Summary of odes on reading fiction in the middle group of kindergarten. Summary of a lesson on reading fiction using modeling technology "B"

Summary of educational activities on reading fiction in the middle group

Preliminary work:
teacher: studying methodological literature, developing a summary of educational activities, preparing the necessary materials;
with kids: reading stories by N. Nosov. Looking at paintings and illustrations for stories.
with parents: Parents were recommended to read fiction with their children and talk about the content of the works with their children.

Organization of a developing subject-spatial environment:
the lesson is held in a group room, children sit on chairs;
demo: portrait of N. Nosov, illustrations for the story “The Living Hat”, book by N. Nosov “The Living Hat”

Vocabulary work:
Activating the dictionary: office, hat
Dictionary enrichment: chest of drawers, poker, crack, plop, stick

Features of a group of children and their consideration during educational activities: Based on the fact that three levels of children’s speech development were identified in the group, it is advisable to conduct this lesson with three subgroups separately.

Individual characteristics of children and their consideration during educational activities: Due to the fact that there are children in the group (Zhenya P., Gosha Ch., Kolya Zh.) with a low level of speech development, it is necessary to activate them when answering questions and repeating words and provide assistance when telling stories.

Methods and techniques:
Verbal: reading a story, conversation, questions, analysis, explanations, composing stories.
Visual: examination of the portrait of N. Nosov and illustrations for the story “The Living Hat”.
Practical: drawing a kitten, making up a story about a kitten.
Game methods: gaming motivation.

Progress of educational activities:
I. Introductory part.
- Guys, please tell me what I’m going to tell you a riddle about now:
What is it, tell me,
The toys don't sit there.
Books lined up
Reading guys are waiting.
Children: bookshelf, bookcase, library
- How did you guess? We also have a library in our group. What books are in our library?
- Fairy tales, stories, poems.
- Guys, remember how stories differ from fairy tales and poems.
Children's answers.
-The story talks about what happened in life or could happen. There are no miracles or fabulous expressions in the story.
- Today in class we will get acquainted with the work of the famous writer N. N. Nosov. Look at his portrait. He is one of the most popular and beloved children's authors. I want to read and re-read his books. Nikolai Nikolaevich became a writer as if by accident: when his son was born, he had to tell him a lot of fairy tales. The son grew up and demanded more and more fairy tales. At the center of N. Nosov’s works are visionary guys, fidgets, irrepressible inventors, your peers, who often get punished for their undertakings. The most ordinary life situations are transformed in Nosov's stories into unusually funny instructive stories, instilling in children honesty, a sense of friendship, responsiveness, and a love of work; they condemn such shameful qualities as envy, lies, rudeness, etc.
- Guys, what works of N. N. Nosov do you know?
- Listen to N. Nosov’s story “The Living Hat”
II. Main part.
(Reading the story “The Living Hat” by N. Nosov. Pictures from the story gradually appear on the screen).
- Did you like this story? (Yes)
- Was the hat from Nosov’s story really alive? (No)
- Name the heroes of the story (Volodya, Vladik).
- Why did the boys think that the hat was alive? (she crawled)
- What feelings did the boys experience when they saw the “living” hat? (They were scared)
- Tell me how scared the boys were.
- Show how scared they were!
- What weapon did the boys choose to fight the hat? (potato)
-Who came up with the idea of ​​throwing potatoes? (Vovka)
- How did the boys find out the secret of the hat? (they threw potatoes and the hat jumped to the top)
- Evaluate the boys' behavior. What are they?
- Explain why Vadik caresses and hugs the cat Vaska.
- How do boys feel about animals? (kindly)
- How do we see them at the end of the story? (they were happy)
- Is this story funny or sad? (funny)
- What would you do if you were the boys?
- The story is called “The Living Hat.” What is another name for this story?
- What do you think could have happened to the guys if it wasn’t the cat Vaska under the hat? Come up with your own story at home and draw a picture to go with it. And in the next lesson we will listen to what you did.
Physical education minute:
One - get up, pull yourself up,
Two - bend over, straighten up,
Three - three claps of your hands,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six – sit on a chair
Seven, eight - laziness
let's discard
Reflection:
- It is important to see the truly funny in life, to understand the jokes of people around you, to be able to tell yourself about some funny incident.
- What were we doing? (read)
- What story did we read? Who is author?
- What feelings did you experience while reading the story?

Abstract of GCD
for older children
“Reading the poem by Yu. Moritz “House with a Chimney”

Target: introducing children to poetry through familiarization with the poem “House with a Chimney” by Yu. Moritz, through the integration of educational areas “Speech development”, “Social and communicative development”, “Artistic and aesthetic development”, “Cognitive development”, “Physical development”.

Educational objectives
— Introduce the poem “House with a Chimney” by Yu. Moritz, learn to establish diverse connections in the work, penetrate the author’s intention: using text visualization techniques with the help of: illustrations, photographs; repeated reading of the text (by the teacher); conversations based on text.
- 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
- Help to understand the content in general and individual difficult passages and words - “chocks”, “heated up”, “languished”, “firmament”, “out of the habit”, “streamed”;
— Help children feel the beauty and expressiveness of the poem, paying attention to expressive means: metaphors, epithets, and the compositional structure of the work:
Part 1 – memories of life in a village house;
Part 2 – magician smoke;
Part 3 - a picture about smoke.

Developmental tasks:
— Develop attention, memory, perception.
— Develop interest in poetry as a literary genre.
— Develop dialogical speech through developing the ability to answer questions about the content of the work. — Form literary taste.

Educational tasks:
Cultivate a love of poetry, a kind attitude, and awaken the emotional responsiveness of children.

Correctional speech therapy tasks:
enrich vocabulary - “chocks”, “heated up”, “languished”, “firmament”, “out of the ordinary”, “flowed”;

Developing subject-spatial environment:
Demonstration material: postal box - parcel, illustration of the brownie Kuzi, color illustrations depicting various houses, smoke from chimneys.

Preliminary work:
reading works of fiction about houses, conversations about various buildings

Also an interesting activity on fiction:

Creating motivation:
A knock is heard, a parcel from the brownie Kuzi is brought in. (The parcel contains a photo of the brownie, houses with smoke similar to various objects, a hut, a poem, an illustration for the poem, blanks depicting houses with a chimney for finishing the smoke)
- Look what they gave us, what do you think it is?
— This is a package from the brownie Kuzi
— Do you want to know what’s in the package?
- Look, Kuzya sent us his photo and letter, should I read it to you?

Letter:
“Dear children, I live in the village of Lapti in a small house, under a large stove. I really love autumn and winter, when people light up the stove, I sit on the windowsill and watch the smoke coming out of the chimneys. And I immediately remember Yunna Moritz’s poem “House with a Chimney.” I would really like you to see this beauty and fantasize with me. I look forward to our meeting, your brownie Kuzya.”

- Look, Kuzya sent us a photo of his house. (Showing the hut inside) The house is one-story, there is one large room in it, and a large stove, under which he lives. And when people leave the house, he sits on the window and listen to what he sees.

Poem reading:
HOUSE WITH PIPE
I remember, as a child, above our hut
Blue smoke flowed into the sky,
The logs were burning behind the door in the oven
And the bricks were heated with fire,

To keep our house warm,
The millet porridge was languishing in the cauldron!
And, singing, he flew down the chimney
Smoke warming the sky in winter.

I really liked the smoke magician,
He entertained me with his appearance,
He turned into a dragon, into a horse,
He made me worry!

Could he build over our chimney?
Any kingdom and any city,
Any monster could defeat
So that you don’t get into the habit of harming people!

It's a pity that this smoke is blue
I went into a fairy tale with a trumpet!
To visit him now,
You need to draw a picture:

House with a chimney, house with a chimney,
Blue smoke flows into the sky!

-What is this poem about?
— Guys, did you hear new unfamiliar words in the poem?
Chocks were burning - short tree stump
Behind the oven door
AND heated up fire - get very hot
bricks,
To hold on
Our house is warm
Millet porridge
I was languishing in the cauldron! — The cooked porridge was waiting until it was ready.
And, humming,
Flew to chimney - a channel for the exit of smoke from the stove, firebox into the chimney
Smoke, warming
in winter firmament - open sky in the form of a dome, vault
Every kind of monster
Could have won
So that I didn’t get into the habit - I didn’t want to
Harm people!
House with a chimney
House with a chimney
Into the sky flows - flow out in a small stream
Blue smoke!

“It turns out that Kuzya also sent us photographs depicting smoking chimneys. Look how interesting the smoke is. See what these smokes look like?

Physical minute:
- Get up, now we are going to play the game “The wind is agitated,” and when the wind is agitated, the smoke takes on different forms. You will be the smoke today.
“The wind worries once, the wind worries twice, the wind worries three. Magic smoke, freeze in place.”
- Look what a magical smoke we have, this one looks like..., (2 times)

Rereading the poem:
— Let’s read Yunna Moritz’s poem “House with a Chimney” again (reading)
- What does Kuzya see from the window? (children's answers)
- What happened in the house when the stove was lit? (children’s answers)
— What is the name of the smoke in Yuna Moritz's poem? (magician)
- Why was he called that? (children’s answers)
- In what mood does Kuzya remember this?
—Have you noticed that there is some kind of request in the poem? (draw)
- Look, in our package there are also houses with a chimney, let each of you come up with your own unusual smoke and draw it.

Drawing smoke:
Children go to the tables and draw smoke, then the works are hung on the board.
“I’ll put away Cousins’ smokes, and we’ll hang up yours and look at them, I’ll read Yunna Moritz’s poem “The House with a Chimney” again, and you listen.

Reading the poem a third time:
— What is the name of the poem you listened to? (children's answers)
— Tell me, who wrote the poem “House with a Chimney”? (children's answers)
— Do you think our drawings fit the poem? (children's answers) Of course, because you each created a very unusual and magical smoke.
- Let's send our drawings to Kuza, let him also look and dream up.

We put the drawings in the package, close it and glue the return address.
- In the evening, show your drawings to your parents, tell us what magical poem we listened to, and then we will pack the drawings in a parcel and send them to Kuza.

Title: Synopsis of the GCD on fiction for children of the senior group “Reading the poem by Yu. Moritz “House with a Chimney”
Nomination: Kindergarten, Lesson notes, GCD, fiction, Senior group

Position: teacher
Place of work: MKDOU of Novosibirsk “Kindergarten No. 36 of the combined type “Search”
Location: Novosibirsk

A pressing problem in modern society is introducing children to reading. It is no secret that already in preschool age, many children prefer watching cartoons and computer games to listening to fairy tales. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech and emotions, forms humane feelings, and provides the opportunity for reflection and fantasy. On the part of adults, it is extremely important to promptly arouse the preschooler’s interest and love for the book, to open the reader in the child. And the first stage here will not be the library, but the activity of the teacher, his pedagogical skills.

Why do preschoolers need fiction?

The tasks of reading fiction with children of the middle group include:

1. Forming in children the idea that books contain a lot of interesting and educational information.
2. Deepening knowledge about illustrations and their meaning in the book.
3. Formation of the skill of moral evaluation of a work.
4. Developing the ability to empathize with heroes.

In the middle group, children understand that they can learn a lot of interesting and educational things from books.

In the senior group, the list of tasks expands:

1. The teacher teaches preschoolers to listen to large works (by chapters).
2. The teacher encourages children to express an emotional attitude to what they read, talk about their perception of the characters’ actions, and reflect on the hidden motives of their behavior.
3. A sensitive attitude to the literary word is developed, the ability to notice vivid descriptions, epithets, comparisons, and to feel the rhythm and melody of a poem.
4. The formation of skills in expressive reading of poems and role-based reading continues.
5. The concept of genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
6. Preschoolers learn to compare illustrations by different artists for the same work.

Not a single event in kindergarten is complete without poetry.

The tasks of the preparatory group include:

1. Improving the ability to understand the expressiveness of the language of a work of art, the beauty of the poetic word.
2. Development of a sense of humor in preschoolers.
3. Developing the ability to put oneself in the place of a literary character.
4. Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
5. Deepening the concept of “genre”, developing the ability to distinguish between them.

How to Plan and Conduct a Fiction Reading Lesson

In order to competently structure a lesson to introduce children to any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a class on reading fiction, the teacher uses the following methods:

1. Reading by the teacher from a book or by heart. This literal rendering of the text preserves the author’s language and best conveys the nuances of the prose writer’s thoughts.
2. Storytelling (retelling). This is a freer transfer of content: the teacher can rearrange words and replace them with synonyms. But this form of storytelling provides more opportunities to attract children's attention: you can pause once again, repeat key phrases, etc.
3. Dramatization is a method of secondary acquaintance with a literary work.
4. Memorization or retelling of text by preschoolers (depending on the genre of the work).

To make the lesson successful, you need to consider the following:

1. The lesson should be emotionally rich. First of all, this concerns the teacher’s manner of speech, which should convey the character of the work and influence the minds and feelings of the children. Children should see the teacher’s interested face, his facial expressions and articulation, and not just hear his voice. To do this, he must look not only at the book, but also at the faces of the children to see their reaction.
2. Prose works (fairy tales, short stories) can be told rather than read. As for poems, they are usually read in a voice of medium volume (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
3. To make the lesson more complete, you can include audio recordings (for example, where K. Chukovsky himself reads his poetic fairy tales).
4. During the reading process, there is no need to distract students with disciplinary remarks: for this purpose, the teacher can raise or lower his voice or pause.

Children should see the teacher’s interested face, see his facial expressions while reading

Repeated reading contributes to a better understanding of the content of a work and the assimilation of expressive means of language. Short texts can be repeated immediately after the initial reading. For larger works, some time is required to comprehend, and then the teacher rereads individual, especially significant parts. You can remind children of the content of the material after some time (2–3 weeks), but short poems, nursery rhymes, and stories can be repeated often (for example, on a walk, during routine moments). Usually children like to listen to their favorite fairy tales many times and ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher must explain to preschoolers the meaning of unfamiliar words in the work. This technique ensures a full perception of the literary text: the characters of the characters, their actions. Here you can use various options: during the course of the story, stop at a word that children do not understand and select synonyms for it (for example, a bunny’s bast hut means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling a fairy tale “ A Wolf and Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the lining, and from the lining down the hoof,” and clearly explains what an animal’s udder is).

Illustrations will help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading A. Pushkin’s “The Tale of the Fisherman and the Fish” to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the children what is unclear to them in the text, but if they are interested in what a word means, you need to give the answer in an accessible form.

How to properly conduct a conversation with children on a read work

After reading the work, you should conduct an analytical conversation (this is especially important in older preschool age). During the conversation, the teacher leads the children to evaluate the actions of the characters and their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thoughtful, promoting a better understanding of the meaning and deepening emotions. The content does not need to be separated from the form: it is necessary to pay attention to genre and linguistic features (for example, focus the attention of children on the repeated appeals “Little goats, kids, open up, open up!” or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify emotional attitudes toward characters:

• Which of the fairy tale characters did you like most and why?
• Who would you like to be like?
• Who wouldn't you be friends with?

Questions to identify the key meaning of the work:

• Who is to blame for the fact that the mother sparrow lost her tail (M. Gorky “Sparrow”)?
• Why is the fairy tale “Fear Has Big Eyes” called that?

Questions to discover motive:

• Why didn’t Mashenka allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
• Why did the fox smear dough on his head (“The Fox and the Wolf”)?
• Why did mother turn into a bird and fly away from her children (Nenets folk tale “Cuckoo”)?

An analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-Fire”, S. Baruzdin “Who built this house?” and others).

With children you need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moral teachings and moral discourse about the behavior of individual children in the group. We should only talk about the actions of literary heroes: the power of an artistic image sometimes has a greater impact than notations.

How to memorize poems with children using mnemonic tables

To memorize poems and retell fairy tales, it is good to use mnemonic tables. They represent a schematic representation of the plot of the work in the form of a series of pictures. This technique, which makes it easier to memorize text, can be practiced from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the fairy tale are presented in the form of diagrams. The poster schematically depicts the main characters (girl, bear) and key moments of the story (forest, hut, pies, box) Each schematic picture corresponds to a line of the poem

How to show illustrations to children

A deeper understanding of the text and the artistic images contained in it is facilitated by examining the illustrations. The method of using visuals depends on the age of the preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is either an elephant or a lioness”) or are divided into separate chapters (“The Snow Queen” by G.- H. Andersen. In this case, the teacher first shows the picture and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will arouse interest in preschoolers to the plot).When reading educational literature, a picture is used to visually explain the information at any time.

Both younger and older preschoolers always look at illustrations to works with great interest

General structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the students and the content of the material. Traditionally there are three parts:

1. Acquaintance with a work whose goal is correct and emotionally rich perception.
2. A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.
3. Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the teacher is to prepare preschoolers to perceive the work and motivate them to listen. Various methods are used for this.

The appearance of a game character

In younger and middle ages, it is better to start classes with a surprise moment with the appearance of a game character. He is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), a Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Swan Geese” "and others where a little girl appears).

The toy conveys the mischievous character of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids a magic chest in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Kolobok”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in a kindergarten - he guards it at night, and during the day he really likes to listen to the children sing songs, play, and play sports. And so Kuzya decided to give the children a gift - to give them his box of fairy tales. Now, at any moment, kids can get acquainted with a new fairy tale, which the teacher will read to them.

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, it is already possible to use the personal experience of preschoolers. This could be an introductory mini-conversation connecting life events with the theme of the work. For example, the teacher asks the children whether they like to fantasize. Then everyone discusses together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly moves on to reading N. Nosov’s story “Dreamers.” By the way, you can also introduce a game character - Dunno, into a lesson on this topic, because he also loved to invent and compose fables.

Additionally, children can be asked to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. The adult asks the children to tell them what they dream about. After this, the teacher leads the preschoolers to the conclusion that in order to fulfill one’s desire one cannot sit idly by, but must work hard and make an effort, although, of course, there are times when luck smiles on a person and the dream comes true on its own, as if by magic. And very often this occurs in Russian folk tales, for example, in the work “At the Pike’s Command” (or another, where magical heroes or things that help the main character appear).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a painting, for example, the work of V. Vasnetsov “Three Heroes”. After getting acquainted with this work of art, children will probably listen with great interest to the epic about Ilya Muromets or another Russian knight.

After viewing the brave heroes, preschoolers will be very interested in listening to the epic about Ilya Muromets

Shortly before class, you can interest the children in the colorful cover of the book or its illustrations: children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted in them and what happened to the characters.

Before reading poems about a certain time of year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of lesson notes

Examples of lesson notes can be found here:

• Karanova M.S., “Burik the Bear” (second junior group);
• Romanova N., “Reading and memorizing M. Khudyakov’s poem “Autumn” (middle group);
• Konovalova D.V., “Let's talk about friendship (reading the story by V. Oseeva “Who is the boss”)” (preparatory group).

Options for topics for reading fiction classes

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, dramatization, role-playing, etc.

First junior group

• Poem by A. Barto “Bear”.
• Poem by A. Barto “The sun is looking through the window.”
• Russian folk song “The cat went to Torzhok...”.
• Russian folk song “Cockerel, cockerel...”.
• Russian folk song “Like in a meadow, meadow...”.
• Russian folk song “Like our cat...”.
• “Bay-bye, bye-bye, you little dog, don’t bark...”
• Russian folk song “Rabushechka Hen”.
• Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
• Russian folk song “How I love my little cow...”
• Poem by A. Barto “Truck”.
• Poem by S. Kaputikyan “Everyone is sleeping.”
• Poem by V. Berestov “Sick Doll”.
• Russian folk song "Goat-dereza".
• Russian folk song “Egorka the Hare...”.
• L.N. Tolstoy's story “A cat slept on the roof...”.
• The work of S. Marshak “The Tale of a Stupid Mouse.”

  Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)

• The story of L.N. Tolstoy “Petya and Masha had a horse...”.
• Poem by K. Chukovsky “Kotausi and Mausi”.
• Poem by A. Barto “Elephant”.
• Nursery rhyme “Oh, you little darling…” (translation from Moldavian by I. Tokmakova).
• Russian folk tale “Teremok” (arranged by M. Bulatov).
• Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
• Poem by S. Kaputikyan “Masha is having lunch.”
• Poem by N. Saxonskaya “Where is my finger”
• Poem by P. Voronko “New things”.
• Poem by N. Syngaevsky “Helper”.
• An excerpt from Z. Alexandrova’s poem “My Bear.”
• Poem by V. Khorol “Bunny”.

  Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises

• Poem by M. Poznanskaya “It’s snowing.”
• Fairy tale by L. N. Tolstoy “Three Bears”.
• Poem by O. Vysotskaya “Cold”.
• Poem by V. Berestov “Kitten”.
• Poem by A. Barto “Bunny”.
• A. Barto's poem “Who Screams?”
• Fairy tale by V. Suteev “Who said “meow”?”
• German song “Snegirok” (translation by V. Viktorov).
• Poem by A. Barto “Boat”.
• Russian folk song “A fox with a box ran through the forest.”
• “In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
• Russian folk nickname “Sun-bucket”.
• The slogan is “Rain, rain, more fun...”.

  Calls and nursery rhymes can become the basis for physical education or finger gymnastics

• Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
• Poem by A. Pleshcheev “Rural Song”.
• “The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
• Poem by A. Vvedensky “Mouse”.
• Poem by G. Sapgir “Cat”.
• Russian folk nursery rhyme “Because of the forest, because of the mountains...”.
• Fairy tale by V. Bianchi “The Fox and the Mouse”.
• G. Ball's story "Yellow Boy".
• Poem by A. and P. Barto “The Roaring Girl.”

  This poem is useful for working with whiny children, but do not allow others to tease such a child.

• Poem by K. Chukovsky “Confusion”.
• Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
• Russian folk nursery rhyme “Cucumber, cucumber...”.
• Poem “Shoemaker” (translation from Polish, revised by B. Zakhoder).
• Poem by B. Zakhoder “Kiskino grief”.
• Poem by A. Brodsky “Sunny Bunnies”.
• “Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

• Reading of Sasha Cherny’s poem “Pristalka”.
• Reading the Russian folk tale “The Cat, the Rooster and the Fox.”
• Reading the Russian folk tale “Kolobok” (adapted by K. Ushinsky).
• Reading poems by A. Barto from the “Toys” cycle.
• Reading the Russian folk tale "The Three Bears".
• Reading poems by A. Pleshcheev “Autumn has come”, A. Blok “Bunny”.
• Russian folk nursery rhymes: “Kitsonka-murysenka.”
• Fairy tale "Sister Alyonushka and brother Ivanushka."
• Reading poems by S. Ya. Marshak from the series “Children in a Cage.”
• Reading the Russian folk tale "Masha and the Bear".
• Russian folk tale "Turnip".
• Reading the Russian folk tale "The Fox and the Wolf."
• “Tales about a stupid mouse” by S. Ya. Marshak.
• Poem by A. Bosev “Three”.
• Reading the story “It’s Snowing” by L. Voronkova.
• Reading the Russian folk tale “The Snow Maiden and the Fox.”
• Reading the Russian folk tale “Geese and Swans”.

  The fairy tale “Geese and Swans” is perfect for talking about obedient and naughty children

• Reading the poem by Z. Alexandrova “My Teddy Bear”.
• Reading stories by V. Bianchi “The Fox and the Little Mouse”, E. Charushin “The Little Wolf”.
• Reading the Russian folk tale “The Wolf and the Seven Little Goats.”
• Reading the Russian folk tale "The Fox and the Hare".
• Reading the Russian folk tale “The Cockerel and the Bean Seed.”
• Russian folk tale "Rukavichka".
• Memorizing the poem “Cockerels” by V. Berestov.
• Reading the Russian folk tale “The Goat-Dereza”.
• Reading of I. Kosyakov’s poem “She’s All.”
• Reading the Russian folk tale “Fear has big eyes.”
• Reading the poem by S. Ya. Marshak “Mustachioed and Striped.”
• Russian folk tale "Teremok".

  “Teremok” is very popular in preschool educational institutions as a theatrical production with the participation of the children themselves, although more often it is staged in the middle and senior groups

• Reading the stories of L.N. Tolstoy “The truth is more precious than anything else”, “Varya and the Siskin”.
• Memorizing the poem by S.I. Belousov “Spring Guest”.
• Reading of A. Pleshcheev’s poem “Spring”.
• Telling the Russian folk tale “Ryaba Hen”.
• Reading the story “Holiday” by Y. Taits.
• Reading the poem by E. Blaginina “That’s what a mother is!”
• Reading the fairy tale “Chicken” by K. Chukovsky.
• Memorizing the poem “Kitten” by V. Berestov.
• Reading the Russian folk tale “Bull - black barrel, white hooves.”
• Poem by V. V. Mayakovsky “What is good and what is bad?”

Middle group

• The story of V. Oseeva “The Watchman”.
• N. Sladkov's story “Autumn is on the threshold.”
• Russian folk tale "The Man and the Bear".
• The story of V. Oseeva “Blue Leaves”.
• Russian folk tale "The Fool and the Birch".
• Poem by S. Mikhalkov “What do you have?”
• Russian folk tale "The Ship".
• The story of L. Voronkova “How the Christmas tree was decorated.”
• Russian folk tale "Frost and the Hare".

  The fairy tale “Frost and the Hare” will enrich children’s knowledge about seasonal changes in nature

• N. Kalinina's story “About the Snow Bun.”
• V. Karaseva’s story “Olya Came to Kindergarten.”
• V. Dahl's fairy tale "The Bast-Fox".
• Russian folk tale "The Fox, the Wolf and the Bear."
• Mordovian folk tale “How a dog was looking for a friend.”
• Russian folk tale "The Cockerel and the Bean Seed."
• The story of V. Borozdin “Starships”.
• Fairy tale by N. Sladkov “The Bear and the Sun.”
• The work of S. Prokofieva “The Tale of Mother”.
• S. Vangeli's story "Snowdrops".
• Fairy tale by V. Oseeva “Three Magpies”.

  For greater immersion in the theme of the fairy tale, you can play an audio recording with the voice of a magpie for children

• Fairy tale by D. Bisset “Grasshopper Dandy”.
• The work of M. Plyatskovsky “The Tale of the Inverted Turtle.”
• Reading of the poem “Forest Violet” by V. Paspaleyeva.
• A. Gaidar's story "The March".
• L. Tolstoy's story “The Jackdaw Wanted to Drink...”.
• N. Sladkov's story "Not Hearing".
• Fairy tale by N. Pavlova “Strawberry”.
• Fairy tale by V. Suteev “Under the mushroom”.

Senior group

• Reading L. Tolstoy’s story “The Lion and the Dog.”
• A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
• A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
• Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
• Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
• T. Aleksandrova “Kuzka the Little Brownie”.
• Telling the tale of P. Bazhov “The Silver Hoof”.
• Reading the story “Childhood Friend” by Viktor Dragunsky.
• Memorizing the poem by E. Blaginina “Let’s sit in silence.”

  Poems and fairy tales teach a child kindness, respect for others, and support curiosity.

• Retelling of V. Chaplina’s story “Squirrel”.
• Telling the Russian folk tale "The Frog Princess".
• Reading the fairy tale “Krupenichka” by N. Teleshov.
• Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
• Memorizing I. Surikov’s poem “Here is my village.”
• Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
• Reading the story by N. N. Nosov “The Living Hat.”
• Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
• Memorizing the poem by S. Yesenin “Birch”.
• Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
• S. Gorodetsky “Kitten” (reading in faces).
• Retelling of N. Kalinina’s story “About the Snow Bun.”
• Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
• Telling the Russian folk tale "Nikita Kozhemyaka".
• Reading the work of G. Snegirev “Penguin Beach”.
• Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
• Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
• Reading the poem by Y. Akim “My Relatives.”
• Telling the folk tale “Sivka-burka”.

  Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.

• Reading L. Tolstoy’s story “The Bone.”
• Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
• Memorizing the poem by I. Belousov “Spring Guest”.
• Reading of G. Ladonshchikov’s poem “Spring”.
• Russian folk tale "The Fox and the Hare".
• Retelling of the story “Train” by Y. Taits.
• Telling the Russian folk tale “Fear has big eyes.”

  The fairy tale “Fear has big eyes” is essentially psychological

• Reading the work of I. Leshkevich “Traffic Light”.
• Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
• Memorizing the poem by G. Vieru “Mother’s Day.”
• Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
• Retelling of the Ukrainian folk tale "Spikelet".
• Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
• Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
• Favorite fairy tales of A. S. Pushkin.
• Reading R. Kipling's fairy tale "The Elephant's Child".
• Telling the Russian folk tale "Khavroshechka".

Preparatory group

• Acquaintance with an excerpt from A. S. Pushkin’s poem “Eugene Onegin” “The sky was already breathing in autumn...”.
• Reading and retelling of the Nanai folk tale “Ayoga”.
• Russian folk tale "Sister Fox and the Wolf."
• The story of K. Ushinsky “Four Wishes”.
• The epic “Ilya Muromets and the Nightingale the Robber.”
• Story by K.G. Paustovsky “Warm Bread”.
• Memorizing N. Rubtsov’s poem “About the Hare.”
• Reading A. Kuprin’s story “Elephant”.
• Reading the story by V. Bianchi “Bathing bear cubs.”
• Acquaintance with the work of D. Mamin-Sibiryak “Medvedko”.
• Fairy tale by C. Perrault “Puss in Boots”.
• The story of M. Zoshchenko “Great Travelers”.

  Children are very interested in stories about their peers

• Epic "Sadko".
• Reading the fairy tale by V. Suteev “The Magic Wand”.
• Fairy tale by K. Ushinsky “The Fox and the Goat.”
• Acquaintance with the work of I. Surikov “Winter”.
• The story of E. Permyak “The First Fish”.
• Fairy tale based on folk stories “The Snow Maiden”.
• Learning the poem by S. Marshak “The young month is melting...”.
• Poem by E. Moshkovskaya “We ran to the evening.”
• Acquaintance with the work of P. Ershov “The Little Humpbacked Horse”.
• Russian folk tale "Cockerel - golden comb and millstones."
• Retelling of E. Charushin’s work “Bear”.
• Poem by S. Yesenin “Birch”.
• Retelling of the fairy tale “Fear has big eyes.”
• Reading a fairy tale by H.-K. Andersen's "The Ugly Duckling".
• V. Bianchi's story “Adapted.”
• Russian folk tale "Vasilisa the Beautiful."
• The story of V. Dahl “The Old Man of the Year”.

  In older preschool age, children perceive fairy tales more fully and can be correlated with past and future seasons.

• Poem by F. Tyutchev “Winter is angry for a reason...”.
• Fairy tale by H.-K. Andersen "Thumbelina".
• The story of E. I. Charushin “Boar”.
• M. Prishvin's story “Golden Meadow”.
• Edward Lear's poem "Limericks".
• The story of V. Bianchi “Forest houses”.
• Fairy tale by the Brothers Grimm "The Pot of Porridge".
• S. Alekseev's story “The First Night Ram”.
• Poem by A. Blok “In the meadow”.
• Tales of Pushkin.
• Russian folk tale "Sister Alyonushka and Brother Ivanushka."

Fiction reading club in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very relevant: children's literature today has many “rivals” - cartoons, children's television programs, computer games. They do not require children to think, unlike a work of art. There is also the following paradox: bookstores offer a huge assortment of colorful, educational and interesting publications, but reading with a child requires strength, attention and time, which many parents lack. In these cases, the task of introducing preschoolers to books falls on the shoulders of the teacher. And it’s good if, in addition to the works specified in the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, short stories, epics, poems, as well as proverbs and sayings.

Today, books have many “competitors” in the fight for a child’s attention.

As for the subject of the literary circle, it can cover:

• works of various genres (title options: “Visiting a Book”, “Literary Living Room”, “The Magic World of Books”);
• only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom...”);
• poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon.

As an example, we can consider the work program and long-term work plan of the “Visiting a Book” circle (designed for three years of study) by teacher E. V. Nazarova. Its peculiarity is that reading literature is combined with Russian folk games of similar themes.

Elizaveta Vasilievna indicates the following tasks of the circle:

• develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;
• to teach children to feel and understand the figurative language of a work of art, the means of expression that create an artistic image, to develop the imaginative thinking of preschoolers;
• to develop the ability to recreate artistic images of a literary work, develop children’s imagination, associative thinking, develop children’s poetic ear, accumulate aesthetic experience in listening to works of fine literature, cultivate an artistic ear;
• to create a need for constant reading of books, to develop an interest in reading fiction, the creativity of writers, creators of works of literary art;
• enrich the child’s sensory experience, his real ideas about the world around him and nature;
• to form a child’s aesthetic attitude to life, introducing him to the classics of fiction;
• broaden children’s horizons through reading books of various genres, varied in content and subject matter, enrich the child’s moral, aesthetic and cognitive experience;

The goal is to thoroughly acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values ​​and spiritual culture accumulated by previous generations, develop artistic taste, and form a culture of feelings and communication.

How to organize an open viewing of a class on reading fiction

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

• the use of information and computer technologies - ICT (slides depicting episodes of the work, its individual characters);
• retelling a fairy tale by children based on mnemonic tables (this direction always arouses interest);
• Even a physical education session - a mandatory element of most classes - can be innovative (for example, using pebbles to enhance the rhythm; by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea is to involve a music director in the event or use audio recordings. For example, in the same fairy tale “Masha and the Bear,” the music will convey how a girl picks mushrooms and berries in the forest, and a bear walks heavily through the forest. Children will simply be delighted with such a deep immersion in the work.

The finale of an open lesson can also be interestingly played out. For example, children give guests bookmarks for books that they made with their own hands.

An open screening cannot be rehearsed in advance with the group, for example, to memorize poems or work out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

Various festive events also contribute to cultivating interest in books: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a specific writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird Day, May 9. For this purpose, works of different genres are selected (poems, short stories, episodes from fairy tales, proverbs, sayings), which are played out in an original way.

A festive atmosphere is always created by the combination of various types of art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

The structure of a literary festival is similar to the structure of a matinee:

1. Grand opening with opening remarks by the presenter.
2. Show of concert numbers.
3. Demonstration of a book exhibition.
4. Completion.

The parts of the event, in addition to the host, are united by the game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

Older preschoolers can arrange a mini-concert for younger pupils with the reading of nursery rhymes, songs, and poems familiar to the kids. In this case, it is advisable to use visual materials - toys, pictures, various objects.

An example of a summary of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).

Related videos

An introduction to fiction often turns into a small performance in which the children themselves perform.

Video: reading poems by Agnia Barto about toys (junior group)

Video: storytelling and dramatization of the fairy tale “Teremok” (second junior group)

Video: “Journey through Russian folk tales” (open lesson in the middle group)

Video: lesson-trip based on the fairy tale “Geese and Swans” (senior preschool age)

Introducing your child to reading should start from a very early age. In addition to parents, kindergarten, the child’s first social institution, plays a key role in this. Of course, preschoolers are more listeners than readers. The content of the work of art is conveyed to them by the teacher, who also reveals the idea and helps children feel for the characters. That is why the teacher must be able to interest children in books, being competent in the field of children's literature and having a high degree of expressive reading skills.

MOBU "Secondary school with. Malinovo" SP kindergarten
Educator: Golozubova O. M.
Summary of a lesson on reading fiction in the preparatory group “S. Alekseev “The first night ram”
S. Alekseev “The first night ram” (dedicated to the Great Patriotic War)
Objectives: learn to highlight the main idea of ​​a story; develop children's coherent speech; ability to answer questions with complete answers; continue work to enrich children's vocabulary; continue to improve dialogic and monologue forms of speech; develop attention, thinking and memory; to cultivate respect for the defenders of the Fatherland, for the memory of fallen soldiers.
Goal: to deepen children's knowledge about the Great Patriotic War.
Materials and equipment: portrait of S. Alekseev, portrait of V. Talalikhin, illustrations.
Preliminary work: looking at paintings and illustrations about the Great Patriotic War, reading poems and stories about the war, talking with children about the war, about Great Victory Day.
Vocabulary work: ram, fascist, bomber, searchlight, enemy, ace, awards, trigger, motor, Talalikhin. Integration of educational areas: “Speech development”, “Cognitive”, “Physical development”.
Progress of the lesson:
1. Organizational moment:
Greetings. Reporting the name of the area by the teacher.
2. Motivation.
a) Reading of a poem by the teacher.
How many of those heroes there were
Whose names are unknown.
I took them with me forever,
To your unknown land, war.
b) Conversation on the topic:
V. -Every year on May 9, our people celebrate one of the brightest and at the same time mournful holidays. What holiday is it?
D. -Victory Day.
V. -What is war?
D. -This is grief, tears, suffering, devastation, hunger...
Q. -Why do wars happen?
D. -Some want to gain power over others; see their superiority; don't respect people; They don’t know how to agree, give in, or find the right solution.
V. -Who did our people win over in this war?
D. -Over the fascists.
V. -Who stood up to defend the Motherland?
D. -Men and women, old people and children
V. -What do you think the children of war dreamed of?
D. -About a peaceful sky, about living parents, about books and toys, about a piece of bread, ...
V. – How did our people show themselves in this war?
D. -Friendly, united, courageous, courageous, persistent...
Q. -Why did we win?
D. -Our people were friendly.
V. -Who is a soldier?
D. -One who defends his country from enemies
V. -What should a soldier be like?
D. -Brave, courageous, strong, persistent
V. – What topic will we read the story on?
D. A story about the war.
V. – Correct. We will get acquainted with the story “The First Night Ram”, which was written by the author Sergei Petrovich Alekseev.
3. Physical minute:
Exercise “Listen to the command”
V. -What do you think, are you brave, persistent children?
D. -Yes
V. -And now we will check it with you.
V. - Real soldiers must be able to carry out all the commands of the commander. On the command “fire” - you clap your hands, on the command to reconnaissance - look “through binoculars” (make rings out of your fingers and put them to your eyes, on the command “to the parade” - you march in place, on the command “enemies” - put your finger to your mouth, say "tsk". Remember that in the Army, soldiers carry out commands quickly and accurately. Everyone is ready to listen to my command.
D. – Yes
V. – Be careful.
4. Work on the topic of the lesson:
a) Reading the story by S. Alekseev “The First Night Ram”
V. -Now I will read you a story about a brave pilot, which was written by Sergey Petrovich Alekseev (showing a portrait).
b) Answers to the teacher’s questions.
Q. -What are spotlights?
D. -A device that shines very brightly.
V. -Who is a fascist?
D. – Enemy.
Q. -What is a fascist bomber?
D. -An enemy plane that carries bombs.
Q. -How did you understand what a trigger is?
D. -Lever, machine gun button.
V. -Who can explain the word ram.
D. -When a plane moves towards another plane.
Q. -What is a board? And overboard?
D. -This is the wall of an airplane; outside the plane.
Q. -What is a reward?
D. -These are medals, certificates, orders...
Q. – Tell me, what genre does “The First Night Ram” belong to?
D. -Story.
Q. -What is the name of the writer who wrote the story “The First Night Ram”?
D. -Alekseev Sergey Petrovich.
V. -What was the name of the main character of the story?
D. -Victor Talalikhin.
Q. -What did the observers discover in the sky?
D. -A fascist bomber approaching Moscow.
V. -What time of day did this happen?
D. -On a quiet moonlit night.
V. -What order did Viktor Talalikhin receive?
D. -Destroy the enemy.
V. -What is the rank of Viktor Talalikhin?
D. - Junior lieutenant.
V. -How did a Soviet pilot shoot down a fascist plane?
D. -The Soviet pilot went to ram.
V. -Tell me, do children as a people remember and honor those who defended our Motherland?
D. -Books and paintings are written about heroes; they compose poems and erect monuments throughout the country.
5. Development of speech and mental activity.
I will name the beginning of the proverb, and you will continue with the ending.
V. - There is nothing more beautiful,
D. -what is our Motherland.
V. -Live –
D. - to serve the homeland.
V. -Motherland is the mother,
D. -don’t be sorry to give your life for your mother.
V. -Motherland is the mother,
D. - know how to stand up for her.
V. -Courage
D. -takes cities.
V. -Who will come to us with a sword,
D. -he will die by the sword.
V. -It’s hard to study –
D. - easy in battle.
V. - Bold - enemy
D. - won’t take it.
V. - Your honor is in the banner,
D. - in weapons - glory.
Q. -What do you think needs to be done to avoid war?
D. - It is necessary for all peoples to live in harmony and friendship.
3) Lesson summary:
V. -What was the name of the story that you and I read?
D. -First night ram
V. -Who wrote this story?
D. – Sergey Petrovich Alekseev.
Q. - Name the pilot?
D. – Victor Talalikhin.
V. – What feat did he accomplish?
D (pupils’ answers)4) Reflection “Stars”
Now let’s decorate the sky for our pilot.
If you learned something new in class, attach a yellow star.
If you haven't learned anything new, attach a red star.
Retell the story to your parents.

Attached files

Subject: Reading works of fiction. “If you love to ride, you also love to carry a sleigh” (based on the works of E. Moshkovskaya “Lezhebok”, N. Nosov “On the Hill”).

Target: 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; teach children to understand the figurative meaning of some phrases and sentences.

Progress of the lesson

The teacher reads E. Moshkovskaya’s poem “Lezheboka” to the children.

Sloth lives bitterly:

The couch potato's bed is high,

The floors are far from the bed,

Getting off the Sloth is a hassle!

Here lies Lazyboka,

Slothless sleeps without time,

I've already laid down both sides...

He sleeps and sighs deeply:

If only there were two more sides!..

Guys, do you feel sorry for Lazyboy? (Children's answers).

What can you advise Slothboy so that his life would not be so bitter and difficult? (Children's answers).

Guys, do you want your friend to be Lazheboka? Why? (Children's answers).

It turns out that no one wants to be friends with Sloth. No wonder they say: “He who is lazy is not valued.”

Guys, would you like to make friends with Kotka Chizhov? from the story “On the Hill” by N. Nosov?

The guys worked all day: they built a snow slide in the yard. They shoveled snow and dumped it in a heap under the wall of the barn. Only by lunchtime the slide was ready. The guys poured water on her and ran home for dinner.

“We’ll have lunch,” they said, “while the slide freezes.” And after lunch we will come with a sled and go for a ride.

And Kotka Chizhov from apartment six, how cunning! He didn't build the slide. He sits at home and looks out the window as others work. The guys shout at him to go build the slide, but he just throws up his hands outside the window and shakes his head - as if he’s not allowed to. And when the guys left, he quickly got dressed, put on his skates and ran out into the yard. Chirk! - skating in the snow. - Chirk! And he doesn’t know how to skate properly. I drove up to the hill.

“Oh,” he says, “it turned out to be a good slide.” I'll jump now.

As soon as I climbed the hill, I hit my nose!

“Wow,” he says, “slippery!”

I got to my feet and again - bang! He fell ten times, but he can’t climb the hill. "What to do?" - thinks. I thought and thought and came up with the idea: “Now I’ll sprinkle sand on it and climb on it.”

He grabbed the plywood and drove to the janitor's room. There's a box of sand. He began to drag sand from the box up the hill. He sprinkles in front of himself, and he climbs higher and higher. I climbed to the very top.

“Now,” he says, “I’ll jump!”

He pushed off with his foot and again - bang with his nose! Skates don't skate on sand! Kotka lies on his stomach and says:

- How can we ride on the sand now?

And he climbed down on all fours.

Then the guys came running. They see: the hill is covered with sand.

- Who screwed it up here? - they shouted. - Who sprinkled sand on the hill? Have you seen it, Kotka?

“No,” says Kotka, “I didn’t see it.” I sprinkled it myself because it was slippery and I couldn’t climb on it.

-Oh, you smart guy! Look what you came up with! We worked and worked, and he sand! How to ride now?

Kotka says:

- Maybe someday it will snow, it will cover the sand, and then you can ride.

- So it might snow in a week, but we need to go skiing today!

“Well, I don’t know,” says Kotka.

- Do not you know! You know how to ruin a slide, but you don’t know how to fix it! Grab a shovel now!

Kotka untied his skates and took a shovel.

- Cover the sand with snow!

Kotka began to cover the hill with snow, and the guys poured water on it again.

“Now,” they say, “it will freeze, and you can ride.”

And Kotka liked the work so much that he also made steps on the side with a shovel.

“This,” he says, “makes it easy for everyone to climb.” Otherwise someone else will sprinkle sand again.

Who is the story talking about? (About the guys, about Kotka Chizhov.)

What words can you say about the guys who built the slide? What are they? (Friendly, hardworking.)

What was Kotka Chizhov like at the beginning of the story? (Lazy, cunning, stupid.)

What was he doing when the guys were building the slide? (He looked out the window, spread his arms, shook his head - as if he couldn’t, he was lazy, didn’t want to work with the guys...)

What did he become at the end? (He corrected himself, realized his mistakes, he felt ashamed, he began to work, he really enjoyed building with the guys.)

Guys, explain how you understand the Russian folk proverb: “If you love to ride, you also love to carry a sled”? (Children's answers).

And what is said in such a proverb as “Together - not burdensome, but apart - at least leave it”? (Children's answers).

You guys understand the meaning of Russian folk proverbs correctly. If you are lazy, don't think that everything will come easy to you. If you want to ride a slide, work hard first. And if everyone works together, in unison, everything will definitely work out, but it’s very difficult to do something alone.

Are there any guys among you who like to stand on the sidelines while others are working? (Children's answers).

It's good that you are all hardworking and not lazy. And if suddenly such guys appear among you, what will you do? (Children's answers).

What did the guys do to Kotka when they saw that he had ruined the slide? Did you send him away? Called me? Pushed away? (Children's answers).

In N. Nosov’s story, the guys turned out to be good and fair, they told Kotka: “You know how to ruin the slide, but you don’t know how to fix it!” Grab a shovel now!”

The guys not only forced Kotka to work, but also began to help him themselves, because they knew that when everyone worked together, the result would be better and faster.

Guys, do you think Kotka wanted the slide to work out? How did he work? What did he come up with? (Children's answers).

The guys helped Kotka. Did he help them? Did he do a lot of work or a little one? (Children's answers).

It doesn’t matter at all how much he did, because “In a great common cause, even a little help is valuable...”