Card file of GCD abstracts in the senior group of the preschool educational institution. Educational area "Reading fiction"

EDUCATIONAL AREA

"READING ART LITERATURE"

Child in the world of fiction

In the seventh year of life in children, there is a deepening and differentiationrenciation of reader interests, there are preferences inboron of types and genres of literature. Children of this age perceivework in the unity of its content, semantic and expressiveon the positive side, feel and strive to interpret the beauty of the literaryturn speech, project events and images of the heroes of works onthemselves and relationships with others, seek to explain and youexpress the meaning of the work and your attitude to it in different formscreative activity. As a result, listening, perception and understanding of a literary text approaches the level of the naturaltic activity.

The tasks and content of the work in this age group will behave much in common with what was carried out in the previous groupne, in view of the generality of the stage of literary development of children 5-7 years old.

Tasks of education and development of children

1. To cultivate a value attitude towards fiction as an art form, native language and literary speech.

2. Contribute to the deepening and differentiation of readers' interests.

3. Enrich the reading experience of children through works that are more complex in content and form.

4. In the process of getting acquainted with literature, ensure the formation of a holistic picture of the world in children, develop the ability to creatively perceive reality and the features of its reflection in a work of art, and introduce social and moral values.

5. Contribute to the development of artistic perception of the text in
the unity of its content and form, semantic and emotional
subtext.

6. Develop the ability to elementarily analyze the content and form of a work (features of the compositional structure, means of linguistic expressiveness and their meaning), develop literary speech.

7. Enrich ideas about the features of literature: about genera (folklore and author's literature), types (prose and poetry), about the diversity of genres and some of their specific features.

8. Provide the opportunity for children to show independence and creativity in various types of artistic and creative activities based on literary works.

Mastering the tasks of the literary development of children is carried out in
different types of joint and independent activities of children onbasis of a wide range of folklore and literary texts.

The main methods of literary development children 6-7 years old are the following.

Reading (telling) an adult, which introduces preschoolnicknames with literary texts, as with their "good friends". At the same time, the teacher draws the children's attention to the sources of obtaining the book: the teacher himself or one of the children brought it from home, they took the book in the library (including after the excursion), exchanged books with children of another group, advised to read interesting person etc. This will help to make acquaintance with literature not a didactic, but a humanitarian process, it will show children the interest in the book that is (or should be) in society.

Listening to recordings and watching videos , on which readers and artists perform texts, participate in productions. This will contribute to the education of the literary and artistic taste of children. to develop the ability to feel and understand the mood of the work, the meaning of the means of imagery of the language, to capture the musicality, sonority, beauty and poetry of the Russian literary language.

Viewing (listening to) recordings of the performance of literary texts by children. Joint discussion of sounding speech before-schoolchildren when reading, storytelling, in theatrical post-innovations will ensure the development of a conscious attitude towards correctness andfigurativeness of the language, the peculiarities of someone else's and one's own speech, will contribute toto develop the skills of analysis and introspection of the correctness andexpressiveness of speech

Conversation after reading contributes to the deepening of the perception of literaturetext by children, formulating in speech their attitude toheard in the course of his analysis. The conversation includes questionsaimed at expressing the attitude of children to the work, on establishment of various causal relationships (betweenevents, between the structural parts of the text, lines of development plot, heroes, etc.), to a holistic understanding of the images of heroes with taking into account the peculiarities of their behavior and character, the whole conflict ofon understanding the meaning of figurative and expressive means of the language, on understanding the emotional and ideological subtextworks; as well as questions that encourage children to do elementarygeneralizations and conclusions. It is important to help the child "stand above the hero",consider events from the point of view of the author, understand the position of the author of the literary text and formulate their own judgments aboutwork and life events reflected in it.

Just like in the older group, the following methods will be relevant.

Reading with continuation including "multi-volume" stories,united by common heroes. These include, for example, fairy talesA. M. Volkov about the adventures of Ellie and her friends, stories about MummyTrolls Tove Jansson and others.

book talks, in which new tasks will be solved:commingle with the history of the appearance of books in the history of mankind, to helpunderstand the importance of books for the child himself.

Summarizing conversations about the main types and genres of folklore and
literature (“What is a fairy tale”, “What time of the year is more written about?
sano verses", "Tales and stories: about the same thing in different ways" and
others).

Evenings of literary entertainment, literary holidays and theatrical performances, in the preparation of which more and morechildren will be involved, including organizing them for preschoolyounger nicks.

Thematic exhibitions in the book corner and art center but creative activity.

project method. In addition to the ideas of project activities, whichimplemented in the senior grouppreschoolers 6-7 years old will be important newtopics, the purpose of which is to help children master various means of speech expressiveness and fix the mastered ideas.

An important area of ​​work with children of the preparatory group will become acquaintance with writers and poets, illustrators of children's books, which involves communicating to children separatelyinformation from the biography of these people (it is desirable to select factsearly childhood, study, children's hobbies, relationships with childrenmi, that is, what is close and understandable to preschoolers); as well as the signrelationship with the works of these authors and their elementary analysis(for the purpose of orientation in the artistic manner of the author). Such workcan be built as a project activity, the result of whichRoy will be the decoration of the exhibition.

Section content integrates with other sections of the programWe. The most relevant relationships with the sections "Communication"(enrichment of the content of communication between an adult and a child and children withpeers discussing the texts they listened to, getting to know the bestwith our samples of the literary language, the development of the imagery of children'sspeech by means of familiarization with the language expressiveness of the artistcreative works, practical mastery of the rules for constructingdifferent types of texts, dictionary enrichment, etc.), “Knowledge” (for-formation of a holistic picture of the world, the development of intellectual andpersonal qualities, expanding horizons, developing the ability to thinkpour, analyze, compare, development of cognitive interestsowls and "heuristic" vision of the surrounding reality andetc.), "Socialization" (personal development of children as representatives;society, deepening knowledge and attitudes towards the basic moralvalues, familiarity with the norms and rules of conductrelationships in society, etc.). Equally important are the links withlamy "Music" and "Artistic Creativity" due to the presence of a commonconcepts of the formation of different types of artistic activitychildren: from the perception and development of special skills to independentto the creativity of children, as well as the focus of these subsections on the development of the imagination of preschoolers. Connections are possiblewith all other educational areas.

Orientation of children in the educational field

What children learn

Children have a rich literary experience, includingof different types, genres and themes. Names three or four favorite works of different types and genres. In the child's reading circle6-7 years old includes a variety of genres of works of Russian and Zarufugitive folklore, classical and modern poeticknowledge, prose texts (stories, were, fairy tales, fairy tales, hangingty, children's novels). Preschoolers are interested in works fromcomplex overtones, ambiguous images of heroes, basedon the clash of characters, the confrontation between the forces of good and evil. Themtexts with new cognitive information become available,elements of business style (fragments of children's encyclopedias). Childrenlove texts with continuation, including novels, stories, short storiescalling about new adventures of familiar heroes.

Preschoolers 6-7 years old understand that the book is special (hu-prehistoric) way of knowing the surrounding reality,human relationships and social values.

Children know the names of 5-6 writers, poets, individual facts of their biography, some features of their work.

Preschoolers understand the meaning of some means of language,expressiveness. Know the main stylistic features of literaryrature language of works of different types and genres, marking itbeauty and imagery. Mastering ideas about some featuresfeatures of such literary genres as fairy tale, story, poem, fable.

Children understand and reasonedly explain the meaning of the illustration.tions in the book, know the names of two or three illustrators, not-which are the features of their creativity. Understand that the book is rethe result of the activities of the writer, artist and printing house workers,realize the great importance of books for people and, in particular, for themselves.

Preschoolers have ideas about the theater: its purpose,the integrity of the building, the scene, the specifics of the activities of people of differentprofessions working in the theatre. They know different types and genres of theatrical art (dramatic, musical, puppet, star theaterray, clowning and others).

Children know and use different ways of expressing theirwearing to a literary work in various types of speechand artistic and creative activities.

Organization of the experience of mastering the educational field

What do children learn

We expand the reading interests of children

The educator supports and encourages the desire of children to constantlydirect communication with the book, the desire to learn to read and becomeactive reader.

Stimulates the development of the principles of aesthetic responsiveness and taste forhigh level literature. Activates the manifestation of children's love for fiction, interest in the content of the work andvalue attitude to its form.

The teacher supports the selectivity of preschoolers in relation toresearch to works of a certain type, genre, subject.

Provides for the realization of the needs of children in communication aboutliterary works with adults (teachers and parents) and other children (peers and younger children).

Problematic and game situations are created to deepen thechildren's res for storytelling, reading by heart artistic textscomrades, inventing creative monologues based on them, to discusstheatrical productions and independent theatrical performances activities.

We help the correct perception of the literary text

In the process of organizing listening to literature, reviewingillustrations and reproductions of paintings by various artists, listening toteaching musical works, conducting conversations with children teachercontributes to the deepening of preschoolers' perception of literaryworks in the unity of its content and form.

The educator ensures the development of general and special wayschildren's feelings, on which the artistic perception of a literary work is based. This is the development of emotional responsiveness byrelation to the content of the work, its semantic and emotionalsubtext, images of heroes, artistic form. Formiro-the formation of cognitive activity in the establishment of significant connections in the work, in the awareness of the integrity of the characters' images, in the comprehension of the author's intention. Education of aesthetic sensitivity to beautycell of literary speech, figurativeness of artistic language. teacherseeks to maintain the preservation of the unity of the directliving and comprehension by children of a literary text.

We organize creative activity on the basis of a literary text

The educator organizes communication about literarytexts, theatrical productions, theatrical games, ensuring the development of the ability to analyze a literary text and expressivethe quality of the speech of the performers, contributing to the development of literary speech,development of the aesthetic taste of children.

Create educational and play situations for the development of the following blowing skills:

Expressively retell newly read literaryworks close to the text; retell stories and tales fromface of a literary hero.

Suggest your options for continuing the storylineconduct, compose fairy tales and stories based on folklore and literatureoffice texts.

The teacher supports the desire of children to preserve the stylistic and genre features of literary texts in independentChevoy activities based on them.

Initiates the development of children's skills to use the complexmeans of expression in various types of artistic and speech activitiesactivities, including in the process of project activities.

The teacher plans creative tasks, literary and readingbody games for the active development of preschoolers means of medicalsic and intonation expressiveness, for the development of skillscreative speech activity.

An adult conducts conversations about books, about creative activitywriter, illustrator, graphic designer, acquaintancemit children with special features of typography for the development of skills, non-bypassed for the manufacture of preschool children's home-madebooks, magazines and encyclopedias.

During the organization of children's project activities children with improve the ability to reflect the results of the perception of literarytexts in different types of artistic and speech activity (retellingspeaking, composing, reasoning) and visual activity(drawing, application, design, decoration).

The teacher encourages improvisation and creativity of pupils inartistic and speech, game, visual and theatricalnoah activity on the basis of literary texts. Providesthe opportunity for children to show independence and creativity inthe process of selecting texts for children's productions, preliminaryjoint thinking and design of the "theatrical performance", infinding ways to embody the conceived image with the help of variousnyh means of verbal and non-verbal expressiveness.

The results of mastering the content of the educational field

Achievements of the child (What makes us happy)

1. The child shows an aesthetic taste, a desire for constant communication with a book, a desire to learn to read on his own.

2. Detects a selective attitude towards works of a certainlenny themes or genre, to different types of creative activityfeatures based on a work of art.

3. Names favorite literary texts, explains why he likes them.

4. Knows the names of four or five writers, some facts about their biosgraphs, names their works, with the help of an adult talks about the features of their work.

5. Knows the names of three or four artists who illustratedwhether books or painted pictures on fabulous and epic stories,designed theatrical performances, knows some features their pictorial style.

6. Distinguishes the main genres of literary works (poetryrhenie, fairy tale, story), has an idea about some of their special features.

7. Perceives the work in the unity of its content and form,expresses his attitude to the images of the characters, the idea of ​​the work.

8. Expressively performs literary works.

9. He is creatively active in speech, visual and theatrical-playing activities based on artistic texts.

10. Expressively conveys the images of literary heroes in theatricalbathroom activities, shows creativity, strives for improvisation zation.

Causes concern and requires joint efforts

teachers and parents

1. Interest in literature is not pronounced, literary experienceogre nichen. The child is reluctant to respond to suggestions himself learn to read.

2. With difficulty names familiar books, cannot explain what they are. he likes.

3. Does not know the genres of literary works. Distinguishes a fairy talethe story and poems on an intuitive level, cannot explain their features.

4. When perceiving a literary work, understands it co holding, finds it difficult to interpret the subtext, cannotunderstand the author's position, not sensitive to language, drawsattention only to traditional means of speech expression value.

5. Expressively reads short poems, tells fairy tales and race- fairy tales, cannot come up with a fairy tale by analogy, refuses toinventing riddles, participating in literary games.

6. Passive when discussing books, does not show initiative in visual and design activities based on literarytext. In theatrical games, it is either a spectator or inexpressively conveys a typified, simplified imagesecondary hero.

The circle of reading for children aged 6-7 continues to expand and become more complex both in terms of the content of texts and in terms of their art.feminine form (variety of compositional structure, stylesspeech, expressive means). Compared with the previous age group, it is mainly the prose that children listen to that changes. It becomes accessible and interesting for them "reading with continuationniem” works of large volume. First of all, this correspondsthere are fairy tales, stories, including fantasy and adventuresome content, in which more complex images of heroes are presented, various options for their social interaction.

Elena Shcherbakova
Card file of fiction in different educational areas in the senior group

TO art library

fiction

in different educational areas in the senior group

According to the program "From Birth to School", ed. N. E. Veraksy

Compiled by: Shcherbakova E.V.

moral education

RNS "The Fox and the Jug" arr. O. Kapitsa Education of good feelings; the formation of ideas about greed and stupidity

RNS "Winged, hairy and oily" arr. I. Karnaukhova Teaching children to understand the character and actions of heroes

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

rns "Khavroshechka" arr. A. N. Tolstoy To cultivate manifestations of good feelings towards each other;

RNS "Hare-bouncer" arr. O. Kapitsa To educate the norms of moral behavior

RNS "The Frog Princess" arr. M. Bulatov To cultivate kindness, a sense of mutual assistance.

B. Shergin "Rhymes" Cultivate a respectful attitude towards other people

rns "Sivka-burka" arr. M. Bulatov To form in children the ability to evaluate the actions of heroes, to express their attitude towards them

rns "Finist-clear falcon" arr. A. Platonov Cultivate a sense of compassion for others

V. Dragunsky "Friend of childhood", "From top to bottom, obliquely" To cultivate attentiveness, love, compassion for a close comrade

S. Mikhalkov "What do you have?"

Nenets fairy tale "Cuckoo" arr. K. Sharov Contribute to the education of kindness, attentiveness and responsiveness to relatives

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

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

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

V. Dmitrieva. "The Kid and the Bug" (chapters) To feel and understand the nature of the images of the literary

works

L. Tolstoy "Bone" To educate the moral qualities of a person: honesty, truthfulness, love for the family.

L. Tolstoy "Jump" Awaken in children empathy for the hero of the story

N. Nosov. "Live hat"; To form children's ideas about the norms of morality with the help of children's literature.

S. Georgiev. "I saved Santa Claus" To form the ability to evaluate their actions and the actions of heroes, cultivate friendliness, the ability to interact with peers

A. Lindgren. “Carlson, who lives on the roof, flew in again” (chapters, in abbreviated form, translated from Swedish L. Lungina

K. Paustovsky. "Cat-thief" To cultivate moral qualities: a sense of compassion, empathy

Mitskevich Adam "To Friends"

Generalize and expand children's knowledge about such concepts as "friend", "friendship", "honesty", "fairness"

P. Bazhov "Silver Hoof" To cultivate a sense of kindness, care for the weak

R. Kipling. "Elephant", trans. from English. K. Chukovsky, poems in the lane. S. Marshak To foster a culture of behavior, friendship, mutual assistance, care for loved ones

V. Kataev. "Flower-Semitsvetik" To form the ability to present the features of one's personality in a circle of peers, reflecting the achievements and causes of possible difficulties.

The child in the family and in society rns "Khavroshechka" arr. A. N. Tolstoy Introduce different family relationships

Y. Koval "Grandfather, Baba and Alyosha" To form in children the idea of ​​a family as people who live together, love each other, take care of each other.

V. Dragunsky "Deniska's stories" Formation of ideas about the characteristic qualities of boys and girls.

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

To teach to assess the relationship between close people in the family, to make characteristics of heroes

E. Grigoryeva "Quarrel" To develop the basics of social interaction between boys and girls; friendly attitude towards the opposite sex

A. Barto "Vovka - a kind soul"

E. Blaginina "Let's sit in silence" Continue to shape the idea of ​​​​children about a good attitude towards mother

A. Usachev "What is etiquette" Continue learning the culture of speech communication in kindergarten and at home

"Krupenichka" N. Teleshov Raise interest in fairy tales, in Russian traditions

Self-service, labor rns "Khavroshechka" arr. A. N. Tolstoy To form children's ideas about a hardworking person

K. Chukovsky "Moydodyr" Education of cultural and hygienic skills

K. Chukovsky "Fedorino grief"

RNS “By the Pike’s Command” To consolidate in children the concept of the importance of human labor

A. Barto "Girl-grimy" To cultivate neatness, respect for personal belongings, belongings of a comrade

Y. Tuvim. "Letter to all children on one very important matter", trans. from Polish. S. Mikhalkova

Formation of the foundations of security S. Mikhalkov "Uncle Styopa-policeman" Fixing the rules of conduct on the streets of the city

E. Segal "Cars on our street"

Cognitive development of FEMP Rhymes

Heroes of fairy tales

S. Marshak "Numbers" Acquaintance with numbers

Introduction to the social world G. H. Andersen

"Snowman" Acquaintance with the New Year's traditions of different countries

S. Mikhalkov "What do you have?" Acquaintance with the importance of any profession

"Wonderful stories about a hare named Lek", Tales of the peoples of West Africa, trans. O. Kustova and V. Andreev; Acquaintance with the characteristics of the peoples of West Africa

A. Gaidar "The Tale of a Military Secret, Malchish-Kibalchish and His Firm Word"

Continue to expand children's ideas about the Russian army.

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

M. Boroditskaya "Waiting for a brother" To form a desire to take care of the kids, to develop a sense of responsibility of respect for younger comrades

A. Tvardovsky "Tankman's Tale" To form in children an idea of ​​\u200b\u200bthe feat of the people who stood up to defend their homeland.

A. Barto "Playing in the herd" To expand the knowledge of children about their kindergarten, draw attention to its history, clarify ideas about the work of kindergarten employees

S. Makhotin "Senior group"

O. Vysotskaya

"Kindergarten"

T. Aleksandrova "Domovenok Kuzka" (chapters) Raise interest in the life of Russians in antiquity, love for the history of their people

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

B. Almazov. "Gorbushka" Introduction to Russian values;

Introduction to the natural world RNS "Hare-bouncer" arr. O. Kapitsa To form a caring attitude of children to nature, a desire to take part in its protection and protection.

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

G. Snegirev "Penguin Beach"

K. Paustovsky. "Cat-thief" To cultivate love and respect for nature, kindness;

V. Bianchi "Owl" To continue to form an idea of ​​the relationship and interdependence of living beings, an idea of ​​the literary genre "cognitive fairy tale";

B. Zakhoder "Gray Star" To cultivate a sense of empathy and love for nature and man, the ability to resist evil

S. Yesenin "Bird cherry" Help to feel the beauty of nature in a poem

R. Kipling. "Elephant", trans. from English. K. Chukovsky, poems in the lane. S. Marshak To develop fine motor skills of hands, attention and interest in the animal world and its diversity

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

Speech development Development of all aspects of speech

Introduction to genres

Explaining unfamiliar, obsolete words

Artistic and aesthetic development Introduction to art V. Konashevich Acquaintance with illustrators

I. Bilibin

E. Charushin

ART activity Drawing illustrations based on works

Musical activities P. I. Tchaikovsky "The Nutcracker" (fragments) Acquaintance with the musical depiction of heroes and images of works

P. I. Tchaikovsky "The Seasons" (fragments)

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

S. Prokofiev "Peter and the Wolf"

Physical development

GCD and leisure according to the plots of works

Heroes of works

Related publications:

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Reading, memorizing fiction in the senior group by topic Educational field "Artistic and aesthetic development" Hello dear colleagues. I want to bring to your attention the material on.

Card file of outdoor games "Different peoples" AFRICAN TALE IN A CIRCLE (Tanzania) Played by 10 or more people. Game progress: Need a leaf from a tree. Players stand in a circle facing the center. Behind.

Synopsis of GCD. Reading fiction in the preparatory school group "Nikita Kozhemyaka" Developed by: Bondareva Elena Dmitrievna. Student of the "Volgodonsk Pedagogical College" Purpose: development of the ability to briefly retell.

Perspective planning in fiction in the senior group.

SEPTEMBER.

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

OCTOBER

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

NOVEMBER

Continue to teach children to expressively recite poems by heart, to feel the melodiousness of the language, to convey various emotional states with the help of intonation. To continue acquaintance of children with small folklore forms. To develop in children an interest in the genre of literary fairy tales.

DECEMBER

Encourage emotional perception of the figurative content of the tale. To deepen children's ideas about the genre, compositional and national language features of a fairy tale. To instill in children a love and interest in reading fiction.

JANUARY

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

FEBRUARY.

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

MARCH

To contribute to the deepening of children's knowledge and ideas about the world around them by means of fiction. Encourage understanding of the content of the text, develop interest in the information contained in the text. Develop interest, love for the art of the poetic word.

APRIL.

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

Continue to introduce children to the work of writers. Encourage expressive reading of poetry. To consolidate the knowledge of children about the literary works read in the school year. Ideas about the genre features of a fairy tale, poem, fable, story, works of small folklore forms. Deepen children's ideas about the correspondence of the title of the text to its content.

Perspective planning for fiction in the middle group.

SEPTEMBER.

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

OCTOBER.

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

NOVEMBER.

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

DECEMBER.

To continue to develop in children the ability to listen to a literary work, to understand its content. To deepen children's ideas about the genre of the story. Learn to evaluate the character and actions of heroes.

JANUARY.

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

FEBRUARY.

Continue to develop in children the emotional perception of the text; learn to understand and evaluate the actions and characters of the characters. To expand children's ideas about the genre features of a fairy tale. Contribute to the education of attentive listeners.

MARCH.

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

APRIL.

To acquaint children with the life and work of E. Charushin. Continue to reinforce children's ideas about the genre of the story. To learn to understand the theme and content of a literary work, to develop interest in the information that the text carries.

To acquaint children with the childhood and work of S. Mikhalkov. Encourage emotional perception of poetry, understand the content of the text, feel the rhythm of poetic speech. By means of literature to cultivate a friendly and respectful attitude towards each other.

Perspective planning in fiction in the preparatory group.

SEPTEMBER.

Continue to develop in children a steady interest in fiction, reading. Contribute to the rapid memorization of poems, exercise in expressive reading of works using various techniques. Introduce the genre features of the fable.

OCTOBER.

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

NOVEMBER.

To teach children intonation expressively convey admiring the pictures of nature when reading poems by heart. Learn to notice the visual means found in the text. To consolidate children's knowledge of the genre features of the story, fairy tale. Lead to an understanding of the moral meaning of the works, to a motivated assessment of the actions and character of the characters.

DECEMBER

To consolidate children's knowledge of the structure of fairy tales. To consider different editions of fairy tales, to acquaint with artists - illustrators. Help children figure out why a fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, introduce them to new ones. Improve memory, diction. Contribute to the development of coherent speech of children.

JANUARY.

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

FEBRUARY.

Continue to acquaint children with childhood and the work of writers. To help children remember the titles and content of the works they know, to determine which genre each belongs to, to give them the opportunity to please the meeting with familiar characters and books. Develop interest and love for the book, create conditions for viewing books.

MARCH.

To acquaint children with the process of creating a work of art. To acquaint with a brief history of the emergence of theater in Russia, the concept of "play", "character", "remark". Continue to develop children's interest in fiction. To educate the child the need to look at the book and illustrations.

APRIL.

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

Show the importance of books in human life. To acquaint children with the works of different times, genres, peoples, considering the problem of beauty; analyze the problem at a level accessible to children. To consolidate knowledge about the genre of the story. Continue to work on the intonational expressiveness of speech.

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

Why preschoolers need fiction

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

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

In the middle group, children understand that a lot of interesting and informative things can be learned from books.

In the senior group, the list of tasks is expanding:

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

Not a single event is complete without poetry in kindergarten

The tasks of the preparatory group include:

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

How to Plan and Conduct a Fiction Reading Class

In order to competently build a lesson to familiarize kids with any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a lesson on reading fiction, the educator uses the following methods:

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

In order for the lesson to be successful, the following must be considered:

1. The activity must be emotionally charged. First of all, this concerns the manner of speech of the educator, which should convey the nature of the work and influence the mind and feelings of children. The children should see the interested face of the teacher, his facial expressions and articulation, and not just hear the voice. To do this, he must look not only at the book, but also at the faces of the children in order to see their reaction.
2. Prose works (fairy tales, stories) can be told, not read. As for poems, they are usually read in a medium volume voice (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
3. To make the lesson more complete, you can include audio recordings in it (for example, where K. Chukovsky himself reads his poetic tales).
4. In the process of reading, it is not necessary to distract pupils with disciplinary remarks: for this purpose, the teacher can raise or lower his voice, pause.

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

A better understanding of the content of the work, the assimilation of the expressive means of the language is facilitated by repeated reading. Short texts can be repeated immediately after the initial reading. For works of a larger volume, it takes some time to comprehend, and then the teacher re-reads separate, especially significant parts. You can also remind children of the content of the material after some time (2-3 weeks), but short poems, nursery rhymes, stories can be repeated often (for example, on a walk, during regime moments). Usually, children like to listen to their favorite fairy tales many times, they ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher should explain to preschoolers the meaning of unfamiliar words in the work. This technique provides a full-fledged perception of the literary text: the characters of the characters, their actions. Here you can use various options: in the course of the story, stop at a word incomprehensible to children and select synonyms for it (for example, the bast hut of a bunny means wooden; the upper room is a room), explain unfamiliar words even before reading (for example, before telling a fairy tale " A wolf and seven kids," the teacher shows a picture of a goat, pronounces the phrase: "Milk flows through the notch, and from the notch to the hoof" and clearly explains what the animal's udder is).

Illustrations help explain the meaning of unfamiliar words

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

How to conduct a conversation with children about a read work

After reading the work, an analytical conversation should be held (this is especially true in older preschool age). During the conversation, the teacher leads the children to assess the actions of the characters, their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thought out, contributing to a better understanding of the meaning, deepening emotions. The content does not need to be torn off from the form: be sure to pay attention to genre, language features (for example, focus the attention of kids on the repeated appeals “Kids, kids, open up, open up!” Or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify the emotional attitude towards the characters:

• Who is your favorite character in the story and why?
• Who would you like to be like?
• Who would you not be friends with?

Questions to identify the key meaning of the work:

• Who is to blame for the fact that the sparrow mother lost her tail (M. Gorky "Sparrow")?
• Why is the fairy tale "Fear has big eyes" so called?

Motive questions:

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

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

Children need to discuss and analyze poems dedicated to human labor

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

How to memorize poems with children using mnemotables

For memorizing poems and retelling fairy tales, it is good to use mnemonic tables. They are a schematic representation of the plot of the work in the form of a series of pictures. This technique, which facilitates the memorization of the text, can be practiced already from the middle group.

Photo gallery: mnemonic tables for preschoolers

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

How to show pictures to children

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

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

The general structure of a reading lesson

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

1. Acquaintance with the work, the purpose of which is the correct and emotionally rich perception.
2. A conversation about what was read, aimed at clarifying the content, language means of expression.
3. Re-reading the text (or its key episodes) to deepen perception and consolidate the impression.

Types of reading classes in kindergarten

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

Motivating start to class

The key task of the educator is to prepare preschoolers for the perception of the work, to motivate them to listen. Various methods are used for this.

The appearance of the playable character

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

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

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

Message from a hero

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

Brownie Kuzya gives the kids his box with fairy tales

preliminary conversation

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

Additionally, children can be offered to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. An adult asks to tell the guys what they dream about. After that, the teacher leads the preschoolers to the conclusion that in order to fulfill their desire, one cannot sit back, but one needs to work hard, make efforts, although, of course, there are times when luck smiles at a person, and a dream comes true by itself, as if by magic. And very often this is found in Russian folk tales, for example, in the work “By the Pike’s Command” (or another, where magical heroes or things appear that help the main character).

Familiarization with visual materials

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

After examining the brave heroes, it will be very interesting for preschoolers to listen to the epic about Ilya Muromets

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

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

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

Examples of class notes

Sample lesson plans can be found here:

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

Topic options for classes in reading fiction

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

First junior group

• A. Barto's poem "Bear".
• A. Barto's poem "The sun is looking out the window."
• Russian folk song "The cat went to Torzhok ...".
• Russian folk song "Cockerel, cockerel ...".
• Russian folk song "Like a meadow, a meadow ...".
• Russian folk song "Like our cat ...".
• “Bai-bye, bye-bye, doggy, don’t bark ...”.
• Russian folk song "Ryabushechka Hen".
• Russian folk tale "Kids and the Wolf" in the processing of K. Ushinsky.
• Russian folk song "Oh, how I love my cow ...".
• Poem A. Barto "Truck".
• S. Kaputikyan's poem "Everyone is sleeping."
• Poem by V. Berestov "Sick Doll".
• Russian folk song "Koza-dereza".
• Russian folk song "Yegorka Hare ...".
• The story of L. N. Tolstoy "The cat was sleeping on the roof ...".
• The work of S. Marshak "The Tale of the Silly Mouse".

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

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

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

• M. Poznanskaya's poem "It's snowing."
• Tale of L. N. Tolstoy "Three Bears".
• Poem O. Vysotskaya "Cold".
• Poem by V. Berestov "Kitten".
• A. Barto's poem "Bunny".
• A. Barto's poem "Who screams like that?".
• Tale of V. Suteev "Who said" meow "?".
• German song "Snegiryok" (translated by V. Viktorov).
• A. Barto's poem "Ship".
• Russian folk song "A fox with a box ran through the forest."
• "In the toy store" (chapters from the book by Ch. Yancharsky "The Adventures of Mishka Ushastik", translated from Polish by V. Prikhodko).
• Russian folk nickname "Sun-bucket".
• The call "Rain, rain, more fun ...".

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

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

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

• Poem by K. Chukovsky "Confusion".
• Tale of D. Bisset "Ha-ha-ha" (translated from English by N. Shereshevskaya).
• Russian folk amusement "Cucumber, cucumber ...".
• The poem "Shoemaker" (translated from Polish in the processing of B. Zakhoder).
• B. Zakhoder's poem "Kiskino grief".
• A. Brodsky's poem "Sunny Bunnies".
• "Friends" (chapter from Ch. Yancharsky's book "The Adventures of Mishka Ushastik").

Second junior group

• Reading of Sasha Cherny's poem "Helper".
• Reading the Russian folk tale "Cat, rooster and fox".
• Reading the Russian folk tale "Gingerbread Man" (arranged by K. Ushinsky).
• Reading poems by A. Barto from the cycle "Toys".
• Reading the Russian folk tale "Three Bears".
• Reading poems by A. Pleshcheev "Autumn has come", A. Blok "Bunny".
• Russian folk songs-rhymes: "Kisonka-murysenka".
• Fairy tale "Sister Alyonushka and brother Ivanushka".
• Reading poems by S. Ya. Marshak from the cycle "Children in a Cage".
• Reading the Russian folk tale "Masha and the Bear".
• Russian folk tale "Turnip".
• Reading the Russian folk tale "The Fox and the Wolf".
• "Tales about a stupid little mouse" by S. Ya. Marshak.
• A. Bosev's poem "Three".
• Reading the story of L. Voronkova "It's snowing."
• Reading the Russian folk tale "The Snow Maiden and the Fox".
• Reading the Russian folk tale "Geese-swans".

  The fairy tale "Geese Swans" is perfect for talking about obedient and naughty children.

• Reading a poem by Z. Alexandrova "My bear".
• Reading the stories of V. Bianchi "The Fox and the Mouse", E. Charushin "Volchishko".
• Reading the Russian folk tale "The Wolf and the Seven Kids".
• Reading the Russian folk tale "The Fox and the Hare".
• Reading the Russian folk tale "The Cockerel and the Bean Seed".
• Russian folk tale "Mitten".
• Memorization of V. Berestov's poem "Petushki".
• Reading the Russian folk tale "Goat Dereza".
• Reading a poem by I. Kosyakov "She's All".
• Reading the Russian folk tale "Fear has big eyes."
• Reading a poem by S. Ya. Marshak "Mustache-striped".
• Russian folk tale "Teremok".

  "Teremok" is very popular in the preschool educational institution as a theatrical production with the participation of the children themselves, although more often it is staged already in the middle and older groups

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

middle group

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

  The fairy tale "Frost and the Hare" will enrich children's knowledge about seasonal changes in nature

• N. Kalinina's story "About the snow bun".
• The story of V. Karaseva "Olya came to the kindergarten."
• Fairy tale by V. Dahl "The fox-bass".
• Russian folk tale "The Fox, the Wolf and the Bear".
• Mordovian folk tale "Like a dog was looking for a friend."
• Russian folk tale "The Cockerel and the Bean Seed"
• The story of V. Borozdin "Starfighters".
• Fairy tale by N. Sladkov "The Bear and the Sun".
• The work of S. Prokofieva "The Tale of Mom."
• The story of S. Vangeli "Snowdrops".
• Tale of V. Oseeva "Three Magpies".

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

• Fairy tale by D. Bisset "Grasshopper Dandy".
• The work of M. Plyatskovsky "The Tale of the Inverted Turtle".
• Reading a poem by V. Paspaleeva "Forest Violet".
• The story of A. Gaidar "Campaign".
• The story of L. Tolstoy "The jackdaw wanted to drink ...".
• The story of N. Sladkov "Non-rumour".
• Tale of N. Pavlova "Strawberry".
• Tale of V. Suteev "Under the mushroom".

Senior group

• Reading the story of L. Tolstoy "The Lion and the Dog".
• A story on the theme of the poem by E. Trutneva "Summer is flying away."
• A story on the theme of the poem by E. Trutneva "Autumn is flying away."
• Memorizing a poem by M. Isakovsky "Go beyond the seas and oceans."
• Retelling of the fairy tale by K. D. Ushinsky "Know how to wait."
• T. Alexandrova "Kuzka Brownie".
• The story of P. Bazhov's fairy tale "Silver Hoof".
• Reading the story of Viktor Dragunsky "Childhood Friend".
• Memorizing a poem by E. Blaginina "Let's sit in silence."

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

• Retelling of the story by V. Chaplina "Squirrel".
• The story of the Russian folk tale "The Frog Princess".
• Reading the fairy tale by N. Teleshov "Krupenichka".
• Reading the chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
• Memorizing a poem by I. Surikov "Here is my village."
• The story of the Russian folk tale "Hare-boast" (in the processing of A. Tolstoy).
• Reading the story of N. N. Nosov "The Living Hat".
• The story of the work of V. P. Kataev "Flower-seven-flower".
• Memorizing S. Yesenin's poem "Birch".
• Telling the Nenets fairy tale "Cuckoo" (arr. K. Shavrova).
• S. Gorodetsky "Kitten" (reading in faces).
• Retelling of N. Kalinina's story "About the snow bun".
• Memorizing a poem by M. Yasnov "Peaceful counting rhyme".
• The story of the Russian folk tale "Nikita Kozhemyaka".
• Reading the work of G. Snegiryov "Penguin Beach".
• Reading chapters from the story of A.P. Gaidar "Chuk and Gek". Modeling "Puppy"
• Reading a poem by A. Fet "The cat sings, his eyes screwed up ...".
• Reading a poem by Y. Akim "My relatives".
• Narration of the folk tale "Sivka-burka".

  Many plots of Russian literature passed through the years, they were also known to the grandparents of today's kids

• Reading the story of L. Tolstoy "Bone".
• Reading excerpts from the work of B. S. Zhitkov "How I caught little men."
• Memorizing I. Belousov's poem "Spring Guest".
• Reading a poem by G. Ladonshchikov "Spring".
• Russian folk tale "The Fox and the Hare"
• Retelling of the story by Y. Thais "Train".
• The story of the Russian folk tale "Fear has big eyes."

  The fairy tale "Fear has big eyes" is essentially psychological

• Reading the work of I. Leshkevich "Traffic Light".
• Dramatization of an excerpt from the Russian folk tale "Masha and the Bear".
• Memorizing G. Vieru's poem "Mother's Day".
• The story of the Russian folk tale "The wolf and the seven kids".
• Retelling of the Ukrainian folk tale "Spikelet".
• Reading an excerpt from the work of K. Paustovsky "Cat-thief".
• Memorizing the excerpt “At the seashore there is a green oak ...” from A. S. Pushkin’s poem “Ruslan and Lyudmila”.
• Favorite tales of A. S. Pushkin.
• Reading R. Kipling's fairy tale "Elephant".
• The story of the Russian folk tale "Havroshechka".

preparatory group

• Acquaintance with an excerpt from A. S. Pushkin's poem "Eugene Onegin" "Already the sky was breathing in autumn ...".
• Reading and retelling of the Nanai folk tale "Ayoga".
• Russian folk tale "The Little Fox and the Wolf"
• The story of K. Ushinsky "Four wishes".
• Epic "Ilya Muromets and the Nightingale the Robber".
• The story of K.G. Paustovsky "Warm bread".
• Memorizing N. Rubtsov's poem "About the Hare".
• Reading the story of A. Kuprin "Elephant".
• Reading the story of V. Bianchi "Bathing the cubs."
• Acquaintance with the work of D. Mamin-Sibiryak "Medvedko".
• Fairy tale by Ch. Perro "Puss in Boots".
• M. Zoshchenko's story "Great Travelers".

  Children are more interested in stories about their peers

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

  At older preschool age, fairy tales are perceived by children more fully, they can be correlated with the past and future seasons.

• F. Tyutchev's poem "Winter is not without reason angry ...".
• Fairy tale H.-K. Andersen "Thumbelina".
• The story of E. I. Charushin "Boar".
• The story of M. Prishvin "Golden Meadow".
• Poem "Limerick" by Edward Lear.
• The story of V. Bianchi "Forest houses".
• Fairy tale by the Brothers Grimm "The Pot of Porridge".
• The story of S. Alekseev "The first night ram".
• A. Blok's poem "In the Meadow".
• Pushkin's Tales.
• Russian folk tale "Sister Alyonushka and brother Ivanushka"

Circle for reading fiction in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very important: children's literature today has many "rivals" - cartoons, children's TV programs, computer games. They do not require reflection from the guys, unlike a work of art. There is also such a paradox: in bookstores there is a huge assortment of colorful, informative and interesting publications, but reading with a child requires strength, attention and time, which many parents do not have enough. In these cases, the task of introducing preschoolers to the book falls on the shoulders of the educator. And it’s good if, in addition to the works set by the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, stories, epics, poems, as well as proverbs and sayings.

Today, books have many "competitors" in the struggle for the attention of the child.

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

• works of various genres (variant titles: “Visiting a book”, “Literary living room”, “Magic world of books”);
• only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom ...”);
• poems (children expressively read them and memorize them).

Classes in the circle are usually held once a week in the afternoon.

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

Elizaveta Vasilievna indicates the following tasks of the circle:

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

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

How to Organize an Open Viewing of a Fiction Reading Class

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

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

Classes using ICT always look advantageous

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

The final of an open lesson can also be interesting to beat. For example, children give guests bookmarks for books they have made with their own hands.

Open viewing cannot be rehearsed in advance with the group, for example, memorizing poems or working out answers to questions. This is always visible from the outside: children will not be as intrigued as if they perceived the work for the first time.

Features of holding festive and leisure activities for reading

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

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

The festive atmosphere is always created by the union of various types of art - literature, theater, dance, music, art. Sports elements can also be included in such leisure.

The structure of a literary holiday is similar to the construction of a matinee:

1. Grand opening with an introductory speech by the host.
2. Display of concert numbers.
3. Demonstration of the exhibition of books.
4. Completion.

Combine parts of the event, except for the leader, game characters. They do not let children's attention weaken.

Recitation of poems is an integral part of the literary festival

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

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

Related videos

Acquaintance with fiction often turns into a small performance at which the children themselves perform.

Video: reading Agnia Barto's poems about toys (younger group)

Video: telling and staging the fairy tale "Teremok" (second junior group)

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

Video: lesson-journey through the fairy tale "Geese-swans" (senior preschool age)

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

Olga Kopylova
Perspective planning for reading fiction in the preparatory group

Month Name of the work Program tasks

September G. Sapgir "Counting and tongue twisters" fiction; replenish lite-Raturny luggage with poems, tongue twisters.

Reading and discussion of the poem by A. Barto "To school". fiction; replenish lite-Raturny luggage with poems; draw children's attention to expressive means.

Cognitive - speech development. Acquaintance with an excerpt from the poem by A. S. Pushkin "Eugene Onegin" "Already the sky breathed autumn.". Continue to develop interest in fiction; replenish lite-Raturny luggage with poems; Encourage children to be interested in the meaning of words.

Cognitive - speech development. Reading and retelling of the work by K. Ushinsky "Four Wishes". Continue to develop interest in fiction; develop the ability to retell meaningfully literary texts, work out the intonational expressiveness of speech.

October Tale of F. Salten "Bambi". Fragments.

Continue to develop interest in fiction; replenish lite

M. Matusovsky's poem "Where does the Motherland begin?" Continue to develop interest in artistic word; replenish letter-tour baggage with poetic works, instill sensitivity to artistic word.

M. Zoshchenko's story "Great Travelers". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; educate the reader, develop a sense of humor in children, continue to introduce illustrations artists.

Reading a poem D. Kharms “Very very tasty cake”. Continue to develop interest in artistic word; replenish letter- tour luggage with poetic works, to develop a sense of humor in children.

Nov-November Works of poets and writers of Russia. Reading and discussion of the poem by Yu. Vladimirov "Orchestra". Continue to develop interest in fiction; replenish lite

Russian folklore. fiction "Listen guys" artistically reading

Reading and discussion of P. Ershov's fairy tale "The Little Humpbacked Horse". Continue to develop interest in fiction; replenish lite

Reading prose work "Short Wire" E. Vorobieva. Continue to develop interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book; continue to develop independence in children in organizing all types of games, following the rules and norms of behavior.

December A holistic picture of the world, primary value ideas. Literary speech. Word art. "Wolf and Fox" (arr. I. Sokolov - Mikitov) reading; replenish literary baggage with fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book, to identify himself with his beloved character; develop a sense of humor in children.

Reading and discussion of Y. Koval's story "Stozhok". Develop interest in fiction characters

Acquaintance with the poem by S. Krylov "Winter's Tale" literary baggage poems to cultivate interest in the knowledge of nature through works of art.

Reading children's poems about the Christmas tree, New Year, Santa Claus, Snow Maiden. Continue to develop interest in fiction; replenish lite-Raturny luggage with poems; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

Jan-var Russian folklore. Reading and discussion of the epic "Dobrynya and the Serpent" (retelling by N. Kolpakova). Generate interest and need reading, replenish literary baggage bylinami; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

Reading and discussion of the fairy tale by S. Topelius "Three rye spikelets" (retelling of a Lithuanian folk tale). Develop interest in fiction; learn to retell the text, determine the character characters, to convey, when retelling, individual episodes in faces; help to understand the actions of heroes; to educate a reader who is able to experience compassion and sympathy for the characters of the book.

Reading and discussion of the poetic work of S. Yesenin "Birch". Continue to develop interest in poetry, replenish literary baggage poems; develop an interest in learning about nature works of art.

Reading and discussion of the Russian folk tale "Cockerel - a golden comb and millstones". Develop literary speech, to attach to verbal art, to instill interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

February The beauty and expressiveness of the language of the work. Poem by P. Voronko "Better there is no native land" (translated from Ukrainian by S. Marshak). Develop interest in fiction, draw the attention of children to the expressive means of the language; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word.

Reading and discussion of the tale by H.-K. Andersen "Ugly duck". Develop interest in fiction; help to understand the actions of heroes, to determine the characters characters; to teach to retell the text, to transfer individual episodes in persons when retelling; to educate a reader capable of experiencing compassion and sympathy for the characters in the book.

Russian folktale "Vasilisa the Beautiful". Continue acquaintance with the Russian folk tale, learn to comprehend the characters characters; to form figurativeness of speech, understanding of figurative expressions, to develop creative abilities.

Reading and discussion of the poem by R. Boyko “A soldier is walking down the street, medals are shining on him.”. Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; expand ideas about the Russian army through reading poems on the subject.

March Tale H.-K. Anderson "Thumbelina". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

Russian folklore. song "Mother spring is coming". keep improving artistically- speech performance skills of children with reading a folk song; continue to develop in children independence in organizing all types of games, following the rules and norms of behavior.

Looking at scene pictures. Introduction to verbal art. A. Prokofiev "Russian birch". Continue to develop interest in fiction; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word; replenish literary bag of poems.

Reading poetic work of V. Zhukovsky "Lark" (abbreviated). keep improving artistically- speech performance skills of children with reading

April Tale "White and Rose", per. with him. L. Kona. Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

Reading chapters: "Workout", "What is the view from the window". "Holiday"- from lite-rature work of V. Borozdin "Starship". Conversation on reading. Continue to develop interest in fiction character; improve the ability to use different parts of speech in strict accordance with their purpose and purpose of the statement; help children learn the expressive means of the language.

Looking at scene pictures. Introduction to literary art. S. Alekseev "The first night ram". Continue to develop interest in fiction; to educate a reader who is able to experience compassion and sympathy for the heroes of the book, to identify himself with his beloved character; ensure optimal motor activity throughout the day, using physical exercises.

Reading and discussion of a literary tale. Sokolova-Mikitova "Salt of the earth". Continue to develop interest in fiction; draw children's attention to the expressive means of language (figurative words and expressions, epithets, comparisons); to educate a reader capable of experiencing compassion and sympathy for the heroes of the book.

May Literary tale A. Remizova "Bread Voice". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book.

Russian folklore. fiction "Listen guys". keep improving artistically- speech performance skills of children with reading folklore song - fiction; continue to develop independence in children in organizing all types of games, following the rules and norms of behavior.

Reading and discussion of the fairy tale by A. Lindgren "The Princess Who Didn't Want to Play with Dolls". Continue to develop interest in fiction; replenish lite- luggage of fairy tales; to educate a reader who is able to experience compassion and sympathy for the heroes of the book; ensure optimal motor activity throughout the day, using physical exercises.

Reading poetic work "Here comes the red summer." (Russian folk song). keep improving artistically- speech performance skills of children with reading poetic work; continue to develop in children independence in organizing all types of games, following the rules and norms of behavior.