Long-term planning for reading fiction; calendar-thematic planning for fiction (senior group) on the topic. Plan for the academic year in the educational field “Reading fiction” (senior group) X

Reading fiction By lexical topics on every day

(senior group )

SEPTEMBER

1 WEEK “Kindergarten”

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

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

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

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

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

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

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

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

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

Reading the poem “Greedy” by Y. Akim.

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

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

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

Teach children the emotional perception of a work. Develop the ability to analyze a literary text, evaluate the actions of characters, expressively convey dialogue 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. Tuwim “A letter to all the children one by one” important matter»

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

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

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

Reading Migunov “Why should you brush your teeth?”

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

WEEK 3 " Golden autumn. Forest. Trees"

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

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

Reading the story by K. Ushinsky “Tree Dispute”

clarify children's knowledge about the signs of autumn (the grass has turned yellow, the plants have bloomed,leaves fell from trees, etc.. d.) Continue to teach classification vegetable world forests. Practice identifying the breed trees By appearance leaves. Bring to an understanding of the importance different breeds trees in the life of the animal world and man

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

To instill in children a love of poetry, to help them see beauty autumn nature, understand the imagery of poetic language, expand the 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;form personal qualities: honesty, responsibility, friendliness, respectful attitude to the people around you.To instill in children an interest and love for fairy tales.

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

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

Reading the Russian folk tale “Tops and Roots”

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

Reading V. Suteev “Sack of Apples”

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

OCTOBER

WEEK 1 “Mushrooms. Berries"

Reading by P. Sinyavsky "Mushroom train"

Forming in children an idea of ​​edible and inedible mushrooms. Develop the concept that food can only be consumed edible mushrooms and after processing. Develop in children logical thinking, ability to analyze, compare, draw conclusions.

Reading V. Kataev “Mushrooms”

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

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

acquaintance with the new story by Ya. M. Thai "By the berries". Develop the ability to express your opinion about what you read; continue working on speech development , expand your vocabulary. Instill love and careful attitude to 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 « Migratory birds»

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 creativity children, cultivate love for 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 new things humorous story. Activate children's vocabulary.

WEEK 4 “National Unity Day”

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

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

Reading N. Rubtsov “Hello, Russia!”

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

Reading by Z. Alexandrov: “Motherland”

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

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

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

NOVEMBER

1 WEEK “Late Autumn”

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

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

Reading V. Garshin “The Frog Traveler”

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

Reading I. Bunin “The First Snow”

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

Reading the poem “Meeting Winter” Nikitin

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

WEEK 2 “My Family”

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

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

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

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

Reading the fairy tale "Goldilocks"

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

Reading M. Tsvetaev “At the Crib”

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

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

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

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

Teach children to track their emotional condition, his changes caused by the work, talk about whether he 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 ​​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 actions and character 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))

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

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

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

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

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

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

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

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

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

DECEMBER

1 WEEK “Winter. Nature in winter"

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

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

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

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

Reading poems about winter

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

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

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

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

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

"12 months"

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

WEEK 2 “Winter fun”

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

Teach children to tell stories close to the text short stories intonationally expressive. 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 melody poetic text; develop coherent speech, creative imagination, visually creative 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 distinctive features, Develop responsiveness, kindness, love for nature, birds, desire to help them, take care of them.

Reading the fable “The Crow and the Fox”

Continue to acquaint children with the genre features of the fable, teach them to understand allegory, its general meaning, and highlight the moral of the fable; draw children's attention to linguistic figurative means 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;create a desire to commit good deeds, the desire to be kind to others.

Learning poems about the New Year.

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

Reading story C. Georgiev “I saved Santa Claus”

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

Reading the Russian folk tale "Morozko".

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

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

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

Reading " The Snow Queen»

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

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

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

JANUARY

WEEK 1-2 “Holidays”

Reading a ritual song

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

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

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

Reading Russian folk tale"Finist - Clear Falcon"

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

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

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

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

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

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

Introduce children to a fairy tale, teach them to express their opinions about the actions of the heroes. Strengthen the ability to fully answer questions about the content of the text. To cultivate interest and love for Russian folk tales.

WEEK 3 “Pets and poultry”

Reading the poem “Poodle” by S. Marshak.

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

Reading the story K. Paustovsky "Cat Thief"

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

Reading V. Levin “Chest”

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

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

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

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

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

Solving riddles about animals.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on 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 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 a fairy tale by P. Bazhov “ Silver hoof»

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

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

V. Bianchi “How animals prepare for winter.”

FEBRUARY

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

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

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

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

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

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

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

Reading G. Snegerev “Trace of the Deer”

develop an interest in the life of animals of the north

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

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

Reading the work of G. Snegirev “Penguin Beach”

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

Yukagir fairy tale. Why do polar bear nose is black.

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 human quality, but not the person himself, to show children that negative qualities they harm themselves first of all, 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 underwater world" S. Sakharnov “Who lives in the sea?”

G. H. Andersen "The Little Mermaid". Russian folk tale "Po pike command».

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, its features military service. Instill a sense of pride in your country's army.

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

WEEK 4 “Maslenitsa”

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

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

Reading Indian fairy tales translated by N. Hodza “About the mouse who was a cat, a dog and a tiger.”

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

K. Stupnitsky “Maslenitsa”

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

Reading A. Mityaev “The Tale of Three Pirates”

MARCH

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

Reading “The Legend of Mothers” by Ivan Fedorovich Pankin

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

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

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

S. Pogorelovsky. Good night.

V. Berestov “Feast of Mothers”.

V. Suteev. Mom's holiday.

N. Bromley. The main word.

L. Kvitko. Grandma's hands.

Ya. Akim. To mom.

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

N. Sakonskaya. Talk about mom.

V. Sukhomlinsky “My mother smells like bread”

WEEK 2 “Early spring. Nature in spring"

Memorizing the poem by N. Belousov “Spring Guest”

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

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

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

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

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

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

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

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

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

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

WEEK 3 " Folk culture and traditions"

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

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

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

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

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

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

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

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

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

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

WEEK 4 “Transport”

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

Teach children to comprehend the content of what they read, to understand the genre features of the story, its difference from a fairy tale. Develop retelling skills literary text. 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 new book in the book corner, reinforce the rules of caring

Reading Diamonds "Gorbushka"

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

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

APRIL

WEEK 1 “Primroses”

WEEK 2 “Cosmonautics Day”

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

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

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

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

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

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

WEEK 3 “Professions”

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

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

Reading B. Zakhoder “Poems about professions.”

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

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

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

Reading the work of G. Ladonshchikov “Circus”.

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

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

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

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

WEEK 4 “Labor Day”

Reading the poem “Mail” by S. Marshak.

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

Acquaintance with small folklore forms

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

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

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

C. Perrault “Cinderella”.

MAY

Memorizing a poem for Victory Day

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

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

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

WEEK 2 “Flowers on the site”

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

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

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

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

WEEK 3 “Meadow, forest, field, insects”

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

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

Reading D. Mamin-Sibiryak “Forest Tale”.

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

Reading the chant “Ladybug”.

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

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

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

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

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

K. Chukovsky. Fly Tsokotukha. Cockroach.

N. Sladkov. House butterfly. Ant and centipede.

WEEK 4 “Summer. Nature in summer"

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

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

K. Ushinsky. When summer comes.

A. Usachev. What is summer?

S. Marshak. June. July. August.

G. Kruzhkov. Good weather.

WEEK 5 review of the material covered

Final literary quiz

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

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

introducing children to fiction.

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

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

A book is not a textbook, it does not give ready-made recipes, how to teach a child to love literature, because teaching the complex art of reading and understanding a book is very difficult. The child must respond vividly and emotionally to what he reads, see the events depicted, and experience them passionately. Only a child accustomed to books has the invaluable gift of easily “entering” into the content of what he hears or read. The baby draws any scenes in his imagination, cries and laughs, imagines (sees, hears, smells and touches) what he reads so vividly that he feels like a participant in the events. The book introduces a child to the most difficult thing in life - the world human feelings, joys and sufferings, relationships, motives, thoughts, actions, characters. The book teaches you to “peer” into a person, see and understand him, and cultivates humanity. A book read in childhood leaves a stronger impression than a book read in adulthood.

The task of an adult is to reveal to the child the extraordinary that a book carries within itself, the pleasure that immersion in reading brings. In order to attract a child to a book, an adult must love literature himself, enjoy it as art, understand complexity, and be able to convey his feelings and experiences to children.

At preschool age, children get acquainted with Russian and world folklore in all the diversity of its genres - from lullabies, nursery rhymes, counting rhymes, teasers, riddles, proverbs to fairy tales and epics, from Russian and foreign classics. With works by V. A. Zhukovsky, A. S. Pushkin, P. G. Ershov, C. Perrault, the Brothers Grimm, H. K. Andersen, S. Ya. Marshak, K. I. Chukovsky, and many others.

Senior preschool age(5-6 years old). Children's reading experience becomes more complex. To understand the work, a child no longer needs an illustration for each plot twist. When characterizing heroes, children most often express correct judgments about their actions, relying on their ideas about norms of behavior and enriched personal experience. At the same time, when perceiving literary works, the child does not set himself the task of evaluating the hero or events. Children's attitude towards literary facts has an effective, vital meaning. A child of 5-6 years old is, first of all, an active participant in the events depicted; he experiences them together with the heroes.

Rules that will make reading aloud attractive:

1. Show your child that reading aloud gives you pleasure. Don’t mumble as if serving a long-tired duty. The child will feel this and lose interest in reading.

2. Show your child respect for the book. A child should know that a book is not a toy, not a roof for a doll’s house, and not a cart that can be carried around the room. Teach your children to handle it carefully. It is advisable to look at the book on the table, pick it up with clean hands, and carefully turn the pages. After viewing, put the book back in its place. Maintain eye contact with your child while reading. An adult, while reading or telling a story, should stand or sit in front of the children so that they can see his face, observe his facial expressions, eye expressions, and gestures, since these forms of expression of feelings complement and enhance the impressions of reading.

3.Read to children slowly, but not monotonously, try to convey the music of rhythmic speech. The rhythm and music of speech enchants the child, they enjoy the melodiousness of the Russian tale, the rhythm of the verse. During the reading process, children should be periodically given the opportunity to talk about their feelings, but sometimes you can ask them to simply silently “listen to themselves.”

4.Play with your voice: read sometimes faster, sometimes slower, sometimes loudly, sometimes quietly - depending on the content of the text. When reading poems and fairy tales to children, try to convey in your voice the character of the characters, as well as a funny or sad situation, but do not “overdo it.” Excessive dramatization prevents the child from reproducing in his imagination the pictures drawn in words.

5.Shorten the text if it is clearly too long. In this case, there is no need to read everything to the end; the child still ceases to perceive what he heard. Briefly summarize the ending.

6. Read fairy tales whenever your child wants to listen to them. Maybe it’s a little boring for the parents, but for him it’s not.

7. Read aloud to your child every day, make it a favorite family ritual. Be sure to continue reading together when the child learns to read: the value of a good book depends largely on how the parents reacted to the book and whether they will find a proper place for it in their family library.

8. Don’t persuade him to listen, but “seduce” him. A useful trick: let your child choose the books himself.

9.From the very beginning early childhood The child needs to select his own personal library. Go to the bookstore or library with your child more often. You should buy books gradually, choosing what interests children, what they understand, in consultation with the teacher.

Read aloud or retell books to your child that you yourself liked as a child. Before reading a book you are unfamiliar with to your child, try reading it yourself to direct your child’s attention in the right direction.

Elena Shcherbakova
Card index of fiction in various educational fields in senior group

TO art library

fiction

in different educational fields in the senior group

According to the program “From birth to school”, ed. N. E. Veraksy

Compiled by: Shcherbakova E.V.

Moral education

rns “The Fox and the Jug” arr. O. Kapitsa Education good feelings; formation of ideas about greed and stupidity

rns “Winged, hairy and oily” arr. I. Karnaukhova Teach children to understand the character and actions of heroes

X. Mäkelä. “Mr. Au” (chapters, translated from Finnish by E. Uspensky

RNS "Khavroshechka" arr. A. N. Tolstoy Cultivate manifestations of good feelings towards each other;

RNS "Bragging Hare" arr. O. Kapitsa Develop standards of moral behavior

RNS "The Frog Princess" arr. M. Bulatov Cultivate kindness and a sense of mutual assistance.

B. Shergin “Rhymes” Cultivate a respectful attitude towards people around you

RNS "Sivka-Burka" arr. M. Bulatov To develop in children the ability to evaluate the actions of heroes, to express their attitude towards them

RNS "Finist-Clear Falcon" arr. A. Platonov Cultivate a sense of compassion for others

V. Dragunsky “Childhood Friend”, “Top down, diagonally” Cultivate attentiveness, love, compassion for a close comrade

S. Mikhalkov “What do you have?”

Nenets fairy tale “Cuckoo” arr. K. Sharov Contribute to the cultivation of kindness, attentiveness and responsiveness to relatives

"Goldilocks", trans. from Czech K. Paustovsky;

cultivate the ability to empathize, be generous, and not envy others; develop self-respect and mutual assistance in work.

“Three golden hairs of Grandfather the Omniscient”, trans. from Czech N. Arosieva (from the collection of fairy tales by K. Ya. Erben).

V. Dmitrieva. “Baby and the Bug” (chapters) Feel and understand the nature of literary images

works

L. Tolstoy “Bone” Educate moral qualities Personality: honesty, truthfulness, love of family.

L. Tolstoy “The Jump” Awaken empathy for the hero of the story in children

N. Nosov. "Living Hat"; To form children's ideas about moral standards with the help of children's literature.

S. Georgiev. “I saved Santa Claus” Develop the ability to evaluate one’s own actions and the actions of heroes, cultivate friendliness, and the ability to interact with peers

A. Lindgren. “Carlson, who lives on the roof, has arrived again” (chapters, abbreviated, translated from Swede L. Lungina

K. Paustovsky. “Cat Thief” Cultivate moral qualities: a sense of compassion, empathy

Mickiewicz Adam “To Friends”

To generalize and expand children’s knowledge about such concepts as “friend”, “friendship”, “honesty”, “justice”

P. Bazhov “Silver Hoof” Cultivate a sense of kindness and care for the weak

R. Kipling. "Little Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Foster a culture of behavior, friendship, mutual assistance, care for loved ones

V. Kataev. “Tsvetik-semitsvetik” To develop the ability to present the characteristics of one’s personality among peers, reflecting achievements and the reasons for possible difficulties.

Child in the family and in society RNS "Khavroshechka" arr. A. N. Tolstoy Introduce different family relationships

Y. Koval “Grandfather, Grandmother and Alyosha” To form in children an idea of ​​family as people who live together, love each other, take care of each other.

V. Dragunsky “Deniska’s stories” Formation of ideas about the characteristic qualities of boys and girls.

A. Gaidar. "Chuk and Gek" (chapters)

Learn to evaluate the relationships between close people in the family, compose characteristics of heroes

E. Grigorieva “Quarrel” Develop the foundations of social interaction between boys and girls; friendly attitude towards the opposite sex

A. Barto “Vovka is a kind soul”

E. Blaginina “Let’s sit in silence” Continue to form children’s idea of ​​a kind attitude towards their mother

A. Usachev “What is etiquette” Continue teaching the culture of verbal communication in kindergarten and at home

“Krupenichka” N. Teleshov Cultivate interest in fairy tales and Russian traditions

Self-service, labor RNS "Khavroshechka" arr. A. N. Tolstoy Form children’s ideas about a hardworking person

K. Chukovsky “Moidodyr” Education of cultural and hygienic skills

K. Chukovsky “Fedorino’s grief”

rns “At the behest of the pike” To reinforce in children the concept of the importance of human labor

A. Barto “Dirty Girl” Cultivate neatness, careful attitude towards personal belongings, things of a friend

Y. Tuvim. “A letter to all children on one very important matter,” trans. from Polish S. Mikhalkova

Formation of the foundations of security S. Mikhalkov “Uncle Styopa the policeman” Reinforcing the rules of behavior on the city streets

E. Segal “Cars on our street”

Cognitive development of FEMP Counting books

Fairy tale heroes

S. Marshak “Numbers” Introduction to numbers

Familiarization with social world G. H. Andersen

"Snowman" Introduction to New Year's traditions of different countries

S. Mikhalkov “What do you have?” Introduction to the importance of any profession

“Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva; Getting to know the characteristics of the peoples of West Africa

A. Gaidar “A Tale about a Military Secret, Malchisha-Kibalchisha and His Firm Word”

Continue to expand children's understanding of the Russian army.

Nenets fairy tale “Cuckoo” arr. K. Sharov Acquaintance with the life of the peoples of the Far North

M. Boroditskaya “Waiting for Brother” Form a desire to take care of the kids, develop a sense of responsibility and respect for younger comrades

A. Tvardovsky “The Tankman’s Tale” To form in children an idea of ​​the feat of the people who stood up to defend their Motherland.

A. Barto “The Herd Game” Expand children’s knowledge about their kindergarten, draw attention to its history, clarify ideas about the work of kindergarten employees

S. Makhotin “Senior group”

O. Vysotskaya

"Kindergarten"

T. Aleksandrova “Kuzka the Brownie” (chapters) Cultivate interest in the life of Russians in ancient times, love for the history of their people

M. Isakovsky “Go beyond the seas and oceans” Clarify knowledge about your native country.

B. Almazov. “Gorbushka” Introduction to Russian values;

Introduction to the natural world RNS "Bragging Hare" arr. O. Kapitsa To form children’s caring attitude towards nature, the desire to take part in its conservation and protection.

L. Tolstoy. “Lion and Dog”, “Bone”, “Jump” Expand ideas about animal life

G. Snegirev “Penguin Beach”

K. Paustovsky. “Cat Thief” Foster love and respect for nature, kindness;

V. Bianki “Owl” Continue to form an idea of ​​the interconnection and interdependence of living beings, an idea of literary genre"educational fairy tale";

B. Zakhoder " Gray star» Foster a sense of empathy and love for nature and man, the ability to resist evil

S. Yesenin “Bird cherry” Help you feel the beauty of nature in a poem

R. Kipling. "Little Elephant", trans. from English K. Chukovsky, poems in translation. S. Marshak Develop fine motor skills hands, attention and interest in the animal world and its diversity

P. Bazhov “Silver Hoof” Cultivate a sensitive attitude towards animals, love for nature

Speech development Development of all aspects of speech

Introduction to Genres

Explanation of unfamiliar, outdated words

Artistic and aesthetic development Introduction to art V. Konashevich Meeting illustrators

I. Bilibin

E. Charushin

Fine art activity Drawing illustrations based on works

Musical activities P. I. Tchaikovsky “The Nutcracker” (fragments) Introduction to the musical depiction of the heroes and images of the works

P. I. Tchaikovsky “Seasons” (fragments)

N. A. Rimsky-Korsakov “The Tale of Tsar Saltan” (fragments)

S. Prokofiev “Peter and the Wolf”

Physical development

GCD and leisure activities based on the plots of works

Heroes of works

Publications on the topic:

GCD in the second junior group. Reading fiction “My Bear” by Z. Alexandrov Approximate routing direct educational activities Type of educational activity: reading fiction.

Reading, memorizing fiction in the senior group by topic Educational field "Artistic and aesthetic development" Hello dear colleagues. I would like to bring to your attention material on.

Card index of outdoor games “Different Nations” AFRICAN TAGING IN A CIRCLE (Tanzania) Played by 10 or more people. How to play: You need a leaf from a tree. Players stand in a circle facing the center. Behind.

GCD summary. Reading fiction in the preparatory school group “Nikita Kozhemyaka” Developed by: Bondareva Elena Dmitrievna. Student at the Volgodonsk Pedagogical College Goal: developing the ability to briefly retell.

Subject:

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. Word 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

Today we will go to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived long life– 77 years old. 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?

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 children.

1) Name the main characters of the poem.
2) What kind of owner do you think Aunt Trot is for her cat? Describe her character.
3) How does Aunt Trot talk to the cat?
4) What intonation is heard in her voice?
5) What kind of cat do you think it is? Tell us about her.
6) 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.

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 preschoolers. Cultivate interest in literature, love of books, friendly and correct attitude towards each other.

Equipment: a set of flat figurines of fairy-tale characters, multimedia equipment (projector, screen).

- 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 in the door is knocking,
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's from Grandpa left,
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 behest of the pike)

He is not low, not high,
And it's not locked,
All from logs, from boards
Standing in the 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. Try to compose a fairy tale now new way, at the same time, so that the plot is preserved, but the ending is changed. What would happen in your fairy tale if there were new heroes in it?

Your fairy tale should be short and complete. Remember, in a fairy tale, good always triumphs over evil.

(Work in small groups with fairy tales)

Now let's listen to your fairy tales. (Listening to fairy tales)

Guys, you are so great! You turned out interesting, unusual, not similar friend fairy tales to each other. A little later, in free time you can draw pictures for your new fairy tales.

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 city ​​library. Exhibition of drawings by children and parents “My friends from Chukovsky’s books.

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 – (washbasin)
Totoshka, Kokoshka – (crocodiles)
Tsokotuha - (fly)

Decipher the names of fairy-tale characters. Insert vowels into the encrypted words to create the names of fairy-tale characters.

K R K D L F D R A B RM L Y

Did you guys like traveling through the fairy tales of Korney Ivanovich Chukovsky? Why do you love these fairy tales? What do they teach you?

Now let's go to our book exhibition and look through these amazing books again.

(works for reading and memorization) in the senior group for children with mental retardation

Program

“From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.: Mozaika-Sintez, 2010 – 304 p.

GCD tasks for educational field

Educational objectives:

1. Expand children’s understanding of the book and its main parts; talk about the diversity of books and create the idea that each book has an author and a title.

2. Clarify, expand and consolidate knowledge about the world around us.

3. Introduce children to new works, writers and poets, and their lives.

4. Learn to recognize a writer or poet in a portrait and name him.

5. Introduce children to the genres of works: proverb, riddle, tongue twister, counting rhyme, poem, fairy tale, story and teach them to recognize them.

6. Learn to look at illustrations for a book.

7. Learn to draw a picture for a work or an excerpt.

8. Introduce children to new characters, teach them to describe them, and evaluate their actions.

9. Expand children’s vocabulary, enrich speech expressive means speech.

10. Learn to accurately answer questions posed.

11. Learn to write a complete sentence.

12. Learn to retell and invent continuations of stories.

13. Learn to dramatize small tales, read by role.

Correction and development tasks:

1. Develop thinking operations, verbal and logical thinking.

2. Develop auditory, visual perception and attention.

3. Develop creative imagination.

4. Develop memory properties, promote long-term storage information.

5. Develop a coherent statement, coherent speech based on retelling and composing stories and fairy tales.

6. Develop the emotional world of children, feelings of empathy for the hero, feelings of joy, pride, etc.

7. Develop the ability to understand the feelings and emotions of characters.

8. Develop a sense of rhythm.

9. Develop curiosity.

10. Develop expressive speech in the process of reading or narrating a work.

11. Develop non-verbal means of communication (gestures, facial expressions, pantomime) in the process of dramatization.

12. Develop motor skills in the process dynamic pauses and drawing.

Educational tasks:

1. Cultivate interest and a positive attitude towards books and reading.

2. Cultivate a caring attitude towards books.

3. Cultivate the habit of daily reading.

4. Cultivate the desire to do positive actions using the example of book characters.

5. Foster patriotic feelings for native land, country.

6. Foster a humane attitude towards the world around us.

First period

Second period

Third period