Lesson notes for reading fiction. Integrated lesson on reading fiction “Listen to a fairy tale!”

Svetlana Merenkova
Notes on reading fiction

Notes on reading fictionin a school preparatory group on the topic: K. Ushinsky "Blind Horse".

Target: Leading children to understand the moral meaning of the work.

Tasks:

Develop children’s ability to listen to a work, consistently convey literary text, the ability to express one’s attitude to the events of a fairy tale. Stimulate the development of initiative and independence of the child in verbal communication with adults and peers; consolidate the ability to form possessive adjectives; develop auditory attention; enrich and activate children's vocabulary.

Strengthen children's ability to do crafts using "breaks", maintaining the desired shape of the object; develop fine motor skills and hand coordination.

Develop positive qualities in children: kindness, honesty, responsiveness; understanding of norms and rules of behavior; cultivate love for "to our smaller brothers", create a desire to come to their aid; broaden children's horizons.

Vocabulary work.

Rogatina, bridle, three measures, ill, frail, prince, eagles, unanimously.

Preliminary work.

Reading works by K. Ushinsky, preparing a story with children about

K. D. Ushinsky, selection of proverbs about kindness, friendship, honesty, exhibition of books by K. Ushinsky.

Equipment.

Portrait and exhibition of books by K. D. Ushinsky, blank outlines of horses, colored paper, glue, threads, colored paper hearts with a proverb “Look for a friend, and if you find one, take care”, collage "Horse Farm".

Visual, verbal, practical.

Display, riddles, verbal communication, encouragement, question, messages about the author.

OD move.

1. Organizational moment.

Guys, look what we have in our group. What is this?

(This is a magic box)

What do you think is in it? (Children's answers)

Listen to the riddle.

They have white sheets,

Lots of black letters.

They are important to people

The guys should know them.

If you know the letters,

And hear at the same hour,

fascinating story.

You will find out how old

The sun gives us its light.

Why are there flowers in spring?

And in winter the fields are empty.

You will recognize your native land.

Peaceful, strong and big.

This is a good friend to us,

Read it and find out for yourself!

So what is it? (Books)

(I take the book out of the box.)

2. Insertion of books by K. Ushinsky.

Here in our insert, which we compiled ourselves, let’s go to it, there are many different books and works. What do all these books have in common?

Guys, did you find out who this is?

(Looking at the portrait of K. D. Ushinsky)

3. The story about K. D. Ushinsky

Today our boys have prepared a story about Ushinsky. Let's listen to them carefully.

Many years ago in the city of Tula. which is not far from Moscow, was born Konstantin Dmitrievich Ushinsky. His father was an officer, his mother was a housewife, raising children. Since childhood, Kostya was a very inquisitive and diligent boy. He studied well and excellently.

After school, he entered Moscow University and became a teacher. Konstantin Dmitrievich worked as a teacher in Yaroslavl, St. Petersburg, and even abroad. He had a dream: teach young children to read and write in a way that is easy and interesting for them. Konstantin Dmitrievich began to compose interesting stories for children, fairy tales, and riddles.

Guys, what works of K. D. Ushinsky do you know? Who are these works about?

Well done. What a large and interesting exhibition, so many interesting books. And I want to add one more book to our exhibition. Who will it be about? guess:

Whose tail is there and whose mane is there,

Like they're flying in the wind?

Playfully under the hooves

Sparks shine bright...

He galloped and immediately disappeared!

How he fell through the ground!

Who is this? Here's a mystery...

This is frisky (Horse).

Children, what kind of animal is a horse? (Homemade).

Didactic game "Whose is this?"

(Formation of possessive adjectives)

And this is the head (whose)- horse head

muzzle (whose)- horse face

ears (whose)- horse ears

eyes (whose)– horse eyes

torso (whose)- horse body

tail (whose)– horse tail

legs (whose)– horse legs

Well done.

4. Reading fairy tale K. Ushinsky "Blind Horse".

And now I suggest you listen to the fairy tale by K. D. Ushinsky "Blind Horse".

(Reading a fairy tale) .

5. Vocabulary work.

Guys, did you come across any unfamiliar words in this work?

Which ones?

To be sick is to be sick.

The prince is the ruler of the city.

Unanimously – complete agreement in opinions and actions.

A rod is a large stick with a fork at the end.

The bridle is part of the harness - straps with bits and reins, put on the head of the harnessed animal.

Three measures - a measure is an ancient Russian unit of capacity for bulk solids.

Eaves - the lower, hanging edge of the roof of a wooden house, hut, usually thatched.

Now do you understand all the words?

(Children's answers).

6. physical education minute.

The horse is waiting for me on the road.

He hits the gate at the gate,

Mane plays in the wind

Lush, fabulously beautiful.

I’ll quickly jump onto the saddle -

I won't go, I'll fly!

There beyond the distant river

I'll wave to you.

7. Repeat reading a fairy tale K. Ushinsky "Blind Horse".

That's how many new words we learned.

And now I suggest you listen again to the tale of K. Ushinsky "Blind Horse".

Make yourself comfortable.

8. Conversation based on content.

Who is this tale about?

Who was Dogoni – the Wind for Usedom?

What happened to the merchant one day?

Who saved Usedoma?

What did the owner promise to his horse?

Did Usedom keep his word?

How did it happen that Catch-the-Wind remained blind?

How did Dogoni-Veter feel? (loneliness)

How do you understand the word "loneliness"?

(This is when there is no one around, when you feel bad and there is no one to help.)

How did the fairy tale end?

This is how we ended up retelling K. D. Ushinsky "Blind Horse".

What did this fairy tale teach you?

9. Proverbs about friendship, kindness.

Guys, who will read what is written on the board? (The word on the board is FRIENDSHIP)

What proverbs about kindness, friendship, honesty do you know?

"Friendship is more valuable than money".

“Whoever lied yesterday will not be believed tomorrow”.

“Die yourself, but save your comrade”.

"Friend is known in trouble".

10. Independent activities of children.

Guys, each of you has horses on the table. Let's turn them into fabulously beautiful ones with a lush mane. We will work with colored paper and threads. Then, when your horses are ready, we will place them in a large horse pen, which we have prepared in advance and will always have decent food for all the horses.

Making a collage "Horse Farm".

11. Reflection.

What is the name of the fairy tale?

What does this fairy tale teach us?

Guys, while you were working, I also remembered a very good proverb: “Look for a friend, and if you find one, take care!”

I want to give

Publications on the topic:

Summary of a lesson on reading fiction “Puss in Boots” Eresekter tobynda yimdastyrylan ou is-reketinі tehnologii kartas Bіlim.

Abstract of an integrated educational activity for reading fiction “A Journey through the Work of S. V. Mikhalkov” Goal: To enrich and systematize children’s knowledge about the work of children’s writer S. V. Mikhalkov. Correctional educational tasks. Development.

GCD summary for reading fiction. Poem by Y. Akim “Mom” NOTE ON SPEECH DEVELOPMENT “Reading fiction.” Poem by I Akim “MOM” Objectives: - evoke a joyful emotional feeling.

GCD summary for reading fiction. Russian folk tale “Khavroshechka” (preparatory group) Goal: Formation of an emotional attitude towards a literary work. Instill love and respect for parents and other family members.

Summary of educational activities for reading fiction in the middle group “Travel through Fairy Tales” Goal: To systematize children’s knowledge about fairy tales through a game - a journey. Program content Educational objectives: -continue to introduce.

Summary of the educational situation on reading fiction “Let's Help Cockerel” Summary of the educational situation on reading fiction “Let's help Cockerel” Goal: through the creation of problematic OS to identify in children.

Summary of a lesson on reading fiction in the junior group “The Tale of the Mitten” Summary of a lesson on reading fiction in the younger group of the fairy tale “The Mitten.” Goal: Formation of interest and need for perception.

Summary of a lesson on reading fiction in the middle group “Fairytale Journey”. Municipal autonomous preschool educational institution "Kindergarten of a combined type No. 26 Korablik" Lesson notes on.

Notes on reading fiction and speech development. Theatricalization of the fairy tale “Rukavichka” Summary of direct educational activities on reading fiction and speech development (with children 3 - 4 years old) Topic:.

Summary of a lesson on reading fiction “The Magic World of Poetry” Abstract of educational activities for the public organization “Artistic and Aesthetic Development” (Reading fiction) on the topic: “The Magic World of Poetry” Purpose: Getting to know each other.

Image library:

Integrated GCD "Reading Fiction".

Description: This lesson was held to exchange experience in educational work with older children in a team of kindergarten teachers.
In it we tried to combine different types of children's activities, especially since a lot of preliminary work was carried out.
Purpose: The summary may be useful for educators working with children of older preschool age.

Summary of an open lesson. ECD "Reading fiction" in the senior group of kindergarten.

Vocabulary work: illustrations, artist – illustrator, initial letter.

The children are busy playing and have already been warned that the games must end.
- Dili-don, bom – bom,
We'll collect all the toys,
Who will not collect -
He won't come read with us!
Children gather at the teacher's table.
Educator: Guys, you know a lot of riddles. Now I will wish you another one.
Not a bush, but with leaves.
Not a shirt, but a sewn one.
Not a person, but a storyteller!
Children: Book!
Educator: Make yourself comfortable, today we will read the book by V. Bianchi “Whose nose is better?” (Shows the children a portrait of the writer).
Reading a book, looking at the illustrations as the text progresses.
(As part of this lesson, the reading of the book was carried out until the words: “Miracles!” said the flycatcher, “How many noses have I seen!”)
Educator: Children, did you like the fairy tale? Let's look at the illustrations again.
Child: Birds talk to each other.
Educator: Yes, they communicate. Their character and features of the beak (nose) are clearly expressed. What do you think is the character of Mukholov, the thin-nosed guy?
Child: Curious, asks everything.
Educator: Indeed, he is curious!

Children, the drawings for this book were drawn by an artist you know, E. Rachev (Portrait of an Artist).
Previously, we looked at his illustrations for Russian folk tales.
Remember, he reveals the characters’ characters through clothing (draws attention to a book of Russian folk tales).
Educator: Let's continue looking at our book.

Educator: Today I will introduce you to another interesting phenomenon.

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Introduction

1. The role of fiction in the speech development of children

2. Methods of reading and telling a work of fiction in the classroom

3. The structure of classes to familiarize children with the genres of prose and poetry

4. Methodology of preliminary and final conversations with children on the content of a work of art

5. Features of the method of familiarization with fiction in different age groups

Conclusion

Bibliography

Introduction

Fiction is a powerful, effective means of mental, moral and aesthetic education of children, which has a huge impact on the development and enrichment of speech. It enriches emotions, cultivates imagination, and gives the child excellent examples of the Russian literary language.

These examples differ in their impact: in stories, children learn conciseness and precision of words; in poetry one captures the musical melodiousness and rhythm of Russian speech; in folk tales, the lightness and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, and comparisons are revealed to children. Fiction arouses interest in the personality and inner world of the hero. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice.

The object of the work is fiction in kindergarten.

Subject - features of classes on familiarization with fiction in kindergarten.

The goal is to study and analyze the features of classes on familiarization with fiction in kindergarten.

Tasks:

Analyze the role of fiction in the speech development of children;

Study the methods of reading and telling a work of fiction in the classroom;

Consider the structure of classes to familiarize children with the genres of prose and poetry;

Study the methodology of preliminary and final conversations with children on the content of a work of art;

Analyze the features of the method of familiarization with fiction in different age groups.

1. The role of fiction in the speech development of children

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler.

Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

Fiction accompanies a person from the first years of his life.

A literary work appears to the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw children’s attention not only to the content, but also to the expressive means of language of a fairy tale, story, poem and other works of fiction.

Gradually, children develop an inventive attitude towards literary works and an artistic taste is formed.

At older preschool age, preschoolers are able to understand the idea, content and expressive means of language, and realize the beautiful meaning of words and phrases. All subsequent acquaintance with the vast literary heritage will be based on the foundation that we lay in preschool childhood.

The problem of perception of literary works of different genres by preschool children is complex and multifaceted. The child goes through a long journey from naive participation in the events depicted to more complex forms of aesthetic perception. The researchers drew attention to the characteristic features of preschoolers’ understanding of the content and artistic form of literary works. This is, first of all, concrete thinking, a little life experience, a direct relationship to reality. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is the formation of aesthetic perception possible, and on this basis - the development of children's artistic creativity.

Speech culture is a multifaceted phenomenon, its main result is the ability to speak in accordance with the norms of the literary language; this concept includes all the elements that contribute to the accurate, clear and emotional transmission of thoughts and feelings in the process of communication. Correctness and communicative appropriateness of speech are considered the main stages of mastering a literary language.

The development of figurative speech must be considered in several directions: as work on children’s mastery of all aspects of speech (phonetic, lexical, grammatical), the perception of various genres of literary and folklore works, and as the formation of the linguistic design of an independent coherent utterance. Works of fiction and oral folk art, including small literary forms, are the most important sources for the development of expressiveness of children's speech.

The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

The educational, cognitive and aesthetic significance of folklore is enormous, since, by expanding knowledge about the surrounding reality, it develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

In the younger group, familiarization with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters.

Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers.

In the middle group, children continue to familiarize themselves with fiction. The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language. After reading a work, it is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work.

In the older group, children are taught to notice expressive means when perceiving the content of literary works. Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. They can distinguish between genres of literary works and some specific features of each genre.

2. Methods of reading and telling a work of fiction in the classroom

The methodology for working with books in kindergarten has been studied and disclosed in monographs, methodological and teaching aids.

Let us briefly discuss the methods of familiarization with fiction.

The main methods are the following:

1. Reading by the teacher from a book or by heart. This is a literal rendering of the text. The reader, preserving the author’s language, conveys all the shades of the writer’s thoughts and affects the mind and feelings of the listeners. A significant part of literary works is read from a book.

2. The teacher's story. This is a relatively free transmission of text (words can be rearranged, replaced, and interpreted). Storytelling provides great opportunities to attract children's attention.

3. Staging. This method can be considered as a means of secondary familiarization with works of art.

4. Learning by heart. The choice of transmission method (reading or storytelling) depends on the genre of the work and the age of the listeners.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with books in kindergarten: reading and telling fiction and memorizing poems in class, and using literary works and works of oral folk art outside of class, in different types of activities.

Methods of artistic reading and storytelling in the classroom.

Types of classes:

1. Reading and telling one sentence.

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

3. Combining works belonging to different types of art:

a) reading a literary work and looking at reproductions of a painting by a famous artist;

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

4. Reading and storytelling using visual material:

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

b) tabletop theater (cardboard or plywood, for example, based on the fairy tale “Turnip”);

c) puppet and shadow theater, flannelgraph;

d) filmstrips, slides, films, television shows.

5. Reading as part of a speech development lesson:

a) it can be logically connected with the content of the lesson (in the process of talking about school, reading poetry, asking riddles);

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

In the teaching methodology, issues such as preparation for the lesson and methodological requirements for it, conversation about what has been read, repeated reading, and the use of illustrations should be highlighted.

Preparation for the lesson includes the following points:

* a reasonable choice of a work in accordance with developed criteria (artistic level and educational value), taking into account the age of the children, current educational work with children and the time of year, as well as the choice of methods for working with the book;

* determination of program content - literary and educational tasks;

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

For this purpose, it is necessary to conduct a literary analysis of a literary text: to understand the main intention of the author, the character of the characters, their relationships, and the motives of their actions.

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

Preliminary work includes preparing children. First of all, preparation for the perception of a literary text, for understanding its content and form. To this end, you can intensify the personal experience of children, enrich their ideas by organizing observations, excursions, viewing paintings, illustrations.

Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work. It is necessary to explain the meaning of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: substituting Drugov’s words while reading prose, selecting synonyms; the use of words or phrases by the teacher before reading, while introducing children to the picture; asking children about the meaning of a word, etc.

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

Conducting a lesson requires creating a calm environment, clear organization of children, and an appropriate emotional atmosphere.

Reading may be preceded by a short introductory conversation, preparing children for perception, connecting their experience, current events with the theme of the work.

Such a conversation may include a short story about the writer, a reminder of his other books that are already familiar to children. If children have been prepared by previous work to perceive a book, you can arouse their interest with the help of a riddle, a poem, or a picture. Next, you need to name the work, its genre (story, fairy tale, poem), and the name of the author.

Expressive reading, the interest of the teacher himself, his emotional contact with children increase the degree of impact of the literary word. While reading, children should not be distracted from perceiving the text with questions or disciplinary remarks; raising or lowering the voice or pausing is enough.

At the end of the lesson, you can re-read the work (if it is short) and look at the illustrations, which deepen your understanding of the text, clarify it, and more fully reveal artistic images.

The method of using illustrations depends on the content and form of the book, and on the age of the children. The basic principle is that showing illustrations should not disrupt the holistic perception of the text.

A picture book can be given a few days before reading to stimulate interest in the text, or the pictures are examined in an organized manner after reading. If the book is divided into small chapters, illustrations are considered after each part. And only when reading a book of an educational nature, a picture is used at any time to visually explain the text. This will not break the unity of impression.

One of the techniques that deepens understanding of content and expressive means is repeated reading. Small works are repeated immediately after the initial reading, large ones require some time to comprehend. Further, it is possible to read only individual, most significant parts. It is advisable to re-read all this material after some period of time. Reading poems, nursery rhymes, and short stories is repeated more often.

Children love to listen to familiar stories and fairy tales over and over again. When repeating, it is necessary to accurately reproduce the original text. Familiar works can be included in other speech development activities, literature and entertainment.

Thus, when introducing preschoolers to fiction, various methods are used to form a full-fledged perception of the work by children:

*expressive reading by the teacher;

*conversation about what has been read;

*re-reading;

*examination of illustrations;

*explaining unfamiliar words.

Reading books with moral content is of great importance. Through artistic images, they develop courage, a sense of pride and admiration for the heroism of people, empathy, responsiveness, and a caring attitude towards loved ones. Reading these books is necessarily accompanied by conversation. Children learn to evaluate the actions of characters and their motives. The teacher helps children understand their relationship to the characters and achieves an understanding of the main goal. When the questions are asked correctly, the child has a desire to imitate the moral actions of the heroes. The conversation should be about the actions of the characters, and not about the behavior of the children of the group. The work itself, through the power of artistic image, will have a greater impact than any moralizing.

3. The structure of classes to familiarize children with the genres of prose and poetry

fiction reading speech

In special classes, the teacher can read to children or tell stories. He can read by heart or from a book.

One of the objectives of the classes is to teach children to listen to a reader or storyteller. Only by learning to listen to someone else’s speech do children gain the ability to remember its content and form, and learn the norms of literary speech.

For children of early and junior preschool age, the teacher mainly reads by heart (rhymes, short poems, stories, fairy tales); To children of middle and senior preschool age, he already reads quite significant poetic and prose fairy tales, short stories, and novellas from the book.

Only prose works are told - fairy tales, short stories, stories. Memorization by the teacher of literary works intended to be read to children and the development of expressive reading skills is an important part of the teacher’s professional training.

A lesson to familiarize children of different age levels with a work of art is organized by the teacher in different ways: with young children the teacher works individually or with groups of 2-6 people; a group of children of primary preschool age should be divided in half to listen to the teacher read or tell a story; in the middle and older groups they study simultaneously with all children at the usual place for classes.

Before class, the teacher prepares all the visual material that he intends to use during reading: toys, a dummy, a painting, a portrait, sets of books with illustrations for distribution to children, etc.

In order for reading or storytelling to be educational, it is necessary to observe the same rule that was in effect during pre-speech training of young children, i.e., children must see the teacher’s face, his articulation, facial expressions, and not just hear his voice. A teacher, while reading from a book, must learn to look not only at the text of the book, but also from time to time at the children’s faces, meet their eyes, and monitor how they react to his reading. The ability to look at children while reading is given to the teacher as a result of persistent training; but even the most experienced reader cannot read a work that is new to him “from sight,” without preparation: before the lesson, the teacher performs an intonation analysis of the work (“narrator’s reading”) and practices reading aloud.

During one lesson, one new work is read and one or two of those that the children have already heard before. Repeated reading of works in kindergarten is mandatory. Children love to listen to stories, fairy tales and poems they already know and love. The repetition of emotional experiences does not impoverish perception, but leads to better language acquisition and, consequently, to a deeper understanding of events and the actions of the characters. Already at a young age, children have favorite characters, works that are dear to them, and therefore they are pleased with every meeting with these characters.

The basic rule for organizing reading (storytelling) lessons for children is emotional upliftment of the reader and listeners. The teacher creates a mood of elation: in front of the children, he carefully handles the book, pronounces the author’s name with respect, and with a few introductory words arouses the children’s interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows to the children before they start reading, may also be the reason for their increased attention.

The teacher reads the text of any literary work of prose or poetry without interrupting himself (comments are allowed only when reading educational books). All words that may be difficult for children to understand should be explained at the beginning of the lesson.

Kids, of course, may not understand everything in the text of the work, but they must certainly be imbued with the feeling expressed in it: they must feel joy, sadness, anger, pity, and then admiration, respect, joke, ridicule, etc. At the same time with the assimilation of feelings expressed in a work of art, children assimilate its language; This is the basic pattern of speech acquisition and the development of linguistic flair, or sense of language.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher is obliged to read expressively; in addition, he uses additional methodological techniques that develop children’s listening, memorization, and understanding skills. This:

1) re-reading the entire text,

2) re-reading individual parts of it.

Reading may be accompanied by:

1) children’s play activities;

2) subject clarity:

a) looking at toys, dummies,

b) looking at illustrations,

c) attracting the attention of listeners to real objects;

3) verbal help:

a) comparison with a similar (or opposite) case from the lives of children or from another work of art,

b) asking search questions after reading,

c) prompting the children’s answers with words-epithets that generally name an essential feature of the image (brave, hardworking, slacker, kind, evil, decisive, courageous, etc.).

4. Methodology of preliminary and final conversations with children on the content of a work of art

Conversation on the work. This is a complex technique, often including a number of simple techniques - verbal and visual. There is a distinction between an introductory (preliminary) conversation before reading and a brief explanatory (final) conversation after reading. However, these techniques should not be made mandatory. Work on a work of art can proceed in the following way.

After the first reading of a story (poem, etc.), children are usually strongly impressed by what they heard, exchange remarks, and ask to read more. The teacher maintains a casual conversation, recalls a number of vivid episodes, then reads the work a second time and examines the illustrations with the children. In junior and middle groups, such work on a new work is often sufficient.

The goals of an explanatory conversation are more varied. Sometimes it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions.

Conversations should be dominated by questions, the answer to which would require motivation for assessments: why did the guys do the wrong thing by throwing their hats at the ducklings? Why did you like Uncle Styopa? Would you like to have such a friend and why?

In older groups, it is necessary to attract children's attention to the language of the work, include words and phrases from the text in questions, and use selective reading of poetic descriptions and comparisons.

As a rule, it is not necessary to identify the plot or the sequence of actions of the characters during the conversation, since in works for preschoolers they are quite simple. Overly simple, monotonous questions do not stimulate thought and feeling.

The conversation technique must be used especially subtly and tactfully, without destroying the aesthetic impact of the literary sample. An artistic image always speaks better and more convincingly than all its interpretations and explanations. This should warn the teacher against getting carried away with the conversation, against unnecessary explanations, and especially against moralizing conclusions.

In fiction classes, technical teaching aids are also used. A technique can be used to listen to a recording of an artist’s performance of a work (or fragment) familiar to children, or to recordings on magnetic tape of children’s reading. The quality of the educational process is improved by displaying transparencies, slides or short filmstrips on the plots of works.

5. Features of the method of familiarization with fiction in different age groups

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving the work, can give a conscious, motivated assessment of the characters. Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the work with those that he had to observe in life, help the child relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shapeshifters, fables. The insufficient level of development of abstract thinking makes it difficult for children to perceive genres such as fables, proverbs, riddles, and necessitates the help of an adult.

Researchers have found that preschoolers are capable of mastering a poetic ear and can understand the main differences between prose and poetry.

Children of senior preschool age, under the influence of the targeted guidance of educators, are able to see the unity of the content of a work and its artistic form, find figurative words and expressions in it, feel the rhythm and rhyme of the poem, even remember the figurative means used by other poets.

The tasks of the kindergarten in introducing children to fiction are built taking into account the age-related characteristics of aesthetic perception discussed above.

Currently, in pedagogy, to define speech activity that has a pronounced aesthetic orientation, the term “artistic speech activity of children” has been adopted. In terms of its content, this is an activity related to the perception of literary works and their execution, including the development of initial forms of verbal creativity (inventing stories and fairy tales, riddles, rhymed lines), as well as imagery and expressiveness of speech.

The teacher develops in children the ability to perceive a literary work. Listening to a story (poem, etc.), a child must not only assimilate its content, but also experience the feelings and moods that the author wanted to convey. It is also important to teach children to compare what they read (hear) with the facts of life.

Conclusion

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. This helps the child learn about life and shapes his attitude towards the environment. Works of fiction, revealing the inner world of the heroes, make children worry and experience the joys and sorrows of the heroes as if they were their own.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole complex of interrelated problems of moral, mental, and aesthetic education.

Researchers have found that preschoolers are capable of mastering a poetic ear and can understand the main differences between prose and poetry.

The teacher develops in children the ability to perceive a literary work. While listening to a story, a child must not only assimilate its content, but also experience the feelings and moods that the author wanted to convey. It is also important to teach children to compare what they read (hear) with the facts of life.

Bibliography

1.Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the Russian language to preschoolers: Textbook. 2nd edition. M.; Academy, 2008. 400 p.

2. Gerbova V.V. Speech development classes for children. M.: Education, 2004. 220 p.

3. Gurovich L.M. Child and book: A book for a kindergarten teacher. M.: Education, 2002. 64 p.

4. Loginova V.I., Maksakov A.I., Popova M.I. Speech development in preschool children: A manual for kindergarten teachers. M.: Education, 2004. 223 p.

5. Fedorenko L.P. Methods of speech development for preschool children. M., Education, 2007. 239 p.

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Fiction reading lesson

Fiction reading lesson

"Journey to a Fairy Tale" (senior group)

Target: creating a positive emotional atmosphere and good mood within means fiction.

Tasks:

Educational:

Introduce children to Russian folk tales "Sister Fox and Gray Wolf" in audio processing.

To develop children’s need to listen and tell stories.

Developmental:

Improve speech and motor activity of children.

To develop children’s ability to construct complete, expressive answers to questions about the content of a fairy tale they have read, and to recognize the characters of familiar fairy tales.

Improve the intonation expressiveness of speech, enrich the vocabulary, develop the sound culture of speech, interest in small folklore genres.

Educational:

Arouse interest in your favorite fairy tale characters.

Cultivate an emotional response to well-known and beloved fairy tales.

Vocabulary work:

Rocker, tub, ice hole.

Equipment:

Laptop

Presentations "Fairy Tale" "Sister Fox and Gray Wolf",

“Parcel” box

Cut-out pictures for Russian folk tales in envelopes

Preliminary work:

Reading a fairy tale.

Fairy tale dramatization.

Board games.

Drawing fairy-tale characters.

Progress of the lesson:

Organizing time

Children sit on chairs in front of a laptop screen (screen).

Educator:

Guys, we have guests. Let's say hello to the guests.

Do you love fairy tales?

Children. Yes. We love you.

Educator:

A fairy tale is an amazing, magical world in which the most extraordinary miracles and transformations occur.

Who writes Russian folk tales? (Russian people.)

What Russian folk tales do you know? (List.)

Do you want to find yourself in a fairy tale?

Let's say the magic words. (in chorus)

Crabble, crabble, boom!

And they circled.

The teacher turns on the music.

In the morning a package was brought to our group

Let's see what's in it. (Open.)

There is a book in it! (Take it out and show it to the children.)

Who guessed what the fairy tale is called? ( "Sister Fox and Gray Wolf".)

They pronounce the name of the fairy tale in chorus.

Do you want to listen to a fairy tale? (Yes.)

Let's sit down on the chairs.

Educator: “Listen carefully, memorize carefully”:

“A fairy tale is knocking on our door.

Let's tell the fairy tale - come in.

This is a saying guys

There will be a fairy tale ahead."

Listening to an audio story "Fox - sister and gray wolf" (presentation).

Did you like the fairy tale?

Let `s have some rest.

Fizminutka

Let's check your posture

And let's bring our shoulder blades together (children bring their hands together behind them)

We walk on our toes (walking on toes)

And then on your heels. (walking on heels)

Let's go softly, like little foxes, (depict a fox walk)

And like a clubfooted bear, (depict a bear walk)

And like a little coward, (bend over, palms to head)

And like a gray wolf-wolf. (extend bent arms and show "claws")

Here is a hedgehog curled up into a ball, (sit in a deep squat - like curling up)

Because he was cold.

The hedgehog's ray touched (touch the children with your hand)

The hedgehog stretched sweetly. (stretch)

Sit down on the chairs.

Conversation with children on the content of the fairy tale.

1. What is the name of the fairy tale?

2. Who are the main characters in the fairy tale? (Fox, wolf)

3. Why did the fox deceive the grandfather (Because it is lazy, cunning, hungry, but does not want to go hunting to catch mice. It’s cold, winter.)

4. How did the fox deceive the grandfather? (Children's answers.)

5. Who else was deceived by the fox? (Wolf.)

6. How did the fox deceive the wolf? (She said that you can lower your tail into the hole and say sentences.) Let's look at the ice hole (slide). An ice hole is a hole in the ice on a river.

-Let's say in unison: ice hole. (Say the word in unison "ice hole")

7. What did the wolf say when he caught fish? (Catch, fish, both small and large).

Let's say in unison, like a wolf: .

Now boys tell me like a wolf: “Catch, little fish, both small and great”.

8. What did the fox say when it walked around the wolf? (-Clear, clear the stars in the sky. Freeze, freeze the wolf's tail.)

Now girls tell me like a fox: “Be clear, make the stars in the sky clear. Freeze, freeze wolf tail".

9. What happened when the wolf tried to pull his tail out of the river? (The tail froze.)

10. What did the wolf think? (How many fish I caught.)

11. Who came to the river in the morning? (Women.)

12. What did they use to beat the wolf? (Some with a bucket, some with a rocker.)

Let's take a look at the rocker (slide). A rocker is a wooden arch with hooks on which buckets are hung.

-Let's say in unison: rocker. (Say the word in unison "yoke".)

13. What was the fox doing at that time? (Climbed into the house)

14. Where did the fox get its head? (In a tub.)

Let's look at the tub (slide). A tub is a wooden bucket.

-Let's say in unison: tub. (Say the word in unison "tub".)

The fox got his head into a tub of dough and got all dirty.

15. -The fox and the wolf met again.

How did the fox deceive the wolf again? (Guiding questions if children cannot answer.)

What did the fox say while riding the wolf? (The beaten one is not lucky, the beaten one is not lucky.)

16. What kind of wolf is in this fairy tale? (Stupid, gullible, simple-minded)

17. What can you say about the fox? (If they don't say then ask: “What kind of fox?”) (The fox is cunning, trickster, deceiver)

18.Why is this cheat and deceiver called so affectionately?: fox-sister? (She is beautiful, charming, not evil, red-haired)

19. Let us remember what the wolf and the fox said at the ice hole (slide).

Andrey, you will be a wolf, and Lisa will be a fox.

Let's clap for the artists.

And now Lyosha will be a wolf, and Veronica will be a fox.

Put hats on boys and girls

Let's clap for the artists.

Educator:

Guys, do you know Russian folk tales well? Let's check it now!

Name a fairy tale.

(A game "Name a fairy tale" presentation showing episodes from friends of R. n. fairy tales)

Well done, you know Russian folk tales well!

Turn on the music:

There's more in the magic package!

Get a gift for the children.

Publications on the topic:

"Dream." Lesson on reading fiction in the second junior group"DREAM". Lesson on reading fiction in the second junior group “1” Purpose: To introduce children to the fairy tale “Drema”. Help me understand.

Annual thematic planning for reading fiction in the second junior group FICTION Objectives of educational activities - To enrich the experience of listening to literary works through various small forms.

Summary of a lesson on reading fiction “Puss in Boots” Eresekter tobynda yimdastyrylan ou is-reketinі tehnologii kartas Bіlim.

GCD summary for reading fiction. Poem by Y. Akim “Mom” NOTE ON SPEECH DEVELOPMENT “Reading fiction.” Poem by I Akim “MOM” Objectives: - evoke a joyful emotional feeling.

Summary of educational activities for reading fiction in the middle group “Travel through Fairy Tales” Goal: To systematize children’s knowledge about fairy tales through a game - a journey. Program content Educational objectives: -continue to introduce.

Notes on reading fiction Notes on reading fiction in a preparatory group for school on the topic: K. Ushinsky “The Blind Horse.” Purpose: Summing up.

Summary of a lesson on reading fiction in the middle group “Fairytale Journey”. Municipal autonomous preschool educational institution "Kindergarten of a combined type No. 26 Korablik" Lesson notes on.

ECD for reading fiction “Like an ant hurried home” Summary of educational activities for introducing children to fiction in the middle group of general developmental orientation Conducted by teacher Zakutyaeva.

Long-term planning for reading fiction for the first junior group Month Name of the work October 1. Reading the nursery rhyme “Water, water” 2. Playing out the nursery rhyme “Chicky-chicky-chickalochka...” 3. Learning the nursery rhyme.

Long-term lesson plan for reading fiction in the middle group September 1 Memorizing the poem “Gifts of Autumn” by E. Trutneva 2 Retelling the fairy tale “The Little Goats and the Wolf” October 3 Familiarization with small folklore.

Image library:

Subject: Reading works of fiction. “A greedy soul - a tub without a bottom” (based on the works of Y. Akim “Greedy”, 3. Alexandrova “Given to Our Faith”).

Target: teach children to feel and understand the nature of the images of works, the relationship of what is described with reality; develop dialogical speech in children; cultivate friendly relations between children; to develop in children the ability to find a positive solution in conflict situations - the search for a compromise solution, the ability to take into account not only their own desires.

Progress of the lesson

The teacher tells the children how she recently saw the following picture on the street: two girlfriends were sitting on a bench and crying...

Want to know what happened to them?

An inflated balloon by two girlfriends

Took away from each other -

Everything was scratched up.

The balloon burst. And two girlfriends

We looked - there was no toy,

They sat down and cried.

Why do you think the girlfriends quarreled? (Because of the ball, the ball was not divided.)

Why did they cry? (By their quarrel they ensured that the balloon burst.)

How should they play? (Play together, amicably, share, give in, play in turns...)

It’s good that later these girls made up and continued to play together in harmony. Guys, does it happen to you that you also quarrel with each other? What causes quarrels? (They don’t play, they hurt you with words, they fight, they don’t share toys, etc.)

Yes, unfortunately, they often fight and insult each other with words because children do not share toys.

What can you call a person who never shares anything with anyone? (Bad, greedy, evil, greedy, selfish, etc.)

I guess it's good to be greedy? He gets the most!

- Listen to the poem by Y. Akim and guess who it is about.

Who's holding

Your candy

In the fist

To eat her

Secretly from everyone

In the corner.

Who, going out into the yard,

None of the neighbors

Take a ride

By bike.

Who chalked

Rubber band,

Any trifle

Never

Won't share -

Suitable given...

Who is this poem about? (About the greedy.)

Suitable given...

Not even a name

And the nickname is

What kind of person is called a greedy person? (The one who eats candy alone in the corner, who doesn’t let him ride a bike, who doesn’t give anything to others...)

Would you like to be friends with a greedy person?

Listen to how the poem talks about this.

I mean nothing

I'm not asking.

I'm visiting

I won't invite you.

Guys, can a greedy child make a good friend? Can he just become a good person? The author believes that nothing good will come of such a person.

Will not come out of greed

Good friend

Even a friend

You can't name him.

Honestly, guys, I’ll say -

With the greedy

I never

I'm not friends.

Guys, do you feel sorry for the greedy guy? (Children's answers).

Maybe we can help him in some other way? How do you think? (Forgive him, teach him to share, be the first to offer something yourself, give him a toy, don’t be offended by him, don’t quarrel, maybe he’ll understand and correct himself...)

It’s good that we don’t have such greedy people in our group. And if it suddenly appears, you and I know how to help him.

Guys, what can you call a person who shares everything he has with others? (Good, kind, non-greedy, generous, welcoming, etc.)

Listen to poem 3. Alexandrova and think about what kind of person is being said here: a greedy one or a generous one?

Gave to our Faith

Ball with a red cockerel.

Oh, what a beautiful ball

Everyone dreams of this!

But the wind suddenly rose

The ball was snatched from his hands.

Tanya approached her friend:

Well, what are we worth?

We won't get your ball

So let's play with mine.

Look, there's a flower on it,

We'll play with him together.

What are the names of the heroines of the poem? (Vera, Tanya.)

What ball did they give Vera?

Do you think Tanya liked Vera’s ball? (Of course, she liked it, she would also like to play with such a ball.)

What happened to the ball? (Flew away.)

How did Vera feel when the ball flew away? (Despair, grief, pity for the ball, resentment that she now doesn’t have a toy.)

Do you think that if Vera’s ball had not flown away, she would have let Tanya play with it? (Children's answers).

What did Tanya do when trouble happened? (She offered her toy for playing.)

Why did Tanya do this? (Because she was kind, sympathetic, helped her friend in a difficult moment, did not spare her toy, friendship is more important to her, not toys).

Guys, would you like to be friends with Tanya? Why? (Children's answers).

It’s good that in our group many children are like Tanya. And that's why you are friendly guys.

Let's play the game "If..."

What would you do...

If you, Sasha, had one big apple?.. (I would share it with all the guys, cut it into many pieces with a knife.)

If you, Marina, had a new, beautiful doll?.. (I would bring it to kindergarten and give it to all the children to play with.)

If you, Nikita, had a big truck?.. (I would play the game “Builders” with all the guys.)

If you, Maxim, had multi-colored pencils and markers?.. (I would give them to all the children, and we would draw together.)

If you, Sveta, had one little candy?.. (I would give it to a friend.)