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Classes on familiarization with fiction in kindergarten. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Analysis of a lesson in fiction

Classes on familiarization with fiction in kindergarten. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Analysis of a lesson in fiction

10.07.2019

Dear Chairman of the State Attestation Commission, distinguished members of the commission, distinguished students.

Let me present to your attention the final qualifying work on the topic: "The development of the vocabulary of older preschoolers in the process of familiarization with fiction."

Performed by a student of 5 "A" group Borisova E.G.

Scientific adviser: Fedorova Tatyana Viktorovna

We read: Introduction - relevance, problem, object, subject, goal, research objectives, research hypothesis, scientific novelty of the research, theoretical and practical significance ...

In Chapter 1, we studied the theoretical aspects of the problem of vocabulary development in older preschool children.

We made a psychological and pedagogical analysis of the formation of the dictionary of older preschoolers, considered the features of the development of the dictionary of children of older preschool age, determined the methodology for the formation of the vocabulary of preschoolers in the process of familiarization with fiction.

In Chapter 2, we conducted experimental work on the development of children's vocabulary in the process of familiarization with fiction.

The purpose of the experimental work was: to identify the level of development of the vocabulary of children 6-7 years old; development and testing of the use of works of fiction and its influence on the development of the vocabulary of older preschoolers.

Objectives of the experimental study:

1. To identify the level of development of the vocabulary of children 6-7 years old;
2. Develop and test a program for the use of works of fiction;
3. Determine the impact of the developed program on the level of development of the vocabulary of children 6-7 years old.

The purpose of the ascertaining experiment: to select diagnostic methods and to identify the level of development of the vocabulary of children 6-7 years old.

1. Choose a technique that meets the conditions of our experiment.
2. Conduct a diagnostic examination of children aged 6-7 years, aimed at identifying the level of vocabulary development.

Of the variety of diagnostic techniques, we used the technique of L.S. Vygotsky, O.N. Usanova "Diagnosis of vocabulary development", which included four tasks.

The purpose of this technique: to study the quantitative and qualitative development of the vocabulary of children 6-7 years old.

Based on the diagnostic results and in accordance with the criteria, the children were divided into levels. (Table 5) [Appendix 5]

1 level (low)

7 children (35%) were classified as low. These children do not have a vocabulary. Children rarely use antonyms, verbs, adjectives in speech, often make mistakes.

Level 2 (intermediate)

10 children (50%) were assigned to the average level. Children of this group are characterized by the use of antonyms, adjectives, verbs and generalizing words in speech, but their use is not frequent. Children experience difficulties in selecting antonyms and synonyms only for individual words.

3 level (high)

3 children (15%) were referred to the high level. Children of this group use adjectives, antonyms, verbs. They know how to choose the right general words. In children of this level, the development of the vocabulary corresponds to the age.

Qualitative analysis of the results of the ascertaining experiment made it possible to make a quantitative processing of the results obtained. They are presented in a chart showing the number of children assigned to each level, as well as the percentage of the total number of children studied.

High level - 3 children; medium level - 10 children, low level - 7 children.

As can be seen, 15% of children belong to the high level, 50% of children to the middle level, and 35% of children to the low level.

The ascertaining experiment showed that the level of vocabulary development in children is not high enough, and the results of the ascertaining experiment allow us to highlight the following shortcomings:

- poverty of the active dictionary;
- the inability of children to express their thoughts in words.

The results of the ascertaining experiment indicate the need for targeted systematic work on the development of children's vocabulary.

Our next step was:

Selection and testing of the program for the use of works of fiction in various activities of children.

Purpose: to develop and test a program for the use of fiction in the process of developing the vocabulary of children aged 6-7, not only in the process of educational activities, but also in other activities.

4. Select works of fiction that the teacher will use not only in specially organized classes, but also in other activities of children.
5. Develop a vocabulary development program using selected works of fiction.
6. To test the developed program on preschoolers 6-7 years old.

Treat reading as a serious and important activity with children;
Create conditions for listening, do not distract the child;
· Read expressively, causing the child's interest in reading;
· Discuss what you heard, look at the illustrations.

The program of using works of fiction in various activities

In 6 children, the level of development increased from medium to high, in 6 children it rose from a low level to an average level.

It can be seen from the figure that all children had a positive trend in the development of the vocabulary. If the children did not improve their level, then their results improved in certain indicators.

Analysis of the results after the formative experiment testifies to the effectiveness of the complex of methods and techniques developed by us. The group has improved its results. The percentage of children with a low level of development was 0%. Accordingly, the number of children with an average level of development increased by 5% and a high level of development increased by 30%.

During the course of work, the following changes were noticed:

Children have increased interest in fiction, they use adjectives, verbs, antonyms, comparisons, generalizations in their speech; in role-playing games - children independently beat the plot of literary works.

Works of fiction in educational work with children were used in an integrated form, both in the classroom and in the process of independent activity. We have built our work on the following basic principles:

- firstly, on a careful selection of material, determined by the age capabilities of children;
- secondly, the integration of work with various areas of educational work and activities of children;
- thirdly, the active inclusion of children;
- fourthly, the use of the developing potential of a literary work in creating a speech environment to the maximum.

Thus, based on the results of the control experiment, we can conclude that with systematic work on the development of children's vocabulary in the process of using works of fiction, tangible results can be achieved.

Based on the analysis of experimental work, we can conclude that our hypothesis that fiction will contribute to the development of the vocabulary of children aged 6-7 under certain conditions has been confirmed.

Irina Chebanova
Self-analysis of the open lesson "Journey through Russian folk tales"

Analysis topic classes: « Journey through Russian folk tales»

Occupation matched the curriculum.

The topic is taken from the perspective plan.

Type of lessons: generalizing

The presented abstract is built in accordance with didactic and general pedagogical principles:

Continuity principle ( occupation was built on the basis of previous classes and joint actions of the educator and children)

Activity principle (supported motivation and interest)

The principle of accessibility (matching the individual characteristics of children)

The principle of psychological comfort (confidence, calmness, goodwill)

During lessons the following tasks:

Didactic: generalize ideas about fairy tales, its features and types: magic, household, fairy tales about animals;

improve the ability to recognize fairy tale by illustration, by excerpt (i.e., according to the characteristic features and actions of the heroes).

Correctional: visual perception correction "Look, find, decompose".

Educational: raise the emotional mood of children through meeting with heroes fairy tales and play activities. Cultivate interest, love for oral folk art.

During the preparation of this lessons carried out preliminary work with children:

1. Reading Russian folk tales(enrichment of children's vocabulary)

2. Consideration of illustrations for Russian folk tales.

3. Coloring pictures based on motives Russian folk tales

4. Playing fairy tales"Kolobok", "Turnip" with tabletop theatre.

5. Watching cartoons « Russian folk tales» .

6. Conducting didactic games: "Find out fairy tale by pictures» , "Whose hat?", "From what fairy tale hero» etc.

At the organizational stage, a positive attitude was created among the pupils for their inclusion in educational activities. Conducting reflection "Mood" emotionally colored occupation and allowed me to identify the mood of the children before the start lessons.

Thus, temporary representations were fixed.

For interest in the corrective exercise, I included a surprise moment with the appearance of a fox.

When developing a corrective exercise, she took visual perception as a basis, since it is through this analyzer that the bulk of information enters. She applied a differentiated approach, which made it possible to take into account the individual characteristics of each and thereby contributed to their maximum inclusion in work behavior.

At the next stage lessons through the artistic word introduced the children to the topic, stimulating interest in it. The children were asked to go to journey through Russian folk tales, they accepted the game plot with interest, tuned in to joint activities (using relaxation to develop the ability to relax and imagine, which is very difficult for our children).

The main task of the main stage lessons- Summarize children's knowledge about Russian folk tales, about the main characters of these fairy tales.

into the structure lessons tasks for the development of cognitive activity of children, creative abilities are included.

In the main part, the motive for participating in lesson was:

Slideshow combined with explanations and questions;

Health saving technology: gymnastics for the eyes smoothly turning into a physical training session combining with the theme; physical education minute « Story» was aimed at developing the ability to coordinate speech with movement.

The appearance of Baba - Yaga contributed to the preservation of the emotional mood for the further activities of children.

Playing a game with Baba Yaga "Guess a riddle" contributed to the consolidation of children's knowledge about Russian folk tales about the main characters fairy tales;

playing out fairy tales"The wolf and the seven Young goats"- contributed to the development of initiative in children and independence, relieve tightness and stiffness. So the kids are active in showing fairy tales expressed the state of the character with the help of facial expressions, voice, intonation in the image of the characteristic features of the characters. Actively participated in the preparation fairy tales.

At the final stage, the children were asked to remember in which fairy tales they visited, What the most important thing in Russian folk tales what they were interested in and remembered the most. The participation of each child was marked by praise, a positive assessment. In the end lessons children received coloring pages with heroes as a gift Russian folk tales.

Outcome lessons Reflection was held for the guys in a playful way, for themselves, to reveal the mood of the children at the end lessons.

Target classes reached children have enriched knowledge about Russian folk tales, their main characters

The use of the above methods contributed to the lessons in a comfortable emotionally colored environment. Throughout children were active interested.

Duration lessons meets the standards.

Conclusion: the tasks set, in my opinion, were completed.

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:

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

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

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

The teacher teaches preschoolers to listen to great works (in chapters).
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.
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.
The formation of skills of expressive reading of poems, reading by roles continues.
The concept of a genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
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:

Improving the ability to understand the expressiveness of the language of a work of art, the beauty of a poetic word.
Developing a sense of humor in preschoolers.
Developing the ability to put yourself in the place of a literary character.
Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
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:

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.
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.
Staging is a method of secondary acquaintance with a literary work.
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:

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.
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.
To make the lesson more complete, you can include audio recordings in it (for example, where K. Chukovsky himself reads his poetic tales).
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, a bunny’s bast hut means wooden; a 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:

Acquaintance with the work, the purpose of which is the correct and emotionally rich perception.
A conversation about what was read, aimed at clarifying the content, language means of expression.
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 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 I. Surikov's poem "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 circle “Visiting a book” (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:

Grand opening with an introductory speech by the host.
Display of concert numbers.
Demonstration of the exhibition of books.
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).