13. R. n. With. "Frost, Sun and Wind"
14. Fairy tale “Hot pancakes for Zimushka winter”
15. E. L Maliovanova. “How animals and birds prepared for winter”
16. I. Z. Surikov “Winter”
17. I. Bunin “First Snow”
Topic: Winter. Wintering birds
1. N. Nosov “On the Hill”
2. K. D. Uschinsky “The Mischief of the Old Woman of Winter”
3. G. H. Andersen “The Snow Queen”
4. V. Bianchi “Sinichkin calendar”.
5. V. Dahl “The Old Man is a Year Old.”
6. M. Gorky “Sparrow”
7. L. N. Tolstoy “Bird”
8. Nenets folk tale “Cuckoo”
9. S. Mikhalkov “Finch”.
10. I. S. Turgenev “Sparrow”.
11. I. Sokolov - Mikitov “Capercaillie”, “Grouse grouse”.
12. A. A. Blok “Snow and snow all around.”
13. I. Z. Surikov “Winter”
14. N. A. Nekrasov “Frost is a governor.”
15. V. V. Bianchi “Owl”
16. G. Skrebitsky “What do birds eat in winter?”
17. V. A. Sukhomlinsky “Bird's Pantry”, “Curious Woodpecker”, “Girl and Titmouse”, “Christmas Tree for Sparrows”
18. R. Snegirev “Overnight in winter”
19. O. Chusovitina “It’s difficult for birds to winter.”
20. S. Marshak “Where did you have lunch, sparrow?”
21. V. Berestov “A Tale about a Day Off”
22. V. Zhukovsky “Bird”
23. N. Petrova “Bird Christmas tree”
24. G. Sapgir “Woodpecker”
25. M. Prishvin “Woodpecker”
Topic: Library. Books.
1. S. Marshak “How was the book printed?”
3. “What is good and what is bad”
Topic: Transport. Traffic Laws.
1. S. Ya. Marshak “Luggage”.
2. Leila Berg “Stories about a small car.”
3. S. Sakharnov “The best steamship.”
4. N. Sakonskaya “song about the metro”
5. M. Ilyin, E. Segal “Cars on our street”
6. N. Kalinina “How the guys crossed the street.”
7. A. Matutis Ship”, “Sailor”
8. V. Stepanov, “Airplane”, “Rocket and Me”, “Snowflake and Trolleybus”
9. E. Moshkovskaya “The indecisive tram”, “The bus that studied poorly”, “The buses are running towards us”
10. I. Tokmakova “Where they carry snow in cars”
11. Brothers Grimm "Twelve Brothers"
12. V. Volina “Motor ship”
Topic: New Year. Winter fun.
1. S. Marshak “Twelve months”.
2. All year round (December)
3. R. n. With. "Snow Maiden"
4. E. Trutneva “Happy New Year!”
5. L. Voronkova “Tanya chooses a Christmas tree.”
6. N. Nosov “Dreamers”, “On the Hill”.
7. F. Gubin “Gorka”.
8. I. Z. Surikov “Childhood”.
9. A. A. Blok “Dilapidated Hut”.
10. S. D. Drozhzhin “Grandfather Frost.”
11. S. Cherny “I rush like the wind on skates”, “On ice skates”, “Winter fun”.
12. R. n. With. "Two Frosts"
13. R. n. With. "Visiting Grandfather Frost."
14. R. n. With. "Morozko."
15. L. Kvitko “At the Ice Rink”
16. V. Livshits “Snowman”
17. T. Egner “Adventure in the forest of a Christmas tree - on a hill”
18. N. Kalinina “About the snow bun”
19. T. Zolotukhina “Blizzard”.
20. I. Sladkov “Songs under the ice.”
21. E. Blaginina “Walk”
22. N. Pavlov “First Snow”
23. N. A. Nekrasov “Frost – Voevoda”
24. N. Aseev “Frost”
25. A. Barto “Christmas tree in Moscow” “In defense of Santa Claus”
26. Z. Alexandrova “Father Frost”
27. R. Sef. "The Tale of Round and Long Men."
28. V. Dal “Snow Maiden Girl”
29. M. Klokova “Father Frost”
30. V. Odoevsky “Moroz Ivanovich”
31. V. Chaplin “Blizzard”
32. E. L. Maliovanova “New Year”
33. S. D. Drozhzhin Grandfather Frost
Educational field “Communication”, “Reading fiction”
“Goodbye summer, hello kindergarten!”
1. Topic: “Toys”(story about toys.)
Goal: to teach children to look at objects, talk about them, naming color, shape, material and its quality, properties.
Replenish and activate children's vocabulary based on in-depth knowledge of subjects.
To develop attention, observation, memory, and the ability to use simple compound and complex sentences in speech.
Cultivate a caring attitude towards toys.
Vocabulary work: enrich the vocabulary - airy, rubbery, artists paint.
“socialization”, “communication”, “music”, “reading fiction”.
(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 4)
2. Topic: “We walked on the site” (composing a story from personal experience)
Goal: to teach children to write a short story on a given topic, conveying their personal impressions.
Develop the ability to select interesting material for a story, to include in the story a description of nature and the surrounding reality.
Cultivate interest in the world.
Vocabulary work: activate the dictionary - toys, molds, savochki.
Integration of educational areas:“communication”, “safety”, “music”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 65)
"Autumn. Gifts of Autumn"
1. Topic: “Rain” translation by N. Gernet and S. Gippius (learning a French song)
Goal: teach children to memorize a short poem.
Reinforce the correct pronunciation of the “r” sound in words and phrases.
Develop memory, imagination, sense of humor, intonation expressiveness of speech.
Cultivate interest in poetry and aesthetic feelings.
Vocabulary work: enrich the vocabulary - a thunderstorm, pouring hail.
(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 10)
2. Topic: “Turnip” (retelling of a fairy tale)
Goal: teach children to retell a short, familiar fairy tale. Learn to dramatize a fairy tale using words and phrases from the text.
Develop memory and intonation expressiveness of speech.
Vocabulary work: activate the vocabulary - vegetable garden, turnip, dish.
Integration of educational areas: “communication”, “music”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 15)
3. Topic: “About bread”(examination of objects)
Goal: continue to introduce children to bread and bakery products, talk about their properties and qualities.
Develop attention, thinking, memory, improve clear pronunciation of words and phrases.
To cultivate a caring attitude towards bread and an interest in the profession of baker.
Vocabulary work: to activate children's vocabulary through adjectives, to help them understand general expressions: bread, bakery products.
Integration of educational areas:
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 19)
1. Topic: “I’ll teach my brother how to put on shoes”looking at shoes
Goal: continue to introduce children to household items, teach them to identify signs: color, material from which the thing is made. Learn to use nouns in speech, denoting the names of parts of objects, adjectives, denoting the properties and qualities of objects.
Develop children’s ability to answer questions, compose a short story about a subject using a model.
Cultivate a caring attitude towards shoes and take care of them yourself.
Vocabulary work: enrich the vocabulary - boots, felt boots, fur.
Integration of educational areas:
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 42)
2. Topic: “Fedorino’s grief” K.I. Chukovsky(reading a fairy tale)
Goal: to introduce children to a new work, teach them to understand the content, and empathize with the characters. Teach children to participate in a conversation based on the content of the work, to develop interactive speech.
Develop attention, thinking, sense of humor.
To cultivate the moral qualities of an individual through the actions of the heroes of the work.
Vocabulary work: to activate and enrich the vocabulary - slob, dirty, samovar, clean.
Integration of educational areas
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 22)
3. Topic: “How Vasya caught fish” N. Kalinin(retelling of the work)
Goal: continue to teach children to retell a short story, expressively convey the direct speech of characters, form new verbs using prefixes, and select words that sound similar.
Develop listening skills.
Cultivate interest in the book.
Vocabulary work: enrich the vocabulary - flounder, fisherman.
Integration of educational areas
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 80)
1. Topic: “There is no better native land” by P. Voronko (memorization of the poem)
Goal: to teach children to read a poem expressively, using natural intonation, to understand the meaning of figurative words and expressions, to react emotionally to the content of the work, and to answer questions.
Develop attention and thinking.
Cultivate aesthetic taste.
Vocabulary work: activate the dictionary - flew around, walked around, worked hard.
Integration of educational areas: “cognition”, “communication”, “music”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 100)
2. Topic: “Squirrels.” Series by S.N. Nikolaeva, art. A.A.Keleinikov (examining the painting)
Goal: expand understanding of the life of wild animals in natural conditions.
Continue to improve dialogic speech, practice children in composing stories based on pictures, and enrich children’s vocabulary.
Develop attention, thinking, improve the clear pronunciation of words and phrases.
Cultivate an interest in the life of wild animals, a desire to know as much as possible about them.
Vocabulary work: enrich the vocabulary - runs briskly, tassel ears, squirrels.
Integration of educational areas: “cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 24)
1. Topic: “Different cars”(considering machines for various purposes)
Goal: to continue to introduce children to the objects of their immediate environment, to expand their understanding of them.
Develop thinking, memory, imagination, cognitive interests in children.
Cultivate interest in different types of transport and people’s professions.
Vocabulary work: activate children's vocabulary - transport, ambulance, construction equipment, special-purpose vehicles.
Integration of educational areas:“cognition”, “safety”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 33)
1. Topic: “Vegetables” Y. Tuvim (examination of objects)
Goal: continue to teach children to distinguish and name vegetables, noting their characteristic features, and group them according to one characteristic.
Develop observation, thinking, memory.
Cultivate interest in objects in your immediate environment.
Vocabulary work: replenish and activate children’s vocabulary by deepening knowledge about vegetables.
Integration of educational areas: “cognition”, “communication”, “health”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 28)
1. Topic: “Winter” I. Surikov (memorizing a poem)
Goal: introduce children to a new poem, learn it by heart.
Vocabulary work: enriching the vocabulary is a veil, white, unshakable.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 55)
2. Topic: “Winter clothes” (writing a descriptive story)
Target : teach children to describe winter clothing and form an idea of their purpose. Teach children to use complex sentences, coordinate adjectives with nouns in gender and number. Learn to identify the sound “zh” by ear, select words for a given sound.
Strengthen children's knowledge about winter clothing.
Develop thinking, memory, imagination, cognitive interests.
Cultivate interest in the activity.
Vocabulary work: activate the vocabulary - fur coat, fur coat, collar.
Integration of educational areas:
(O.S. Ushakova “Classes on speech development for children 3-5 years old” - p. 135)
1. Topic: "Tanya is not afraid of frost"(looking at the painting)
Goal: to teach children to look at a picture, understand its content, and tell it in fragments. Continue teaching children to answer questions about the content of the picture using common sentences.
Develop thinking and attention.
Foster a love of nature and aesthetic feelings.
Vocabulary work: enrich the vocabulary - fur hat, woolen mittens.
Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”, “health”.
(G.Ya.Zatulina “Notes of comprehensive classes on speech development” - p. 57; O.S. Ushakova “Classes on speech development for children 4-5 years old” - p. 142)
2. Topic: "Letter to Santa Claus"(acquaintance with the world of objects)
Goal: to continue to introduce children to the world of objects and professions necessary in life: mail, letter, postman.
Develop cognitive interests and the ability to actively participate in conversation.
Cultivate a desire to become more familiar with objects and phenomena that go beyond the boundaries of the usual environment.
Vocabulary work: replenish and activate children's vocabulary by expanding their understanding of the world around them.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 61)
3. Topic: “Herringbone” by Z. Alexandrova (memorizing a poem)
Goal: introduce children to a new poem and memorize it. Learn to answer questions with words from the text. Pronounce words clearly and loudly enough.
Develop memory, imagination, intonation expressiveness of speech.
Cultivate a love of poetry and aesthetic feelings.
Vocabulary work: activate the vocabulary - small Christmas tree, New Year.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “artistic creativity”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 62 )
1. Topic: "Sister Fox and Gray Wolf"(telling a Russian folk tale)
Goal: to introduce children to a new fairy tale, teach them to understand its content, and characterize the characters. Teach children to answer content questions using common sentences.
Develop attention, memory, intonation expressiveness of speech.
Cultivate interest in the book and its illustrator.
Vocabulary work: activate children's vocabulary with adjectives - stupid, gullible, kind.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 68)
2.Theme: “On Skis” by A. Vvedensky(memorizing a poem)
Goal: continue to teach children to memorize short poems. Learn to answer questions based on content, learn to use the imperative forms of some verbs - move out, go.
Develop memory, improve clear pronunciation of words, intonation expressiveness of speech.
Cultivate interest in sports activities in winter.
Vocabulary work: activate the dictionary - move out, go.
Integration of educational areas:“cognition”, “communication”, “health”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 71 )
1. Topic: “What do crafts smell like?” Gianni Rodari(introduction to adult labor)
Goal: to introduce children to the work of adults - craft, work, profession, to deepen knowledge about the world around them.
Cultivate interest in different professions of people.
Vocabulary work: activate the vocabulary - craft, profession, quitters.
Integration of educational areas:“cognition”, “communication”, “work”, “socialization”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 74)
2. Topic: "Mail" S. Marshak (reading the work)
Goal: to expand children’s knowledge about the professions of adults (postman), to replenish and activate children’s vocabulary based on expanding their ideas about objects and events that go beyond their usual environment.
Develop thinking, memory, teach to actively participate in conversation.
Cultivate interest in work.
Vocabulary work: activate the dictionary - postman, mail, registered letter.
Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 101)
1. Topic: "My favorite toy" (storytelling from experience)
Goal: to teach children to describe an object from memory according to a model specified by the teacher.
Encourage children to use the simplest types of complex sentences in speech, coordinating the words in a sentence.
Develop memory, imagination, intonation expressiveness of speech.
Cultivate a love for toys, the ability to care for them, and put them away after playing.
Vocabulary work: activate the dictionary - favorite toy, matryoshka.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “work”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 73)
2.Theme: "Journey to the City of Masters"
Goal: to teach children to write short stories about folk crafts and their products, answer questions, and encourage active dialogue.
Develop dialogue and monologue speech in children.
Cultivate interest in learning your native language.
Vocabulary work: enrich the vocabulary - folk crafts, Dymkovo toys, Zhostovo trays.
Integration of educational areas:“cognition”, “communication”, “music”, “artistic creativity”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 96)
1. Topic: "Military equipment"(looking at objects)
Goal: to continue to introduce children to objects that go beyond the already mastered environment. Learn to answer questions with common sentences or a short story.
Develop thinking, memory, cognitive interests.
Cultivate an interest in military equipment and the military.
Vocabulary work: enrich the vocabulary - border guards, military equipment.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 84 )
1. Topic: “Our Mothers” by E. Blaginina(memorizing a poem)
Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions according to the content, pronounce words and phrases clearly.
Cultivate love for your mother and your entire family.
Vocabulary work: activate the vocabulary - dear, beloved, dear.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 89)
1. Topic: “Teremok” (retelling of a Russian folk tale)
Goal: to train children in the ability to dramatize small familiar fairy tales and retell them close to the text.
Develop memory, imagination, intonation expressiveness of speech.
Foster a love for Russian folk tales.
Vocabulary work: activate the dictionary - teremok, little mouse, etc.
Integration of educational areas : “cognition”, “communication”, “reading fiction”, “socialization”, “music”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 45)
2.Theme: “Come, fairy tale!” (quiz)
Goal: to consolidate familiar fairy tales in the children’s memory, teach them to recognize them by fragments, and reproduce passages.
Continue to develop the ability to engage in conversation, answer questions, and ask them.
Develop memory, imagination, intonation expressiveness of speech in dramatizations.
Foster a love of fairy tales.
Vocabulary work: practice onomatopoeia, activate your vocabulary - box, rolling pin.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”, “socialization”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 88)
1. Topic: “My street” (familiarization with objects)
Goal: to introduce children to the objects of their immediate environment, teach them to actively participate in a conversation, and use the most common adjectives, verbs, prepositions, and adverbs in speech.
Develop observation, memory, ability to determine the location of objects.
Cultivate interest in objects in the immediate environment.
Vocabulary work: enrich your vocabulary - roadway, traffic light, pedestrian crossing.
Integration of educational areas:“cognition”, “communication”, “safety”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 123)
1. Topic: “The Arrival of Spring” (looking at tree branches)
Purpose: to give an idea of what plants need to grow: earth, water, light and heat.
Develop thinking, observation, and the ability to express your assumptions in simple sentences.
Cultivate an interest in plants and a desire to care for them.
Vocabulary work: activate the vocabulary - the buds are swollen, a houseplant.
Integration of educational areas:“cognition”, “communication”, “work”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 97)
2. Topic: “Summarizing words: air transport”
Goal: to form children’s ideas about air transport, why it is called that, what it is for, who controls it, types of aircraft.
Fix the names of the main parts, learn to compare an airplane with a helicopter, remember the names of other types of transport.
Develop children's active and passive vocabulary.
Cultivate curiosity.
Lexicon: enrich the vocabulary - air, military, space.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 105)
1. Topic: " Spring has come, water has flowed" L.N. Tolstoy ( retelling)
Goal: to teach children to retell a short literary text and answer questions about the text.
Develop observation, thinking, memory, speech breathing.
Nurture aesthetic feelings.
Vocabulary work: activate the vocabulary - berezhok, brook, sonorous.
Integration of educational areas:“cognition”, “communication”, “socialization”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 104)
2.Theme: “Hello, first spring grass!” S. Gorodetsky(memorizing a poem)
Goal: to teach children to read a literary work by heart expressively; be able to find various means to express and convey images and experiences.
Develop figurative speech and creative imagination.
To cultivate an emotional perception of the content of the poem.
Vocabulary work: activate the dictionary - spring grass, young root.
Integration of educational areas:
(V.Yu. Dyachenko, O.V. Guzenko “Speech development. Thematic planning of lessons” p. 110)
1. Topic: “Victory Day” by T. Belozerov(memorizing a poem)
Goal: introduce children to a new poem, learn it by heart. Teach children to answer questions according to the content, pronounce words and phrases clearly.
Develop memory, attention, intonation expressiveness of speech.
Foster respect for the defenders of the Motherland.
Vocabulary work: activation of the dictionary - orders, Victory Day, parade.
Integration of educational areas:“cognition”, “communication”, “reading fiction”, “music”.
2. Topic: “About the Motherland” (reading works)
Goal: to introduce children to the concept of Motherland through works of art. Learn to maintain a conversation on a topic, answer questions and ask them.
Develop children's cognitive interests.
Foster love for the Motherland.
Vocabulary work: activate the dictionary - Motherland, fascists, defenders, border guards.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 126)
1. Theme: "Puff" (telling a Belarusian fairy tale)
Goal: to introduce children to a new fairy tale, to teach them to empathize with its characters. Learn to answer questions according to the content, use new words and expressions in your answers.
Develop attention, thinking, memory, consolidate the correct pronunciation of consonant sounds.
Cultivate interest in fairy tales of other peoples.
Vocabulary work: enrich the vocabulary - harvest, Belarusian, hut.
Integration of educational areas:“cognition”, “communication”, “reading fiction”.
(G.Ya. Zatulina “Notes of comprehensive classes on speech development” - p. 14)
Reading fiction on lexical topics for every day
(senior group)
SEPTEMBER
1 WEEK “Kindergarten”
Reading “The Kid 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 a fairy tale; 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 the fairy tale “Rhymes” by B. Shergin, the poem “Polite Word” by E. Moshkovskaya
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 develop interest in fiction, namely collections of poetry. Distinguish between genres of literary works, justify your answer: “This is a poem because...” Strengthen children’s ability to determine the emotional mood of 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 have fallen from the trees, etc.) Continue to teach how to classify the flora of the forest. Practice identifying the type of tree by the appearance of its leaves. Bring to an understanding of the importance of different tree species in the life of the animal world and humans
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 “The 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 a fairy tale, about the concepts of “folk” and “literary” fairy tales. Develop the ability to listen to others and come to a common opinion and decision.
OCTOBER
WEEK 1 “Mushrooms. Berries"
Reading P. Sinyavsky “Mushroom Electric 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 talk slowly, find the right words, and 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. Taits “For the Berries”. Develop the ability to express your opinion about what you read; continue to work on speech development and 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”
Reading the Chinese fairy tale “The Yellow Stork”
Continue to introduce children to fairy tales of the peoples of the world; give an idea of the country where the fairy tale was created and lived; teach children to think about moral meaning
Reading D. N. Mamin-Sibiryak “Gray Neck”
development of interest in listening to the literary work of D. N. Mamin-Sibiryak “The Gray Neck”. Contribute to the establishment of connections in the content of the work; encourage constant communication with the book.
Reading of E. Blaginin’s poem “Flying away, flying away”
evoke an emotional response in children to a work of art they hear
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.
Reading the work “The House That Jack Built” (English folklore translated by S. Marshak).
Draw children's attention to the construction of the work (numerous repetitions), teach the basics of patterns in the assumption of the development of the plot of the poem. Develop a sense of humor and memory.
WEEK 4 “National Unity Day”
reading Natalya Maidanik “DAY OF NATIONAL UNITY”, “UNITY FOREVER”
Introduce the poem; to promote awareness of the importance of the Motherland for every person, to 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; to develop the ability to analyze a text, highlight the main idea, relate it to a proverb, form an idea of the big and small Motherland, promote awareness of the importance of the Motherland for every person, 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 crumbling..” 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 “Havroshechka” (Ushakova127,253; 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 of 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 Grandfather the Omniscient” translated from Czech by N. Arosieva.
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”, arranged 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, birds, the 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 the story by S. Georgiev “I saved Santa Claus”
Introduce children to a new work of fiction, help them 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 the Russian folk tale “Finist - Clear Falcon”
Check whether children know the main features of a folk tale. Introduce the 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 by T. Janson “About the 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 “The Thief Cat” by K. Paustovsky
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
developing children's interest in reading 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 by I. Sokolov-Mikitov “A Year in the Forest (chapter “Squirrel”. “Bear Family”) by 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 G. Snegirev’s story “Penguin Beach”, short stories from the life of penguins. learn to listen carefully, answer questions based on the text, and talk about your impressions. Foster love and respect for nature.
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.
Reading a poem by T. Bokov. February 23rd is Army Glory Day!
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
WEEK 1 “Mother’s Day March 8th”
Memorizing the poem by G. Vieru “Mother’s Day”
Help you remember and read the poem expressively. 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 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”
Help me remember and read expressively one of the poems
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 the 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”
Reading “Dandelion” by Z. Alexandrov
continue to teach children to memorize short poems and answer questions about the content with lines from the poem. Develop attention, memory, intonation expressiveness. To cultivate aesthetic feelings and a love of poetry.
E. Serova “Snowdrop”.
Teach children to understand the content of a poetic work, learn it by heart. Practice intonation expressiveness of speech, learn to answer questions based on the text. Cultivate a love of nature and poetry.
Reading M. Prishvin’s story “Golden Meadow”
teach children to perceive the figurative content of the work, its moral meaning; express your thoughts accurately, expressively and clearly. Develop a poetic ear - the ability to hear and highlight expressive means in a text; develop the ability to respond emotionally to the beauty of nature and the content of a literary work; teach to enjoy communication with nature, to understand the value of each plant.
N. Nishcheva “Colt-and-stepmother”.
Clarify and expand ideas about the first flowers of spring; teach to admire growing flowers, see and perceive their beauty, take care of the beautiful creations of nature; strive to evoke a feeling of gratitude to nature for giving us wonderful flowers. Cultivate a caring attitude towards 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
WEEK 1 “May 9 – Victory Day!”
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 to children the literary work “The Gray Star” by B. Zakhoder
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.
