Reading fiction on the topic of vegetables. Educational and methodological development

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

TO art library

fiction

in different educational fields in the senior group

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

Compiled by: Shcherbakova E.V.

Moral education

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

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

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

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

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

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

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

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

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

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

S. Mikhalkov “What do you have?”

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

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

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

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

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

works

L. Tolstoy “Bone” To cultivate the moral qualities of the individual: honesty, truthfulness, love for family.

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

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

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

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

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

Mickiewicz Adam “To Friends”

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

P. Bazhov " Silver hoof» Foster a sense of kindness and caring for the weak

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

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

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

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

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

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

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

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

A. Barto “Vovka is a kind soul”

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

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

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

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

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

K. Chukovsky “Fedorino’s grief”

RNS "Po" pike command» Reinforce in children the concept of the importance of human labor

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

Y. Tuvim. “The letter to all the children one by one is very important matter", trans. from Polish S. Mikhalkova

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

E. Segal “Cars on our street”

Cognitive development of FEMP Counting books

Fairy tale heroes

S. Marshak “Numbers” Introduction to numbers

Familiarization with social world G. H. Andersen

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

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

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

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

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

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

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

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

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

S. Makhotin “Senior group”

O. Vysotskaya

"Kindergarten"

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

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

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

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

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

G. Snegirev “Penguin Beach”

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

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

B. Zakhoder “Gray Star” Cultivate a sense of empathy and love for nature and man, the ability to resist evil

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

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

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

Speech development Development of all aspects of speech

Introduction to Genres

Explanation of unfamiliar, outdated words

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

I. Bilibin

E. Charushin

Fine art activity Drawing illustrations based on works

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

P. I. Tchaikovsky “Seasons” (fragments)

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

S. Prokofiev “Peter and the Wolf”

Physical development

GCD and leisure activities based on the plots of works

Heroes of works

Publications on the topic:

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

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

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

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

Current problem modern society- introducing children to reading. It's no secret that already in preschool age Many children prefer watching cartoons to listening to fairy tales, computer games. 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, emotions, and forms humane feelings, 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 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. Develops a sensitive attitude towards artistic expression, the ability to notice vivid descriptions, epithets, comparisons, 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 language 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 the fairy tale “The Wolf and the Seven Little Goats” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows through the cup, and from the cup 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 “The Tale of the Fisherman and the Fish” by A. Pushkin 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. It should only be about actions 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» 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 the plot in preschoolers). While reading educational literature The picture is used to clearly explain 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. Conversation about what you read, aimed at clarifying the content, linguistic means expressiveness.
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 kindergarten- guards him at night, and during the day he really likes to listen to the guys 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 time, 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, you can already use personal experience 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 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 tale "Turnip".
• 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 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”.
• Fairy tale by N. Pavlova “Strawberry”.
• “Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

Middle group

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

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 given educational program kindergarten, he introduces 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.

Regarding the topic literary circle, then 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 - good friends", "Visiting a fairy tale", "The 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 work program and a long-term plan for the work 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 conducting Russian folk games similar topics.

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;
• teach children to feel and understand the figurative language of a work of art, means of expression, creating an artistic image, develop creative thinking preschoolers;
• develop the ability to recreate artistic images literary work, develop children's imagination, associative thinking, develop children's poetic ear, accumulate aesthetic experience of listening to works belles lettres, 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 introduce children in depth to children's literature and books, to provide literary development preschoolers, to reveal to children the world of moral and aesthetic values ​​and spiritual culture accumulated by previous generations, to develop artistic taste, to 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 - to connect to the event music director 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 holiday events: 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.

Association always creates a festive atmosphere various types art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

Structure literary holiday similar to the construction 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

Senior preschoolers can arrange for pupils younger age mini-concert with the reading of nursery rhymes, songs, and poems familiar to children. 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

Acquaintance with fiction often turns into small show, where the children themselves perform.

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

https://youtube.com/watch?v=3qsyf-eUekI Video can’t be loaded: Lesson excerpt in the second younger group by sign (https://youtube.com/watch?v=3qsyf-eUekI)

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

https://youtube.com/watch?v=206SR1AfGZI Video can’t be loaded: NOOD fiction in the second junior group based on the fairy tale “Teremok” (https://youtube.com/watch?v=206SR1AfGZI)

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

Video can't be loaded: Open lesson on the topic: “Journey through Russian folk tales” (https://youtube.com/watch?v=4Xu1mx2qkgk)

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

https://youtube.com/watch?v=yy4HWjo0ZaQ Video can’t be loaded: Integrated lesson-journey through the fairy tale “Geese - Swans” (https://youtube.com/watch?v=yy4HWjo0ZaQ)

Introducing your child to reading should start from a very early age. Besides parents, key role Kindergarten plays in this - the first social institution child. 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.

PROSPECTIVE THEMATIC PLAN OF EDUCATIONAL PROCESS

Educational area

"Me and my friends"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of chapter two “How Dunno Was a Musician” from N. Nosov’s book “The Adventures of Dunno and His Friends”; teach to understand the moral and idea of ​​the work; learn to evaluate the actions of heroes; develop cognitive interest, interest in books.

O.V. Akulova, L.M. Gurovich.

"Reading fiction"

"My city"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion of an excerpt from A. Dorokhov’s book “Green, Yellow, Red” - learn to answer questions about the content of the text; learn to write riddles; consolidate children's knowledge about traffic rules and traffic lights, about road signs;

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

Creative center SPHERE, 2013

“Impressions of summer. Summer days birth"

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of E. Blaginin’s poems “Dandelion”. Develop a poetic ear: develop the ability to feel, understand and reproduce the figurative language of a poem; select epithets, comparisons, metaphors.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

“Reading fiction” M.

Creative center SPHERE, 2013

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Nosov’s story “Dreamers” Teach children to retell the text; improve intonation expressiveness of speech: achieve consistency in the presentation of content; enrich your vocabulary with definitions, adverbs, verbs, synonyms

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

“Reading fiction” M.

Creative center SPHERE, 2013

"Old Person's Day"

29.09-3.10

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of V. Ovseev’s story “Cookies” consolidate the idea of genre features story; teach independent retelling;

learn to express your attitude to what you read, express your opinion

consolidate knowledge about birds and their colors

Voronezh, 2014.

Lesson 2, page 88

"Autumn. Autumn moods"

Social communications

Speech development

Artistic-aesthetic

Reading poems about autumn by E. Pleshcheeva. Teach children to emotionally perceive the figurative basis of the poetic. works; develop creativity, expressiveness of speech

O.S. Ushakova. "Introducing children to literature."

M., publishing center "Ventana-Graf". page 142

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the Tatar folk tale “Three Daughters” - teach to understand the characters; teach to perceive the originality of the plot structure, notice the genre features of the composition and the language of the fairy tale and story;

O. S. Ushakova, N.V. Gavrish

Moscow, 2014. Lesson 10, p. 19

"The Country Where I Live"

20.10-24.10

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and memorization of N. Rubtsov’s poem “Hello, Russia...”, analysis of the content of the proverbs “Everyone has his own side”, “There is no land more beautiful than our Motherland”, learn to identify ideological content works during its collective discussion; participate in the collective learning of a poem during choral recitation; read poetic text expressively;

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 4, p. 12

"My little homeland"

Social communications

Speech development

Artistic-aesthetic

Reading and retelling the Nanai fairy tale “Ayoga” teaches to understand and evaluate the character of the main character of the fairy tale; consolidate knowledge about the genre features of literary works; develop the ability to understand the figurative meaning of proverbs and sayings; bring up negative attitude to laziness; expand children's knowledge about other peoples and nationalities of the Russian Federation and teach interethnic tolerance.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 14, p. 26

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading and conversation based on the fairy tale “The Piper and the Cars” by J. Rodari. Retelling a fairy tale. To learn to understand the genre features of a story, to see its beginning, main and final parts; teach to understand characters fairy-tale heroes; develop pantomime skills, learn to create expressive images using facial expressions,

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014. Lesson 17, p. 30

"Game World"

Social communications

Speech development

Artistic-aesthetic

Reading and memorizing the most famous poems by A. Barto and S. Mikhalkov. Conversation based on the poems read. Systematize knowledge about the literary works of A. Barto and S. Mikhalkov;

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 20, p. 34

"Mothers Day"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of E. Permyak’s story “What are hands for.” Teach coherent, consistent retelling, correctly convey the idea and content, and expressively reproduce character dialogues. Cultivate love for family.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2014.

Lesson 2, page 63

Theme "My World"

1.12-5.12

Social communications

Speech development

Artistic-aesthetic

Reading, discussing and retelling the Russian folk tale “The Winged, the Hairy and the Buttered One” teaches us to understand the characters and actions of the heroes; learn to come up with a different ending to a fairy tale; learn to notice and understand figurative expressions; introduce new phraseological units; consolidate children's knowledge about folk holidays and traditions.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2010. Lesson 8, p. 17

"Early winter"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of an excerpt from V. Bianchi’s fairy tale “The Titmouse Calendar”. Learn to answer questions about the content of the text you listened to; select verbs according to their meaning; learn to retell the text of a story; instill love for animals and care for them.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The world around us"

Social communications

Speech development

Artistic-aesthetic

Reading, discussing and memorizing K. Chukovsky’s poem “The Christmas Tree” - continue to learn how to expressively recite poems by heart; develop the ability to intonationally convey joy in connection with the upcoming holidays; develop a poetic ear; consolidate children's knowledge about the traditions of New Year celebrations.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"He comes to us New Year»

22.12-31.12

Social communications

Speech development

Artistic-aesthetic

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Christmas Miracle"

12.01-16.01

Social communications

Speech development

Artistic-aesthetic

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

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

"Me and my friends"

19.01-23.01

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Nosov’s story “On the Hill”. Develop the ability to understand the character of the characters in works of art, assimilate the sequence of plot development, notice expressive and visual means that help reveal the content; enrich speech with phraseological units; learn to understand the figurative meaning of certain phrases and sentences; consolidate children's knowledge about winter games and fun.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Kind words to each other"

26.01-30.01

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of N. Durova’s story “Two Girlfriends.” Reading and discussion of A. Kuznetsova’s poem “We Quarreled” teach us to analyze the actions of the heroes and evaluate the characters’ characters; learn to answer questions based on the content of the text; to develop in children the need for friendly communication with others; instill in children a kind attitude towards loved ones;

Reinforce the rules of etiquette.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 15, p. 27

"World of Professions"

2.02-6.02

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of S. Mikhalkov’s poem “Uncle Styopa”.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2004.

Lesson 3, page 11

"The World of Technical Wonders"

9.02-13.02

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of V. Mayakovsky’s poem “This little book of mine is about the seas and about the lighthouse” to teach to understand the emotional and figurative content of the fairy tale, its idea;

develop figurative speech: learn to select definitions and comparisons for a given word; lead to an understanding of the meaning of phraseological units and proverbs; reinforce the rules of safe behavior in daily life.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 1, page 7

"Winter"

Social communications

Speech development

Artistic-aesthetic

Reading of S. Yesenin’s poem “Winter sings and calls out...”. Discussion on the content of the poem. Learning a poem by heart; teach children to expressively read a poem by heart, intonation conveying tenderness and admiring the picture of winter nature.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Defenders of the Fatherland"

23.02-27.02

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the epic “Three Heroes”
Discussion of proverbs: “The first thing in life is to honestly serve the Fatherland,” “We don’t want someone else’s land, but we won’t give up ours either,” “A skillful fighter is great everywhere,” “Military science strengthens the mind and hands.”- introduce children to the epic genre, its linguistic and compositional features; expand children's knowledge about defenders of the fatherland; clarify ideas about the branches of the military, evoke a desire to be like strong and brave warriors; develop imagination, poetic taste;

to cultivate respect, love and gratitude for the people who defend our Motherland.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten” - Voronezh, 2014.

Lesson 3, page 76

"Congratulations moms"

Social communications

Speech development

Artistic-aesthetic

Reading the poem “My Grandmother” by S. Kaputikyan teaches you to understand the characters and actions of the heroes, and come up with a different ending to the fairy tale; notice and understand figurative expressions; introduce new phraseological units (soul to soul, you can’t spill water); cultivate a love for oral folk art, folk culture and traditions.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow – 2014. Lesson 8, p. 17

"Maslenitsa"

Social communications

Speech development

Artistic-aesthetic

Reading. Discussion and memorization of A. Pleshcheev’s poem “Spring”. develop an emotional response to spring manifestations of nature, aesthetic feelings and experiences;

Learn to compose descriptive stories from a landscape painting; enrich the vocabulary with definitions, activate verbs, synonyms.

V.N. Volchkova, N.V. Stepanova

“Lesson notes for the senior group of kindergarten”

Voronezh, 2014.

Lesson 4, page 81

"Book Week"

Social communications

Speech development

Artistic-aesthetic

L. Tolstoy's stories “The Lion and the Dog” develop phonemic hearing in children; activate and enrich children’s vocabulary with nouns, adjectives and verbs on the topic of the lesson; continue to learn how to solve riddles

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Spring came"

23.03-27.03

Social communications

Speech development

Artistic-aesthetic

Guessing riddles about read fairy tales and stories. Correlation of proverbs with read fairy tales and stories. - consolidate knowledge about the literary works read, about the genre features of fairy tales, short stories, poems, works of small folklore forms; to form figurative speech: the ability to understand the figurative meaning of proverbs, to apply proverbs in the appropriate speech situation.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 29, page 47

"Humor in our lives"

30.03-3.04

Social communications

Speech development

Artistic-aesthetic

B. Zakhoder “Dog’s sorrows”, “About catfish”. Teach children to see the funny in the work they read, instill a love of poetry.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The Secret of the Third Planet"

6.04-10.04

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of an excerpt from the book by V.P. Borozdin "First in Space"- introduce children to biographical literature; to instill in children respect for the work of people associated with space; to form in children the concepts of “outer space”, “space”; introduce the biography of Yu.A. Gagarin

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"The starlings have arrived"

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of “What kind of bird?” V. Suteev. To consolidate knowledge about genre, composition, linguistic features Russian fairy tale; teach to perceive the figurative content of the work.

O. S. Ushakova, N.V. Gavrish

“Introducing literature to children 5-7 years old”

Moscow, 2014.

Lesson 1, page 52

"The world around us"

20.04-24.04

Social communications

Speech development

Artistic-aesthetic

Reading, discussion and retelling of the Slovak folk tale “The Sun is Visiting” - to develop the ability to perceive the most striking means of expression in the text and relate them to the content; learn to select synonyms for verbs, build synonymous and antonymic series for a given definition.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Victory Day"

4.05-8.05

Social communications

Speech development

Artistic-aesthetic

Reading and discussion of the poems by S. Marshak “Fairy tale for children” and S. Smirnov “Soldier”. Learning the poem "Soldier" by heart. To cultivate patriotism, respect for the defenders of the Motherland and a sense of pride for the feat of our people in the Great Patriotic War;teach to listen carefully to the reading of a work and answer questions; learn to select definitions for the word soldier; develop in children voluntary visual attention and memory, verbal - logical thinking, speech and activate vocabulary; - consolidate knowledge about military equipment.

O.S. Ushakova, N.V. Gavrish

“Introducing literature to children aged 5-7 years old.”

Moscow, 2014.

Lesson 28, page 46

"Our Pushkin"

11.05-15.05

Social communications

Speech development

Artistic-aesthetic

Reading a fairy tale by A.S. Pushkin "The Tale of the Fisherman and the Fish". Continue to get acquainted with the poet’s work; learn to draw conclusions about greed; briefly retell the content of the fairy tale using pictures; cultivate a love of poetry; activate the dictionary.

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction"

M. Creative center SPHERE, 2013

"Children's rights in Russia"

18.05-22.05

Social communications

Speech development

Artistic-aesthetic

Reading poems about the Motherland. Foster a sense of patriotism and respect for adults; introduce children to the rights and responsibilities;

O.V. Akulova, L.M. Gurovich.

Methodical set of the program “Childhood”,

"Reading fiction", 2013

"The world around us. Spring".

25.05-29.05

Social communications

Speech development

Artistic-aesthetic

Memorizing the poem by G. Ladonshchikov “Spring”. Develop children's figurative speech, understanding the meaning of figurative words and expressions; learn to select definitions and comparisons for a given word.

O.S. Ushakova. "Introducing children to literature." M., publishing center "Ventana-Graf". page 169

Reading list on lexical topics

Autumn

A. K. Tolstoy “Autumn, our whole poor garden is crumbling”

A. Maikov Autumn leaves circling in the wind

A. Pleshcheev “In Autumn”

A. Pushkin “The sky was already breathing in autumn”

In Bianchi "Hiding"

G. Skrebitsky “Autumn”

E. Trutneva “Autumn”

Z. Fedorovskaya “Autumn”

I. Bunin “Falling Leaves”

I. Sokolov-Mikitov “Leaf Faller”

M. Voloshin “In Autumn”

M. Prishvin “Fox Bread”

M. Rapov “The Hedgehog and the Squirrel”

M. Sadovsky “Autumn”

N. Sladkov “Why November is piebald”

F. Tyutchev “There is in the original autumn...”

Vegetables

N. Nosov “Cucumbers”

E. Hogarth "Muffin and his famous zucchini"

Y. Tuvim “Vegetables”

Ya. Tayts “Obedient Rain”

Russians folk tales“Turnip”, “Tops and Roots”, “The Man and the Bear”

Fruits, berries

B. Zhitkov “Bashtan”, Garden” (from the book “What I Saw”)

V. Kataev “Pipe and Jug”

V. Suteev “Bag of Apples”, “Apple”

L. Tolstoy “The Bone”, “The Old Man Planted Apple Trees”

Ya. Tayts “For the berries”

Mushrooms

V. Dahl “The War of Mushrooms and Berries”

V. Kataev “Mushrooms”

V. Suteev “Under the mushroom”

S. Aksakov “Mushrooms”

Ya. Tayts “For mushrooms”

Trees

V. Sukhomlinsky “Granddaughter of an old cherry tree”

G. Skrebitsky “Mother and Nurse”

Z. Aleksandrova “White bird cherry”

I. Tokmakova “Oak”

L. Tolstoy “Oak and Hazel Tree”

M. Isakovsky “Cherry”

Toys

A. Barto “Toys”

V. Kataev “Flower - seven flowers”

E. Serova “Bad Story”

L. Voronkova “New doll”

S. Marshak “Ball”, “Vanka - standing up”

S. Mikhalkov “Andryusha”

Furniture

S. Marshak “Where the table came from”

Wild animals

V. Berestov “Hare’s trail”

V. Bianchi “Bathing Bear Cubs”, “The Fox and the Mouse”

V. Suteev “Apple”

D. Mamin-Sibiryak “The Tale of the Brave Hare”

E. Charushin “Bear Cubs”, “About Bunnies”

I. Butman “Walk in the Woods”

I. Sokolov-Mikitov “Leaf Faller”, “Squirrels”, “Bear Family”

K. Korovin “Squirrel”

M. Plyatskovsky “A hedgehog that could be petted”

M. Prishvin “Hedgehog”, “Fox Bread”

N. Sladkov “Dried stones”

P. Voronko “They were scared of the bunny”

S. Kozlov “Thank you very much”

S. Marshak “The Tale of a Stupid Mouse”

S. Mikhalkov “How friends get to know each other”

Russian folk tales about animals

Stories about animals by I. Sokolov-Mikitov, L. Tolstoy, E. Charushin, V. Bianki

“Sister Fox and Wolf” (arranged by M. Bulatov)

“Winter quarters”, “Wolf and Fox” (arranged by I. Sokolov - Mikitov)

"The Hare and the Hedgehog" (from the fairy tales of the Brothers Grimm)

“The Hare is a Braggart” (arranged by O. Kapitsa)

Hungarian folk tale "Two Greedy Little Bears"

Animals of hot countries

A. Kuprin “Elephant”

B. Zhitkov “About an elephant”, “Monkey”, “How an elephant saved its owner from a tiger”

G. Ganeizer “About the hot desert”

D. Samoilov “It’s a baby elephant’s birthday”

K. Chukovsky “Aibolit”

R. Kipling “Baby Elephant” (translated from English by K. Chukovsky), “Rikki – Tikki – Tavi”, stories from “The Jungle Book”

S. Baruzdin “Ravi and Shashi”

Dishes

A. Gaidar “Blue Cup”

Brothers Grimm "Pot of Porridge"

K. Chukovsky “Fedorino’s grief”

N. Nosov “Mishkina porridge”

Russian folk tales “The Zhiharka”, “The Fox and the Crane”, “The Fox with a Rolling Pin”, “The Fox and the Jug”

Mail

S. Marshak "Mail"

Cloth

V. Zaitsev “I can dress myself”

G. Snegirev “Camel Mitten”

G.-H. Andersen " New outfit king"

L. Voronkova “Masha the Confused”

L. Penskaya “How Misha lost his mitten”

N. Nosov “Patch”

N. Sakonskaya “Where is my finger?”

C. Perrault “Puss in Boots” (translated from French by T. Gabbe)

Construction

V. Dragunsky “Top down, diagonally”

G.-H. Andersen "The Old House"

M. Pozharova “Painters”

S. Baruzdin “Who built this house”

Russian folk tales “The Three Little Pigs”, “Teremok”, “Winter Quarters of Animals”

Family

A. Barto “Vovka is a kind soul”

A. Raskin “How dad threw the ball under the car”, “How dad tamed the dog”

V. Bianchi “Arishka is a coward”

V. Veresaev “Brother”

V. Dragunsky “Childhood Friend”, “Top Down, Diagonally”

V. Mayakovsky “What is good”

V. Oseeva “Just an Old Lady”, “The Magic Word”

D. Gabe “My Family”

Z. Voskresenskaya “Secret”

L. Kvitko “Grandma’s hands”

L. Tolstoy “Bone”, “Jump”, fables

M. Zoshchenko “Exemplary child”

N. Nosov “Steps”, “Shurik at Grandfather’s”

P. Voronko “Help Boy”

Y. Akim “Neumeyka”

Russian folk tales “Geese - Swans”, “Sister Alyonushka and Brother Ivanushka” (model by A. N. Tolstoy)

“How the brothers found their father’s treasure” (Moldova version by M. Bulatov)

“Little Red Riding Hood”, “Fairy” (from the fairy tales of Charles Perrault)

Transport

A. Dorokhov “Green...Yellow...Red!”

A. Dugilov “My Street”

A. Ivanov “How inseparable friends crossed the road”

B. Zhitkov “Railway” (from the book “What I Saw”)

E. Lopatin “Brave Traveler”

I. Turichin “The Man Ill”

M. Ilyin, E. Segal “Cars on our street”

M. Korshunov “The boy is riding, he’s in a hurry”

M. Krivich “Pedestrian School”

M. Plyatskovsky " Amazing Adventures grasshopper Kuzi"

N. Kalinina “How the guys crossed the street”

N. Nosov “Metro”, “Car”, “Dunno and his friends” (“How Znayka invented a hot air balloon”, “Preparing for the trip”, “On the road”, “Above the clouds”), “Dunno on the moon”

N. Sakonskaya “Song about the metro”

O. Tarutin “Why do we need a traffic light”

S. Mikhalkov “Uncle Styopa is a policeman”, “My street”, “Cyclist”

S. Sakharnov “Two Radio Operators”, “How to Get the Anchor”, “Magellan”, “The Best Steamship”

Ancient Greek myth "Daedalus and Icarus"

New Year

E. Trutneva “Christmas tree”, “Happy New Year!”

Z. Aleksandrova “Father Frost”, “Christmas tree”

L. Voronkova “Tanya chooses a Christmas tree”

N. Nekrasov “Frost the Governor”

S. Georgiev “I saved Santa Claus”

S. Drozhzhin “Grandfather Frost”

S. Marshak “12 months”, “Song about the Christmas tree”

Russian folk tales “Visiting Grandfather Frost”, “Snow Maiden”, “Morozko”

Winter fun

A. S. Pushkin “Winter! Peasant triumphant...", "Winter Evening"

A. Fet “Mom! Look out the window..."

I. Surikov “Childhood”

N. Nosov “On the Hill”, “Our Ice Rink”

Winter

A. Fet “Mom! Look out the window..."

V. Odoevsky “Moroz Ivanovich”

G. Skrebitsky “4 artists. Winter"

G.-H. Andersen "The Snow Queen"

E. Trutneva “First Snow”

I. Nikitin “Meeting of Winter”

I. Surikov “Winter”

K. D. Ushinsky “The pranks of the old woman-winter”

L. Kvitko “Bear in the Forest”

L. Charskaya “Winter”

N. Nekrasov “It is not the wind that rages over the forest”

N. Sladkov “The Trial of December”

R. Kudashev “Winter Song”

S. Drozhzhin “Walking the street...”

S. Yesenin “Winter Sings and Calls”, “Birch”

S. Ivanov “What kind of snow happens”

F. Tyutchev “The Enchantress in Winter...”

Y. Akim “First Snow”

Russian folk tales “Morozko”, “Rukavichka”, “Winter quarters of animals”, “Snow Maiden” (based on folk stories),

Wintering birds

A. Block “Crow”

V. Bianki “Sinichkin calendar”, “Terenty the black grouse”

V. Bianchi “Owl”

G. Skrebitsky “In a forest clearing”

G. Skrebitsky, V. Chaplina “Tits Appeared”

E. Charushin “Sparrow”

I. Sokolov – Mikitov “Capercaillie”

M. Gorky “Sparrow”

M. Prishvin “Birds under the snow”, “Titmouse”

S. Alekseev “Bullfinch”

A. Milne “Naughty Mom”

G. Vieru “Mother’s Day”

G. Fallada “The story of the day when everything is topsy-turvy” (from the book “Stories from Bedokuria”)

D. Gabe “My Family”

E. Blaginina “Let’s sit in silence”

Nanai fairy tale “Ayoga”

Nenets fairy tale "Cuckoo"

Space

A. Leonov “Steps over the planet”

V. Borozdin “First in Space”

V. Kashchenko “Find the constellation”

V. Medvedev “Starship Brunka”

K. Bulychev “The Secret of the Third Planet”

N. Nosov “Dunno on the Moon”

P. Klushantsev “What the telescope told us”

Army

A. Barto “At the Outpost”

A. Mityaev “Sack of Oatmeal”, “Dugout”

E. Blaginina “Overcoat”

L. Kassil “Sister”, “Monument to the Soviet Soldier”, “Your Defenders”

S. Alekseev “The first night ram”

Spring

A. Pleshcheev “The snow is already melting”

V. Bianchi “Blue Frogs”

G. Skrebitsky “In a forest clearing”, “Spring”, “Happy bug”

E. Baratynsky “Spring, Spring”

E. Serova “Snowdrop”

I. Tokmakova “Spring”

K. Paustovsky “Steel Ring”

N. Nekrasov “Grandfather Mazai and the Hares”, “Green Noise”

N. Pavlova “Under the Bush”

N. Sladkov “Spring Joys”, “Stream”

F. Tyutchev " Spring thunderstorm", "Winter is angry for a reason"

E. Shim “Stone, stream, icicle and sun”

Y. Kolas “Song of Spring”

Migratory birds

A. Maykov “Swallow”

A. Pleshcheev “Rural Song”

V. Bianchi “Forest Houses”, “Rooks”

V. Garshin “Frog – Traveler”

V. Snegirev “Swallow”, “Starling”

V. Sukhomlinsky “Shame before the nightingale”, “Let there be both the nightingale and the beetle”

D. Mamin – Siberian “Gray Neck”

E. Charushin “Crane”

K. Ushinsky “Swallow”

L. Tolstoy “Sparrow and Swallows”, “Swans”

S. Lagerlöf “Nils’s Wonderful Journey with the Wild Geese”

Pets

V. Dmitrieva “Baby and Bug” (chapters)

V. Oseeva “Why”

V. Suteev “Who said meow?”

G. Garin – Mikhailovsky “Theme and the Bug”

D. R. Kipling “The Cat Walked By Itself”

E. Charushin “Rabbit”, “Cat”

K. Paustovsky “The Cat is a Thief”

K. Ushinsky “Caroling Cow”, “Blind Horse”

L. N. Tolstoy “Kitten”, “Fire Dogs”, “Lion and Dog”

N. Nosov “Living Hat”

S. Marshak “The Tale of a Stupid Mouse”, “Mustachioed - Striped”

S. Mikhalkov “Puppy”, “Kittens”

E. Uspensky “Uncle Fyodor, dog and cat”

Russian folk tales “The Wolf and the Seven Little Goats”, “Sivka the Burka”, “The Fox and the Goat”, “The Cockerel and bean seed"(sample by O. Kapitsa)

“The Three Little Pigs” (translated by S. Mikhalkov)

Poultry

B. Zhitkov “The Brave Duckling”

G.-H. Andersen "The Ugly Duckling"

M. Prishvin “Guys and Ducklings”

N. Emelyanova “Oksya the hard worker”

O. Donchenko “Petrus and the Golden Egg”

E. Blyton “The famous duckling Tim” (chapters) in trans. from English E. Papernoy

Russian folk tale "Cockerel"

Ukrainian folk tale "Spikelet"

Cold climate animals

G. Snegirev “About Penguins”, “Penguin Beach”, “To the Sea”, “Brave Little Penguin”, “Eider”

N. Sladkov “In the Ice”, “Bird Bazaar”, “Polar Night”, “Conversations in the Ice”, “Who Can Do What”, “In the Tundra”, “Young Wolf”, “Under the Snow”, “Conversations in the Tundra” , " Mysterious stories", "Colorful Earth"

Professions

A. Lyapidevsky “To the North”, “All on the Ice”, “First Radiogram”, “Schmidt Camp”, “Rescue”, “Return”

B. Zakhoder Poems about professions

V. Mayakovsky “Who to be”

V. Sukhomlinsky “My mother smells like bread”

D. Rodari “What color are crafts”, “What do crafts smell like”

S. Marshak “The Story of an Unknown Hero”, “Fire”

S. Mikhalkov “What do you have?”, “Uncle Styopa”

S. Sakharnov “Two Radio Operators”, “How to Get the Anchor”, “Magellan”

Y. Akim “Neumeyka”

Insects

V. Bianchi “The Adventures of an Ant”, “How the Ant Hurried Home”

V. Dragunsky “He is alive and glowing”

V. Sukhomlinsky “Let there be both a nightingale and a beetle”

D. Mamin – Sibiryak “The Tale of Komar Komarovich – Long Nose and Hairy Misha – Short Tail”

I. Krylov “Dragonfly and Ant”

K. Chukovsky “Fly - Cluttering”, “Cockroach”

L. Kvitko “Bug”

M. Mikhailov “Forest mansions”

N. Romanova “What the earthworm learned”

E. Shim “Tales Found in the Grass”

Fish

A. S. Pushkin “The Tale of the Fisherman and the Fish”

G.-H. Andersen "The Little Mermaid"

E. Permyak “First Fish”

N. Nosov “Karasik”

Russian folk tales “At the behest of the pike”, “Fox - sister and gray wolf”

Flowers

A. Platonov “Unknown Flower”

V. Kataev “Flower - seven flowers”

E. Blaginina “Cheryomukha”, “Dandelion”

E. Serova “Lily of the valley”, “Carnation”, “Forget-me-not”, “Snowdrop”

L. Voronkova “Golden Keys”

M. Prishvin “Golden Meadow”

N. Pavlova “Yellow, white, purple”, “Under the bush”

N. Sladkov “Spring joys”

S. Aksakov “The Scarlet Flower”

E. Shim “Solar Drop”

Summer

A. Tolstoy “Ivan and Marya”

V. Alexandrov “August, August”

V. Bakhrevsky “The Hidden Flower”

V. Bianchi “Bathing bear cubs”, “Forest houses”

M. Prishvin “Rosa”

Slovak folk tale “Visiting the Sun”

School

A. Aleksin “First day”

A. Barto “To school”

L. Voronkova “Girlfriends go to school”

additional literature

Russian folk tales and tales of the peoples of the world

“Ayoga” (Nanai in the style of D. Nagishkin)

“White Duck” (from the collection of fairy tales by A. Afanasyev)

“White and Rosette” (translated from German by L. Kon)

"Vasilisa the Beautiful"

“Blue Bird” (Turkmen, in the image of A. Alexandrova and M. Tuberovsky)

“Dobrynya and the Serpent” retelling by N. Kolpakova

“Yellow Stork” (Chinese translation by F. Yarlin)

“Goldilocks” (translated from Czech by K. Paustovsky)

"Ilya Muromets and Nightingale - the Robber"

“Each one got his own” (Estonian, modeled by M. Bulatov)

“Winged, furry and oily” (arranged by I. Karnaukhova)

“Cuckoo” (Nenets, modeled by K. Shavrov)

“Boy-thumb” from the fairy tales of C. Perrault

“Don’t spit in the well - you’ll need to drink the water” arr. K. Ushinsky

"Nikita Kozhemyaka"

“About the mouse who was a cat, a dog and a tiger” (Indian translation by N. Hodzy)

"Sadko" (excerpts)

“The most beautiful outfit in the world” (translated from Japanese by V. Markova)

“Seven Simeons - seven workers” (arranged by I. Karnaukhova)

"Sivka - Burka"

“Synko – Filipko” retelling by E. Polenova

“Three golden hairs of Grandfather Omniscient” (translated from Czech by N. Arosieva)

“Finist Clear Falcon” (arranged by A. Platonov)

“Havroshechka” (arranged by A. N. Tolstoy)

"Princess Frog"

“Wonderful stories about a hare named Lek” (tales of the people of West Africa, trans. O. Kustova)

“The Wizard's Hat” (translated by V. Smirnov)

A. Vvedensky “About the girl Masha, about the dog Cockerel and about the cat Thread” (chapters)

A. Volkov “The Wizard of the Emerald City”

A. Gaidar “Chuk and Gek” (chapters)

A. Lindgren “Carlson, who lives on the roof, has arrived again” (abbreviated chapters)

A. Lindgren “The Princess Who Doesn’t Want to Play with Dolls” (translated from the Swedish E. Solovyova)

A. Milne “The Ballad of the Royal Sandwich” (translated from English)

A. Milne “Winnie the Pooh and everything - everything - everything” (chapters) in trans. from English B. Zakhodera

A. Mityaev “The Tale of Three Pirates”

A. Usachev “About the smart dog Sonya”

B. Zhitkov “White House”, “How I Caught Little Men”

B. Zakhoder " Gray star", "Nice meeting"

B. Potter “The Tale of Jemima Diveluzha” (translated from English by I. Tokmakova)

Brothers Grimm "Musicians of Bremen"

V. Bianki “Foundling”, “First Hunt”

V. Dal "Old Man - One Year Old"

V. Levin “Chest”, “Horse”

V. Oseeva “The Magic Needle”

V. Smith “About the Flying Cow” (translated from English)

G. – H. Andersen “Thumbelina”, “Ole – Lukoje”

G. Sapgir “Fables in faces”, “How a frog was sold”

G. Skrebitsky “Everyone in his own way”

D. Bisset “About the boy who growled at the tigers” in trans. from English N. Shereshevskaya

D. Mamin – Siberian “Medvedko”

D. Reeves “Noisy Bang Bang” (translated from English)

D. Kharms “A Very Scary Story”

D. Kharms “I was running, running, running...”

D. Ciardi “About the One Who Has Three Eyes” (translated from English)

J. Rodari “The Magic Drum” (from the book “Tales with Three Endings”)

E. Vorobyov “A piece of wire”

E. Nosov “Like a cow got lost on the roof”

I. Sokolov - Mikitov “Salt of the Earth”

K. Dragunskaya “The Cure for Obedience”

K. Paustovsky “Warm Bread”

K. Chukovsky “Telephone”

L. Panteleev “The Letter “Y”

L. Petrushevskaya “The Cat Who Could Sing”

M. Zoshchenko “Great Travelers”

M. Moskvina “Little One”

M. Prishvin “Chicken on poles”

M. Aimé “Paints” (translated from French by I. Kuznetsova)

N. Nosov “The Adventures of Dunno and His Friends”

N. Sladkov “Not Hearing”

N. Teleshov “Krupenichka”, “Ukha”

O. Preusler “Little Baba Yaga” (translated from German by Yu. Korinets)

P. Bazhov “Silver Hoof”

P. Ershov “The Little Humpbacked Horse”

R. Sef “The Tale of Round and Long Men”

S. Voronin “Warlike Jaco”

S. Marshak “Luggage”, “About everything in the world”, “He’s so absent-minded”, “Ball”, “Cat’s House”

S. Mikhalkov “Uncle Styopa”

S. Romanovsky “At the Dance”

S. Topelius “Three ears of rye” (translated from Swede A. Lyubarskaya)

Long-term planning for fiction in the senior group.

SEPTEMBER.

Continue to teach children to listen carefully to a literary text, understand the moral meaning, evaluate actions in a motivated manner, and comprehend the figurative content and meaning of proverbs. Develop an interest in poetry and a desire to learn poems. Bring children to understand that a book is one of the sources of knowledge.

OCTOBER

Continue to introduce children to different genres of fiction. To give basic knowledge about the fable, its genre features, to lead to an understanding of allegory, moral meaning, figurative meaning of words and combinations, cultivate sensitivity to the figurative structure of the language of the fable. Encourage children to expressively read poetry by heart, feel, understand and reproduce poetic speech.

NOVEMBER

Continue to teach children to expressively read poetry by heart, feel the melodiousness of the language, convey various emotional states. Continue introducing children to small folklore forms. To develop children's interest in the genre of literary fairy tales.

DECEMBER

Encourage emotional perception of the figurative content of the fairy tale. To deepen children's understanding of the genre, compositional and national linguistic features of fairy tales. To foster in children a love and interest in reading fiction.

JANUARY

Continue to teach children to read poetry expressively, conveying the beauty of nature. Encourage to notice the visual and expressive means of fiction. Activate the literary memory of preschool children, enrich their understanding of the life and work of writers.

FEBRUARY.

Continue to introduce children to new genres of fiction. Learn to understand the semantic side of proverbs and sayings. Feel, understand and reproduce the imagery of the language of poems, understand the main idea poetic text. Continue to form the concept that a book is a source of knowledge; poems, stories, fairy tales have been written about the same phenomenon. Help enrich your vocabulary.

MARCH

To promote the deepening of children's knowledge and ideas about the world around them through fiction. Encourage students to understand the content of the text and develop interest in the information contained in the text. Develop interest and love for the art of the poetic word.

APRIL.

To form in children a holistic perception of the text, the ability to highlight expressive means. To consolidate ideas about the features of different genres (poem, fairy tale, story). Continue to learn how to expressively read poetry by heart, feel the melodiousness of the language, learn to understand linguistic means of expression.

Continue introducing children to the works of writers. Encourage to expressive reading poems. Strengthen children's knowledge of what they read in academic year literary works. Ideas about the genre features of fairy tales, poems, fables, stories, works of small folklore forms. To deepen children's understanding of the correspondence of the title of the text to its content.

Long-term planning for fiction in the middle group.

SEPTEMBER.

Teach children to understand content literary texts, feel the rhythm of poetic speech. Expand knowledge about different genres fiction: fairy tales, stories, poems; about the genre features of works of small folklore forms - nursery rhymes, songs, riddles, to give new ideas about them.

OCTOBER.

Continue to develop in children an interest in fiction, reading, emotionally perceive the figurative basis of poetic works, expressiveness of speech, interest in the information that the text carries, understand the content and idea of ​​fairy tales, notice figurative words and expressions.

NOVEMBER.

To introduce children to the life and work of N. Sladkov, to develop interest in the information that the text carries. Continue to learn to understand the content of stories. Promote rapid memorization of poetic texts, develop expressive reading skills.

DECEMBER.

Continue to develop in children the ability to listen to a literary work and understand its content. Deepen children's understanding of the genre of the story. Learn to evaluate the character and actions of heroes.

JANUARY.

To develop in children a desire to memorize poetic texts, teach them to find various means for expressing and conveying images and experiences, and see the relationship between the content and title of a work.

FEBRUARY.

Continue to develop children’s emotional perception of text; teach to understand and evaluate the actions and characters of heroes. Expand children's understanding of the genre features of fairy tales. Help develop attentive listeners.

MARCH.

Continue to teach how to emotionally perceive the figurative content of a poetic text and understand the means of expression. Develop an interest and love for fiction.

APRIL.

Introduce children to the life and work of E. Charushin. Continue to reinforce children’s ideas about the genre of the story. Learn to understand the theme and content of a literary work, develop interest in the information the text carries.

Introduce children to the childhood and work of S. Mikhalkov. To encourage you to emotionally perceive poetry, understand the content of the text, and feel the rhythm of poetic speech. Through literature, cultivate a friendly and respectful attitude towards each other.

Long-term planning for fiction in the preparatory group.

SEPTEMBER.

Continue to develop in children a sustainable interest in fiction and reading. To promote rapid memorization of poems, to practice expressive reading of works using various techniques. Introduce the genre features of the fable.

OCTOBER.

In the process of reading fiction, awaken in children a feeling of love for Russian nature, admiration for its beauty; consolidate ideas about autumn; enrich vocabulary with bright, colorful definitions (epithets), form a stock of literary and artistic impressions, use a synthesis of literary words, music, and painting.

NOVEMBER.

Teach children to convey their admiration for pictures of nature with intonation and expressiveness while reciting poems by heart. Learn to notice figurative devices found in the text. To consolidate children's knowledge about the genre features of stories and fairy tales. To lead to an understanding of the moral meaning of works, to motivated assessment actions and character of the heroes.

DECEMBER

Strengthen children's knowledge of the structure of fairy tales. Consider different editions of fairy tales, introduce them to illustrators. Help children understand why the fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, and introduce them to new ones. Improve memory and diction. Promote the development of coherent speech in children.

JANUARY.

Continue to teach how to emotionally perceive the figurative content of a fairy tale, understand the meaning of poetic works, and continue to work on expressive reading of poetry. Introduce children to hyperbole, teach them to recognize hyperbole in a literary text. To develop children's interest in books, reading, the library as a repository and a center of book culture.

FEBRUARY.

Continue to introduce children to childhood and the work of writers. Help children remember the names and contents of works they know, determine which genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Develop interest and love for books, create conditions for viewing books.

MARCH.

Introduce children to the process of creating a work of art. Introduce a brief history of the emergence of theater in Russia, the concept of “play”, “ actor", "remark". Continue to develop children's interest in fiction. Foster in your child the need to look at books and illustrations.

APRIL.

Help children remember the name and content of works they know, determine what genre each one belongs to, and give them the opportunity to enjoy meeting familiar characters and books. Help you remember using a variety of means and read poetry expressively. Develop interest in fiction, educate grateful and literate readers.

Show the significance of a book in a person’s life. Introduce children to works of different times, genres, peoples that consider the problem of beauty; analyze the problem at a level accessible to children. Strengthen knowledge about the genre of the story. Continue to work on intonation expressiveness of speech.