To learn by heart
“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?” - Russian nar. songs; A. Pushkin. “Wind, wind! You are mighty...” (from “The Tale of the Dead Princess and the Seven Bogatyrs”); 3. Alexandrova. "Herringbone"; A. Barto. "I know what to think of"; L. Nikolaenko. "Who scattered the bells..."; V. Orlov. “From the Bazaar”, “Why does the bear sleep in winter” (at the choice of the educator); E. Serova. "Dandelion", "Cat's Paws" (from the cycle "Our Flowers"); "Buy a bow ...", shotl. nar. song, trans. I. Tokmakova.
Direction "Artistic and aesthetic development"
Educational area "Artistic creativity"
development productive activity children (drawing, modeling, applique, art work);
development of children's creativity;
introduction to the fine arts.
Development of productive activity
Drawing
Help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush.
Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of how these colors can be obtained. Develop darkness mix paints to get desired colors and shades.
Develop a desire to use V drawing, applications of various colors, pay attention to the multicolor of the world around.
To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.
To form the ability to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes, strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow dot lines with the end of the brush pile. To consolidate the ability to cleanly rinse the brush before using paint of a different color. By the end of the year, to form the ability to get light and dark shades of color by changing the pressure on the pencil.
To form the ability to correctly convey the location of parts of complex objects (doll, bunny, etc.) and correlate them in size.
Decorative drawing. Continue to develop the ability to create decorative compositions based on Dymkovo, Filimoiov patterns. Use Dymkovo and Filimonov products to develop an aesthetic perception of beauty and as samples for creating patterns in the style of these paintings (toys fashioned by children and silhouettes of toys cut out of paper can be used for painting).
To acquaint with Gorodets products. Develop the ability to highlight the elements of the Gorodets painting (buds, cups, roses, leaves); see to name the colors used in the mural.
modeling
Continue to develop children's interest in modeling; improve the ability to sculpt from clay (from plasticine, plastic mass). To consolidate the modeling techniques mastered in the previous groups. To form the ability to pinch a flattened ball with a slight pull of all edges, pull out individual parts from a whole piece, pinch small parts(ears of a kitten, beak of a bird); smooth the surface of a molded object, figurine with your fingers.
Exercise in using the method of indentation of the middle of the ball, cylinder to obtain a hollow shape. Learn how to use stacks. Encourage the desire to decorate fashioned products with a stack help pattern.
To fix the techniques of neat modeling.
Application
To develop interest in the application, complicating its content and expanding the possibilities of creating a variety of images.
To form the ability to properly hold scissors and use them. Teach cutting, starting with the formation of the skill of cutting in a straight line, first short and then long strips. To develop the ability to compose images of various objects from stripes (fence, bench, ladder, tree, bush, etc.).
Exercise in cutting out round shapes from a square and oval shapes from a rectangle by rounding the corners, using this image technique in the application of vegetables, fruits, berries, flowers, etc.
Continue to expand the number of objects depicted in the application (birds, animals, flowers, insects, houses, both real and imaginary) from ready-made forms. To form the ability to transform these forms by cutting them into two or four parts (circle - into semicircles, quarters; square - into triangles, etc.).
Strengthen the skills of accurate cutting and gluing.
Encourage activity and creativity.
To form a desire to interact when creating collective compositions.
Development of children's creativity
Continue to develop children's interest in fine arts.
Cause a positive emotional response to the offer to draw, sculpt, cut and paste.
Continue to develop aesthetic perception, figurative representations, imagination, aesthetic feelings, artistic and creative abilities.
Continue to develop the ability to examine and examine objects, including with the help of hands.
Enrich children's ideas about art (illustrations for works of children's literature, reproductions of paintings, folk decorative art, small sculpture, etc.) as the basis for the development of creativity.
To develop the ability to isolate and use the means of expressiveness in drawing, sculpting, and appliqué.
Continue to develop the ability to create collective works in drawing, modeling, and appliqué.
To consolidate the ability to maintain the correct posture when drawing: do not stoop, do not lean low over the table, towards the easel; sit freely without straining.
To develop the ability to show friendliness when evaluating the work of other children.
Introduction to the fine arts
Introduce children to the perception of art, develop interest in it. Encourage the expression of aesthetic feelings, the manifestation of emotions when looking at objects of folk and decorative art, listening to works of musical folklore.
To acquaint children with the professions of an artist, artist, composer.
To form the ability to understand the content of works of art.
Encourage to recognize and name objects and phenomena of nature, the surrounding reality in artistic images(literature, music, visual arts).
To consolidate the ability to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, painting (reproduction), sculpture (fine art), building and construction (architecture).
To form the ability to identify and name the main means of expression (color, shape, size, rhythm, movement, gesture, sound) and create their own artistic images in visual, musical, constructive activities.
Introduce children to architecture. To give an idea that the houses in which they live (kindergarten, school, other buildings) are architectural structures. To acquaint with the fact that houses are different in size, height, length, with different windows, with a different number of floors, entrances, etc.
Generate interest in the various buildings around kindergarten(the house in which the child and his friends live, school, cinema).
To draw the attention of children to the similarities and differences of different buildings, to encourage independent selection of parts of the building, its features.
To consolidate the ability to notice differences in buildings similar in shape and structure (shape and size of entrance doors, windows and other parts).
Encourage the desire of children to depict real and fabulous buildings in drawings, applications.
Organize the first visit to the museum (together with parents), tell about the purpose of the museum. To develop interest in visiting the puppet theater, exhibitions.
To consolidate children's knowledge about the book, book illustration.
To acquaint with the library as a storage center for books created by writers and poets.
To acquaint children with works of folk art (rhymes, fairy tales, riddles, songs, round dances, invocations, products of folk arts and crafts).
Cultivate respect for works of art.
Aesthetic developmental environment. Continue to introduce children to design group room, bedrooms, other rooms, emphasize their purpose (bring to an understanding of functions and design).
Show the children the beauty of the decoration of the rooms: against the background of the light color of the walls, bright elegant toys, drawings of children, etc. look beautiful.
To form the ability to notice changes in the design of the group and the hall, the site of the kindergarten.
When introducing new objects into the design of the environment (toys, books, plants, children's drawings, etc.), discuss with the children where it is best to place them.
To form the ability to see the beauty of the environment, offer to name objects and phenomena that they especially liked.
Educational area "Music"
development of musical and artistic activity;
introduction to the art of music.
Developmentmusical and artistic activity,
introduction to the art of music
Hearing
Continue to develop in children an interest in music, a desire to listen to it. To consolidate knowledge about genres in music (song, dance, march).
Enrich musical impressions, contribute to the further development of the foundations of musical culture, a conscious attitude to music.
To form the skills of a culture of listening to music (not to be distracted, listen to the piece to the end).
To develop the ability to feel the nature of music, to recognize familiar works, to express their impressions of what they heard.
To form the ability to notice the expressive means of a musical work (quietly, loudly, slowly, quickly). Develop the ability to distinguish sounds in height (high, low within a sixth, seventh).
To form the skills of expressive singing, the ability to sing lingeringly movably, in concert (within re - si first octave). Develop the ability to take a breath between short musical phrases. Encourage to sing the melody cleanly, soften the ends of phrases, clearly pronounce the words, sing expressively, conveying the nature of the music. Develop singing skills with and without instrumental accompaniment (with the help of a teacher).
Song creativity
Encourage children to compose the melody of a lullaby on their own, answer musical questions ("What's your name?". "What do you want, kitty?", "Where are you?").
To form the ability to improvise melodies for a given text.
Musically - rhythmic movements
Continue to develop in children the skill of rhythmic movement in accordance with the nature of the music, independently change movements in accordance with the two- and three-part form of music.
Improve dance movements: straight gallop, spring, circling one by one and in pairs.
To form the ability to move in pairs in a circle in dances and round dances, put your foot on the toe and on the heel, rhythmically clap your hands, perform the simplest rearrangements (from the circle in all directions and back), jumps.
Continue to improve the skills of basic movements (walking "solemn", calm, "mysterious"; running is easy and swift).
Development of dance and game creativity
To promote the development of emotionally figurative performance of musical game exercises (leaves are spinning, snowflakes are falling) and scenes using facial expressions and pantomime (a cheerful and sad bunny, a cunning fox, an angry wolf, etc.).
Develop the ability to stage songs and put on small musical performances.
Playing children's musical instruments
To form the ability to play along with the simplest melodies on wooden spoons, rattles, a drum, a metallophone.
Approximate musical repertoire
Hearing
"Lullaby", music. A. Grechaninova; "March", music. L. Shulgina, “Oh you. birch, rus. nar. song; "Autumn Song", music. D. Vasilyeva-Buglaya, sl. A. Pleshcheeva; "Bunny", music. Yu. Matveeva, sl. A. Blok; “Mom's las-muses. A. Grechaninova; "Music Box" (from "Album of Plays for Children" G. Sviridova); "Waltz of Snowflakes" from the ballet "The Nutcracker", P. Tchaikovsky; "Italian Polka", music. S. Rachmaninov; “Kitty Lel”, “Kotik Recovered”, music. A. Grechaninova; “Like ours at the gate”, nar, melody; "Mom", music. P. Tchaikovsky; "Vesnyanka", Ukrainian nar. song . processed G. Lobacheva, sl. O. Vysotskaya; "Butterfly", music. E. Grieg; “The Bold Rider” (from the “Album for Youth”) by R. Schumann; "Lark", music. M. Glinka; "March", music. S. Prokofiev; " New doll"," Doll's disease "(from" children's album» P. Tchaikovsky); "Pieska" from "Album for Youth" by R. Schumann; as well as favorite works of children that they listened to during the year.
Exercises for the development of hearing and voice."Two black grouse", music. M. Shcheglov, words folk; "Beetle", music. N. Potolovsky, sl. folk; "Lullaby Bunny", music. V. Karaseva, sl. N. Frenkel; "Chicks", music. E. Tilicheeva, sl. M. Dolinova; "Confusion" is a joke song; music E. Tilicheeva, sl. K. Chukovsky; "Cuckoo", Russian. nar. song, edit I. Arseeva; "Spider" and "Kisonka-Murysonka", Russian. nar. songs; exclamations: “Oh, waders! Spring sings! and "Larks, fly in"; "Where was Ivanushka", Russian. folk song; "Geese", Russian, Nar. song; "Shepherd", music. N. Preobrazhenskaya, sl. folk.
Songs."Autumn", music. Yu. Chichkova, sl. I. Maznina; "Bai-bye", music. M. Krasina, sl. M. Chernoy; "Autumn", music. I. Kishko, sl. T. Volgina; "Autumn", Russian. nar. melody, processing I. Kishko, sl. I. Plakidy; "Kitty", music. V. Vitlin, sl. N. Naydenova; "Snowflakes", music. O. Berta, rev. N. Metlova, sl. V. Antonova; "Sled", music. M. Kraseva, sl. O. Vysogskaya; “Winter has passed”, music. N. Metlova, sl. M. Klokova; "Gift for Mom", music. A.Filippenko, sl. T. Volgina; carols: "Hello", "Happy New Year"; "Sparrow", music. V. Gerchik, sl. A. Cheltsova; "Vesnyanka", Ukrainian folk song; "Rain", music. M. Kraseva, sl. N. Frenkel; "Bunny", music.M. Starokadomsky, sl. M. Klokova; "Horse", music. T. Lomovoi, sl.M. Evensen; "Steam locomotive", music. 3. Companion, sl. O. Vysotskaya.
Songs from children's cartoons."Smile", music. V. Shainsky, sl. M. Plyatskovsky (cartoon "Little Raccoon"); "Song about a grasshopper", music. V. Shainsky, sl. N. Nosova (cartoon "Adventures of the Grasshopper"); “If you are kind”, music. B. Savelyeva, sl. M. Plyatskovsky (cartoon "Birthday of the Cat Leopold"); as well as favorite songs learned earlier.
musical rhythmic movements
Game exercises."Springs" under Russian. nar. melody; walking under the "March", music. I. Berkovich; "Funny balls" (bouncing and running), music. M. Satulina; "Swinging hands with ribbons", Polish. nar. melody, processing, L. Vishkareva; English jumping nar. melody "Polly"; easy run under latv. "Polka", music. A. Zhilinsky; "March", music. E. Tilicheeva; "Fox and Hares" to the music. A. Maikapara "In the garden"; "The bear walks" to the music. "Etude" by K. Czerny; jumps to the music of "Polka", music. M. Glinka; "Horsemen", music. B. Vitlin; stomp, circle under the Russian. nar. melodies. "Rooster", music.T. Lomova; "Doll", music. M. Starokadomsky; "Exercises with flowers" half-music. "Waltz" by A. Zhilin; "Beetles", Hung. nar. melody, processing L. Vishkareva.
Sketches of dramatization."Drummer", music. M. Kraseva; "Dance of autumn leaves", music. A. Filippenko, sl. E. Makshantseva; "Drummers", music. D. Kabalevsky and S. Levidov; "Counting", "An apple rolled", music. V. Agafonnikova; “Boots are jumping along the path”, music. A. Filippenko, sl. T. Volgina; "Merry Walk", music. P. Tchaikovsky; "What do you want, kitty?", music. G. Singer, sl. A. Shibitskaya; "Hot Horse", music. T. Lomova; "Snowdrops" from the cycle "The Seasons" by P. Tchaikovsky "April"; “A hare ran through the swamp”, music. V. Gerchik; "Picking berries" under Russian. nar. the song "Oh you, birch"; "The Cuckoo is Dancing", music. E. Sigmeister; "The mother hen and chickens", music. T. Lomovoi.
Round dances and dances."Dance of Larami", Latvian, Nar. melody; “Along the bridge street”, Russian. nar. melody, processing T. Lomova; "Top and Clap", music. T. Nazarova-Medtner, sl. E. Karganova; "Show your palms", lat. nar. melody "Dance with spoons" under Russian. nar. melody; "Dance with handkerchiefs", Russian. nar. melody; "Invitation", Ukrainian nar. melody, processing G. Teplitsky; "Dance with Sultans", Ukrainian. nar. melody, processing M. Rauchverger; “Who is good with us?”, music. An. Alexandrova, sl. folk; “Show your palm”, Latvian, Nar. melody; Dance "Goodbye", Czech. nar. melody; "Handkerchief", Russian. nar. melody in processing L. Revutsky; "Dudochka-dud a", music. Yu. Slonova, sl. folk; "Clap-clap-clap", z. nar. melody, processing A. Roomer; New Year's round dances at the choice of the music director.
characteristic dances."Snowflakes", music. O. Berta, rev. N. Metlova; "Petrushka Dance", music. A. Serov from the opera Rogneda (excerpt); "Dance of the Hare" from "Polka" by I. Strauss; "Snowflakes", music. T. Lomova; "Beads" from "Galop" by I. Dunayevsky; repetition of dances learned during the year, as well as for dramatizations and musical games: “Kittens-povoryata”, music. E. Tilicheeva, sl. M. Evensen; "Goat-Dereza", sl.folk, music. M. Magidenko.
Musicalgames
Games."Hen and Cockerel", music. G. Frida; "Zhmurki", music. F. Flotova; “The Bear and the Hare”, music. V. Rebikov; "Airplanes", music. M. Magidenko; "Santa Claus playing with snowballs", music. P. Tchaikovsky from the ballet "Sleeping Beauty"); "Zhmurki", music. F. Flotova. "Funny balls", music. M. Satulina; "Find yourself a mate", music. T. Lomova; "Take a house", muses, M. Magidenko; “Who is more likely to take a toy?”, latv. nar. melody; "Merry Carousel", Russian. nar. melody, processing E. Tilicheeva; "Traps", Russian. nar. melody, processing A. Sidelnikova; games learned during the year.
Singing games."Garden-round dance", music. B, Mozhzhevelova, sl. I, Passovoy; "Doll", muses, Starokadomsky, lyrics. O. Vysotskaya; "Santa Claus and children", music. I. Kishko, sl. M. Evensen; "Hare", music. M. Kraseva, sl. L . Nekrasov; “Hare, come out”, “Geese, swans and a wolf”, music. E. Tilicheeva, sl. M. Bulatova; “We went to the meadow”, music. A. Filippenko, sl. N. Kuklovskaya; "Rybka", muses, M. Kraseva. "Handkerchief", Ukrainian nar. song, arr. N. Metlova; " Happy girl Tanya, music A. Filippenko, sl. N. Kuklovskaya and R. Borisova,
Song creativity
"What is your name?"; "What do you want, kitty"; "March", music. N. Bogoslovsky; "Bear", "Bull", "Horse", music. A. Grechaninov, sl. A. Barto; “Our song is simple”, music. An. Alexandrova, sl. M. Evensen; "Ribushechka Hen", music. G. Lobacheva, sl. folk; "Kitten-Kitten", Russian. nar. song.
Development of dance and game creativity
"Horse", music. N. Potolovsky; "Hares", "Hare and chickens". "Sparrow", music. T. Lomova; “Oh, my hop, hop”, Rus. nar. melody, arr. M. Rauchverger; "Doll", music. M. Starokadomsky; "Jumping along the path", music. A. Filippenko; come up with the dance of Petrushka to the music of "Petrushka" by I. Brahms; "Bears", music. M. Kraseva, sl. N. Frenkel.
musical and didactic games
The development of pitch hearing."Birds and Chicks", "Swing".
The development of rhythmic hearing.“Cockerel, hen and chicken”, “Kts how is it going?”, “Funny pipes”, “Play like me”.
Development of timbre and dynamic hearing.“Loud-quiet”, “Know your instrument”, “Guess what I play”.
Genre definition and memory development.“What does the doll do?”, “Recognize and sing a song from the picture”, “Music store”.
Playing children's musical instruments.“We are walking with flags”, “Accordion”, “The sky is blue”, “Andrey the Sparrow”, music. E. Tilicheeva, sl. M. Dolinova; "Forty-forty", Russian. nar. joke, arr. T. Popatenkos "Drip-drip-drip ...", Romanian, Nar. song, arr. T. Popatenko; "Fox", Russian. Nar joke, arr. V. Popova; playing along with Russian nar. melodies.
Planned intermediate results
development of the Program
Intermediate results of the development of the Program are formulated V in accordance with the Federal State Requirements (FGT) through the disclosure of the dynamics of the formation of the integrative qualities of pupils in each age period of mastering the Program in all areas of children's development.
By the age of five, with the successful development of the Program, the next level of development of the child's integrative qualities is reached.
Integrativequality"Physically developed,
mastered basic cultural and hygienic skills"
Anthropometric parameters (height, weight) are normal.
Owns in accordance with the age of the basic movements. Shows interest in participating V outdoor games and physical exercises.
Uses physical culture equipment outside of class (in his free time).
Independently performs available hygiene procedures. Observes elementary rules of behavior during eating, washing. Familiar with the concepts of "health" and "illness".
He has elementary ideas about some components of a healthy lifestyle: proper nutrition, the benefits of hardening, the need to follow hygiene rules.
Knows about the benefits morning exercises, exercise.
Integrative quality "Inquisitive, active"
Shows interest in the information received in the process of communication.
Shows a steady interest in various types of children's activities: design, fine arts, play.
Shows curiosity, interest in research activities, experimentation.
Integrative Quality "Emotionally Responsive"
Emotionally responds to the experiences of close adults, children, characters of fairy tales and stories, cartoons and feature films, puppet shows.
Understands and uses in his speech words denoting an emotional state (angry, sad), ethical qualities (cunning, kind), aesthetic characteristics (smart, beautiful).
Integrative quality “Having mastered the means of communication
and ways of interacting with adults and peers"
Shows the ability to unite with children for joint games, agree on the theme of the game, distribute roles, act in accordance with the rules and the general plan. Knows how to select items and attributes for role-playing games.
When creating buildings from building material, he can participate in planning actions, negotiate, distribute material, coordinate actions and achieve results through joint efforts. Able to read with the interests of comrades.
Speech, when interacting with peers, is predominantly lunar in nature. The content of communication with an adult goes beyond the pre-la of a specific situation, speech when communicating with an adult becomes extra-situational .
In theatrical games, he is able to highlight intonation the speech of certain characters.
Makes attempts to solve contentious issues and resolve conflicts with the help of speech: convince, prove, explain.
Can take the initiative in helping comrades, adults.
In relationships with peers, he shows selectivity, which is expressed in the preference for some children over others. There are permanent partners in the games.
Integrative quality “Able to manage one’s behavior and plan one’s actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior”
Separates game and real interactions. Able to plan a sequence of actions.
During the game, he can change roles. Knows how to follow the rules of the game.
Shows a personal attitude to the observance (and violation) of moral norms (strives for justice, feels a sense of shame in unseemly acts).
On his own or after being reminded by an adult, he uses “polite” words in communication with an adult, addresses the kindergarten staff by name and patronymic.
Knows how (on his own or with the help of an adult) to politely express his request, to thank for the service rendered.
He knows not to interfere in the conversation of adults.
Integrative Quality “Capable of solving intellectual
and personal tasks (problems) appropriate for age”
Possesses basic self-service skills.
Oriented in the space of the kindergarten.
Able to play simple board games.
Shows initiative and independence in organizing familiar games with a small group of children.
Shows initiative in choosing a role, plot, means of reincarnation in theatrical games.
Makes attempts to independently examine objects using familiar and new methods, while actively using all the senses (touch, sight, hearing, taste, smell, sensory-motor actions).
Able to design according to his own plan.
Able to use simple schematic images to solve simple problems, build according to the scheme, solve labyrinth problems.
A figurative anticipation begins to appear. Based on the spatial arrangement of objects, he can tell what will happen as a result of their interaction.
Able to independently come up with a short fairy tale on a given topic.
He knows how to find interesting things for himself.
Integrative quality "having primary ideas
about yourself, family, society, state, world and nature"
Knows his first and last name, age, names of his family members. Can talk about his hometown (town, village), name it, knows some public holidays.
Has an idea about Russian army, its role in the defense of the motherland. Knows some military professions.
Integrative quality “Having mastered the universal
prerequisites for learning activity"
Performs individual and group assignments.
Shows the prerequisites for a responsible attitude to the assigned task, strives to perform it well.
Able to keep in memory when performing any action a simple condition.
Able to accept a task for memorization, remembers the instruction of an adult; can learn a short poem.
^ For reading to children 4-5 years old
Russian folklore
Songs, nursery rhymes, incantations, counting rhymes, tongue twisters, riddles.
"Our goat...", "Legs, legs, where have you been?..",
“Grandfather wanted to cook an ear ...”, “A hare-coward ...”,
"Don! Don! Don!..”, “Lambs…”,
"The Fox and the Goat", arr. O. Kapitsa;
"Fox with a rolling pin", arr. M. Bulatova;
"Zhiharka", arr. I. Karnaukhova;
"Wonderful paws", arr.N. Kolpakova;
Folklore of the peoples of the world
Songs.
"Sack", Tatar, trans. R. Yagafarova, retelling by L. Kuzmin;
"Conversations", Chuvash., Per. L. Yakhnina; “Chiv-chiv, sparrow!”, Komi-Perm., trans. V. Klimov;
"Swallow", arm., arr. I. Tokmakova;
"Hawk", cargo., trans. B. Berestova;
"Twisted Song", "Barabek", English, arr. K. Chukovsky;
"Humpty Dumpty", English, arr. S. Marshak;
"Fish", "Ducklings", French, arr.N. Gernet and S. Gippius;
"Fingers", German, trans. L. Yakhnina.
Fairy tales.
"Cunning Fox", Koryaksk, trans. G. Menovshchikova,
« scary guest", Altaysk., Per. A. Garf and P. Kuchiaka;
"Shepherd with a pipe", Uighur, trans. L. Kuzmina;
"Three brothers", Khakassian, trans. V. Gurov;
"Travkin tail", Eskimo., arr. V. Glotser and G. Snegirev;
“Like a dog was looking for a friend”, Mordov-sk., arr. S. Fetisova;
"Spikelet", Ukrainian, arr. S. Mogilevskaya;
"Hare and hedgehog", " The Bremen Town Musicians”, from the fairy tales of the Brothers Grimm, German, trans. A. Vvedensky, ed. S. Marshak;
"Little Red Riding Hood", from the fairy tales of Ch. Perrault, French, trans. T. Gabbe;
"Liar", "Willow Sprout", Japanese, trans. N. Feldman, ed. S. Marshak.
Works of poets and writers different countries
Poetry.
I. Bzhehva. "Glue", trans. from Polish. B. Zakhoder;
G. Vieru. "I love", trans. with mold. I. Akima;
V. Vitka. "Counting", trans. from Belarusian, I. Tokmakova;
^ F. Grubin. "Swing", trans. from Czech. M. Landman;
"Tears", trans. from Czech. E. Solonovich;
I. Rainis. "Race", trans. from Latvian. L. Mezinova;
Y. Tuvim. "About Pan Trulyalinsky", retelling from Polish. B. Zakhoder,
"Miracles", retelling from Polish. V. Prikhodko,
"Vegetables", trans. from Polish. S. Mikhalkov.
Prose.
L. Berg. "Pete and the Sparrow" (chapter from the book "Little Tales of Little Pete"), trans. from English. O. Exemplary;
^ S. Vangeli. "Snowdrops" (chapter from the book "Rugutse - the captain of the ship"), trans. with mold. V. Berestov.
Literary tales.
H.K. Andersen. Flint and Steel, The Steadfast Tin Soldier, trans. from dates A. Hansen;
"Pro little pig Splash”, based on the fairy tales of E. Uttli, trans. from English. I. Rumyantseva and I. Ballod;
A. Balint. "Dwarf Gnomych and Izyumka" (chapters from the book), trans. from Hung. G. Leibutina;
^ D. Bisset. "About a pig that learned to fly", "About a boy who growled at tigers", trans. from English. N. Shereshevskaya;
E. Blyton. Tim the Famous Duck, trans. from English. E. Papernoy;
^ And Milne. "Winnie the Pooh and all-all-all ..." (chapters from the book), trans. from English. B. Zakhoder;
J. Rodari. "The Dog That Couldn't Bark" (from "Tales with Three Ends"), trans. from Italian. I. Konstantinova;
^ E. Hogarth. "Mafia and his funny friends"(chapters from the book), trans. from English. O. Obraztsova and N. Shanko;
T. Egner. "Adventures in the forest of Elka-on-Gorka" (chapters from the book) (abbreviated), trans. from Norwegian L. Braude.
To learn by heart.
“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?”, Rus. nar. songs;
A. Pushkin. “Wind, wind! You are mighty ... "(from" The Tale of dead princess and about the seven heroes");
M. Lermontov. “Sleep, my beautiful baby” (from the poem “Cossack lullaby”);
^ 3. Alexandrova. "Herringbone";
A. Barto. "I know what to think of";
Y. Kushak. "Deer";
L. Nikolaenko. "Who scattered the bells...";
V. Orlov. “From the Bazaar”, “Why does the bear sleep in winter” (at the choice of the educator);
N. Pikuleva. "Five kittens want to sleep...";
^ E. Serova. "Dandelion", "Cat's Paws" (from the cycle "Our Flowers"); "Buy a bow ...", shotl. nar. song, trans. I. Tokmakova.
Read to me, mom!
(age 4 - 5 years)
basic general education program
From Birth to School, ed. NOT. Verax,
T.S. Komarova, M.A. Vasilyeva)
The task of adultsdevelopment literary speech children,bringing them to verbal art, developmentartistic perception and aesthetic taste.
Continue to build your child's interest in the book. Read fiction to your children regularly educational books, forming an understanding that a lot of interesting things can be learned from books.
Offer children illustrated editions of familiar works. Explain the importance of drawings in a book; show how many interesting things can be learned by carefully examining book illustrations.
Continue to teach children to listen to fairy tales, stories, poems; memorize small and simple rhymes. Help the kids to correctly perceive the content of the work, to empathize with its characters.
At the request of the child, read out the excerpt from a fairy tale, story, poem that you like, helping to develop a personal relationship to the work. Maintain attention and interest in a word in a literary work.
Introduce your children to books designed by Y. Vasnetsov, E. Rachev, E. Charushin.
Lists reading literature for children
Russian folklore
Songs, rhymes, incantations :
"Our goat..."
"Bunny coward..."
"Don! Don! Don!"
"Geese, you geese..."
"Legs, legs, where have you been?"
"Sit, sit bunny"
"The cat went to the stove..."
"Today is a full day..."
"Lambs..."
"A fox is walking along the bridge..."
"Sun-bucket..."
"Go, spring, go, red..."
Fairy tales:
"About Ivanushka the Fool", arr. M. Gorky
"Mushroom War"Withberries", arr. V. Dahl
"Sister AlyonushkaAndbrother Ivanushka, arr. L. N. Tolstoy
"Zhiharka", arr. I. Karnaukhova
"Sister Chanterelle and Wolf", arr. M. Bulatova
"Zimovye", arr. I. Sokolova-Mikitova
"The Fox and the Goat", arr. O. Kapitsa
"Fascinating", "Fox-bast", arr. V. Dahl
"CockerelAndbean seed, arr. Oh, Kapitsa.
Folklore of the peoples of the world
Songs:
"Fish", "Ducklings", French, arr. N. Gernet and S. Gippius
"Chiv-chiv, sparrow", trans. with Komi Perm. V. Klimova
"Fingers", trans.WithGerman L, Yakhina
"Sack", Tatar., trans. R. Yagofarova, retelling by L. Kuzmin
Fairy tales:
"Threepiglet", trans. from English. S. Mikhalkova
"The Hare and the Hedgehog", from the fairy tales of the Brothers Grimm, trans. with him. A. Vvedensky,undered. S. Marshak
"Little Red Riding Hood", from fairy talesSh.Perrault, trans. from French T. Gabbe
Brothers Grimm. "The Bremen Town Musicians", German, translated by V. Vvedensky, edited by S. Marshak
Artworks poets and writers of Russia
Poetry:
I. Bunin "Leaf fall" (excerpt)
A. Maykov " Autumn leaves Bywindcircling..."
A. Pushkin "Already the sky was breathing in autumn ..." (from the novel "Eugene Onegin")
A. Fet “Mom! Look out the window..."
Ya. Akim "First snow"
A. Barto "Left"
S. Drozhzhia "Walking the Street ..." (from a poem« INpeasant family»)
S. Yesenin “Winter sings - aukaeT..."
N. Nekrasov “It is not the wind that rages over the forest ...”( frompoem "Frost, Red Nose")
I. Surikov "Winter"
S. Marshak "Baggage", "About everything in the world", "That's how absent-minded", "Ball"
S. Mikhalkov "Uncle Styopa"
E.Baratynsky "Spring, spring" (abbreviated)
Y. Moritz "A song about a fairy tale"; "Housegnome, gnome - at home!
E. Uspensky "Defeat"
D. Kharms "Very scary story"
Prose:
V. Veresaev "Brother"
A. Vvedensky "About the girl Masha,doggyCockerel and about the cat Thread "(chapters from the book)
M. Zoshchenko "Exemplary child"
K. Ushinsky "Cheerful cow"
S. Voronin "Militant Jacques"
S. Georgiev "Grandmother's garden"
N. Nosov "Patch", "Entertainers"
L. Panteleev "On the Sea" (chapterfrombook "Stories about SquirrelAndTamarochka")
Bianchi "Foundling"
N. Sladkov "Non-rumour"
Literary tales:
M. Gorky "Sparrow"
V. Oseeva "Inmagicalneedle"
R. Sef "The Tale of the Round and Long Men"
TO.Chukovsky "Telephone", "Cockroach", "Fedorino's grief"
Nosov "The Adventures of Dunno"Andhis friends" (chapters from the book)
D. Mamin-Sibiryak "The Tale of Komar Komarovich - Long Nose and about Shaggy Misha - Short tail»
IN.Bianchi "The First Hunt"
D. Samoilov "The baby elephant has a birthday"
Fables:
L. Tolstoy "The father ordered his sons ...", "The boy guarded the sheep ...", "The jackdaw wanted to drink ..."
Works of poets And writers from different countries
Poetry:
V. Vitka "Counting", trans. from Belarusian. I. Tokmakova
Y. Tuvim "Miracles", trans. from Polish. V. Prikhodko
"About Pan Trulyalinsky", retelling from Polish. B. Zakhoder
F. Grubin "Tears", trans. from Czech. E. Solonovich
S. Vangeli "Snowdrops" (chapters from the book "Gugutse - the captain of the ship"), trans. with mold. V. Berestova
Literary tales:
A. Milne "Winnie the Pooh and all-all-all" (chapters from the book), trans. from English. B. Zakhoder
E. Blyton "The Famous Duck Tim" (chapters from the book), trans. from English. E. Papernoy
T. Egner "Adventures in the forest of Elka-on-Gorka" (chapters from the book), trans. from Norwegian L. Braude
D. Bisset "About the boy who growled at the tigers", trans. from English. N. Sherepgevskaya
E. Hogarth "Mafia and his merry friends" (chapters from the book), trans. from English. O. Obraztsova and N. Shanko
To learn by heart
“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?” - Russian nar. songs
A. Pushkin “Wind, wind! You are mighty..." (from "The Tale of the Dead Princess and the Seven Bogatyrs")
3. Alexandrova "Herringbone"
A. Barto "I know what to think of"
L. Nikolaenko "Who scattered the bells ..."
V. Orlov "From the Bazaar", "Why the bear sleeps in winter"
E. Serova "Dandelion", "Cat's Paws" (from the cycle "Our Flowers")
"Buy a bow ...", shotl. nar. song, trans. I. Tokmakova
The book is not a textbook, it does not give ready-made recipes on how to teach a child to love literature, because to teach complex art reading and understanding books is very difficult. The child should vividly, emotionally respond to what he read, see the depicted events, passionately experience them. Only a child accustomed to a book has an invaluable gift to easily "enter" the content of what he heard or read. The kid draws any plots in his imagination, cries and laughs, imagines (sees, hears, smells and touches) what he read so vividly that he feels like a participant in the events. The book introduces the child to the most difficult thing in life - the world. human feelings, joys and sufferings, attitudes, motives, thoughts, actions, characters. The book teaches to "look" into a person, to see and understand him, educates humanity. A book read as a child leaves a stronger impression than a book read as an adult.
The task of an adult is to reveal to a child that extraordinary thing that a book carries in itself, that pleasure that immersion in reading brings. An adult, in order to attract a child to a book, must love literature himself, enjoy it as an art, understand the complexity, and be able to convey his feelings and experiences to children.
At preschool age, children get acquainted with Russian and world folklore in all its variety of genres - from lullabies, nursery rhymes, rhymes, teasers, riddles, proverbs to fairy tales and epics, from Russian and foreign classics. With works by V. A. Zhukovsky, A. S. Pushkin, P. G. Ershov, Ch. Perrault, the Brothers Grimm, H. K. Andersen, S. Ya. Marshak, K. I. Chukovsky, and many others.
Studying the features of perception and understanding of works of literature by a child of 2-5 years old, one can single out the main tasks of introducing children to a book at this age stage:
1. to form in children an interest in the book, to teach attention, to listen to literary works;
2. to enrich the life experience of toddlers with activities and impressions necessary for the understanding of books;
3. take into account, when selecting books for children, the child's inclination towards folklore and poetry;
4. help children to establish the simplest connections in the work;
5. help children, highlight the most striking actions of heroes and evaluate them.
6. to support the immediate response and emotional interest that arise in the child when perceiving the book;
7. help children mentally, imagine, see the events and heroes of the work, by selecting illustrations, teach them to consider illustrations.
Average preschool age(4-5 years). The reading experience of children is complicated. To understand the work, the child no longer needs an illustration for each turn of the plot. Characterizing the heroes, children most often express correct judgments about their actions, while relying on their ideas about the norms of behavior and enriched personal experience. However, when perceiving literary works the child does not set himself the task of evaluating the hero, events. Children's attitude towards literary facts has an effective vitality. A child of 4-5 years old, first of all, an active accomplice of the events depicted; he experiences them together with the heroes.
Rules that will make reading aloud attractive:
1.
Show your child that you enjoy reading aloud. Do not mumble, as if serving a long-boring duty. The child will feel this and lose interest in reading.
2. Show your child respect for the book. The child must know that a book is not a toy, not a roof for a dollhouse, and not a wagon that can be carried around the room. Teach your kids to be gentle with it. It is desirable to examine the book on the table, take it with clean hands, carefully turn the pages. After reviewing, put the book away.
3. Keep eye contact with your child while reading.
An adult, while reading or telling a story, should stand or sit in front of the children so that they can see his face, observe facial expressions, eye expressions, gestures, since these forms of manifestation of feelings complement and enhance the impressions of reading.
4. Read to children slowly, but not monotonously, try to convey the music of rhythmic speech. Rhythm, the music of speech enchants the child, they enjoy the melodiousness of the Russian tale, the rhythm of the verse.
In the process of reading, children should be periodically given the opportunity to talk about their feelings, but sometimes you can ask them to just silently “listen to yourself”.
5. Play with your voice: read faster, then slower, then loudly, then quietly - depending on the content of the text. When reading poems and fairy tales to children, try to convey in your voice the character of the characters, as well as a funny or sad situation, but do not "overdo it." Excessive dramatization prevents the child from reproducing in his imagination the pictures drawn by words.
6. Shorten the text if it is clearly too long. In this case, you do not need to read everything to the end, the child still ceases to perceive what he heard. Briefly retell the ending.
7. Read fairy tales whenever the child wants to listen to them. It may be boring for the parents, but it is not for him.
8. Read aloud to your child every day, make it a favorite family ritual. Be sure to continue reading together when the child learns to read: the value of a good book depends largely on how the parents reacted to the book and whether they find a proper place for it in their family library.
9. Do not persuade him to listen, but "seduce" him. Useful trick: let the child choose books.
10. Right from the start early childhood The child needs to select his personal library. Go with your child to the bookstore, to the library more often. Books should be bought gradually, choosing what interests the children, what they understand, consulting with the teacher.
11. Read aloud or retell to your child books that you yourself liked as a child. Before you read a book you don't know to your child, try reading it yourself to direct your child's attention in the right direction.
12. Do not interrupt your child from reading or looking at a picture book. Again and again, draw the attention of children to the content of the book, pictures, each time revealing something new.
Reading list for children (4-5 years old)
Russian folklore
Songs, rhymes, incantations. "Our goat..."; "Bunny Coward...": "Don! Don! Don!”, “Geese, you are geese...”; "Legs, legs, where have you been?" “Sits, sits a bunny ..”, “The cat went to the stove ...”, “Today is a whole day ...”, “Lambs ...”, “A fox is walking along the bridge ...”, “The sun is a bucket. ..", "Go, spring, go, red...".
Fairy tales."About Ivanushka the Fool", arr. M. Gorky; "War of mushrooms with berries", arr. V. Dahl; "Sister Alyonushka and brother Ivanushka", arr. L. N. Tolstoy; "Zhiharka", arr. I. Karnaukhova; "Sister Chanterelle and Wolf", arr. M. Bulatova; "Zimovye", arr. I. Sokolova-Mikitova; "The Fox and the Goat", arr. O. Kapitsa; "Fascinating", "Fox-bast", arr. V. Dahl; "Cockerel and bean seed", arr. Oh, Kapitsa.
Folklore of the peoples of the world
Songs."Fish", "Ducklings", French, arr. N. Gernet and S. Gippius; "Chiv-chiv, sparrow", trans. with Komi Perm. V. Klimov; "Fingers", trans. with him. L, Yakhina; "Sack", Tatar., trans. R. Yagofarova, retelling by L. Kuzmin.
Fairy tales."The Three Little Pigs", trans. from English. S. Mikhalkov; "The Hare and the Hedgehog", from the fairy tales of the Brothers Grimm, trans. with him. A. Vvedensky, ed. S. Marshak; "Little Red Riding Hood", from the fairy tales of Ch. Perrault, trans. from French T. Gabbe; Brothers Grimm. "The Bremen Town Musicians", German, translated by V. Vvedensky, edited by S. Marshak.
Works of poets and writers of Russia
Poetry. I. Bunin. "Leaf fall" (excerpt); A. Maikov. "Autumn leaves are circling in the wind..."; A. Pushkin. “The sky was already breathing in autumn ...” (from the novel “Eugene Onegin”); A. Fet. "Mother! Look out the window...”; I am Akim. "First snow"; A. Barto. "Left"; S. Yeast. "Walking the street ..." (from a poem « In a peasant family"); S. Yesenin. “Winter sings - calls out ...”; N. Nekrasov. “It is not the wind that rages over the forest ...” (from the poem “Frost, Red Nose”); I. Surikov. "Winter"; S. Marshak. “Luggage”, “About everything in the world”, “That's how scattered”, “Ball”; S. Mikhalkov. "Uncle Styopa"; E. Baratynsky. "Spring, spring" (abbreviated); Y. Moritz. "A song about a fairy tale"; "House of the gnome, gnome - at home!"; E. Uspensky. "Destruction"; D. Kharms. "A very scary story."
Prose. V. Veresaev. "Brother"; A. Vvedensky. “About the girl Masha, the dog Petushka and the cat Thread” (chapters from the book); M. Zoshchenko. "Showcase child"; K. Ushinsky. "Cheerful cow"; S. Voronin. "Militant Jaco"; S. Georgiev. "Grandma's garden"; N. Nosov. "Patch", "Entertainers"; L. Panteleev. "On the Sea" (chapter from the book "Stories about Squirrel and Tamarochka"); Bianchi, "The Foundling"; N. Sladkov. "Non-hearing."
Literary tales. M. Gorky. "Sparrow"; V. Oseeva. " magic needle»; R. Sef. "The Tale of Round and Long Little Men"; K. Chukovsky. "Phone", "Cockroach", "Fedorino grief"; Nosov. "The Adventures of Dunno and His Friends" (chapters from the book); D. Mamin-Sibiryak. "The Tale of Komar Komarovich - Long Nose and Shaggy Misha - Short Tail"; W. Bianchi. "First Hunt"; D. Samoilov. "Elephant has a birthday."
Fables. L. Tolstoy. “The father ordered his sons...”, “The boy guarded the sheep...”, “The jackdaw wanted to drink...”.
Works of poets And writers from different countries
Poetry. V. Vitka. "Counting", trans. from Belarusian. I. Tokmakova; Y. Tuvim. "Miracles", trans. from Polish. V. Prikhodko; "About Pan Trulyalinsky", retelling from Polish. B. Zakhoder; F. Grubin. "Tears", trans. from Czech. E. Solonovich; S. Vangeli. "Snowdrops" (chapters from the book "Gugutse - the captain of the ship"), trans. with mold. V. Berestov.
Literary tales. A. Milne. "Winnie the Pooh and All-All-All" (chapters from the book), trans. from English. B. Zakhoder; E. Blyton. "The Famous Duck Tim" (chapters from the book), trans. from English. E. Papernoy; T. Egner. "Adventures in the forest of Elka-on-Gorka" (chapters from the book), trans. from Norwegian L. Braude; D. Bisset. "About the Boy Who Roared at the Tigers", trans. from English. N. Sherepgevskaya; E. Hogarth. "Mafia and his merry friends" (chapters from the book), trans. from English. O. Obraztsova and N. Shanko.
To learn by heart
“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?” - Russian nar. songs; A. Pushkin. “Wind, wind! You are mighty...” (from “The Tale of the Dead Princess and the Seven Bogatyrs”); 3. Alexandrova. "Herringbone"; A. Barto. "I know what to think of"; L. Nikolaenko. "Who scattered the bells..."; V. Orlov. “From the Bazaar”, “Why does the bear sleep in winter” (at the choice of the educator); E. Serova. "Dandelion", "Cat's Paws" (from the cycle "Our Flowers"); "Buy a bow ...", shotl. nar. song, trans. I. Tokmakova.
Russian folklore
Songs, nursery rhymes, incantations, counting rhymes, tongue twisters, riddles.
"Our goat...", "Legs, legs, where have you been?..",
“Grandfather wanted to cook an ear ...”, “A hare-coward ...”,
"Don! Don! Don!..”, “Lambs…”,
"Laziness-sipping ...", "Sits, sits a bunny ...",
“You geese, geese ...”, “The cat went to the stove ...”,
“A fox is walking along the bridge ...”, “Today is a whole day ...”,
"The sun-bell ...",
"Go, spring, go, red"
Folklore of the peoples of the world
Songs.
"Sack", Tatar, trans. R. Yagafarova, retelling by L. Kuzmin;
"Conversations", Chuvash., Per. L. Yakhnina; “Chiv-chiv, sparrow!”, Komi-Perm., trans. V. Klimov;
"Swallow", arm., arr. I. Tokmakova;
"Hawk", cargo., trans. B. Berestova;
"Twisted Song", "Barabek", English, arr. K. Chukovsky;
"Humpty Dumpty", English, arr. S. Marshak;
"Fish", "Ducklings", French, arr.N. Gernet and S. Gippius;
"Fingers", German, trans. L. Yakhnina.
To learn by heart
“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?”, Rus. nar. songs;
A. Pushkin. “Wind, wind! You are mighty...” (from “The Tale of the Dead Princess and the Seven Bogatyrs”);
M. Lermontov. “Sleep, my beautiful baby” (from the poem “Cossack lullaby”);
3. Alexandrova. "Herringbone";
A. Barto. "I know what to think of";
Y. Kushak. "Deer";
L. Nikolaenko. "Who scattered the bells...";
V. Orlov. “From the Bazaar”, “Why does the bear sleep in winter” (at the choice of the educator);
N. Pikuleva. "Five kittens want to sleep...";
E. Serova. "Dandelion", "Cat's Paws" (from the cycle "Our Flowers"); "Buy a bow ...", shotl. nar. song, trans. I. Tokmakova.
Works of poets and writers from different countries
I. Bzhehva. "Glue", trans. from Polish. B. Zakhoder;
G. Vieru. "I love", trans. with mold. I. Akima;
V. Vitka. "Counting", trans. from Belarusian, I. Tokmakova;
F. Grubin. "Swing", trans. from Czech. M. Landman;
"Tears", trans. from Czech. E. Solonovich;
I. Rainis. "Race", trans. from Latvian. L. Mezinova;
Y. Tuvim. "About Pan Trulyalinsky", retelling from Polish. B. Zakhoder,
"Miracles", retelling from Polish. V. Prikhodko,
"Vegetables", trans. from Polish. S. Mikhalkov.
L. Berg. "Pete and the Sparrow" (chapter from the book "Little Tales of Little Pete"), trans. from English. O. Exemplary;
S. Vangeli. "Snowdrops" (chapter from the book "Rugutse - the captain of the ship"), trans. with mold. V. Berestov.
literary tales
H.K. Andersen. Flint and Steel, The Steadfast Tin Soldier, trans. from dates A. Hansen;
“About the little pig Plukh”, based on the fairy tales of E. Uttley, trans. from English. I. Rumyantseva and I. Ballod;
A. Balint. "Dwarf Gnomych and Izyumka" (chapters from the book), trans. from Hung. G. Leibutina;
Works of poets and writers of Russia
E. Baratynsky. "Spring, spring! .." (abbreviated);
I. Bunin. "Leaf fall" (excerpt);
S. Drozhzhin. “Walks along the street ...” (from the poem “In a peasant family”);
S. Yesenin. “Winter sings - calls out ...”;
A. Maikov. “Autumn leaves are circling in the wind ...”;
N. Nekrasov. “It is not the wind that rages over the forest ...” (from the poem “Frost, Red Nose”);
A. Pleshcheev. "A boring picture!";
A. Pushkin. “The sky was already breathing in autumn ...” (from the novel in verse “Eugene Onegin”);
I. Surikov. "Winter";
A.K. Tolstoy. "According to the spring in the warehouse" (from the ballad "Matchmaking");
A. Fet. "Mother! look out the window...”;
C. Black. "Who?", "When no one is home."
I am Akim. "First snow";
3. Alexandrova. "Rain";
A. Barto. “Left”, “I know what to think of”;
V. Berestov. “Who will learn what”, “Hare trace”;
E. Blaginina. "Echo";
A. Vvedensky. "Who?";
Y. Vladimirov. "Freaks";
B. Zakhoder. "Nobody";
V. Veresaev. "Brother";
K. Ushinsky. "Steady Cow".
A. Vvedensky. “About the girl Masha, about the dog Petushka and about the cat Thread” (chapters from the book);
S. Voronin. "Militant Jaco";
L. Voronkova. “How Alenka broke the mirror” (chapter from the book “Sunny Day”);
S. Georgiev. "Grandma's garden";
V, Dragunsky. "The secret becomes clear";
M. Zoshchenko. "Showcase child";
Y. Kazakov. "Why do mice have a tail";
Y. Koval. "Pasha and Butterflies", "Bouquet";
N. Nosov. "Patch", "Entertainers";
L. Panteleev. "On the Sea" (chapter from the book "Stories about Squirrel and Tamarochka");
E. Permyak. "Hurry Knife";
M. Prishvin. "Zhurka", "Guys and ducklings";
N. Romanova. “Kotka and birdie”, “I have a bee at home”;
I. Segel. "How I was a monkey";
N. Sladkov. "Non-hearing";
E. Charushin. “Why Tyupa was nicknamed Tyupa”, “Why Tyupa doesn’t catch birds”, “Foxes”, “Sparrow”.
literary tales
M. Gorky. "Sparrow";
