Svetlana Voronina
Perspective complex-thematic plan of the middle group in the educational field "Reading fiction»
Subject: "My dear, beloved mother"
Target: to form children's ideas about the work and profession of their mothers and women kindergarten; to cultivate the desire to provide all possible assistance to the mother, to take care to bring joy with their actions, actions. Subject: "Mother" V. Shugraev. Reading the poem E. Blaginina "That's what mom!" at D/I "What's extra?" Reading poems for the holiday of March 8.
Reading story L. Voronkova "What would mom say?" Druzhinin M "I decided to cook compote» in Game "Let's cook borscht, compote»
Subject: "What do I like to wear"
Target: to form children's ideas about clothes, its connection with the season, age, about the materials from which it is made, and their quality; show children the dependence of a child's health on clothes and seasons; educate careful, accurate attitude to their clothes and the clothes of others. Subject "I'll teach my brother to put on shoes" E. Blaginina. Reading a poem L. G. Paramonova “Clothes are…” y Game How should you take care of your clothes? Theatrical workshops (manufacture of hats - masks)
Considering the clothes you are wearing. pr Game "Dress the doll for a walk"
Drawing up a story based on pictures. in Game "Spread clothes according to season"
Subject: "We meet spring and feathered friends"
Target: expand children's ideas about characteristics spring; learn to find these signs on your own; develop the ability to observe, analyze, compare, draw conclusions, express them in speech; expand children's understanding of bird lifestyle in spring. Subject: "March" P. Obraztsova. Reading story G. Snegirev "Starling" at Learning a poem by Z. Alexandrov "Drops" Making birdhouses together with parents.
Consideration of the first feathered birds. pr Ind. conversation "What birds arrive in spring and why?"
Reading a poem and. Belousov "Dear Singer" in Game "Seasons"
Subject: "Our Good Deeds"
Target: Tell the children that kind and good people, surrounding their people, who work well, care about others and are always ready to help, they are cheerful, honest and truthful. Subject: "Stolen Sun"» Reading a poemS. Marshak "The Tale of an Unknown Hero" y Game "Let's treat a sick doll" Making homemade books.
Cat care. pr Ind. conversation "Who needs care?"
Reading a poem G. Tsyferov "An elephant lived in the world" in Repair of baby books.
Week, topic, goal. Cooperative activity adult and children Independent activity of children Interaction with parents of pupils.
Directly organized educational activities Educational activities carried out during regime moments.
Subject: "Trees in Spring"
Target: to consolidate ideas about the name and about the main parts of plants, to learn to see their characteristic features, to enter the names of plants into an active dictionary, to develop auditory and visual attention, thinking. Subject: "Bird cherry" E. Blaginina. Reading a workM. M. Prishvina "Forest floors" y Game “These kids, from what branch?” Joint tree care in the kindergarten area.
Comparison of poplar and willow buds. pr Consideration of trunks of different trees (birch, maple, poplar)
Reading a poem. Marshak "Forest Festival" in Game "Trees and Bushes"
Subject: "Space trip"
Target: to form children's ideas about the sun and stars, planets, their variety and size; develop children's cognitive interest, speech, thinking, imagination. Subject: "April 12 - Cosmonautics Day". Reading a poem G. Lagzdyn "Astronaut" y Looking at photographs, pictures about space. Making thematic albums.
Space talk. pr Ind. the conversation of the stars.
C/R game "We are astronauts" in Making attributes for the game.
Subject: What kind of furniture do I have?
Target: To form children's idea of furniture (armchair, sofa, chair, wardrobe, etc.) its functions and properties; the quality of the materials from which it is made; Subject: "Doll Furniture" Reading work Z. Alexandrova "Hide and Seek", "Bought a bed" u Learning a counting rhyme with children “The table has 4 legs….” Advice for parents "How to choose furniture for the child, his age
Examination of trees in the area. pr Ind. conversation What is furniture made of?
Conversation: What is furniture made of? c Reproduce a drawing of stick furniture.
. Subject: "Children are friends of nature"Target: expand children's ideas about the characteristic signs of spring. to teach them to find these signs on their own, to consolidate with children knowledge about trees, shrubs, herbs, to develop the ability to observe, describe, establish the simplest cause-and-effect relationships, to cultivate curiosity, respect for nature. Subject: "I'm in the green delirium forest"
Reading a story"The clouds argued in the sky" y Consideration in pictures of snowdrops and other early flowers. Literary quizzes.
Observation of natural changes in spring. pr Ind. conversation "How have they changed clouds?»
Reading races. L. Tolstoy "Spring came" in C/R and "Cruise"
Week, topic, goal. Joint activity of an adult and children Independent activity of children Interaction with parents of pupils.
Directly organized educational activities Educational activities carried out during regime moments.
Subject: "On labor in the garden"
Target: expand children's understanding of the work of people in the village in the spring season, develop children's speech. Subject: "Our garden" Reading story G. Lagzdyn "To the cottage" u Staged play "Dig yourself, plant yourself - the harvest will be sweet" Literary competitions.
Watering seedlings. pr Game-experiment with water.
Reading a poem I. Degutite “The rye bowed its heavy head”. in Riddles.
Subject: "Flowers of our site"
Target: fixing the idea of \u200b\u200bthe name and main parts of plants; learn to see their characteristic features, enter the name of the colors in the active dictionary.
Subject: "Chamomile" Reading a poem Oh. Vysotskaya "Dandelion" u Memorizing a poem "Florist" Family visit to the library.
Consideration of flowers in the kindergarten area. pr Create a joyful and spring mood.
Reading a poem M. Poznan "Chamomile" in Considering scene pictures.
Subject: "Journey to the World of Insects"
Target: expand and clarify children's knowledge of insects, their characteristic features, develop the ability to see signs of similarities and differences and express them in speech. develop respect for all living things. Subject: "Fly Tsokotukha" Reading"The anthill stirred" W. Bianchi. at d / i "Ants" Tips for parents
Ant watching. pr Consideration of butterflies
Conversation: “Why do insects need bright colors. Reading a poem G. Lagzdyn "Singing Day" a Finding similarities and differences in insects.
Subject: "Summer"
Target: “To consolidate knowledge about the season-summer, its signs, to develop the ability to compare, analyze.
Subject: "Happy summer" To Berestov Reading a poem and. Surikov "Summer"
y Game "Describe what summer is like"
Advice for parents "Summer - Joy and Danger"
Consideration of flowers, butterflies, bees. pr Guessing riddles.
Reading poems about summer. in Consideration of plot pictures.
Elena Nesterenko
Perspective plan for reading fiction in the senior group of kindergarten
September
1 Week
1. Russian storytelling folk tale"Hare-braggart".
2. Reading the story of N. Nosov "The Living Hat".
3. Memorizing the poem by I. Belousov "Autumn"
2 weeks
1. Reading the fairy tale "Khovroshechka" (in the arr. A. Tolstoy)
2. Reading the story of L. N. Tolstoy "Jump".
3. Memorizing a poem by A. Plishcheev “Autumn has come ...”
3 week
1. Reading folk Nenets fairy tale"Cuckoo".
2. Reading the fairy tale by T. Alexandrova "Kuzka Brownie" (chapters).
3. Memorizing S. Marshak's poem "September" (from the cycle "All the Year Round").
4 week
1. Reading a poem by N. Nekrasov "Before the rain."
2. Reading the Russian folk tale "Tops and Roots".
October
1 Week
1. Reading a poem by S. Marshak "Poodle".
2. Reading the Russian folk tale "Winged, furry and oily."
3. Memorizing R. Sefa's poem "Council".
2 weeks
1. Reading the story of M. Shim "Stone, Stream, Icicle and the Sun."
2. Reading the fairy tale by I. S. Sokolov - Mikitov “Leaf Fall”.
3. Memorizing S. Marshak's poem "October".
3 week
1. Reading the Russian folk tale "Fear has large eyes."
2. Reading the story of V. Dmitriev "The Kid and the Bug".
3. Learning the Dutch song "Happy Journey" (arr. I. Tokmakova).
4 week
1. Reading the work of L. A. Kassil “Bon appetit”.
2. Reading the work of I. Girina "Why you need to eat."
3. Repetition of the studied poems.
November
1 Week
1. Reading the story of V. Bianchi "Bathing the cubs."
2. Reading the fairy tale by G. H. Andersen "The Steadfast Tin Soldier"
3. Repetition of learned poems about autumn.
2 weeks
1. Reading the story of B. Zhitkov "How I caught little men."
2. Reading the Eskimo fairy tale "How the fox offended the bull."
3. Memorizing S. Marshak's poem "November".
3 week
1. Reading the fairy tale by B. Zakhoder "The Gray Star".
2. Reading M. Grunstein's fairy tale "Magic Soup".
3. Memorizing the poem by E. Moshkoska "A polite word."
4 week
1. Reading the story of V. Bianchi "Owl".
2. Reading the Belarusian folk tale "Puff".
3. Repetition of studied poems
December
1 Week
1. Reading the fairy tale "Rooster and dog."
2. Reading the fairy tale by P. Bazhov "The Silver Hoof".
3. Memorizing a poem by S. Marshak "The young month is melting ..."
2 weeks
1. Reading the story of V. Dragunsky "My sister, Xenia."
2. Reading the story of A. Mityaev "Strawberry".
3. Learning the Russian folk song "You are frost, frost, frost ..."
3 week
1. Reading the story of V. Dragunsky "There is a big movement on Sadovaya."
2. Reading chapters from D. Rodari's book "The Adventure of Cipollino".
3. Memorizing the poem by K. Chuikovsky "Christmas Tree".
4 week
1. Reading the Russian folk tale "The Frog Princess".
2. Reading the Russian folk tale "Sivka-Burka".
3. Repetition of the studied poems.
January
1 Week
1. Reading the story of N. Kalinina "About the snow bun."
2. Reading the story of S. Georgiev "I saved Santa Claus."
3. Memorizing I. Surikov's poem "Childhood".
2 weeks
1. Reading chapters from the book by A. Lindgren "Carlson, who lives on the roof."
2. Reading the fairy tale by D. Mamin-Sibiryak "The Gray Neck"
3. Memorizing I. Surikov's poem "Winter".
3 week
1. Reading chapters from the book by A. Milne "Winnie the Pooh and everything, everything, everything ..."
2. Reading the story of K. Paustovsky "Cat-thief".
3. Memorizing a poem by P. Voronko "There is a hut in the forest under the tree."
4 week
1. Reading chapters from H. Myakhel's book "Mr. Au" (translated from Finn. E. Uspenksy)
2. Reading the Russian folk tale "Wintering of animals".
3. Repetition of the studied poems.
February
1 Week
1. Reading the story of E. Charushin "Foxes".
2. Reading the story of L. Tolstoy "Fire Dogs".
3. Reading the fairy tale "Ship" by V. Suteev.
2 weeks
1. Reading the fairy tale by the Brothers Grimm "The Bremen Town Musicians".
2. Reading the Russian folk tale "Zayushkina's hut".
3. Memorizing A. Maykov's poem "Lullaby".
3 week
1. Reading the story of L. Petrushevskaya "The Cat Who Could Sing."
2. Reading the fairy tale "Three Little Pigs".
3. Memorizing S. Marshak's poem "February".
4 week
1. Reading the fairy tale by S. Marshak "12 months".
2. Reading the Russian folk tale "Morozko".
3. Repetition of the studied poems.
March
1 Week
1. Reading the story of V. Dragunsky "Childhood Friend".
2. Reading the story of A. N. Tolstoy "Hedgehog".
3. Memorizing the poem by E. Blaginina "Let's sit in silence."
2 weeks
1. Reading the fairy tale by A. S. Pushkin "The Tale of Otsar Saltan".
2. Reading the story of M. Prishvin "Forest floors".
3. Memorizing S. Kaputikyan's poem "My grandmother."
3 week
1. Reading the story of O. N. Pakhomov "The story with sweets."
2. Reading the fairy tale by G. H. Andersen "The Snow Queen".
3. Learning the Russian folk song "Early, early in the morning."
4 week
1. reading the fairy tale "Vasilisa the Beautiful".
2. Reading the Russian folk tale "The Snow Maiden".
3. Repetition of the studied poems.
April
1 Week
1. Reading the epic "At the Bogotyr outpost."
2. Reading the fairy tale by V. Kataev "Flower-seven-flower".
3. Memorizing a poem by V. Orlov “Tell me, forest river ...”
2 weeks
1. Reading the story of E. Shim "The Bear and the Dog."
2. Reading the fairy tale-story by T. Janson "Magic Winter".
3. Learning the Lithuanian song “They washed buckwheat ...”
3 week
1. Reading the fairy tale by Ch. Perrault "The Sleeping Beauty".
2. Reading the fairy tale "Nikita Kozhemyak"
3. Learning the English folk song "Don't be late."
4 week
1. Reading the fairy tale by Ch. Perrault "Finger Boy".
2. Reading the story of V. Dragunsky "The secret becomes clear."
3. Repetition of the studied poems.
1 Week
1. Reading the story of N. Kalnin “Is this how they play?”
2. Reading the Russian folk tale "Finist-Clear Falcon".
3. Repetition of program poems.
2 weeks
1. Reading the fairy tale "The Fox and the Jug."
2. Reading the story of Y. Thais "Obediant rain".
3. Learning the Russian folk song "Swallow, swallow ..."
3 week
1. Reading the fairy tale "The Fox and Cancer".
2. Reading the epic "How Ilya Muromets became a hero."
3. Memorizing a poem by J. Reeves "Noisy Bang"
4 week
1. Reading the Russian folk tale "Porridge from an ax."
2. Reading fairy tale"Seven Simenov - seven workers"
3. Repetition of the studied poems.
Related publications:
Synopsis of GCD on reading fiction in preparatory group A. Gavryushkin's poem "Ten Rules of a Little Russian".
Synopsis of the integrated OOD for reading fiction in the middle group "Tales of a brownie" Region integration. Speech development, social and communicative development, cognitive development, artistic and aesthetic development.
Abstract of the GCD on reading fiction in the first junior group "A Christmas tree was born in the forest" with a presentation Summary of GCD on reading fiction in 1 junior group"A Christmas tree was born in the forest" with a presentation. Objectives: - to introduce.
Materials and equipment: a screen house, a layout of the river. n. stoves, mill, basket, toys cat, chicken and egg from Kinder (large, horse, hats.
Compilation of a descriptive story "Defenders of the Fatherland". Lesson in the middle group for reading fiction Summary of classes in the middle group for reading fiction. Topic: Compilation of a descriptive story "Defenders of the Fatherland". Target:.
Prospective planning for reading fiction in the senior group September 1 Stories "What the Bear loves", "What I love" With the help of children's literature, reveal to children the images of their peers, arouse desire.
Prospective planning for reading fiction in the second younger group September #1. The story of Y. Tayts "Cube to Cube" Develop interest in reading and storytelling by adults works of art; attract.
Perspective plan of the educational process for reading fiction and speech development Month No. week Theme, subject content Literature September 1 (1) Ch. Kh. 1. Development.
The project "Reading fiction" in the second junior group of kindergarten The project "Reading Fiction" in the second junior group of the kindergarten Project name: "The book is a source of knowledge about life." View.
"A bear came to visit us." GCD for reading fiction in the younger group Approximate routing direct educational activity Type of educational activity: reading fiction.
Image Library:
Fiction is an invaluable source of wisdom, the strongest means for the development of speech, as well as the intellectual, aesthetic and spiritual enrichment of the child's personality. The artistic word nourishes the emotions of the baby, stimulates the imagination, develops a figurative worldview, and educates speech culture. Reading stories and fairy tales awakens a sincere interest in the feelings and experiences of the main characters, teaches to understand the motives of their actions, to perceive the plot plot. The joint efforts of parents and teachers will help to open the magical world of literary adventures and fairy-tale wonders to the kids of the older group.
Organization of classes in reading fiction in the senior group of kindergarten
Older preschoolers, due to the accumulated life experience, are able to perceive the figurative speech of the author more subtly, to more deeply understand the meaning of the work, and analyze the characters of the main characters. All this awakens a genuine interest in books, a desire to learn new literary subjects.
Instill in a person a taste for reading and give the opportunity to read, and you will inevitably make him happy ...
John Hershel
Older preschoolers awaken a genuine interest in books, a desire to learn new literary subjects.
Goals and objectives of the classes
The goals of reading in the senior group:
- the formation of a child's genuine interest in the book and the inner need for reading fiction;
- education of a competent and sensitive reader.
Educational tasks:
- broaden horizons, form a holistic picture of the world;
- to learn to listen to poems, stories, fairy tales, to perceive emotionally, and also to understand the content of the work;
- to teach to analyze the reasons for the actions of the main characters, to see hidden contexts, to encourage them to talk about their understanding of the characters' characters;
- develop skills expressive reading poems, help to participate in role-playing theatrical games and dramatizations;
- prepare for a comprehensive literary education, organize an initial acquaintance with an illustrated book, folk art, introduce information about the genres of works, writers and poets.
Development tasks:
- aesthetic and moral development the personality of the child;
- formation and development of competent literary speech.
Educational tasks:
- to cultivate the ability to emotional perception of works of literature;
- contribute to the formation of literary and artistic taste.
Children learn to listen to poems, stories, fairy tales, to perceive emotionally, and also to understand the content of the work.
Pedagogical methods of working with works of art
When teaching reading, visual, verbal and game techniques are used. Among the visual ones, the most popular are:
- acquaintance with the author of the work (demonstration of a portrait of the writer);
- examination and comparative description of book illustrations;
- demonstration and discussion of thematic presentations, slide shows, videos dedicated to a particular work (it is advisable to use this technique after reading the book);
- children's drawing as a way of conveying impressions from a fairy tale or story heard.
Verbal techniques are diverse and designed to work with the entire text, as well as its parts and even individual words. This includes:
- expressive reading from a book or by heart, focused on strengthening the ability to listen, hear, perceive the content of the work;
- storytelling with elements of free improvisation (replacing words, rearranging them);
- a conversation that is built around questions that allow you to determine the genre, plot, main idea works, means of artistic expression;
- selective reading of key fragments of the text of the book, which enhances the emotional perception and activates the attention of children;
- explanation of the meaning of unfamiliar words:
- replacement with a synonym in the process of reading, for example, “crown - crown”, “crafty - cunning”; learning new words while showing pictures;
- discussion of unknown phrases and phrases during the introductory conversation.
- creative tasks for inventing a plot, continuing the story, selecting rhymes, comparative descriptions, epithets.
All kinds of games and dramatizations are used as game techniques (provided that children have excellent knowledge of the text of the work):
- costume performance with the participation of children;
- theatrical performances and games (board, puppet);
- didactic literary games and quizzes.
In the classroom for reading fiction, the method of theatrical game is actively used.
Quiz "Know the fairy tale" using a multimedia presentation (the picture appears on the screen if the children answered the questions correctly and named the fairy tale).
- In this tale, the grandfather grew a crop, but he could not pull it out of the ground. Pulled, pulled, but did not pull. A grandmother, a granddaughter, a bug, a cat came to his aid. Who did I forget to name? What did they take out? Did you recognize this tale?
Slide to the fairy tale "Turnip"
- In the next fairy tale, an old man lived with an old woman, and also forest animals (bunny, fox, wolf) who meet our main character. The fox ate it. Who did the fox eat? How did he end up in the forest? Which animal did I forget to name?
Slide to the fairy tale "Kolobok"
- The heroes of the fairy tale found a cozy house in the forest and settled in it, but for some the house turned out to be too small. He decided to live on the roof, perched on the house and ruined it. Who was that? Name everyone who lived in the house. What is the name of the fairy tale?
Slide to the fairy tale "Teremok"
- Someone by cunning and deceit occupied the bunny's house. The bear, the wolf, the dog wanted to drive away the uninvited guest, but could not. And who could? Who helped the bunny and freed the hut? What is the name of the fairy tale?
Slide to the fairy tale "Zayushkina hut"
- The goats were left alone in the house. They disobeyed their mother's orders not to open the door for anyone. How many goats were there? Who and how managed to deceive them?
Slide to the fairy tale "The wolf and the seven kids"
- And in this fabulous story, mother and father left on business, left their daughter and son at home alone. The older sister was assigned to look after the little brother. The girl played with her friends, forgot the request of the father and mother, and the angry birds took her brother to Baba Yaga. What kind of birds stole the boy? What tests did the girl have to go through in search of her brother? Who helped her?
Slide to the fairy tale "Geese-swans"
- Grandfather and woman fashioned a snow girl. What happened to her next? What is the name of the main character?
Slide to the fairy tale "Snow Maiden"
Forms of work used in teaching reading
In order to instill in preschoolers a persistent interest in reading, the following forms of work should be introduced into constant practice:
- daily reading of works of various genres;
- independent acquaintance of children with the book in a specially equipped literary corner;
- organized scheduled classes;
- easy communication of the teacher with children on the basis of fiction during games, walks, and other activities;
- fruitful cooperation with parents, popularization of home reading:
- consulting work on the optimal choice of literature for reading, taking into account the age characteristics of children;
- participation of parents in the design of book exhibitions, quizzes, literary holidays;
- design of information stands and travel books;
- conducting open classes for parents.
A corner of fiction, as a rule, is present in all groups of kindergarten. The main goal is to increase interest in the book, to create a special cozy, secluded place where kids can calmly and concentratedly communicate with the book, leaf through its pages with pleasure, carefully examine the illustrations, recall exciting episodes, “live” their story with their favorite characters.
The main goal of the book corner is to increase interest in the book, to create a special cozy, secluded place where kids can calmly and concentratedly communicate with the book.
Rules for the design of the corner of the book:
- Located away from the noisy and dynamic gaming area, creating conditions for a thoughtful leisurely pastime.
- There is proper daylight (near the window) and evening (local electric).
- Decorated with shelves or tables.
- Books are selected according to the age characteristics of children.
The range of interests of older preschoolers is expanding, so a book exhibition can include ten to twelve books, giving each child the opportunity to individually select a book of interest to him. Be sure to familiarize children with the rules:
- take books with clean hands;
- flip carefully;
- do not tear, do not crush;
- do not use for games;
- after having looked, always put the book back.
Thematic book exhibition
Thematic exhibitions of books are usually devoted to issues of cognitive interest to children, as well as anniversaries of writers or holidays. The topic should be significant, lasting no more than a week, since the interest and attention of children in the future to the displayed books will decrease.
Thematic book fairs usually devoted to issues of interest to children
Ideas for a motivating start to a class
Arouse children's curiosity about literary works is the primary task of the educator. A thoughtful approach to the organization of classes, comprehensive preliminary preparation will create an informal, lively environment, increase the efficiency and emotional impact of children.
To activate the attention of their pupils, the teacher can use questions, poems, riddles, multimedia presentations in the work.
To activate the attention of his pupils, the teacher can use a fascinating conversation, poems, riddles, didactic games, elements of a costumed performance, demonstration of illustrations, listening to an excerpt piece of music, watching multimedia presentations, videos or cartoons.
- An interesting variant of the beginning - the appearance fairy tale hero, which will involve children in the game or invite them on a fantastic journey. For example, Pinocchio enters the group and shares his problem with the children: “I was invited to visit the fairy forest by a bear from the fairy tale“ Masha and the Bear ”. I really like tea with pies, but I'm afraid to travel through the mysterious forest myself. Guys, I ask you to help me find the way to the bear's house.
- With children of the older group, you can conduct short introductory conversations on familiar works (6-8 questions). For example, the following conversation would be appropriate for the topic “Russian folk tales”:
- What fairy tales do you know?
- Who came up with these stories?
- What animals are the heroes of fairy tales?
- In what fairy tales is the bear found? ("Masha and the Bear", "Three Bears", "Teremok")
- The heroes of what fairy tales were a bunny, a fox, a wolf?
- Children will also be captivated by a story that introduces the personality of the author of their favorite work. For example, about P. P. Bazhov, the creator of the fairy tale "Silver Hoof", you can say this:
Guys, today I will introduce you to an author who loved folk tales so much that he called his invented stories fairy tales. What is a fairy tale? This is an ancient legendary legend, which was passed down by word of mouth from grandfathers-great-grandfathers to grandchildren-great-grandchildren. In a fairy tale real life and magic are miraculously intertwined, supernatural forces act next to earthly heroes, which can be good helpers, or can manifest themselves as evil forces. These are the tales that Pavel Petrovich Bazhov invented.
P. P. Bazhov was born in the family of a mining plant about one hundred and forty years ago. The plant was located in the distant Urals, near the city of Yekaterinburg. The boy studied at the seminary, where he met a wonderful teacher of literature, who taught his students to understand, appreciate and love fiction. Bazhov was happy to memorize poems, already at the age of nine he could recite entire collections of poems by his favorite poets by heart.
Growing up, Bazhov followed in the footsteps of his teacher and began to teach Russian to children, during civil war fought in the Red Army, and then became a journalist. From a young age, Bazhov was fond of folk tales, carefully collected works of folklore. Folk legends "breathe" all his works, collected in the book "Malachite Box". - A didactic game as a motivating technique would be appropriate if it is not too voluminous and will be carried out at a fast pace, otherwise it needs to be moved to the main part of the lesson.
Didactic game "Remember the story" (based on the works of N. N. Nosov). The teacher offers to look at pictures with drawn objects: cucumbers in the garden, a shovel, a telephone, a pot of porridge, a hat, pants with a patch. The guys need to remember the name of the corresponding stories of their favorite children's author (“Cucumbers”, “Gardeners”, “Phone”, “Mishkina porridge”, “Live hat”, “Patch”).
Photo gallery: didactic game based on the works of N. N. Nosov
The task of establishing the correct sequence of events The correct sequence Text knowledge questions Choose the appropriate sequence It is necessary to correctly connect words and pictures
Table: card file of riddles on a fairy-tale theme
| The red girl is sad She doesn't like spring. It's hard for her in the sun The poor thing sheds tears. (Snow Maiden) An arrow flew and hit the swamp, Planted her grandfather in the field All the riddles were guessed and the heroes were all named. Oh, Petya, simplicity, There is no river, no pond, Near the forest, on the edge | In heaven and on earth a woman jumps on a broom, terrible, evil, who is she? (Baba Yaga) He is kinder than everyone in the world The grandmother loved the girl very much. Mixed with sour cream. My father had a strange boy Evening would soon come Walking briskly along the path, The nose is round, patchy, |
We plan classes in reading fiction in the senior group of kindergarten
Lesson duration is longer than middle group for five minutes and is now 25 minutes.
Classes are traditionally held once a week, but you should not be limited to narrow time frames. advanced planning learning activities. Daily free reading, playful literary situations and conversations during a walk, or spontaneous creative play outside of organized activities will help introduce children to the world of fiction.
Time plan and types of classes
Lesson structure:
- Organizational part - motivating beginning of the lesson, introductory conversation (3–5 minutes).
- The main one is reading the work (15–20 minutes).
- The final one is the final analytical conversation between the teacher and the children. Children are taught to reasonably formulate their point of view and independently talk about their perception of the content of the work, evaluate the characters and actions of the main characters (3-5 minutes).
Types of occupations:
- Targeted reading of one work.
- Comprehensive reading of several already familiar and new works of different genres, united by one theme ( New Year, the arrival of spring, forest animals, etc.).
- Combining works that represent different types of art:
- familiarity with the book in combination with viewing illustrations, slides, movies, cartoons;
- fiction and background sound of a musical work;
- reading using theatrical improvisation (dolls, toys, cardboard figures).
- Reading as a structural part of a speech development lesson.
Methodology for conducting classes
The selection of a work is carried out in accordance with the following criteria:
- age and psychological and features of perception;
- simplicity and accessibility of style and compositional solution, the degree of fascination of the plot;
- value in terms of artistic skill and educational effect;
- compliance with program requirements and pedagogical tasks.
Reading may be preceded by a brief introductory conversation of an introductory nature, including a short story about the personality of the writer, a mention of other works of this author that the children had met earlier. Next, you need to voice the genre of the work. The interest and emotional involvement of children in the work will be strengthened by a well-chosen riddle, poem, illustration, fragment of a piece of music or an excursion to the museum held the day before.
While reading, it is important to maintain close emotional contact with children. Reading should be complete, intonationally and figuratively expressive, not interrupted by questions and comments addressed to children.
It is important to take care of the immediate children's reaction, first impressions and experiences from the listened work, which will allow the children to fully experience the satisfaction of communicating with the book, to fill their inner world new feelings and thoughts. It is more expedient to offer a serious analytical conversation during repeated reading.
It is difficult for children of five or six years old to cope with monotonous monotonous work, therefore it is advisable to carry out motor, finger or breathing exercises with small fidgets in time, to connect outdoor games of a literary orientation in the process of work.
Card file of topics for artistic reading in the senior group
Genre variety of literature for reading in the senior group:
- Russian folklore, and folklore works peoples of the world ("Like a grandmother's goat", "Swallow-swallow", "The house that Jack built", "Vesnyanka").
- Russian and foreign folk tales ("The Frog Princess", "Goldilocks". "Teremok").
- Poetic and prose works of domestic and foreign authors (A. S. Pushkin, I. S. Turgenev, I. Bunin, S. Yesenin, V. Dragunsky, N. Nosov, R. Kipling, A. Lindgren).
- Literary tales (V. Bianchi, P. Bazhov, A. Volkov, V. Kataev, B. Zakhoder).
Table: file of literary works for the senior group indicating the objectives of the study
| V. Dragunsky "Enchanted Letter" | To teach to analyze a work of art, to develop the ability to understand the character of the characters, to enrich speech with phraseological units |
| Favorite verses. stories, tales about autumn. Bianchi "September" Pushkin "Already the sky was breathing in autumn" | To develop oral speech, to form the ability to analyze the signs of autumn, to cultivate love for the native nature. respect for nature, which generously endows us with its riches. |
| memorization. Tolstoy "Autumn, our poor garden is sprinkled" | To develop a poetic ear, to form the ability to reproduce figurative expressions, to select comparisons, epithets, to consolidate the ability to form different forms of verbs. |
| Reading the fairy tale by I. Teleshov "Krupenichka" | Expand reader's horizons, enrich vocabulary. To help understand the motives of the actions of the characters, to clarify the concepts of the genre features of the fairy tale. |
| Reading Dragunsky's story "Childhood Friend" | To acquaint with the work of V. Dragunsky, to reveal the character of the main character Deniska. |
| Memorizing a poem M. Isakovsky "Go beyond the seas oceans" | Learn to expressively read a poem by heart, independently select epithets, develop the ability to feel the melodiousness of a language |
| "Princess Frog" storytelling | To learn to perceive the figurative content of a fairy tale; highlight figurative expressions in the text. To consolidate knowledge of the genre features of a fairy tale. |
| A. Lindgren "Carlson, who lives on the roof" (chapters) | Learn to understand the characters of fairy-tale heroes; select figurative definitions for words; feel the humorous content of the work. Develop a sense of humor. |
| I. Surikov “Here is my village” (learning) Songs and nursery rhymes about nature. | Learn to listen carefully, express your attitude to the content. To consolidate knowledge of nursery rhymes and folk songs about nature. |
| "Hare braggart" reading | Help to understand the meaning and main content of the tale. Learn to highlight artistic means of expression. Introduce fairy tale illustrations |
| N. Nosov "Living Hat" (reading) | Learn to understand the humor of the situation. Clarify the idea of the features of the story, its composition, the difference from other literary genres. Encourage them to come up with a continuation and ending of the story. |
| Reading poems about winter | Introduce children to poems about winter, introduce them to high poetry. |
| S. Marshak "The young month is melting" (memorization) | Recall with children the works of S. Marshak. Help memorize and expressively read the poem "The young month is melting." |
| P. Bazhov "Silver Hoof" | Introduce children to P. Bazhov's fairy tale "Silver Hoof" |
| S. Georgiev "I saved Santa Claus" reading | To introduce children to a new work of art, to help understand why this is a story and not a fairy tale. |
| A. Fet "The cat sings, narrowed his eyes ..." | Develop understanding of figurative speech. Build an understanding of family relationships. Cultivate interest in your ancestry. Learn to make up stories based on your family tree. |
| A. Gaidar "Chuk and Gek" (chapters, reading) | To consolidate knowledge about the features of a prose work. Learn to understand the motives of the actions of heroes; express your attitude towards them. |
| Reading the story of E. Vorobyov "A piece of wire" | To acquaint children with a work about the defenders of the Motherland during the war years, to educate children in respect for war veterans. |
| O. Chusovitina "Poems about Mom" | Learn to expressively read a poem. To consolidate knowledge about the difference between poetry and prose works. |
| Reading an excerpt from the work of K. Paustovsky "Cat-thief" | To develop speech, logical figurative thinking to cultivate kindness, responsiveness, love for animals. |
| Reading the work of N. Leshkevich "Traffic Light" | Introduce the content of the poem, repeat the rules of the road. |
| Learning the poem by I. Belousov "Spring Guest" | Continue to develop children's interest in fiction and educational literature |
Table: card file of didactic literary games used in reading classes
| "Tell the story right" | Mom and dad lived. And they had a son, Shurochka. Shurochka went to the forest for sweets and got lost. Shurochka came across a house. There is a huge lion in the house. He began to live with him, cook porridge. Shurochka decided to run away home, prepared cookies and ordered the lion to take them to mom and dad, and he hid in his backpack. A lion came to the village, and there a rooster began to crow at him, the lion got scared, threw his backpack, and he ran away. And Shurochka returned alive and healthy. |
| "Change the storyline" | The children are invited to change the fairy tale about the kolobok so that the fox does not eat it. |
| "Book Market" | Before the children is a set of five books, all of them, except for one author's literary fairy tales. The children need to identify an extra (folk) tale and explain their choice. |
| "Literary Lotto" | Visual material: cards with the image of fairy-tale and literary heroes. Children take cards in turn and name the characteristics of the drawn character, for example, the wolf is gray, scary; kolobok - round, ruddy, tasty, etc. |
| "Take the words to the toy" | Children stand in a circle, a soft toy sits in the center on the floor. The teacher throws the ball to the child and says: “This is Cheburashka. What is he? Name his friends. Whom did they help? Etc.". Children take turns listing the characteristics of a fairy-tale hero, answer questions and return the ball to the teacher. |
| "Prove" | Work on the development of speech (development of reasoning skills). Educator: - Guys, I think that the bear is a bird. Do not agree? Then prove it, and you begin to formulate your thought with the words: if ... (a bear was a bird, then it would have a beak and be able to peck). |
| “Explain the meaning of words” (The Tale of K. I. Chukovsky “Tsokotuha Fly”) | Tsokotuha - make unusual sounds with the syllable "tso". A villain is one who is capable of doing evil, bad deeds. Birthday girl - main character celebrates his name day, invites guests. |
| "Make up your own fairy tale" (with elements of dramatization) | Children come up with their own fairy tale plot using the Russian folk tale “The Wolf and the Seven Kids” as an example, then show their stories at a specially prepared table, on which there is a model and carved figures fairy tale characters. |
| "Fairy Telegram" | The teacher reads out the texts of telegrams sent by the heroes of fairy tales, and the children guess their authors, say the name of the fairy tales: An evil and cunning wolf ate six of my brothers. Please, help! My bast hut was occupied by a deceiver fox. Give me back my house! Dear Eeyore, we congratulate you on your birthday, we wish you happiness in your personal life! I was locked in a room by the "housekeeper" Freken Bock. Help! My brother was kidnapped by the terrible Baba Yaga. Help me save him! I lost my glass slipper! Help me find! I love winter fishing, but my tail was left in the hole! Peace, only peace! I've run out of all the jam jars and sweet pies! |
| "Flower-seven-flower" | On the demonstration board, a model of a magic flower with missing petals: The first one is yellow The second one is red Third - blue Fourth - green Fifth - Sixth - Seventh - Teacher questions: Why is the flower magical? What petals are missing? What wishes did the petals fulfill? Why did the fulfillment of desires not bring joy to the girl? What wish was the most valuable? |
| "Magic Screen" | The game consolidates the understanding of the difference between the author's fairy tale and the folk one. One child shows a book, and the children name the writer or poet who wrote it. |
| "Find a shadow" | The task is carried out individually. The child connects the image of the character with his silhouette and calls the name of the hero and his fairy tale. |
| "Guess the tale" | Carlson loves this book very much, he reads it so often that he read it almost to the holes, some letters have disappeared. I will read the remaining letters, and you try to find out the fairy tale: “Kol .. lie down .., lie down .., look .. and roll .. - from the window .. to the lava .., from the lava .. to the floor, along half ... to two .., pr .. black .. then .. - yes in sen .., from sen .. to krill .., from krill .. to two .., from two .. beyond the gate .., gave .. and gave ... " |
| "Mixed Pictures" | Children complete the task in small subgroups. Pictures must be arranged in the correct logical sequence of the development of the plot of the fairy tale. For example, from literary fairy tale about the adventures of Pinocchio: an alphabet book, a cat and a fox, a log, a wooden doll of a boy, gold coins, a magic key. |
| "Evil and Good Heroes" | On the table are mixed cards with the image of fairy-tale characters. Children choose a hero and explain why they have identified him as good or evil. |
| "Correct mistakes" | “Wolf and seven kittens (kids)”, “Sasha (Masha) and the bear”, “Cockerel (hen) Ryaba”, “Boy with a leg (finger)”, “Geese-hens (swans)”, “Mishkina (zayushkina) hut”, “turkey princess (frog)”. |
| "Vasilisa the wise" - ball game | The child who caught the ball must continue the name of the character or the name of the magic item: Baba Yaga, Koschey the Immortal, Ivan Tsarevich, jumping bunny, little fox, gray barrel top, walking boots, self-assembled tablecloth, invisibility hat, mouse -norushka, a boy with a finger, Serpent Gorynych. |
Table: physical education minutes on the theme of fairy tales
| (Children alternately bend their fingers. Clap their hands on the last line.) We will count the fingers, (vigorously squeeze and unclench our fingers) Let's call fairy tales. Mitten, Teremok, (Children bend their fingers in turn) Kolobok - ruddy side. There is a Snow Maiden - beauty, Three bears, Wolf - Fox. Let's not forget Sivka-Burka, Our prophetic kaurka. We know a fairy tale about the firebird, We do not forget the turnip We know the Wolf and the goats. Everyone is happy with these stories. (clapping hands) | We are a glorious family of goats, We love jumping and jumping (jumping in place). We love to run and play We love to butt horns (they melt in pairs and index fingers both hands show "horns") |
| Fairy tale walks, fairy tale roams (walking in place) The story finds us. (hugs ourselves with both hands) The fairy tale tells us to run (we imitate running on the spot) Right into a warm bed. (put hands under cheek) A fairy tale brings us a dream, (“we swim in a dream”, closing our eyes) Let him be beautiful! (stand straight, arms to the sides, up). | The mouse ran quickly (running in place). The mouse wagged its tail (imitation of movement). Oh, I dropped my testicle (bend over, “raise the testicle”). Look, it broke (show the “testicle” on outstretched arms). |
Table: a fragment of the summary of the lesson on reading the story of L. N. Tolstoy "The Bone" by Ubusheeva Nadezhda Sergeevna
| GCD stage | Stage content |
| Organizational part | Introduction to the game. Guys, do you like to travel? Would you like to travel with me? Then I'll give you a riddle. If you answer correctly, you will find out where we will go on a trip.
So, take your seats, we are going on a journey by sea. Guys, tell me, who is in command of the ship? (captain) What should be the captain and sailors on the ship? (strong, honest, brave). |
| Main part | Reading a story. Conversation on its content:
Fizminutka "The sea is worried"
vocabulary work
|
Summing up work with children
A well-conducted final conversation on a work is no less useful than an introductory one. It allows children to consolidate and systematize the knowledge gained in the process of reading, develops memory, the ability to highlight the main thing from what they heard.
Sometimes, after reading the work, a few questions are enough, but they should be meaningful and direct children to highlight main idea. So, the final questions for the story of N. N. Nosov "Dreamers" can be something like this:
- What did you like about this story?
- Who are the dreamers?
- Why did the author title his story that way?
- Which of the characters in the story would you call dreamers and why?
- How to distinguish a lie from a fictional story?
- Why, after the story that Igor told, did the boys not want to be friends with him?
- How was his story different from the stories of others?
You can also conduct the final part in the form of a conversation-repetition, which helps to remember and consolidate ideas about the structure of a fairy tale. For example, a conversation based on the fairy tale by S. Aksakov "The Scarlet Flower" can be of such content.
A piece of music sounds. The teacher asks questions:
- Guys, what mood does this music create? (Magical, wonderful, mysterious)
- What fairy tale did you meet?
- How to understand that this is a fairy tale, and not a poem or a story? (The tale begins and ends with certain words, for example, “Once upon a time there was an old man with an old woman ...”, “And they began to live and live and make good ...”)
- What miraculous changes happen to the heroes in fairy tales? (The frog turns into a beautiful princess, the overseas monster into a young prince)
- What magic items help good win? (Walking boots, self-assembled tablecloth, apple saucer, magic mirror, etc.)
- How many daughters did the father have in the fairy tale "The Scarlet Flower"?
- What was the youngest daughter like?
- What did the daughters ask their father to bring back from a long journey?
- How did the youngest daughter feel about the monster?
- What made her return to her father and sisters?
- What did the sisters do? Why? Did they want to help their little sister?
- What do you think of the character of the monster?
- What happened to him when the promise given to him by his youngest daughter was broken?
- How did it end?
Since reading classes are held not only for the sake of developing the ability to listen and memorize the text, but for the most part for educational purposes, the main attention should be paid to the moral and ethical side of the works and the formation of positive qualities and behavior patterns. The educator must also express his own assessment of the work and the events taking place in it, his attitude towards the characters and their actions, thereby giving children moral guidelines.
Video: literary quiz
Video: poetry evening at the preschool educational institution
Video: song for the introductory part of the lesson
Video: lesson "Journey to the land of fairy tales"
A preschooler can be called a reader conditionally, he is rather an attentive and active listener. His acquaintance with the world of the book depends entirely on the literary taste and preferences of an adult, whether it be a parent or educator. It is the adults surrounding the baby who determine the range of works of art, help interpret complex texts, and arouse interest in the perception of the book. In many ways, it will depend on the educators whether the baby in the future will become a literate, deeply thinking and feeling connoisseur of the book, or his acquaintance with the world of literature will remain a superficial, passing episode of his life. A teacher who is passionate about his work will be able to give a child a holiday of communication with a book, will open for him a rich world in which he will never feel lonely.
Share with friends!Russian folklore
Songs.
"Hare-bouncer", "Fox and jug", arr. O. Kapitsa;
"Finist-Clear Falcon", arr. A. Platonova;
M. Yasnov. "Peaceful Counting".
Prose.
V. Dmitrieva. "Baby and the Bug" (chapters);
L. Tolstoy. "Lion and Dog", "Bone", "Jump";
B. Almazov. "Humpback";
A. Gaidar. "Chuk and Gek" (chapters);
S. Georgiev. "I saved Santa Claus";
V. Dragunsky. "Childhood Friend", "Top Down, Obliquely";
N. Nosov. "Live hat";
K. Paustovsky. "Cat-thief";
literary tales
A. Pushkin. "The Tale of Tsar Saltan, of his son (the glorious and mighty bogatyr Prince Gvidon Saltanovich and the beautiful Swan Princess" ;
N. Teleshov. "Krupenichka";
T. Alexandrova. "Domovenok Kuzka" (chapters);
P. Bazhov. "Silver Hoof";
W. Bianchi. "Owl";
B. Zakhoder. "Grey star";
V. Kataev. "Flower-seven-flower";
Works of poets and writers from different countries
Poetry.
I. Bzhehva. "On the Horizon Islands", trans. from Polish. B. Zakhoder;
J. Reeves. "Noisy Bang", trans. from English. M. Boroditskaya;
Y. Tuvim. "Letter to all children on one very important matter", trans. from Polish. S. Mikhalkov;
W. Smith. "About the Flying Cow", trans. from English. B. Zakhoder;
Literary tales.
R. Kipling. "Elephant", trans. from English. K. Chukovsky, poems in the lane. S. Marshak; A. Lindgren. “Carlson, who lives on the roof, flew in again” (chapters, in abbreviated form), trans. from the Swedish L. Lungina; X. Myakelya. "Mr. Au" (chapters), trans. from Finnish E. Uspensky;
Sample list for memorization
"Knock on the oak tree...", Rus. nar. song;
I. Belousov. "Spring Guest";
E. Blaginina. "Let's sit in silence";
G. Vieru. "Mother's Day", trans. with mold. I. Akima;
M. Isakovsky. "Go beyond the seas-oceans";
M. Carem. "Peaceful counting rhyme", trans. from French V. Berestov;
A. Pushkin. “At the seashore, a green oak ...” (from the poem “Ruslan and Lyudmila”);
I. Surikov. "This is my village."
Sample Reading List in Faces
Y. Vladimirov. "Freaks";
S. Gorodetsky. "Kitty";
V. Orlov. "Tell me, little river...";
E. Uspensky. "Destruction".
additional literature
"Nikita Kozhemyaka" (from the collection of fairy tales by A. Afanasyev);
"About the little mouse who was a cat, a dog and a tiger", ind., trans. N. Khodzy;
“How the Brothers Found the Father’s Treasure”, Mold., Arr. M. Bulatova;
"Yellow Stork", Chinese, trans. F. Yarilina;
Prose
B. Zhitkov. "White House", "How I Caught Little Men";
G. Snegirev. "Penguin Beach", "To the Sea", "Brave Penguin".
L. Panteleev. "The letter" you ";
M. Moskvina. "Baby";
A. Mityae. "The Tale of the Three Pirates"
Poetry.
I. Akim "Zhadina";
Y. Moritz. "House with a pipe";
R. Sef. "Council", "Endless Poems";
D. Kharms. "I've been running, running, running...";
D. Ciardi. “About who has three-eyes”, trans. English. R. Sefa;
B. Zakhoder. "Nice meeting";
S. Marshak. "Mail"
Literary tales.
A. Volkov. "The Wizard of the Emerald City" (chapters);
O. Prosler. "Little Baba Yaga", Persian German. Y. Korintsa;
J. Rodari. "The Magic Drum" (from the book "Tales with Three Ends"), trans. from Italian. I. Konstantinova;
"Wizard's Hat", per. V. Smirnov;
T. Janson. "About the World's Last Dragon", trans. from the Swedish L. Braude;
A. Mityaev. "The Tale of the Three Pirates";
L. Petrushevskaya. "The Cat Who Could Sing";
G. Sapgir. “How the frog was sold”, “Fables in the faces”.
Program tasks "Fiction" for children 7 years of age
Continue to develop interest in fiction. Learn to listen carefully and with interest to fairy tales, stories, poems. With the help of various techniques and specially organized pedagogical situations, to promote the formation of an emotional attitude to literary works. Encourage them to talk about their attitude to a specific act of a literary character. Help children understand the hidden motives of the behavior of the characters in the work. Continue to explain (based on the read work) the main genre features of fairy tales, stories, poems. Continue to cultivate sensitivity to artistic word; read passages with the most vivid, memorable descriptions, comparisons, epithets. Learn to listen to the rhythm and melody of a poetic text. To help expressively, with natural intonations to read poetry, to participate in reading the text by roles, in dramatizations. Continue reading books. Draw the attention of children to the design of the book, to the illustration. Compare illustrations by different artists for the same work. Tell children about your favorite children's books, find out their liking and preferences.
For reading to children
Russian folklore
Songs.
, "Like grandmother's goat...",
, "Early, early in the morning..." ,
“I’m already amusing the pegs ...”, “Nikolenka goose ...”,
"You knock on the oak tree, the blue siskin flies."
invocations.
"Ladybug ...", "Swallow-swallow ...",
“You are already a little bird, you are a stray ...”, “Rain, rain, more fun.”
Russian folk tales.
"Hare-bouncer", "Fox and jug", arr. O. Kapitsa;
"Winged, hairy and oily", arr. I. Karnaukhova;
"The Frog Princess", "Sivka-Burka", arr. M. Bulatova;
"Finist - the Clear Falcon", arr. A. Platonova;
"Havroshechka", arr. A. N. Tolstoy;
"Rhymes", authorized retelling by B. Shergin;
"Nikita Kozhemyaka" (from the collection of fairy tales by A. N. Afanasyev); "Dirty Tales".
Works of poets and writers of Russia
Poetry.
V. Bryusov. "Lullaby";
S. Gorodetsky. "Kitty";
S. Yesenin. "Birch", "Bird cherry";
A. Maikov. "Summer rain";
N. Nekrasov. "Green Noise" (abbreviated);
A. Pleshcheev. "My garden";
I. Turgenev. "Sparrow";
M. Tsvetaeva. "At the bed";
C. Black. "Wolf";
I am Akim. "Greedy";
A. Barto. "Rope";
B. Zakhoder. "Dog's grief", "About catfish", "Pleasant meeting";
V. Levin. "Chest", "Horse";
S. Marshak. "Mail", "Poodle"; S. Marshak,
D. Kharms. "Funny siskins";
Y. Moritz. "House with a pipe";
R. Sef. "Council", "Endless Poems";
D. Kharms. "I've been running, running, running...";
M. Yasnov. "Peaceful Counting".
Prose.
V. Dmitrieva. "Baby and the Bug" (chapters);
L. Tolstoy. "Lion and Dog", "Bone", "Jump";
C. Black. "Cat on a bicycle";
B. Almazov. "Humpback";
M. Borisova. "Do not offend Zhakonya";
A. Gaidar. "Chuk and Gek" (chapters);
V. Dragunsky. "Childhood Friend", "Top Down, Obliquely";
B. Zhitkov. "White House", "How I Caught Little Men";
Y. Kazakov. "Greedy Chick and cat Vaska";
M. Moskvina. "Baby";
N. Nosov. "Live hat";
L. Panteleev. "The Big Wash" (from "Tales of Belochka and Tamarochka"), "The letter" you ";
K. Paustovsky. "Cat-thief";
G. Snegirev. "Penguin Beach", "To the Sea", "Brave Penguin".
Folklore of the peoples of the world
Songs.
“They washed buckwheat”, lit., arr. Yu. Grigorieva;
"Friend for friend", Tajik., arr. N. Grebneva (abbreviated);
"Vesnyanka", Ukrainian, arr. G. Litvak;
"The House That Jack Built", "The Old Lady", English, trans. S. Marshak;
"Happy journey!", Dutch, arr. I. Tokmakova;
"Let's dance", Scottish, arr. I. Tokmakova.
Fairy tales.
"Cuckoo", Nenets, arr. K. Shavrova;
“How the Brothers Found the Father’s Treasure”, Mold., Arr. M. Bulatova;
"Forest Maiden", trans. from Czech. V. Petrova (from the collection of fairy tales by B. Nemtsova);
"Yellow Stork", Chinese, trans. F. Yarilina;
"About the little mouse who was a cat, a dog and a tiger", ind., trans. N. Khodzy;
"Wonderful stories about a hare named Lek", Tales of the peoples of West Africa, trans. O. Kustova and V. Andreev;
"Goldilocks", trans. from Czech. K. Paustovsky;
"Three golden hairs of Grandfather-Vseved", trans. from Czech. N. Arosyeva (from the collection of fairy tales by K. Ya. Erben).
Works of poets and writers from different countries
Poetry.
I. Bzhehva. "On the Horizon Islands", trans. from Polish. B. Zakhoder;
A. Milne. "The Ballad of the King's Sandwich", trans. from English. S. Marshak;
J. Reeves. "Noisy Bang", trans. from English. M. Boroditskaya;
Y. Tuvim. "Letter to all children on one very important matter", trans. from Polish. S. Mikhalkov;
W. Smith. "About the Flying Cow", trans. from English. B. Zakhoder;
D. Ciardi. "On Who Has Three Eyes", trans. from English. R. Sefa.
Literary tales.
R. Kipling. "Elephant", trans. from English. K. Chukovsky, poems in the lane. S. Marshak;
A. Lindgren. “Carlson, who lives on the roof, flew in again” (chapters, in abbreviated form), trans. from the Swedish L. Lungina;
X. Myakelya. "Mr. Au" (chapters), trans. from Finnish E. Uspensky;
O. Preusler. "Little Baba Yaga" (chapters), trans. with him. Y. Korintsa;
J. Rodari. "The Magic Drum" (from "Tales with Three Ends"), trans. from Italian. I. Konstantinova;
T. Jansson. "About the World's Last Dragon", trans. from the Swedish
L. Braude. "The Wizard's Hat" (chapter), trans. V. Smirnova.
To learn by heart
"Knock on the oak tree...", Rus. nar. song;
I. Belousov. "Spring Guest";
E. Blaginina. "Let's sit in silence";
S. Gorodetsky. "Five little puppies";
M. Isakovsky. "Go beyond the seas-oceans";
M. Carem. "Peaceful counting rhyme", trans. from French V. Berestov;
A. Pushkin. “At the seashore, a green oak ...” (from the poem “Ruslan and Lyudmila”);
To read in faces
Y. Vladimirov. "Freaks";
S. Gorodetsky. "Kitty";
V. Orlov. "Tell me, little river...";
E. Uspensky. "Destruction".
Literary tales.
A. Pushkin. "The Tale of Tsar Saltan, of his son (the glorious and mighty bogatyr Prince Gvidon Saltanovich and the beautiful Swan Princess";
N. Teleshov. "Krupenichka";
T. Alexandrova. "Domovenok Kuzka" (chapters);
P. Bazhov. "Silver Hoof";
W. Bianchi. "Owl";
A. Volkov. "The Wizard of the Emerald City" (chapters);
B. Zakhoder. "Grey star";
V. Kataev. "Flower-seven-flower";
A. Mityaev. "The Tale of the Three Pirates";
L. Petrushevskaya. "The Cat Who Could Sing";
G. Sapgir. “How a frog was sold”, “Smeyantsy”, “Fables in faces”.
