Analysis of a class on fiction in a preschool. Self-analysis lesson material (senior group) on the topic

Tasks: develop skills in drawing up observation programs for aspect analysis of classes; promote the development of reflective skills, the ability to analyze, and make adjustments to one’s own activities.

Lesson 1. Methods of working with books in preschool education institutions (theoretical seminar).

1. Methods of familiarization with works in the classroom (methodological report).

2. Techniques for forming the perception of works ( practical recommendations on the use of effective techniques).

3. Methods of memorizing poems (memo).

4. Forms of working with a book outside of class (report from work experience).

5. Review methodological literature on introducing preschoolers to fiction and folklore “These books will help you in your work.”

6. Exhibition-commentary fiction"Children's Reading Circle"

7. Homework: drawing up a map of the analysis of a lesson on familiarization with fiction and folklore.

Lesson 2. Analysis and self-analysis of modern classes in a preschool education institution. Classes on familiarization with fiction as an object of analysis (business game).

1. Introductory part “Analysis, introspection, reflection is ...” (blitz questionnaire). The meaning, forms of analysis and self-analysis of classes (motivation of the seminar topic by the deputy head).

2. Main part: work in small groups:

• development of a map for analyzing a lesson to familiarize preschoolers with fiction;
• watching activities with children;
• self-analysis of the teacher who conducted the lesson;
• questions to the teacher and answers to questions from colleagues with the necessary explanation;
• lesson analysis;
• presentation of group findings;
• assessment of the work of the expert group;
• choice optimal option analysis of classes to familiarize preschoolers with fiction and folklore.

3. Final part:

• reflection “Continue the sentence”;
• summing up the work results of the deputy head.

4. Homework: compiling lesson notes on familiarization with fiction and folklore.

Lesson 3. Introducing preschoolers to fiction (round table).

1. Dialogue to analyze the work done:

• reveal the purpose of the work to familiarize yourself with fiction and folklore in the institution preschool education;
• name the features of perception literary works, characteristic of younger, middle and older children preschool age;
• what is the preparation of a preschool teacher for reading, storytelling works of art;
• reveal the content of the criteria when choosing books to read and tell to preschoolers;
• describe the methods and techniques of introducing children to fiction;
• prove the need for “poetic” education of children;
• highlight the main differences in the method of memorizing poems in junior and senior preschool age.

2. Presentation of notes on introducing preschoolers to fiction and folklore.

3. Solving test tasks.

Determine at what age (younger, middle, older) the following methods of memorizing poems and their expressive reading are used:

a) gaming;

b) role-playing;

c) a sample of expressive reading;

d) explanation and instructions;

e) assessment of children's reading;

f) characteristics of characters;

g) repeated reading (5-6 times);

h) setting to remember.

REMINDERS ON WORKING WITH THE BOOK FOR TEACHERS

The structure of a lesson to familiarize preschool children with fiction

1. The introductory part is preparing children to perceive the work (showing the cover, pictures, reminding of a similar plot, short introductory talk, the use of small genres of folklore, recalling familiar works of a given author, showing object clarity, elements of staging, creating game situations, posing a problematic question, explaining unclear words).

2. The main part is reading a work of art, talking with children about the content, using various techniques to make it easier for children to understand (looking at illustrations, re-reading, etc.), exercises in expressive speech.

Post-reading conversation using questions aimed at:

- understanding the main meaning of the work;

- reproduction of the content of the work.

Questions:

- associated with the image of the hero;

- allow you to find out the emotional attitude of children towards the hero, understand his mood and emotional condition;

- pay attention to the motive of the action, appearance, portrait of the hero, to comparison of the heroes, their behavior, character with phenomena of reality familiar to children;

- allow you to introduce preschoolers into the situation that has developed in the work, making them participants in the events;

- encourages you to remember who wrote the work;

- pay attention to speech means and features of the genre.

3. The final part is a return directly to the text (re-reading the work, if it is short, or the episodes that children liked most).

Types of classes to familiarize yourself with fiction:

1) introducing children to one literary work;

2) combining the storytelling of works of one literary genre on the same topic;

3) combining works of different genres with one theme: story, poem, fable, nursery rhyme, etc.;

4) lesson with a children's book (senior preschool age): every child must have one.

Structure of a lesson on memorizing poems

1. Brief introductory conversation. Preparing preschoolers to perceive the poem; appealing to the emotional figurative memory of children, showing objects, toys, pictures that are close to the theme of the poem.

2. Expressive reading of a poem by a teacher and repetition of it. In the older group, before re-reading, children are warned that the poem will need to be memorized.

3. An explanatory conversation about the poem itself, the form of its reading.

4. Reading a poem by a preschool teacher.

5. Reading a poem by children. The entire poem is memorized. Children repeat it individually, and not in chorus (this is usually assigned to those who quickly remember). The lesson ends with the most striking performance.

Literature:

1.Golitsyna, N.S. Money box pedagogical ideas. Work with personnel / N.S. Golitsyn. - M.: Scriptorium 2003, 2006.

2. Sokhin, F.A. Speech development of preschool children: a manual for kindergarten teachers. garden; edited by F. Sokhina. - 2nd ed., rev. - M.: Education, 1979.

3. Timofeeva, N.V. Classes in kindergarten: modern criteria, analysis schemes, lesson notes / author: N.V. Timofeeva, Yu.V. Zotova. - 2nd ed. - Volgograd: Teacher, 2012.

T. Domantsevich

1. Methodology for introducing preschool children to fiction.

The importance of fiction in the development of preschool children

Fiction accompanies a person from the first years of his life. And in preschool childhood the foundation is being laid on which all subsequent acquaintance with the enormous literary heritage. Fiction serves as a powerful, effective means of mental, moral, and aesthetic education children, it has a huge impact on the development and enrichment of the child’s speech. It enriches emotions, fosters imagination and provides the child with wonderful examples. literary language.

Researchers note this feature artistic perception child, as activity, deep empathy for the heroes of the works.

For example, together with the heroes of a fairy tale, children experience a feeling of fear in tense dramatic moments, a feeling of relief, and satisfaction when justice triumphs.

Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the work with those that he had to observe in life, help the child to relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shapeshifters, fables.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with books in kindergarten:

reading and telling fiction; memorizing poems in class;

use of literary works and oral works folk art outside of class, in various activities.

Let's look at the methods of artistic reading and storytelling in the classroom.

M. M. Konina identifies several types of classes:

1. Reading or telling one work.

2. Reading several works united by a single theme (reading poems and stories about spring, about the life of animals) or unity of images (two fairy tales about a fox). You can combine works of the same genre (two stories with moral content) or several genres (a riddle, a story, a poem). These classes combine new and already familiar material.

3. Combining works belonging to different types arts:

· reading a literary work and looking at reproductions of paintings famous artist;

· reading (preferably a poetic work) in combination with music.

4. Reading and storytelling using visual material:

· reading and storytelling with toys (re-telling the tale “The Three Bears” is accompanied by showing toys and actions with them);

· table theater(cardboard or plywood, for example, according to the fairy tale “Turnip”);

· puppet and shadow theater, flannelgraph;

· filmstrips, transparencies, films, television shows.

5. Reading as part of a speech development lesson:

· it can be logically related to the content of the lesson (telling riddles);

· reading can be an independent part of the lesson (re-reading poetry or a story as a reinforcement of the material).

The training methodology should highlight such issues as preparation for the lesson and methodological requirements to it, talking about what you read, re-reading, using illustrations.

Preparation for the lesson includes the following points:

·reasonable choice of work, taking into account the age of the children, current educational work with children and the time of year, as well as the choice of methods for working with the book;

· preparing the teacher for reading the work. It is necessary to read the work so that children understand the main content, idea and emotionally experience what they listen to (feel it).

For this purpose it is necessary to carry out literary analysis literary text: understand the author’s main intention, character characters, their relationships, motives for actions.

Next comes work on the expressiveness of the transmission: mastering the means of emotional and figurative expressiveness (basic tone, intonation); placement of logical stresses, pauses; developing correct pronunciation and good diction.

The preliminary work also includes preparing the children. Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work.

Methodology for conducting classes on artistic reading and storytelling and its construction depend on the type of lesson, content literary material and the age of the children. The structure of a typical lesson can be divided into three parts. In the first part, there is an introduction to the work; the main goal is to provide children with a correct and vivid perception by artistic word. In the second part, a conversation is held about what has been read in order to clarify the content and literary and artistic form, means artistic expression. In the third part, repeated reading of the text is organized in order to consolidate the emotional impression and deepen the perception.

Showing illustrations
A book intended for a preschool child must contain illustrations. Illustrations in such a book occupy an equal place with the text, because the child himself does not read, the book appeals to him primarily with pictures. Children's book illustrators include: wonderful artists: V. Lebedev (books by S. Ya. Marshak “Children in a Cage”, “Color Book”, etc.), E. Charushin (books “Big and Small” by E. Charushin, L. N. Tolstoy “Three Bears”) , E. Rachev (fairy tales “Two Greedy Bears”, “Rukavichka”), D. Shmarinov (N. A. Nekrasov “Grandfather Mazai and the Hares”).
In cases where the illustrations in the book are large and clearly visible from a distance, they can be shown to children in class.
For older children, it is recommended to buy the same work, but with drawings different artists, for example, “Moidodyr” by K. Chukovsky with drawings by V. Suteev, Yu. Uzbyakov.
Different drawings for one work will sharpen children’s interest; they begin to examine, compare, discuss, and sometimes even argue more carefully.
In a group of six-year-olds, it is recommended to conduct several classes throughout the year examining illustrations in books known to children. For such activities, we can recommend the following books: “Uncle Styopa” by S. Mikhalkov (artist D. Dubinsky), “When It Happens” by A. Rylov (author and artist), “Different Wheels” by V. Suteev (author and artist).
Thanks to such activities, children develop an interest in books, develop taste and aesthetic perception, perseverance and focused attention appear. In addition, children will learn what a cover, page, and binding are.

Conversation
Conversations with children after reading are carried out in order to enhance the impact of a work of art on the minds and feelings of children, in order to give them the opportunity to remember and relive the contents of the book.
1. Conversation - answers to the question posed by the author.
2. Conversation in connection with what was read.
When the content of a work is to some extent connected with the children’s own impressions or facts from their lives, the teacher, after reading, directs the children to make statements about their impressions and observations. After reading E. Blaginina’s poem “That’s What Mom Is” to the children, you can ask the children: “Tell me how your mother dressed you up for the holiday.”
A conversation after reading a story or fairy tale on the teacher’s questions is one of methodological techniques teaching children storytelling and helping them memorize text.
The teacher must prepare questions for such a conversation in advance so that, when answering the questions, the children consistently and completely convey the content of the work. When conducting such a lesson, it is necessary to achieve the active participation of all children in it, without requiring an exhaustive answer from one child. If the child answered briefly and did not convey the entire content in his answer, additional questions are asked and other children are called. If necessary, the teacher himself recalls what the children have forgotten, expressively quoting certain passages of the book.

Methods of memorizing poems

When memorizing poems with children, the teacher sets himself several tasks at once: to arouse interest in the poem and the desire to know it, to help understand the content in general and individual difficult passages and words, to ensure memorization, to teach expressive reading in front of listeners, to cultivate a love of poetry.

When selecting poems for memorization, their volume is taken into account: 1-2 stanzas for younger groups, slightly more for older groups. Lists of works recommended by the “Kindergarten Education Program” provide a selection of works for children to memorize. In addition, the teacher can select poems from the newly published ones, taking into account the interests of the children. On average, children memorize 1-2 poems within a month (in class).

The structure of a lesson on memorizing poems has much in common with the structure of lessons on retelling, where children also learn to expressively convey the text they have heard. First, it is advisable to prepare children for the perception of the poem: conduct a short introductory conversation. You can show an object, a toy, a picture that is close to the theme of the poem. Then the teacher expressively reads the poem and repeats it. In older groups, before re-reading, children are warned that the poem will need to be memorized (this setting increases the quality of memorization), and a short explanatory conversation is held about the poem itself, about the form of its reading.

The conversation is again followed by reading from the teacher. This contributes to a holistic perception of the work and the features of its performance. Then the children read the poem.

The poem is memorized as a whole (not by lines or stanzas), which ensures meaningful reading and proper training memory. Children repeat the poem individually, not in chorus. At the beginning of the lesson, ensuring repeated listening to the text, repetition is assigned to those children who quickly remember. As the reading progresses, the teacher prompts the text and allows the children to finish the line from their seats.

The lesson should be completed with the most striking performance: call a child who reads expressively, bring in a toy that the children love, with which those who wish can read a new poem, etc.

Typically, memorization does not take up the entire time allotted for the lesson. The remaining time is devoted to other activities: children repeat previously learned poems, listen again to some prose work, you can conduct an exercise familiar to them or organize a game on speech techniques.

Psychologists note that memorizing a poem requires 8-10 repetitions, but it is advisable to do this not in the same lesson, but in several.

Reading and storytelling to children outside of class

Outside of class, it is good to read works about nature, lyrical poems, nursery rhymes, jokes, etc. Another work, read not in class, but in a certain situation, will have a more strong impact on the minds and feelings of children. Such reading can be envisaged and scheduled in the calendar, for example, reading poetry while walking.

The proverb should not be memorized with children - it must be used repeatedly to the point.

Mystery. The teacher’s task is not to ensure that children remember as many riddles as possible or learn to quickly guess them, but that, while guessing, the child learns to actively think, compare, compare.

Besides folk riddles, accessible to preschool children, they also use copyright ones. The teacher should encourage children who are trying to make riddles on their own, help them with this, give them hints. the right words, phrases.

One of the methods of getting acquainted with fiction is staging literary works. There are quite a few types of dramatizations: dramatization games, theatrical performances by children, puppet and shadow theaters, toy theater, tabletop cardboard or plywood theater, flannelograph, etc. Children can be both spectators and performers. Issues of the content and methodology of staging are discussed in specialized literature - authors T. N. Karamanenko, Yu. G. Karamanenko, A. Fedotov, G. V. Genov, L. S. Furmina and others.

Another group of methods and means of using literature outside of class is entertainment and holidays.

In preparatory groups for school, the following forms are used: literary matinees and amateur literary concerts.

The matinee can be dedicated to an anniversary or the work of a writer beloved by children. The theme of the matinee could be: “Russian folk tales”, “Soviet poets for children”, “ Foreign fairy tales" etc.

A child of senior preschool age can also perceive such types of dramatization as ballet and opera based on the plots of children's works of art. created professional artists.

A so-called toy show is organized for children. A toy performance is a dramatization of a fairy tale using ordinary dolls and toys.
You can prepare a play of toys based on the fairy tales “The Three Bears” by L. N. Tolstoy, “Teremok”, “Zayushkina’s Hut”, based on the folk songs “Cat’s House”, “Sitting, Sitting a Bunny”, “Little Little Kitten”.

Many works of art have been staged for preschoolers using cinema (strip films, cartoons, films).

In the method of showing filmstrips (it is most often found in kindergartens) it is important preliminary preparation for children to watch: reading a filmed fairy tale or another work similar in theme, looking at paintings that are similar in content to the film, talking with children. This work is carried out several days before the show. Before demonstrating the filmstrip, it is advisable introduction teacher Various screening techniques are recommended: speech accompaniment of the session, repeated screening in combination with a children's story. The effectiveness of the spectacle will be higher if the teacher consolidates the impressions received in the process of drawing, modeling, playing, talking, etc.

Each teacher must be proficient in the technique and methodology of showing children films and theater performances, firmly know the hygienic standards of their conduct (duration, seating of children), follow safety rules.

Book corner in groups

In order to develop children's interest in books and the most basic skills to use them, that is, look at pictures, each kindergarten group should have a so-called book corner, a place for storing and looking at books. Every child should have the opportunity to take any book, sit at the table, look at pictures, and talk about them with friends. For a book corner, choose a bright, comfortable place near the window. The book corner should have a shelf or display to display books.

Books for each group are selected according to the kindergarten program. Additional children's literature selected by the teacher is stored here.
On display in middle group there may be children's favorite books from those intended for the younger group, just as in the book corner of the older group there should be children's favorite books that were read to them in the junior and middle groups.
IN younger group Each book is available in several copies (two, three), so that several children can look at the same book at once, so that they do not have conflicts over the book. The books on display should be changed from time to time. If the teacher sees that children are taking a book less and less often, it needs to be put away for a while and then put out again; then children will look at it with new interest.

Memorizing the poem "Snowman" in the middle group

Program content:

Teach children to answer the teacher’s questions with complete answers.

Develop children's vocabulary on the topic of Winter, exercise their ability to maintain a dialogue.

Develop memory, intonation and facial expression.

Develop correct long speech exhalation.

Cultivate interest and skill in memorizing poems using mnemonics.

Preliminary work: Educational games, speech development exercises, speech gymnastics, looking at illustrations and reading poems about winter.

Vocabulary work: Come on my friend, the sun will shine, it will turn into a snowball.

Equipment: Easel, map-scheme, cards with the image of winter.

Progress of the lesson

Application

Supporting diagrams for the poem “It’s Snowing” by M. Poznanskaya

Fig.1 Fig.2 Fig.3 Fig.4

Literary reading class. Preparatory group.

Theme "Heroes of fairy tales"

Goals:

Strengthen children's ability to guess the title of a fairy tale from a short passage, name the author, and guess the hero from the description. Develop attention, thinking, creative abilities of children.

Equipment:

Crossword puzzle, tokens, letter from “Fairytale Heroes”, parcel with “magic circles”, medals.

Progress of the lesson:

Educator:

Guys, look, while you were sleeping, fairy-tale characters sent us a package. Let's see what they sent? Fairy tale heroes invite us to participate in fun game. Come up with a name for your team so that it is colorful and fabulous, for example: “Storytellers.”

Educator:

We are waiting for you with tasks that were sent to us in this package by heroes from fairy tales. For each correctly completed task, the team receives a token; the team with the most tokens wins.

Educator:

Listen to task 1: “Guess the name of the fairy tale from a short passage.”

1) The sieve jumps across the fields,

And a trough in the meadows.

There's a broom behind the shovel

Walked along the street...

Educator:- What kind of fairy tale is this? (Fedorino's grief). Who wrote it? (K.I. Chukovsky).

2). In the house there are eight fraction one

At the Ilyich outpost

There lived a tall citizen

Nicknamed "Kalancha".

By surname Stepanov

And named Stepan,

From the regional giants

The most important giant.

Educator:

Who guessed the name of the fairy tale? (Uncle Styopa). Who wrote it? (S. Mikhalkov).

3). A mouse sang in its hole at night:

Sleep, little mouse, shut up!

I'll give you a crust of bread

And a candle stub.

Educator:

What is the name of this fairy tale? (The Tale of stupid mouse). Who wrote it? (S.Ya. Marshak).

4). Once upon a time there was a priest,

Thick forehead.

Pop went to the market

View some products.

Balda meets him

He goes without knowing where.

Educator:

What kind of fairy tale is this? (The Tale of a Priest and His Worker). Who wrote it? (A.S. Pushkin).

5). Once upon a time there lived a woman; She really wanted to have a baby, but where could she get one? And so she went to one old witch and told her: “I really want to have a baby; can you tell me where I can get it? From what! said the witch. Here's a grain of barley for you; This is not a simple grain, not the kind that grows in peasants’ fields or is thrown to chickens; put him in flower pot, you'll see what happens!

Educator:

Who guessed the fairy tale, what is it called? Who is the author of the fairy tale?

6). An old man lived with his old woman

By the bluest sea;

They lived in a dilapidated dugout

Exactly thirty years and three years.

The old man was catching fish with a net,

The old woman was spinning her yarn.

Educator:

Who knows the name of the fairy tale? (The Tale of the Fisherman and the Fish). Who is the author of the fairy tale? (A.S. Pushkin).

Educator:

Well done, each team completed the first task. And now you have to complete the next task: solve riddles. For each riddle solved, the team receives a token.

1) It’s not a bird sitting on the branches,

Above the river in the thicket:

He will bewitch, he will call

And it will drag you to the bottom.

2) Above my simple question

You won't spend a lot of effort:

Who is the boy with long nose

Made it from logs.

3) He loved the owner,

That's right, he served him.

The evil one also wore boots

The cannibal won.

4) Almost became the mole’s wife

And a mustachioed beetle!

I flew with the swallow

High under the clouds.

5) The lawn is covered in golden flowers,

The sun shines in the blue.

What Dunno liked to wear

On your head?

6) Red, pot-bellied,

The family gardens

"Senior" yourself

He calls it proudly.

He's right to be angry

It is in vain that he threatens:

His Cippolino

Not afraid at all.

7) Lots of silver and gold

He hid it in his chests.

He lives in a gloomy palace

And he steals other people's brides.

8) The Kid has known him for a long time,

He flew into his window.

9) Ivan has an arrow,

Like a bird in flight.

Ivan's wife

Lives in a swamp. Who?

10). As a child, everyone laughed at him,

They tried to push him away:

After all, no one knew that he

Born a white swan.

Educator:

I see that you know fairy tales well, each team guessed many riddles, thereby coping with the task.

Educator:

Now look at the board, what task have the fairy-tale heroes prepared for you? (crossword). - That’s right, if the names of the funny people are correct, you can find out which book is their favorite.

Educator:

Well done, you solved the crossword puzzle, you know a lot of fairy tales and their heroes. This concludes our journey. Now each team will count the tokens and we will find out the winners.

Friendship won for us. The heroes from fairy tales have prepared small souvenirs for you for your participation. Each of you receives “Expert of Fairy Tales” medals.

Literary matinee V preparatory group KVN

"All the guys love fairy tales"

Goals and objectives:

Continue to develop preschoolers’ interest in fiction.

Learn to recognize familiar fairy tales by description, illustrations and with the help of riddles.

Develop the ability to act together as a team and show mutual assistance.

Bring joy to children.

Preliminary work.

Teacher reads fairy tales to children different nations(copyright and folk books on which the quiz is planned, examines the illustrations for them together with the children, invites parents to read these books at home. Children, together with the teacher, come up with the names of the teams and a sketch of the emblem. At home, together with their parents, they draw drawings on the topic “My beloved fairy tale hero", to decorate the hall. The teacher, secretly from the children, prepares the attributes for the quiz.

Organization of the game - quiz.

2 teams of 5 people.

Fans, guests, presenter - group teacher, music director.

The teacher conducts gaming competitions. Gives the children a task for each team in turn. For each correct answer or successfully completed task, the team receives a chip. At the end of the quiz, the number of chips is counted and the results are summed up.

Competition tasks.

1 Competition “Fairytale Riddles”

The grandmother loved the girl very much,

I gave her a beautiful hat.

The girl forgot her name

Please tell me her name. (Little Red Riding Hood)

Treats small children

Heals birds and animals

He looks through his glasses

Good Doctor(Aibolit)

Fat man lives on the roof

He flies higher than everyone else. (Carlson)

She's beautiful and sweet

And the name was given to her by ash (Cinderella)

Near the forest, on the edge

Three of them live in a hut.

There are three chairs and three mugs.

Three beds, three pillows.

Guess without a hint

Who are the heroes of this fairy tale? (Three Bears)

My father had a strange boy,

Unusual - wooden,

On land and under water,

He was looking for a golden key.

He poked his long nose everywhere.

Who is this? (Pinocchio)

2 Competition “Magic Chest”

Who is in the box? What fairy tale hero says these words?

I sit high and look far away. Don't sit on the tree stump, don't eat the pie. Bring it to grandma, bring it to grandpa. (Masha, from the fairy tale “Mashenka and the Bear”

You, elder, let me go to sea. Dear, I will give you a ransom for yourself. I'll buy you anything you want. ( gold fish, from the fairy tale “The Tale of the Fisherman and the Fish”

3 Competition “Make right choice»

The first team chooses from different toys only those that relate to the fairy tale “Winter Hut of Animals” (ram, pig, goose, bull)

The second team is those that relate to the fairy tale " The Bremen Town Musicians» (cat, rooster, dog, donkey)

Physical education lesson The teacher asks a riddle

I caught a pike in an ice hole,

But he didn’t take her home.

He came to us on the stove.

You are warmly welcomed. (Emelya)

Emelya comes in and dances with the children and Russian spectators folk dance.

Game with the audience “Guess the heroes of H. H. Andersen’s fairy tales”

As a child, everyone laughed at him,

They tried to push him away:

After all, no one knew that he

Born a white swan. ( Ugly duck)

He bravely endured adversity,

Nobody saw his tears.

Burnt out with a beautiful ballerina.

Alas, a sad picture. ( Tin soldier)

Almost became the mole's wife

And a mustachioed beetle!

I flew with the swallow,

High under the clouds. (Thumbelina)

4 Captains' competition “Fold the picture and name the fairy tale”

5 Competition “Find out a fairy tale from an excerpt”

And behind them saucers-saucers ding - la-la, ding - la-la, and dancing and laughing, ding - la-la

Suddenly, out of nowhere, a little mosquito,

And in his hand a small flashlight is burning.

And nearby are hippos, clutching their tummies,

Their hippos have stomach ache.

My dear, good one, send me galoshes,

For me and my wife and Totosha.

The game is over, the chips are counted. The winners are awarded.

LESSON SUMMARY ON THE DEVELOPMENT OF CREATIVE STORYTELLING

“MAKING FAIRY TALES” IN THE SENIOR GROUP

Target: Creative storytelling Educational objectives:

Teach children to choose the right words

Learn to compose descriptive stories

Learn to speak coherently and expressively

Tasks:

Develop children's speech creative imagination children. Educational tasks:

Cultivate children's respect for each other.

Learn to listen to the stories of your comrades.

Material: Whatman paper, felt-tip pens, yellow circles according to the number of children.

Progress of the lesson:

Educator: Guys, do you like jokes? Let us have a joke activity today. Although, perhaps, at the end of the lesson it will turn out that this is not a joke at all, but even very serious. Well, let's start joking? Do you see what is written on the board?

(children's answers).

Educator: That's right, it's a circle. What does he look like? Children: This is the sun, a ball, a marble, a plate, an apple, etc.

Educator: This is not what you listed.

This is part of the animal. What part is this?

Children: This is the head or the eye.

Educator: Let it be the head. Whose head is this?

Children: This is the head of a cat, hare, fox, dog, etc.

Educator: The circle looks like a hare's head. What's missing on the hare's head?

Children: Missing eyes, mustache, nose, ears.

The teacher draws the parts of the body that the children name.

Questions for children:

Are the bunny's eyes big or small?

Is the nose round or square?

Are your ears long or short?

Educator: We drew the bunny's head. What else is missing?

Children: Torso.

Educator: What is the shape of a hare's body?

Children: Round or oval.

Educator:(draws the torso). What should I draw now?

Children: Paws.

Educator: How many legs does a bunny have?

Children: Four.

Educator: What is the bunny doing?

Children: The bunny walks, runs, stands.

Educator: I agree, let him run. Where is the bunny running?

Children: A bunny runs through the forest.

Educator: What should I draw to make it clear that this is a forest?

Children: Trees.

Educator: How many trees should I draw?

Children: A lot of.

Educator: What else happens in the forest?

Children: Flowers, mushrooms, other animals.

Educator: I drew flowers and mushrooms. Here are some animals you can find

our bunny?

Children: Fox, wolf, hedgehog, bear, squirrel, etc.

Educator: I'll draw a hedgehog now. What did we get? Forest, bunny, hedgehog, flowers and mushrooms. But we got a funny picture. Let's come up with a name for it.

Children: Hare in the forest.

Physical education minute

Bunny, turn around

Gray, turn around

Like this, turn around like this (2p.)

Bunny, stamp your foot,

Gray, stamp your foot,

Like this, stamp your foot like that (2p.)

Bunny, dance,

Gray, dance,

Like this, dance like that (2 rubles)

Writing a fairy tale

Educator: We drew a picture. Now you need to come up with a fairy tale based on it.

Questions for children:

Who will your fairy tale be about?

How will it start?

Where does the bunny live?

Where does he want to go?

What did he see there?

Who did he meet?

What did they do together?

How did your fairy tale end?

Educator: When you tell your stories, try to describe the bunny. What is he like? Remember how we drew it with you.

Telling fairy tales to children

All fairy tales receive a rating. Fairy tales that are different from others are encouraged.

Educator: I think the bunny would like your fairy tales. He sent you his greetings in the form of these circles. They all yellow color, what does it mean? Children: So the bunny liked fairy tales?

Educator: Did you like the lesson? I also liked the way you worked. Thank you.

PUPPET SHOW

"KOLOBOK"

(On the screen there is a hut, in the distance there is a forest)

And now you are visiting

Puppet show,

The dolls will make you laugh,

The dolls need to clap.

The theater opens

The fairy tale begins.

(Grandfather comes out)

I guys old grandfather,

Soon I will be a hundred years old,

I don't want to eat pancakes

I don't need pancakes.

I can’t remember, kids,

What does an old man need?

You guys will help,

What does he want, tell me.

Our grandfather forgot a little,

He wants to eat... (Kolobok)

Grandma, grandma, help me,

Bake me a bun.

(Grandma comes out)

Don't shout like that, grandpa,

I'm already on my way to get some flour.

Look, I bought flour,

The bun blinded you.

(Kolobok appears)

Kolobok, Kolobok,

Stay with us, my friend.

I would lie here until the morning

It's just time for me to run.

Kolobok has things to do,

Goodbye, bye!

(Kolobok rolls into the forest)

Our bun rolled

And he ended up with the bunny.

(A hare appears)

Bunny grabbed Kolobok,

He shouted as loud as he could:

I am a Bunny, jump and jump!

I'll eat you, Kolobok!

Don't eat me yet

Kolobok has things to do!

Our bun rolled

And he found himself with the wolf.

(A wolf appears)

The wolf-wolf opened his mouth,

He shouted as loud as he could:

I am the Wolf, Gray Side!

I'll eat you, Kolobok!

Don't eat me yet

Kolobok has things to do!

Our bun rolled

I found myself near the bear.

(A bear appears)

Mishka immediately roared,

Kolobok managed to say:

Are you a funny Kolobok?

Kolobok, ruddy side?

And I am Mishka Kosolapy!

Climb onto my paw!

Don't eat me yet

Kolobok has things to do!

Our bun rolled

I found myself at the fox's place.

(Fox appears)

And Lisa told him:

I've never seen anything like this!

Play with me for an hour

Sing me a song, Kolobok.

For a long time Kolobok rolled

And I got a little tired.

He sat on the fox's nose,

He sang a long song.

(Kolobok sits on the fox’s nose)

Sang about how he was born

How he was blinded from flour.

He sang about his old grandfather -

The fox was listening for now.

Sang about an old grandmother -

She raised her ears higher.

He sang about the hare and the wolf,

About the bear and about the Christmas trees,

About mushrooms and stumps,

About flowers and hummocks.

He began to sing about the weather -

Chanterelle's nose is tired.

(Lisa holds Kolobok in her hands)

He began to sing to the Fox about the clouds -

Lisa's hands are tired,

The fox's legs are tired...

(Kolobok jumps to the ground)

The animals heard the song!

(All the animals appear)

They began to sing along to the song,

They started calling grandma and grandpa.

(Grandma and Grandfather appear)

Grandma and grandpa came running,

They saw the little bun.

Hugged, kissed,

And then they took me home.

Kolobok said to the animals:

Come join us guys!

I'll treat you to some pies!

We will sing songs with you!

Animals say goodbye together

They were told:

ALL BEASTS:

Goodbye!

It's good that Kolobok

I was able to return to my native home.

We will say goodbye:

Be obedient, Kolobok.

List of used literature:

1. Alekseeva M.M., Yashina B.I. Methods of speech development and learning native language preschoolers: Proc. aid for students higher and Wednesday, ped. textbook establishments.

2. Borodich A. M. Methods for developing children’s speech. - M., 1981.

3. Krupenchuk O.I. Poems for speech development. – St. Petersburg, 2004.

4. F.A. Sokhin. Development of speech in preschool children through storytelling - M., 1979.

5.V.V.Gerbova. Speech development classes for children 4-6 years old. M., 1987

6. Gerbova V.V., “Classes on speech development in the middle group of children
garden."

7.Gerbova V.V., “Classes on speech development in the senior group
Letsky salya".

Introspection
classes on literary reading in the senior group “Tales of Alexander Sergeevich Pushkin” conducted by the teacher of the municipal educational institution “Progymnasium No. 2 of the State Enterprise Terek”
For two months we were engaged in project activities on the topic “Fairy Tales of A.S. Pushkin”: we studied the biography of A.S. Pushkin, got acquainted with his fairy tales, made crafts, and organized a joint creative work parents and children to illustrate Pushkin's fairy tales.
The result project activities It was a lesson on the developmental program “Rainbow”, which had a threefold goal: teaching, developmental, educational.

1. Educational objectives:

Develop an interest in fiction;
- expand children’s knowledge about the fairy tales of A.S. Pushkin;
-develop communication skills.

2. Developmental tasks:

Learn to listen to the rhythm and melody of the text;
-help expressively, using facial expressions and gestures, participate in performances;
-to form an emotional attitude towards the poet’s works;
- learn to analyze the actions of heroes, establish connections, make generalizations and conclusions;
-activate memory, attention, thinking;
-develop cognitive interest.

3. Educational tasks:

To cultivate love, reverent attitude and pride for Pushkin;
-form careful attitude to the book;
- to strengthen children’s ability to express their knowledge and impressions in productive activities;
-develop civic feelings, cultivate morality, kindness, responsiveness and patriotism.
- evoke an emotional response in the soul of every child when studying the material.

4. Equipment:

Screen, laptop, unfinished fake “Goldfish”, portrait of A.S. Pushkin, candles, projector, live fish.

5. Technologies used:
 gaming;
 information and communication;
 design;
 personality-oriented;
 health-saving;
 integrated learning.

All parts of the lesson were interconnected.
She moved smoothly from one part to another.
At the first stage, relying on the children’s knowledge, they remembered the main facts and events from the life of A.S. Pushkin and, based on them, gave new ones.
The dramatization of an excerpt from the fairy tale “About Tsar Saltan”, in which the group’s pupils played, aroused great interest among the children. Here the children demonstrated their knowledge of fairy tales, communication skills, artistry, and the ability to behave in front of an audience.
In the next part, I integrated fiction with literacy teaching. Here the pupils demonstrated their knowledge of letters and the ability to read text fluently.
I moved on to the next fairy tale through the riddle about the Cockerel, which got the children thinking.
Throughout the lesson, I tried to intensify mental activity and cognitive interest through a variety of pedagogical technologies.
I put it problematic issues, on which children had to express their judgments, argue and draw conclusions.
She taught me to listen and hear my comrades and the teacher, as required by the Rainbow development program.
In my opinion, the appearance of a living talking goldfish was surprising. And with great desire and hope they ask the fish to fulfill their wishes.
Children's artistic and productive activities were integrated into the fiction lesson.
Throughout the lesson, I enriched the vocabulary and developed the children’s communication abilities, which has a positive effect on their speech development in conditions of bilingualism.
All this took place lively and interesting in a relaxed atmosphere.
Health-saving technologies were provided through good sanitary conditions of the premises, a change in the types of children's activities, physical exercise in the middle of classes, and a favorable psychological atmosphere.
I think that the children gained a lot of new knowledge and emotional pleasure during the project activities.
The goal of this two-month project activity was to unite family members and moral education the younger generation.
In my opinion, I achieved all my goals and objectives.

Municipal preschool educational institution

Child Development Center – kindergarten"Ship"

Introspection

classes on familiarization with fiction

and speech development

Senior group

Educator:

Mazepa Svetlana Alexandrovna

Udomlya

2010

Characteristics of the group.

There are 23 people in my group, of which 13 are girls and 10 are boys. 10 children attended the lesson, according to the terms of the competition.

The level of learning ability of children in this subgroup is quite high, and the skills necessary for successful work in classes are formed as follows:

High level of training: 100% - 4 people

Average level of training: 89% - 3 people

78% - 3 people

Low level: no

Subgroups of children are not constant, they change.

Characteristics of the project.

This block lesson is about getting acquainted with Russian folk tale"Geese-Swans" first. I included reading the fairy tale in the preliminary work, since the volume of the fairy tale is large in content, thereby saving time for the children’s creative task.

Purpose of the lesson: to continue acquaintance with the Russian folk tale “Geese and Swans”. Strengthen children's ability to answer questions about the content of a fairy tale. Develop imagination; inventing new episodes of a fairy tale. Development of the ability to indicate one’s attitude towards the characters of a fairy tale using symbolic means.

I introduced into my lesson: game motivation - the arrival of the Storyteller, problematic situation at the end of the lesson - “What would geese be like if they lived not with Baba Yaga, but with Masha and Vanya?” The lesson ended with poetic lines, allowing children to more clearly comprehend the content, because Poems make it easier to remember the material, and also activate the attention of children, who perfectly absorb information by ear.

Brief structural summary of the lesson: to better assimilate the program material, I thought about planting the children, inviting them to an impromptu meadow of flowers, and also used technical means: musical works Pyotr Ilyich Tchaikovsky's "Snowdrop" (modern arrangement using bird voices).

The structure of the lesson included several blocks of tasks, namely:

1. entering a fairy tale,
2. conversation on the content of the fairy tale,
3. creative task children,
4. result of the lesson.

The following methods were used in the lesson:

Verbal methods(this is the perceptual aspect) were used repeatedly:

1. when creating game motivation “Visiting the Storyteller”,
2. conversation on the content of the fairy tale,
3. inventing new episodes of a fairy tale,
4. analysis of completed work.

Visual methodswere used in the next moment. Showing an illustration from a fairy tale (book-theater “Geese and Swans”)

This method was aimed at children who perceive information more visually.

Practical methods(perceptual aspect). Completing a creative task - creating rugs for Baba Yaga's hut, and for Masha and Vanya's house.

To relieve the children’s fatigue, I conducted a short physical education session: a plastic sketch of “Butterflies.”

Control methods . Since the lesson was conducted with a subgroup of children, and their number was small, it was appropriate and possible to conduct a frontal assessment of the children’s knowledge and skills. Individual assistance provided only to children in need. Stimulation methods were also used during the lesson; the results were summed up after each part of the lesson in the form of approval and praise.

The duration of the lesson is 24 minutes, which corresponds to San Ping standards.

Analyzing the lesson, we can say that the assigned tasks

were successfully completed.

I believe that the lesson is structured logically, and the stages of the lesson are interconnected.

The logical structure of the lesson made it possible to conduct it without going beyond the time allotted for completing the task.

I think that the game motivation aroused the interest of the children and the activity was quite high. However, two children worked at their own pace, and completed the creative task a little later due to slowness, due to their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me that the kindness of the child’s soul was reflected in their own writings. Every character was positive.

But, however, the children surprised me by the fact that creative stories were less meaningful than they could have been. A survey of children after the lesson revealed that the children liked the lesson and would like to continue it.