Fiction for reading in secondary groups - card index

Objectives of fiction in the middle group

Preschool institutions devote a special place to reading fiction. Based on the federal state standard, this activity is separated into a separate educational part. She pursues her goals and objectives. These tasks become more complex as the child grows older.

Important! New generations are required to read more than others in order to navigate the flow of information well.

Reading fiction develops thinking and speech

The main purpose of reading to children in the middle group is to develop a comprehensive personality and instill a love of reading. Its tasks are:

• development of experience in listening to works of various genres of folklore (jokes, riddles, fairy tales, etc.), prose (fairy tales and short stories), poetry (poems, fairy tales in verse);
• arousing interest in literary works, instilling a love for constant communication with books with an adult and independently;
• develop the ability to listen and perceive text. The child must understand the main meaning of the text, be able to restore cause-and-effect relationships, be able to characterize the characters of the work, and evaluate their actions;
• develop artistic and speech activity. This is achieved by retelling, expressively telling by heart jokes, poems, nursery rhymes;
• development of skills to compose poetic rhymes and descriptive stories;
• maintaining the child’s desire to express his impressions of the piece he heard. This can be done in the form of a drawing, a game of making figurines.

Children need to be instilled with a love of reading from childhood.

The objectives listed above are educational. In addition to them, there are educational and developmental tasks.

Developmental functions include:

• development of ideas about the natural world;
• speech development based on language norms;
• development of grammatical and lexical skills before the child goes to school;
• development of skills to see beauty.

Among the educational tasks the following stand out:

• formation of ideas about moral standards of behavior;
• formation of positive qualities (kindness, honesty, generosity, etc.);
• the formation of a negative attitude towards bad qualities (lies, envy, etc.).

Reading serves several purposes at once

In the fourth year of life, the child’s perception of fiction is still superficial. He is able to identify only the simplest connections between ongoing events. His attention is focused on one main character and two or three minor ones. He cannot evaluate their actions without understanding the motives for their behavior.

Fiction is perceived differently in the fifth year of life. The child begins to wonder why someone did what they did and what followed. The child is already trying to establish cause-and-effect relationships.

Important! In the fifth year of life, the child begins a different stage of perception of works of art. He shows interest in them and tries to understand the deeper meaning.

Summary of GCD in the middle group of kindergarten. Reading fiction “Wonderful little paws”

Summary of continuous educational activities for the implementation of the educational field “Speech Development” (Reading Fiction) in the middle group of compensatory orientation.

Theme: “Folk culture and traditions.”
Reading the Russian folk tale “Wonderful Lapotochki”. Author: Tatyana Nikolaevna Rogachkova, teacher at MBDOU “Combined Kindergarten No. 15”, Snezhinsk, Chelyabinsk Region. Description of the material: I bring to your attention a summary of direct educational activities for the implementation of the educational field “Speech development” (reading fiction) on the topic “Folk culture and traditions”. This material is suitable for the age category of preschool children 4-5 years old. During the lesson, children learn to listen to fairy tales, draw conclusions based on the content, and continue their acquaintance with antique objects. Goal: to continue introducing children to antiques. Objectives: Educational:
Continue to introduce children to works of oral folk art through reading Russian folk tales.
2. Developmental:
Develop children’s ability to understand the figurative content and idea of ​​a fairy tale, to see the relationship between the content and the title of the work.
3. Educational:
To develop children’s ability to listen to a fairy tale carefully, without interrupting the teacher who is reading.
4. Speech:
Coherent speech: Continue to teach children to answer questions in the text, making grammatically correct sentences.
Vocabulary: subject - little shoes; bast shoes; hut; master; coachman; Daddy, mummy signs - wonderful, deep (river), high (banks); verbal - tired, weaved, carried away. Grammar: activate vocabulary on the topic. Learn to coordinate words in a sentence in gender, number, case, numerals with a noun. Sound culture of speech: develop children's auditory concentration. Methods and techniques:
Practical: Unexpected appearance of bast shoes in a group;
listening to a fairy tale; Visual: looking at pictures of the work. Verbal: Repetition of the title and characters of the fairy tale. Materials:
bast shoes, book, pictures and illustrations for the work.
Individual work:
encourage emotional responses to stories. Preliminary work: examination of encyclopedias, pictures depicting antiques.

Progress of the lesson:

A loud stomp is heard in the group and bast shoes appear from behind the door.
Educator: oh, guys, someone lost their shoes! Whose shoes are these? The children find out that these shoes are not theirs. The teacher invites everyone to sit in a circle and look at the mysterious shoes. Educator: Boys and girls, these are bast shoes. Previously, in the old days, people did not wear sneakers, shoes or boots. And they put on bast shoes. People wove them from straw. And I know a fairy tale about little shoes. Want to listen? Children's answers (yes, we want to listen). The teacher reads a fairy tale. Once upon a time there lived a man, Ivan, in a village. He decided to visit his brother Stepan in a distant village. And the day was hot, the road was dusty. Our Ivan is coming, he’s tired. “I’ll get there,” he thinks, “to the river; I’ll drink some water there and rest.” He comes to the river, and an unfamiliar old man sits on the bank. He took off his bast shoes, put them under a birch tree, sits and has a snack. Ivan drank some water, washed his face, and approached the old man: “Are you going far, grandfather?” - Far away, honey. I'm going to Moscow. Ivan was surprised: “To Moscow?” On foot? Yes, grandpa, you’ll be stomping around for six months! And grandfather answers: “No, honey, not six months.” I wove my own bast shoes. They are not simple, they are wonderful. If I put them on, my feet will run on their own. They sat next to each other and talked; then grandfather lay down under the birch tree and fell asleep. And Ivan thinks: “I wish I had bast shoes like these!” I’ll take off mine and exchange them with my grandfather. In wonderful bast shoes, I can run to my brother in an instant.” He took off his bast shoes, put them under a birch tree, and slowly took his grandfather’s and put on his shoes. As soon as he put on his shoes, our Ivan was picked up, somersaulted in the air, and carried along the road! He runs as fast as he can. He got scared and shouted: “Legs, where are you going?” Stop! And the bast shoes carry him that way. Ivan can't stop. He runs up to the village where his brother lives. This is my brother's house. He flies into the entryway, knocked over the bucket, ran into a broom, and fell onto a pile of dry brooms. Lying down, kicking his legs in the air. “Oh,” he thinks, “trouble. I did something bad, I took someone else’s property without asking. We need to throw off our bast shoes as soon as possible!” He untied the sandals, threw them off his feet, and they stopped. Ivan felt ashamed. “How did I offend grandpa? Oh, not good! If I come back, I’ll give him his bast shoes. Well, now I’ll go to the hut.” He enters the hut, carrying bast shoes in his hands. And in the hut the guests sit and eat at the table. They saw Ivan and laughed: “What are you doing: walking barefoot and carrying sandals in your hands?” Ivan answers: “And these bast shoes, brothers, are too tight for me, my legs hurt.” I took it off. He sat down at the table. And next to him is his neighbor Akim. Akim looked at the little shoes. He thinks: “Eh, these bast shoes would just fit me. Let me exchange with Ivan.” Akim took the wonderful little shoes, put his own in their place, went out onto the porch, sat down and put on his shoes. Just put on my shoes - bang! - carried him down the steps and carried him through the village. He runs and runs, runs and runs, and cannot stop. Akim got scared and shouted: “Good people, catch me!” Stop me! He rushes past his hut. And his sons run out to meet him. The boys stopped by the road, looked at their father, and asked: “Daddy, where did you go?” And Akim shouts: “I’m running home!” And the boys again: “What are you talking about, darling?” The house is over there, but where are you running? Luckily, there was a huge birch tree here. Akim ran up to her, wrapped his arms around her and kept spinning and spinning around her. He shouts to his sons: “Call mommy quickly!” The boys ran home and cried in fear. They shout: “Mama, run outside quickly!” There the little guy has gone crazy - he’s been chasing around the birch tree, he’s been chasing like that! The mother ran outside. And Akim spins around the birch tree and shouts: “Oh, I did something bad: I took someone else’s property without asking.” Take off these bast shoes quickly, my dear! His wife runs after him and unties his sandals. Akim threw the bast shoes off his feet - his legs stopped. His wife and children led him arm in arm into the hut. - Oh, I'm tired! My heart almost burst! Throw the bast shoes in the corner, Malanya. Tomorrow I'll take them back to Ivan. And now I’ll rest. Akim fell onto the bench. Suddenly the door opens and the master and coachman enter. “Man,” says the master, “we went hunting and got lost.” Can I spend the night at your place? “You can, master, spend the night,” Akim answers. And he can barely breathe. The master looked at him: “Are you sick, little man?” - No, master, healthy. It’s just the bast shoes that tortured me. - What kind of bast shoes? - the master asks. Akim told him what happened to him. As soon as the master grabs his bast shoes, he goes to the door. - It’s not for you, man, to wear such bast shoes! They will be of better use to me, master! He pushed Akim away and rather put on his bast shoes himself. As soon as he put on his shoes, he was picked up and carried through the streets! The gentleman rushes, only his heels sparkle. He got scared and shouted: “Hold me, help me, stop me!” And the whole village has already gone to bed, no one sees him. And the master was carried out into the field. He jumped over the hummocks, jumped, and crushed a hundred frogs. And then they dragged his bast shoes into the forest. It’s dark in the forest, the animals are sleeping, only the crows: - Karrr! Karrr! The river runs through the forest - it is deep, the banks are high. Our master could not resist - but he fell into the water! Like a stone, it sank to the bottom. Only bubbles run through the water. The master drowned. And the little shoes surfaced. They sailed all night along the river, and by morning they sailed to where their owner was sitting. Grandfather sees his little paws floating. He took them out of the water, dried them in the sun, laughed, put on his shoes, and went on his way. He wove them himself - they obey him, they don’t run unless he needs them. Physical exercise
After reading, the teacher offers to play a little Russian folk game “Shoemaker”.
The players stand in a circle and join hands; if there are only a few of them, then they hold the ends of a handkerchief rolled into a rope with their neighbor.
The “shoemaker” chosen by the counting rhyme sits in the middle of the circle. He pretends to sew boots and says: “Nice legs, pretty legs, try on the boots!” The players, quickly spinning in a circle, answer: “Try it on, try it on!” After these words, the “shoemaker” must, without getting up from his place, extend his hand and “slap” someone from the circle. The caught one and the shoemaker change places. Educator: oh yes guys!
Well played! Did you like the game? Children's answers (yes, I liked it!). Educator: now return to the circle, sit down more comfortably - let's check - who is the most attentive and remembers the fairy tale? Questions based on the text: 1. What was the name of the man who decided to visit his brother Stepan? (Ivan); 2. Why did he decide to drink some water? (Because the day was hot and he was tired); 3. Whom did Ivan meet at the river? (Old man); 4. Where is the old man going? (To Moscow); 5. Why did the old man say that he would quickly reach Moscow? (Because he has magic sandals); 6. Where did the Old Man get the Lapti? (I wove it myself); 7. What did Ivan do when the old man fell asleep? (Changed his bast shoes for the old man’s bast shoes); 8. Why did he do this? (I wanted to get to my brother faster); 9. What was the name of Ivan’s brother? (Stepan); 10. Did Ivan quickly get to his brother’s village? (Yes, he started running); 11. How did the sandals stop? (Ivan fell and took off his sandals, and they stopped); 12. Why did Ivan feel ashamed? (Because he stole someone else's thing); 13. What did Ivan say to the guests when they asked him why he came barefoot? (They became too small for him); 14. Who took the bast shoes from Ivan? (Akim); 15. Who saw that Akim was running and could not stop? (Sons); 16. Who saved Akim? (Wife); 17. Who came to visit Akim? (Barin and coachman); 18. Who put on Akim’s bast shoes? (Barin); 19. Where did the bast shoes drag the master? (In the forest); 20. What happened to the master? (Drowned); 21. Where did the bast shoes go then? (They sailed to the old man themselves); 22. Why didn’t the old man in bast shoes run, but walked calmly? (Because he wove them himself, they obeyed him); 23. What was the name of the fairy tale we read? (Wonderful little paws); 24. What does this fairy tale teach? (That brother is not someone else's); 25. Did you like the fairy tale? Why? The teacher listens to the children's answers and offers to make a cabinet for bast shoes from the construction set.

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Perception of literature in the middle group

The perception of a work of art is understood as a process that involves active activity, embodied in internal assistance, empathy for characters, and transference of events to oneself. As a result, the child feels that he is personally involved in the events taking place.

The development of perception of works goes through several stages:

• direct perception;
• empathy with the images of the work;
• the influence of literature is available.

The book arouses interest in the child at an early age. He likes to flip through pages, listen to adults read, and look at pictures. If the necessary work is carried out, then already in the third year of life the child may be interested in the fate of the heroes.

Important! The main feature of a child’s perception of a literary work is empathy for the characters.

Speech therapy presentation for a preschooler at the PMPK

Perception is an active process. The child begins to put himself in the place of the heroes, takes some mental actions and fights with enemies. Another feature of children's perception was also noted: the child does not like it when a work ends badly.

In middle preschool age, turning points occur in understanding text. This is due to the fact that life and literary experience is expanding. The child is able to establish the simplest connections in the plot. He can correctly assess the actions of the heroes. Children react to the word and show interest in it. They strive to comprehend and beat it. At this age, not only the content of the work is perceived, but also the features of the language. When the text is read, the child is able to answer questions about the text. He can think, reflect and analyze.

The main feature of a child’s perception of a work is empathy for the characters.

Lesson summary “Hello, summer!” in the middle group

Summary of the GCD “Hello, summer!”
for children in the middle group of kindergarten Goal: generalize and expand children’s knowledge on the topic “Summer”. Objectives: Educational:
- consolidate knowledge about seasonal changes in nature, in the summer, about insects, their structure, habitats, about wild berries and mushrooms;
— consolidate the ability to solve riddles, classify clothes by season, form adjectives from nouns, and independently evaluate your knowledge. Educational:
- cultivate a caring attitude and love for nature;
- cultivate environmental awareness. Developmental:
- develop communication skills;
improve gross motor skills and coordination of movements; - develop emotional responsiveness. Types of children's activities: cognitive - research, communication, play, perception of fiction, musical perception. Materials and equipment: a mat - a clearing with flowers and insects, a caterpillar, threads for a cocoon, a butterfly in a cocoon, a spider, counting sticks, a poster with drawings of clothes, summer hats, flowers and butterflies according to the number of children, thematic pictures.
Progress of GCD
Organizational moment. (The teacher has the sun in his hands) Educator: Guys, look, the sun has come to visit us. We enjoy the sun at all times of the year. What time of year is it now? (summer)
.
Educator: What other seasons do you know? (Children's answers)
.
Statement of the problem Educator: Guys, we have already talked about summer. To feel comfortable in the summer, you need to choose the appropriate clothes. Didactic game “Summer Clothes” Purpose:
to show children’s ability to classify clothes by season.
Educator: So, summer clothes have been chosen. I invite you to the summer meadow. Come up, put on caps, panama hats, hats... (children put on hats)
.
Educator: Tell me, why did we put on hats? (children's answers)
.
The teacher praises the children for the correct answer and invites
them to play a game : “Summer, summer, summer - what color is it?
Come on, tell me, come on, show me. Gently green, like a grasshopper in the grass (they jump like grasshoppers)
, Yellow, yellow, like sand near rivers
(show sand and a river wave)
, Bright, blue, the most beautiful
(raise their hands up, spin around themselves)
, This is what summer ..
(Calm music sounds, children approach the prepared clearing and sit around)
.
Children look at flowers, recognize and name them. The teacher praises the children for correct answers, shows soft green grass and asks: “Who can live here without being noticed?” If the guys have difficulty answering, it suggests that these residents are very small, very tiny. Summarizing the children's reasoning, the teacher says that insects are extraordinary animals, they can hide in the grass so that no one will notice them; wondering what insects children know? (Fly, bee, mosquito, ant, dragonfly, wasp, etc.) Educator: I will tell you riddles about insects, and you will guess them and find this insect in the clearing. The black toddler pulls a load that is not tall enough for him. (Ant.) The teacher reads
a poem : An ant cannot be lazy, an ant lives by work.
Everything he sees is dragged into his underground home. Educator: Ants, like bees, are great workers. I suggest you guys turn into little ant brothers. Game “Ants Build a House” Goal:
development of motor activity.
Children line up in two columns. Everyone must move the counting stick to the table and build an anthill. That cow does not moo, has no horns, hooves, tail, does not give us milk, lives under the leaves. This one deftly fights harmful aphids... (ladybug.)
All four petals of the flower moved, I wanted to pick it, It fluttered and flew away.
(Butterfly.)
She is bright, beautiful, graceful, light-winged.
She looks like a flower and loves to drink flower juice. (Butterfly)
.
I took the name from a blacksmith, the color from a cucumber, the wings from a cloudberry, the legs from a flea. (Grasshopper.)
What kind of girl: She wears a thin belt, Huge eyes, Flies and chirps.
(Dragonfly.)
She is a generous housewife;
Flies over the lawn, fusses over the flower and shares the honey. (Bee.)
The teacher reminds the children what bees eat as they fly from flower to flower and encourages correct answers.
Explains that a bee produces honey from nectar; reinforces the already known word “hardworking”, since these insects love to work; clarifies children's knowledge about the bee house; tells the kids that there are many bees living in the hive. Low mobility game “Helpers” Educator: Imagine that the clearing has run out of nectar, the teacher invites the children to imagine, and a scout bee flew out of the hive to scout, buzzed, flew far, far away, found a clearing, but she couldn’t carry so much nectar alone. , and the bee called her friends, raise your right hand, kids, the teacher offers to play, get your index finger ready, fly to find out how many bees we have, the bees are buzzing loudly, they have flown far away, their voice is barely audible (the kids are buzzing loudly, quietly, running around the hall , with the index finger of the right hand imitating the movements of a bee)
.
The bees sat on a flower, collected nectar and flew home. The teacher carefully places the bee back on the flower, accidentally touching the large green leaves, lifts them, showing the insect hidden under it, and asks the children in surprise who it is? (answers)
.
The teacher carefully removes the caterpillar and shows it to the children, reminding them to be careful with tiny insects; asks the guys if they like fairy tales; offers to tell a fairy tale about a caterpillar . A fairy tale about a caterpillar “Once upon a time there was a caterpillar (the teacher shows a toy, strokes it)
, who considered herself very pretty, but those around her did not like her at all, and everyone who met her said: “Ugh, what an ugly, ugly caterpillar.”
And she began to hide from everyone under the leaves. One day the caterpillar became completely sad and, out of resentment, cobwebs came out of her mouth, like tears. She began to wrap herself in it, wrapped herself, wrapped herself (the teacher shows the children how the caterpillar wrapped itself and invites them to play with it, repeat the movements)
and turned into a cocoon
(the teacher takes out a cocoon from under another sheet and shows it to the children)
.
She felt calm and warm in the cocoon. The caterpillar stuck to a leaf and fell asleep, and when she woke up, she felt that she felt very cramped in the cocoon. She tried to roll over, but something was stopping her, and the caterpillar realized that she now had wings. She straightened them, and the cocoon burst, and a butterfly appeared from the cocoon, she was very beautiful, and everyone who called her scary and ugly began to admire: “Oh, what a beautiful butterfly.” And the butterfly fluttered from flower to flower, and only smiled back at them. After waiting a short pause, the teacher asks whether the children liked the fairy tale, what happened to the caterpillar, and invites them to rejoice at this transformation together with the butterfly and fly a little.
“Wings flicker in the field, Butterflies fly in the field, They fly, they spin, They stop on a flower.”
(Performing movements according to meaning)
.
Educator: These are the insects that live in the summer meadow. Now let’s complete the tasks that the sun has prepared for us. Completing tasks about insects. Didactic game “Who lives where?” Goal: to consolidate knowledge about the places where insects live. (On the screen there is a picture with insect houses)
.

You need to name the “house” and say what kind of insect lives there.
And then this insect will fly into its home. (Children name houses and insects, and the corresponding insect appears on the screen)
.
Didactic game “Who is the odd one out here?” Goal:
to consolidate knowledge about the distinctive features of insects.
(On the screen there are insects and among them a spider)
.

Educator: Guys, look carefully at the pictures and determine which picture is the odd one out here and tell me why? (Children find an extra picture with a spider and explain that insects have three body parts: head, chest, abdomen, insects have six legs, and a spider has more)
.
Educator: What a great fellow you are, you know so much about insects, look at the screen, the sun is smiling at you, which means you completed the tasks correctly. A walk in the summer forest Educator: Do you want to take a walk in the summer forest? Then, go ahead! A green friend is waiting for us to visit, Birch trees, linden trees, maples are waiting, Herbs, berries, mushrooms of unprecedented beauty. Pines, spruces to the sky, Green friend, this is... (forest)
.
Physical education lesson And blueberries grow in the forest, (Squats)
Strawberries, blueberries.
To pick berries, you have to squat lower. I took a walk in the forest, (Walking in place)
I carried a basket of berries.
Educator: What grows in the forest in the summer? (Berries, mushrooms)
.
What berries do you know? Show and name berries you know. (Demonstration of pictures with wild berries: strawberries, raspberries, blueberries, cranberries, currants, gooseberries)
.

Word game “Which one?” Which?" Goal:
strengthening the ability to form adjectives from nouns.
Strawberry juice (what?)
– strawberry.
Blueberry jam (what kind?)
– blueberry.
Raspberry compote (which one?)
– raspberry.
Currant jam (what kind?)
– currant jam.
Educator: Great, you also know a lot about berries! The sun is smiling at you again. (Picture “The sun is smiling”)
.
The berries have been picked, but what else can you pick in the forest in the summer? (Mushrooms)
.
Didactic game “Check the mushroom picker’s basket” Goal:
to consolidate the ability to distinguish seemingly poisonous mushrooms: fly agaric and toadstool.
(Picture “Hedgehog with a basket of mushrooms”) Educator: Guys, the hedgehog picked mushrooms and doesn’t know if they are all edible. Let's help him sort out the mushrooms. (Pictures of edible and inedible mushrooms)
.

Children find inedible mushrooms
(fly agaric and toadstool)
and name them.
Conversation “What can happen if you eat a poisonous mushroom?” (Children's answers)
.
Well done guys, you also know a lot about mushrooms. Summer appears. Summer: How did you end up here? And why did they come here? (Children's answers.)
- What good kids!
I don’t feel sorry for anything for such good kids! I brought you gifts - no one else has those. (Summer gives the children a basket of fruit.)
Our journey is over.
Reflection Educator: - What did we talk about today? (Children's answers)
.
- To make the summer bright, you and I will plant butterflies in this flower meadow. (Prepare a panel with flowers in advance according to the number of children)
. “Everyone in turn will take a butterfly, and before planting it on a flower, they will say what they liked best.”

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The importance of reading before bed

The importance of reading to your child before bed is as follows:

• going to bed is the best time to read. Here you need to choose the best moment when the child is ready to listen. If you make reading a daily ritual, even a restless baby will look forward to being read a bedtime story;
• the child's mood improves. Reading helps calm a child. He forgets everything that happened during the day and his mood improves. In order not to spoil it, it is better to select fairy tales that have a good ending;
• positive impact on character formation. By devoting just 20 minutes a day to reading before bed, the child becomes more obedient and attentive;
• mental abilities develop. During the reading process, the child has questions about unclear words or about the plot. In this regard, evening reading will develop his vocabulary, imagination and thinking;
• exploring the world. Thanks to fairy tales and stories, children learn what good and evil, friendship, love, hatred, selfishness are;
• the opportunity to raise a child with the help of fairy tales. The good deeds of heroes can be an example for a child;
• getting closer to the child. A connection between a child and an adult can be established through reading before bed. If a child asks to read the same book, it means he is interested in something in it.

Reading before bed is a good tradition

Reading before bed should become a good tradition. With its help you can instill a love for books.

Methodology for developing and conducting CHL classes

There are various programs and notes for reading in kindergarten. Among the main methods for conducting classes in CHL are:

• The teacher reads a book or recites a story by heart. If the reader tells by heart, then he must preserve the author’s language and convey all his thoughts. A significant part of the works is read from a book;
• the teacher says something. Here the text is transmitted in free form;
• staging - secondary acquaintance with the work;
• learning by heart.

Important! Work with a book in kindergarten can be carried out in the following forms: the work is read and told, or works of oral folk art and poems are memorized.

Reading activities can be divided into several types:

• one work is read or told;
• Several works are read or narrated that have a common theme. For example, reading stories about spring. It is possible to combine works of one genre or several genres;
• works that belong to different types of art are combined into one lesson. For example, one reads a work and then looks at a painting by a famous artist that is associated with that work. It is also possible to read in combination with a piece of music. When conducting such activities, it is necessary to take into account the strength of the impact on children’s emotions. It is also necessary to take into account the responsiveness of children and their culture of behavior;
• reading is done using visual material. Such material can be: toys (for example, reading the tale of the three bears can be accompanied by a display of bear toys), a tabletop theater (it can be made of cardboard or plywood), a puppet theater, a display of filmstrips and films;
• Reading is an activity for speech development. It can be included in the content of the lesson itself, or it can be an independent lesson.

Legal education of preschool children in kindergarten

To conduct a lesson, preparation for it is required. To do this, the following steps are carried out:

1. Select a work taking into account the required criteria, taking into account the age of the children, the time of year and the method of working with the book.
2. Determine the work plan. Set literary and educational goals.
3. Prepare for reading. The teacher should read the work like this. So that children understand its basic meaning and idea. To do this, it is necessary to analyze the text, understand what the author was trying to convey, the character of the characters, their relationships and motives for their actions.
4. Work on the expressiveness of text transmission. To do this, it is necessary to work out ways of expressing emotions (tone and intonation), correctly place stress and pauses, work on diction and correct pronunciation.
5. Prepare the children. Expand their understanding of the world through excursions, studying paintings and illustrations.

Card index with goals for the middle group of the Federal State Educational Standard

Next, we consider reading fiction in the middle group of cards with goals for 3 months.

Month January

You can build a plan for studying fiction as follows:

1. The goal of the first week is to teach children to recite poems by heart, develop imagination, speech, and develop listening skills. The theme of the week could be winter. All works must be related to winter (for example, S. Yesenin’s poem “Winter Sings, Calls...”);
2. The topic of the second week: family. Goals: instilling interest in reading, developing the ability to answer questions, enriching vocabulary. Here you can read such works as: K. Chukovsky “I am my mother’s only son”, K. Ushinsky “Cockerel with his family”.
3. The third week's topic is about animals. Goal: instilling a love for Russian folk tales, enriching vocabulary, developing expressive speech. This block can include such works as the fairy tale “Turnip”, D. Mamin-Sibiryak “The Tale of the Brave Hare”, solving riddles, G. Oster “A Kitten named Woof”.

Month February

The lesson plan for February is as follows:

1. Theme of the first week: getting to know birds. Goals: developing the ability to empathize with characters, fostering interest in reading, developing the ability to express one’s thoughts. The works may be as follows: A. Yashin “Feed the birds in winter”, M. Gorky “Sparrow”.
2. The second week is dedicated to winter nature. Goals: developing interest in fairy tales and heroes, developing imagination. Here you can read: S. Kozlov “Winter's Tale”, poems about winter, L. Voronkova “Snowing”.
3. The third week is dedicated to the defenders of the Motherland. Goals: introducing children to border guards, warriors who defend the Motherland. List of works: S. A. Marshak “Border Guards”, V. Borozdin “Starships”.

Long-term planning for introducing middle school children to fiction

Nadezhda Neustroyeva

Long-term planning for introducing middle school children to fiction

Topic Program content Methods and techniques

SEPTEMBER

1. Telling the Russian folk tale “The Fox with a Rolling Pin.” To cultivate an emotional and imaginative perception of the content of a fairy tale; teach to understand and evaluate the character and actions of heroes; lead to an understanding of the genre features of the fairy tale.

Improve dialogic speech: learn to actively participate in the conversation, answer questions clearly for listeners. Conversation on the questions: Which of the forest animals is the most terrible? Who is the weakest and most cowardly? Who is the most beautiful in the forest? Who do they talk about “beautiful fur coat”?

Telling a fairy tale by the teacher.

Pronunciation. Use of illustrations.

Forward planning

on introducing middle school children to fiction

2. Reading poems about autumn. Continue to teach children to emotionally perceive the figurative basis of poetic works; develop children's creative imagination and expressive speech. Questions: What can you paint with this paint? Can green become yellow? What? When?

Reading a poem about autumn.

Drawing an autumn garden.

3. Memorizing the poem “Silence” by G. Novitskaya. Continue to teach children to emotionally perceive and understand the figurative content of poems; develop figurative speech. Game "Who will say more words about summer, about autumn."

Display of illustrations “Autumn”, “Summer”.

Listening to the poem “Silence” by G. Novitskaya.

Conversation about what you read.

Listening to the recording of P. I. Tchaikovsky “October”.

4. Reading the fairy tale “The Three Little Pigs.” Teach children to understand the emotional figurative content of a fairy tale, its idea. Develop children's figurative speech: the ability to select definitions and comparisons for a given word; lead children to understand the meaning of phraseological units and proverbs. Showing an illustration for a fairy tale.

Reading a fairy tale by the teacher.

Questions: How are brothers similar? What are they? How is Naf-Naf different from his brothers? How did you understand this?

Children’s repetition of certain expressions (“They worked carelessly,” “by the sweat of their brow, tirelessly”).

OCTOBER

1. Telling the Belarusian folk tale “Zhikharka”. Teach children to perceive and realize the figurative content of a fairy tale, to notice figurative words and expressions in the text; practice selecting synonyms; teach to understand the content of sayings, come up with new episodes. Questions: What do these sayings mean: “Small but bold”, “Small but remote”? Who are they talking about?

Telling a fairy tale. Conversation on reading. Encouraging children to compare.

How could Zhikharka’s meeting with the fox end? Encouraging versions of children's stories.

2. Reading the story by E. Charushin “About the Bunnies.” Give children an idea of ​​the genre of the story; teach to understand the theme and content of the story; practice using comparisons, selecting definitions, synonyms for a given word; develop interest in the information conveyed by the text. Discussion of a problematic situation. Reading a story by the teacher.

Conversation about what you read.

Collaborative composing of a riddle based on comparison and negation.

3. Memorization of I. Tokmakova’s poem “Eli”. To teach children to emotionally perceive the figurative basis of poetic works, to develop creative imagination and expressiveness of children’s speech. Reading a poem by the teacher.

Questions: What trees did I. Tokmakova write about? What are they doing? What are the little Christmas tree grandchildren doing with thin needles?

Reading a poem to 2-3 children.

4. Reading the Hungarian folk tale “Two Greedy Little Bears.” To teach children to understand the figurative content and idea of ​​a fairy tale, to see the relationship between the content and the title of the work, to understand and formulate the theme, to stimulate the desire to come up with new details, episodes, fragments for the fairy tale; teach to understand the meaning of a proverb, connect it with the plot of a fairy tale. Looking at illustrations for a fairy tale.

Reading a fairy tale.

Questions: What new did you learn from the fairy tale about the bear cubs? What are they? Why did the fox manage to deceive the cubs? Where did the cubs live? Why did the fox decide to help his brothers? What fox? How were the cubs punished?

NOVEMBER

1. Telling the Russian folk tale “Geese and Swans”. Teach children to understand the figurative content and idea of ​​a fairy tale, convey the structure of a fairy tale using modeling, notice and understand figurative words and expressions in the text; develop creative imagination. Conversation with children about a fairy tale. Questions: What is a fairy tale? What fairy tales about animals do you know?

Telling the fairy tale “Geese and Swans”.

Conversation using illustrations.

A joint depiction of a fairy tale in a drawing.

Questions: Who is the main character in this fairy tale? Who would you call a good fairy tale hero? Why? Who is evil in a fairy tale?

2. Reading the poem “Uncle Styopa” by S. Mikhalkov. Teach children to feel and understand the nature of the images of works, the relationship of what is described with reality; develop the ability to notice the features of poetic structure and the language of a poem; teach to understand the figurative meaning of metaphors and phraseological units. Exercise “Say it differently.” Explanation of the word "kalancha".

Reading a poem. Questions: How do you imagine Uncle Styopa? What did he look like? How does the poem talk about how big he was? How can you see that Uncle Styopa was kind?

Selective reading of the most liked parts of the work.

3. Memorizing the nursery rhyme “Gulenki”. Help children remember the nursery rhyme; learn to read it quietly, slowly, clearly pronouncing the endings of words and without rearranging words. Reading a nursery rhyme by the teacher.

Choral reading.

Reading to 3-4 children.

4. Reading E. Blyton’s story “The Famous Tim Duckling”. Learn to understand the emotional-figurative perception of a work, learn to comprehend it; clarify children's knowledge about the genre features of the fairy tale. Introducing a duckling toy into the group.

Reading a story.

Conversation about what you read. Questions: Who is the story about? Who did Tim find? Who became his friend? What would have happened if Tim had not been found?

DECEMBER

1. Telling the Russian folk tale “Zimovye”. To cultivate an emotional perception of the content of a fairy tale; teach to understand and evaluate the characters’ characters, convey the intonation of the voices and character of the characters; lead to an understanding of the figurative content of proverbs. Riddle word game.

Telling a story and talking about what you read. Questions: What is the story about? How did you understand what the word “winter hut” means? How could this fairy tale be called differently? Why did the animals decide to build themselves a house? Who did what?

Encouraging children to repeat words from the text.

What happened one day? How did the animals manage to escape?

How do you understand the proverb “Fear has big eyes”? Who in our history can this be said about?

Children's depiction of winter huts in drawings.

2. Reading the fairy tale “Mustachioed-Striped” Teach children to use words - the names of baby animals in the nominative and genitive plural cases (fox cubs, complex sentences with the conjunction a; answer questions about the content of the fairy tale and name the episode that you especially liked. Use game situation.

Using physical education breaks.

Reading a fairy tale and talking about what you read. Questions: What is the name of the book? Why did Marshak name his book so funny? Did you find it funny? So this book is not sad, but...

What was the girl doing with the mustachioed striped one? Did the kitten do as the girl wanted? What did he do?

Selective reading of 2-3 short passages.

3. Memorizing the poem by N. Sakonskaya “Where is my finger.” Teach children to use the correct forms of the verb to go (move-go). Help children understand the content of the poem, remember it, and read it expressively. Dramatization and reading of a poem by the teacher.

Choral and individual reading of a poem by children.

4. Reading the fairy tale by V. Suteeev “Who said “meow”?” Tell children about the writer and artist Vladimir Grigorievich Suteev, introduce him to his book “Who Said Meow?”; help to master the content of the read work. Reading a dialogue between a puppy and a cat.

Selecting from the text and repeating with children the most striking descriptions of a puppy’s behavior in different situations.

An invitation to children to remember the adventure of a puppy that they especially liked.

Reading a passage that several children liked at once.

JANUARY

1. Telling the fairy tale “Sister Fox and the Gray Wolf.” To cultivate an emotional perception of a fairy tale; teach to understand and evaluate the characters’ characters, convey the intonation of the voices and character of the characters. Game moment. Remembering a fairy tale.

Conversation after the teacher tells a fairy tale.

Questions for children: what new way of fishing did the fox tell the wolf? Why was the fox able to deceive the wolf? Tell us why the fox decided to teach the wolf? What fox? What words can you use to describe her? Do you feel sorry for the wolf?

The teacher offers to take pity on him and treat him kindly.

2. Reading a chapter from A. Milne’s book “Winnie the Pooh and All-All-All.” Induce in children a joyful mood from meeting their favorite fairy-tale characters; develop the ability to emotionally perceive the figurative content of a fairy tale, the sequence of events, and come up with new episodes and names. Questions: which of the fairy-tale characters liked to compose puffs, nozzles, and noisemakers? What stories about Winnie the Pooh do you know?

Reading a story about Winnie the Pooh and the bees.

Coming up with a title for this story.

Creative task (what happened in the bee hollow). 2-3 children's stories.

Representation in drawings of the most liked episodes of the fairy tale.

3. Memorizing the poem by A. Barto “Christmas tree”. Teach children to determine the mood expressed in a poem, teach them to read it expressively. Reading a poem by the teacher.

Use of illustrations, signal cards.

Repeated reading of the poem.

Choral and individual auditions for children.

4. Reading the fairy tale by B. Zakhoder “Piggy on the Christmas tree.” Continue to teach children to emotionally perceive and understand the content and idea of ​​a fairy tale, to notice figurative words and expressions; help you master the technique of comparison. Reading a fairy tale.

Conversation about what you read. Questions: Who did I read you a fairy tale about? Why was the pig considered extraordinary? What could he do? What words can you say about him? How did the cat help Piggy get onto the Christmas tree?

The teacher encourages the use of expressions from the text.

Why do you think everyone recognized Hrusha? Now do you know with whom an ill-mannered person is compared? What would you call this fairy tale?

Reading and explanation of the proverb “They meet you by their clothes, but they see you off by their mind.”

Setting to memorize the proverb.

Making a hand-drawn model of a fairy tale.

FEBRUARY

1. Reading the Russian folk tale “Fear has big eyes.” Teach children to understand the emotional and figurative content of the work; introduce the comic fairy tale “Fear has big eyes”; clarify children’s ideas about the genre features of the work; lead children to understand the meaning of proverbs, their place and meaning in speech. Reading a fairy tale by the teacher.

Conversation on reading. Questions: Who are the main characters of the fairy tale? Who were the water carriers afraid of? What seemed to the grandmother, granddaughter, chicken? What does this fairy tale teach?

Show illustrations.

2. E. Charushin’s story “What kind of beast?” Teach children to retell a short story; learn to identify the seasons using the characteristic features listed by the teacher. Making a riddle.

Narration of E. Charushin’s story “What kind of beast?”

Questions: Who is this story about? What did Katya do to determine whose footprints were in the snow? What did dad do? What happened to the rabbit?

Retelling the story by children.

3. Memorizing the poem “Winter” by I. Surikov. Teach children to expressively read a poem by heart, conveying their admiration of winter nature through intonation, teach them to feel and reproduce the figurative language of the poem. Reading the poem “Winter” by I. Surikov.

Questions: What period of winter is described in the poem? How did you guess? Have you noticed what different words the poet chose to talk about snow? What does the poet compare snow to? Children, how do you understand these lines: “The dark forest, which covered itself wonderfully with a hat, and fell asleep under it soundly, soundly”? Do you think the poet loves Russian nature?

Choral and individual reading of a poem by children.

4. Reading K. Chukovsky “Telephone”. Teach children to emotionally perceive and realize the figurative content of a poetic text. Consolidate knowledge about animals, teach how to use substitutes.

Develop the ability to express your attitude towards him. Questions for children:

Who has a phone at home? What is it for? Does anyone know their phone number?

Reading a poem.

Conversation about what you read. Questions: Where did the elephant call from? What does he need? And then who called? What did the crocodile ask for? Why did he need galoshes? What did the bunnies need? After the bunnies who called? Whose stomachs hurt? What other animals called?

Re-enactment of animal conversations.

MARCH

1. Reading the poem “Baggage” by S. Marshak. Teach children to understand the content of the poem, its humorous meaning. Reading a poem.

Showing illustrations from the book.

Questions: What did the lady check in her luggage? What's happened? What did you find funny about this story?

Re-reading your favorite episodes.

2. Telling the Russian folk tale “Neverbelievable”. To instill a love of fairy tales and teach them to understand the content. Develop figurative speech. Telling a fairy tale.

Conversation on content. Questions: Where did the man go? What did he see? How many sticks did you cut down? Name them. Can a lake fly? Can the stove fall asleep?

3. Memorizing the poem by L. Kvitko “Grandma’s Hands.” Learn a poem with children, develop figurative speech. Questions for children. Children, what holidays do you know? What kind of holiday is March 8th?

Learning a poem.

Questions: Why does the granddaughter love grandma’s hands the most? What can they do?

Reading a poem by children.

4. Reading K. Chukovsky “Fedorino’s grief.” Introduce children to the works of K. Chukovsky, teach them to listen carefully to the work. Develop children's figurative speech. Reading a fairy tale.

Conversation on reading. Questions: why did the dishes run away from Fedora? What did she promise them? Did the dishes forgive Fyodor?

APRIL

1. Reading a funny poem by N. Brzekhva “The Clean Fly.” Continue to teach children to understand the content of the poem, its humorous meaning; create emotional and psychological comfort in children. Reading a poem.

Questions: when a person laughs, what is his mood? How can you say it differently?

Do you remember what the fly swam in? How, what words can you say about a fly? Did you like the poem?

Invite the children to try to recite the poem.

2. Telling the tale of C. Perrault “Little Red Riding Hood”. To cultivate an emotional and figurative perception of a work, to teach how to comprehend an idea; clarify children's knowledge about the genre features of fairy tales; develop creative storytelling skills. Reading a fairy tale.

Conversation on reading. questions: Who is the main character of the fairy tale? Tell us, what kind of Little Red Riding Hood do you imagine? Why is the girl in the fairy tale called that? What words can you use to describe it? Remember what they say about the wolf in the fairy tale? What happened in grandma's hut? How does the fairy tale end? Is evil punished in a fairy tale and how?

Looking at illustrations for a fairy tale. Remembering the episodes they reflect.

3. Memorizing the poem “Spring” by S. Vysheslavtsev. Develop children's figurative speech, understanding the meaning of figurative words and expressions; learn to select definitions and comparisons for a given word. Observations of nature by the window, discussions, comments. What does early spring mean? What is she like? How can I say this differently? Tell us how winter is receding, how angry it is. What happens in nature?

Showing illustrations about different periods of spring.

Reading a poem.

Questions: what spring is the poem talking about? Is this poem happy or sad? How did you understand this? What periods in nature are we talking about?

Reading a poem by children.

4. Riddles about pets. Teach children to solve riddles. Cultivate an interest in the animal world. Questions: what wild animals do you know that live in our forests? Which pets do you know?

Using pictures of animals.

Making and guessing riddles.

MAY

1. Reading the Russian folk tale “The Little Fox and the Gray Wolf.” Continue to teach children to emotionally perceive the figurative content of a fairy tale, to comprehend the characters and actions of the characters; to clarify children’s ideas about the genre features of a fairy tale, story, poem, riddle; practice selecting definitions and comparisons for a given word. Remembering fairy tales about the fox.

Reading a fairy tale.

Conversation about what you read. Questions: Who are the main characters of the fairy tale? What words can you use to describe a fox? What do they say about the fox in the fairy tale? Which episode do you remember most? What fairy tale expressions do you remember?

Looking at illustrations for a fairy tale.

Guessing riddles, explaining your answers.

Game "What does it look like?"

2. Memorizing the poem “Willow” by I. Tokmakova. Teach children to understand means of expression; emotionally perceive the figurative content of a poetic text; develop children's figurative speech. Children participate in a general conversation and share their impressions.

Reading poems about birch, aspen, willow.

Analysis of figurative language means in poetic texts.

Remembering the fairy tale “Sister Alyonushka and Brother Ivanushka.”

Individual reading of a poem by children.

3. Reading M. Gorky “Sparrow”. Teach children to retell the story independently, conveying their attitude to the content through intonation; understand figurative expressions. Telling a riddle about a sparrow.

Reading the story "Sparrow".

Conversation about what you read. Questions: What did I read: a story, a fairy tale, a poem? How did you know it was a story? What was the sparrow's name? Where did he live? What materials was the nest made of? What do you call a sparrow's mother? What happened to the little sparrow? How did the mother of the sparrow protect her?

How do you understand these words: “Fear lifted the sparrow from the ground, he jumped, flapped his wings - once, once - and on the window!”?

4. Telling the Russian folk tale “The Goat-dereza”. Teach children to emotionally perceive the content of a fairy tale, expressively convey images of characters or play songs with intonation. Game moment.

Telling a fairy tale by the teacher.

Questions: Is it an interesting fairy tale? Who composed it? What is it called? What animals did the hare meet? Did you like the goat in the fairy tale? If not, why not? How did the fairy tale begin?

Telling stories to children using pictures.